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ENGLISH PREPARATORY PROGRAM

“CURRICULUM DEVELOPMENT CENTRE”

Curriculum & Syllabus

2017 – 2018

HANDBOOK

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English Preparatory Program

Istanbul Commerce University

ENGLISH PREPARATORY PROGRAM

CURRICULUM DEVELOPMENT CENTRE

From left to right: Lale ERDEM, Gözde TAT, Roger SILVERSTEIN (Coordinator), Belgin ATA

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PURPOSE

This handbook is mainly designed to guide all members of Istanbul Commerce University Preparatory

Program regarding the formation, organization and objectives of the curriculum design which are

based upon the specific (thematic) educational approaches and philosophies.

OUR VISION

Our vision is to foster autonomous learning in our students by guiding and supporting them in their

academic, cultural and professional development.

OUR MISSION

Our mission is to provide the ICU EPP students with the highest standard of foreign language

education by creating an interactive and communicative environment; and to endow them with the

necessary language and critical thinking skills which will enable them to be effective in their both

social lives and departmental studies.

OUR CORE VALUES

1. Transparency

2. Learner Autonomy

3. Innovation

4. Sustainable Learning

5. Inclusiveness

6. Collaboration

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CURRICULUM DEVELOPMENT CENTRE IN ICU ENGLISH PREPARATORY

PROGRAM ORGANIZATIONAL STRUCTURE

Figure 1: ICU EPP Organizational Structure

CURRICULUM DESIGN PLAN

PURPOSE: The purpose of this curriculum design plan is to be able to form a sound procedural

foundation on which all the necessary curriculum components will be built. As suggested by Oliva

(2009), using a certain design model to develop a curriculum naturally results in much greater

efficiency, effectiveness and productivity (Oliva, 2009).

THE PILLARS OF OUR CURRICULUM DESIGN APPROACH

Our curriculum design approach is basically a principled combination of the approaches below, which

we might call “Hybrid Approach”.

Behavioural – Rational Approach (Tyler; Taba)

Humanistic Approach (Rogers; Weinstein & Fantini)

Systems-Managerial Approach (Anderson; Firth; McNeil)

Product (Wilkins) or Synthetic Approach (White; Long & Crookes)

Process (Wilkins) or Analytic Approach (White; Long & Crookes)

Proportional or Mixed-Focused Approach (Yalden)

Backward Design Approach (Richards)

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THE SPECIFIC STEPS HAVING BEEN FOLLOWED IN DESIGNING THE NEW ENGLISH

PREPARATORY SCHOOL CURRICULUM FOR THE 2016 – 2017 ACADEMIC YEAR

1. General Framework of Istanbul Commerce University English Preparatory Program

Educational Philosophies and Approaches

Progressivism Cognitive Code Learning Lexical Approach

Constructivism Natural Approach Communicative Approach

Humanistic Approach Comprehension Approach Blended Learning

2. Needs Analysis (Product and Process-oriented / Mixed Approach)

Providing validity and relevancy for all the curriculum design activities

Data evaluation stages to be used for making well-informed curriculum, syllabus and

instructional decisions

Figure 2: Data Evaluation Stages (Needs Analysis)

The types of the needs analysis to be used

VAK (Preferred Learning Styles)

Present and Target Situation Analysis (Learners’ and Learning Needs)

Present Situation Analysis (Instructors)

Means Analysis ( Teaching and Learning Setting or Environment)

Target Situation Analysis (100% and 30% English-Medium Faculty Departments)

Triangulation (Data Reliability and Validity)

“SPSS 23” is to be used for the statistical data analysis

“Content analysis” for qualitative data (e.g. data from focus group meetings)

data collecting organizing analysing evaluating

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3. Specifying the Rationale of the Courses Planned and General Program Goals (Stating

Curriculum Outcomes in General)

A goal here refers to a statement of a general change that the program seeks to bring about in

learners’ linguistic and communicative abilities.

According to Richards (2001), goals serve the below mentioned purposes:

providing a reason for the whole program

providing clear guidelines for instructors and learners

providing a well-defined focus for learning

describing realizable and measurable changes in learning (or in learners)

For each level of our preparatory program (A1 / A2 / B1 / B2) “General Program Goals”

should be specified on the basis of expected learning outcomes.

The goals specified need to centre on the concrete changes in the learners, as opposed to

merely stating the activities the learners will be engaged in.

Some wordings for general program goals:

“At A1 level, the students are expected to be able to …”

“At A1 level, the students can …”

“At A1 level, the students will be able to learn …”

“At A1 level, the students will learn how to understand academic lectures given in English.”

B1 (sample)

Speaking

At the end of the program, students will be able to speak;

to foreign visitors

to foreign colleagues

on the phone

at meetings

in presentations

in small talks

etc.

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We can use CEFR Common Reference Levels (Global Scale / Self-Assessment Grid / etc.) in

forming our “General Program Goals” after rigorously examining the data which will be

obtained through our needs analysis.

The CEFR “provides a common basis for the elaboration of language syllabuses, curriculum

guidelines, examinations, textbooks, etc.” (CEFR, 2001, p.1)

The below are the various CEFR scales we can make use of in forming our “General Program

Goals”.

Communicative Activities

(Reception / Production / Interaction)

Communication Strategies

Communicative Language Competence (Linguistic / Sociolinguistic / Pragmatic)

4. Identifying the Roles of the “Instructors / Learners / Materials” in the Program

The Roles of the Program Instructors:

to guide learners

to engage all learners in the lesson

to provide maximum opportunities for student participation

to develop learner responsibility

to address learners’ needs and expectations

to promote cooperation among learners

to facilitate acquisition

etc.

The Roles of the Learners:

Participating actively in learning environment and taking active part in their own

learning process

Reviewing their own learning through continuous self-assessment

Treating all fellow learners and teachers with respect and fairness

Learning from their own mistakes

etc.

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The Roles of the Program Materials

focusing on the communicative abilities of interpretation, expression and negotiation

being understandable, relevant and interesting

etc.

5. Materials Selection (Selection of the Content)

1. Forming criteria for materials selection

(Standards – Based Approach / Likert Type Rating Scale)

2. Selection of prospective main course and skills materials

3. Forming materials selection commissions (Instructors)

4. Examining the prospective main course and skills materials in commissions

5. Evaluation of the statistical results coming from the commissions

6. Last decision to be taken about the materials (Administrative Well-Informed Decision)

6. Writing the “Specific Behavioural Objectives” around the syllabus types chosen

(Organization of the Content – Curriculum Development)

Format: Cyclical or Spiral (Enabling the teaching and learning subjects to be treated at

different levels of complexity or depth)

Type: Structural / Situational / Notional – Functional / Communicative /

Skills-based / Topical / Procedural, etc. (eclecticism)

“It is clear that some combination of types of instructional content will be needed to

address the complex goals of the programs …” (Krahnke, 1987, p.75).

Instructional Block: Unit-based

Instructional blocks

makes the course more teachable and learnable

provides a progression in level of difficulty

creates overall coherence and structure for the course

(Richards, 2001)

Matching or balancing the main course and skills programs

Additions and Deletions (omissions)

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7. Instructional Design Model to be Used

ADDIE Model (Reflective Instructional Design Model)

Reflective teaching refers to a cyclical process. When you start to implement changes, the

reflective and evaluative cycle begins again.

8. Specifying Standards for Assessment and Evaluation (Curriculum Development & Testing

and Assessment Centre)

Approaches

Methods

Techniques

Procedures

Frequency

Content

Evaluation

9. Preparing the Curriculum-Related Parts of the Instructors’ and Students’ Handbook and

ICU EPP Orientation Program (Instructor + Student)

10. Overall evaluation mechanisms of the curriculum designed (Ongoing)

(Curriculum Development)

▪ Questionnaires (Students - Instructors)

▪ Focus group meetings (Students – Level Coordinators)

▪ Staff Meetings (All EPP Instructors)

▪ Assessment results (Cumulative statistical data evaluation)

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THE EDUCATIONAL PHILOSOPHIES AND APPROACHES OF ICU ENGLISH

PREPARATORY PROGRAM

Istanbul Commerce University English Preparatory Program is mainly based on “Principled and

Integrative Eclecticism”, which places a great emphasis on pragmatic, coherent, and pluralistic

approach to language teaching and learning (Brown, 1994; Gilliland, James & Bowman, 1994;

Larsen-Freeman, 2000). As known, excessive reliance upon a single approach in a language program

may lead to some serious complications such as static syllabuses, monotonous lesson designs and

mechanical in-class procedures and practices. Therefore, the main philosophy of ICU English

Preparatory Program is to be able to fit all its methods, as much as possible, to its students’ needs and

wants rather than expect the students to fit themselves to the program. The approaches Istanbul

Commerce University English Preparatory Program makes use of are basically as follows:

PROGRESSIVISM

Learners learn by active experimentation; that is to say, by doing.

Learners should be active in the process of learning instead of being a passive recipient of the

targeted knowledge and skills.

Curriculum content is mostly derived from the learners’ own interests, needs and abilities.

Learning environment should be designed systematically emphasizing the related learning

experiences in every phase of the content design.

Textbooks used are just the tools rather than the authority.

Cooperation and interaction between the learners are of crucial importance for the

effectiveness of learning.

Problem solving and critical thinking result in long-lasting learning.

CONSTRUCTIVISM

Learning should be internally controlled and mediated by the learner.

Teaching should be focused on knowledge construction, not reproduction.

Learners should be encouraged for self-awareness in the knowledge construction process.

Contextualizing rather than abstracting instruction is of immense importance in creating a

more effective learning environment.

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Learning is more effective when a learner is actively engaged in the learning process rather

than attempting to receive knowledge passively.

Learners are mainly responsible for their own learning.

Learners should experience language and communication as empowering instances to voice

their own mental models.

Learning environment should support collaborative construction of knowledge through social

negotiation and interaction.

Cooperation, not competition, should be seen as an integral part of learning. Learning is a

social, collaborative activity.

Collaborative and cooperative learning are favoured in order to expose the learner to

alternative viewpoints.

Scaffolding should be utilized to help learners perform just beyond the limits of their ability.

Exploration is a favoured approach in order to encourage learners to seek knowledge

independently and to manage the pursuit of their linguistic and communicative goals.

Learning situations, environments, skills, content and tasks are relevant, realistic, and

authentic; and represent the natural complexities of the real world.

Problem-solving, higher-order thinking skills and deep understanding are emphasized.

Errors should be exploited as mechanisms to get feedback on learners' understanding and

previous knowledge constructions.

HUMANISTIC APPROACH

Topics of instruction should be directly relevant to the students' own lives.

Language learners’ needs and expectations are of primary importance.

Learners should learn to rely on each other and themselves in the learning process.

Learners should be given opportunities to express their feelings about the learning process.

Learning is facilitated in a cheerful environment. Learners learn non-defensively when they

feel secure.

Errors are corrected gently, not in a direct, confrontational manner.

Building a relationship with and among learners is very important.

Language is basically for real communication.

Learners should be made to feel success during the learning process.

Learners are considered to be whole persons. The language learner is a worthy, valuable

individual.

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Learners need quiet reflection time in order to learn.

Learners should take the responsibility of their own learning.

Cooperation should be promoted among the learners; competition may lead to stress and

anxiety that can block effective learning.

Target culture is an integral part of language learning.

Emotion and cognition are seen as partners in the mind, and neither can be separated from each

other.

The focus is on learning rather than teaching.

COGNITIVE CODE LEARNING

Learning should be relevant and meaningful for learners.

Learning requires cognitive processes and a great mental effort.

Knowledge is acquired through active mental participation. Learners are aware of what they

are learning meaningfully.

Learners should learn the meaningful functions of the language they try to learn.

All the skills should be presented in an integrated fashion. This integrated approach helps

reflect the total picture of communication that is the ultimate goal of language instruction.

Language instruction should provide learners with opportunities for innovative and creative

language formation.

Structural competence should be given in an inductive way.

Acquiring the language is the learners’ own responsibility.

Learning involves transferring the newly acquired knowledge to new contexts.

Errors are important and necessary to learning.

Learners should gain autonomy in the language by exploring it and by making choices.

NATURAL APPROACH

Learners should be provided with a language instruction that is conducive to acquisition rather

than mechanical learning.

Meaning is the essence of language and learning language naturally.

Learners’ affective state can act as a filter that impedes or blocks input necessary to

acquisition. Therefore, the affective state of the learners should always be taken into

consideration in all the phases of language instruction.

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Learners acquire language best by understanding input that is slightly beyond their current

level of competence.

Learners’ delayed production should be respected. The level of the learners’ readiness for

production determines the quality and quantity of the production.

Errors should be tolerated if they are not consistent and do not hinder meaning tried to be

conveyed.

COMPREHENSION APPROACH

It is very natural that at the earlier stages of learning comprehension precedes production.

Learning a language is building a map of meaning in the mind. Having the learners use some

prefabricated patterns and chunks does not lead to creative use of the language learned.

Language learning should be realized in contexts the learners can infer the meaning from.

Learners should not be pushed too much so that they use the language creatively at the very

beginning of language instruction.

The motivation for early production may cause a great stress and anxiety which increase the

level of affective filter of the learners.

Learners should be able to infer the message although the message contains some language

items they are not familiar with.

Learners should be exposed to abundant comprehensible input before they use this input in

their own spoken and written production.

LEXICAL APPROACH

Grammatical mastery is not sufficient on its own for effective communication.

Comprehending lexical phrases as unanalysed wholes or chunks facilitate communication.

The language activities consistent with the lexical approach should include naturally occurring

language and raise learners' awareness of its lexical depth.

Lexical phrases aid fluency in the acquisition of the language.

The most productive learning is the one based on the real atmosphere of language learning.

Intensive and extensive reading improves vocabulary retention because words are meaningful

in their natural contexts.

Learners should be taught dictionary use at the onset of language instruction.

Errors of learners should be used as tools for improvement of the learners.

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COMMUNICATIVE APPROACH

Being able to communicate requires more than mastering linguistic structures. The learners

may know the rules of linguistic usage, but be unable to use the language.

The Learner him/herself is in the centre of language instruction.

Learners' motivation to learn comes from their desire to communicate in meaningful ways

about meaningful topics.

Language instruction has to look at the use (function) of language in context, both its linguistic

context (what is uttered before and after a given piece of discourse) and its social, or situational

context (who is speaking, what their social roles are, why they have come together to speak).

Learners need to know that a function can be realized by different forms or that a form can

serve different functions. What is important, learners must draw on this knowledge to choose

the most appropriate form to fulfil the function intended.

The classroom should provide opportunities for rehearsal of real-life situations and provide

opportunity for real communication.

Inductive learning atmosphere facilitates the acquisition of target language structures.

Active modes of learning are made use of including pair and group work.

The ability to develop strategies that can ensure effective communication is an indispensable

part of communicative competence.

Learners need the opportunity to express themselves through a variety of experiences and

tasks.

Analysis of language is done in specific contexts. Decontextualized language is not used as a

basis for skill instruction.

Authentic language should be made use of as much as possible.

Target language is not only the object of study, but also a means of classroom communication.

Learners should work with language at the discourse or suprasentential level. Cohesion and

coherence, which bind the sentences together, should not be overlooked.

Errors are tolerated and seen as a natural outcome of the development of communication skills.

The social context of the communicative event is essential in giving meaning to the utterances.

Topical items with which language learners are already familiar in their own language

motivate them, arouse their interest and lead to more active participation.

Learners should work on all four skills from the beginning.

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Communicative approach seeks to personalize and localize language and adapt it to the

interests of language learners.

Spontaneous and improvised practice helps to make minds more flexible and inspire

confidence in coping with unforeseen, unanticipated situations.

BLENDED LEARNING

Technology-enhanced language teaching brings about high retention level.

Learners should be made as autonomous as possible in taking the responsibility for their own

learning.

Presenting materials in a variety of formats helps maximize learner engagement.

Learners’ communication capacities could be enhanced using ICT opportunities.

Giving learners the chance to practice language without being embarrassed of making

their own mistakes could lower their language learning anxieties.

Learners should be able to have a multitude of opportunities for revising at their own pace to

consolidate their learning.

Blended instruction allows the learners to build social relationships between the teacher and

learners beyond the traditional classroom setting.

REFERENCES

Bowen, J. (2006). Teaching naked: Why removing technology from your classroom will improve

student learning. The National Teaching and Learning Forum, (16) 1.

Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program

development. Boston: Heinle & Heinle.

Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy.

Englewood Cliffs, N.J.: Prentice Hall Regents.

Davies, P., & Pearse, E. (2000). Success in English teaching. Oxford: Oxford University Press.

Dorn, C. M. (1984). Does eclecticism work in practice? Art Education, 37 (3), 34-39.

Dubin, F., & Olshtain, E. (2000). Course design: Developing programs and materials for language

learning. Cambridge: Cambridge University Press.

Dudeney, G. & Hockly, N. (2007). How to... teach English with technology. Essex: Pearson Longman.

Ellis, N. (1999). Cognitive approaches to SLA. Annual Review of Applied Linguistics, 19, 22-42.

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Gilliland, B. E., James, R. K., & Bowman, J. T. (1994). Response to the Lazarus and Beutler article

"On technical eclecticism." Journal of Counseling and Development, 72, 554-555.

Hammerly, H. (1985). An integrated theory of language teaching and its practical consequences.

Blaine, WA: Second Language Publications.

Harmer, J. (2005). The Practice of English Language Teaching (3rd ed.). Essex: Longman.

Harmer, J. (2007). How to teach English. Essex: Pearson Longman.

Kibby, M.D. (2007). Hybrid teaching and learning: Pedagogy versus pragmatism. In J. Lockhard and

M. Pergrum (Eds.), Brave New Classrooms (pp. 87-104). New York: Peter Lang Publishing, Inc.

Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon

Press.

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford:

Oxford University Press.

Lightbown, M. P. & Spada, N. (1998). How Language are Learned. Oxford: Oxford University

Press.

McGroarty, M. (1998). Constructive and constructivist challenges for applied linguistics. Language

Learning, 48, 591-622.

Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.

Prabhu, N. S. (1990). There is no best method-why? TESOL Quarterly, 24, 161-76.

Richards, C. J. & Rodgers S. T. (2001). Approaches and Methods in Language Teaching. Cambridge:

Cambridge University Press.

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University

Press.

Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge

University Press.

Young, Jeffrey. (March 22, 2002). Hybrid teaching seeks to end divide between traditional and online

instruction. The Chronicle of Higher Education, 48 (28), A33-34.

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ICU EPP LEVEL CONTENTS

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ICU EPP LEVEL-BASED EXIT ROUTES

A0 – B2

LEVEL 1 – LEVEL 4 (A1 – B2)

LEVEL 2 – LEVEL 4 (A2/B1 – B1/B2)

LEVEL 3 – LEVEL 4 (B1 – B1/B2)

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LEVEL-BASED PROGRAM RATIONALES AND THE GENERAL CEFR-BASED

CURRICULUM GOALS OF ICU EPP

A0 (STARTER)

PROGRAM RATIONALE

This short and intensive program is designed for real or zero beginner students who have very little or

no English knowledge. The program aims, basically, to provide the students with some very basic

rules of grammar, as well as everyday vocabulary. In addition, the program helps the students lay the

foundations of linguistic knowledge that they will use for the later stages of their language learning.

NOTIONAL, FUNCTIONAL AND LEXICAL CONTENTS

Making introductions

Using Basic Greetings and Leave-

Taking Expressions

Alphabet (Spelling Names)

Understanding and Using Numbers (0 – 100)

Classroom Language

Colours

Countries and Nationalities

Saying and Asking Jobs

Giving and asking for basic personal information

Talking about Family tree

Describing People and Things

Telling and Asking for the Time

Food and Drink

Describing Habits and Routines

Talking about possessions and relationships

Free Time Activities

Stating and Asking for Abilities

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GRAMMAR

To Be (am, is, are)

Imperatives

Nouns (Singular & Plural)

Articles (a, an, the)

Subject and Object Pronouns

Possessive Pronouns

Possessive Adjectives

Prepositions of Time and Place

Simple Present Tense

Adverbs of Frequency

(always, sometimes, and usually)

Verb (+) -ing like/hate/love

Descriptive Adjectives

Have got & Has got

Can / Can’t

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LEVEL 1 (BASIC USER 1)

PROGRAM RATIONALE

This program is designed for students who have completed a basic starter course in general English

and who are ready for an elementary level. The program aims to introduce basic rules of grammar, as

well as everyday vocabulary. The program also aims to introduce students to listening and reading for

general understanding and some details, as well as speaking about themselves and their environment.

PROGRAM GOALS

RECEPTIVE SKILLS

READING

At the end of the program, students are expected to be able to

understand familiar names, words and very simple sentences, for example on notices and

posters or in catalogues.

understand very short, simple texts a single phrase at a time, picking up familiar words and

basic phrases and rereading as required.

understand short, simple messages on postcards.

understand simple messages written by friends or colleagues, for example "back at 4 o’clock”.

get an idea of the content of simpler informational material and short simple descriptions,

especially if there is visual support.

follow short, simple written directions.

have a basic vocabulary repertoire of isolated words and phrases related to particular concrete

situations.

LISTENING


recognize familiar words and very basic phrases concerning himself/herself, his/her family and

immediate concrete surroundings when people speak slowly and clearly.

follow speech that is very slow and carefully articulated, with long pauses for him/her to

assimilate meaning.

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understand instructions addressed carefully and slowly to him/her and follow short, simple

directions.

understand everyday expressions aimed at the satisfaction of simple needs of a concrete type,

delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.

understand some countries and nationalities.

understand times and dates.

understand numbers and prices.

PRODUCTIVE SKILLS

WRITING


write a short simple postcard, holiday greetings, text messages and the like.

write numbers and dates, own name, nationality, address, age, date of birth or arrival in the

country etc. such as on a hotel registration form.

ask for or pass on personal details in written form.

write simple isolated phrases and sentences.

write simple phrases and sentences to describe where they live and people they know.

write simple phrases and sentences about imaginary people, where they live and what they do.

SPEAKING


ask how people are and react to news.

interact in a simple way, but communication is totally dependent on repetition at a slower rate

of speech, rephrasing and repair.

ask and answer simple questions, initiate and respond to simple statements in areas of

immediate need or on very familiar topics.

make an introduction and use basic greeting and leave-taking expressions.

ask people for things, and offer people things.

ask and answer questions about themselves and other people, where they live, people they

know, things they have.

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reply in an interview to simple direct questions spoken very slowly and clearly in direct non-

idiomatic speech about personal details.

describe him/herself, what he/she does and where he/she lives.

link words or groups of words with very basic linear connectors like “and” or “then”.

handle numbers, quantities, cost and time.

establish basic social contact by using the simplest everyday polite forms of: greetings and

farewells; introductions; saying please, thank you, sorry, etc.

LEVEL 2 (BASIC USER 2)

PROGRAM RATIONALE

This program is designed for students who have finished an elementary level of general English and

who are at a pre-intermediate level of general English. The course aims to help students with

vocabulary building, grammar, reading short texts, recognizing information and opinions while

listening, contributing to conversations, and elements of paragraph writing.

PROGRAM GOALS

RECEPTIVE SKILLS

READING


understand short, simple texts on familiar matters of a concrete type which consist of high

frequency every day or job-related language.

understand short, simple texts containing the highest frequency vocabulary, including a

proportion of shared international vocabulary items.

understand some level-appropriate academically-written texts of different sorts, if the content

is not very complicated and does not contain excessively challenging academic vocabulary.

find specific, predictable information in simple everyday material such as advertisements,

prospectuses, menus, reference lists and timetables.

understand everyday signs and notices: in public places, such as streets, restaurants, railway

stations; in workplaces, such as directions, instructions, hazard warnings.

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identify specific information in simpler written material he/she encounters such as letters,

brochures and short newspaper articles describing events.

understand regulations, for example safety, when expressed in simple language.

understand clear instructions on equipment encountered in everyday life, e.g. how to use a

public telephone, a drinks machine, etc.

understand simple messages from friends, such as e-mails, web chats, postcards or short letters.

LISTENING


understand enough to be able to meet needs of a concrete type provided speech is clearly and

slowly articulated.

understand phrases and expressions related to areas of most immediate priority (e.g. very basic

personal and family information, shopping, local geography, employment) provided speech is

clearly and slowly articulated.

generally identify the topic of discussion around him or her that is conducted slowly and

clearly.

catch the main point in short, clear, simple messages and announcement.

understand simple directions relating to how to get from X to Y, by foot or public transport.

understand and extract the essential information from short recorded passages dealing with

predictable everyday matters that are delivered slowly and clearly.

identify the main point of TV news items reporting events, accidents etc. where the visual

supports the commentary.

follow changes of topic of factual TV news items, and form an idea of the main content.

understand short, simple stories when told clearly and slowly.

understand short conversations about family, hobbies and daily life, provided that people speak

slowly and clearly.

PRODUCTIVE SKILLS

WRITING


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write a series of simple phrases and sentences about their family, living conditions, educational

background, present or most recent job; and other people.

write a series of simple phrases and sentences linked with simple connectors like “and", “but”

and “because”.

write very short, basic descriptions of events, past activities and personal experiences.

write short, simple notes and messages relating to matters in areas of immediate needs.

write a very simple personal letter, for example thanking someone for something.

complete a questionnaire with information about their educational background, their job,

interests and skills

write paragraphs having basic academic format and standards.

write short, simple imaginary biographies.

SPEAKING


establish social contact: greetings and farewells; introductions; giving thanks.

interact with reasonable ease in structured situations and short conversations, provided the

other person helps if necessary.

communicate in simple and routine tasks requiring a simple and direct exchange of information

on familiar topics and activities.

handle very short social exchanges even though they cannot usually understand enough to keep

the conversation going themselves.

express how he/she feels in simple terms, and express thanks.

make and respond to invitations and apologies.

use a series of phrases and sentences to describe in simple terms their family and other people,

living conditions, their educational background and their present or most recent job.

ask for and provide personal information.

talk about their plans for the weekend or on their next holiday.

explain why they like or dislike something.

discuss what to do in the evening, at the weekend, etc.

discuss what to do, where to go and make arrangements to meet.

say what he/she thinks about things when addressed directly in a formal meeting, provided

he/she can ask for repetition of key points if necessary.

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get simple information about travel, use public transport: buses, trains, and taxis, ask and give

directions, and buy tickets.

ask about things and make simple transactions in shops, post offices or banks.

make and respond to suggestions.

agree and disagree with others.

give basic information about something they know well such as a country, a sports team, etc.

manage simple, routine exchanges without undue effort; can ask and answer questions and

exchange ideas and information on familiar topics in predictable everyday situations.

give and receive information about quantities, numbers, prices etc.

make simple purchases by stating what is wanted and asking the price.

order a meal at a restaurant, café, etc.

ask and answer questions about habits and routines.

ask and answer questions about pastimes and past activities.

ask and answer questions about what they do at work and in free time.

ask for and give directions referring to a map or plan.

LEVEL 3 (INDEPENDENT USER 1)

PROGRAM RATIONALE

This course is designed for students who are at “pre-intermediate and intermediate” level of general

English and ready to begin academic English. The course, mainly, aims to prepare the students to be

independent learners, capable of improving their linguistic knowledge and skills beyond the confines

of the classroom.

PROGRAM GOALS

RECEPTIVE SKILLS

READING


make simple inferences based on information in a short article.

skim a simple text to identify key concepts.

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scan a simple academic text to find specific information.

predict the content of a simple academic text, using headings, images, and captions.

guess the meaning of an unfamiliar word from context.

generally understand straightforward factual texts on familiar topics.

recognise the organisational structure of a paragraph in a simple academic text.

understand the main and supporting ideas of a text.

identify the topic sentence of a paragraph.

recognise examples and their relation to the idea they support.

recognise common discourse markers.

distinguish between fact and opinion in a simple academic text.

recognise the writer’s opinion in a simple academic text.

LISTENING


understand instructions delivered at normal speed.

follow the main points of short talks on familiar topics if delivered in clear standard speech.

follow everyday conversation, with some repetition of particular words and phrases.

identify a speaker's point of view aimed at a general audience.

identify details that support a point of view.

identify the use of clarification language.

PRODUCTIVE SKILLS

WRITING


write about personal interests and experiences in some detail.

express a personal opinion in a simple academic text.

write a simple review of a film, book or TV programme.

use a variety of common discourse markers and connectors.

write a basic summary of a simple text.

paraphrase information from a simple text.

take notes of key points during a talk on a familiar topic, if delivered clearly.

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edit and revise their own writing.

SPEAKING


initiate, maintain and close simple, face-to-face conversations on familiar topics.

enter unprepared into conversation on familiar topics (e.g. family, hobbies, work).

express belief, opinions, and attitudes using a range of basic expressions and sentences.

contribute to a group discussion if the discussion is conducted slowly and clearly.

summarise/paraphrase short written passages and convey the main point of an article or text.

seek personal views and opinions in discussing topics of interest.

ask basic questions in a simple academic discussion.

answer basic questions in a simple academic discussion.

ask someone to clarify or elaborate what they have just said.

give simple reasons to justify a viewpoint on a familiar topic.

give a short, rehearsed, effective talk or presentation.

use basic discourse markers to structure a short presentation.

LEVEL 4 (INDEPENDENT USER 2)

PROGRAM RATIONALE

This course is designed for students who have reached an intermediate level of general English and

who have basic academic reading and writing skills. The course aims to further develop students’

skills in writing, reading, listening, and speaking in an academic tone such as analysis, persuasion and

criticizing. It seeks to build upon skills learned in the previous level and makes way for more

autonomous learning and to develop critical thinking skills. Students will engage in academic essay

writing, presentations, and discussions.

PROGRAM GOALS

RECEPTIVE SKILLS

READING

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understand the author’s purpose, point of view, tone, and intended audience.

distinguish between different viewpoints in a simple academic text.

identify whether an author is quoting or paraphrasing another person.

infer meaning in authentic texts and simple academic texts.

identify the main line of argument in an academic text (i.e. cause/effect, advantage, etc).

identify examples in an academic text to support an argument.

identify the main conclusions in a text.

follow the chronological sequence of events in an academic text using numbers, times and

dates.

understand numerical values in graphs and charts in a simple academic text.

LISTENING


follow most of an everyday conversation or discussion.

identify details that support a point of view when taking part in a general discussion.

follow most of a clearly structured presentation.

recognise when a speaker has paraphrased and/or summarised ideas.

recognise that a speaker is clarifying points they have made.

recognise discourse markers.

recognise examples and their relation to the idea they support.

recognise generalisations and their supporting ideas.

distinguish facts from opinions.

recognise rhetorical questions.

PRODUCTIVE SKILLS

WRITING


create outlines to organise ideas.

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write a variety of academic essays using examples to support ideas and reasons.

show the relationship between fact and opinion and use them effectively in writing.

clearly and effectively use a wide variety of discourse markers and connectors in writing.

use correct formatting, including proper punctuation, in an academic essay.

explain a term in a text using synonyms, definitions or examples.

self-correct errors in a piece of academic writing.

summarise and comment on factual and opinion information.

paraphrase an idea in different words.

write a concise summary of a longer structured text, article, or lecture.

take effective notes on a presentation or lecture.

employ time-saving strategies when taking notes (leaving out words, abbreviations etc.).

SPEAKING


use synonyms to describe or gloss an unknown word.

contribute to routine formal discussions.

express opinions and ideas, and comment on others’ opinions and ideas.

justify views clearly by providing relevant explanations and arguments.

elaborate on a point they have made.

use common discourse markers to signal concession, disagreement, clarification, etc.

paraphrase information taken from a simple academic text.

discuss charts and graphs in an academic text, using simple language.

give a structured presentation with visual aids.

respond to clearly expressed questions on a presentation they have given.

explain key information in graphs and charts, using simple language.

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ICU EPP FRAMEWORK

Levels Starter

A0

Level 1

A1

Level 2

A2/B1

Level 3

B1

Level 4

B1/B2

Week 2 8 8 8 8

Hrs./Week

(Monday-

Friday)

20 20 20 20 20

Total Hour 40 160 160 160 160

Main Course EPP

Face2Face

(CUP)

EPP Distance

Learning

Platform

(Repeat)

Empower

(CUP)

Face2Face

(CUP)

(Repeat)

Empower

(CUP)

Face2Face

(CUP)

(Repeat)

Empower

(CUP)

X

Reading &

Writing X X EPP EPP

Unlock 3

(CUP)

Listening &

Speaking X X X EPP

Unlock 3

(CUP)

EPP

Reader

(Online –

Interactive)

X 2 X X X

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ICU EPP PROGRAM MATERIALS FOR 2017 - 2018

33



ROLES OF THE ICU EPP INSTRUCTORS, STUDENTS AND MATERIALS

ROLES OF THE ICU EPP INSTRUCTORS

Guiding students in their learning process through appropriate in-class activities

Helping students with their language-learning related problems

Encouraging students to communicate with each other

Providing authentic opportunities for students to use language in a non-threatening

environment

Acting as an adviser, answering students’ questions sufficiently and monitoring their

performance regularly and carefully

Participating in some activities as a partner and co-communicator

Giving detailed feedback about the performance of students

Activating students' participation by arousing their interest

Establishing situations likely to promote meaningful and natural communication

Creating and sustaining a learning environment conducive to effective and productive learning

Giving a clear focus for the lesson conducted

Fostering learner autonomy through the use of group-work and pair-work by acting as more of

a resource than a transmitter of knowledge

Showing flexibility in presenting class materials

Providing leadership and direction in the classroom

Giving students adequate opportunities for practice and application

Setting achievable and realistic learning goals and using effective evaluation strategies to see if

the goals are being reached

Making the atmosphere in the classroom pleasant and establishing and maintaining friendly

relationships with students

Teaching text and sentence-level grammar in contexts to help students understand the structure

and style of the English language

Being motivationally and behaviorally active in achieving the instructional goals

Enabling students to take risks when expressing their ideas or attempting new learning

experiences

Controlling students, monitoring their interactions, disciplining them

Hypothesizing the effects of teaching on students' learning and analyzing to improve teaching

and learning quality

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Being even-handed towards all students, irrespective of who they are.

Teaching students how to learn, training them in strategy use, and promoting independence

Evaluating errors systematically and correcting appropriately

Being tolerant of slips or mistakes of students

Using instructional time as effectively and productively as possible

Increasing student talk by minimizing teacher talk in the lesson

Creating a learning environment that can cater to different learning styles

Choosing and adapting materials for students to better achieve the level outcomes

Guiding students through the syllabus, rather than just through the textbooks

Judging and making decisions in student guidance when "by the book" learning is not effective

Utilizing technology in the classroom to enrich teaching and learning

ROLES OF THE ICU EPP STUDENTS

Paying attention to the teacher while delivering the lesson and also to their classmates, when

they are asking a question about the lesson or answering the teacher’s questions

Participating actively in learning environment and taking active part in their own learning

process

Reviewing their own learning through continuous self-assessment

Demonstrating their knowledge and understanding, skills, attributes and capabilities through a

wide range of evidence including specific assessment tasks, activities, test and examinations.

Treating all fellow learners and teachers with respect and fairness

Learning from their own mistakes

Shaping and reviewing their learning by reflection, setting learning goals through personal

learning plans

Learning by interacting with others as a member of a group

Creating more learning opportunities for themselves, rather than being the complete pursuer of

the teacher

Showing great efforts to improve their language skills outside the classroom

Feeling free to ask questions, or express their own ideas about a subject, not only to their

teacher, but also their peers

Being motivated and enthusiastic about their learning

Respecting other people's rights to speak and to have opinions that differ to their own

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Being a task monitor by checking himself/herself in terms of on task study time, noise level,

and quality work

Making regular repetitions for lasting learning

Connecting new information to prior knowledge

Showing respect for self and others and meet all behavioral and academic expectations

Attending all the lessons regularly

Learning from the teacher, from other students and from other teaching sources

Being organized, attentive and prepared to study

Practicing the target language outside the classroom

Negotiating meaning – in trying to make themselves understood – even when their knowledge

of the target language is incomplete

Being responsible for their own advancement in learning

Being responsible for completing the relevant homework, logs, assignments, reports and

projects in the allocated timeframe

Being responsible for frequent referring to the syllabus and the stated dates for assessment

materials

ROLES OF THE ICU EPP MATERIALS

Focusing on the communicative abilities of interpretation, expression and negotiation

Being understandable, relevant and interesting

Appealing to different learning styles by offering sufficient variety

Providing background knowledge and activating schemata

Providing innovative and creative ways to assess students’ performance

Having a positive effect on student motivation

Arousing the students’ interest

Providing authentic cultural information about the target culture

Providing exposure to real language

Being relevant for students’ needs

Reminding students of earlier learning

Getting students to think about new content

Helping students get feedback on their learning

Enabling students to check their own progress

36



Informing students of what tasks they have to perform and providing guidance in how to

perform tasks

Enhancing retention of the skills the students have acquired

Focusing on understandable, relevant, and interesting exchanges of information rather than on

the presentation of grammatical form

Emphasizing skills in using the language, not just the forms of language

Reflecting the authentic language of everyday life

Encouraging learners to work in-groups and pairs

Emphasizing fluency, not just accuracy

Providing opportunities for the development of cognitive abilities

Offering activities and tasks which challenge the competence of the learners

Serving the desired outcomes, rather than serving the textbook or publishers

ADDIE - INSTRUCTIONAL DESIGN MODEL OF THE EPP

ADDIE model is a systematic instructional design model comprising five stages: (1) Analysis, (2)

Design, (3) Development, (4) Implementation, and (5) Evaluation.

ADDIE model is chosen by the ICU EPP on the grounds that it is very practical, flexible and is

designed to focus on content and appeal to our instructors. Each step in the ADDIE model has certain

outcomes that feed into the next step in the sequence. The stages of ADDIE model is given below:

1. Analysis refers to a process when teacher needs to analyze the learning environment; needs,

previous knowledge and skills of students and establishes the learning goals.

2. Design is where the teacher sets specific learning objectives and in order to realize these

objects he/she decides on the lesson plan, instructional materials and activities to be used.

3. Development stage is simply about preparing the materials and integrates the content with

them. Also, all the potential hurdles that could impede learning are lifted to improve the

student learning.

4. Implementation includes introduction of the designed activities and materials; that’s to say, the

design plan is put into action.

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5. Evaluation is done around two categories, which are formative and summative evaluation.

Formative evaluation examines the whole teaching and learning process; on the other hand,

summative evaluation is carried out around the outcomes as the result of the teaching and

learning process. At this stage, all the data and feedback collected are taken into account to

validate the evaluation process.

Figure 3 below displays the design mechanism used in the ADDIE model.

Figure 3: ADDIE Instructional Design Model

ICU EPP instructional design is;

fully learner-centred and aims to aid the EPP students to achieve their specific language

learning objectives.

well-calculated and sets achievable and realistic learning objectives for every lesson to be

organized.

linked with the real-life (social and academic) needs of the EPP students.

centred on continuous progress and regularly monitors the students’ performance and makes

the necessary changes and improvements.

ANALYZE

DESIGN

DEVELOPIMPLEMENT

EVALUATE

EPP LESSONS

38



flexible and responsive to the changing needs, wants and expectations of the students.

both process and result-oriented and measures the students’ progress by using the most

reliable and valid assessment methods and tools.

reflective and collects valid and valuable feedback at every phase of the teaching and learning

process.

ICU EPP Curriculum Development will always be expecting form all the EPP Instructors to

review, revise and redesign their instructional practices taking ADDIE model into account so as to

achieve better results in terms of teaching and learning performance and quality. We, as

Curriculum Development, wish all the EPP Instructors to be their own ‘instructional design

managers’. We also strongly believe that no curriculum and syllabus could succeed in satisfying

all the needs and expectations of all the teaching and learning settings. To our own understanding,

the real game changer is and will always be all our EPP instructors themselves.

39



FEEDBACK AND EVALUATION MECHANISMS

ICU EPP Curriculum Development regularly collects structured feedback as regards the curriculum,

syllabus and instructional practices for evaluative, corrective and developmental purposes. EPP

Curriculum Development, by taking account of all the collected and analyzed feedback, continuously

seeks to improve its organization and quality. In figure 2; data collection, analysis, reporting and

archiving processes are shown.

Figure 4: Feedback, analysis, reporting and archiving system of Curriculum Development

THE FLOW OF FEEDBACK AND REPORTING

Figure 5: The flow of Feedback and Reporting

EPP COORDINATOR

INSTRUCTORS STUDENTSLEVEL

COORDINATORS

CURRICULUM DEVELOPMENT

40



EVALUATION AND QUALITY MECHANISMS (CONTINUOUS)

The purpose of the ICU EPP Curriculum and Syllabus evaluation is to gather data and information

systematically to make informed and accurate decisions with regard to the EPP Curriculum and

Syllabus to better their performance and quality. As Bachman (1996) suggests, evaluation should be

made as comprehensive and accurate as possible; otherwise, ineffective or wrong decisions can be

made, rendering all the evaluation process futile.

ICU EPP Curriculum Development follows the below quality cycle in order to continuously review

and develop all its policies, procedures and operations. Along with this, it always seeks different

opportunities to make more contributions to better the ICU EPP students’ learning.

Figure 6: ICU EPP Curriculum Development Quality Cycle

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In order to obtain a comprehensive quality evaluation to see and make the necessary changes and

improvements, the below methods are to be made use of:

▪ Questionnaires (Students - Instructors)

▪ Focus group meetings (Students – Level Coordinators)

▪ Staff Meetings (All EPP Instructors)

▪ Assessment results (Statistical data evaluation)

Quality Evaluation Tools Students Instructors Level

Coordinators

Statistical Data

Evaluation

Questionnaires

1 per

academic

year

1 per

semester x x

Focus Group Meetings

1 per

academic

year

x 1 per semester x

Staff Meetings x

1 per

academic

year

x x

Assessment Results x x x 1 per semester

Table 2: ICU EPP Curriculum Development Quality Evaluation Mechanisms

ICU EPP Curriculum Development is always committed to continuously seeking the

answers of the below questions:

1. What should our students know and be able to do at the end of the EPP? (outcomes)

2. How will our students and instructors know if the learning outcomes have been accomplished?

(assessment and evaluation)

3. What needs to be done to achieve the learning outcomes? (activities – instructional designs)

42



JOB DUTIES AND RESPONSIBILITIES OF THE MEMBERS OF ICU EPP

CURRICULUM DEVELOPMENT

ICU EPP Curriculum Development members

teach up to 20 hours (non-native speakers); 22 hours (native speakers) a week and have the

same responsibilities as other instructors.

provide clear guidelines related to the curriculum design and syllabi for the instructors or the

students.

provide a well-organized focus for learning and teaching strategies.

collect feedback from level coordinators and instructors establishing effective communication

channels in order to consolidate them with the program to ensure its sustainable improvement.

ensure that the curriculum design is executed effectively by all its stakeholders.

make the necessary changes and improvements in line with the data and feedback collected.

conduct needs analyses of different types every three years to modify the curriculum according

to the new teaching and learning needs and wants emerging; as such to create more meaningful

learning experiences.

monitor and evaluate its own performance and quality on a regular basis to improve its own

policies, procedures, approaches and practices.

inform the ICU EPP Coordinator of its activities and operations at predetermined certain

intervals.

collaborate and cooperate with all the ICU EPP Units and Committees to increase the

performance, efficiency and effectiveness levels of the whole program.

THE MUST-HAVE QUALITIES OF ICU EPP CURRICULUM DEVELOPMENT

MEMBER

ICU EPP Curriculum Development member

theoretically and conceptually understands how people learn

is open to continuous learning and self-reflection; has an inquisitive mind

is proactive and willing to take initiative

is capable of seeing the value of the details and using different perspectives

is well-aware that creativity is the spark that clears the path in all the teaching and learning

processes.

english preparatory program - ticaret.edu.tr curriculum... · the pillars of our curriculum design...

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