Question Two (answer in 250 words):

This is called Taking stock. Up to now you have chosen a course, described context, articulated beliefs, and, now, conceptualized content of your course (assignment below). Before moving on to

Goals and Objectives take a moment to write about some or all of the following: What has surprised you? What have you found useful? What has helped/hindered you? What has been missing?

This course is designed for the second language learner who wants to attend a Canadian university but doesn’t have the necessary academic training in English. The universities require a

minimum average of 75% in each skill by the end of the two terms. As difficult as it was to conceptualize the content of my course, it made me visualize and implement my student’s needs.
In order for them to succeed in their next programs, the students must be able to write, listen, read and speak at the same level as an English native. I cannot stress the gravity of this point

enough and so it cannot be overlooked at any point as the course progresses. Reason being that the student’s next university programs were not tailored for the second language learner; thus

the professors, teaching assistance not even their fellow classmates are going to give them special treatment or even care that they are ESL students. Therefore it is my job to prepare them for

what is coming next.
Like any academic program, writing is very important regardless of what field the program is in. Accordingly, I’ve made writing the top focus of the class worth 40% of their final grade. Since I

firmly believe that grammar is best learned in the when taught in authentic contexts, I’ve included it as part of the writing skill. This way the students will be able to incorporate the grammar in

their writing and learn through trial and error. Considering the different writing genres they have to learn, it’s important that they are able to adjust their grammar accordingly. Being a

Canadian program for Canadian Universities, all students are required to take a Canadian Benchmark exam that compares their writing skills to the average native speaker, which in turn

determines whether or not they can cope in an English university.
The second skill, worth 30%, is reading. I decided to aID vocabulary to the skill because I want the students to learn academic vocabulary that they encounter in the readings. These readings

consist of business, news and academic articles.
I’ve also aIDed a side extracurricular note so I can introduce the students to Canadian life outside the classroom. After all, over 90% of these students have immigrated to Canada permanently

so I thought it was important to aID that into my mind map so I can maybe help them immerse themselves into the Canadian culture. Not only can they practice the language with native

speakers, but also most universities favor those who have volunteer experience; a win-win.