Wednesday, January 20, 2010
Saturday, August 15, 2009
COURSE SYLLABUS
Course Title: Intensive English Program (IEP) V
Vocabulary
Department and Number: English IEP 5
Credit: Non-credit
Prerequisite(s): None
Semester: Fall 2009 – Tuesdays 4:30--6:15, Thursdays 3:30 -5:15, 16 weeks (see schedule below)
Instructor: Dr. Sylvia Y. Schoemaker Rippel
Email: sysr@lincolnuca.edu
Course-related email for the semester: profsr20@gmail.com
Office hours and location: T, Th 11:45-12:30 and by arrangement, room 307
Office phone: 510-628-8036
Instructional Materials and References
Required texts:
Title: The Big Picture - Idioms as Metaphors
Author: King,Kevin
Publisher: Houghton Mifflin
Year of publication: 1999
ISBN: 0395917123
Title: Vocabulary Connections Book II, Word Parts
Author: Reynolds, Marianne C.
Publisher: McGraw Hill
Year of publication: 1999
ISBN: 007052629x
Recommended Texts:
Dictionary, thesaurus
Course Description
The course focuses on vocabulary building and enrichment through words used in context. Emphasis will be given to most frequently used words in spoken and written English. (NC)
IEP 5 covers the aspects of vocabulary development in functional communicative contexts. The core of the course will emphasize meaningful practice aimed at vocabulary expansion through contexts, word families, word structures and combining parts.
Course Objectives
Students will develop vocabulary skills for functional communicative purposes, in context-centered study and expansions.
University learner goals 1 -6, and specifically in English: To develop the ability to communicate effectively in English, orally and in writing, and to read with understanding (1.1) and institutional goals, especially 1,(1.1-1.4), 2.4
Measurable Learning Objectives
Students will demonstrate improved vocabulary recognition and production skills, orally and in writing, through targeted quizzes, tests (pre and post) and exercises (class and text-based).
Topical Outline
Vocabulary, including word parts, content and structure words, and idiom study is through contexts of immediate academic and high interest socio-cultural relevance. Among topics included are vocabulary elements for time, position, direction; idioms relating to ideas, personal and global perspectives, and best practices in vocabulary acquisition.
Instructional Methods
A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.
SCHEDULE
|
Week | Topic | Vocabulary Connection:
| Big Picture Idiom/Metaphor Theme Units |
| Wk 1 | Introduction |
|
|
| Wk 2 | Time | Chapter 1 | 1. Ideas: C1, C2 |
| Wk3 | Position; Direction | Chapter 2 | 2. Knowledge: C3 |
| Wk 4 | Size; Number | Chapter 3 | 3. Argument: C4 |
| Wk 5 | Additional Prefixes | Chapter 4 | 4. Emotion: C5 |
| Wk 6 | Review | Midpoint Exercises | 5. Money: C6 |
| Wk 7 | Common Roots | Chapter 5 | 5. Money: C7 |
| Wk 8 | More Roots | Chapter 6 | 6. Control: C8
|
| Wk 9 | Suffixes | Chapter 7 | 7. People |
|
| Spring Recess |
|
|
| Wk 10 | Exercises | Review | U8.Life, C10, C11, C12 |
| Wk 11 | Word Families | Chapter 8 | C13 |
| Wk 12 | More Word Families | Chapter 9 | C14 |
| Wk 13 | Dictionary Study | Chapter 10 | C15 |
| Wk 14 | Review | Review | Review |
| Wk 15 | Review | Review | Review |
| Wk 16 | Post Testing |
|
|
| Week | Tuesday | Notes | Thursday | Notes |
| 1 | 8/25/2009 |
| 8/27/2009 |
|
| 2 | 9/1/2009 |
| 9/3/2009 |
|
| 3 | 9/8/2009 |
| 9/10/2009 |
|
| 4 | 9/15/2009 |
| 9/17/2009 |
|
| 5 | 9/22/2009 |
| 9/24/2009 |
|
| 6 | 9/29/2009 |
| 10/1/2009 |
|
| 7 | 10/6/2009 |
| 10/8/2009 |
|
| 8 | 10/13/2009 |
| 10/15/2009 |
|
| 9 | 10/20/2009 |
| 10/22/2009 |
|
| 10 | 10/27/2009 |
| 10/29/2009 |
|
| 11 | 11/3/2009 |
| 11/5/2009 |
|
| 12 | 11/10/2009 |
| 11/12/2009 |
|
| 13 | 11/17/2009 |
| 11/19/2009 |
|
| 14 | 11/24/2009 |
| 11/26/2009 |
|
| 15 | 12/1/2009 |
| 12/3/2009 |
|
| 16 | 12/8/2009 |
| 12/10/2009 |
|
| 17 | 12/15/2009 |
| 12/17/2009 |
|
Assessment Criteria & Method of Evaluating Students
As participants in a course that is part of the non-credit IEP program, students do not receive letter grades. Instead, successful students will earn a completion report from their instructors based on their course work, progress, post-test measures, and individual profiles. Students successfully completing the program with the prerequisite instructor recommendations will receive a Certificate of Completion. The following table lists some of the primary areas evaluated for progress indication purposes:
| Class attendance and Participation | 25% |
| Exercises and Quizzes | 15% |
| Projects | 15% |
| Homework Assignments | 15% |
| Presentations | 15% |
| Final Review Tests | 15% |
| Total | 100% |
The following letter grade / point scale is provided for informational purposes only. While individual assignments may be evaluated on such a scale, no final letter grades will be assigned beyond the complete/incomplete evaluations as discussed above.
|
100-95 | A |
| 94-90 | A- |
| 89-87 | B+ |
| 86-84 | B |
| 83-80 | B- |
| 79-77 | C+ |
| 76-74 | C |
| 73-70 | C- |
| 69-67 | D+ |
| 66-64 | D |
| 63-60 | D- |
| 59 or < | F |