CURRICULUM SPECIFICATIONS

CURRICULUM SPECIFIICATIONS ENGLISH FOR SPECIFIC PURPOSES BY CRISTINA BARON ANAHEIM UNIVERSITY MA TESOL CANDIDATE

This set of curriculum specifications will be designed for a 32 year-old Philosophy teacher who lives in Bogot, Colombia and works in a public school teaching Social Studies to high school learners. Moreover, he is studying a Philosophy Master program. As a requirement for his graduation it is to certificate a B2 level of English through an international test like TOEFL or Michigan. His goals are divided into short, middle and long term goals. His short term goal is to be able to read efficiently and critically the assigned literature for his Master Program, his middle term goal is to be able to attend to Philosophy lectures in English that are mandatory in the program and, finally, his long term goal is to be able to get the required score in English proficiency before his graduation. A needs analysis will be carried out in order to identify the basic skills, the vocabulary, patterns of grammar, topics and situations needed by the learners purpose1. Moreover, some subjective needs, which are the learners expectation and interests (Nunan, D. 1988), will be identified. According to Hutchinson & Waters (1996) , information on target needs can be collected in a variety of ways. For that reason, relevant information will be collected through
1

Richards, J. (2001). Curriculum Development in Language Teaching. (pp. 33) Cambridge: Cambridge University Press

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questionnaires (including self ratings), interviews, learner language samples and informal needs analysis which will be designed to identify different kinds of activities the learner would be applying his knowledge in L22.

The needs analysis procedure will consist, first of all, of an initial questionnaire (See Appendix 1) with general questions about the learners interests and language proficiency; secondly, the revision of it followed by an interview (See Appendix 2), which aim is to check out the information gathered in the questionnaire. Finally, an informal needs analysis will be carried out to get extra information, like learning preferences or topics of interest that could be relevant for the curriculum development. In addition, some learners language samples will be asked to get valid results. The results will be summarized, analyzed and ranked in different lists such as difficulties with different aspects of language use as well as with communication in different situations, opinions about different aspects of learners problems or preferences for different kinds of activities in teaching3. These results will be discussed and negotiated with the learner. Finally, the found needs will be prioritized depending on the most relevant needs and the available time in the program. It is important to mention that learner needs will be checked during the course in order to adapt content and goals when necessary (Lilley, 2002: 6).

According to the expected relevant information gathered in the needs analysis, the course will be focused on his first purpose, which is related to reading skills. In this sense, the aim for
2

Richards, J. (2001). Curriculum Development in Language Teaching. (pp. 33) Cambridge: Cambridge University Press. 3 Richards, J. (2001). Curriculum Development in Language Teaching. (pp. 64) Cambridge: Cambridge University Press.

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this course will be to assist the learner in the comprehension and analysis of academic material that he may be required to read 4 In general terms, at the end of the course, the learner will be able to: Read efficiently and critically academic literature through the use of reading strategies and acquisition of specific vocabulary Understand meaning of unfamiliar words, sentences and explicit stated information Understand relations through lexical and grammatical cohesion devices

This reading course will take eight weeks. The student and the teacher will be meeting everyday on weekdays in lessons of two hours. Due to the purpose of this course is to develop Cognitive Academic Language Proficiency (CALP) (Cummins, 1984), the course will follow a theme-based approach that allows the student to read interesting and relevant content in order to develop general academic language skills.5 The syllabus will be consisting of eight units, each of which will contain 3 texts and will refer to topics that are important issues in Philosophy like philosophy uses, ethics, religion or metaphysics as well as texts written by famous philosophers like Kant, Dostoevsky, Aristotle, Nietzsche, Foucault, etc. In addition, through reading these topics, the learner will learn different reading strategies such as surveying, taking notes, mapping use, scanning, summarizing and finding main ideas.6

Gillett, A. J. (1989). Designing an EAP course: English language support for further and higher education. Journal of Further and Higher Education, 13(2), 92-104. 5 Crandall, J. (1994). Content centered language learning. University of Maryland Baltimore County. Retrieved October 10, 2011 from http://www.cal.org/resources/digest/cranda01.html
6

Eltukri, E. (2009). A proposal for an academic and writing Course. ED HP: University of Southern California. Retrived October 19, 2011, from http://es.scribd.com/doc/38588490/A-Proposal-for-Designing-an-AcademicReading-and-Writing-Course

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This Intensive Reading course(IR), that consists of the teaching of different strategies to improve efficient reading like vocabulary teaching, scanning, skimming for gist, comprehension of main ideas, search for global information and global reading to comprehension, etc. (Paran, 2003, p. 40), will include Extensive Reading or free voluntary reading(Krashen, 2004). Extensive reading is beneficial for the learner in both motivation and proficiency. 7 The material chosen by this course will be Reading for philosophy inquiry: a brief introduction to philosophical reading by Lee Archie and John G. Archie.8 (See Appendix 3), due to it provides the student with authentic academic readings related to different core topics in philosophy. The material contains pre-reading activities, post reading questions that involve critical thinking skills and also different reading strategies are included in the development of proposed tasks. However, the learner will be provided with extra materials and activities as handouts that clarify specific areas that the learner might need to improve like grammar rules or understanding of vocabulary. Some of the extra materials for this course are: Wallace, M. Study skills in English. (2004)Cambridge: Cambridge University Press This book, in chapter I, provides the learner with important information about the main strategies that can be used for an effective reading. It contains examples and exercise to practice outside the classroom.

Maley, A. (2009) Extensive Reading: why it is good for our students and for us. Retrieved from www.teachingenglish.org.uk/articles
8

Archie, L and Archie, J. (2004) Reading for philosophy inquiry: a brief introduction to philosophical reading. Retrieved from philosophy.lander.edu/intro/introbook-links.html

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Gillet, Andy (2011). Using English for academic purposes: a guide for students in higher education. Retrieved from www.uefap.com/vocab/vocfram.htm This web page evaluates the understanding of vocabulary through readings related to the learners concern. It becomes an essential resource since to understand academic papers it is necessary to be able to infer, learn and build up vocabulary.

Audi, R. (1999). The Cambridge Dictionary of Philosophy. Lincoln, University of Nebraska. Cambridge Unversity Press. In reading, some unfamiliar wordswords unimportant for text comprehensioncan and should be ignored, the meaning of many words can be efficiently and effectively inferred, and some wordswords important for text comprehension, for task completion, or for the learners own acquisition purposesshould be looked up in the dictionary.9

Finally, assessment will be carried out during the ongoing process as well as at the end of it, through several strategies that include reading exercises and tests containing open/closed questions. The main aspects to be assessed include skills like knowing how to scan, skim and discuss texts in order to locate the main points, using appropriate strategies for extensive and intensive reading, distinguish between facts and opinions, knowing how to summarize and synthesize information, understanding and explaining specialized terms, using mono-bilingual

Fraser, C. (1998). The role of consulting a dictionary in reading and vocabulary learning. Toronto: York University

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dictionaries in a critical way, having sufficient vocabulary to discuss matters connected to his field.10

The strategies taken into account for the assessment process will include formative assessment and summative assessment, as well as assessment of achievement.11 Formative assessment will be carried out in order to use the results to improve instruction, summative assessment will be taken into account since it provides the learner with a statement of his language ability at the end of the course and assessment of achievement will be a mandatory instrument due to it provides the teacher with information about the language abilities acquired by the learner.

The assessment will include the next instruments: Kirszner, L.G. & Mandell, S.R. (1992) The Holt Handbook. Sydney: Harcourt Brace College Publishers, pp. 100- 117. Retrieved from www.unilearning.uow.edu.au/reading/2b.html This checklist suggests core questions in order to develop skills for critical reading that will be useful for any academic readings and will be useful not just during the course but long life term (See Appendix 4).

10

General Assessment Criteria for Academic Reading course. JYVSKYL : UNIVERSITY OF JYVSKYL. Retrieved from https://kielikeskus.jyu.fi/opetus/englanti/degree-specific-courses/academic-reading/academic-readingassessment-criteria 11 Carter, R. Nunan, D. (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.

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Gibson, T. Bringing the Gap~Education Component. Samaritan House. Retrieved from http://www.nald.ca/library/learning/btg/ed/evaluation/evaluation.pdf (See Appendix 5) These checklists and rubrics are useful for the assessment during the course in terms of abilities and self-assessment for the learners reflection and awareness of his process of learning. This instrument is an important tool for the teacher, since it gives her insights about what should be modified or improved during the course.

An evaluation process will also be carried out as a method to find out and consider important aspects of teaching and learning so that decisions can be made towards content, materials, resources or methodologies.12 The main instruments used in the evaluation of the program are a questionnaire (See Appendix 6), a test, teachers diaries and journals. One of the main questionnaires to be used during the evaluation process is: (2004) Standard Student Course Evaluation Questionnaire. Geo Data Institute. Southamphton. University of Southampton. This questionnaire contains several questions about different aspects pertinent to the course methodology, materials, organization and learners support. Through this questionnaire the teacher will know the learner perception of the course.

12

Carter, R. Nunan, D. (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.

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After applying the instruments, coding, analyzing and interpreting the results of data decisions towards the course will be taken.

CURRICULUM SPECIFICATIONS APPENDIX 1 NEEDS ANALYSIS QUESTIONNAIRE ENGLISH LEVEL __________ AGE ______ GENDER __________ OCCUPATION _________________

1. How long have you been learning English? 1-3 months __ 4-6 months __ 7-9 months __ 10-12 months __ 1 year or more ___ 2. Where do you use English? At work __ At school __ At university __ At home __ In the English class__ 3. How often do you use English? Always __ Usually __ Sometimes __ Rarely __ 4. Who do you communicate in English with? ______________________________________ 5. In what situations do you use English: Social situations__ Meetings and discussions __ Negotiations __ Telephone calls __ Report writing __ Reading ____ E-mails __ 6. How advanced are you using English generally? Beginner __ Basic __ Intermediate __ Advanced __ Very advanced __ 7. Are you confident using English in these situations? (Yes/No) Introducing yourself __ Ordering food in a restaurant __ Asking for directions __ Shopping __ Making general conversation __ Writing an academic paper __ Writing a letter of complaint __ Using the telephone __ 8. What experience do you have of learning other languages? 9. What are your three main reasons for learning English? 10. What do you find most difficult when learning English? Reading __ Writing __ Listening __ Speaking __

CURRICULUM SPECIFICATIONS APPENDIX 2 NEEDS ANALYSIS QUESTIONS FOR INTERVIEW http://www.esl-lesson-plan.com/archives/2008/02/q_and_a_sample_needs_analysis.php

What aspects of your study involve you using English?_________________________________ What do you feel about learning English? ___________________________________________ What would make it easier? ______________________________________________________ What skills are most important for your study? _______________________________________ What kind of speaking/ reading / writing tasks do you need to do? What are the most important things for you to learn? _________________________________________________________ What has been positive/ negative about your English study to date? What would help you do better? ______________________________________________________________________

CURRICULUM SPECIFICATIONS APPENDIX 3 CONTENT EXAMPLE Chapter 10. The Ontological Argument by St. Anselm Table of Contents Ideas of Interest from the Proslogium The Reading Selection from the Proslogium Related Ideas Topics Worth Investigating

Canterbury Cathedral, Library of Congress, Detroit Publishing About the author St. Anselm (1033-1109), a member of the Benedictine Order and Bishop of Canterbury, extended the Augustine tradition of seeking to believe in order to understand the truth and existence of God rather that seeking to understand in order to believe in the truth and existence of God. Even so, St. Anselm does not distinguish clearly between religious and philosophical pursuits. Many theologians avoid trusting reason from the fear of the specter of skepticism; however, Anselm believes reason is necessary to elucidate and validate faith. Anselm is often considered to be the father of scholastic philosophy since his work emphasizes linguistic and analytical thinking. Scholasticism was the dominant approach to philosophical and theological problems during the medieval period. About the work

CURRICULUM SPECIFICATIONS Although Anselms argument for Gods existence presented in this article is based on predominately on reason, Anselm presents the argument as clarification Christian faith. The heart of his argument is the insight that if God is defined as a being than which no greater can be conceived, then God could not be conceived of as not existing because perfection, he thinks, implies existence. Baruch Spinoza and Ren Descartes employed versions of the ontological argument where the very concept of God as a perfect being implies existence as a property. In philosophical jargon, a feature of the essence of God is said to be existence. From the reading we believe that you are a being of which nothing greater can be conceived Ideas of Interest from the Proslogium 1. Explain whether you think St. Anselm believes understanding the nature of religious belief is a necessary condition for believing in the nature and existence of God. 2. As clearly as possible, restate Anselms ontological argument. 3. Clearly explain what St. Anselm means when he writes there is only one way God can be conceived not to exist. 4. Explain why, according to St. Anselm, only God and nothing else cannot not exist? According to Anselm, why couldnt other necessary beings exist? The Reading Selection from the Proslogium Lord, I acknowledge and I thank you that you have created me in this your image, in order that I may be mindful of you, may conceive of you, and love you; but that image has been so consumed and wasted away by vices, and obscured by the smoke of wrong-doing, that it cannot achieve that for which it was made, except you renew it, and create it anew. I do not endeavor, O Lord, to penetrate your sublimity, for in no wise do I compare my understanding with that; but I long to understand in some degree your truth, which my heart believes and loves. For I do not seek to understand that I may believe, but I believe in order to understand. For this also I believe, that unless I believed, I should not understand. Truly there is a God, although the fool has said in his heart, there is no God.

CURRICULUM SPECIFICATIONS AND so, Lord, do you, who do give understanding to faith, give me, so far as you knowest it to be profitable, to understand that you are as we believe; and that you are that which we believe. And indeed, we believe that you are a being than which nothing greater can be conceived. Or is there no such nature, since the fool has said in his heart, there is no God? (Psalms xiv. 1). But, at any rate, this very fool, when he hears of this being of which I speaka being than which nothing greater can be conceived understands what be hears, and what he understands is in his understanding; although he does not understand it to exist. For, it is one thing for an object to be in the understanding, and another to understand that the object exists. When a painter first conceives of what he will afterwards perform, he has it in his understanding, but be does not yet understand it to be, because he has not yet performed it. But after he has made the painting, be both has it in his understanding, and he understands that it exists, because he has made it. Hence, even the fool is convinced that something exists in the understanding, at least, than which nothing greater can be conceived. For, when he hears of this, he understands it. And whatever is understood, exists in the understanding. And assuredly that, than which nothing greater can be conceived, cannot exist in the understanding alone. For, suppose it exists in the understanding alone: then it can be conceived to exist in reality; which is greater. From the reading That which can be conceived not to exist is not God.

Therefore, if that, than which nothing greater can be conceived, exists in the understanding alone, the very being, than which nothing greater can be conceived, is one, than which a greater can be conceived. But obviously this is impossible. Hence, there is doubt that there exists a being, than which nothing greater can be conceived, and it exists both in the understanding and in reality. God cannot be conceived not to exist. God is that, than which nothing greater can be conceived. That which can be conceived not to exist is not God.

CURRICULUM SPECIFICATIONS AND it assuredly exists so truly, that it cannot be conceived not to exist. For, it is possible to conceive of a being which cannot be conceived not to exist; and this is greater than one which can be conceived not to exist. Hence, if that, than which nothing greater can be conceived, can be conceived not to exist, it is not that, than which nothing greater can be conceived. But this is an irreconcilable contradiction. There is, then, so truly a being than which nothing greater can be conceived to exist, that it cannot even be conceived not to exist;. And this being you are, O Lord, our God. So truly, therefore, do you exist, O Lord, my God, that you cannot be conceived not to exist; and rightly. For, if a mind could conceive of a being better than you, the creature would rise above the Creator; and this is most absurd. And, indeed, whatever else there is, except you alone, can be conceived not to exist. To you alone, therefore, it belongs to exist more truly than all other beings, and hence in a higher degree than all others. For, whatever else exists does not exist so truly, and hence in a less degree it belongs to it to exist. Why, then, has the fool said in his heart, there is no God (Psalms xiv. 1), since it is so evident, to a rational mind, that you do exist in the highest degree of all? Why, except that he is dull and a fool? How the fool has said in his heart what cannot be conceived. A thing may be conceived in two ways: (1) when the word signifying it is conceived; (2) when the thing itself is understood. As far as the word goes, God can be conceived not to exist; in reality he cannot. BUT how has the fool said in his heart what he could not conceive; or how is it that he could not conceive what he said in his heart? Since it is the same to say in the heart, and to conceive. But, if really, nay, since really, he both conceived, because he said in his heart; and did not say in his heart, because he could not conceive; there is more than one way in which a thing is said in the heart or conceived. For, in one sense, an object is conceived, when the word signifying it is conceived; and in another, when the very entity, which the object is, is understood. In the former sense, then, God can be conceived not to exist; but in the latter, not at all. For no one who understands what fire and water are can conceive fire to be water, in

CURRICULUM SPECIFICATIONS accordance with the nature of the facts themselves, although this is possible according to the words. So, then, no one who understands what God is can conceive that God does not exist; although he says these words in his heart, either without any or with some foreign, signification. For, God is that than which a greater cannot be conceived. And he who thoroughly understands this, assuredly understands that this being so truly exists, that not even in concept can it be non-existent. Therefore, he who understands that God so exists, cannot conceive that he does not exist. I thank you, gracious Lord, I thank you; because what I formerly believed by your bounty, I now so understand by your illumination, that if I were unwilling to believe that you do exist, I should not be able not to understand this to be true. Topics Worth Investigating 1. Anselm believes even a foolish person can understand the definition of God as a being than which nothing greater can be conceived. Is this phrase clear and distinct? For example, does a number than which no greater number can be conceived, exist in the same manner as any given number is said to exist? 2. If an apple has the qualities of being red, fresh, round, and on a tree, need we add an additional quality assuring the apple exists? Is existence a characteristic of things? In what way is something existing in reality greater than something existing only in the mind? 3. Compare being in the highest degree with existence in the highest degree. Is existence an ordinal or a cardinal property? Can a thing partly or imperfectly exist?

CURRICULUM SPECIFICATIONS APPENDIX 4 Critical Reading Checklist Taken from http://unilearning.uow.edu.au/reading/2b.pdf

These questions on this checklist are designed as a guide to the process of reading academic texts critically and analytically. You can apply these questions to most academic texts. You may like to print the checklist out for future use. Book ___________________________________________________________________ Author _____________________________ Chapter/pages ________________________ What is the authors approach/perspective?______________________________________ Is there another theoretical or philosophical approach which might have been taken? _________________________________________________________________________ Who/what is left out of the text? _______________________________________________ Does the author write from an insiders/outsiders perspective? How does this effect what is included/excluded from the text? ______________________________________________ Do you agree with the points the author is making? _______________________________ Are the points made by the author supported by evidence?__________________________ Is the evidence anecdotal or is the evidence the result of scientific study/research?__________ Is the evidence referenced? Is it recent?________________________________________ Does the writer present opinion as fact? ___________________________________________ Does the writer use valid reasoning?___________________________________________ Are any assumptions the writer has made clear to the reader? _______________________ Does the writer oversimplify complex ideas? ____________________________________ Does the writer make unsupported generalizations? ______________________________ Does the writer make reasonable inferences? ___________________________________ Does the writer represent the ideas of others accurately? Fairly? ______________________ Does the writer distort the ideas of others or present them out of context? ______________ Does the writer use unfair persuasion tactics such as appeals to prejudice or fear? _______ Does the writer present a balanced picture of the issue? ______________________________

CURRICULUM SPECIFICATIONS How would you characterize the writers tone? How does the tone affect your response to the text? ____________________________________________________________________ Does the writers language, tone, or choice of examples reveal any biases? If so, do the writers biases reduce his or her credibility? ______________________________________ Do your reactions reveal biases in your own thinking? _____________________________ Does the text challenge your own values, beliefs, and assumptions? ___________________ If the paper contains statistics, graphs, illustrations etc, are these adequately introduced and discussed and do they contribute to the author's argument? __________________________ ________________________________________________________________________ The questions on this checklist are adapted from: Kirszner, L.G. & Mandell, S.R. (1992) The Holt Handbook. Sydney: Harcourt Brace College Publishers, pp. 100-117

CURRICULUM SPECIFICATIONS APPENDIX 5 States Main Idea and Gives Supporting Details Rubric

APPRENTICE
Attempts to identify the main idea(s); however, the main idea may be stated incorrectly or may be missing. May contain few, incorrect, or irrelevant details

BASIC
Identifies the main idea(s), and includes some supporting details. Much of the response is copied directly from the text. May contain major inaccuracies.

LEARNED
Identifies the main idea(s) correctly, and includes many supporting details. Response is written mostly in the students own words. May contain minor inaccuracies.

EXEMPLARY
Clearly and accurately identifies the main idea(s), and includes most of the relevant supporting details. Response is written in the students own words.

Unit self-assessment checklist

1
Please list three things that you can do After this unit, I now. can Please list three things/activities that you enjoyed most. I liked most

2
After this unit, I can I liked most I need more practice with I suggest

3
After this unit, I can I liked most I need more practice with I suggest

Please list three things that you need to I need more practice more. practice with Please list three suggestions for what you want to learn next. I suggest

CURRICULUM SPECIFICATIONS APPENDIX 6 EVALUATION QUESTIONNAIRE

General Information Department: Degree Course: Course Title: Year of Study: Academic Year:

This questionnaire gives you the opportunity to express your views about this course. Your responses will be totally anonymous. The results will be used as part of an overall assessment of the effectiveness of this course and for course improvement. Please answer all questions. For those questions which use numerical scales, please select the number closest to your view. A. General Aspects of the Course Course Content 1. Prior knowledge assumed: 2. Amount of material covered: 3. Degree of difficulty: 4. Was there a coherent progression of the course from beginning to end?
??? ??? ??? ???

Course Organisation 5. Quality of course outline: (ie document detailing course aims, content, organisation of teaching, assignments, reading, assessment, etc.) 6. Statement of course objectives: 7. Course expectations: (ie what was expected of you) 8. Organisations of course activities: (eg lectures, seminars, labs, coursework, etc)

???

??? ??? ???

Teaching and Learning Support 9. Helpfulness of teaching staff:

???

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10. Availability of course material: (eg reading lists, handouts, etc) 11. Usefulness of course materials: 12. Feedback on progress: 13. Clarity of presentation: 14. Interest in the subject as a result of the course:
??? ???

???

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B. Overall Evaluation 15. Overall, how would you rate the course content? 16. Overall, how would you rate the organisation of the course? 17. Overall, how would you rate the quality of the teaching? 18. Overall, how would you rate this course? 19. Good features of this course:

??? ??? ??? ???

20. Poor features of this course:

21. How could this course be improved?

22. Other comments:

CURRICULUM SPECIFICATIONS APPENDIX 7 SQ3R Method for Thorough Study handout Taken from http://www.dartmouth.edu/~acskills/handouts.html#Reading
Step 1: SURVEY Look over material critically. Skim through the book and read topical and subtopical headings and sentences. Read the summaries at the end of chapters and books. Try to anticipate what the author is going to say.

WRITE these notes on paper, in sequence; then look over the jottings to get an overall idea or picture. This will enable you to see where you are going.

Step 2: QUESTIONS - Instead of reading paragraph headings such as "Basic Concepts of Reading," change to read, "What are the Basic Concepts of Reading?" These questions will become "hooks" on which to hang the reading material. WRITE these questions out; look over the questions to see the emphasis and direction; then attempt to give plausible answers before further reading.

Step 3: READ -

Read with smoothness and alertness to answer the questions. Use all the techniques and principles demonstrated in class. WRITE notes, in your own words, under each question. Take a minimum number of notes-use these notes as a skeleton.

Step 4: RECALL** -

Without looking at your book or notes, mentally visualize and sketch, in your own words, the high points of the material immediately upon completing the reading.

a. This forces you to check understanding. b. This channels the material into a natural and usable form. c. This points up what you do not understand. d. This forces you to think.

Step 5: REVIEW -

Look at your questions, answers, notes and book to see how well you did recall. Observe carefully the points stated incorrectly or omitted. Fix carefully in mind the logical sequence of the entire idea, concepts, or problem. Finish up with a mental picture of the WHOLE.

**Note: More time should be spent on recall than on reading.

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APPENDIX 8 HANDOUT Taken from

http://www.middlebury.edu/media/view/186191/original/acadrdg_strategies_3pp_ss.pdf

Academic Reading Worksheet PREVIEW and CONNECT: [purpose, genre, features, main topics, essential terminology, etc.] PREDICTIONS (set-up for notetaking):

Page/ section

Main Idea, Quote, or Concept

Reaction or Question

OVERALL: (observations, comments, questions):

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APPENDIX 9 Prereading: Working Inside a Text Taken from http://www.avidonline.org/content/pdf/4650.pdf

Use the questions and/or instruction in the left column to guide your prereading. Record your responses in the right column.

Surveying the Text

What is the title of the text? Who is the author? Describe any visuals in the section you have been asked to read. Provide some comments about the text (e.g., length, number of paragraphs, layout, visuals, etc.).

Noting Organizational Signals

Briefly describe the layout of the text, observing titles, subtitles, sections, and page breaks

Predicting the Main Idea

Read the title of the text and make predictions about the main idea. What will this text be about? Now, read the first and last paragraphs. What do we know about the text that we didnt know before?

Predicting the Genre

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What do you know about this genre? How will the text be shaped and

Vocabulary Awareness Chart Scan the title, subtitles, captions, reading aids, and first and last paragraphs. Identify ten words that seem important (for instance, words that are essential to the topic, content vocabulary, or key concepts). Once you have identified these words, write them in the Word column. Assess your own knowledge of each word by placing a check mark in the column that best represents your understanding of each word. Use a dictionary to look up the words you dont know. Word Know it Seen it; dont know it No idea Definition or notes for those words you do not know

Which of the above words were the most challenging? Why?________________________ _________________________________________________________________________ _________________________________________________________________________

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REFERENCES

Audi, R. (1999). The Cambridge Dictionary of Philosophy. Lincoln, University of Nebraska. Cambridge Unversity Press. Archie, L and Archie, J. (2004) Reading for philosophy inquiry: a brief introduction to philosophical reading. Retrieved from http://philosophy.lander.edu/intro/introbooklinks.html Carter, R. Nunan, D. (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. Crandall, J. (1994). Content centered language learning. University of Maryland Baltimore County. Retrieved October 10, 2011 from http://www.cal.org/resources/digest/cranda01.html Eltukri, E. (2009). A proposal for an academic and writing Course. ED HP: University of Southern California. Retrieved October 19, 2011, from http://es.scribd.com/doc/38588490/A-Proposal-for-Designing-an-Academic-Reading-andWriting-Course Fraser, C. (1998). The role of consulting a dictionary in reading and vocabulary learning. Toronto: York University Gibson, T. Bringing the Gap~Education Component. Samaritan House. Retrieved from http://www.nald.ca/library/learning/btg/ed/evaluation/evaluation.pdf Gillett, A. J. (1989). Designing an EAP course: English language support for further and higher education. Journal of Further and Higher Education, 13(2), 92-104. Kirszner, L.G. & Mandell, S.R. (1992) The Holt Handbook. Sydney: Harcourt Brace College Publishers, pp. 100117. Retrieved from http://www.unilearning.uow.edu.au/reading/2b.html Maley, A. (2009) Extensive Reading: why it is good for our students and for us. Retrieved from http://www.teachingenglish.org.uk/articles Richards, J. (2001). Curriculum Development in Language Teaching. (pp. 33) Cambridge: Cambridge University Press Wallace, M. Study skills in English. (2004)Cambridge: Cambridge University Press

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General Assessment Criteria for Academic Reading course. JYVSKYL : UNIVERSITY OF JYVSKYL. Retrieved from https://kielikeskus.jyu.fi/opetus/englanti/degree-specific-courses/academicreading/academic-reading-assessment-criteria (2004) Standard Student Course Evaluation Questionnaire. Geo Data Institute. Southamphton. University of Southampton.