MASTER SYLLABUS
CORE ENGLISH
ESL Curriculum Mission Statement
The mission of the ESL curriculum is to help students whose main language is
not English develop their English reading, writing and speaking skills to
enable them to succeed in college level courses and in the workplace.
1.
INSTRUCTOR'S NAME
Office Hours:
Part-timers are not required to have office hours, but they are encouraged
to be available in or near the classroom before and after class sessions.
Telephone Numbers: Part-timers should apply for an NECC telephone extension. Students
may use this number to leave messages for the instructor.
Email Address:
Use your NECC email address.
2.
COURSE TITLE AND NUMBER – (NOTE: Refer to the teaching assignment letter
you received for this information.)
3.
GENERAL COURSE DESCRIPTION – (NOTE: Copy the course description exactly
as it is written below.)
ESL011 ESL Core English 1: 8 credits. 8 lecture hours per week. Prerequisite: ESL
Placement Test. This course is the first-level structure course for non-native speakers of English.
It includes introduction of the basic sentence structure of American English; parts of speech;
time and because clauses; basic verbs in the simple present, present progressive, simple past,
past progressive and simple future tenses; basic nouns and pronouns; basic modals and
coordinating conjunctions; and comparative and superlative forms of adjectives.
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit.
It is NOT usually transferable. Since developmental courses are mandated courses, students who
do not meet the exit criteria of a grade of C- or higher for ESL will be required to repeat them.
ESL012 ESL Core English 2: 8 credits. 8 lecture hours per week. Prerequisite: ESL
Placement Test or C- or higher in ESL011. This course is the second-level structure course for
non-native speakers of English. It reviews and integrates level 1 objectives as well as the
introduction of complex verb tenses; passive voice; and the comparative and superlative forms of
adverbs.
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit.
It is NOT usually transferable. Since developmental courses are mandated courses, students who
do not meet the exit criteria of a grade of C- or higher for ESL will be required to repeat them.
ESL013 ESL Core English 3: 8 credits. 8 lecture hours per week. Prerequisite: ESL
Placement Test or C- or higher in ESL012. This is the third-level structure course for non-native
speakers of English. It includes the integration of major English tenses previously studied in
Core English 1 and 2 and introduction of the remaining verb tenses and complex modals.
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MASTER SYLLABUS
CORE ENGLISH
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit.
It is NOT usually transferable. Since developmental courses are mandated courses, students who
do not meet the exit criteria of a grade of C- or higher for ESL will be required to repeat them.
ESL014 ESL Core English 4: 8 credits. 8 lecture hours per week. Prerequisite: ESL
Placement Test or C- or higher in ESL013. This course is the fourth-level structure course for
non-native speakers of English. It includes adjective, adverb, and noun clause structures and
integration of core academic vocabulary into complex sentences.
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit.
It is NOT usually transferable. Since developmental courses are mandated courses, students who
do not meet the exit criteria of a grade of C- or higher for ESL will be required to repeat them.
4.
ALL REQUIRED TEXTS, INCLUDING INFORMATION ON PUBLISHER AND
EDITION USED (NOTE: Teachers may choose their texts, but the following texts are
recommended.)
ESL011 ESL Core English 1
1.
BASIC ENGLISH GRAMMAR, 3/E, w/audio CDs. Betty Azar & Stacy Hagen.
Pearson. 2006. ISBN 0-13-240966-7
2.
BASIC ENGLISH GRAMMAR WORKBOOK 3/E Betty Azar & Stacy Hagen,
Pearson. 2006. ISBN 0-13-184934-1.
OR (both of these books bundled):
BASIC ENGLISH GRAMMAR w/audio CDs & BASIC ENGLISH GRAMMAR
WORKBOOK 3/E Betty Azar & Stacy Hagen, Pearson. 2006. ISBN 978-0-13-503122-3.
3.
A good bilingual dictionary.
ESL012 ESL Core English 2
1.
FUNDAMENTALS OF ENGLISH GRAMMAR, 4/E. Betty Azar & Stacy Hagen,
Pearson. 2011. ISBN 978-0-13-246932-6
2
FUNDAMENTALS OF ENGLISH GRAMMAR WORKBOOK, 4/E. Betty Azar &
Stacy Hagen, Pearson. 2011. ISBN 978-0-13-802212-9
OR (both of these books bundled):
FUNDAMENTALS OF ENGLISH GRAMMAR & FUNDAMENTALS OF
ENGLISH GRAMMAR WORKBOOK, 4/E. Betty Azar & Stacy Hagen, Pearson. 2011.
ISBN 978-013-279479-4
3.
A good bilingual dictionary.
4.
LONGMAN BASIC DICTIONARY OF AMERICAN ENGLISH. Pearson. 1999.
ISBN 0-582-33251-5.
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MASTER SYLLABUS
CORE ENGLISH
ESL013 Core English 3
1.
UNDERSTANDING AND USING ENGLISH GRAMMAR, 4/E, w/audio CDs. Betty
Azar & Stacy Hagen. Pearson. 2009. ISBN 978-0-13-233333-7
2.
UNDERSTANDING AND USING ENGLISH GRAMMAR WORKBOOK, 4/E. Betty
Azar, Spaek-Koch, and Hagen. Pearson 2009. ISBN 978-0-13-241543-9
Or (both of these books bundled):
UNDERSTANDING AND USING ENGLISH GRAMMAR & UNDERSTANDING AND
USING ENGLISH GRAMMAR WORKBOOK, 4/E. Betty Azar, Spack-Koch, and Hagen.
Pearson 2009. ISBN 978-0-13-245545-9.
3.
A good bilingual dictionary.
4.
LONGMAN ADVANCED AMERICAN DICTIONARY w/CD, 2/E. Pearson. 2007.
ISBN 978-1-405-82954-0.
ESL014 ESL Core English 4
1.
UNDERSTANDING AND USING ENGLISH GRAMMAR, 4/E, w/audio CDs. Betty
Azar & Stacy Hagen. Pearson. 2009. ISBN 978-0-13-233333-7
2.
UNDERSTANDING AND USING ENGLISH GRAMMAR WORKBOOK, 4/E. Betty
Azar, Spaek-Koch, and Hagen. Pearson 2009. ISBN 978-0-13-241543-9
3.
LONGMAN ADVANCED AMERICAN DICTIONARY w/CD, 2/E. Pearson. 2007.
ISBN 978-1-405-82954-0.
5.
COURSE TOPICS AND ASSIGNMENTS (NOTE: Copy the topics from Course
Objectives and list any assignments that are required for your course. Updates to the newest
editions of Azar have required some changes in the suggested chapter references you might find
more revisions needed in Core 3 pages.
ESL011 Core English 1 (from Basic English Grammar 3/e, Azar)
Basic American English clause/sentence structure (SVO), verbs be, have – Ch. 1, 2, 6
Parts of speech and their functions – Ch. 1, 6, 14 and throughout the chapters
Mastery of Simple tenses: present/past/future (will) –Ch. 3, 5, 8, 9, 10
Progressive tenses: present/past –Ch. 4, 9
Time clause–Ch. 9 and because clauses (not in Azar)
Basic modals can, must and may –Ch. 11-1, 12-1 to 12-6, 13-3 to 13-4
Phrasal modals going to, have to –Ch. 10-1, 13-2
Comparative and superlative adjectives –Ch. 16
Introduction of coordinating conjunctions but -- Ch 16-6 to 16-7,
and &, so -- Fundamentals of English Grammar 3/e Ch. 8
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MASTER SYLLABUS
CORE ENGLISH
ESL012 ESL Core English 2 (from Fundamentals of English Grammar 4/e, Azar
Review of verb tenses from level 1: simple and progressive tenses
Present and past passive – Ch. 10
Present perfect and present perfect progressives – Ch. 4
Past perfect – Ch. 4
Integration of basic modals can, may, must – Ch. 7
Introduction of should in simple/perfect forms
Comparative and superlative adverbs – Ch. 9
Introduction of Gerunds and Infinitives – Ch. 13
ESL013 ESL Core English 3 (from Understanding and Using English Grammar 4/e, Azar)
All tenses – Ch. 1, Ch 2, Ch 3 except 3-4 and 3-7, Ch 4 except 4-6
Passive voice – Ch. 11
Integration of major tenses – using chapters above and Ch 5
Introduction of remaining tenses—perfect progressives Ch. 3-4, 3-7, 4-6.
Introduction of complex modals – Ch. 9 and 10
Expanded practice of Gerunds and Infinitives – Ch. 14-1 to 14-4, 14-6 to 14-7 Note:
14-9 and 14-10 are for reference only and may be taught as vocabulary items
ESL014 ESL Core English 4 (from Understanding and Using English Grammar 4/e, Azar)
Review tenses and parts of speech
Adjective clauses and reduced adjective clauses – restrictive and non-restrictive – Ch. 13
Adverb clauses - including reduced adverb clauses and conditionals for real and unreal
situations, wish clauses – Ch 17, 18, 20
Noun clauses - including quoted and reported speech – Ch. 12 (not 12-4)
Transitional words and phrases that connect clauses within sentences, and sentences and
paragraphs within discourse – Ch. 16, Ch. 19
Gerunds and Infinitives - 14-5 and 14-8
6.
TEACHING PROCEDURES - (NOTE: Briefly describe the teaching procedures you
will use to attain the course objectives listed for your course. The following is a suggested
description, but you may change this depending on how you plan to teach this course.)
The grammatical structures will be introduced, explained and modeled by the instructor.
Following presentation and explanation of the structures, students will participate in small and
large group exercises to master use of the structures. These exercises may include written
dictations, sentence completions, error correction exercises, interviews using the structures,
transformation exercises and student creation of sentences.
7.
INSTRUCTIONAL OBJECTIVES – (NOTE: Copy the objectives for your course
exactly as they are written.)
ESL011 ESL Core English 1
Students who attain a grade of C- or better will be able to recognize and correctly incorporate the
following structures into everyday English speaking and sentence writing:
Basic American English clause/sentence structure (SVO)
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CORE ENGLISH
Parts of speech and their functions
Simple tenses: present/past/future (will)
Progressive tenses: present/past
Time clauses and because clauses
Basic modals - can, must and may
Phrasal modals - going to, have to
Comparative and superlative adjectives
Introduction of coordinating conjunctions - and, but, so
ESL012 ESL Core English 2
Students who attain a grade of C- or better will be able to recognize and correctly incorporate the
following structures into everyday English speaking and sentence writing:
All verb tenses from Core English 1
Present and past passive tenses
Present perfect and present perfect progressives
Past perfect
Integration of basic modals can, may, must
Introduction of should in simple/perfect forms
Comparative and superlative adverbs
Introduction of Gerunds and Infinitives
ESL013 ESL Core English 3
Students who attain a grade of C- or better will be able to recognize and correctly incorporate the
following structures into everyday English speaking and sentence and short paragraph writing:
All tenses
Passive voice
Integration of major tenses
Introduction of remaining tenses—past perfect and future perfect progressives; and future
passives and perfect/progressive passives
Introduction of complex modals
Expanded practice of Gerunds and Infinitives
ESL014 ESL Core English 4
Students who attain a grade of C- or better will be able to incorporate the following structures
into everyday English speaking, sentences, short paragraph writing, and longer discourse:
All tenses and parts of speech
Adjective clauses - restrictive and non-restrictive, and reduced adjective clauses
Adverb clauses - including conditionals for real and unreal situations, wish clauses, and
reduced adverb clauses
Noun clauses - including quoted and reported speech
Transitional words and phrases that connect clauses within sentences, and sentences and
paragraphs within discourse
Gerunds and Infinitives - review and special topics
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MASTER SYLLABUS
CORE ENGLISH
8.
BASIS FOR STUDENT GRADING – (NOTE: Copy this grading system on your
syllabus so that students know what their grades mean.)
The following is the college's grading system:
Grade
A
AB+
B
BC+
C
CD+
D
F
P
I
W
NW
QP Value
4.00
3.70
3.30
3.00
2.70
2.30
2.00
1.70
1.30
1.00
0.00
0.00
0.00
0.00
0.00
AU
0.00
Numerical Range
Comment
93-100%
Excellent
90-92
Excellent
87-89
Very Good
83-86
Very Good
80-82
Very Good
77-79
Satisfactory
73-76
Satisfactory
70-72%
Lowest passing grade for ESL
67-69
Required to repeat.
60-66
Required to repeat.
59 or less
Failure; no credit earned.
PASS; credit earned.
Incomplete, in non-punitive period (following semester).
Withdrawal from course.
Non-participation Withdrawal grade assigned by instructor
BEFORE withdrawal date.
Audit; no credits earned.
9.
PROCEDURE FOR EVALUATING STUDENT PERFORMANCE
(NOTES: You are responsible for developing an evaluation procedure that includes exams,
quizzes, homework, participation and whatever else you want to include in your grading
procedure.Remember that grades should reflect a student’s ability to USE the structures taught
cumulatively up through this level (see Instructional Objectives). Examplesare provided below.)
A written quiz will be given at least every two to three weeks. The quizzes and final exam will
use a variety of techniques, including (but not limited to) answering multiple choice questions,
doing transformations, filling in the blanks, finishing incomplete statements, and creating
original statements modeled after the grammar points taught.
OR
Average grades on written quizzes
40%
Midterm exam
20%
Final exam
30%
Attendance, participation, homework
10%
10.
TENTATIVE TEST SCHEDULE/ASSIGNMENT SCHEDULE - (NOTE: You
should develop a detailed schedule for this section Below is a possible format.)
Week 1
Diagnostic test/quiz/exercise
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MASTER SYLLABUS
CORE ENGLISH
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
(Midterm)
Final Exam
11.
ATTENDANCE POLICY – (NOTE: You are responsible for developing your
attendance policy including lateness and make-up work. A sample policy follows.)
NECC POLICIES summarized from the NECC Student Code of Conduct & NECC Policies
& Procedures:
ATTENDANCE: Students are expected to attend each meeting of each class in which they are
enrolled. In every case, the class instructor has full and final authority to decide whether a
student is permitted to make up work missed through absence or lack of participation, and on
what terms.
NON-PARTICIPATION: Faculty have the academic authority to remove students from their
class for nonattendance or non-participation. A non-participating (NP) student is one who has
excessive absences, has missed quizzes, tests or papers, or otherwise has failed to meet the
participation standard clearly delineated in the course instructor’s syllabus.
An NW grade is assigned when non-participating students are removed from a class BEFORE
the withdrawal date. Although the NW grade is not included in students’ grade point average, it
may have other adverse consequences. If a student is NP’ed AFTER the withdrawal date, the
student’s transcript will show a letter grade – usually an F.
REMOVAL FROM CLASS: A student may be removed from a course for disrupting or
disturbing the classroom. A faculty member has the right to remove a student from class and
refer him/her to the Vice President/Senior Student Affairs Officer for inappropriate classroom
behavior. Faculty must follow notification procedures as prescribed in the code.
12.
CHEATING - (NOTE: Copy this statement in your syllabus.)
Cheating will not be tolerated. Any student caught cheating will be dropped from the class or
given a class grade of "F."
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MASTER SYLLABUS
CORE ENGLISH
13.
PLAGIARISM - (NOTE: Copy this statement in your syllabus.)
Plagiarism means using the work of another person as if it were your work. It will not be
tolerated. If the teacher can prove plagiarism, the student will be dropped from the course, or
given an "F."
14.
WITHDRAWAL - (NOTE: Copy this statement in your syllabus.)
If you leave the college, do an official WITHDRAWAL FORM. Failure to do this form could
give you "F" in all courses.
15.
NECC Outcomes Assessments Note for Students (NOTE: Copy this statement in your
syllabus.)
Northern Essex Community College’s commitment to student success involves the evaluation of
student work to help ensure that students are achieving the learning outcomes identified by our
programs and the college. This process may involve the collection of student classroom products
for evaluation at the program, department, and/or college levels. When collected for this
purpose, students’ names will be removed from the products so that the assessing is done
anonymously. Evaluations carried out at the program, department, and/or college levels will not
impact students’ course grades. The process of assigning grades will continue to be the
responsibility of the course instructor.
The following are optional additions to your syllabus:
16. Technology in Classes: Note for Students
All current and potential Northern Essex Community College students should be prepared to
complete assignments, exams, and projects using a variety of computer technology formats for
any course in which they are enrolled. As part of the learning experience, a faculty member may
use technology to enhance his or her course. There are various formats that can be used:
Online: Completely online with no classroom meetings
Hybrid: Online course with some limited classroom meetings
Web Enhanced: Traditional class meetings with required web assignments
Web Companion: Traditional class meetings with supplemental web assignments
This course uses the following format:________________
17. Learning Accommodations
Students who have needs because of a documented disability should feel free to come to
discuss this with their instructor and/or directly contact the appropriate office: Learning
Accommodations Center SC111-Student Center – phone: 978.556.3654 / email:
lacenter@necc.mass.edu
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