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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
(not level specific)
VOCABULARY
(according to the
level being taught)
COMMUNICATIVE
MESSAGE
(not level specific)
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.