1 Project of Reading Course Development Designer: Erin 9610002M Instructor: Mavis Shang Date: 06/09/2008

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Project of Project of

Reading Course DevelopmentReading Course Development

Designer: Erin 9610002M

Instructor: Mavis Shang

Date: 06/09/2008

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OutlineOutline Setting

Background

Aims

Objectives

Syllabus Design

Teaching Approaches

Evaluation

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ContextContext

Applied English Department is a part of

College of Language and Communication at

I-Shou University, Kaohsiung County, Taiwan.

There are two classes for each academic year

with about 50 students for each class.

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BackgroundBackground

• English is a foreign language

• The level of students are freshmen

• Ages are from 18 to 20

• Reading proficiency level is “Intermediate-

Low” (ACTFL Proficiency Guidelines)

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AimsAims

1) To help students improve their English reading comprehension regarding a variety of contents of the texts.

2) To provide reading strategies to assist students to enhance the range of vocabulary and to increase the ability of getting the information from the texts

3) To promote student’s confidence and achievement during the course

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ObjectivesObjectives

1. To enhance the extent of vocabulary, including: 1) recognizing the vocabulary from different topics of the texts 2) predicting the meaning of vocabulary from previous texts

2. To read for information, including: 1) identifying the topic (theme) 2) identifying the main idea, detailed idea, and implied ideas

3) summarizing the content the text in oral

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ObjectivesObjectives

3. To read interpretably, including: 1) inferring the writer’s intention, attitude, and purpose 2) making critical judgments

4. To promote motivation and interest, including: 1) discussing with group members 2) sharing ideas with others orally 3) expressing other information and

opinions in the written

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Syllabus DesignSyllabus Design1. Determining the scope and sequence

(1) Scope

‧The topics of material: from students’ needs

to global issues

＊ The list of the topics: family, school, food, health, travel, shopping, environment, politics, economics, technology, and medicine

‧Time management

‧The extent of students’ language skills: four language skills

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(2) Sequence

‧The length of the text: from 350 words to 750 words ‧The usage of the words: from easy to difficult ‧The sentence structures: simple to complex

‧ The types of the texts: from simplified to unsimplified

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(2) Sequence

‧reading process: part to whole

1) Read the text

ˇ Skimming

ˇ Recognizing the vocabulary

ˇ Predicting the meaning of vocabulary

ˇ Looking up the meaning of vocabulary

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(2) Sequence ‧reading process: part to whole

2) Reread the text

ˇ Identifying the topic.

ˇ Identifying the main idea, detailed ideas, and

implied ideas

ˇ Taking notes

ˇ Generating literal questions

ˇ Inferring the writer’s intention, attitude, and purpose.

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3) Respond the text

ˇ Summarizing

ˇ Promoting critical thinking.

ˇ Solving problems

ˇ Discussing with group members

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4) Share responses

ˇ Sharing ideas.

ˇ Making judgments

ˇ Expressing

5) Do follow-up activities

ˇ Reading more related articles.

ˇ Finishing assignments or homework

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Syllabus DesignSyllabus Design2. Selecting a syllabus framework

1) Skill syllabus:

Focus on skills training

2) Task-based syllabus:

Focus on the task that students have to finish by

using target language, promoting critical thinking,

and training four language skills

i) Problem solving tasks

ii) Decision-making task

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Teaching ApproachesTeaching Approaches

Two teaching approaches will be employed:

(1) Reading approach;

(2) Task-based approach.

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Teaching ApproachesTeaching Approaches(1) Reading Approach: (reading skills, content, and vocabulary)

＊ Advantages:• reading extensively based on learners’

correct level and interest, • remembering the content of text, • expanding vocabulary quickly, • training students to get main points, • building up reading, • enhancing students’ critical thinking,• getting a lot of information

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Teaching ApproachesTeaching Approaches(2) Task-based approach:

(consciousness-raising and completing a task )

＊ Advantages:

• developing higher cognitive and

metacognitive strategies

• training students’ speaking and writing

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EvaluationsEvaluations1. Formative Evaluation

• Mid-term exam

• Quizzes

• Asking students to identify the topic in oral.

• Asking students to identify the main idea, detailed idea, and implied ideas in oral.

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EvaluationsEvaluations1. Formative Evaluation

• Asking students to summarize the

content of the text in oral.

• Asking students to infer the writer’s intention, attitude, and purpose in oral.

• Asking students to make critical judgments and to share ideas with others.

• Assignments or homework for each student

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EvaluationsEvaluations2. Illuminative Evaluation

• Interview

• Questionnaire

• Teacher’s records

• Students’ peer evaluation

3. Summative Evaluation

• Final reading test

• Final paper

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~Thank You~~Thank You~

Documents

1 Project of Reading Course Development Designer: Erin 9610002M Instructor: Mavis Shang Date: 06/09/2008