3113%20STUDENT%20MANUAL%201st%20SEM.2008-2009-final

3113%20STUDENT%20MANUAL%201st%20SEM.2008-2009-final -...

Info icon This preview shows pages 1–6. Sign up to view the full content.

View Full Document Right Arrow Icon
UNIVERSITY OF PUERTO RICO IN PONCE ENGLISH DEPARTMENT FIRST SEMESTER ACADEMIC YEAR 2008-2009 ENGLISH LANGUAGE LABORATORY DE- 1 LAB
Image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
ENGLISH LANGUAGE LABORATORY DE -1 & 132 STUDENT MANUAL FIRST SEMESTER ACADEMIC YEAR 2008-2009
Image of page 2
TABLE OF CONTENTS TITLE ENGL3113 SYLLABUS AND TENTATIVE SCHEDULE CALENDAR LABORATORY RULES PRE-TEST (ANNOUNCEMENT) S/ES ENDING & FREQUENCY ADVERBS TAG & WH QUESTIONS MODALS & PRONOUNS SIMPLE PRESENT & PRESENT PROGRESSIVE QUIZ I (ANNOUNCEMENT) LISTENING COMPREHENSION ED-ENDING PAST VS. PRESENT (USED TO ) LISTENING COMPREHENSION (PAST PROGRESSIVE) FUTURE TENSE TIME CLAUSES QUIZ II (ANNOUNCEMENT) POST TEST (ANNOUNCEMENT) APPENDIX UPR - ACADEMIC CALENDAR 1 ST SEMESTER 2008-2009 CALCULATION SHEET FOR THE LABORATORY GRADE
Image of page 3

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
4 University of Puerto Rico in Ponce Dean of Academic Affairs 1 st Semester Academic Year 2008-2009 SYLLABUS - ENGLISH 3113 I. Course Title: Basic English Laboratory 3113 II. Code Number: ENGL 3113 III. Credits per Semester: None IV. Contact Hours: One hour per week V. Course Description: Basic English Laboratory 3113 is an additional opportunity for students to orally practice and reinforce grammatical items presented in the Basic English 3101 classroom and for the introduction and articulation of sounds that are known to cause difficulty to Spanish speakers. VI. Course Objectives: A. General 1. By exposing students to individualized aural-oral exercises, pertaining to grammatical and phonetic features presented in Basic English 3101 and having explained and practiced them in the English Lab, students should achieve acceptable fluency and communicate with correctness. Vocabulary development and listening comprehension and oral skills are emphasized. 2. By following the concept of inclusion expressed in Law 51 , students with special needs and disabilities will have the least restrictive environment to work in. B. Specific 1. By the end of the course the students are expected to: a. Recognize and produce the s-es inflection in English plurals, possessive nouns, contractions, and the 3 rd person singular simple present tense. b. Recognize and produce the -ed ending in the simple past tense. c. Recognize and produce the following consonant sounds: 1. [ ʦ ] = ch ocolate 4. [ ʒ ] = pleasu re 2. [ ʃ ] = sh ip 5. [j]= yet 3. [ ʤ ] = bridg e 6. ( ð ) = them, ( Ɵ ) = think Equal Employment Opportunity Employer M/W/V/D
Image of page 4
5 ENGLISH 3113 1st Semester 2008-2009 d. Show understanding of what is heard by correctly answering listening comprehension questions. e. Use new vocabulary words in communicative contexts. f. Practice intonation patterns in words, phrases, sentences, and questions. h. Compare and contrast the English and Spanish sound systems. i. Participate in short dialogues and/or conversational situations emphasizing grammatical structures taught in Basic English 3101, such as: frequency adverbs, Tag and WH questions, modals, reflexive and reciprocal pronouns, simple present and the present progressive tenses, simple past and simple present tenses, past progressive and simple future tense, and time clauses.
Image of page 5

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 6
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern