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SYLLABUS

Nombre de la Asignatura: Lengua Adicional al Español -TOEFLSemestre/Cuatrimestre: III Semester

I. INTRODUCTION:

Department: “Lenguaje y Comunicación”Teacher: Kirk M. AdamsMeans of communication: [email protected]; Facebook Group: “Team Toefl”

II. CLASS STRUCTURE:

HOURS WITH TEACHER

HOURS OUTSIDE OF THE

CLASSROOM

TOTAL DE HORAS A LA

SEMANAESCENARIOS

ACADÉMICOS

48 10 3 classroom

Start of Classes: August 17End of classes: January 22, 2016Weekly schedule:

Monday Tuesday Wednesday Thursday FridayHours 7-3pm 7-3pm 7-3pm 7-3pm 7-3pm

Vacation periods: December 22 to January 6, 2016No Class on: September 16 and November 16Extra help: At discretion and convenience of the teacher

Course description: This class is designed to give you instruction in four areas of English, includingreading, listening, grammar, and writing. You will be introduced to the processes and mechanics of the Teaching of English as a Foreign Language Test, (TOEFL ITP) which is a multiple choice test that measure listening comprehension, structure and written expression, and reading comprehension.

Class Expectations:1. The teacher will take attendance at the beginning of the hour. Students arriving late to class must ask

permission to enter the classroom. Students must wear the uniform correctly. More than anything, be sure to keep your shirt tucked in at all times.

2. Students must have notebook paper, pens, pencils, liquid paper, their class notebook and any required worksheets or homework present with them each day of class.

3. Students will refrain from using offensive language in the classroom. It is expected that students will conduct themselves with tolerance and respect towards all students and personnel within school grounds.

4. Taking notes during class is obligatory

Dirección de Operaciones Académicas

5. Students will not use cellular pones in class unless it is specifically permitted by the teacher. Students caught using their phones will have their phones confiscated. There will be no warnings given. The phone will be confiscated and given to the discipline department.

6. Students will pay attention during class presentations and refrain from talking while the teacher is explaining.

7. Students will receive their daily class participation in one of three ways:a. The teacher will refer to the attached participation rubric and assign the appropriate number of

participation point (sometimes called “evidencias” based on the quality of the students work on that and on the teacher’s observation and expert judgment.

b. The teacher will stamp or sign the student’s work in the classroom. The teacher reserves the right to deny a student a stamp if he feels that the student copied his work or for some other reason does not deserve the stamp EVEN IF the student’s work appears complete.

c. The teacher will collect written work at the end of the class session and grade it at home.8. Students who are absent must mention it to the teacher the first day that they return to school.

The teacher will then assign “make up” work so that the student may recuperate his/her lost points. Students who do not ask for make-up work in a timely manner will not be given this opportunity EVEN IF they have a justified absence. It is the student’s obligation to ask for this work at the first possible opportunity. Failure to do so will result in the loss of the right to make up work. Normally make up work will be assigned without question. Students do not have to wait until they have a justified excuse (known as a “justificante”) in order to receive their make-up work from the teacher.9. Students must turn in homework on the due date for which it is assigned or risk losing all points fo rthat assignment. Students may only turn in late homework when given permission by the teacher.

10. Students who refuse to participate in class will be sent to the counselor’s office and will be given extra work. Students who do not complete this work risk losing their right to attend the class on a regular basis with their classmates. These students may also expect to lose a recess or be forced to stay after school.11. Students will do quality work and take the steps necessary to ensure that it appears to have been done with care and consideration. Any work that appears to have been done with a minimal amount of effort is at risk for being refused and receiving a zero. The same is true for sloppy work. Neatness counts!8. Quizzes will be given periodically. Expect “pop” quizzes as well. (“Surprise” quizzes)

9. When the group’s behavior merits a reward, the normal class schedule may be interrupted for a fun, learning dynamic at the teacher’s discretion.

10. Student’s interruption listening activities with talking will receive a report. No warnings. No questions asked.

11. Students must print a copy of these rules and paste them in their notebooks.12. Students must use a notebook or a binder for this course. All notes, however, must be kept organized

and in the same place – no multiple binders, no multiple notebooks.13. Students must sit in their assigned seats and move to the place indicated by the teacher if requested.14. Students will be expected to speak English at all times in the classroom. Students will be divided into teams (their rows) and their team may qualify for a raffle for an extra participation point if they refrain from speaking Spanish during the class period.15. Copying is academic dishonesty and will result in all students involved receiving a zero for their work.16. Students are expected to be environmentally conscious with respect to the materials/resources that they use in the completion of their activities. For this reason, all daily work will be done on plain white notebook paper. (See “Correct Protocol for Turning in Assignments” below) Work done on fancy notebook paper or colored paper will not be accepted. Besides that, at times the teacher will demand that recycled material be utilized for activities and/or projects. 17. Additional rules will be added at the teacher’s discretion.

III. GENERAL OBJECTIVE OF THE COURSE:Through this course, you will understand the test format, review various test question styles, learn suggested test-taking techniques, and complete a variety of exercises and practice tests which reflect the actual TOEFL exam.

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IV. COURSE CONTENTS:

UNITS/TOPICS SPECIFIC OBJECTIVEI. Structure and Written Expression Block One

A. diagnostic examB. appositivesC. word formsD. Passive voice

1. part one2. part two3. part three4. part four

The objective of TOEFL structure is to familiarize the student with the types of grammar that might appear on the TOEFL exam, which measures your ability to recognize language that is appropriate for standard written English. Once a student becomes knowledgeable about appositives, word forms and passive voice, he/she will much more effectively answer questions that have those elements on the TOEFL exam.

II. Listening Block OneA. skill oneB. skill twoC. skill three

The objective of TOEFL listening is to familiarize the student with the types of conversations and talks in English that might appear on a TOEFL exam. Once a student becomes knowledgeable about the first three skills in the student textbook, he/she will much more effectively answer questions that have those elements on the TOEFL exam.

III. Reading Block OneA. Questions about ideas of

the passage1. skill one2. skill two

B. Directly answered questions

1. skill three2. skill four3. skill five

The objective of TOEFL reading is to familiarize the student with reading and understanding short passages similar in topic and style to those that students are likely to encounter in North American universities and colleges. Once a student becomes knowledgeable about the first five reading skills in the student textbook, he/she will much more effectively answer questions that have those elements on the TOEFL exam.

IV. Structure and Written Expression Block Two

A. singular vs. pluralB. subject vs. object caseC. possessive adjectivesD. noun clausesE. adjective clauses

The objective of TOEFL structure is to familiarize the student with the types of grammar that might appear on the TOEFL exam, which measures your ability to recognize language that is appropriate for standard written English. Once a student becomes knowledgeable about singular vs. plural, subject vs. object case, possessive adjectives, noun clauses, and adjective clauses, he/she will much more effectively answer questions that have those elements on the TOEFL exam.

V. Old Time Radio In this unique opportunity, students augment their reading, listening, vocabulary, grammar with an emphasis on colloquial English spoken by native speakers while they appreciate a classic episode of a radio show from the Golden Age of Radio. The first radio show planned for TOEFL third semester is “The Hitch-hiker.” This material is free from copyright restrictions.

VI. Structure and Written Expression Block Three

A. Inverted word order with question words

B. Inverted word order

The objective of TOEFL structure is to familiarize the student with the types of grammar that might appear on the TOEFL exam, which measures your ability to recognize language that is appropriate for standard written English. Once a student becomes knowledgeable about inverted word order, he/she will

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With place expressionsC. Inverted word order all

the examples consolidatedD. Inverted word order

with negativesE. Inverted word order

omitting "if"F. Inverted word order

with comparisons

much more effectively answer questions that have those elements on the TOEFL exam.

VII. Listening Block TwoA. skill fourB. skill fiveC. skill six

The objective of TOEFL listening is to familiarize the student with the types of conversations and talks in English that might appear on a TOEFL exam. The objective of TOEFL structure is to familiarize the student with the types of conversations and talks in English that might appear on a TOEFL exam. Once a student becomes knowledgeable about the first three skills in the student textbook, he/she will much more effectively answer questions that have those elements on the TOEFL exam.

VIII. Reading Block TwoA. skill sixB. skill seven

The objective of TOEFL reading is to familiarize the student with reading and understanding short passages similar in topic and style to those that students are likely to encounter in North American universities and colleges. Once a student becomes knowledgeable about reading skills six and seven in the student textbook, he/she will much more effectively answer questions that have those elements on the TOEFL exam.

IX. Structure and Written Expression Block Four

A. Conditional Review 1B. Conditional Review 2C. Conditional Review 3

The objective of TOEFL structure is to familiarize the student with the types of grammar that might appear on the TOEFL exam, which measures your ability to recognize language that is appropriate for standard written English. Once a student becomes knowledgeable about appositives, word forms and passive voice, he/she will much more effectively answer questions that have those elements on the TOEFL exam.

X. Old Time Radio In this unique opportunity, students augment their reading, listening, vocabulary, grammar with an emphasis on colloquial English spoken by native speakers while they appreciate a classic episode of a radio show from the Golden Age of Radio. The first radio show planned for TOEFL third semester is “August Heat.” This material is free from copyright restrictions.

V. ACTIVITIES BY TOPIC:

UNIDAD TEMAACTIVIDADES DE APRENDIZAJE INDEPENDIENTE

(declaradas en la planeación didáctica, puede apoyarse en el Compendio de Estrategias de Enseñanza para diversificar las tareas)

RECURSOS Y

CRITERIOS DE ENTREGA

Introduction

and Icebreaker

To be announced.

n/a

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Syllabus

To be announced.

n/a

I. Structure and Written Expression Block One

A. Diagnostic exam

Students demonstrate their knowledge of irregular verbs. The verbs go from well-known to quite obscure. Proven to be a fair method of judging your English level.

PowerPoint presentation

B. appositives After a brief presentation, teacher elicits responses from students. Students take notes, and then complete an activity in their notebooks. Teacher calls on students to facilitate the review of the answers.


Whiteboard

Class textbook

C. word forms After a brief presentation, teacher elicits responses from students. Students take notes, and then complete an activity in their notebooks. Teacher calls on students to facilitate the review of the answers.


Whiteboard

Class textbook

D. Passive voice1. passive voice pt 1

Teacher introduces the topic and calls on students to determine their previous knowledge. Little by little, the teacher reveals more clues to the keys to this grammar point, all the while confirming structural knowledge with the help of student participants. Review newly acquired knowledge with a white board or projected activity. Answers are read out loud or projected on the board.


Whiteboard

Class textbook

2. Passive voice pt 2 Teacher does a quick review of the grammar point.

Students ask questions and teacher clarifies doubt. Students complete the handout while teacher makes the rounds, answering questions and giving individual help. To check, teacher calls on a mix of students who seemed to be participating well and others whose work has been more questionable.


Whiteboard

Class textbook


Students ask questions and teacher clarifies doubt. Students complete the handout while teacher makes the rounds, answering questions and giving individual help. To check, teacher calls on a mix of students who


Whiteboard

Class textbook

5


seemed to be participating well and others whose work has been more questionable.


Students ask questions and teacher clarifies doubt. Students complete the handout while teacher makes the rounds, answering questions and giving individual help. To check, teacher calls on a mix of students who seemed to be participating well and others whose work has been more questionable.


Whiteboard

Class textbook

II. Listening Block One

A. skill one Students and teacher read examples from the book out loud. The listening tips for this skill are pointed out. The teacher puts on the audio CD and students complete the listening activity. Answers are checked in full class and the teacher reads from the script and/or replays the track in question if necessary.

Class textbook

Cd player and audio cd

B. skill two Students and teacher read examples from the book out loud. The listening tips for this skill are pointed out. The teacher puts on the audio CD and students complete the listening activity. Answers are checked in full class and the teacher reads from the script and/or replays the track in question if necessary.

Class textbook


C. skill three Students and teacher read examples from the book out loud. The listening tips for this skill are pointed out. The teacher puts on the audio CD and students complete the listening activity. Answers are checked in full class and the teacher reads from the script and/or replays the track in question if necessary.

Class textbook


III. Reading Block One

A. Questions about ideas of the passage

1. skill one

Teacher projects notes regarding this skill using projector. Some examples are read out loud. Students answer in their books. Answers are checked at the end of class, time permitting.


Whiteboard

Class textbook

A. Questions about ideas of the passage

2. skill two one

Teacher projects notes regarding this skill using projector. Some examples are read out loud. Students answer in their books. Answers are checked at the end of class, time permitting.


Whiteboard

Class textbook


1. skill three

Teacher projects notes regarding this skill using projector. Some examples are read out loud. Students answer in their books. The teacher adds some extra questions that go along with the reading. Students must answer these questions on notebook paper.


Whiteboard

Class textbook

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2. skill four



Whiteboard

Class textbook


3. skill five



Whiteboard

Class textbook

IV. Structure and Written Expression Block Two

A. singular vs. plural Examples from the book are highlighted on the board.

Together with students, teacher generates some new examples that correspond grammatically. Moreover, some erroneous examples are shown and determined to be incorrect. Students copy down key structural elements in their notebooks and follow up by completing the activity from the textbook. Later review answers in total class.


Whiteboard

Class textbook

B. subject vs. object case

Students read examples from the book out loud and then select a few to copy in their notebooks. Teacher clarifies doubts. Students complete activity. Later, teacher reads off answers. Afterwards, teacher calls on students to see who has made necessary corrections.


Whiteboard

Class textbook

C. possessive adjectives

Examples from the book are highlighted on the board. Together with students, teacher generates some new examples that correspond grammatically. Moreover, some erroneous examples are shown and determined to be incorrect. Students copy down key structural elements in their notebooks and follow up by completing the activity from the textbook. Later review answers in total class.


Whiteboard

Class textbook

D. noun clauses After a brief presentation, teacher elicits responses

from students. Students take notes, and then complete an activity in their notebooks. Teacher calls on students to facilitate the review of the answers.


Whiteboard

Class textbook

E. adjective clauses

Teacher introduces the topic and calls on students to determine their previous knowledge. Little by little, the teacher reveals more clues to the keys to this grammar point, all the while confirming structural knowledge with the help of student participants.


Whiteboard

Class textbook

7


Review newly acquired knowledge with a white board or projected activity. Answers are read out loud or projected on the board.

V. Old Time Radio

“The Hitch-hiker” The teacher utilizes a customized script to the classic

radio show. This script is projected. Along with the script is a vocabulary activity which students copy in their notebooks. While listening to the radio show and reading the script, students answer the vocabulary activity. The teacher collects the activity at the end of class. For the follow-up activity, the same new vocabulary words are used to complete an additional vocabulary activity which us also turned in.

Projector

Computer and speakers

https://archive.org/details/Suspense-

TheHitchhiker

END FIRST PARTIAL PERIOD

VI. Structure and Written Expression Block Three

A. Inverted word order with question words

After a brief presentation, teacher elicits responses from students. Students take notes, and then complete an activity in their notebooks. Teacher calls on students to facilitate the review of the answers.


Whiteboard

Class textbook

B. Inverted word order With place expressions

Teacher does a quick review of the grammar point. Students ask questions and teacher clarifies doubt. Students complete the activity while teacher makes the rounds, answering questions and giving individual help. To check, teacher calls on a mix of students who seemed to be participating well and others whose work has been more questionable.


Whiteboard

Class textbook

C. Inverted word order all the examples consolidated

Teacher does a quick review of the grammar point. Students ask questions and teacher clarifies doubt. Students complete the activity while teacher makes the rounds, answering questions and giving individual help. To check, teacher calls on a mix of students who seemed to be participating well and others whose work has been more questionable.


Whiteboard

Class textbook

D. Inverted word order with negatives

Teacher does a quick review of the grammar point. Students ask questions and teacher clarifies doubt. Students complete the book activity while teacher makes the rounds, answering questions and giving individual help. To check, teacher calls on a mix of students who seemed to be participating well and others whose work has been more questionable.


Whiteboard

Class textbook

8


E. Inverted word order omitting "if"



Whiteboard

Class textbook

F. Inverted word order with comparisons



Whiteboard

Class textbook

VII. Listening Block Two

A. skill four Students and teacher read examples from the book out loud. The listening tips for this skill are pointed out. The teacher puts on the audio CD and students complete the listening activity. Answers are checked in full class and the teacher reads from the script and/or replays the track in question if necessary.

Class textbook


B. skill five Students and teacher read examples from the book out loud. The listening tips for this skill are pointed out. The teacher puts on the audio CD and students complete the listening activity. Answers are checked in full class and the teacher reads from the script and/or replays the track in question if necessary.

Class textbook


C. skill six Students and teacher read examples from the book out loud. The listening tips for this skill are pointed out. The teacher puts on the audio CD and students complete the listening activity. Answers are checked in full class and the teacher reads from the script and/or replays the track in question if necessary.

Class textbook


VIII. Reading Block Two

A. skill six Teacher projects notes regarding this skill using projector. Some examples are read out loud. Students answer in their books. The teacher adds some extra questions that go along with the reading. Students must answer these questions on notebook paper.


Whiteboard

Class textbook

B. skill seven Teacher projects notes regarding this skill using projector. Some examples are read out loud. Students answer in their books. The teacher adds some extra questions that go along with the reading. Students must answer these questions on notebook


Whiteboard

Class textbook

9


paper.IX. Structure and Written Express-ion Block Four

A. Conditional Review 1

Teacher introduces the topic and calls on students to determine their previous knowledge. Little by little, the teacher reveals more clues to the keys to this grammar point, all the while confirming structural knowledge with the help of student participants. Review newly acquired knowledge with a white board or projected activity. Answers are read out loud or projected on the board. PowerPoint is used. Students complete their activities in their notebooks. Near the end of the class, teacher calls on students to check their answers.


Whiteboard

B. Conditional Review 2



Whiteboard

C. Conditional Review 3



Whiteboard

Class textbook

X. Old Time Radio

“August Heat” The teacher utilizes a customized script to the classic radio show. This script is projected. Along with the script is a vocabulary activity which students copy in their notebooks. While listening to the radio show and reading the script, students answer the vocabulary activity. The teacher collects the activity at the end of class. For the follow-up activity, the same new vocabulary words are used to complete an additional vocabulary activity which us also turned in.

Projector

Computer and speakers

https://archive.org/details/

suspenseAugustHeatStarringRonaldColman

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END OF SECOND PARTIAL PERIOD

REVIEW PERIOD

FINAL EXAM

III. EVALUATION CRITERIA:Participation Rubric:

3 points (evidencias) Student shows a good attitude towards work, gets to work right away, is not distracted by other companions, is focused on the activity at hand, has all of the materials necessary to work, participates in class with constructive comments or pertinent questions, shows no signs of copying or cheating, leaves no doubt about whether he/she is making a strong effort to complete the activity, appears to have taken care with his/her work, and does quality work.2 points: The student’s work is somewhat deficient because of one or more of the following areas: Showing a questionable attitude towards the work at hand; being somewhat distracted by others, distracting others or involved in some other activity like work from another class; taking more than a reasonable amount of time to begin working; spending an inordinate amount of time to find the necessary material with which to work, participating little or none at all during the class presentation, showing signs of copying or cheating, leaving some doubt about whether he/she is making a decent effort to complete the activity; the student’s work is lacking in care or is of questionable quality.1 point: The student’s work is clearly deficient because of one or more of the following reasons: the student shows a negative attitude towards the work at hand; the student is distracted by other classmates or distracts other classmates significantly; the student is working on an activity or homework from another class; the student takes a clearly unreasonable amount of time to get started with his activity; the student is nearly unable to work because of lack of materials; the student do not pay attention or does not participate in any reasonably perceptible way during the class presentation/lecture; the student shows signs of copying or cheating; the student leaves a great deal of doubt about whether he/she is making an effort to complete the activity; the student’s work is so lacking in care or quality that it is borderline unacceptable.0 points: The student’s attitude, concentration, focus, lack of materials, attention, participation, academic honesty, effort, care, and quality of work are so deficient that he/she does not merit a point for the activity.

Overall Percentages:

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Rubro Porcentaje (%)A. Diagnostic Exam 5

B. Daily work and quizzes

45

C. Examen parcial 50

Exam Dates:

Parcial FechasFirst Sept. 30

Second Dec. 2Final Jan. 18

Correct Protocol for Turning in Assignments and Required Formats:

Activities Done on Notebook Paper:A. The paper

Use standard white letter sized notebook paper (8 ½” by 11”) for all regular class activities unless otherwise indicated. Do not use colored paper or designer notebooks. The idea is to use fewer resources. Colored paper and designer paper is more expensive because it requires more resources and more energy to produce. Be environmentally responsible and use plain white notebook paper or your work will be rejected.

Plain white notebook paper. Standard letter size (8 ½ by 11”) It may be loose leaf, like this, or from a spiral notebook.

B. The heading

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Just like this. In the top right corner, write:

Father’s last name, Your First nameThe Name of Your Class (The Name of the Book)

The Topic/The ActivityThe Date

If you do not use the correct format, you risk losing points and even having your work rejected.

The Typical Assignment Format: This is for printed homework. Use this format. (Template for computer-printed work)

https://www.dropbox.com/s/zott1zhch9vnm94/typical%20assignment%20format%20world%20english.docx?dl=0

Emailed assignment format: (only when indicated)

Homework SENT by email will be managed in the following manner:

Send it to [email protected] for Teacher Kirk Adams

In the subject, or “asuntos” section you will always identify yourself using this specific format:

Group_Father’slastname_Mother’slastname_Firstname_name of the activity

Example with my name: IIIB_Adams_Martinez_Kirk_advertising_brochure

NOTE: The teacher reserves the right to reject any emailed homework sent in an incorrect format.

DO NOT ATTACH DOCUMENTS. NO ATTACHED DOCUMENTS. ATTACHED DOCUMENTS WILL NOT BE OPENED. ATTACHED DOCUMENTS WILL NOT BE COUNTED. DO NOT ATTACH DOCUMENTS.

Do not attach your documents. It is wise to do your preliminary work in a Word document so as to take advantage of the language settings and auto-correction. Nevertheless, do not attach your document. Copy your text and paste it in the normal email letter space.

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https://www.dropbox.com/s/zott1zhch9vnm94/typical%20assignment%20format%20world%20english.docx?dl=0


Projects:

1. Students make a comic book to illustrate several scenes from the Old Time Radio show heard in the first partial period. Details will be provided at a later date.

2. Students write a summary of the second radio show utilizing a number of new vocabulary words from the second radio show. Details will be provided at a later date.

3. Students compile a high quality journal with the best and most important grammar, structure and other examples seen in the course. Details will be provided at a later date.

Bibliography

Longman Preparation for the TOEFL Test: The Paper Test, by Deborah Phillips

Bibliografía WEB

www.teamtoefl.weebly.com(TOEFL III and IV page)

Tech. Resources:

1. “Director” program. (150 self-grading grammar exams):

https://www.dropbox.com/s/kaufsxfs809r2wi/Director.exe?dl=0

2. Longman CD-Rom (Found at the back of the class textbook)

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https://www.dropbox.com/s/kaufsxfs809r2wi/Director.exe?dl=0

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