Academic English Program
CURRICULUM GUIDE FOR INSTRUCTORS
2/25/2013
Table of Contents
Curriculum Overview
I. Guiding Principles for Ongoing Curriculum Development ............................................. 1
II. Curricular Blueprint for Foundations Prep through Level 6 ............................................ 2
III. Curriculum Description .................................................................................................. 4
IV. Responsibilities of Instructors
A. Curriculum ........................................................................................................... 6
B. Assessment .......................................................................................................... 6
V. Procedures for Ongoing Curriculum Development ........................................................ 7
VI. Description of Course Documents for Instructors .......................................................... 8
VII. Course Descriptions/Syllabi .......................................................................................... 10
VIII. Proficiency Scale for Level Advancement ....................................................………...12
Level Descriptions and Overall Goals ............................................................................... 14
Foundations Prep
IEPG/IEPH 006 Foundations Prep Reading……………………………………………… 19
IEPG/IEPH 007 Foundations Prep Vocabulary…………………………………………... 22
IEPG/IEPH 009 Foundations Prep Listening and Speaking……………………………… 25
Level 1
IEPG/IEPH 010 Reading and Writing 1 .............................................................................. 30
IEPG/IEPH 011 Listening and Speaking 1 ......................................................................... 34
IEPG/IEPH 013 Media Lab ................................................................................................. 38
IEPG/IEPH 017 Practical Grammar 1 ................................................................................. 41
Level 2
IEPG/IEPH 020 Reading and Writing 2 ............................................................................. 48
IEPG/IEPH 021 Listening, Speaking, and Vocabulary 2 ................................................... 52
IEPG/IEPH 027 Practical Grammar 2 ................................................................................. 56
Level 3
IEPA 030 Academic Reading and Writing 3 ...................................................................... 63
IEPA 031 Academic Listening and Speaking 3 .................................................................. 69
IEPA 033 Guided Learning ................................................................................................. 75
2/25/2013
IEPA 037 Grammar 3 ..........................................................................................................80
Level 4
IEPA 040 Academic Reading and Writing 4 ...................................................................... 87
IEPA 041 Academic Listening and Speaking 4 .................................................................. 93
IEPA 047 Grammar 4 .......................................................................................................... 100
Level 5
IEPA 050 Academic Reading and Writing 5 ...................................................................... 106
IEPA 051 Academic Listening and Speaking 5 .................................................................. 112
Level 6
IEPA 060 Academic Reading and Writing 6 ...................................................................... 119
IEPA 061 Academic Listening and Speaking 6 .................................................................. 125
Electives
IEPA 005 Test Preparation: GMAT………………………………………………………. 132
IEPA 005 Test Preparation: GRE…………………………………………………………. 135
IEPA 005 Test Preparation: IELTS……………………………………………………….. 138
IEPA 008 Pronunciation and Oral Fluency ......................................................................... 141
IEPA 029 Business English ................................................................................................. 144
IEPA 029 The Power of Music ........................................................................................... 147
IEPA 035 Introduction to TOEFL ....................................................................................... 150
IEPA 039 English Through Movies .................................................................................... 153
IEPA 043 Individualized Directed Learning……………………………………………… 156
IEPA 049 Intermediate Vocabulary Building ..................................................................... 161
IEPA 049 English Through Drama ..................................................................................... 164
IEPA 049 Movie Making .................................................................................................... 167
IEPA 049 News and Views.................................................................................................. 170
IEPA 052 Guided Observation ............................................................................................ 174
IEPA 055 TOEFL Preparation ............................................................................................ 178
IEPA 057 Advanced Grammar Through Writing ............................................................... 181
IEPA 059 Advanced Vocabulary Building ......................................................................... 185
2/25/2013
I. Guiding Principles for Ongoing Curriculum Development
With the support of the co-curricular program, the Academic English curriculum

helps students develop the skills and strategies they need to become successful,
independent language learners and prepare them to be life-long learners in the global
community.

provides for learner choice and is flexible enough to meet the challenges of changing
student populations and varying student needs.

has clear level goals, course objectives, and measurable learning outcomes as well as
contains logical connections and articulation of skills among levels.

helps students develop intercultural skills and understanding that allow full participation
in academic and social life.

provides links at all levels to the university through courses, campus services, and cocurricular activities as appropriate.

includes the use of a wide variety of technologies to enhance learning and helps students
develop the technological skills they will need academically and professionally.

creates a sense of cohesion among students while respecting and caring for each
individual learner.

provides students with rich, active learning experiences; relevant and engaging content;
opportunities to work in diverse groups; and opportunities to deal with new ideas and
different perspectives.

provides opportunities for OSU staff and students to gain intercultural skills and
understanding.
1
II. AE Curricular Blueprint: Foundations Prep through Level 6
A typical program follows the sequence below.
F
O
U
N
D
A
T
I
O
N
S
L
E
V
E
L
1
L
E
V
E
L
2
L
E
V
E
L
3
L
E
V
E
L
4
P
R
E
P
006 Foundations 009 Foundations Prep
Prep Reading
Listening/ Speaking
013 Media Lab
(3 hours)
(6 hours)
007 Foundations Prep
Vocabulary
Optional Elective
001 Pronunciation
(6 hours each)
(3 hours)
010
Reading and
Writing 1
011
Listening, Speaking,
and Vocabulary 1
017
Practical Grammar 1
Optional Elective
001 Pronunciation
013 Media Lab
(6 hours)
(9 hours)
(6 hours)
(3 hours)
020
Reading and
Writing 2
021
Listening, Speaking,
and Vocabulary 2
027
Practical Grammar 2
Optional Elective
001 Pronunciation
023 Media Lab
(6 hours)
(9 hours)
(6 hours)
(3 hours)
030
Academic Reading
and Writing 3
031
Academic Listening
and Speaking 3
037
Grammar 3
033
Guided Learning
(6 hours)
(6 hours)
(3 hours)
(3 hours)
040
Academic Reading
and Writing 4
041
Academic Listening
and Speaking 4
043
Individualized Directed
Learning*
(6 hours)
(6 hours)
(3 hours)
Electives
005 IELTS Prep
008 Pronunciation
029 The Power of Music**
035 TOEFL Introduction
039 English thru Movies**
043 IDL*
047 Grammar 4
049 Movie Making**
049 English thru Drama**
(3-6 hours)
*043 Individualized Directed Learning is a required course for all new students at Level 4 or
above. It is an elective course for continuing students at Level 4.
**These courses are offered on a rotating basis and are not elective “fixtures.”
2
L
E
V
E
L
5
050
Academic Reading and
Writing 5***
051
Academic Listening and
Speaking 5***
(6 hours)
(6 hours)
Electives
005 Test Preparation: IELTS
035 Introduction to TOEFL
039 English through Movies**
043 IDL*
047 Grammar 4
049 Movie Making**
049 English through Drama**
052 Guided Observation****
055 TOEFL Preparation
057 Advanced Grammar through Writing
059 Advanced Vocabulary Building
(6-9 hours)
L
E
V
E
L
6
060
Academic Reading and
Writing 6
061
Academic Listening and
Speaking 6
(6 hours)
(6 hours)
Electives
005 Test Preparation: IELTS
005 Test Preparation: GRE**
005 Test Preparation: GMAT**
043 Individualized Directed
Learning*
049 English through Drama**
052 Guided Observation****
055 TOEFL Preparation
057 Advanced Grammar through Writing
059 Advanced Vocabulary Building
(6-9 hours)
A total of 18 hours per week is considered full-time. Students in Levels 4-6 must choose electives in order
to schedule at least 18 hours. Elective courses are 3 hours per week, with the exception of 052 Guided
Observation, which is 6 hours per week.
All students at Level 3 Reading/Writing and all new students at Levels 4-6 also take IEPA 001
Orientation: American Survival, which is 1 hour per week.
Students may only be split by a single Reading/Writing or Listening/Speaking level.
*043 Individualized Directed Learning is a required course for all new students at Level 4 or
above. It is an elective course for continuing students at Level 4.
**These courses are offered on a rotating basis and are not elective “fixtures.”
***Undergraduate Pathways-bound and Conditional Admissions students who are “split” Level 4
R/W and 5 L/S or Level 5 R/W and 4 L/S take IEPA 059.9 Academic Extensions in place of the
Level 5 course.
****052 Guided Observation is not offered in Summer term.
3
III. Curriculum Description
The Academic English curriculum is a seven-level, skills-based English for Academic Purposes
curriculum consisting of 18 to 24 hours of instruction per week. Foundations Prep through Level
2 curriculum focuses on the development of fundamental English language skills, while Levels 36 include increasingly academic content. As students progress through the levels, they have more
choice in determining their courses of study.
In addition to the six- or nine-hour “core” courses in reading/writing and listening/speaking, the
other components in the curriculum for Levels 1-3 include grammar and Media Lab/Guided
Learning courses. (See part II Academic English Curricular Blueprint.)
The required courses offered in the first four levels are:
Foundations Prep*
IEPG/IEPH 006
IEPG/IEPH 007
IEPG/IEPH 009
IEPG/IEPH 013
Foundations Prep Reading
Foundations Prep Vocabulary
Foundations Prep Listening and Speaking
Media Lab
6 hrs/wk
6 hrs/wk
6 hrs/wk
3 hrs/wk
Level 1*
IEPG/IEPH 010
IEPG/IEPH 011
IEPG/IEPH 013
IEPG/IEPH 017
Reading and Writing 1
Listening, Speaking, and Vocabulary 1
Media Lab
Practical Grammar 1
6 hrs/wk
9 hrs/wk
3 hrs/wk
6 hrs/wk
Level 2*
IEPG/IEPH 020
IEPG/IEPH 021
IEPG/IEPH 023
IEPG/IEPH 027
Reading and Writing 2
Listening, Speaking, and Vocabulary 2
Guided Learning (GL)
Practical Grammar 2
6 hrs/wk
9 hrs/wk
3 hrs/wk
6 hrs/wk
Level 3
IEPA 001
IEPA 030
IEPA 031
IEPA 033
IEPA 037
Orientation: American Survival
Academic Reading and Writing 3
Academic Listening and Speaking 3
Guided Learning (GL)
Grammar 3
1 hr/wk
6 hrs/wk
6 hrs/wk
3 hrs/wk
3 hrs/wk
*Students enrolled in either Academic English or General English who place in Foundations
Prep, Level 1, or Level 2 study in combined classes.
4
New students in Levels 4 through 6 enroll in Individualized Directed Learning (IDL) and choose
one three-hour elective, while returning students in the upper levels must choose two three-hour
or one six-hour elective to complete their course load. They may choose to add more electives
and go beyond the minimum number of hours with coordinator approval. Elective courses
generally meet for three-hours per week. Some electives are a permanent part of the curriculum—
e.g., Pronunciation and Oral Fluency, TOEFL Preparation, and Intermediate Vocabulary—while
others are special topic courses (e.g., Movie Making, English through Drama) that vary from term
to term.
The required courses offered in Levels 4 and 5 are:
Level 4
IEPA 001 Orientation: American Survival*
IEPA 040 Academic Reading and Writing 4
IEPA 041 Academic Listening and Speaking 4
IEPA 043 Individualized Directed Learning (IDL)*
+ elective courses
1 hr/wk
6 hrs/wk
6 hrs/wk
3 hrs/wk
3-6 hrs./wk
Level 5
IEPA 001 Orientation: American Survival*
IEPA 050 Academic Reading and Writing 5
IEPA 051 Academic Listening and Speaking 5
IEPA 043 Individualized Directed Learning (IDL)*
+ elective courses
1 hr/wk
6 hrs/wk
6 hrs/wk
3 hrs/wk
3-6 hrs./wk
Level 6
IEPA 001 Orientation: American Survival*
IEPA 060 Academic Reading & Writing 6
IEPA 061 Academic Listening & Speaking 6
IEPA 043 Individualized Directed Learning (IDL)*
+ elective courses
1 hr/wk
6 hrs/wk*
6 hrs/wk*
3 hrs/wk
3-6 hrs./wk
*Required for new students.
The Learning Center
The Learning Center (LC) functions as an integral part of the Academic English curriculum. It
allows for increased learner choice, provides multiple options for meeting varying student needs
and goals, and adds flexibility to the curriculum. In addition, the classroom curriculum is
complemented by co-curricular activities and student services that create linkages to the campus
and community, helping with cultural understanding and the development of cross-cultural
communication skills.
5
IV. Responsibilities of Instructors
A. Curriculum
The curriculum assumes that
 instructors collaborate and share best practices.
 the highest quality of instruction results when individual instructors take responsibility to
choose, modify, and supplement course materials.
 effective teachers continually adapt their repertoire of methods and techniques so as to
help particular groups of students to achieve the curricular goals, course objectives, and
learning outcomes.
 the highest quality curriculum results when all instructors participate in the ongoing
development of curricular guidelines.
B. Assessment
Uniformity of learning outcomes is ensured when all students in a course are evaluated
consistently. Instructors must collaborate to make certain that student performance is assessed in
the same way across all sections of a course.
 Inter-rater reliability is ensured by ongoing instructor collaboration using rubrics and other
tools for evaluation.
 All instructors help contribute to the fairness and continuity of the end of term
assessments by using existing tests in the test bank. They carefully follow instructions for
administering and grading these tests. If test revisions are needed, teachers work with the
Assessment Committee to ensure validity and reliability in student assessment, based on
Learning Outcomes.
6
V. Procedures for Ongoing Curriculum Development
1. Ongoing curriculum development is the responsibility of the program coordinator team,
assisted by the Curriculum Committee.
2. The Curriculum Committee consists of four instructors appointed for renewable two-year
terms. The Director of Academic Programs, in consultation with the AE, GE, and Pathway
Coordinators, makes appointments to the committee.
3. Annual responsibilities of the Academic English coordinator team and the Curriculum
Committee include:
A. Surveying instructors and students concerning how well they believe the curriculum is
serving student needs and what changes or adjustments they believe would be beneficial
and responding to this feedback as necessary.
B. Reviewing the overall goals of the curriculum to ensure their continuing relevance to
student needs.
C. Updating the curriculum document to ensure that it reflects current instruction in the
classroom.
7
VI. Description of Course Documents for Instructors
Course Documents comprise the last eight sections of the Curriculum Guide. The courses are
divided into:








Foundations Prep
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Electives
The Curriculum Blueprint (part II of this Curriculum Overview) illustrates the components of the
Academic English curriculum.
Each Course Document has six parts that are briefly explained below. Foundations Prep, Level 1,
and Level 2 have an additional section: Course Goal.
Course Description
This is a brief description of the course written for teachers. Its purpose is to communicate the
essence of the course and what differentiates it from others in the level and in the same skill
sequence. It also describes the academic skills that are included in the course and that form an
integral part of the AE mission.
Course Objectives
The objectives are framed in statements that describe what the students have to do and the
conditions under which the tasks need to be accomplished. They focus on the specific types of
linguistic and behavioral performance that students have to demonstrate in order to meet the
objectives and pass the course. These objectives inform the instructors in formulating specific
learning outcomes for their course descriptions. The methods of assessment for each course
objective are detailed in Student Achievement Tasks.
Student Achievement Tasks
What students have to do and how tasks are assessed are described in detail in this section of the
Course Documents. Reference is made to rubrics and scoring guides that have been developed to
assess students’ performances on specific tasks.
Critical Thinking Skills Content
Because Academic English includes critical thinking as a key element of the mission statement,
cognitive processes and skills correlations are defined on a chart that includes a bulleted list of
skills. Although progression is based on language proficiency and critical thinking skills are not
all assessed explicitly, students develop these skills through activities included in the course.
8
Objectives and Assessment Correlation Chart
Objectives and significant assessment tasks are correlated on the Objectives and Assessment
Correlation Chart for each course. In the left column of each chart are the course objectives and
across the top are the types of assessment used in that particular course. This chart allows
instructors to understand the types of assessment that are used in a particular course and how
different methods can be used to assess performance of the same objective.
Suggested Activities
This section includes a list of activities that have been used in this course to help students acquire
the skills they need to meet the course objectives. The list is not meant to be exhaustive, but
rather to provide some specific suggestions for activities and spark an instructor’s creativity.
Suggested Materials
Included here is a list of current and past textbooks plus supplementary materials such as
audiovisual support, teacher’s manuals, workbooks, and test banks. Academic English instructors
use some of their own materials that have been developed over time. These teacher-generated
materials fill in gaps in the textbook content, reinforce key concepts, structure activities to make
them more accessible to learners, and provide timely reviews. Instructors share materials through
the Blackboard Organization site associated with each course and through the share drive.
Entry Criteria
This section enumerates who can register for the course, showing criteria for both returning and
new students when applicable.
Exit Criteria
Here the exit requirements are stated, including the achievement percentage requirement for the
course as a whole and, in the case of reading/writing and listening/speaking courses, the
percentage required in each of the core components.
9
VII. Course Descriptions/Syllabi
During the first week of classes, instructors hand out course descriptions/syllabi, introduce the
course, and answer students’ questions. Course descriptions/syllabi are standardized in multiple
sections of a single course and information is included based on elements of the curriculum
document for that course. Instructors need to understand the course objectives and significant
assessment tasks in order to explain them to students when they present the learning outcomes
portion of the course description/syllabus.
What is Included on a Course Description/Syllabus?
Instructor information (name, office, telephone #, e-mail address, office hrs.)
General course information (class days/times, textbook, other materials)
Course Description (written for a student audience, not identical to the one from the Curriculum Guide;
generally two or three sentences)
Learning Outcomes (not objectives copied from the Curriculum Guide, but how performance
will be assessed, written in language students can understand)
Activities (See curriculum course documents in the Curriculum Guide for examples.)
Expectations (This includes a list of standardized expectations for classroom behavior/rules/dos and
don’ts, e.g., tardiness, makeup tests, and cell phone use.)
OSU Requirements



Statement Regarding Students with Disabilities – See: Disability Access Services (DAS)
http://ds.oregonstate.edu/faculty/guidelines.php#beginningsyllabus
Expectations for Student Conduct—See: Office of Student Conduct (OSC)
http://oregonstate.edu/studentconduct/regulations/index.php
Statement regarding Academic Integrity—See: Student Conduct Mediation (SCM)
http://oregonstate.edu/admin/stucon/achon.htm
10
Grading




What the course grade will be based on; what the components of the grade are.
Percentages/points of the components of the course grade (e.g., 25% oral presentations, 30% tests,
etc.).
Whether the course uses letter grades (A, B, C, D, F) or P/NP.
The Academic English Program uses the following grading scale.
Letter
Passing
93 -100%
90-92
88-89
83-87
80-82
78-79
73-77
A
AB+
B
BC+
C
Grades
Not passing
70-72
C68-69
D+
63-67
D
60-62
D0-59
F
Pass/No Pass
A passing grade is an average of 73%
or higher on significant assessment
tasks.
73-100% P
0-72 %
NP
Syllabus (Includes weekly schedule with dates or weeks for major projects and assessments.)
11
Foundations Prep
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Proficiency Scale for Level Advancement
Foundations Prep
Reading
Level 1
Reading & Writing
Level 2
Reading & Writing
Level 3
Reading & Writing
Level 4
Reading & Writing
Level 5
Reading & Writing
Level 6
Reading & Writing
Understand short forms,
schedules, signs,
timetables, leaflets,
brochures, and simple
sentences about personal
topics.
Understand short and simple
texts about basic topics.
Identify and understand the
main ideas and details in
simple, factual texts about
everyday topics.
Identify and understand
main ideas and important
details of adapted or levelappropriate authentic
fictional and non-fictional
texts.
Identify and understand main
ideas, supporting details, and
inferences in adapted or
authentic fiction and in
academic texts.
Understand main ideas,
supporting details, and
implied meanings in
authentic fiction or nonfiction texts and academic
articles.
Understand main ideas,
supporting details, and
implied meanings in
authentic academic texts
from a range of disciplines.
Understand basic
sound/symbol relationships
and spell common sight
words.
Understand basic
sound/symbol relationships
and spell basic words
correctly.
Describe characters and
storylines in adapted novels or
short stories.
Summarize information
from external sources, such
as level-appropriate texts
and interviews with native
speakers, and incorporate it
into paragraphs and multiparagraph compositions.
Connect authentic content to
an academic thesis and
summarize and paraphrase the
content correctly.
Connect authentic content
to an academic thesis and
summarize and paraphrase
the content correctly.
Read university-level texts
critically, summarizing the
author’s point of view and
evaluating the strength of
the author’s ideas and
arguments.
Write short S + V and S +
V + O sentences with
target vocabulary.
Write short paragraphs with
topic sentences and limited
support about basic topics.
Write paragraphs that include a
topic sentence, supporting
details, a concluding sentence,
and basic connecting words.
Organize and develop ideas
by using effective topic
sentences, supporting
details, and cohesive devices
in paragraphs and multiparagraph compositions.
State ideas clearly and
support them effectively with
details and examples in
cohesive paragraphs within a
standard academic essay.
Write their opinions on
controversial topics,
supporting their views with
details, reasoned examples,
and researched evidence in
a documented academic
essay.
Write a cohesive essay in
which they express
developed and supported
opinions, effectively refute
opposing viewpoints, and
incorporate information
from authentic academic
sources.
Conjugate the most
frequent verbs in the
simple present tense.
Demonstrate sufficient
range and accuracy to write
clear sentences.
Demonstrate sufficient range
and accuracy to write clear
sentences and cohesive
paragraphs.
Write clear simple,
compound, and complex
sentences that include a
varied range of vocabulary,
tenses, and aspects to
convey meaning on concrete
and familiar abstract topics.
Use vocabulary and grammar
in simple, compound, and
complex sentences with
sufficient lexical and
grammatical range and
accuracy to clearly convey
facts and ideas about familiar
academic topics.
Use effective vocabulary,
appropriate sentence types,
parallelism, coordination,
and subordination in
writing to clearly convey
facts, ideas, and opinions
about academic topics.
Use a variety of sentence
types, grammatical
structures, and academic
vocabulary in writing to
effectively present and
differentiate between ideas.
Take a process approach to
writing that includes note
taking, outlining, drafting,
revising, proofreading,
formatting, and giving credit
to sources.
Conduct guided research that
includes selecting appropriate
sources, applying sources to
an academic thesis, and citing
correctly in a process essay.
Conduct guided research
that includes locating and
selecting appropriate
academic sources,
analyzing source material
and applying it to an
academic thesis, and citing
correctly in a process
research paper.
Conduct research that
includes locating,
evaluating, and selecting
appropriate academic
sources, analyzing source
materials, and synthesizing
information from sources to
support an academic thesis
in a properly referenced
process research paper.
12
Listening &
Speaking
Listening, Speaking,
& Vocabulary
Listening, Speaking,
& Vocabulary
Listening & Speaking
Understand short
statements about self and
survival topics.
Understand basic phrases
and sentences of slowly and
clearly articulated standard
English.
Understand the main points
of clearly articulated speech
about everyday topics.
Understand lecture and
conversational input on
concrete and familiar abstract
that include controlled, leveladapted materials and
authentic speech.
Understand main ideas,
important details, and
inferred meanings of
adapted and unadapted
authentic academic
discourse.
Understand main ideas,
important details, and logical
implications of authentic
academic discourse.
Understand main ideas,
details, and implications of
university-level listening
passages and full-length
lectures on a variety of
academic disciplines.
Answer questions about
self and survival topics.
Use common expressions
and ask and answer basic
questions about everyday
topics and needs.
Engage in short, direct
exchanges that include
asking for and giving simple
descriptions, directions, and
opinions.
Communicate clearly in
guided conversations and
interview native speakers on
topics of general interest.
Engage in successful
unscripted conversations
and interview native
speakers to collect
information about
academic topics.
Determine and evaluate
points of view in academic
listening material and respond
effectively.
Respond critically in
unscripted discussions to
information and arguments
presented in university-level
listening passages, peer
presentations, and full-length
lectures.
Communicate using
formulaic phrases; S +V
and S + V +O sentences;
the verbs be, have, and do
in the present tense; and
singular and plural forms
of the most common
nouns.
Give brief talks that include
simple descriptions and
short sentences about
familiar topics.
Give short talks that include
descriptions of past
experiences or future plans.
Communicate about personal
experiences, results of
surveys, and interviews with
native speakers in
presentations.
Organize and develop
ideas using discourse
markers and supporting
details in presentations in
which they integrate
information gathered from
external sources and give
credit appropriately.
Organize, develop, and
present ideas using discourse
markers and supporting
details in presentations in
which they evaluate and
incorporate information from
academic sources and give
credit appropriately.
Organize, develop, and
deliver effective
presentations in which they
evaluate and incorporate
information from authentic
academic sources and give
credit appropriately.
Demonstrate sufficiently
clear pronunciation to
communicate basic
meanings of immediate
needs (although
mispronunciations
frequently occur).
Use target vocabulary to
communicate basic personal
information and needs.
Use target vocabulary to
describe personal
experiences and give
opinions.
Use vocabulary, grammar,
and pronunciation with
sufficient accuracy and
fluency to be understood in
typical classroom
interactions.
Demonstrate sufficient
language range and
accuracy, including
pronunciation and
vocabulary, to effectively
convey main ideas and
supporting details about
familiar academic topics.
Demonstrate sufficient
language range and
accuracy—including effective
vocabulary, complex
grammatical structures, and
accurate pronunciation—to
successfully paraphrase and
interpret ideas from academic
sources.
Use effective vocabulary,
complex grammatical
structures and accurate
pronunciation to summarize
and elaborate on academic
topics and to be understood
in the university classroom.
Gather information from
outside sources, take notes,
and give proper credit to the
sources.
Take a process approach to
preparing and delivering
academic presentations
that includes note taking,
selecting appropriate
information, outlining,
using note cards,
rehearsing, and effectively
using presentation
software.
Take a process approach to
preparing and delivering
academic presentations that
includes selecting and
evaluating sources, note
taking, incorporating sources,
outlining, rehearsing, and
effectively using presentation
software.
Take a process approach to
preparing and delivering
academic presentations that
includes selecting and
evaluating academic sources,
incorporating information
summaries and paraphrases,
outlining, rehearsing, and
effectively using presentation
software.
Demonstrate sufficient
range and accuracy to
communicate meaningfully
in highly structured
interactions.
Demonstrate sufficient
range and accuracy to
communicate meaningfully
in semi-structured
interactions.
13
Listening &
Speaking
Listening & Speaking
Listening &
Speaking
Level Descriptions and Overall Goals
Foundations Prep—Level Description and Overall Goals
Students who enter at Level 1 are absolute beginners. They are generally able to write few to no
letters of the alphabet and have extremely limited knowledge of spelling conventions including
sound/symbol relationships. Oral communication breaks down with these students, who only
communicate with single words and gestures. They may have very limited literacy skills in their
native language.
The goals for Foundations Prep are to help students
1. Read and understand basic words, phrases, and sentences, use them appropriately in short
conversations, and be able to provide personal information on forms.
2. Write the alphabet, words, and simple sentences with correct basic punctuation.
3. Learn basic sound/symbol relationships.
4. Improve pronunciation and vocabulary.
5. Respond to simple oral and written instructions.
6. Conform to basic academic classroom expectations.
Level 1 – Level Description and Overall Goals
Students who enter at Level 1 may be true or false beginners. They are generally able to write
numbers and letters of the alphabet to some extent but still need basic work with the alphabet,
punctuation, and spelling conventions. Having limited vocabulary, they speak and write at the
word or standard phrase level. They may have very limited literacy skills in their native
language.
The goals for Level 1 are to help students
1. Read short, adapted texts and demonstrate comprehension by responding orally or in
writing to yes/no and simple [wh] questions.
2. Write short, complete comprehensible sentences of very limited lexical and structural
range with generally correct spelling and punctuation .
3. Learn basic sound/symbol relationships and use them to respond to simple oral or written
instructions.
4. Participate in very brief conversations on a limited range of topics from everyday life,
with utterances usually limited to single words or phrases, including formulaic phrases
used in greetings and introductions.
5. Understand and respond to basic oral or written instructions.
6. Conform to basic academic expectations in American classrooms, including simple
classroom vocabulary and discourse.
7. Learn the basic tools and commands in word processing.
14
Level 2 – Level Description and Overall Goals
Students who enter Level 2 may be false beginners or at high beginning proficiency. They can
generally understand and respond to simple oral or written instructions, using basic classroom
vocabulary and discourse. Even though these students have much more receptive knowledge
than productive skills, they can write short, complete comprehensible sentences of very limited
lexical and structural range with generally correct spelling and basic punctuation. In addition,
Level 2 students can participate in short conversations on a limited range of everyday topics.
The goals for Level 2 are to help students
1. Expand their ability to use basic forms, functions, and vocabulary to describe a somewhat
wider range of topics from everyday life, e.g., family and educational goals, living
conditions and some present or past situations.
2. Read adapted and short authentic texts, identifying main ideas and specific details.
3. Produce short works of descriptive and narrative, writing from a personal perspective.
4. Correct errors in mechanics and basic grammar in their own writing.
5. Use appropriate question forms and gambits to engage in limited conversations about
topics from everyday life as well as make short presentations on similar topics.
6. Become more familiar with academic expectations in American classrooms.
Level 3 – Level Description and Overall Goals
Students who enter Level 3 may range from low-intermediate to intermediate proficiency. They
generally understand a question/task if it is stated slowly and/or repeated. These students can
communicate in everyday situations, but may have deficiencies in one or more areas that
interfere with or limit communication. For example, a student might be fluent but lack the
vocabulary to express more complex ideas or may have serious pronunciation or grammar
problems that may affect the specificity of oral or written communication. At this level students
are ready to move from talking and writing about themselves to communicating information and
opinions about other people and ideas as well as to move from concrete to more abstract
subjects.
The goals for Level 3 are to help students
1. Recognize the idea structure of level-adapted reading and listening material, grasping
both the main idea and significant detail.
2. Clearly communicate ideas on the sentence level; produce paragraph-length groups of
related sentences—though these may not be unified or coherent—and show some ability
to control multi-paragraph essays.
3. Have sufficient vocabulary and structural competence to communicate clearly on a range
of familiar everyday subjects as well as very basic academic topics.
4. Engage communicatively with native speakers in context-rich, theme-dependent.
5. Perform structured academic tasks such as gathering and sharing information and taking
simple notes.
6. Develop some skills for future application in an academic setting such as managing time
effectively and collaborating on projects.
15
Level 4 – Level Description and Overall Goals
Students who enter Level 4 are at the high intermediate level. They can communicate with
adequate ease in casual conversations but cannot speak readily on unfamiliar topics. With the
emerging skills necessary to transition into more academic content, they are ready for short,
authentic lectures and longer reading texts of increasingly academic content. Although errors in
grammar and pronunciation may cause miscommunication, entering Level 4 students can
generally make themselves understood in both speaking and writing. They have some ability to
self-correct.
The goals for Level 4 are to help students
1. Read and comprehend an authentic novella or adapted novel
2. Recognize the basic idea structure of near-university level reading and begin to use
strategies for rapid and efficient reading
3. Develop writing skills for future application in a university setting, including ability to
write academic essays and to use academic vocabulary, increasingly complex grammatical
structures, and appropriate discourse markers
4. Begin to take effective notes on authentic listening materials and lectures
5. Develop listening and speaking skills for future application in a university setting,
including participating in extended projects and collaborating on shared goals
6. Gain cultural competence and prepare for participation in the community in academic and
social endeavors
7. Develop independent learning and study skills and recognize individual areas of weakness
Level 5 – Level Description and Overall Goals
Students who enter Level 5 generally seek familiarity with US culture and the US university
system. They may possess some language skills at or near university level but may be weaker in
other areas. In fact, some of them may be conditionally admitted to Oregon State University and
taking one or two credit-bearing courses, either undergraduate or graduate. Able to converse
comfortably in formal and informal situations, these students can resolve problems and provide
explanations both orally and in writing. They can hypothesize and offer supported opinions as
well as demonstrate critical thinking skills.
16
The goals for Level 5 are to help students
1. Recognize the basic idea structure in university level readings and use some strategies for
rapid and efficient reading.
2. Clearly communicate ideas on the sentence, paragraph, and essay level
and have some ability to use academic vocabulary, complex grammatical structures and
appropriate discourse markers.
3. Continue to develop reading, writing, speaking and listening skills necessary for
successful academic study, which includes becoming adept at incorporating academic
research results into spoken and written material.
4. Gain cultural competence and prepare for full participation in the university community
in academic and social endeavors.
5. Strengthen their weak areas and/or develop compensatory strategies.
6. Polish independent learning and study skills.
Level 6 – Level Description and Overall Goals
Some students who enter Level 6 may be university-ready in some skills but weaker in one or
more areas. Others may have highly developed language skills or test scores and wish to
reinforce their existing skills, either prior to university study or for other reasons. As in Level 5,
some of these students may be conditionally admitted to Oregon State University and taking two
or more credit-bearing courses, either undergraduate or graduate. A few students may have lower
TOEFL scores than those needed to enter OSU and are studying to demonstrate proficiency in
some or all skill areas for an ELI recommendation to OSU as an alternative to the TOEFL.
The goals for level 6 are to help students
1. Achieve a high level of proficiency in all skill areas of English sufficient for university
work.
2. Use compensating strategies as needed.
3. Comprehend the main ideas in university-level or professional lectures and texts on both
concrete and abstract subjects, especially in their own fields of study.
4. Be proficient at incorporating library research materials into written and spoken work.
5. Understand US culture and US university systems.
6. Demonstrate their readiness for academic work so as to support a waiver of the TOEFL
requirement if needed.
17
Foundations Prep
18
IEPG/IEPH 006 Foundations Prep Reading (FPR)
Course Description
In FPR, students engage in activities and projects that familiarize them with the English alphabet
and the most common sight words. They learn to identify the main points and details in adapted
and authentic written materials related to functioning in an English-language environment.
COURSE GOAL: Students completing FPR should be able to communicate at or above the A1
level of the Common European Framework of Reference (CEFR).
Course Objectives
By the end of the term, students will be able to:
A. understand short forms, schedules, signs, timetables, leaflets, brochures, and simple
sentences about personal topics.
B. understand basic sound/symbol relationships and spell common sight words.
C. write short S + V and S + V + O sentences with target vocabulary.
D. conjugate the most frequent verbs in the simple present tense.
Student Achievement Standards
Texts used for assessing reading should be appropriate for readers who are at the A1 level of the
CEFR. Writing tasks should be evaluated using rubrics, which may be supplemented with
standardized examples of such or similar tasks written at the A1 level of the CEFR.
Students must demonstrate they can perform assessment tasks at the A1 level of the CEFR or
above. Each assessment task and instrument should be designed so that students performing at
the A1 level receive at least 73% for the task.
Assessment at the conclusion of a session is cumulative for that session.
19
Student Achievement Tasks
Students are assessed using tasks such as those described below.
A. Understand short forms, schedules, signs, timetables, leaflets, brochures, and simple
sentences about personal topics.

Students respond to basic questionnaires, forms, applications, true/false, and yes/no
questions. Reading questions use the most basic nouns, verbs, and grammatical
structures.
B. Understand basic sound/symbol relationships and spell common sight words.

On spelling and dictation tests, students demonstrate their knowledge of sound/symbol
correspondence.
C. Write short S + V and S + V + O sentences with target vocabulary.

Students write short, basic sentences about personal topics that include name, age,
nationality, likes/dislikes, possessions, and personal adjectives.
D. Conjugate the most frequent verbs in the simple present tense.

Students demonstrate use of correct subject-verb agreement in the present tense on tests
and quizzes.
Objectives and Assessment Correlation Chart
Student Achievement Tasks
Course Objectives
Tests &
Quizzes
Reading
Activities
A. Understand short forms,
schedules, signs, timetables,
leaflets, brochures, and simple
sentences about personal topics.
√
√
B. Understand basic sound/symbol
relationships and spell common
sight words.
√
√
C. Write short S + V and S + V + O
sentences with target vocabulary.
D. Conjugate the most frequent
verbs in the simple present tense.
Informal
Writing
Other
Activities/
Tasks
√
√
√
√
√
√
√
√
√
20
Suggested Activities





Vocabulary journals
Flash cards
Letter/word writing
Dictation
Spelling bees and tests
Suggested Materials

Molinsky, S. J. (2013). Foundations literacy and numeracy workbook. New York: Pearson.
Entry Criteria
Returning students: Students who enter FPR have failed to pass FPR during a previous session.
New Students: Students who are placed in FPR should be below the A1 level of the CEFR.
Exit Criteria
Students passing FPR should be able to communicate at or above the A1 level of the CEFR. This
is verified through the completion of Student Achievement Tasks.
Students must complete Student Achievement Tasks with an overall average of 73% or higher in
each of two consecutive sessions. In addition, their test and quiz score average must be 73% or
higher in each of two consecutive sessions.
21
IEPG/IEPH 007 Foundations Prep Vocabulary (FPV)
Course Description
In FPV, students engage in activities that familiarize them with the English alphabet and spelling
and pronunciation conventions and acquire the use of basic function and content words. They
learn to recognize and use survival vocabulary to communicate personal information and basic
needs.
COURSE GOAL: Students completing FPV should be able to communicate at or above the A1
level of the Common European Framework of Reference (CEFR).
Course Objectives
By the end of the term, students will be able to:
A. understand basic vocabulary and phrases of survival topics.
B. reproduce letters and basic vocabulary words orally and in writing.
C. use target vocabulary to communicate on survival topics.
Student Achievement Standards
Texts used for assessing vocabulary should be appropriate for readers who are at the A1 level of
the CEFR.
Students must demonstrate they can perform assessment tasks at the A1 level of the CEFR or
above. Each assessment task and instrument should be designed so that students performing at
the A1 level receive at least 73% for the task.
Assessment at the conclusion of a session is cumulative for that session.
22
Student Achievement Tasks
Students are assessed using tasks such as those described below.
A. Understand basic vocabulary and phrases of survival topics.

Students respond to yes/no questions and visual prompts. Questions use the most basic
nouns, verbs, and grammatical structures. Visual prompts are pictures or realia of target
vocabulary.
B. Reproduce letters and basic vocabulary words orally and in writing.

On spelling and vocabulary tests, students demonstrate in writing their knowledge of
sound/symbol correspondence and word meaning. Orally, students demonstrate their
knowledge of vocabulary through one-on-one tests with an instructor.
C. Use target vocabulary to communicate on survival topics.

Students demonstrate understanding of vocabulary on tests/quizzes through activities
such as matching words with pictures, filling in the blanks from a word bank,
categorizing, and listing learned vocabulary.
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Course Objectives
Tests & Quizzes
In-class Writing
Vocabulary
Exercises
Class
Observation
√
√
A. Understand basic vocabulary
and phrases of survival topics.
√
B. Reproduce letters and basic
vocabulary words orally and
in writing.
√
√
√
√
C. Use target vocabulary to
communicate on survival
topics.
√
√
√
√
23
Suggested Activities





Total Physical Response activities
Letter/number/word/phrase dictation
Matching
Dialogues and Role-plays
Drills
Suggested Materials


Molinsky, S. J., & Bliss, B. (2007). Word by word picture dictionary (2nd ed.). New York:
Pearson.
Molinsky, S. J., & Bliss, B. (2005). Word by word picture dictionary: Beginning vocabulary
workbook. New York: Pearson.
Entry Criteria
Returning students: Students who enter FPV have failed to pass FPV during a previous session.
New Students: Students who are placed in FPV should be below the A1 level of CEFR.
Exit Criteria
Students passing FPV should be able to communicate at or above the A1 level of the CEFR. This
is verified through completion of Student Achievement Tasks.
Students must complete Student Achievement Tasks with an overall average of 73% or higher in
each of two consecutive sessions. In addition, their test and quiz score average must be 73% or
higher in each of two consecutive sessions.
24
IEPG/IEPH 009 Foundations Prep Listening and Speaking (FPLS)
Course Description
In FPLS, students engage in activities that familiarize them with English pronunciation and
conversation patterns. They learn to participate in basic conversations on self and survival using
formulaic expressions, common nouns and the most frequent verbs. They also learn to
understand and give basic instructions.
COURSE GOAL: Students completing FPLS should be able to function at or above the A1 level of
the Common European Framework of Reference (CEFR).
Course Objectives
By the end of the term, students will be able to:
A. understand short statements about self and survival topics.
B. answer questions about self and survival topics.
C. communicate using formulaic phrases; S +V and S + V +O sentences; the verbs be, have, and
do in the present tense; and singular and plural forms of the most common nouns.
D. demonstrate sufficiently clear pronunciation to communicate basic meanings of immediate
needs (although mispronunciations frequently occur).
Student Achievement Standards
Materials used for assessing listening should be appropriate for listeners who are at the A1 level
of the CEFR. Speaking tasks should be evaluated using rubrics, which may be supplemented
with standardized examples of such or similar tasks written at the A1 level of the CEFR.
Students must demonstrate they can perform assessment tasks at the A1 level of the CEFR or
above. Each assessment task and instrument should be designed so that students performing at
the A1 level receive at least 73% for the task.
Assessment at the conclusion of a term is cumulative for that session.
25
Student Achievement Tasks
Students are assessed using tasks such as those described below.
A. Understand short statements about self and survival topics.

Students listen to recordings or teacher dictations of phrases, short statements and short
conversations that include vocabulary and grammar studied in thematic units. Students
then complete multiple choice, true/false, and/or matching exercises.
B. Answer questions about self and survival topics.

In short conversations or role-play situations students greet others, introduce themselves,
and ask and answer basic questions about immediate needs.
C. Communicate using formulaic phrases; S +V and S + V +O sentences; the verbs be, have,
and do in the present tense; and singular and plural forms of the most common nouns.

Grammar is a component of all speaking tasks. Students role-play situations for
communication on topics of immediate need and are evaluated on their ability to
conjugate be, have, and do in the present tense.
D. Demonstrate sufficiently clear pronunciation to communicate basic meanings of immediate
needs (although mispronunciations frequently occur).

Pronunciation is a component of all speaking tasks. Tasks include questions and answers
regarding personal information that are commonly asked by nurses, school officials, etc.
26
Objectives and Assessment Correlation Chart
Student Achievement Tasks
Course Objectives
Tests & Quizzes
Role-plays &
Dialogues
Informal Class
Activities
A. Understand short statements about
self and survival topics.
√
√
√
B. Answer questions about self and
survival topics.
√
√
√
C. Communicate using formulaic
phrases; S +V and S + V +O
sentences; the verbs be, have, and
do in the present tense; and
singular and plural forms of the
most common nouns.
√
√
√
D. Demonstrate sufficiently clear
pronunciation to communicate
basic meanings of immediate
needs (although mispronunciations
frequently occur).
√
√
√
Suggested Activities








Responding to oral directions (e.g. Total Physical Response)
Listening to audio and video recordings
Dictations
Dialogues and role-plays
Field trips
Information gaps
Jazz Chants
Language games
Suggested Materials


Molinsky, S. J., & Bliss, B. (2006). Foundations. (2nd ed.). New York: Pearson.
Graham, C. (2000). Jazz chants old and new (2nd ed.). New York: Oxford.
27
Entry Criteria
Returning students: Students who enter FPLS have failed to pass FPLS during a previous
session.
New Students: Students who are placed in FPLS should be below the A1 level of the CEFR.
Exit Criteria
Students passing FPLS should be able to communicate at or above the A1 level of the CEFR.
This is verified through the completion of Student Achievement Tasks.
Students must complete Student Achievement Tasks with an overall average of 73% or higher in
each of two consecutive sessions. In addition, their test and quiz score average must be 73% or
higher in each of two consecutive sessions.
28
Level 1
29
IEPG/IEPH 010 Reading and Writing 1 (RW 1)
Course Description
In RW 1, students engage in activities and projects to develop their reading and writing skills at
the mid-beginning level. They learn to comprehend short and simple factual texts about basic
topics. Students learn basic spelling patterns and develop simple sentence-writing skills. They
also develop basic word-processing skills.
COURSE GOAL: Students completing RW 1 should be able to communicate at or above the A1+
level of the Common European Framework of Reference (CEFR).
Course Objectives
By the end of the term, students will be able to:
A. understand short and simple texts about basic topics.
B. understand basic sound/symbol relationships and spell basic words correctly.
C. write short paragraphs with topic sentences and limited support about basic topics.
D. demonstrate sufficient range and accuracy to write clear sentences.
Student Achievement Standards
Texts used for assessing reading should be appropriate for readers who are at the A1+ level of
the CEFR. Writing tasks should be evaluated using rubrics, which may be supplemented with
standardized examples of such or similar tasks written at the A1+ level of the CEFR.
Students must demonstrate they can perform assessment tasks at the A1+ level of the CEFR or
above. Each assessment task and instrument should be designed so that students performing at
the A1+ level receive at least 73% for the task.
Assessment at the conclusion of a session is cumulative for that session.
30
Student Achievement Tasks
Students are assessed using tasks such as those described below.
A. Understand short and simple texts about basic topics.

Students respond to yes/no, true/false, simple “wh”, and multiple-choice questions on
tests and quizzes. Reading passages and test/quiz questions use high frequency
vocabulary and basic grammatical structures.
B. Understand basic sound/symbol relationships and spell basic words correctly.

On spelling and dictation tests, students demonstrate their knowledge of sound/symbol
correspondence.
C. Write short paragraphs with topic sentences and limited support about basic topics.

Students write short compositions on topics that include but are not limited to, daily
routines, family, travel, customs, and food. Paragraphs must have a topic sentence and
supporting details related to the main idea.
D. Demonstrate sufficient range and accuracy to write clear sentences.




Vocabulary, grammar, and fluency, including the ability to connect words together into
phrases or sentences, are components of all rubrics used to assess writing tasks.
Students demonstrate understanding of vocabulary on tests through activities such as
matching words with pictures or definitions, fill-in-the-blanks from a word bank, and
writing original sentences using target vocabulary.
Students keep a vocabulary notebook for each topic studied in class.
Students use correct basic sentence (SVO) and paragraph structure and correct basic
mechanics (indentation, capitalization, punctuation with periods and commas) on tests,
quizzes, compositions, and in-class writing.
31
Objectives and Assessment Correlation Chart
Student Achievement Tasks
Course Objectives
Tests &
Quizzes
Reading
Activities
Informal
Writing
Compositions
A. Understand short and simple
texts about basic topics.
√
√
B. Understand basic sound/symbol
relationships and spell basic
words correctly.
√
√
C. Write short paragraphs with
topic sentences and limited
support about basic topics.
√
√
√
D. Demonstrate sufficient range
and accuracy to write clear
sentences.
√
√
√
Other
Activities/
Tasks
√
√
Suggested Activities











Read-arounds (small groups)
Silent reading
Pre-reading discussions
Pre-reading vocabulary
Reading comprehension worksheets
Vocabulary journals
Flash cards
Writing journals
Letter writing
Sentence dictations
Spelling bees and tests
Suggested Materials





Anderson, N. J. (2006). Active skills for reading: Book 1 (2nd ed.). Boston: Heinle.
Blass, L., & Gordon, D. (2010). Writers at work: From sentence to paragraph. New York:
Cambridge.
Bulter, L. (2009). New password 1: A reading and vocabulary text. New York: Pearson.
Kirn, E., & Hartmann, P. (2006). Interactions 1: Reading (Silver ed.). New York: McGrawHill.
Pavlik, C., & Segal, M. (2006). Interactions 1: Writing (Silver ed.) New York: McGraw-Hill.
32
Entry Criteria
Returning students: Students who enter RW 1 have passed RW Foundation Prep or have failed to
pass RW 1 during a previous session.
New Students: Students who are placed in RW 1 should be at the A1 level of the CEFR.
Exit Criteria
Students passing RW 1 should be able to communicate at or above the A1+ level of the CEFR.
This is verified through the completion of Student Achievement Tasks.
Students must complete Student Achievement Tasks with an overall average of 73% or higher in
each of two consecutive sessions. In addition, their test and quiz score average must be 73% or
higher in each of two consecutive sessions.
33
IEPG/IEPH 011 Listening, Speaking, and Vocabulary 1 (LSV 1)
Course Description
In LSV 1, students acquire the language and cultural tools to survive in an English-speaking
community at the mid-beginning level. They learn to understand and use simple language and
formulaic expressions to satisfy basic needs.
COURSE GOAL: Students completing LSV 1 should be able to communicate at or above the A1+
level of the Common European Framework of Reference (CEFR).
Course Objectives
By the end of the term, students will be able to:
A. understand basic phrases and sentences of slowly and clearly articulated standard English.
B. use common expressions and ask and answer basic questions about everyday topics and
needs.
C. give brief talks that include simple descriptions and short sentences about familiar topics.
D. use target vocabulary to communicate basic personal information and needs.
E. demonstrate sufficient range and accuracy to communicate meaningfully in highly structured
interactions.
Student Achievement Standards
Materials used for assessing listening should be appropriate for listeners who are at the A1+ level
of the CEFR. Speaking tasks should be evaluated using rubrics, which may be supplemented
with standardized examples of such or similar tasks written at the A1+ level of the CEFR.
Students must demonstrate they can perform assessment tasks at the A1+ level of the CEFR or
above. Each assessment task and instrument should be designed so that students performing at
the A1+ level receive at least 73% for the task.
Assessment at the conclusion of a session is cumulative for that session.
34
Student Achievement Tasks
Students are assessed using tasks such as those described below.
A. Understand basic phrases and sentences of slowly and clearly articulated standard English.

Students listen to recordings or teacher dictations of short statements and conversations
that include vocabulary and grammar studied in thematic units. Students then complete
multiple choice, true/false, and/or matching exercises.
B. Use common expressions and ask and answer basic questions about everyday topics and
needs.


In informal conversations or role-play situations, students greet others, introduce
themselves, and ask and answer basic questions about everyday topics.
As directed by the instructor, students engage in a conversation test with a partner. Prior
to the test, students are given a set of questions that elicit content knowledge, vocabulary,
and structures covered in the course. The conversation may be recorded for assessment
purposes. (Note: If there is another section of the course taught by a different instructor,
instructors are encouraged to assess students in another section.)
C. Give brief talks that include simple descriptions and short sentences about familiar topics.

Students prepare and deliver talks on topics studied in class.
D. Use target vocabulary to communicate basic personal information and needs.


Vocabulary is a component of all rubrics used to assess speaking tasks. Tasks include
talks and a conversation test.
Vocabulary is assessed through tests and quizzes.
E. Demonstrate sufficient range and accuracy to communicate meaningfully in highly structured
interactions.


Vocabulary, grammar, pronunciation, and fluency, including the use of simple cohesive
devices, are components of all rubrics used to assess speaking tasks.
Grammar may also be assessed through tests and quizzes.
35
Objectives and Assessment Correlation Chart
Student Achievement Tasks
Course Objectives
A. Understand basic phrases and
sentences of slowly and clearly
articulated standard English.
Tests &
Quizzes
Listening
Activities
√
√
Talks
B. Use common expressions and ask
and answer basic questions about
everyday topics and needs.
C. Give brief talks that include
simple descriptions and short
sentences about familiar topics.
Conversation Test
Other
Activities/
Tasks
√
√
√
√
√
D. Use target vocabulary to
communicate basic personal
information and needs.
√
√
√
√
E. Demonstrate sufficient range and
accuracy to communicate
meaningfully in highly structured
interactions.
√
√
√
√
Suggested Activities











Responding to oral directions (e.g. Total Physical Response)
Introducing selves and others
Listening to audio and video recordings
Asking and answering questions with native-speaking conversants
Dictations
Conversations and role-plays
Oral presentations
Field trips
Information gaps
Jazz Chants
Language games
36
Suggested Materials



Oxenden, C., & Latham-Koenig, C. (2008). American English file 1. New York: Oxford.
Saslow, J., & Ascher, A. (2012). Top notch 1 with activebook and myEnglishlab (2nd ed.).
New York: Pearson.
Saumell, M. V., & Birchley, S. L. (2011). English in common 1 with activebook. New York:
Pearson.
Entry Criteria
Returning students: Students who enter LSV 1 have passed LSV Foundation Prep or have failed
to pass LSV 1 during a previous session.
New Students: Students who are placed in LSV 1 should be at the A1 level of the CEFR.
Exit Criteria
Students passing LSV 1 should be able to communicate at or above the A1+ level of the CEFR.
This is verified through the completion of Student Achievement Tasks.
Students must complete Student Achievement Tasks with an overall average of 73% or higher in
two consecutive sessions. In addition, their test and quiz score average must be 73% or higher in
two consecutive sessions.
37
IEPG/IEPH 013 Media Lab
Course Description
In Media Lab, students develop independent learning and language acquisition strategies,
including goal-setting and self-monitoring. Guided by instructors, they use various forms of
media to improve specific language skills. Students focus on compensating for gaps in skills and
on other individual needs. Classes meet in the Learning Center.
Course Objectives
By the end of the term, students will be able to:
A. assess their own English skills to set at least three language-learning goals.
B. successfully complete self-selected and instructor-selected activities specific to their goals.
C. record their activities and evaluated their progress in reaching their goals.
D. demonstrate effective use of time and resources in the Learning Center.
E. demonstrate basic computer skills competency (such as the ability to type properly, search
the Internet, email, etc.).
Student Achievement Standards
To pass the course, students must complete Student Achievement Tasks with an overall average
of 73% or higher.
Student Achievement Tasks
Students are assessed using tasks such as those described below.
A. Assess their own English skills to set at least three language-learning goals.


At the beginning of a session, students identify three skills that are the most important for
them to improve. They prioritize these skills by ranking them in order of importance.
In conferences with the instructor, students may reassess their needs and revise their
goals if needed. The instructor may consult with the students’ other instructors to advise
them accordingly.
B. Successfully complete self-selected and instructor-selected activities specific to their goals.

At the beginning of a session, students receive Learning Center resource lists that align
with their respective goals. Students and the instructor work together to select appropriate
materials and activities.
38
C. Record their activities and evaluate their progress in meeting their goals.

At the end of every class meeting, students record and evaluate the materials they used
and/or the activities they did in a Learning Log. They comment on their progress based
on self-assessment tools incorporated into materials, as well as feedback from the
instructor, writing and pronunciation tutor (WRAP), and conversant. Students also set a
plan of action for the next class meeting.
D. Demonstrate effective use of time and resources in the Learning Center.



Students must complete a Learning Log entry for at least 73% of all class meetings.
Students receive feedback from the instructor via the Learning Log and conferences
regarding how effectively lab time and resources are being used.
Students evaluate their own use of lab time and materials and/or activities in every
Learning Log entry.
E. Demonstrate basic computer skills competency (such as the ability to type properly, search
the Internet, email, etc.).


Students use keyboarding programs and record their progress.
Students demonstrate other basic computer skills by performing tasks during every class
meeting.
Objectives and Assessment Correlation Chart
Student Achievement Tasks
Course Objectives
Learning Log
Attendance & Inclass Activities
B. Successfully complete self-selected
and instructor-selected activities
specific to their goals.
√
√
C. Record their activities and evaluate
their progress in meeting their goals.
√
A. Assess their own English skills to set
at least three language-learning goals.
Student-Instructor
“Contract”
√
D. Demonstrate effective use of time and
resources in the Learning Center.
√
E. Demonstrate basic computer skills
competency (such as the ability to
type properly, search the Internet,
email, etc.).
√
39
Suggested Activities
Activities vary according to individual needs, but are likely to include






Participating in a conversation group with a native speaker
Meetings with a WRAP
Completing language and keyboarding exercises on a computer
Reading
Playing communicative or language-related board games
Watching and discussing films and television shows with a native speaker
Suggested Materials
Refer to the Learning Center’s resource lists for Media Lab.
Entry Criteria
Entry is dependent upon enrollment in an LSV course.
Exit Criteria
Students must complete Student Achievement Tasks with an overall average of 73% and attend
at least 73% of class meetings.
40
IEPG/IEPH 017 Practical Grammar 1 (PG 1)
Course Description
In PG 1, students engage in the receptive and productive use of basic grammatical structures at
the mid-beginning level. Grammatical structures are introduced in meaningful discourse,
illustrated through frequently used lexical items, and practiced via traditional exercises and
communicative activities. Since this course is taught in conjunction with the corresponding LSV
and RW courses, the scope of structures and activities of PG 1 are subject to change in order to
support the syllabus and activities in LSV 1 and RW 1.
COURSE GOAL: Students completing PG 1 should have command of the structures necessary to
communicate at the A1+ level of the Common European Framework of Reference (CEFR).
Course Objectives
By the end of the term, students will be able to:
A. identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions)
in simple sentences.
B. construct pattern 1 and 2 simple sentences and identify their constituents (subjects, verbs,
complements).
C. recognize inaccurate use of structures studied in the course and change a word or short
phrase so that the structure is used correctly.
D. use selected structures correctly in level-appropriate speaking activities.
E. use selected structures and basic sentence mechanics correctly in level-appropriate writing
activities.
41
Scope of Structures
Structures covered in this course may include the following:

Parts of speech and their functions in sentences
o Nouns




singular
plural
possessive
count/non-count
o Verbs






be (present and past)
simple present
present progressive
imperative
modal-like constructions (can, like to, want to, etc.)
simple past
o Adjectives
 comparative
 possessive
o Adverbs
 adverbs of frequency
o Pronouns
 personal (subject, object, possessive)
 demonstrative (this, that, these, those)
o Prepositions
 location
 time
o Conjunctions
 and, but, or for joining words and phrases

There is/There are…

Yes/No questions, Wh- questions

Formulaic phrases (the most commonly used in everyday speech)

Simple sentence patterns and their constituents
1. Subject + linking verb + subject complement (adjective)
Cats
are
furry.
2. Subject + linking verb + subject complement (noun)
Cats
are
animals.
42
Student Achievement Standards
Texts used for assessing grammar should be appropriate for students who are at the A1+ level of
the CEFR. Speaking and writing tasks should be evaluated using rubrics, which should be
supplemented with standardized examples of such or similar tasks written at the A1+ level of the
CEFR.
Students must demonstrate they can perform assessment tasks at the A1+ level of the CEFR or
above. Each assessment task and instrument should be designed so that students performing at
the A1+ level or above receive at least 73% for the task.
Assessment at the conclusion of a session is cumulative for that session.
Student Achievement Tasks
Students are assessed using tasks such as those described below.
A. Identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions)
in simple sentences.


Students do in-class exercises and homework, participate in classroom speaking exercises
using major parts of speech, and write complete sentences using and identifying the
major parts of speech in in-class exercises and writing tests.
Students take quizzes in which they list parts of speech and show they can find different
parts of speech—nouns, verbs, adjectives, adverbs, pronouns, prepositions, and
coordinating conjunctions—in simple sentences.
B. Construct pattern 1 and 2 simple sentences and identify their constituents (subjects, verbs,
complements).

Students produce grammatically correct sentences using the major parts of speech in
Pattern 1 and Pattern 2 constructions about their home, family, habits, likes, dislikes, and
abilities. Students demonstrate this ability in in-class writing exercises, quizzes, and
writing tests.
C. Recognize inaccurate use of structures studied in the course and change a word or short
phrase so that the structure is used correctly.

Students identify and correct mistakes in in-class exercises, homework exercises, and
short compositions of two or three sentences.
D. Use selected structures correctly in level-appropriate speaking activities.


Assessed informally through in-class speaking activities.
Assessed formally through an interview. Students are interviewed individually or in pairs.
The interviewer asks questions or makes statements designed to elicit the structures
covered in the course. Students are informed beforehand about the topics of the interview
and the structures the interviewer will be listening for. The interview may be recorded for
assessment purposes. (Note: If there is another section of the course taught by a different
instructor, instructors are encouraged to assess students in another section.)
43
E. Use selected structures and basic sentence mechanics correctly in level-appropriate writing
activities.

Students write in-class exercises, homework exercises, and short compositions of two or
three sentences. Compositions are assessed on their accuracy in the use of the assigned
structures and basic sentence mechanics.
44
Objectives and Assessment Correlation Chart
Student Achievement Tasks
Course Objectives
In-class
Exercises &
Homework
Quizzes
A. Identify the major parts of speech
(nouns, verbs, adjectives,
adverbs, pronouns, prepositions)
in simple sentences.
√
√
√
B. Construct pattern 1 and 2 simple
sentences and identify their
constituents (subjects, verbs,
complements).
√
√
√
C. Recognize inaccurate use of
structures studied in the course
and change a word or short
phrase so that the structure is
used correctly.
√
√
√
D. Use selected structures correctly
in level-appropriate speaking
activities.
E. Use selected structures and basic
sentence mechanics correctly in
level-appropriate writing
activities.
Speaking
Activities
Oral
Proficiency
Interview
Written
Tests
√
√
√
√
Suggested Activities






Grammar & vocabulary explanations
Textbook exercises (listening, speaking, reading, and writing)
Various in-class activities, including games
Various homework assignments, including the grammar & vocabulary journal
Short oral presentations & interviews
Weekly quizzes & session tests
45
√
Suggested Materials



Korey-O’Sullivan, K. (2007). Grammar connection 1: Structure through content. New York:
Thomson-Heinle.
Schoenberg, I. (2012). Focus on grammar 1. New York: Pearson.
Bliss, B. (2005). Word by word. New York: Pearson.
Entry Criteria
Returning students: Students who enter PG 1 have failed to pass PG 1 during a previous session.
New Students: Students who are placed in PG 1 should be at the A1 level of the CEFR.
Exit Criteria
Students passing PG 1 should have command of the structures necessary to communicate at the
A1+ level of the CEFR. This is verified through the completion of Student Achievement Tasks.
Students must complete Student Achievement Tasks with an overall average of 73% or higher in
two consecutive sessions. In addition, their test and quiz score average must be 73% or higher in
two consecutive sessions.
46
Level 2
47
IEPG/IEPH 020 Reading and Writing 2 (RW 2)
Course Description
In RW 2, students engage in activities and projects to develop their reading and writing skills at
the high-beginning level. They learn to comprehend simple, factual texts about everyday topics,
and they read adapted fiction. Students continue to develop their sentence-level writing skills as
they begin to write paragraphs about familiar topics. They also learn the basic elements of
composition writing.
COURSE GOAL: Students completing RW 2 should be able to communicate at or above the A2+
level of the Common European Framework of Reference (CEFR).
Course Objectives
By the end of the term, students will be able to:
A. identify and understand the main ideas and details in simple, factual texts about everyday
topics.
B. describe characters and storylines in adapted novels or short stories.
C. write paragraphs that include a topic sentence, supporting details, a concluding sentence, and
basic connecting words.
D. demonstrate sufficient range and accuracy to write clear sentences and cohesive paragraphs.
Student Achievement Standards
Texts used for assessing reading should be appropriate for readers who are at the A2+ level of
the CEFR. Writing tasks should be evaluated using rubrics, which may be supplemented with
standardized examples of such or similar tasks written at the A2+ level of the CEFR.
Students must demonstrate they can perform assessment tasks at the A2+ level of the CEFR or
above. Each assessment task and instrument should be designed so that students performing at
the A2+ level receive at least 73% for the task.
Assessment at the conclusion of a session is cumulative for that session.
48
Student Achievement Tasks
Students are assessed using tasks such as those described below.
A. Identify and understand the main ideas and details in simple, factual texts about everyday
topics.

On tests, quizzes, and reading assignments, students demonstrate they can choose or
write down main ideas and details from short adapted readings with high-frequency
vocabulary.
B. Describe characters and storylines in adapted novels or short stories.

Questions about characters and storylines may be the subject of quizzes, in-class writing,
journal entries, and reading assignments.
C. Write paragraphs that include a topic sentence, supporting details, a concluding sentence, and
basic connecting words.


Students regularly write on everyday topics in journals and receive feedback from the
instructor. Journal entries are assessed primarily on content.
Students write multiple drafts of paragraph compositions about topics related to topics
studied in class. Each draft is assessed using a rubric that includes content, development,
and use of connecting words.
D. Demonstrate sufficient range and accuracy to write clear sentences and cohesive paragraphs.


Vocabulary, grammar, and fluency, including the ability to connect sentences together
into paragraphs, are components of all rubrics used to assess writing tasks.
Vocabulary is also assessed through tests and quizzes.
49
Objectives and Assessment Correlation Chart
Student Achievement Tasks
Course Objectives
Tests &
Quizzes
Reading
Activities
Informal
Writing
Compositions
A. Identify and understand the main
ideas and details in simple,
factual texts about everyday
topics.
√
√
B. Describe characters and
storylines in adapted novels or
short stories.
√
√
C. Write paragraphs that include a
topic sentence, supporting
details, a concluding sentence,
and basic connecting words.
√
√
√
D. Demonstrate sufficient range and
accuracy to write clear sentences
and cohesive paragraphs.
√
√
√
Other
Activities/
Tasks
√
Suggested Activities











Discussions
Listening activities
Grammar exercises
Oral summaries
Written paraphrasing
Journal writing
Answering questions
Games and crossword puzzles
Role-plays
Watching video clips
Predicting stories
Suggested Materials



Butler, L. (2009). New password 3: A reading and vocabulary text (2nd ed.). New York:
Pearson.
Hogue, A. (2007) First steps in academic writing (2nd ed.). New York: Pearson.
Robin hood (2nd ed.). (2008). New York: Penguin Readers.
50
Entry Criteria
Returning students: Students who enter RW 2 have passed RW 1 or have failed to pass RW 2
during a previous session.
New Students: Students who are placed in RW 2 should be at the A1+ level of the CEFR.
Exit Criteria
Students passing RW 2 should be able to communicate at or above the A2+ level of the CEFR.
This is verified through the completion of Student Achievement Tasks.
Students must complete Student Achievement Tasks with an overall average of 73% or higher in
each of two consecutive sessions. In addition, their test and quiz score average must be 73% or
higher in each of two consecutive sessions.
51
IEPG/IEPH 021 Listening, Speaking, and Vocabulary 2 (LSV 2)
Course Description
In LSV 2, students learn to speak and understand English at the high-beginning level. They are
able to communicate with native speakers who are used to speaking with non-native speakers
and to comprehend short, structured discourse. Students learn how to engage in simple
conversations about topics such as family, local geography, shopping, employment, timetables,
and personal goals. As they take part in conversations, students also learn and use everyday
English vocabulary. Students give short talks and participate in pair and group work typical of
American classrooms.
COURSE GOAL: Students completing LSV 2 should be able to communicate at or above the A2+
level of the Common European Framework of Reference (CEFR).
Course Objectives
By the end of the term, students will be able to:
A. understand the main points of clearly articulated speech about everyday topics.
B. engage in short, direct exchanges that include asking for and giving simple descriptions,
directions, and opinions.
C. give short talks that include descriptions of past experiences or future plans.
D. use target vocabulary to describe personal experiences and give opinions.
E. demonstrate sufficient range and accuracy to communicate meaningfully in semi-structured
interactions.
Student Achievement Standards
Materials used for assessing listening should be appropriate for listeners who are at the A2+ level
of the CEFR. Speaking tasks should be evaluated using rubrics, which may be supplemented
with standardized examples of such or similar tasks written at the A2+ level of the CEFR.
Students must demonstrate they can perform assessment tasks at the A2+ level of the CEFR or
above. Each assessment task and instrument should be designed so that students performing at
the A2+ level receive at least 73% for the task.
Assessment at the conclusion of a session is cumulative for that session.
52
Student Achievement Tasks
Students are assessed using tasks such as those described below.
A. Understand the main points of clearly articulated speech about everyday topics.

Students listen to recordings or teacher dictations of short statements, conversations, and
short lectures studied in thematic units. Students then answer questions (matching,
multiple choice, true/false, and/or short answer) about main ideas, details, and context.
B. Engage in short, direct exchanges that include asking for and giving simple descriptions,
directions, and opinions.


Students regularly respond to and ask simple questions about everyday topics and begin
to use language to continue a conversation (such as How about you? and What do you
think?).
As directed by the instructor, students engage in a conversation test with a partner.
Immediately prior to the test, students are given a set of questions that elicit content
knowledge, vocabulary, and structures covered in the course. The conversation may be
recorded for assessment purposes. (Note: If there is another section of the course taught
by a different instructor, instructors are encouraged to assess students in another section.)
C. Give short talks that include descriptions of past experiences or future plans.

Students prepare and deliver talks on familiar topics. For at least one talk, the students
use information gathered from short, structured interviews with native speakers.
D. Use target vocabulary to describe personal experiences and give opinions.


Vocabulary is a component of all rubrics used to assess speaking tasks. Tasks include
talks and a conversation test.
Vocabulary is also assessed through tests and quizzes.
E. Demonstrate sufficient range and accuracy to communicate meaningfully in semi-structured
interactions.


Vocabulary, grammar, pronunciation, and fluency are components of all rubrics used to
assess speaking tasks.
Grammar may also be assessed through tests and quizzes.
53
Objectives and Assessment Correlation Chart
Student Achievement Tasks
Course Objectives
A. Understand the main points of
clearly articulated speech about
everyday topics.
Tests &
Quizzes
Listening
Activities
√
√
Talks
B. Engage in short, direct
exchanges that include asking
for and giving simple
descriptions, directions, and
opinions.
C. Give short talks that include
descriptions of past experiences
or future plans.
Conversation Test
Other
Activities/
Tasks
√
√
√
D. Use target vocabulary to
describe personal experiences
and give opinions.
√
√
√
√
E. Demonstrate sufficient range
and accuracy to communicate
meaningfully in semi-structured
interactions.
√
√
√
√
Suggested Activities















Responding to oral directions (e.g. Total Physical Response)
Listening to audio and video recordings
Asking and answering questions with native-speaking conversants
Interviewing native speakers for presentations
Taking notes while listening
Dictations
Conversations and role-plays
Oral presentations
Field trips
Information gaps
Jazz Chants
Language games
Information gaps
Self-study activities
Pair and group work
54
Suggested Materials


Oxenden, C., & Latham-Koenig, C. (2008). American English file 2. New York: Oxford.
Saslow, J., & Ascher, A. (2012). Top notch 2 with activebook and myEnglishlab (2nd ed.).
New York: Pearson.
Entry Criteria
Returning students: Students who enter LSV 2 have passed LSV 1 or have failed to pass LSV 2
during a previous session.
New Students: Students who are placed in LSV 2 should be at the A1+ level of the CEFR.
Exit Criteria
Students passing LSV 2 should be able to communicate at or above the A2+ level of the CEFR.
This is verified through the completion of Student Achievement Tasks.
Students must complete Student Achievement Tasks with an overall average of 73% or higher in
each of two consecutive sessions. In addition, their test and quiz score average must be 73% or
higher in each of two consecutive sessions.
55
IEPG/IEPH 027 Practical Grammar 2 (PG 2)
Course Description
In PG 2, students engage in the receptive and productive use of basic grammatical structures at
the high-beginning level. Grammatical structures are introduced in meaningful discourse,
illustrated through frequently used lexical items, and practiced via traditional exercises and
communicative activities. Since this course is taught in conjunction with the corresponding LSV
and RW courses, the scope of structures and activities of PG 2 are subject to change in order to
support the syllabus and activities in LSV 2 and RW 2.
COURSE GOAL: Students completing PG 2 should have command of the structures necessary to
communicate at the A2+ level of the Common European Framework of Reference (CEFR).
Course Objectives
By the end of the term, students will be able to:
A. identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions,
coordinating conjunctions) in simple and compound sentences.
B. construct pattern 1, 2, 3, and 4 simple sentences and identify their constituents (subjects,
verbs, complements, direct objects).
C. recognize inaccurate use of structures studied in the course and change a word or short
phrase so that the structure is used correctly.
D. use selected structures correctly in level-appropriate speaking activities.
E. Use selected structures and sentence mechanics correctly in level-appropriate writing
activities.
56
Scope of Structures
Structures covered in this course may include the following:

Parts of speech and their functions in sentences
o Nouns




singular
plural
possessive
count/non-count
o Articles: a, an, the
o Verbs








be (past)
simple present (review)
present progressive
simple past (regular and irregular)
past with “used to”
future (will, going to)
imperative
modals (polite questions, will/going to)
o Adverbs: first, then, after, later for narrating past events
o Adjectives
 demonstrative
 comparative
 superlative
o Pronouns
 personal (subject, object, possessive)
 demonstrative (this, that, these, those)
o Prepositions
 location
 time
o Conjunctions and Transitions
 and, but, or, so
 “first”, “then”, “after”, and “later”

Simple sentence patterns and their constituents
1. Subject + linking verb + subject complement (adjective)
Cats
are
furry.
2. Subject + linking verb + subject complement (noun)
Cats
are
animals.
3. Subject + verb (intransitive)
Cats
sleep.
57
4. Subject + verb (transitive) + direct object
Cats
eat
fish.
Student Achievement Standards
Texts used for assessing grammar should be appropriate for students who are at the A2+ level of
the CEFR. Writing tasks should be evaluated using rubrics, which should be supplemented with
standardized examples of such or similar tasks written at the A2+ level of the CEFR.
Students must demonstrate they can perform assessment tasks at the A2+ level of the CEFR or
above. Each assessment task and instrument should be designed so that students performing at
the A2+ level or above receive at least 73% for the task.
Assessment at the conclusion of a session is cumulative for that session.
Student Achievement Tasks
Students are assessed using tasks such as those described below.
A. Identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions,
coordinating conjunctions) in simple and compound sentences.






Students identify parts of speech in simple sentences in class discussions and written
exercises, tests, and quizzes.
Students identify parts of speech in sentences in a paragraph pertaining to the topics in
LSV and RW classes.
Students listen to a recording or watch a video with subtitles, write down the words they
hear, and name the parts of speech in that context. Students may listen or watch multiple
times.
Students listen to songs while reading the lyrics and then identify parts of speech in the
lyrics.
Students read comic strips and identify the parts of speech.
Students take quizzes and exams in which they label parts of speech in simple and
compound sentences.
B. Construct pattern 1, 2, 3, and 4 simple sentences and identify their constituents (subjects,
verbs, complements, direct objects).



Students listen to a story and write the ending.
Students ask one another questions that encourage the production of the simple sentences.
Students are required to use all four of the sentence types in writing a short paragraph on
a topic studied in RW class.
58
C. Recognize inaccurate use of structures studied in the course and change a word or short
phrase so that the structure is used correctly.








Students participate with the instructor in editing a model paragraph with structural
errors.
Students edit a paragraph on the whiteboard or Starboard.
Students edit one another’s simple sentences that include structures studied in the course
that are inaccurate in form or use and change a word or short phrase so that the structures
are used correctly.
Games are played in which the students find grammatical mistakes for points.
On tests and quizzes, students edit simple sentences that include structures studied in the
course that are inaccurate in form or use and change a word or short phrase so that the
structures are used correctly.
Students read a paragraph from their RW class and write what comes next in the story
using their imagination.
Students listen to a narration of a story and then write the ending.
Students read a news story, identify the sentence mechanics, and write their own news
story.
D. Use selected structures correctly in level-appropriate speaking activities.



Student give talks in which they tell a story about their lives to describe their home
country, their future plans, and past experiences. These talks may be recorded for
assessment purposes.
Students are assessed informally through in-class speaking activities.
Students are assessed formally through interviews. Students are interviewed individually
or in pairs. The interviewer asks questions or makes statements designed to elicit the
structures covered in the course. Students are informed beforehand about the topics of the
interview and the structures the interviewer will be listening for. The interview may be
recorded for assessment purposes. (Note: If there is another section of the course taught
by a different instructor, instructors are encouraged to assess students in another section.)
E. Use selected structures and sentence mechanics correctly in level-appropriate writing
activities.




Students read a paragraph from their RW class and write what comes next in the story
using their imagination.
Students listen to a narration of a story and write the ending.
Students complete comic strips with correct grammar structures.
Students write a personal narrative in which they describe their home country, future
plans, and past experiences.
59
Objectives and Assessment Correlation Chart
Student Achievement Tasks
Course Objectives
In-class
Exercises &
Homework
Quizzes
A. Identify the major parts of speech
(nouns, verbs, adjectives, adverbs,
pronouns, prepositions,
coordinating conjunctions) in
simple and compound sentences.
√
√
√
B. Construct pattern 1, 2, 3, and 4
simple sentences and identify
their constituents (subjects, verbs,
complements, direct objects).
√
√
√
C. Recognize inaccurate use of
structures studied in the course
and change a word or short phrase
so that the structure is used
correctly.
√
√
√
D. Use selected structures correctly
in level-appropriate speaking
activities.
E. Use selected structures and
sentence mechanics correctly in
level-appropriate writing
activities.
Speaking
Activities
Oral
Proficiency
Interview
Written
Tests
√
√
√
√
Suggested Activities






Grammar & vocabulary explanations
Textbook exercises (listening, speaking, reading, and writing)
Various in-class activities, including games
Various homework assignments, including the grammar & vocabulary journal
Short oral presentations & interviews
Weekly quizzes & session tests
Suggested Materials

Schoenberg, I. (2012). Focus on grammar 2. New York: Pearson.
60
√
Entry Criteria
Returning students: Students who enter PG 2 have passed PG 1 or have failed to pass PG 2
during a previous session.
New Students: Students who are placed in PG 2 should be at the A1+ level of the CEFR.
Exit Criteria
Students passing PG 2 should have command of the structures necessary to communicate at or
above the A2+ level of the CEFR. This is verified through the completion of Student
Achievement Tasks.
Students must complete Student Achievement Tasks with an overall average of 73% or higher in
each of two consecutive sessions. In addition, their test and quiz score average must be 73% or
higher in each of two consecutive sessions.
61
Level 3
62
IEPA 030 Academic Reading and Writing 3
Course Description
In IEPA 030, students take their first steps toward academic English. They begin to read beyond
the textbook in either abridged novels or adapted articles. Students move from writing about
themselves to writing about the experiences and perspectives of others. They perform limited,
structured academic tasks such as gathering and reporting information from interviews with
native speakers and level-appropriate texts. Students are introduced to the academic writing
process and practice skills such as annotating text, outlining, and summarizing.
Course Objectives
By the end of the term, students will be able to:
A. identify and understand main ideas and important details of adapted or level-appropriate
authentic fiction and non-fiction texts.
B. summarize information from external sources, such as level-appropriate texts and interviews
with native speakers, and incorporate it into paragraphs and multi-paragraph compositions.
C. organize and develop ideas by using effective topic sentences, supporting details, and
cohesive devices in paragraphs and multi-paragraph compositions.
D. write simple, compound, and complex sentences with sufficient range and accuracy to clearly
convey meaning on concrete and familiar abstract topics.
E. take a process approach to writing that includes note taking, outlining, drafting, revising,
proofreading, formatting, and giving credit to sources.
63
Student Achievement Tasks
A. Identify and understand main ideas and important details of adapted or level-appropriate
authentic fiction and non-fiction texts.
Students read a variety of adapted or level-appropriate authentic fiction and non-fiction both
in class and as homework. They develop the ability to identify and understand main ideas and
important details through structured activities by learning such skills as skimming, scanning,
annotating, highlighting/underlining, note-taking, and using graphic organizers.
Students demonstrate their skills through graded tasks in class and assigned as homework
and by completing items on tests and quizzes.
B. Summarize information from external sources, such as level-appropriate texts and interviews
with native speakers, and incorporate it into paragraphs and multi-paragraph compositions.
As part of in-class and out-of-class work, students obtain information from external sources,
including level-appropriate texts and interviews with native speakers. They learn to
summarize information from these sources through activities assigned in class and as
homework and then to incorporate those summaries into paragraphs and multi-paragraph
compositions. As part of this objective, students learn strategies to avoid plagiarism.
Students demonstrate their ability to summarize information from external sources through
graded in-class and homework tasks, process writing assignments, and tests and quizzes.
Multi-paragraph writing on process writing assignments and tests is graded according to a
rubric.
C. Organize and develop ideas by using effective topic sentences, supporting details, and
cohesive devices in paragraphs and multi-paragraph compositions.
Through completion of tasks during class and assigned as homework, students learn to create
effective topic sentences and to support them with details. They also develop organization
skills such as working from known to unknown or from general to specific information, and
they learn to connect ideas with appropriate cohesive devices.
Students demonstrate their ability to organize and develop their ideas in paragraphs and
multi-paragraph compositions on graded in-class and homework tasks, process writing
assignments, and tests and quizzes. Multi-paragraph writing on process writing assignments
and tests is graded according to a rubric.
D. Write simple, compound, and complex sentences with sufficient range and accuracy to
clearly convey meaning on concrete and familiar abstract topics.
Students develop the ability to write a variety of simple, compound, and complex sentences
and improve their skills through in-class and homework assignments. They learn to use
lexical and grammatical range and accuracy to produce sentences about both concrete and
familiar abstract topics that are meaningful and that avoid repetition.
64
Students demonstrate their ability to write effective sentences on graded in-class and
homework tasks, process writing assignments, and tests and quizzes. Sentence variety and
lexical and grammatical range and accuracy are graded on process writing assignments and
tests according to a rubric.
F. Take a process approach to writing that includes note taking, outlining, drafting, revising,
proofreading, formatting, and giving credit to sources.
Students produce a group/individual process paper as a culminating project. Student groups
develop survey questions and interview native English speakers about their topic; the
instructor helps them identify appropriate sources and they take notes on the interviews that
they conduct. After they have collected information in groups, students create thesis
statements and outlines for individual compositions that will incorporate their research.
Students produce a first draft of the process paper that is peer-reviewed and then proofread
and improve their papers to produce a word-processed second draft that is formatted
according to specific guidelines, including giving credit to sources. The instructor gives
global and local feedback on students’ second draft, and students make further revisions to
produce a final draft of the process paper.
All steps of the writing process are scored, and second and final drafts of the paper are
graded according to a rubric.
65
Critical Thinking Skills Content
Cognitive
Processes
Skills Used
Remembering





recalling
identifying the five Ws
identifying main ideas and important details
sequencing the order of events
recognizing simple, compound, and complex sentences
Understanding










discussing
rephrasing
developing ideas
providing examples
drawing conclusions
explaining relationships between ideas (e.g. causes and effects)
comparing and contrasting
classifying
inferring
summarizing
Applying









applying concepts to their own lives
predicting
interviewing
reporting
writing simple, compound, and complex sentences
using coordinating and subordinating conjunctions
using target vocabulary
using target grammar structures
using appropriate cohesive devices
Analyzing






distinguishing main ideas from details
determining points of view
outlining
diagraming sentences
classifying parts of speech
distinguishing independent from dependent clauses
Evaluating

selecting information to use
66
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Course Objectives
Tests &
Quizzes
Graded
Reading
Tasks
A. Identify and understand main
ideas and important details of
adapted or level-appropriate
authentic fictional and nonfictional texts.
√
√
B. Summarize information from
external sources, such as levelappropriate texts and interviews
with native speakers, and
incorporate it into paragraphs and
multi-paragraph compositions.
√
√
√
C. Organize and develop ideas by
using effective topic sentences,
supporting details, and cohesive
devices in paragraphs and multiparagraph compositions.
√
√
√
D. Write clear simple, compound,
and complex sentences that
include a varied range of
vocabulary, tenses, and aspects to
convey meaning on concrete and
familiar abstract topics.
√
√
√
E. Take a process approach to
writing that includes note taking,
outlining, drafting, revising,
proofreading, formatting, and
giving credit to sources.
Graded
Writing
Tasks
Process Paper
√
67
Suggested Activities














Reading comprehension exercises and worksheets
Pre-reading activities such as accessing background information, developing vocabulary, and
small group discussions
Guided reading questions (for abridged novels)
Small group work based on reading comprehension exercises and guided reading questions
Post-reading discussions
Audio CD listening of readings in the textbook
Journal writing (both in class and on assignments)
Interviews of native speakers and other international students for integrated projects
Sharing of notes from project interviews
Organization of interview notes for compositions
Composition writing
Composition self-evaluation
Revision of compositions based on self-evaluation and teacher feedback
Vocabulary charts (individual charts that lead to class vocabulary lists)
Suggested Materials






NorthStar Reading and Writing, Intermediate (2nd ed.)—student text, writing activity book,
DVD, text website
Composition Practice, Book 3 (3rd. ed.)
The Multicultural Workshop, Book 2
The Street Lawyer (Penguin Readers—abridged novel)
News for You
Teacher-generated handouts
Entry Criteria
Returning Students: Placement based on successful completion of IEPG/H 020 or a failing grade
(C- or lower) in IEPA 030 the previous term
New Students: Placement based on new student testing criteria
Exit Criteria
To exit this course, students must demonstrate competency by scoring a combined total of at
least 73% on graded assessment activities. In addition, students must earn an average of at least
73% on reading tests and writing tests.
68
IEPA 031 Academic Listening and Speaking
Course Description
In IEPA 031 Academic Listening and Speaking, students work on increasing their fluency. They
begin to perform limited academic tasks and report data and findings that move beyond speaking
about themselves to relating others’ experiences. Small group projects are the focus for
interviewing, surveying, and reporting in structured presentations. Students are introduced to the
academic skills of gathering sources, note taking, outlining, summarizing, collaborating, and
presenting.
Course Objectives
By the end of the term, students will be able to:
A. understand lecture and conversational input on concrete and familiar abstract topics that
include controlled, level-adapted materials and authentic speech.
B. communicate clearly in guided conversations and interview native speakers on topics of
general interest.
C. communicate about personal experiences, results of surveys, and interviews with native
speakers in presentations.
D. use vocabulary, grammar, and pronunciation with sufficient accuracy and fluency to be
understood in typical classroom interactions.
E. gather information from outside sources, take notes, and give proper credit to the sources.
69
Student Achievement Tasks
A. Understand lecture and conversational input on concrete and familiar abstract topics that
include controlled, level-adapted materials and authentic speech.
Students listen to a variety of controlled, level-adapted materials and authentic speech both in
class and out of class. They develop the ability to identify and understand main ideas and
supporting information about concrete and familiar abstract topics by learning such skills as
listening for key words, predicting content, and inferring meaning.
Students demonstrate their skills through graded assignments in class and as homework,
including interviews with native speakers. On tests and quizzes, students complete listening
tasks to demonstrate their ability to understand lecture and conversational input on concrete
and familiar abstract topics.
B. Communicate clearly in guided conversations and interview native speakers on topics of
general interest.
In class, students engage in conversations with partners, in small groups, or with the
instructor. Outside of class, they conduct structured interviews with native speakers on topics
of general interest. Through these activities, they develop the ability to pronounce words and
sentences fluently and accurately, to use a variety of vocabulary options, to use non-verbal
skills to aid communication, and to clarify and give details to support their ideas.
Students present evidence of the effectiveness of their out-of-class communication with native
speakers through written information summaries or audio clips of interviews. On in-class
speaking tests, students participate with classmates or with the instructor in conversations that
are graded according to a rubric.
C. Communicate about personal experiences, results of surveys, and interviews with native
speakers in presentations.
Students give regular rehearsed formal and unrehearsed informal in-class presentations in
which they communicate about personal experiences, share the results of surveys, or
summarize information gathered through interviews with native speakers. Through these
activities, they develop the ability to include relevant and organized content, communicate
clearly and comprehensibly, use a variety of lexical and grammatical content, speak fluently,
and use non-verbal communication.
Rehearsed formal presentations are graded according to a rubric.
D. Use vocabulary, grammar, and pronunciation with sufficient accuracy and fluency to be
understood in typical classroom interactions.
Students engage in typical classroom interactions during the term including whole-class
discussions, group and pair work, formal presentations, and structured conversations. They
70
learn to use a variety of lexical and grammatical structures accurately and fluently in order to
communicate successfully.
On rehearsed formal presentations and conversation tests, student vocabulary, grammar, and
pronunciation use is graded according to a rubric.
E. Gather information from outside sources, take notes, and give proper credit to the sources.
Students complete simple research assignments in which they must locate appropriate
interview sources and take notes on the interviews. In class, they practice summarizing and
paraphrasing this information to prepare for an in-class oral presentation. During the
presentation, they must summarize or paraphrase content and then give credit to sources.
Students are graded on the quality and content of the information they obtain and on the notes
that they produce in the process. On the formal presentation, giving proper credit to sources is
graded according to a rubric.
71
Critical Thinking Skills Content
Cognitive
Processes
Remembering
Understanding
Applying
Analyzing
Skills Used

recalling information from interview survey questions (Five W’s) and lectures












recalling information from textbook activities
taking notes on main ideas and details
providing examples from notes
outlining main points
summarizing interview or survey ideas for a presentation
using appropriate transitions, vocabulary, and grammar structures in speech
drawing conclusions (inferring) from facts and ideas
outlining on note cards for a presentation
presenting (reporting) information in an understandable format
paraphrasing significant ideas from texts or interviews
distinguishing main ideas from details
synthesizing information from interviews and surveys
72
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Course Objectives
A. Understand lecture and
conversational input on
concrete and familiar abstract
that include controlled, leveladapted materials and
authentic speech.
Tests & Quizzes
Graded Listening
Tasks, including
Notes
√
√
Graded
Speaking Tasks
Presentations
B. Communicate clearly in
guided conversations and
interview native speakers on
topics of general interest.
√
C. Communicate about personal
experiences, results of
surveys, and interviews with
native speakers in
presentations.
D. Use vocabulary, grammar,
and pronunciation with
sufficient accuracy and
fluency to be understood in
typical classroom
interactions.
√
√
E. Gather information from
outside sources, take notes,
and give proper credit to the
sources.
√
73
√
√
√
√
Suggested Activities














Listening to recorded materials and authentic speech. (guest speakers and interviews)
Taking notes on recorded lectures and other materials, including interviews with native
speakers
Practicing listening strategies such as making predictions, guessing meaning from context,
and listening for main ideas and details
Using speaking strategies such as asking for clarification, agreeing/disagreeing, stating an
opinion, and maintaining a conversations
Participating in conversations, discussions, role-plays, simulations, and paired practice
Conducting interviews with classmates and native speakers
Making formal oral presentations (group and individual)
Recording summaries from interviews or sources in audio journals
Collaborating with classmates on projects
Pronunciation and grammar activities
Vocabulary development (words in context, games, worksheets, preparing for quizzes)
Self-Assessment and peer-assessment on oral presentations
Taking listening and speaking tests
Taking vocabulary quizzes
Suggested Materials





Interactions 2 Listening/Speaking(classroom DVD and Student CD)
Let’s Talk 3 (supplement only with teacher and student CD’s)
New Interchange Video Activity Book 3 (with video or DVD)
NorthStar Listening, Intermediate (with DVD, teacher and student CD’s and web site)
Teacher-generated materials
Entry Criteria
Returning students: Placement based on successful completion of IEPG/H 021 or a failing grade
(C- or lower) in a previous term of 031
New Students: Placement based on new student testing criteria
Exit Criteria
To exit this course, students must demonstrate competency by scoring a combined total of at
least 73% on graded assessment activities. In addition, students must earn an average of at least
73% on listening tests and speaking tests/presentations.
74
IEPA 033 Guided Learning
Course Description
In IEPA 033 Guided Learning, students receive guided practice in managing their own learning
and study skills. The course takes place in the Learning Center, and students use a range of LC
materials and technology resources—including computers, the reading room, WRAP (Writing
and Pronunciation) assistants, and conversation circles—to improve their skills. The instructor
supports learning that is happening in other courses through customized exercises and links to
Internet resources that students can use to develop their reading, writing, vocabulary, listening,
pronunciation, and grammar skills. As part of the course, students assess their own learning
needs, form a study plan agreement with the instructor, track their process toward meeting their
goals, and complete a self-evaluation. In addition to meeting individualized proficiency goals,
students learn essential academic skills such as time management, locating resources, and
personal responsibility for learning.
Objectives
By the end of the term, students will be able to:
A. successfully complete teacher-directed learning activities, including tasks that support
learning taking place in other AE courses.
B. understand and correctly use vocabulary words that they have selected.
C. make effective decisions about their own learning needs.
D. use class time effectively.
E. evaluate their own learning.
75
Student Achievement Tasks
A. Successfully complete teacher-directed learning activities, including tasks that support
learning taking place in other AE courses.
In class, students complete teacher-directed learning activities, including:


Remedial work, review, or help on assignments to support learning in other AE courses
(students are often recommended for specific help by other instructors)
Individualized work on vocabulary development and other level-appropriate linguistic
skills that provide students with a strong language foundation
In individualized Learning Logs, students record the work they do during each class period,
including how they spend a particular class period, which materials they use, how useful they
find the materials/activities, and a tentative plan for the next class period.
The instructor regularly reviews Learning Logs and student work to determine whether
students have successfully completed assigned learning tasks. Instructors hold regular
informal conferences to help keep students on task, giving them feedback as needed.
B. Understand and correctly use vocabulary words that they have selected.
Students keep ongoing vocabulary journals in which they record words for study, including
definitions and example sentences. This journal is collected by the instructor regularly and
graded according to a Vocabulary Journal Rubric. Students must also demonstrate their
understanding and ability to use vocabulary on instructor-created tests in which students
provide definitions and sentences using the words in context.
C. Make effective decisions about their own learning needs.
At the beginning of the term, students complete simple needs analysis worksheets to identify
their learning needs. Students make decisions about their learning by focusing on the
language skills they identify through the needs analysis worksheets in conferences with the
instructor. Through conferencing, the instructor helps students to specify, prioritize, and
reassess their language learning needs and interests; the instructor and student agree on
timelines and materials and resources that will help the student reach his/her goal.
Students record daily decisions they make about their learning in a Learning Log. Through
the Learning Log, instructor conferences, and written self-evaluations (graded according to a
rubric), students demonstrate the ability to make effective decisions and to make plans for
future learning.
D. Use class time effectively.
In class, the instructor monitors student use of time and designs activities for students to
complete according to agreed-upon timelines. Through Learning Logs, student-teacher
conferences, and written self-evaluations, students demonstrate their ability to use class time
effectively. Use of time is graded according to a Learning Log and Time Management
Assessment Rubric.
76
E. Evaluate their own learning.
Students evaluate their progress through self-assessment devices incorporated into materials
(such as answer keys in books or immediate feedback on computer programs). They also
receive feedback from the teacher, from the WRAP and from conversation leaders. They
demonstrate an emerging ability to evaluate their own progress during conferences with the
instructor and in written self-evaluations, including an end-of-term self-evaluation that is
graded according to a rubric.
77
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Course Objectives
A. Successfully complete
teacher-directed
learning activities,
including tasks that
support learning
taking place in other
AE courses.
B. Understand and
correctly use
vocabulary words that
they have selected.
C. Make effective
decisions about their
own learning needs.
Daily
Learning
Log
StudentTeacher
Conferences
Written SelfEvaluation
√
√
√
Vocabulary
Journals
Vocabulary
Tests
√
√
Time
Management
Assessment
√
√
√
√
√
√
√
√
√
√
√
√
D. Use class time
effectively.
E. Evaluate their own
learning.
78
Suggested Activities








Completing a simple needs analysis survey; prioritizing needs and interests
Recording daily activities in a Learning Log
Choosing learning materials (with input from the teacher)
Participating in conferences with the teacher about individual plans and progress
Writing self-evaluations
Working with the Writing and Pronunciation Assistant (WRAP)
Participating in conversation groups
Working on language and study skills according to individual needs and interests (i.e.,
reading, writing, listening, speaking, grammar, and key boarding)
Suggested Materials


Level-appropriate Learning Center materials: books, reference material, audio and
videotapes, CDs, DVDs, computer programs, Internet resources, answer keys, scripts,
teacher-developed materials (See Learning Center materials lists.)
Materials and books used in other classes, checked out from the library, brought from home,
etc.
Entry Criteria
Returning students: Placement based on successful completion of IEPG/H 020 or failing grades
(C- or lower) in IEPA 030
New students: Placement based on new student testing criteria (Level 3 R/W placement)
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks, at least 85% attendance
79
IEPA 037 Grammar 3
Course Description
In IEPA 037, students engage in the receptive and productive use of grammar structures at the
low-intermediate level. Grammar structures are introduced in meaningful discourse, illustrated
through frequently used lexical items, and practiced via traditional exercises and communicative
activities. The emphasis in IEPA 037 is on written grammar, and time is given to using the
structures in writing. In keeping with contemporary theory and research, instructional materials
demonstrate the close relationship between lexis and grammar and the influence of discourse on
both.
Course Objectives
By the end of the term, students will be able to:
A. identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions,
coordinating conjunctions) in simple and compound sentences.
B. recognize simple and compound sentences and label their constituents (subjects, verbs, direct
objects, adjective complements, noun complements).
C. recognize inaccurate use of structures studied in the course and correct sentences by
changing words or phrases.
D. construct and use simple sentences with correct mechanics.
E. write short, grammatically correct paragraphs that clearly convey meaning on concrete and
familiar abstract topics.
80
Scope of Structures










Review and expansion of Level 2 structures as needed
Present progressive and simple present
Irregular verbs
Simple past
Distinguishing between simple past and past progressive
Future
Future time clauses
Present perfect
Distinguishing between simple past and present perfect
Simple sentence patterns and their constituents
1. Subject + linking verb + subject complement (adjective)
Cats
are
furry.
2. Subject + linking verb + subject complement (noun)
Cats
are
animals.
3. Subject + verb (intransitive)
Cats
sleep.
4. Subject + verb (transitive) + direct object
Cats
eat
fish.
81
Student Achievement Tasks
A. Identify the major parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions,
coordinating conjunctions) in simple and compound sentences.
Through in-class and at-home activities, students learn to identify the major parts of speech
in simple and compound sentences. They label sentences, participate in speaking exercises,
and write complete sentences that target the parts of speech.
Students demonstrate their ability to identify parts of speech in simple and compound
sentences through graded homework assignments and quizzes.
B. Recognize simple and compound sentences and label their constituents (subjects, verbs,
direct objects, indirect objects, adjective complements, noun complements).
Students learn to recognize simple and compound sentences through homework and
classwork activities. They develop the ability to label sentences through instruction and
guided practice that focuses on the function served by constituent parts. They complete
individual, pair, and group exercises to improve their skills.
Students demonstrate the ability to recognize simple and compound sentences and label their
constituent parts on graded homework assignments and quizzes.
C. Recognize inaccurate use of structures studied in the course and correct sentences by
changing words or phrases.
In class and at home, students complete exercises that teach them to recognize whether a
sentence is accurate or inaccurate. They develop the ability to identify and correct errors of
form, meaning, and use of structures studies in the course through sentence and paragraph
editing individually, in pairs, or in groups. They also apply what they learn to edit their own
sentences and paragraphs and correct them by changing words or phrases.
On graded homework assignments, quizzes, and the final exam, students edit their own or
provided sentences and paragraphs in order to demonstrate their ability to recognize and
correct errors in target structures.
D. Construct and use simple sentences with correct mechanics.
Through in-class and at-home activities, students learn to produce the simple sentence
patterns (1-4) included in the “Scope of Structures” on the previous page. They also gain
extensive practice in using the following tenses and aspects orally and in writing: simple
present, present progressive, simple past, past progressive, future, and present perfect.
To demonstrate their ability to construct and use simple sentences with correct mechanics,
students turn in graded homework assignments and complete in-class quizzes. In addition,
students write a paragraph on the final exam on which sentence mechanics are graded
according to a rubric.
82
E. Write short, grammatically correct paragraphs that clearly convey meaning on concrete and
familiar abstract topics.
Students complete exercises in class and at home that require them to create paragraphs on
concrete and familiar abstract topics. Students receive feedback from the instructor and from
peers and learn to edit their work for grammatical correctness, cohesion, and meaning.
Students write a one- to two-paragraph composition in class and a second composition on the
final exam; both are graded according to a rubric.
83
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Course Objectives
Graded
Grammar
Tasks
Quizzes
Final
Exam
A. Identify the major parts of speech
(nouns, verbs, adjectives, adverbs,
pronouns, prepositions,
coordinating conjunctions) in
simple and compound sentences.
√
√
B. Recognize simple and compound
sentences and label their
constituents (subjects, verbs, direct
objects, adjective complements,
noun complements).
√
√
C. Recognize inaccurate use of
structures studied in the course and
correct sentences by changing
words or phrases.
√
√
√
D. Construct and use simple sentences
with correct mechanics.
√
√
√
E. Write short, grammatically correct
paragraphs that clearly convey
meaning on concrete and familiar
abstract topics.
√
√
84
Suggested Activities





Reading and listening to grammar explanations and examples (deductive and inductive)
Completing textbook exercises and homework assignments
Participating in communicative activities
Writing short compositions that include target structures
Checking assignments from LS and/or RW class for appropriate grammar use
Suggested Materials




Grammar Dimensions: Form, Meaning, Use by Ingrid Wisniewska, Heidi Riggenbach, and
Virgina Samuda (Heinle Cengage, 2007)
Grammar Connection 3: Structure Through Content by Karen Carlisi (Thomson Heinle,
2008)
Grammar Sense 3 by Susan Kesner Bland (Oxford, 2012)
Instructor-generated materials
Entry Criteria
Returning students: Current registration in IEPA 030
New Students: Placement based on new student testing criteria (Level 3 R/W placement)
Exit Criteria
To pass the course, students must have a 73% or higher average for all significant assessment
tasks.
85
Level 4
86
IEPA 040 Academic Reading and Writing 4
Course Description
In IEPA 040, students focus on academic reading and writing skills. Strong emphasis is placed
on reading lengthier, more complex material, which includes an adapted or authentic novel or
novella. They develop fuller, more sophisticated writing and grammatical structures based on
authentic reading texts. In writing, they progress from experiential, informal writing to
expository and comparative essays. They include summaries, paraphrases and quotations in their
writing, giving proper credit to sources. Academic skills include citing sources, summarizing,
paraphrasing, annotating, note taking, and outlining.
Course Objectives
By the end of the term, students will be able to:
A. identify and understand main ideas, supporting details, and inferences in adapted or authentic
fiction and in academic texts.
B. connect authentic content to an academic thesis and summarize and paraphrase the content
correctly.
C. state ideas clearly and support them effectively with details and examples in cohesive
paragraphs and a standard academic essay.
D. use vocabulary and grammar in simple, compound, and complex sentences with sufficient
lexical and grammatical range and accuracy to clearly convey facts and ideas about familiar
academic topics.
E. conduct guided research that includes selecting appropriate sources, applying sources to an
academic thesis, and citing correctly in a process essay.
87
Student Achievement Tasks
A. Identify and understand main ideas, supporting details, and inferences in adapted or authentic
fiction and in academic texts.
Students read a variety of adapted or authentic fiction and academic texts both in class and as
homework. They develop the ability to identify and understand main ideas, supporting
details, and inferences through structured activities by learning such skills as skimming,
scanning, annotating, highlighting, note taking, and brainstorming using graphic organizers.
Students demonstrate their skills through graded tasks in class and assigned as homework.
For example, they write journal entries and summary/response papers in which they discuss
main ideas, supporting details, and inferences from a novel. They also complete items on
tests and quizzes that assess these skills.
B. Connect authentic content to an academic thesis and summarize and paraphrase the content
correctly.
Students read a range of academic texts and complete writing tasks during class and as
homework that require them to connect content from readings to an academic thesis. In class,
they learn skills related to summarizing and paraphrasing, including identifying the stated or
implied meaning of a text and restating it using a range of lexical and grammatical
transformations that retain the original meaning. Students also learn to support an academic
thesis in a research essay by connecting source content to the thesis and documenting sources
correctly.
Students demonstrate their skills through graded tests and quizzes that require them to write
paraphrases and summaries of level-appropriate academic text. They also must paraphrase
and summarize content and connect it to an academic thesis on a research essay that is graded
according to a rubric.
C. State ideas clearly and support them effectively with details and examples in cohesive
paragraphs within a standard academic essay.
Through completion of tasks during class and assigned as homework, students learn to state
their ideas clearly and to support them effectively with details and examples. They learn to
create effective thesis statements and to organize their writing using topic sentences,
introductions, body paragraphs, and conclusions. To improve the effectiveness of their
paragraph and multi-paragraph writing, they practice skills such as synthesizing main ideas
and details, outlining, giving examples from sources, connecting ideas with appropriate
cohesive devices, and revising and proofreading.
During the term, students complete three essays (2-3 pages in length) that vary in focus from
personal experience to academic analysis and that require them to state ideas clearly and
support them effectively with details and examples. Essays are graded according to a rubric.
88
D. Use vocabulary and grammar in simple, compound, and complex sentences with sufficient
lexical and grammatical range and accuracy to clearly convey facts and ideas about familiar
academic topics.
Students develop the ability to write a variety of simple, compound, and complex sentences
and improve their skills through in-class and homework assignments. They learn to control a
range of verb tenses and aspects (especially past and present perfect), to use more advanced
vocabulary that they acquire through readings, and to connect a variety of sentence patterns
using correct coordination and subordination. They correct their errors after receiving
instructor feedback and avoid run-on sentences, comma splices, and fragments in their
writing in order to clearly convey facts and ideas about familiar academic topics.
Students demonstrate their ability to write effectively on graded in-class and homework
tasks, process writing assignments, and tests and quizzes. Sentence variety, lexical and
grammatical range and accuracy, and clarity are graded on essays and tests according to a
rubric.
E. Conduct guided research that includes selecting appropriate sources, applying sources to an
academic thesis, and citing correctly in a process essay.
Students create an academic thesis that they support with appropriate sources in a guided
research essay. They follow a process approach in which they select appropriate sources from
a battery of academic texts and journal articles, create active reading notes, and identify
significant evidence to support their thesis. Students organize their writing by creating an
outline followed by a peer-reviewed first draft that incorporates their sources through
quotations, summaries, and paraphrases. They proofread and improve their papers to produce
a word-processed second draft that is formatted according to specific guidelines and that uses
correct citation. The instructor gives global and local feedback on the second draft, and
students make further revisions to produce a final draft of the process essay.
All steps of the writing process are scored, and second and final drafts of the paper are
graded according to a rubric.
89
Critical Thinking Skills Content
Cognitive Processes
Remembering
Understanding
Applying
Analyzing
Evaluating
Skills Used
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recalling information from text materials, internet sources, lectures
recalling definitions of new words learned in the textbook
discussing ideas from texts
explaining relationships between ideas (e.g. causes and effects)
providing examples for essays
inferring author’s meaning
distinguishing main ideas from details
determining points of view
discussing concepts of a novel or novella as pertaining to students’ lives
using acquired vocabulary words in a different context
summarizing and paraphrasing
using appropriate sources for research; citing important information from sources
gathering sources and evaluating content, author, and reliability for integration in a
research paper
90
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Course Objectives
A. Identify and understand main
ideas, supporting details, and
inferences in adapted or authentic
fiction and in academic texts.
Connect authentic content to an
academic thesis and summarize
and paraphrase the content
correctly.
C. State ideas clearly and support
them effectively with details and
examples in cohesive paragraphs
within a standard academic essay.
Tests &
Quizzes
Graded
Reading
Tasks
Graded
Writing
Tasks
Essays
√
√
√
√
√
√
√
√
√
√
√
√
√
√
B.
D. Use vocabulary and grammar in
simple, compound, and complex
sentences with sufficient lexical
and grammatical range and
accuracy to clearly convey facts
and ideas about familiar academic
topics.
E. Conduct guided research that
includes selecting appropriate
sources, applying sources to an
academic thesis, and citing
correctly in a process essay.
√
91
Suggested Activities
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Pre-reading vocabulary worksheets
Post-reading worksheets and small group work
Vocabulary journals, tests, and quizzes
Reading journals
Watching a videotape of a novel (or novella) after reading
Reading comprehension worksheets
Group and pair discussion work concerning the reading
Creating of and/or acting out of scenes from a novels (or novella)
Essay writing
Summary and paraphrase writing
Reading strategies handouts and worksheets (previewing, skimming, and, scanning)
Self-assessment tasks (essay evaluation checklists, peer essay sharing tasks, and reading selfassessment tasks)
Internet activities related to the readings
Timed reading Internet activities
In-class word processing
In-class Internet searching for articles, websites pertinent to essay assignments
Suggested Materials
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Mosaic 1 - Wegmann & Knezevic
Murder at Ocean View (authentic novel)
The Giver (authentic novel)
Heart of Darkness (adapted novel)
Of Mice and Men (authentic novella) with audio and video
The Pearl (authentic novella) with audio and video- if available
The Light in the Forest (authentic novella) with audio soundtrack
Teacher-generated worksheets
Entry Criteria
Returning Students: Placement based on successful completion of IEPA 030 or a failing grade
(C- or lower) in IEPA 040 the previous term
New Students: Placement based on new student testing criteria
Exit Criteria
To exit this course, students must demonstrate competency by scoring a combined total of at
least 73% on graded assessment activities. In addition, students must earn an average of at least
73% on reading tests and writing tests.
92
IEPA 041 Academic Listening and Speaking 4
Course Description
In IEPA 041, students establish a firm foundation of academic listening and speaking skills and
begin to make connections with members of the university community. They conduct a termlong research project that includes selecting an appropriate topic, creating survey questions,
interviewing OSU students, and presenting their findings to the class. Students also participate in
a “mini-sheltered course”, in which OSU professors or other professionals present theme-based
lectures. Much as they would in actual university courses, students listen, take notes, ask
questions, and collaborate in study groups. Students also develop other academic skills, such as
the abilities to analyze and synthesize authentic input in their presentations and appropriately
give credit to sources.
Course Objectives
By the end of the term, students will be able to
A. understand main ideas, important details, and inferred meanings of adapted and unadapted
authentic academic discourse.
B. engage in successful unscripted conversations and interview native speakers to collect
information about academic topics.
C. organize and develop ideas using discourse markers and supporting details in presentations in
which they integrate information gathered from external sources and give credit
appropriately.
D. demonstrate sufficient language range and accuracy, including pronunciation and vocabulary,
to effectively convey main ideas and supporting details about familiar academic topics.
E. take a process approach to preparing and delivering academic presentations that includes note
taking, selecting appropriate information, outlining, using note cards, rehearsing, and
effectively using presentation software.
93
Student Achievement Tasks
A. Understand main ideas, important details, and inferred meanings of adapted and unadapted
authentic academic discourse.
Students listen to a variety of adapted and unadapted academic lectures and discussions,
including a guest lecturer for the mini-sheltered course lectures. They develop the ability to
distinguish main ideas from supporting details, evaluate information, make inferences and
predictions, take effective notes, and summarize content.
Students demonstrate their skills through graded assignments in class and as homework,
including submitting notes and completing a quiz for the mini-sheltered course. On tests and
quizzes, students complete listening tasks to demonstrate their ability to understand main
ideas, details, and inferred meanings in adapted and unadapted authentic academic discourse.
B. Engage in successful unscripted conversations and interview native speakers to collect
information about academic topics.
In class, students engage in unscripted conversations with partners, in small groups, or with
the instructor. Outside of class, they conduct interviews with native speakers to collect
information about academic topics as part of the Discovery Project. Through these activities,
they develop the ability to use sentences fluently and accurately, to use a variety of
vocabulary options to communicate their ideas, to use non-verbal skills to aid
communication, and to clarify and give details in order to collect information.
Students present evidence of the effectiveness of their out-of-class communication with
native speakers through written information summaries or audio clips of interviews. On inclass speaking tests, students participate with classmates or with the instructor in
conversations that are graded according to a rubric.
C. Organize and develop ideas using discourse markers and supporting details in presentations
in which they integrate information gathered from external sources and give credit
appropriately.
In class and as homework, students learn to organize and develop their ideas through
speaking tasks such as discussions and recorded audio journals. They also give regular
rehearsed formal and unrehearsed informal in-class presentations in which they integrate
information gathered from external sources such as native-speaker interviews. Through these
activities, students learn to use discourse markers to organize their presentations and to
include relevant information that supports their ideas. They use skills such as paraphrasing
and summarizing, analyzing, and synthesizing information from external sources; they also
learn techniques for using reported speech and for giving credit to sources in their
presentations.
Rehearsed formal presentations are graded according to a rubric.
94
D. Demonstrate sufficient language range and accuracy, including pronunciation and
vocabulary, to effectively convey main ideas and supporting details about familiar academic
topics.
Students engage in a variety of interactions and speaking activities during the term, including
whole-class discussions, group and pair work, interviews with native speakers, audio
journals, and formal academic presentations. They learn to use a variety of lexical and
grammatical structures accurately and fluently in order to successfully communicate main
ideas and supporting details.
On rehearsed formal presentations and audio journals, student vocabulary, grammar, and
pronunciation are graded according to a rubric.
E. Take a process approach to preparing and delivering academic presentations that includes
note taking, selecting appropriate information, outlining, using note cards, rehearsing, and
effectively using presentation software.
During the term, students complete a Discovery Project, in which they define a research
topic, create interview questions related to that topic, and conduct interviews with native
English speakers. During their interviews, they are required to take notes in order to record
information for their research. Following the interviews, students create a poster presentation
in which they present information from the interviews that is relevant to their area of
research. After gathering and incorporating additional information from outside sources,
students deliver a formal culminating presentation on their topic. Preparation for the formal
presentation includes outlining, learning to use note cards, rehearsing, and creating effective
visuals using PowerPoint or other presentation software.
All steps of the Discovery Project are graded, and the poster presentation and final
presentation are graded according to a rubric.
95
Critical Thinking Skills Content
Cognitive
Processes
Skills Used
Remembering
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
recalling
identifying the five Ws
identifying main ideas and important details
sequencing the order of events
Understanding
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discussing
rephrasing
developing ideas
providing examples
drawing conclusions
explaining relationships between ideas (e.g. causes and effects)
comparing and contrasting
classifying
inferring
summarizing
Applying
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applying concepts to their own lives
predicting
interviewing
reporting
integrating information from external sources into their own speech
using simple, compound, and complex sentences
using coordinating and subordinating conjunctions
using target vocabulary
using target grammar structures
using appropriate cohesive devices
Analyzing
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

distinguishing main ideas from details
determining points of view
analyzing and synthesizing information from external sources
outlining
Evaluating
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selecting information to use
support and rebut arguments
self-evaluate recorded speech
evaluate classmates’ presentations
96
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Tests &
Quizzes
Graded
Listening
Tasks,
including
Notes
A. Understand main ideas, important
details, and inferred meanings of
adapted and unadapted authentic
academic discourse.
√
√
B. Engage in successful unscripted
conversations and interview native
speakers to collect information
about academic topics.
√
Course Objectives
Graded
Speaking
Tasks,
including
Audio
Journals
√
C. Organize and develop ideas using
discourse markers and supporting
details in presentations in which
they integrate information gathered
from external sources and give
credit appropriately.
D. Demonstrate sufficient language
range and accuracy, including
pronunciation and vocabulary, to
effectively convey main ideas and
supporting details about familiar
academic topics.
Presentations
√
√
√
E. Take a process approach to
preparing and delivering academic
presentations that includes note
taking, selecting appropriate
information, outlining, using note
cards, rehearsing, and effectively
using presentation software.
√
√
97
Suggested Activities
General
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Listening to recorded material such as short lectures, news reports, and documentaries on
thematic topics
Taking notes and answering comprehension questions
Participating in class discussions
Giving presentations
Developing vocabulary (through listening to words in context, using words in speaking
activities, completing vocabulary exercises, and preparing for tests)
Completing self-evaluations of presentations and evaluating the presentations of others
For the Term-Long Research Project
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Formulating appropriate interview questions
Conducting interviews with members of the community (for both general viewpoints and
expert perspectives on the topic being investigated)
Discussing research in class discussions and audio journals
Giving formal presentations, supported by visual aids
Integrating information from external sources (i.e. interviews, Internet research, etc.) into
presentations
For the Mini-Sheltered Course
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Participating in pre- and post-lecture support activities (including background reading,
vocabulary development, comprehension checks, strategies for note-taking, and discussions
about expectations in the classroom in the U.S.)
Listening to and taking notes on lectures presented by OSU professors or other professionals
Asking and answering questions
Collaborating in study groups
Taking a test on content and language presented in the lectures
Suggested Materials
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Mosaic I Listening/Speaking (with teacher and student CD)
Tapestry 4 Listening and Speaking (with teacher’s tape and video)
The Heart of the Matter (with teacher’s tape and video)
Northstar Listening and Speaking High Intermediate (with teacher’s, student’s CDs, DVD,
and text-related website)
Teacher-generated materials
98
Entry Criteria
Returning Students: Placement based on successful completion of IEPA 031 or a failing grade
(C- or lower) in a previous term of IEPA 041
New Students: Placement is based on new student testing criteria
Exit Criteria
To exit this course, students must demonstrate competency by scoring a combined total of at
least 73% on graded assessment activities. In addition, students must earn an average of at least
73% on listening tests and speaking tests/presentations.
99
IEPA 047 Grammar 4
Course Description
In IEPA 047 Grammar 4, students engage in the receptive and productive use of grammar
structures at the mid-intermediate level. Grammar structures are introduced in meaningful
discourse, illustrated through frequently used lexical items, and practiced via traditional
exercises and communicative activities. Special emphasis is given in IEPA 047 to paragraph- and
multi-paragraph-level written grammar, and time is given to using the structures in writing. In
keeping with contemporary theory and research, instructional materials demonstrate the close
relationship between lexis and grammar and the influence of discourse on both.
Course Objectives
By the end of the term, students will be able to:
A. choose correct forms and rewrite or complete sentences in sentence- and paragraph-level
grammar exercises and on tests for structures targeted in the Level 4 Scope of Structures (see
next page).
B. use Level 4 target structures correctly in paragraph and multi-paragraph compositions.
C. use Level 4 target structures correctly on speaking tasks.
D. recognize and correct errors in writing related to target structures, showing increased
accuracy from first to final draft.
100
Scope of Structures
 Review and expansion of Level 3 structures as needed
 Passive and passive with modals
 Direct and indirect speech
 Gerunds and infinitives
 Causatives
 Adjective clauses with subject relative pronouns, object relative pronouns, and when or
where
 Simple sentence patterns and their constituents
5. Subject + linking verb + subject complement (adjective)
Cats
are
furry.
6. Subject + linking verb + subject complement (noun)
Cats
are
animals.
7. Subject + verb (intransitive)
Cats
sleep.
8. Subject + verb (transitive) + direct object
Cats
eat
fish.
9. Subject + verb (transitive) + indirect object + direct object
John
feeds
cats
liver.
101
Student Achievement Tasks
A. Choose correct forms and rewrite or complete sentences in sentence- and paragraph-level
grammar exercises and on tests for structures targeted in the Level 4 Scope of Structures.
On in-class and at-home activities, students learn to recognize and use the grammar
structures targeted in the Level 4 Scope of Structures. This includes choosing correct forms
on multiple-choice exercises, completing cloze exercises, locating and correcting errors in
sentences and paragraphs, and completing sentences with correct grammatical form.
To demonstrate their ability to choose correct grammar forms and correct errors related to
IEPA 047 target structures, students complete graded homework assignments and items on
quizzes and the final exam.
B. Use Level 4 target structures correctly in paragraph and multi-paragraph compositions.
Students write paragraph and multi-paragraph compositions in class and as homework in
response to prompts provided by the instructor. In their writing, they use the sentence types
and grammar structures included on the Level 4 Scope of Structures.
Students submit homework assignments for grades and write paragraphs on quizzes and on
the final exam in order to demonstrate their skills. They also write a multi-draft composition
that is graded according to a rubric.
C. Use Level 4 target structures correctly on speaking tasks.
In class, students participate in guided pair and group work in order to practice using target
grammar structures orally. They also speak individually in response to targeted questions
from the instructor.
To demonstrate their ability to use Level 4 grammar structures correctly, students complete
an impromptu speaking quiz that requires them to speak individually or in pairs in response
to a scenario prompt from the instructor. Their performance is graded according to a rubric.
D. Recognize and correct errors in writing related to target structures, showing increased
accuracy from first to final draft.
Students write a multi-paragraph composition in class and as homework. This process
includes brainstorming and outlining, production of an in-class first draft, peer review and
instructor feedback, and out-of-class production of a final draft.
Students submit both first and final drafts to the instructor. The composition is graded
according to a rubric; students should use target structures correctly 73% of the time in a first
draft and, with peer and instructor corrective feedback, 90% of the time in a final draft.
102
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Course Objectives
Graded
Grammar
Tasks
Quizzes
A. Choose correct forms and rewrite
or complete sentences in sentenceand paragraph-level grammar
exercises and on tests for structures
targeted in the Level 4 Scope of
Structures.
√
√
B. Use Level 4 target structures
correctly in paragraph and multiparagraph compositions.
√
√
C. Use Level 4 target structures
correctly on speaking tasks.
Multi-draft
Writing
√
√
√
D. Recognize and correct errors in
writing related to target structures,
showing increased accuracy from
first to final draft.
√
103
Final
Exam
√
Suggested Activities
 Reading and listening to grammar explanations and examples (deductive and inductive)
 Completing textbook exercises and homework assignments
 Participating in communicative activities
 Writing short compositions that include target structures
 Checking assignments from LS and/or RW class for appropriate grammar use
Suggested Materials

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
Grammar Dimensions: Form, Meaning, Use by Ingrid Wisniewska, Heidi Riggenbach, and
Virgina Samuda (Heinle Cengage, 2007)
Grammar Connection 4: Structure Through Content by Karen Carlisi (Thomson Heinle,
2008)
Grammar Sense 4 by Susan Kesner Bland (Oxford, 2012)
Instructor-generated materials
Entry Criteria
Returning students: Current registration in IEPA 040
New Students: Placement based upon new student placement scores (RW Level 4)
Exit Criteria
To pass the course, students must earn a 73% or higher average for all significant assessment
tasks. Students must also demonstrate use of target structures correctly in writing 90% of the
time with instructor corrective feedback.
104
Level 5
105
IEPA 050 Academic Reading and Writing 5
Course Description
In IEPA 050, students continue to develop academic reading and writing skills at a more
advanced level. Strong emphasis is placed on reading authentic, un-adapted material—academic
articles, fiction, and nonfiction texts—in order to obtain information, understand opposing
viewpoints, and improve reading fluency and accuracy. In writing, emphasis is on the academic
essay, culminating in a research paper. Students improve their use of academic vocabulary,
advanced grammatical structures, and cohesive devices. Academic skills include gathering and
synthesizing information, summarizing and paraphrasing passages, and annotating, outlining,
and documenting sources.
Course Objectives
By the end of the term, students will be able to:
A. understand main ideas, supporting details, and implied meanings in authentic fiction or nonfiction texts and academic articles.
B. connect authentic content to an academic thesis and summarize and paraphrase the content
correctly.
C. write their opinions on controversial topics, supporting their views with details, reasoned
examples, and researched evidence in a documented academic essay.
D. use effective vocabulary, appropriate sentence types, parallelism, coordination, and
subordination in writing to clearly convey facts, ideas, and opinions about academic topics.
E. conduct guided research that includes locating and selecting appropriate academic sources,
analyzing source material and applying it to an academic thesis, and citing correctly in a
process research paper.
Student Achievement Tasks
A. Understand main ideas, supporting details, and implied meanings in authentic fiction or nonfiction texts and academic articles.
Students read a variety of authentic fiction or non-fiction texts and academic articles both in
class and as homework. They develop the ability to understand main ideas, supporting
details, and implied meanings through structured activities by learning such skills as
skimming and scanning, taking active reading notes, and predicting.
Students demonstrate comprehension of textbook and other reading passages on in-class tests
and graded take-home assignments, by answering discrete point and short answer questions
and by writing paragraph-length answers to questions. They also complete journal
assignments related to class readings; response journals are graded according to a rubric.
106
B. Connect authentic content to an academic thesis and summarize and paraphrase the content
correctly.
Students read a range of academic and non-academic texts and complete writing tasks during
class and as homework that require them to connect content from readings to an academic
thesis. In class, they learn skills related to summarizing and paraphrasing, including
identifying the stated or implied meaning of a text and restating it using a range of lexical
and grammatical transformations that retain the original meaning. Students also learn to
support an academic thesis in a research paper by connecting source content to the thesis and
documenting sources correctly.
Students demonstrate their skills through graded tests and quizzes and short summaryresponse essays that require them to write paraphrases and summaries of level-appropriate
academic text. They also must paraphrase and summarize content and connect it to an
academic thesis on a research essay that is graded according to a rubric.
C. Write their opinions on controversial topics, supporting their views with details, reasoned
examples, and researched evidence in a documented academic essay.
Through completion of tasks during class and assigned as homework—including response
journals and article reports—students learn to state their opinions on controversial topics
clearly and to support them with details, examples, and evidence. They develop the ability to
locate and evaluate multiple sources and to incorporate evidence from their research to
support their stance on an issue, and they learn to create examples that lend strength to an
academic argument.
Students demonstrate their skills on graded assignments and by producing a persuasive
research paper that includes an effective thesis, clearly stated supporting and opposing
viewpoints, reasoned examples, and at least three reliable and correctly documented sources
(at least one from an academic journal). The research paper is graded according to a rubric.
D. Use effective vocabulary, appropriate sentence types, parallelism, coordination, and
subordination in writing to clearly convey facts, ideas, and opinions about academic topics.
Students develop the ability to write a variety of sentence types and to use them to maximum
effect on their writing assignments. They learn to use parallel structures, coordination, and
subordination in order to communicate facts and opinions about academic topics and to
express relationships between ideas with more clarity and variety. Students also keep
vocabulary logs in which they identify unfamiliar vocabulary words from longer, out-of-class
readings. They write definitions for the new words they identify and construct original
sentences to practice using those words effectively.
Students demonstrate the ability to use effective vocabulary and a variety of sentence types
on graded in-class and homework tasks, the persuasive research paper, and tests and quizzes.
Sentence variety, lexical and grammatical range and accuracy, and clarity of ideas are graded
on the research paper according to a rubric.
107
E. Conduct guided research that includes locating and selecting appropriate academic sources,
analyzing source material and applying it to an academic thesis, and citing correctly in a
process research paper.
Students develop an academic thesis that they support with appropriate academic sources in a
persuasive research paper. They follow a process approach in which they locate, evaluate,
and select sources from academic texts and journal articles (including those available on
academic article search engines), create active reading notes, and identify significant
evidence to support their thesis. Students organize their writing by creating an outline
followed by a peer-reviewed first draft that incorporates their sources through appropriate use
of quotations, summaries, and paraphrases. They proofread and improve their papers to
produce a word-processed second draft that is formatted according to specific guidelines and
that uses correct citation. The instructor gives global and local feedback on the second draft,
and students make further revisions to produce a final draft of the persuasive research paper.
All steps of the writing process are scored, and second and final drafts of the research paper
are graded according to a rubric.
108
Critical Thinking Skills Content
Cognitive Processes
Skills Used
Remembering


recalling information from text materials, internet sources, lectures
recalling definitions of new words learned in the textbook
Understanding




discussing ideas from texts
explaining relationships between ideas (e.g. causes and effects)
determining points of view
inferring author’s meaning
Applying





distinguishing main ideas from details
discussing concepts of a novel or novella as they pertain to students’ lives
using acquired vocabulary words in a different context
summarizing and paraphrasing
providing examples for essays
Analyzing


using appropriate sources for research; citing important information from sources
analyzing authors’ viewpoints

gathering sources and evaluating content, author, and reliability for a research
paper
evaluating authors’ viewpoints and own opinions
Evaluating

109
Objectives and Assessment Correlation Chart
Objectives
A. Understand main ideas, supporting
details, and implied meanings in
authentic fiction or non-fiction texts
and academic articles.
B. Connect authentic content to an
academic thesis and summarize and
paraphrase the content correctly.
C. Write their opinions on
controversial topics, supporting their
views with details, reasoned
examples, and researched evidence
in a documented academic essay.
D. Use effective vocabulary,
appropriate sentence types,
parallelism, coordination, and
subordination in writing to clearly
convey facts, ideas, and opinions
about academic topics.
E. Conduct guided research that
includes locating and selecting
appropriate academic sources,
analyzing source material and
applying it to an academic thesis,
and citing correctly in a process
research paper.
Tests &
Quizzes
Significant Assessment Tasks
Graded
Graded
Reading
Writing
Tasks
Tasks
√
√
√
√
Essays &
Research
Paper
√
√
√
√
√
√
√
√
√
√
√
110
Suggested Activities
 Response journals
 Paraphrasing sentences; paragraphs
 Summary writing
 Grammar worksheets on clause connection and reduction
 Essay writing
 Small group and class discussion
 Vocabulary tests
 Vocabulary logs
 Reading skills practice
 Peer evaluations
 Article reports
 Supplemental videos for textbook and novel
 Computer searches for Internet and library sources
Suggested Materials




Authentic novel or novella:
Rita Hayworth &
Shawshank Redemption by Stephen King
Like Water for Chocolate by Laura Esquivel
NorthStar Reading and Writing, Advanced by Cohen and Miller
Theme-connected academic articles or texts
Teacher-generated materials
Entry Criteria
Returning Students: Placement based on successful completion of IEPA 040 or a failing grade
(C- or lower) in IEPA 050 the previous term
New Students: Placement based on new student testing criteria
Exit Criteria
To exit this course, students must demonstrate competency by scoring a combined total of at
least 73% on graded assessment activities. In addition, students must earn an average of at least
73% on reading tests and writing tests.
111
IEPA 051 Academic Listening and Speaking 5
Course Description
In IEPA 051, students improve listening skills by listening to extended lectures and academic
interactions at normal speed. They build knowledge in academic content areas by listening to
guest speakers (who lecture for up to 50 minutes) and by watching videos on the topics. Students
focus on building speaking ability—including expository and persuasive skills—by giving a
series of presentations. They present in a variety of formats, including individual and group
presentations, a seminar, a summary presentation, a synthesis, and a debate. Topics center on
current events and authentic material from academic fields and require students to refine their
use of academic vocabulary and formal language use. Students also develop listening strategies
and academic skills, such as the ability to take organized and accurate notes on extended lectures
and to evaluate arguments.
Course Objectives
By the end of the term, students will be able to
A. understand main ideas, important details, and logical implications of authentic academic
discourse.
B. determine and evaluate points of view in academic listening material and respond effectively.
C. organize, develop, and present ideas using discourse markers and supporting details in
presentations in which they evaluate and incorporate information from academic sources and
give credit appropriately.
D. demonstrate sufficient language range and accuracy—including effective vocabulary,
complex grammatical structures, and accurate pronunciation—to successfully paraphrase and
interpret ideas from academic sources.
E. take a process approach to preparing and delivering academic presentations that includes
selecting and evaluating sources, note taking, incorporating sources, outlining, rehearsing,
and effectively using presentation software.
112
Student Achievement Tasks
A. Understand main ideas, important details, and logical implications of authentic academic
discourse.
Students listen to a variety of authentic academic discourse including in-person and recorded
lectures, discussions, and classmate presentations. They refine their ability to distinguish
main ideas from supporting details, evaluate information, make inferences and predictions,
take effective notes, summarize content, and define the implications of what they hear. In
presentations, they integrate detailed, well-supported content selected from a variety of
listening materials.
Students demonstrate their skills through graded assignments in class and as homework,
including responding to comprehension questions and paraphrasing or summarizing content.
They also use their notes on tests and quizzes to answer questions and demonstrate
comprehension in presentations by effectively including information they have gathered from
source materials. Submitted notes and information on presentations is graded according to a
rubric.
B. Determine and evaluate points of view in academic listening material and respond
effectively.
In class and as homework, students practice identifying speakers’ points of view in academic
discourse. They develop the ability to evaluate a point of view according to the strength of
the argument and the support included by the speaker. In group and class discussions,
students learn to respond effectively to an argument by analyzing the argument for bias,
judging the validity of the evidence that the speaker includes, and responding with supported
opinions.
Students demonstrate their ability to determine, evaluate, and respond to points of view
through graded individual, group, and class activities such as audio journals and debates. In
formal presentations, they incorporate outside research that they evaluate and respond to;
presentations are graded according to a rubric.
C. Organize, develop, and present ideas using discourse markers and supporting details in
presentations in which they evaluate and incorporate information from academic sources and
give credit appropriately.
In class and as homework, students learn to organize and develop their ideas through
speaking tasks such as discussions, structured debate activities, and recorded audio journals.
They also give regular rehearsed formal and unrehearsed formal in-class presentations in
which they incorporate information from academic sources by using reported speech,
paraphrasing, and summarizing. Through these activities, they develop the ability to analyze
and evaluate contrasting points of view and to use a logical progression of ideas with
adequate support.
Rehearsed formal presentations and debates are graded according to a rubric.
113
D. Demonstrate sufficient language range and accuracy—including effective vocabulary,
complex grammatical structures, and accurate pronunciation—to successfully paraphrase and
interpret ideas from academic sources.
Students engage in a variety of interactions and speaking activities during the term, including
whole-class discussions, group and pair work, audio journals, debates, and formal academic
presentations. They learn to use a variety of lexical and grammatical structures accurately
and fluently in order to successfully paraphrase and interpret ideas from academic sources.
On rehearsed formal presentations, debates, and audio journals, student vocabulary,
grammar, and pronunciation are graded according to a rubric.
E. Take a process approach to preparing and delivering academic presentations that includes
selecting and evaluating sources, note taking, incorporating sources, outlining, rehearsing,
and effectively using presentation software.
During the term, students prepare and deliver individual and group presentations, in which
they define a research topic, select and evaluate sources, and take notes that they incorporate
into their presentations. They organize their presentations by outlining their arguments,
incorporating data from sources that support or oppose their argument, and rehearsing their
presentations in front of their peers. They use feedback from their rehearsals to improve their
presentations and create effective visuals using PowerPoint or other presentation software.
All steps of the preparation process are graded, and presentations are graded according to a
rubric.
114
Critical Thinking Skills Content
Cognitive
Processes
Skills Used
Remembering




recalling
identifying the five Ws
identifying main ideas and important details
sequencing the order of events
Understanding










discussing
rephrasing
developing ideas
providing examples
drawing conclusions
explaining relationships between ideas (e.g. causes and effects)
comparing and contrasting
classifying
inferring
summarizing
Applying










applying concepts to their own lives
predicting
interviewing
reporting
integrating information from external sources into their own speech
using simple, compound, and complex sentences
using coordinating and subordinating conjunctions
using target vocabulary
using target grammar structures
using appropriate cohesive devices
Analyzing




distinguishing main ideas from details
determining points of view
analyzing and synthesizing information from external sources
outlining
Evaluating




selecting information to use
supporting and rebutting arguments
self-evaluating recorded speech
evaluating classmates’ presentations
115
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Tests &
Quizzes
Graded
Listening
Tasks,
including
Notes
A. Understand main ideas, important
details, and logical implications of
authentic academic discourse.
√
√
B. Determine and evaluate points of
view in academic listening material
and respond effectively.
√
Course Objectives
Graded
Speaking
Tasks,
including
Audio
Journals
√
C. Organize, develop, and present
ideas using discourse markers and
supporting details in presentations
in which they evaluate and
incorporate information from
academic sources and give credit
appropriately.
D. Demonstrate sufficient language
range and accuracy—including
effective vocabulary, complex
grammatical structures, and accurate
pronunciation—to successfully
paraphrase and interpret ideas from
academic sources.
Presentations
√
√
√
E. Take a process approach to
preparing and delivering academic
presentations that includes selecting
and evaluating sources, note taking,
incorporating sources, outlining,
rehearsing, and effectively using
presentation software.
√
√
116
Suggested Activities












Audio response journals
Video viewing and video quizzes
Guest speakers on thematic topics
Cloze tests on listening material including songs (related to the theme), videos and news
Vocabulary building activities
Stress identification exercises
Note-taking exercises (filling in graphic organizers, outlining, etc.) on increasingly longer
listening passages played at normal speed
Seminar presentations (students present to members of a group)
Group presentations focused on paraphrasing and synthesizing video material
Formal debates on current events
Individual presentations simulating the iBT integrated speaking tasks
Gambits for restatement, agreement, disagreement, and opinions
Suggested Materials











Northstar Advanced Listening and Speaking
College Oral Communication 3 or 4
College Vocabulary 3 or 4
Publishers’ websites to accompany texts
Scientific American Frontiers video series or equivalent
The Meth Epidemic or similar documentaries
Streaming video from Nova or NovaScience Now
Special Effects on animation from popular films (Antz, Shrek, Matrix, Aviator, etc.)
Websites on debate (e.g., http://debate.uvm.edu/)
Websites on thematic topics
Teacher-generated materials
Entry Criteria
Returning Students: Placement based on successful completion of IEPA 041 or a failing grade
(C- or lower) in a previous term of IEPA 051
New Students: Placement is based on new student testing criteria
Exit Criteria
To exit this course, students must demonstrate competency by scoring a combined total of at
least 73% on graded assessment activities. In addition, students must earn an average of at least
73% on listening tests and speaking tests/presentations.
117
Level 6
118
IEPA 060 Academic Reading and Writing 6
Course Description
In IEPA 060, students develop the reading and writing skills, strategies, and vocabulary required
for university study. Reading tasks are based on academic content, including authentic articles
from magazines, journals, newspapers and textbooks. In addition to working on reading
comprehension skills, students also focus on reading fluency, pace, and critical reading skills.
Writing tasks include critical reactions to readings as well as summarizing, paraphrasing, and
synthesizing information from a variety of sources in order to produce a research paper. Students
also become increasingly adept at academic skills such as using library and online resources. The
vocabulary for the class consists of words on the academic word list (AWL) drawn from the
reading materials assigned in class.
Course Objectives
By the end of the term, students will be able to
A. understand main ideas, supporting details, and implied meanings in authentic academic texts
from a range of disciplines.
B. read university-level texts critically, summarizing the author’s point of view and evaluating
the strength of the author’s ideas and arguments.
C. write a cohesive essay in which they express developed and supported opinions, effectively
refute opposing viewpoints, and incorporate information from authentic academic sources.
D. use a variety of sentence types, grammatical structures, and academic vocabulary in writing
to effectively present and differentiate between ideas.
E. conduct research that includes locating, evaluating, and selecting appropriate academic
sources, analyzing source materials, and synthesizing information from sources to support an
academic thesis in a properly referenced process research paper.
Student Achievement Tasks
A. Understand main ideas, supporting details, and implied meanings in authentic academic texts
from a range of disciplines.
In class and as homework, students read a variety of authentic academic texts, related to the
theme that is programmed for the course, from a range of disciplines. They develop the
ability to understand main ideas, supporting details, and implied meanings through structured
activities by learning skills such as skimming and scanning, taking active reading notes, and
predicting. They also learn to recognize rhetorical organization patterns associated with
different disciplines in the materials they read.
Students demonstrate comprehension of reading passages on in-class tests and graded takehome assignments by answering discrete point and short answer questions and by writing
119
paragraph-length answers to questions. They also complete response journal assignments
related to class readings; journal responses are graded according to a rubric.
B. Read university-level texts critically, summarizing the author’s point of view and evaluating
the strength of the author’s ideas and arguments.
Students read a range of university-level academic and non-academic texts and complete
writing tasks during class and as homework that require them to identify the author’s point of
view and arguments. In class, they learn skills related to critical analysis of the readings,
including separating fact from opinion, detecting bias, and recognizing errors in reasoning.
They also improve their ability to summarize effectively by using a range of lexical and
grammatical transformations that retain the original meaning.
Students demonstrate their skills through graded tests and quizzes and short summaryresponse essays that require them to summarize and critically evaluate ideas and arguments
from academic texts. They also must include critical analysis and source summary on a
research paper that is graded according to a rubric.
C. Write a cohesive essay in which they express developed and supported opinions, effectively
refute opposing viewpoints, and incorporate information from authentic academic sources.
Through completion of tasks during class and assigned as homework—including critical
response essays and article reports—students learn to express developed and supported
opinions in response to academic sources. They develop the ability to locate and evaluate
multiple sources and to incorporate information from their research into fully developed
essays in which they summarize and refute opposing viewpoints effectively.
Students demonstrate their skills on graded assignments—including critical response
essays—and by producing a formal research paper that includes an effective thesis, clearly
stated supporting and opposing viewpoints from academic sources, reasoned examples, and
correct documentation. The research paper is graded according to a rubric.
D. Use a variety of sentence types, grammatical structures, and academic vocabulary in writing
to effectively present and differentiate between ideas.
Students develop the ability to write a variety of sentence types and to use them effectively
on their writing assignments. They learn to use coordination and subordination as well as
sentence and paragraph organization to highlight important ideas and refine their arguments.
Students learn academic vocabulary from the Academic Word List and practice using words
that give variety and clarity to their written expression.
Students demonstrate the ability to use effective vocabulary and a variety of sentence types
on graded in-class and homework tasks, critical response essays, the formal research paper,
and tests and quizzes. Sentence variety, lexical and grammatical range and accuracy, and
clarity of ideas are graded on the research paper according to a rubric.
120
E. Conduct research that includes locating, evaluating, and selecting appropriate academic
sources, analyzing source materials, and synthesizing information from sources to support an
academic thesis in a properly referenced process research paper.
Students develop an academic thesis that they support with appropriate academic sources in a
high-quality formal research paper. They follow a process approach in which they locate,
evaluate, and select sources from academic texts and journal articles (including those
available on academic article search engines), create active reading notes, and synthesize
significant evidence to support their thesis. Students organize their writing by creating an
outline followed by a peer-reviewed first draft that incorporates their sources through
appropriate use of quotations, summaries, and paraphrases. They proofread and improve their
papers to produce a word-processed second draft that is formatted according to specific
guidelines and that used proper reference citation. The instructor gives global and local
feedback on the second draft, and students make further revisions to produce a final draft of
the research paper.
All steps of the writing process are scored, and second and final drafts of the research paper
are graded according to a rubric.
121
Cognitive Skills Chart
Cognitive Processes
Skills Used
Remembering
 recalling information from text materials, internet sources, lectures
 recalling definitions of new words learned in the textbook
Understanding




discussing ideas from texts
explaining relationships between ideas (e.g. causes and effects)
providing examples for essays
inferring author’s meaning
Applying





distinguishing main ideas from details
determining points of view
discussing concepts of a novel or novella as pertaining to students’ lives
using acquired vocabulary words in a different context
summarizing and paraphrasing
Analyzing
 using appropriate sources for research; citing important information from sources
 analyzing authors’ viewpoints
Evaluating
 gathering sources and evaluating content, author, and reliability for integration in
a detailed academic research paper
 evaluating authors’ viewpoints and own opinions
122
Objectives and Assessment Correlation Chart
Objectives
A. Understand main ideas,
supporting details, and implied
meanings in authentic
academic texts from a range of
disciplines.
B. Read university-level texts
critically, summarizing the
author’s point of view and
evaluating the strength of the
author’s ideas and arguments.
C. Write a cohesive essay in
which they express developed
and supported opinions,
effectively refute opposing
viewpoints, and incorporate
information from authentic
academic sources.
D. Use a variety of sentence
types, grammatical structures,
and academic vocabulary in
writing to effectively present
and differentiate between
ideas.
E. Conduct research that includes
locating, evaluating, and
selecting appropriate academic
sources, analyzing source
materials, and synthesizing
information from sources to
support an academic thesis in a
properly referenced process
research paper.
Tests &
Quizzes
Significant Assessment Tasks
Graded
Graded
Reading
Writing
Tasks
Tasks
√
√
√
√
Essays &
Research
Paper
√
√
√
√
√
√
√
√
√
√
√
123
Suggested Activities













Response journals
Paraphrasing sentences; paragraphs
Summary writing
Grammar worksheets on clause connection and reduction
Essay writing
Small group and class discussion
Vocabulary tests
Vocabulary logs
Reading skills practice
Peer evaluations
Article reports
Supplemental videos for textbook and novel
Computer searches for Internet and library sources
Suggested Materials


Theme-connected academic articles or texts
Teacher-generated materials
Entry Criteria
Returning Students: Placement based on successful completion of IEPA 050 or a failing grade
(C- or lower) in IEPA 060 the previous term
New Students: Placement based on new student testing criteria
Exit Criteria
To exit this course, students must demonstrate competency by scoring a combined total of at
least 73% on graded assessment activities. In addition, students must earn an average of at least
73% on reading tests and writing tests.
124
IEPA 061 Academic Listening and Speaking 6
Course Description
In IEPA 061, students participate in a variety of extended university-level lectures and academic
interactions at normal speed. They use their listening skills to build knowledge in academic
content areas by listening to live guest-speaker lecturers and by watching videos on academic
topics. They learn to be active listeners and to take effective notes in order to be able to
participate fully in undergraduate or graduate university courses once they complete the
Academic English Program. Students also improve their speaking ability by developing and
delivering a series of informal and formal presentations that include outside research, selfevaluation, and presentation feedback from classmates. In the course, students learn strategies for
locating, assessing, and incorporating information as well as other study skills for independent
learning.
Course Objectives
By the end of the term, students will be able to:
A. understand main ideas, details, and implications of university-level listening passages and
full-length lectures on a variety of academic disciplines.
B. respond critically in unscripted discussions to information and arguments presented in
university-level listening passages, peer presentations, and full-length lectures.
C. organize, develop, and deliver effective presentations in which they evaluate and incorporate
information from authentic academic sources and give credit appropriately.
D. use effective vocabulary, complex grammatical structures and accurate pronunciation to
summarize and elaborate on academic topics and to be understood in the university
classroom.
E. take a process approach to preparing and delivering academic presentations that includes
selecting and evaluating academic sources, incorporating information summaries and
paraphrases, outlining, rehearsing, and effectively using presentation software.
125
Student Achievement Tasks
A. Understand main ideas, details, and implications of university-level listening passages and
full-length lectures on a variety of academic disciplines.
Students listen to a variety of authentic academic discourse on a variety of academic
disciplines including in-person and recorded lectures, discussions, and classmate
presentations. They improve their ability to understand main ideas and supporting details,
evaluate information, make inferences and predictions, take effective notes, summarize
content, and understand the unstated implications of information from lectures and
discussions. In presentations, they integrate detailed, well supported content selected from a
variety of listening materials.
Students demonstrate their skills through graded assignments in class and as homework,
including responding to comprehension questions and paraphrasing or summarizing content.
They also use their notes on tests and quizzes to answer questions and demonstrate
comprehension in presentations by effectively including information they have gathered from
university-level listening passages and lectures. Submitted notes and information on
presentations is graded according to a rubric.
B. Respond critically in unscripted discussions to information and arguments presented in
university-level listening passages, peer presentations, and full-length lectures.
In class and as homework, students practice identifying information and arguments presented
in academic discourse including university-level listening passages, peer presentations, and
full-length lectures. Through unscripted class discussions, they develop the ability to
critically evaluate and effectively respond to an argument by judging the validity of the
evidence that the speaker includes and responding with supported opinions.
Students demonstrate their ability to respond critically to arguments presented in universitylevel discourse by completing debate and discussion activities that are graded according to a
rubric.
C. Organize, develop, and deliver effective presentations in which they evaluate and incorporate
information from authentic academic sources and give credit appropriately.
In class and as homework, students learn to organize and develop their ideas through
speaking tasks such as discussions, structured debate activities, and recorded audio journals.
They also give informal and formal persuasive speeches in which they incorporate
information from authentic academic sources by using reported speech, paraphrasing, and
summarizing. Through these activities, they develop the ability to strengthen an argument
with appropriately cited sources.
Audio journals and persuasive speeches are graded according to a rubric.
126
D. Use effective vocabulary, complex grammatical structures and accurate pronunciation to
summarize and elaborate on academic topics and to be understood in the university
classroom.
Students engage in a variety of interactions and speaking activities during the term designed
to improve their ability to be understood in the university classroom, including whole-class
discussions, group and pair work, audio journals, debates, and formal academic
presentations. They learn to use a variety of lexical and grammatical structures accurately
and fluently in order to successfully summarize and elaborate on academic topics.
On rehearsed formal presentations, debates, and audio journals, student vocabulary,
grammar, and pronunciation are graded according to a rubric.
E. Take a process approach to preparing and delivering academic presentations that includes
selecting and evaluating academic sources, incorporating information summaries and
paraphrases, outlining, rehearsing, and effectively using presentation software.
During the term, students prepare and deliver individual and group presentations, in which
they define a research topic, select and evaluate sources, and take notes that they incorporate
into their presentations. They organize their presentations by outlining their arguments,
incorporating data from sources that support or oppose their argument, and rehearsing their
presentations in front of their peers. They use feedback from their rehearsals to improve their
presentations and create effective visuals using PowerPoint or other presentation software.
All steps of the preparation process are graded, and presentations are graded according to a
rubric.
127
Critical Thinking and Listening and Speaking Skills Correlation Chart
Cognitive
Processes
Skills Used
Remembering




recalling
identifying the five Ws
identifying main ideas and important details
sequencing the order of events
Understanding










discussing
rephrasing
developing ideas
providing examples
drawing conclusions
explaining relationships between ideas (e.g. causes and effects)
comparing and contrasting
classifying
inferring
summarizing
Applying










applying concepts to their own lives
predicting
interviewing
reporting
integrating information from external sources into their own speech
using simple, compound, and complex sentences
using coordinating and subordinating conjunctions
using target vocabulary
using target grammar structures
using appropriate cohesive devices
Analyzing




distinguishing main ideas from details
determining points of view
analyzing and synthesizing information from external sources
outlining
Evaluating





selecting information to use
support and rebut arguments
self-evaluating recorded speech
evaluating classmates’ presentations
evaluating university lecturers and professors
Creating

creating their own research process
128
Objectives and Assessments Correlation Chart
Significant Assessment Tasks
Tests &
Quizzes
Graded
Listening
Tasks,
including
Notes
A. Understand main ideas, details, and
implications of university-level
listening passages and full-length
lectures on a variety of academic
disciplines.
√
√
B. Respond critically in unscripted
discussions to information and
arguments presented in universitylevel listening passages, peer
presentations, and full-length
lectures.
√
Course Objectives
Graded
Speaking
Tasks,
including
Audio
Journals
√
C. Organize, develop, and deliver
effective presentations in which
they evaluate and incorporate
information from authentic
academic sources and give credit
appropriately.
D. Use effective vocabulary, complex
grammatical structures and accurate
pronunciation to summarize and
elaborate on academic topics and to
be understood in the university
classroom.
Presentations
√
√
√
E. Take a process approach to
preparing and delivering academic
presentations that includes selecting
and evaluating academic sources,
incorporating information
summaries and paraphrases,
outlining, rehearsing, and
effectively using presentation
software.
√
√
129
Suggested Activities













Practicing a variety note-taking techniques
In-class and out-of-class note-taking exercises from video, recorded lectures and live lectures
from a variety of academic disciplines (30-90 minutes in length)
In-class and out-of-class listening assignments from video, recorded lectures and live lectures
from a variety of disciplines (10-90 minutes in length)
Independent, formal written lecture reports
Readings and discussions related to academic lectures
Small group projects, discussions, and presentations
Self-introduction or partner introduction (diagnostic at beginning of term)
Symposium presentation and planning activities with group
Presentation of a summary of a journal article
Class discussion and planning activities with partner
Informal presentations done with a group (chart/graph explanation; practice openers and
closers)
Style critiques
Self-assessments (watching video of presentations and completing self-assessment
documents)
Suggested Materials





Advanced Listening Comprehension (3rd ed.)
Speech Communication Made Simple (3rd ed.)
Insights 2
Recorded academic lectures
Teacher-generated handouts
Entry Criteria
Returning Students: Placement based on successful completion of IEPA 051 or not passing (Cor lower) in a previous term of IEPA 061
New Students: Placement is based on new student testing criteria
Exit Criteria
To exit this course, students must demonstrate competency by scoring a combined total of at
least 73% on graded assessment activities. In addition, students must earn an average of at least
73% on listening tests and speaking tests/presentations.
130
Electives
131
IEPA 005 Test Preparation: GMAT
Course Description
In IEPA 005 GMAT Preparation, students increase their familiarity with and success on the
GMAT. They learn about the structure of the test and how to follow directions; they also learn
about the question types that are included on the GMAT and specific test-taking strategies for
each section of the test. On in-class practice and homework assignments, students work to
improve their verbal, critical thinking, and writing skills; they also learn to understand
mathematical terminology that appears on the test. They increase their accuracy on the various
components of the GMAT by identifying areas of personal weakness and by focusing on those
skills on practice tests and in-class quizzes.
Course Objectives
By the end of the term, students will be able to:
A. recognize and understand the instructions of a variety of question types on all sections of the
GMAT.
B. develop test-taking strategies to increase success on the GMAT.
C. identify strong and weak areas in their English proficiency.
D. complete GMAT tasks with increased accuracy.
132
Student Achievement Tasks
A. Recognize and understand the instructions of a variety of question types on all sections of the
GMAT.
Students read directions for different sections of the GMAT test and learn about the different
types of skill questions within each section. They discuss directions and questions in class
and complete practice exercises to improve their ability to correctly complete GMAT tasks.
Students demonstrate their understanding by completing simulated GMAT tests or exercises
that include authentic instructions and question types.
B. Develop test-taking strategies to increase success on the GMAT.
Students become familiar with the structure of the GMAT and develop strategies to increase
their ability to correctly complete GMAT tasks. Students demonstrate familiarity with
structures and strategies through completion of in-class and homework exercises and practice
tests.
C. Identify strong and weak areas in their English proficiency.
After students complete simulated GMAT tests and practice exercises, they analyze their
correct and incorrect answers and identify the skill(s) assessed by those items in order to
create an individual plan of study.
D. Complete GMAT tasks with increased accuracy.
Students complete simulated GMAT tests and practice exercises and measure their progress
according to the percentage of questions they answer correctly in each skill area. Students
demonstrate increased accuracy by completing an identical test at the beginning and at the
end of the term.
133
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
Homework
Assignments,
including Test SelfAnalysis
A. Recognize and understand the instructions of a
variety of question types on all sections of the
GMAT.
B. Develop test-taking strategies to increase success
on the GMAT.
C. Identify strong and weak areas in their English
proficiency.
Tests and Quizzes





D. Complete GMAT tasks with increased accuracy.

Suggested Activities







Practice tests
Textbook activities
Homework assignments
Pair practice
Note-taking
Class discussion
Strategy checklist
Suggested Materials




*GMAT Review 13th Edition by the Graduate Management Admission Council, 2012
Kaplan New GMAT Premier 2013 with online practice tests
Cracking the New GMAT, 2013 Edition by Princeton Review.
Teacher-generated handouts
Entry Criteria
Current registration in Level 5 or 6 required courses; Graduate Pathways students
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
134
IEPA 005 Test Preparation: GRE
Course Description
In IEPA 005 GRE Preparation, students increase their familiarity with and success on the GRE.
They learn about the structure of the test and how to follow directions; they also learn about the
question types that are included on the GRE and specific test-taking strategies for each section of
the test. On in-class practice and homework assignments, students work to improve their verbal,
critical thinking, and writing skills; they also learn to understand mathematical terminology that
appears on the test. They increase their accuracy on the various components of the GRE by
identifying areas of personal weakness and by focusing on those skills on practice tests and inclass quizzes.
Course Objectives
By the end of the term, students will be able to:
A. recognize and understand the instructions of a variety of question types on all sections of the
GRE.
B. develop test-taking strategies to increase success on the GRE.
C. identify strong and weak areas in their English proficiency.
D. complete GRE tasks with increased accuracy.
135
Student Achievement Tasks
A. Recognize and understand the instructions of a variety of question types on all sections of the
GRE.
Students read directions for different sections of the GRE test and learn about the different
types of skill questions within each section. They discuss directions and questions in class
and complete practice exercises to improve their ability to correctly complete GRE tasks.
Students demonstrate their understanding by completing simulated GRE tests or exercises
that include authentic instructions and question types.
B. Develop test-taking strategies to increase success on the GRE.
Students become familiar with the structure of the GRE and develop strategies to increase
their ability to correctly complete GRE tasks. Students demonstrate familiarity with
structures and strategies through completion of in-class and homework exercises and practice
tests.
C. Identify strong and weak areas in their English proficiency.
After students complete simulated GRE tests and practice exercises, they analyze their
correct and incorrect answers and identify the skill(s) assessed by those items in order to
create an individual plan of study.
D. Complete GRE tasks with increased accuracy.
Students complete simulated GRE tests and practice exercises and measure their progress
according to the percentage of questions they answer correctly in each skill area. Students
demonstrate increased accuracy by completing an identical test at the beginning and at the
end of the term.
136
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
Homework
Assignments,
including Test SelfAnalysis
A. Recognize and understand the instructions of a
variety of question types on all sections of the
GRE.
B. Develop test-taking strategies to increase success
on the GRE.
C. Identify strong and weak areas in their English
proficiency.
Tests and Quizzes





D. Complete GRE tasks with increased accuracy.

Suggested Activities







Practice tests
Textbook activities
Homework assignments
Pair practice
Note-taking
Class discussion
Strategy checklist
Suggested Materials


Cracking the New GRE, 2013 Edition, Random House, 2012
Online and print materials provided by instructor
Entry Criteria
Current registration in Level 5 or 6 required courses; Graduate Pathways students
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
137
IEPA 005 Test Preparation: IELTS
Course Description
In IEPA 005 IELTS Preparation, students increase their familiarity with and success on the
IELTS. They learn about the structure of the test and how to follow directions; they also learn
about the question types that are included on the IELTS and specific test-taking strategies for
each section of the test. On in-class practice and homework assignments, students work to
improve their reading, writing, listening, and speaking skills. They increase their accuracy on the
various components of the IELTS by identifying areas of personal weakness and by focusing on
those skills on practice tests and in-class quizzes.
Course Objectives
By the end of the term, students will be able to:
A. recognize and understand the instructions of a variety of question types on all sections of the
IELTS.
B. develop test-taking strategies to increase success on the IELTS.
C. identify strong and weak areas in their English proficiency.
D. complete IELTS tasks with increased accuracy.
138
Student Achievement Tasks
A. Recognize and understand the instructions of a variety of question types on all sections of the
IELTS.
Students read directions for different sections of the IELTS test and learn about the different
types of skill questions within each section. They discuss directions and questions in class
and complete practice exercises to improve their ability to correctly complete IELTS tasks.
Students demonstrate their understanding by completing simulated IELTS tests or exercises
that include authentic instructions and question types.
B. Develop test-taking strategies to increase success on the IELTS.
Students become familiar with the structure of the IELTS and develop strategies to increase
their ability to correctly complete IELTS tasks. Students demonstrate familiarity with
structures and strategies through completion of in-class and homework exercises and practice
tests.
C. Identify strong and weak areas in their English proficiency.
After students complete simulated IELTS tests and practice exercises, they analyze their
correct and incorrect answers and identify the skill(s) assessed by those items in order to
create an individual plan of study.
D. Complete IELTS tasks with increased accuracy.
Students complete simulated IELTS tests and practice exercises and measure their progress
according to the percentage of questions they answer correctly in each skill area. Students
demonstrate increased accuracy by completing an identical test at the beginning and at the
end of the term.
139
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
Homework
Assignments,
including Test SelfAnalysis
A. Recognize and understand the instructions of a
variety of question types on all sections of the
IELTS.
B. Develop test-taking strategies to increase success
on the IELTS.
C. Identify strong and weak areas in their English
proficiency.
Tests and Quizzes





D. Complete IELTS tasks with increased accuracy.

Suggested Activities







Practice tests
Textbook activities
Homework assignments
Pair practice
Note-taking
Class discussion
Strategy checklist
Materials




IELTS Express 1 Intermediate Coursebook (Heinle, 2005)
IELTS Express 1 Workbook (Heinle, 2005)
IELTS Express 1 Workbook Audio CD (Heinle, 2005)
Online and print materials provided by instructor
Entry Criteria
Current registration in Level 4 or 5 required courses
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
140
IEPA 008 Pronunciation and Oral Fluency
Course Description
In IEPA 008, students receive extensive practice with eight pronunciation targets: word
stress, thought groups, focus words, final sounds and linking, speech rhythm, intonation,
and consonant and vowel sounds. Students track their progress using a pronunciation
record sheet and are required to work outside of class to improve in their areas of
weakness. They complete audio journals and short in-class presentations and work in
pairs and small groups to improve in the target areas. Grading for this course includes an
emphasis on individual progress.
Course Objectives
By the end of the term, students will be able to:
A. demonstrate an increased ability to speak clearly and fluently on audiotaped
assignments and in short class presentations.
B. show an increased ability to understand rapid speech, distinguish individual sounds,
and recognize meaning in stress and intonation patterns.
C. demonstrate responsibility for improving and monitoring their own pronunciation
outside of the classroom.
141
Student Achievement Tasks
A. Demonstrate an increased ability to speak clearly and fluently on audiotaped
assignments and in short class presentations.
On two to four audiotaped assignments, students record short dialogues,
conversations, or key sentences to reinforce concepts learned in class and to improve
in their own areas of weakness. (See Pronunciation Rubric.)
Through two five- to ten-minute classroom presentations, students focus on
improving in target areas of special difficulty. Assessment is based on clarity and
fluency of speech; to be successful, students must earn an average of two or more on
a 3-point scale. By the end of the term students must show progress in at least two
pronunciation target areas: word stress, thought groups, focus words, final sounds and
linking, speech rhythm, intonation, and consonant and vowel sounds (see
Pronunciation Rubric).
B. Show an increased ability to understand rapid speech, distinguish individual sounds,
and recognize meaning in stress and intonation patterns.
At the beginning of the term, students complete a diagnostic assessment that includes
items related to each of the pronunciation target areas covered in the course. At the
end of the term, students take the same test in order to demonstrate an increased
ability to understand spoken features of English.
C. Demonstrate responsibility for improving and monitoring their own pronunciation
outside of the classroom.
Students complete an average of 60 minutes per week of independent pronunciation
and listening practice, using text CDs, Internet resources, and materials available in
the Learning Center. They are required during this independent work to complete
focused practice in their areas of weakness. Students track their progress on a
pronunciation record sheet that they turn in to the instructor periodically.
142
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
A. Demonstrate an increased
ability to speak clearly and
fluently on audiotaped
assignments and in short class
presentations.
B. Show an increased ability to
understand rapid speech,
distinguish individual sounds,
and recognize meaning in
stress and intonation patterns.
C. Demonstrate responsibility
for improving and monitoring
their own pronunciation
outside of the classroom.
Audiotaped
assignments
Short oral
presentations

Beginningof-term and
end-of-term
tests



Suggested Activities









Focused listening
Choral repetition
Chants, poems, and limericks
Songs
Role plays, dialogs, and communicative activities
Partner practice
Short oral presentations
Audiotaped assignments
Independent listening/pronunciation exercises
Suggested Materials



Records of
out of class
practice
Focus on Pronunciation 2, with accompanying CDs
Targeting Pronunciation, 2nd Edition, with accompanying CDs
Clear Speech, with accompanying CDs
Entry Criteria
Current registration in Level 4 or 5 required courses
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
143
IEPA 029 Business English
Course Description
In IEPA 029, intermediate and advanced students focus on English for communication in
professional business contexts. Through in-class and at-home activities such as textbook
exercises, discussion of real-life scenarios, and interactive activities, students develop writing,
listening, reading, and speaking skills related to the US and international business world. They
also learn to produce high quality business-related materials such as resumes and PowerPoint
presentations.
Course Objectives
By the end of the term, students will be able to:
A. comprehend written and spoken business-related information with increased accuracy.
B. successfully communicate information about business-related topics in discussions and short
oral presentations.
C. produce effective business-related materials such as resumes, cover letters, e-mails, and
PowerPoint presentations.
D. use target business vocabulary accurately, both in speaking and in writing.
144
Student Achievement Tasks
A. Comprehend written and spoken business-related information with increased accuracy.
Through in-class and at-home activities, students learn to decode written material including
job advertisements and professional position descriptions. They also listen and respond to a
variety of examples of spoken business communication—including recordings and mock
interviews—in order to improve their skills. Students demonstrate increased comprehension
through tests and quizzes and through interactive class activities such as mock interviews.
B. Successfully communicate information about business-related topics in discussions and short
oral presentations.
Students discuss business-related topics in pairs, in small groups, and as a class. In mock
interviews, students demonstrate the ability to communicate successfully in an interview
situation. Students also give short oral presentations to the class in which they summarize
and discuss information about business-related topics (see Oral Presentation Rubric).
C. Produce effective business-related materials such as resumes, cover letters, e-mails, and
PowerPoint presentations.
At home and in class, students produce effective business-related materials including a
resume, a cover letter, example e-mails, and PowerPoint visuals for short oral presentations.
Students submit examples of their written products in the form of an end-of-term portfolio
that is graded according to a rubric (see Business Portfolio Rubric). PowerPoint visuals are
graded as a component of short oral presentations (see Oral Presentation Rubric).
D. Use target business vocabulary accurately, both in speaking and in writing.
At home and in class, students complete exercise and activities that include vocabulary
related to the business world. Students demonstrate their use of target vocabulary on tests and
quizzes and also must use effective and accurate vocabulary on short oral presentations (see
Oral Presentation Rubric).
145
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
Homework
Assignments
A. Comprehend written and spoken
business-related information
with increased accuracy.
B. Successfully communicate
information about businessrelated topics in discussions and
short oral presentations.
C. Produce effective businessrelated materials such as
resumes, cover letters, e-mails,
and PowerPoint presentations.
D. Use target business vocabulary
accurately, both in speaking and
in writing.
Tests and
Quizzes






Textbook exercises
Listening to audio/video clips
Vocabulary practice games and activities
Pair, small-group, and whole-class discussions
Preparing business-related materials
Planning, practicing, and delivering short presentations
Filling out business forms
Analyzing advertisements/job listings
Mock interviews
Suggested Materials


Business
Portfolio

Suggested Activities









Short Oral
Presentations
English for Business (O’Brien 2007)
Instructor materials
Entry Criteria
Current registration in Level 4-6 required courses
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
146


IEPA 029 The Power of Music
Course Description
In IEPA 029 The Power of Music, students develop vocabulary, listening skills, fluency,
and cultural awareness through listening to songs, discussing lyrics, and singing. They
learn to identify various music genres and instruments that are commonly used to create
music and to understand song lyrics. Students also learn to sing along with songs
highlighted in the course and share present songs to their classmates. Through in-class
and take-home activities, they express opinions about specific songs and genres.
Course Objectives
By the end of the term, students will be able to:
A. identify common music genres and instruments used to create music.
B. comprehend and effectively discuss the lyrics of a song.
C. give supported opinions about specific songs and music genres.
D. fluently sing/chant along with selected songs.
147
Student Achievement Tasks
A. Identify common music genres and instruments used to create music.
In class, students listen to examples of different types of music and learn about the
instruments that are used to create music. They demonstrate their understanding on
quizzes.
B. Comprehend and effectively discuss the lyrics of a song.
Students complete in-class and take-home exercises, which can include dictations,
cloze exercises, and crossword puzzles (vocabulary/listening) as well as
comprehension questions (listening/reading). They also discuss song lyrics in pairs
and small groups and deliver a 5- to 7-minute presentation in which they present the
lyrics of a song and explain them to their classmates; this assignment is graded
according to a rubric (see Lyric Presentation Rubric).
C. Give supported opinions about specific songs and music genres.
In in-class and take-home activities, students learn vocabulary and expressions to
discuss and give opinions about different songs and music genres. They also learn to
support their opinions by discussing specific elements of those songs and music
genres. On in-class quizzes and during short presentations, they demonstrate their
ability to give supported opinions.
D. Fluently sing/chant along with selected songs.
Students listen to a variety of songs selected by the instructor and learn to chant or
sing along with them. As a take-home (digital drop-box) or in-class assignment,
students sing or chant along with a song and are graded according to a rubric (see
Song Fluency Rubric).
148
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
A. Identify common music
genres and instruments used
to create music.
Homework Assignments

Tests and Quizzes
Presentations


B. Comprehend and effectively
discuss the lyrics of a song.


C. Give supported opinions
about specific songs and
music genres.


D. Fluently sing/chant along
with selected songs.


Suggested Activities






Vocabulary development, including like/dislike-related vocabulary
Listening to songs
Selecting songs to share
Explaining lyrics and likes/dislikes about music
Singing or chanting along with music
In-class and take-home exercises, such as dictations, cloze exercises, crossword
puzzles, comprehension questions
Materials


Songs with relatively simple lyrics
Teacher- and student-developed material
Entry Criteria
Currently registered in Level 4 or 5 courses
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
149
IEPA 035 Introduction to TOEFL
Course Description
In IEPA 035, students increase their familiarity with and success on the TOEFL. They learn
about the structure of the test and how to follow directions; they also learn about the question
types that are included on the TOEFL and specific test-taking strategies for each section of the
test. On in-class practice and homework assignments, students work to improve their reading,
writing, listening, speaking, and grammar skills. They increase their accuracy on the various
components of the TOEFL by identifying areas of personal weakness and by focusing on those
skills on practice tests and in-class quizzes. This course is targeted at Level 4 or 5 students or
students who have never taken the TOEFL.
Course Objectives
By the end of the term, students will be able to:
A. recognize and understand the instructions of a variety of question types on all sections of the
TOEFL.
B. develop test-taking strategies to increase success on the TOEFL.
C. identify strong and weak areas in their English proficiency.
D. complete TOEFL tasks with increased accuracy.
150
Student Achievement Tasks
A. Recognize and understand the instructions of a variety of question types on all sections of the
TOEFL.
Students read directions for different sections of the TOEFL test and learn about the different
types of skill questions within each section. They discuss directions and questions in class
and complete practice exercises to improve their ability to correctly complete TOEFL tasks.
Students demonstrate their understanding by completing simulated TOEFL tests or exercises
that include authentic instructions and question types.
B. Develop test-taking strategies to increase success on the TOEFL.
Students become familiar with the structure of the TOEFL and develop strategies to increase
their ability to correctly complete TOEFL tasks. Students demonstrate familiarity with
structures and strategies through completion of in-class and homework exercises and practice
tests.
C. Identify strong and weak areas in their English proficiency.
After students complete simulated TOEFL tests and practice exercises, they analyze their
correct and incorrect answers and identify the skill(s) assessed by those items in order to
create an individual plan of study.
D. Complete TOEFL tasks with increased accuracy.
Students complete simulated TOEFL tests and practice exercises and measure their progress
according to the percentage of questions they answer correctly in each skill area. Students
demonstrate increased accuracy by completing an identical test at the beginning and at the
end of the term.
151
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Homework
Assignments,
including Test SelfAnalysis
Objectives
Tests and Quizzes
A. Recognize and understand the instructions of a variety of
question types on all sections of the TOEFL.


B. Develop test-taking strategies to increase success on the
TOEFL.


C. Identify strong and weak areas in their English
proficiency.

D. Complete TOEFL tasks with increased accuracy.

Suggested Activities







Practice tests
Textbook activities
Homework assignments
Pair practice
Note-taking
Class discussion
Strategy checklist
Suggested Materials



Developing Skills for the TOEFL iBT: Intermediate by Paul Edmunds and Nancie McKinnon
Sharpening Skills for the TOEFL iBT: Four Practice Tests Book 1 by Jeff Zeter and Michael
Pederson
Longman Introductory Course for the TOEFL iBT by Deborah Phillips
Entry Criteria
Current registration in Level 4 or 5 required courses
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
152
IEPA 039 English through Movies
Course Description
In IEPA 039 English through Movies, students explore American culture and the English
language through careful viewing of major motion pictures. With theme-related
background materials and vocabulary preparation, students enhance their understanding
and appreciation of movies of varied genres and learn how to express informed opinions
about the movies they watch. In addition, they develop a deeper understanding of plot
action and movie themes and engage in a variety of small-group and whole-class
activities and discussions.
Course Objectives
By the end of the course students will be able to:
A. demonstrate understanding of aspects of American culture that are included in movies
viewed in the course.
B. understand and use target vocabulary and expressions, including idioms, slang, and
informal English.
C. understand the plots, major themes, and characters of the movies viewed during the
term.
D. express supported opinions about movies.
153
Student Achievement Tasks
A. Demonstrate understanding of aspects of American culture that are included in
movies viewed in the course.
On in-class and at-home activities, students recognize, discuss, and analyze aspects of
American culture that are included in movies viewed in the course. On tests and
quizzes, they demonstrate their understanding by describing cultural elements of the
movies and answering comprehension questions.
B. Understand and use target vocabulary and expressions, including idioms, slang, and
informal English.
In class, students learn vocabulary and expressions included in movies viewed in the
course. They use target vocabulary in classroom discussions and in their writing and
are assessed on in-class quizzes and tests.
C. Understand the plots, major themes, and characters of the movies viewed during the
term.
Students complete in-class and take-home assignments—including short answer
comprehension questions and music and conversational listening cloze exercises—on
different aspects of the movies highlighted in the course. They participate in smallgroup and whole-class discussions and demonstrate their understanding on quizzes
and tests and through one-page reaction papers.
D. Express supported opinions about movies.
Students work in pairs and small groups to develop and learn to express opinions
about movies viewed in the course. After each movie is completed, they write an
organized one-page word-processed reaction paper that includes supported opinions
about movies and that is graded according to a rubric (see Reaction Paper Rubric).
154
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
A. Demonstrate understanding
of aspects of American
culture that are included in
movies viewed in the course.
B. Understand and use target
vocabulary and expressions,
including idioms, slang, and
informal English.
C. Understand the plots, major
themes, and characters of the
movies viewed during the
term.
Homework Assignments
Quizzes and Tests
Reaction Papers








D. Express supported opinions
about movies.


Suggested Activities







Matching and short answer exercises
Comprehension exercises
Small group and class discussion of movie themes and cultural aspects of the movie
Watching full-length movies and excerpts (with and without sound)
Listening to theme song lyrics
Listening clozes from movie songs and conversations
Writing take-home reaction papers
Suggested Materials



Videos of three or four different types of movies and accompanying scripts
Teacher-generated handouts on background cultural and historical information
Teacher-developed packets for each movie which include song lyrics, cloze exercises,
take-home and in-class assignments, vocabulary activities and other tasks
Entry Criteria
Current registration in Level 4 or 5 core courses.
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks.
155
IEPA 043 Individualized Directed Learning
Course Description
In IEPA 043 Individualized Directed Learning (IDL), students gradually take on more
responsibility for their own learning. In this self-directed course, there is a balance between
teacher direction and student autonomy. Students have the freedom to decide what and how they
will learn; however, the instructor plays a critical role by helping students set up a framework for
their learning: promoting skills identified in needs analyses, goal setting, and self-evaluations.
Teacher direction continues to have an important role in 043, and students are introduced to
pedagogical management skills such as writing contractual agreements.
Because it is a required course for new students from Level 4 to Level 6, IEPA 043 students use
materials and work on learning activities that match their particular level of language
proficiency. They reinforce learning in their other AE courses, compensate for weaknesses or
gaps in their language skills, or focus on specialized needs or interests that the curriculum may
not address (such as preparing for the GRE test).
Objectives
By the end of the term, students will be able to:
A. identify and prioritize their language learning needs and interests.
B. work with the instructor to design a simple learning contract and then fulfill the terms of this
agreement successfully.
C. make effective decisions about their own learning in accordance with their learning contract.
D. use class time effectively.
E. evaluate their progress in meeting language learning goals.
156
Student Achievement Tasks
A. Successfully complete teacher-directed learning activities, including tasks that support
learning taking place in other AE courses.
In class, students complete teacher-directed learning activities, including:


Remedial work, review, or help on assignments to support learning in other AE courses
(students are often recommended for specific help by other instructors)
Individualized work on vocabulary development and other level-appropriate linguistic
skills that provide students with a strong language foundation
In individualized Learning Logs, students record the work they do during each class period,
including how they spend a particular class period, which materials they use, how useful they
find the materials/activities, and a tentative plan for the next class period.
The instructor regularly reviews Learning Logs and student work to determine whether
students have successfully completed assigned learning tasks. Instructors hold regular
informal conferences to help keep students on task, giving them feedback as needed.
B. Work with the instructor to design a simple learning contract and then fulfill the terms of this
agreement successfully.
The student and the instructor work together to map out a contractual agreement which
includes: specific learning goals, resources that match these goals, learning activities, ways to
demonstrate achievement, and specified time frames for completion. Periodically, the
instructor and student may modify the terms of this agreement to reflect the student’s
changing needs and circumstances.
Students demonstrate that they are systematically and consistently working toward the goals
of their learning contracts through periodic progress meetings with the instructor. They also
complete a self-evaluation at the end of the term and reflect on their leaning.
C. Make effective decisions about their own learning in accordance with their learning contract.
At the beginning of the term, students complete simple needs analysis worksheets to identify
their learning needs. Students make decisions about their learning by focusing on the
language skills they identify through the needs analysis worksheets in conferences with the
instructor. Through conferencing, the instructor helps students to specify, prioritize, and
reassess their language learning needs and interests; the instructor and student agree on
timelines and materials and resources that will help the student reach his/her goal.
Students record daily decisions they make about their learning in a Learning Log. Through
the Learning Log, instructor conferences, and written self-evaluations (graded according to a
rubric), students demonstrate the ability to make effective decisions and to make plans for
future learning.
157
D. Use class time effectively.
In class, the instructor monitors student use of time and designs activities for students to
complete according to agreed-upon timelines. Through Learning Logs, student-teacher
conferences, and written self-evaluations, students demonstrate their ability to use class time
effectively. Use of time is graded according to a Learning Log and Time Management
Assessment Rubric.
E. Evaluate their progress in meeting language learning goals.
Students evaluate their progress through self-assessment devices incorporated into materials
(such as answer keys in books or immediate feedback on computer programs). They also
receive feedback from the teacher, from the WRAP and from conversation leaders. They
demonstrate an emerging ability to evaluate their own progress during conferences with the
instructor and in written self-evaluations, including an end-of-term self-evaluation that is
graded according to a rubric.
158
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Course Objectives
A. Identify and prioritize their
language learning needs and
interests.
B. Work with the instructor to
design a simple learning
contract and then fulfill the
terms of this agreement
successfully.
C. Make effective decisions about
their own learning in
accordance with their learning
contract.
D. Use class time effectively.
Needs Analysis
Worksheet
Contractual
Agreement
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
E. Evaluate their progress in
meeting language learning
goals.
√
159
Daily
Learning
Log
Conferences
Written
SelfEvaluation
Suggested Activities
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
Completing a needs analysis survey; prioritizing needs and interests
Writing a contractual agreement
Recording daily activities in a Learning Log
Choosing learning materials (with input from the teacher)
Participating in conferences with the teacher about individual plans and progress
Writing self-evaluations
Working with the Writing and Pronunciation Assistant (WRAP)
Participating in conversation groups
Working on language and study skills according to individual needs and interests (e.g.,
reading, writing, listening, speaking, TOEFL preparation, and key boarding)
Suggested Materials



Level-appropriate Learning Center holdings: books, reference material, audio and videotapes,
CDs, DVDs, computer programs, Internet resources, answer keys, scripts, teacher-developed
materials
Materials available on the Internet
Materials and books used in other classes, checked out from the library, brought from home,
etc.
Entry Criteria
Returning students: Current registration in Level 4 or 5 core courses; coordinator approval
required
New students: Placement based on new student testing criteria: R/W 4, R/W 5, or R/W 6
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks, at least 85% attendance
160
IEPA 049 Intermediate Vocabulary Building
Course Description
In IEPA 049 Intermediate Vocabulary Building, students learn to understand and produce 120 of
the 500 most common words on the Academic Word List. They develop skills and strategies to
decode unfamiliar words and—through self-assessment, reflection, reading, word study
strategies, discussion, writing, and games—learn to use target words accurately in speaking and
writing. This course is targeted at Level 4 or 5 students.
Course Objectives
By the end of the course students will be able to:
A. Recognize and use 120 of the 500 most common words on the Academic Word
List.
B. Use effective strategies to decode unfamiliar words and to expand their own
vocabularies.
161
Student Achievement Tasks
A. Recognize and use 120 of the 500 most common words on the Academic Word List.
Through in-class and at-home activities, students learn to recognize 120 of the 500
most common words on the Academic Word List in reading and listening, and they
learn to use those words accurately in writing and speaking. Students demonstrate
their ability to comprehend and correctly use target vocabulary on tests, in-class
activities, and homework assignments.
B. Use effective strategies to decode unfamiliar words and to expand their own
vocabularies.
Through in-class and at-home activities, students learn word decoding strategies
including using affixes, word families, and collocation to help understand unfamiliar
words. Students also practice strategies to learn target vocabulary, such as using
personal lists, flashcards, and dictionaries. Students demonstrate effective decoding
and vocabulary expansion strategies on tests, in-class activities, and homework
assignments.
162
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
Tests and Quizzes
Homework
Assignments
A. Recognize and use 120 of the 500 most common
words on the Academic Word List.


B. Use effective strategies to decode unfamiliar words
and to expand their own vocabularies.


Suggested Activities
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Previewing target words and academic reading passages
Self-assessing knowledge of target words
Reading unedited passages containing target words
Recognizing roots, affixes, and inflected forms
Identifying and interpreting word functions and families
Recognizing and manipulating appropriate collocations
Developing word learning resources such as flash cards and personal lists
Developing dictionary skills
Using target words in conversations and games
Discussing topics using target words in meaningful contexts
Expanding students' knowledge of target words through writing
Suggested Materials


College Vocabulary 3 (Folse 2003)
Teacher-generated handouts
Entry Criteria
Current registration in Level 4 or 5 core courses
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
163
IEPA 049 English through Drama
Course Description
In IEPA 049 English through Drama, students improve their English skills and build selfconfidence through the use of drama techniques and the presentation of dramatic works. The
course develops verbal and non-verbal communication, reading and listening comprehension,
and performance skills. Students learn to give constructive feedback to classmates and to use and
understand important vocabulary related to stage acting.
Course Objectives
By the end of the term, students will be able to:
A. read dramatic works aloud with comprehensible pronunciation and effective expression.
B. perform drama activities individually and in groups in front of an audience.
C. give constructive feedback to classmates about their performances; use feedback from
classmates and the instructor to improve performances.
D. comprehend and produce the terminology of stage acting and record target vocabulary.
164
Student Achievement Tasks
A. Read dramatic works aloud with comprehensible pronunciation and effective expression.
In class, students analyze written dramatic works in order to determine pronunciation and
expressive features of the dialog. They practice reading aloud and give and receive feedback
on the comprehensibility of their performances.
Students demonstrate their ability to read dramatic works clearly and with appropriate
expression through in-class presentations such as poems, readers’ theatre, plays and theatre
games. Students are assessed using a performance presentation rubric.
B. Perform drama activities individually and in groups in front of an audience.
Students participate in formal and informal classroom activities designed to enhance their
ability to create and play a variety of roles in front of classmates and others.
Students complete at least two rehearsed performances during the term that are assessed using
a performance presentation rubric.
C. Give constructive feedback to classmates about their performances; use feedback from
classmates and the instructor to improve performances.
Students evaluate others’ performances using formal and informal feedback methods,
including rubrics and small group discussions. They make appropriate changes to their
performance after receiving feedback regarding characterization, body language,
pronunciation, intonation, volume, delivery, and stage movements.
Final performances are graded according to a performance presentation rubric.
D. Comprehend and produce the terminology of stage acting and record target vocabulary.
Students learn stage directions vocabulary to follow the director’s blocking directions in
presenting a dramatic work or play. They improve their ability to follow and give directions
for stage movement and director-actor interactions and are required to keep a vocabulary/key
words journal during the term.
The vocabulary/key words journal is collected weekly and graded according to a vocabulary
journal rubric.
165
Objectives and Assessment Correlation Chart
Student Achievement Tasks
Objectives
A. Read dramatic works aloud with
comprehensible pronunciation and
effective expression.
B. Perform drama activities
individually and in groups in front
of an audience.
C. Give constructive feedback to
classmates about their
performances; use feedback from
classmates and the instructor to
improve performances.
D. Comprehend and produce the
terminology of stage acting and
record target vocabulary.
Participation
Presentation
Skill
√
√
√
√
√
Performance
Feedback
Vocabulary
Skill
√
√
Suggested Activities
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
Theatre games including warm-up, verbal, non-verbal and observation exercises
Improvisations
Reading and performing dialogs, short plays and poems, scenes, skits, fables and reader’s
theatre pieces
Writing scripts
Create characterizations for various scenes from short plays or improvisations.
Watching and analyzing live theatre performances and movies
Problem-solving
Field trips
Suggested Materials



Drama Techniques in Language Learning-Maley & Duff
Websites for reader’s theatre, fables, stage directions, skits and scripts.
E.g. Drew’s Script-o-rama.com
Teacher-generated handouts including feedback and presentation rubrics
Entry Criteria
Current registration in Level 4-6 core courses
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
166
IEPA 049 Movie Making
Course Description
In IEPA 049 Movie Making, students improve their English by learning and practicing the
techniques of Hollywood-style movie production. They learn vocabulary related to movie
making and use video and editing equipment to produce an original and high-quality film as a
collaborative main project. In this process, they work together to plan their movie, write and
practice effective dialog, and learn to create effective visual imagery. Students also reflect on
their learning through a written journal and a final written self-analysis.
Course Objectives
By the end of the term, students will be able to:
A. correctly use vocabulary related to camera shots and digital movie making.
B. successfully use verbal and non-verbal communication in scripted dialogs.
C. plan, produce, shoot and edit a short Hollywood-style movie as a collaborative main project.
D. reflect on the process of making movies and on their own experiences.
167
Student Achievement Tasks
A. Correctly use vocabulary related to camera shots and digital movie making.
Students are given vocabulary handouts, watch PowerPoint presentations, and practice using
target vocabulary before taking quizzes on key words and concepts in movies.
B. Successfully use verbal and non-verbal communication in scripted dialogs.
In the classroom, students learn techniques to communicate effectively using both verbal and
non-verbal skills. They practice delivering scripted dialogs in pairs or small groups and
present performance scenes to the class in order to demonstrate their skills. Student
performance scenes are assessed according to a rubric (see Dialog Rubric).
C. Plan, produce, shoot and edit a short movie as a collaborative main project.
In class, students learn about storyboards, visual design, shot planning, call sheets, various
camera shots and direction before shooting and then editing their digital film using computer
software. They present their project to the class in a group presentation that includes
summarizing, explaining, analyzing problems and speaking articulately. Students receive
informal feedback from their classmates and are graded according to a rubric (see Project
Presentation Rubric).
D. Reflect on the process of making movies and on their own experiences.
Students complete a writing journal of their experiences during the movie making process
and submit one entry per week for feedback. They must complete 80% of these journal
entries to pass the course.
Students also write a self-analysis report of the course experience as a final exam. They are
graded for content, accuracy, language usage and evidence of learning key vocabulary and
concepts using a rubric (see Self-Analysis Rubric).
168
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
Journal
writing
Quizzes and
Presentations
A. Correctly use vocabulary related to
camera shots and digital movie
making.
√
√
B. Successfully use verbal and non-
Final Report
√
verbal communication in scripted
dialogs.
C. Plan, produce, shoot and edit a
short movie as a collaborative main
project.
√
D. Reflect on the process of making
movies and on their own
experiences.
√
√
√
Suggested Activities
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

Creating scenes
Writing stories (treatment) and screenplay format
Planning shots and direction
Digital filming using Canon or Sony HD cameras
Reading materials and handouts
Watching clips of classic films
Analyzing shots and actions of characters
Editing in iMovie or Movie maker
Problem-solving
Lectures by guest speakers
Suggested Materials




Teacher-generated handouts and film clips from movies or Utube
Shot by Shot by Steven D. Katz
Digital Filmmaking 101 by Dale Newton and John Gaspard
IMDb web site: lists of films and scripts for study and practice
Entry Criteria
Current registration in Level 4-6 core courses
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks, submission of at least 80%
of writing journal entries
169
IEPA 049 News and Views
Course Description
In IEPA 049 News and Views, students obtain information from print and broadcast media
through reading newspaper and magazine articles, listening to radio news broadcasts, viewing
TV news broadcasts, and accessing news on the Internet. They learn strategies for locating
important information in print articles and identify main ideas and supporting details in written
and spoken news sources. Through in-class and out-of-class activities, students incorporate
information about current events in speaking and writing and learn to express informed opinions
that are supported by the information they gather from news sources.
Course Objectives
By the end of the course, students will be able to:
A. demonstrate understanding of English-language news sources, including newspapers, radio
and television news programs, the Internet, and academic journals.
B. use effective strategies to skim and scan texts and para-texts (e.g., headlines, advertisements)
for key information.
C. identify main ideas and supporting details from written and spoken news sources.
D. express informed opinions and ideas based on information gathered from the news.
170
Student Achievement Tasks
A. Demonstrate understanding of English-language news sources, including newspapers, radio
and television news programs, the Internet, and academic journals.
On in-class and at-home activities, students practice reading and listening to news in a
variety of different media. They learn to take useful notes on news items and discuss
information from those sources in pairs and small groups. To demonstrate their
understanding, students submit notes that are graded according to a rubric (see Note-Taking
Rubric) and take in-class quizzes and tests.
B. Use effective strategies to skim and scan texts and para-texts (e.g., headlines, advertisements)
for key information.
In class, students learn techniques for skimming and scanning print media for key
information. They demonstrate their skills by answering comprehension questions on timed
in-class assessments.
C. Identify main ideas and supporting details from written and spoken news sources.
Through in-class and at-home activities including small- and large-group discussions,
students learn to locate and identify main ideas and supporting details from a variety of news
media. They demonstrate their ability on in-class quizzes and tests.
D. Express informed opinions and ideas based on information gathered from the news.
Throughout the course, students work in small and large groups to develop and share their
opinions about topics of interest in the news. On in-class and at-home activities, they learn to
support their opinions by referring to factual information from a variety of sources. For their
final project, students work in small groups of 3-4 to compare information from a local
newspaper article with the responses of local residents. Students select a newspaper article
on a topic of interest, develop 3 survey questions, interview 5 native speakers about this
topic, and use the survey responses to inform their own opinions about the topic. During a 3to 4-minute graded final oral presentation that includes a visual (graphic) summary of the
responses, students share their results with the class (see Group Survey Rubric).
171
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
A. Demonstrate understanding of Englishlanguage news sources, including
newspapers, radio and television news
programs, the Internet, and academic
journals.
B. Use effective strategies to skim and scan
texts and para-texts (e.g., headlines,
advertisements) for key information.
Note-Taking

Response
Writing

Group Survey/
Presentation


Tests and
Quizzes


C. Identify main ideas and supporting details
from written and spoken news sources.




D. Express informed opinions and ideas based
on information gathered from the news.
172

Suggested Activities
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Reading the local newspaper
Listening to newscasts on television and via the Internet
Taking notes
Participating in small group and class discussions
Completing in-class assignments
Interviewing a guest speaker involved in some aspect of the news business
Visiting the local newspaper headquarters
Conducting a survey on information published in the news
Suggested Materials




Newsademic by Newsademic.com
Reading the News by Pete Sharma (International Herald Tribune (Recommended for higher
level classes)
Daily local newspapers contributed by the Gazette-Times Newspapers in Education program,
CNN and other news broadcasts
Newspapers—Resource Books for Teachers by Peter Grundy
Entry Criteria
Current registration in Level 4-6 core courses
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
173
IEPA 052 Guided Observation
Course Description
IEPA 052 is a six-hour course (three hours in the AE component and three to four hours
auditing an OSU course) designed to orient and prepare students for the American university
classroom. With the guidance of the instructor, students select an OSU course to observe all
term long in order to become more familiar with classroom practices and norms and to
develop English skills, especially listening and note-taking. In the three-hour Academic
English course component students discuss, write about, and compare their observation
courses and explore relevant topics in American higher education.
Course Objectives
By the end of the course students will be able to:
A. describe and analyze American university classroom practices and interactions.
B. improve their note-taking skills and strategies.
C. locate and research information about campus resources.
174
Student Achievement Tasks
A. Describe and analyze American university classroom practices and interactions.
In class, students learn about and discuss such topics as the structure of the American
university classroom, expectations in student-teacher interactions, the university syllabus,
and assessment practices. As homework, they complete four or more Discussion Board
responses based on the OSU course they are auditing and topics covered in the AE
component of the course. They also respond to their classmates’ postings (see Discussion
Board Participation Guidelines).
During the last ten days of the course, students complete a take-home final examination
that requires that they describe and analyze their observation experience and their work in
the AE component. (See Take Home Final Rubric.)
B. Improve their note-taking skills and strategies.
In class, students learn different methods of note-taking organization. They also learn
active strategies in order to make their note-taking more effective. Students practice
taking notes while listening to example academic lectures or guest speakers.
Students take notes in their OSU audit classes and turn them in weekly for grading and
feedback. They are required to turn in notes for a minimum of 85% of the OSU classes
they are attending in order to pass IEPA 052. OSU audit notes are graded according to a
rubric (see Note-Taking Rubric).
Students also reflect on their note-taking skills and strategies as part of the written takehome final.
C. Locate and research information about campus resources.
Students locate and research information about a university service and then present what
they’ve learned to their classmates in a five- to ten-minute presentation. Components of
this assignment include interviewing a staff/faculty member associated with the service;
locating additional information about the service from the Internet, brochures, or other
material; and synthesizing this research into an oral presentation. Presentations are
evaluated on content (including interview), language, delivery, visuals, and responses to
classmates’ questions (see Final Presentation Rubric).
175
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
Discussion
Board
A. Describe and analyze
American university
classroom practices and
interactions.
Notes from
Audit Course

Written TakeHome final
Final
Presentation

B. Improve their note-taking skills
and strategies.

C. Locate and research information
about campus resources.

176
Suggested Activities
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Selecting an appropriate OSU class to observe and obtaining permission to observe
Scanning university schedule of classes and catalog
Analyzing and compare university course syllabi and quizzes/tests/examinations
Discussion Board responses to assigned topics
Classroom discussion: dyads, small group, and whole group
Note-taking in observation class and the AE component
Attending a campus activity and writing a reaction report
Viewing short videotapes on relevant topics in American higher education
Drawing a diagram educational system in their countries
Comparing observation class to their own educational experiences
Analyzing time management skills
Identifying common causes of academic difficulty for international students and solutions
Researching and making an oral presentation about a university service
Written take home final
Guest speakers
Suggested Materials
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Teacher-generated course materials
Permission form for students to audit an OSU course
OSU Schedule of Classes (on-line)
OSU Bulletin (on-line)
OSU website
OSU course syllabi samples
OSU course exam samples
The Real Thing
Secrets to College Success videotape
“Higher Education in the U.S.” videotape segment from Bridges to College Success
Time Management videotape
Entry Criteria
Current registration in Level 5 and 6 courses
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks and OSU audit notes
submitted for a minimum of 85% of classes attended
177
IEPA 055 TOEFL Preparation
Course Description
In IEPA 055, students increase their familiarity with and success on the TOEFL. They learn
about the structure of the test and how to follow directions; they also learn about the question
types that are included on the TOEFL and specific test-taking strategies for each section of the
test. On in-class practice and homework assignments, students work to improve their reading,
writing, listening, speaking, and grammar skills. They increase their accuracy on the various
components of the TOEFL by identifying areas of personal weakness and by focusing on those
skills on practice tests and in-class quizzes. This course is targeted at Level 5 or 6 students or
students.
Course Objectives
By the end of the term, students will be able to:
A. recognize and understand the instructions of a variety of question types on all sections of the
TOEFL.
B. develop test-taking strategies to increase success on the TOEFL.
C. identify strong and weak areas in their English proficiency.
D. complete TOEFL tasks with increased accuracy.
178
Student Achievement Tasks
A. Recognize and understand the instructions of a variety of question types on all sections of the
TOEFL.
Students read directions for different sections of the TOEFL test and learn about the different
types of skill questions within each section. They discuss directions and questions in class
and complete practice exercises to improve their ability to correctly complete TOEFL tasks.
Students demonstrate their understanding by completing simulated TOEFL tests or exercises
that include authentic instructions and question types.
B. Develop test-taking strategies to increase success on the TOEFL.
Students become familiar with the structure of the TOEFL and develop strategies to increase
their ability to correctly complete TOEFL tasks. Students demonstrate familiarity with
structures and strategies through completion of in-class and homework exercises and practice
tests.
C. Identify strong and weak areas in their English proficiency.
After students complete simulated TOEFL tests and practice exercises, they analyze their
correct and incorrect answers and identify the skill(s) assessed by those items in order to
create an individual plan of study.
D. Complete TOEFL tasks with increased accuracy.
Students complete simulated TOEFL tests and practice exercises and measure their progress
according to the percentage of questions they answer correctly in each skill area. Students
demonstrate increased accuracy by completing an identical test at the beginning and at the
end of the term.
179
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
Homework
Assignments
A. Recognize and understand the instructions of a
variety of question types on all sections of the
TOEFL.
B. Develop test-taking strategies to increase success on
the TOEFL.
Tests and Quizzes




C. Identify strong and weak areas in their English
proficiency.

D. Complete TOEFL tasks with increased accuracy.

Suggested Activities
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


Practice tests
Textbook activities
Homework assignments
Pair practice
Note-taking
Class discussion
Strategy checklist
Suggested Materials

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

Longman Preparation Course for the TOEFL Test: Next Generation iBT by Deborah
Phillips (Textbook, CD-ROM, Audio CDs)
Cracking the TOEFL iBT by The Princeton Review
The Official Guide to the New TOEFL iBT by ETS
Teacher-generated handouts
Entry Criteria
Current registration in Level 5 or 6 required courses; Graduate Pathways students
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
180
IEPA 057 Advanced Grammar through Writing
Course Description
In IEPA 057, students increase their ability to recognize and use correct advanced grammar
structures in their writing. Students develop increased fluency and accuracy in written English
and demonstrate advanced English proficiency in writing.
Course Objectives
By the end of the term, students will be able to:
A. use target structures correctly in process writing, demonstrating increased accuracy from first
to final draft (see Scope of Structures on next page).
B. use target structures correctly in homework, in-class work, and other writing assignments.
C. recognize and correct errors in writing related to target structures.
181
Scope of Structures
 Review and expansion of intermediate structures, esp. gerunds/infinitives, passive voice,
adjective and adverb clauses, articles, discourse markers, modals, conditionals and word
forms, as needed
 Indirect speech
 Noun clauses
 Noun modifiers
 Reduced clauses, appositives
 Sentence length and variety as well as correctness
 Subjunctives (brief introduction)
 Use of the passive voice and parallel ideas in academic writing
 Modals: ability, necessity, certainty, requests, permission, advice, and suggestions
 Definite versus indefinite articles
 Reduced clauses and phrases
 Connectors (coordination, subordination, transitions)
 Review of verb tenses
182
Student Achievement Tasks
A. Use target structures correctly in process writing, demonstrating increased accuracy from
first to final draft.
During the term, students write three to four 2- to 3-page essays that use target structures.
This process includes brainstorming and outlining, production of an in-class first draft, peer
review and production of a second draft, instructor corrective feedback, and out-of-class
production of a final draft.
Students submit both second and final drafts to the instructor to demonstrate increased
accuracy in their use of target structures. Compositions are graded according to a rubric;
students should use target structures correctly 73% of the time in a second draft and, with
instructor corrective feedback, 90% of the time in a final draft.
B. Use target structures correctly in homework, in-class work, and other writing assignments.
Students complete targeted workbook-style exercises, communicative activities, and
individual and group writing assignments in order to practice using target structures
accurately.
They demonstrate their ability to use target structures correctly through graded homework
and items on quizzes and tests. They also submit process writing assignments and complete a
final writing exam, all of which are graded according to a rubric.
C. Recognize and correct errors in writing related to target structures.
Through homework and workbook exercises, classroom exercises, reviewing other students’
writing, and feedback on process essays, students learn to recognize and correct errors related
to target structures.
Students demonstrate error recognition and correction on graded grammar tasks, quizzes, and
the final exam.
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Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Course Objectives
A. Use target structures correctly
in process writing,
demonstrating increased
accuracy from first to final
draft.
B. Use target structures correctly
in homework, in-class work,
and other writing assignments.
C. Recognize and correct errors in
writing related to target
structures
Graded
Grammar Tasks
Quizzes
Multi-draft
Writing
Final Exam
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√
√
√
√
√
√
Suggested Activities
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Grammar explanations
In-class and homework book, workbook, and teacher-generated exercises (in print or on the
computer)
Grammar structure drills and practice on the computer
Sentence- and paragraph-level writing done in class and as homework
Essay writing and revision
In-class discussion with a focus on the targeted structures
Suggested Materials
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Focus on Grammar 5A, 5B (3rd ed.)
Grammar Sense 4
Teacher-generated handouts and materials
Entry Criteria
Current registration in Level 5 or 6 required courses
Exit Criteria
To pass the course, students must earn a 73% or higher average for all significant assessment
tasks. Students must also demonstrate use of target structures correctly in writing 90% of the
time with instructor corrective feedback.
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IEPA 059 Advanced Vocabulary Building
Course Description
In IEPA 059, students learn to understand and produce at least 150 target words from the
Academic Word List. They develop skills and strategies to decode unfamiliar words and—
through self-assessment, reflection, reading, word study strategies, discussion, writing, and
games—learn to use target words accurately in speaking and writing. This course is targeted at
Level 5 or 6 students.
Course Objectives
By the end of the term, students will be able to:
A. recognize and use at least 150 target words from the Academic Word List.
B. use effective strategies to decode unfamiliar words and to expand their own
vocabularies.
Student Achievement Tasks
A. Recognize and use at least 150 target words from the Academic Word List.
Through in-class and at-home activities, students learn to recognize at least 150
words from the Academic Word List in reading and listening, and they learn to use
those words accurately in writing and speaking. Students demonstrate their ability to
comprehend and correctly use target vocabulary on tests, in-class activities, and
homework assignments.
B. Use effective strategies to decode unfamiliar words and to expand their own
vocabularies.
Through in-class and at-home activities, students learn word decoding strategies
including using affixes, word families, and collocation to help understand unfamiliar
words. Students also practice strategies to learn target vocabulary, such as using
personal lists, flashcards, and dictionaries. Students demonstrate effective decoding
and vocabulary expansion strategies on tests, in-class activities, and homework
assignments.
185
Objectives and Assessment Correlation Chart
Significant Assessment Tasks
Objectives
Tests and Quizzes
A. Recognize and use at least 150 target
words from the Academic Word List.
B. Use effective strategies to decode
unfamiliar words and to expand their own
vocabularies.
Homework
Assignments
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Suggested Activities
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Previewing target words and academic reading passages
Self-assessing knowledge of target words
Reading unedited passages containing target words
Recognizing roots, affixes, and inflected forms
Identifying and interpreting word functions and families
Recognizing and manipulating appropriate collocations
Developing word learning resources such as flash cards and personal lists
Developing dictionary skills
Using target words in conversations and games
Discussing topics using target words in meaningful contexts
Expanding students' knowledge of target words through writing
Suggested Materials
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Focus on Vocabulary: Mastering the Academic Word List
College Vocabulary 4
Teacher-generated handouts
Entry Criteria
Current registration in Level 5 or 6 core classes
Exit Criteria
Passing (73% or higher) performance on significant assessment tasks
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