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TABLE OF CONTENTS
TOPIC PAGE
Introduction 3-4
150 Famous Americans 5
Vocabulary Test: Adjectives Opposites 6

Introduction to Literary Analysis 7


Ali Literary Elements 8-9
The Aviator Literary Elements 10-11
Frozen Literary Elements 12-13
Pocahontas Literary Elements 14-21

Compare and Contrast Elsa and Pocahontas 22-23


Avengers: Fall of Ultron Literary Elements 24-33

Avengers Language Activity 34

Autobiography of Hugh Fox III 35-39


Syllabus 40-42
Dr. Hugh Fox III - Schedule 43
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Introduction

My philosophy of second language teaching is to combine a high interest message + high


touch media + high tech media! For media I combine high touch and high technology.
Motivation is extremely important in the second language learning and the appropriate choice
of message and media can help motivate students.

The high touch media part of my lessons includes the use of props and video. I use props and
costumes to engage all the senses including the kinesic sense. Teaching with multiple
modalities accommodates different perceptual learning styles. The use of costumes is a fun
activity that lowers anxiety, boredom and doubt and lowers the affective filter. According to
Krashens Input Hypothesis, a lowered affective filter should enhance second language
learning. I also use video as the common classroom experience of a Language Experience
Approach (LEA) lesson in order to engage all the senses of the students prior to discussion.
The high tech media part of my lessons includes both hypermedia and student centered
technology projects. I use my blog to provide a hypermedia mode of instruction and this
increases teacher control over lesson content. The use of online hypermedia content means
the instructor can more readily control the difficulty level of text presented in the classroom
for lecture and/or discussion purposes. The instructor can easily share lecture and/or
discussion notes by sending links to the notes via social media. The students can access
information that was not presented in class through hyperlinks in the online lesson. The
hyperlinks are designed as extensions for remediation or enrichment.

When appropriate the students in my classes do technology based communication projects.


Second language learners may be unsure of their English skills but still have a strong interest
in technology that motivates them to try to communicate to their fellow students via
technology based communication projects. The infusion of technology as a communication
tool in the second language classroom also improves the technological competence of the
students. Finally, the best way to teach second language learners how to talk about
technology is through technology projects.
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If the main second language objective of the class is the development of Basic Interpersonal
Communication Skills (BICS) then I pick topics from pop culture. I also use more high touch
media rather than a high tech media when BICS are the main goal.

If the main second language objective of the class is the development of Cognitive Academic
Language Proficiency (CALP) then I use authentic academic materials. I also rely more on
hypermedia to communicate complex material in a fun and interesting way in which the pace
of comprehensible input is tightly controlled. I am also more likely to put an emphasis on
technology based communication projects.

In either case, I use prior research that I have done on what EFL students find interesting in
order to guide my lesson content decisions. In Fox (2004) the focus was just on student
interests. The follow up article Fox and Miller (2007) compared student interests with
textbook content and found there was a poor match. This packet is an attempt to provide
research based high interest topics that is superior to that of most textbooks. In my opinion,
effective second language teaching is the masterful synergy of message and media to create
optimal conditions for learning!

In all my lesson plans there will be both a BICS and CALP activity but I vary the ratio of
time spent on the BICS versus CALP objective depending on the level. The table below is an
approximation of the ratio of time this instructor will spend on BICS versus CALP activities
depending on the ESL level.

If the level of the students is very low then I might focus on the BICS activity and forego the
CALP activity altogether. On the other hand, even with a very high level class, I would never
neglect the BICS activity altogether. The BICS activity acts as a natural motivational warm
up activity that introduces the CALP activity even in the case of very high level ESL learners.
References
Fox, H. & Miller, A. (2007). What EFL Topics do Students find Interesting? Hwa Kang
Journal, 13, 99-110

Fox, H. (2004). A Study of ESL Teachers and Their Attitudes About Computer-Assisted
Language Learning Usage, Hwa Kang Journal of TEFL, 10. 37-56
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150 Famous Americans


https://foxhugh.com/list-of-lists/100-famous-americans/
The students will pick one of the famous Americans listed below for their Prezi presentation.
Every student must pick a different American.
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Vocabulary Test: Adjectives Opposites


https://foxhugh.com/vocabulary-tables/adjectives-opposites/
The students will take a test using flashcards about the entries listed below.
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Introduction to Literary Analysis


https://foxhugh.com/literary-elements/

1.0) What is point of view of a story?


1st Person vs 3rd Person

2.0) What is the plot of a story?


Exposition
Rising Action
Climax
Falling Action
Denouement

3.0) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.

4.0) What is the theme of a story?

5.0) What are the conflicts of a story?

6.0) What is the setting of a story?

7.0) What is the genre of a story?


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Ali Literary Elements


http://foxhugh.com/tv-series-esl-discussion-questions/ali-literary-elements/

1.0) What is the point of view of the movie?

2.0) What is the plot of the movie?

3.0) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.

3.1) Will Smith plays Cassius Clay, Jr. / Cassius X /Muhammad Ali

3.2) Jon Voight as Howard Cosell


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3.3) Mario Van Peebles plays Malcolm X

4.0) What is the theme of the movie?

5.0) What are the conflicts of the movie?

6.0) What is the setting of the movie? How important is the setting?

7.0) What is the genre of the movie?

8.0) Does the movie have any cultural lessons?


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The Aviator Literary Elements


http://foxhugh.com/tv-series-esl-discussion-questions/the-aviator-literary-elements/

1.0) What is the point of view of the movie?

2.0) What is the plot of the movie?

3.0) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.

3.1) Describe Leonardo DiCaprio as Howard Hughes

3.2) Describe Cate Blanchett as Katharine Hepburn


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3.3) Describe Kate Beckinsale as Ava Gardner

4.0) What is the theme of the movie?

5.0) What are the conflicts of the movie?

6.0) What is the setting of the movie? How important is the setting?

7.0) What is the genre of the movie?

8.0) Does the movie have any cultural lessons?


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Frozen - Literary Elements


http://foxhugh.com/tv-series-esl-discussion-questions/frozen-literary-elements/

1.0) What is the point of view of the movie?

2.0) What is the plot of the movie?

3.0) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.

3.1) Anna

Describe Annas eyes.

https://www.theatlantic.com/health/archive/2013/11/the-psychology-of-giant-princess-
eyes/281209/

http://www.spring.org.uk/2011/12/what-the-eyes-reveal-10-messages-my-pupils-are-sending-
you.php

What does Anna want?

Prince Hans | Villains Wiki | FANDOM powered by Wikia

3.2) Elsa
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Platinum Blonde

The 25 Most Iconic Blondes of All Time

104) Cold Manipulation

024) Animate Objects


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Elsa, Frozone, Ice King, Iceman, Icy, Jack Frost, Mr. Freeze, Popo, Rukia, Subzero

Who doesnt belong? Who would win in a melee fight?

Compare and contrast Anna and Elsa in terms of hair, dress style, goals and personality.

3.3) Olaf

Describe Olafs appearance.

Describe Olafs personality.

nave Wiktionary

4.0) What is the theme of the movie?

5.0) What are the literary conflicts of the movie?

6.0) What is the setting of the movie? How important is the setting?

In-Universe Location

http://disney.wikia.com/wiki/Category:Frozen_locations

The cultural roots of the locations are Scandinavian.


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7.0) What is the genre of the movie?

The subgenre is Disney Princess movie.

8.0) Does the movie have any cultural lessons?


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9.0) Describe how the movie was produced.

https://en.wikipedia.org/wiki/Frozen_(2013_film)#Production

10.0) Describe how the movie was received.

https://en.wikipedia.org/wiki/Frozen_(2013_film)#Critical_response

11.0) What are the conflicts of the movie?


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Pocahontas Literary Elements


https://foxhugh.com/tv-series-esl-discussion-questions/pocahontas-literary-elements/
The students will describe the POV, plot, characters, theme, setting and historical accuracy of
Pocahontas.
1.00) What is the point of view of the movie?

2.00) What is the plot of the movie?

3.00) The student will use the five ws in order to analyze the characters in the movie.

3.1) Pocahantas

3.11) What does Pocahontas look like in the Disney movie?

3.12) What is the personality of Pocahontas like in the Disney movie?

3.13) What does Pocahontas want in the Disney movie?

3.14) What must Pocahontas do to get it in the Disney movie?

3.15) What is at stake if Pocahontas fails in the Disney movie?

3.16) How does the historical Pocahontas differ from the Disney version?
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3.20) John Smith

3.21) What does John Smith look like in the Disney movie?

3.22) What is the personality of John Smith in the Disney movie?

3.23) What does John Smith want in the Disney movie?

3.24) What must John Smith do to get it in the Disney movie?

3.25) What is at stake if John Smith fails in the Disney movies?

3.26) How does the historical John Smith differ from the Disney version?

3.30) Meeko
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3.31) What does Meeko look like?

3.32) What is the personality of Meeko like?

3.33) What does Meeko want?

3.34) What must Meeko do to get it?

3.35) Whats at stake if Meeko fails?

3.36) How do real raccoons compare with Meeko?

3.40) Flit

3.41) What does Flit look like

3.42) What is the personality of Flit like?


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3.43) What does Flit want?

3.44) What does Flit do to get it?

3.45) Whats at stake if Flit fails?

3.46) How does Flit compare with real hummingbirds?

3.50) Governor Ratcliffe

3.41) What does Governor Ratcliffe look like?

3.42) What is the personality of Governor Ratcliffe like?

3.43) What does Governor Ratcliffe want?

3.44) What does Governor Ratcliffe do to get it?

3.45) Whats at stake if Governor Ratcliffe fails?

4.00) What is the theme of the movie?

5.00) What is the setting of the movie? How important is the setting?

6.00) What is the genre of the movie?

7.00) Compare and contrast real Native Americans and Disney Native Americans.

8.00) Does Pocahontas have superpowers?


Air Manipulation - Colors of the Wind
Agile but not to a superhuman level
Precognition - Foretells ship and compass
Telepathy - Listen with Your Heart
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Compare and Contrast Elsa and Pocahontas


https://foxhugh.com/tv-series-esl-discussion-questions/compare-and-contrast-
elsa-and-pocahontas/
1.0) Movie
1.1) Year Made?
1.2) Critical
response?
1.3) Box Office?
2.0) Hair
2.1) Hair Color?
2.2) Hair Style?
3.0) Eyes
3.1) Eye Color?
3.2) Eye Shape?
4.0) Physique

5.0) Ethnicity

6.0) Sidekick (s)

7.0) Dress
7.1) Dress Color?
7.2) Dress Style
8.0) Goals

9.0) Personality

10.0)
Superpowers
11.0) Genre

12.0) Setting

13.0) Conflict

14.0) Similarities
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Avengers: Fall of Ultron Literary Elements


https://foxhugh.com/tv-series-esl-discussion-questions/avengers-fall-of-ultron-literary-
elements/

1.00) What is the point of view of the movie?

2.00) What is the plot of the movie?

3.00) The student will use the five w's in order to analyze the characters in the
movie.

3.10) Iron Man

3.11) Who created Iron Man?

3.12) What superpowers/skills/weapons does Iron Man have?

3.13) What weaknesses does Iron Man have?

3.14) Where and when does Iron Man become a super hero?

3.15) Why does Iron Man join the Avengers?

3.16) Compare and contrast the comic book and cinematic Iron Man.
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3.20) Captain America

3.21) Who created Captain America?

3.22) What superpowers/skills/weapons does Captain America have?

3.23) What weaknesses does Captain America have?

3.24) Where and when does Captain America become a super hero?

3.25) Why does Captain America join the Avengers?

3.26) Compare and contrast the comic book and cinematic Captain America.

3.30) The Hulk


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3.31) Who created the Hulk?

3.32) What superpowers/skills does the Hulk have?

3.33) What weaknesses does the Hulk have?

3.34) Where and when does the Hulk become a super hero?

3.35) Why does the Hulk join the Avengers?

3.16) Compare and contrast the comic book and cinematic Hulk.

3.40) Thor

3.41) Who created Thor?

3.42) What superpowers/skills/weapons does Thor have?

3.43) What weaknesses does Thor have?

3.44) Where and when does Thor become a super hero?

3.45) Why does Thor join the Avengers?

3.46) Compare and contrast the comic book and cinematic Thor.
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3.50) Hawkeye

3.51) Who created Hawkeye?

3.52) What skills/weapons does Hawkeye have?

3.53) What weaknesses does Hawkeye have?

3.54) Where and when does Hawkeye become a super hero?

3.55) Why does Hawkeye join the Avengers?

3.56) Compare and contrast the comic book and cinematic Hawkeye.
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3.60) Black Widow

3.61) Who created the Black Widow?

3.62) What skills/weapons does the Black Widow have?

3.63) What weaknesses does the Black Widow have?

3.64) Where and when does the Black Widow become a super hero?

3.65) Why does the Black Widow join the Avengers?

3.66) Compare and contrast the comic book and cinematic Black Widow.
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3.70) Nick Fury

3.71) Who created Nick Fury?

3.72) What skills/weapons does Nick Fury have?

3.73) What weaknesses does Nick Fury have?

3.74) Where and when does Nick Fury become a super hero?

3.75) Why does Nick Fury form the Avengers?

3.76) Compare and contrast the comic book and cinematic Nick Fury.
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3.80) Ultron

3.81) Who created Ultron?

3.82) What skills/weapons does Ultron have?

3.83) What weaknesses does Ultron have?

3.84) Where and when does Ultron become a super villain?

3.85) Why does Ultron want to destroy the Avengers?

3.86) Compare and contrast the comic book and cinematic Ultron.
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3.90) Scarlett Witch

3.91) Who created the Scarlett Witch?

3.92) What skills/weapons does Scarlett Witch have?

3.93) What weaknesses does the Scarlett Witch have?

3.94) Where and when does Scarlett Witch become a super hero?

3.95) Why does Scarlett Witch want to help the Avengers?

3.96) Compare and contrast the comic book and cinematic Scarlett Witch.
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3.10) The Vision

3.11) Who created the Vision?

3.12) What skills/weapons does the Vision have?

3.13) What weaknesses does the Vision have?

3.14) Where and when does the Vision become a super hero?
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3.15) Why does the Vison want to help the Avengers?

3.16) Compare and contrast the comic book and cinematic Vision.

4.00) What is the theme of the movie?

5.00) What is the setting of the movie? How important is the setting?

6.00) What is the genre of the movie?

7.00) Does the movie have any cultural lessons?

8.00) Compare and contrast the comic book Avengers with the cinematic version.
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Avengers Language Activity


http://foxhugh.com/communication/avengers-language-activity/

Avenger 1) Alter-Ego 2) Costume 3) Motivation 4) Super 5) Tool(s)/Weapon(s)


Colors Powers
Ant-Man

Black Panther

Black Window

Captain
America

Hawkeye

Hulk

Iron Man

Thor

Vision
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Autobiography of Hugh Fox III


https://foxhugh.com/about-me/about/
Introduction

This autobiography is divided into five sections that include this introduction, my family
background, fifth ward and professor days. The approach is basically chronological but I do
believe that each stage in my life has had a central theme. The focus of each section will be
on what I learned from that particular stage in my life.

Family Background

Both my parents were professors. The house was always filled with books and
intellectuals. They both had extremely successful careers at Michigan State University. My
father is Hugh Fox Jr. and had a Ph.D. in American Thought and Language. My grandfather
was an MD and was Hugh Fox senior. I am Hugh Fox III. I think from my earliest years it
was expected that I would get a doctorate and continue the family tradition. I suppose if I
had a son then he would be Hugh B. Fox IV and would also be expected to get a doctorate.

I spent several summers in Sun City, California with my grandparents. My grandfather


Hugh Fox senior was very different from my father and humble about his education. I would
like to think I learned some life lessons from my grandfather in this regard but probably not!

My most vivid memories summers of that time were swimming at the community pool in Sun
City.
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Some of my father's friends include the famous American beatnik authors Allen Gingsberg,
and Charles Bukowski. I talked with Allen Gingsberg and Charles Bukowski and got a lot of
interesting ideas about life from them and other similar friends of my fathers. I also met
James T. Farrell, Issac Asimov, Ray Bradbury, Diane de Prima, Richard Brautigan and
countless other poets and novelists while growing up. I really didnt appreciate how lucky I
was to meet some of the great writers of the US while growing up.

My mother is Lucia Fox Lockert and is from Peru originally but got her Doctorate at Illinois
State University and spent the next 30 plus years of her life doing research and teaching in
the area of Spanish Literature. The fact that my mother is from Peru means that I basically
grew up in a bilingual/bicultural household. I was very aware of both US and Latin American
intellectual traditions. My mother had very different friends than my father including Luis
Borges. Below is a picture of me as a teenager with Borges. I am the one with a beard.
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Borges viewed the world in a totally different way than someone like Gingsberg or Bukowski
and he would often ask very enigmatic questions in the middle of a conversation. Years later
I realized how lucky I was to have an opportunity to talk with some of the great thinkers of
our generation as a teenager.

My mother did make sure that I went to Latin American schools for three years. I did realize
at an early age that there was big world beyond the borders of the US. My mother was
determined that I learn Spanish. I spent fourth grade studying at Colegio Schnthal in
Caracas, Venezuela. I studied at Colegio Claret a Venezuelan school for fifth
grade. I studied at a public school (Escuela Emilio Lamarca) in Buenos Aires, Argentina for
seventh grade. I also spent a year in the Sierra Madre of Mexico when I was three. I spent
summers in Peru with my mother's family. I do speak, read and write Spanish fluently thanks
to my mothers efforts.

My mother and father were connected to very different intellectual traditions but from both of
them I gained an enduring belief and love in the intellectual method for figuring out problems
both cosmic and mundane. I was lucky enough to graduate from an excellent high school,
East Lansing High School. One of the alumni of East Lansing High School is Larry Page:
CEO and co-founder of Google Inc.

Fifth Ward

I got my bachelors and teaching certification from Michigan State University in East
Lansing Michigan but did not go straight on to get a Masters and Doctorate and then become
a professor as my parents expected. I felt that I needed some life experience above and
beyond going to school. I taught English as a Second Language to refugees from SE Asia
including the Vietnamese boat people and Cuban Mariel boatlift for one year at Tri-City/Ser-
Jobs For Progress Inc. I saved some money and with my brand new teaching certificate, a
brand new wife and a 20-year old car, I drove to Texas from Michigan. At the time the Texas
economy was booming and teaching jobs abounded. Michigan was the rust belt and teachers
were being laid off. I could justify my move on economic grounds but in truth it was time to
hit the open highway like so many young Americans before me. I am sure Bukowski would
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have approved and asked to have a beer in Texas for him. Borges probably would have asked
some question like Are you looking for a job or yourself? Both views have their place.

I taught ESL and social studies in Fleming Middle School in the Fifth Ward of Houston for
five years. The room next to mine saw ten teachers come and go in that period. Fleming
Middle School was a tough inner city school. I learned that courage and calm can get your
through just about any experience. I also learned that sometimes you are most needed where
you are least expected. Any good karma I have garnered in this lifetime was during those
five years teaching at Fleming Middle School.

Professor Days

I went to Texas A&M University for five years from which I received a Masters (Educational
Psychology) and Doctorate (Curriculum and Instruction). My main area of specialization is
computer assisted language learning. After I graduated, I was an Assistant Professor at
Texas Tech University in Lubbock Texas for a year but the desert terrain soon got on my
nerves. They have no sewers in Lubbock because it never rains, literally. One of my favorite
cities in the world is San Antonio and when I saw a job opening in that city I jumped at it.

I was an Associate Professor at Our Lady of the Lake University (OLLU) in San Antonio in
the teacher education program for six years. I taught ESL methodology and language
acquisition theory. I created and administered a M.Ed. in educational technology at OLLU. I
was on the committee which set up a computer based language lab at OLLU. I was 39 in
1999 and decided to do a sabbatical year in China. I suppose seeing so much of Latin
America when I was young created a taste for exploration.

I got a job at Suzhou Railway Teacher College in Suzhou, China as a Visiting Professor. I
spent one incredible year there. China was great and I would still be there except for the
small problem, money. At the time, a well-paid professor in China made three thousand
dollars a year! China is cheap but not that cheap. I liked the Chinese adventure but I also
like money. Also you need more than three hundred a month to have adventures in other
Asian countries. I started to write a novel while in China. The novel was Half Square and I
finished the novel years later in Taiwan. I learned more in one year in China than in ten years
in the US. I craved more adventure and did not want to go back to the US.

I applied for a university job in Taiwan. I was an Assistant Professor at Tunghai University
for a year in Taichung, Taiwan. I was later an Assistant Professor at Chinese Culture
University in Taipei for six years. Taiwan offered good pay and a perfect base from which
to explore Asia due to its central location. During my years in Taiwan, I visited Australia,
Bali, Brunei, Guam, Hong Kong, India, Japan (Hokkaido, Fukuoka), Laos, Malaysia, the
Philippines (Angeles City, Cebu and Manila), Singapore, Thailand, Macau, and
Vietnam. After seven years in Taiwan, I had finished my novel Half Square and felt I had
gotten into a rut.

I opted for more money and more adventure at Chungnam National University in Dajeon,
South Korea for a year. I then taught at the Nagoya University of Commerce and Business in
Nagoya, Japan for a semester. I decided I had enough of the cold of NE Asia and relocated to
38

the warm climes of Thailand. Ironically I could make more money as a school teacher than a
professor in Thailand unlike NE Asia. I gave the K-12 system one more shot at Sunflower
Trilingual School for a semester. Children are fun but exhausting and I then applied to the
one major university in Thailand that was next to a beach. I have been teaching at Burapha
International College in Bangsaen, Thailand for over seven years. I would say that there are
many ways to live life and one should be totally open to new experiences.
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Burapha College Syllabus


Section 1: General Information
1.1) Old Course Name: 951101 English for Academic Purposes I
1.2) New Course Name: 95110159 English for Everyday Use
1.3) Term: _x__Fall ___ Spring ___ Summer /Year: 2017
1.4) Instructors Name: Hugh B. Fox III
1.5) E-mail: foxhugh@yahoo.com, Website: http://foxhugh.com/
1.6) Office Hours: Tuesday, 1-2 pm
1.7) Pre-requisite course: none
1.8) Co-requisite course: none
1.9) Classroom: 501
Section 2 - Tuesday, 9-12 am
Section 3 - Wednesday, 9-12 am
Section 4 - Wednesday, 1-4 pm
1.11) This course syllabus was last updated on ___August_____/_____5___ /____2016____

Section 2: Course objectives


2.1) The student will learn academic English.
2.2) The student will learn academically related vocabulary.

Section 3: Teaching Approaches


3.1 Course description:
Development of effective reading skills and study skills required for successful tertiary level
study in English, which include previewing the text, skimming, reading for main idea and
understanding vocabulary in context.
3.2 Course credits: 3

Section 4: How does your student apply the knowledge from the class into everyday
lives?
4.1) Ethics - A student in my class does not lie, cheat or steal, or tolerate those who do.
4.2) Body of Knowledge - The student will be able to apply the knowledge gained in this
class in an organizational setting successfully.
4.3) Intellectual Skills - Higher order cognitive outcomes will be emphasized in each class.
4.4) Interpersonal Skills - Intercultural interpersonal skills will be emphasized in each class.
4.5) Responsibilities - The students will be proactive towards assignments rather than
reactive.
4.6) Analytical Skills - Both quantitative and qualitative analytical skills will be emphasized
in each class.
4.7) Communication Skills - Intercultural communication skills will be emphasized in each
class. The students will learn specialized academic vocabulary.
4.8) Innovation and Technologies - My blog will be used to provide as a hypermedia teaching
tool. All lessons are online on the instructors blog.

Section 5: Lesson Plan and Course Evaluation


5.1 Lesson plan
Week Topic/description Date Date
Tues. Wed.
1 Introduction 8-15 8-16
The theme of this class will be famous Americans.
2 The students will watch the film Ali. 8-22 8-23
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3 The students will describe the POV, plot, characters, theme, setting 8-29 8-30
and historical accuracy of the Ali.
http://foxhugh.com/tv-series-esl-discussion-questions/ali-literary-
elements/
4 The students will watch the film The Aviator. 9-5 9-6
5 The students will describe the POV, plot, characters, theme, setting 9-12 9-13
and historical accuracy of The Aviator.
http://foxhugh.com/tv-series-esl-discussion-questions/the-aviator-
literary-elements/
6 The students will watch the film Frozen. 9-19 9-20
7 The students will describe the POV, plot, characters, theme, setting 9-26 9-27
and historical accuracy of Frozen.
http://foxhugh.com/tv-series-esl-discussion-questions/frozen-
literary-elements/
8 Midterm worth 25 10-3 10-4
9 The students will watch the film Pocahontas. 10-10 10-11
10 The students will describe the POV, plot, characters, theme, setting 10-24 10-25
and historical accuracy of Pocahontas.
https://foxhugh.com/tv-series-esl-discussion-questions/pocahontas-
literary-elements/
11 Vocabulary Test: Adjectives Opposites 10-31 11-1
https://foxhugh.com/vocabulary-tables/adjectives-opposites/
12 Students will do a Prezi presentation about a famous American. 11-7 11-8
https://foxhugh.com/list-of-lists/100-famous-americans/
13 " 11-14 11-15
14 Final worth 25 points 11-21 11-22
15 The student can turn in the completed workbook for an extra10 11-28 11-29
points.

5.2 Course Evaluation:


Course Description Points
Attendance If a student has perfect attendance then they will receive 20 20
extra credit points applied to their final grade. This is an all or
nothing offer. If the student has six absences or more then
they will fail the course!
Prezi Presentation The student will create a timeline using Prezi about a famous 25
American from the list provided. The presentation will be five
minutes or less and will be timed!
Midterm The student will discuss a teacher provided question for the 25
midterm. The student will be assigned questions randomly.
The topic of the questions will be based on class readings,
activities and discussion. The student will be evaluated in the
areas of content, grammar, fluency and pronunciation. The
midterm will be worth 25% of the grade.
Vocabulary Test The students will take a flashcard test about adjectives that are 25
opposites.
Final examination The student will discuss a teacher provided question for the 25
final. The student will be assigned questions randomly. The
topic of the questions will be based on class readings, activities
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and discussion. The student will be evaluated in the areas of


content, grammar, fluency and pronunciation. The midterm
will be worth 25% of the grade.
Workbook The students will receive ten extra credit points if they 10
Completion complete the workbook and turn it in on the last day of class.
Penalties You will lose five points for missing the exam, test and/or
presentation per day late. You can take the test earlier without
penalty.

Grading system: For example (Fixed-score or T-score)


80-100 = A 75-79 = B+ 70-74 = B 65-69 = C+ 60-64 = C
55-59 = D+ 50-54 = D 0-49 = F Incomplete = I

Section 6: Course materials


School assigned workbook
https://foxhugh.com/workbooks/english-for-academic-purposes-i-workbook/

Section 7: Course evaluation


The course evaluation will help our college to improve the quality of learning and teaching.
Thus, at the end of this course, all students need to go to Burapha University website at:
www.buu.ac.th to evaluate yourselves and course instructors. Those students who do not
evaluate the course will not be allowed to see their grades for the course.
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