CurricuWeb - ESL 40
Modesto Junior College | |
|ESL 40 Course Outline |
|Effective Date: 05/04/2009 |
|Printed On: 4/30/2008 8:44:53 AM |
|I. COURSE OVERVIEW |
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|The following information is what will appear in the MJC 2008-2009 Catalog. |
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|ESL 40 - English Language 4 5 Unit(s) |
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|Prerequisite: Satisfactory completion of ESL 30 or placement through assessment process. |
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|Intermediate course in English for persons learning English as another language. Introduction to more difficult structures in |
|English sentences. Review of elementary English. |
|A-F and CR/NC. |
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|II. LEARNING CONTEXT |
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| Given the following learning context, the student who satisfactorily completes this course should be able to achieve the goals|
|specified in section III: Desired Learning. |
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|1. COURSE CONTENT |
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|A. REQUIRED |
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|1. Grammar Points |
|Continued review of major topics and skills learned in ESL 30 |
|Contrast and integration of verb tenses: simple present versus present progressive; present perfect versus simple past; simple |
|past versus past progressive and present perfect |
|Past and past participle forms of 100 irregular verbs |
|Review and contrast of modal uses (may, might, must, can, could, will, would, should, ought to, have to) |
|Present perfect continuous |
|Past perfect tense |
|Past perfect continuous tense |
|Review of reported speech statements; introduction of reported yes/no questions, commands, sequence of tenses |
|Time clauses in all tenses |
|Contrary-to-fact conditional statements (present and past tenses including wish) |
|Gerunds as subjects and gerunds and infinitive after some verbs (introduction) |
|Passive voice (introduction: simple present, simple past) |
|Past participle and participial adjectives |
|2. Reading/Vocabulary/Writing |
|Reading and vocabulary: dialogs and other readings used in connection with exercises (m.c.) |
|Writing: conventions of punctuation, capitalization, spelling, and paragraph form (m.c.) |
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|B. RECOMMENDED |
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|Vocabulary: level-appropriate vocabulary encountered in such contexts as |
|Home life and daily routines |
|School/college life |
|Occupation and business |
|Shopping |
|Recreational activities |
|Environment and science |
|Politics |
|Travel |
|Medical and emergency situations (all m.c.) |
|Common modal-like expressions such as |
|be supposed to |
|do you mind if |
|would you mind |
|be to (all m.c.) |
|Modal auxiliaries for reference to the past (e.g. past advisability and regret) (m.c.) |
|Pronunciation/listening: practice producing American English vowel and consonant sounds, clear articulation of verb inflections, |
|listening discrimination and comprehension |
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|2. ENROLLMENT RESTRICTIONS |
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|Prerequisite(s): |
|Satisfactory completion of ESL 30 or placement through assessment process. |
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|Prerequisite Skills |
|Before entering the course, the student will be able to: |
|Produce sentences and questions using the present and past tenses in both simple and progressive aspect |
|Produce sentences and questions using the future with will and be going to |
|Produce sentences with modal auxiliaries (may, might, will, can, could, must, should, would) |
|Produce sentences and questions using the present perfect tense (use in indefinite past, with since/for, with already/yet) |
|Spell 85 irregular verb forms |
|Produce sentences using comparative, equative, and superlative forms with adjectives and adverbs |
|Produce sentences using future conditional sentences and future time clauses |
|Produce sentences using present tense contrary-to-fact conditional sentences |
|Restate statements in the present tense as reported speech |
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|3. HOURS OF INSTRUCTION PER TERM |
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|Prorated Hours and Units |
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|TYPE of HOURS |
|TERM HOURS |
|UNITS EARNED |
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|Lecture/Discussion |
|87.5 |
|5 |
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|Total Units Earned: |
|5 |
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|4. TYPICAL METHODS OF INSTRUCTION |
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|Instructors of this course might conduct the course using the following methods: |
|Face-to-face education - |
|Oral drills of grammatical structures to be learned |
|Less-controlled communicative activities |
|Dictation exercises |
|Listening discrimination and aural comprehension exercises |
|Jazz chants |
|Computer-assisted learning practice |
|Individual and small group tutoring sessions |
|Written exercises to practice vocabulary and structure |
|Written and oral examinations and quizzes |
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|5. TYPICAL ASSIGNMENTS |
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|A. Quality: Assignments require the appropriate level of critical thinking |
|Watch your classmates and the teacher for two minutes. Then write five sentences about what has happened and what people have |
|been doing. Use present perfect and present perfect progressive. |
|Think about changes in your life, studies, and work situation. Create a time line and indicate these changes and events in your |
|life. Then write sentences using the past perfect or past perfect progressive and simple past. |
|Your friends would like to visit your country. Write two sentences. In sentence 1, tell your friends about something they should |
|never do there (strong prohibition). In sentence 2, tell them about something that is not necessary for them to do there (lack of|
|necessity). |
|Imagine that you are a journalist for your local newspaper. Describe a recent event in your city. Give details and describe |
|people’s reactions to the event. Be sure to answer questions of who, what, when, where, and why. Use passive voice wherever |
|possible. |
|Write at least 5-6 sentences about an event in your life that you wish hadn’t happened or could have turned out differently. Use|
|wish, hope, and unreal conditions. |
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|B. Quantity: Hours spent on assignments in addition to hours of instruction (lecture hours) |
|Weekly reading and vocabulary assignments: e.g. articles and other authentic texts from newspapers, textbook, and/or reader |
|Daily homework assignments: e.g. fill-in the blank and editing exercises on grammar and/or vocabulary, sentence generation |
|Weekly workbook assignments for further practice of grammar being studied (including online exercises where available) |
|Weekly original writing samples (short paragraphs on a given topic with the aim of practicing specific grammar points currently |
|being studied) |
|Frequent exams and quizzes |
|Preparation for occasional brief oral, in-class presentations/dialogues/role plays of an informal nature related to the grammar |
|studied |
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|6. TEXTS AND OTHER READINGS |
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|A.Required Texts: Grammar Links 3, 2nd Edition, Van Zante et al, 2005 |
|Grammar Links 3, Workbook, 2nd Edition, Van Zante et al, 2005 |
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|B. Other reading material: William Picket, At Home in Two Lands.(1991) Or equivalent, such as Penguin Readers, Level 4. |
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|III. DESIRED LEARNING |
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|A. COURSE GOAL |
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|As a result of satisfactory completion of this course, the student should be prepared to: |
|function at an intermediate level of English with regard to speaking, reading, writing, and listening comprehension skills. |
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|B. STUDENT LEARNING GOALS |
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|Mastery of the following learning goals will enable the student to achieve the overall course goal. |
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|REQUIRED LEARNING GOALS |
|Upon satisfactory completion of this course, the student will be able to: |
|Construct sentences and questions using verb tenses learned in ESL 10, ESL 20, ESL 30 and ESL 40 in less controlled exercises and|
|more realistically complex situations (m.c.) |
|Distinguish with increasing accuracy contexts requiring simple and continuous verb tenses or between past and present perfect |
|tenses (m.c.) |
|Construct sentences and questions in the following tenses avoiding excessive errors in verb form, use of auxiliaries, and word |
|order: past perfect, past perfect continuous (m.c.) |
|Use modal auxiliaries appropriately according to their primary meanings (m.c.) |
|Construct sentences using these structures avoiding excessive errors in verb form, use of auxiliaries, and word order: time |
|clauses in all tenses, contrary-to-fact and wish statements about the past, reported statements in all tenses, reported yes/no |
|questions and commands, gerund and infinitive forms after certain verbs, passive voice (simple present and past) (m.c.) |
|Explain meanings of words and idioms encountered in exercises and use appropriately (m.c.) |
|Within the scope of their vocabulary and knowledge of English structure, respond appropriately to questions, statements, and |
|directions of the teacher (m.c.) |
|Write paragraphs and brief compositions showing control of elementary paragraph form and development (m.c.) |
|RECOMMENDED LEARNING GOALS |
|Upon satisfactory completion of this course (when the related recommended content is covered), the student will be able to: |
|Use common modal-like expressions appropriately (such as be supposed to, do you mind if, would you mind, be to) (m.c.) |
|Construct sentences with these structures using excessive errors: modal auxiliaries for reference to the past (e.g. past |
|advisability and regret) (m.c.) |
|Give recognizable pronunciation to verb inflections and past tense forms |
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|IV. METHODS OF MEASURING STUDENT PROGRESS |
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|A. FORMATIVE ASSESSMENT: |
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|Written exams and quizzes of the students' command of grammatical structures, vocabulary, and spelling |
|Proficiency demonstrated by the students' written homework assignments |
|Observation of proficiency in communication as observed by the instructor in the course of class activities and exercises |
|Workbook assignments |
|Dictations and other activities testing aural comprehension of spoken English |
|Original writing assignments |
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|B. SUMMATIVE ASSESSMENT: |
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|Written final examination (comprehensive exam with writing, editing, and grammar components) |
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