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Course Syllabus

COURSE TITLE: ENGLISH IV

Instructor: Beinerth Chitiva, M.Ed. Semester: March-November 2015 Email:

(Updated: March 23, 2021) [email protected]

Course Description

English IV follows an integrated-skill approach to help students improve their ability to use
English. Of course, there is an emphasis on communication as the governing idea, and a lot of
work will be devoted to the development of the four primary skills of listening, reading,
speaking, and writing through a wide range of tasks and activities. Students will be challenged
and engaged in exercising higher order thinking skills. Also, as different academic skills are
being developed, students will be able to have the opportunity to reflect on their learning process
and their valuable contribution to our community and country.

Standards
Culture and development of L2
Diversity
Language as a system (L2)
English reading and writing proficiency
Language comparison (bilingual skills)
Collaboration, developing partnership
Resources and technology

Course Objectives
1. Handle successfully a limited number of uncomplitated communicative tasks
2. Use the target language for predictable and concrete exchanges as well for more complex,
unpredictable exchanges.
3. Use some punctuation marks correctly: comma and period
4. Improve vocabulary knowledge, using a wide range of learning strategies
5. Monitor your learning process and take actions to improve.
6. Become a more autonomous learner, completing independent learning tasks frequently
7. Identify and use various learning strategies
8. Write lengthy paragraphs, especially on connected text on topics which are familiar or of
personal interest
9. Develop critical thinking skills
10. Develop multiple projects collaboratively
11. Use a variety of technology tools to complete projects and learn independently
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Methodology
The course is intended to help you build a more solid foundation and knowledge of English
through a variety of face-to-face, computer-based, small group cooperative learning instruction
and independent, self-guided learning. Class meetings are structured around discussion, hands-
on activities, and small group work. For this reason it is critical that students attend all classes
and actively participate in class. This full participation involves everyone making connections to
course topics, readings and vocabulary. Remember that your positive attitude is an asset to the
class and you can always make valuable contributions to the development of our class, so sharing
ideas and information with the rest of the class is vital.

Required Texts: Focus on Grammar- Intermediate; Touchstone 1; Grammar in Use

Bibliography

Chitiva, Beinerth (1999) Fundamentals of English. Vivas Publishing

Chitiva, Beinerth (2010) Laying Foundations. Vivas Publishing

Chitiva, Beinerth (2014) Cool and Fun 1. Círculo Cultural

Fuchs, Marjorie (1994) Focus on Grammar- Intermediate. Longman

Gear, Jolene. (1993) Cambridge Preparation for the TOEFL. Cambridge University Press.

Holt, Rinehart (1988) English Writing & Skills.

Horner, Webb (1994) Hodge´s Harbrace College Handbook. Harcourt Brace.

Kirszner, Laurie(1995) Pattern´s for College Writing. St. Martin´s Press New York.

Oxford, Rebecca(1990) Language Learning Strategies. Heinle & Heinle Publishers.

Peregoy, Suzanne (2005) Reading, Writing, and Learning in ESL. Pearson.

Pyle, Michael (1995) Cliffs Test of English as a Foreign Language. Cliff Notes.

Rooks, George (1988) Paragraph Power. Prentice Hall Regents

Other resources:

http://www.voanews.com/
http://edition.cnn.com/
http://dictionary.reference.com/
http://corpus.byu.edu/coca/
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Assessment Issues

Late projects
According to the university by-laws, projects are not allowed to be turned in late, unless there is
a medical excuse.

Academic Ethics

Plagiarism
Avoid plagiarism, which is using an author’s words without citing the author in your paper.
Plagiarism is unethical and illegal.

Double dipping
Projects or papers submitted for credit in one course cannot also be used for a grade in a different
course, even if you revise them.

Use of Student Work

Students wishing to allow a professor to use samples of their work for future students and
publications can grant their permission in writing. Please refer to the back pages for the
permission form. Professors may not use students work unless this permission is granted.

Course Requirements (Please be aware that any changes will be promptly informed.)
Assignment (1st 30%) Marking Percent Description
Period Value
1. In class-work/ first 10 Arrive promptly, no use of cell phones during class,
Participation efficient use of class time eliminating outside class
interruptions.
Active participation in various in-class activities,
including class discussions, brief compositions,
debates, presentations, etc.
2 Posts first 10 Thoughtful comments will be made on readings and
course assignments.
3. Quizzes first 50 Quizzes will be administered regularly.

4. Special Projects first 30 Special projects or activities will be conducted

throughout the semester, emphasizing the use of the
four basic English skills.

Assignment (2nd 30%) Marking Percent Description

Period Value
1. In class-work/ second 10 Arrive promptly, no use of cell phones during class,
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Participation efficient use of class time eliminating outside class

interruptions.
Active participation in various in-class activities,
including class discussions, brief compositions,
debates, presentations, etc.
2 Posts second 10 Thoughtful comments will be made on readings and
course assignments.
3. Quizzes second 50 Quizzes will be administered regularly.

4. Special Projects/ second 30 Special projects or activities will be conducted

presentations throughout the semester, emphasizing the use of the
four basic English skills. Presentations and activities
such as “my favorite person” will be done throughout
the semester

Assignment (Final- 40%) Marking Percent Description

Period Value
1. In class-work/ third 15 Arrive promptly, no use of cell phones during class,
Participation efficient use of class time eliminating outside class
interruptions.
Active participation in various in-class activities,
including class discussions, brief compositions,
debates, presentations, etc.
2. Presentations third 10 Presentations and activities such as “My favorite
person” will be done throughout the semester.
3. Quizzes third 50 Quizzes will be administered regularly.

4. Final exam/project third 25 Example of a special project: After having read a book,
each student will prepare a glossary, write an essay and
give a presentation.
Written final exam (listening, reading, grammar,
vocabulary, composition)

Assignment Guidelines
Class Participation
Procedure
1. Arrive to class promptly.
2. No use of cell phones during class.
3. Efficiently use class time by having no out of class interruptions.
4. Regular contributions to class discussion, including responding to all questions
thoroughly.
5. Participate in all group activities related to assignments, including taking responsibility
for feedback to peers in group settings, meeting deadlines, and providing feedback.
6. Respecting the opinions, ideas, and contributions of others.

Posts
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Over the course of the semester we will be using a website or blog as extensively as possible to
exchange ideas with one another. At the beginning of the semester, you will have time to become
familiar with using this technological tool. These postings will allow you to transition ideas from
the readings, help you think critically about the course material, and relate to your own life
experiences. Your postings, like any other assignments, should be submitted on time, thoughtful,
and relevant to the readings. Grades for this assignment are based on 1) posting on time and 2)
whether the content of your posting is thoughtful and provocative.
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Course Schedule

(This is a guideline only and it is subject to change throughout the semester as needed)

Week Topic Required Readings and Activities

1 English III content Review some verb tenses (simple present, present
review: talking about progressive)
daily activities and
what is happening now Use course readings (see the course folder)
Diagnostic practice
Normal sentence Read Laying Foundations (parts of a sentence) Pgs. 2-38
patterns

2 -Contrast: simple
present tense and Focus on grammar Unit 3 (Read pgs. 19-22)
present progressive
Grammar in Use
Contrasting events

3 Talk about sports and Touchstone 1- Unit 7

exercise
Focus on grammar
-Describe the weather

4 Talk about past events Touchstone 10

Grammar in use
Use of simple past Focus on grammar

5 Ask for and give Touchstone Unit 10

information about past Reading: My favorite person- special project
events Writing: (paragraph level)- Write about a person you admire

Simple past irregular

verbs

Time expressions for

the past

6 First term review- END OF FIRST TERM

What have we
accomplished? Assessment /evaluation/ individual feedback

7 Present someone´s Cool and Fun- Unit 8

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biography Reading: My favorite person

Planning and drafting presentations

First 30% of grades Due

8 -Verb tenses (present, Focus on grammar- Unit 7/ Unit 27

past, future) Touchstone 1- Unit 9

-Talk about abilities

(can, can´t, could,
couldn´t)

-Past progressive and

simple past

9 Talk about future Focus on grammar

events

Make predictions

10 Present perfect: for/ Focus on grammar Unit 11

since

11 Present perfect:
already/ yet Focus on grammar Unit 12, 13, 14
Present perfect:
indefinite past
12 Present perfect/
Present perfect Focus on grammar Unit 12, 13, 14, 15
progressive

13 Review
Assessment /evaluation/ individual feedback

14 Express opinions
Text to be provided in class.
Conditional sentences

15 Review/Project Reports – Final project -Students complete presentations

Presentations
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16 Final exam/Feedback Final written exam/video project/ turn in grades/ feedback

sessions
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APA Style Formatting Guide

Citations within the text.
If you paraphrase someone else’s idea or use direct quotes, cite the source with page numbers,
for example: According to Collier (1995, p.30), “quote.”

To cite secondary sources, when an author refers to another study, you name the original author
as well, for example: (Vygotsky in May, 1994).

References at the end of the text.

Your reference list or bibliography should list the references in roughly the following order:
(1) Name of author (last name followed by a comma followed by initials)
(2) Date of publication (year)
(3) Title of publication (Only the first word and proper names are capitalized)
(4) Either (a) name, volume, and pages for a journal article
Or (b) place and publisher for a book.

Book:
O’Malley, M. & Valdez-Pierce, L. (1996) Authentic Assessment: For English language learners.
MA: Addison Wesley.

Chapter in a book:
Chavkin, N.F. & Williams, D.L. (1993). Minority parents and the elementary school: Attitudes
and practices. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society. ( pp. 73
- 84). N.Y.: State University of New York Press.

Periodical or Journal Article:

Warner, I. (1991). Parents in touch: District leadership for parent involvement. Phi Delta
Kappan. 72, (5), 372 - 375.

Web Page or Article found on the Internet:

Railsback, J.& Reed, B. (2003) Strategies and Resources for Mainstream Teachers of English
Language Learners: Overview of Second Language Acquisition Theory Retrieved January 15,
2007 from http://www.nwrel.org/request/2003may/textonly.html

*****************************************************************************
Additional APA Style and Grammar Guides can be found through the links below:
 Guide to Grammar and Writing http://grammar.ccc.commnet.edu/grammar/
Easy to search for word-level and sentence-level explanations of key grammar points
 The Writing Center at University of Wisconsin
http://www.wisc.edu/writing/Handbook/GramPunct.html
Editing and Grammar Resources and checklist.
 APA format: http://www.wisc.edu/writing/Handbook/DocAPA.html
 Purdue University Writing Lab: http://owl.english.purdue.edu
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Mid-Term Feedback Form

Please answer the following questions as candidly as possible. Your responses and suggestions
will be used to improve this course either during the rest of this semester or the next time this
course is taught by the same instructor.

1. What have you learned so far in this course that will help you?

2. What do you like best about this course so far?

3. What one thing would you suggest that the instructor change about this course, such as:
syllabus, content, activities, presentations, demonstrations, materials, readings,
assignments?

4. Other comments?
 End of Semester
Feedback Form

Please answer the following questions as candidly as possible. Your responses and
suggestions will be used to improve this course the next time this course is taught by the
same instructor.

1. What three most important things have you learned in this course that will help you?

5. What did you like best about this course?

6. What would you suggest that the instructor change about this course, such as:
syllabus, content, activities, presentations, demonstrations, materials, readings,
assignments?

4. Other comments? (Continue on back of page.)

 Work Sample Permission


 I ________________________ give my
permission to my professor: Beinerth Chitiva to
make a copy of work I submit to be used as a
work sample for other students and faculty
members of the University.

If I do grant permission, I
 do
 do not wish my name to be included with the
sample.

Signed: ____________________________
Date: ___________________

E-mail Address:
Class Participation Scoring Rubric
Unsatisfactory Minimal Competent Excellent
2.0 3.0 4.0 5.0
Attendance Misses more than 2 class Misses 2 class Misses 1 class Attends all class
sessions; fails to sessions, and/or session or topic but sessions and
contribute regularly. fails to contribute otherwise contributes regularly
regularly contributes providing challenge
regularly. and leadership to
colleagues.
Participation in Little to no participation Minimal Satisfactory Active, weekly
activities, in discussions, activities, participation in participation in participation in topical
discussions, or projects. discussions, discussions, discussions, integrating
projects. activities, activities, projects. experience and
projects. perspectives to inform
discussion.
Homework, Rarely or never prepared Responds to some Responds to Responds to all reading
group projects. with assignments for questions and questions and related questions and
class or group work. peers. discussion prompts discussion prompts,
in factually correct makes insightful,
ways; responds to literature-based
peers regularly. commentary on others’
work.
Efficient use of Arrives to class Arrives to class Arrives to class Arrives to class
class time. promptly some of the promptly most of promptly most of promptly. No
time. More than 2 the time. 1 or 2 the time. No interruption in class
interruptions in class interruptions in interruption in class activities due to outside
activities due to outside class activities activities due to course needs, (cell
course needs, (cell due to outside outside course phone, meetings,
phone, meetings, course needs (cell needs, (cell phone, bathroom breaks,
bathroom breaks, buying phone, meetings, meetings, bathroom buying food, printing
food, printing out bathroom breaks, breaks, buying food, assignments).
assignments). buying food, printing
printing out assignments).
assignments).
Total
Grade =
(Total/ #
categories)

Rubric
Points Unsatisfactory Minima Competent Excellent Totals
2.0 l 4.0 5.0
3.0

Totals
Grade =
(Total/ #
categories)