II. COURSE OUTLINE

CHAFFEYCOLLEGE

Discipline: English as a Second Language

A.Course Identification:ESL 533

B.Course Title:Intermediate Communicative Grammar Skills I - Level 3

C.Units and Student Hours: 3 units: 3 hours lecture

Course offered on a CR/NC basis

D.Required and/or Recommended Background:

Prerequisite: Placement recommendation by the ESL assessment test, or satisfactory completion of any ESL Level 2 course or equivalent.

Corequisite: None

Recommended Preparation: None

E.Course Catalog Description:

Not Degree Applicable.

Concentrates on building grammar skills and idiomatic usage to help students express their ideas on many personal topics, in both speech and writing. Focus on verb tenses through the perfect tenses, comparisons and superlatives, agreement, word order, compound and complex sentences, tag questions and modals. Prepares students for English as a Second Language 543 in Level 4. May be taken twice.

F.Course Topics (Scope and Description of Content):

  1. Review of the parts of speech and the parts of sentences
  2. The use of the simple tense to express habits, facts and routines
  3. Contrast of simple present and present progressive as they relate to actions and states
  4. Use of the future tense to express predictions, plans and intentions, and promises with will and going to
  5. Review of yes/no questions and wh-question forms and use
  6. Tag questions for present, past and future tenses
  7. Using could, may, might and must to show certainty
  8. Using have to, have got to, don’t have to, must, must not, and cannot to express necessity and prohibition
  9. Using should, ought to, need to, must, had better, could and might to express advice and opinions
  10. Past progressive and simple past with time clauses when, while, as soon as, etc.
  11. Common uses of definite and indefinite articles – a, the, and an
  12. The present perfect tense with since and for, as well as with ever, never, already and yet
  13. Contrast of the simple past and the present perfect tenses as they relate to recent activities, finished events, unfinished events and new routines
  14. Review of the past tense, including both regular and irregular verbs
  15. Common uses of the passive voice with BE and participles
  16. Review of common separable and inseparable phrasal verbs, both in form and use
  17. Review of expressing similarities and differences with comparison adjectives and superlatives
  18. Review of expressing similarities and differences with adverbs

10/22/03

ESL 533

ChaffeyCollege

G. Course Objectives

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H. Methods of Instruction
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I. Course Assignments

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J. Methods of Evaluation

Upon completion of this course, the student will be able to: / Methods of instruction may vary from instructor to instructor but may include: / Course assignments may vary from instructor to instructor but may include: / Student mastery of each course objective should be assessed (evaluated). Methods of evaluation may vary from instructor to instructor but may include:
1. Discuss facts, habits and routines using the simple present tense. / 1-11. Lecture; small group or directed class discussion; internet or computer assisted instruction; homework; demonstrations and exercises; simulations; audio-visual aids such as films, slides, audio cassettes, videotapes, and overhead transparencies; observations; collaborative learning and tutorial sessions; role playing. / 1-11. Audio/video projects; Student reports, analyses, term projects, or class presentations; problem sets; computer-assisted modules; manual and/or computer problems; group projects; skills demonstration; study guides. / 1-11.Written and/or oral quizzes and exams consisting of essay, short answer, multiple-choice, true-false, matching or completion (fill-in) items and problem solving; term projects, papers, study guides, audiocassette-guided workbooks, computer-assisted programs, or written/oral reports; problem sets; formal or informal presentations in class; attendance and participation in classroom discussion; application of knowledge/skill; completion of homework assignments; creative and/or analytical projects; student practicum; demonstrated ability; a grading scale will be specified in the course syllabus.
2. Tell and write about events in the simple past in narrative form.
3. Make affirmative and negative statements both in writing and in speech.
4. Make predictions and discuss future plans using the future tense with going to and will.
5. Give advice and express opinions with the modals should, ought to, need to, must, had better, could and might.
6. Make compound sentences with for, yet, and or.
7. Assess possibilities and probabilities using modals could, may, might and must.
8. Express necessity and prohibition with have to, have got to, do not have to, must, must not, and cannot.
9. Demonstrate use of degree complements – too, enough, very, too much, too many, too little, too few – in writing and speech.
10. Make requests and write for permission with modals can/could, will/would, and may.
11. Use simple tag questions in speech and writing.
12. Demonstrate use of simple present vs. present progressive and simple past vs. present perfect tenses in speech and writing. / 12-15. Lecture; small group or directed class discussion; internet or computer assisted instruction; homework; demonstrations and exercises; simulations; audio-visual aids such as films, slides, audio cassettes, videotapes, and overhead transparencies; observations; collaborative learning and tutorial sessions; role playing. / 12-15. Audio/video projects; Student reports, analyses, term projects, or class presentations; problem sets; computer-assisted modules; manual and/or computer problems; group projects; skills demonstration; study guides. / 12-15. Written and/or oral quizzes and exams consisting of essay, short answer, multiple-choice, true-false, matching or completion (fill-in) items and problem solving; term projects, papers, study guides, audiocassette-guided workbooks, computer-assisted programs, or written/oral reports; problem sets; formal or informal presentations in class; attendance and participation in classroom discussion; application of knowledge/skill; completion of homework assignments; creative and/or analytical projects; student practicum; demonstrated ability; a grading scale will be specified in the course syllabus
13. Compare and contrast people, places, things, and ideas with comparison adjectives and superlatives in writing and speech.
14. Identify active and passive sentence constructions.
15. Demonstrate use of commonly used phrasal verbs, including separable and inseparable phrasal verbs.

10/22/03

ESL 533

ChaffeyCollege

III. TEXTS AND SUPPORTING REFERENCES

A.Examples of Texts:

  1. Folse, K. Clear Grammar 2. 1st edition. University of Michigan Press, 1998. ISBN: 0472083724.
  2. Folse, K. Clear Grammar 2 Student Workbook. 1st edition. University of Michigan Press, 2001. ISBN: 0472087266.
  3. Riggenbach/Samuda. Grammar Dimensions 2 Workbook 2. 2nd edition. Heinle and Heinle, 2000. ISBN: 0838402747.
  4. Riggenbach/Samuda. Grammar Dimensions 2 (w/cd only). 1st edition. Heinle and Heinle, 2000. ISBN: 0838402682.
  5. Robinson, B. Focus: Interactive Grammar for Students of ESL. 2nd edition. St. Martin’s Press, 1995. ISBN: 0312092296.

B.Examples of Supporting References:

  1. Software such as:
  2. Azar Interactive Grammar (CD Rom)
  3. Focus on Grammar Intermediate (CD Rom)
  4. Focus on Grammar High Intermediate (CD Rom)
  5. Grammar 3D (CD Rom)
  6. Tense Buster (CD Rom)
  7. ESL Fitness (CD Rom)
  8. Dynamic English (CD Rom)
  9. Websites such as:
  1. Daily Grammar:
  2. Guide to Grammar Writing:

The above texts and supporting references are necessary for this discipline. The text list for this course was updated in October 2003.

10/22/03

ESL 533

ChaffeyCollege