Revised Jan. 2016

UNIVERSIDAD DEL ESTE

SCHOOL OF HUMAN AND SOCIAL SCIENCES

ENGLISH 110

Basic Reading and Writing

COURSE OUTLINE

PROF. DANIEL MERCADO

dmc206@hotmail.com

PH.# 257-7373 EXT.2109/2108

OFFICE HOURS

TO BE ANNOUNCED

LOCATION:

SCHOOL OF SOCIAL AND HUMAN SCIENCES

OUTLINEBasic Reading and Writing

Course Description

This course emphasizes basic oral communication, reading comprehension, and writing competencies. Oral communication competencies developed in this course will lead to understanding, interpreting, and expressing ideas verbally and nonverbally. Reading comprehension competencies will focus on fluency, comprehension, and text analysis. Writing competencies will include sentence development, grammar, punctuation, spelling, and the introduction to paragraph writing. It is designed to develop the student’s ability to express thought coherently and effectively in oral and written forms. This one semester course includes two hours of English laboratory. This course is designed for students who scored 449 or less on the College Board Entrance Examination. It is a pre-requisite for ENGL 111.

Objectives

Students in this course will:

1. Listen and responds in order to analyze, organize, explain, describe, support, and discuss information.2. Identify the main idea and supporting details of short reading passages.3. Make simple inferences and express opinions from reading selections.4. Infer vocabulary meanings from context.5. Write summaries of short texts.6. Use free writing as a way to develop simple paragraphs.7. Use conventions of writing including indentation, margins, capitalization, and punctuation.8. Use prewriting, outlining, revising, and editing to write descriptive and

narrative paragraphs9. Apply existing knowledge to generate new ideas, products, or processes using the web 2.0 and digital media

10. Use research and information skills from electronic, print, and other sources to gather information for:

a. Oral presentationsb. Writing assignmentsc. Digital media communication

IMPORTANT INFORMATION:

The purpose of English 110 is to provide the students with the opportunity to develop and refine basic English skills in order for them to reach the expected competencies that will enable them to succeed in English 115. The following criteria have been established as a requirement for this course.

1. English Laboratory personnel at each center and at the main campus will establish a schedule for students to attend a two-hour lab experience per week as a requirement for the class.

COURSE CONTENT

This course is designed to improve reading and writing skills to prepare students to be successful in College Reading and Writing I. Although emphasis is on reading and writing, students will also work on their listening and speaking skills.

Oral Communication Ask and give personal information Perform in small talk about daily routines Perform in dialogues and conversations about various topics Deliver oral talks on selected themes

Reading Short reading passages to discuss

Main and supporting ideas Inferences Context clues and meaning State opinions based on readings

Writing Construct complete sentences Edit incomplete or incorrect sentences Recognize the paragraph structure Write a topic sentence, supporting sentences, and concluding sentence with unity and

coherence Write controlled paragraphs on various topics Write descriptive and narrative paragraphs with unity and coherence Compose various types of messages thought different mediums Use appropriate conventions of writing

Research and Information literacy Use digital media to locate resources relevant to topics discussed in class Cite sources using the APA reference style in writing tasks.

TEACHING STRATEGIES AND ASSESSMENT

The educational activities to be used in this course should promote critical and creative thinking. The reading activities should lead to active discussions on the topic and writing activities that follow the style and format to be discussed.

The suggested teaching strategies to be used are:

Shared and individual reading Cooperative learning Problem-based learning Task based learning Free writing Journal writing Rubrics as instructional strategies Wikis, Blogs and other Web 2.0 media tools

The suggested assessment techniques to be used are:

Graphic Organizers Reading/ writing journal Rubrics

Self and/or peer evaluation checklists

EVALUATION

The evaluation is based on a variety of techniques using the constructivist approach. This approach values the process as well as the product. The following are required for this course.

Books, Dictionary, Course Outline 15% Test 1 15% Test 2 15% Test 3 15% English 110 Laboratory 20%

Paragraph Writing 20%

The following table shows the value of the letter grades in the course.

A 90-100 W Official WithdrawalsB 80-89 WF Excessive absences or unauthorized C 70-79 withdrawals from the courseD 60-69 I Absent to the final test with possibility ofF 0-59 passing the course

Suggested textbooks

The following textbook is recommended for this course. However, other readings and reference books may be used to supplement and enrich the course according to the particular needs of the students.

Johannsen, K. (2010). World English 1: Real people, real places, real language. Boston, MA: Heinle-Cengage Learning. (Unit 1-6)

ONLINE RESOURCES

ABC’s of the Writing Processhttp://www.angelfire.com/wi/writingprocess/

The writing processhttp://www.psesd.wednet.edu/write_process/Write_PC/writepr.htm

The stages of the writing processhttp://www.urich.edu/~writing/wweb.html

Implementing the Writing Processhttp://www3.sk.sympatico.ca/fiss/newpage1.htm

How to help students become better writershttp://ccweb.norshore.wednet.edu/writingcorner/writingprocess.html

Steps to research and writinghttp://karn.ohiolink.edu/~sg-ysu/process.html

Online Writing Lab – Purdue Universityhttp://owl.english.purdue.edu/handouts/general

Common Errors in English http://www.wsu.edu/~brians/errors/errors.html

Create your own newspaper http://crayon.net/

Creative Writing for teens http://kidswriting.miningco.com/

Crosswords for ESL students http://iteslj.org/cw/

Electric Postcards http://persona.www.media.mit.edu/Postcards/

English Teachers Web Page http://www.geocities.com/Athens/Acropolis/4687/

Research Links http://www.geocities.com/Athens/Acropolis/4687/research.htm

Five paragraph essays http://www.geocities.com/SoHo/Atrium/1437/

Rice OWL Designing effective oral Presentations www.ruf.rice.edu/~riceowl/oralpres.html

National Clearinghouse for English Language Acquisition (NCELA) http://www.ncela.gwu.edu/index.htm

Sample Lesson Plans for Englishhttp://www.developingteachers.com/lessonplan_index.htm

We remind each professor that an outline of this course should be prepared and discussed with the students during the first class meeting. This syllabus will guide the preparation of the outline. The outline must include the course description, objectives, and specific aspects of the

course content, what is expected of the students, assignments, and activities that will be carried out during the semester. You should also include the evaluation criteria, course calendar, and any other detail that the professor considers important, such as attendance and classroom policies.

For students with Exceptional Needs

Students who receive services from “Rehabilitación Vocacional” should inform the professor at the beginning of each semester in order to plan reasonable accommodations and any necessary equipment according to the recommendations by the Office of the Vice-chancellor for Development and Retention. Any student needing special accommodations should communicate these needs to the professor the first week of class.

NOTE

English 110 Course

ScheduleM-W

DATES TOPICS ACTIVITIES ASSIGNMENTS January

20 COURSE INTRODUCTION

Introduction Course syllabus & outline Ice-breaking activity

Initial Assessment

Bring Course Syllabus to next class

Unit 1: People

25 Course Syllabus UNIT 1: People (p.2)

Discuss Course Syllabus NOTE: Movenote Workshop

TBA

Unit 1: People (p.2, 3, 4) Bring Verb (Be)

rules

January 27&

February1

UNIT 1: People Verb (Be) Present Tense Simple Present tense Contractions of (Be) Conversation strategy

Unit 1: People Write Simple

Present tense sentences

February4

Unit 1: People

Descriptive Adjectives Writing exercise Possessive Adjectives Writing exercises

Describe different occupations

8 Reading comprehension Writing conventions

Write & describe your

Assessment Reading & Responding Vocabulary Pair work Simple past/ Talk about

events from the past.

favorite restaurant using descriptive adjective

10 Unit 1: People Unit 1 Review Study for exam

15 Unit 1: Test Issue Test

17 Unit 2: Work, Rest, & Play

Unit 2: Work, Rest, & Play (p.14-15)

Vocabulary Exercises B, C, & D (p.16)

Bring Simple present tense rules

22/24 Units 2: Work, Rest, & Play

Simple present tense Prepositions

Write about a work day

29 Units 2: Work, Rest, & Play

communication Write about a free time

March2

Units 2: Work, Rest, & Play

Describe a Special Celebration or Festival

Adverbs of Frequency

7 Unit 2: Work, Rest, & Play

Reading comprehension Writing conventions Assessment Reading & Responding

Write about a celebration or festival

9 Unit 2: Work, Rest, & Play

Unit 2 Review Study for test

14 Unit 2: Work, Rest, & Play

Issue Test

16 Unit 3: Going Places Unit 3: Going Places (p.26, 27, & 28

Search for Possession rules & bring to class

21/23 Unit 3: Going Places Possession Ways to stay healthy

Ask for ideas about different possessions

28 Unit 3: Going Places Communication Give Travel Advice

Write about where you want to go, what you need to do before you travel, and when you want to travel

30 Unit 3: Going Places Should for Advice

April4

Unit 3: Going Places Reading comprehension Writing conventions Assessment Reading & Responding

Write about some travel tips for your country

6 Unit 3: Going Places Unit 3 Review Study for Test

11 Unit 3: Going Places Issue Test

13 Unit 4: Food Unit 4: Food (p.38, 39, 40) Write sentences using some and any

18/20 Unit 4: Food Count Nouns & Non-Count Nouns

Write a list of count nouns & non-count nouns

25/27 Unit 4: Food How much, How many, with quantifiers: lots, a few, a little

Write sample sentences of How much, How many, with quantifiers: lots, a few, a little

May2

Unit 4: Food Reading comprehension Writing conventions Assessment Reading & Responding

Write about your experiences eating unusual and favorite foods

4/9 Unit 4: Food Comunication Role-Play (p.43, 49) Assess Role-Play

11 Unit 4: Food Unit 4 Review Study for Final Test