I teach the following courses in the MA TESOL program at the International Graduate School of English. They exemplify the ways I arrange and present course content and use educational technology tools (e.g., ChatGPT, Perplexity, Flipboard, Padlet, Quill) in both my face-to-face and blended course offerings for adult second language learners of English.
Language Skills Courses
Genre Writing
This course is an introduction to the principles of “good writing” and how professional writers achieve it. Genre Writing (GW) takes a genre-based approach to writing, so you will learn how to compose short but complex texts for different audiences and purposes and within different genres.
GW is made up of four modules, and we will spend three weeks each module examining the organization and language features of a particular genre (e.g., formal request email, personal narrative). In each module you will learn what makes the text effective before creating your own. You will analyze models (both purpose-made and authentic), learn specific writing skills and editing techniques, and practice using a range of language forms related to the genre. Pre-class homework should be anticipated, and group work will be the norm during class.
GW has been specially designed for intermediate (B1+) English-language learners and to better prepare EFL teachers and materials developers to meet these three professional writing demands:
- creating teaching texts and material (from scratch/with the aid of AI applications).
- adapting coursebook reading passages for more effective classroom use.
- evaluating, revising, and editing AI chatbot generated texts.
Syllabus | Sample Material | View in Moodle (Click "Login as a guest")
Academic Writing
This course is an introduction to the principles and patterns of academic discourse. Academic Writing (AW) takes a process genre-based approach to writing, so you will learn how to compose short but complex texts for different audiences and purposes and within different genres. Over the semester you will learn how to draft, revise, and edit your writing and evaluate the writing of others.
AW is made up of four modules, and we will spend three weeks each module examining the organization and language features of a particular genre (e.g., academic essay). In each module you will learn what makes the text effective before creating your own. You will analyze models (both purpose-made and authentic), learn specific writing skills and editing techniques, and practice using a range of language forms related to the genre. Pre-class homework should be anticipated, and group work will be the norm during class.
AW has been specially designed for upper-intermediate (B2) English-language learners and to better prepare EFL teachers and materials developers to meet these three professional writing demands:
- creating teaching texts and material (from scratch/with the aid of AI applications).
- adapting coursebook reading passages for more effective classroom use.
- evaluating, revising, and editing AI chatbot generated texts.
Syllabus | Sample Material | View in Moodle (Click "Login as a guest")
Presentation & Discussion
In Presentation and Discussion (PD), you will learn how to compose short but complex presentation scripts for different audiences and purposes, making use of different methods of development (MOD) (e.g., process analysis). Over the semester you will learn how to deliver successful formal presentations and engage in informal talks on a wide range of topics of personal/professional interest.
PD is made up of four modules, and we will spend three weeks (one 2-hour class per week) each module examining the organization and language features of a particular MOD. You will analyze models, learn specific presentation skills, and practice giving short impromptu speeches and sharing ideas in discussions to develop spoken fluency. Pre-class homework should be anticipated, and group work will be the norm during class.
PD has been specially designed for upper-intermediate (B2) English-language learners and to better prepare translators and interpreters to meet the following professional workplace demands:
- creating presentation scripts and material (from scratch/with the aid of AI applications).
- translating Korean-language presentation material for an English-speaking audience.
- evaluating, revising, and editing AI chatbot generated presentation scripts.
Syllabus | Sample Material | View in Moodle (Click "Login as a guest")
Subject Courses
Reading and Writing Teaching Techniques & Materials
This second-semester course is an introduction to teaching the skills of reading and writing to second language (SL) learners (from “elementary” [A2] to “upper-intermediate” [B2] level). You will learn how to apply theory to practice and create effective lessons and teaching materials. By the end of the course, you should be able to design pedagogically sound reading/writing lessons, worksheets, and units of study for use in private institutes and public schools.
Teaching Reading and Writing (RAW) is divided into two broad sections. In the first half of the semester, you will be introduced to the principles and practices of effective reading instruction—with an emphasis on intensive reading. In the second half, you will be introduced to several approaches to teaching SL writing: product, process, and genre, with a strong emphasis on the latter. Weekly homework readings from the set textbooks should be anticipated, and group work will be the norm during class.
COURSE AIM(S)
RAW has been designed to help students
- analyze, evaluate, and create EFL reading/writing lessons and teaching materials from scratch/with the aid of AI applications.
Syllabus | Sample Material | View in Moodle (Click "Login as a guest")
ELT Curriculum Design & Development
This course is an orientation to the process of second language (SL) curriculum design—planning, development, assessment, and evaluation. You will learn how to apply theory to practice and create effective EFL courses. By the end of the course, you should be able to construct a customized SL learning course that effectively targets one (or several) of the major skills areas (e.g., speaking, reading).
Curriculum Design and Development (CDD) roughly mirrors the process of SL curriculum design itself, and it will guide you through 1) surveying the needs of SL learners, 2) choosing and sequencing course content, 3) adapting/creating instructional material, 4) assessing learning outcomes, and 5) preparing to evaluate the effectiveness of a SL course. Weekly homework readings from the set textbooks should be anticipated, and group work will be the norm during class.
COURSE AIM(S)
CDD has been designed to help students
- create EFL courses from scratch/with the aid of AI applications (e.g., for a private institute, to meet the school’s “curriculum” project graduation option).
- modify existing EFL courses (e.g., in a secondary school teaching context).
- evaluate EFL courses and provide feedback to others (e.g., in the role of “coordinator,” “head teacher,” or “project manager” in a publishing company).
Syllabus | Sample Material | View in Moodle (Click "Login as a guest")
“I truly think my choice to attend IGSE was the right one as I could have lessons from Chris. Everything he taught was worth learning, and I always thought the homework from class was really helpful. I think my writing skills have improved most since I took this class compared with my previous learning experiences.”
—JEONG, Spring ‘23
“The instructor provided lots of constructive feedback (very helpful!). But he also responded to my writing as a reader, and I found this very motivating to keep writing more and even outside of class.”
—RA, Spring ‘22
“I learned so many useful things in this course about academic writing. I believe it will help me write my thesis next semester. I feel so much more confident now!”
—SHARIFAH, Fall ‘23
“Like all Chris's courses, it was well planned and well organized. I like the way Chris makes use of Moodle and other tools like Padlet and Quill to encourage us to practice and learn outside class. This way was really helpful to 'meet' and get to know my classmates during the current remote learning trend.”
—PARK, Fall ‘22
“Chris is always very patient responding to students’ questions, and his humor really makes the class atmosphere warm and comfortable. Although I was nervous to talk about issues at first, I feel I got better at this over the semester. Now I feel more confident giving my opinions and it’s much easier than before.”
—CHEN, Fall ‘23
“The class was always well organized and the teacher guided us very clearly and effectively in how to structure and deliver presentations in English. His feedback on my pronunciation was especially helpful and valuable!”
—LEE, Fall ‘22
“I found the projects relevant to what and how I want to teach when I go back to my school ... the lessons on teaching written genres especially were very practical. For the first time I’m excited about teaching writing to my students!”
—JO, Fall ‘23
“This course was really helpful for my future teaching. I learned not only ways to structure reading and writing lessons effectively but also when and how to use online learning tools and platforms.”
—DILNOZA, Fall ‘22
“The course and materials are so well-organized, relevant to students’ needs, and interesting. I have a clear idea and direction now how to develop my MA graduation thesis after all the instruction and feedback he gave on my class project.”
—TANYA, Spring ‘23
“Time flies so fast. I still cannot believe I have only a few weeks left with you. I really envy your future students. I’ve never met a teacher who gave such perfect explanations, who was so perfectly prepared, and whose classes were so well organized.”
—PARK, Spring ‘22