Appendix III Level 4 Horizontal Articulation

Level 4

Listening

Speaking

Reading

Text(s)

Lebauer, 2000. Learn to Listen, Listen to Learn, 2nd Ed., Longman

Goals

■ Improve listening comprehension of authentic American English discourse

■ Practice and improve academic notetaking skills

■ Improve effective listening comprehension strategies

Objectives (Objectives continued)

• • Apply pre, while, and post listening comprehension skills (e.g., predict, infer, summarize)
• • Guess vocabulary meaning from context
• • Recognize meaning from tone of voice

■ Identify main ideas and supporting details

• • Orion, 1997. Pronouncing American English, 2nd ed., Heinle & Heinle
• • Dale & Wolf, 2000. Speech Communication Made Simple, 2nd ed., Longman
• • Improve accuracy of pronunciation of American English vowels and consonants

■ Improve oral language skills needed to participate in:

• • individual and group oral presentations
• • class discussions
• • social discourse
• • Develop self-assessment skills Pronunciation:
• • Consistently aurally discriminate phonemes
• • Produce phonemes in prepared and spontaneous speech with increasing accuracy

Speaking:

• • Utilize common grammatical forms with increasing accuracy
• • Ediger and Pavlik, 2000 Reading Connections: High Intermediate (RC-H1)
• • Rogerson et al., 1989. Words for Students of English Vol. 6, Michigan Univ. Press.
• • Newbury House Dictionary of American English (recommended). Newbury House.

■ Improve overall reading comprehension so that student is ready to begin working with authentic texts.

■ Significantly increase the number of English words student can understand in a written context.

■ Develop reading strategies for different purposes.

■ Do exercises and participate in discussions to demonstrate comprehension of simplified and easier authentic texts.

■ Apply specific pre-reading strategies.

■ Apply specific strategies to identify the main idea of a paragraph

Exit criteria

Grading policy

■ Apply note-taking standards (e.g., outlining, using abbreviations)

■ Apply note content to other activities (e.g., discussions, content quizzes)

to emphasize the importance of meaningful notes

• Construct questions about listening text content

■ Refine identification of definitions, comparisons, reasons

■ Distinguish textual relationships

■ Attend to meaning during extended listening texts

Students must pass the course with a grade of C- or better.

Students with grades below C- may exit into Level 5 at the discretion of the student advisor in consultation with their Listening 4 teacher 8c supervisor and/or a Michigan test score at the Level 5 placement level.

• 45% Listening comprehension (exercises from LLLL, CNN and NPR News, videos and other materials)
• 45% Note-taking (lectures from LLLL and other materials) and activities based on students’ notes
• 10% Participation
• • Use an expanded vocabulary
• • Use language appropriate for different discourse patterns in social and formal settings
• • Participate in class discussions with a high level of comprehension
• • Reduce hesitations during prepared and spontaneous speech
• • Self-correct language samples

Students must pass the course with a grade of C- or better.

Students with grades below C- may exit into Level 5 at the discretion of the student advisor in consultation with their Speaking 4 teacher & supervisor and/or a Michigan test score at the Level 5 placement level.

• 15% General in-class speaking activities
• 75% Speeches and other structured activities
• 10% Participation

■ Recognize and use specific vocabulary to understand different organization patterns in the text

■ Write simple summaries of readings from the text and from unabridged readings chosen by the student

■ Recognize and use new vocabulary from the textbooks

■Use context cues to understand word meaning

■ Evaluate websites on topics related to those in the reading text

Students must pass the course with a grade of C- or better.

Students with grades below C-may exit into Level 5 at the discretion of the student advisor in consultation with their Reading 4 teacher 8c supervisor and/or a Michigan test score at the Level 5 placement level.

• 55% Reading skills exercises and tests
• 20% Vocabulary exercises and quizzes
• 15% Outside Reading reports 10% Class Participation

Activities

Intensive reading component

■ Readings in Reading Connections

■ Abridged or edited for ESL learners

Extensive reading component

■ Students choose readings from the WWW or periodicals on topics covered in MC

■ Approved by the teacher

Other activities

• • Mainly homework
• • Dictionary activities
• • Teacher may, with approval of the curriculum supervisor, choose additional texts for students to read and work with in class.

Level 4

Writing

Grammar

Text(s) • Byleen, 1998. Looking Ahead 3, Heinle & Heinle. Chapters covered: 1-5

• 2000. Newbury House Dictionary, Heinle &C Heinle. (Recommended)

Goals ■ Compose meaningful sentences, paragraphs, and essays that focus on a central idea with appropriate support and conclusion

■ Understand and use the writing process

■ Express ideas in writing to the reader in as clear a way as possible

Objectives • Compose meaningful paragraphs and essays conforming to the patterns presented in the text

• • Follow the steps in the writing process
• • Use cohesion devices in paragraphs and essays
• • Practice basic grammar structures of informational writing, giving instructions, explaining, evaluating, and summarizing

■ Incorporate information from an outside source (especially in the form of a quotation) into an essay that the student has written

■ Edit for correct mechanics (punctuation, capitalization, spelling)

■ Correctly format and type essays on the word processor

• Fuchs & Bonner, 2000. Focus on Grammar: Â High Intermediate Course for Reference and Practice, Longman.

■ For simple sentences, the principal parts of speech, and some complex sentences (adjective clauses and conditionals), students will. . .

■ Develop grammatical accuracy in speaking and writing

• • Develop spoken and written fluency in communicative situations
• • Improve listening comprehension
• • Develop ability to identify and understand the target grammar structures in reading texts

■ Develop ability to monitor errors in speaking and writing

• • Use target grammar structures in focused practice for accuracy
• • Use the target grammar structures in communicative activities with a partner or a small group

■ Write dialogues or compositions of 1 or 2 paragraphs using the target grammar structures appropriately and correctly

■ Understand the grammar structures in listening passages

■ Identify the grammar structures in textbook passages, newspaper articles and readings

■ Recognize and correct errors of the target grammar structures in the textbook passages, the student’s own production, and in the production of others

Level 4

Writing

Grammar

Exit criteria

Students must pass the course with a grade of C- or better.

■ Students with grades below C- may exit into Level 5 at the discretion of the student advisor in consultation with their Writing 4 teacher 8c supervisor and/or a Michigan test score and writing sample at the Level 5 placement level.

Grading policy

Grammar Structures

Covered

• 60% Longer paragraphs and compositions
• 20% Shorter written assignments done-in class
• 10% Shorter homework assignments
• 10% Class participation

■ Identifying cohesion devices

■ Simple, compound, complex, and compound-complex sentences

■ Commands

■ Conditional sentences (present real)

■ Modals in instructions

■ Definition structures

■ Cause and effect sentences

■ Punctuation of direct speech

■ Modals to control the strength of generalizations

■ Punctuation of in-text and end-of-text citations

■ Passive sentences in informational writing

■ Using comparatives and superlatives to give evidence in an evaluation

■ Using a variety of verb tense to show effects over a period of time

■ Subject-verb agreement

Students must pass the course with a grade of C- or better.

• • Students with grades below C- may exit into Level 5 at the discretion of the student advisor in consultation with their Grammar 4 teacher Si supervisor and/or a Michigan test score or cumulative test score at the Grammar 4 level.
• 55% Written work (tests 40%, HW and written quizzes 15%)
• 20% Listening work
• 15% Speaking accuracy
• 10% Participation

Verb tenses:

Present: simple, perfect and progressive Past: simple, perfect and progressive Future (be going to, will, present & present progressive)

Modals: present & past Adjective clauses Conditionals (real & unreal) Gerunds Si infinitives

Passive: present Si past tense

Activities

Supplemental activities (optional)

Writing Skills covered in the text chapters assigned

• • Practice four basic sentence structures
• • Review paragraph organization and cohesion devices
• • Write clear, organized instructions
• • Essay organization
• • Write a memo
• • Write detailed explanations of ideas and concepts
• • Make an evaluation based on accepted criteria
• • Use a variety' of types of evidence to support your evaluation
• • Summarize and respond to reading passages

■ Distinguish main ideas from supporting details and examples

Students should:

■ Read the introduction and explanation before class

■ Participate in grammar explanations with the teacher at the beginning of each new grammar point

■ Do written homework and study mistakes

■ Pay attention to grammar as they speak

■ Actively participate in grammar practice with the teacher, a partner or a group every day

■ Do recorded speeches in the lab

■ Take quizzes and tests and study the teacher’s corrections

• • Keep an error progress chart
• • Bring in or find examples of the grammar structure in reading texts or newspaper articles