Sample EAP Syllabus Design
TOPICAL-FUNCTIONAL EAP SYLLABUS DESIGN RATIONALE (HYPOTHETICAL):
This is a hypothetical EAP (University) proto-type course for an intermediate 13-week Listening & Speaking Level 3 course.
Taking UIC’s Tutorium Needs Analysis as an example, according to the needs assessment about half of the students in this class are highly proficient in Speaking & Listening skills, but there will be one quarter to half of the remaining students who will not be as proficient. The warm-up and group dynamic games are employed to do two things: First, to balance the proficiency levels of students where the less skilled students learn to take steps towards becoming more “vocal” and participatory, and where the more skilled students learn techniques (listening & probing, initiating interaction, etc.) to lead the group in class discussions as well as participate actively (student-centered learning). Secondly, the warm-ups and games provide a framework of interaction in order for students to effectively work in pairs, groups, and whole class discussions. These games are taken from theatrical techniques to facilitate group homogeneity amongst team members and to increase sensorial awareness. Basically, it’s a way to motivate (energize) students and to have them “perform” at 100%.
Another aim of this syllabus is to address the needs of these students’ ultimate goal, which is to pass the TOEFL exam–great emphasis is placed on grammar, and the use of form in practice. Also, I’ve made the decision to follow the exact and all of the units in New Interchange 3. From my understanding EAP tends to follow a book almost in its entirety and in chronological order. I’ve added the Grammar Dimensions 3 book to fill in the gap for the minimal overview of grammar that is conveyed in the New Interchange 3 book. I might be wearing myself thin by incorporating all 16 units in this syllabus, but I did not have the time to time all of the sections in each unit. I estimate that we’d be able to cover one unit in 2 to 2 ½ hours. I support this decision from my interview with Ms. Terrie Byrne and also from looking over sample syllabi (Truman College). I didn’t see the need to situate some chapters ahead or behind others, as the chapters seem to increase in complexity. I also believe that there’s a feeling of accomplishment when one finishes a book from beginning to end. The Grammar Dimensions 3 book isn’t the kind of book that easily facilitates interaction with a communicative approach; it’s great as a supplement.
Every week consists of 8 hours:
- 2-3 hours will be spent on grammar review
- 1-2 hours will be spent on warm-ups, games, lectures & discussions. For example let’s look at week 2:
1. Monday: 10 minute vocal warm-up; 15 minute Group Game: Keep the Conversation Going
2. Tuesday: 10 minute vocal warm-up.
3. Wednesday: 15 minute Group Game: Keep the Conversation Going; 15 minute discussion: Culture; 15 minute lecture: Narration
4. Thursday: 20 minute Group Game: Narrating a story w/ a beginning, middle, and end.
- 3-5 hours will be spent on the 4 skills New Interchange 3 book & workbook.
HYPOTHETICAL EAP SYLLABUS – Intermediate Level 3
Listening & Speaking Level 3
Instructor: Diana Rios
This course focuses on Listening and Speaking skills with a grammar review section which serves as a supplement to increase awareness of function and form at the intermediate level. Techniques in pronunciation, conversation strategies, giving presentations, discussions, and debates will aide in students’ further linguistic development. All four skills will be practiced in order for students to increase confidence in these areas as a whole.
- Gain confidence by understanding, practicing, editing and correcting errors of grammatical forms.
- Improve listening skills to communicate effectively.
- Detect strengths and weaknesses and learn how to work as a group to strengthen each others’ weaknesses and share strengths.
- Acquire and develop academic vocabulary.
- Gain confidence in speaking by actively participating in whole class discussions and debates.
- Gain confidence in speaking by practicing pronunciation.
- Be comfortable working with others and in front of others.
STUDENT LEARNING OUTCOMES:
Upon completion of this course, students will be able to:
1. improve listening skills: prediction, listening for general ideas and specific information
2. write sentences with correct grammar and punctuation
3. learn new vocabulary
4. gain awareness and distinguish phonetics in pronunciation
5. express opinions, ideas, arguments, requests, give and follow directions, take a stance
6. give a presentation
7. make an argument and support it with outside sources
***********[ATTENTION PROFESSOR: I AM ATTACHING A LINK AS THIS SYLLABUS WAS NOT ADEQUATELY FORMATTED AND CHUNKS OF INFORMATION ARE MISSING IS SOME AREAS]***********
HYPOTHETICAL SPEAKING & LISTENING LEVEL 3 SYLLABUS
|GRAMMAR(Grammar Dimensions)||WARM-UPS & GAMES; LECTURES & DISCUSSIONS||4 SKILLS(Interchange)|
(quick overview: English Verb System)
(Past, Present & Future Time Frames)
pronunciation (vocal) & group dynamic games & warm-ups
Emphatic & Sentence Stress
games: Keep the conversation going
pair work/group work/ task activities
personal ELL goals
(Describing personalities; likes/dislikes; agreement/ disagreement; complaining)
(Opinions, describing, comparing)
(Past Time Frame)
games: Keep the conversation going
Presentation on Storytelling through photos
(making, accepting, declining requests; leaving messages)
(Describing past events; narrating stories)
(Modifying Noun Phrases; Adjectives & Participles)
Presentation#1: Storytelling through photos
games: Give & Take
WordPress.com: Transcribe presentation, edit & make corrections
(expressing emotions; describing expectations; customs; giving advice)
(Describing problems; making complaints; expressing things that need to be done)
|(identifying & describing pro-blems; offering solutions)
(preferences, learning methods, personal qualities)
(things you need or have to get done; asking for and giving advice or suggestions)
(Referring to the Past—During, Since, For, From)
(historical events; giving opinions about the future)
Units 1 – 8
(Modals of Prediction & Inference in Past Time)
WordPress.com: Transcribe presentation, edit & make corrections
(Describing yourself in the past; describing regrets about the past; describing hypothetical situations)
(Infinitive Phrases as Subjects of a Sentence) contrast with:
(Infinitive Clauses & Phrases of Purpose)
(Describing the purpose of something; describing qualities for success & features; giving reasons; talking about ads)
9 – 12
(Modals of Prediction & Inference)
(Choosing Active vs. Passive Verbs)
& teams for debate: Economic Might vs. Ecologic Right; Censorship; The right to die vs. the right to life; Cloning, etc.
Debate research prep work
(Offering explanations, drawing conclusions; describing hypothetical events)
(describing how something is done, used or made; describing careers in media & enter-tainment industry)
(Modals + HAVE + Past Participle)
|(making a recommendation; giving and acknowledging opinions; asking for and giving reasons; agreeing and disagreeing)
(describing challenges, frustrations, and rewards; talking about the past and the future)
||13 – 16|
Results & Student Conferences (diagnosis)
|Closure– Reflections on our experiences in this course||
(Units 9 – 16)
- Grammar Dimensions 3, by Stephen H. Thewlis, Heinle & Heinle, 2000
- New Interchange 3, by Jack C. Richards with Jonathan Hull and Susan Proctor, Cambridge University Press, 1998
- Interchange Workbook 3, 3rd Edition, by Jack C. Richards with Jonathan Hull and Susan Proctor, Cambridge University Press, 2005
- Binder for class material with dividers (for class handouts: grammar and vocabulary sheets, task activities, etc.)
- Notebook or paper for sentence writing activities (or use your laptop)
We start the day with grammar and will use the “Grammar Dimensions 3” book. The purpose of this section is for students to gain awareness and confidence in using grammar and writing sentences correctly. Power point exercises will be utilized along with the book. This section is a supplement to our 4-skills book “Interchange 3”; therefore, this book answers the “why” questions of the grammar that will be used in the 4 Skills book. Students will be encouraged to use the forms from this section onto the activities in their pair, group, and whole class discussion work. The time spent on this section will depend on the complexity of the grammar topic and on students’ understanding. Students struggling with grammar will learn the basics at the intermediate level, and the more advanced students will have some opportunities to utilize grammar in more challenging exercises. Part of the power point presentations will ask students to edit the work (which will be edited on the power point slide in real time), and students will be asked if any corrections are to be made.
WARM-UPS & GROUP WORK GAMES:
The games and warm-ups are designed to do two things: for students to have fun while at the same time exercising linguistic abilities. The pair & group games are designed to provide a framework for interaction that students will apply in their task-activities.
LECTURE & DISCUSSION:
Only a few lectures will be given in order for students to take notes and to provide information on specific activities that are to be performed in class. The lectures and additional notes and advice will be posted on wordpress.com.
PRETEST, MIDTERM & FINAL EXAMS:
The Pretest will give the teacher and students a diagnosis of what needs to be worked on throughout the semester. Students will receive a diagnosis sheet and are welcomed to visit the teacher during office hours to discuss a game plan. The midterm and final exams are very important tests and absences will not be allowed. Sufficient exam review and quizzes will take place.
Students will receive a homework assignment every Thursday. The homework may consist of presentation work and it is due on Monday.
Transcribing Class Presentations:
I will make audio recordings of every student’s class presentation and will post the recordings online at wordpress.com. Each student is to transcribe a section of the recording of their own presentation (I’ll let you know once the assignment is given) and will edit and make corrections. This work is due on Monday.
Students will work on three (2) presentations:
- Week 3: Storytelling through photos
- Week 7: Topic of your choice
All Students will decide on a controversial issue for debate. Once the topics are chosen, each student is to conduct some research on their topic to contribute to their team. I will also hand out some readings to help with your topic.
Each student is expected to actively participate. Many games and activities are geared toward motivating students to achieve high language output.
Since we are working with a Pass (Satisfactory) and No Pass (Unsatisfactory) grading system, it’s come to my attention that many students “use up” their 10 allowed absent days. Please understand that if you miss one class it’ll set you back. Please do your best to attend each and every class. With three absences you will lose 10% of your grade.
FINAL EXAM: 40%
HOMEWORK & PRESENTATIONS: 10%
DEBATE PROJECT: 5%
CLASS PARTICIPATION & ATTENDANCE: 10%
1. Class Presentation #1 (week 3 – 1st group on Monday, 2nd group on Tuesday)
Transcription due on the following Monday-week 4
2. Midterm (week 6 on Wednesday)
3. Class Presentation #2 (week 7 – 1st group on Monday, 2nd group on Tuesday)
Transcription due on the following Monday-week 8
4. Debate #1 (week 10 on Thursday)
5. Debate #2 (week 11 on Thursday)
6. Final Exam (week 13 on Wednesday)
You’re welcomed to stop by and discuss any concerns you may have. I can help you in any area you need and can provide additional hand-outs with exercises to help you improve.
Here you’ll be able to see our syllabus, lecture notes, homework and presentation assignments. Additional resources will be posted (i.e. websites on giving power point presentations, public speaking, video examples of presentations & debates, grammar websites, etc.). The discussion board section is where you’ll work on your Presentation transcription work.
Graves, Kathleen. 2000. Designing Language Courses. (Chapter 2) Boston: Heinle, Cengage Learning.
Numrich, Carol. 1994. Raise the Issues: An integrated approach to Critical Thinking. Longman Publishing Inc.
Richards, Jack C. with Hull, Jonathan and Proctor, Susan. 1998. New Interchange 3, by, Cambridge University Press.
Richards, Jack C. with Hull, Jonathan and Proctor, Susan. 2005. Interchange Workbook 3. 3rd Edition. Cambridge University Press.
**I interviewed Terrie Byrne who administers the T.I.E. program at U.I.C.