Sample Scheme of Work for Using IT for Family Learning
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COMMUNITY COLLEGE OF QATAR
ENGLISH LANGUAGE CENTER
Cover Sheet
Quarter 3: February 9, 2014 – April 17, 2014
Room: WBF14
| |Course Code |
|Second Withdrawal |Withdrawal Suspension for one semester, excluding summer term |
|Third Withdrawal |Withdrawal Suspension for a “full” year (fall, spring and summer) |
Special Needs
Students with documented special needs who may need academic accommodations should discuss these with their professors during the first two weeks of class.
Please read your student handbook for additional information.
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COMMUNITY COLLEGE OF QATAR
ENGLISH LANGUAGE CENTER
DELIVERY PLAN: LEVEL FOUR READING
:
|Course Code and Title: ESOL 0904, Advanced Reading for Foreign |Department : |Level of Learning: Level Four |Instructor: |
|Speakers |English Language Center | |Carol Lafferty |
|Quarter and CRN Number: 3, 2014 |Course Location: C-Ring / West Bay |Hours Per Week over 10 weeks: 8 |Classroom: |
|Credit Hours: 0 |Quarter: 3 |From: February 9, 2014 |To: April 17, 2014 |
|Course Description: |
|ESOL 0353, Advanced Reading, seeks to prepare students for college level academic or workforce study by accomplishing the following objectives: |
|Enable students to read moderate-length texts (1000-1500 words) and decode rhetorical structures such as causation, comparison and contrast, definition, classification, and favored vs. unfavored opinions |
|Give students the opportunity to read extensively from authentic academic sources as well as high-school-level literature and popular publications |
|Introduce students to a vocabulary of approximately 2,000-3,000 words, taken largely from authentic academic English sources |
|Develop students’ skills in critical research, using the Internet and college libraries |
|Student Learning Outcomes: |
|After successful completion of ESOL 0353, Advanced Reading, the student should be able to do the following: |
|Demonstrate familiarity with challenging academic target vocabulary: |
|Acquire an additional reading recognition vocabulary of 150-250 words |
|Distinguish between main ideas and supporting details in moderate-length academic reading passages: |
|Understand important details from a 1000-1500 word passage |
|Identify passage’s main idea and restate in students’ own words |
|Identify specific details and supporting facts |
|3. Read and understand a large volume of level-appropriate text (extensive reading) |
|4. Use specific reading skills strategies to extract meaning from the text |
|Use pre-reading, skimming and scanning to identify information and deepen understanding of text's meaning |
|Use critical thinking skills to summarize the passage, accurately grasping the main idea |
|Use context clues to estimate the meaning of new vocabulary |
|Use critical thinking skills to draw conclusions about the point of view of the writer |
|Learning Resources Needed to Deliver this Course: |Grade Breakdown: |
|Concepts for Today, Smith and Mare |Final Exam 30% |
|Longman Dictionary of American English (Longman) - optional |Midterm Exam 20% |
|Notebook |Unit Tests 20% |
|Pen, pencil, eraser, highlighter |Vocabulary Quizzes 5% |
| |Projects (2) 15% |
| |Homework 10% |
| |Total 100% |
|MINIMUM PASSING MARK IS 70% |
|Week |Textbook |Reading Skills |Structure Focus |
|5b |MIDTERM EXAM |
|Mar 12 | |
|6 |Unit 3: |
|Mar 16-20 |Government and Education |
|10b |FINAL EXAM |
|Apr 15 | |
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