Extended Level 4: Grammar

Course Description

This course provides a comprehensive integrated-skills approach to understand and practice English grammar. Centered on thematic instruction, it combines controlled and communicative practice with critical thinking skills and ongoing assessment.  Students gain the confidence they need to speak and write English accurately and fluently.

Course Goals

The goal of this course is to provide instructional support to enable advanced students to communicate in English regarding subjects including: types of personality traits, types of movies and unsolved criminal mysteries, legends and myths in different societies, friendship, putting things off until a later time, controversies, sports, athletes, and sporting events, stories about acts of compassion, types of memory and how we can improve our ability to remember, real conditions or unreality, intuition and speculation, language that is used to ask for and give advice.

Course Objectives

  • Unit 12a: Focus on the meanings and uses of adjective clauses, placement of adjective clause, pronouns as subjects and objects.
  • Unit 12b: Focus on language that is used to talk about various types of personality traits.
  • Unit 13a: Focus on forms, meanings, and uses of adjective clauses, uses as objects of prepositions, and various patterns that are used in adjective clauses.
  • Unit 13b: Focus and use language to talk about various types of movies.
  • Unit 14a: Focus on the forms, meaning, and uses of the passive voice and the passive causative.
  • Unit 14b: Focus on language that is used to talk about unsolved criminal mysteries.
  • Unit 15a: Focus on the forms, meanings, and uses of the stative passive and the passive in clauses with it and phrases with to.
  • Unit 15b: Focus on language that is used to talk about legends and myths in different societies.
  • Unit 16a: Focus on the meanings and uses of gerunds.
  • Unit 16b: Focus on language that is used to talk about friendship and the various types of friendships one experiences in life.
  • Unit 17a: Focus on the forms, meanings, and uses of infinitives in the simple, past, and passive forms.
  • Unit 17b: Focus on language that is used to talk about putting things off until a later time.
  • Unit 18a: Focus on the form, meaning, and placement of sentence adverbs, focus adverbs, and negative adverbs.
  • Unit 18b: Focus on language that is used to discuss controversies.
  • Unit 19a: Focus on the meanings and uses of various types of adverb clauses, as well as their placement and punctuation.
  • Unit 19b: Focus on language that is used to talk about sports, athletes, and sporting events.
  • Unit 20a: Focus on the form and uses of adverb and adverbial phrases and the reduction of various types of adverb clauses to phrases.
  • Unit 20b: Focus on language that is used to discuss stories about acts of compassion.
  • Unit 21a: Focus on the forms, meanings, and uses of three types of discourse connectors.
  • Unit 21b: Focus on language that is used to talk about different types of memory and how we can improve our ability to remember.
  • Unit 22a: Focus on the forms, meanings, and uses of a variety of structures that express real conditions or reality.
  • Unit 22b: Focus on language that is used to talk about intuition and speculation.
  • Unit 23a: Focus on forms, meanings, and uses of the subjunctive in implied and inverted conditionals and noun clauses.
  • Unit 23b: Focus on language that is used to ask for and give advice.

Student Learning Outcomes

  • Unit 12.1: Students can use who, which, or that to refer to people or things.
  • Unit 12.2: Students can use who, whom, or those in adjective clauses.
  • Unit 12.3: Students can use whose, where, when, or that in adjective clauses.
  • Unit 12.4: Students can use identifying and non-identifying adjective clauses.
  • Unit 13.1: Students can use which in formal and informal speech.
  • Unit 13.2: Students can use who (m), that, which, and whose as objects of prepositions in adjective clauses.
  • Unit 13.3: Students can use quantifiers in main clauses.
  • Unit 13.4: Students can use adjective clauses and shorten to an adjective phrase.
  • Unit 14.1: Students can use passive sentences in the past, present, and future form.
  • Unit 14.2: Students can use modals in passive sentences.
  • Unit 14.3: Students can use have or get in the passive causative form.
  • Unit 15.1: Students can use by or get in the passive voice.
  • Unit 15.2: Students can use stative passive to discuss states or situations.
  • Unit 15.3: Students can use when, when the passive construction is formed.
  • Unit 15.5: Students can use the passive with that and to.
  • Unit 16.1: Students can use gerunds in the passive form.
  • Unit 16.2: Students can use simple gerunds to make generalizations.
  • Unit 16.3: Students can use possessive noun or pronoun before gerunds.
  • Unit 16.4: Students can use gerunds in the simple or past form.
  • Unit 17.1: Students can use the function of an infinitive.
  • Unit 17.2: Students can use certain adjectives followed by infinitives.
  • Unit 17.3: Students can use certain verbs followed by infinitives.
  • Unit 17.4: Students can use verbs followed by infinitives and others by gerunds.
  • Unit 17.5: Students can use infinitives in the simple, past, and passive forms.
  • Unit 18.1: Students can use adverbs that modify verbs, adjectives, and other adverbs.
  • Unit 18.2: Students can use focus adverbs and change the meaning of sentences.
  • Unit 18.3: Students can use negative adverbs to emphasize meaning.
  • Unit 18.4: Students can use adverbs as dependent clauses.
  • Unit 18.5: Students can use adverb clauses and subordinating conjunctions.
  • Unit 18.6: Students can use adverb clauses of time.
  • Unit 18.7: Students can use adverb clauses of place, reason, contrast, and condition.
  • Unit 19.1: Students can use a clause and a phrase.
  • Unit 19.2: Students can use adverb clauses that can be shortened or changed to adverb phrases.
  • Unit 19.3: Students can change a simple past or past perfect verb in adverb clauses.
  • Unit 20.1: Students can use adverbial phrases and subordinating conjunctions.
  • Unit 20.2: Students can use adverb clauses of reason and change to adverbial phrases.
  • Unit 21.1: Students can use three main types of connectors.
  • Unit 21.2: Students can use coordinating conjunctions to join independent clauses.
  • Unit 21.3: Students can use transitions in sentences.
  • Unit 21.4: Students can use five types of transitions that connect sentences.
  • Unit 21.5: Students can use conditional sentences to describe situations that occurred because of certain conditions.
  • Unit 22.1: Students can use real conditionals to describe situations that occur regularly or in the future.
  • Unit 22.2: Students can use present real conditional to talk about general truths, scientific facts, or habits and repeated events.
  • Unit 23.1: Use present unreal conditionals to talk about past unreal, untrue, imagined, or impossible conditions.
  • Unit 23.2: Students can use conditions that are sometimes implied rather than directly stated.
  • Unit 23.3: Students can use unreal conditions with had, should, and were.
  • Unit 23.4: Students can use inverted conditionals with should.

Extended Level 4: Conversation

Course Description

This course is for High Advanced speakers that Discuss principles to contribute to excellent language learning. Students explore real world issues, discuss academic topics, and study content-based and thematic materials.  Students learn to organize thoughts and notes through graphic organizers that accommodate diverse learning and thinking styles.

Course Goals

The goal of this course is to provide instructional support to enable high advanced students to write and communicate in English regarding complex subjects including: languages and learning, danger and daring, writing about gender and relationships, writing about beauty and aesthetics, transitions, writing about the mind, working, breakthroughs, art and entertainment, writing about conflict and reconciliation.

Course Objectives

  • Chapter 1: Discuss languages and learning
  • Chapter 2: Discuss dangerous and daring activities
  • Chapter 3: Discuss gender and relationships
  • Chapter 4: Discuss beauty and aesthetics
  • Chapter 5: Discuss transitions
  • Chapter 6: Discuss the mind
  • Chapter 7: Discuss working
  • Chapter 8: Discuss breakthroughs
  • Chapter 9: Discuss art and entertainment
  • Chapter 10: Discuss conflict and reconciliation

Student Learning Outcomes

  • Chapter 1.1: Students can recognize the basic essay form and function.
  • Chapter 1.2: Students can discuss and use vocabulary and expressions for discussing communication differences.
  • Chapter 1.3: Students can write a descriptive essay on the best way to learn a foreign language.
  • Chapter 1.4: Students can analyze and write an academic essay.
  • Chapter 2.1: Students use vocabulary to describe personalities and achievements of explorers.
  • Chapter 2.2: Students can write an information essay about an explorer.
  • Chapter 2.3: Students can analyze thesis statements and supporting ideas.
  • Chapter 2.4: Students can make predictions from thesis statements.
  • Chapter 3.1: Students can develop paragraphs.
  • Chapter 3.2: Students can recognize supporting information from experts.
  • Chapter 3.3: Students can use vocabulary to discuss communication.
  • Chapter 3.4: Students can use vocabulary and phrases for showing similarities and differences.
  • Chapter 4.1: Students can write a cause and effect essay on an aspect of personal aesthetics.
  • Chapter 4.2: Students can discuss and write a timeline.
  • Chapter 4.3: Students can identify personal choices.
  • Chapter 4.4: Students can discuss the history of personal aesthetics using new vocabulary.
  • Chapter 5.1: Students can write an informational essay that describes and analyzes a rite of passage.
  • Chapter 5.2: Students can discuss using words or phrases in the rites of passages.
  • Chapter 5.3: Students can analyze a well-developed paragraph.
  • Chapter 5.4: Students can analyze an interpretation paragraph.
  • Chapter 6.1: Students can write an analysis essay that describes and interprets a dream.
  • Chapter 6.2: Students can understand paragraph organization and the levels of generality.
  • Chapter 6.3: Students can use vocabulary and phrases for interpreting dreams.
  • Chapter 6.4: Students can use paragraph patterns with top-down organization and divided organization.
  • Chapter 7.1: Students can complete an analysis essay on the qualities that contribute to success at work.
  • Chapter 7.1: Students can use words and phrases in describing work in a multicultural setting.
  • Chapter 7.1: Students can discuss cause and effect relationships.
  • Chapter 7.1: Students can write a casual chain essay.
  • Chapter 8.1: Students can write a definition essay that describes important energy conservation development.
  • Chapter 8.2: Students can discuss energy by using useful words or expressions.
  • Chapter 8.3: Students can discuss the describing process and process paragraphs.
  • Chapter 8.4: Students can gather information and present research.
  • Chapter 9.1: Students can use vocabulary and phrases for describing and analyzing art.
  • Chapter 9.1: Students can write an interpretation essay that describes a work of art and what it says about the artist or the artist’s culture.
  • Chapter 9.1: Students can discuss and practice integrating direct quotations and paraphrases into writing.
  • Chapter 9.1: Students can write introductions and conclusions.
  • Chapter 10.1: Students can discuss interpreting images and metaphors.
  • Chapter 10.2: Students can write an argument essay that explains a problem and presents one or more solutions.
  • Chapter 10.3: Students can discuss problems and solutions.
  • Chapter 10.4: Students can analyze a problem-solution thesis statement.