Wk.

Topic

Objectives

Activities

Resources / Materials

Assignments

1

Course overview, technology orientation.

By the end of the session, learners will be able to:

Identify main points to be covered in the course.

Recognize main language and writing skills that will be acquired by the end of the course.

Identify prerequisites of the course.

Write and format a document in MS Word that conforms to guidelines.

Send / download an e-mail attachment.

Browse the internet using IE.

Use the basic functions of Mavis Beacon.

Teacher will give a Presentation providing an overview of the course.

Teacher will Demo the CALL resources that can help students achieve prerequisites.

Demo: teacher will demo MS word.

Students will be given a handout / sample document to type on computer.

Demo on using IE. (Different parts of IE window. Typing in addresses links )

Demo: teacher will show how e-mail system works.

Teacher will provide sites and fill in a sheet with information about site.

Show Mavis Beacon.

PowerPoint - Handouts — for prerequisites.

Oxford Practice Grammar (CD).

Mavis Beacon

MS-Word

Internet

IE

List of sites

1. Create an e-mail account, if you don’t have one.
2. Send teacher and email with an MS word attachment telling him / her five sentences about yourself.

2

My first day in the English Department

By the end of the session, learners will be able to:

State the different parts of a paragraph.

Identify a well-written topic sentence.

Appropriately use tense sequences in a narrative.

Use vocabulary related to the topic.

Use the Comment / track changes option in MS Word.

List a sequence of events that can be used to formulate a narrative.

Group work: learners will look at sample narrative paragraphs, and identify its main parts.

Teacher will give a mini-lecture on "why you need a well-written topic sentence, and how to write one".

In pairs, learners will provide 5 well-written topic sentences for a potential paragraph.

Teacher will pick 15 random topic sentences and see if they are "well-written".

Learners will list the sequence of events that took place in their first day in college.

Teacher will demo the comment and track changes in Word.

Note: Tense sequence will be infused through examples and follow up in paragraph writing.

Sample narrative paragraphs (handouts 2.1 — 2.5)

Sample good and bad topic sentences.

MS Word

1. Refer to Oxford English units on past sequences.
2. Write and e-mail a paragraph on ‘My First Day in the Department’.

3.

An embarrassing situation

Use vocabulary to express emotions.

Write a paragraph with major, minor support and conclusion.

Individually, learners will identify major and minor support sentences.

Learners will write a paragraph on an embarrassing situation.

OPD link on emotions.

MS Word.

Internet bulletin board system.

Students will post a paragraph telling about a funny experience that happened to them. Responses encouraged.

4.

Describe your dream house

Select and state an objective for an essay

Select possible ways for achieving objectives of an essay.

Identify the major parts of an essay.

Use vocabulary related to description of places.

Be able to use linking words within an essay.

students will read given texts and fill in a task sheet that aims at specifying:

what the main aim of an essay is, and

what the main aim of each paragraph is.

Texts describing same place with different objectives could be: giving advice on decoration, expressing satisfaction/ dissatisfaction, convincing to buy the place, complain about the place.

Self access: do activities on OPD on housing.

e-mail/ OPD/ articles

learners will write a description individually of what they have agreed on.

5

your favorite teacher

Identify vocabulary related to the description of people (appearance , character and attitude)

Use adjectives related to the description of people

The Person I Hate Most

6

How to make a cake

Students should be able to identify and make use of sequential markers as well as other words that mark transition within essay paragraphing.

Identify the function of each paragraph in the description process.

Distinguish between verbs used in the description of process "motion" verbs, and what might be called "static" verbs.

Use of possible vocabulary items related to the process involved.

Students will describe the process of registration in FOA.

Teacher will give students a sample of an essay that describes a process and another that describes a place and make them differentiate between the types of verbs used in both.

Students should search the internet for sites on food recipes from different countries; take down what they consider an interesting recipe, or those recipes that are similar to dishes in their country.

Students will write an essay on how to prepare their favorite dish. Students will post best 4 sites to a web site on famous dishes around the world to be included in this site.

7

Nightmare!

Learners will be able to:

State the objective and purpose of a narrative essay.

Identify the various characteristics of the narrative.

Use vocabulary related to the topic.

Identify ways of linking in a narrative essay.

Learners will access the www and investigate quotes of famous authors reflecting on reasons for writing narratives. They post findings.

Learners will use handouts, containing narrative, to analyze possible structure(s) of narratives.

Teacher will give a presentation on "structure and different ways of linking events in a narrative".

Learners will open their favorite comics’ hero web site to get ideas, and write a narrative about this hero.

Learners will write an essay on a nightmare and e-mail it to the teacher.

8

Love Leads to Hell

Use vocabulary related to the topic

Ordering paragraphs and ideas chronologically.

Find and edit for mistakes in an essay.

Use adverbs of time and frequency.

Write a well organized essay.

Learners write a story on the topic and e-mail each other for editing mistakes

Learners send teacher e-mail highlighting his / her friend’s mistakes.

9

Smoking

Learners will be able to:

Use a variety of tenses within an essay.

Write multi-clause sentences.

Write an essay with a clear paragraph development.

Find / formulate background information to be used in an essay.

Use MS Publisher to produce a Newsletter.

Teacher will give a presentation on how to use Publisher.

Students will work in groups of four. They will find articles on smoking on the internet for background information. Each group will submit one essay for the newsletter; a sub-group will be in charge of setting up the final version.

ttp://www.forces.org/forum/files/paul3.htm

10

Cultural Shock

Learners will be able to :

Use complex sentences to compare and contrast.

Project:

Students will work in groups of three. They have to find articles on different cultures and use this as background material to write an expository essay and make a presentation.

Power Point