English Language Enhancement Course - Full PDF

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Summary

Learning Objectives:
The course is designed to enhance the English language skills and competencies
of students in the following areas; listening, speaking, reading, writing and grammar . The course content provides general training and exposure to the context of major English language t...

Description

English 2 English Language Enhancement Course

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Introduction The modules aim to develop students’ overall communicative competence with the focus on meeting their immediate personal and academic needs. It is composed of 5 units with 14 modules. Students will undergo 16 weeks of 3 hours classroom instructions per week. (mode of instruction and meeting to be decided) A pre-assessment test is administered before the commencement of the course to assess the proficiency of the students in all the four areas of communication (Listening, Speaking, Reading and Writing and grammar. (Optional-since the intermediate level is pre-determined by the author for university level in the Philippines) This module will develop students’ confidence and abilities in the English language in terms of their comprehension and abilities of spoken and written English. Emphasis will be placed not only on the enhancement of their ability in such skills that are clearly essential as successful university students but also for the success of their future careers in an increasingly globalized world, where English is the international language. Enhancement activities will address issues of universal design focused specifically on the globally accepted English language tests that determine the level of English This module will include varied activities. The instructor will employ formative assessment modes which will include exams (prelim, midterm exam and a final exam). In addition to term exams, there will also be activities, exercises and at least a unit quiz, as well as homework assignments, at the discretion of the instructor. The use of varied assessment modes is intended to help motivate student learning and contribute towards their enjoyment of a holistic educational experience. The final assessment of one’s performance in the course will be based on attendance, class participation, written assignments, oral presentations, class tests, and examinations. As a general guideline, for every class meeting instruction (online), a student can expect to invest an equivalent number of hours of self-study at the minimum. Modules can be taken independently. The students are required to have sincere dedication and commitment towards independent learning. Plagiarism and Academic Dishonesty: Students’ work must be their own. Plagiarism will not be tolerated at any level. Plagiarism consists of using another author's words without proper identification and documentation of that author. Be advised that any student caught plagiarizing will automatically fail the plagiarized assignment and will be subject to academic discipline. In addition, any form of cheating, such as copying another student’s work, fabrication of sources, or the act, deliberately or unconsciously, of passing another author's work are not allowed and will also be subjected to disciplinary actions. Methods of learning English are highly variable depending on the student's level of English proficiency and the manner and setting in which they are taught educational materials (including spoken lectures and written assignments there are two distinct models for teaching English: Educational programs for students who want to move to English-speaking countries, and other programs for students who do not intend to move

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but who want to understand English content for the purposes of education, entertainment, employment or conducting international business. The differences between these two models of English language education have grown larger over time, and teachers focusing on each model have used different terminology, received different training, and formed separate professional associations. The four skills of language (also known as the four skills of language learning) are a set of four capabilities that allow an individual to comprehend and produce spoken language for proper and effective interpersonal communication. These skills are Listening, Speaking, Reading, and Writing. In the context of first-language acquisition, the four skills are most often acquired in the order of listening first, then speaking, then possibly reading and writing. For this reason, these capabilities are often called LSRW skills. Listening is the first language skill we acquire in our native language. It is what is known as a receptive skill, or a passive skill, as it requires us to use our ears and our brains to comprehend language as it is being spoken to us. It is the first of two natural language skills, which are required by natural spoken languages. Speaking is the second language skill we acquire in our native language. It is what is known as a productive skill, or an active skill, as it requires us to use our vocal tract and our brains to correctly produce language through sound. It is the second of two natural language skills. Reading is the third language skill we may acquire in our native language. As with listening, it is a receptive, or passive skill, as it requires us to use our eyes and our brains to comprehend the written equivalent of spoken language. It is one of the two artificial language skills, as not natural spoken languages have a writing system. Writing is the fourth language skill we may acquire in our native language. As with speaking, it is a productive, or active skill, as it requires us to use our hands and our brains to produce the written symbols that represent our spoken language. Along with reading, it is one of the two artificial language skills, as not natural spoken languages have a writing system. Each unit of this module consists of a self-practice activity. The enhancement exercises are for self-development purposes and need not be submitted to anybody. The goal of the module is to develop your language learning skills. The exercises are also meant to encourage you to think about and devise some independent self-practices that could make your learning more exciting and relevant.

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TABLE OF CONTENTS Introduction Acknowledgement Course Structure Unit 1 Grammar Review Module 1

Module 2

Module 3 Unit 2

The English Language English as an International Language Levels of Usage Comparison of British and American English Grammar Review Subject Verb Agreement Pronoun Usage Modifiers Parallelism Comparisons Verb Tenses Diction review Common Errors in English Helpful tips to improve English

Listening Skills Enhancement Module 4 Module 5 Module 6

Listening for Pronunciation Listening for detail Listening for Main idea

Unit 3 Reading Skills Enhancement Module 7 Module 8 Module 9 Module10

Summary Completion Reading for Information Matching Reading for detail and main ideas

Unit 4 Writing Skills Enhancement Module 11 Integrated Writing Module12 Independent Writing Unit 5 Speaking Skills Enhancement Module 13 Social Functions Module 14 Independent Questions References URS-IM-AA-CI-0175

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WELCOME ! Welcome to English 2 (English Language Enhancement Course) which is primarily focused on the integrated skills development in the four key areas of language learning Listening, Speaking, Reading & Writing with grammar enhancement. This course is designed primarily to improve the proficiency in English of students so the language can be used confidently, effectively, and efficiently in various situations; to effectively comprehend, explain and ultimately demonstrate intermediate to advanced abilities utilizing the global standard reading, listening, speaking and writing strategies and techniques ,exercises, quizzes, and formal assessments. The author, Cecilia Bias Anievas is a Doctor of Philosophy major in Educational Management ,a graduate of Master of Arts in Teaching major in English and also completed the academic requirements in Master of Arts in Education . At present an English Language Teacher in the College of Science at URS Morong Campus and a Lecturer in the Graduate School at URS Pililla Campus. An experienced instructor with more than 30 years in the field of teaching both here and abroad. She has specialized English training services and has taught various subjects in English. For the better part of her experience in teaching was in Bangkok Thailand at Assumption School and as an English Language Teacher and later became the Head Teacher at ECC Thailand. Her passion for teaching and guiding others has facilitated in hundreds of students fulfilling their personal and professional goals. Her constant desire to discover more effective and simplified methodologies in teaching English to learners has helped to define the professional instructor she is today. This is a work created through input from the following who worked together and gathered the best of all experiences in order to build better material for enhancement for all of our students in English in the university

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Course Title: English Language Enhancement Course Course Code : Eng. 2 Contact Hours: 54 hours / 3 hours per week Course Credit : 3 units Course Objectives Students will go through a range of activities and exercises to equip them with language learning principles as well as communicative strategies to build their selfconfidence help them attain the required standard in order to pursue further academic and/or professional programs, become independent learners and thinkers who will continue to develop their awareness and English language competency. Specific Objectives The course adopts a learner-centered, interactive, skills-integrated, and contentbased approach. At the end of the course, students are expected to: 1. Communicate ideas clearly in tasks relevant to specific discipline using authentic materials. 2. Develop critical thinking skills in coping with academic tasks. 3. Engage in appropriate conversation skills in real-world setting. 4. Promote the understanding of intercultural diversity. 5. Boost confidence in using the English language for life-long learning 6. develop grammatical competence, to communicate in the situations of daily and professional life at level of language proficiency according to “The Common European Framework of Reference for Languages.” 7. understand and write about texts, as well as produce original texts and apply the skills they have learned in the discipline to a variety of situations. 8. demonstrate the ability to respond to a text by employing personal experiences and critical analysis. 9. compose a variety of modes by developing content, employing specific forms and selecting language appropriate for a particular audience and purpose. 10. comprehend language by applying the conventions of Standard English in writing and speaking the content, organization and language use of texts. Course Description: The course is designed to enhance the English language skills and competencies of students in the following areas; listening, speaking, reading, writing and grammar . The course content provides general training and exposure to the context of major English language tests accepted globally like IELTS, TOEIC and TOEFL that measures the ability to use and understand English language as it is read, heard, spoken and written in university classrooms. This provides enhancement practice which reflects changes for the development in language learning while pursuing career, for future work promotion, COURSE STRUCTURE

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The course Eng. 2 consists of 5 instructional units divided into 14 modules namely: Unit 1 Grammar Review MODULE 1 English as an International Language Comparison of British and American English ,Levels of Usage (Standard, formal, informal, non-standard, dialect, slang 2 Fundamentals of English Familiar and Unfamiliar Words, Accuracy in use of words, Concrete use of Idioms 3 Common Errors verb tenses, degrees of comparison ,prepositions . articles) Unit 2

Listening Skills Enhancement 4

Listening for gist

5

Listening for main idea

6 Listening for detail Unit 3 Reading Skills Enhancement 7 Predicting Outcomes 8 Scanning and skimming 9

Identifying text structure and layout

10 Reading for detail and main ideas Unit 4 Writing Skills Enhancement 11 Writing simple, compound and complex sentences using coordinating conjunctions (and/so/but/or) and subordinators of time, reason and condition. 12 Using present simple and continuous, past simple and continuous, present perfect simple and future forms. Unit 5 Speaking Skills Enhancement 13 Conveying information, opinions and feelings 14 Holding conversations using opening and closing techniques

Class Approach

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Though there will never be a face to face meeting with your instructor and classmates in a physical classroom, this class is paced, which means that there is an established start and end date, and that students will have weekly deadlines to meet throughout the term. In each week of the course, students will be asked to participate in two primary activities: 1) a class lecture discussion about a core aspect of the course and 2) enhancement activities related to a formal course project. Like taking a course on campus, it will be important to keep up with the course work, as students will be required to participate in class discussions and submit assigned tasks that have specific time frames and deadlines associated with them

SCHEDULE Classes Start

August-September Week 1 Week 2 Week 3 September Week 4 Week 5 September - October Week 6 Week 7 October-November Week 8 Week 9 Week 10 Week 11 Week 12 November Week 13 Week 14 December Week 15 Week 16 Week 17

Orientation Course Introduction Module 1 Study Session 1 Module 2 Module 3 Study Session 2 Module 4 Module 5 Study Session 3 Module 6 Module 7 Module 8 Module 9 Module 10 Study Session 4 Modules 11 Module12 Study Session 5 Module 13 Module 14 Final Assessment Schedule of Exams: Prelim September 28-30 Midterm November 9-11 Finals December 9-11

Throughout the course, there will be a mixture of lectures and modules. Lectures are designed to give students a grounding in a particular topic and to introduce them to

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the surrounding theories, concepts and ideas. Modules will give them the chance to explore these topics in greater depth, to develop their own ideas and to share these through discussion with the class. Students will be challenged with range of assessments. These will include completing in-class and online assessments and assignments. Students will be informed of lecture dates for the content of the modules to study. Course Grading System Breakdown Class Standing 70% Assignments (ePortfolio) 20% Quizzes, Enrichment Exercises 30% Participation 20% Term Examination 30% Total Possible Percentage Points 100% Participation involvement is an absolute necessity not only coming to class prepared with whatever readings are required for that day, but also asking question, bringing up relevant examples, expressing opinion, and engaging with fellow classmates. Reading Assignments: The students will be informed of the weekly structure plan and module schedule on the first day of class. They will be responsible to read the assigned topic module (unit) before each class day, and they will be expected to be prepared for a short exam or quiz which might be assigned that day, as well as to turn in any homework assignments that may have been assigned on the previous class day. Communication Please do not hesitate to communicate in regards to your projects, homework, classwork, or anything the class is working on. Sending communication through messenger or an e-mail is allowed within working/office hours. Allow time to expect for reply for there might be other students in consultation. (Email address shall be communicated)

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Unit 1 gr grammar ammar re review view

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MODULE 1 The English Language

Introduction The module includes the English language as an international Language, level of usage and the presentation of the difference between British and American English

General Objective Realize the goal of learning and enhancing English language to attain proficiency

Learning Goals Upon completion of Module students will be able to: 1. help them equip with appropriate language expressions to communicate effectively in both oral and written contexts enable them to develop their grammatical competence 2. promote the understanding of intercultural diversity. 3. comprehend language by applying the conventions of Standard English in language use of texts.

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The English Language Language has a very significant role in many people's lives. It symbolizes the cultures in societies where individuals interact and use to communicate with each other. Communication is a key power to facilitate interactions among individuals and which provide them with stronger relationships. With globalization and worldwide exchange of knowledge and technology, English as an international language serves as transmitter of varieties of knowledge from the different parts of the world also as a means to enhance thinking skills for acquisition of knowledge. There are varieties of standard English in different occasions and there are different levels of language we use depend on the subject, purpose, and target of the language and they are: Royal English when speaking with the members of the Royal Family Formal English-like in tuxedo or evening gown used in formal affairs like State of the nation address, Privelege speech, Technical writing or Articles on serious subjects Informal English in business clothes most commonly spoken by educated people Writing is for general readers, speaker to general audience as in newspaper Colloquial -spoken by educated people in casual talk Vulgar (illiterate or nonstandard English),like in well-worn clothes. Used by uneducated class Slang-special and spontaneous language a group of people develops Trite or cliché (hackneyed,shopworm,threadbare) Cliche means stereotyped (last but not the least,home sweet home,bed of roses,better late than never,eat,drink and be merry,all work and no play...) Shopworn means faded , Threadbare means shabby ,Trite means worn out General/Specific General refers to classes of units e.g. College student Specific refers to individual units Concrete and abstract

freshman

Concrete refers to things perceived by our senses like, bacon,mango,sticky,crispy Abstract ideas and qualities perceived by our senses like Noise,discomfort, contentment

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Filipinisms Filipinisms are considered English expressions that have been given specific local meaning and are used by a group or community. Their meaning is different from the commonly accepted meaning . Activity: Look up their meaning and compare them to what you know or understand about them. Some of them may not be found in dictionaries: Already Ballpen Biodata Blow out Bold Brown out Calling card Carnapper Chit Colgate CR drops Feeling Fill up Fly over For awhile FX Get down Gets gives green Pentelpen Rubber shoe Shooting Subdivision tasty xerox Exercise: Identify the better way to say that is acceptable and that can be understood by other nation...