Developing Course Content in English Language Teaching Assignment

1. Starting Point
For our curriculum design, we merged the second and third starting points.
Rationale for Choosing the Second and Third Points:
Leveraging Existing Resources: Both starting points emphasize the importance of working on
existing materials and frameworks. This is particularly beneficial given that our course book,
American Language Hub, already offers a comprehensive syllabus aligned with the CEFR and
includes diverse resources like video content and writing lessons. By selecting the most appropriate
materials from this, teachers can ensure that the curriculum is both relevant and engaging for
students at the A2/A2+ level.
The third starting point allows teachers to shape the course according to the specific needs of their
students, using the established content and goals provided by the course book. This means that while
the framework is provided, teachers can adapt activities and assessments to better fit their teaching
style and the students’ learning contexts, thus making the learning and teaching process more flexible
and customized. This element of the curriculum is crucial in a prep school setting, where students
may have different levels of engagement and different learning preferences. In summary, choosing
both second and third points as a starting point creates a flexible and student-based curriculum which
is also rich in resources.
Rationale for Not Choosing the First Point:
The first starting point suggests starting from scratch, which can be time-consuming and
inefficient, particularly when there is already a well-structured course book available. For A2/A2+
learners, having a well-defined framework that meets the needs of students is essential, as it helps to
scaffold their learning effectively. Starting from nothing could lead to gaps in content coverage and a
lack of coherence in learning outcomes. Given that the American Language Hub is designed to
simplify teaching while providing clear learning goals, building on existing resources is more
advantageous than creating materials from scratch.
2. Waterfall Approach
We choose the waterfall approach for our curriculum because it allows for a systematic sequence,
from needs analysis to content development, ensuring that all elements of curriculum design are
covered before teaching begins. For our A2-level preparatory class, this structured progression is
ideal, as it ensures that foundational language skills are introduced and reinforced in a logical order,
which is essential for beginners. Also, the waterfall model provides a clear framework where the
goals and objectives, content sequencing, and assessment methods are established in advance. Thus,
it benefits students who require a well-defined structure to help them build confidence and
understanding in each area before moving on to the next. In this way, it reduces confusion and helps
students follow a coherent learning path. For a preparatory class, this consistency ensures that all
students, especially those who may struggle with abrupt shifts or varying approaches, experience a
stable learning environment. Since the waterfall model emphasizes starting with needs and
environment analysis, it allows you to base your curriculum on a comprehensive understanding of
student requirements and teaching conditions. As a result, this preliminary analysis supports a
curriculum tailored to their proficiency level, focusing on relevant language items and skills that
match their immediate language needs and long-term goals.
Rationale for Why the Opportunist Approach Was Not Chosen
The opportunist approach prioritizes immediate teaching needs, often delaying thorough needs
analysis and other elements until later sessions. This could lead to an unstructured course, which may
confuse A2-level students who benefit from a more gradually developing curriculum. On the other
hand, the opportunist approach allows focusing on specific areas for improvement, but it may
overlook or under-develop other critical components. For A2 level learners, a balanced curriculum
that integrates four primary skills which is listening, speaking, reading, and writing in a structured
way is more beneficial than a curriculum that evolves unevenly based on immediate needs. Also, the
opportunistic approach often requires multiple iterations to refine the course over time. However,
with our preparatory class, relying on future improvements could mean that their foundational
learning experience is not as thorough or cohesive as it would be with a waterfall approach.
Rationale for Why the Layers of Necessity Approach Was Not Chosen
The layers of necessity model work by addressing necessary curriculum components at a minimal
level, with the option to add layers of detail over time. However, this model may not ensure
sufficient depth across all curriculum areas from the start. For A2-level students, this lack of
thoroughness may result in missed learning opportunities that could impact their foundational
language skills.
While the layers approach is flexible and practical when resources or time are limited, it may not
meet the thoroughness and consistency needed for beginner-level language instruction. Also, for our
situation we have plenty of time. On the contrary, the waterfall approach establishes a high level of
initial thoroughness across all parts of the curriculum and offers a more complete, step-by-step
process which is better suited to beginner level students.
In Conclusion
For our A2-level preparatory class, the waterfall approach provides a stable and cohesive structure
essential for building foundational language skills. Its emphasis on a detailed, sequential process
ensures that curriculum elements are fully developed before teaching begins, supporting a smooth
and effective learning experience for beginners. In contrast, both the opportunist and layers of
necessity approaches offer more flexible but less structured alternatives, which may lead to
inconsistency and gaps in a curriculum designed for learners who are beginner levels.
3. Rationale for Choosing American Hub 2
American Language Hub is a new series designed to simplify English instruction. At its center is a
functional language strand that is presented through an engaging video series, along with a well-
balanced skills syllabus with clear learning objectives utilizing a variety of intriguing subjects. The
Teacher’s Book makes lesson preparation intuitive with annotated teach-of-the-page lessons
supported by tips and ideas taken from the award-winning Macmillan Books for Teachers series.
We select American Hub 2 as it offers a comprehensive approach to language learning that focuses
on developing all four language skills—listening, speaking, reading, and writing. Unlike other
coursebooks, American Hub 2 is particularly engaging due to its diverse topics and activities oriented
to practical, real-world communication. It also emphasizes cultural understanding, making language
learning more related and meaningful for students. This feature is essential for creating a curriculum
beyond grammar and vocabulary, aiming instead for fluency and practical use.
Details about The Book:
Level: American Hub 2 is typically designed for lower-intermediate to intermediate learners. It
builds foundational skills while introducing more complex language structures, suitable for students
who have mastered the basics but need more practice in fluent communication.
Content and Structure: The book is divided into units, each focusing on specific themes relevant to
daily life and interests, such as travel, hobbies, and social interactions. Each unit integrates
vocabulary, grammar, and communicative practice.
a. Key Features Include:
Skill Development: Targeted exercises that enhance reading comprehension, listening accuracy, and
writing clarity, alongside speaking practice in interactive activities. The writing lessons in the
Student’s Book help learners improve their communicative writing skills and cover a range of genres
aligned to the topic in each unit of the course.
Cultural Insights: Sections that expose learners to American culture and customs, which are
valuable for students aiming to use English in diverse, real-life situations.
Practical Application: Every unit includes role-play scenarios, dialogues, and group tasks, designed
to help learners apply what they’ve learned in simulated real-world interactions.
Video Content: Comprehensive video content includes an engaging ‘sitcom’ series providing
realistic models for learners’ own language production, and additional authentic video content
offering further input for practice.
Student’s App: The Student’s App offers learners quick and flexible practice opportunities when and
where they need it and provides exposure to target language for class preparation and consolidation.
Alignment Across Books: The themes of the units that the book covers make American Hub 2
compatible with other coursebooks at the same level, making it easier to integrate into diverse
curricula. The difference often lies in how each book develops these topics. American Hub 2 may
emphasize cultural context and practical application more than some books, making it particularly
well-suited for communicative, real-life learning.
These aspects of American Hub 2 make it an ideal foundation for building a curriculum that is
engaging, skill-based, and culturally relevant. This choice will allow us to create a curriculum that
balances language skills with practical application, aligning with our goal of fostering
communicative competence among students. Compared to other intermediate English course books,
this one seems to follow a similar structure: Real-life topics like travel and unique achievements are
commonly used to engage students. Grammar and vocabulary are embedded within the context,
helping students see practical usage. Speaking and listening activities are designed to reinforce new
language in communicative tasks.
b. Overview of Unit 3.1: "The Four-Year Journey"
Content Focus: This unit seems to be centered on the journey of Graham Hughes, who visited all
the countries without flying. The primary topic involves journeys and transportation, with an
emphasis on types of transportation and relevant vocabulary.
 c. Skills and Learning Objectives
Reading: Exercises encourage students to read about Hughes’ journey, check comprehension, and
discuss their thoughts. Activities include scanning specific information and identifying true/false
statements.
Grammar: The unit introduces quantifiers like all, some, most, none and provides contextual
examples to help students use these words accurately.
Vocabulary: Students learn various types of transportation terms and collocations, such as travel by
car, boat, plane, etc.
Pronunciation: Focuses on practicing specific sounds, like /p/, /b/, and /v/, which is essential for
clear communication in English.
Speaking: Activities involve discussing travel habits and conducting interviews. This helps students
practice conversation skills and apply vocabulary and grammar from the unit.
d. Educational Approach
The layout is interactive, balancing reading comprehension, grammar practice, and speaking
exercises. By integrating these skills in a meaningful context, students not only improve language
skills but also learn about unique real-world topics. With its firm pedagogic foundation and syllabus
aligned to the revised CEFR, American Language Hub has clear learning outcomes which help
students understand the usefulness of the language they are learning. The Teacher’s App helps to
deliver content in a simple-to-use lesson pathway designed for easy presentation and truly engaging
lessons.
4. English Language Development for Yıldız Technical University Preparatory Students
Using American Language Hub
At Yıldız Technical University, preparatory students using the American Language Hub book
embarks on a structured journey to build a strong foundation in English. This book is designed with
modules that cater to students at various levels, focusing on communication skills and enabling
students to achieve specific milestones at each stage.
Progression and Levels with American Language Hub
Here, students learn more complex language structures and expand their vocabulary. They can
engage in discussions on a wide range of everyday topics, express their thoughts in detail, and write
using complex sentence structures. Modules at these levels also foster critical thinking and academic
reading skills. At this level, students are able to communicate fluently on professional and academic
topics. They can read and understand academic articles and complex texts and are capable of writing
detailed reports and analyses. This level prepares students for real-life situations they may encounter
throughout their undergraduate studies.
Skills Development
The American Language Hub book is designed to improve the four fundamental language skills:
listening, speaking, reading, and writing.
Listening Skills: Students listen to English spoken in various accents and at different speeds,
enhancing their comprehension and preparing them for real-world interactions.
Speaking Skills: Through dialogues, group work, and discussions, students practice speaking,
becoming more fluent and confident in communication.
Reading Skills: Students increase their reading speed and comprehension by working with texts
suited to their level, gaining exposure to a variety of topics and expanding their vocabulary.
Writing Skills: Writing tasks help students develop skills in writing emails, resumes, essays, and
other formats. By practicing structure and grammar, they build essential skills for academic writing.
Preparation for Academic and Professional Life
The American Language Hub not only builds language skills but also helps students develop
communication skills essential for academic and professional life. The tasks within the book allow
students to practice critical thinking, problem-solving, teamwork, and presentation skills.
By the end of this program, Yıldız Technical University preparatory students become proficient
and confident English users, equipped for both university life and their future careers as open-
minded individuals who are prepared to engage with diverse cultures and topics.
Group Members (Group 15):
Türkan Ece Eyüpoğlu
Şeyma Terzi
Sedagül Sündü
Rabia Sultan Engin
Cansu İncekaraoğlu