ࡱ> ` ,bjbjss 2~$fffffffz^#^#^#^#z#$zD$$$$$$$$2D4D4D4D4D4D4D$EhHtXDf$$$$$XDff$$mD%%%$f$f$2D%$2D%% ;ff <$$ pP7٪^#$.;F?D0D;{H${H4 < <{Hf"?$$$%$$$$$XDXDv%$$$D$$$$zzz^#zzz^#zzzffffff Modesto Junior CollegeESL 40 Course OutlineEffective Date: 05/04/2009Printed On: 4/30/2008 8:44:53 AM I. COURSE OVERVIEW The following information is what will appear in the MJC 2008-2009 Catalog. ESL 40 - English Language 45 Unit(s) Prerequisite: Satisfactory completion of ESL 30or placement through assessment process. 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. II. LEARNING CONTEXT 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. 1. COURSE CONTENT A. REQUIRED 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, andparagraph form (m.c.) B. RECOMMENDED 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 auxiliariesfor 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 2. ENROLLMENT RESTRICTIONS Prerequisite(s): Satisfactory completion of ESL 30or placement through assessment process. 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 3. HOURS OF INSTRUCTION PER TERM Prorated Hours and Units TYPE of HOURS TERM HOURS UNITS EARNED Lecture/Discussion 87.5 5 Total Units Earned: 5 4. TYPICAL METHODS OF INSTRUCTION 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 5. TYPICAL ASSIGNMENTS 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 peoples 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 hadnt happened or could have turned out differently. Use wish, hope, and unreal conditions. 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 originalwriting 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 6. TEXTS AND OTHER READINGS A.Required Texts: Grammar Links 3, 2nd Edition, Van Zante et al, 2005 Grammar Links 3, Workbook, 2nd Edition, Van Zante et al, 2005 B. Other reading material: William Picket, At Home in Two Lands.(1991) Or equivalent, such as Penguin Readers, Level 4.  III. DESIRED LEARNING A. COURSE GOAL 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. B. STUDENT LEARNING GOALS Mastery of the following learning goals will enable the student to achieve the overall course goal. 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 andESL 40in 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 commonmodal-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 IV. METHODS OF MEASURING STUDENT PROGRESS A. FORMATIVE ASSESSMENT: 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 B. 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