Instructor: Garth Bunse
Cañada College ESL 880 CC EZL
Spring 2012
CRN: 43161
ESL 880 Language Skills for Workforce Careers
One Childhood/Two Languages Learning Community Course
Syllabus
Dates: January 19, 2012 through May 24, 2012 (Thursdays) Time: 7:05 pm – 10:00 PM
Room: 13-15
Course Description: This is a companion course to the Early Childhood Education Course 210: Early Childhood Education Principles and specifically Mauricio Palma’s ESL 210 Principios de la Educación Infantíl. Through various English and ESL exercises students will strengthen their concurrent studies of the historical perspectives and the exploration of ECE program models themes. Students will develop beginning level English skills, including extensive practice with the correct use of present tense and the conjugations of To Be. In written work students will learn how to write various types of sentences and paragraphs tailored to the child development work force.
Assigned Textbooks:
Beginnings and Beyond, Foundations in Early Childhood Education, 7e; Ann Miles Gordon and Kathyrn Williams Browne (in English)
A Large English Dictionary (Miriam Webster’s Dictionary is recommended)
Materials:
Notebook/Journal, folder, pencils or pens
Course Requirements:
¨ Attendance: Come to class every day on time. Class meets only once a week so if you miss three classes you will be dropped.
¨ Class Participation: Talk in class, ask questions, listen respectfully to classmates and demonstrate your enthusiasm.
¨ Access to a Computer (at home or in the Learning Center) for 8 TBA Hours (see attached)
¨ Homework: You will have homework after every week including reading and journal writing
¨ Quizzes, Midterm Test, Oral Presentations, Writing Project and Final Exam
The grammar component of instruction will focus on the following:
· The present tense of BE: affirmative, negative, yes/no questions, short answers, and wh-questions
· The simple present tense: affirmative, negative, yes/no questions, short answers, wh-questions)
· Spelling and pronunciation of 3rd person –s form
· Irregular verbs (have, go, and do)
· Verb comparisons: the present tense of BE vs. the simple present tense
· This, that, these and those
· Prepositions of location
· Prepositions of Time (in, on, and at)
· There is and there are (including questions and short answers)
· Imperatives
Final Grade Breakdown
Homework 30%
TBA 15%
Quizzes and Midterm 20%
Writing Project 10%
Oral Presentation 10%
Final Exam 15%
100%
Week 2 Introductions, Orientations
Writing Samples, Present tense To Be
Week 3 Journal Entries Introduction: First School Memories
To Be practice and To Be quiz
Week 4 Chapter 1: Locke, Rousseau, Montessori, Webster’s Dictionary, and Kaiser
The Class Tool, Field trip to Learning Center
Week 5 Chapter 2 and Appendix B
NAEYC, Body and Emotional States Vocabulary and the accident report
Week 6 Chapter 3 Reflections / Journal Entries on Defining the Young Child
Body/Emotion Vocabulary Quiz,
Week 7 Quiz/Test Theories
Answering the Phone and Calling in Sick
ASQ and The Vocabulary of Assessment
Week 8 Reflections / Journal Entries on Chapters 4, Appendix C
DRDP and The Vocabulary of Observation
Action Verbs of the Industry Quiz
Week 9 Reflections / Journal Entries on “Who are the Teachers: Chapter 5”
Head Start
DRDP and The Vocabulary of Observation
Week 10 Reflections / Journal Entries on Creating Environments
ECERS vocabulary
Week 11 Preview Midterm, 1st
Chapters 6 and 7
Week 12 Midterm and Reflections / Journal Entries on Chapters 6 and 7
Week 13 Chapter 8: Principles of family support, Parent Groups
Week 14 Chapter 9: TBA Folders Due
Week 15 Chapter 10
Week 16 Resume Workshop and Reflections on ECE 210 Group Projects
Week 17 Reflections / Journal Entries on ECE 210 Group Projects
Resume Drafts, Children’s Literature Oral Presentations
Week 18 Reflections on Group Projects Resume Drafts, Oral Presentations
Week 19 Final Exam Preview and Final Resumes Due
Children’s Literature Oral Presentations
Week 20 Final Exam
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