ELI 103, Pre-Intermediate Level Instructor s Pacing Guide Core textbook: New Headway Plus, Pre-Intermediate, Special Edition (Units 3-12) This guide is a tool for curriculum guidance, focusing on achievement of Student Learning Outcomes (s). It is designed on a weekly basis, specifying available materials and providing instructors with a degree of flexibility, allowing ample class time for language practice, and for the Incorporation of relevant supplementary materials to facilitate achievement. It also emphasizes regular Learner Training as an essential component of the learning process. Course Goal The course aims at helping learners to achieve an overall English language proficiency leading to beginner Independent User of language defined as low B1 level on the Common European Framework of Reference for Languages (CEFR), developing conversational skills, expressing ideas, and helping learners deal with problems and situations where they meet unpredictable language. Course Objectives The course is intended to accomplish its goal in one full academic module of 7 weeks through developing students language skills to: 1. Read and understand the main ideas of a variety of texts. 2. Participate effectively in a short conversation using appropriate language and understand the main ideas in short oral communications. 3. Produce a range of text types using coherent and cohesive paragraphs in an adequately developed response. 4. Demonstrate control of a range of grammatical structures with minor inconsistencies. Descriptions: Student Learning Outcomes (s): a description of what students will know or be able to do with the language as a result of instruction. A student learning outcome is written in terms of observable and measurable language skills. : being able to demonstrate that actual learning and actual performance, and hence s achievement, has taken place. On a weekly basis this can be demonstrated by successful completion of teacher-generated short tests, quizzes, and by completion and accuracy of individual and group tasks and in-class and homework assignments covering all skills. Self and group evaluation of s achievement can be monitored by the use of the Can-Do statements that accompany each level of the curriculum. Over the course of a complete module further evidence of achievement can be gathered by the use of ELI standardized assessment instruments measuring s achievement from a range of assessment perspectives. 1
Learner Training: helping learners select and implement appropriate learning strategies and resources, monitor their own use of strategies and change them if necessary, and monitor the effectiveness of their own learning. Learner training is introduced in weeks 1, and on-going training is expected to be provided throughout the course components. The training should be included in all learning activities and its benefits actively utilized by students in all classes. : Faculty are encouraged and expected to utilize appropriate supplementary material to facilitate achievement of the learning outcomes. Great care is required to be taken to ensure all supplementary material is culturally appropriate. Certain pages in the Workbook are specified in the guide and teachers are encouraged to make use of this resource to reinforce and consolidate work from the Student s Book and subsequent achievement. Important Notice: It is important to note that, whilst this pacing guide specifies pages in the Student's Book and workbook to assist in specific achievement, faculty and students are expected and encouraged to cover all materials in each unit in the curriculum, not only the pages specified in the guide. 2
Week 1 (Units 3-4) Can scan a medium-length text** to extract past simple forms of a range of regular and irregular verbs. Course book resources STUDENT S BOOK: p. 22-23 Can listen to sentences about a story and correct the false information. Course book resources STUDENT S BOOK: p. 22-23 Can understand and appropriately use the past simple and past continuous tenses. Course book resources STUDENT S BOOK: p. 22-25 WORKBOOK: p. 16-21 Can link sentences in the past tense using so, because, and, or but. Course book resources STUDENT S BOOK: p. 23 Can demonstrate control of noun, verb and adjective prefixes suffixes and in familiar words* and correctly spell these words. Course book resources STUDENT S BOOK: p. 28 WORKBOOK: p. 36 3
Can demonstrate control of a lot of/ much/ many/ a little/ a few and some/any/every/no combined with thing, one, where in familiar situations. Course book resources STUDENT S BOOK: p. 30-32 WORKBOOK: p. 22-24 4
Week 2 (Units 4-5) Can read to find out and pass on factual detail from a medium-length text**. Course book resources STUDENT S BOOK: p. 34-35, 42-43 Can handle conversations in shops, asking for items, prices, sizes, services, etc. Course book resources STUDENT S BOOK: p. 36-37 Can ask about, express, and write about his/her and other people s hopes, personal plans and ambitions. Course book resources STUDENT S BOOK: p. 38-39 WORKBOOK: p. 27 Can talk and write about future intentions using going to and will. Course book resources STUDENT S BOOK: p. 38-41 WORKBOOK: p. 29-30 Can use the verbs have, go and come in correct collocations, and produce written sentences utilizing these forms. Course book resources STUDENT S BOOK: p. 44 5
Can listen to, understand, and take part in conversations on general topics (e.g. health, weddings, work, etc.). Course book resources STUDENT S BOOK: p. 44-45 Writing Folder: Assignments Task 1: Write a story about a time when things went wrong Resources: Oxford University Press, Headway Plus Pre-intermediate Writing Guide, Unit 3 Pre-writing activities: Brainstorming, free-writing, genre example, outlining. Due: First draft Task targets: Writing two coherent and cohesive narrative paragraphs. Using facts and opinions. Using an appropriate flow of events. Using appropriate introduction, supporting details, and conclusion. Displaying accurate spelling and appropriate grammatical and lexical range and accuracy for this level. Ensuring that writing is legible, neat, and comprehensible. Proofreading. Reading Circles: Orientation to introduce the guidelines and procedures 1 st discussion assignment set for Week 3 6
Week 3 (Units 6-7) Can compare people, places, and things using appropriate comparative and superlative forms of adjectives. Course book resources STUDENT S BOOK: p. 46-49 WORKBOOK: p. 33-35 Can use synonyms and antonyms of familiar words* to avoid repetition. Course book resources STUDENT S BOOK: p. 52 Can give simple directions to places using prepositions such as up, down, over, past, through, out of, across, on the corner of, in front of. Course book resources STUDENT S BOOK: p. 53 Can ask and answer questions and make statements using the present perfect simple and past simple tenses, and produce written sentences utilizing these forms. Course book resources STUDENT S BOOK: p. 54-56 WORKBOOK: p. 38-40 Can use adverbs such as still, only, of course, just, at last, exactly, especially in simple sentences. Course book resources STUDENT S BOOK: p. 60 7
Assignments Writing Folder: Task 1: (continued) Due: Feedback from peers, teacher, and self-editing Final draft Reading Circles: 1 st discussion 2 nd discussion assignment set for Week 4 8
Week 4 (Units 8-9) Can use modals to express degrees of obligation and advice and produce written sentences utilizing these forms. Course book resources STUDENT S BOOK: p. 62-64 WORKBOOK: p. 43-46 Can understand, say, and write words that go together such as sunglasses, act your age, rush hour, get a job, etc. Course book resources STUDENT S BOOK: p. 68, See high frequency verbs collocations on p.76 Can understand and use the first conditional and future time clauses and produce written sentences utilizing these forms. Course book resources STUDENT S BOOK: p. 70-72 WORKBOOK: p. 48-50 Assignments Writing Folder: Task 2: Write a description of a city Resources: Oxford University Press, Headway Plus Pre-intermediate Writing Guide, Unit 6 Pre-writing activities: Brainstorming, free-writing, genre example, outlining. Due: First draft 9
Task targets: Writing two coherent and cohesive descriptive paragraphs. Using facts and opinions. Using an appropriate flow of events. Using appropriate introduction, supporting details, and conclusion. Displaying accurate spelling and appropriate grammatical and lexical range and accuracy for this level. Ensuring that writing is legible, neat, and comprehensible. Proofreading. Reading Circles: 2 nd discussion 3 rd discussion assignment set for Week 5 10
Week 5 (Units 9-10) Can write a short series of sentences using linking words about the advantages and disadvantages of a particular issue such as living in a large city, forms of transport, etc. Course book resources WORKBOOK: p. 52 Can understand and appropriately use the most frequent combinations of verbs, infinitives and/or gerunds such as like swimming, like to swim, and want to go. Course book resources STUDENT S BOOK: p. 78-79 WORKBOOK: p. 53-54 Can describe habitual past events or experiences using used to, and produce written sentences utilizing this form. Course book resources STUDENT S BOOK: p. 80 WORKBOOK: p. 55 Can use adjectives ending in ed or ing to describe feelings and experiences. Course book resources STUDENT S BOOK: p. 81 WORKBOOK: p. 56 11
Assignments Writing Folder: Task 2: (continued) Due: Feedback from peers, teacher, and self-editing Final draft Reading Circles: 3 rd discussion 4 th discussion set for Week 6 12
Week 6 (Units 11) Can understand and use a range of passive voice forms and produce written sentences utilizing these forms. Course book resources STUDENT S BOOK: p. 86-88 WORKBOOK: p. 58-61 Can read, understand, and discuss medium-length** texts about discoveries and inventions. Course book resources STUDENT S BOOK: p. 90-91 Can write a series of sentences using linking words such as but, although, however, so, because. Course book resources WORKBOOK: p. 63 Writing Folder: Assignments Task 3: Write about advantages and disadvantages of Resources: Oxford University Press, Headway Plus Pre-intermediate Writing Guide, Unit 9 Pre-writing activities: Brainstorming, free-writing, genre example, outlining. Due: First draft Task targets: Producing a piece of discursive writing of two or three coherent and cohesive paragraphs. 13
Using facts and opinions. Using appropriate introduction (topics sentence), supporting details, and conclusion. Displaying accurate spelling and appropriate grammatical and lexical range and accuracy for this level. Ensuring that writing is legible, neat, and comprehensible Proofreading. Reading Circles: 4 th discussion 14
Week 7 (Units 12) Can understand and use the second conditional and produce written sentences utilizing this form. Course book resources STUDENT S BOOK: p. 94-95 WORKBOOK: p. 64-65 Can give advice on everyday problems using If I were you, I d..., and produce written sentences utilizing this form. Course book resources STUDENT S BOOK: p. 96 WORKBOOK: p. 66 Can talk about future possibilities using might, and produce written sentences utilizing this form. Course book resources STUDENT S BOOK: p. 96-97 WORKBOOK: p. 66-67 Learning Outcome Demonstrate control of basic phrasal verbs such as look after/up, get on with, take off, and break down, and use them in written sentences. Course book resources STUDENT S BOOK: p. 100 15
Assignments Writing Folder: Task 3: (continued) Due: Feedback from peers, teacher, and self-editing Final draft End-of-module Review *A range of words/phrases/expressions refers to words on the Wordlist associated with this level. ** A medium-length text is a text of 250-500 words in frequently used grammatical structures at this level. 16
Weekly Learner Training The learner training is essential for the achievement of the above learning outcomes. Instructors are required to help their students to achieve a good command of the following areas: DICTIONARY USE: Using a dictionary to look up unfamiliar words for spelling, meaning and parts of speech. Resources used: TAKING NOTES: Recording important information (grammar rules, examples, contexts of usage, learning resources) in systematic ways that help learners remember the information. Resources used: VOCABULARY NOTEBOOK: Using a notebook specifically for vocabulary. Maintaining systematic vocabulary records with reference to the appropriate Unit Wordlist. Resources used: QUESTIONING: Using appropriate language to ask questions for clarification, expansion, common classroom interactions, and for a range of issues and concerns. Resources used: LEARNERS COLLABORATION: Practicing and interacting in English with peers in pair work and group work and working collaboratively. Participating in peer correction. Resources used: SELF-STUDY AND REVISION: Using a range of resources (Learning Management System LMS at www.headwayplusonline.com, New Headway Plus Elementary, Special Edition, Workbook and its accompanying DVD-ROM, trusted language learning websites, and other authentic materials) to reinforce learning. Resources used: LEARNER AUTONOMY: Completing homework and other assignments on time, working independently and self-correcting. Resources used: 17