CONTENT DESIGN GUIDE SAMPLE

ENGLISH AS A SECOND LANGUAGE

COURSE INFORMATION
PROGRAM: ENGLISH AS A SECOND LANGUAGE CEFR LEVEL: B1
Extension: Total Hours - 240 hrs. Months/Weeks – 6 Mth./24 Wks.

JUSTIFICATION
The language program looks for …. (Write a 3-paragraph text that sets the
importance of the course according to intercultural experiences, language
interaction, technology, mediation, fluency and conversation, advantages of
studying online, etc.)
CONTENT
Units:
Level B1 is organized in 5 main units, each unit has 4 topics which are to be
selected from the list below and have to be related to the name given to the unit.

For the level the suggested topics to be grouped in units are:

Appliances, buildings, clothing, color, city, countryside, education, entertainment,
environment, food and drink, hobbies and leisure, habits, health, house and
home, nature, language, personal feelings, services, shopping, sports,
technology, travel, weather, work and jobs, trends, leaders and thinkers,
transportation solutions, identity.
UNITS STUDENT’S OVERALL OUTCOMES
Unit 1: Teocentrism When finishing level B1 of ESL, the
Topic 1: Religion student will be able to: (According to
Topic 2: Philosophy and sciences the new descriptors of the CEFR)
Topic 3: politics and economy
Topic 4: Arts and artists (music, paintings, Listening Comprehension:
literature, architecture)
Oral expression and interaction:
Unit 2: xxxx Express themselves fluently and naturally,
 Topic 1: xxx without great effort, to express their opinions
 Topic 2: xxx and participate in debates or informal
 Topic 3: xxx conversations. Interact effectively in different
 Topic 4: xxx contexts, using idiomatic expressions, being
flexible and adaptable to various situations.
Unit 3: xxx Reading Comprehension:
 Topic 1: xxx
 Topic 2: xxx
 Topic 3: xxx Written expression and
 Topic 4: xxx interaction: Write detailed texts on a
wide range of topics, expressing their ideas in
Unit 4: xxx a clear and organized way, and being able to
 Topic 1: xxx
adapt their writing style to different contexts.
 Topic 2: xxx
 Topic 3: xxx
 Topic 4: xxx
Unit 5: xxx
 Topic 1: xxx
 Topic 2: xxx Intercultural Competences:
 Topic 3: xxx
 Topic 4: xxx
STUDY TARGETS
English Communication English Vocabulary English Grammar
Suggested English Suggested English Adverbs for time, degree,
communication according vocabulary according manner
to the topics above. to the topics above. Broader range of intensifiers
such, as too, enough
Themes: Vocabulary related to: Comparatives and superlative
 Describing  Feelings and s
experiences and emotions Complex question tags
events  Travel and Conditionals, 2nd and 3rd
 Expressing hopes transportation Connecting words expressing
and ambitions  Entertainment cause and effect, contrast
 Describing feelings  Leisure etc.
 Giving reasons activities Future continuous
 Giving opinions  Sport, health, Modals - must/can’t
 Expressing and fitness deduction
preferences  Education Modals – might, may, will,
 Stating obligations  News and probably
 Expressing media Modals – should have/might
certainty  Technology have/etc
 Describing events  Time Modals: must/have to
in the past expressions for Past continuous
 Describing events the past Past habits and states: Used
in the future  Time to
expressions for Past perfect
the future Past simple
 Past tense responses
Phrasal verbs, extended
Present perfect continuous
Present perfect/past simple
Reported speech(range of
tenses)
Simple passive
Wh- questions in the past
Will and going to, for
prediction
References
Norma Técnica Colombiana 5580 (NTC 5580) 2007 . Programas de Formación para
el Trabajo en el área de idiomas. Requisitos.
[Link]
CEFR New descsriptors (2018) [Link]
descriptors-2018/1680787989
Afify, M. K. (2018). E-learning content design standards based on interactive digital concepts maps in the
light of meaningful and constructivist learning theory. JOTSE: Journal of Technology and Science
Education, 8(1), 5-16.

Al Mamun, M. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning
modules for self-directed and inquiry-based learning environments. Computers & Education, 144,
103695.

Góngora Parra, Y., & Martínez Leyet, O. L. (2012). Del diseño instruccional al diseño de aprendizaje con
aplicación de las tecnologías.

Fisher, R., Perényi, Á., & Birdthistle, N. (2021). The positive relationship between flipped and blended
learning and student engagement, performance and satisfaction. Active Learning in Higher
Education, 22(2), 97-113.

Roncancio Becerra, C. Y. Evaluación de los entornos virtuales de Enseñanza Aprendizaje (EVEA) de la

Universidad Santo Tomás Bucaramanga (Colombia) mediante la adaptación y aplicación del sistema
Learning Object Review Instrument (LORI).
[Link]
sequence=1
Ghani, M. T. A., & Daud, W. A. A. W. (2018). Adaptation of ADDIE instructional model in developing
educational website for language learning. Global Journal Al-Thaqafah, 8(2), 7-16.
[Link]

Trust, T., & Pektas, E. (2018). Using the ADDIE model and universal design for learning principles to
develop an open online course for teacher professional development. Journal of Digital Learning in
Teacher Education, 34(4), 219-233.
[Link]
casa_token=rW3mrgq1Ey0AAAAA:mrGF_X6gpaBMLaxEDwNMIh3PQ4MpHYC16rFLCziWiFauA4tmM8P
T8oZjqTozfFScvPhCB7i014IfKl8
 COURSE ROAD TO DESIGN

PART 1: ENGAGING THE UNIT – OER

To engage students at the beginning of a lesson, create a text, insert video, image,
quote, or another inspirational hook in this section..

Step 1: Exploring your knowledge –

Write 3 questions that are related to the units’ theme. The questions are for the
students to think about and share their answers in an introduction forum.

Step 2: Connecting with the theme

OER [Link]
Designing OER using the educational platform Ted Ed based on the step by step
guide for the resource.

Step 3: KEYWORDS
 15 keywords related to the 4 topics of the unit.
 For each word write a paraphrased definition for glossary and unit
reference.
 Connect each word with a hyperlink that takes the student to the definition
at an online English Dictionary. [Link] ,
[Link]

Comprehension activity

Practice 1
Create a comprehension activity that invites the student to (select one):
 Discuss about the reading.
 Answer comprehension questions
 Give opinion.
 Research more about the topic and share opinions.

Practice 2
Create a vocabulary comprehension activity that invites the student to (select
one):
 Connect word with a paraphrased definition.
 Complete a puzzle with the words in context.
 Write a short paragraph using the vocabulary words.
 Play a game with the 15 keywords of your unit.

Look for more ideas at:

[Link]
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[Link]
[Link]
[Link]
[Link]
[Link]

DESIGNING TOPICS 1, 2, 3, 4
PART 2: TOPIC DESIGNING – Cross Curricular Subjects
SECTION 2: ENGAGING THE TOPIC – Cross Curricular Subject

To engage students at the beginning of the topic, insert video, image, quote, or
another inspirational hook.
 Design a short engaging task for the student to do with what you present.
 Have the student share the task.

GRAMMAR
Present the grammar of your topic using:
 1 video clip recorded by you explaining the topic. Extension 5 to 7
minutes. Share screen and camera for the recording.
 Design a simple infographic or poster with the most important
information for understanding the grammar.
 Look for 2 more short videos with authorization for its use to add as
extra resources.
 Design a grammar in context activity. The activity must relate to the
theme of the topic. The listening script must be created as a
dialogue and report. Some activities suggested are:
 Listening comprehension.
 Complete the gaps.
 Online game that you can connect with the topic.
 Writing, creating an interview.

Vocabulary
1. Make a list of 10 target words that are very important for the student to
learn in this topic. The words will be used by the student going through the
topic.
2. Assign a definition search activity for the student to learn about these
words.
3. Create a vocabulary game.

SECTION 3: EXPLORE

Curate a collection of resources (articles, videos, infographics, text excerpts, etc.)

for students to explore a topic.
Reading and Listening
1. Look for an article, video, text excerpts, story, or any other reading
support that has permission for academic use.
2. Record the reading using the voice of someone else.
3. Design a comprehension activity using the grammar of the unit. This can
be:
a. Listening to comprehension questions from the reading.
b. Unjumble sentences from the text.
c. Answer questions giving personal opinions.
d. Vocabulary substitution as comprehension of the reading.
e. Classifying information.
f. Identifying main idea and supporting ideas.
g. Creating a comic strip or cartoon.

Listening and Speaking

1. Look for an audio or audiovisual media which can be short video, TedTalk,
interview, podcast, movie trailer, song, etc.
2. Design a listening comprehension task for the listening. Have students use
the target vocabulary.
3. Design a speaking task related to the listening and using the target
grammar and vocabulary which can be.
 Record your answer to an opinion question.
 Record a short video answering questions.

SECTION 4: APPLY – CULTURE AND COMMUNICATION

Create a task for students to apply what they learn by using web tools to create,
collaborate, and/or connect beyond the course. Set the student to work on a mini
project for each topic that will connect al together as one whole project at the
end of the unit.

Reading, Writing, Listening & Speaking

1. Assign a mini project for students to apply what they learned.
2. Assign research for the project connecting culture and global contexts.
3. Design the tasks as a sequence of explore, use the grammar, connect with
culture, and expose.

Test Taking
1. Create a language closing test for the topic related to LEVEL B1
STANDARDS.
2. Create a language closing test for the unit related to LEVEL B1
STANDARDS.

SECTION 5: SHARE

Collect student work to provide feedback, and/or include a section for students to
 share work with an authentic audience.

Part 3
SECTION 6: REFLECT

Face -to – face and digital experience sharing experiences and setting new goals.

SHARING EXPERIENCE WORKSHOP TO LANG. TEACHERS AND STUDENTS

SECTION 7: EXPAND

Add links to more activities and online resources to extend the learning