ENGLISH FOR ADULT PROGRAMS

ព្រះរាជាណាចព្ររម្ពុជា

UME ជាតិ សាសនា ព្រះម្ហារ្សព្ត

សារលវិទ្្ាល័យព្រប់ព្រង និង សសដ្ឋរិចច

University of Management and Economics

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PART-TIMES GENERAL ENGLISH PROGRAM FOR ADULT

Lecturer :Mr.CHOU CHANSOSETHA

Student’s Name : Mr. Sour Kimchhy
Promotion :1
Major : MA in TESOL

Academic Year 2023-2024

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ENGLISH FOR ADULT PROGRAMS

Table of content page

Introduction …………………………………………………………………………………3

Review of Theories Applied (Rationales)………………………………….……………….4

Curriculum Desing Framework……………………………………………………………10

Course syllabus……...……………………………………………………………………16

Course Information
Instructor Information
Course Description
Textbook & Course Materials
Mode of instruction:
Student Learning Outcome
Course outlines
Course Assessments
Scoring criteria
Grading Policy
Course policies
Academic plagiarism and integrity
Reference………………………………………………………………………………....27

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ENGLISH FOR ADULT PROGRAMS

I. Introduction
Welcome to the " PART-TIMES GENERAL ENGLISH PROGRAM FOR ADULT " program – a comprehensive
language learning initiative designed to empower adult learners with the skills and confidence needed to navigate
the diverse linguistic challenges of the modern world. This program is crafted to cater to a broad spectrum of
adult learners, from professionals seeking enhanced communication in the global workplace to individuals
pursuing personal growth through language acquisition. Our English for Adults program is rooted in a learner-
centric approach, recognizing the unique needs and experiences of adult language learners. Whether you are
starting from scratch or aiming to refine your existing language skills, this program is structured to provide a
dynamic and engaging journey through the intricacies of the English language. Embark on a transformative
journey of language acquisition with the PART-TIMES GENERAL ENGLISH PROGRAM FOR ADULT.
Whether you aspire to enhance your professional communication, connect with a global community, or simply
enrich your life through language, this program is designed to be your companion in achieving linguistic
excellence. Get ready to unlock new opportunities, build meaningful connections, and confidently navigate the
linguistic landscape of the 21st century. Welcome to a world of language learning tailored specifically for adults
where your language journey begins and your potential knows no bounds.

GEP is only intended for student who want to be fluent in American English it concentrates on all four macros
kills Of English: speaking, listening reading, and writing. Due to the students ‘participation in meaningful and
communicative learning activities both inside and outside of the classroom, particularly in everyday conversation
with friends, teachers and family, The SPS General English program has gained widespread recognition for its
ability to produce students who are highly proficient in utilizing the language. This course is specifically made
for learners who are three years old and older, including children young learner, and adults’ kindergarten 1-2
primary and secondary, SPS Only provides full times classes. There are for terms per year, each lasting 11 weeks.
Monday through Friday, 7:30 am to 10:30 am in the morning and 1:30 Pm to 4 :30pm in the afternoon after
completing this program graduates can pursue further education in either English for specific purposes (ESP)or
English for Academic purpose (EAP). For this degree, additional coursework in the forms of test, computer and
videos studies, athletic, art music and parting. (General English Program , n.d.)

General English program for part-times classes

This course was created for both adult and young learners beginning at age six. There are sixteen levels in this
application, ranging from beginner to expert. For this program, the school only offers part-times instruction. There

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ENGLISH FOR ADULT PROGRAMS

are four terms every year, each lasting 11 weeks. Monday through Friday 5:30pm to 6:30 pm and 6:30 pm to 7:
00 pm are the times that classes are held. after completing this program, graduates can pursue further education
in either English for Specific Purposes or English for Academic Purposes. (General English Program , n.d.)

In conclusion, the part-time English program aims to provide flexible and accessible language learning
opportunities. With a focus on practical skills, cultural understanding and individual progress, it caters to diverse
schedules and learner needs. this program fosters language proficiency and enhances communication skills for a
well-rounded educational experience.

Evaluation plan

After we apply this program to our leaner. We are going to have an evaluation plan for general English program
for adult. We will measure include regular assessment of the language proficiency, feedback, sessions to gauge
participant satisfaction, and tracking individual progress through assignment and projects. Additionally periodic
surveys can be conducted to gather insights on the program`s effectiveness and areas for improvement .and
continuous monitoring and adjustment based on feedback ensure a dynamic and responsive learning environment.

II. Review of Theories Applied (Rationales)

The curriculum theory and following principle

Focus on communication: By participating in communicative activities and utilizing real-world texts, students
acquire language skills through realistic communication.

Use of functional language: CLT places more emphasis on the capacity to carry out other tasks than just being
grammatically accurate, such as making requests, offering regrets, or expressing opinions.

Task-based learning: Classes are structured around assignments that students finish to mimic real-world
circumstances and promote communication.

Collaborative learning: Group projects and pair work are crucial components of CLT classes because they
encourage student interaction and meaning negotiation.

Student-centered learning: CLT emphasizes students' responsibility and autonomy in language development
while encouraging them to play an active part in their education. (studysmarter , n.d.)

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ENGLISH FOR ADULT PROGRAMS

Participating communicative activities, collaborating with peers and taking ownership of their
learning, students in the CLT become more proficient and confident language users, capable of
using the language in a variety of real-life situations. (Burns)

The main education Methodology in the general English program for adults is Communicative language teaching.

Communicative language Teaching is a widely recognized teaching Methodology in English language programs
for adults, emphasizing the development of communicative competence through meaningful interaction and task-
based activities. In CLT, the focus shifts from traditional grammar -based instruction to providing learners with
opportunities to engage in authentic language use and communication in real-life situations. At the core of CLT
is the belief that language leaning is most effective when the learner is activity involved in using the language for
authentic purposes. Therefore, the teaching methodology in a CLT-based English program for adults revolves
around creating opportunities for learner to engage in communicative tasks that mirror real-world language use.

This could include activities such as role- plays, information- gap tasks problem-solving tasks, and collaborative
projects. In a CLT -based classroom, the role of the teacher shift from being a transmitter of language learning.

Teacher adopts a learner through activities and providing support as needed, while also encouraging autonomy
and leaner independence teachers serve as language models providing authentic language input and feedback to
help learner develop their communicative skills. CLT also emphasizes the integration of all language skills
(listening, speaking, reading, and writing) in meaningful contexts. Rather than isolating language skills in separate
activities teachers design tasks that require learners to learner to use a combination of skills to accomplish a
communicative goal. For example, learners might engage in a role [- play activity where they must listen and
respond appropriately to their partner, read and interpret information and write down key points or responses.

Furthermore, CLT encourages the use of authentic materials and resources that reflect real-life language use. This
could include newspapers, magazines, video, podcast, and online resources that expose learners to authentic
language input and cultural context.

Overall, CLT offers a dynamic and learner-centered approach to teaching English to adults, promoting active
participation, authentic communication, and development of communicative competence in real-world contexts.

An approach to teaching language that places an emphasis on interaction as both the means and the end aim of
leaning is known as communicative language teaching, or CLT. In response to the apparent flaws in conventional
grammar translation language instruction techniques, CLT was developed in the 1970s. Grammar and vocabulary
were taught separately in traditional techniques, with little attention paid to the communicative use of the language.

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ENGLISH FOR ADULT PROGRAMS

Contrarily, CLT focuses on helping students become more adept at communicating in authentic settings.
(Yousafzai, n.d.)

According to Richards ‘one can become proficient in a language`s sentence construction rules and yet not be very
successful at using the language for meaningful communication. (Richards, 2006)

Language is an effective tool that people may use to communicate connect, and express their ideas. In language
education, a number of approaches and methodologies have been developed to support efficient language leaning.
Communicative language Teaching (CLT) is one method that highlights the value of interaction and conversation
in the language learning (Yousafzai, n.d.)

The Teacher Role in CLT

In a communicative language teaching program for adults the role of teacher is crucial in facilitating effective
language learning. The teacher serves as a guide facilitator, and resource for students creating an environment
where meaningful communication and interaction can take place.

The teacher encourages active participation and engagement among students, promoting real-life communication
situations where language is used authentically. This involves designing tasks and activities that encourage
learners to use the language to convey messages solve problem and negotiate meaning.

The teacher provides language input and feedback tailored to the individual needs of the learners this may include
correcting errors providing explanations, and offering opportunities for practice and reinforcement

The teacher fosters a supportive and inclusive classroom environment where students feel comfortable taking
risks and experimenting with the language. This involves being culturally sensitive and respectful of leaner’s
backgrounds and experiences.

The teacher serves as a model of effective communication demonstrating proper pronunciation intonation, and
usage of the language structures. Through their own language use, the teacher sets an example for student to
follow and emulate

Overall, the teacher in a CLT program for adults plays a dynamic and multifaceted role in facilitating language
learning, guiding students towards proficiency through meaningful communication and interaction

The student role in CLT

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In a communicative language teaching (CLT) program for adult’s students play an active and central role in their
language learning journey. Their engagement and participation are essential for the success of program.

The students are encouraged to take responsibility for their own leaning by actively participating in
communicative activities to express themselves, share their opinions, and engage in real-life language use
situations thereby developing their communicative competence.

The students are expected to collaborate with their peers in meaningful language activities, such as pair work and
group discussions. Through these interactions, they learn to negotiate meaning, seek clarification and solve
communication problems collaboratively

The students are responsible for seeking clarification and feedback from the teacher and their peers to improve
their language skills. they should be proactive in asking questions, seeking help when needed and incorporating
feedback into their language practice.

Thus, students in a CLT program for adults play a vital role in their language learning process by actively engaging
in communicative activities collaborating with their peers, reflecting on their learning progress and seeking
feedback and clarification. They take ownership of their leaning by participating actively, expressing their
classmates to achieve language proficiency.

One of the teaching strategies that is consistent with the student-centered approach is communicative learning
activities, CLT supports students` ability to communicative Language Teaching (CLT) recognizes the
interconnectedness of the language and communication and sets communicative competence states that
communicative competence as the goal of the language teaching and by acknowledging the interdependence of
language and communication. (Larsen-Freeman, 2000)

Teaching and learning

comprehensive reference to several kinds of Communicative Language Teaching activities and real-world
examples for a range of language skills. You will also find useful advice for creating engaging and successful
Communicative Language Teaching activities that are suited to the needs of your students, to ensure successful
implementation in your classroom. (studysmarter , n.d.)

In a communicative language Teaching classroom catering to adult learners, teaching and learning process
revolves around active communication, authentic language use, and learner-centered activities. CLT emphasizes
the development of communicative competence, focusing on the ability to use language effectively in real-life
situation rather that solely on grammatical accuracy. Communicative Language Teaching (CLT) stands as a
cornerstone in English language education, particularly for adult learners seeking to enhance their language
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proficiency. In CLT programs tailored for adults, the focus is not merely on rote memorization of vocabulary or
grammar rules but on fostering meaningful communication and interaction in English. the key principles and
practices of teaching and learning within a CLT framework for English programs designed for adult learners’
places a strong emphasis on interactive activities that encourage learners to actively engage with the language.
Adult learners participate in various communicative tasks such as role-plays, debates, and problem-solving
activities, which mirror real-life language use scenarios. These activities not only enhance language skills but also
promote confidence in using English in practical situations.

Moreover, authentic materials play a crucial role in CLT programs for adults. Learners are exposed to a wide
range of authentic resources such as newspaper articles, podcasts, and videos, which provide valuable context
and exposure to natural language use. By interacting with authentic materials, adult learners develop their
language skills in authentic contexts, preparing them for real-world communication.

Task-based learning is another fundamental aspect of CLT programs for adults. Learners are given tasks that
require them to use English to achieve specific goals, such as planning a trip or participating in a group discussion.
Through these tasks, adult learners not only practice language skills but also develop critical thinking and
problem-solving abilities.

Furthermore, CLT adopts a student-centered approach, where the teacher serves as a facilitator rather than a
lecturer. Adult learners take an active role in their learning process, with opportunities for self-expression and
autonomy. This student-centered approach creates a supportive learning environment where adult learners feel
motivated to engage with the language and take ownership of their learning.

Feedback and error correction are integral components of CLT programs for adult learners. Teachers provide
constructive feedback focusing on communication effectiveness rather than mere accuracy. Adult learners are
encouraged to learn from their mistakes and use feedback to improve their language skills continuously.

In conclusion, teaching and learning in CLT programs for English language education for adults are characterized
by interactive activities, authentic materials, task-based learning, a student-centered approach, and effective
feedback mechanisms. By embracing these principles and practices, CLT empowers adult learners to develop the
communication skills they need to succeed in various personal, academic, and professional contexts.

Needs analysis

The objectives and subject matter of a course are the primary targets of needs analysis. It looks at what the students
already know and what they still need to know. The needs analysis ensures that the course material is pertinent
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ENGLISH FOR ADULT PROGRAMS

and helpful. It serves as the GPS for creating language curricula. It displays your current location, your desired
destination, and the path to get there. Proper requirements analysis entails posing pertinent queries and
determining the best course of action for obtaining the answers. (I.S.P.Nation, 2020)

Conducting a Needs Analysis is an essential step in language curriculum design as it helps identify the specific
requirements, goals, and preferences of the learners, as well as the contexts in which they will use the language.
Here's an exploration of the conducting a Needs Analysis:

Understanding Learners' Proficiency Levels:

One of the primary necessities in a Needs Analysis is assessing the learners' current proficiency levels in the target
language. This involves evaluating their speaking, listening, reading, and writing skills to determine their
strengths, weaknesses, and areas for improvement. By understanding where learners stand in terms of language
proficiency, curriculum designers can tailor the curriculum to meet their specific needs and provide appropriate
instruction and support.

Identifying Learners' Language Learning Goals:

Another crucial aspect of Needs Analysis is identifying the learners' language learning goals and objectives. These
goals may vary depending on factors such as learners' personal interests, professional aspirations, academic
requirements, or social integration needs. By eliciting learners' goals through surveys, interviews, or self-
assessment tasks, curriculum designers can align the curriculum with learners' desired outcomes and ensure that
it addresses their specific needs and motivations.

Assessing Learners' Linguistic and Communicative Needs:

Needs Analysis also involves assessing learners' linguistic and communicative needs in the target language. This
includes identifying the types of language tasks and activities learners will encounter in real-life situations and
determining the language skills and competencies they need to perform these tasks effectively. By analyzing
learners' communicative needs, curriculum designers can develop a curriculum that focuses on relevant language
functions, vocabulary, and discourse strategies necessary for successful communication in various contexts.

Considering Learners' Cultural and Contextual Factors:

In addition to linguistic needs, Needs Analysis should also take into account learners' cultural and contextual
factors that may influence their language learning experience. This includes factors such as learners' cultural
background, socio-economic status, educational experiences, and learning preferences. By considering these
factors, curriculum designers can ensure that the curriculum is culturally responsive, inclusive, and relevant to
learners' lived experiences, thereby enhancing their engagement and motivation in the language learning process.
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Involving Stakeholders and Experts:

Finally, conducting a Needs Analysis often involves consulting with stakeholders such as learners, teachers,
administrators, employers, and language experts to gather valuable insights and perspectives on learners' needs
and expectations. By involving stakeholders in the Needs Analysis process, curriculum designers can gain a
holistic understanding of the learning context and ensure that the curriculum reflects the diverse interests and
priorities of the stakeholders involved. conducting a Needs Analysis is essential in language curriculum design
as it provides valuable insights into learners' proficiency levels, goals, communicative needs, cultural contexts,
and stakeholder perspectives. By addressing these necessities, curriculum designers can develop a curriculum that
is tailored to meet the specific needs and aspirations of the learners, thereby enhancing their language learning
outcomes and fostering their engagement and success in the language learning journey.

III. Curriculum Desing Framework

Overview of the proposed course

a. School Day:

- The school day will consist of flexible scheduling options to accommodate adult learners' busy lifestyles.
Classes will be offered during evening hours to provide flexibility for working professionals, parents, and
individuals with other commitments.

- Each class session will typically run for 1 hours, with no breaks included to optimize learning retention and
engagement.

b. School Year:

- The English program for adults will follow a year-round academic calendar, divided into multiple sessions or
terms throughout the year.

- Learners will have the flexibility to enroll in courses that best fit their schedule, with options for short-term
intensive courses, as well as longer-term semester-based programs.

c. Grade Levels:

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- The program will cater to adult learners of all proficiency levels, from beginners with limited English
proficiency to advanced learners seeking to refine their language skills.

- Placement assessments will be conducted to determine learners' proficiency levels and place them in
appropriate courses or levels.

d. Subject Areas:

- The curriculum will cover a wide range of subject areas relevant to adult learners' personal, academic, and
professional needs.

- Subject areas may include conversational English, workplace communication, academic writing, reading
comprehension, vocabulary development, pronunciation, and cultural fluency.

e. Graduation Requirements:

- To successfully complete the English program for adults, learners will be required to fulfill specific course
requirements based on their individual learning goals and objectives.

- Graduation requirements may include completing a certain number of course credits, achieving proficiency
benchmarks on standardized assessments, or demonstrating mastery of specific language skills.

f. Student Grouping:

- Adult learners will be grouped into classes based on their proficiency levels, learning goals, and preferences.

- Small class sizes will facilitate personalized instruction, meaningful interactions, and opportunities for peer
collaboration and support.

- Additionally, flexible grouping options may be available to accommodate learners' diverse needs and
preferences, such as mixed-level classes or specialized interest groups.

g. Physical Plant (School Building):

- The English program for adults will be housed in a modern and welcoming learning environment designed to
facilitate language learning and communication.

- Facilities will include well-equipped classrooms with multimedia resources, computer labs for digital learning
activities, dedicated spaces for group discussions and collaborative projects, and comfortable study areas for
independent learning and reflection.

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- Accessibility features will be incorporated to ensure that the physical plant is inclusive and accessible to
learners of all abilities.

Overall, the proposed English program for adults aims to provide a comprehensive and flexible learning
experience that meets the diverse needs and aspirations of adult learners, empowering them to achieve their
language learning goals and thrive in today's global society.

Blueprint

The seven-level blueprint coursebook series gives adult English language learners the practical language skills they need to be
successful in everyday situations. Every module teaches students how to communicate in real-world settings using a useful
curriculum based on CEFR-based competencies. With balanced language intake and output activities and practical, high-
frequency expressions, learners become more comfortable and fluent. (compasspub.com, n.d.)

Level Book (Blueprint) Duration

Beginner Blueprint 1A 45h

Beginner Blueprint1B 45h

Elementary Blueprint2A 45h

Elementary Blueprint2B 45h

Pre-intermediate Blueprint3A 45h

Pre-intermediate Blueprint3B 45h

Intermediate Blueprint4A 45h

Intermediate Blueprint4B 45h

Upper-Intermediate Blueprint5A 45h

Upper-Intermediate Blueprint5B 45h

Pre-Advance Blueprint6A 45h

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Pre-Advance Blueprint6B 45h

Advance Blueprint7A 45h

Advance Blueprint7B 45h

Teaching materials

1. Textbooks:

- Comprehensive textbooks covering various language skills such as reading, writing, listening, and speaking
at different proficiency levels.

- Textbooks focused on specific areas of interest or professional contexts, such as business English or academic
English.

2. Authentic Reading Materials:

- Newspapers, magazines, and online articles covering a range of topics relevant to adult learners' interests and
needs.

- Short stories, novels, or non-fiction books adapted for different proficiency levels.

3. Audiovisual Resources:

- Audio recordings of authentic conversations, interviews, lectures, or podcasts for listening comprehension
practice.

- Video clips, documentaries, or films with subtitles for visual comprehension and discussion activities.

4. Online Resources:

- Interactive websites, apps, or language learning platforms offering self-study materials, exercises, and practice
activities.

- Digital resources for vocabulary building, grammar practice, pronunciation drills, and language games.

5. Grammar and Vocabulary Materials:

- Grammar reference books or guides with clear explanations, examples, and practice exercises.

- Vocabulary textbooks, flashcards, or word lists organized by theme, frequency, or proficiency level.

6. Speaking and Pronunciation Resources:

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- Conversation cards or discussion prompts for pair or group speaking activities.

- Pronunciation guides, audio recordings, and drills focusing on individual sounds, stress patterns, and
intonation.

7. Writing Materials:

- Writing guides or manuals covering various types of written communication, such as emails, essays, reports,
and presentations.

- Writing prompts, exercises, and sample texts for practice and feedback.

8. Language Learning Games and Activities:

- Board games, card games, or role-playing activities for practicing language skills in a fun and interactive way.

- Language puzzles, crossword puzzles, or word search games for vocabulary reinforcement.

9. Realia and Authentic Materials:

- Real-life objects, artifacts, or images related to specific topics or contexts for hands-on learning experiences.

- Authentic materials such as menus, brochures, advertisements, or maps for language practice in real-world
situations.

10. Supplementary Materials:

- Supplementary worksheets, handouts, or workbooks providing additional practice and reinforcement of

language skills.

- Self-study guides, grammar reference sheets, or cheat sheets summarizing key language points for quick
review

Evaluation

In evaluating a curriculum design framework, several key components should be considered to assess its
effectiveness in meeting the intended goals and objectives. the alignment of the curriculum with overarching
educational standards and learning outcomes should be evaluated to ensure coherence and relevance. This
involves assessing whether the curriculum addresses the identified needs of learners, incorporates appropriate
content and instructional strategies, and promotes the development of essential knowledge, skills, and
competencies., the implementation of the curriculum within the learning environment should be examined to
determine its feasibility, practicality, and sustainability. This includes evaluating factors such as resource

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availability, teacher capacity and support, instructional materials, and classroom management practices.
Additionally, the extent to which the curriculum supports differentiated instruction and accommodates diverse
learners' needs should be assessed to ensure inclusivity and accessibility. Furthermore, the impact of the
curriculum on student learning outcomes and academic achievement should be evaluated through ongoing
assessment and feedback mechanisms. This involves collecting and analyzing data on student performance,
engagement, and satisfaction to identify areas of strength and areas for improvement. Additionally, stakeholder
feedback, including input from teachers, administrators, students, and parents, should be sought to inform the
evaluation process and ensure continuous improvement and refinement of the curriculum design framework.
Overall, a comprehensive evaluation of the curriculum design framework provides valuable insights into its
effectiveness, relevance, and impact on teaching and learning outcomes, guiding future revisions and
enhancements to better meet the needs of learners and promote educational excellence.

IV. Course syllabus

Course Information
Course Title: ENGLISH FOR ADULT PROGRAMS

Course Duration: 45 hours (3 Credit)

Course Time: business day

Course Venue: SOURKIMCHHY CENTER

Prerequisite: N/A

Instructor Information
Instructor: SOURKIMCHHY

Office: BANTEARYMEANCHEY

Office Hours: business day

Telephone: 098868618

E-mail:sourkimchhy@gmail.com

Course Description
The English Adults Programs in Cambodia offer comprehensive language instruction tailored to the needs of
adult learners. These courses focus on enhancing participants' proficiency in reading, writing, listening, and
speaking English. Through engaging and interactive lessons, students develop strong communication skills and
cultural awareness. The curriculum covers a range of topics, from e everyday conversations to business English,
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providing a well-rounded language learning experience. Experienced instructors employ innovative teaching
methods to make the learning process enjoyable and effective. Whether for personal enrichment, career
advancement, or travel, these programs aim to empower adults with the language skills necessary for success in
diverse situations.

Textbook & Course Materials

Blueprint 2A/2B Elementary Eric Williams Natalie Ry

Mode of instruction:
This course is the combination of 1 Modules, performance, conversation, activity, and task-based teaching and
learning.

Student Learning Outcomes

• Ask and answer questions about where people live

• Build on a basic vocabulary of words and phrases to talk about yourself and communicate
in common everyday situations
• Understand simple directions for getting from X to Y on foot or by public transport
• Ask people how they feel in different situations and say how you feel
• Write simple sentences about yourself (for example, where you live)
• Fin d the most important information in timetables, etc.
• Describe your home and where you live
• Understand short, simple messages (for example, SM5 phone messages)
• Find basic information in advertisements
• Follow short, simple written directions
• Talk about plans for one's next vacation
• Ask for basic information about travel and buy tickets
• Discuss plans with other people (for example, what to do and where to go
• Correctly use simple phrases you have. learned for specific situations
• Understand short, clear, simple messages at the airport (Ryan)

Course outlines
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Topic outline/schedule

LESSON1 Unit5(FROM HOME TO Activities Duration

SCHOOL)

1 FROM HOME TO SCHOOL Presentation/Discussion 1h

LESSON1 (Model conversation) Practice

1 FROM HOME TO SCHOOL

VOCABULARY (words and
LESSON1 phrases about types of Presentation/Discussion 1h
transportation) Practice

1 FROM HOME TO SCHOOL

Grammar (comparison with
LESSON1 adjectives) Presentation/Discussion 1h
Practice

1 FROM HOME TO SCHOOL Presentation/Discussion

Grammar (comparison with Practice 1h
LESSON1 adjectives)

FROM HOME TO SCHOOL

Grammar (comparison with Presentation/Discussion
LESSON1 Practice 1h
adjectives)

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FROM HOME TO SCHOOL Presentation/Discussion

Use the language (Talk about Practice 1h
LESSON1 traveling )

LESSON2 It`s tiring Presentation/Discussion 1h

(Model conversation) Practice

It`s tiring
LESSON2 Vocabulary (Ing adjective and Presentation/Discussion 1h
other words describing) Practice

It`s tiring
LESSON2 Grammar (review of -ing forms Presentation/Discussion
and introduction to – Ing Practice 1h
adjectives)

It`s tiring
LESSON2 (use the language ) Presentation/Discussion
What is happening? Practice 1h

How Far?
LESSON3 (Model conversation) Presentation/Discussion 1h
Practice

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How Far?
(Vocabulary)
1 Turn left
LESSON3 2 Go straight 1h
Presentation/Discussion
3 turn right
Practice
4 on the corner
5 between

How Far?
(About you)
Presentation/Discussion
LESSON3 Write three sentences Practice
describing the location of your 1h
home

How Far?
Presentation/Discussion
LESSON3 Grammar (How + adjective Practice 1h
questions and answer)

How Far? Presentation/Discussion

LESSON3 use the language (where do you Practice 1h
live?)

The Best Apartment Presentation/Discussion 1h

LESSON4 (Model Conversation) Practice

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The Best Apartment Presentation/Discussion

LESSON4 (Grammar) Practice 1h
Superlative adjective

The Best Apartment

(vocabulary)
1 heat
2 lights Presentation/Discussion 1h
LESSON4 3 furnished Practice
4 unfurnished

The Best Apartment

(Grammar) Presentation/Discussion 1h
LESSON4 Superlative adjective Practice

LESSON4 The Best Apartment Presentation/Discussion

(Use the language) Practice 1h

I feel happy Presentation/Discussion

LESSON5 (Model conversation) Practice 1h

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I feel happy
(Vocabulary)
1 happy
2 afraid
LESSON5 3 angry Presentation/Discussion
4 tired Practice 1h
5 sad
6 surprised
7 upsets
8 nervous

I feel happy
(In your world)
Completed the sentences
LESSON5 I feel happy when ………… Presentation/Discussion 1h
I fell upset when …………. Practice

I feel happy
Grammar Presentation/Discussion 1h
LESSON5 (Linking Verb) Practice

I feel happy
(Use the language) Presentation/Discussion
LESSON5 What`s the story? Practice 1h

Active review

1 calling the land

Active
review Presentation/Discussion
Practice 1h
2 Discussing apartment

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Active review

3 Read to speak
Active
review
Presentation/Discussion 1h
4 write to speak Practice

Note The goals contents in the outlines are subjects to change

Course Assessments (20 %)

o Reading Homework (20)

o Video projects (20)

o Vocabulary Homework (20)

o Grammar homework (20)

o Speech presentation (20)

o Writing assignment (20)

Scoring criteria

o Listening 10 %
o Speaking 10 %
o Reading 10 %
o Writing 10 %
o Grammar and vocabulary 40 %

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Grading Policy
Final grade assigned for this course will be based on the score of total points earned and
are assigned as follows:

Grade TOTAL RESULT

A 87-100 P

B+ 80-87 P

B 75-80 P

C 70-75 P

D 68-75 P

E 60-68 P

F 0-59 f

COURSE POLICIES
1. Attendance Policy:

- Learners are expected to attend all scheduled classes regularly and punctually.

- Absences should be reported to the instructor in advance whenever possible.

- Excessive absences may result in academic penalties or dismissal from the course.

2. Participation Policy:

- Active participation in class activities, discussions, and group work is essential for successful language
learning.

- Learners are encouraged to engage with course materials, ask questions, and contribute to class discussions.

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- Participation grades may be based on factors such as contribution to discussions, completion of assignments,
and engagement in class activities.

3. Assignment Submission Policy:

- Assignments should be submitted by the specified deadlines.

- Late submissions may be subject to grade penalties or not accepted, unless prior arrangements have been made
with the instructor.

- Plagiarism and academic dishonesty will not be tolerated and may result in disciplinary action.

4. Grading Policy:

- Grading criteria will be clearly outlined in the course syllabus, including the weight of each assignment, exam,
or assessment component.

- Grades will be based on factors such as class participation, homework assignments, quizzes, exams, projects,
and presentations.

- The grading scale and criteria for determining letter grades will be provided to learners at the beginning of the
course.

5. Communication Policy:

- Communication between instructors and learners will primarily be conducted through official course channels,
such as email or online learning platforms.

- Instructors will respond to learner inquiries and requests for assistance in a timely manner.

- Learners are encouraged to communicate any concerns or issues related to the course with the instructor as
soon as possible.

6. Technology Policy:

- Learners are expected to adhere to any technology requirements or guidelines specified for the course, such as
the use of specific software or online platforms.

- Access to course materials and resources may be provided through online platforms, which learners are
responsible for accessing and utilizing appropriately.

- Any misuse of technology or violation of copyright laws will result in disciplinary action.

7. Accommodation Policy:
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- Learners with disabilities or special needs are encouraged to contact the instructor to discuss accommodations
and support services available.

- Reasonable accommodations will be provided to ensure equal access to course materials and activities for all
learners.

8. Confidentiality Policy:

- Respect for privacy and confidentiality is expected from all learners and instructors.

- Personal information shared during class discussions or in written assignments should be treated with
confidentiality and respect for individuals' privacy rights.

9. Code of Conduct:

- Learners are expected to conduct themselves in a professional and respectful manner at all times, both in and
out of the classroom.

- Disruptive behavior, harassment, discrimination, or any form of misconduct will not be tolerated and may
result in disciplinary action.

10. Feedback Policy:

- Learners will have the opportunity to provide feedback on the course and instruction through surveys or
evaluations.

- Instructors will also provide feedback to learners on their progress and performance throughout the course,
with opportunities for reflection and improvement.

ACADEMIC PLAGIARIM AND INTERGRITY

Plagiarism and academic integrity; clearly define expectations regarding original work and consequence for
plagiarism or academic dishonesty.

BANTEARY MEACHY,20 JANUARY 2024

Teacher

SOUR KIMCHHY
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References

Burns, J. C. (n.d.). Communicative Language Teaching Today.

compasspub.com. (n.d.). Retrieved from compasspub.com:

https://www.compasspub.com/eng/compass/skill_view.asp?h_seq=7303

General English Program . (n.d.). Retrieved from sovannaphumi.edu.kh: www.sovannaphumi.edu.kh

I.S.P.Nation, J. M. (2020). Need analysis. In J. M. I.S.P.Nation, Language Curriculum Design (p. 29).
Retrieved 2 12, 2024

Larsen-Freeman. (2000).

Ryan, E. W. (n.d.). Blue Print 2A/2B.

studysmarter . (n.d.). Retrieved 2 12, 2024, from www.Studysmarter.co.uk: https://www.studysmarter.co.uk/

Using plays in the language class. (n.d.). Retrieved from https://www.teachingenglish.org.uk/

Yousafzai, A. (n.d.). Retrieved from zonofeducation.com.

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