About This LMS

The courses on this Moodle LMS have been made available for demonstration purposes from among those I teach 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., Flipboard, Padlet, Quill) in both my face-to-face and blended course offerings for adult second language learners of English. 

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About Me

Chris Douloff is an instructor, materials writer/editor, and teacher trainer in the field of English language education who teaches and trains both face-to-face and online courses. Currently an Associate Professor in the TESOL Department at the International Graduate School of English (IGSE) in Seoul, South Korea, he teaches EAP and subject courses in the MA TESOL program as well as on the Cambridge CELTA.

    Available courses

    Genre Writing

    Course Introduction

    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 has been specially designed for intermediate (B1–B2) English language learners and to better prepare EFL teachers and materials developers to meet these three professional writing demands: 

    • adapting coursebook reading passages for more effective classroom use.
    • creating reading passages from scratch (e.g., for use in self-designed materials).
    • evaluating and editing reading passages and providing feedback to authors (e.g., in the role of “editor” or “project manager” in a publishing company)

    Academic Writing

    Course Introduction

    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 has been specially designed for intermediate (B1–B2) English language learners and to better prepare EFL teachers and materials developers to meet these three professional writing demands:

    • adapting coursebook reading passages for more effective classroom use.
    • creating reading passages from scratch (e.g., for use in self-designed materials).
    • evaluating and editing reading passages and providing feedback to authors (e.g., in the role of “editor” or “project manager” in a publishing company).

    Presentation & Discussion 2

    Course Introduction

    This course is a follow-up to Presentation and Discussion 1, where you practiced the basics of delivering effective presentations. In Presentation and Discussion 2 (PD2), you will learn how to compose short but complex presentations for different audiences and purposes and making use of different methods of development (MOD) (e.g., process analysis). Over the semester you will learn how to deliver successful presentations and engage in informal talks on a wide range of topics of personal/professional interest. 

    PD2 has been specially designed for upper-intermediate (B2) English language learners and to better prepare interpreters and translators to meet the following professional workplace demands:

    • adapting Korean-language presentation material for an English-speaking audience.
    • creating presentation material from scratch (e.g., for public/private sector use).
    • evaluating and editing presentation material and providing feedback to others (e.g., in the role of “editor” or “project manager” in a company).

    Reading and Writing Teaching Techniques & Materials

    Course Introduction

    This 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 SL reading/writing lessons and instructional materials.

    ELT Curriculum Design & Development

    Course Introduction

    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 ELT programs. By the end of the course, you should be able to construct a customized SL learning program 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 

    • apply the steps of the curriculum design process to create novel SL programs (e.g., for a private institute, to meet IGSE’s “curriculum” project graduation requirement). 
    • modify existing SL programs (e.g., in a secondary school teaching context). 
    • evaluate SL programs and provide feedback to others (e.g., in the role of “coordinator,” “head teacher,” or “project manager” in a publishing company).