Monday, March 25, 2013
Sunday, March 24, 2013
Regular vs. Irregular Nouns
Saturday, March 23, 2013
Tuesday, March 19, 2013
Wednesday, March 13, 2013
12 Tenses of N.A. English
HOMEWORK!!
Real Reading 3: p. 43 Unit 3. Ch.6. Vocabulary P.O.S., Definition, Sentence (email me)
Great Writing 3: p. 28 Activity 22 (email me)
Monday, March 11, 2013
Will VS. Going to
This video should help you gain a better understanding of Will vs. Going to, FUTURE.#mr.ford
Thursday, March 7, 2013
HOMEWORK!!
English Grammar: p. 56 & 58 Chapter 3 Ex. 31 &34
Real Reading 3: p. 27 Unit 2. Ch.4 Vocabulary P.O.S., Definition, Sentence
Past Perfect Continious
S+had+been+v1+ing
Present Perfect Continous
The following vidoe should help you get a better understanding of Present Perfect Continious.#mr.ford
S+have/has+been+vi+ing
Simple Past vs. Present Perfect
Present Perfect
S+have/has+v3
Wednesday, March 6, 2013
Wednesday, February 27, 2013
Tuesday, February 26, 2013
Extreme Paragraphs - Week 2 - Supporting Details
Monday, February 25, 2013
HOMEWORK!!
Real Reading 3: p. 9 Unit 1. Ch.2 Vocabulary P.O.S., Definition, Sentence
Wednesday, February 20, 2013
Activity 8 Writing Your Own Paragraph
HOMEWORK!!
Real Reading 3: p. 2 Unit 1. Ch.1 Vocabulary P.O.S., Definition, Sentence
Great Writing 3: p.11-12 Unit 1 Activity 7-8 (See next blog post to attach your response)
Tuesday, February 19, 2013
The Topic Sentence
HOMEWORK!!
English Grammar: p.2-5 Chapter 1 Ex. 4,6,8, and 10
Great Writing 3: p.11-12 Unit 1 Activity 7-8
Monday, February 18, 2013
Level 5 Class Syllabus
ATLANTA
ENGLISH INSTITUTE
LEVEL FIVE
TIME: Monday – Friday, 9:40-12:30am
TERM: 2/19/13-4/18/13
LOCATION: Room 12
INSTRUCTOR: Derek Ford
CONTACT: derekvford@gmail.com
Textbooks/Resources:
- Understanding &Using English Grammar, Vol. a,
4thd Edition, Betty S. Azar
- Real Reading 3 (RR), Lynn Bonesteel
- Great Writing 3, From Great Paragraphs to Great
Essays, Second Edition, Keith S. Folse, Elana Solomon, David Clabeaux
- Class blog: http://aeiintensiveenglishl5feb2013.blogspot.com
Suggested Resources:
1. Smartphone with at least 3G capability (preferably
Android)
2. WAGmob Simple ‘n Easy English Grammar mobile app
$1.99 Apple Store, $1.99 Google Play
3. WAGmob Simple ‘n Easy English Writing mobile app
$1.99 Apple Store, $1.99 Google Play
4. SimpleMind Free Mind Mapping mobile app $1.99 Apple
Store, FREE Google Play
5. English Tenses mobile app FREE Google Play
6. Gmail mobile app FREE Google Play
Course Overview
In
Level 5, students will gain a more thorough knowledge of English grammar. These grammar skills will be put into use
through reading, writing, conversation, and presentations on a variety of
topics, particularly focusing on American culture.
COURSE OBJECTIVES & LEARNING OUTCOMES:
Grammar – To develop
greater skill with and knowledge of English grammar: By course end, students
should be able to demonstrate their understanding of Level 5 grammar by
receiving a grade of 70% or better on the midterm, final, and in-class quizzes.
At the end of each grammar lesson, students will be asked to correctly use the
grammar to express themselves in written sentences or short paragraphs. For
these purposes our Level 5 curriculum will include:
· Correctly use all
twelve verb tenses.
- Correctly apply knowledge of basic and complex subject-verb
agreement rules.
- Correctly use modals in present, past, and future tense.
- Correctly use the passive voice in all appropriate tenses.
- Correctly use expressions of quantity in count and non-count nouns.
- Correctly use agreement with collective nouns.
Reading – To increase reading rate and comprehension of
written material: By course end, students should be able to achieve a standard
reading fluency rate with Level 5 material of 200wpm with 70% comprehension.
The reading component will include:
·
Employ various
reading strategies to determine meaning high- intermediate texts.
·
Employ vocabulary
acquisition strategies
·
Identify main
ideas and supporting details of readings, including graded readers limited to
1500 words.
·
Identify
organizational patterns of reading.
·
Identify new
vocabulary; relate to already known vocabulary.
·
Relate personal
experience to reading content.
·
Analyze content
for use of verb tenses, active and passive voice, adjective noun clauses, etc.
Writing – To
develop skills in writing: Students will complete two essays of varying styles,
with no spelling errors, demonstrating at least 70% proficiency in the use of
correct grammar. Each style must be clearly expressed, eg, expository,
analytical, argumentative, etc. Each essay must be handed in at deadline, with
10 points deducted for each day late. NOTE: Plagiarism, that is, using
another writer’s material and putting one’s own name on it, will NOT be
tolerated. All essays and other written
work must either be done solely by the student, or credited with the original
author’s name.
In Level 5 we will
·
Create sound
academic essays (3-5 pages), including title, introduction with hook and topic
sentence, body with supporting details, and conclusion.
·
Develop
pre-writing strategies such as outlines and graphic organizers to organize
essays.
·
Use a variety of
strategies to draft and revise written work.
·
Use correct
punctuation, grammar, coordinating conjunctions, adjective and noun clauses, compound
sentences and level appropriate vocabulary.
·
Write summaries
(two to three paragraphs) in response to high-intermediate texts and various
media sources.
·
Write correct
sentences using all 12 verb tenses.
·
Write correct
sentences using modals in present/future and past.
·
Revise fro
spelling, correct tenses, grammar mistakes, etc.
·
Use correct
spelling in dictations of controlled passages.
·
Keep a writing
journal that expresses daily thoughts and experiences; use grammar and writing course
concepts, as well as new vocabulary.
·
Write
professional resume, using conventional American standards.
SPEAKING / LISTENING – To increase proficiency in
listening and speaking comprehension: By course end, students should be able to
understand audio material played (or read) in class, with at least 70%
comprehension on follow-up questions. Students should also be able to converse
with another English speaker with 70% accuracy. This accuracy must also be
reflected on midterm and final tests, where oral tests will be given. Our
classroom practice will be to:
·
Employ listening
strategies to improve comprehension, pronunciation, and vocabulary.
·
Improve pronunciation
skills and intelligibility through extensive practice with syllables, stress,
rhythm, thought groups and intonation.
·
Use parts of
speech to predict stress.
·
Identify
syllables, stressed and reduced words, and linking.
·
Correctly use all
12 tenses in controlled/targeted speaking exercises.
·
Correctly use
past and present/future forms of modals in controlled/speaking exercises.
·
Participate in
and lead discussions in response to reading and listening passages (10-15)
using course vocabulary and correct grammar.
·
Correctly read
passages from stories or texts, using proper stress, rhythm and intonation.
·
Give short, informational
presentations to class (10-15 minutes), using organizational techniques, level
appropriate vocabulary, correct grammar and pronunciation.
VOCABULARY: 70% MINIMUM PROFICIENCY FROM LIST OF WORDS
PROVIDED
·
Demonstrate
comprehension of vocabulary from texts and various media sources, through
comprehension assessments, including 50-word final exam component.
·
Keep a vocabulary
notebook that identifies new vocabulary and includes parts of speech, word
forms, word families and hierarchies (informal to formal), synonyms and
antonyms, idioms, and collocations.
TENTATIVE SCHEDULE:
Week 1: Azar Grammar (AG) Chapters 1- 2; GW3 Unit 1;
Vocabulary Quota (VQ) Quiz; RR Unit 1
Week 2: AG Chapter 2 cont. and Chapter 3; GW3 Unit 2; VQ
Quiz; RR Unit 2
Week 3: AG Chapter 3 cont. and Chapter 4; GW3 Unit 3, VQ
Quiz; RR Unit 3;
Week 4: AG Chapter 5 and 6; VQ Quiz; RR Unit 4, GW3 Unit 4
Week 5: AG Chapter 7 and 8; VQ Quiz; Unit 5, GW3 Unit 5
Week 6: AG Chapter 9; VQ Quiz; RR Unit 6, GW3 Unit 6
Week 7: AG Chapter 9 and 10; VQ Quiz; RR Unit 7, GW3 Unit 7
Week 8: AG Chapter 10; VQ Quiz
Grading scale
A minimum grade of 70% is required to obtain
credit for this course.
The grade scale at AEI is:
90-100%: Excellent, 80-89%: Good, 70-79%:
Pass, 69% or below: Repeat the course
Students who are absent more
than more than 45 minutes late or leaving 45 minutes receive one day’s absence.
Attendance/Skills
Development
Attendance and
Participation 25%
Homework and
Composition: 25%
Midterm 20%
Scholar’s Course 15%
Presentation 10%
Quizzes 5%
Comprehensive Final Exam
Grammar: 25%
Writing: 25%
Listening/Speaking: 10%
Vocabulary: 20%
Reading:20%
Note:
Syllabus schedule is subject to change according to students’ needs, time
constraints and other factors that may require schedule adjustments.
Academic Calendar
Below is the Academic Calendar for this current session. Please take note of these dates. Remember that Registration is during Week 5 and all paper work and payments must be made during Week 5; otherwise, late fees will be applied.#mr.ford
February 19, 2013-April 18, 2013
Spring Break: Monday-Friday, April 1-5
Registration Week: Monday-Friday, April 8-12
Last Day of Class: Thursday, April 18
Welcome!
Welcome to your very own class room blog. You can consider this as your one-stop
shop for everything we discuss in class. I strongly encourage and require that
you all participate on this blog. I also suggest that you register an email
account with Google if you haven't already done so. This account is
necessary for this course as you will hand in your written assignments and
powerpoint presentations.#mr.ford
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