UNIVERSIDAD CENTRAL DE VENEZUELA

Facultad de Humanidades y Educación

Comisión de Estudios de Postgrado
Área de Lingüística
Maestría del Inglés como Lengua Extranjera
Instructional Design

English Acquisition Guidance for Language Educators Program

Daniel Tong
Colegio Integral El Ávila
dtong@elavila.org

Introduction
Mastery of proficient English language skills stands as a cornerstone of effective communication
and pedagogical excellence. Recognizing this pivotal role, our program has been meticulously
curated to empower educators with the requisite knowledge, skills, and confidence to excel in the
field of teaching English as a Foreign Language.

The EAGLE program stands as a testament to our commitment to academic rigor and
instructional excellence. It is designed to cater to educators at various stages of their professional
journey, whether they seek to augment existing language proficiency or are an aspiring educator
looking to establish a solid foundation in English, our program provides the necessary tools and
insights to fulfill all goals. The Languages Department at Colegio Integral El Avila is committed
to being the providers of excellence in the pursuit of language acquisition goals, offering a
pathway to unlocking new opportunities within the realm of education.

In order to structure this program, a study was conducted at Colegio Integral El Ávila, which
successfully collected data on English language proficiency, motivations, and skill development
preferences among the personnel through a meticulously designed and peer-validated survey.
This survey covered a wide range of aspects, including demographics, educational background,
exposure to English-speaking environments, self-perceived proficiency, and motivations for
learning English, as well as preferred learning methods. The survey underwent a thorough
evaluation by language education experts, ensuring its structure, content, and efficiency were
top-notch. This survey proved to be a valuable tool in this language research, allowing to
efficiently gather data from a diverse sample. It provided a standardized format for quantitative
analysis, helping identify patterns and associations among different variables. This approach
aligns with established research methodology principles, as highlighted by experts like Jordan
(2009), and underscores the importance of needs analysis in language course design, as
emphasized by Hutchinson and Waters (1987).
Analysis process and procedure
The Needs Analysis survey conducted at Colegio Integral El Ávila provided valuable insights
into the English language proficiency levels, motivations, and skill development preferences of
the personnel. The survey revealed a diverse distribution of proficiency levels, with a significant
portion at advanced levels (C1 and C2). Notably, participants were highly motivated to learn
English for work-related purposes, emphasizing the need for a course focused on enhancing
professional language skills. The survey highlighted speaking as the most important skill,
followed by writing and listening, shaping the instructional design. Considering the majority of
visual learners, incorporating multimedia resources and visual aids is crucial for engagement.
Learners with prior exposure to English-speaking environments offer an advantage, allowing for
cross-cultural communication and intercultural awareness integration. To accommodate varying
proficiency levels, a flexible, differentiated approach was recommended, however, once the
results were presented to the organization, the final decision was to start with the participants that
scored lower in English proficiency levels, therefore, a program was developed. In summary, the
survey outcomes guided the creation of an effective language acquisition course, aligning with
personnel's motivations, preferences, and proficiency levels to enhance communication and
support professional growth. Therefore, the EAGLE Program was created, which specific
considerations, which are further explained below.

Evaluation and assessment

The students will be evaluated regarding the language acquisition main skills (Listening,
Reading, Writing, Speaking), as well as vocabulary, grammar, and general knowledge. The types
of evaluation this program will entail will mostly be written exams, quizzes, short presentations,
and a final oral exam that evaluates all the module content . In order to approve the EAGLE
program, the participants must score at least 15 points out of 20 points. If participants fail to score
the minimum grade, they must retake the module. Each module is structured to last one school
term or equivalent to 12 weeks.

Attendance and participation

This program is aimed to follow rigorous and formal standards. Therefore, attendance plays a
pivotal role in evaluation and assessment. If the students were to have a quarter of the total
number of classes per module, they would forfeit said module and must retake it. Regarding
participation, all interaction should primarily be in English, and evaluations must be conducted
absolutely in English without any concession given.
Unit Sample
UNIT 1. PEOPLE AND PLACES
Tong, D. (Instructional Design Course, 2023-01S)

DATE: September 2023

COURSE: ELEMENTARY ENGLISH FOR ADULTS (TEACHERS AT COLEGIO INTEGRAL EL ÁVILA)

UNIT #1 English Basics DESIGNER: Daniel Tong
TITLE: People and Places CLASS LENGTH: 60 min
LEARNING OBJECTIVES:
A. To review basic content of the English language.
B. Enable students to understand the basics of the English language.
C. To practice regarding the correct usage of basic expressions in English.

CONTENT:
Common words Verb to be: names and This, that, these, those
Numbers 0-100 countries Have got / have gotten
Plurals Verb to be: personal Possessive “ ‘s “
The alphabet information Everyday objects
Pronouns and possessive Articles Names and countries
adjectives Reading and listening Nationalities
Days of the week practice Jobs
Classroom instructions Pronunciation: word stress
and intonations

METHODOLOGY:

This unit will be taught in six hours (60 min. each). Once the class starts, the main concepts of the lesson
will be taught using a PowerPoint Presentation. Afterwards, exercises will be done in class in order to
practice and to assure feedback regarding understanding and effective learning. Extra activities and
exercises will be assigned for students to bring done for the next class.

LESSON PLAN (LESSON 1 : COMMON WORDS, NUMBERS 1-100, PLURALS, THE ALPHABET, PRONOUNS AND
POSSESSIVE ADJECTIVES.
LESSON PART INSTRUCTION, INSTRUCTION, ASSESSMENT / EVALUATION
STRATEGIES & STRATEGIES & 1.Evaluation:
Warm up / Starter ACTIVITIES ACTIVITIES 1.1.Collaborative/Formative: A class
1. Ss proceed to discussion led by the professor will take
(5 minutes) 1. P gives some welcoming introduce themselves. place and students will participate.
words and introduces 2. Ss share their 1.2.Individual/Summative: Each student
himself/herself. expectations about the will take notes and these will be assessed
2. P asks students to introduce course and their and evaluated by the professor.
themselves and share their experience with EFL.
expectations about the course.

Instructional 1. Content: Introducing the 1. Content: Feedback:

procedures: Academic Speech: Introducing the 2.1. The professor will provide oral
Academic Speech: feedback in a guided oral discussion
1. Content 1.1. P proceeds to explain the during the session.
introduction (5 objective(s) of the unit and 1.1. Ss listen actively
minutes explains the details concerning to the explanation
the content and the whole about the course.
structure of the course. 1.2. Ss are given
1.2. P asks the students if they permission to ask
have any questions regarding questions about the
the course. course in case they
have any.
2. Content 2. Content Explanation 2. Content
explanation (25 Explanation
minutes) 2.1. P proceeds to explain the 2.1. Ss pay attention
main topics of the lesson by and follow the
means of a Powerpoint Powerpoint
presentation. presentation, while
taking notes.

2.2. Through drills, P asks the 2.2 Ss pay close

students to repeat the target
vocabulary for the lesson
2.3 P asks questions to the
students about the content of
the lesson to check their
attention and comprehension
attention to P’s
pronunciation and do
their best to enunciate
and pronounce
properly
2.3 students actively
pay attention and
answer questions
correctly to check
their comprehension
and attention to class.

3. Exemplification 3. Examples 3. Examples

and / or modelling
(10 minutes) 3.1. P presents different
examples in which the target
 vocabulary and class content is 3.1.Ss pay attention to
used the examples and
actively take notes
4. Learning tasks, 4. Learning tasks, activities, 4. Learning tasks,
activities, exercises exercises activities, exercises
(15 minutes) 4.1. Ss do the
4.1. P assigns exercises to be exercises in the
done in class and then shared allotted time and wait
with P and other Ss for for feedback and
feedback corrections
5. Closure: 5. Closure: 5. Closure:
(5)
5.1. Assignments 5.1. P provides the students 5.1.Ss use the
(1 minute) with materials to practice what academic material
5.2. they learned. provided by P to
Recommendations practice outside the
(3 minutes) 5.2. P invites the students to classroom.
5.3. Farewell put in practice what they
(1 minute) learned. 5.2. Ss reflect on how
they can put in
5.3. P says farewell to the Ss practice what they
have learned.

7.3. Ss say farewell to

P
RESOURCES/REFERENCES (APA Style)
Barker, H., Cunningham, S., Moor, P., Carr, J. C., & Eales, F. (2005). New Cutting Edge. Intermediate. Teacher's Resource
Book. Pearson Education.

Carr, J. C., & Eales, F. (2005). New Cutting Edge: Upper Intermediate. Pearson education.

Cunningham, S., Moor, P., Bygrave, J., Williams, D. (2002). Cutting Edge: Advanced New Edition Students’ Book. Pearson
education.

Cunningham, S., & Moor, P. (2005). New cutting edge: pre-intermediate. Students' book. Pearson.

Moor, P., Cunningham, S., & Eales, F. (2005). New cutting edge: elementary. Workbook, with key. Pearson.

Straus, J., Kaufman, L., & Stern, T. (2014). The blue book of grammar and punctuation: An easy-to-use guide with clear
rules, real-world examples, and reproducible quizzes. John Wiley & Sons.

Final Remarks and Recommendations

Based on the comprehensive data gathered through the Needs Analysis survey and the details
regarding the EAGLE program's evaluation and assessment criteria, there are a few key
recommendations to ensure the program's success. Firstly, it's crucial to align the program's
assessment methods closely with the identified preferences and motivations of the personnel at
Colegio Integral El Ávila. Given the strong emphasis on spoken language proficiency and the
participants' diverse proficiency levels, a balanced approach to evaluation that includes practical
speaking assessments, written exams, and quizzes should be implemented. Additionally, the
program should consider offering optional modules or supplemental resources to cater to learners at
different proficiency levels, ensuring that those with prior exposure to English-speaking
environments can progress effectively alongside novice learners.

Furthermore, the program's rigorous attendance and participation standards should be clearly
communicated to participants from the outset. While formal standards are essential for language
acquisition, flexibility in accommodating unforeseen circumstances should also be considered.
Offering makeup sessions or alternative ways for students to catch up in case of unavoidable
absences can promote a positive and supportive learning environment. Overall, by integrating these
recommendations into the EAGLE program, Colegio Integral El Ávila can create a dynamic,
inclusive, and effective language acquisition course that meets the unique needs, motivations, and
proficiency levels of its personnel, ultimately fostering their professional growth and enhancing
English language proficiency.
Consulted Bibliography

Barker, H., Cunningham, S., Moor, P., Carr, J. C., & Eales, F. (2005). New Cutting Edge.
Intermediate. Teacher's Resource Book. Pearson Education.

Carr, J. C., & Eales, F. (2005). New Cutting Edge: Upper Intermediate. Pearson education.

Cunningham, S., Moor, P., Bygrave, J., Williams, D. (2002). Cutting Edge: Advanced New
Edition Students’ Book. Pearson education.

Cunningham, S., & Moor, P. (2005). New cutting edge: pre-intermediate. Students' book.
Pearson.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-centered
Approach. Cambridge University Press.

Jordan, G. (2009). Second Language Research: Methodology and Design. Routledge.

Moor, P., Cunningham, S., & Eales, F. (2005). New cutting edge: elementary. Workbook, with
key. Pearson.

Straus, J., Kaufman, L., & Stern, T. (2014). The blue book of grammar and punctuation: An
easy-to-use guide with clear rules, real-world examples, and reproducible quizzes. John Wiley &
Sons.