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Academic English Program

CURRICULUM GUIDE FOR INSTRUCTORS

2/25/2013

Table of Contents

Curriculum Overview

I. Guiding Principles for Ongoing Curriculum Development ............................................. 1

II. Curricular Blueprint for Foundations Prep through Level 6 ............................................ 2

III. Curriculum Description .................................................................................................. 4

IV. Responsibilities of Instructors

A. Curriculum ........................................................................................................... 6

B. Assessment .......................................................................................................... 6

V. Procedures for Ongoing Curriculum Development ........................................................ 7

VI. Description of Course Documents for Instructors .......................................................... 8

VII. Course Descriptions/Syllabi .......................................................................................... 10

VIII. Proficiency Scale for Level Advancement ....................................................………...12

Level Descriptions and Overall Goals ...............................................................................14

Foundations Prep

IEPG/IEPH 006 Foundations Prep Reading……………………………………………… 19

IEPG/IEPH 007 Foundations Prep Vocabulary…………………………………………... 22

IEPG/IEPH 009 Foundations Prep Listening and Speaking……………………………… 25

Level 1

IEPG/IEPH 010 Reading and Writing 1 ..............................................................................30

IEPG/IEPH 011 Listening and Speaking 1 ......................................................................... 34

IEPG/IEPH 013 Media Lab .................................................................................................38

IEPG/IEPH 017 Practical Grammar 1 .................................................................................41

Level 2

IEPG/IEPH 020 Reading and Writing 2 ............................................................................. 48

IEPG/IEPH 021 Listening, Speaking, and Vocabulary 2 ...................................................52

IEPG/IEPH 027 Practical Grammar 2 .................................................................................56

Level 3

IEPA 030 Academic Reading and Writing 3 ...................................................................... 63

IEPA 031 Academic Listening and Speaking 3 .................................................................. 69

IEPA 033 Guided Learning .................................................................................................75

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IEPA 037 Grammar 3 ..........................................................................................................80

Level 4



IEPA 047 Grammar 4 ..........................................................................................................100

Level 5



Level 6



Electives

IEPA 005 Test Preparation: GMAT………………………………………………………. 132

IEPA 005 Test Preparation: GRE………………………………………………………….135

IEPA 005 Test Preparation: IELTS………………………………………………………..138

IEPA 008 Pronunciation and Oral Fluency ......................................................................... 141

IEPA 029 Business English .................................................................................................144

IEPA 029 The Power of Music ........................................................................................... 147

IEPA 035 Introduction to TOEFL .......................................................................................150

IEPA 039 English Through Movies .................................................................................... 153

IEPA 043 Individualized Directed Learning………………………………………………156

IEPA 049 Intermediate Vocabulary Building ..................................................................... 161

IEPA 049 English Through Drama ..................................................................................... 164

IEPA 049 Movie Making .................................................................................................... 167

IEPA 049 News and Views.................................................................................................. 170

IEPA 052 Guided Observation ............................................................................................174

IEPA 055 TOEFL Preparation ............................................................................................ 178

IEPA 057 Advanced Grammar Through Writing ............................................................... 181

IEPA 059 Advanced Vocabulary Building ......................................................................... 185

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I. Guiding Principles for Ongoing Curriculum Development

With the support of the co-curricular program, the Academic English curriculum

helps students develop the skills and strategies they need to become successful, independent language learners and prepare them to be life-long learners in the global community.

provides for learner choice and is flexible enough to meet the challenges of changing student populations and varying student needs.

has clear level goals, course objectives, and measurable learning outcomes as well as contains logical connections and articulation of skills among levels.

helps students develop intercultural skills and understanding that allow full participation in academic and social life.

provides links at all levels to the university through courses, campus services, and co-curricular activities as appropriate.

includes the use of a wide variety of technologies to enhance learning and helps students develop the technological skills they will need academically and professionally.

creates a sense of cohesion among students while respecting and caring for each individual learner.

provides students with rich, active learning experiences; relevant and engaging content; opportunities to work in diverse groups; and opportunities to deal with new ideas and different perspectives.

provides opportunities for OSU staff and students to gain intercultural skills and understanding.

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II. AE Curricular Blueprint: Foundations Prep through Level 6

A typical program follows the sequence below. FOUNDATIONS

PREP

006 Foundations Prep Reading

(6 hours)

009 Foundations Prep Listening/ Speaking

007 Foundations Prep Vocabulary

(6 hours each)

013 Media Lab

(3 hours)

Optional Elective001 Pronunciation

(3 hours)

LEVEL 1

010Reading and Writing 1

(6 hours)

011Listening, Speaking, and Vocabulary 1

(9 hours)

017Practical Grammar 1

(6 hours)

Optional Elective001 Pronunciation013 Media Lab

(3 hours)

LEVEL 2

020Reading and Writing 2

(6 hours)

021Listening, Speaking, and Vocabulary 2

(9 hours)

027Practical Grammar 2

(6 hours)

Optional Elective001 Pronunciation023 Media Lab

(3 hours)

LEVEL 3

030Academic Reading and Writing 3

(6 hours)

031Academic Listening and Speaking 3

(6 hours)

037Grammar 3

(3 hours)

033Guided Learning

(3 hours)

LEVEL 4


(6 hours)


(6 hours)

043Individualized Directed Learning*

(3 hours)

Electives005 IELTS Prep008 Pronunciation029 The Power of Music**035 TOEFL Introduction039 English thru Movies**043 IDL*047 Grammar 4049 Movie Making**049 English thru Drama**

(3-6 hours)

*043 Individualized Directed Learning is a required course for all new students at Level 4 or above. It is an elective course for continuing students at Level 4.

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**These courses are offered on a rotating basis and are not elective “fixtures.”

LEVEL 5

050Academic Reading and Writing 5***

(6 hours)

051Academic Listening and Speaking 5***

(6 hours)

Electives005 Test Preparation: IELTS035 Introduction to TOEFL039 English through Movies**043 IDL*047 Grammar 4049 Movie Making**049 English through Drama**052 Guided Observation****055 TOEFL Preparation057 Advanced Grammar through Writing059 Advanced Vocabulary Building

(6-9 hours)LEVEL 6


(6 hours)


(6 hours)

Electives005 Test Preparation: IELTS005 Test Preparation: GRE**005 Test Preparation: GMAT**043 Individualized Directed Learning*049 English through Drama**052 Guided Observation****055 TOEFL Preparation057 Advanced Grammar through Writing059 Advanced Vocabulary Building

(6-9 hours)

A total of 18 hours per week is considered full-time. Students in Levels 4-6 must choose electives in order to schedule at least 18 hours. Elective courses are 3 hours per week, with the exception of 052 Guided Observation, which is 6 hours per week.

All students at Level 3 Reading/Writing and all new students at Levels 4-6 also take IEPA 001 Orientation: American Survival, which is 1 hour per week.

Students may only be split by a single Reading/Writing or Listening/Speaking level.

*043 Individualized Directed Learning is a required course for all new students at Level 4 or above. It is an elective course for continuing students at Level 4.**These courses are offered on a rotating basis and are not elective “fixtures.”***Undergraduate Pathways-bound and Conditional Admissions students who are “split” Level 4 R/W and 5 L/S or Level 5 R/W and 4 L/S take IEPA 059.9 Academic Extensions in place of the Level 5 course.

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****052 Guided Observation is not offered in Summer term.

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III. Curriculum Description

The Academic English curriculum is a seven-level, skills-based English for Academic Purposes curriculum consisting of 18 to 24 hours of instruction per week. Foundations Prep through Level 2 curriculum focuses on the development of fundamental English language skills, while Levels 3-6 include increasingly academic content. As students progress through the levels, they have more choice in determining their courses of study.

In addition to the six- or nine-hour “core” courses in reading/writing and listening/speaking, the other components in the curriculum for Levels 1-3 include grammar and Media Lab/Guided Learning courses. (See part II Academic English Curricular Blueprint.)

The required courses offered in the first four levels are:

Foundations Prep*IEPG/IEPH 006 Foundations Prep Reading 6 hrs/wkIEPG/IEPH 007 Foundations Prep Vocabulary 6 hrs/wkIEPG/IEPH 009 Foundations Prep Listening and Speaking 6 hrs/wkIEPG/IEPH 013 Media Lab 3 hrs/wk

Level 1* IEPG/IEPH 010 Reading and Writing 1 6 hrs/wkIEPG/IEPH 011 Listening, Speaking, and Vocabulary 1 9 hrs/wkIEPG/IEPH 013 Media Lab 3 hrs/wkIEPG/IEPH 017 Practical Grammar 1 6 hrs/wk

Level 2* IEPG/IEPH 020 Reading and Writing 2 6 hrs/wkIEPG/IEPH 021 Listening, Speaking, and Vocabulary 2 9 hrs/wkIEPG/IEPH 023 Guided Learning (GL) 3 hrs/wkIEPG/IEPH 027 Practical Grammar 2 6 hrs/wk

Level 3 IEPA 001 Orientation: American Survival 1 hr/wkIEPA 030 Academic Reading and Writing 3 6 hrs/wkIEPA 031 Academic Listening and Speaking 3 6 hrs/wkIEPA 033 Guided Learning (GL) 3 hrs/wkIEPA 037 Grammar 3 3 hrs/wk

*Students enrolled in either Academic English or General English who place in Foundations Prep, Level 1, or Level 2 study in combined classes.

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New students in Levels 4 through 6 enroll in Individualized Directed Learning (IDL) and choose one three-hour elective, while returning students in the upper levels must choose two three-hour or one six-hour elective to complete their course load. They may choose to add more electives and go beyond the minimum number of hours with coordinator approval. Elective courses generally meet for three-hours per week. Some electives are a permanent part of the curriculum—e.g., Pronunciation and Oral Fluency, TOEFL Preparation, and Intermediate Vocabulary—while others are special topic courses (e.g., Movie Making, English through Drama) that vary from term to term.

The required courses offered in Levels 4 and 5 are:

Level 4 IEPA 001 Orientation: American Survival* 1 hr/wkIEPA 040 Academic Reading and Writing 4 6 hrs/wkIEPA 041 Academic Listening and Speaking 4 6 hrs/wkIEPA 043 Individualized Directed Learning (IDL)* 3 hrs/wk+ elective courses 3-6 hrs./wk

Level 5 IEPA 001 Orientation: American Survival* 1 hr/wkIEPA 050 Academic Reading and Writing 5 6 hrs/wkIEPA 051 Academic Listening and Speaking 5 6 hrs/wkIEPA 043 Individualized Directed Learning (IDL)* 3 hrs/wk+ elective courses 3-6 hrs./wk

Level 6 IEPA 001 Orientation: American Survival* 1 hr/wkIEPA 060 Academic Reading & Writing 6 6 hrs/wk*IEPA 061 Academic Listening & Speaking 6 6 hrs/wk*IEPA 043 Individualized Directed Learning (IDL)* 3 hrs/wk+ elective courses 3-6 hrs./wk

*Required for new students.

The Learning Center

The Learning Center (LC) functions as an integral part of the Academic English curriculum. It allows for increased learner choice, provides multiple options for meeting varying student needs and goals, and adds flexibility to the curriculum. In addition, the classroom curriculum is complemented by co-curricular activities and student services that create linkages to the campus and community, helping with cultural understanding and the development of cross-cultural communication skills.

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IV. Responsibilities of Instructors

A. CurriculumThe curriculum assumes that

instructors collaborate and share best practices. the highest quality of instruction results when individual instructors take responsibility to

choose, modify, and supplement course materials. effective teachers continually adapt their repertoire of methods and techniques so as to

help particular groups of students to achieve the curricular goals, course objectives, and learning outcomes.

the highest quality curriculum results when all instructors participate in the ongoing development of curricular guidelines.

B. AssessmentUniformity of learning outcomes is ensured when all students in a course are evaluated consistently. Instructors must collaborate to make certain that student performance is assessed in the same way across all sections of a course.

Inter-rater reliability is ensured by ongoing instructor collaboration using rubrics and other tools for evaluation.

All instructors help contribute to the fairness and continuity of the end of term assessments by using existing tests in the test bank. They carefully follow instructions for administering and grading these tests. If test revisions are needed, teachers work with the Assessment Committee to ensure validity and reliability in student assessment, based on Learning Outcomes.

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V. Procedures for Ongoing Curriculum Development

1. Ongoing curriculum development is the responsibility of the program coordinator team, assisted by the Curriculum Committee.

2. The Curriculum Committee consists of four instructors appointed for renewable two-year terms. The Director of Academic Programs, in consultation with the AE, GE, and Pathway Coordinators, makes appointments to the committee.

3. Annual responsibilities of the Academic English coordinator team and the Curriculum Committee include:

A. Surveying instructors and students concerning how well they believe the curriculum is serving student needs and what changes or adjustments they believe would be beneficial and responding to this feedback as necessary.

B. Reviewing the overall goals of the curriculum to ensure their continuing relevance to student needs.

C. Updating the curriculum document to ensure that it reflects current instruction in the classroom.

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VI. Description of Course Documents for Instructors

Course Documents comprise the last eight sections of the Curriculum Guide. The courses are divided into:

Foundations Prep Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Electives

The Curriculum Blueprint (part II of this Curriculum Overview) illustrates the components of the Academic English curriculum.

Each Course Document has six parts that are briefly explained below. Foundations Prep, Level 1, and Level 2 have an additional section: Course Goal.

Course DescriptionThis is a brief description of the course written for teachers. Its purpose is to communicate the essence of the course and what differentiates it from others in the level and in the same skill sequence. It also describes the academic skills that are included in the course and that form an integral part of the AE mission.

Course Objectives The objectives are framed in statements that describe what the students have to do and the conditions under which the tasks need to be accomplished. They focus on the specific types of linguistic and behavioral performance that students have to demonstrate in order to meet the objectives and pass the course. These objectives inform the instructors in formulating specific learning outcomes for their course descriptions. The methods of assessment for each course objective are detailed in Student Achievement Tasks.

Student Achievement Tasks What students have to do and how tasks are assessed are described in detail in this section of the Course Documents. Reference is made to rubrics and scoring guides that have been developed to assess students’ performances on specific tasks.

Critical Thinking Skills ContentBecause Academic English includes critical thinking as a key element of the mission statement, cognitive processes and skills correlations are defined on a chart that includes a bulleted list of skills. Although progression is based on language proficiency and critical thinking skills are not all assessed explicitly, students develop these skills through activities included in the course.

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Objectives and Assessment Correlation ChartObjectives and significant assessment tasks are correlated on the Objectives and Assessment Correlation Chart for each course. In the left column of each chart are the course objectives and across the top are the types of assessment used in that particular course. This chart allows instructors to understand the types of assessment that are used in a particular course and how different methods can be used to assess performance of the same objective.

Suggested Activities This section includes a list of activities that have been used in this course to help students acquire the skills they need to meet the course objectives. The list is not meant to be exhaustive, but rather to provide some specific suggestions for activities and spark an instructor’s creativity.

Suggested MaterialsIncluded here is a list of current and past textbooks plus supplementary materials such as audiovisual support, teacher’s manuals, workbooks, and test banks. Academic English instructors use some of their own materials that have been developed over time. These teacher-generated materials fill in gaps in the textbook content, reinforce key concepts, structure activities to make them more accessible to learners, and provide timely reviews. Instructors share materials through the Blackboard Organization site associated with each course and through the share drive.

Entry CriteriaThis section enumerates who can register for the course, showing criteria for both returning and new students when applicable.

Exit CriteriaHere the exit requirements are stated, including the achievement percentage requirement for the course as a whole and, in the case of reading/writing and listening/speaking courses, the percentage required in each of the core components.

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VII. Course Descriptions/Syllabi

During the first week of classes, instructors hand out course descriptions/syllabi, introduce the course, and answer students’ questions. Course descriptions/syllabi are standardized in multiple sections of a single course and information is included based on elements of the curriculum document for that course. Instructors need to understand the course objectives and significant assessment tasks in order to explain them to students when they present the learning outcomes portion of the course description/syllabus.

What is Included on a Course Description/Syllabus?

Instructor information (name, office, telephone #, e-mail address, office hrs.)

General course information (class days/times, textbook, other materials)

Course Description (written for a student audience, not identical to the one from the Curriculum Guide; generally two or three sentences)

Learning Outcomes (not objectives copied from the Curriculum Guide, but how performance will be assessed, written in language students can understand)

Activities (See curriculum course documents in the Curriculum Guide for examples.)

Expectations (This includes a list of standardized expectations for classroom behavior/rules/dos and don’ts, e.g., tardiness, makeup tests, and cell phone use.)

OSU Requirements Statement Regarding Students with Disabilities – See: Disability Access Services (DAS)

http://ds.oregonstate.edu/faculty/guidelines.php#beginningsyllabus Expectations for Student Conduct—See: Office of Student Conduct (OSC)

http://oregonstate.edu/studentconduct/regulations/index.php Statement regarding Academic Integrity—See: Student Conduct Mediation (SCM)

http://oregonstate.edu/admin/stucon/achon.htm

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Grading What the course grade will be based on; what the components of the grade are. Percentages/points of the components of the course grade (e.g., 25% oral presentations, 30% tests,

etc.). Whether the course uses letter grades (A, B, C, D, F) or P/NP. The Academic English Program uses the following grading scale.

Letter Grades Pass/No PassPassing Not passing93 -100% A90-92 A-88-89 B+83-87 B80-82 B-78-79 C+73-77 C

70-72 C-68-69 D+63-67 D60-62 D-0-59 F

A passing grade is an average of 73% or higher on significant assessment tasks.

73-100% P0-72 % NP

Syllabus (Includes weekly schedule with dates or weeks for major projects and assessments.)

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Proficiency Scale for Level AdvancementFoundations Prep

ReadingLevel 1

Reading & WritingLevel 2





Reading & Writing

Understand short forms, schedules, signs, timetables, leaflets, brochures, and simple sentences about personal topics.

Understand basic sound/symbol relationships and spell common sight words.

Write short S + V and S + V + O sentences with target vocabulary.

Conjugate the most frequent verbs in the simple present tense.

Understand short and simple texts about basic topics.

Understand basic sound/symbol relationships and spell basic words correctly.

Write short paragraphs with topic sentences and limited support about basic topics.

Demonstrate sufficient range and accuracy to write clear sentences.

Identify and understand the main ideas and details in simple, factual texts about everyday topics.

Describe characters and storylines in adapted novels or short stories.

Write paragraphs that include a topic sentence, supporting details, a concluding sentence, and basic connecting words.

Demonstrate sufficient range and accuracy to write clear sentences and cohesive paragraphs.

Identify and understand main ideas and important details of adapted or level-appropriate authentic fictional and non-fictional texts.

Summarize information from external sources, such as level-appropriate texts and interviews with native speakers, and incorporate it into paragraphs and multi-paragraph compositions.

Organize and develop ideas by using effective topic sentences, supporting details, and cohesive devices in paragraphs and multi-paragraph compositions.

Write clear simple, compound, and complex sentences that include a varied range of vocabulary, tenses, and aspects to convey meaning on concrete and familiar abstract topics.

Take a process approach to writing that includes note taking, outlining, drafting, revising, proofreading, formatting, and giving credit to sources.

Identify and understand main ideas, supporting details, and inferences in adapted or authentic fiction and in academic texts.

Connect authentic content to an academic thesis and summarize and paraphrase the content correctly.

State ideas clearly and support them effectively with details and examples in cohesive paragraphs within a standard academic essay.

Use vocabulary and grammar in simple, compound, and complex sentences with sufficient lexical and grammatical range and accuracy to clearly convey facts and ideas about familiar academic topics.

Conduct guided research that includes selecting appropriate sources, applying sources to an academic thesis, and citing correctly in a process essay.

Understand main ideas, supporting details, and implied meanings in authentic fiction or non-fiction texts and academic articles.

Connect authentic content to an academic thesis and summarize and paraphrase the content correctly.

Write their opinions on controversial topics, supporting their views with details, reasoned examples, and researched evidence in a documented academic essay.

Use effective vocabulary, appropriate sentence types, parallelism, coordination, and subordination in writing to clearly convey facts, ideas, and opinions about academic topics.

Conduct guided research that includes locating and selecting appropriate academic sources, analyzing source material and applying it to an academic thesis, and citing correctly in a process research paper.

Understand main ideas, supporting details, and implied meanings in authentic academic texts from a range of disciplines.

Read university-level texts critically, summarizing the author’s point of view and evaluating the strength of the author’s ideas and arguments.

Write a cohesive essay in which they express developed and supported opinions, effectively refute opposing viewpoints, and incorporate information from authentic academic sources.

Use a variety of sentence types, grammatical structures, and academic vocabulary in writing to effectively present and differentiate between ideas.

Conduct research that includes locating, evaluating, and selecting appropriate academic sources, analyzing source materials, and synthesizing information from sources to support an academic thesis in a properly referenced process research paper.

Foundations Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

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PrepListening & Speaking

Listening, Speaking, & Vocabulary

Listening, Speaking, & Vocabulary

Listening & Speaking




Understand short statements about self and survival topics.

Answer questions about self and survival topics.

Communicate using formulaic phrases; S +V and S + V +O sentences; the verbs be, have, and do in the present tense; and singular and plural forms of the most common nouns.

Demonstrate sufficiently clear pronunciation to communicate basic meanings of immediate needs (although mispronunciations frequently occur).

Understand basic phrases and sentences of slowly and clearly articulated standard English.

Use common expressions and ask and answer basic questions about everyday topics and needs.

Give brief talks that include simple descriptions and short sentences about familiar topics.

Use target vocabulary to communicate basic personal information and needs.

Demonstrate sufficient range and accuracy to communicate meaningfully in highly structured interactions.

Understand the main points of clearly articulated speech about everyday topics.

Engage in short, direct exchanges that include asking for and giving simple descriptions, directions, and opinions.

Give short talks that include descriptions of past experiences or future plans.

Use target vocabulary to describe personal experiences and give opinions.

Demonstrate sufficient range and accuracy to communicate meaningfully in semi-structured interactions.

Understand lecture and conversational input on concrete and familiar abstract that include controlled, level-adapted materials and authentic speech.

Communicate clearly in guided conversations and interview native speakers on topics of general interest.

Communicate about personal experiences, results of surveys, and interviews with native speakers in presentations.

Use vocabulary, grammar, and pronunciation with sufficient accuracy and fluency to be understood in typical classroom interactions.

Gather information from outside sources, take notes, and give proper credit to the sources.

Understand main ideas, important details, and inferred meanings of adapted and unadapted authentic academic discourse.

Engage in successful unscripted conversations and interview native speakers to collect information about academic topics.

Organize and develop ideas using discourse markers and supporting details in presentations in which they integrate information gathered from external sources and give credit appropriately.

Demonstrate sufficient language range and accuracy, including pronunciation and vocabulary, to effectively convey main ideas and supporting details about familiar academic topics.

Take a process approach to preparing and delivering academic presentations that includes note taking,

Understand main ideas, important details, and logical implications of authentic academic discourse.

Determine and evaluate points of view in academic listening material and respond effectively.

Organize, develop, and present ideas using discourse markers and supporting details in presentations in which they evaluate and incorporate information from academic sources and give credit appropriately.

Demonstrate sufficient language range and accuracy—including effective vocabulary, complex grammatical structures, and accurate pronunciation—to successfully paraphrase and interpret ideas from academic sources.

Take a process approach to preparing and delivering academic presentations that includes selecting and evaluating sources, note taking,

Understand main ideas, details, and implications of university-level listening passages and full-length lectures on a variety of academic disciplines.

Respond critically in unscripted discussions to information and arguments presented in university-level listening passages, peer presentations, and full-length lectures.

Organize, develop, and deliver effective presentations in which they evaluate and incorporate information from authentic academic sources and give credit appropriately.

Use effective vocabulary, complex grammatical structures and accurate pronunciation to summarize and elaborate on academic topics and to be understood in the university classroom.

Take a process approach to preparing and delivering academic

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selecting appropriate information, outlining, using note cards, rehearsing, and effectively using presentation software.

incorporating sources, outlining, rehearsing, and effectively using presentation software.

presentations that includes selecting and evaluating academic sources, incorporating information summaries and paraphrases, outlining, rehearsing, and effectively using presentation software.

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Level Descriptions and Overall Goals

Foundations Prep—Level Description and Overall Goals

Students who enter at Level 1 are absolute beginners. They are generally able to write few to no letters of the alphabet and have extremely limited knowledge of spelling conventions including sound/symbol relationships. Oral communication breaks down with these students, who only communicate with single words and gestures. They may have very limited literacy skills in their native language.

The goals for Foundations Prep are to help students1. Read and understand basic words, phrases, and sentences, use them appropriately in short

conversations, and be able to provide personal information on forms.2. Write the alphabet, words, and simple sentences with correct basic punctuation.3. Learn basic sound/symbol relationships.4. Improve pronunciation and vocabulary.5. Respond to simple oral and written instructions.6. Conform to basic academic classroom expectations.

Level 1 – Level Description and Overall Goals

Students who enter at Level 1 may be true or false beginners. They are generally able to write numbers and letters of the alphabet to some extent but still need basic work with the alphabet, punctuation, and spelling conventions. Having limited vocabulary, they speak and write at the word or standard phrase level. They may have very limited literacy skills in their native language.

The goals for Level 1 are to help students1. Read short, adapted texts and demonstrate comprehension by responding orally or in

writing to yes/no and simple [wh] questions.2. Write short, complete comprehensible sentences of very limited lexical and structural

range with generally correct spelling and punctuation .3. Learn basic sound/symbol relationships and use them to respond to simple oral or written

instructions.4. Participate in very brief conversations on a limited range of topics from everyday life,

with utterances usually limited to single words or phrases, including formulaic phrases used in greetings and introductions.

5. Understand and respond to basic oral or written instructions.6. Conform to basic academic expectations in American classrooms, including simple

classroom vocabulary and discourse.7. Learn the basic tools and commands in word processing.

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Students who enter Level 2 may be false beginners or at high beginning proficiency. They can generally understand and respond to simple oral or written instructions, using basic classroom vocabulary and discourse. Even though these students have much more receptive knowledge than productive skills, they can write short, complete comprehensible sentences of very limited lexical and structural range with generally correct spelling and basic punctuation. In addition, Level 2 students can participate in short conversations on a limited range of everyday topics.

The goals for Level 2 are to help students1. Expand their ability to use basic forms, functions, and vocabulary to describe a somewhat

wider range of topics from everyday life, e.g., family and educational goals, living conditions and some present or past situations.

2. Read adapted and short authentic texts, identifying main ideas and specific details.3. Produce short works of descriptive and narrative, writing from a personal perspective.4. Correct errors in mechanics and basic grammar in their own writing.5. Use appropriate question forms and gambits to engage in limited conversations about

topics from everyday life as well as make short presentations on similar topics.6. Become more familiar with academic expectations in American classrooms.


Students who enter Level 3 may range from low-intermediate to intermediate proficiency. They generally understand a question/task if it is stated slowly and/or repeated. These students can communicate in everyday situations, but may have deficiencies in one or more areas that interfere with or limit communication. For example, a student might be fluent but lack the vocabulary to express more complex ideas or may have serious pronunciation or grammar problems that may affect the specificity of oral or written communication. At this level students are ready to move from talking and writing about themselves to communicating information and opinions about other people and ideas as well as to move from concrete to more abstract subjects.

The goals for Level 3 are to help students1. Recognize the idea structure of level-adapted reading and listening material, grasping

both the main idea and significant detail.2. Clearly communicate ideas on the sentence level; produce paragraph-length groups of

related sentences—though these may not be unified or coherent—and show some ability to control multi-paragraph essays.

3. Have sufficient vocabulary and structural competence to communicate clearly on a range of familiar everyday subjects as well as very basic academic topics.

4. Engage communicatively with native speakers in context-rich, theme-dependent.5. Perform structured academic tasks such as gathering and sharing information and taking

simple notes.6. Develop some skills for future application in an academic setting such as managing time

effectively and collaborating on projects.

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Students who enter Level 4 are at the high intermediate level. They can communicate with adequate ease in casual conversations but cannot speak readily on unfamiliar topics. With the emerging skills necessary to transition into more academic content, they are ready for short, authentic lectures and longer reading texts of increasingly academic content. Although errors in grammar and pronunciation may cause miscommunication, entering Level 4 students can generally make themselves understood in both speaking and writing. They have some ability to self-correct.

The goals for Level 4 are to help students1. Read and comprehend an authentic novella or adapted novel2. Recognize the basic idea structure of near-university level reading and begin to use

strategies for rapid and efficient reading 3. Develop writing skills for future application in a university setting, including ability to

write academic essays and to use academic vocabulary, increasingly complex grammatical structures, and appropriate discourse markers

4. Begin to take effective notes on authentic listening materials and lectures5. Develop listening and speaking skills for future application in a university setting,

including participating in extended projects and collaborating on shared goals 6. Gain cultural competence and prepare for participation in the community in academic and

social endeavors7. Develop independent learning and study skills and recognize individual areas of weakness


Students who enter Level 5 generally seek familiarity with US culture and the US university system. They may possess some language skills at or near university level but may be weaker in other areas. In fact, some of them may be conditionally admitted to Oregon State University and taking one or two credit-bearing courses, either undergraduate or graduate. Able to converse comfortably in formal and informal situations, these students can resolve problems and provide explanations both orally and in writing. They can hypothesize and offer supported opinions as well as demonstrate critical thinking skills.

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The goals for Level 5 are to help students1. Recognize the basic idea structure in university level readings and use some strategies for

rapid and efficient reading.2. Clearly communicate ideas on the sentence, paragraph, and essay level

and have some ability to use academic vocabulary, complex grammatical structures and appropriate discourse markers.

3. Continue to develop reading, writing, speaking and listening skills necessary for successful academic study, which includes becoming adept at incorporating academic research results into spoken and written material.

4. Gain cultural competence and prepare for full participation in the university community in academic and social endeavors.

5. Strengthen their weak areas and/or develop compensatory strategies.6. Polish independent learning and study skills.


Some students who enter Level 6 may be university-ready in some skills but weaker in one or more areas. Others may have highly developed language skills or test scores and wish to reinforce their existing skills, either prior to university study or for other reasons. As in Level 5, some of these students may be conditionally admitted to Oregon State University and taking two or more credit-bearing courses, either undergraduate or graduate. A few students may have lower TOEFL scores than those needed to enter OSU and are studying to demonstrate proficiency in some or all skill areas for an ELI recommendation to OSU as an alternative to the TOEFL.

The goals for level 6 are to help students 1. Achieve a high level of proficiency in all skill areas of English sufficient for university

work.2. Use compensating strategies as needed.3. Comprehend the main ideas in university-level or professional lectures and texts on both

concrete and abstract subjects, especially in their own fields of study. 4. Be proficient at incorporating library research materials into written and spoken work.5. Understand US culture and US university systems.6. Demonstrate their readiness for academic work so as to support a waiver of the TOEFL

requirement if needed.

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Foundations Prep

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IEPG/IEPH 006 Foundations Prep Reading (FPR)

Course Description

In FPR, students engage in activities and projects that familiarize them with the English alphabet and the most common sight words. They learn to identify the main points and details in adapted and authentic written materials related to functioning in an English-language environment.

COURSE GOAL: Students completing FPR should be able to communicate at or above the A1 level of the Common European Framework of Reference (CEFR).

Course Objectives

By the end of the term, students will be able to:

A. understand short forms, schedules, signs, timetables, leaflets, brochures, and simple sentences about personal topics.

B. understand basic sound/symbol relationships and spell common sight words.

C. write short S + V and S + V + O sentences with target vocabulary.

D. conjugate the most frequent verbs in the simple present tense.

Student Achievement Standards

Texts used for assessing reading should be appropriate for readers who are at the A1 level of the CEFR. Writing tasks should be evaluated using rubrics, which may be supplemented with standardized examples of such or similar tasks written at the A1 level of the CEFR.

Students must demonstrate they can perform assessment tasks at the A1 level of the CEFR or above. Each assessment task and instrument should be designed so that students performing at the A1 level receive at least 73% for the task.

Assessment at the conclusion of a session is cumulative for that session.

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Student Achievement Tasks

Students are assessed using tasks such as those described below.

A. Understand short forms, schedules, signs, timetables, leaflets, brochures, and simple sentences about personal topics.

Students respond to basic questionnaires, forms, applications, true/false, and yes/no questions. Reading questions use the most basic nouns, verbs, and grammatical structures.

B. Understand basic sound/symbol relationships and spell common sight words.

On spelling and dictation tests, students demonstrate their knowledge of sound/symbol correspondence.

C. Write short S + V and S + V + O sentences with target vocabulary .

Students write short, basic sentences about personal topics that include name, age, nationality, likes/dislikes, possessions, and personal adjectives.

D. Conjugate the most frequent verbs in the simple present tense.

Students demonstrate use of correct subject-verb agreement in the present tense on tests and quizzes.

Objectives and Assessment Correlation Chart

Course Objectives


Tests & Quizzes

Reading Activities

Informal Writing

Other Activities/

Tasks

A. Understand short forms, schedules, signs, timetables, leaflets, brochures, and simple sentences about personal topics.

√ √ √

B. Understand basic sound/symbol relationships and spell common sight words.

√ √ √ √

C. Write short S + V and S + V + O sentences with target vocabulary. √ √ √

D. Conjugate the most frequent verbs in the simple present tense. √ √ √

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Suggested Activities

Vocabulary journals Flash cards Letter/word writing Dictation Spelling bees and tests

Suggested Materials

Molinsky, S. J. (2013). Foundations literacy and numeracy workbook. New York: Pearson.

Entry Criteria

Returning students: Students who enter FPR have failed to pass FPR during a previous session.

New Students: Students who are placed in FPR should be below the A1 level of the CEFR.

Exit Criteria

Students passing FPR should be able to communicate at or above the A1 level of the CEFR. This is verified through the completion of Student Achievement Tasks.

Students must complete Student Achievement Tasks with an overall average of 73% or higher in each of two consecutive sessions. In addition, their test and quiz score average must be 73% or higher in each of two consecutive sessions.

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IEPG/IEPH 007 Foundations Prep Vocabulary (FPV)

Course Description

In FPV, students engage in activities that familiarize them with the English alphabet and spelling and pronunciation conventions and acquire the use of basic function and content words. They learn to recognize and use survival vocabulary to communicate personal information and basic needs.

COURSE GOAL: Students completing FPV should be able to communicate at or above the A1 level of the Common European Framework of Reference (CEFR).

Course Objectives


A. understand basic vocabulary and phrases of survival topics.

B. reproduce letters and basic vocabulary words orally and in writing.

C. use target vocabulary to communicate on survival topics.


Texts used for assessing vocabulary should be appropriate for readers who are at the A1 level of the CEFR.



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A. Understand basic vocabulary and phrases of survival topics.

Students respond to yes/no questions and visual prompts. Questions use the most basic nouns, verbs, and grammatical structures. Visual prompts are pictures or realia of target vocabulary.

B. Reproduce letters and basic vocabulary words orally and in writing.

On spelling and vocabulary tests, students demonstrate in writing their knowledge of sound/symbol correspondence and word meaning. Orally, students demonstrate their knowledge of vocabulary through one-on-one tests with an instructor.

C. Use target vocabulary to communicate on survival topics.

Students demonstrate understanding of vocabulary on tests/quizzes through activities such as matching words with pictures, filling in the blanks from a word bank, categorizing, and listing learned vocabulary.


Course Objectives

Significant Assessment Tasks

Tests & Quizzes In-class Writing Vocabulary Exercises

Class Observation

A. Understand basic vocabulary and phrases of survival topics. √ √ √

B. Reproduce letters and basic vocabulary words orally and in writing.

√ √ √ √

C. Use target vocabulary to communicate on survival topics.

√ √ √ √

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Total Physical Response activities Letter/number/word/phrase dictation Matching Dialogues and Role-plays Drills

Suggested Materials

Molinsky, S. J., & Bliss, B. (2007). Word by word picture dictionary (2nd ed.). New York: Pearson.

Molinsky, S. J., & Bliss, B. (2005). Word by word picture dictionary: Beginning vocabulary workbook. New York: Pearson.

Entry Criteria

Returning students: Students who enter FPV have failed to pass FPV during a previous session.

New Students: Students who are placed in FPV should be below the A1 level of CEFR.

Exit Criteria

Students passing FPV should be able to communicate at or above the A1 level of the CEFR. This is verified through completion of Student Achievement Tasks.


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IEPG/IEPH 009 Foundations Prep Listening and Speaking (FPLS)

Course Description

In FPLS, students engage in activities that familiarize them with English pronunciation and conversation patterns. They learn to participate in basic conversations on self and survival using formulaic expressions, common nouns and the most frequent verbs. They also learn to understand and give basic instructions.

COURSE GOAL: Students completing FPLS should be able to function at or above the A1 level of the Common European Framework of Reference (CEFR).

Course Objectives


A. understand short statements about self and survival topics.

B. answer questions about self and survival topics.

C. communicate using formulaic phrases; S +V and S + V +O sentences; the verbs be, have, and do in the present tense; and singular and plural forms of the most common nouns.

D. demonstrate sufficiently clear pronunciation to communicate basic meanings of immediate needs (although mispronunciations frequently occur).


Materials used for assessing listening should be appropriate for listeners who are at the A1 level of the CEFR. Speaking tasks should be evaluated using rubrics, which may be supplemented with standardized examples of such or similar tasks written at the A1 level of the CEFR.


Assessment at the conclusion of a term is cumulative for that session.

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A. Understand short statements about self and survival topics.

Students listen to recordings or teacher dictations of phrases, short statements and short conversations that include vocabulary and grammar studied in thematic units. Students then complete multiple choice, true/false, and/or matching exercises.

B. Answer questions about self and survival topics.

In short conversations or role-play situations students greet others, introduce themselves, and ask and answer basic questions about immediate needs.

C. Communicate using formulaic phrases; S +V and S + V +O sentences; the verbs be , have , and do in the present tense; and singular and plural forms of the most common nouns.

Grammar is a component of all speaking tasks. Students role-play situations for communication on topics of immediate need and are evaluated on their ability to conjugate be, have, and do in the present tense.

D. Demonstrate sufficiently clear pronunciation to communicate basic meanings of immediate needs (although mispronunciations frequently occur).

Pronunciation is a component of all speaking tasks. Tasks include questions and answers regarding personal information that are commonly asked by nurses, school officials, etc.

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Course ObjectivesStudent Achievement Tasks

Tests & Quizzes Role-plays & Dialogues

Informal Class Activities

A. Understand short statements about self and survival topics. √ √ √

B. Answer questions about self and survival topics. √ √ √

C. Communicate using formulaic phrases; S +V and S + V +O sentences; the verbs be, have, and do in the present tense; and singular and plural forms of the most common nouns.

√ √ √

D. Demonstrate sufficiently clear pronunciation to communicate basic meanings of immediate needs (although mispronunciations frequently occur).

√ √ √


Responding to oral directions (e.g. Total Physical Response) Listening to audio and video recordings Dictations Dialogues and role-plays Field trips Information gaps Jazz Chants Language games

Suggested Materials

Molinsky, S. J., & Bliss, B. (2006). Foundations. (2nd ed.). New York: Pearson. Graham, C. (2000). Jazz chants old and new (2nd ed.). New York: Oxford.

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Entry Criteria

Returning students: Students who enter FPLS have failed to pass FPLS during a previous session.

New Students: Students who are placed in FPLS should be below the A1 level of the CEFR.

Exit Criteria

Students passing FPLS should be able to communicate at or above the A1 level of the CEFR. This is verified through the completion of Student Achievement Tasks.


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Level 1

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IEPG/IEPH 010 Reading and Writing 1 (RW 1)

Course Description

In RW 1, students engage in activities and projects to develop their reading and writing skills at the mid-beginning level. They learn to comprehend short and simple factual texts about basic topics. Students learn basic spelling patterns and develop simple sentence-writing skills. They also develop basic word-processing skills.

COURSE GOAL: Students completing RW 1 should be able to communicate at or above the A1+ level of the Common European Framework of Reference (CEFR).

Course Objectives


A. understand short and simple texts about basic topics.

B. understand basic sound/symbol relationships and spell basic words correctly.

C. write short paragraphs with topic sentences and limited support about basic topics.

D. demonstrate sufficient range and accuracy to write clear sentences.


Texts used for assessing reading should be appropriate for readers who are at the A1+ level of the CEFR. Writing tasks should be evaluated using rubrics, which may be supplemented with standardized examples of such or similar tasks written at the A1+ level of the CEFR.

Students must demonstrate they can perform assessment tasks at the A1+ level of the CEFR or above. Each assessment task and instrument should be designed so that students performing at the A1+ level receive at least 73% for the task.


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A. Understand short and simple texts about basic topics.

Students respond to yes/no, true/false, simple “wh”, and multiple-choice questions on tests and quizzes. Reading passages and test/quiz questions use high frequency vocabulary and basic grammatical structures.

B. Understand basic sound/symbol relationships and spell basic words correctly.

On spelling and dictation tests, students demonstrate their knowledge of sound/symbol correspondence.

C. Write short paragraphs with topic sentences and limited support about basic topics.

Students write short compositions on topics that include but are not limited to, daily routines, family, travel, customs, and food. Paragraphs must have a topic sentence and supporting details related to the main idea.

D. Demonstrate sufficient range and accuracy to write clear sentences.

Vocabulary, grammar, and fluency, including the ability to connect words together into phrases or sentences, are components of all rubrics used to assess writing tasks.

Students demonstrate understanding of vocabulary on tests through activities such as matching words with pictures or definitions, fill-in-the-blanks from a word bank, and writing original sentences using target vocabulary.

Students keep a vocabulary notebook for each topic studied in class. Students use correct basic sentence (SVO) and paragraph structure and correct basic

mechanics (indentation, capitalization, punctuation with periods and commas) on tests, quizzes, compositions, and in-class writing.

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Course Objectives


Tests & Quizzes

Reading Activities

Informal Writing

Compo-sitions

Other Activities/

Tasks

A. Understand short and simple texts about basic topics. √ √

B. Understand basic sound/symbol relationships and spell basic words correctly.

√ √ √

C. Write short paragraphs with topic sentences and limited support about basic topics.

√ √ √

D. Demonstrate sufficient range and accuracy to write clear sentences.

√ √ √ √


Read-arounds (small groups) Silent reading Pre-reading discussions Pre-reading vocabulary Reading comprehension worksheets Vocabulary journals Flash cards Writing journals Letter writing Sentence dictations Spelling bees and tests

Suggested Materials

Anderson, N. J. (2006). Active skills for reading: Book 1 (2nd ed.). Boston: Heinle. Blass, L., & Gordon, D. (2010). Writers at work: From sentence to paragraph. New York:

Cambridge. Bulter, L. (2009). New password 1: A reading and vocabulary text. New York: Pearson. Kirn, E., & Hartmann, P. (2006). Interactions 1: Reading (Silver ed.). New York: McGraw-

Hill. Pavlik, C., & Segal, M. (2006). Interactions 1: Writing (Silver ed.) New York: McGraw-Hill.

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Entry Criteria

Returning students: Students who enter RW 1 have passed RW Foundation Prep or have failed to pass RW 1 during a previous session.

New Students: Students who are placed in RW 1 should be at the A1 level of the CEFR.

Exit Criteria

Students passing RW 1 should be able to communicate at or above the A1+ level of the CEFR. This is verified through the completion of Student Achievement Tasks.


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IEPG/IEPH 011 Listening, Speaking, and Vocabulary 1 (LSV 1)

Course Description

In LSV 1, students acquire the language and cultural tools to survive in an English-speaking community at the mid-beginning level. They learn to understand and use simple language and formulaic expressions to satisfy basic needs.

COURSE GOAL: Students completing LSV 1 should be able to communicate at or above the A1+ level of the Common European Framework of Reference (CEFR).

Course Objectives


A. understand basic phrases and sentences of slowly and clearly articulated standard English.

B. use common expressions and ask and answer basic questions about everyday topics and needs.

C. give brief talks that include simple descriptions and short sentences about familiar topics.

D. use target vocabulary to communicate basic personal information and needs.

E. demonstrate sufficient range and accuracy to communicate meaningfully in highly structured interactions.


Materials used for assessing listening should be appropriate for listeners who are at the A1+ level of the CEFR. Speaking tasks should be evaluated using rubrics, which may be supplemented with standardized examples of such or similar tasks written at the A1+ level of the CEFR.



36



A. Understand basic phrases and sentences of slowly and clearly articulated standard English.

Students listen to recordings or teacher dictations of short statements and conversations that include vocabulary and grammar studied in thematic units. Students then complete multiple choice, true/false, and/or matching exercises.

B. Use common expressions and ask and answer basic questions about everyday topics and needs.

In informal conversations or role-play situations, students greet others, introduce themselves, and ask and answer basic questions about everyday topics.

As directed by the instructor, students engage in a conversation test with a partner. Prior to the test, students are given a set of questions that elicit content knowledge, vocabulary, and structures covered in the course. The conversation may be recorded for assessment purposes. (Note: If there is another section of the course taught by a different instructor, instructors are encouraged to assess students in another section.)

C. Give brief talks that include simple descriptions and short sentences about familiar topics.

Students prepare and deliver talks on topics studied in class.

D. Use target vocabulary to communicate basic personal information and needs.

Vocabulary is a component of all rubrics used to assess speaking tasks. Tasks include talks and a conversation test.

Vocabulary is assessed through tests and quizzes.

E. Demonstrate sufficient range and accuracy to communicate meaningfully in highly structured interactions.

Vocabulary, grammar, pronunciation, and fluency, including the use of simple cohesive devices, are components of all rubrics used to assess speaking tasks.

Grammar may also be assessed through tests and quizzes.

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Course Objectives


Tests & Quizzes

Listening Activities Talks Conver-

sation Test

Other Activities/

Tasks

A. Understand basic phrases and sentences of slowly and clearly articulated standard English.

√ √ √ √

B. Use common expressions and ask and answer basic questions about everyday topics and needs.

√ √

C. Give brief talks that include simple descriptions and short sentences about familiar topics.

√

D. Use target vocabulary to communicate basic personal information and needs.

√ √ √ √

E. Demonstrate sufficient range and accuracy to communicate meaningfully in highly structured interactions.

√ √ √ √


Responding to oral directions (e.g. Total Physical Response) Introducing selves and others Listening to audio and video recordings Asking and answering questions with native-speaking conversants Dictations Conversations and role-plays Oral presentations Field trips Information gaps Jazz Chants Language games

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Suggested Materials

Oxenden, C., & Latham-Koenig, C. (2008). American English file 1. New York: Oxford. Saslow, J., & Ascher, A. (2012). Top notch 1 with activebook and myEnglishlab (2nd ed.).

New York: Pearson. Saumell, M. V., & Birchley, S. L. (2011). English in common 1 with activebook. New York:

Pearson.

Entry Criteria

Returning students: Students who enter LSV 1 have passed LSV Foundation Prep or have failed to pass LSV 1 during a previous session.

New Students: Students who are placed in LSV 1 should be at the A1 level of the CEFR.

Exit Criteria

Students passing LSV 1 should be able to communicate at or above the A1+ level of the CEFR. This is verified through the completion of Student Achievement Tasks.

Students must complete Student Achievement Tasks with an overall average of 73% or higher in two consecutive sessions. In addition, their test and quiz score average must be 73% or higher in two consecutive sessions.

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IEPG/IEPH 013 Media Lab

Course Description

In Media Lab, students develop independent learning and language acquisition strategies, including goal-setting and self-monitoring. Guided by instructors, they use various forms of media to improve specific language skills. Students focus on compensating for gaps in skills and on other individual needs. Classes meet in the Learning Center.

Course Objectives


A. assess their own English skills to set at least three language-learning goals.

B. successfully complete self-selected and instructor-selected activities specific to their goals.

C. record their activities and evaluated their progress in reaching their goals.

D. demonstrate effective use of time and resources in the Learning Center.

E. demonstrate basic computer skills competency (such as the ability to type properly, search the Internet, email, etc.).


To pass the course, students must complete Student Achievement Tasks with an overall average of 73% or higher.



A. Assess their own English skills to set at least three language-learning goals.

At the beginning of a session, students identify three skills that are the most important for them to improve. They prioritize these skills by ranking them in order of importance.

In conferences with the instructor, students may reassess their needs and revise their goals if needed. The instructor may consult with the students’ other instructors to advise them accordingly.

B. Successfully complete self-selected and instructor-selected activities specific to their goals.

At the beginning of a session, students receive Learning Center resource lists that align with their respective goals. Students and the instructor work together to select appropriate materials and activities.

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C. Record their activities and evaluate their progress in meeting their goals.

At the end of every class meeting, students record and evaluate the materials they used and/or the activities they did in a Learning Log. They comment on their progress based on self-assessment tools incorporated into materials, as well as feedback from the instructor, writing and pronunciation tutor (WRAP), and conversant. Students also set a plan of action for the next class meeting.

D. Demonstrate effective use of time and resources in the Learning Center.

Students must complete a Learning Log entry for at least 73% of all class meetings. Students receive feedback from the instructor via the Learning Log and conferences

regarding how effectively lab time and resources are being used. Students evaluate their own use of lab time and materials and/or activities in every

Learning Log entry.

E. Demonstrate basic computer skills competency (such as the ability to type properly, search the Internet, email, etc.).

Students use keyboarding programs and record their progress. Students demonstrate other basic computer skills by performing tasks during every class

meeting.


Course ObjectivesStudent Achievement Tasks

Student-Instructor “Contract” Learning Log Attendance & In-

class Activities

A. Assess their own English skills to set at least three language-learning goals. √

B. Successfully complete self-selected and instructor-selected activities specific to their goals.

√ √

C. Record their activities and evaluate their progress in meeting their goals. √

D. Demonstrate effective use of time and resources in the Learning Center. √

E. Demonstrate basic computer skills competency (such as the ability to type properly, search the Internet, email, etc.).

√

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Suggested ActivitiesActivities vary according to individual needs, but are likely to include

Participating in a conversation group with a native speaker Meetings with a WRAP Completing language and keyboarding exercises on a computer Reading Playing communicative or language-related board games Watching and discussing films and television shows with a native speaker

Suggested Materials

Refer to the Learning Center’s resource lists for Media Lab.

Entry Criteria

Entry is dependent upon enrollment in an LSV course.

Exit Criteria

Students must complete Student Achievement Tasks with an overall average of 73% and attend at least 73% of class meetings.

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IEPG/IEPH 017 Practical Grammar 1 (PG 1)

Course Description

In PG 1, students engage in the receptive and productive use of basic grammatical structures at the mid-beginning level. Grammatical structures are introduced in meaningful discourse, illustrated through frequently used lexical items, and practiced via traditional exercises and communicative activities. Since this course is taught in conjunction with the corresponding LSV and RW courses, the scope of structures and activities of PG 1 are subject to change in order to support the syllabus and activities in LSV 1 and RW 1.

COURSE GOAL: Students completing PG 1 should have command of the structures necessary to communicate at the A1+ level of the Common European Framework of Reference (CEFR).

Course Objectives


A. identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions) in simple sentences.

B. construct pattern 1 and 2 simple sentences and identify their constituents (subjects, verbs, complements).

C. recognize inaccurate use of structures studied in the course and change a word or short phrase so that the structure is used correctly.

D. use selected structures correctly in level-appropriate speaking activities.

E. use selected structures and basic sentence mechanics correctly in level-appropriate writing activities.

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Scope of Structures

Structures covered in this course may include the following:

Parts of speech and their functions in sentences

o Nouns singular plural possessive count/non-count

o Verbs be (present and past) simple present present progressive imperative modal-like constructions (can, like to, want to, etc.) simple past

o Adjectives comparative possessive

o Adverbs adverbs of frequency

o Pronouns personal (subject, object, possessive) demonstrative (this, that, these, those)

o Prepositions location time

o Conjunctions and, but, or for joining words and phrases

There is/There are…

Yes/No questions, Wh- questions

Formulaic phrases (the most commonly used in everyday speech)

Simple sentence patterns and their constituents

1. Subject + linking verb + subject complement (adjective) Cats are furry.

2. Subject + linking verb + subject complement (noun) Cats are animals.

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Texts used for assessing grammar should be appropriate for students who are at the A1+ level of the CEFR. Speaking and writing tasks should be evaluated using rubrics, which should be supplemented with standardized examples of such or similar tasks written at the A1+ level of the CEFR.

Students must demonstrate they can perform assessment tasks at the A1+ level of the CEFR or above. Each assessment task and instrument should be designed so that students performing at the A1+ level or above receive at least 73% for the task.




A. Identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions) in simple sentences.

Students do in-class exercises and homework, participate in classroom speaking exercises using major parts of speech, and write complete sentences using and identifying the major parts of speech in in-class exercises and writing tests.

Students take quizzes in which they list parts of speech and show they can find different parts of speech—nouns, verbs, adjectives, adverbs, pronouns, prepositions, and coordinating conjunctions—in simple sentences.

B. Construct pattern 1 and 2 simple sentences and identify their constituents (subjects, verbs, complements).

Students produce grammatically correct sentences using the major parts of speech in Pattern 1 and Pattern 2 constructions about their home, family, habits, likes, dislikes, and abilities. Students demonstrate this ability in in-class writing exercises, quizzes, and writing tests.

C. Recognize inaccurate use of structures studied in the course and change a word or short phrase so that the structure is used correctly.

Students identify and correct mistakes in in-class exercises, homework exercises, and short compositions of two or three sentences.

D. Use selected structures correctly in level-appropriate speaking activities.

Assessed informally through in-class speaking activities. Assessed formally through an interview. Students are interviewed individually or in pairs.

The interviewer asks questions or makes statements designed to elicit the structures covered in the course. Students are informed beforehand about the topics of the interview and the structures the interviewer will be listening for. The interview may be recorded for assessment purposes. (Note: If there is another section of the course taught by a different instructor, instructors are encouraged to assess students in another section.)

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E. Use selected structures and basic sentence mechanics correctly in level-appropriate writing activities.

Students write in-class exercises, homework exercises, and short compositions of two or three sentences. Compositions are assessed on their accuracy in the use of the assigned structures and basic sentence mechanics.

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Course Objectives


Written Tests Quizzes Speaking

Activities

Oral Proficiency Interview

In-class Exercises & Homework

A. Identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions) in simple sentences.

√ √ √

B. Construct pattern 1 and 2 simple sentences and identify their constituents (subjects, verbs, complements).

√ √ √


√ √ √


√ √

E. Use selected structures and basic sentence mechanics correctly in level-appropriate writing activities.

√ √ √


Grammar & vocabulary explanations Textbook exercises (listening, speaking, reading, and writing) Various in-class activities, including games Various homework assignments, including the grammar & vocabulary journal Short oral presentations & interviews Weekly quizzes & session tests

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Suggested Materials

Korey-O’Sullivan, K. (2007). Grammar connection 1: Structure through content. New York: Thomson-Heinle.

Schoenberg, I. (2012). Focus on grammar 1. New York: Pearson. Bliss, B. (2005). Word by word. New York: Pearson.

Entry Criteria

Returning students: Students who enter PG 1 have failed to pass PG 1 during a previous session.

New Students: Students who are placed in PG 1 should be at the A1 level of the CEFR.

Exit Criteria

Students passing PG 1 should have command of the structures necessary to communicate at the A1+ level of the CEFR. This is verified through the completion of Student Achievement Tasks.

Students must complete Student Achievement Tasks with an overall average of 73% or higher in two consecutive sessions. In addition, their test and quiz score average must be 73% or higher in two consecutive sessions.

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Level 2

49

IEPG/IEPH 020 Reading and Writing 2 (RW 2)

Course Description

In RW 2, students engage in activities and projects to develop their reading and writing skills at the high-beginning level. They learn to comprehend simple, factual texts about everyday topics, and they read adapted fiction. Students continue to develop their sentence-level writing skills as they begin to write paragraphs about familiar topics. They also learn the basic elements of composition writing.

COURSE GOAL: Students completing RW 2 should be able to communicate at or above the A2+ level of the Common European Framework of Reference (CEFR).

Course Objectives


A. identify and understand the main ideas and details in simple, factual texts about everyday topics.

B. describe characters and storylines in adapted novels or short stories.

C. write paragraphs that include a topic sentence, supporting details, a concluding sentence, and basic connecting words.

D. demonstrate sufficient range and accuracy to write clear sentences and cohesive paragraphs.


Texts used for assessing reading should be appropriate for readers who are at the A2+ level of the CEFR. Writing tasks should be evaluated using rubrics, which may be supplemented with standardized examples of such or similar tasks written at the A2+ level of the CEFR.



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A. Identify and understand the main ideas and details in simple, factual texts about everyday topics.

On tests, quizzes, and reading assignments, students demonstrate they can choose or write down main ideas and details from short adapted readings with high-frequency vocabulary.

B. Describe characters and storylines in adapted novels or short stories.

Questions about characters and storylines may be the subject of quizzes, in-class writing, journal entries, and reading assignments.

C. Write paragraphs that include a topic sentence, supporting details, a concluding sentence, and basic connecting words.

Students regularly write on everyday topics in journals and receive feedback from the instructor. Journal entries are assessed primarily on content.

Students write multiple drafts of paragraph compositions about topics related to topics studied in class. Each draft is assessed using a rubric that includes content, development, and use of connecting words.

D. Demonstrate sufficient range and accuracy to write clear sentences and cohesive paragraphs.

Vocabulary, grammar, and fluency, including the ability to connect sentences together into paragraphs, are components of all rubrics used to assess writing tasks.

Vocabulary is also assessed through tests and quizzes.

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Course Objectives


Tests & Quizzes

Reading Activities

Informal Writing

Compo-sitions

Other Activities/

Tasks

A. Identify and understand the main ideas and details in simple, factual texts about everyday topics.

√ √

B. Describe characters and storylines in adapted novels or short stories.

√ √ √

C. Write paragraphs that include a topic sentence, supporting details, a concluding sentence, and basic connecting words.

√ √ √

D. Demonstrate sufficient range and accuracy to write clear sentences and cohesive paragraphs.

√ √ √


Discussions Listening activities Grammar exercises Oral summaries Written paraphrasing Journal writing Answering questions Games and crossword puzzles Role-plays Watching video clips Predicting stories

Suggested Materials

Butler, L. (2009). New password 3: A reading and vocabulary text (2nd ed.). New York: Pearson.

Hogue, A. (2007) First steps in academic writing (2nd ed.). New York: Pearson. Robin hood (2nd ed.). (2008). New York: Penguin Readers.

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Entry Criteria

Returning students: Students who enter RW 2 have passed RW 1 or have failed to pass RW 2 during a previous session.

New Students: Students who are placed in RW 2 should be at the A1+ level of the CEFR.

Exit Criteria

Students passing RW 2 should be able to communicate at or above the A2+ level of the CEFR. This is verified through the completion of Student Achievement Tasks.


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IEPG/IEPH 021 Listening, Speaking, and Vocabulary 2 (LSV 2)

Course Description

In LSV 2, students learn to speak and understand English at the high-beginning level. They are able to communicate with native speakers who are used to speaking with non-native speakers and to comprehend short, structured discourse. Students learn how to engage in simple conversations about topics such as family, local geography, shopping, employment, timetables, and personal goals. As they take part in conversations, students also learn and use everyday English vocabulary. Students give short talks and participate in pair and group work typical of American classrooms.

COURSE GOAL: Students completing LSV 2 should be able to communicate at or above the A2+ level of the Common European Framework of Reference (CEFR).

Course Objectives


A. understand the main points of clearly articulated speech about everyday topics.

B. engage in short, direct exchanges that include asking for and giving simple descriptions, directions, and opinions.

C. give short talks that include descriptions of past experiences or future plans.

D. use target vocabulary to describe personal experiences and give opinions.

E. demonstrate sufficient range and accuracy to communicate meaningfully in semi-structured interactions.


Materials used for assessing listening should be appropriate for listeners who are at the A2+ level of the CEFR. Speaking tasks should be evaluated using rubrics, which may be supplemented with standardized examples of such or similar tasks written at the A2+ level of the CEFR.



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A. Understand the main points of clearly articulated speech about everyday topics.

Students listen to recordings or teacher dictations of short statements, conversations, and short lectures studied in thematic units. Students then answer questions (matching, multiple choice, true/false, and/or short answer) about main ideas, details, and context.

B. Engage in short, direct exchanges that include asking for and giving simple descriptions, directions, and opinions.

Students regularly respond to and ask simple questions about everyday topics and begin to use language to continue a conversation (such as How about you? and What do you think?).

As directed by the instructor, students engage in a conversation test with a partner. Immediately prior to the test, students are given a set of questions that elicit content knowledge, vocabulary, and structures covered in the course. The conversation may be recorded for assessment purposes. (Note: If there is another section of the course taught by a different instructor, instructors are encouraged to assess students in another section.)

C. Give short talks that include descriptions of past experiences or future plans.

Students prepare and deliver talks on familiar topics. For at least one talk, the students use information gathered from short, structured interviews with native speakers.

D. Use target vocabulary to describe personal experiences and give opinions.

Vocabulary is a component of all rubrics used to assess speaking tasks. Tasks include talks and a conversation test.

Vocabulary is also assessed through tests and quizzes.

E. Demonstrate sufficient range and accuracy to communicate meaningfully in semi-structured interactions.

Vocabulary, grammar, pronunciation, and fluency are components of all rubrics used to assess speaking tasks.

Grammar may also be assessed through tests and quizzes.

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Course Objectives


Tests & Quizzes

Listening Activities Talks Conver-

sation Test

Other Activities/

Tasks

A. Understand the main points of clearly articulated speech about everyday topics.

√ √

B. Engage in short, direct exchanges that include asking for and giving simple descriptions, directions, and opinions.

√ √

C. Give short talks that include descriptions of past experiences or future plans.

√

D. Use target vocabulary to describe personal experiences and give opinions.

√ √ √ √

E. Demonstrate sufficient range and accuracy to communicate meaningfully in semi-structured interactions.

√ √ √ √


Responding to oral directions (e.g. Total Physical Response) Listening to audio and video recordings Asking and answering questions with native-speaking conversants Interviewing native speakers for presentations Taking notes while listening Dictations Conversations and role-plays Oral presentations Field trips Information gaps Jazz Chants Language games Information gaps Self-study activities Pair and group work

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Suggested Materials

Oxenden, C., & Latham-Koenig, C. (2008). American English file 2. New York: Oxford. Saslow, J., & Ascher, A. (2012). Top notch 2 with activebook and myEnglishlab (2nd ed.).

New York: Pearson.

Entry Criteria

Returning students: Students who enter LSV 2 have passed LSV 1 or have failed to pass LSV 2 during a previous session.

New Students: Students who are placed in LSV 2 should be at the A1+ level of the CEFR.

Exit Criteria

Students passing LSV 2 should be able to communicate at or above the A2+ level of the CEFR. This is verified through the completion of Student Achievement Tasks.


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IEPG/IEPH 027 Practical Grammar 2 (PG 2)

Course Description

In PG 2, students engage in the receptive and productive use of basic grammatical structures at the high-beginning level. Grammatical structures are introduced in meaningful discourse, illustrated through frequently used lexical items, and practiced via traditional exercises and communicative activities. Since this course is taught in conjunction with the corresponding LSV and RW courses, the scope of structures and activities of PG 2 are subject to change in order to support the syllabus and activities in LSV 2 and RW 2.

COURSE GOAL: Students completing PG 2 should have command of the structures necessary to communicate at the A2+ level of the Common European Framework of Reference (CEFR).

Course Objectives


A. identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions, coordinating conjunctions) in simple and compound sentences.

B. construct pattern 1, 2, 3, and 4 simple sentences and identify their constituents (subjects, verbs, complements, direct objects).

C. recognize inaccurate use of structures studied in the course and change a word or short phrase so that the structure is used correctly.

D. use selected structures correctly in level-appropriate speaking activities.

E. Use selected structures and sentence mechanics correctly in level-appropriate writing activities.

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Scope of Structures

Structures covered in this course may include the following:

Parts of speech and their functions in sentences

o Nouns singular plural possessive count/non-count

o Articles: a, an, the

o Verbs be (past) simple present (review) present progressive simple past (regular and irregular) past with “used to” future (will, going to) imperative modals (polite questions, will/going to)

o Adverbs: first, then, after, later for narrating past events

o Adjectives demonstrative comparative superlative

o Pronouns personal (subject, object, possessive) demonstrative (this, that, these, those)

o Prepositions location time

o Conjunctions and Transitions and, but, or, so “first”, “then”, “after”, and “later”


1. Subject + linking verb + subject complement (adjective) Cats are furry.

2. Subject + linking verb + subject complement (noun) Cats are animals.

3. Subject + verb (intransitive) Cats sleep.

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4. Subject + verb (transitive) + direct object Cats eat fish.


Texts used for assessing grammar should be appropriate for students who are at the A2+ level of the CEFR. Writing tasks should be evaluated using rubrics, which should be supplemented with standardized examples of such or similar tasks written at the A2+ level of the CEFR.

Students must demonstrate they can perform assessment tasks at the A2+ level of the CEFR or above. Each assessment task and instrument should be designed so that students performing at the A2+ level or above receive at least 73% for the task.




A. Identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions, coordinating conjunctions) in simple and compound sentences.

Students identify parts of speech in simple sentences in class discussions and written exercises, tests, and quizzes.

Students identify parts of speech in sentences in a paragraph pertaining to the topics in LSV and RW classes.

Students listen to a recording or watch a video with subtitles, write down the words they hear, and name the parts of speech in that context. Students may listen or watch multiple times.

Students listen to songs while reading the lyrics and then identify parts of speech in the lyrics.

Students read comic strips and identify the parts of speech. Students take quizzes and exams in which they label parts of speech in simple and

compound sentences.

B. Construct pattern 1, 2, 3, and 4 simple sentences and identify their constituents (subjects, verbs, complements, direct objects).

Students listen to a story and write the ending. Students ask one another questions that encourage the production of the simple sentences. Students are required to use all four of the sentence types in writing a short paragraph on

a topic studied in RW class.

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Students participate with the instructor in editing a model paragraph with structural errors.

Students edit a paragraph on the whiteboard or Starboard. Students edit one another’s simple sentences that include structures studied in the course

that are inaccurate in form or use and change a word or short phrase so that the structures are used correctly.

Games are played in which the students find grammatical mistakes for points. On tests and quizzes, students edit simple sentences that include structures studied in the

course that are inaccurate in form or use and change a word or short phrase so that the structures are used correctly.

Students read a paragraph from their RW class and write what comes next in the story using their imagination.

Students listen to a narration of a story and then write the ending. Students read a news story, identify the sentence mechanics, and write their own news

story.


Student give talks in which they tell a story about their lives to describe their home country, their future plans, and past experiences. These talks may be recorded for assessment purposes.

Students are assessed informally through in-class speaking activities. Students are assessed formally through interviews. Students are interviewed individually

or in pairs. The interviewer asks questions or makes statements designed to elicit the structures covered in the course. Students are informed beforehand about the topics of the interview and the structures the interviewer will be listening for. The interview may be recorded for assessment purposes. (Note: If there is another section of the course taught by a different instructor, instructors are encouraged to assess students in another section.)


Students read a paragraph from their RW class and write what comes next in the story using their imagination.

Students listen to a narration of a story and write the ending. Students complete comic strips with correct grammar structures. Students write a personal narrative in which they describe their home country, future

plans, and past experiences.

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Course Objectives


Written Tests Quizzes Speaking

Activities

Oral Proficiency Interview

In-class Exercises & Homework


√ √ √

B. Construct pattern 1, 2, 3, and 4 simple sentences and identify their constituents (subjects, verbs, complements, direct objects).

√ √ √


√ √ √


√ √


√ √ √


Grammar & vocabulary explanations Textbook exercises (listening, speaking, reading, and writing) Various in-class activities, including games Various homework assignments, including the grammar & vocabulary journal Short oral presentations & interviews Weekly quizzes & session tests

Suggested Materials

Schoenberg, I. (2012). Focus on grammar 2. New York: Pearson.

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Entry Criteria

Returning students: Students who enter PG 2 have passed PG 1 or have failed to pass PG 2 during a previous session.

New Students: Students who are placed in PG 2 should be at the A1+ level of the CEFR.

Exit Criteria

Students passing PG 2 should have command of the structures necessary to communicate at or above the A2+ level of the CEFR. This is verified through the completion of Student Achievement Tasks.


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Level 3

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IEPA 030 Academic Reading and Writing 3

Course Description

In IEPA 030, students take their first steps toward academic English. They begin to read beyond the textbook in either abridged novels or adapted articles. Students move from writing about themselves to writing about the experiences and perspectives of others. They perform limited, structured academic tasks such as gathering and reporting information from interviews with native speakers and level-appropriate texts. Students are introduced to the academic writing process and practice skills such as annotating text, outlining, and summarizing.

Course Objectives


A. identify and understand main ideas and important details of adapted or level-appropriate authentic fiction and non-fiction texts.

B. summarize information from external sources, such as level-appropriate texts and interviews with native speakers, and incorporate it into paragraphs and multi-paragraph compositions.

C. organize and develop ideas by using effective topic sentences, supporting details, and cohesive devices in paragraphs and multi-paragraph compositions.

D. write simple, compound, and complex sentences with sufficient range and accuracy to clearly convey meaning on concrete and familiar abstract topics.

E. take a process approach to writing that includes note taking, outlining, drafting, revising, proofreading, formatting, and giving credit to sources.

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A. Identify and understand main ideas and important details of adapted or level-appropriate authentic fiction and non-fiction texts.

Students read a variety of adapted or level-appropriate authentic fiction and non-fiction both in class and as homework. They develop the ability to identify and understand main ideas and important details through structured activities by learning such skills as skimming, scanning, annotating, highlighting/underlining, note-taking, and using graphic organizers.

Students demonstrate their skills through graded tasks in class and assigned as homework and by completing items on tests and quizzes.

B. Summarize information from external sources, such as level-appropriate texts and interviews with native speakers, and incorporate it into paragraphs and multi-paragraph compositions.

As part of in-class and out-of-class work, students obtain information from external sources, including level-appropriate texts and interviews with native speakers. They learn to summarize information from these sources through activities assigned in class and as homework and then to incorporate those summaries into paragraphs and multi-paragraph compositions. As part of this objective, students learn strategies to avoid plagiarism.

Students demonstrate their ability to summarize information from external sources through graded in-class and homework tasks, process writing assignments, and tests and quizzes. Multi-paragraph writing on process writing assignments and tests is graded according to a rubric.

C. Organize and develop ideas by using effective topic sentences, supporting details, and cohesive devices in paragraphs and multi-paragraph compositions.

Through completion of tasks during class and assigned as homework, students learn to create effective topic sentences and to support them with details. They also develop organization skills such as working from known to unknown or from general to specific information, and they learn to connect ideas with appropriate cohesive devices.

Students demonstrate their ability to organize and develop their ideas in paragraphs and multi-paragraph compositions on graded in-class and homework tasks, process writing assignments, and tests and quizzes. Multi-paragraph writing on process writing assignments and tests is graded according to a rubric.

D. Write simple, compound, and complex sentences with sufficient range and accuracy to clearly convey meaning on concrete and familiar abstract topics.

Students develop the ability to write a variety of simple, compound, and complex sentences and improve their skills through in-class and homework assignments. They learn to use lexical and grammatical range and accuracy to produce sentences about both concrete and familiar abstract topics that are meaningful and that avoid repetition.

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Students demonstrate their ability to write effective sentences on graded in-class and homework tasks, process writing assignments, and tests and quizzes. Sentence variety and lexical and grammatical range and accuracy are graded on process writing assignments and tests according to a rubric.

F. Take a process approach to writing that includes note taking, outlining, drafting, revising, proofreading, formatting, and giving credit to sources.

Students produce a group/individual process paper as a culminating project. Student groups develop survey questions and interview native English speakers about their topic; the instructor helps them identify appropriate sources and they take notes on the interviews that they conduct. After they have collected information in groups, students create thesis statements and outlines for individual compositions that will incorporate their research. Students produce a first draft of the process paper that is peer-reviewed and then proofread and improve their papers to produce a word-processed second draft that is formatted according to specific guidelines, including giving credit to sources. The instructor gives global and local feedback on students’ second draft, and students make further revisions to produce a final draft of the process paper.

All steps of the writing process are scored, and second and final drafts of the paper are graded according to a rubric.

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Critical Thinking Skills Content

Cognitive Processes Skills Used

Remembering

recalling identifying the five Ws identifying main ideas and important details sequencing the order of events recognizing simple, compound, and complex sentences

Understanding

discussing rephrasing developing ideas providing examples drawing conclusions explaining relationships between ideas (e.g. causes and effects) comparing and contrasting classifying inferring summarizing

Applying

applying concepts to their own lives predicting interviewing reporting writing simple, compound, and complex sentences using coordinating and subordinating conjunctions using target vocabulary using target grammar structures using appropriate cohesive devices

Analyzing

distinguishing main ideas from details determining points of view outlining diagraming sentences classifying parts of speech distinguishing independent from dependent clauses

Evaluating selecting information to use

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Course Objectives


Tests & Quizzes

Graded Reading

Tasks

Graded Writing Tasks

Process Paper

A. Identify and understand main ideas and important details of adapted or level-appropriate authentic fictional and non-fictional texts.

√ √

B. Summarize information from external sources, such as level-appropriate texts and interviews with native speakers, and incorporate it into paragraphs and multi-paragraph compositions.

√ √ √

C. Organize and develop ideas by using effective topic sentences, supporting details, and cohesive devices in paragraphs and multi-paragraph compositions.

√ √ √

D. Write clear simple, compound, and complex sentences that include a varied range of vocabulary, tenses, and aspects to convey meaning on concrete and familiar abstract topics.

√ √ √

E. Take a process approach to writing that includes note taking, outlining, drafting, revising, proofreading, formatting, and giving credit to sources.

√

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Reading comprehension exercises and worksheets Pre-reading activities such as accessing background information, developing vocabulary, and

small group discussions Guided reading questions (for abridged novels) Small group work based on reading comprehension exercises and guided reading questions Post-reading discussions Audio CD listening of readings in the textbook Journal writing (both in class and on assignments) Interviews of native speakers and other international students for integrated projects Sharing of notes from project interviews Organization of interview notes for compositions Composition writing Composition self-evaluation Revision of compositions based on self-evaluation and teacher feedback Vocabulary charts (individual charts that lead to class vocabulary lists)

Suggested Materials

NorthStar Reading and Writing, Intermediate (2nd ed.)—student text, writing activity book, DVD, text website

Composition Practice, Book 3 (3rd. ed.) The Multicultural Workshop, Book 2 The Street Lawyer (Penguin Readers—abridged novel) News for You Teacher-generated handouts

Entry Criteria

Returning Students: Placement based on successful completion of IEPG/H 020 or a failing grade (C- or lower) in IEPA 030 the previous term

New Students: Placement based on new student testing criteria

Exit Criteria

To exit this course, students must demonstrate competency by scoring a combined total of at least 73% on graded assessment activities. In addition, students must earn an average of at least 73% on reading tests and writing tests.

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IEPA 031 Academic Listening and Speaking

Course Description

In IEPA 031 Academic Listening and Speaking, students work on increasing their fluency. They begin to perform limited academic tasks and report data and findings that move beyond speaking about themselves to relating others’ experiences. Small group projects are the focus for interviewing, surveying, and reporting in structured presentations. Students are introduced to the academic skills of gathering sources, note taking, outlining, summarizing, collaborating, and presenting.

Course Objectives


A. understand lecture and conversational input on concrete and familiar abstract topics that include controlled, level-adapted materials and authentic speech.

B. communicate clearly in guided conversations and interview native speakers on topics of general interest.

C. communicate about personal experiences, results of surveys, and interviews with native speakers in presentations.

D. use vocabulary, grammar, and pronunciation with sufficient accuracy and fluency to be understood in typical classroom interactions.

E. gather information from outside sources, take notes, and give proper credit to the sources.

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A. Understand l ecture and conversational input on concrete and familiar abstract topics that include controlled, level-adapted materials and authentic speech.

Students listen to a variety of controlled, level-adapted materials and authentic speech both in class and out of class. They develop the ability to identify and understand main ideas and supporting information about concrete and familiar abstract topics by learning such skills as listening for key words, predicting content, and inferring meaning.

Students demonstrate their skills through graded assignments in class and as homework, including interviews with native speakers. On tests and quizzes, students complete listening tasks to demonstrate their ability to understand lecture and conversational input on concrete and familiar abstract topics.

B. Communicate clearly in guided conversations and interview native speakers on topics of general interest.

In class, students engage in conversations with partners, in small groups, or with the instructor. Outside of class, they conduct structured interviews with native speakers on topics of general interest. Through these activities, they develop the ability to pronounce words and sentences fluently and accurately, to use a variety of vocabulary options, to use non-verbal skills to aid communication, and to clarify and give details to support their ideas.

Students present evidence of the effectiveness of their out-of-class communication with native speakers through written information summaries or audio clips of interviews. On in-class speaking tests, students participate with classmates or with the instructor in conversations that are graded according to a rubric.

C. Communicate about personal experiences, results of surveys, and interviews with native speakers in presentations.

Students give regular rehearsed formal and unrehearsed informal in-class presentations in which they communicate about personal experiences, share the results of surveys, or summarize information gathered through interviews with native speakers. Through these activities, they develop the ability to include relevant and organized content, communicate clearly and comprehensibly, use a variety of lexical and grammatical content, speak fluently, and use non-verbal communication.

Rehearsed formal presentations are graded according to a rubric.

D. Use vocabulary, grammar, and pronunciation with sufficient accuracy and fluency to be understood in typical classroom interactions.

Students engage in typical classroom interactions during the term including whole-class discussions, group and pair work, formal presentations, and structured conversations. They

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learn to use a variety of lexical and grammatical structures accurately and fluently in order to communicate successfully.

On rehearsed formal presentations and conversation tests, student vocabulary, grammar, and pronunciation use is graded according to a rubric.

E. Gather information from outside sources, take notes, and give proper credit to the sources.

Students complete simple research assignments in which they must locate appropriate interview sources and take notes on the interviews. In class, they practice summarizing and paraphrasing this information to prepare for an in-class oral presentation. During the presentation, they must summarize or paraphrase content and then give credit to sources.

Students are graded on the quality and content of the information they obtain and on the notes that they produce in the process. On the formal presentation, giving proper credit to sources is graded according to a rubric.

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Critical Thinking Skills ContentCognitive Processes Skills Used

Remembering recalling information from interview survey questions (Five W’s) and lectures

recalling information from textbook activities

Understanding

taking notes on main ideas and details providing examples from notes outlining main points summarizing interview or survey ideas for a presentation

Applying

using appropriate transitions, vocabulary, and grammar structures in speech drawing conclusions (inferring) from facts and ideas outlining on note cards for a presentation presenting (reporting) information in an understandable format paraphrasing significant ideas from texts or interviews

Analyzing distinguishing main ideas from details synthesizing information from interviews and surveys

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Course Objectives

Significant Assessment TasksTests & Quizzes Graded Listening

Tasks, including Notes

Graded Speaking Tasks

Presentations

A. Understand lecture and conversational input on concrete and familiar abstract that include controlled, level-adapted materials and authentic speech.

√ √

B. Communicate clearly in guided conversations and interview native speakers on topics of general interest.

√

C. Communicate about personal experiences, results of surveys, and interviews with native speakers in presentations.

√

D. Use vocabulary, grammar, and pronunciation with sufficient accuracy and fluency to be understood in typical classroom interactions.

√ √ √

E. Gather information from outside sources, take notes, and give proper credit to the sources.

√ √ √

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Listening to recorded materials and authentic speech. (guest speakers and interviews) Taking notes on recorded lectures and other materials, including interviews with native

speakers Practicing listening strategies such as making predictions, guessing meaning from context,

and listening for main ideas and details Using speaking strategies such as asking for clarification, agreeing/disagreeing, stating an

opinion, and maintaining a conversations Participating in conversations, discussions, role-plays, simulations, and paired practice Conducting interviews with classmates and native speakers Making formal oral presentations (group and individual) Recording summaries from interviews or sources in audio journals Collaborating with classmates on projects Pronunciation and grammar activities Vocabulary development (words in context, games, worksheets, preparing for quizzes) Self-Assessment and peer-assessment on oral presentations Taking listening and speaking tests Taking vocabulary quizzes

Suggested Materials

Interactions 2 Listening/Speaking(classroom DVD and Student CD) Let’s Talk 3 (supplement only with teacher and student CD’s) New Interchange Video Activity Book 3 (with video or DVD) NorthStar Listening, Intermediate (with DVD, teacher and student CD’s and web site) Teacher-generated materials

Entry Criteria

Returning students: Placement based on successful completion of IEPG/H 021 or a failing grade (C- or lower) in a previous term of 031


Exit Criteria

To exit this course, students must demonstrate competency by scoring a combined total of at least 73% on graded assessment activities. In addition, students must earn an average of at least 73% on listening tests and speaking tests/presentations.

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IEPA 033 Guided Learning

Course Description

In IEPA 033 Guided Learning, students receive guided practice in managing their own learning and study skills. The course takes place in the Learning Center, and students use a range of LC materials and technology resources—including computers, the reading room, WRAP (Writing and Pronunciation) assistants, and conversation circles—to improve their skills. The instructor supports learning that is happening in other courses through customized exercises and links to Internet resources that students can use to develop their reading, writing, vocabulary, listening, pronunciation, and grammar skills. As part of the course, students assess their own learning needs, form a study plan agreement with the instructor, track their process toward meeting their goals, and complete a self-evaluation. In addition to meeting individualized proficiency goals, students learn essential academic skills such as time management, locating resources, and personal responsibility for learning.

Objectives


A. successfully complete teacher-directed learning activities, including tasks that support learning taking place in other AE courses.

B. understand and correctly use vocabulary words that they have selected.

C. make effective decisions about their own learning needs.

D. use class time effectively.

E. evaluate their own learning.

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A. Successfully complete teacher-directed learning activities, including tasks that support learning taking place in other AE courses.

In class, students complete teacher-directed learning activities, including:

Remedial work, review, or help on assignments to support learning in other AE courses (students are often recommended for specific help by other instructors)

Individualized work on vocabulary development and other level-appropriate linguistic skills that provide students with a strong language foundation

In individualized Learning Logs, students record the work they do during each class period, including how they spend a particular class period, which materials they use, how useful they find the materials/activities, and a tentative plan for the next class period.

The instructor regularly reviews Learning Logs and student work to determine whether students have successfully completed assigned learning tasks. Instructors hold regular informal conferences to help keep students on task, giving them feedback as needed.

B. Understand and correctly use vocabulary words that they have selected.

Students keep ongoing vocabulary journals in which they record words for study, including definitions and example sentences. This journal is collected by the instructor regularly and graded according to a Vocabulary Journal Rubric. Students must also demonstrate their understanding and ability to use vocabulary on instructor-created tests in which students provide definitions and sentences using the words in context.

C. Make effective decisions about their own learning needs.

At the beginning of the term, students complete simple needs analysis worksheets to identify their learning needs. Students make decisions about their learning by focusing on the language skills they identify through the needs analysis worksheets in conferences with the instructor. Through conferencing, the instructor helps students to specify, prioritize, and reassess their language learning needs and interests; the instructor and student agree on timelines and materials and resources that will help the student reach his/her goal.

Students record daily decisions they make about their learning in a Learning Log. Through the Learning Log, instructor conferences, and written self-evaluations (graded according to a rubric), students demonstrate the ability to make effective decisions and to make plans for future learning.

D. Use class time effectively.

In class, the instructor monitors student use of time and designs activities for students to complete according to agreed-upon timelines. Through Learning Logs, student-teacher conferences, and written self-evaluations, students demonstrate their ability to use class time effectively. Use of time is graded according to a Learning Log and Time Management Assessment Rubric.

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E. Evaluate their own learning.

Students evaluate their progress through self-assessment devices incorporated into materials (such as answer keys in books or immediate feedback on computer programs). They also receive feedback from the teacher, from the WRAP and from conversation leaders. They demonstrate an emerging ability to evaluate their own progress during conferences with the instructor and in written self-evaluations, including an end-of-term self-evaluation that is graded according to a rubric.

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Course Objectives


Daily Learning

Log

Student-Teacher

Conferences

Written Self-Evaluation

VocabularyJournals

VocabularyTests

Time Management Assessment


√ √ √

B. Understand and correctly use vocabulary words that they have selected. √ √

C. Make effective decisions about their own learning needs. √ √ √ √


√ √ √ √

E. Evaluate their own learning.

√ √ √ √

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Completing a simple needs analysis survey; prioritizing needs and interests Recording daily activities in a Learning Log Choosing learning materials (with input from the teacher) Participating in conferences with the teacher about individual plans and progress Writing self-evaluations Working with the Writing and Pronunciation Assistant (WRAP) Participating in conversation groups Working on language and study skills according to individual needs and interests (i.e.,

reading, writing, listening, speaking, grammar, and key boarding)

Suggested Materials

Level-appropriate Learning Center materials: books, reference material, audio and videotapes, CDs, DVDs, computer programs, Internet resources, answer keys, scripts, teacher-developed materials (See Learning Center materials lists.)

Materials and books used in other classes, checked out from the library, brought from home, etc.

Entry Criteria

Returning students: Placement based on successful completion of IEPG/H 020 or failing grades (C- or lower) in IEPA 030

New students: Placement based on new student testing criteria (Level 3 R/W placement)

Exit CriteriaPassing (73% or higher) performance on significant assessment tasks, at least 85% attendance

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IEPA 037 Grammar 3

Course Description

In IEPA 037, students engage in the receptive and productive use of grammar structures at the low-intermediate level. Grammar structures are introduced in meaningful discourse, illustrated through frequently used lexical items, and practiced via traditional exercises and communicative activities. The emphasis in IEPA 037 is on written grammar, and time is given to using the structures in writing. In keeping with contemporary theory and research, instructional materials demonstrate the close relationship between lexis and grammar and the influence of discourse on both.

Course Objectives


A. identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions, coordinating conjunctions) in simple and compound sentences.

B. recognize simple and compound sentences and label their constituents (subjects, verbs, direct objects, adjective complements, noun complements).

C. recognize inaccurate use of structures studied in the course and correct sentences by changing words or phrases.

D. construct and use simple sentences with correct mechanics.

E. write short, grammatically correct paragraphs that clearly convey meaning on concrete and familiar abstract topics.

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Scope of Structures

Review and expansion of Level 2 structures as needed Present progressive and simple present Irregular verbs Simple past Distinguishing between simple past and past progressive Future Future time clauses Present perfect Distinguishing between simple past and present perfect


1. Subject + linking verb + subject complement (adjective)Cats are furry.

2. Subject + linking verb + subject complement (noun)Cats are animals.


4. Subject + verb (transitive) + direct objectCats eat fish.

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A. I dentify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions, coordinating conjunctions) in simple and compound sentences.

Through in-class and at-home activities, students learn to identify the major parts of speech in simple and compound sentences. They label sentences, participate in speaking exercises, and write complete sentences that target the parts of speech.

Students demonstrate their ability to identify parts of speech in simple and compound sentences through graded homework assignments and quizzes.

B. Recognize simple and compound sentences and label their constituents (subjects, verbs, direct objects, indirect objects, adjective complements, noun complements).

Students learn to recognize simple and compound sentences through homework and classwork activities. They develop the ability to label sentences through instruction and guided practice that focuses on the function served by constituent parts. They complete individual, pair, and group exercises to improve their skills.

Students demonstrate the ability to recognize simple and compound sentences and label their constituent parts on graded homework assignments and quizzes.

C. Recognize inaccurate use of structures studied in the course and correct sentences by changing words or phrases.

In class and at home, students complete exercises that teach them to recognize whether a sentence is accurate or inaccurate. They develop the ability to identify and correct errors of form, meaning, and use of structures studies in the course through sentence and paragraph editing individually, in pairs, or in groups. They also apply what they learn to edit their own sentences and paragraphs and correct them by changing words or phrases.

On graded homework assignments, quizzes, and the final exam, students edit their own or provided sentences and paragraphs in order to demonstrate their ability to recognize and correct errors in target structures.

D. Construct and use simple sentences with correct mechanics .

Through in-class and at-home activities, students learn to produce the simple sentence patterns (1-4) included in the “Scope of Structures” on the previous page. They also gain extensive practice in using the following tenses and aspects orally and in writing: simple present, present progressive, simple past, past progressive, future, and present perfect.

To demonstrate their ability to construct and use simple sentences with correct mechanics, students turn in graded homework assignments and complete in-class quizzes. In addition, students write a paragraph on the final exam on which sentence mechanics are graded according to a rubric.

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E. Write short, grammatically correct paragraphs that clearly convey meaning on concrete and familiar abstract topics.

Students complete exercises in class and at home that require them to create paragraphs on concrete and familiar abstract topics. Students receive feedback from the instructor and from peers and learn to edit their work for grammatical correctness, cohesion, and meaning.

Students write a one- to two-paragraph composition in class and a second composition on the final exam; both are graded according to a rubric.

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Course Objectives


Graded Grammar

Tasks Quizzes Final Exam


√ √

B. Recognize simple and compound sentences and label their constituents (subjects, verbs, direct objects, adjective complements, noun complements).

√ √

C. Recognize inaccurate use of structures studied in the course and correct sentences by changing words or phrases.

√ √ √

D. Construct and use simple sentences with correct mechanics. √ √ √

E. Write short, grammatically correct paragraphs that clearly convey meaning on concrete and familiar abstract topics.

√ √

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Reading and listening to grammar explanations and examples (deductive and inductive) Completing textbook exercises and homework assignments Participating in communicative activities Writing short compositions that include target structures Checking assignments from LS and/or RW class for appropriate grammar use

Suggested Materials

Grammar Dimensions: Form, Meaning, Use by Ingrid Wisniewska, Heidi Riggenbach, and Virgina Samuda (Heinle Cengage, 2007)

Grammar Connection 3: Structure Through Content by Karen Carlisi (Thomson Heinle, 2008)

Grammar Sense 3 by Susan Kesner Bland (Oxford, 2012) Instructor-generated materials

Entry Criteria

Returning students: Current registration in IEPA 030

New Students: Placement based on new student testing criteria (Level 3 R/W placement)

Exit Criteria

To pass the course, students must have a 73% or higher average for all significant assessment tasks.

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Level 4

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Course Description

In IEPA 040, students focus on academic reading and writing skills. Strong emphasis is placed on reading lengthier, more complex material, which includes an adapted or authentic novel or novella. They develop fuller, more sophisticated writing and grammatical structures based on authentic reading texts. In writing, they progress from experiential, informal writing to expository and comparative essays. They include summaries, paraphrases and quotations in their writing, giving proper credit to sources. Academic skills include citing sources, summarizing, paraphrasing, annotating, note taking, and outlining.

Course Objectives


A. identify and understand main ideas, supporting details, and inferences in adapted or authentic fiction and in academic texts.

B. connect authentic content to an academic thesis and summarize and paraphrase the content correctly.

C. state ideas clearly and support them effectively with details and examples in cohesive paragraphs and a standard academic essay.

D. use vocabulary and grammar in simple, compound, and complex sentences with sufficient lexical and grammatical range and accuracy to clearly convey facts and ideas about familiar academic topics.

E. conduct guided research that includes selecting appropriate sources, applying sources to an academic thesis, and citing correctly in a process essay.

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A. Identify and understand main ideas, supporting details, and inferences in adapted or authentic fiction and in academic texts.

Students read a variety of adapted or authentic fiction and academic texts both in class and as homework. They develop the ability to identify and understand main ideas, supporting details, and inferences through structured activities by learning such skills as skimming, scanning, annotating, highlighting, note taking, and brainstorming using graphic organizers.

Students demonstrate their skills through graded tasks in class and assigned as homework. For example, they write journal entries and summary/response papers in which they discuss main ideas, supporting details, and inferences from a novel. They also complete items on tests and quizzes that assess these skills.

B. Connect authentic content to an academic thesis and summarize and paraphrase the content correctly.

Students read a range of academic texts and complete writing tasks during class and as homework that require them to connect content from readings to an academic thesis. In class, they learn skills related to summarizing and paraphrasing, including identifying the stated or implied meaning of a text and restating it using a range of lexical and grammatical transformations that retain the original meaning. Students also learn to support an academic thesis in a research essay by connecting source content to the thesis and documenting sources correctly.

Students demonstrate their skills through graded tests and quizzes that require them to write paraphrases and summaries of level-appropriate academic text. They also must paraphrase and summarize content and connect it to an academic thesis on a research essay that is graded according to a rubric.

C. State ideas clearly and support them effectively with details and examples in cohesive paragraphs within a standard academic essay.Through completion of tasks during class and assigned as homework, students learn to state their ideas clearly and to support them effectively with details and examples. They learn to create effective thesis statements and to organize their writing using topic sentences, introductions, body paragraphs, and conclusions. To improve the effectiveness of their paragraph and multi-paragraph writing, they practice skills such as synthesizing main ideas and details, outlining, giving examples from sources, connecting ideas with appropriate cohesive devices, and revising and proofreading.

During the term, students complete three essays (2-3 pages in length) that vary in focus from personal experience to academic analysis and that require them to state ideas clearly and support them effectively with details and examples. Essays are graded according to a rubric.

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D. Use vocabulary and grammar in simple, compound, and complex sentences with sufficient lexical and grammatical range and accuracy to clearly convey facts and ideas about familiar academic topics.Students develop the ability to write a variety of simple, compound, and complex sentences and improve their skills through in-class and homework assignments. They learn to control a range of verb tenses and aspects (especially past and present perfect), to use more advanced vocabulary that they acquire through readings, and to connect a variety of sentence patterns using correct coordination and subordination. They correct their errors after receiving instructor feedback and avoid run-on sentences, comma splices, and fragments in their writing in order to clearly convey facts and ideas about familiar academic topics.

Students demonstrate their ability to write effectively on graded in-class and homework tasks, process writing assignments, and tests and quizzes. Sentence variety, lexical and grammatical range and accuracy, and clarity are graded on essays and tests according to a rubric.

E. Conduct guided research that includes selecting appropriate sources, applying sources to an academic thesis, and citing correctly in a process essay.

Students create an academic thesis that they support with appropriate sources in a guided research essay. They follow a process approach in which they select appropriate sources from a battery of academic texts and journal articles, create active reading notes, and identify significant evidence to support their thesis. Students organize their writing by creating an outline followed by a peer-reviewed first draft that incorporates their sources through quotations, summaries, and paraphrases. They proofread and improve their papers to produce a word-processed second draft that is formatted according to specific guidelines and that uses correct citation. The instructor gives global and local feedback on the second draft, and students make further revisions to produce a final draft of the process essay.

All steps of the writing process are scored, and second and final drafts of the paper are graded according to a rubric.

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Remembering recalling information from text materials, internet sources, lectures recalling definitions of new words learned in the textbook

Understanding

discussing ideas from texts explaining relationships between ideas (e.g. causes and effects) providing examples for essays inferring author’s meaning

Applying

distinguishing main ideas from details determining points of view discussing concepts of a novel or novella as pertaining to students’ lives using acquired vocabulary words in a different context summarizing and paraphrasing

Analyzing using appropriate sources for research; citing important information from sources

Evaluating gathering sources and evaluating content, author, and reliability for integration in a research paper

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Course ObjectivesSignificant Assessment Tasks

Tests & Quizzes

Graded Reading

Tasks


Essays

A. Identify and understand main ideas, supporting details, and inferences in adapted or authentic fiction and in academic texts.

√ √


√ √ √ √

C. State ideas clearly and support them effectively with details and examples in cohesive paragraphs within a standard academic essay.

√ √ √

D. Use vocabulary and grammar in simple, compound, and complex sentences with sufficient lexical and grammatical range and accuracy to clearly convey facts and ideas about familiar academic topics.

√ √ √

E. Conduct guided research that includes selecting appropriate sources, applying sources to an academic thesis, and citing correctly in a process essay.

√ √ √

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Pre-reading vocabulary worksheets Post-reading worksheets and small group work Vocabulary journals, tests, and quizzes Reading journals Watching a videotape of a novel (or novella) after reading Reading comprehension worksheets Group and pair discussion work concerning the reading Creating of and/or acting out of scenes from a novels (or novella) Essay writing Summary and paraphrase writing Reading strategies handouts and worksheets (previewing, skimming, and, scanning) Self-assessment tasks (essay evaluation checklists, peer essay sharing tasks, and reading self-

assessment tasks) Internet activities related to the readings Timed reading Internet activities In-class word processing In-class Internet searching for articles, websites pertinent to essay assignments Suggested Materials

Mosaic 1 - Wegmann & Knezevic Murder at Ocean View (authentic novel) The Giver (authentic novel) Heart of Darkness (adapted novel) Of Mice and Men (authentic novella) with audio and video The Pearl (authentic novella) with audio and video- if available The Light in the Forest (authentic novella) with audio soundtrack Teacher-generated worksheets

Entry Criteria

Returning Students: Placement based on successful completion of IEPA 030 or a failing grade (C- or lower) in IEPA 040 the previous term


Exit Criteria


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IEPA 041 Academic Listening and Speaking 4

Course Description

In IEPA 041, students establish a firm foundation of academic listening and speaking skills and begin to make connections with members of the university community. They conduct a term-long research project that includes selecting an appropriate topic, creating survey questions, interviewing OSU students, and presenting their findings to the class. Students also participate in a “mini-sheltered course”, in which OSU professors or other professionals present theme-based lectures. Much as they would in actual university courses, students listen, take notes, ask questions, and collaborate in study groups. Students also develop other academic skills, such as the abilities to analyze and synthesize authentic input in their presentations and appropriately give credit to sources.

Course Objectives

By the end of the term, students will be able to

A. understand main ideas, important details, and inferred meanings of adapted and unadapted authentic academic discourse.

B. engage in successful unscripted conversations and interview native speakers to collect information about academic topics.

C. organize and develop ideas using discourse markers and supporting details in presentations in which they integrate information gathered from external sources and give credit appropriately.

D. demonstrate sufficient language range and accuracy, including pronunciation and vocabulary, to effectively convey main ideas and supporting details about familiar academic topics.

E. take a process approach to preparing and delivering academic presentations that includes note taking, selecting appropriate information, outlining, using note cards, rehearsing, and effectively using presentation software.

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A. Understand main ideas, important details, and inferred meanings of adapted and unadapted authentic academic discourse.

Students listen to a variety of adapted and unadapted academic lectures and discussions, including a guest lecturer for the mini-sheltered course lectures. They develop the ability to distinguish main ideas from supporting details, evaluate information, make inferences and predictions, take effective notes, and summarize content. Students demonstrate their skills through graded assignments in class and as homework, including submitting notes and completing a quiz for the mini-sheltered course. On tests and quizzes, students complete listening tasks to demonstrate their ability to understand main ideas, details, and inferred meanings in adapted and unadapted authentic academic discourse.

B. Engage in successful unscripted conversations and interview native speakers to collect information about academic topics.

In class, students engage in unscripted conversations with partners, in small groups, or with the instructor. Outside of class, they conduct interviews with native speakers to collect information about academic topics as part of the Discovery Project. Through these activities, they develop the ability to use sentences fluently and accurately, to use a variety of vocabulary options to communicate their ideas, to use non-verbal skills to aid communication, and to clarify and give details in order to collect information.

Students present evidence of the effectiveness of their out-of-class communication with native speakers through written information summaries or audio clips of interviews. On in-class speaking tests, students participate with classmates or with the instructor in conversations that are graded according to a rubric.

C. Organize and develop ideas using discourse markers and supporting details in presentations in which they integrate information gathered from external sources and give credit appropriately.

In class and as homework, students learn to organize and develop their ideas through speaking tasks such as discussions and recorded audio journals. They also give regular rehearsed formal and unrehearsed informal in-class presentations in which they integrate information gathered from external sources such as native-speaker interviews. Through these activities, students learn to use discourse markers to organize their presentations and to include relevant information that supports their ideas. They use skills such as paraphrasing and summarizing, analyzing, and synthesizing information from external sources; they also learn techniques for using reported speech and for giving credit to sources in their presentations.

Rehearsed formal presentations are graded according to a rubric.

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D. Demonstrate sufficient language range and accuracy, including pronunciation and vocabulary, to effectively convey main ideas and supporting details about familiar academic topics.

Students engage in a variety of interactions and speaking activities during the term, including whole-class discussions, group and pair work, interviews with native speakers, audio journals, and formal academic presentations. They learn to use a variety of lexical and grammatical structures accurately and fluently in order to successfully communicate main ideas and supporting details.

On rehearsed formal presentations and audio journals, student vocabulary, grammar, and pronunciation are graded according to a rubric.

E. Take a process approach to preparing and delivering academic presentations that includes note taking, selecting appropriate information, outlining, using note cards, rehearsing, and effectively using presentation software.

During the term, students complete a Discovery Project, in which they define a research topic, create interview questions related to that topic, and conduct interviews with native English speakers. During their interviews, they are required to take notes in order to record information for their research. Following the interviews, students create a poster presentation in which they present information from the interviews that is relevant to their area of research. After gathering and incorporating additional information from outside sources, students deliver a formal culminating presentation on their topic. Preparation for the formal presentation includes outlining, learning to use note cards, rehearsing, and creating effective visuals using PowerPoint or other presentation software.

All steps of the Discovery Project are graded, and the poster presentation and final presentation are graded according to a rubric.

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Remembering

recalling identifying the five Ws identifying main ideas and important details sequencing the order of events

Understanding


Applying

applying concepts to their own lives predicting interviewing reporting integrating information from external sources into their own speech using simple, compound, and complex sentences using coordinating and subordinating conjunctions using target vocabulary using target grammar structures using appropriate cohesive devices

Analyzing

distinguishing main ideas from details determining points of view analyzing and synthesizing information from external sources outlining

Evaluating

selecting information to use support and rebut arguments self-evaluate recorded speech evaluate classmates’ presentations

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Course Objectives


Tests & Quizzes

Graded Listening

Tasks, including

Notes

Graded Speaking

Tasks, including

Audio Journals

Presentations

A. Understand main ideas, important details, and inferred meanings of adapted and unadapted authentic academic discourse.

√ √

B. Engage in successful unscripted conversations and interview native speakers to collect information about academic topics.

√ √

C. Organize and develop ideas using discourse markers and supporting details in presentations in which they integrate information gathered from external sources and give credit appropriately.

√

D. Demonstrate sufficient language range and accuracy, including pronunciation and vocabulary, to effectively convey main ideas and supporting details about familiar academic topics.

√ √ √

E. Take a process approach to preparing and delivering academic presentations that includes note taking, selecting appropriate information, outlining, using note cards, rehearsing, and effectively using presentation software.

√

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General

Listening to recorded material such as short lectures, news reports, and documentaries on thematic topics

Taking notes and answering comprehension questions Participating in class discussions Giving presentations Developing vocabulary (through listening to words in context, using words in speaking

activities, completing vocabulary exercises, and preparing for tests) Completing self-evaluations of presentations and evaluating the presentations of others

For the Term-Long Research Project

Formulating appropriate interview questions Conducting interviews with members of the community (for both general viewpoints and

expert perspectives on the topic being investigated) Discussing research in class discussions and audio journals Giving formal presentations, supported by visual aids Integrating information from external sources (i.e. interviews, Internet research, etc.) into

presentations

For the Mini-Sheltered Course

Participating in pre- and post-lecture support activities (including background reading, vocabulary development, comprehension checks, strategies for note-taking, and discussions about expectations in the classroom in the U.S.)

Listening to and taking notes on lectures presented by OSU professors or other professionals Asking and answering questions Collaborating in study groups Taking a test on content and language presented in the lectures

Suggested Materials

Mosaic I Listening/Speaking (with teacher and student CD) Tapestry 4 Listening and Speaking (with teacher’s tape and video) The Heart of the Matter (with teacher’s tape and video) Northstar Listening and Speaking High Intermediate (with teacher’s, student’s CDs, DVD,

and text-related website) Teacher-generated materials

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Entry Criteria

Returning Students: Placement based on successful completion of IEPA 031 or a failing grade (C- or lower) in a previous term of IEPA 041

New Students: Placement is based on new student testing criteria

Exit Criteria


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IEPA 047 Grammar 4

Course Description

In IEPA 047 Grammar 4, students engage in the receptive and productive use of grammar structures at the mid-intermediate level. Grammar structures are introduced in meaningful discourse, illustrated through frequently used lexical items, and practiced via traditional exercises and communicative activities. Special emphasis is given in IEPA 047 to paragraph- and multi-paragraph-level written grammar, and time is given to using the structures in writing. In keeping with contemporary theory and research, instructional materials demonstrate the close relationship between lexis and grammar and the influence of discourse on both.

Course Objectives


A. choose correct forms and rewrite or complete sentences in sentence- and paragraph-level grammar exercises and on tests for structures targeted in the Level 4 Scope of Structures (see next page).

B. use Level 4 target structures correctly in paragraph and multi-paragraph compositions.

C. use Level 4 target structures correctly on speaking tasks.

D. recognize and correct errors in writing related to target structures, showing increased accuracy from first to final draft.

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Scope of Structures Review and expansion of Level 3 structures as needed Passive and passive with modals Direct and indirect speech Gerunds and infinitives Causatives Adjective clauses with subject relative pronouns, object relative pronouns, and when or

where


5. Subject + linking verb + subject complement (adjective)Cats are furry.

6. Subject + linking verb + subject complement (noun)Cats are animals.


8. Subject + verb (transitive) + direct objectCats eat fish.

9. Subject + verb (transitive) + indirect object + direct objectJohn feeds cats liver.

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A. Choose correct forms and rewrite or complete sentences in sentence- and paragraph-level grammar exercises and on tests for structures targeted in the Level 4 Scope of Structures.

On in-class and at-home activities, students learn to recognize and use the grammar structures targeted in the Level 4 Scope of Structures. This includes choosing correct forms on multiple-choice exercises, completing cloze exercises, locating and correcting errors in sentences and paragraphs, and completing sentences with correct grammatical form. To demonstrate their ability to choose correct grammar forms and correct errors related to IEPA 047 target structures, students complete graded homework assignments and items on quizzes and the final exam.

B. Use Level 4 target structures correctly in paragraph and multi-paragraph compositions.

Students write paragraph and multi-paragraph compositions in class and as homework in response to prompts provided by the instructor. In their writing, they use the sentence types and grammar structures included on the Level 4 Scope of Structures.

Students submit homework assignments for grades and write paragraphs on quizzes and on the final exam in order to demonstrate their skills. They also write a multi-draft composition that is graded according to a rubric.

C. Use Level 4 target structures correctly on speaking tasks.

In class, students participate in guided pair and group work in order to practice using target grammar structures orally. They also speak individually in response to targeted questions from the instructor.

To demonstrate their ability to use Level 4 grammar structures correctly, students complete an impromptu speaking quiz that requires them to speak individually or in pairs in response to a scenario prompt from the instructor. Their performance is graded according to a rubric.

D. Recognize and correct errors in writing related to target structures, showing increased accuracy from first to final draft. Students write a multi-paragraph composition in class and as homework. This process includes brainstorming and outlining, production of an in-class first draft, peer review and instructor feedback, and out-of-class production of a final draft.

Students submit both first and final drafts to the instructor. The composition is graded according to a rubric; students should use target structures correctly 73% of the time in a first draft and, with peer and instructor corrective feedback, 90% of the time in a final draft.

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Course Objectives


Graded Grammar

Tasks Quizzes Multi-draft Writing

Final Exam

A. Choose correct forms and rewrite or complete sentences in sentence- and paragraph-level grammar exercises and on tests for structures targeted in the Level 4 Scope of Structures.

√ √ √

B. Use Level 4 target structures correctly in paragraph and multi-paragraph compositions.

√ √ √ √

C. Use Level 4 target structures correctly on speaking tasks. √

D. Recognize and correct errors in writing related to target structures, showing increased accuracy from first to final draft.

√

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Suggested Activities Reading and listening to grammar explanations and examples (deductive and inductive) Completing textbook exercises and homework assignments Participating in communicative activities Writing short compositions that include target structures Checking assignments from LS and/or RW class for appropriate grammar use

Suggested Materials

Grammar Dimensions: Form, Meaning, Use by Ingrid Wisniewska, Heidi Riggenbach, and Virgina Samuda (Heinle Cengage, 2007)

Grammar Connection 4: Structure Through Content by Karen Carlisi (Thomson Heinle, 2008)

Grammar Sense 4 by Susan Kesner Bland (Oxford, 2012) Instructor-generated materials

Entry Criteria

Returning students: Current registration in IEPA 040

New Students: Placement based upon new student placement scores (RW Level 4)

Exit Criteria

To pass the course, students must earn a 73% or higher average for all significant assessment tasks. Students must also demonstrate use of target structures correctly in writing 90% of the time with instructor corrective feedback.

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Level 5

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Course Description

In IEPA 050, students continue to develop academic reading and writing skills at a more advanced level. Strong emphasis is placed on reading authentic, un-adapted material—academic articles, fiction, and nonfiction texts—in order to obtain information, understand opposing viewpoints, and improve reading fluency and accuracy. In writing, emphasis is on the academic essay, culminating in a research paper. Students improve their use of academic vocabulary, advanced grammatical structures, and cohesive devices. Academic skills include gathering and synthesizing information, summarizing and paraphrasing passages, and annotating, outlining, and documenting sources.

Course Objectives


A. understand main ideas, supporting details, and implied meanings in authentic fiction or non-fiction texts and academic articles.

B. connect authentic content to an academic thesis and summarize and paraphrase the content correctly.

C. write their opinions on controversial topics, supporting their views with details, reasoned examples, and researched evidence in a documented academic essay.

D. use effective vocabulary, appropriate sentence types, parallelism, coordination, and subordination in writing to clearly convey facts, ideas, and opinions about academic topics.

E. conduct guided research that includes locating and selecting appropriate academic sources, analyzing source material and applying it to an academic thesis, and citing correctly in a process research paper.


A. Understand main ideas, supporting details, and implied meanings in authentic fiction or non- fiction texts and academic articles.

Students read a variety of authentic fiction or non-fiction texts and academic articles both in class and as homework. They develop the ability to understand main ideas, supporting details, and implied meanings through structured activities by learning such skills as skimming and scanning, taking active reading notes, and predicting.

Students demonstrate comprehension of textbook and other reading passages on in-class tests and graded take-home assignments, by answering discrete point and short answer questions and by writing paragraph-length answers to questions. They also complete journal assignments related to class readings; response journals are graded according to a rubric.

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Students read a range of academic and non-academic texts and complete writing tasks during class and as homework that require them to connect content from readings to an academic thesis. In class, they learn skills related to summarizing and paraphrasing, including identifying the stated or implied meaning of a text and restating it using a range of lexical and grammatical transformations that retain the original meaning. Students also learn to support an academic thesis in a research paper by connecting source content to the thesis and documenting sources correctly.

Students demonstrate their skills through graded tests and quizzes and short summary-response essays that require them to write paraphrases and summaries of level-appropriate academic text. They also must paraphrase and summarize content and connect it to an academic thesis on a research essay that is graded according to a rubric.

C. Write their opinions on controversial topics, supporting their views with details, reasoned examples, and researched evidence in a documented academic essay.

Through completion of tasks during class and assigned as homework—including response journals and article reports—students learn to state their opinions on controversial topics clearly and to support them with details, examples, and evidence. They develop the ability to locate and evaluate multiple sources and to incorporate evidence from their research to support their stance on an issue, and they learn to create examples that lend strength to an academic argument.

Students demonstrate their skills on graded assignments and by producing a persuasive research paper that includes an effective thesis, clearly stated supporting and opposing viewpoints, reasoned examples, and at least three reliable and correctly documented sources (at least one from an academic journal). The research paper is graded according to a rubric.

D. Use effective vocabulary, appropriate sentence types, parallelism, coordination, and subordination in writing to clearly convey facts, ideas, and opinions about academic topics.

Students develop the ability to write a variety of sentence types and to use them to maximum effect on their writing assignments. They learn to use parallel structures, coordination, and subordination in order to communicate facts and opinions about academic topics and to express relationships between ideas with more clarity and variety. Students also keep vocabulary logs in which they identify unfamiliar vocabulary words from longer, out-of-class readings. They write definitions for the new words they identify and construct original sentences to practice using those words effectively.

Students demonstrate the ability to use effective vocabulary and a variety of sentence types on graded in-class and homework tasks, the persuasive research paper, and tests and quizzes. Sentence variety, lexical and grammatical range and accuracy, and clarity of ideas are graded on the research paper according to a rubric.

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E. Conduct guided research that includes locating and selecting appropriate academic sources, analyzing source material and applying it to an academic thesis, and citing correctly in a process research paper.

Students develop an academic thesis that they support with appropriate academic sources in a persuasive research paper. They follow a process approach in which they locate, evaluate, and select sources from academic texts and journal articles (including those available on academic article search engines), create active reading notes, and identify significant evidence to support their thesis. Students organize their writing by creating an outline followed by a peer-reviewed first draft that incorporates their sources through appropriate use of quotations, summaries, and paraphrases. They proofread and improve their papers to produce a word-processed second draft that is formatted according to specific guidelines and that uses correct citation. The instructor gives global and local feedback on the second draft, and students make further revisions to produce a final draft of the persuasive research paper.

All steps of the writing process are scored, and second and final drafts of the research paper are graded according to a rubric.

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Understanding

discussing ideas from texts explaining relationships between ideas (e.g. causes and effects) determining points of view inferring author’s meaning

Applying

distinguishing main ideas from details discussing concepts of a novel or novella as they pertain to students’ lives using acquired vocabulary words in a different context summarizing and paraphrasing providing examples for essays

Analyzing using appropriate sources for research; citing important information from sources analyzing authors’ viewpoints

Evaluating gathering sources and evaluating content, author, and reliability for a research

paper evaluating authors’ viewpoints and own opinions


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ObjectivesSignificant Assessment Tasks

Tests & Quizzes

Graded Reading

Tasks


Essays & Research

PaperA. Understand main ideas, supporting

details, and implied meanings in authentic fiction or non-fiction texts and academic articles.

√ √


√ √ √ √

C. Write their opinions on controversial topics, supporting their views with details, reasoned examples, and researched evidence in a documented academic essay.

√ √ √

D. Use effective vocabulary, appropriate sentence types, parallelism, coordination, and subordination in writing to clearly convey facts, ideas, and opinions about academic topics.

√ √ √

E. Conduct guided research that includes locating and selecting appropriate academic sources, analyzing source material and applying it to an academic thesis, and citing correctly in a process research paper.

√ √ √

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Response journals Paraphrasing sentences; paragraphs Summary writing Grammar worksheets on clause connection and reduction Essay writing Small group and class discussion Vocabulary tests Vocabulary logs Reading skills practice Peer evaluations Article reports Supplemental videos for textbook and novel Computer searches for Internet and library sources

Suggested Materials

Authentic novel or novella:Rita Hayworth &Shawshank Redemption by Stephen KingLike Water for Chocolate by Laura Esquivel

NorthStar Reading and Writing, Advanced by Cohen and Miller Theme-connected academic articles or texts Teacher-generated materials

Entry Criteria



Exit Criteria


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Course Description

In IEPA 051, students improve listening skills by listening to extended lectures and academic interactions at normal speed. They build knowledge in academic content areas by listening to guest speakers (who lecture for up to 50 minutes) and by watching videos on the topics. Students focus on building speaking ability—including expository and persuasive skills—by giving a series of presentations. They present in a variety of formats, including individual and group presentations, a seminar, a summary presentation, a synthesis, and a debate. Topics center on current events and authentic material from academic fields and require students to refine their use of academic vocabulary and formal language use. Students also develop listening strategies and academic skills, such as the ability to take organized and accurate notes on extended lectures and to evaluate arguments.

Course Objectives


A. understand main ideas, important details, and logical implications of authentic academic discourse.

B. determine and evaluate points of view in academic listening material and respond effectively.

C. organize, develop, and present ideas using discourse markers and supporting details in presentations in which they evaluate and incorporate information from academic sources and give credit appropriately.

D. demonstrate sufficient language range and accuracy—including effective vocabulary, complex grammatical structures, and accurate pronunciation—to successfully paraphrase and interpret ideas from academic sources.

E. take a process approach to preparing and delivering academic presentations that includes selecting and evaluating sources, note taking, incorporating sources, outlining, rehearsing, and effectively using presentation software.

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A. Understand main ideas, important details, and logical implications of authentic academic discourse.

Students listen to a variety of authentic academic discourse including in-person and recorded lectures, discussions, and classmate presentations. They refine their ability to distinguish main ideas from supporting details, evaluate information, make inferences and predictions, take effective notes, summarize content, and define the implications of what they hear. In presentations, they integrate detailed, well-supported content selected from a variety of listening materials.

Students demonstrate their skills through graded assignments in class and as homework, including responding to comprehension questions and paraphrasing or summarizing content. They also use their notes on tests and quizzes to answer questions and demonstrate comprehension in presentations by effectively including information they have gathered from source materials. Submitted notes and information on presentations is graded according to a rubric.

B. Determine and evaluate points of view in academic listening material and respond effectively.

In class and as homework, students practice identifying speakers’ points of view in academic discourse. They develop the ability to evaluate a point of view according to the strength of the argument and the support included by the speaker. In group and class discussions, students learn to respond effectively to an argument by analyzing the argument for bias, judging the validity of the evidence that the speaker includes, and responding with supported opinions.

Students demonstrate their ability to determine, evaluate, and respond to points of view through graded individual, group, and class activities such as audio journals and debates. In formal presentations, they incorporate outside research that they evaluate and respond to; presentations are graded according to a rubric.

C. Organize, develop, and present ideas using discourse markers and supporting details in presentations in which they evaluate and incorporate information from academic sources and give credit appropriately.

In class and as homework, students learn to organize and develop their ideas through speaking tasks such as discussions, structured debate activities, and recorded audio journals. They also give regular rehearsed formal and unrehearsed formal in-class presentations in which they incorporate information from academic sources by using reported speech, paraphrasing, and summarizing. Through these activities, they develop the ability to analyze and evaluate contrasting points of view and to use a logical progression of ideas with adequate support.

Rehearsed formal presentations and debates are graded according to a rubric.

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D. Demonstrate sufficient language range and accuracy—including effective vocabulary, complex grammatical structures, and accurate pronunciation—to successfully paraphrase and interpret ideas from academic sources.

Students engage in a variety of interactions and speaking activities during the term, including whole-class discussions, group and pair work, audio journals, debates, and formal academic presentations. They learn to use a variety of lexical and grammatical structures accurately and fluently in order to successfully paraphrase and interpret ideas from academic sources.

On rehearsed formal presentations, debates, and audio journals, student vocabulary, grammar, and pronunciation are graded according to a rubric.

E. Take a process approach to preparing and delivering academic presentations that includes selecting and evaluating sources, note taking, incorporating sources, outlining, rehearsing, and effectively using presentation software.

During the term, students prepare and deliver individual and group presentations, in which they define a research topic, select and evaluate sources, and take notes that they incorporate into their presentations. They organize their presentations by outlining their arguments, incorporating data from sources that support or oppose their argument, and rehearsing their presentations in front of their peers. They use feedback from their rehearsals to improve their presentations and create effective visuals using PowerPoint or other presentation software.

All steps of the preparation process are graded, and presentations are graded according to a rubric.

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Remembering


Understanding


Applying


Analyzing


Evaluating

selecting information to use supporting and rebutting arguments self-evaluating recorded speech evaluating classmates’ presentations

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Course Objectives


Tests & Quizzes

Graded Listening

Tasks, including

Notes

Graded Speaking

Tasks, including

Audio Journals

Presentations

A. Understand main ideas, important details, and logical implications of authentic academic discourse.

√ √

B. Determine and evaluate points of view in academic listening material and respond effectively.

√ √

C. Organize, develop, and present ideas using discourse markers and supporting details in presentations in which they evaluate and incorporate information from academic sources and give credit appropriately.

√

D. Demonstrate sufficient language range and accuracy—including effective vocabulary, complex grammatical structures, and accurate pronunciation—to successfully paraphrase and interpret ideas from academic sources.

√ √ √

E. Take a process approach to preparing and delivering academic presentations that includes selecting and evaluating sources, note taking, incorporating sources, outlining, rehearsing, and effectively using presentation software.

√

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Audio response journals Video viewing and video quizzes Guest speakers on thematic topics Cloze tests on listening material including songs (related to the theme), videos and news Vocabulary building activities Stress identification exercises Note-taking exercises (filling in graphic organizers, outlining, etc.) on increasingly longer

listening passages played at normal speed Seminar presentations (students present to members of a group) Group presentations focused on paraphrasing and synthesizing video material Formal debates on current events Individual presentations simulating the iBT integrated speaking tasks Gambits for restatement, agreement, disagreement, and opinions

Suggested Materials

Northstar Advanced Listening and Speaking College Oral Communication 3 or 4 College Vocabulary 3 or 4 Publishers’ websites to accompany texts Scientific American Frontiers video series or equivalent The Meth Epidemic or similar documentaries Streaming video from Nova or NovaScience Now Special Effects on animation from popular films (Antz, Shrek, Matrix, Aviator, etc.) Websites on debate (e.g., http://debate.uvm.edu/) Websites on thematic topics Teacher-generated materials

Entry Criteria

Returning Students: Placement based on successful completion of IEPA 041 or a failing grade (C- or lower) in a previous term of IEPA 051


Exit Criteria


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Level 6

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Course Description

In IEPA 060, students develop the reading and writing skills, strategies, and vocabulary required for university study. Reading tasks are based on academic content, including authentic articles from magazines, journals, newspapers and textbooks. In addition to working on reading comprehension skills, students also focus on reading fluency, pace, and critical reading skills. Writing tasks include critical reactions to readings as well as summarizing, paraphrasing, and synthesizing information from a variety of sources in order to produce a research paper. Students also become increasingly adept at academic skills such as using library and online resources. The vocabulary for the class consists of words on the academic word list (AWL) drawn from the reading materials assigned in class.

Course Objectives


A. understand main ideas, supporting details, and implied meanings in authentic academic texts from a range of disciplines.

B. read university-level texts critically, summarizing the author’s point of view and evaluating the strength of the author’s ideas and arguments.

C. write a cohesive essay in which they express developed and supported opinions, effectively refute opposing viewpoints, and incorporate information from authentic academic sources.

D. use a variety of sentence types, grammatical structures, and academic vocabulary in writing to effectively present and differentiate between ideas.

E. conduct research that includes locating, evaluating, and selecting appropriate academic sources, analyzing source materials, and synthesizing information from sources to support an academic thesis in a properly referenced process research paper.


A. Understand main ideas, supporting details, and implied meanings in authentic academic texts from a range of disciplines.In class and as homework, students read a variety of authentic academic texts, related to the theme that is programmed for the course, from a range of disciplines. They develop the ability to understand main ideas, supporting details, and implied meanings through structured activities by learning skills such as skimming and scanning, taking active reading notes, and predicting. They also learn to recognize rhetorical organization patterns associated with different disciplines in the materials they read.

Students demonstrate comprehension of reading passages on in-class tests and graded take-home assignments by answering discrete point and short answer questions and by writing

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paragraph-length answers to questions. They also complete response journal assignments related to class readings; journal responses are graded according to a rubric.

B. Read university-level texts critically, summarizing the author’s point of view and evaluating the strength of the author’s ideas and arguments.Students read a range of university-level academic and non-academic texts and complete writing tasks during class and as homework that require them to identify the author’s point of view and arguments. In class, they learn skills related to critical analysis of the readings, including separating fact from opinion, detecting bias, and recognizing errors in reasoning. They also improve their ability to summarize effectively by using a range of lexical and grammatical transformations that retain the original meaning.

Students demonstrate their skills through graded tests and quizzes and short summary-response essays that require them to summarize and critically evaluate ideas and arguments from academic texts. They also must include critical analysis and source summary on a research paper that is graded according to a rubric.

C. Write a cohesive essay in which they express developed and supported opinions, effectively refute opposing viewpoints, and incorporate information from authentic academic sources.

Through completion of tasks during class and assigned as homework—including critical response essays and article reports—students learn to express developed and supported opinions in response to academic sources. They develop the ability to locate and evaluate multiple sources and to incorporate information from their research into fully developed essays in which they summarize and refute opposing viewpoints effectively.

Students demonstrate their skills on graded assignments—including critical response essays—and by producing a formal research paper that includes an effective thesis, clearly stated supporting and opposing viewpoints from academic sources, reasoned examples, and correct documentation. The research paper is graded according to a rubric.

D. Use a variety of sentence types, grammatical structures, and academic vocabulary in writing to effectively present and differentiate between ideas.

Students develop the ability to write a variety of sentence types and to use them effectively on their writing assignments. They learn to use coordination and subordination as well as sentence and paragraph organization to highlight important ideas and refine their arguments. Students learn academic vocabulary from the Academic Word List and practice using words that give variety and clarity to their written expression.

Students demonstrate the ability to use effective vocabulary and a variety of sentence types on graded in-class and homework tasks, critical response essays, the formal research paper, and tests and quizzes. Sentence variety, lexical and grammatical range and accuracy, and clarity of ideas are graded on the research paper according to a rubric.

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E. Conduct research that includes locating, evaluating, and selecting appropriate academic sources, analyzing source materials, and synthesizing information from sources to support an academic thesis in a properly referenced process research paper.

Students develop an academic thesis that they support with appropriate academic sources in a high-quality formal research paper. They follow a process approach in which they locate, evaluate, and select sources from academic texts and journal articles (including those available on academic article search engines), create active reading notes, and synthesize significant evidence to support their thesis. Students organize their writing by creating an outline followed by a peer-reviewed first draft that incorporates their sources through appropriate use of quotations, summaries, and paraphrases. They proofread and improve their papers to produce a word-processed second draft that is formatted according to specific guidelines and that used proper reference citation. The instructor gives global and local feedback on the second draft, and students make further revisions to produce a final draft of the research paper.

All steps of the writing process are scored, and second and final drafts of the research paper are graded according to a rubric.

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Understanding

discussing ideas from texts explaining relationships between ideas (e.g. causes and effects) providing examples for essays inferring author’s meaning

Applying

distinguishing main ideas from details determining points of view discussing concepts of a novel or novella as pertaining to students’ lives using acquired vocabulary words in a different context summarizing and paraphrasing

Analyzing using appropriate sources for research; citing important information from sources analyzing authors’ viewpoints

Evaluating gathering sources and evaluating content, author, and reliability for integration in

a detailed academic research paper evaluating authors’ viewpoints and own opinions

Cognitive Skills Chart

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Tests & Quizzes

Graded Reading Tasks


Essays & Research

PaperA. Understand main ideas,

supporting details, and implied meanings in authentic academic texts from a range of disciplines.

√ √

B. Read university-level texts critically, summarizing the author’s point of view and evaluating the strength of the author’s ideas and arguments.

√ √ √ √

C. Write a cohesive essay in which they express developed and supported opinions, effectively refute opposing viewpoints, and incorporate information from authentic academic sources.

√ √ √

D. Use a variety of sentence types, grammatical structures, and academic vocabulary in writing to effectively present and differentiate between ideas.

√ √ √

E. Conduct research that includes locating, evaluating, and selecting appropriate academic sources, analyzing source materials, and synthesizing information from sources to support an academic thesis in a properly referenced process research paper.

√ √ √

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Response journals Paraphrasing sentences; paragraphs Summary writing Grammar worksheets on clause connection and reduction Essay writing Small group and class discussion Vocabulary tests Vocabulary logs Reading skills practice Peer evaluations Article reports Supplemental videos for textbook and novel Computer searches for Internet and library sources

Suggested Materials

Theme-connected academic articles or texts Teacher-generated materials

Entry Criteria



Exit Criteria


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Course Description

In IEPA 061, students participate in a variety of extended university-level lectures and academic interactions at normal speed. They use their listening skills to build knowledge in academic content areas by listening to live guest-speaker lecturers and by watching videos on academic topics. They learn to be active listeners and to take effective notes in order to be able to participate fully in undergraduate or graduate university courses once they complete the Academic English Program. Students also improve their speaking ability by developing and delivering a series of informal and formal presentations that include outside research, self-evaluation, and presentation feedback from classmates. In the course, students learn strategies for locating, assessing, and incorporating information as well as other study skills for independent learning.

Course Objectives


A. understand main ideas, details, and implications of university-level listening passages and full-length lectures on a variety of academic disciplines.

B. respond critically in unscripted discussions to information and arguments presented in university-level listening passages, peer presentations, and full-length lectures.

C. organize, develop, and deliver effective presentations in which they evaluate and incorporate information from authentic academic sources and give credit appropriately.

D. use effective vocabulary, complex grammatical structures and accurate pronunciation to summarize and elaborate on academic topics and to be understood in the university classroom.

E. take a process approach to preparing and delivering academic presentations that includes selecting and evaluating academic sources, incorporating information summaries and paraphrases, outlining, rehearsing, and effectively using presentation software.

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A. Understand main ideas, details, and implications of university-level listening passages and full-length lectures on a variety of academic disciplines.

Students listen to a variety of authentic academic discourse on a variety of academic disciplines including in-person and recorded lectures, discussions, and classmate presentations. They improve their ability to understand main ideas and supporting details, evaluate information, make inferences and predictions, take effective notes, summarize content, and understand the unstated implications of information from lectures and discussions. In presentations, they integrate detailed, well supported content selected from a variety of listening materials.

Students demonstrate their skills through graded assignments in class and as homework, including responding to comprehension questions and paraphrasing or summarizing content. They also use their notes on tests and quizzes to answer questions and demonstrate comprehension in presentations by effectively including information they have gathered from university-level listening passages and lectures. Submitted notes and information on presentations is graded according to a rubric.

B. Respond critically in unscripted discussions to information and arguments presented in university-level listening passages, peer presentations, and full-length lectures.

In class and as homework, students practice identifying information and arguments presented in academic discourse including university-level listening passages, peer presentations, and full-length lectures. Through unscripted class discussions, they develop the ability to critically evaluate and effectively respond to an argument by judging the validity of the evidence that the speaker includes and responding with supported opinions.

Students demonstrate their ability to respond critically to arguments presented in university-level discourse by completing debate and discussion activities that are graded according to a rubric.

C. Organize, develop, and deliver effective presentations in which they evaluate and incorporate information from authentic academic sources and give credit appropriately.

In class and as homework, students learn to organize and develop their ideas through speaking tasks such as discussions, structured debate activities, and recorded audio journals. They also give informal and formal persuasive speeches in which they incorporate information from authentic academic sources by using reported speech, paraphrasing, and summarizing. Through these activities, they develop the ability to strengthen an argument with appropriately cited sources.

Audio journals and persuasive speeches are graded according to a rubric.

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D. Use effective vocabulary, complex grammatical structures and accurate pronunciation to summarize and elaborate on academic topics and to be understood in the university classroom.

Students engage in a variety of interactions and speaking activities during the term designed to improve their ability to be understood in the university classroom, including whole-class discussions, group and pair work, audio journals, debates, and formal academic presentations. They learn to use a variety of lexical and grammatical structures accurately and fluently in order to successfully summarize and elaborate on academic topics.

On rehearsed formal presentations, debates, and audio journals, student vocabulary, grammar, and pronunciation are graded according to a rubric.

E. Take a process approach to preparing and delivering academic presentations that includes selecting and evaluating academic sources, incorporating information summaries and paraphrases, outlining, rehearsing, and effectively using presentation software.

During the term, students prepare and deliver individual and group presentations, in which they define a research topic, select and evaluate sources, and take notes that they incorporate into their presentations. They organize their presentations by outlining their arguments, incorporating data from sources that support or oppose their argument, and rehearsing their presentations in front of their peers. They use feedback from their rehearsals to improve their presentations and create effective visuals using PowerPoint or other presentation software.

All steps of the preparation process are graded, and presentations are graded according to a rubric.

129

Critical Thinking and Listening and Speaking Skills Correlation Chart


Remembering


Understanding


Applying


Analyzing


Evaluating

selecting information to use support and rebut arguments self-evaluating recorded speech evaluating classmates’ presentations evaluating university lecturers and professors

Creating creating their own research process

130

Objectives and Assessments Correlation Chart

Course Objectives


Tests & Quizzes

Graded Listening

Tasks, including

Notes

Graded Speaking

Tasks, including

Audio Journals

Presentations

A. Understand main ideas, details, and implications of university-level listening passages and full-length lectures on a variety of academic disciplines.

√ √

B. Respond critically in unscripted discussions to information and arguments presented in university-level listening passages, peer presentations, and full-length lectures.

√ √

C. Organize, develop, and deliver effective presentations in which they evaluate and incorporate information from authentic academic sources and give credit appropriately.

√

D. Use effective vocabulary, complex grammatical structures and accurate pronunciation to summarize and elaborate on academic topics and to be understood in the university classroom.

√ √ √

E. Take a process approach to preparing and delivering academic presentations that includes selecting and evaluating academic sources, incorporating information summaries and paraphrases, outlining, rehearsing, and effectively using presentation software.

√

131


Practicing a variety note-taking techniques In-class and out-of-class note-taking exercises from video, recorded lectures and live lectures

from a variety of academic disciplines (30-90 minutes in length) In-class and out-of-class listening assignments from video, recorded lectures and live lectures

from a variety of disciplines (10-90 minutes in length) Independent, formal written lecture reports Readings and discussions related to academic lectures Small group projects, discussions, and presentations Self-introduction or partner introduction (diagnostic at beginning of term) Symposium presentation and planning activities with group Presentation of a summary of a journal article Class discussion and planning activities with partner Informal presentations done with a group (chart/graph explanation; practice openers and

closers) Style critiques Self-assessments (watching video of presentations and completing self-assessment

documents)

Suggested Materials

Advanced Listening Comprehension (3rd ed.) Speech Communication Made Simple (3rd ed.) Insights 2 Recorded academic lectures Teacher-generated handouts

Entry Criteria

Returning Students: Placement based on successful completion of IEPA 051 or not passing (C- or lower) in a previous term of IEPA 061


Exit Criteria


132

Electives

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IEPA 005 Test Preparation: GMAT

Course Description

In IEPA 005 GMAT Preparation, students increase their familiarity with and success on the GMAT. They learn about the structure of the test and how to follow directions; they also learn about the question types that are included on the GMAT and specific test-taking strategies for each section of the test. On in-class practice and homework assignments, students work to improve their verbal, critical thinking, and writing skills; they also learn to understand mathematical terminology that appears on the test. They increase their accuracy on the various components of the GMAT by identifying areas of personal weakness and by focusing on those skills on practice tests and in-class quizzes.

Course Objectives


A. recognize and understand the instructions of a variety of question types on all sections of the GMAT.

B. develop test-taking strategies to increase success on the GMAT.

C. identify strong and weak areas in their English proficiency.

D. complete GMAT tasks with increased accuracy.

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A. Recognize and understand the instructions of a variety of question types on all sections of the GMAT.

Students read directions for different sections of the GMAT test and learn about the different types of skill questions within each section. They discuss directions and questions in class and complete practice exercises to improve their ability to correctly complete GMAT tasks. Students demonstrate their understanding by completing simulated GMAT tests or exercises that include authentic instructions and question types.

B. Develop test-taking strategies to increase success on the GMAT.

Students become familiar with the structure of the GMAT and develop strategies to increase their ability to correctly complete GMAT tasks. Students demonstrate familiarity with structures and strategies through completion of in-class and homework exercises and practice tests.

C. Identify strong and weak areas in their English proficiency.

After students complete simulated GMAT tests and practice exercises, they analyze their correct and incorrect answers and identify the skill(s) assessed by those items in order to create an individual plan of study.

D. Complete GMAT tasks with increased accuracy.

Students complete simulated GMAT tests and practice exercises and measure their progress according to the percentage of questions they answer correctly in each skill area. Students demonstrate increased accuracy by completing an identical test at the beginning and at the end of the term.

135


Objectives

Significant Assessment TasksHomework

Assignments, including Test Self-

Analysis

Tests and Quizzes

A. Recognize and understand the instructions of a variety of question types on all sections of the GMAT.

B. Develop test-taking strategies to increase success on the GMAT.


D. Complete GMAT tasks with increased accuracy.


Practice tests Textbook activities Homework assignments Pair practice Note-taking Class discussion Strategy checklist

Suggested Materials

*GMAT Review 13th Edition by the Graduate Management Admission Council, 2012 Kaplan New GMAT Premier 2013 with online practice tests Cracking the New GMAT, 2013 Edition by Princeton Review. Teacher-generated handouts

Entry Criteria

Current registration in Level 5 or 6 required courses; Graduate Pathways students

Exit Criteria

Passing (73% or higher) performance on significant assessment tasks

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IEPA 005 Test Preparation: GRE

Course Description

In IEPA 005 GRE Preparation, students increase their familiarity with and success on the GRE. They learn about the structure of the test and how to follow directions; they also learn about the question types that are included on the GRE and specific test-taking strategies for each section of the test. On in-class practice and homework assignments, students work to improve their verbal, critical thinking, and writing skills; they also learn to understand mathematical terminology that appears on the test. They increase their accuracy on the various components of the GRE by identifying areas of personal weakness and by focusing on those skills on practice tests and in-class quizzes.

Course Objectives


A. recognize and understand the instructions of a variety of question types on all sections of the GRE.

B. develop test-taking strategies to increase success on the GRE.


D. complete GRE tasks with increased accuracy.

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A. Recognize and understand the instructions of a variety of question types on all sections of the GRE.

Students read directions for different sections of the GRE test and learn about the different types of skill questions within each section. They discuss directions and questions in class and complete practice exercises to improve their ability to correctly complete GRE tasks. Students demonstrate their understanding by completing simulated GRE tests or exercises that include authentic instructions and question types.

B. Develop test-taking strategies to increase success on the GRE.

Students become familiar with the structure of the GRE and develop strategies to increase their ability to correctly complete GRE tasks. Students demonstrate familiarity with structures and strategies through completion of in-class and homework exercises and practice tests.


After students complete simulated GRE tests and practice exercises, they analyze their correct and incorrect answers and identify the skill(s) assessed by those items in order to create an individual plan of study.

D. Complete GRE tasks with increased accuracy.

Students complete simulated GRE tests and practice exercises and measure their progress according to the percentage of questions they answer correctly in each skill area. Students demonstrate increased accuracy by completing an identical test at the beginning and at the end of the term.

138


Objectives



Analysis

Tests and Quizzes

A. Recognize and understand the instructions of a variety of question types on all sections of the GRE.

B. Develop test-taking strategies to increase success on the GRE.


D. Complete GRE tasks with increased accuracy.



Suggested Materials

Cracking the New GRE, 2013 Edition, Random House, 2012 Online and print materials provided by instructor

Entry Criteria


Exit Criteria


139

IEPA 005 Test Preparation: IELTS

Course Description

In IEPA 005 IELTS Preparation, students increase their familiarity with and success on the IELTS. They learn about the structure of the test and how to follow directions; they also learn about the question types that are included on the IELTS and specific test-taking strategies for each section of the test. On in-class practice and homework assignments, students work to improve their reading, writing, listening, and speaking skills. They increase their accuracy on the various components of the IELTS by identifying areas of personal weakness and by focusing on those skills on practice tests and in-class quizzes.

Course Objectives


A. recognize and understand the instructions of a variety of question types on all sections of the IELTS.

B. develop test-taking strategies to increase success on the IELTS.


D. complete IELTS tasks with increased accuracy.

140


A. Recognize and understand the instructions of a variety of question types on all sections of the IELTS.

Students read directions for different sections of the IELTS test and learn about the different types of skill questions within each section. They discuss directions and questions in class and complete practice exercises to improve their ability to correctly complete IELTS tasks. Students demonstrate their understanding by completing simulated IELTS tests or exercises that include authentic instructions and question types.

B. Develop test-taking strategies to increase success on the IELTS.

Students become familiar with the structure of the IELTS and develop strategies to increase their ability to correctly complete IELTS tasks. Students demonstrate familiarity with structures and strategies through completion of in-class and homework exercises and practice tests.


After students complete simulated IELTS tests and practice exercises, they analyze their correct and incorrect answers and identify the skill(s) assessed by those items in order to create an individual plan of study.

D. Complete IELTS tasks with increased accuracy.

Students complete simulated IELTS tests and practice exercises and measure their progress according to the percentage of questions they answer correctly in each skill area. Students demonstrate increased accuracy by completing an identical test at the beginning and at the end of the term.

141


Objectives



Analysis

Tests and Quizzes

A. Recognize and understand the instructions of a variety of question types on all sections of the IELTS.

B. Develop test-taking strategies to increase success on the IELTS.


D. Complete IELTS tasks with increased accuracy.



Materials

IELTS Express 1 Intermediate Coursebook (Heinle, 2005) IELTS Express 1 Workbook (Heinle, 2005) IELTS Express 1 Workbook Audio CD (Heinle, 2005) Online and print materials provided by instructor

Entry Criteria

Current registration in Level 4 or 5 required courses

Exit Criteria


142

IEPA 008 Pronunciation and Oral Fluency

Course Description

In IEPA 008, students receive extensive practice with eight pronunciation targets: word stress, thought groups, focus words, final sounds and linking, speech rhythm, intonation, and consonant and vowel sounds. Students track their progress using a pronunciation record sheet and are required to work outside of class to improve in their areas of weakness. They complete audio journals and short in-class presentations and work in pairs and small groups to improve in the target areas. Grading for this course includes an emphasis on individual progress.

Course Objectives


A. demonstrate an increased ability to speak clearly and fluently on audiotaped assignments and in short class presentations.

B. show an increased ability to understand rapid speech, distinguish individual sounds, and recognize meaning in stress and intonation patterns.

C. demonstrate responsibility for improving and monitoring their own pronunciation outside of the classroom.

143


A. Demonstrate an increased ability to speak clearly and fluently on audiotaped assignments and in short class presentations.

On two to four audiotaped assignments, students record short dialogues, conversations, or key sentences to reinforce concepts learned in class and to improve in their own areas of weakness. (See Pronunciation Rubric.)

Through two five- to ten-minute classroom presentations, students focus on improving in target areas of special difficulty. Assessment is based on clarity and fluency of speech; to be successful, students must earn an average of two or more on a 3-point scale. By the end of the term students must show progress in at least two pronunciation target areas: word stress, thought groups, focus words, final sounds and linking, speech rhythm, intonation, and consonant and vowel sounds (see Pronunciation Rubric).

B. Show an increased ability to understand rapid speech, distinguish individual sounds, and recognize meaning in stress and intonation patterns.

At the beginning of the term, students complete a diagnostic assessment that includes items related to each of the pronunciation target areas covered in the course. At the end of the term, students take the same test in order to demonstrate an increased ability to understand spoken features of English.

C. Demonstrate responsibility for improving and monitoring their own pronunciation outside of the classroom.

Students complete an average of 60 minutes per week of independent pronunciation and listening practice, using text CDs, Internet resources, and materials available in the Learning Center. They are required during this independent work to complete focused practice in their areas of weakness. Students track their progress on a pronunciation record sheet that they turn in to the instructor periodically.

144


Objectives

Significant Assessment TasksAudiotaped assignments

Short oral presentations

Beginning-of-term and end-of-term

tests

Records of out of class

practice

A. Demonstrate an increased ability to speak clearly and fluently on audiotaped assignments and in short class presentations.

B. Show an increased ability to understand rapid speech, distinguish individual sounds, and recognize meaning in stress and intonation patterns.

C. Demonstrate responsibility for improving and monitoring their own pronunciation outside of the classroom.


Focused listening Choral repetition Chants, poems, and limericks Songs Role plays, dialogs, and communicative activities Partner practice Short oral presentations Audiotaped assignments Independent listening/pronunciation exercises

Suggested Materials

Focus on Pronunciation 2, with accompanying CDs Targeting Pronunciation, 2nd Edition, with accompanying CDs Clear Speech, with accompanying CDs

Entry Criteria


Exit Criteria


145

IEPA 029 Business English

Course Description

In IEPA 029, intermediate and advanced students focus on English for communication in professional business contexts. Through in-class and at-home activities such as textbook exercises, discussion of real-life scenarios, and interactive activities, students develop writing, listening, reading, and speaking skills related to the US and international business world. They also learn to produce high quality business-related materials such as resumes and PowerPoint presentations.

Course Objectives


A. comprehend written and spoken business-related information with increased accuracy.

B. successfully communicate information about business-related topics in discussions and short oral presentations.

C. produce effective business-related materials such as resumes, cover letters, e-mails, and PowerPoint presentations.

D. use target business vocabulary accurately, both in speaking and in writing.

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A. Comprehend written and spoken business-related information with increased accuracy.

Through in-class and at-home activities, students learn to decode written material including job advertisements and professional position descriptions. They also listen and respond to a variety of examples of spoken business communication—including recordings and mock interviews—in order to improve their skills. Students demonstrate increased comprehension through tests and quizzes and through interactive class activities such as mock interviews.

B. Successfully communicate information about business-related topics in discussions and short oral presentations.

Students discuss business-related topics in pairs, in small groups, and as a class. In mock interviews, students demonstrate the ability to communicate successfully in an interview situation. Students also give short oral presentations to the class in which they summarize and discuss information about business-related topics (see Oral Presentation Rubric).

C. Produce effective business-related materials such as resumes, cover letters, e-mails, and PowerPoint presentations.

At home and in class, students produce effective business-related materials including a resume, a cover letter, example e-mails, and PowerPoint visuals for short oral presentations. Students submit examples of their written products in the form of an end-of-term portfolio that is graded according to a rubric (see Business Portfolio Rubric). PowerPoint visuals are graded as a component of short oral presentations (see Oral Presentation Rubric).

D. Use target business vocabulary accurately, both in speaking and in writing.

At home and in class, students complete exercise and activities that include vocabulary related to the business world. Students demonstrate their use of target vocabulary on tests and quizzes and also must use effective and accurate vocabulary on short oral presentations (see Oral Presentation Rubric).

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Homework Assignments

Tests and Quizzes

Short Oral Presentations

Business Portfolio

A. Comprehend written and spoken business-related information with increased accuracy.

B. Successfully communicate information about business-related topics in discussions and short oral presentations.

C. Produce effective business-related materials such as resumes, cover letters, e-mails, and PowerPoint presentations.

D. Use target business vocabulary accurately, both in speaking and in writing.


Textbook exercises Listening to audio/video clips Vocabulary practice games and activities Pair, small-group, and whole-class discussions Preparing business-related materials Planning, practicing, and delivering short presentations Filling out business forms Analyzing advertisements/job listings Mock interviews

Suggested Materials

English for Business (O’Brien 2007) Instructor materials

Entry Criteria

Current registration in Level 4-6 required courses

Exit Criteria


148

IEPA 029 The Power of Music

Course Description

In IEPA 029 The Power of Music, students develop vocabulary, listening skills, fluency, and cultural awareness through listening to songs, discussing lyrics, and singing. They learn to identify various music genres and instruments that are commonly used to create music and to understand song lyrics. Students also learn to sing along with songs highlighted in the course and share present songs to their classmates. Through in-class and take-home activities, they express opinions about specific songs and genres.

Course Objectives


A. identify common music genres and instruments used to create music.

B. comprehend and effectively discuss the lyrics of a song.

C. give supported opinions about specific songs and music genres.

D. fluently sing/chant along with selected songs.

149


A. Identify common music genres and instruments used to create music.

In class, students listen to examples of different types of music and learn about the instruments that are used to create music. They demonstrate their understanding on quizzes.

B. Comprehend and effectively discuss the lyrics of a song.

Students complete in-class and take-home exercises, which can include dictations, cloze exercises, and crossword puzzles (vocabulary/listening) as well as comprehension questions (listening/reading). They also discuss song lyrics in pairs and small groups and deliver a 5- to 7-minute presentation in which they present the lyrics of a song and explain them to their classmates; this assignment is graded according to a rubric (see Lyric Presentation Rubric).

C. Give supported opinions about specific songs and music genres.

In in-class and take-home activities, students learn vocabulary and expressions to discuss and give opinions about different songs and music genres. They also learn to support their opinions by discussing specific elements of those songs and music genres. On in-class quizzes and during short presentations, they demonstrate their ability to give supported opinions.

D. Fluently sing/chant along with selected songs.

Students listen to a variety of songs selected by the instructor and learn to chant or sing along with them. As a take-home (digital drop-box) or in-class assignment, students sing or chant along with a song and are graded according to a rubric (see Song Fluency Rubric).

150


Objectives


Homework Assignments Tests and Quizzes Presentations

A. Identify common music genres and instruments used to create music.

B. Comprehend and effectively discuss the lyrics of a song.

C. Give supported opinions about specific songs and music genres.

D. Fluently sing/chant along with selected songs.


Vocabulary development, including like/dislike-related vocabulary Listening to songs Selecting songs to share Explaining lyrics and likes/dislikes about music Singing or chanting along with music In-class and take-home exercises, such as dictations, cloze exercises, crossword

puzzles, comprehension questions

Materials

Songs with relatively simple lyrics Teacher- and student-developed material

Entry Criteria

Currently registered in Level 4 or 5 courses

Exit Criteria


151

IEPA 035 Introduction to TOEFL

Course Description

In IEPA 035, students increase their familiarity with and success on the TOEFL. They learn about the structure of the test and how to follow directions; they also learn about the question types that are included on the TOEFL and specific test-taking strategies for each section of the test. On in-class practice and homework assignments, students work to improve their reading, writing, listening, speaking, and grammar skills. They increase their accuracy on the various components of the TOEFL by identifying areas of personal weakness and by focusing on those skills on practice tests and in-class quizzes. This course is targeted at Level 4 or 5 students or students who have never taken the TOEFL.

Course Objectives


A. recognize and understand the instructions of a variety of question types on all sections of the TOEFL.

B. develop test-taking strategies to increase success on the TOEFL.


D. complete TOEFL tasks with increased accuracy.

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A. Recognize and understand the instructions of a variety of question types on all sections of the TOEFL.

Students read directions for different sections of the TOEFL test and learn about the different types of skill questions within each section. They discuss directions and questions in class and complete practice exercises to improve their ability to correctly complete TOEFL tasks. Students demonstrate their understanding by completing simulated TOEFL tests or exercises that include authentic instructions and question types.

B. Develop test-taking strategies to increase success on the TOEFL.

Students become familiar with the structure of the TOEFL and develop strategies to increase their ability to correctly complete TOEFL tasks. Students demonstrate familiarity with structures and strategies through completion of in-class and homework exercises and practice tests.


After students complete simulated TOEFL tests and practice exercises, they analyze their correct and incorrect answers and identify the skill(s) assessed by those items in order to create an individual plan of study.

D. Complete TOEFL tasks with increased accuracy.

Students complete simulated TOEFL tests and practice exercises and measure their progress according to the percentage of questions they answer correctly in each skill area. Students demonstrate increased accuracy by completing an identical test at the beginning and at the end of the term.

153


Objectives


Homework Assignments,

including Test Self-Analysis

Tests and Quizzes







Suggested Materials

Developing Skills for the TOEFL iBT: Intermediate by Paul Edmunds and Nancie McKinnon Sharpening Skills for the TOEFL iBT: Four Practice Tests Book 1 by Jeff Zeter and Michael

Pederson Longman Introductory Course for the TOEFL iBT by Deborah Phillips

Entry Criteria


Exit Criteria


154

IEPA 039 English through Movies

Course Description

In IEPA 039 English through Movies, students explore American culture and the English language through careful viewing of major motion pictures. With theme-related background materials and vocabulary preparation, students enhance their understanding and appreciation of movies of varied genres and learn how to express informed opinions about the movies they watch. In addition, they develop a deeper understanding of plot action and movie themes and engage in a variety of small-group and whole-class activities and discussions.

Course Objectives

By the end of the course students will be able to:

A. demonstrate understanding of aspects of American culture that are included in movies viewed in the course.

B. understand and use target vocabulary and expressions, including idioms, slang, and informal English.

C. understand the plots, major themes, and characters of the movies viewed during the term.

D. express supported opinions about movies.

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A. Demonstrate understanding of aspects of American culture that are included in movies viewed in the course.

On in-class and at-home activities, students recognize, discuss, and analyze aspects of American culture that are included in movies viewed in the course. On tests and quizzes, they demonstrate their understanding by describing cultural elements of the movies and answering comprehension questions.

B. Understand and use target vocabulary and expressions, including idioms, slang, and informal English.

In class, students learn vocabulary and expressions included in movies viewed in the course. They use target vocabulary in classroom discussions and in their writing and are assessed on in-class quizzes and tests.

C. Understand the plots, major themes, and characters of the movies viewed during the term.

Students complete in-class and take-home assignments—including short answer comprehension questions and music and conversational listening cloze exercises—on different aspects of the movies highlighted in the course. They participate in small-group and whole-class discussions and demonstrate their understanding on quizzes and tests and through one-page reaction papers.

D. Express supported opinions about movies.

Students work in pairs and small groups to develop and learn to express opinions about movies viewed in the course. After each movie is completed, they write an organized one-page word-processed reaction paper that includes supported opinions about movies and that is graded according to a rubric (see Reaction Paper Rubric).

156


Objectives


Homework Assignments Quizzes and Tests Reaction Papers

A. Demonstrate understanding of aspects of American culture that are included in movies viewed in the course.

B. Understand and use target vocabulary and expressions, including idioms, slang, and informal English.

C. Understand the plots, major themes, and characters of the movies viewed during the term.

D. Express supported opinions about movies.


Matching and short answer exercises Comprehension exercises Small group and class discussion of movie themes and cultural aspects of the movie Watching full-length movies and excerpts (with and without sound) Listening to theme song lyrics Listening clozes from movie songs and conversations Writing take-home reaction papers

Suggested Materials

Videos of three or four different types of movies and accompanying scripts Teacher-generated handouts on background cultural and historical information Teacher-developed packets for each movie which include song lyrics, cloze exercises,

take-home and in-class assignments, vocabulary activities and other tasks

Entry Criteria

Current registration in Level 4 or 5 core courses.

Exit Criteria

Passing (73% or higher) performance on significant assessment tasks.

157

IEPA 043 Individualized Directed Learning

Course Description

In IEPA 043 Individualized Directed Learning (IDL), students gradually take on more responsibility for their own learning. In this self-directed course, there is a balance between teacher direction and student autonomy. Students have the freedom to decide what and how they will learn; however, the instructor plays a critical role by helping students set up a framework for their learning: promoting skills identified in needs analyses, goal setting, and self-evaluations. Teacher direction continues to have an important role in 043, and students are introduced to pedagogical management skills such as writing contractual agreements.

Because it is a required course for new students from Level 4 to Level 6, IEPA 043 students use materials and work on learning activities that match their particular level of language proficiency. They reinforce learning in their other AE courses, compensate for weaknesses or gaps in their language skills, or focus on specialized needs or interests that the curriculum may not address (such as preparing for the GRE test).

Objectives


A. identify and prioritize their language learning needs and interests.

B. work with the instructor to design a simple learning contract and then fulfill the terms of this agreement successfully.

C. make effective decisions about their own learning in accordance with their learning contract.

D. use class time effectively.

E. evaluate their progress in meeting language learning goals.

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In class, students complete teacher-directed learning activities, including:

Remedial work, review, or help on assignments to support learning in other AE courses (students are often recommended for specific help by other instructors)

Individualized work on vocabulary development and other level-appropriate linguistic skills that provide students with a strong language foundation

In individualized Learning Logs, students record the work they do during each class period, including how they spend a particular class period, which materials they use, how useful they find the materials/activities, and a tentative plan for the next class period.

The instructor regularly reviews Learning Logs and student work to determine whether students have successfully completed assigned learning tasks. Instructors hold regular informal conferences to help keep students on task, giving them feedback as needed.

B. Work with the instructor to design a simple learning contract and then fulfill the terms of this agreement successfully.

The student and the instructor work together to map out a contractual agreement which includes: specific learning goals, resources that match these goals, learning activities, ways to demonstrate achievement, and specified time frames for completion. Periodically, the instructor and student may modify the terms of this agreement to reflect the student’s changing needs and circumstances.

Students demonstrate that they are systematically and consistently working toward the goals of their learning contracts through periodic progress meetings with the instructor. They also complete a self-evaluation at the end of the term and reflect on their leaning.

C. Make effective decisions about their own learning in accordance with their learning contract.

At the beginning of the term, students complete simple needs analysis worksheets to identify their learning needs. Students make decisions about their learning by focusing on the language skills they identify through the needs analysis worksheets in conferences with the instructor. Through conferencing, the instructor helps students to specify, prioritize, and reassess their language learning needs and interests; the instructor and student agree on timelines and materials and resources that will help the student reach his/her goal.

Students record daily decisions they make about their learning in a Learning Log. Through the Learning Log, instructor conferences, and written self-evaluations (graded according to a rubric), students demonstrate the ability to make effective decisions and to make plans for future learning.

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In class, the instructor monitors student use of time and designs activities for students to complete according to agreed-upon timelines. Through Learning Logs, student-teacher conferences, and written self-evaluations, students demonstrate their ability to use class time effectively. Use of time is graded according to a Learning Log and Time Management Assessment Rubric.

E. Evaluate their progress in meeting language learning goals.

Students evaluate their progress through self-assessment devices incorporated into materials (such as answer keys in books or immediate feedback on computer programs). They also receive feedback from the teacher, from the WRAP and from conversation leaders. They demonstrate an emerging ability to evaluate their own progress during conferences with the instructor and in written self-evaluations, including an end-of-term self-evaluation that is graded according to a rubric.

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Course Objectives

Significant Assessment TasksNeeds Analysis

WorksheetContractual Agreement

Daily Learning

Log

Conferences WrittenSelf-

EvaluationA. Identify and prioritize their

language learning needs and interests.

√ √ √

B. Work with the instructor to design a simple learning contract and then fulfill the terms of this agreement successfully.

√ √ √

C. Make effective decisions about their own learning in accordance with their learning contract.

√ √ √ √ √

D. Use class time effectively.√ √ √

E. Evaluate their progress in meeting language learning goals.

√ √ √ √

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Completing a needs analysis survey; prioritizing needs and interests Writing a contractual agreement Recording daily activities in a Learning Log Choosing learning materials (with input from the teacher) Participating in conferences with the teacher about individual plans and progress Writing self-evaluations Working with the Writing and Pronunciation Assistant (WRAP) Participating in conversation groups Working on language and study skills according to individual needs and interests (e.g.,

reading, writing, listening, speaking, TOEFL preparation, and key boarding)

Suggested Materials

Level-appropriate Learning Center holdings: books, reference material, audio and videotapes, CDs, DVDs, computer programs, Internet resources, answer keys, scripts, teacher-developed materials

Materials available on the Internet Materials and books used in other classes, checked out from the library, brought from home,

etc.

Entry Criteria

Returning students: Current registration in Level 4 or 5 core courses; coordinator approval required

New students: Placement based on new student testing criteria: R/W 4, R/W 5, or R/W 6

Exit Criteria

Passing (73% or higher) performance on significant assessment tasks, at least 85% attendance

162

IEPA 049 Intermediate Vocabulary Building

Course Description

In IEPA 049 Intermediate Vocabulary Building, students learn to understand and produce 120 of the 500 most common words on the Academic Word List. They develop skills and strategies to decode unfamiliar words and—through self-assessment, reflection, reading, word study strategies, discussion, writing, and games—learn to use target words accurately in speaking and writing. This course is targeted at Level 4 or 5 students.

Course Objectives


A. Recognize and use 120 of the 500 most common words on the Academic Word List.

B. Use effective strategies to decode unfamiliar words and to expand their own vocabularies.

163



Through in-class and at-home activities, students learn to recognize 120 of the 500 most common words on the Academic Word List in reading and listening, and they learn to use those words accurately in writing and speaking. Students demonstrate their ability to comprehend and correctly use target vocabulary on tests, in-class activities, and homework assignments.


Through in-class and at-home activities, students learn word decoding strategies including using affixes, word families, and collocation to help understand unfamiliar words. Students also practice strategies to learn target vocabulary, such as using personal lists, flashcards, and dictionaries. Students demonstrate effective decoding and vocabulary expansion strategies on tests, in-class activities, and homework assignments.

164



Tests and Quizzes Homework Assignments




Previewing target words and academic reading passages Self-assessing knowledge of target words Reading unedited passages containing target words Recognizing roots, affixes, and inflected forms Identifying and interpreting word functions and families Recognizing and manipulating appropriate collocations Developing word learning resources such as flash cards and personal lists Developing dictionary skills Using target words in conversations and games Discussing topics using target words in meaningful contexts Expanding students' knowledge of target words through writing

Suggested Materials

College Vocabulary 3 (Folse 2003) Teacher-generated handouts

Entry Criteria

Current registration in Level 4 or 5 core courses

Exit Criteria


165

IEPA 049 English through Drama

Course Description

In IEPA 049 English through Drama, students improve their English skills and build self-confidence through the use of drama techniques and the presentation of dramatic works. The course develops verbal and non-verbal communication, reading and listening comprehension, and performance skills. Students learn to give constructive feedback to classmates and to use and understand important vocabulary related to stage acting.

Course Objectives


A. read dramatic works aloud with comprehensible pronunciation and effective expression.

B. perform drama activities individually and in groups in front of an audience.

C. give constructive feedback to classmates about their performances; use feedback from classmates and the instructor to improve performances.

D. comprehend and produce the terminology of stage acting and record target vocabulary.

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A. Read dramatic works aloud with comprehensible pronunciation and effective expression.

In class, students analyze written dramatic works in order to determine pronunciation and expressive features of the dialog. They practice reading aloud and give and receive feedback on the comprehensibility of their performances.

Students demonstrate their ability to read dramatic works clearly and with appropriate expression through in-class presentations such as poems, readers’ theatre, plays and theatre games. Students are assessed using a performance presentation rubric.

B. Perform drama activities individually and in groups in front of an audience.

Students participate in formal and informal classroom activities designed to enhance their ability to create and play a variety of roles in front of classmates and others.

Students complete at least two rehearsed performances during the term that are assessed using a performance presentation rubric.

C. Give constructive feedback to classmates about their performances; use feedback from classmates and the instructor to improve performances.

Students evaluate others’ performances using formal and informal feedback methods, including rubrics and small group discussions. They make appropriate changes to their performance after receiving feedback regarding characterization, body language, pronunciation, intonation, volume, delivery, and stage movements.

Final performances are graded according to a performance presentation rubric.

D. Comprehend and produce the terminology of stage acting and record target vocabulary.

Students learn stage directions vocabulary to follow the director’s blocking directions in presenting a dramatic work or play. They improve their ability to follow and give directions for stage movement and director-actor interactions and are required to keep a vocabulary/key words journal during the term.

The vocabulary/key words journal is collected weekly and graded according to a vocabulary journal rubric.

167


Student Achievement TasksObjectives Participation Presentation

SkillPerformance

FeedbackVocabulary

Skill

A. Read dramatic works aloud with comprehensible pronunciation and effective expression.

√ √

B. Perform drama activities individually and in groups in front of an audience.

√ √

C. Give constructive feedback to classmates about their performances; use feedback from classmates and the instructor to improve performances.

√ √

D. Comprehend and produce the terminology of stage acting and record target vocabulary.

√


Theatre games including warm-up, verbal, non-verbal and observation exercises Improvisations Reading and performing dialogs, short plays and poems, scenes, skits, fables and reader’s

theatre pieces Writing scripts Create characterizations for various scenes from short plays or improvisations. Watching and analyzing live theatre performances and movies Problem-solving Field trips

Suggested Materials

Drama Techniques in Language Learning-Maley & Duff Websites for reader’s theatre, fables, stage directions, skits and scripts.

E.g. Drew’s Script-o-rama.com Teacher-generated handouts including feedback and presentation rubrics

Entry Criteria

Current registration in Level 4-6 core courses

Exit Criteria


168

IEPA 049 Movie Making

Course Description

In IEPA 049 Movie Making, students improve their English by learning and practicing the techniques of Hollywood-style movie production. They learn vocabulary related to movie making and use video and editing equipment to produce an original and high-quality film as a collaborative main project. In this process, they work together to plan their movie, write and practice effective dialog, and learn to create effective visual imagery. Students also reflect on their learning through a written journal and a final written self-analysis.

Course Objectives

By the end of the term, students will be able to: A. correctly use vocabulary related to camera shots and digital movie making. B. successfully use verbal and non-verbal communication in scripted dialogs. C. plan, produce, shoot and edit a short Hollywood-style movie as a collaborative main project.

D. reflect on the process of making movies and on their own experiences.

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A. Correctly use vocabulary related to camera shots and digital movie making.

Students are given vocabulary handouts, watch PowerPoint presentations, and practice using target vocabulary before taking quizzes on key words and concepts in movies.

B. Successfully use verbal and non-verbal communication in scripted dialogs.

In the classroom, students learn techniques to communicate effectively using both verbal and non-verbal skills. They practice delivering scripted dialogs in pairs or small groups and present performance scenes to the class in order to demonstrate their skills. Student performance scenes are assessed according to a rubric (see Dialog Rubric).

C. Plan, produce, shoot and edit a short movie as a collaborative main project.

In class, students learn about storyboards, visual design, shot planning, call sheets, various camera shots and direction before shooting and then editing their digital film using computer software. They present their project to the class in a group presentation that includes summarizing, explaining, analyzing problems and speaking articulately. Students receive informal feedback from their classmates and are graded according to a rubric (see Project Presentation Rubric).

D. Reflect on the process of making movies and on their own experiences. Students complete a writing journal of their experiences during the movie making process

and submit one entry per week for feedback. They must complete 80% of these journal entries to pass the course.

Students also write a self-analysis report of the course experience as a final exam. They are graded for content, accuracy, language usage and evidence of learning key vocabulary and concepts using a rubric (see Self-Analysis Rubric).

170


Significant Assessment TasksObjectives Journal

writingQuizzes and

PresentationsFinal Report

A. Correctly use vocabulary related to camera shots and digital movie making.

√ √

B. Successfully use verbal and non-verbal communication in scripted dialogs.

√

C. Plan, produce, shoot and edit a short movie as a collaborative main project.

√ √

D. Reflect on the process of making movies and on their own experiences.

√ √


Creating scenes Writing stories (treatment) and screenplay format Planning shots and direction Digital filming using Canon or Sony HD cameras Reading materials and handouts Watching clips of classic films Analyzing shots and actions of characters Editing in iMovie or Movie maker Problem-solving Lectures by guest speakers

Suggested Materials

Teacher-generated handouts and film clips from movies or Utube Shot by Shot by Steven D. Katz Digital Filmmaking 101 by Dale Newton and John Gaspard IMDb web site: lists of films and scripts for study and practice

Entry Criteria


Exit CriteriaPassing (73% or higher) performance on significant assessment tasks, submission of at least 80% of writing journal entries

171

IEPA 049 News and Views

Course Description

In IEPA 049 News and Views, students obtain information from print and broadcast media through reading newspaper and magazine articles, listening to radio news broadcasts, viewing TV news broadcasts, and accessing news on the Internet. They learn strategies for locating important information in print articles and identify main ideas and supporting details in written and spoken news sources. Through in-class and out-of-class activities, students incorporate information about current events in speaking and writing and learn to express informed opinions that are supported by the information they gather from news sources.

Course Objectives

By the end of the course, students will be able to:

A. demonstrate understanding of English-language news sources, including newspapers, radio and television news programs, the Internet, and academic journals.

B. use effective strategies to skim and scan texts and para-texts (e.g., headlines, advertisements) for key information.

C. identify main ideas and supporting details from written and spoken news sources.

D. express informed opinions and ideas based on information gathered from the news.

172


A. Demonstrate understanding of English-language news sources, including newspapers, radio and television news programs, the Internet, and academic journals.

On in-class and at-home activities, students practice reading and listening to news in a variety of different media. They learn to take useful notes on news items and discuss information from those sources in pairs and small groups. To demonstrate their understanding, students submit notes that are graded according to a rubric (see Note-Taking Rubric) and take in-class quizzes and tests.

B. Use effective strategies to skim and scan texts and para-texts (e.g., headlines, advertisements) for key information.

In class, students learn techniques for skimming and scanning print media for key information. They demonstrate their skills by answering comprehension questions on timed in-class assessments.

C. Identify main ideas and supporting details from written and spoken news sources.

Through in-class and at-home activities including small- and large-group discussions, students learn to locate and identify main ideas and supporting details from a variety of news media. They demonstrate their ability on in-class quizzes and tests.

D. Express informed opinions and ideas based on information gathered from the news.

Throughout the course, students work in small and large groups to develop and share their opinions about topics of interest in the news. On in-class and at-home activities, they learn to support their opinions by referring to factual information from a variety of sources. For their final project, students work in small groups of 3-4 to compare information from a local newspaper article with the responses of local residents. Students select a newspaper article on a topic of interest, develop 3 survey questions, interview 5 native speakers about this topic, and use the survey responses to inform their own opinions about the topic. During a 3- to 4-minute graded final oral presentation that includes a visual (graphic) summary of the responses, students share their results with the class (see Group Survey Rubric).

173


Objectives


Note-Taking Response Writing

Group Survey/ Presentation

Tests and Quizzes

A. Demonstrate understanding of English-language news sources, including newspapers, radio and television news programs, the Internet, and academic journals.

B. Use effective strategies to skim and scan texts and para-texts (e.g., headlines, advertisements) for key information.

C. Identify main ideas and supporting details from written and spoken news sources.

D. Express informed opinions and ideas based on information gathered from the news.

174


Reading the local newspaper Listening to newscasts on television and via the Internet Taking notes Participating in small group and class discussions Completing in-class assignments Interviewing a guest speaker involved in some aspect of the news business Visiting the local newspaper headquarters Conducting a survey on information published in the news

Suggested Materials

Newsademic by Newsademic.com Reading the News by Pete Sharma (International Herald Tribune (Recommended for higher

level classes) Daily local newspapers contributed by the Gazette-Times Newspapers in Education program,

CNN and other news broadcasts Newspapers—Resource Books for Teachers by Peter Grundy

Entry Criteria


Exit Criteria


175

IEPA 052 Guided Observation

Course Description

IEPA 052 is a six-hour course (three hours in the AE component and three to four hours auditing an OSU course) designed to orient and prepare students for the American university classroom. With the guidance of the instructor, students select an OSU course to observe all term long in order to become more familiar with classroom practices and norms and to develop English skills, especially listening and note-taking. In the three-hour Academic English course component students discuss, write about, and compare their observation courses and explore relevant topics in American higher education.

Course Objectives


A. describe and analyze American university classroom practices and interactions.

B. improve their note-taking skills and strategies.

C. locate and research information about campus resources.

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A. Describe and analyze American university classroom practices and interactions.

In class, students learn about and discuss such topics as the structure of the American university classroom, expectations in student-teacher interactions, the university syllabus, and assessment practices. As homework, they complete four or more Discussion Board responses based on the OSU course they are auditing and topics covered in the AE component of the course. They also respond to their classmates’ postings (see Discussion Board Participation Guidelines).

During the last ten days of the course, students complete a take-home final examination that requires that they describe and analyze their observation experience and their work in the AE component. (See Take Home Final Rubric.)

B. Improve their note-taking skills and strategies.

In class, students learn different methods of note-taking organization. They also learn active strategies in order to make their note-taking more effective. Students practice taking notes while listening to example academic lectures or guest speakers.

Students take notes in their OSU audit classes and turn them in weekly for grading and feedback. They are required to turn in notes for a minimum of 85% of the OSU classes they are attending in order to pass IEPA 052. OSU audit notes are graded according to a rubric (see Note-Taking Rubric).

Students also reflect on their note-taking skills and strategies as part of the written take-home final.

C. Locate and research information about campus resources.

Students locate and research information about a university service and then present what they’ve learned to their classmates in a five- to ten-minute presentation. Components of this assignment include interviewing a staff/faculty member associated with the service; locating additional information about the service from the Internet, brochures, or other material; and synthesizing this research into an oral presentation. Presentations are evaluated on content (including interview), language, delivery, visuals, and responses to classmates’ questions (see Final Presentation Rubric).

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Objectives


Discussion Board

Notes from Audit Course

Written Take-Home final

Final Presentation

A. Describe and analyze American university classroom practices and interactions.

B. Improve their note-taking skills and strategies.

C. Locate and research information about campus resources.

178


Selecting an appropriate OSU class to observe and obtaining permission to observe Scanning university schedule of classes and catalog Analyzing and compare university course syllabi and quizzes/tests/examinations Discussion Board responses to assigned topics Classroom discussion: dyads, small group, and whole group Note-taking in observation class and the AE component Attending a campus activity and writing a reaction report Viewing short videotapes on relevant topics in American higher education Drawing a diagram educational system in their countries Comparing observation class to their own educational experiences Analyzing time management skills Identifying common causes of academic difficulty for international students and solutions Researching and making an oral presentation about a university service Written take home final Guest speakers

Suggested Materials

Teacher-generated course materials Permission form for students to audit an OSU course OSU Schedule of Classes (on-line) OSU Bulletin (on-line) OSU website OSU course syllabi samples OSU course exam samples The Real Thing Secrets to College Success videotape “Higher Education in the U.S.” videotape segment from Bridges to College Success Time Management videotape

Entry Criteria

Current registration in Level 5 and 6 courses

Exit Criteria

Passing (73% or higher) performance on significant assessment tasks and OSU audit notes submitted for a minimum of 85% of classes attended

179

IEPA 055 TOEFL Preparation

Course Description

In IEPA 055, students increase their familiarity with and success on the TOEFL. They learn about the structure of the test and how to follow directions; they also learn about the question types that are included on the TOEFL and specific test-taking strategies for each section of the test. On in-class practice and homework assignments, students work to improve their reading, writing, listening, speaking, and grammar skills. They increase their accuracy on the various components of the TOEFL by identifying areas of personal weakness and by focusing on those skills on practice tests and in-class quizzes. This course is targeted at Level 5 or 6 students or students.

Course Objectives


A. recognize and understand the instructions of a variety of question types on all sections of the TOEFL.

B. develop test-taking strategies to increase success on the TOEFL.


D. complete TOEFL tasks with increased accuracy.

180



Students read directions for different sections of the TOEFL test and learn about the different types of skill questions within each section. They discuss directions and questions in class and complete practice exercises to improve their ability to correctly complete TOEFL tasks. Students demonstrate their understanding by completing simulated TOEFL tests or exercises that include authentic instructions and question types.


Students become familiar with the structure of the TOEFL and develop strategies to increase their ability to correctly complete TOEFL tasks. Students demonstrate familiarity with structures and strategies through completion of in-class and homework exercises and practice tests.


After students complete simulated TOEFL tests and practice exercises, they analyze their correct and incorrect answers and identify the skill(s) assessed by those items in order to create an individual plan of study.


Students complete simulated TOEFL tests and practice exercises and measure their progress according to the percentage of questions they answer correctly in each skill area. Students demonstrate increased accuracy by completing an identical test at the beginning and at the end of the term.

181



Homework Assignments

Tests and Quizzes







Suggested Materials

Longman Preparation Course for the TOEFL Test: Next Generation iBT by Deborah Phillips (Textbook, CD-ROM, Audio CDs)

Cracking the TOEFL iBT by The Princeton Review The Official Guide to the New TOEFL iBT by ETS Teacher-generated handouts

Entry Criteria


Exit Criteria


182

IEPA 057 Advanced Grammar through Writing

Course Description

In IEPA 057, students increase their ability to recognize and use correct advanced grammar structures in their writing. Students develop increased fluency and accuracy in written English and demonstrate advanced English proficiency in writing.

Course Objectives


A. use target structures correctly in process writing, demonstrating increased accuracy from first to final draft (see Scope of Structures on next page).

B. use target structures correctly in homework, in-class work, and other writing assignments.

C. recognize and correct errors in writing related to target structures.

183

Scope of Structures

Review and expansion of intermediate structures, esp. gerunds/infinitives, passive voice, adjective and adverb clauses, articles, discourse markers, modals, conditionals and word forms, as needed

Indirect speech Noun clauses Noun modifiers Reduced clauses, appositives Sentence length and variety as well as correctness Subjunctives (brief introduction) Use of the passive voice and parallel ideas in academic writing Modals: ability, necessity, certainty, requests, permission, advice, and suggestions Definite versus indefinite articles Reduced clauses and phrases Connectors (coordination, subordination, transitions) Review of verb tenses

184


A. Use target structures correctly in process writing, demonstrating increased accuracy from first to final draft.

During the term, students write three to four 2- to 3-page essays that use target structures. This process includes brainstorming and outlining, production of an in-class first draft, peer review and production of a second draft, instructor corrective feedback, and out-of-class production of a final draft.

Students submit both second and final drafts to the instructor to demonstrate increased accuracy in their use of target structures. Compositions are graded according to a rubric; students should use target structures correctly 73% of the time in a second draft and, with instructor corrective feedback, 90% of the time in a final draft.

B. Use target structures correctly in homework, in-class work, and other writing assignments.

Students complete targeted workbook-style exercises, communicative activities, and individual and group writing assignments in order to practice using target structures accurately.

They demonstrate their ability to use target structures correctly through graded homework and items on quizzes and tests. They also submit process writing assignments and complete a final writing exam, all of which are graded according to a rubric.

C. Recognize and correct errors in writing related to target structures.

Through homework and workbook exercises, classroom exercises, reviewing other students’ writing, and feedback on process essays, students learn to recognize and correct errors related to target structures.

Students demonstrate error recognition and correction on graded grammar tasks, quizzes, and the final exam.

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Course ObjectivesSignificant Assessment Tasks

Graded Grammar Tasks

Quizzes Multi-draft Writing

Final Exam

A. Use target structures correctly in process writing, demonstrating increased accuracy from first to final draft.

√

B. Use target structures correctly in homework, in-class work, and other writing assignments.

√ √ √ √

C. Recognize and correct errors in writing related to target structures

√ √ √


Grammar explanations In-class and homework book, workbook, and teacher-generated exercises (in print or on the

computer) Grammar structure drills and practice on the computer Sentence- and paragraph-level writing done in class and as homework Essay writing and revision In-class discussion with a focus on the targeted structures

Suggested Materials

Focus on Grammar 5A, 5B (3rd ed.) Grammar Sense 4 Teacher-generated handouts and materials

Entry Criteria


Exit Criteria

To pass the course, students must earn a 73% or higher average for all significant assessment tasks. Students must also demonstrate use of target structures correctly in writing 90% of the time with instructor corrective feedback.

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IEPA 059 Advanced Vocabulary Building

Course Description

In IEPA 059, students learn to understand and produce at least 150 target words from the Academic Word List. They develop skills and strategies to decode unfamiliar words and—through self-assessment, reflection, reading, word study strategies, discussion, writing, and games—learn to use target words accurately in speaking and writing. This course is targeted at Level 5 or 6 students.

Course Objectives


A. recognize and use at least 150 target words from the Academic Word List.

B. use effective strategies to decode unfamiliar words and to expand their own vocabularies.


A. Recognize and use at least 150 target words from the Academic Word List.

Through in-class and at-home activities, students learn to recognize at least 150 words from the Academic Word List in reading and listening, and they learn to use those words accurately in writing and speaking. Students demonstrate their ability to comprehend and correctly use target vocabulary on tests, in-class activities, and homework assignments.


Through in-class and at-home activities, students learn word decoding strategies including using affixes, word families, and collocation to help understand unfamiliar words. Students also practice strategies to learn target vocabulary, such as using personal lists, flashcards, and dictionaries. Students demonstrate effective decoding and vocabulary expansion strategies on tests, in-class activities, and homework assignments.

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Tests and Quizzes Homework Assignments

A. Recognize and use at least 150 target words from the Academic Word List.



Previewing target words and academic reading passages Self-assessing knowledge of target words Reading unedited passages containing target words Recognizing roots, affixes, and inflected forms Identifying and interpreting word functions and families Recognizing and manipulating appropriate collocations Developing word learning resources such as flash cards and personal lists Developing dictionary skills Using target words in conversations and games Discussing topics using target words in meaningful contexts Expanding students' knowledge of target words through writing

Suggested Materials

Focus on Vocabulary: Mastering the Academic Word List College Vocabulary 4 Teacher-generated handouts

Entry Criteria

Current registration in Level 5 or 6 core classes

Exit Criteria


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