B. ENGLISH AS A FOREIGN LANGUAGE (EFL) SYLLABI .

2y ago
134 Views
7 Downloads
433.14 KB
62 Pages
Last View : 14d ago
Last Download : 2m ago
Upload by : Ronan Garica
Transcription

B. ENGLISH AS A FOREIGN LANGUAGE (EFL)SYLLABICommunication CoursesPRPC 0011PRPC 0021PRPC 0031PRPC 0041PRPC 0051PRPC 0061Preparation Year ProgramLow-Beginning Communication SkillsHigh-Beginning Communication SkillsLow-Intermediate Communication SkillsHigh-Intermediate Communication SkillsLow-Advanced Communication SkillsHigh-Advanced Communication SkillsPage 31

Course Title: PRPC 0011: Low-Beginning Communication SkillsSemester Credit Hours: 0I.Course OverviewPRPC 0011 is a foundation course for low-proficiency EFL learners. Itintroduces students to basic reading skills, vocabulary for basiccommunication, speaking routines and patterns, and listening forcomprehension and response. This course introduces PMU students to thestudent-centered, highly active and interactive EFL classroomenvironment and the expectations in that environment.II.PMU Competencies and Learning OutcomesCommunication (reading, writing, listening, and speaking in English) isthe predominant student competency developed by this course. Criticalthinking is developed through reading activities that require discriminatingbetween main ideas and details, predicting, and making inferences.Teamwork is emphasized in a large variety of group activities in theclassroom. Information technology skills are developed as students useword-processing, e-mail, software packages, and the Internet to completehomework assignments.III.Detailed Course DescriptionThis course introduces the lower-proficiency EFL learner to (1) readingfor comprehension by developing reading skills, (2) active and minimalpassive vocabulary acquisition, (3) speaking for general communicativepurposes, and (4) active listening for comprehension and production of anappropriate response. In a classroom based on an integrative approach –comprised of student-centered, interactive activities – the learner acquiresbeginning-level communicative competence in reading, vocabulary,speaking, and listening. Extensive follow-up practice takes place with theuse of EFL software.IV.Requirements FulfilledThis course is the low-beginning EFL communication course (Level 1) inthe Preparation Year Program. Successful completion of the program,which includes six levels of communication courses, is required foradmission to the PMU.V.Required PrerequisitesThis course does not have a prerequisite.Preparation Year ProgramPage 32

VI.Learning OutcomesA. To improve reading comprehension by developing reading skills:1. To practice intensive and extensive reading.2. To improve reading processing strategies through development ofthe following skills:a.b.c.d.e.f.g.h.i.To recognize words and their pronoun references.To recognize phrases and be able to read them orally.To recall details.To sequence events in chronological order.To practice prediction skills.To read for oral reconstruction.To skim and scan written materials.To extract main ideas and supporting ideas.To begin to make inferences from written materials.B. To develop active and passive vocabulary recognition and usage.1. To increase active vocabulary.2. To recognize word forms--nouns, verbs, adjective, adverbs, andprepositions in sentences.3. To begin to develop word attack skills.a. To use context clues.b. To learn word classifications (notional groups, antonyms,synonyms).c. To learn dictionary skills.C. To improve listening and speaking skills, to improve communicativecompetence, to improve pronunciation and intelligibility, and todevelop listening strategies for a variety of listening tasks.1. To follow oral directions.2. To engage appropriately and correctly in basic speech routines andbasic conversations.3. To reproduce received speech accurately orally and in writing.VII.Assessment StrategyAt the low-beginning level of EFL communication instruction, each of thefour skill areas (reading, vocabulary, listening, and speaking) is weightedequally, each accounting for 25% of the final class grade. Grades aregenerated by homework, in-class participation and productivity, dailyquizzes, weekly examinations, and final examinations. Daily homework: daily short reading assignments, vocabularyassignments, and listening/speaking activities using EFL software.In-class participation: presentation of homework, oral responses,language games, interactive group work, and similar exercises.Examinations: reading comprehension tests (main idea, details,sequencing), frequent vocabulary testing through a variety ofactivities, listening dictation and comprehension tests, andspeaking assessments.Preparation Year ProgramPage 33

Term grades:15% Daily quizzes and 7 weekly vocabulary tests (Weeks 1, 2, 3, 4,5, 6, 7)15% 3 Reading skills tests (Weeks 3, 5, and 7)15% 4 Speaking tests (Weeks 2, 4, 6, and 7)15% 7 Listening tests (Weeks 1, 2, 3, 4, 5, 6, 7)Final Examinations (Week 8)10% Vocabulary10% Reading10% Listening10% Speaking – Oral interview on speech routinesVIII. Course FormatThis course is interactive and student-centered. An underlying tenet ofcommunication class instruction is: “Prepare at home and participate inclass.” Thus, students are expected to complete homework (reading,vocabulary, and listening/speaking assignments) in order to be preparedfor communicative follow-up activities in class. Minimal time will bespent checking homework. Primarily, students will participate in a varietyof structured activities in class that1.2.3.4.require individual preparation (via homework)practice, combine, and consolidate skillsengage various and multiple sensesrequire the student to be active in his or her own learning.Classroom Hours (20 hours per week)IX.Class: 10Workshop: 10 (studentscomplete out-of-classassignments)Topics to be CoveredA. In reading comprehension development in the low-beginning EFLcommunication course, the desired competencies and learningoutcomes (VI. Learning Outcomes, above) are the content of the class.A variety of subject matter in the required textbooks is used to providecontent and context for structured reading activities that developstudents’ skills, strategies, and word attack skills.Preparation Year ProgramPage 34

B. In vocabulary development, the topics for low-beginning EFL studentsare specifically content-based. At the low-beginning level, vocabularyis general (not specifically academic preparatory):1. Everyday language2. People3. Family4. The home5. The market6. Meal time7. Clothes8. Health9. The community10. Transportation11. Work12. RecreationC. In listening/speaking development, the topics directly relate to thespeech routines and functions being introduced and practiced:1. Meeting people2. Personal information3. The family4. The home and the neighborhood5. Ongoing concerns6. Daily routines7. Food and food shopping8. Travel and leisure9. Skills and abilities10. Past activities and future plansX.Laboratory ExercisesThis course requires the student to spend a minimum of five hours weeklyoutside of class working with assigned and self-selected EFL software.XI.Technology ComponentInformation Technology skills are used as students use word processing,e-mail, software packages, and the Internet to complete homeworkassignments. Students are assigned reading, vocabulary, listening, andspeaking activities to complete using EFL software.XII.Special Projects/ActivitiesThis course does not require a special project.Preparation Year ProgramPage 35

XIII. Textbooks and Teaching AidsA. Required Textbooks1. Readinga. Folse, Keith. Beginning Reading Practices: Building Readingand Vocabulary Strategies. Ann Arbor, Michigan, USA: Univ.of Michigan Press, 1993.ISBN 0472083945b. Heyer, Sandra. Easy True Stories. White Plains, NY, USA:Pearson Education, 1994.ISBN 080131089X2. Vocabularya. Gramer, Margot. The Basic Oxford Picture Dictionary,Monolingual. New York, NY, USA: Oxford Univ. Press, 1994.ISBN 0194344681b. Adelson-Goldstein, Jayme, Fiona Armstrong and NormaShapiro. The Basic Oxford Picture Dictionary Workbook. NewYork, NY, USA: Oxford Univ. Press, 1994.ISBN 019434567X3. Listening/SpeakingBrown, H. Douglas, et al. New Vistas I. White Plains, NY, USA:Prentice Hall Regents, 1999.Student book:ISBN 013908195XWorkbook:ISBN 013-9082034Audio Program:ISBN 0139082298Teacher’s Manual:ISBN 0139082115B. Alternative TextbooksNoneC. Supplemental Print MaterialsA variety of graded readers for extensive reading out of class, such asCambridge English Readers, Longman Originals, Longman Classics,Penguin Readers from Pearson Education, Heinemann GuidedReaders, and Oxford Bookworms.D. Supplemental Online MaterialsComputer Software: American Language Academy. English Mastery.http://www.ala-usa.com/english mastery.htmPreparation Year ProgramPage 36

Course Title: PRPC 0021: High-Beginning Communication SkillsSemester Credit Hours: 0I.Course OverviewPRPC 0021 consolidates basic reading, vocabulary acquisition, speaking,and listening skills learned at the low-beginning level. It further introducesstudents to the reading skills and vocabulary-acquisition strategies andapproaches that will characterize all EFL classes at the PMU. Emphasis ongeneral speaking, active listening, and pronunciation skills continue in anintegrated approach using more complex material. The classroom isstudent-centered and interactive.II.PMU Competencies and Learning OutcomesCommunication (reading, writing, listening, and speaking in English) isthe predominant student competency developed by this course. Criticalthinking is further developed through high-beginning reading activitiessuch as textual analysis for contrast and cause-effect relationships,predicting, inferencing, and recognizing fact versus opinions. Teamworkis emphasized in a large variety of group activities in the classroom.Information technology skills are developed as students use wordprocessing, e-mail, software packages, and the Internet to completehomework assignments.III.Detailed Course DescriptionThis course continues to build the skills of the EFL learner to (1) read forcomprehension by developing reading skills, (2) acquire active andpassive vocabulary, (3) practice speaking for general communicativepurposes, and (4) listen for comprehension and production of anappropriate response. In a classroom based on an integrative approach –comprised of student-centered, interactive activities – the learner acquireshigh-beginning level communicative competence in reading, vocabulary,speaking, and listening. Follow-up practice takes place with the use ofEFL software.IV.Requirements FulfilledThis course is the high-beginning EFL communication course (Level 2) inthe Preparation Year Program. Successful completion of the program,which includes six levels of communication courses, is required foradmission to the PMU.V.Required PrerequisitesSuccessful completion of PRPC 0011 (Level 1), or assignment to Level 2following placement tests at the beginning of the Preparation YearProgram.Preparation Year ProgramPage 37

VI.Learning OutcomesA. To improve reading comprehension by continuing the development ofall reading skills introduced in Level 1, with a number of additionalskills:1. To practice intensive and extensive reading.2. To improve reading processing strategies through development ofthe following skills:a.b.c.d.e.f.g.h.i.j.k.l.m.To recognize words and their pronoun references.To recognize phrases and be able to read them orally.To recall details.To sequence events in chronological order.To practice prediction skills.To read for oral and written reconstruction.To skim and scan written materials.To extract main ideas and supporting ideas.To improve the rate of reading while maintainingcomprehension.To analyze sentences, paragraphs, and passages – contextualanalysis (for example, word meaning), syntactical analysis (forexample, word forms), and textual analysis (for example,contrast and cause-effect relationships).To paraphrase.To summarize.To practice critical reading skills, including inferencing andrecognizing fact versus opinion.B. To develop active and passive vocabulary recognition and usage.1. To increase active vocabulary.2. To recognize word forms (nouns, verbs, adjective, adverbs, andprepositions) in sentences.3. To begin to develop word attack skills.a. To use context clues.b. To learn word classifications (notional groups, antonyms,synonyms).c. To learn dictionary skills.d. To learn word parts: stems and affixes.4. To learn monolingual dictionary-use skills.C. To improve listening and speaking skills, to improve communicativecompetence, to improve pronunciation and intelligibility, and todevelop listening strategies for a variety of listening tasks.1. To follow oral directions.2. To engage appropriately and correctly in speech routines and basicconversations.3. To understand and reproduce received speech accurately orally andin writing.4. To participate appropriately in discussions.Preparation Year ProgramPage 38

5. To use self-generated, appropriate language in a variety ofcommon situations.6. To make brief group and individual presentations.VII.Assessment StrategyAt the high-beginning level of EFL communication instruction, each ofthe four skill areas (reading, vocabulary, listening, and speaking) isweighted equally, each accounting for 25% of the final class grade. Gradesare generated by homework, in-class participation and productivity, dailyquizzes, weekly examinations, and final examinations. Daily homework: daily short reading assignments, vocabularyassignments, and listening/speaking activities with the use of EFLsoftware.In-class participation: presentation of homework, oral responses,language games, interactive group work, and similar exercises.Examinations: reading comprehension tests (main idea, details,sequencing), frequent vocabulary testing through a variety ofactivities, listening dictation and comprehension tests, andspeaking assessments.Term grades:15% Daily quizzes and 7 weekly vocabulary tests (Weeks 1, 2, 3, 4,5, 6, 7)15% 3 Reading skills tests (Weeks 3, 5, and 7)15% 4 Speaking tests (Weeks 2, 4, 6, and 7)15% 7 Listening tests (Weeks 1, 2, 3, 4, 5, 6, 7)Final Examinations (Week 8)10% Vocabulary10% Reading10% Listening10% Speaking – Oral interview on speech routinesVIII. Course FormatThis course is interactive and student-centered. An underlying tenet ofcommunication class instruction is: “Prepare at home and participate inclass.” Thus, students are expected to complete homework (reading,vocabulary, and listening/speaking assignments) in order to be preparedfor communicative follow-up activities in class. Minimal time will bespent checking homework; primarily, students will participate in a varietyof structured activities in class that1.2.3.4.require individual preparation (via homework)practice, combine, and consolidate skillsengage various and multiple sensesrequire the student to be active in his or her own learning.Classroom Hours (20 hours per week)Preparation Year ProgramClass: 10Workshop: 10 (studentscomplete out-of-classassignments)Page 39

IX.Topics to be CoveredA. In reading comprehension development in the high-beginning EFLcommunication course, the desired competencies and learningoutcomes (VI. Learning Outcomes, above) are the content of the class.A variety of subject matter in the required textbooks is used to providecontent and context for structured reading activities that developstudents’ reading skills, strategies, and word attack skills.B. In vocabulary development at the high-beginning level, the emphasisis on active vocabulary acquisition through reading and throughpracticing various specific word-attack skills. A variety of subjectmatter in the required textbooks is used to provide content and contextfor structured vocabulary acquisition.C. In listening/speaking development, the topics directly relate to thespeech functions, listening skills, and pronunciation features that arebeing emphasized. Topics included in the listening/speaking activitiesinclude the following:1. Leisure activities2. Verifying names, titles, addresses, dates, times, locations, etc.3. Automobiles, travel, vacations4. Describing people, places, objects5. Fitness6. Shopping7. Making plans8. Talking about the future9. Talking about the news10. The environment11. Starting a business12. Giving opinionsX.Laboratory ExercisesThis course requires the student to spend a minimum of five hours weeklyoutside of class working with assigned and self-selected EFL software.XI.Technology ComponentInformation technology skills are used as students use word processing, email, software packages, and the Internet to complete homeworkassignments. Students are assigned reading, vocabulary, listening, andspeaking activities to using EFL software.XII.Special Projects/ActivitiesThis course does not require a special project.Preparation Year ProgramPage 40

XIII. Textbooks and Teaching AidsA. Required Textbooks1. Reading and Vocabularya. Folse, Keith. Intermediate Reading Practices: BuildingReading & Vocabulary Skills. Revised Edition. Ann Arbor,Michigan: University of Michigan Press, 1993.ISBN 047208206Xb. Blanchard, Karen and Christine Root. For Your Information I.White Plains, NY, USA: Longman, 1996.ISBN 020183409x2. Listening/Speakinga. Webster, Megan and Judy DeFilippo. So to Speak 2:Integrating Speaking, Listening, and Pronunciation. NewYork, NY, USA, Houghton Mifflin Co., 1999.Student Book:ISBN 0395874068Audiocassette:ISBN 0395874076b. Richards, Jack. Basic Tactics for Listening. New York, N.Y,USA, Oxford University Press, 1996.Student Book:ISBN 0194345874Teacher’s Book: ISBN 0194345882Audiocassettes: ISBN 0194345890B. Alternative TextbooksNoneC. Supplemental Print Materials1. A variety of graded readers for extensive reading out of class, suchas Cambridge English Readers, Longman Originals, LongmanClassics, Penguin Readers from Pearson Education, HeinemannGuided Readers, and Oxford Bookworms.2. Longman Basic Dictionary of American English, Old Tappan, N.J.,USA: Pearson Education.ISBN 058233251-6D. Supplemental Online MaterialsComputer Software: American Language Academy. English Mastery.http://www.ala-usa.com/english mastery.htmPreparation Year ProgramPage 41

Course Title: PRPC 0031: Low-Intermediate Communication SkillsSemester Credit Hours: 0I.Course OverviewPRPC 0031 moves students beyond passive reading to a more active,analytical approach to the material. Students begin structured study ofhigh-frequency academic words from the Academic Word List. Listeningactivities develop students’ facility in understanding material organizedaccording to major patterns of thought and speech. All previous reading,vocabulary, speaking, and listening skills are reviewed and furtherdeveloped using higher-level materials and an integrated-skills approach.II.PMU Competencies and Learning OutcomesCommunication (reading, writing, listening, and speaking in English) isthe predominant student competency developed by this course. Criticalthinking and problem solving are developed through reading activities thatrequire students to move beyond passive reading to a more active,analytical approach to the material. Similarly, listening activities developstudents’ facility in understanding material organized according to majorrhetorical patterns of speech and thought. Teamwork is emphasized in alarge variety of group activities in the classroom. Information technologyskills are developed as students use word-processing, e-mail, softwarepackages, and the Internet to complete homework assignments.III.Detailed Course DescriptionThis course continues to build the skills of the EFL learner to (1) read forcomprehension by developing reading and word attack skills, (2) acquireactive and passive vocabulary, adding academic vocabulary based on theAcademic Word List (AWL), compiled by Averil Coxhead in 1998, (3)practice speaking for general and academic purposes, and (4) listen forcomprehension of materials based on the major rhetorical patterns ofspeech and thought, and produce appropriate responses. In a classroombased on an integrative ap

A variety of graded readers for extensive reading out of class, such as Cambridge English Readers, Longman Originals, Longman Classics, Penguin Readers from Pearson Education, Heinemann Guided Readers, and Oxford Bookworms. D. Supplemental Online Materials Compu

Related Documents:

I. Foreign Exchange Rate Determination The foreign exchange rate is the price of a foreign currency. As any other price, it is determined by the interaction of demand and supply for the foreign currency (FX). -FX is demanded to buy foreign goods and services (imports), and to buy foreign financial assets (capital outflows).

Media Articles Business Week (19 Feb 2007 issue) Doctrine: Journal of General Military Review, Issue 3 Foreign Policy in Focus, “Prospects for al-Qaeda” (24 Jan 2003) Foreign Policy (Jan-Feb 2008) Foreign Policy (March-Apr 2008) Foreign Policy (May-June 2008) Foreign Policy (Nov-Dec 2008) Foreign Policy (Sept-Oct 2008)

Title: Std. 5th Perfect English Balbharati Workbook, English Medium (MH Board) Author: Target Publications Subject: English Balbharati Keywords: 5th std books maharashtra board, fifth standard english medium maharashtra board, 5th std english book, 5th std english digest, 5th std english lessons, std v english book, 5th standard english guide maharashtra b

French English or German English; instead we have a variety of English spoken in India, such as Hindi English, Bengali English, Urdu English, Tamil English, Kannada English, Malayalam English, Telugu English based on all these variations it can be named as Ind

3 www.understandquran.com ‡m wQwb‡q †bq, †K‡o †bq (ف ط خ) rُ sَ _ْ یَ hLbB َ 9 آُ Zviv P‡j, nv‡U (ي ش م) اْ \َ َ hLb .:اذَإِ AÜKvi nq (م ل ظ) َ9َmْ أَ Zviv uvovj اْ ُ Kَ hw ْ َ Pvb (ء ي ش) ءَ Cﺵَ mewKQy ءٍ ْdﺵَ bِّ آُ kw³kvjx, ¶gZvevb ٌ یْ"ِKَ i“Kz- 3

4 Rig Veda I Praise Agni, the Chosen Mediator, the Shining One, the Minister, the summoner, who most grants ecstasy. Yajur Veda i̱ṣe tvo̱rje tv ā̍ vā̱yava̍s sthop ā̱yava̍s stha d e̱vo v a̍s savi̱tā prārpa̍yat u̱śreṣṭha̍tam āya̱

The foreign tax credit can also be claimed by taxpayers living in the United States for taxes paid to foreign countries on income earned from foreign sources. In 1987, over 661,000 taxpayers claimed foreign tax credits of about 1 billion. IRS could not tell us how many persons taking foreign tax credits lived in foreign

Foreign investors should familiarise themselves with Australia's foreign investment framework and ensure they comply with the law. Failure to do so may result in the imposition of penalties. The foreign investment review framework The foreign investment review framework is set by the . Foreign Acquisitions and Takeovers Act 1975 (the Act) and the