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| Teacher's Guide |
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Module based(8 books, 24 topics) |
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General Instructions |
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Specific Topic Introduction |
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Comprehensive lesson guide(8 lessons per topic) |
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Master Student Folio Assessment Sheets |
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Master Student Reports |
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Grammar Reference Section-English version |
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Grammar Reference Section-Korean version |
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Computer Literacy-English version |
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Computer Literacy-Korean version |
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Computer Keyboard Guide |
| Student Workbook |
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Topic based (24 books) |
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Full color |
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Word Bank |
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Picture Page |
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Exercises and Homework (8 lessons per topic) |
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Grammar Reference Section - English version |
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Grammar Reference Section - Korean version |
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Computer Literacy - English version |
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Computer Literacy - Korean version |
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Computer Keyboard Guide |
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The English Writing and Grammar Program is a component of the Choral English College English Program and has been designed to develop the skills of English language writing using carefully sequenced class activities and highly motivational communication through conventional teaching methods and computer technologies, including email.
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The program materials consist of a Teacher's Guide with lesson plans for each module (three topics each of four weeks' duration) and a Student Workbook for each topic.
The Teacher's Guide has an introduction to the module and to each topic, lesson plans, assessment, and reporting checklists.
The lesson plans have:
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a summary of communication focus points which are outcome type statements that define the grammar, punctuation, writing, and computer skills being addressed in each lesson |
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an outline of the teaching strategies with reference to the communication focus points and the activities in the Student Workbook |
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a brief description of student activities |
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information about homework |
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a list of resources |
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instructions for the email tutor |
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Each Student Workbook commences with introductions to the program and the topic and deals with a variety of genres so that the student is exposed to forms of writing with a wide range of contexts and purposes. The student has access to a vocabulary list for each topic. A picture page follows as a resource and includes illustrations of items and events linked with the content.
The Teacher's Guide and the Student Workbook have a summary of the explanations of the writing communication focus points and the computer literacy skills in a separate section. These have been written in Korean as well as English.
It is expected that each classroom will have a computer for the students to observe teacher demonstrations of computer-based skills required to complete the tasks. Other materials required include class sets of dictionaries and thesauruses which should be available to the students during the lessons.
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Using the colorful and interesting Student Workbook, the student is introduced to grammar, punctuation, writing, and computer literacy skills that are incorporated in meaningful tasks. Short, comprehensive explanations are provided with examples of any new grammar, punctuation, or writing points. Activities are designed for the student to practice these skills in brief exercises or more lengthy, purposeful written tasks that may also be part of the exchange that the student has with their email tutor.
The Student Workbook also contains homework writing tasks as well as directions for the student to send messages and writing segments to their email tutor. It is expected that some parents will want to be involved in the writing program. Following many of the homework tasks there is a place for the parents to indicate their level of involvement in the activity.
For assessment purposes, each student will contribute samples of their writing to be included in a folio that will be held by the teacher and reviewed weekly. The assessment and subsequent reporting to parents will be made available after the completion of the topic.
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There are two teachers participating in this program - a class teacher and an email tutor. Each
student attends small group classes where the class teacher supports the development of competence in writing, grammar, and punctuation skills. The second teacher is a native English-speaking tutor with whom the student maintains regular email contact as an integral part of the program.
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The student's use of email allows them to build skills for participation in a communication system where access to the Internet is just another aspect of education through, and within, an international network. The features of this communication system make it possible for the student to be involved in meaningful interaction and to build relationships between the student and the tutor.
Via the email messages, the student exchanges general information with their tutor. The tutor responds with conversational-style email messages designed to encourage the flow of communication with each student. In addition, there are specific writing exercises that are set up by the tutor and the class teacher that require the tutor to provide personalized support for each student.
The teacher will occasionally ask the students to print out messages from keypals and these will be used as a resource in class lessons to demonstrate elements of English writing.
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Each student will produce a folio of writing samples selected from the Student Workbook and the messages or written activities forwarded to the email tutor.
The samples of the student's writing will be matched against the checklist of the communication skills covered in the topic, at least once a week, and the student's progress will be reported to parents at the end of the module.
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