Supplemental Material Development

Running head: SUPPLEMENTAL MATERIALS DEVELOPMENT 1
Supplemental Materials Development for MTM Pathway Program
Yuanyuan Sun, Courtney Van Evera & Sarah van Nostrand,
Colorado State University

SUPPLEMENTAL MATERIALS DEVELOPMENT 2
Introduction
Using the results of the needs analysis that was conducted on the Natural Resources,
Recreation, and Tourism 320 course (NRRT 320), within the Master of Tourism Management
(MTM) Pathways program at INTO CSU (the intensive English program at Colorado State
University), analysts developed a series of supplemental materials, in the form of five modules or
mini lessons, to specifically target the identified gaps in student performance. The following
report will provide a brief literature review discussing the main principles underlying the needs
analysis as well as the major outcomes of that report. Additionally, a justification for how
supplemental materials were chosen and developed will be provided as well the presentation of
the five developed modules including all materials.
Literature Review
Needs analyses are not only beneficial to creating effective English for specific purposes
(ESP) courses, they are a necessity, as discussed by Johns and Price-Machado (2001, p.49).
Needs analyses are viewed as an integral part of the development of ESP courses, as well as a
valuable tool to be utilized as an ongoing process to assess student progress. Over time, needs
analyses have grown in complexity. While target language use was the primary focus in earlier
needs analyses, they have evolved to include other analyses such as discourse analysis and
learner factor analysis (Basturkmen, 2010). The target situation, present situation, learner factor,
and discourse factor analysis were all analyses that the analysts described in detail in the needs
analysis report of NRRT 320.
Nation (2010) describes needs analyses as revolving around two major components: target
needs and learning needs. While target needs focus on what the student needs to be able to
achieve in the target situation, learning needs refer to what the student must do to be able to
learn. These needs can be further subdivided into lacks, needs, and wants. What does the student
need to know in order to be successful in the course? What knowledge or information are
students lacking when they enter the course? What do students want to get out of the course?
These are all questions that can be asked to address these components. In order to answer these
questions, various types of information must be gathered and analyzed. Conducting observations,
interviews, corpus analysis, and formal and informal assessments are just a few possible ways to
gather data.
While the goal of a needs analysis is ultimately intended to address the needs of the target
population, it is important to note that needs analyses are not completely objective in their goals.
Benesch (2001) explains that they are often used by institutions to get students to conform to
established communicative practices. To further this point, there has been criticism that needs
analyses encourage the idea of teaching to the test, or in other words, that needs analyses value
language training over language education (Widdowson, 1983). It is here that the reliability of
needs analyses come into question.
Nation (2010) also discusses the importance of evaluating whether or not a needs analysis
is practical and reliable. In order for a needs analysis to be reliable, data must be collected from
several different sources. Moreover, methods of collecting data must be systematic. For example,
during one-on-one interviews with current students, analysts should use checklists and be sure to
ask the same questions to every student in order to ensure consistency and reliability. With
regard to practicality, Nation (2010) considers how it may be worth creating a method for
ranking the types of data being gathered in order to guarantee that the most important
information has the time and resources required to be collected. Nation warns against falling into
the trap of collecting data simply because it is convenient. Every piece of data gathered during
the needs analysis process should have a clear purpose.
Jasso-Aguilar (2005) discusses the importance of utilizing multiple sources and methods
in a needs analysis, as well as employing triangulation, in order to provide a well-rounded, multi-
sided assessment of student needs. Triangulation, a much more current and encompassing
approach to needs analysis, is a process involving systematic comparison between multiple
sources that can aid tremendously in eliminating institutional or other outsider bias from the
analysis (Jasso-Aguilar, 2005). Triangulation was used in Jasso-Aguilars study of Waikiki hotel
maids by comparing various sources (workers, guests, and administrators) to determine the most
and least reliable sources.
Currently, there are no published needs analyses conducted that apply to the specific
MTM domain being targeted in this report. Therefore, the analyses conducted in the needs
analysis project stand alone and are not intended to expand upon results of previous studies. The
results gathered from the NRRT 320 needs analysis were used to address the specific needs of
current and future Pathway students entering the MTM Pathways program through the
development of intensive supplemental materials, to be presented in great detail later on in this
report.
It is important to note, however, that the activity templates presented in the modules
largely reflect that of Huhta, Vogt, Johnson, Tulkki, & Hall (2013) from their work on
developing needs analyses for language course design. Although their activities are built within a
course design developed specifically for an engineering TLU domain, the framework in which
their activities are presented was very much applicable to the nature of the modules developed,
and therefore it was deemed appropriate to translate Huhta et al. (2013) activity scaffolding into
the MTM TLU domain. Additionally, Wards (2007) study on developing a basic word list for
undergraduate students studying engineering was also referenced by the researchers for the
authors work in developing a 299-word list for engineering students that offers broad and
comprehensive coverage of the type of textbook materials that engineering students will
undoubtedly need to know. Wards semi-technical vocabulary word list greatly influenced the
development of a (much smaller) MTM semi-technical word list that will be incorporated
throughout the modules to help better prepare Pathways students for the rigor of MTM textbook
material (Ward, 2007).
Overview of Needs Analysis
The needs analysis was on Pathways Master of Tourism Management program (Pathways
MTM), specifically regarding the Natural Resources, Recreation, and Tourism 320 class (NRRT
320). For the needs analysis, the focus was on four sub-areas. These sub-areas were present
situation analysis, target situation analysis, learner factor analysis, and discourse analysis. To
locate the most significant gaps and challenges which hinder students success in NRRT 320, the
analysts conducted class observations on both NRRT 320 and EAP 152 (an Academic English
course provided by IEP for international graduate students with emphasis on both academic
reading and research) which students usually take simultaneously with NRRT 320, interviews
with content teachers, language teachers, former and current students in MTM pathway program,
discourse analysis on NRRT 320 class materials including class readings and students writing
assignments.
Based on the outcomes of need analysis, three main concerns with MTM pathway
students performance in NRRT 320 can be seen: cultural issues of adapting to the U.S.
classroom as well as communicating with teachers and classmates who are native speakers;
language drawbacks in terms of semi-technical words and collocates; and deficiency in
completing writing assignments. These underlying needs provide the guidance to the modules
design to remedy these concerns for the students, so that they stand a better chance of achieving
academic success in NRRT 320 and the Pathways graduate program.
Regarding the writing challenges of MTM Pathways students, a move analysis was
completed on an assignment taken directly from NRRT 270, a content course which is part of the
Pathways program. Writing assignments in all NRRT (270 and 320) content courses in the
Pathways program follow the same protocol. This moves analysis was used to guide the writing
portion of the adjuvant modules in determining which tasks students need to have the ability to
complete. The moves analysis is as follows:
Wallace Principles Writing Assignment Moves Analysis
I. Define Wallace Principles
a. Understand given definitions
b. Understand given indicators of Wallace Principles
II. Recognize Wallace Principles in the context of a company
a. Write examples of indicators of Wallace Principles in matrix form
b. Rate the presence of indicators of Wallace Principles from 1-5 in matrix
III. Convert to paragraph form
a. Write a topic sentence of paragraph
b. Write examples of indicators of Wallace Principles in complete sentences
i. Use connecting words to help flow of sentences
ii. Use content vocabulary
c. Write a conclusion sentence

Pedagogical Discussion
To begin, considering the current situation that NRRT 320 is not a ESP language class in
nature, there is very limited feasible condition to adapt the course itself to meet International
students specific needs. Because the main concerns are comparatively specific and niche
targeting, it is challenging and impractical to design a whole course to dispel them. Through the
proposal from the Pathways Program Administrator, a more flexible form of curriculum was
pursued. Targeting the needs of the MTM Pathways Program, five modules were designed. Each
module takes the form of a 45-minute mini lesson, divided into three sections titled culture,
language (vocabulary), and writing. These will be discussed in greater detail later on in the
report. To support these modules, the researchers will establish an account on the free online
platform Word Press. This site will host the five complete modules including all necessary
materials. Students, tutors, and professors alike will then be able to access the modules for free
and when it is most convenient for them. Additionally, all of the semi-technical words and
collocates focused in the modules will be gathered and translated to develop an online word list
with both English and Chinese definitions (see Appendix A) that will be made available on the
Word Press site.
The major characteristics of the modules are designed to be very flexible. The modules
can be used by the INTO Pathways Program in a variety of contexts. For example, all of the
modules can be used as supplemental workshop materials for NRRT 320 Pathways students as
well as students enrolled in EAP 152. The needs analysis identified that EAP 152 in particular
was lacking specific materials to target the MTM student population. Therefore, teachers will be
able to use the modules to address these concerns in the classroom. The option to extract
materials from the modules, e.g. vocabulary activities, would be another mode of use for the
modules by EAP teachers in particular. The modules can be also adopted by the faculty of the
MTM program to be implemented where they see fit in the content classes. For example, the
word list can be treated as a supplemental resource that the instructors could provide to the
Chinese international students. Again, MTM professors as well as international students, whether
they matriculated from the INTO Pathways program or not, will be able to access these
supplemental materials for their learning or teaching purposes on the free online platform Word
Press.
All five modules employ Communicative Language Teaching (CLT) which focuses on
learners with opportunities to practice English for communicative purposes. There are two
strong version categories of communicative approach: content-based instruction and task-based
language teaching (Larsen-Freeman & Anderson, 2013). With regards to content-based
instruction, the activities are designed to address both content and language. In addition,
discourse organization of the targeted content, as well as specific language use in a particular
subject, in this case tourism management, are emphasized. Meanwhile, authentic texts and
materials are used in the activities (Larsen-Freeman &Anderson, 2013). All the activities in the
modules have clear content focus. Through the culture activities, students will learn about
academic culture in the U.S. For example, students will engage and culturally consider
interacting with native speakers or American classmates in small groups. Through the language
activities, students will learn eleven significant and challenging semi-technical words and
collocates within the context of tourism management. All the words and collocates are chosen
from discourse analysis in the needs analysis for NRRT 320, and are the most frequent in texts
and challenging for students in writing assignments. Through the writing assignments, students
will be familiarized with the typical key concept and case analysis assignments in the tourism
management classes. The writing assignment focused on the modules is similar in structure to all
the major writing assignments in NRRT 320: key course concepts comprehension, application
and analysis of concepts in specific cases and the final product of analysis writing piece.
Furthermore, thinking skills are taught in the process to benefit students in various academic
tasks (Larsen-Freeman & Anderson, 2013).
The five modules are also task-based. A variety of tasks were chosen based on students
needs, so that they see the reasons of completing them in the possible situations in the
classrooms. Additionally, all the tasks have clear outcomes for both students and teachers to see
if they are successfully completed (Larsen-Freeman & Anderson, 2013). In culture activities,
students will be able to accomplish tasks such as communicating with native speakers in the
group projects. In vocabulary activities, students should be able to comprehend, internalize and
apply the semi-technical words and collocates in their class readings and assignments. In writing
activities, students should be able to complete all the steps and moves to produce a final written
work successfully.
Lastly, the five modules aim to develop students integrated skills. The integrated skills are
incorporated into the activities and tasks. All the activities require students to practice reading,
writing, speaking and listening in the academic context, at the same time, students should realize
the importance and acquire strategies of critical thinking and communication skills, for example,
in culture and writing activities. Most importantly, the outcome of the modules for the students
should include takeaways which facilitate their study outside of the classroom to accomplish
various tasks such as communicating with teachers, comprehending and using major concepts
from a specific classroom, and analyzing necessary steps to accomplish a writing assignment
according to syllabus requirements.

Evaluation and Assessment
The five modules are evaluated using two formative strategies. Because the modules
created are auxiliary in nature, there is no need for a formal evaluation. The type of evaluation
needed would be to see if the modules are fulfilling the targeted needs. Therefore, formative
student evaluation will be of the most importance.
The culture sections utilized evaluations that could be interpreted as both summative and
formative in nature. These evaluations are task-oriented and are focused on teacher observations
and feedback. For example, section 1.1 uses teacher feedback on a reflective writing task as
evaluation. In section 3.1, the evaluation is optional, and the teacher may follow up with
students on the task of forming and carrying out a goal. In section 5.1, the evaluation is the
completion of the task of giving a presentation, and possible teacher feedback, if strengths and
weaknesses are observed.
For the writing sections of the modules, students are asked to write a ticket to
leave. This means they will write a short sentence or two on a slip of paper. This can be
observed in sections 1.3, 2.3, 3.3, and 4.3, which are the first four sections of the writing sections
of the modules. The prompts include: what was one thing you learned today, for how many of
the Wallace Principles were you able to write comments, and which principle received the
highest rating and why. This technique was chosen as the mode of evaluation because it is a
quick way to check for understanding of content just covered. Since these modules are short in
nature, the evaluation also cannot take up too much time. The ticket to leave provides a valid
assessment of what the students are actually earning in the writing sections of modules, and they
help to continue learning. Students are not likely to retain everything in these modules, although
they are highly specialized and in according with their needs. However, students are more likely
to remember what they write down for their ticket out the door as it involves reviewing content
and producing a thought that was novel.
The main assessment of the course is an achievement assessment, which takes the form
of an analysis written paragraph. Students are asked to complete the task of writing an analysis
paragraph using the words theyve learned in the lessons. Students are evaluated by whether or
not and to what degree they complete the task. The results of this assessment can be used to
indicate whether the Modules are successful in meeting its goals and objectives. The evaluation
points of this assessment can be seen in the Rubric of Analysis Paragraph under Module 5
materials section. The categories of evaluation for the paragraph are structure, use of indicators
to analyze the Wallace Principles (content vocabulary), grammar and using connecting phrases,
and use of vocabulary. This paragraph is the summation of an actual assignment from NRRT
270, used by permission from the instructor. This assessment is important because it addresses
whether the skills have been obtained to successfully complete a typical and important
assignment in the Target Language Use Domain. The remainder of the paper is presentation of
the modules.
Scope and Sequence of Modules
Culture Vocabulary Writing
Topic Skills Item Activities Competency Outcomes
1 Academic Identifying Semi- Vocabulary Understand Students

cultural cultural technical House definitions of will
comparison differences vocabulary; principles understand
collocations and apply
e.g. the
sustainable, Wallace
community Principles
development
2 U.S. academic Identifying Semi- Vocab. Applying Students

culture academic technical Jeopardy principles; will apply
overview cultural vocabulary; Vocab. Class the
expectation collocations House presentation Wallace
s in U.S. cont. Principles
to a
company;
Students
will give a
small
presentation
3 Appropriate Raising Semi- Vocab. Analyzing a Students

ways to hands in technical Bingo company will
approach class, vocabulary; Vocab based on a set analyze a
instructors; talking to collocations House of principles company
professor cont. against the
after class; Wallace
Principles
4 Interacting in Taking Semi- Vocab. Rating a set Students

small groups turns technical Taboo of principles will apply
with speaking in vocabulary; Vocab. with an a
American group collocations House internal scale numerical
classmates discussions cont. value to
the
presence of
a Wallace
Principle in
a company
5 Class Giving a Semi- Vocab. Writing an Students

presentations presentation technical Back- to- analysis will take
vocabulary; the-board paragraph data from a
collocations Vocab matrix and
House write it in
cont. paragraph
form
Modules and Materials
Module 1, Activity 1 (1.1)
Learning activity description Reflecting on cultural similarities and differences;

considering different academic cultures, part one.
Communication Challenge This activity raises awareness of academic cultures and

gives learners tools to engage in culture transfer.
Language Aims Practice in identifying differences in academic

cultures
Putting cultural observations into words
Procedure Learners are asked to think of the ideal university student in

their culture. Then, they are asked to write a paragraph
describing this student, and how the student would behave
or perform in a classroom in their home countries. The
students are given five to seven minutes to write.
Then, the teacher asks the students to write their

observations of how U.S. classrooms are different. The
teacher asks the students to write a paragraph about this as
well. The students are given five to seven minutes.
If time allows, students may suggest their cultures and

observations in pairs or small groups.
At the end of the activity, the teacher collects the students

writing.
Teacher Input The teacher introduces the activity orally
Learner Output Reflection of contrast of academic cultures: students own

versus U.S.
Learner Outcomes The learner develops an awareness of differences in

academic cultures
Evaluation Teacher feedback on writing (optional).
Preparation and materials None.
Duration 15 minutes
Activity 2, Exercise 1 (1.2.1) VOCABULARY HOUSE (Pollard & Herron, 2001)
Learning activity description Ongoing word association exercise
Communication Challenge Students struggle to commit fundamental concepts and

vocabulary to memory.
Language Aims Practice committing vocabulary to memory via word

association/memory aid.
Procedure Write a list of a mix of four semi-technical vocabulary

words or collocations on the whiteboard and go over them
with the students. Such as:
-local
-ecotourism
-sustainable development
-Millennium Development Goals
Give each student a large piece of blank paper (such as

newsprint) and tell them to draw a basic floor plan of a
house where they have many memories such as a childhood
home. Tell students to leave the rooms/yard/gardens etc.
empty so they have plenty of space to write in them.
Tell students to take the words/collocations from the board

and write them in different room/spaces in/around their
house where they associate them with. (It will be helpful to
demonstrate this first on the whiteboard.)
After students have had several minutes to work on this,

have students share with one another in partners or small
groups to discuss where and why they placed the words
where they did.
Teacher Input Teacher introduces and contextualizes exercise.
Learner Output Critical listening; speaking and writing skills; critical

thinking.
Learner Outcomes Students will associate important vocabulary with places in

their childhood home, helping to commit the words to
memory; students will get to know classmates better (team
building)
Evaluation Students share their houses with one another.
Preparation and Materials Large sheet of blank paper (such as newsprint) for each
student; access to a whiteboard/markers.
Duration 15 minutes
Activity 3 (1.3)
Learning activity description Understanding definitions of the Wallace Principles.

Recognizing the principles in the context of a tourism
company (Vail Resorts).
Academic Challenge This activity helps the student complete a typical

assignment in NRRT 320. Most assignments utilize the
same format. Typically, students must analyze an issue in
tourism against a set of given principles. This type of
analysis is usually written in paragraph form.
Communication Challenge This activity was designed specifically to remedy a cultural

imbalance of writing expectations. It is the first part of a
process of writing with the final product of a paragraph
analysis. For the first part of this activity students must
understand the Wallace Principles in English, in the
tourism context.
Language Aims Practicing the first stage of writing an analysis

paragraph about tourism: understanding the given
principles in the tourism context
Procedure This activity works best for at least five students. The
teacher gives students the handout with the five Wallace
Principles and indicators, and also a handout of the writing
assignment. The teacher informs the students that the end
goal is an analysis paragraph, similar to part of a writing
assignment from an NRRT class. Then, the teacher assigns
each student a principle (1-5) and asks the students to read
the definitions and underline words they do not know. If
there are less than five students the teacher divides the
principles accordingly, and students address as many
principles as the time segments allow. Explanation and
reading time should take 3-5 minutes.
Teacher directs students to look up words they do not know

to complete their understanding of the Wallace principles.
Students may use our developed semi-technical word list or
other materials not provided (see Module 1
materials). Students write these definitions on their
handouts or somewhere else that is useful. Students are
given 5 minutes to complete this task.
Lastly, students apply the principles to Vail Resorts by

looking for the indicators. Students use the website
www.vail.com. Students have five minutes to complete

this task, and have the option to continue unfinished work
after the lesson.
Teacher Input The teacher introduces the writing assignment of an

analysis paragraph
The teacher introduces the activity
The teacher gives instructions for each segment of the
activity
Learner Output Reading definitions

Identifying unknown words within definitions
Looking up definitions of unknown words
Recording definitions of unknown words
Applying principles/indicators to Vail Resorts
Learner Outcomes The learner gains an understanding of the Wallace

Principles
The learners practice applying a principle to a real context
Evaluation Student ticket to leave: What was one thing you learned
today? (students will write on slips of paper)
Preparation and materials Wallace principles handout and writing assignment sheet.
Duration 15 minutes
Module 1 Materials
Wallace Principles and Randomly Selected Indicators &Wallace Evaluation Matrix
1. Entails a type of use that minimizes negative impacts to the environment and to local
people
Indicators: Group size; equipment; type of information given visitors before and during
field trips; measures of biophysical change; methods of waste disposal.
2. Increases the awareness and understanding of an areas natural and cultural systems and
the subsequent involvement of visitors in issues affecting those systems.
Indicators: Donations to local projects or NGOs; increased support for

conservation/development projects; educational and interpretive experience for visitors;
continued correspondence between locals and visitors.
3. Contributes to the conservation and management of legally protected and other natural
areas.
Indicators: Collaborative efforts between operators and protected area managers; tours
that encourage visitor interaction with protected area personnel; adherence to area
regulations; development of management plans and subsequent actions on private
reserves; payment of established entrance fees and additional donations.
4. Maximizes the early and long-term participation of local people in the decision-making
process that determines the kind and amount of tourism that should occur.
Indicators: Strength and duration of local advisory and planning groups; development of
local ecotourism ventures and tour itineraries that conform to local needs and schedules;
the attitude that local people have towards ecotourism.
5. Directs economic and other benefits to local people that complement rather than
overwhelm or replace traditional practices.
Indicators: Increases or decreases in the diversity of economic activity, the variety and
value of items produced and purchased locally; services provided by concessionaires to
locals; management zones for limited harvesting and other sustainable uses of an areas
resources by locals that compliment traditional activities.
6. Provides special opportunities for local people and nature tourism employees to visit
natural areas and learn more about the wonders that other visitors come to see.
Indicators: Use of multi-tiered fee structures; use of the area for environmental education
by local schools; number of opportunities for employees to occasionally accompany
visitors on field tours; number of special days, events, transportation arrangements for
locals each year.
Using the Wallace Principles, select an ecotourism company website and complete the following
matrix giving a score of 1 to 5 with 5 being the highest. Using the scoring you gave, explain
your score for each principle based on what you noted on the website of the organization you
selected.
Criteria / principle Scoring Comments
Minimize Impacts
Increase Awareness/ Understanding
Contribute to conservation/mgmt of local resources
Maximize stakeholder participation in DM
Economic benefits
Provides special opportunities for locals

considering different academic cultures, part two.

Language Aims Practicing identifying differences in academic cultures

Putting cultural observations into words
Procedure Learners are given copies of the worksheet Academic

Culture Comparison: United States. Students
independently follow the T/F exercise. U.S. academic
culture points are taken from the NRRT 320 Needs
Analysis (2016). This should take five minutes.
After students have completed the worksheet, the teacher

explains each point more thoroughly and answers
questions. This will take five to ten minutes.
Teacher Input The teacher introduces the activity

The teacher gives a debriefing of the activity
Learner Output questions and clarifications about U.S. academic culture

Learner Outcomes The learner becomes acquainted with U.S. academic

culture
Evaluation None.
Preparation and materials Academic Culture Comparison: United States worksheet

(see Module 2 Materials)
Duration 10-15 minutes
Activity 2 (2.2.1) VOCAB JEOPARDY
Learning activity description Fun and competitive memorization exercise.
Communication Challenge Students struggle with being assertive in class; memorizing

key concepts within MTM TLU domain.
Language Aims Build vocabulary; listening and speaking skills
Procedure The teacher draws a miniature jeopardy board with two

columns and four rows on the whiteboard so that there are a
total of eight squares (this can be done prior to the lesson
beginning to save time).
The teacher labels all of the squares in the left column

semi-technical vocabulary and all of the squares in the
right column collocations. The top row will have a $200
amount written and it will increase by 100 until the bottom
row is worth $500.
The teacher calls on a student to pick a box. The teacher

then reads the definition that pertains to that specific box
(see premade card templates below) and the student has to
guess which word or collocation it is. If the student gets it
wrong, another students gets to go. If they answer correctly,
they get another turn.
Teacher Input Teacher introduces and leads the activity.
Learner Output Students practice listening, speaking, and reading skills.
Learner Outcomes Students become more familiar with key concepts and
vocabulary pertaining to the MTM TLU domain.
Evaluation None.
Preparation and Materials Minimal preparation; access to whiteboard and markers

necessary.
Duration 10 minutes
Activity 2 (2.2.2) VOCAB HOUSE

Students pull out the Vocabulary House that they began in the first module. The teacher will
provide two new vocabulary words, two new collocations OR one of each. The students will add
these to their houses and, if time allows, share with a partner or small group. If possible, share
with someone new.
*Adaptation: If there is only one student, share with the teacher.
Duration 5 minutes
Activity 3 (2.3)
Learning activity description Applying the Wallace Principles to Vail Resorts.

Presenting/communicating to students and teacher whether
or not Vail Resorts follow the Wallace Principles.


imbalance of academic expectations through a process of
writing. For the second part of the process, students will
apply a Wallace Principle to a company in the tourism
context. Following, the students will share this analysis
with the teacher and/or other students. This will also
address the cultural challenge of speaking in small groups
in class.
Language Aims Practicing applying principles to a tourism context.
Procedure The teacher asks the students to retrieve the Wallace

Principles handout. The teacher asks the students what
they did with the principles in the last lesson. The
student(s) answer(s), reviewing that they were taking at
least one principle and applying it to Vail Resorts to see if
it were present based on the indicators noted on the

Wallace Principles handout. This warm up takes three
minutes.
Then, the teacher allows students time to make sure they

are ready to share about their principle in relation to Vail
resorts. The teacher allows five minutes.
Lastly, students share with the teacher and with other

students if applicable about whether their principle is
present in Vail Resorts and how they know based on the
indicators. Allotted time is five to seven minutes.
Teacher Input The teacher gives feedback about whether the students
successfully completed the task of applying a Wallace
Principle to Vail Resorts
Learner Output Review previous lesson

Applying principles/indicators to Vail Resorts
Sharing analysis with teacher, other students
Learner Outcomes The learners gain an understanding of the Wallace

Principles
The learners practice applying a principle to a real-life
context
The learners practice speaking in small groups
The learners practice presenting their analyses
Evaluation Student ticket to leave: What was one thing you learned
today? (Students will hand in slips of paper)
Preparation and materials Wallace principles handout, writing assignment, computer

access, and slips of paper needed.
(See Module 2 Materials)
Duration 15 minutes
Module 2 Materials
Activity 1 (2.1)
Academic Culture Comparison: United States
Look at the following statements and decide if they are true (mark T) or false (mark F) in your
academic culture.
1. It is perfectly normal to ask an instructor a question when he or she is in the middle of a

lecture.
2. It is acceptable by my peers to seek help outside of class.
3. Group projects are common in my university classes.
4. Students are comfortable speaking in front of the whole class.
5. Students strive to stand out in class.
6. It is acceptable for students to disagree with or challenge the instructor.
7. It is common for the powerpoint to include only the main points of the lecture.
8. Instructors usually tell personal stories to make their points.
9. It is acceptable to ask the instructor a question after class.
10. I can have a friendly relationship with my instructor and feel comfortable to
communicate my needs.
11. I will receive praise for thinking outside the box.
Activity 3:
Wallace Principles and Randomly Selected Indicators

people

areas.
locals each year.
selected.
Wallace Evaluation Matrix
Minimize Impacts
Economic benefits


considering how to thrive in small group discussions.

Language Aims Practice in identifying differences in academic cultures

Practice U.S. academic cultural expectations
Procedure Learners discuss in small groups or with the teacher their

concerns about raising hands in class, speaking in class,
and approaching the professor. This could include past
concerns and ways theyve changed and current
concerns. This discussion will take five minutes.
Learners brainstorm ways to address professors and make a

list on the board or on a piece of paper.
Ex. - raise my hand in class
Ask a question after class
This activity will take five to seven minutes.
The teacher introduces other resources to the students like

the writing center, and INTO tutors. The teacher hands this
information out to learners. Learners set a goal for their
next content class period, write it down, and share with a
fellow student or the teacher. This activity will take five
minutes.
Teacher Input The teacher guides discussion and activities

The teacher notes the goals of the students
Learner Output Learners engage in small group discussion

Learners brainstorm ways to approach professors for help
and for communication in general
Learners set a goal for communicating with their professors
for the next content class period
Learner Outcomes Learners become acquainted with U.S. academic

culture regarding hand raising, asking for help, etc.
Learners develop strategies for approaching professors
in U.S. classrooms
Evaluation Follow up with student goals.
Preparation and materials White board and markers or paper and pencils
Duration 15 minutes
Activity 2 (3.2.1) VOCAB BINGO
Learning activity description Vocabulary bingo game.
Communication Challenge Students struggle to commit fundamental concepts and

vocabulary to memory.
Language Aims Practice committing fundamental semi-technical

vocabulary and collocations in the MTM TLU domain to
memory. Students will practice the following nine semi-
technical words/collocations:
-Ecotourism
-Community
-Sustainable
-Responsible
-Industry
-Millennium Development Goals
-Community development
-Sustainable development
-Local development
Procedure Teacher defines and discusses the nine semi-technical

vocab words/collocations, one at a time, writing them out
and clearly numbering them 1-9 on the whiteboard.
Teacher distributes one bingo sheet to each student (square

piece of paper or even printer paper will work for this).
Each student is responsible for numbering their own board
1-9 in whatever order they choose. Encourage them not to
copy their neighbor!
Teacher then reads definitions of the vocabulary

words/collocations one at a time, and students must find the
word it is associated with on the board and match its
corresponding number with the one on their board and
cover it with a bingo chip (any small item, including paper
clips can work here).
The first person to get jeopardy wins, and the game ends
when everyones board is filled up and the teacher has read
all of the definitions.
Teacher Input Teacher introduces and leads the activity.
Learner Output Students demonstrate listening and reading skills; thinking

quickly in their L2.
Learner Outcomes Help students memorize key vocabulary/collocations
Evaluation None.
Preparation and Materials Square piece of cardstock (or printer paper) divided into a
3x3 grid, one per student; bingo chips (paper clips will also
work).
Duration 10 minutes

Students pull out the Vocabulary House that they began in the first module and are continuing to
add to. The teacher will provide two new vocabulary words, two new collocations OR one of
each. The students will add these to their houses and, if time allows, share with a partner or small
group. If possible, share with someone new. Remember not to repeat a vocabulary
word/collocation that the students have already added.
Duration 5 minutes
Activity 3 (3.3)
Learning activity description Applying the Wallace Principles to local tourism
companies. Presenting/communicating to students and
teacher whether or not local companies follow the Wallace
Principles.


imbalance of writing expectations through a process of
writing. After analyzing a local tourism company based on
the indicators a Wallace Principle, students will now write
specific observed indicators for all six of the Wallace

Principles in the comment section of the matrix.

Developing on internal scale by which to measure a
principle in the tourism context.

Principles handout. The teacher passes out the Wallace
Principles writing assignment handout. The teacher asks
the students what they did with the principles in the last
lesson. The teacher asks how many of the Wallace
Principles were present in Vail Resorts. Students
respond. This warm up takes three minutes.
The teacher tells the students they are going to apply all six
principles to another local tourism company. The teacher
has already chosen the companies. They are: New Belgium
Brewery, Winter Park Resort, Copper Mountain Resort,
Colorado Parks and Wildlife, Colorado River Rafting. The
teacher will write these on the board and the students can
look up the websites. Students will choose one company to
analyze.
The teacher explains that first, the students are going to

look for indicators of each principle on the website of the
company they chose. They are to write the specific
indicators they see for each principle in the Comments
section on the matrix. This is exactly what they did with
Vail Resorts. However, now, they will look for indicators
of all six principles.
Then, the teacher allows students time to research the

company they chose, and write down specific indicators of
the Wallace Principles they find on the company websites.
Students are given seven minutes to do this task. If they do
not finish, more time will be given for this in the next
module.
Teacher Input The teacher introduces the task of locating indicators of

Wallace Principles on local tourism company websites
The teacher reviews and relates the task of the previous
lesson
Learner Output Review content from previous lessons

Applying principles/indicators to local tourism company
Learner Outcomes The learners practice applying the Wallace principles to

local tourism companies
The learners practice researching companies using their
websites
Evaluation Student ticket to leave: For how many of the Wallace

Principles were you able to write comments? (students will
write on slips of paper)
Preparation and materials Wallace principles handout, writing assignment sheet,

computer access, and strips of paper.
Duration 15 minutes
Module 3 Materials
people
Indicators: Group size; equipment; type of information given visitors before and
during field trips; measures of biophysical change; methods of waste disposal.

conservation/development projects; educational and interpretive experience for
visitors; continued correspondence between locals and visitors.
areas.
Indicators: Collaborative efforts between operators and protected area managers;

tours that encourage visitor interaction with protected area personnel; adherence
to area regulations; development of management plans and subsequent actions on
private reserves; payment of established entrance fees and additional donations.
Indicators: Strength and duration of local advisory and planning groups;

development of local ecotourism ventures and tour itineraries that conform to
local needs and schedules; the attitude that local people have towards ecotourism.
Indicators: Increases or decreases in the diversity of economic activity, the variety

and value of items produced and purchased locally; services provided by
concessionaires to locals; management zones for limited harvesting and other
sustainable uses of an areas resources by locals that compliment traditional
activities.
locals each year.
selected.
Minimize Impacts
Economic benefits

considering how to participate in small group discussions.


Procedure The teacher asks students what is the most challenging

thing about small group discussions in U.S.
classrooms. Learners reply. Warm up takes five minutes.
The teacher introduces the idea of taking turns in small

group discussions. Everyone is expected to share their
opinions. Have the students practice this with their
findings so far on their matrices. Have them share the
comments they wrote in Module 3. The group of students
can take turns sharing as this will model a small group
discussion in an MTM class.
Learner Output Learners give feedback about challenges of small group

Discussion
Learners practice the cultural act of taking turns for a small
group discussion
Learner Outcomes Learners become acquainted with U.S. academic culture

regarding small group discussion
Learners practice taking turns in a small group discussion
Learners practice discussing MTM content
Evaluation None.
Preparation and materials None.
Duration 15 minutes
Activity 2 (4.2.1) VOCAB TABOO
Learning activity description Interactive exercise
Communication Challenge Students struggle with finding alternative ways to

communicate main ideas and define key terms.
Language Aims Develop critical thinking skills in English; use different and
previously learned vocabulary to describe core
concepts/vocabulary in the MTM TLU domain.
Procedure Teacher picks one volunteer to begin exercise. Teacher

gives student volunteer a small stack of cards. Each card
has a word written in bold at the top which is the target
word the volunteer wants the rest of the class to guess.
Below the target word are two to three previously learned
vocabulary words that the student cannot use to describe
the target word.
Teacher sets timer. The student has one minute to try and
get the class to guess as many target words/collocations as
possible. Student take turns.
*Adaptation: If only one student is present (such as in a

tutoring format) the teacher can play with the student.
**Adaptation: If Taboo cards are too difficult, use only two

of the three forbidden words.
Teacher Input Teacher introduces and explains exercise.
Learner Output Students practice listening, speaking, and reading skills.
Learner Outcomes Students use previously learned vocabulary to describe and

practice core MTM vocabulary and collocations.
Evaluation None.
Preparation and Materials 3x5 notecards with target word/collocation written in bold
on top of card with 2-3 forbidden words written below
(See sample taboo card in Module 4 Materials) .
Duration 10 minutes

Duration 5 minutes
Activity 3 (4.3)

Principles.


writing. After applying the Wallace Principles to a local
company, students will rate the presence of these
principles, with an internal individual scale, from one to
five. Students will write these numerical ratings in a
matrix.

Principles handout. The teacher passes out the Wallace
Principles writing assignment handout. The teacher asks
the students what they did with the principles in the last
lesson. The teacher asks how many of the Wallace
Principles were present in Vail Resorts. Students
respond. This warm up takes three minutes.
The teacher tells the students they are going to apply all six
principles to another local tourism company. The teacher
has already chosen the companies. They are: New Belgium
Brewery, Winter Park Resort, Copper Mountain Resort,
Colorado Parks and Wildlife, Colorado River Rafting. The
teacher will write these on the board and the students can
look up the websites. Students will choose one company to
analyze.
The teacher explains that the students are not provided with
a scale to determine the measure of the presence of the
principle. One means there is little to no presence. Five
means the principle is present quite observably through the
indicators. For example, if the students observe one or two
indicators of the principle within the company, they can
rate the company a one to three. If the students see that the
company embodies almost all of the indicators related to a
principle, then the company would score a four or a five
according to that principle. This explanation takes five
minutes.
Then, the teacher allows students time to research the

company they chose, and rate the company in terms of the
Wallace Principles, based on the indicators, in the matrix
given. Students are given seven minutes to do this task.
Teacher Input The teacher explains the idea of an internal scale to

measure the presence of the Wallace Principles in a tourism
company
The teacher introduces the assignment of rating the
presence of the Wallace Principles in a matrix

Applying principles/indicators to local tourism company
Learner Outcomes The learners practice applying the Wallace principles to

local tourism companies
The learners practice researching companies using their
websites
Evaluation Student ticket to leave: Which principle received the

highest rating? Why do you think this is? (students answer
on a slip of paper)
Preparation and materials Wallace principles handout, writing assignment sheet,

computer access, and slips of paper. (See Module 4
Materials)
Duration 15 minutes
Module 4 Materials
Activity 2 (4.2.1)
Sample Taboo Cards

Local Development
Small Build
Town Business
Tourist Make
Ecotourism Community
Forest Family
Animal Location
Protect Together
Sustainable Responsible
Pollution Protect
Healthy Safe
Protect Future
Industry Millennium Development Goals
Leader Planet
Build Build
Successful Poverty
Community development Sustainable development
People Build
Build Future
Pollution People
Local development
Neighborhood
Small
Build
Activity 3(4.3)
people

areas.
locals each year.
selected.
Minimize Impacts
Economic benefits
Module 5
Activity 1 (5.1)

preparing to give class presentations on MTM content.


Procedure Give learners five minutes to look over their matrices. Tell
them they will be giving a short explanation to the group
about their findings of the Wallace principles. They just
need to communicate to the class their findings of
indicators within their companies, and the number that they
rated the company.
Randomly choose a student to begin presenting. The more

students involved, the shorter the presentations will
be. Direct the learners to clap for each learner as they sit
down to make the experience more fun. There will be 10
minutes total for presentations.
Learner Output Learners give a short presentation on their completed

matrix from Module 4.
Learner Outcomes The learner becomes acquainted with U.S. academic

culture regarding presentations
The learner practices giving a short presentation
Evaluation Student presentation - teacher can note strengths and

weaknesses, if any are expressed.
Preparation and materials Students need to bring completed matrices from Module 4;
computer access or paper.
Duration 15 minutes
Lesson 5, Activity 2, Exercise 1 (5.2.1) VOCAB BACK-TO-THE-BOARD
Learning activity description Similar to Taboo, this is a fun team-building

exercise.
Communication Challenge Students struggle to commit fundamental concepts

and vocabulary to memory.
Language Aims Solidify core MTM TLU domain

vocabulary/collocations to memory.
Procedure Divide students into two groups (can be a single

group if numbers are low). Have one student
volunteer from each group sit in a chair with their
back to the board so that theyre facing their group.
Write a target word or collocation on the board

(without the definition) so that the student volunteer
cannot see what it is. The students group must give
hints so that the student volunteer guesses the word.
The first one to guess the word wins the round.
Teacher Input Teacher introduces the activity.
Learner Output Students practice listening, speaking, and reading

skills.
Learner Outcomes Students will become more familiarized with

important vocab in the MTM TLU domain
Evaluation None.
Preparation and Materials Minimal prep; access to whiteboard necessary.
Duration 10 minutes
Lesson 5, Activity 2, Exercise 2 (5.2.2) VOCAB HOUSE

Duration 5 minutes
*For additional supplemental vocabulary materials, to be implemented as the administrator sees

fit, please see Appendix B.
Activity 3 (5.3)

Principles. Putting analysis in a paragraph form.


writing. After completing an analysis of a local tourism
companies in terms of the Wallace Principles, in the form
of a matrix, students will transfer this analysis to a
paragraph format.

Practicing writing an academic paragraph.
Procedure The teacher asks the students to retrieve the assignment

sheet with the completed matrix on it. The teacher asks
which principle scored the highest and lowest ratings and
why. This warm up takes three to five minutes.
The teacher tells the students they are going to take the
information from the matrix and write it in a
paragraph. The teacher passes out a sheet of common
phrases used to link thoughts. The teacher explains that
these phrases will be useful for students to write their
paragraphs and to complete all academic writing. The
teacher models on the board a hypothetical sentence pair:
Vail resorts scored very highly for the third Wallace

Principle, which is contributes to the conservation of
natural areas. For example, Vail Resort puts boundaries
on ski areas to help preserve natural areas that are not
needed for skiing.
Read through these phrases and see if you have any

questions of meaning. This introduction/modeling process
will take 5+ minutes.
Give students the remainder of the time to work on their

paragraph. Hand out a rubric and explain that paragraphs
need to include all of the information from their
matrices. Students also need to include three vocabulary
words from the vocab sections. Students will use the
remainder of the module to write paragraphs. They may
take them home to complete them if they choose. The
teacher must collect these paragraphs as they are the main
assessment for the modules.
Teacher Input The teacher re-introduces the paragraph writing

assignment
The teacher briefly introduces some connecting phrases
The teacher explains the criteria for the analysis paragraph

Transferring matrix to an analysis paragraph
Learner Outcomes The learners practice transferring a matrix analysis to a

paragraph form as a final product
The learners practice connecting phrases in their final
products
The learners practice using content vocabulary in their final

products
Evaluation Final Product Analysis Paragraph
Preparation and materials Wallace principles handout and writing assignment sheet,
computer access, list of connecting phrases, grading rubric.
Duration 15 minutes
Module 5 Materials
Activity 3 (5.3)
Wallace Principles and Randomly Selected Indicators
people
Indicators: Group size; equipment; type of information given visitors before and
during field trips; measures of biophysical change; methods of waste disposal.

conservation/development projects; educational and interpretive experience for
visitors; continued correspondence between locals and visitors.
areas.
Indicators: Collaborative efforts between operators and protected area managers; tours that
encourage visitor interaction with protected area personnel; adherence to area regulations;
development of management plans and subsequent actions on private reserves; payment of
established entrance fees and additional donations.
Indicators: Strength and duration of local advisory and planning groups;

development of local ecotourism ventures and tour itineraries that conform to
local needs and schedules; the attitude that local people have towards ecotourism.
Indicators: Increases or decreases in the diversity of economic activity, the variety

and value of items produced and purchased locally; services provided by
concessionaires to locals; management zones for limited harvesting and other

sustainable uses of an areas resources by locals that compliment traditional
activities.
Indicators: Use of multi-tiered fee structures; use of the area for environmental
education by local schools; number of opportunities for employees to occasionally
accompany visitors on field tours; number of special days, events, transportation
arrangements for locals each year.
selected.
Minimize Impacts
Economic benefits

Connecting Phrases list (taken from Robinson, Stoller, and Jones, 2008)
To Provide Additional Information:

Additionally
Furthermore
In addition
Moreover
To Add Emphasis or Clarify:

In particular
More specifically
Specifically
To Give Examples
For example
For instance
Rubric for Analysis Paragraph
Criteria Great Good Needs Improvement
Paragraph structure The paragraph includes The paragraph has an The paragraph lacks an
an introduction and introduction. introduction and
conclusion. conclusion.
Use of Indicators to The paragraph includes There are one or two The presence of the
Analyze Principles many specific specific examples of Wallace principles is
examples of indicators indicators for the spoken about
that prove presence or Wallace Principles in generally, with no
lack thereof of the the paragraph. specific examples.
Wallace principles.
Grammar, use of Grammar is correct. There are some There are many
connecting phrases There are several grammatical mistakes. grammatical mistakes.
instances of connecting One connecting phrase No connecting phrase
phrases to introduce is used. are used.
new or related
information.
Use of vocabulary Three or more One or two vocabulary No vocabulary words
vocabulary words are words are used in the are used in the
used in the paragraph. paragraph. paragraph.
References
Basturkmen, H. (2010). Developing courses in English for specific purposes. Houndmills,
Basingstoke, Hampshire, NY: Palgrave Macmillan.
Benesch, S. (2001). Critical English for Academic Purposes: Theory, Politics and Practice. New
Jersey: Lawrence Erlbaum Associates Inc.
Huhta, M., Vogt, K., Johnson, E., Tulkki, H., & Hall, D. R. (2013). Needs analysis for language
course design: A holistic approach to ESP. Cambridge: Cambridge University Press.
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching.
New York: Oxford university press.
Jasso-Aguilar, R. (2005). Sources, methods, and triangulation in needs analysis: A critical
perspective in a case study of Waikiki hotel maids. Cambridge: Cambridge University Press.
Johns, A. M., & Price-Machado, D. (2001). English for specific purposes: Tailoring courses to
student needsand to the outside world. Teaching English as a Second or Foreign
Language, 3, 43-54.
Nation, I. S., & Macalister, J. (2010). Language curriculum design. New York, NY: Routledge.
Pollard, L., Hess, N., & Herron, J. (2001). Zero prep for beginners: Ready-to-go activities for the
language classroom. Burlingame, California: Alta Book Center.
Robinson, S., Stoller, F., & Jones, J. Using the ACS journals search to validate assumptions
about writing in chemistry and improve chemistry writing instruction. Journal of Chemical
Education, 2008, 85(5): 650-654.
Ward, J. (2007). Collocation and technicality in EAP engineering. Journal of English for
Academic Purposes, 6(1), 18-35.
Widdowson, H.G. (1983). Learning purpose and language use. Oxford: Oxford University.
Appendix A
Word List with English and Chinese Definitions
Local: Any tourism operation taking place on a small scale, often low impact.

Development: The creation of a tourism enterprise.

Ecotourism: Tourism directed toward natural environments, especially to support conservation
efforts and observe wildlife. ,

Community: A group of people in a small, spatial unit with similar needs and interests.

Sustainable: Able to be maintained at a certain rate or level, often thought of as having a net-
zero impact.

Responsible: An approach using long-term, sustainable thinking.

Industry: Businesses, organizations, etc.

Millennium development goals: The world's time-bound and quantified targets for addressing
extreme poverty in its many dimensions.

Community development: Process where community members come together to take collective
action and generate solutions to common problems.

Sustainable development: Development that meets the needs of the present without
compromising the ability of future generations to meet their own needs.

Local development: The identification and use of resources by a small group or community.

Appendix B
Additional supplemental vocabulary materials
1. Multiple choice
2. True/False
3. Match the collocation/semi-technical vocab with the definition
4. Write an original sentence
See templates below:
Multiple Choice Worksheet
Multiple Choice (circle correct letter)

Community development is
a) Process where community members come together to take collective action and generate
solutions to common problems.

b) A group of people in a small, spatial unit with similar needs and interests.
c) Any tourism operation taking place on a small scale, often low impact.
Responsible can be defined as
a) The identification and use of resources by a small group or community.

b) Able to be maintained at a certain rate or level, often thought of as having a net-zero
impact.
c) An approach using long-term, sustainable thinking.
Sustainable development is
a) Tourism directed towards natural environments, especially to support conservation efforts

and observe wildlife.

b) The worlds time-bound and quantified targets for addressing extreme poverty in its
many dimensions.
c) Development that meets the needs of the present without compromising the ability of
future generations to meet their own needs.
True or False worksheet
True or False
1. Sustainable development = development that meets the needs of the present without
compromising the ability of future generations to meet their own needs. T/F
2. Local community = Able to be maintained at a certain rate or level, often thought of as

having a net-zero impact. T/F
3. Industry = Any tourism operation taking place on a small scale, often low impact. T/F
4. Ecotourism = Tourism directed towards natural environments, especially to support

conservation efforts and observe wildlife. T/F
Matching worksheet
Matching
(draw a line to connect the word with the correct meaning)
Sustainable The identification and use of resources by a small

group or community.
Responsible The worlds time-bound and quantified targets for
addressing extreme poverty in its many dimensions.
Local development Process where community members come together to
take collective action and generate solutions to
common problems.
Sustainable development Able to be maintained at a certain rate or level, often
thought of as having a net-zero impact.
Community development Development that meets the needs of the present
without compromising the ability of future generations
to meet their own needs.
Ecotourism Tourism directed towards natural environments,
especially to support conservation efforts and observe
wildlife.
Millennium Development Goals An approach using long-term, sustainable thinking.
Write an original sentence worksheet
Write an original sentence for each of the following:
ecotourism community development sustainable
1. ____________________________________________________________
____________________________________________________________________.
2. ____________________________________________________________
____________________________________________________________________.
3. ____________________________________________________________
____________________________________________________________________.

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Running head: SUPPLEMENTAL MATERIALS DEVELOPMENT 1

Supplemental Materials Development for MTM Pathway Program

Yuanyuan Sun, Courtney Van Evera & Sarah van Nostrand,

Colorado State University

the five developed modules including all materials.

analysis report of NRRT 320.

needs analyses come into question.

the needs analysis process should have a clear purpose.

in a needs analysis, as well as employing triangulation, in order to provide a well-rounded, multi-

approach to needs analysis, is a process involving systematic comparison between multiple

and least reliable sources.

development of intensive supplemental materials, to be presented in great detail later on in this

material (Ward, 2007).

Overview of Needs Analysis

language drawbacks in terms of semi-technical words and collocates; and deficiency in

academic success in NRRT 320 and the Pathways graduate program.

complete. The moves analysis is as follows:

Wallace Principles Writing Assignment Moves Analysis

I. Define Wallace Principles

a. Understand given definitions

b. Understand given indicators of Wallace Principles

II. Recognize Wallace Principles in the context of a company

a. Write examples of indicators of Wallace Principles in matrix form

b. Rate the presence of indicators of Wallace Principles from 1-5 in matrix

III. Convert to paragraph form

a. Write a topic sentence of paragraph

b. Write examples of indicators of Wallace Principles in complete sentences

i. Use connecting words to help flow of sentences

ii. Use content vocabulary

c. Write a conclusion sentence

Word Press site.

strong version categories of communicative approach: content-based instruction and task-based

language teaching (Larsen-Freeman & Anderson, 2013). With regards to content-based

tasks (Larsen-Freeman & Anderson, 2013).

according to syllabus requirements.

Evaluation and Assessment

student evaluation will be of the most importance.

weaknesses are observed.

and producing a thought that was novel.

Scope and Sequence of Modules

Culture Vocabulary Writing

Topic Skills Item Activities Competency Outcomes

1 Academic Identifying Semi- Vocabulary Understand Students

2 U.S. academic Identifying Semi- Vocab. Applying Students

3 Appropriate Raising Semi- Vocab. Analyzing a Students

4 Interacting in Taking Semi- Vocab. Rating a set Students

5 Class Giving a Semi- Vocab. Writing an Students

Modules and Materials

Module 1, Activity 1 (1.1)

Learning activity description Reflecting on cultural similarities and differences;

considering different academic cultures, part one.

Communication Challenge This activity raises awareness of academic cultures and

Language Aims Practice in identifying differences in academic

Procedure Learners are asked to think of the ideal university student in

Then, the teacher asks the students to write their

If time allows, students may suggest their cultures and

At the end of the activity, the teacher collects the students

Teacher Input The teacher introduces the activity orally

Learner Output Reflection of contrast of academic cultures: students own

Learner Outcomes The learner develops an awareness of differences in

Evaluation Teacher feedback on writing (optional).

Preparation and materials None.

Activity 2, Exercise 1 (1.2.1) VOCABULARY HOUSE (Pollard & Herron, 2001)

Learning activity description Ongoing word association exercise