Syllabus English Level 6

7/29/2019 Syllabus English Level 6

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Universidad Tecnolgica de BolvarEnglish Language Center

Course Syllabus

Mosaic I Grammar

Professor: Manuel Esteban Perez Zapata

Email address: [email protected]

Phone Number:

Level: 6 Course Code:

1925-chum

1953-a

Room No.:

A3-101 (Monday)

A3-202 (Wednesday)

Day:

Monday -

Wednesday

Time: 8:00 -

9:59.

VisionTo be recognized nationally and internationally as the Caribbean regions premier

language center.

MissionWe are committed to excellence in providing quality instructor-led training

focused on English and French language learning programs. We strive to make

language learning easy, fun, efficient and effective, and to ensure that each

student develops English or French language competencies in reading, writing,

speaking and listening in a way that:

a. Supports a students linguistic developmentBy graduation, students will have achieved English proficiency level C1 as

per the Common European Framework. This means UTB graduates will be

able to:

1. Understand movies and TV shows without much effort.

2. Express themselves clearly, fluently and spontaneously, without

needing to search for words or expressions.

3. Write clearly and concisely, expressing points of view in depth

(listening, speaking) and written (reading, writing) language

developed through explicit instruction.


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b. Ensures a students academic developmentStudents academic development focuses on vocabulary building, test

taking, and critical thinking skills that accommodate the needs of global

English learners. Content encourages students to recycle prior knowledge,while challenging them to apply concepts in different contexts to reinforce

understanding. Classware can be utilized as in classroom assignments, or

self-directed study to encourage students to take ownership of their English

language learning.

c. Fosters a students cognitive developmentA students cognitive development includes the power to create meaning,

to construct new understanding or interpretation, and to engage in abstract

thought.

d. Values a students social and cultural experiencesA students construction of meaning and acquisition of language includes

the social and cultural context of his/her experiences at home, school,

community, and the broader society so that students achieve long-term

success in language skills in all curricular areas consistent with the

universitys portrait of a Graduate.

Our Values

We recognize and capitalize on the connections between societal and economic

progress by aligning our institutional shared values with the Language Centers.

These include:

Leadership

As individuals and as a team, we are able to assume risks proactively. We are

constantly improving personally and with our surroundings.


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Excellence

Excellence drives our actions: Responsibility, diligence, timeliness, a job well

done ... These elements drive our values toward excellence and quality.

Transparency

As a corporate value, transparency focuses on the development of leadership and

ethical commitment, and on the implementation of institutional values and

principles to guide us in all our actions.

Service

Offering quality service is the way to always maintain a positive institutional

image. We achieve quality service through timely and adequate internal and

external client service, continuous improvement of our work methods and the

acquisition of a corporate mindset focused on prevention rather than correction

on being proactive rather than reactive.

Social Responsibility

The University understands social responsibility as a continuous search for a

balance in society wherein those who have received more are able to help those

who have less. This is done through solidarity and the implementation of

resources and knowledge. This value incentivizes the institutional community

toward the participation in activities that look for social development, locally and

regionally, to improve quality of life.

Commitment to Achieve Goals

Daily behavior of the members of an organization is permanently inspired in the

achievement of objectives and goals both personal and organizational, as a

necessary condition to ensure sustainability, growth and competiveness of the


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Institution, which is validated through the application of measures based on

performance indicators.

Strategies to Achieve our Goal

1.Student centered, student focused, student satisfaction top priority2. Higher quality learning programs based on adult learning principles and

proven state-of-the-art second language teaching techniques.

3. Enable and empower students to participate in international meetings in

English and virtual research teams equipped to manage cross-culture

differences

4. Added performance

5. One standardized, unique, blended, and proven-effective teaching

methodology.

6. An unusually good value for the money for UTB students.

Code of Academic Ethics and Conduct

Aligned with the Universitys Reglamento Estudiantil de Pregrado, the

Language Center expects all professors and students to exemplify the highest

standard of moral and ethical behavior in harmony with the UTBs philosophy and

purpose.

The code of academic ethics and conduct for students at the Language Center is

an integral part of the educational process. It makes possible an atmosphere

conducive to the development of a total person through learning experiences.

Since a person is more than intellect, learning is more than academic


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achievement. It includes achievement in all the qualities of an individual

intellectual, spiritual, ethical, emotional, and physical.

The code emphasizes the dignity and development of each individual, and

maintains free competition and independent intellectual effort -- not tolerating

dishonesty, cheating or plagiarism.

Grading Charts

Concept 1st cut 2nd cut 3rd cutClasswork 15% 15% 10%

H/w & Projects 15% 15% 10%Quizzes 30% 30% 20%

Midterm Exams 40% 40% ---

Final Exam --- --- 60%

Projects: (mandatory one project per semester)

Oral presentation / Debate: Individual or group Students may choose topic, but said topic needs to be

approved by the professor.

Reading: 2-3 minute printed short story - Topic chosen by student so they learn to look for reading

material at their level.

Written: Professor assigned. Strict emphasis needs to be placed on grading chart below. Individual.

Listening: Students listen to a 3-4 minute story (2x levels 1-4, 1x levels 5-6), and turn in a well-written

summary. Individual.

Students need to be taught to listen for key words and to take notes.


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Oral Assignment Grading Chart

Oral

Assign-

ments

Grammar Vocabulary Fluency

Listening

(if Debate or

Exam)

Voice & Non-

Verbal

Communication

Overal

Performa

e

Excellent

5 pts.

Student

used

grammar

covered to

date

effectively.

Student used

vocabulary

covered to date

effectively.

Student acted

as a facilitator,

helping the

conversation

develop and

flow.

Student

responded with

appro-

priate answers;

acknowledged

and incorpo-

rated all

statements into

the discussion.

Pronunciation

was clear and

inflection and

expressions were

used to enhance

communication.

Student

achieved a

of the

proposed

goals with

effort.

Very

Good

4 pts.

Someminor

difficulties

arose from

not using

the

grammar

covered in

class.

Some minordifficulties arose

from not using

the vocabulary

covered in class.

Some minordifficulties

maintaining

the

conversation

were evident.

Studentresponded to

most questions,

acknowledged

most statements,

and incorporated

many of these

into the

conversation.

No seriousproblems arose,

but better

pronunciation,

inflection, and/or

non-verbal

communication

could have made

communication

more efficient.

Studentachieved

most of th

goals with

almost no

effort.

Average

3 pts.

Grammatical errors

led to

many

minor

difficulties

or one

major

breakdown

in

communica

tion.

Some difficultiesarose due to

limited

vocabulary

and/or bad

diction.

Some effortwas required

to maintain

the

conversation.

There may

have been

many long

pauses.

Student failed toanswer some

questions

appropriately OR

failed to

acknowledge

some

statements, and

incorporate

these into the

conversation.

Somecommunication

problems arose

due to unclear

pronunciation

and/or lack of

inflection and/or

expression.

Student may

have been

difficult to hear.

Studentneeds

guidance t

achieve

goals.


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Oral Assignment Grading Chart (cont)

Oral

Assign-

ments

Grammar Vocabulary Fluency

Listening

(if Debate or

Exam)

Voice & Non-

Verbal

Communication

Overal

Performa

Fair

2 pts.

Grammati

cal error

severely

hampered

communic

ation.

Lack of vocabulary

severely

hampered

communication.

Much effort

was required

to maintain

the

conversation.

There were

many long

pauses.

Student didn't

understand or

ignored most

questions and

statements.

Student may

have memorized

notes.

Pronunciation,

inflection, and/or

expression

confused

communication.

Student may

have been very

difficult to hear.

Few goals w

achieved by

student.

Poor

0-1 pt.

Communi

cation was

almost

impossibl

e due to

grammati

cal errors.

Complete lack of

vocabulary made

communication

almost impossible.

Student

practically

didn't speak in

sentences;

limited to

phrases or

words.

Students only

understood

isolated words

making

conversation

almost

impossible.

Pronunciation,

inflection, and/or

expression

confused

communication.

Communication

was almost

impossible.

None of the

goals were

achieved.

* Note: The chart above is in base 30. Add the points for each category and

divide by 6 to bring the grade to base 5. If Listening is not evaluated, add the

points for the other categories and divide by 5.


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Written Assignment Grading Chart

Written

Assignm

ents

GRAMMAR and

SPELLING

(not level specific)

PUNCTUATION and

CAPITALIZATION


VOCABULARY

(according to the

level being taught)

COMMUNICATIVE

MESSAGE


Excellent to

Very

Good

4-5 pts.

Effective, complexsentence construction

with few/minor errors.

Correct use ofpunctuation and

capitalization. Ideas

are correctly

separated into

sentences and

paragraphs.

Sophisticated range,effective word/idiom

form, choice, and

usage mastery.

Writing is well structured.Message is clear and serve

communicative purpose.

Good

to

Averag

e3 pts.

Effective, but simple

sentence construction

with minor problems in

complex constructions,

several errors, butmeaning understood.

Correct use of

punctuation with few

errors of fragments

or run-on sentences,

use of apostrophes,quotes, or

capitalization.

Adequate range,

occasional errors of

word/idiom form,

choice, and usage;

meaning understood.

Message is delivered, but

causes some misunderstan

or con-fusion.

Fair

1-2 pt.

Major problems in

simple/complex

sentences with many

errors, where the

meaning is confused or

not understood.

Major problems

separating ideas and

paragraphs, incorrect

use of other

punctuation marks

and capital letters.

Limited range,

frequent errors of

word/idiom form,

choice, and usage;

meaning somewhat

confusing or hardly

understood.

Writing lacks structure or

message is unclear, causin

confusion and/or

misunderstanding.

Poor

0 pts.

Almost no mastery of

sentence construction

rules, too many errors,

ideas not understood

OR not enough writing

to properly evaluate.

Very little knowledge

of punctuation and

capitalization rules.

Text is very difficult

to understand.

Essentially translated,

little knowledge of

English vocabulary,

word/idiom form,

choice, and usage; OR

not enough to

properly evaluate.

Message is incomplete or

doesn't serve its

communicative purpose.

* Note: The chart above is in base 20. Add the points for each category and divide

by 4 to bring the grade to base 5.


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FYI: Possible errors to evaluate for grammar, spelling, punctuation, and

capitalization:

Verb-subject agreement Verb tenses Plurals Word order/function Articles Pronouns Prepositions Lack or misuse of capital letters, Fragments Run-ons Lack or improper use of punctuation marks Spelling.

Punctuation to be emphasized on the use, or lack of use, of periods, commas,

questions marks, exclamation marks, quotation marks, apostrophes, and

hyphens.

Pay special attention to run-on and extra-long sentences. Extra-long sentences

are sentences that diverge or contain unnecessary information. Sentences should

contain around 12-15 words.

Writing should be structured, coherent, and cohesive. Students need to learn to

write formally in both English and Spanish.

Required course texts:


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McGraw - Hill Silver Edition Interactions/Mosaic Series

"Grammar is the foundation of proper English usage. The grammar strand Student

Books introduce concepts in a clear and practical format, and engage students in

numerous exercises applying these concepts. Often, students need additional

practice to reinforce difficult grammatical lessons. Multiple choice and fill-in-the-

blank questions provide them with practice applying the books concepts in new

contexts, and receive instant feedback."

McGraw HIlls Silver Edition Interactions/Mosaic series "focuses on vocabulary

building, test taking, and critical thinking skills that accommodate the needs of

global English learners. Content encourages students to recycle prior knowledge,

while challenging them apply new concepts in different contexts to reinforce

understanding. Classware can be utilized as in classroom assignments, or self-

directed study to encourage students to take ownership of their English language

learning.

Todays English learners utilize a variety of constantly evolving new technology

and media in their academic and professional environments. The Online Learning

Center supplements the concepts introduced in the Student Books by extending

their learning experience to an Internet-based learning platform that hosts

interactive activities, as well as provides all audio as convenient downloadable

MP3s."

For students in level six (6), we will be using the Reading, Writing,

Listening/Speaking, and Grammar components ofMosaic 1.


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Chapter 1 New Challenges

Chapter 2 Cooperation and Competition

Chapter 3 Relationships

Chapter 4 Health and Leisure

Chapter 5 High Tech, Low Tech

Chapter 6 Money Matters

Chapter 7 Remarkable Individuals

Chapter 8 Creativity

Chapter 9 Human Behavior

Chapter 10 Crime and Punishment

Class Schedule

Unit Unit Topic Language Fundamentals Assignment Due

1 New

Challenges

Basic

Sentence

Structure

Part 1 Parts of Speech and Sentence

Structure

Part 2 Nouns and Pronouns

Part 3 Personal Verbs and Verb Tense

Formation

Part 4 The Verb Tense System

Part 5 Word Order

2 Cooperation

and

Competition

Part 1 Auxiliary Verbs and Questions

Part 2 Embedded Questions

Part 3 The Simple Present and Present

Continuous Tenses


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Verbs (1) Part 4 Will and Be Going To

Part 5 The Present Perfect Continuous and

Present Perfect Tenses

3Relationships

Verbs (2)

Part 1 Past Verb Forms: The Simple PastTense; The Past Continuous Tense

Part 2 The Present Perfect Tense with

Unspecified Past Time

Part 3 Past Verb Forms: The Habitual Past;

The Future in the Past

Part 4 The Past and Future Perfect Tenses

Part 5 Reported Speech

4Health and

Leisure

Modal

Auxiliaries

and Related

Structures

Part 1 Modal Auxiliaries and relatedStructure of Ability and Expectation

Part 2 Modal Auxiliaries of Request,

Permission, and Preference

Part 3 Modal Auxiliaries and Related

Structures of Need and Advice

Part 4 Modal Auxiliaries of Possibility and

Probability

Part 5 Modal Auxiliaries and Reported

Speech

55 High Tech,

Low Tech

The Passive

Voice

Part 1 The Passive Voice with Simple

Tenses

Part 2 The Passive Voice with Perfect

Tenses

Part 3 The Passive Voice with Continuous

Tenses

Part 4 The Passive Voice with Modal

Auxiliaries

Part 5 Review of Chapters 1-5

6 Money

Matters

Part 1 Count Versus Noncount Nouns

Part 2 Indefinite Adjectives and Pronouns

Part 3 The Definite Article


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Nouns and

Noun

Modifiers

Part 4 Units of Measurement

Part 5 - Agreement

7 RemarkableIndividuals

Gerunds,

Infinitives,

and Related

Structures

Part 1 Introduction to GerundsPart 2 Introduction to Infinitives

Part 3 Verbs Followed by Gerunds or

Infinitives

Part 4 Verbs Followed by Either Gerunds

or Infinitives

Part 5 Special Uses of Other Verb Forms

8 Creativity

Compound

and Complex

Sentences;

Adverb

Clauses

Part 1 Compound Sentences

Part 2 Adverb Clauses; Unspecified or

Present Time

Part 3 Adverb Clauses: Past (1)

Part 4 Adverb Clauses: Past (2)

Part 5 Adverb Clauses: Future Time

9

Human

Behavior

Adjective

Clauses

Part 1 Introduction to Adjective Clauses

Part 2 Clauses with That, When, and

Where

Part 3 Restrictive and Nonrestrictive

Clauses

Part 4 Clauses with Whom and Which:

Replacement of Objects

Part 5 Clause-to-Phrase Reduction

10 Crime and

Punishment

Hope, Wish,

and

Part 1 Hope and Wish

Part 2 Conditional Sentences: Present or

Unspecified Time

Part 3 Perfect Modal Auxiliaries

Part 4 Conditional Sentences: Past and


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Conditional

Sentences

Past-to-Present Time

Part 5 Review of Chapters 6-10

**May be modified on first day of class.

Documents

Syllabus English Level 6