Simulated Curriculum

Dr. Karl Uhrig

Mariana Romero

May 5, 2011

Curricular Overview

Knowledge of English language is a need for many people around the globe. It is necessary for business, academic purposes, tourism, and many other reasons. Therefore, different programs to teach English exist. Some people choose to travel to English speaking countries to immerse themselves to learn the language. The purpose of this curriculum is to offer two ESL programs which are intended to fit the needs of a diverse population. One program is academic or CALP, specifically designed for international students who are interested in English for Academic Purposes (EAP). The other program is non-academic or BICS, designed for those who desire to learn English with an interest to improve their proficiency or learn communicative skills to carry out every day activities. Students attending either program are international students with varied interests and backgrounds, their ages range from 18 to 50 years old (sometimes older). They have completed secondary education or have a high school diploma as minimum to enter the program of their choice. Most students had some knowledge or experience of learning English before traveling to the United States. However, their speaking and listening skills are limited, and in general their communicative competence is very limited. Therefore, this curriculum’s aim is to address all these issues providing comprehensive programs that will provide these students with the basic skills to succeed in their academic and personal endeavors.

Each program consists of three levels, beginners, intermediate, and advanced. For both programs communicative language teaching will be consider as one of the main approaches. Both programs will emphasize the following skills, either integrated or separated: vocabulary, grammar, listening, reading, writing, and speaking. The length of time per session is 14 weeks per level. Classes will be 50 minutes long, daily, with intervals of 10 minutes between classes for breaks. Classes should consist of a ratio of 20:1 maximum. Students will take a placement test to identify their level, after they choose a modality according to their needs. In both modalities students will receive formal and informal assessments. Classrooms will be provided by the university with the state of art in technology, whenever budget permits, but in general each room will have black or white boards, computer, projector, seats, and tables, light, and A/C. The teachers should have a post secondary education a B.A or B.S. degree, preferably in the following areas: education, English, any foreign language with a sufficient knowledge of English (proficiency documentation like ACTFL OPI and WPT advanced or superior needed). Teachers should have experience working with international students, sensibility to other cultures, and tolerance.

The following description corresponds to the Academic or CALP program. The students will receive instruction in English with authentic materials for each class and level. For the beginner’s level, they will read modified readings, with simplified language and vocabulary. Such readings would come from articles and magazines like National Geographic. Students should read short passages less than 250 words about different topics and genres. For writing, they will receive instruction to teach them how to write sentences and paragraphs. Listening will include short dialogues and narrations, with simple everyday vocabulary and a brief introduction to academic language from different disciplines. In speaking and pronunciation, students will receive instruction for use of basic, everyday vocabulary and introduction to some academic terms from different disciplines. Grammar class will include basic grammatical structures, simple present tense, present progressive, past tense, most common verbs; regular and irregular, and other grammatical issues such as noun, verbs, adjective, adverb, and pronoun identification, word order and wh-questions, yes-no answers. The intermediate levels will increase the level of difficulty in all skills. For example for grammar students should learn more complex structures, comparatives and superlatives, modal verbs, gerund and infinitives. For reading students are expected to read longer passages on academic topics, 250-500 words and develop a battery of reading skills which

will help them pass the TOEFL test. In writing students are expected to write short essays following the 5 paragraph format with different styles, like persuasive writing, compare and contrast, expositive. For speaking and pronunciation learners should use general and academic vocabulary within specific contexts, understand pragmatic situations and apply their knowledge.

In addition, the program includes optional courses on English literature, American culture and related issues. A special writing class will be offered for advanced levels for academic writing. At the end of the program the students should be able to interact with native and non-native speakers, participate in their academic courses, use the language while traveling, and for their professional purposes. They will have to be able to use English to present original works, for example writing short compositions, essays, reports, thesis, etc. The students should be able to use and demonstrate their knowledge of the language to meet the language requirements for each program they desire to enter or to obtain a degree in. For each class students will receive assessments in class formal and informal and at the end of each session students in the academic program will have to take the TOEFL test. This applies only for intermediate and advanced students.

Whereas, the BICS program will integrate the skills: grammar, vocabulary, listening, speaking, writing, and reading through a task based approach. The emphasis of this program is to prepare students with the ability to use English in everyday activities increasing learner’s fluency and communicative competence. The classes will combine tasks and themes covered by units. Students will receive summative and formative assessments. The summative assessments should be given at the end of a unit or at discretion of the instructor. The BICS program will assess students with alternative assessments through completion of tasks, which will be designed to test students’ ability to understand and use English.

For beginners they will learn basic grammar concepts on identification of nouns, verbs, adjectives, adverbs, prepositions, and pronouns, word order, sentences’ structure, verb tenses -simple present and past, progressives, regular and irregular verbs, modals like can, comparatives. Vocabulary will be addressed by units such as food, family, safety issues, etc. Reading, writing, listening, and speaking skills will be addressed according to the unit. Reading passages should be less than 250 words in length. Writing should address teaching students how to write personal letters, e-mails, respond to questions, express basic ideas such as I like parties, etc; understanding writing as a communicative tool. Listening, speaking and pronunciation will provide fundamentals on linguistic features to teach them how to distinguish between different phonemes and how to create specific sounds. In order to pass to the next level students should be able to complete a series of tasks which will end up in a larger task.

For the intermediate levels the concepts of grammar should include a review of the previous topics on verb to be, and increase the difficulty, with wh-questions, more complex structures with connectors, modal verbs, possessives, superlatives, future and conditionals. In reading students should be able to read longer passages 250-500 words in varied genres. For writing students should be able to write greeting cards, fill application forms, answer questionnaires, and write invitations. For listening, speaking, and pronunciation students should be able to understand more complex listening passages and should be able to discuss topics in the unit. Vocabulary will be covered based on the thematic unit.

For the advanced levels for grammar students should be able to fix sentences, learn about gerunds and infinitives, phrasal verbs and adjective clauses. For reading they should be able to read longer passages 500-750 or more, short and long stories in varied genres. In writing they should be able to write longer passages and responses to readings, messages, short stories. In listening students should

be able to comprehend longer news casts (30 minutes or more), discussions, or explanations on how to do something. For speaking and pronunciation, students should be able to communicate using different vocabulary words depending on the context and with appropriate pronunciation and acknowledgement of pragmatics. Vocabulary will be covered based on the thematic unit and the level of complexity will depend on the context and social situation to which it is associated.

As it was mentioned before the student-teacher ratio should be 20:1, in case that the number of students exceed 20 an assistant should be required. Both teacher and assistant have to demonstrate qualifications for teaching at the required level. This is in accordance with requirements of the university and to meet stakeholders’ expectations. The stakeholders for this curriculum depend on the program. For the academic or CALP program stakeholders are program coordinator, academic advisors in other departments, chair or the English department, and if the students receive a scholarship, the fellowship or the organization that grants the scholarship must be informed of students’ progress. For the non-academic or BICS program the stakeholders are the program coordinator, chair of the English department, parents or other person responsible for the payment of tuition, and in the case of grants and scholarships, the organizations responsible for those funds should be considered as stakeholders.

This curriculum aims to attend the needs of a diverse group of students; therefore one of the principles of the program is to deliver student centered lessons. Teachers working in this program, either CALP, BICS, or both, need to have good communication skills, with a deep understanding of international students and their cultures. They must respect cultural diversity, show flexibility, be knowledgeable, and stimulate learning by creating a positive environment in the class. Instructors will be responsible for designing their own lesson plans, quizzes, and tests. Those instructors working on the CALP program should create tests that fit TOEFL content and test format, using the available materials –textbooks and supplemental materials. Instructors in the CALP program should give quizzes and tests to students in preparation for the TOEFL test, especially for students in the intermediate and advanced levels. For students in the BICS program teachers should give tests at the end of each unit in combination with vocabulary quizzes and task evaluation projects. This combination of assessments will provide more opportunities to demonstrate what they have learned and provide more checking points for instructors to adapt materials according to levels and abilities.

Both programs –BICS and CALP, are designed to be student centered and to meet the needs of the students, with careful consideration of students’ diversity, cultural backgrounds, socio-economic status, and other particular concerns that may appear in the future such as natural and social issues affecting students’ home or country. Other considerations regarding personal and learning issues must be considered while teaching, without forgetting the main goal of this curriculum which is to prepare students with the language skills they need for their academic and personal purposes. The instructors can adapt the textbooks and materials at their discretion. Regarding teacher development instructors will be observed by the program coordinator and other instructors to assure quality of teaching. Every month different committees should meet to discuss issues regarding students’ progress or any other concern that could exist. Such meetings should be 1 hour long maximum and instructors who cannot attend will be informed from the main points discussed there. If there are enough funds, teachers could attend TESOL conferences and present their work if they like to. Everything should be done in the spirit of foster teacher development which should translate in better teaching.

In the following pages specifications for each program will be included, such as level/skill matrix, syllabi, lesson plans, assessment package, and a list of textbooks. First everything regarding the academic program will be presented followed by everything in the non-academic one.

Academic Program (CALP) Skill/Level Matrix

Level

Skill Beginner Intermediate Advanced

Reading Identify linguistic features –from letters to words. Read short texts (250 words or less) on diverse academic topics and genres. Learn reading strategies for better comprehension of texts. Practice reading every day through an extensive reading program with short passages (150 words)

Read longer texts and passages (250-800 words) on diverse academic topics. Improve knowledge and application of reading strategies for reading comprehension. Improvement on fluency through everyday reading as part of an extensive reading program. Able to read short stories or chapter books.

Read longer texts (800 and up words) on diverse topics such as essays, academic and non-academic articles, stories. Reading strategies aimed as practice for taking TOEFL test such as scanning, skimming, making inferences, summarizing, etc. Improvement on fluency through every day reading of academic and non-academic texts (to add some variety).

Writing Identification of linguistic features from letters to words. Write simple sentences using a basic pattern: S + V; S+V+DO;S+V+ADJ and short paragraphs, with topic, body and conclusion.

Learn writing strategies like planning, and revising. Introduction to self-editing

Able to write using basic sentence patterns, short paragraphs toward essays. Write about academic topics and genres related to academic and professional fields. Essays or compositions’ length should be 250-500 words.

Apply knowledge of grammar and culture reflected in writings.

Write essays and longer compositions, 550-1000 words. Application of grammar structures and other professional or academic conventions.

Speaking-pronunciation Production of chunks of language. Able to introduce himself or herself. Speak of different topics related to everyday life basics of academic topics. Able to respond to questions during short interviews. Initial development of fluency and pronunciation.

Production of more complex phrases and expressions related to different fields of study. Able to communicate and respond to different stimulus and situations like interview, give presentations. Improvement on fluency.

Production of complex phrases and improvement on fluency. Able to interact with interpersonal dialogues. Improvement on fluency and pronunciation. Communicates in different situations: short and long presentations, debate, group interviews.

Listening Able to distinguish basic linguistic phonemes, short chunks of language, identify grammatical word classes. Recognize different situations and participants in different types of dialogues and audio, predict outcomes from information given.

Able to distinguish different types of audios from short lectures, dialogues, interviews, etc. Recognize situations, and identify participants, make inferences, predictions, and conclusions.

Able to comprehend longer types of audio, academic lectures, conferences, presentations, professional gatherings. Identify participants and situations with clear acknowledgment of pragmatic features.

Grammar Able to identify and use basic grammatical patterns, verb tenses (simple and progressive past-present tenses).Parts of speech, word order, wh-questions.

Able to identify and use different parts of speech. Modal verbs, passive-active voice, future with will, comparatives and superlatives.

Able to identify and use different structures, gerunds, infinitives, adjective clauses, noun clauses, relative clauses.

Vocabulary Acquire basic every day vocabulary in combination with academic one.

Acquire more complex and specialized vocabulary regarding academic fields.

Acquire and use a diverse vocabulary from different academic disciplines.

Culture Able to identify pragmatics and cultural aspects of English language. Comparison with their cultures. For example introductions in formal and informal settings, comparing their culture with American culture.

Able to identify and discuss cultural aspects of English language regarding academic themes, how different is the educational systems U.S.- their native country, etc.

Able to identify and discuss different circumstances in academic settings and professional fields.

SAMPLE SYLLABUS CALP PROGRAMSTATE UNIVERSITY FALL SEMESTER 2007ESL Reading Intermediate Course Number: 12345 Credits: 3 Section: 3

Instructor: Mariana RomeroOffice: 2105 Pearson / 152 Library Office Phone: 294 3072 / 294 3850Class Time : M-F 12 :10- 1 :00 p.m. Language Dept. Phone: 294-4046Room : 306 Pearson Hall

Office Hours: Tuesdays & Thursdays 11:00 -12:00 pm E-mail: marianar@state.edu

REQUIRED MATERIALS:

Reading Explorer 1 & Building Skills for the TOEFL®iBT Beginning by Nancy Douglas by Paul Edmunds & Nancy McKinnon & Nancy Hubley Compass Pub. 2009 Heinle Cengage Pub. 2011 ISBN: 978-1-59966-520-7 ISBN: 978-1-4240-4362-0

RECOMMENDED:

Collins COBUILD Intermediate Dictionary of American English by Collins1st Edition © 2008 Level: Intermediate - High Intermediate ISBN-10: 1-4240-0776-3

COURSE DESCRIPTION

The goal of this course is to help students to consolidate their basic knowledge of the English language, with emphasis on reading skills and practice for TOEFL test. Students will learn in class and out of class with authentic materials. This course uses materials for intensive and extensive reading. This course prepares students to move into more advanced reading courses. It is assumed, therefore, that students registered for this class have a good command of beginning English i.e. sound system, grammar, vocabulary, and sentence structure, along with basic reading skills like scanning and skimming, etc.

COURSE OBJECTIVES. By the end of this course, you should be able to:

1. Read and demonstrate comprehension of uncomplicated prose and academic materials in English.

2. Use reading strategies for reading outside the classroom for extensive reading purposes.

3. Develop critical thinking skills of deduction and analysis of readings in order to understand meaning from context.

4. Use their knowledge of grammatical structures to respond to the readings and assignments.

5. Continue developing awareness of cultural values, beliefs, and ideologies of the Hispanic world.

7. Demonstrate reading proficiency with the TOEFL test to advance to the next level. You will need a score of 500 and a GPA of 3.75

COURSE REQUIREMENTS:

1. CLASS PARTICIPATION AND ATTENDANCE:

Given the interactional nature of class activities, it is imperative that you attend all scheduled classes. Since you would be unable to participate if you are not in class, then absences will affect your overall performance. A total of four absences is allowed. Further absences would each mean a one percentage point reduction in your course grade. For example: A total of 8 absences in a semester would reduce a final grade of 90% to 86%. A student will not pass this course if the total number of absences exceeds twelve. Arriving late and/ or leaving early (5 minutes or more) will also result in a lowering of your daily participation grade. The combination of three late arrivals and/ or early departures constitutes one absence. The attendance policy will be strictly enforced. The absences that you are allowed are for emergency purposes such as illness, or death in the family. These absences will still be counted as an absence. Use the absences you are allowed wisely. In the event of absence, it is the student’s responsibility to ascertain any and all work and/or material covered in the missed class, as well as to find out if there are any changes and/or additional assignments, other than those indicated on the syllabus. You must bring your textbook and daily assignments to class every day and must be prepared to participate in the class activities.

2. READING LOG AND REPORTS:

One of the objectives of this course is to prepare students for upper level courses. Upper level classes require students to be able to effectively communicate in the target language in reading and writing. In order to achieve this goal, students will write reports and responses to reading as part of their coursework. These reports will combine with a reading log that students will keep throughout the semester and bring periodically for revision. This reading log will serve as a document to register how many minutes/hours they spend on extensive reading. The responses must be original pieces of work and not work copied from other sources. The first draft of each composition will be handed in, and counts for 50% of the grade; the second (final) draft counts for 50% of the grade: the two scores combined constitute the final grade for that particular reading report. These reports will be graded by using a rubric (see it at the end of this document).

3. ASSIGNMENTS. You will be assigned readings of stories, essays, scientific articles, and other works. Your responses to the readings may be required in large or small group discussions or in writing. Quizzes to test your understanding of the readings will be given in class and will count towards your grade.

4. TESTS AND QUIZZES. There will be 10-12 tests as well as short vocabulary quizzes.

GRADING:

25% Reading Log and Reading Reports

25% Test and Quizzes

25% Homework and participation

25% Final Exam in combination with TOEFL

The final course grade will be on a plus-minus basis according to the following scale:

A = 95-100% B = 84-86% C = 74-76% D = 64-66%

A-= 91-94% B-= 81-83% C-= 71-73% D-= 60-63%

B+= 87-90% C+= 77-80% D+= 67-70% F = 0-59%

ACADEMIC DISHONESTY

Please refer to the University’s rules concerning Academic honesty in the Student Academic Life Handbook. If any part of your work is written by someone else, corrected to the point that your work has been perfected by someone else, or if you use translators (human or machine), your actions will be considered a form of cheating and you will be given a 0 on the assignment and recommended for punishment as per the University’s policy. I offer myself to you for guidance during my office hours (or by appointment) to help you do your own work to the best of your ability. Please take advantage of the one-on-one time when in doubt.

DISABILITIES

If you have a documented disability that may affect your ability to participate full in the course or if you require special accommodations, you should contact the Disability Resources Office, 1076 Student Services Building, 294-6624.

NOTE: This is a tentative syllabus, the instructor reserves the right to make any modification at her discretion if deemed necessary.

SAMPLE LESSON PLAN CALP PROGRAM

ESL Intermediate Reading

Lesson: Giants of the Past

Description of the lesson

Students will learn about dinosaurs and extinct animals; they will learn vocabulary related to this topic and compare animals from the past with animals currently alive.

Anticipatory Set

The class will begin answering the following questions: what is the largest animal on Earth?

What are the largest animals in your country?

What were the largest animals on Earth long time ago?

Objectives

Students will be able to identify and use vocabulary according to the context and descriptive adjectives.

Students will be able to identify countries and places in a map that are important paleontological sites.

Students will be able to comprehend the readings by applying the following skills: scanning, skimming, identification of main idea and supporting details.

Activities

After the warm up discussion at the beginning of class, students will have a pre-reading activity where they will have to identify prey-predator in an image and label them and other animal parts as well. (5min)

The whole class will discuss how is that a shark can be the prey and what kind of animal is the predator. (3 min)

Teacher will preview vocabulary with them before the reading. (5 min)

Then the students will read a passage on unusual dinosaurs, dinosaurs with exceptional characteristics that made them be successful predators. (5 min) Then they will answer reading comprehension questions (3 min) and as a whole class the teacher will check their answers, discussing the different answers students will provide (5 min).

Later the teacher will show images from a website to show them how big this crocodile was.

http://www.nationalgeographic.com/supercroc/

Then they will use the vocabulary previewed and from the previous reading to complete a vocabulary activity about the SuperCroc. (10 min)

Addressing the Diverse Learner

The lesson starts with a very visual activity that will address the visual, spatial, and auditory learners. Talking will address social, questions; the self-reflection learner.

Material (Handout/Visual/Manipulatives/Props)

I will need a computer with internet access, a projector, textbook,

Checking for Understanding

For checking understanding will be the questions at the end of the lesson and questions during the lesson. The reading comprehension activity is another point for evaluation.

Closure

Students will finish filling a graphic organizer where they will compare the animals mentioned in the reading, identifying the main characteristics of them, and how each characteristic could have help the animal to survive.

SAMPLE QUIZ

Name: __________________________________________ Date _____________ Total______/15 pts.

VOCABULARY QUIZ TOEFL CHAPTER 8

Instructions: Choose the best word or phrase to complete each sentence. Circle your answer (5 points).

1. The area received no rain during the ______________ drought.a. amenableb. severec. harshd. formidable

2. The artist begins his art work with a _______________.a. flickerb. designc. sketchd. frame

3. The scientists made a (n) ______________ to test their theory.a. simulationb. operationc. exemplification

d. renovation4. The government has to _______________ a solution for the current economic crisis.

a. depictb. obligatec. negated. formulate

5. This is the ______________ that separates arts from crafts.a. boundaryb. currencyc. necessityd. visibility

Instructions: Choose the word closest in meaning to the underlined word(s) in each sentence (5 points)6. Europe’s currency is the Euro.

a. loanb. languagec. moneyd. incidence

7. The earthquake was an unforeseen event.a. expectedb. unexpectedc. awaitedd. unwanted

8. A sudden noise disrupted the class. a. stoppedb. limitedc. simulatedd. obligated

9. The tornado adversely affected the town and its people. a. in a positive mannerb. in a neutral mannerc. in a favorable mannerd. in a negative manner

10. Fog makes visibility hard when you drive. a. invisibilityb. discern abilityc. perceptibilityd. imperceptibility

Name: __________________________________ Date: _________ Total: ____/30pts.

ESL Reading Intermediate II Level 6 Test 2

Reading ComprehensionRead the following passage and then answer the multiple choice questions.

The Chemistry of Fireworks

Fireworks provide a colorful and fiery backdrop for celebrations and important days. Fireworks are, however, far more complex than simple colors in the sky. Behind those bright displays there is a series of chemical processes that makes the creation of color possible. The trick to creating the colorful exhibitions relies on two factors: incandescence and luminescence.

The brightness of a firework is determined by incandescence. Incandescence is light that is released from an object as a result of its temperature. The color of the light depends on how hot it is. Generally, the hotter the material gets, the more brightly it will shine. For example, as a material begins to heat up, it emits a red light. As the temperature of the firework gets hotter, the color of the light will change from orange, then yellow, and then, at its hottest, it will shine an extremely bright white light. Firework makers use incandescence to help make the type of light they want in a display. By using specific materials, they can raise the temperatures of the materials. Magnesium and aluminum, for instance, are commonly used to increase the temperature of a display. As a result, fireworks using these materials burn very brightly.

The second factor in creating amazing fireworks displays is luminescence. It is also called cold light because it can occur at room temperature. Unlike incandescence, luminescence is light that is created by energy sources besides heat. An example of such a source is chemical reactions. In fact, fireworks use that energy from them to make colored light. Makers of fireworks use a combination of chemicals. Burning chemicals starts a reaction that creates luminescence.Fireworks: explosive devices that produce striking displays of light.

1. The word exhibitions in paragraph 1 is closest in meaning toa. lightsb. raritiesc. displaysd. designs

2. The word it in paragraph 2 refers toa. objectb. temperaturec. colord. light

3. The word emits in paragraph 2 is closest in meaning toa. entersb. releasesc. createsd. burns

4. Which of the following best expresses the essential information in the sentence below?

“As the temperature of the fire work gets hotter, the color of the light will change from orange, then yellow, and then, at its hottest, it will shine an extremely bright white light.”

a. The light will change from orange to yellow and white as the firework’s temperature increases.

b. As fireworks get hotter, their light can become a variety of colors, including orange, yellow, and a very bright white.

c. A firework can burn a variety of colors including orange, yellow, and a very bright white.

d. The color of a firework demonstrates the temperature that the firework is burning at.

5. The word them in paragraph 3 refers toa. displaysb. energy sourcesc. chemical reactionsd. fireworks

Multiple ResponseIdentify one or more choices that best complete the statement or answer the question.

Instructions: Choose two or more choices to answer each question.

____ 6. Which words mean the same as sought?a. Organizedb. looked forc. Assistedd. tried to find

____ 7. Which of the following are measures of length?a. one mileb. four booksc. three inchesd. six rooms____ 8. Which words mean the same as examine?a. study carefullyb. move slowlyc. think clearlyd. look at closely

CompletionComplete each statement with the words from the box.

terrible unanswered sought estimate extended

9. The length of the dining room table, when fully ____________________, is six feet.

10. The traffic problems in Bangkok are ____________________.

11. The class ended, and my question was still ____________________.

12. I will have to ____________________ the length of the table because I don't have a measuring tape.

Completion of summaryFill in the blanks to complete the summary with the words from the box. Questions 13-17 (5 pts.)

incandescence luminescence color materials light

The passage explains important factors for fireworks display. On one hand,

______________ releases light from an object as a result of its temperature. On the other hand,

_____________ is light that is created by energy sources besides heat; like chemical reactions.

During the incandescent phase the fireworks change in ___________ as a result of changes in

temperature. While luminescence occurs fireworks use energy from chemical reactions to make

colored _____________. Two common ______________ used in fireworks are magnesium and

aluminum. Fireworks make colorful displays for special celebrations.

Matching

Instructions: Match each sentence starter with the correct ending or definition

a. correlateb. a mysteryc. your opiniond. pollutante. drasticf. provokeg. underestimateh. your appearance

Vocabulary in useWrite sentences using the following words. Make sure your sentence expresses the meaning of the word with proper grammar and punctuation.

26. climate ________________________________________________________________

27. museum _______________________________________________________________

28. opinion ________________________________________________________________

29. appearance _____________________________________________________________

30. relative ________________________________________________________________

Extra creditMatch the words or descriptions with the images.

climate frigid seek fossil predator giant

______________ _______________________ ____________________

____________ _________________ ______________________

_____18. Something you don’t understand is…_____19. The way you look is …_____ 20. Something you think or believe about is…_____ 21. To cause a reaction_____ 22. To place too low a value on something_____ 23. Extreme or noticeable

_____ 24.A substance that makes something else dirty or harmful

_____ 25. To show a relationship between several things

Reading Reports

Name: _______________________________________ Total points: _____/16

CATEGORY 4 3 2 1Summarization Student uses only 1-

3 sentences to describe clearly what the article is about.

Student uses several sentences to accurately describe what the article is about.

Student summarizes most of the article accurately, but has some slight misunderstanding.

Student has great difficulty summarizing the article.

Identifies details Student recalls several details for each main point without referring to the article.

Student recalls several details for each main point, but needs to refer to the article, occasionally.

Student is able to locate most of the details when looking at the article.

Student cannot locate details with accuracy.

Identifies opinions from characters or author

Student accurately locates at least 5 opinions in the article and gives a clear explanation of why these are opinions, rather than facts.

Student accurately locates at least 4 opinions in the article and gives a reasonable explanation of why these are opinions, rather than facts.

Student accurately locates at least 4 opinions in the article. Explanation is weak.

Student has difficulty locating opinions in an article.

Gives own opinion. This is student’s opinion through our the report

Student gives his or her opinion and provides details to support it. A detail per opinion, at least.

Student gives his or her opinion but only includes one detail to support more than one opinion.

Student gives random details wit out explaining his or her opinion.

Student gives neither opinion nor detail at all.

Comments:

_____________________________________________________________________________________

_____________________________________________________________________________________

Non-Academic (BICS) Program

Level

Skill Beginner Intermediate Advanced

Reading Identify linguistic features –from letters to words. Read short texts (250 words or less) on diverse topics and genres. Learn reading strategies for better comprehension of texts. Practice reading every day through an extensive reading program with short passages (150 words). Themes could be short stories fiction and non-fiction, especially designed for adults.

Read longer texts and passages (250-800 words) on diverse topics. Improve knowledge and application of reading strategies for reading comprehension. Improvement on fluency through everyday reading as part of an extensive reading program. Able to read short stories or chapter books. Fiction and non-fiction.

Read longer texts (800 and up words) on diverse topics such as essays, brief stories or short novels. Reading strategies aimed as practice for improvement on fluency through every day reading of academic and non-academic texts (to add some variety).

Writing Identification of linguistic features from letters to words. Write simple sentences using a basic pattern: S + V; S+V+DO;S+V+ADJ and short paragraphs, with topic, body and conclusion.

Learn writing strategies like planning, and revising. Introduction to self-editing

Able to write using basic sentence patterns, short paragraphs toward different genres or writing, personal letters, e-mails, should be 250-500 words.

Apply knowledge of grammar and culture reflected in writings.

Express ideas in writing through different genres. Students should demonstrate understanding of pragmatics and cultural issues through writing according to sociocultural conventions.

Speaking-pronunciation Production of chunks of language. Able to introduce himself or herself. Speak of different topics related to everyday life basics. Able to respond to questions during short interviews. Initial development of fluency and pronunciation.

Production of more complex phrases and expressions related to different themes. Able to communicate and respond to different stimulus and situations like interview, give presentations, respond to impromptu performance showing improvement on fluency.

Production of complex phrases and improvement on fluency. Able to interact with interpersonal dialogues. Communicates in different situations: short and long interviews, phone interviews, group formal and informal discussions.

Listening Fundamentals on linguistic features to teach them how to distinguish between different phonemes. Listening to songs and short news.

Increment on listening comprehension with longer news audios, conversations, and interpretation.

Comprehension of longer audios 30 minutes or more long. Follows instructions for different role plays and discussion activities.

Vocabulary It will be addressed by units such as food, family, and safety issues.

Vocabulary regarding social interactions, participation in group conversations, parties, discussions, doctor appointments, and such.

Vocabulary will be covered based on the thematic unit and the level of complexity will depend on the context and social situation to which it is associated.

Grammar Identification of nouns, verbs, adjectives, adverbs, prepositions, and pronouns, word order, sentences’ structure, verb tenses -simple present and past, progressives, regular and irregular verbs, modals like can, comparatives

Review of the previous topics on verb to be, and increase the difficulty, with wh-questions, more complex structures with connectors, modal verbs, possessives, superlatives, future and conditionals

Fix sentences; learn about gerunds and infinitives, phrasal verbs and adjective clauses. Understanding of some rhetorical and semantic aspects.

SAMPLE SYLLABUS BICS PROGRAMSTATE UNIVERSITY FALL SEMESTER 2007ESL Reading Intermediate Course Number: 12345 Credits: 3 Section: 3

Instructor: Mariana RomeroOffice: 2105 Pearson / 152 Library Office Phone: 294 3072 / 294 3850Class Time : M-F 1 :10-2 :00 p.m. Language Dept. Phone: 294-4046Room : 306 Pearson Hall

Office Hours: Tuesdays & Thursdays 11:00 -12:00 pm E-mail: marianar@state.edu

REQUIRED MATERIALS:

World English Intro: Student Book with student CD-ROM (US)By : Martin Milner, Kristin L. Johannssen, Rebecca Tarver Chase1st Edition © 2011 ISBN-10: 1-4240-6335-3

RECOMMENDED:

Collins COBUILD Intermediate Dictionary of American English by Collins1st Edition © 2008 Level: Intermediate - High Intermediate ISBN-10: 1-4240-0776-3

COURSE DESCRIPTION

The goal of this course is to help students to consolidate their basic knowledge of the English language, with emphasis on reading, writing, speaking, and listening skills, and a solid foundation on grammar and vocabulary. Students will learn in class and out of class with authentic materials. This course prepares students to move into more advanced reading courses. It is assumed, therefore, that students registered for this class have a good command of beginning English i.e. sound system, grammar, vocabulary, and sentence structure, along with the other skills mentioned before. Students will improve their language skills by using them in and outside of the classroom to complete the tasks assigned in this course.

COURSE OBJECTIVES. By the end of this course, you should be able to:

1. Read and demonstrate comprehension of uncomplicated prose, fiction and contemporary material in English.

2. Converse in the target language on practical daily subjects and be understood by native speakers of English.

3. Write personal letters in English with complex sentences on various topics, cultural material, and everyday subjects.

4. Understand spoken English at normal speed with some repetition on a variety of selected topics in various formats.

5. Develop critical thinking skills of deduction and inference about grammar patterns and syntax in order to extract meaning from texts and verbal discourse.

6. Continue developing awareness of cultural values, beliefs, and ideologies of the U.S. culture.

7. Demonstrate proficiency through task completion and tests and quizzes as well.

COURSE REQUIREMENTS:

1. CLASS PARTICIPATION AND ATTENDANCE:

Given the interactional nature of class activities, it is imperative that you attend all scheduled classes. Since you would be unable to participate if you are not in class, then absences will affect your overall performance. A total of four absences is allowed. Further absences would each mean a one percentage point reduction in your course grade. For example: A total of 8 absences in a semester would reduce a final grade of 90% to 86%. A student will not pass this course if the total number of absences exceeds twelve. Arriving late and/ or leaving early (5 minutes or more) will also result in a lowering of your daily participation grade. The combination of three late arrivals and/ or early departures constitutes one absence. The attendance policy will be strictly enforced. The absences that you are allowed are for emergency purposes such as illness, or death in the family. These absences will still be counted as an absence. Use the absences you are allowed wisely. In the event of absence, it is the student’s responsibility to ascertain any and all work and/or material covered in the missed class, as well as to find out if there are any changes and/or additional assignments, other than those indicated on the syllabus. You must bring your textbook and daily assignments to class every day and must be prepared to participate in the class activities.

2. TASKS:

One of the objectives of this course is to prepare students for upper level courses. Upper level classes require students to be able to effectively communicate in the target language using all skills (WRSL). In order to achieve this goal, students will complete different tasks, and assignments which will require them to use language actively.

3. ASSIGNMENTS. You will be assigned to readings different kinds of stories and short essays. Listen to a variety of audios and to respond to questions asked on the topics covered by those stories and audios.

4. TESTS AND QUIZZES. There will be tests at the end of each unit. Quizzes will be given every two weeks or when the vocabulary for each section of the unit has been covered.

GRADING:

25% Tasks

25% Test and Quizzes

25% Homework and participation

25% Final Exam

The final course grade will be on a plus-minus basis according to the following scale:

A = 95-100% B = 84-86% C = 74-76% D = 64-66%

A-= 91-94% B-= 81-83% C-= 71-73% D-= 60-63%

B+= 87-90% C+= 77-80% D+= 67-70% F = 0-59%

ACADEMIC DISHONESTY

Please refer to the University’s rules concerning Academic honesty in the Student Academic Life Handbook. If any part of your work is written by someone else, corrected to the point that your work has been perfected by someone else, or if you use translators (human or machine), your actions will be considered a form of cheating and you will be given a 0 on the assignment and recommended for punishment as per the University’s policy. I offer myself to you for guidance during my office hours (or by appointment) to help you do your own work to the best of your ability. Please take advantage of the one-on-one time when in doubt.

DISABILITIES

If you have a documented disability that may affect your ability to participate full in the course or if you require special accommodations, you should contact the Disability Resources Office, 1076 Student Services Building, 294-6624.

NOTE: This is a tentative syllabus, the instructor reserves the right to make any modification at her discretion if deemed necessary.

SAMPLE LESSON PLAN BICS PROGRAM

ESL Intermediate Level

Lesson: Food

Description of the lesson

Students will learn vocabulary related to food, ordering food, discuss diets pro and cons, favorite and unusual foods.

Anticipatory Set

The class will begin answering the following questions: what is your favorite food?

What are the most unusual foods in your country?

Objectives

Students will be able to identify and use vocabulary associated to food.

Students will be able to talk about diets and order a meal.

Students will be able to comprehend count and non-count nouns and its modifiers.

Students will be able to demonstrate listening comprehension of restaurant audio.

Students will be able to express their likes and dislikes regarding food and diets.

Students will be able to understand a reading about unusual foods.

Students will be able to write their favorite recipe using the vocabulary and grammatical structures in this lesson and unit.

Activities

After the warm up discussion at the beginning of class, students preview the audio on a restaurant setting by having a brief discussion on what is their favorite restaurant and how they order there.(5min) Then the students will listen to the audio and answer questions for listening comprehension. (10 min)

Students will have to practice speaking with a restaurant setting role play. Imitating the dialog they heard before. (10 min)

Students will write their favorite recipe using the vocabulary learnt or other words if needed. (15 min) then they will share their recipes with the rest of the class. (10 min)

Students will preview the reading by comparing unusual foods from their countries. Then as homework they will read the passage and complete a reading comprehension activity; which will serve as warm up for the next day.

Addressing the Diverse Learner

The lesson starts with a warm up discussion; this addresses those students with intrapersonal intelligences. Then they have to listen and audio, this is for the audio-visual learner. Writing and reflecting on their favorite foods is for the interpersonal learner. The role play addresses the kinesthetic learner.

Material (Handout/Visual/Manipulatives/Props)

Computer with internet access, a projector, textbook, CD and CD player.

Checking for Understanding

For checking understanding will be the questions at the end of the lesson and questions during the lesson. The reading comprehension activity is another point for evaluation.

Closure

Students will hand in their recipes and have to prepare the reading as homework.

SAMPLE TASK BICS PROGRAM

Task Favorite Dish

Level: ESL intermediate

Age: 18 and above

Skills: writing,reading, listening, speaking.

Problem: You are invited to a traditional potluck; you need to prepare your favorite dish. During the potluck there will be a contest and the best dish will win. You will have to explain ingredients and preparation for your dish.

Objectives :

1. Students should be able to identify food and cooking vocabulary.

2. Students should be able to read ingredients list and procedure for recipes.

3. Students should be able to follow recipe instructions for preparing the dish they choose.

Project: Potluck Student’s Name: Dish Prepared:

Category 4 3 2 1

Introduction Student introduces himself/herself. Gives a brief explanation of origin of the dish or other information related to it except ingredients and procedure.

Student introduces himself/herself and dish name but do not give more information about the dish.

Student introduces himself/herself but does not mention any other information about the dish.

Student did not introduce herself/himself or the dish.

Student gives only the name of the dish.

Dish description Student explains clearly, with good intonation and pronunciation, ingredients and procedure to prepare the dish.

Student explains ingredients and procedure but has some problems with pronunciation or intonation. Mispronounces 3-5 words

Student tries to explain ingredients and procedure but his/her pronunciation is not clear, mispronounces 6-12 words

Student did not explain his/her dish, did not mention ingredients or procedure.

Student mispronounces more than 15 words.

Time (no more than 10 minutes)

10 minutes or less 10-15 minutes 16-18 minutes 20 minutes or more

4. Students should be able to explain in what their dish consists to the rest of the class at the potluck.

Procedure

1. Students will write their favorite recipes. Those recipes will be shared by the class, and each student will prepare a dish for a potluck. Students will copy the recipe and take it home to prepare it.

2. Students will bring the dish to a special potluck where the dish will be evaluated.

3. Students will explain their dishes. They will present their dish at the potluck and explain from what region is, what the ingredients are and how did they prepare it.

Rubric for potluck presentation

Dish Evaluation Dish:

Student:

Example:

How do you rate this food?

Very

Poor

Poor Average Good

X

Very

Good

1. Appearance of this food is…

2. Taste of this food is…

3. Overall rate of this food is…

Comments:

SAMPLE VOCABULARY QUIZ BICS PROGRAM1

Name: ______________________________________ Date: ______________ Total: ____/10p

ESL INTERMEDIATE LEVEL (BICS)

Read the following questions and circle the best answer.

1. One of the following does not belong in this food group:a. bananab. beefc. peachd. nectarinee. prune

2. The food group in question #1 is:a. Meat, Poultry, Fish, Beans, Eggs, and Nuts Groupb. Fats, Oils and Sweets Groupc. Fruit Groupd. Bread, Cereal, Rice and Pasta Groupe. Milk, Yogurt, and Cheese Group

3. What food doesn’t belong to this food group?a. chickenb. steakc. lambd. crabe. kiwi

4. The food group in question #3 is:a. Bread, Cereal, Rice and Pasta Groupb. Meat, Poultry, Fish, Beans, Eggs, and Nuts Groupc. Vegetable Groupd. Milk, Yogurt, and Cheese Groupe. Fats, Oils and Sweets Group

5. What food doesn’t belong to this food group?a. apricotb. squashc. zucchinid. potatoe. broccoli

6. The food group in question #5 is:a. Meat, Poultry, Fish, Beans, Eggs, and Nuts Groupb. Fruit Groupc. Vegetable Groupd. Fats, Oils and Sweets Groupe. Bread, Cereal, Rice and Pasta Group

7. What food doesn’t belong to this food group?a. chocolate milkb. cream cheesec. ice creamd. salad dressinge. yogurt

8. The food group in question #7 is:a. Fruit Groupb. Dairy Groupc. Vegetable Groupd. Meat, Poultry, Fish, Beans, Eggs, and Nuts Groupe. Fats, Oils and Sweets Group

9. What food doesn’t belong to this food group?a. cookiesb. candyc. sald dressingd. cherriese. butter

10. The food group in question #9 is:a. Dairy Groupb. Vegetable Groupc. Meat, Poultry, Fish, Beans, Eggs, and Nuts Groupd. Bread, Cereal, Rice and Pasta Groupe. Fats, Oils and Sweets Group

ASSESSMENT GUIDE

Students who desire to attend either the BICS or the CALP program offered at this university will take a placement test at the beginning of their programs. Once students are placed, instructors should give quizzes during the units or chapters. Summative tests should be given at the end of each chapter or unit. For the BICS program a special alternative assessment is required in the form of a task. Other forms of alternative and informal assessments are allowed to check students’ learning and understanding. In average for both programs 10 tests are expected. Students in the CALP program are required to take the

TOEFL test to exit the program and advance to upper levels. Having a variety of assessments allows students and instructors more opportunities for success. It is important to create enough opportunities given the diversity in our student body.

TEXTBOOKS

ACADEMIC-CALP PROGRAM

BOOK TITLE ISBN PUBLISHER

American Ways

978-0131500860978-0131924185 (student) Longman

Audio CD’s 978-0131933019 LongmanFocus on Grammar 2 3rd ed. 978-0131899728 PearsonFocus on Grammar 2 3rd ed. WK Book 978-0131899742 PearsonFocus on Grammar 3 3rd ed. 978-0131899841 PearsonFocus on Grammar 3 3rd ed. WK Book 978-0131899902 PearsonFocus on Grammar 4 3rd ed. 978-0131900080 PearsonFocus on Grammar 4 3rd ed. WK Book 978-0131912359 Longman

Longman Introductory Course for the TOEFL Test: Ibt(student book without answer key and CD-ROM) 978-0137135455 Longman

NorthStar 1: Listening and Speaking with Lab2nd ed. 978-0136133384 Pearson

NorthStar 2: Listening and Speaking with Lab 3rd ed. 978-0132409896 Pearson

NorthStar 3: Listening and Speaking with Lab 978-0136133179 Pearson

NorthStar 4: Listening and Speaking with MyNorthStarLab 978-0132057158 Longman

Sound Advice: A Basis for Listening 2nd ed. 978-0130813619 Longman

Understanding and Using English Grammar 978-0132333313 Pearson

Understanding and Using English Grammar WkBook 978-0132415439 PearsonWriting Academic English 4th ed. 978-0131523593 Pearson

NON-ACADEMIC –BICS PROGRAM

BOOK TITLE ISBN PUBLISHER

Linkages: A Content-Based Integrated Skills Program (College ESL)

0838439551 978-0838439555

Heinle ELT

12 American Voices: An Authentic Listening and Integrated-Skills Text 0300089600

978-0300089608

Yale University Press

World English Intro: Student Book with Student CD-ROM (US)

1-4240-6335-3 978-1-4240-6335-2

Heinle ELT

World English 1: Student Book with Student CD-ROM (US)

1-4240-6336-1 978-1-4240-6336-9

Heinle ELT

World English 2: Student Book with Student CD-ROM (US)

1-4240-6337-X 978-1-4240-6337-6

Heinle ELT

REFERENCES

1. Sample quiz for BICS program was taken from the following website: http://a4esl.org/q/h/9801/cr-nutrition.html on May 5, 2011