HANOI UNIVERSITY

ENGLISH DEPARTMENT

SYLLABUS AND CURRICULUM DESIGN

FINAL ASSIGNMENT

Supervisor: Ly Huong Nguyen, M.A.

Students:
1. Trinh Van Truong Student’s ID: 2007010337
2. Nguyen Viet Tien Student’s ID: 2007010309
3. Dang Minh Duong Student’s ID: 2007010056
4. Nguyen Thuy Anh Student’s ID: 2001040011

Ha Noi, 2023
 STATEMENT OF ORIGINALITY

This is to certify that to the best of our knowledge, the content of this paper is our own work. This paper has not been
submitted for any degree or other purposes. We certify that the intellectual content of this paper is the product of our own
work and that all the assistance received in preparing this paper and sources have been acknowledged.

Date: 23/11/2023

Group leader’s name: Trường

Leader’s signature: Trịnh Văn Trường

2
 SYLLABUS AND CURRICULUM DESIGN UNIT
Final Assignment

Situation D
A group of environmental activists from various countries is coming together for an international summit. They
need to improve their English communication skills to engage in panel discussions, debates, and networking with
other activists. Design an environmental English course that covers advocacy language, public speaking, and
impactful storytelling.

A. SYLLABUS
Name of the course: Advanced English Communicative Course for Environmental Activists

1. Course overview

Information about the targeted group of students:

- Age: 19 to 25 years old
- Background: Primarily students or young adults with a keen interest in environmental activism. Average level
proficiency from B1 to B2.
- Wants:
● Enhanced English Proficiency: Students desire improved overall language skills, specifically in the context of
environmental communication.
● Effective Communication: They want to communicate confidently and persuasively in English, especially in
international forums.

3
 ● Cultural Competence: Understanding and adapting to English-speaking cultures is a priority.
● Public Speaking and Debate Skills: Developing these skills is essential for successful participation in
discussions and debates.
● Storytelling Proficiency: Students aspire to convey emotionally impactful environmental narratives.
- Lacks:
● Limited English Proficiency: Many students lack confidence in their English fluency, pronunciation, and
vocabulary.
● Inadequate Public Speaking Skills: They lack experience in presenting and engaging audiences.
● Limited Environmental Vocabulary: Some struggle with specialized environmental terminology.
● Cross-Cultural Communication Skills: Navigating cultural differences is challenging.
● Weak Storytelling Skills: Crafting impactful, emotional stories is currently a shortcoming.

- Needs:
● Focused Language Training: Tailored language instruction to address proficiency gaps and build confidence.
● Structured Public Speaking and Debate Training: Comprehensive communication training to enhance speaking
and debate abilities.
● Specialized Vocabulary and Knowledge: Acquiring environmental terminology and knowledge.
● Cross-Cultural Communication Training: Developing skills for effective communication with activists from
diverse backgrounds.
● Storytelling Workshops: Enhancing the ability to create compelling and emotionally resonant narratives.

Information about the course:

● The course aims to equip environmental activists with advanced English communication skills, focusing on
advocacy language, public speaking, and impactful storytelling.
● By the end of the course, participants will be able to effectively engage in panel discussions, debates, and
networking at international environmental summits.

4
2. Course structure
- Length of the course: 18 lessons lasting in 2 months and 1 week (2 lessons/week)
- Number of assessment sessions: 2
- Types of activities used in the course:
● Listen to audios and videos
● Reading comprehension
● Making conversations
● Discussing
● Brainstorming ideas
● Icebreaker Activities
● Listening Exercises
● Vocabulary Building Exercises
● Persuasive Speaking Activities
● Storytelling Workshops
● Collaborative Projects
● Role-Playing
● Essay Writing
● Debate: For and Against
3. Course objectives

By the end of the course, students will be able to:

- Knowledge:
● Acquire a comprehensive understanding of global environmental challenges, including climate change,
biodiversity loss, and pollution.
● Explore key international environmental agreements, such as the Paris Agreement, and understand their
implications.
● Gain knowledge of successful environmental advocacy campaigns and the impact they have had on policy and
public awareness.
5
 - Skills:
● Enhance discussion skills, allowing participants to articulate their viewpoints clearly, listen actively, and
respond thoughtfully in group settings.
● Develop proficiency in argumentation and counter-argumentation through participation in debates on
environmental topics.
● Cultivate the art of impactful storytelling, enabling participants to craft and deliver narratives that effectively
convey the urgency and significance of environmental issues to diverse audiences.
- Attitudes:
● Cultivate a sense of responsibility and agency among participants, emphasizing the role of individuals in
creating positive environmental change.
● Encourage an open-minded and inclusive approach to cross-cultural communication, fostering respect for
diverse perspectives within the environmental activist community.
● Instill a commitment to ongoing learning and self-reflection, motivating participants to continue improving
their advocacy language and communication skills beyond the course.

4. Indicative teaching schedule

UNIT SKILL LESSON INPUT MATERIALS PRACTICE RESOURCES

FOCUS
1 GREETING Lesson 1:
& Introduce
INTRODUC the course
TION
(vocab+prompt) (topic)
- An icebreaker activity (1) - Participate in a simple Icebreaker
- Course Overview icebreaker activity Activity_Eco-Bingo
- Key environmental Issues - Explore the Course (1)
(addressed throughout the
Overview.
course)
- Set Ground Rules
6
 - Interactive activity -
Environmental Stories (1)
2 DISCUSSION Lesson 2: - The information of panel
SKILL Active discussion (0)
Listening - Techniques to listen
actively (1)
- Active - listening -
practice exercise (Audio on
Climate change) (2)
- Vocabulary on climate
change and exercises (3)
Lesson 3: - Vocabulary for climate
Initiating a change, environmental
Discussion: technology, etc. (2)
- Structure of introducing
- Brainstorming general
ideas (3), (4)
- Introduce key
environmental issues
- Conduct an interactive
activity
- Q&A Session
- Learn about “panel (0) Panel Discussion
discussion” Definition - How it
- Learn techniques to listen Differs from Other
Formats
actively and vocabulary on
(powerfulpanels.com
Climate change )
- Listening audio and then (1) Active Listening:
doing the quiz Techniques,
- Doing vocabulary Benefits, Examples
exercises (2) ELLLO Views
- Make a conversation on #1301 Climate
Change
“what can we do to stop
(3) IELTS Speaking
climate change?” Lesson: Climate
Change - Keith
Speaking Academy
- Introduce yourself (team). (2.vocab)https://engl
- Present the topic with an ishswami.com/vocab
interesting take. ulary-the-
environment-b2-
- Brainstorm on the
first-fce/
statement: "Climate (3.brainstorm:
change is one of the most https://www.atlassia
n.com/work-
7
 pressing global issues of
our time."
Lesson 4: - Tips and tricks on - Understand effective
Navigating navigating group group communication,
Group communication. (1), (2) facilitation, and conflict
Discussion
- Vocabulary and resolution.
s (2)
exercises for renewable - Do vocabulary exercises
energy. (3), (4) - Conduct group
discussions on renewable
energy “How do
renewable energy sources
compare to fossil fuels in
terms of cost and
efficiency?.”
management/project-
collaboration/brainst
orming/how-to-run-
a-brainstorming-
session
(4 brainstorm)
https://www.atlassia
n.com/work-
management/project-
collaboration/brainst
orming/brainstormin
g-techniques
(1) (3:07-7:46)
https://www.youtube
.com/watch?v=3w32
jIsRlsw&t=201s
https://aphasia.org/st
ories/tips-and-tricks-
for-navigating-
group-conversations/
(3)
https://ieltspracticeo
nline.com/lesson-7-
fuels-energy-
writing-band-8-
vocabulary/
(4)
https://quizizz.com/a
dmin/quiz/5e1fa87f9
8

Lesson 5: - Overview of persuasive - Learn persuasive speaking
Persuasive speaking (definition,
Speaking techniques, examples, - Analyze an example of
in
etc). (1),(2),(3)
Discussion
s - Vocabulary and - Engage in persuasive
vocabulary exercises for
renewable energy.
(4),(5)
b9224001cab71e3/re
newable-
energy?fromSearch=
true&source=
(1)
techniques. https://www.indeed.
com/career-
advice/career-
Persuasive Speech
development/what-
is-persuasive-speech
discussions about (2)
environmental action. https://www.youtube
Topic: “Should society .com/watch?v=96i84
urgently transition to 0d1zyI
100% renewable energy (3: Example)
https://www.youtube
sources? Why or why
.com/watch?v=QHQ
not?” iIc_-ZyA
(4)
https://ieltspracticeo
nline.com/lesson-7-
fuels-energy-
writing-band-8-
vocabulary/
(5)
https://quizizz.com/a
dmin/quiz/60cf5638
6c6ce0001bd0259f/g
ame-renewable-
energy-
sources?fromSearch
9

3 DEBATING Lesson 6: - Understanding the - Practice: exercises about
SKILLS Introductio structure of a debate
n to Debate
speech (claim, data, - Practice: Start a debate
warrant, backing,
qualifier, and rebuttal).
(1)
- How to starting a debate
(2)
- Formulate arguments for
environmental debates.
(3)
- Topic Component:
Endangered species
(focus on the
vocabulary) (4)
=true&source=
(1: Introduction of
endangered species. (4) debate speech)
https://myperfectword
s.com/blog/debate-
with topic about writing/debate-speech
endangered species (5) )
(2: Techniques to start
a debate)
https://www.wikihow.
com/Begin-a-Debate
(3: Material to
building arguments
for environment
topic)https://www.he
llovaia.com/explanat
ions/politics/world-
politics/debate-on-
environmental-
issues/
(4: Information
about endangered
species) Endangered
Species Preservation
Debate -
CourseResearchers
(4: Vocabulary and
exercises about
endangered species)
Endangered Species -
10
 Manatees : English
ESL worksheets pdf &
doc (islcollective.com)
(5: Using this topics to
start a debate)
Best Endangered
Species Controversial
Topics –
(essayshark.com)

Lesson 7: - Vocabulary for - Practice: Exercises about (1:Techniques for

Constructin endangered species. endangered species. building compelling
g Strong - Techniques for building - Practice: Conducting for arguments) 9 Ways
Arguments to Construct a
compelling arguments. and against arguments (4)
Compelling
(1) Argument - Oxford
- Develop arguments for Royale (oxford-
and against royale.com)
environmental policies (2: Some suggest
(2) elements that
support the
development of an
arguments for and
against
environmental
policies)
https://theconversati
on.com/do-
environmental-
regulations-do-more-
harm-or-good-

11
 presidential-
candidates-disagree-
55989
(3: Read the passage
and find out some
argument that the
author use in it)
Endangered Species
Act Turns 40: A
Look At 3
Interesting Debates -
OPB
(4: Topic for
producing
arguments)
https://www.myspee
chclass.com/environ
mental-speech-
topics.html

Lesson 8: - Strategies for countering - Topic Component: Urban (1: Strategies for
Refuting opposing arguments. (1) ecology (2) countering opposing
Opposing - Practice counter argument arguments)
Arguments Countering
on urban ecology topic (3)
Opposing
Arguments – About
Writing: A Guide
(pressbooks.pub)
(2: Basic knowledge
and vocabulary for
urban ecology)
12
 https://myvocabulary
.com/word-
list/ecology-
vocabulary/

https://www.intecho
pen.com/chapters/45
413
(3:Using some
argument on this
book to practice
producing counter
arguments) Urban
regions ecology and
planning beyond city
| Ecology and
conservation |
Cambridge
University Press

Lesson 9: - Discussion on debate - Practice closing part (3) (1: A guide to Debate
Debate etiquette and - Practice a full debate Ethics and Etiquette)
Etiquette https://www.ethosdeba
sportsmanship. (1) about urban ecology and
and te.com/a-beginners-
- Preparation and delivery endangered species (3) guide-to-debate-
Closing
Statements of closing statements in ethics-and-etiquette/
debates. (2) (2: How to end a
statement in a debate)
https://uark.pressbook
s.pub/speaking/chapter
/closing-a-speech/
(3: Topics for urban
ecology)
13
 https://www.esldebate
s.com/80-debating-
topics-on-the-
environment/
(3: Topic for
endangered species)
https://www.myspeech
class.com/environmen
tal-speech-topics.html

4 STORY Lesson 10: - Overview about - Learn about the elements of - (1)Techniques in
TELLING The Art of Storytelling (elements, storytelling. making storytelling:
Storytellin techniques,...) (1) - Share personal https://www.emerald
g .com/insight/content/
- Sample for personal environmental stories
doi/10.1108/108785
environmental stories (experience-based) 70610637885/full/ht
- Video on deforestation - Watch the video and ml
causes and impacts summarizing in a short - (2)Sharing personal
paragraph environmental
stories:
https://docs.google.c
om/document/d/1Tl
Zec3atENqftJ547Kc
QOJ95T3vktqsX5X
KDYyFkbBY/edit

- Video:
https://www.youtube
.com/watch?v=-
01T9e6VDWU&ab_
channel=learningjun

14

Lesson 11: -Techniques for creating - Learn about the technique
Developing engaging narratives. elements to craft
Compellin - Crafting stories. compelling environmental
g https://www.science
- Information on stories
Narratives
deforestation. - Learn how to develop the
skill to construct
impactful narratives
- Watching video which
provided detailed
knowledge on
deforestation solution
- Doing fill in blanks
exercises
Lesson 12: - Overview about - Exprorate about
Effective Storytelling techniques storytelling techniques
Storytellin (suspense, imagery, and
g and humor:
humor)
ction
-(1)Techniques for
creating engaging
narratives:
direct.com/science/a
rticle/pii/S24058726
17301272
-(2) Crafting stories.
https://journals.sage
pub.com/doi/abs/10.
1177/104973231665
6161
-(3)
https://www.youtube
.com/watch?v=l4P16
HvJoeA&ab_channe
l=ConservationChat
UK
-(1) Exploration of
techniques like
suspense, imagery,
15
Techniques - Stories about - Sharing stories about https://shorturl.at/eio
environmental environmental challenges pT
challenges and solutions. and solutions. -(2) Stories about
environmental
- Information on water - .Watching video about
challenges and
management. Integrated water solutions:
management https://shorturl.at/ly
- Doing True/False BQ5
exercises - Video:
https://www.youtube
.com/watch?v=GS9
Mxn4_RrI&ab_chan
nel=UNEnvironment
Programme

-(3)Information on
water management:
https://www.science
direct.com/science/a
rticle/abs/pii/S03783
77400000925

Lesson 13: - Impactful stories about - Watching video about -(1) Video:
Sharing environment impactful stories in https://www.youtube
Stories - Stories about local environment .com/watch?v=B-
with nEYsyRlYo&ab_cha
environmental -Sharing stories about
Impact nnel=NationalGeogr
initiatives. local environmental aphic
initiatives.

16
 - Information on water - Watching video about -(3) Video:
management. climate resilience https://www.youtube
- Doing short answers .com/watch?v=GS9
Mxn4_RrI&ab_chan
exercises
nel=UNEnvironment
Programme

5 NETWORK Lesson 14: - Understanding the basics - Understand the basics and (1)
ING Introductio of networking the importance of https://au.indeed.co
PROFICIEN n to (definitions, tips, etc.) networking. m/career-
CY Networkin advice/resumes-
(1),(2) - Learn about generally tips
g cover-
- Tips for proficient for proficient networking letters/networking-
networking specifically and specifically in skills
in environmental field environmental field. (2)
(3),(4),(5),(6) - Study the case of Dr. Jane https://www.youtube
- Example of influential Goodall and analyze the .com/watch?v=OVf5
environmentalist and role networking played in c7NthSw&t=50s
/
how networking shaping her success.
(3)
contributed to their https://www.linkedin
success. (7) .com/advice/1/how-
can-young-
professionals-
environmental-n2zif
(4)
https://www.linkedin
.com/advice/0/how-
do-you-network-
other-environmental
(5)
17
 https://www.linkedin
.com/advice/0/how-
do-you-network-
environmental-
services
(6: Environmental
Events Search
Engine)
https://environmenta
ljobs.com.au/environ
mental-events
(7)
https://www.educati
on-uae.com/the-
jane-goodall-
institute-a-legacy-of-
conservation-and-
empowerment/
Lesson 15: - The basics and of a - Learn the definition of a (1)
Building professional good relationships https://trustwellnetw
and relationships and - Study some effective ork.com/blog/how-
Maintainin to-build-
strategies for building strategies for building and
g professional-
Connection and maintaining them maintaining professional relationships-a-step-
s (1),(2),(3) relationships. by-step-guide
- Case study of a - Study and analyze (2)
significant strategies employed by https://www.youtube
environmentalist who Dr. Sylvia Earle in .com/watch?v=cBm
effectively builds and establishing and nurturing MZFMPf18
(3)
maintain professional
https://www.youtube
18
 relationships to succeed connections for achieving .com/watch?v=WO7
in their field. (4) success. AFZWjy0E
- Networking Exercise: (4)
https://www.newyor
Students participate in a
ker.com/magazine/1
mock networking event 989/07/03/her-
based on what they have deepness-wallace-
learnt previously. They white
will practice introducing
themselves, exchanging
contact information, and
discussing their
professional interests.

Lesson 16: - Name tags, simulated - Engage in a simulated (1) 5 Types of

Effective business cards, networking event ecosystems
Communic networking scenarios. - Conduct a brief (green.earth)
ation in (2) Types of
- Presentation slides, presentation or discussion
Networkin Ecosystem and its
g visuals depicting various on ecosystems Functions | Turito
ecosystems. (1) - Facilitate a workshop on (3) Effective
- Workshop handout (3) effective communication Communication
techniques Workshop Handouts
- Arrange a webinar with a
guest speaker from the
environmental field.

Lesson 17: - Overview about - - Learn how to leverage -

Leveraging leveraging network for your network for (1):https://ieeexplore
Your environmental impact. environmental .ieee.org/abstract/do
Network cument/4076546
19
 for Impact - Collaborating on a local
environmental project
- Information on
ecosystems.
impact.(Importance, -(2) Video:
Elements,etc) https://www.youtube
- - Collaborate on a local .com/watch?v=aYm
drJWLQ4Y&ab_cha
environmental project
nnel=MonkeySee
with fellow students.
- Watching a video about
ecosystems
- Doing fill in blanks
excercises

6 REVIEW Lesson 18: - Review of key concepts - Demonstrate acquired First & Final test (1)
AND Review and skills learned. skills in a comprehensive
ASSESSME and - Final assessment and assessment.
NT assessment
feedback. - Receive feedback for
improvement.

5. Assessment items First & Final Test

● The first assessment: Used to evaluate the level of learners before the course begins. The test includes 4 skills
and pays attention to speaking and listening skills.
○ Listening: Task 1: Listen to a description of how plastic bottles are recycled. Complete the sentences
with the provided past participles. Task 2: Listen to teenagers talking about the environment. Choose the
topics each person talks about from the given list. Write two examples for each person.
○ Speaking: Task 1: Describe a provided image or series of images related to an environmental issue within
one minute. Highlight the issue and potential impacts. Task 2: Participants will take positions either for
or against a global plastic bag ban. They will present arguments, counterarguments, and engage in a
discussion with the opposing side.
○ Reading: Read a text about "Animal in the city" and then answer 6 mcq and 10 true/false questions

20
 ○ Writing: Write an essay (100-150 words) discussing the significance of individual actions in addressing
environmental issues. Support your ideas with relevant examples or personal experiences.
● The final assessment:
○ Listening: Listen to the audio and then complete the notes with 10 blanks by writing one word
○ Speaking: Prepare a 5-minute presentation on an environmental issue of your choice. Discuss its impact,
potential solutions, and the importance of addressing this issue at the summit. This will be followed by 2
minutes of Q&A from the examiner on your presentation.
○ Writing: Write an essay (200-250 words) discussing the role of technology in solving environmental
issues. Provide examples and your opinion on whether technology is the key to addressing global
environmental concerns.
6. Materials
● Icebreaker Activities:Materials designed for introductory activities to help participants get to know each other
and create a positive learning environment. For example, Eco-Bingo cards serve as a fun icebreaker aligned
with the environmental theme.
● Course Overview and Key Environmental Issues: Documents outlining the structure of the course and key
environmental topics to be covered. These materials provide a roadmap for the participants.
● Interactive Activities - Environmental Stories: Activities that involve participants in sharing and discussing
environmental stories. This may include prompts, vocabulary lists, and guidelines for creating impactful
narratives.
● Audio Resources: Recordings related to environmental topics, such as discussions on climate change. These
resources help participants improve their listening skills and gain exposure to authentic environmental
discourse.
● Vocabulary Exercises: Materials focused on expanding participants' environmental vocabulary. These exercises
may include word lists, definitions, and interactive tasks to reinforce understanding.
● Debate Materials: Documents explaining the structure of a debate speech, techniques for starting a debate, and
information on specific debate topics (e.g., endangered species). These materials support participants in
developing debating skills.

21
 ● Persuasive Speaking Resources: Materials providing an overview of persuasive speaking, examples, and
vocabulary exercises related to specific environmental themes, such as renewable energy.
● Storytelling Materials: Resources introducing storytelling elements, techniques, and examples. Sample
personal environmental stories and videos on topics like deforestation contribute to the storytelling component.
● Networking Proficiency Resources: Materials covering the basics of networking, tips for proficient networking
in the environmental field, and case studies of successful environmentalists and their networking strategies.
● Review and Assessment Materials: Resources for reviewing key concepts and skills, as well as materials for
conducting assessments, including the first and final tests.
● Online Articles and Videos: External resources such as articles and videos from reputable sources, providing
additional context, examples, and real-world perspectives on environmental issues.
● Q&A Sessions and Discussions: Guidelines and prompts for facilitating question-and-answer sessions and
discussions. These materials encourage active participation and critical thinking among participants.

B. SYLLABUS RATIONALE
1. Course overview

How to gather information

- Information needs to be gathered:
● Background information: Using Google Form, create questionnaires to gather information. Learners fill in by
themselves. The survey can include questions about their previous English learning experiences, self-assessment
of language proficiency, and preferences for course content and format; gather information before the course
starts.
● Learners’ level of language proficiency: To assess participants' current English language abilities, use small test
B1 - B2 to test whether they can study in the course; conduct the test on the previous day of the first lessons to
assess them. => Divide students into suitable classes with suitable levels.

22
 ● Feedback Forms: After the course, collect feedback on the learning experience, including whether the course
met participants' expectations and goals. Use this information to improve future iterations of the course.
- Questions: The questions inquire about the student's expectations for the course, what they aim to achieve during their
studies, and their current academic performance.

Background analysis
● According to Ellis (2005), a staged approach to language development, where learners progress through well-
defined proficiency levels, is beneficial for both language acquisition and learner motivation. Targeting the B1
to B2 proficiency range aligns with this approach, ensuring that participants build upon a solid foundation while
advancing their language skills (Ellis, 2005).
● The Common European Framework of Reference for Languages (CEFR) supports the notion that B1 and B2
proficiency levels signify users who can communicate effectively in a variety of contexts (Council of Europe,
2001). This foundational understanding not only allows participants to engage in meaningful discussions but
also positions them to comprehend and articulate complex environmental concepts (Council of Europe, 2001).
● Cognitive development research, such as the work of Piaget (1972), underscores the significance of the 19-25
age range for sophisticated learning. This stage is characterized by increased cognitive abilities, including
abstract thinking and problem-solving. Participants in this age group are well-suited for the advanced language
learning goals of the course, as they are more likely to actively engage with complex environmental concepts
and contribute meaningfully to discussions (Piaget, 1972).

Need analysis
● Focused Language Training: The course recognizes varying levels of English proficiency within the cohort. To
address this, each module incorporates targeted language training sessions tailored to individual proficiency
gaps. Drawing from Gardner's theory of Multiple Intelligences, the curriculum employs diverse teaching
methods to accommodate different learning styles (Gardner, 1983). Regular formative assessments and feedback
loops will ensure a continuous improvement trajectory (Richards, 2015).
● Structured Public Speaking and Debate Training: The need for effective communication in international forums
was highlighted. To meet this demand, the syllabus incorporates structured public speaking and debate training.
23
 Drawing on the principles of rhetorical analysis (Corbett, 1990), students will dissect and emulate impactful
speeches. Interactive debate simulations will be integrated to enhance critical thinking and argumentation skills
(Paul & Elder, 2006).
● Specialized Vocabulary and Knowledge: Participants expressed a desire to expand their environmental
vocabulary and knowledge base. The syllabus responds by incorporating modules dedicated to acquiring
specialized environmental terminology and in-depth knowledge. Utilizing the Content and Language Integrated
Learning (CLIL) approach (Coyle, Hood, & Marsh, 2010), the curriculum integrates language learning with
environmental science content.
● Cross-Cultural Communication Training: Given the diverse cultural backgrounds of the participants, the need
for cross-cultural communication skills was identified. The syllabus integrates cross-cultural communication
training, drawing on intercultural communication theories (Kim, 2017). Interactive activities, role-playing
scenarios, and reflective discussions will enhance participants' abilities to communicate effectively with activists
from diverse cultural contexts.
● Storytelling Workshops: The need for impactful storytelling to engage and inspire audiences emerged
prominently. Storytelling workshops have been strategically included to develop participants' narrative skills.
Leveraging the principles of narrative persuasion (Green & Brock, 2000), these workshops will empower
participants to create compelling and emotionally resonant environmental narratives.

Environment analysis
Situational factors: environmental activists, panel discussions, debates, networking
Teachers:
● Language Proficiency: The proficiency level of the English language among the teachers is crucial. They need
to be highly proficient in English to effectively teach advocacy language, public speaking, and storytelling to
the students.
● Teaching Experience: The teachers should have experience in teaching English to non-native speakers,
particularly in the context of advocacy and public speaking. Experience in environmental advocacy or related
fields is a plus.

24
 ● Cross-Cultural Competence: Since students come from various countries, teachers must be culturally sensitive
and able to adapt teaching methods to diverse cultural backgrounds.
● Knowledge of Environmental Issues: A strong understanding of environmental issues and terminology is
essential for the teachers to provide relevant content and guidance to the students.
● Adaptability: Teachers should be adaptable and open to using various teaching methods and materials to suit the
diverse needs and learning styles of the students.
Students:
● Language Proficiency: Students may vary in their English language proficiency, so there may be a need for
different levels or customized support for each participant.
● Cultural Diversity: Students will come from various countries, bringing diverse cultural backgrounds and
experiences. This diversity can enrich the learning environment but also presents challenges in terms of
understanding and addressing individual needs.
● Motivation: Assess the motivation and commitment levels of the students. Environmental activists are likely to
be highly motivated, but understanding their specific goals and objectives can help tailor the course content.
● Prior Experience: Some students may have prior experience in advocacy, public speaking, or environmental
issues, while others may be relatively new to these topics. The course should be designed to accommodate this
range of experience.
● Learning Styles: Different students may have different learning styles, so it's important to offer a variety of
teaching methods and resources to accommodate diverse preferences.
● Technology Access: Consider the students' access to technology, as the course may involve online resources,
video conferences, or other digital tools. Ensure that all students have the necessary tools and support.
● Language Needs: Recognize any specific language needs related to advocacy, public speaking, and storytelling
in the environmental context. Some students may need more specialized training in particular areas.

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2. Organizing principles

Rationale for the course structure

The choice of a skill-based organizing principle for the Environmental English Course—centered around discussion,
debate, storytelling, and networking—is informed by the need for practical and applicable competencies in the context
of international environmental activism. This approach aligns with contemporary pedagogical theories and
methodologies, fostering active learning and skill development.
● Application of Knowledge: A skill-based approach emphasizes the application of language skills in real-world
scenarios (Richards & Rodgers, 2001). In the context of environmental activism, participants not only need
linguistic proficiency but the ability to actively apply their knowledge in discussions, debates, storytelling, and
networking.
● Active Engagement: Skill-based learning promotes active engagement, crucial for the acquisition of advanced
language skills (Brown, 2007). Engaging in discussions, debates, storytelling, and networking requires
participants to actively use language in diverse contexts, enhancing their communicative competence.
● Real-world Relevance: Skills such as debating and networking closely mirror the activities activists will engage
in during an international summit (Byram, 1997). The course's focus on these skills ensures participants are well-
prepared for the practical challenges of advocating for environmental issues in a global setting.
In conclusion, a skill-based organizing principle is chosen for the Environmental English Course to ensure
participants not only acquire advanced language proficiency but also develop the practical skills necessary for effective
communication and collaboration in the field of international environmental activism.

Rationale for the indicative teaching schedule

● Lesson: This column serves as a chronological guide, outlining the sequence of lessons throughout the course.
A structured lesson plan helps create a cohesive and logical progression, ensuring that participants gradually
build on foundational concepts before delving into more advanced topics. It also assists instructors in
maintaining a clear and organized teaching approach.
● Input Materials: The input materials column provides transparency regarding the resources, materials, and
content used in each lesson. This includes textbooks, articles, multimedia, and any other learning materials.
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 Transparent communication about the resources helps participants prepare for upcoming sessions and facilitates
independent study, aligning with principles of learner autonomy (Benson, 2011).
● Practice: The practice column outlines the hands-on activities, exercises, and applications designed to reinforce
the lesson content. Active engagement is essential for language acquisition (Richards & Rodgers, 2001). By
incorporating practice activities, the schedule ensures that participants apply theoretical knowledge, enhancing
their language skills through experiential learning.

3. Assessment plans
● The first assessment, evaluating learners' proficiency before the course begins, serves to establish a baseline of their
language skills. This baseline is crucial for designing a tailored curriculum that addresses individual needs and builds
upon existing strengths (Bachman & Palmer, 1996). It provides insights into participants' current proficiency levels
across all language skills, with a specific focus on speaking and listening, which are essential for effective
communication in international settings. The pre-course assessment also informs instructors about the participants'
strengths and weaknesses. This information allows for the customization of instructional content to address specific
language gaps and enhance overall proficiency (Brown, 2004). For instance, if a substantial number of participants
exhibit challenges in speaking and listening, the curriculum can incorporate targeted activities to address these areas.
● The final assessment is designed to evaluate whether participants are adequately prepared to engage in an environmental
summit. This ensures that the language skills acquired during the course are not only theoretical but also applicable to
real-world scenarios (Hughes, 2003). The focus on a grade greater than or equal to 5 indicates a minimum proficiency
level necessary for effective communication in the specific context of an international summit.
4. Materials
Reasons for Choosing Materials: Advanced English Communication Skills for Environmental Advocacy
The selection of materials for the "Advanced English Communication Skills for Environmental Advocacy" course has been
meticulously designed to align with the course's objectives, encompassing the development of language proficiency, cultural
competence, and practical skills required for effective communication in the realm of international environmental activism.

 The first unit, "Greeting & Introduction," lays the foundation for the course, introducing participants to key
environmental issues through an interactive icebreaker activity. The chosen materials, including an eco-themed bingo
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 game and online resources, foster engagement and set the tone for a course that seamlessly blends language acquisition
with environmental awareness.
 Moving to "Discussion Skills," the course delves into active listening and initiating discussions on climate change.
Materials from reputable sources such as powerfulpanels.com, ELLLO, and englishswami.com ensure a robust
foundation in discussion skills, combining theoretical knowledge with practical exercises.
 The "Debating Skills" unit focuses on structured debate, providing participants with resources on debate speech
structure, techniques to start a debate, and arguments related to environmental issues. By incorporating materials from
myperfectwords.com, wikihow.com, and hellovaia.com, the course ensures participants develop the skills necessary
for impactful environmental debates.
 Transitioning to "Storytelling," the course explores the art of storytelling and narrative development. Materials from
emerald.com, Google Docs, and learningjunction on techniques, personal stories, and environmental videos create a
dynamic learning experience, emphasizing the power of storytelling in environmental advocacy.
 The "Networking Proficiency" unit introduces networking basics and strategies, highlighting the importance of
networking in the environmental field. Materials from indeed.com, YouTube, and environmentaljobs.com.au provide
insights into effective networking, with a case study on Dr. Jane Goodall enriching the learning experience.
 In the final unit, "Review and Assessment," the course consolidates key concepts and assesses participants' acquired
skills. The comprehensive assessment, including first and final tests, ensures participants receive constructive feedback
for continuous improvement.
Throughout the course, the selection of materials prioritizes authenticity, reliability, and relevance. By incorporating diverse
resources such as online articles, videos, and interactive activities, the course fosters an inclusive and engaging learning
environment. The integration of materials from reputable sources not only enhances language proficiency but also equips
participants with the knowledge and skills essential for successful environmental advocacy.
In conclusion, the materials chosen for the "Advanced English Communication Skills for Environmental Advocacy" course
reflect a thoughtful and strategic approach to language instruction, cultural understanding, and practical skill development.
Through this selection, the course aspires to empower participants to communicate effectively and advocate for environmental
causes on the global stage.
Word count: 3057

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