The document outlines the process a teacher took to design a content-based ESOL curriculum for her students. She started by attending conferences, talking to other teachers, and researching existing models but found nothing that fully met her students' needs. She focused on determining goals that addressed bridging students' current abilities with what they needed, while considering teaching styles and constraints. This included establishing the purpose, communication needs, goals, resources, materials, and evaluation of the pilot program. The teacher worked to sort and focus the goals to best represent the teaching objectives and student needs, considering the relationships between language, content, and strategies. She defined learning objectives that reflected awareness, knowledge, and skills across these three components by the end of the

2. Scheme of Presentation

3. Outline

4.  she went to conferences
 she talked to other teachers.
 She wanted to know about a content-based ESOL
curriculum but could find no existing course design
that met her students particular needs.
Where to start?

5.  To teach a course that would bridge the gap between
what herstudents could do and what they needed to
do.
 Mainly concerned with finding the match between
student needs, teaching styles, and curricular
constraints.

6.  Purpose
 Target communication needs
 Course goals
 Resources
 Components and materials specifications
 Evaluation
Pilot-year Proposal

7.  The goals referred to a clear need and were so
admirable as to elicit complete support for my
proposal.
 Think more about goals and accountability, so she
started reading.
 she read some books on curriculum design, but most
were theoretical and did not seen to fit her situation.
Formulation of Goals

8.  May be teacher has more than hundred goals.
 The problem is now to sort and organize
them.
 Select the goals which best represent teacher
objectives and students need.

9.  Many of the goals sounded worthwhile, but
when instructor tried to explain his or her
inspiration to others, they lacked focus.

11. Goals
Improve students’ academic language.
Teach concepts appropriate to maturational level.
Transfer responsibility of learning from teacher to student.

12. Competent
autonomous
functioning in the
mainstream academic
classroom

13. Competent autonomous
functioning in the mainstream
academic classroom.
Teaching
objectives
Learning
objectives

14.  Teaching and learning don't have the same
relationship as language and content.
 All the while she had been considering the
course, she had been thinking about
relationship between language and content.

15. Teaching Objectives

16. Goals best
represent
teaching
objectives.
Language Content Strategies

17. Teaching Objectives
Language
• “Improve student’ academic language”
Content
• “I had to teach social studies concepts appropriate to
the students maturational level in their first language.”
strategies
• “I had to transfer the responsibility for learning from the
teacher to the students, which became the strategy
aspects of the teaching objectives.”

19. Learning Objectives
The learning objectives reflected all three course
components
Awareness
and attitude
Knowledgeskill

21. Language
Awareness
and
attitude
Knowledge
skill
Learning Objectives

22.  By the end of this course, students should be aware
that:
 Different language styles and vocabulary are suitable
to different tasks
 Their ability to utilize academic language skills,
particularly in reading and writing.
 Language is a source of entertainment and pleasure
as well as learning.
Awareness and attitude

23.  A variety of reading skills and how to direct their
reading to a purpose.
 How to present ideas and information orally and in
writing.
knowledge