Wednesday, August 03, 2005
Writing a comparison, contrast paragraph or essay
Children are forced to become soldiers in Columbia, SA
Children are promised bicycles and enslaved to work the fields in Togo, Africa
Children work in the gold mines of South Africa.
Examples of my google search: I typed in child labor; These web sites came up:
Global March Against Child Labour - From Exploitation to Education
Child labor condemns millions of children around the world to a life of servitude.Reports, papers and details of the Global March Against Child Labor which ...http://www.globalmarch.org/ - 39k - Aug 1, 2005 - similar pages - add to favorites
· UNICEF - Child protection - Child labour
The United Nations Children's Fund - UNICEF - works for children's rights, theirsurvival, development and protection, guided by the Convention on the ...
http://www.unicef.org/protection/index_childlabour.html - 22k - Aug 1, 2005 - similar pages - add to favorites
· ILO - InFocus Programme on Child Labour
The International Programme on the Elimination of Child Labour (IPEC) works forthe progressive elimination of child labour worldwide, emphasising the ...
http://www.ilo.org/public/english/standards/ipec/ - 26k - Aug 1, 2005 - similar pages - add to favorites
· UNITE HERE! http://www.iiecl.org/http://www.iiecl.org/
Preparing to Write: Research
In the Google search, box, type in child labor.
Scan the web sites and look for words like against, anti, campaign, etc.
Quickly skim over the information and pick three.
You can print out a page or two about each organization if you want.
i. Use the web addresses in the resource page of your paper.
ii. Check your correct spelling and information from this paper
iii. Do not copy word for word from your resource. This is plagerism!
2. Take simple notes: Find the things that are in common.
Find the things they have don’t have in common.
3. Find a very very simple organization.
a. Put this information into a Venn Diagram
b. Put this information into a simple outline
1) Introduction
(Don’t use complete sentences Ask yourself a question? What are three groups
that are active against child labor and how are they alike or different?)
a. Child labor a big problem
b. All over the world
c. Examples of industries where children working
d. Statistics
2) Paragraph 2
a. Name of group ___________
b. Their focus is ______________
c. Give info about Type of abuse
d. Place this is happening
e. What they want people to do (write letters, march, give money, etc.
3) Paragraph 3
a. Name of group ___________
b. Their focus is ______________
c. Give info about Type of abuse
d. Place this is happening
What they want people to do (write letters, march, give money, etc.
4) Paragraph 4 Name of group ___________
e. Their focus is ______________ (alike or different?)
f. Give info about type of abuse
g. Place this is happening
h. What they want people to do (write letters, march, give money, etc.
5) Paragraph 5 - Conclusion Re write your first paragraph or thesis statement using different words.
Before you begin writing, go back and insert connectors from the chart above.
1) International Initiative on Exploitative Child Labor"End Child Labor"
(CBS/AP) An untold number of children of all nationalities have disappeared in the chaos of the tsunami disaster.
Their whereabouts are unknown and there are fears that they may have been seized upon by those who traffic in sex, reports CBS News Correspondent Sheila MacVicar. (Far left) Digging sand from river outside Kigali, Rwanda (Middle) Drying sand before bagging and selling from roadside (Far right) Five-year old girl doing double duty--helping work in stone quarry and caretaking younger sibling (Photos: L. Diane Mull)
Take action to protect children laboring in mines around the world. To learn more visit our page on World Day Against Child Labor.
Learn more about what you can do, follow this link to Global March Against Child Labor...
helping work in stone quarry and caretaking younger sibling (Photos: L. Diane Mull)
Take action to protect children laboring in mines around the world. To learn more visit our page on World Day Against Child Labor.
Learn more about what you can do, follow this link to Global March Against Child Labor...
The International Initiative to End Child Labor (IIECL) is the first United States based organization whose sole mission is to eliminate the worst forms of exploitative child labor in the United States and throughout the world. IIECL was founded in 1998 and incorporated March of 1999 in Washington, DC. IIECL has been designated by the US Internal Revenue Service as a 501 (c) (3) tax-exempt, not-for-profit organizaton.
http://iccle.org/newsletter/index.php3
International Center on Child Labor and Education (ICCLE)1925 K Street NW, Suite 408Washington, DC 20006 USA Phone: +1-202-778-6355Fax: +1-202-778-4638E-mail: info@iccle.orgVisit us on the Web at: www.iccle.org
The Harkin-Engel Protocol responded to numerous reports of child and slave labor conditions in the cocoa industry in West Africa, particularly in the Ivory Coast. West Africa is one of the biggest cocoa producing regions in the world, with 43% of the world’s coca beans coming from the Ivory Coast alone. There are more than 600,000 small farms producing cocoa beans in the Ivory Coast, many in the remote parts of the country. Local human rights activists in the Ivory Coast estimate that as many as 90% of cocoa farms use forced child labor.
Tsunami Children Lost, Vulnerable
http://iccle.org/newsletter/index.php3#5
JAKARTA, 5 January 2005
Unaccompanied children urgently need to be identified and put in foster care as their families are traced, Carolyn Miles of the charity Save The Children tells the CBS News Early Show. "Just the other day, we were in a village where we found 700 children that were unaccompanied in Indonesia," she says.
Child welfare groups such as UNICEF are concerned that child trafficking gangs — who are well-established in Indonesia — are whisking orphaned children into trafficking networks, selling them into forced labor or even sexual slavery in wealthier neighboring countries such as Malaysia and Singapore.
"I'm sure it's happening," said Birgithe Lund-Henrikse
Connectors for comparison
Between sentences or paragraphs
In addition
Both Red Beauty and Midnight Dream roses are known for the size of their blooms, their color and the fragrance. In addition, they are easy to grow.
Similiarly
The Midnight Dream rose won awards in local contests last year. Similarly, the Red Beauty Rose was singled out for its beauty.
Likewise
The blooms of Red beauty roses last longer than those of most other roses. Likewise, the blooms of the Midnight Dream rose are long-lasting.
Compared to
Compared to many other roses, the blooms of Red Beauty and Midnight Dream roses last a long time.
Connectors that show contrast
Between a sentence or paragraph
However, On the other hand,
However, (On the other hand,) some of their differences are not very obvious.
In contrast
Red Beauty has a strong, sweet fragrance. In contrast, Midnight Dream’s fragrance is light and fruity.
Although,
Although they both have red flowers, Midnight Dream roses are darker than Red Beauty roses.
Even though…..
Even though they are both long-stemmed roses, Red Beauty stems are thin and covered with thorns while Midnight Dream stems are thick and have almost no thorns.
Example of a Compare and Contrast Essay.
Introduction: (Discussion is about various groups and a statement about the problem of child labor internationally. Throw in some statistics……examples, details)
There are many international groups working to end the use of children as laborers in mines, factories, fields, sweatshops and even the sex trade. (add more information here about the numbers of children used around the world and in what countries and industries……) Three groups have been in the news recently, the United Nations, the International Labor Organization and a United States Senator. Each of these three groups have one purpose in common, to call on the public to help end the exploitation of children working in terrible conditions in industries around the world. However, each group has a specific target and purpose.
Paragraph One. Introduce the first group about the first group.
June march to end Child Labor
Sponsored by International Initiative on Exploitative Child Labor
Children working in the mines of Africa
Sponsored a march in June
World Day Against Child Labor.
Use a transition and begin the second paragraph about group Two.
Use a transition, and begin the third paragraph about group three.
Name the group UNICEF
Explain what they are concerned about child trafficking gangs who and
where - Indonesia
Explain what they are asking the public to do.
Conclusion. Restate the topic sentence in different words.
children missing from the Tsunami in Indonesia, and those working underground in the mines of …….. But the methods used by each of these three groups are different.
Children are forced to become soldiers in Columbia, SA
Children are promised bicycles and enslaved to work the fields in Togo, Africa
Children work in the gold mines of South Africa.
Examples of my google search: I typed in child labor; These web sites came up:
Global March Against Child Labour - From Exploitation to Education
Child labor condemns millions of children around the world to a life of servitude.Reports, papers and details of the Global March Against Child Labor which ...http://www.globalmarch.org/ - 39k - Aug 1, 2005 - similar pages - add to favorites
· UNICEF - Child protection - Child labour
The United Nations Children's Fund - UNICEF - works for children's rights, theirsurvival, development and protection, guided by the Convention on the ...
http://www.unicef.org/protection/index_childlabour.html - 22k - Aug 1, 2005 - similar pages - add to favorites
· ILO - InFocus Programme on Child Labour
The International Programme on the Elimination of Child Labour (IPEC) works forthe progressive elimination of child labour worldwide, emphasising the ...
http://www.ilo.org/public/english/standards/ipec/ - 26k - Aug 1, 2005 - similar pages - add to favorites
· UNITE HERE! http://www.iiecl.org/http://www.iiecl.org/
Preparing to Write: Research
In the Google search, box, type in child labor.
Scan the web sites and look for words like against, anti, campaign, etc.
Quickly skim over the information and pick three.
You can print out a page or two about each organization if you want.
i. Use the web addresses in the resource page of your paper.
ii. Check your correct spelling and information from this paper
iii. Do not copy word for word from your resource. This is plagerism!
2. Take simple notes: Find the things that are in common.
Find the things they have don’t have in common.
3. Find a very very simple organization.
a. Put this information into a Venn Diagram
b. Put this information into a simple outline
1) Introduction
(Don’t use complete sentences Ask yourself a question? What are three groups
that are active against child labor and how are they alike or different?)
a. Child labor a big problem
b. All over the world
c. Examples of industries where children working
d. Statistics
2) Paragraph 2
a. Name of group ___________
b. Their focus is ______________
c. Give info about Type of abuse
d. Place this is happening
e. What they want people to do (write letters, march, give money, etc.
3) Paragraph 3
a. Name of group ___________
b. Their focus is ______________
c. Give info about Type of abuse
d. Place this is happening
What they want people to do (write letters, march, give money, etc.
4) Paragraph 4 Name of group ___________
e. Their focus is ______________ (alike or different?)
f. Give info about type of abuse
g. Place this is happening
h. What they want people to do (write letters, march, give money, etc.
5) Paragraph 5 - Conclusion Re write your first paragraph or thesis statement using different words.
Before you begin writing, go back and insert connectors from the chart above.
1) International Initiative on Exploitative Child Labor"End Child Labor"
(CBS/AP) An untold number of children of all nationalities have disappeared in the chaos of the tsunami disaster.
Their whereabouts are unknown and there are fears that they may have been seized upon by those who traffic in sex, reports CBS News Correspondent Sheila MacVicar. (Far left) Digging sand from river outside Kigali, Rwanda (Middle) Drying sand before bagging and selling from roadside (Far right) Five-year old girl doing double duty--helping work in stone quarry and caretaking younger sibling (Photos: L. Diane Mull)
Take action to protect children laboring in mines around the world. To learn more visit our page on World Day Against Child Labor.
Learn more about what you can do, follow this link to Global March Against Child Labor...
helping work in stone quarry and caretaking younger sibling (Photos: L. Diane Mull)
Take action to protect children laboring in mines around the world. To learn more visit our page on World Day Against Child Labor.
Learn more about what you can do, follow this link to Global March Against Child Labor...
The International Initiative to End Child Labor (IIECL) is the first United States based organization whose sole mission is to eliminate the worst forms of exploitative child labor in the United States and throughout the world. IIECL was founded in 1998 and incorporated March of 1999 in Washington, DC. IIECL has been designated by the US Internal Revenue Service as a 501 (c) (3) tax-exempt, not-for-profit organizaton.
http://iccle.org/newsletter/index.php3
International Center on Child Labor and Education (ICCLE)1925 K Street NW, Suite 408Washington, DC 20006 USA Phone: +1-202-778-6355Fax: +1-202-778-4638E-mail: info@iccle.orgVisit us on the Web at: www.iccle.org
The Harkin-Engel Protocol responded to numerous reports of child and slave labor conditions in the cocoa industry in West Africa, particularly in the Ivory Coast. West Africa is one of the biggest cocoa producing regions in the world, with 43% of the world’s coca beans coming from the Ivory Coast alone. There are more than 600,000 small farms producing cocoa beans in the Ivory Coast, many in the remote parts of the country. Local human rights activists in the Ivory Coast estimate that as many as 90% of cocoa farms use forced child labor.
Tsunami Children Lost, Vulnerable
http://iccle.org/newsletter/index.php3#5
JAKARTA, 5 January 2005
Unaccompanied children urgently need to be identified and put in foster care as their families are traced, Carolyn Miles of the charity Save The Children tells the CBS News Early Show. "Just the other day, we were in a village where we found 700 children that were unaccompanied in Indonesia," she says.
Child welfare groups such as UNICEF are concerned that child trafficking gangs — who are well-established in Indonesia — are whisking orphaned children into trafficking networks, selling them into forced labor or even sexual slavery in wealthier neighboring countries such as Malaysia and Singapore.
"I'm sure it's happening," said Birgithe Lund-Henrikse
Connectors for comparison
Between sentences or paragraphs
In addition
Both Red Beauty and Midnight Dream roses are known for the size of their blooms, their color and the fragrance. In addition, they are easy to grow.
Similiarly
The Midnight Dream rose won awards in local contests last year. Similarly, the Red Beauty Rose was singled out for its beauty.
Likewise
The blooms of Red beauty roses last longer than those of most other roses. Likewise, the blooms of the Midnight Dream rose are long-lasting.
Compared to
Compared to many other roses, the blooms of Red Beauty and Midnight Dream roses last a long time.
Connectors that show contrast
Between a sentence or paragraph
However, On the other hand,
However, (On the other hand,) some of their differences are not very obvious.
In contrast
Red Beauty has a strong, sweet fragrance. In contrast, Midnight Dream’s fragrance is light and fruity.
Although,
Although they both have red flowers, Midnight Dream roses are darker than Red Beauty roses.
Even though…..
Even though they are both long-stemmed roses, Red Beauty stems are thin and covered with thorns while Midnight Dream stems are thick and have almost no thorns.
Example of a Compare and Contrast Essay.
Introduction: (Discussion is about various groups and a statement about the problem of child labor internationally. Throw in some statistics……examples, details)
There are many international groups working to end the use of children as laborers in mines, factories, fields, sweatshops and even the sex trade. (add more information here about the numbers of children used around the world and in what countries and industries……) Three groups have been in the news recently, the United Nations, the International Labor Organization and a United States Senator. Each of these three groups have one purpose in common, to call on the public to help end the exploitation of children working in terrible conditions in industries around the world. However, each group has a specific target and purpose.
Paragraph One. Introduce the first group about the first group.
June march to end Child Labor
Sponsored by International Initiative on Exploitative Child Labor
Children working in the mines of Africa
Sponsored a march in June
World Day Against Child Labor.
Use a transition and begin the second paragraph about group Two.
Use a transition, and begin the third paragraph about group three.
Name the group UNICEF
Explain what they are concerned about child trafficking gangs who and
where - Indonesia
Explain what they are asking the public to do.
Conclusion. Restate the topic sentence in different words.
children missing from the Tsunami in Indonesia, and those working underground in the mines of …….. But the methods used by each of these three groups are different.
Friday, June 24, 2005
Assignments for Week 2 Listening Speaking 045 June 27, 2005
Oral Reports about Volcanoes.
(You can access this Blog at www.sclarkspringblog.com)
sources in the library. (Click on Internet explorer or netscape; click on "search", type the name of your volcano into the search box and click enter. When a list of sources appears on the screen,
scan them to see which source might be the best one. Then click on it.)
# Make your reports short, no more than 5 minutes. Each member should have something to say. Use large visual pictures or posters or download pictures to a computer disc or cd; we can view them on the computer screen/projector. (Do you know how to "right click on a picture on the web and cut and paste it into a document on a floppy disk?)
# When speaking, practice saying two sentences. Place a stress mark over the important words and and "jump up" on them. Stressed words are louder, longer and clearer. Most stressed words are nouns, verbs and adjectives. Unstressed words are the, an, a, or, and, so, (articles, conjunctions, prepositions)
# Try to pronounce every syllable unless it is an exception.
# Be sure to practice your "S" and "th" sounds.
Group 1 Lynn, Nhuthuyong, Ricardo, Besar
Group 2 Suleemas, Vu, alki
Group 3. Huy, Khanh
Group 4. Yu-Wei, Chen, Tutaka
Oral Reports about Volcanoes.
(You can access this Blog at www.sclarkspringblog.com)
scan them to see which source might be the best one. Then click on it.)
# Make your reports short, no more than 5 minutes. Each member should have something to say. Use large visual pictures or posters or download pictures to a computer disc or cd; we can view them on the computer screen/projector. (Do you know how to "right click on a picture on the web and cut and paste it into a document on a floppy disk?)
# When speaking, practice saying two sentences. Place a stress mark over the important words and and "jump up" on them. Stressed words are louder, longer and clearer. Most stressed words are nouns, verbs and adjectives. Unstressed words are the, an, a, or, and, so, (articles, conjunctions, prepositions)
# Try to pronounce every syllable unless it is an exception.
# Be sure to practice your "S" and "th" sounds.
Group 1 Lynn, Nhuthuyong, Ricardo, Besar
Group 2 Suleemas, Vu, alki
Group 3. Huy, Khanh
Group 4. Yu-Wei, Chen, Tutaka
Saturday, March 27, 2004
Speaking and Listening Competencies for this class
Level 3 Exit: Learner can respond to spoken questions, requests, and directions in a variety of relevant situations. Learner can express purpose and goals for speaking and express self in familiar and relevant situations.
3.1 Demonstrate understanding of simple conversations containing learned phrases and simple sentences in a job (interview), life- skill or social situation. State skills and interests clearly in a job (e.g. interview), life-skill or social situation.
3.2 Respond to some routine social phrases (e.g., paper or plastic, have a good week-end, there you go, etc.). Make a personal excuse or request (e.g. call in sick, ask for time off, etc.).
3.3 Follow two or three-step directions and simple rules or regulations presented orally in a variety of familiar situations (e.g., school, work, medical, safety). Report the basic facts of an absence, injury, accident or incident to the appropriate authorities
3.4 Identify stressed and unstressed syllables in words, phrases and sentences that follow common English intonation patterns. Respond appropriately to simple requests for more information or clarification.
3.5 Identify with difficulty some essential information in an observed conversation (e.g., telephone number, address, time, etc.) Use basic vocabulary to describe a person, place, or event.
3.6 Differentiate the appropriate use of formal and informal language including some high frequency reduced speech in simple familiar expressions (e.g. How’s it going? versus How are you? gonna, wanna, etc.). Initiate and maintain simple conversations using appropriate forms of address and register
3.7 Identify the sound/symbol relationship of long vowels and diphthongs in fa-miliar words. Pronounce consonants, consonant blends and all vowel sounds with difficulty in routine words and phrases or expressions.
Level 3 Exit: Learner can respond to spoken questions, requests, and directions in a variety of relevant situations. Learner can express purpose and goals for speaking and express self in familiar and relevant situations.
3.1 Demonstrate understanding of simple conversations containing learned phrases and simple sentences in a job (interview), life- skill or social situation. State skills and interests clearly in a job (e.g. interview), life-skill or social situation.
3.2 Respond to some routine social phrases (e.g., paper or plastic, have a good week-end, there you go, etc.). Make a personal excuse or request (e.g. call in sick, ask for time off, etc.).
3.3 Follow two or three-step directions and simple rules or regulations presented orally in a variety of familiar situations (e.g., school, work, medical, safety). Report the basic facts of an absence, injury, accident or incident to the appropriate authorities
3.4 Identify stressed and unstressed syllables in words, phrases and sentences that follow common English intonation patterns. Respond appropriately to simple requests for more information or clarification.
3.5 Identify with difficulty some essential information in an observed conversation (e.g., telephone number, address, time, etc.) Use basic vocabulary to describe a person, place, or event.
3.6 Differentiate the appropriate use of formal and informal language including some high frequency reduced speech in simple familiar expressions (e.g. How’s it going? versus How are you? gonna, wanna, etc.). Initiate and maintain simple conversations using appropriate forms of address and register
3.7 Identify the sound/symbol relationship of long vowels and diphthongs in fa-miliar words. Pronounce consonants, consonant blends and all vowel sounds with difficulty in routine words and phrases or expressions.
Course Syllabus:
Shoreline Community College
Humanities Division
Shoreline, Washington
English as a Second Language
ESLAB 035 03
Instructor Susan Clark, M.Ed.
Quarter Spring, 2004
Dates March 29 - June 11
Office Foss Teacher's Workroom, second floor
Office Hours 2:30 - 3 pm. Monday/Wednesday
Classroom 1727
Class Schedule Monday - Thursday, 3- 4:05 pm.
Holidays Monday, May 31, Memorial Day
Voice Mail
Email Sclark98@earthlink.net
Textbooks: TBA
Recommended: Ellis program in computer lab for pronunication practice.
Final Exam: Week of June 6
Course Objectives
At the end of level 3, the learner can express purpose and goals for speaking and express self in familiar and relevant situations. Learners will also be able to respond to spoken questions, requests, and directions in a variety of relevant situations.
Requirements
Students are expected to:
ß Attend classes regularly and actively participate in class activities
ß Complete in-class assignments, homework and speaking assignments on time
ß Recognize the diversity of cultural influences and values
ß Take required state test (CASAS) at the beginning and at the end of this quarter.
Keep up with assignments by checking on-line class web site
ß Turn in required assignments in a notebook form.
ESL 3 Rubrics
Listening
At the end of level 3, the learner can respond to spoken questions, requests, and directions in a variety of relevant situations.
3.1 Demonstrate understanding of simple conversations containing learned phrases and simple sentences in a job (interview), life- skill or social situation.
3.2 Respond to some routine social phrases (e.g., paper or plastic, have a good week-end, there you go, etc.).
3.3 Follow two or three-step directions and simple rules or regulations presented orally in a variety of familiar situations (e.g., school, work, medical, safety).
3.4 Identify stressed and unstressed syllables in words, phrases and sentences that follow common English intonation patterns.
3.5 Identify with difficulty some essential information in an observed conversa-tion (e.g., telephone number, address, time, etc.)
3.6 Differentiate the appropriate use of formal and informal language including some high frequency reduced speech in simple familiar expressions (e.g. How’s it going? versus How are you? gonna, wanna, etc.).
3.7 Identify the sound/symbol relationship of long vowels and diphthongs in fa-miliar words.
Speaking
At the end of this course, learner can express purpose and goals for speaking and express self in familiar and relevant situations.
3.1 State skills and interests clearly in a job (e.g. interview), life-skill or social situa-tion.
3.2 Make a personal excuse or request (e.g. call in sick, ask for time off, etc.).
3.3 Report the basic facts of an absence, injury, accident or incident to the appropri-ate authorities
3.4 Respond appropriately to simple requests for more information or clarification.
3.5 Use basic vocabulary to describe a person, place, or event.
3.6 Initiate and maintain simple conversations using appropriate forms of address and register.
3.7 Pronounce consonants, consonant blends and all vowel sounds with difficulty in routine words and phrases or expressions.
Scoring Rubric scoring is based upon a 0-100 point scale. You need scores of 70 to show improvement and 80/100 to show mastery and completion of competencies.
Cheating and Plagiarism (pronounced pla-ger-is-m) is dishonest Do not copy from another student paper, ask another student for answers during a test) homework (cheating) or turn in a task that is directly copied from a published book or Internet source (plagiarism). Cheating and plagiarism is against the Washington Administrative code and campus policy # 5033, Dishonesty in Academics. Cheating and or plagiarism can cause you to fail your class or be dismissed from the college.
If you are absent - Let me know in a written note. Include your name, the date, and reason you were absent. When you return, please ask me, “May I please have the assignment and handouts for the day I was absent” for the assignments you missed and turn them in.
College closures – The College may close because of weather or other emergencies. Listen to radio or TV broadcasts or check on the Internet at www.shoreline.ctc.edu. Information is usually available before 6 a.m.
Campus Support Services – Services for International and non English speaking students include the Shoreline Community College Bookstore (Monday – Thursday 7:15 am – 6 pm and 7:15 Thursday 7:15 am – 4 pm.
The first two weeks of class the bookstore stays open until 7:30 p.m.
The Library has an ESL librarian to help you. Ask for her help.
Monday – Thursday 7:30 am – 9 pm.
Friday - 7:30 – 4:30 pm. on.
Saturday and Sunday - noon – 6 p.m.
ESL Computer Lab is open from 7 am– 4 p.m. daily in 1700 building. http://elmo.shore.ctc.edu/callab/ is the ESL online learning site for ESL instruction.
Immigrant Student Advisor - Aura Rios Erickson
Shoreline Community College
Telephone: (206) 546-4566.
Campus Parking Permits – Purchase at cashier's desk located in the main floor of the FOSS (5000 bldg). Open until 7:30 pm the first week of classes only.
Shoreline Community College
Humanities Division
Shoreline, Washington
English as a Second Language
ESLAB 035 03
Instructor Susan Clark, M.Ed.
Quarter Spring, 2004
Dates March 29 - June 11
Office Foss Teacher's Workroom, second floor
Office Hours 2:30 - 3 pm. Monday/Wednesday
Classroom 1727
Class Schedule Monday - Thursday, 3- 4:05 pm.
Holidays Monday, May 31, Memorial Day
Voice Mail
Email Sclark98@earthlink.net
Textbooks: TBA
Recommended: Ellis program in computer lab for pronunication practice.
Final Exam: Week of June 6
Course Objectives
At the end of level 3, the learner can express purpose and goals for speaking and express self in familiar and relevant situations. Learners will also be able to respond to spoken questions, requests, and directions in a variety of relevant situations.
Requirements
Students are expected to:
ß Attend classes regularly and actively participate in class activities
ß Complete in-class assignments, homework and speaking assignments on time
ß Recognize the diversity of cultural influences and values
ß Take required state test (CASAS) at the beginning and at the end of this quarter.
Keep up with assignments by checking on-line class web site
ß Turn in required assignments in a notebook form.
ESL 3 Rubrics
Listening
At the end of level 3, the learner can respond to spoken questions, requests, and directions in a variety of relevant situations.
3.1 Demonstrate understanding of simple conversations containing learned phrases and simple sentences in a job (interview), life- skill or social situation.
3.2 Respond to some routine social phrases (e.g., paper or plastic, have a good week-end, there you go, etc.).
3.3 Follow two or three-step directions and simple rules or regulations presented orally in a variety of familiar situations (e.g., school, work, medical, safety).
3.4 Identify stressed and unstressed syllables in words, phrases and sentences that follow common English intonation patterns.
3.5 Identify with difficulty some essential information in an observed conversa-tion (e.g., telephone number, address, time, etc.)
3.6 Differentiate the appropriate use of formal and informal language including some high frequency reduced speech in simple familiar expressions (e.g. How’s it going? versus How are you? gonna, wanna, etc.).
3.7 Identify the sound/symbol relationship of long vowels and diphthongs in fa-miliar words.
Speaking
At the end of this course, learner can express purpose and goals for speaking and express self in familiar and relevant situations.
3.1 State skills and interests clearly in a job (e.g. interview), life-skill or social situa-tion.
3.2 Make a personal excuse or request (e.g. call in sick, ask for time off, etc.).
3.3 Report the basic facts of an absence, injury, accident or incident to the appropri-ate authorities
3.4 Respond appropriately to simple requests for more information or clarification.
3.5 Use basic vocabulary to describe a person, place, or event.
3.6 Initiate and maintain simple conversations using appropriate forms of address and register.
3.7 Pronounce consonants, consonant blends and all vowel sounds with difficulty in routine words and phrases or expressions.
Scoring Rubric scoring is based upon a 0-100 point scale. You need scores of 70 to show improvement and 80/100 to show mastery and completion of competencies.
Cheating and Plagiarism (pronounced pla-ger-is-m) is dishonest Do not copy from another student paper, ask another student for answers during a test) homework (cheating) or turn in a task that is directly copied from a published book or Internet source (plagiarism). Cheating and plagiarism is against the Washington Administrative code and campus policy # 5033, Dishonesty in Academics. Cheating and or plagiarism can cause you to fail your class or be dismissed from the college.
If you are absent - Let me know in a written note. Include your name, the date, and reason you were absent. When you return, please ask me, “May I please have the assignment and handouts for the day I was absent” for the assignments you missed and turn them in.
College closures – The College may close because of weather or other emergencies. Listen to radio or TV broadcasts or check on the Internet at www.shoreline.ctc.edu. Information is usually available before 6 a.m.
Campus Support Services – Services for International and non English speaking students include the Shoreline Community College Bookstore (Monday – Thursday 7:15 am – 6 pm and 7:15 Thursday 7:15 am – 4 pm.
The first two weeks of class the bookstore stays open until 7:30 p.m.
The Library has an ESL librarian to help you. Ask for her help.
Monday – Thursday 7:30 am – 9 pm.
Friday - 7:30 – 4:30 pm. on.
Saturday and Sunday - noon – 6 p.m.
ESL Computer Lab is open from 7 am– 4 p.m. daily in 1700 building. http://elmo.shore.ctc.edu/callab/ is the ESL online learning site for ESL instruction.
Immigrant Student Advisor - Aura Rios Erickson
Shoreline Community College
Telephone: (206) 546-4566.
Campus Parking Permits – Purchase at cashier's desk located in the main floor of the FOSS (5000 bldg). Open until 7:30 pm the first week of classes only.
