ultiple-Step Course Project Report (20 points) Over the course of this semester,

ultiple-Step Course Project Report (20 points)
Over the course of this semester, you will be involved in a multiple-step curriculum project. The final version of your project will include six steps. The project components should be reformatted with continuous pagination, a title page, some sort of introductory statement (preface), sections (corresponding to steps 1-6) with appropriate APA headings, reference page, appendices (properly referenced in the body of your project).
Step 1: Parameters for teaching situation (1 page)
Write a prose description of your targeted teaching situation. Define the parameters listed below. The situation, as you describe it, should influence all other decisions made in this curriculum project. a) location of course (ESL or EFL); b) level of instruction (i.e. elementary, secondary, adult, higher education); c) nature of course (e.g. VESOL, EAP, ESP, ESL); d) age(s) of students; e) language proficiency of students (beginners, false beginners, intermediate, advanced); h) student motivation; i) size of class; j) resources available to language teachers.
For the final version of this parameter statement, add a summary of other pertinent information (from steps 2-5) to depict the teaching situation/settings in clear terms.
Step 2: Needs analysis (2-3 pages, plus two (2) appendices)
Consider the purposes of a needs analysis for your targeted teaching situation and then do the following:
Hypothesize, to the extent possible, your learner’s needs and “hidden agendas”
Consider the types of information that you need to collect to confirm and/or rework your hypotheses.
Identify at least three types of procedures/instruments that you might use to conduct a needs analysis and state the purpose of each type.
Design two needs assessment instruments that you could use to confirm your hypotheses and/or to gather additional information on learner needs. (Include actual instruments in different appendices. Remember to refer to each appendix I n your written discussion. See APA to determine how to refer to appendix. )
Discuss (a) the purpose of your needs assessment instruments, (b) how you might use the information obtained, and (c) their limitations
Step 3: Situation Analysis (1-2 pages)
Identify 2-3 factor (e.g., societal, institutional, teacher, learner, adoption) that might play a significant role in your target situation. Explain their potential impact (positive and negative) on the target setting. Consider why and how you might conduct a SWOT (strengths, weaknesses, opportunities, and threats) analysis.
Step 4: Goals and Objectives (2-3 pages)
With your needs and situation analysis in mind, do the following:
State the goals (aims) of the overall target program
Specify the content -, language-, and strategy-learning objectives of the specific course you are planning.
Step 5: Specifications of predominant syllabus frameworks and course content (2-3 pages)
It is assumed that you will adopt some form of hybrid syllabus to meet your student’s needs. With this assumption in mind, do the following:
Identify the predominant syllabus frameworks that will be used to structure your course and define your instructional priorities. Provide a well-articulated and well developed rationale for your choices, making appropriate reference to course readings. (Include an APA formatted reference page.)
Based on these syllabus frameworks, identify course content that will facilitate your ability to meet program goals and objectives.
Step 6: Materials development / Sample Lessons (3-5 page preface, followed by lesson plans in appendices)
Develop THREE related 60-minute lessons that illustrate key features of your curriculum/syllabus framework. Preface your lessons with a detailed statement that identifies key features of your lessons and that explains how those features complement students’ needs, program goals, course objectives, predominant syllabi frameworks, etc.