Category: syllabus & materials design

A new roleplay for intercultural communication practice

I have a new roleplay and I think it’s a good one. It’s designed so that the teacher can introduce 4 steps on cross cultural conflict resolution and then give the students practice working through the steps. If you’re interested it’s on ESL go.com: Intercultural communication and cross cultural conflict resolution roleplay

Intercultural Communication

So the class that I’m really thinking about now is Intercultural Communication – I need to choose a text that matches my overall strategy (having students roleplay conversations with different cultural factors being considered).

Research paper introductions

Finding examples of research papers that I want my students to emulate ahs been difficult, but I think these two introductions will be useful. I’m sharing them with one of my classes in a few minutes:

THE BIBLICAL BASIS FOR TEAM MINISTRY by WILLIAM B. BADKE

The concept of team ministry in the local church has become very popular in the past two decades. Instead of the individual pioneer missionary or church planter, we now more commonly have mission and church planting teams. The multiple staff church has become the norm, with even many small churches having more than one pastor, paid or unpaid.

A definition of team ministry, for our purposes, will be a team of two or more persons consciously engaged together in ministry on a full-time or significantly extensive part-time basis, usually in a paid capacity. This definition would not, of course, rule out lay ministry teams which use volunteers.

The key question to examine is whether evidence of team ministries exists in the Bible? If biblical examples or encouragements toward team ministry cannot be found, the current trend will have to be re-evaluated by Evangelicals.

Regulate Use of Cell Phones on the Road by Angela Daly

When a cell phone goes off in a classroom or at a concert, we are irritated, but at least our lives are not endangered. When we are on the road, however, irresponsible cell phone users are more than irritating: They are putting our lives at risk. Many of us have witnessed drivers so distracted by dialing and chatting that the resemble drunk drivers, weaving between lanes, for example, or nearly running down pedestrians in crosswalks. A number of bills to regulate use of cell phones on the road have been introduced in state legislatures, and the time has come to push for their passage. Regulation is needed because drivers using phones are seriously impaired and because laws on negligent and reckless driving are not sufficient to punish offenders.

Grammar and vocab sheet for American History class

Name: Number:

in (4), on, until (2), by, lured, hostilities, conquest, devastated, succumbed, emigrate, permanent, vast, heathen, barbarous, wilderness, indigenous

You have to finish this test _____________ 9:50.

You don’t have to finish this test ___________ 9:50.

_____ 1522, the Spanish completed their ____________ of Mexico.

About 40 years later, the Spanish established St. Augustine, the first ______________ European settlement in the present day US.

_____ 1578, Queen Elizabeth said to colonize the “__________ and ___________ lands” in what is now the US. These words show that the __________ people were seen as wild, savage, and crude.

After Jamestown was established _____ 1607, many people began to _____________ from Europe to North America. These settlers were generally unprepared for life in the __________ forests that made up the ____________ on the east coast of America.

In Jamestown, many colonists _____________ to disease. European diseases spread to the Native American population, which was ____________ by disease, particularly smallpox.

Jamestown is also famous because of the story of Pocahontas, a Powhatan Princess. She became friends with John Smith when they met ____ December 1607. She visited her friend less and less as _______________ between the Settlers and the Native Americans increased.

John Smith was injured and returned to England; Pocahontas didn’t see her friend again ______ she herself went to England after marrying John Rolfe.

Rolfe and Pocahontas’ love story is a strange one: Pocahontas was _________ onto a British ship and held prisoner. As a prisoner, Pocahontas met Rolfe, who she married _____ April 5, 1614.

20 minute sample lesson for interview

So I’m working on a little worksheet for a 20 minute sample lesson plan. I have to deliver the lesson for an interview at Ewha Women’s University in Seoul. The lesson is supposed to be based on Mosaic 2 chapter 3, Sex and Gender. Of course that leaves a ton of options: Mosaic 2 grammar, reading, writing, listening/speaking or my own stuff. Frankly the book didn’t inspire me to come up with 20 brilliant minutes, so I’ll be using my own material. It’s hard to choose some aims so narrow that student learning objectives can be realized in 20 minutes, but I think it can be done. I’ll let you know how I did and what I tried after the interview…

NGO sample CBI syllabus

This is a rough draft so there may be a few minor changes. Also I cut and pasted this from MS Word so the layout might look funny.

Catholic University of Korea

American Studies department course syllabus

American Civil Society and Non-Governmental Organizations

Credits: 3 Semester: Fall 2004

Schedule: Monday 5:00-5:50, Friday 3:00-3:50 & 4:00-4:50

Professor: James Trotta Office: N-221 Contact: jim@eslgo.com

WWW: eslgo.com – learn-english-grammar.com – learn-english-vocabulary.com

Catalog course description: This seminar studies the roles and strategies of NGOs in shaping public opinion and government policies on major social and international issues of peace, environment, civil liberties and civil rights in America.

Textbooks and other resources:

Note paper; folder; ballpoint pen or pencil for notetaking and tests.

Student Learning Objectives: Upon completion of this course, the student will be able to:

1. Define ‘NGO’ and other terms in a manner appropriate to an American academic setting.

2. Participate in conversations related to the study of the roles and strategies of NGOs in shaping public opinion and government policies on major social and international issues.

3. Establish and maintain relationships through exchanging information, ideas, and opinions.

4. Solve problems and come to conclusions together.

5. Discuss topics of interest.

6. Listen to or view a story, TV program, lecture, etc. and respond to it personally in some way.

7. Search for specific information, process it, and use it for a specific purpose.

8. Give information in spoken and written form based on academic study and personal experience.

9. Develop a strategy for lifelong learning.

Methods:

This course takes a content based approach to language learning. The roles and strategies of NGOs in shaping public opinion and government policies on major social and international issues will be examined in order to promote language learning. Students will improve their English, specifically the type of English needed in an American academic setting, by examining this academic topic in detail. Grammar and vocabulary will be studied as it becomes necessary in order to understand the academic topic.

Grading Policy: The final grade will be determined by the following components:

1. Objective Examinations (20%). Objective examinations may cover texts, handouts, and lecture information as well as English grammar and vocabulary.

2. Attendance/homework (10%). Students are expected to come to class prepared and on time. If a student is absent 25% of the scheduled class time, the student cannot pass the course with an A-D score. The student will receive an “F” grade.

3. Class Exercises (20%). Class exercises will be conducted to promote understanding of course content, improve communication skills, and enhance teamwork.

4. Midterm Examination (25%). The midterm examination will consist of a speech on one academic topic covered during the course. Students will be assessed on how well the organizational structure and rhetorical quality of the speech conforms to American academic expectations.

5. Final Examination (25%). The final examination will consist of an academic essay on one topic covered during the course. Students will be assessed on how well the organizational structure and rhetorical quality of the essay conforms to American academic expectations.