Appendix IV Level 5 Horizontal Articulation

Text(s) • Hartmann & Blass, 2000. Quest 3: Listening and Speaking in the Academic World, McGraw-Hill

• Orion, 1997. Pronouncing American English, 2nd ed., Heinle & Heinle Goals ■ Refine aural language skills needed to participate as an interlocutor in:

■ individual and group oral

presentations in academic, business, or personal arenas

■ discussions in formal settings (e. g., classrooms, business and public meetings)

■ Refine focused aural language skills needed to participate in:

  • • comprehending content of authentic listening materials
  • • note-taking of lectures and reports Objectives ■ Apply pre, while, and post listening (Objectives comprehension skills (e.g., predict, infer,

continued) summarize)

■ Guess vocabulary meaning from context

■ Recognize meaning from tone of voice

■ Identify' main ideas and supporting details

■ Hartmann & Blass, 2000. Quest 3: Listening and Speaking in the Academic World, McGraw-Hill

■ Orion, 1997. Pronouncing American English, 2nd ed., Heinle & Heinle

■ Improve pronunciation, stress, and intonation at the discourse level

■ Refine oral language skills needed to participate in:

  • • individual and group oral presentations in academic, business, or personal arenas
  • • discussions in formal settings
  • (e. g., classrooms, business and public meetings)
  • • Develop self-assessment skills
  • • Self-select language learning strategies


■ Recognize English stress and intonation patterns

■ Increase use of appropriate syllable, word, and phrasal stress

■ Consistently aurally discriminate phonemes

■ Baudoin,, 1994. Reader’s Choice, 2nd edition. Michigan. (RC)

■ Rogerson, Words for Students of English Vo/. 7. Michigan.

■ Develop reading comprehension to an advanced level, focusing on authentic texts, in order to handle professional and academic reading tasks

■ Increase vocabulary to an advanced level

■ Use reading strategies effectively for different purposes

■ Improve reading fluency

  • • Do exercises and participate in discussion to demonstrate comprehension of authentic texts
  • • Practice critical reading for restatement, inferences, personal opinions
  • (Continued)

■ Personalize note-taking skills (e.g., key words, abbreviations, symbols, outlining, indenting)

■ Construct questions about listening text content

■ Distinguish textual relationships

■ Identify a speaker’s point of view

■ Apply note content to other activities (e.g., discussions, content quizzes) to emphasize the importance of meaningful notes

■ Increase understanding of complex grammatical forms

■ Increase understanding of complex vocabulary

■ Listen to self-selected materials outside of the classroom

Exit criteria

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

■ Produce phonemes in prepared and spontaneous speech with increasing accuracy


■ Increase accurate use of complex grammatical forms

  • • Increase accurate use of contextspecific vocabulary
  • • Reduce hesitations during prepared and spontaneous speech
  • • Increase comprehensibility

■ Prepare and present formal and informal speeches

  • • Create appropriate visual materials to support formal speeches
  • • Organize and execute a debate or panel
  • • Consistently and actively participate in in-class speaking activities
  • • Self-correct language samples
  • • Self-select or create language learning strategies based on self-correction

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

  • • Apply specific pre-reading strategies
  • • Identify main ideas and supporting details of paragraphs and longer texts
  • • Skim for main ideas
  • • Scan for specific information
  • •Use context clues to understand word meanings

■ Recognize and use advanced, topicbased vocabulary sets

  • • Use word analysis (stems and affixes) to understand word meanings
  • • Read tables and graphs
  • • Do timed reading in class and extensive reading out of class for fluency improvement
  • • Summarize reading passages and write personal opinions on them, using short passages in class and book-length extensive reading out of class

Grading policy

Teacher determines specifics:

  • 40-50% Listening comprehension exercises from Quest 3 and other materials
  • 40-50% Note-taking related activities
  • (notes, quizzes from notes, etc.)
  • 10% Participation


Teacher determines specifics: 40-60% Performance on debates, panels, leading class activities, final project, and other in-class speaking activities

  • 30-50% Performance on speeches (impromptu and seminar)
  • 10% Participation
  • 50% Comprehension
  • 25% Vocabulary
  • 15% Outside Reading
  • 10% Participation

Intensive reading component

■ Readings from RC

• Authentic texts of different genres

■ Nonprose readings

■ Vocabulary units in WSE 7

■ Intensive vocabulary study Extensive reading component

  • • Students choose one or more books, approved by the instructor, to read during the term
  • (Continued)

Level 5



  • • Smalley, Ruetten, and Kozyrev, Refining Composition Skills (5th edition). Heinle & Heinle, 2000 (RCS) Chapters covered: 1, 2, 5, 6, 7, 8, 11, 12; optional: 9 or 10
  • • Menasche,1997. Writing a Research Paper (2nd edition) (WRP)


  • • Compose expository essays in preparation for professional or academic writing tasks
  • • Compose a term or research paper to prepare for this academic writing task
  • • Understand and use the composing process effectively in all writing tasks
  • • Express ideas in writing in as clear a way as possible for the reader


■ Compose expository essays conforming to patterns in the text

■ Practice writing larger amounts more quickly to develop fluency in out-of-class writing and in timed, in-class sessions for essay exams

■ Follow the steps of the composing process to generate ideas, draft, revise, and edit

■ Use cohesive elements appropriately, particularly transitions, key words, and reference words

■ Use organizational (rhetorical) patterns appropriately

■ Compose paragraphs with effective main ideas and support sentences

■ Edit for correct sentence-level grammar

■ Edit for correct mechanics: punctuation, capitalization, spelling, indentation

■ Practice academic writing conventions for a term paper or research paper


■ Maurer, 2000. Focus on Grammar: An Advanced Course for Reference and Practice, Longman

■ For all sentence types, both simple and complex, with full or reduced dependent clauses, 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 extended dialogues or essays of multiple paragraphs using the grammar structures appropriately and with good form.

• Understand the grammar structures in listening passages

• Identify the grammar structure 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.

Exit criteria

Grading policy




  • 40% Research Paper
  • 40% Compositions (homework and in-class writing)
  • 10% Journal and other writing, grammar, and mechanics exercises
  • 10% Class participation

Review some grammar patterns, at teacher’s discretion, based on observed students’ needs in particular classes

Activities Writing Skills covered in the text chapters assigned

■ Writing process

■ General paragraph structure

■ Expository paragraphs

■ Expository essay structure

■ Essays developed according to particular organizational patterns

■ Examples

■ Comparison and Contrast

■ Cause and effect essay

■ Argumentative essay

■ Classification essay (optional)

■ Process analysis essay (optional)




Students must attain a grade of C- or better on the work done in this course.

  • 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 (hegoing to, will, present & present progressive) + future perfect & future perfect progressive

Modals: present & past

Adjective clauses, including reduced clauses

Unreal Conditionals, including subjunctives & inverted subject

Gerunds & infinitives

Passive: present &C past tense

Adverb clauses, including reduced clauses

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, newspaper articles or conversations

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