================================================================ ============================ Your Name: Kriscia Cantillano Prado Country: Costa Rica

Title of Course: English III, Theoretical-Practical English Course Length of Course: 15 weeks Level and age of students: Undergraduate students from different majors, taking this General English course as part of the curriculum requirements, ages 18- 30

WEEK 2 Task: Analyzing a Course using the Elements of Thought Questions Your Responses (please complete the statements with information that relates to your particular course)

Purpose What is the purpose of your course? (in one sentence)

The purpose of my course is to develop students knowledge and skills at the high-intermediate level (B2), according to the Common European Framework of Reference (CEF). This course will help students: Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization Interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party Produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options Acquire the competencies required to continue with their formal education in this foreign language, as part of their respective programs at college

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

At the start of the course, I assume that my students are at a low or mid intermediate level (B1), according to the Common European Framework of Reference (CEF). They are somehow independent user of the English language. They are able to: Talk about familiar topics such as school, work, family, leisure activities with their professor and classmates Produce simple connected text on topics that are familiar or of personal interest Describe in an oral and written way experiences, events, dreams, hopes, expectations, ambitions and briefly give reasons and explanations for opinions and plans Understand I also assume they are going to have the following issues: Use of Spanish structures as a reference to express their ideas in their oral and writing production Difficulties to write 5-paragraph essays due to format and content Lack of self-confidence when presenting speeches in front of an audience Tight schedules to meet deadlines since most of students work and study at the same time Enunciation problems when speaking English Soft skills issues to understand cultural aspects about English Listening and reading comprehension problems in Englis Points of view that are stressed in this course include the following: 1. The colleges interest in reinforcing and enhancing students English skills since this is a bilingual university, promoting critical

Points of View What points of view (on the subject/ skills/ topics being

taught) will be stressed in this course?

thinking skills as part of the students profile 2. The professors perspective to provide students with the necessary tools to be ready to enroll in English IV, the last course taken on this foreign language. 3. The professors skills as a facilitator to prompt critical thinking skills so students will develop the necessary competencies to perform successfully according to the standards of the university and the course. 4. The students view to meet expectations to successfully pass the course.

Questions/Issues What essential questions/issues Some essential questions students learn to answer in this course are the do students learn to answer in following: this course? What is the teaching methodology of the course? What kind of feedback will be given? Which is the evaluation methodology the course will have? Which are the professors expectations about students? Which are the projects, tasks, assignment to be developed? Which are the rubrics the professor will use to assess projects, tasks, assignments? What is expected from me in an oral presentation or speech, writing assignment? How is class participation going to be assessed? What kind of professor are we going to have? Understanding? Easygoing? Strict? Friendly? What kind of materials are we going to use? Concepts What essential concepts do students learn about in this Some essential concepts students learn about in this course are the following:

course? (a list of essential concepts is acceptable.

Units concepts: Media, news, news resisters, news intake, means of communication, a news broadcast, overcoming obstacles, challenges, limitations, handicapped, disabilities, athletes, personal stories, television broadcast, medicine, sleep deprivation, sleep disorders, benefits to sleep, animal intelligence, feelings, behaviors, scientists, self recognition, problem solving, longevity, life expectancy, elderly people, lifelong education, solidarity, philanthropy, philanthropist, generosity, charity organizations, volunteering, homework, homework and family life, assignments, projects, sit-down meals, fast food, food trends, workforce, immigrants, finding a niche, native tongue, mainstream, tolerance, technology, Internet, noise, sonic pollution, cell phone etiquette, new inventions. Students will need to access information about critical thinking skills: assumptions, inferences, value of personal qualities, comparing and contrasting information, experiences, situations, interpretation, drawing conclusions, identifying problems, proposing solutions, recognizing opinions, making judgments, ranking qualities, connecting information, making suggestions, inferring word meaning from context. Having learned to Communicate effectively in English familiar settings, students will likely to feel more self-confident to express their opinions in different settings with native and non-native people. Demonstrate competencies for life, learning, personal effectiveness, and work, students are likely to conclude that English is a tool to think creatively, communicate, collaborate, reason, and perform effectively.

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

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/conclusions that students learn to make in this course?

Based on the above-mentioned inferences/conclusions that students are likely to make, some implications are that todays society and world are demanding students to be knowledgeable in English to communicate effectively crossculturally. Being active learners enables students to participate in authentic, multisensory, and collaborative activities in order to improve their intellectual development, personal expression, and critical thinking. Project-based learning methods to teach reading, writing, listening, and speaking help students to better their academic, professional, and soft skills. Grammar, vocabulary, and culture are interwoven into the curriculum and taught meaningfully through whole class activities in the context of current themes. Feedback provided in the course is a tool to better students skills Learning a second language takes effort, persistence, and constant interaction with others. The learning process implies establishing learning goals, persevering, monitoring the learning progress, adjusting learning strategies as necessary, and overcoming difficulties in learning.