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================================================================ ============================ Your Name: Galina Kossareva Country: Kazakhstan

Title of Course: Academic English (writing and listening) Length of Course: 9 weeks Level and age of students: advanced university level, ages 21 24 WEEK 2 Task: Analyzing a Course using the Elements of Thought Questions Purpose What is the purpose of your course? (in one sentence) Your Responses Standard questions LOGIC Week 3 Explanation I / we selected LOGIC because I / we think the purpose connected to the listening skill is dissolved throughout the course as there is no reference to this skill in the following rubrics: point of view, questions, concepts and conclusions. On the other hand there is a reference to oral tasks in the rubric points of view that had not been referred to in the purpose of the course. The writing skill is more specified in the assumptions rubric: what type of writing skills will be emphasized.

The purpose of my course is to develop their listening and writing skills in English language

Assumptions

At the start of the

What assumptions are you making about your students at the start of the course?

Points of View What points of view (on the subject/ skills/ topics being taught) will be stressed in this course?

course, I assume that my students have an advance level of English, they have had an experience in listening and writing in a way but they need to develop the skill of writing academically. Points of view that are SUFFICIENCY stressed in this course include tasks in written form and oral - write paragraphs - prepare presentation - write different kinds of essay Some essential questions students learn to answer in this course are: What topic sentences, thesis statement, paragraph, supporting paragraphs are. FEASABILITY and RATIONALITY

I chose SUFFICIENCY as the standard for this element because I am not sure whether all the points of view listed on the left are sufficient to gain the purpose of the course. It appears that some more skills or topics might be added. Standards Question: are these points of view sufficient to reach the aims of the course? Considering the length of the course, I selected FEASABILITY and RATIONALITY as the standards here because I want to check whether learners will be able to cover all these issues within 9 weeks and whether it is reasonable to cover a wide range of questions. Standards Question: Are learner given enough time to be ready to answer the

Questions/Issues What essential questions/issues do students learn to answer in this course?

How to make a process essay and a presentation How to make a compare and contrast essay and a presentation How to make a cause and effect essay and a presentation How to make a problem and solution essay and a presentation Using transition words in all types of essay and making presentations Concepts What essential concepts do students learn about in this course? (a list of essential concepts is acceptable. Some essential concepts students learn about in this course are: - topic sentences - thesis statements - transition words - paragraph - process essay - cause and effect PRECISION

questions in this course?

I chose PRECISION here as I am not sure about key concepts given. I doubt if they are concepts and if they take into account listening as a skill (as it was stated in the purpose). Standards question: Does this list present concepts and do they deal with listening as a skill?

Information What type of information will students need to access during this course?

essay problem and solution essay

Students will need to access information about paragraphs, essays from printed sources such as textbooks, listening materials of some scientists and class presentations and discussions Having learned how to write paragraphs and different types of essays, students will likely conclude that writing is very interesting and after exploring different types of writing the may apply writing practice in making presentation or presenting their capstone projects using some learned techniques and in deep analysis of some literature works as well

Conclusions / Inferences Based on the learning students do in this course, what conclusions will students draw or what inferences might they make?

Implications What are some implications of the above inferences/conclusion s that students learn to make in this course?

Based on the abovementioned inferences/conclusions that students are likely to to make, some implications are - students will get the knowledge of paragraph and essay structure - students will develop their skills of presentation and analysis - students will support their ideas with facts either in written form or orally - students will learn to listen and interact with each other with their group mates who have different points of view