Dear writer, please read the essay instructions carefully. Since the instruction is long, please refer to the attached document for further detailed essay format. <\/p>\n
Question 1<\/b><\/span><\/p>\n Final-year students in the department of This ECA requires you to do the following:<\/span><\/p>\n a) Design the syllabus of your course. Give b) Design a unit of lessons to illustrate c) Write a report. In your report, discuss <\/span><\/p>\n Important Note: <\/span><\/p>\n Department: Final year students: Higher Nitec in Early Main point: Help Higher Nitec Early Childhood Include Triangulation, genre, EOP and EAP, Specific Discourses, <\/span>The need to use real content and carrier content. Real content: refers to the pedagogical content learners need to learn (eg, the language skills and language products learners need to produce). Carrier content: refers to the means of delivering real content via the use of texts or activities <\/span><\/p>\n You can add the specific discourses and the use of real and carrier content in several sections of your essay, such as: <\/p>\n II. Needs Analysis <\/p>\n IV. Genre Analysis <\/p>\n V. Syllabus Design<\/p>\n In this section, you can justify the inclusion of each unit of study and topic based on the needs analysis and genre analysis, and explain how the use of real and carrier content has been integrated into the syllabus design. <\/p>\n VI. Lesson Design <\/p>\n Sample questionnaires, syllabus and materials<\/b><\/p>\n I have designed the above-mentioned. Please review and revise accordingly. Please place them as part of the essay and word count. Thank you!<\/b><\/p>\n Essay Title<\/span><\/b><\/p>\n Communicating for Success: An English No. of words: 4000 words (questionnaires, No. of references: 30<\/span><\/p>\n Recommended readings:<\/span><\/p>\n Basturkmen, H. (2010). Developing courses \n Woodrow, L. (2018). Introducing course <\/p>\n \u00b7 <\/span><\/span><\/span><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":" Dear writer, please read the essay instructions carefully. Since the instruction is long, please refer to the attached document for further detailed essay format. Question 1 Final-year students in the department of your tertiary institution are required to complete a final-year project, do an oral presentation of their project, and start looking and interviewing for […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[189],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/18178"}],"collection":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/comments?post=18178"}],"version-history":[{"count":0,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/18178\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/media?parent=18178"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/disciplines?post=18178"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/paper_types?post=18178"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/tagged?post=18178"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nyour tertiary institution are required to complete a final-year project, do an
\noral presentation of their project, and start looking and interviewing for
\njobs. Your Head of Department has asked you to design a course to prepare your
\nfinal-year students to do their oral presentations in English, and to prepare
\nthem to present themselves effectively in job interviews for English-speaking
\ncompanies. The course should also be able to prepare your graduates to
\ncommunicate effectively in an English-speaking company in the early stage of
\ntheir career, focusing on their oral communication skills. Before you proceed
\nto design the course, you should first produce a draft of the syllabus and some
\nsample materials for discussion with your Head.<\/span><\/p>\n
<\/span><\/p>\n
\nyour course an appropriate name. Be sure to explain clearly your target
\nlearners and teaching situation. Your syllabus should take the form of a
\ndetailed content page or an overview of the entire course, stating clearly the
\nunits of study, topics, sequencing of content (text and language
\nfeatures\/skills, grammar, vocabulary, etc), exercises, and so on. (20 %)<\/span><\/p>\n
<\/span><\/p>\n
\nthe sort of specialised content and learning tasks that could be included in
\nthe course. This unit of study should contain sufficient materials for 3-6
\nhours of classroom-based ESP lessons.(30 %)<\/span><\/p>\n
<\/span><\/p>\n
\nand evaluate your syllabus and unit of lessons, explaining clearly how they are
\ninformed by your proposed needs analysis. In justifying your syllabus and
\nsample unit of lessons, you should also draw on your understanding of the need
\nto balance the competing demands of the following pairs of concepts in ESP
\ncourse design: wide- vs narrow-angled course designs; and authentic vs
\nnon-authentic texts. Support your discussion by referring to relevant
\nreadings\/research.(50 %)<\/span><\/p>\n
\n<\/span>National Institute of Early Childhood Education<\/span><\/p>\n
\nChildhood Education from ITE Singapore<\/span><\/p>\n
\nStudents from ITE to prepare your final-year students to do their oral
\npresentations in English, and to prepare them to present themselves effectively
\nin job interviews for English-speaking companies. The course should also be
\nable to prepare your graduates to communicate effectively in an
\nEnglish-speaking company in the early stage of their career, focusing on their
\noral communication skills.<\/span><\/p>\n
<\/span><\/p>\n
<\/span><\/p>\n
\nIn the findings section, you can elaborate on the specific language needs and communication skills identified through the needs analysis, such as the discourse used in early childhood education, and the communicative functions required for oral presentations and job interviews.
\nIn the justification and implications section, you can explain how the findings have influenced the syllabus and unit of lesson design, including the selection of specific genres, language features, and skills to be taught in the course.
\nYou can also discuss how the needs analysis has informed the use of real and carrier content in the course, such as the incorporation of authentic materials and tasks that reflect the students’ future work environment. <\/p>\n
\nIn this section, you can elaborate on the specific genres analyzed, such as the discourse of oral presentations and job interviews in English-speaking companies in the early childhood education field.
\nYou can also explain how the genre analysis findings were used to inform the selection of real and carrier content in the course, such as the identification of authentic materials and tasks that reflect the linguistic and communicative features of the targeted genres. <\/p>\n
\nYou can also discuss how the language skills and competencies targeted in each unit of study align with the specific language needs and communication skills identified in the needs analysis, and how the use of authentic materials and tasks enhances the student’s ability to transfer their learning to real-life situations.
\nFurthermore, you can discuss the sequencing of the units and the selection of language features and functions in each unit, and how they build on each other to develop the student’s proficiency in the targeted genres and communication contexts. <\/p>\n
\nIn this section, you can explain how the lesson plans were developed based on the syllabus and unit of study design, and how they integrate the use of real and carrier content.
\nYou can also discuss how the lessons incorporate a range of language skills and competencies, such as listening, speaking, reading, and writing, as well as critical thinking and problem-solving, and how they provide opportunities for students to practice and apply their learning in different contexts.
\nFinally, you can discuss the assessment strategies used to measure student progress and achievement, and how they align with the specific language needs and communication skills identified in the needs analysis, as well as the targeted genres and communication contexts in the syllabus design.
<\/span><\/p>\n
<\/span><\/p>\n
\nfor Specific Purposes (ESP) Course for Final Year Higher Nitec Early Childhood
\nStudents, Singapore<\/span><\/i><\/p>\n
\ncourse syllabus, and lesson plans MUST be part of the word count. NO APPENDIX)
\nI have designed the above-mentioned; please go through and revise it
\naccordingly.)<\/span><\/p>\n
<\/span><\/p>\n
<\/span><\/p>\n
\nin English for Specific Purposes. London: Palgrave MacMillan. pp.1-35.<\/span><\/p>\n
\ndesign in English for Specific Purposes. Abingdon: Routledge. pp.21-31,
\n162-169.Essay Title: Preparing Final-Year Students for Success: Designing an
\nESP Course for Oral Presentations and Job Interviews in English<\/span><\/p>\n
<\/span><\/p>\n