Instructional Methods: Classes include hands-on practice and drills for speed and accuracy using Mavis Beacon Teaches Typing or comparable interactive computer-assisted instructional software package. Faculty encourage students questions requiring them to use the languages of English and of keyboarding. Each student creates a portfolio of finished output.

Grading: The final grade is based on the following:

Class Participation	25%
Tests	75%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%.

Course Outline:

Week	Topics	Assignments and Tests
1-2	Software introduction. Orally and visually identifying and keystroking English alphabetical characters.	Diagnostic and progress tests.
3	Orally and visually identifying and keyboarding English punctuation and numbers. Learning left and right shift. Accuracy typing game.	Progress tests
4	Orally and visually identifying and keyboarding English language symbols. Random English word practice. Accuracy typing game.	Progress tests
5	Random English sentence practice with and without numbers. Accuracy typing game.	Progress tests
6	Reading, interpreting, and building speed and accuracy building keyboarding English text. Keyboarding difficult English words. Accuracy typing game.	Progress tests
7	Alternating fingers; reaches and high-risk combinations. Accuracy typing game.	Progress tests
8	Reading, understanding, and keyboarding English prefixes and suffixes, vowels and consonants, and numbers and symbols. Accuracy typing game.	Progress tests
9	Reading, interpreting, and building speed and accuracy keyboarding English text. Accuracy and speed typing games.	Progress tests
10	Reading, interpreting, and building speed and accuracy keyboarding English text. Accuracy and speed typing games.	Progress tests

rev. 2/04, 2/07, 1/10, 3/11

201 Keyboarding (Basic Course) 120 Classes

Prerequisite(s): None

Textbooks: None

Course Description: While developing English language skills, Keyboarding for Information Processing teaches basic keyboarding for information processing and computer applications.

Objectives: By the end of the course, students should be able:

§ to apply rules for English spelling and word formation;

§ to read and understand English letter combinations and words, word combinations, sentences, and passages;

§ to recognize and correct spelling, punctuation, and other English language errors; and

§ to keystroke English text at a minimum of 25 wpm with no more than 5 errors in a 5-minute timed writing.

Instructional Methods: Classes include hands-on practice and drills for speed and accuracy using Mavis Beacon Teaches Typing or comparable interactive computer-assisted instructional software package

Objectives: By the end of the course, students should be able:

to apply rules for English spelling and word formation;
to read and understand English letter combinations and words, word combinations, sentences, and passages;
to recognize and correct spelling, punctuation, and other English language errors;
to read and follow directions in English when practicing keyboarding exercises;
to ask questions in English concerning concepts and implementation;
to identify and correct English language errors in producing documents;
to produce letters, reports, memos, tables, and other personal-business and business documents from hand-written and from printed text in English;
to develop touch control of the keyboard and proper keyboarding techniques; and
to build basic speed and accuracy skills (to 25 wpm keyboarding English text with no more than five errors in five minutes).

Instructional Methods: Classes include language development and theory sessions followed by hands-on practice and drills for speed and accuracy keyboarding in English using Word. Students completes periodic summary exercises that require application of all skills learned to date. Each student creates a portfolio of finished output.

Grading: The final grade is based on the the following:

Class Participation	25%
Progress tests and Post-tests	25%
Document Production	25%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%.

Course Outline:

Week	Topics	Assignments and Tests
The program is computer adaptive. Students move through lessons based on skill levels. The lessons and skill level adjusts as they improve. Computerized progress tests measure skill levels. Progress tests during school bi-monthly exams used to measure course objectives.
Week 8	Progress tests. Standard set at typing at least 15 wpm with a maximum of 5 errors in 5 minutes.
Week 16	Progress tests. Standard set at typing at least 20 wpm with a maximum of 5 errors in 5 minutes.
Week 24	Progress tests. Standard set at typing at least 20 wpm with a maximum of 5 errors in 5 minutes

rev. 2/04, 2/07, 4/10, 3/11

202 Keyboarding (Advanced Course) 120 Classes

Prerequisite(s): Keyboarding 201 or equivalent.

Textbooks: None.

Course Description: While developing English language skills, this course builds keyboarding speed and accuracy skills through production of various kinds of business correspondence, of reports, of tabulations, and of forms from unarranged and rough-draft hand-written and print copy sources in English.

Objectives: By the end of the course, students should be able:

to better understand and correctly use English word division and composite words;

to read and follow directions in English when practicing advanced keyboarding exercises;
to ask questions in English concerning concepts and implementation;
to read and understand English language descriptions of business situations that will determine the production of documents;
to synthesize information from various English language sources that will determine the format of document production;
to produce letters, reports, memos, tables, and other personal-business and business documents from hand-written and from printed text in English, identifying and correcting language errors;
to develop touch control of the keyboard and proper keyboarding techniques; and
to build basic speed and accuracy skills to 25 wpm while keyboarding English text with no more than five errors in five minutes.

Instructional Methods: Classes include hands-on practice and drills for speed and accuracy using Mavis Beacon Teaches Typing or comparable interactive computer-assisted instructional software package

Grading: The final grade is based on the the following:

Class Participation	25%
Progress tests and Post-tests	25%
Document Production	25%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%.

Course Outline:

Week	Topics	Assignments and Tests
The program is computer adaptive. Students move through lessons based on skill levels. The lessons and skill level adjusts as they improve. Computerized progress tests measure skill levels. Progress tests during school bi-monthly exams used to measure course objectives.
Week 8	Progress tests. Standard set at typing at least 15 wpm with a maximum of 5 errors in 5 minutes.
Week 16	Progress tests. Standard set at typing at least 20 wpm with a maximum of 5 errors in 5 minutes.
Week 24	Progress tests. Standard set at typing at least 25 wpm with a maximum of 5 errors in 5 minutes

rev. 2/04, 2/07, 4/10

203 Keyboarding (Advanced Course) 80 Classes

Prerequisite(s): Keyboarding 202 or equivalent.

Textbooks: None.

Course Description: While developing English language skills, this course builds keyboarding speed and accuracy skills through production of various kinds of business correspondence, of reports, of tabulations, and of forms from unarranged and rough-draft hand-written and print copy sources in English.

Objectives: By the end of the course, students should be able:

to read and follow directions in English when practicing advanced keyboarding exercises within integrated business situations experiences requiring English language reading, discussion, and writing skills;
to ask questions in English concerning concepts and implementation; .
to read and understand English language descriptions of complex business situations that will determine the production of documents;
to synthesize information from various English language sources that will determine the format of document production;
to produce within situated experiences various kinds of letters, reports, memos, tables, and other personal-business and business documents from English language text, identifying and correcting language errors;
to develop advanced touch control of the keyboard and proper keyboarding techniques; and
to build basic speed and accuracy skills (to 45 wpm, keyboarding English text with no more than five errors in five minutes).

Instructional Methods: Classes include hands-on practice and drills for speed and accuracy using Mavis Beacon Teaches Typing or comparable interactive computer-assisted instructional software package

Grading: The final grade is based on the the following:

Class Participation	25%
Progress tests and Post-tests	25%
Document Production	25%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%.

Course Outline:

Week	Topics	Assignments and Tests
The program is computer adaptive. Students move through lessons based on skill levels. The lessons and skill level adjusts as they improve. Computerized progress tests measure skill levels. Progress tests during school bi-monthly exams used to measure course objectives.
Week 8	Progress tests. Standard set at typing at least 35 wpm with a maximum of 5 errors in 5 minutes.
Week 16	Progress tests. Standard set at typing at least 45 wpm with a maximum of 5 errors in 5 minutes.

rev.2/04, 2/07, 4/10, 3/11

205 Machine Transcription 30 Classes

Prerequisite(s): Keyboarding 201 or equivalent

Textbook: None

Course Description: While developing English language skills, this course teaches students to listen, to understand, and to transcribe English word/thought groups through simulated workplace tasks and materials.

Objectives: By the end of the course, students should be able:

to better understand and correctly use English word division and composite words;
to understand and correctly use homonyms in the context of dication;
to correctly spell English words not spelled phonetically that typically cause difficulty;

to understand spoken and written directions in English when transcribing from English dictation;
to ask questions in English concerning concepts and implementation;
to read and understand English language descriptions of business situations that will determine the correct production of documents;
to produce letters from English language dictation and to identify and correct language errors made by the transcriber and the person dictating;
to transcribe 15 lines of English language letter copy in 10 minutes with fewer than 3 errors and to correct 15 50-space lines of copy containing errors in 10 minutes with no more than 1 mistake.

Instructional Methods: Classes include hands-on practice and drills for speed and accuracy using Mavis Beacon Teaches Typing dictation and transcription lessons or a comparable interactive computer-assisted instructional software package. Classes include language development and theory sessions followed by hands-on practice and drills for speed and accuracy.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%.

Course Outline:

Week	Topics	Assignments and Tests
1	Transcription principles and practice from printed text	Transcription Exercises 1-5
2	Transcription from print (cont.)	Transcription Exercises 6-11
3	Dictation principles and practice	Dictation Lessons 1-3
4	Dictation practice	Dictation Lessons 4-6
5	Dictation practice	Dictation Lessons 7-8
6	Dictation practice	Dictation Lessons 9-10

rev. 2/04, 2/07, 4/10, 4/11

300 Business Management 120 Classes

Prerequisite(s): None

Textbooks: W.L. Megginson et al, Small Business Management: An Entrepreneur's Guidebook, 4^th edition, Irwin McGraw-Hill, 2002 (or comparable text).

Course Description: While developing English language skills, this course introduces students to small business management. Through reading, discussion, and case study analysis, students develop an understanding of small business planning, of marketing and operational strategy development, of legal and financial issues, and of day-to-day supervision and control procedures.

Objectives: By the end of the course, students should be able:

to read about small business management;
to analyze and interpret graphs, charts, and other visual material;
to read, discuss, and write in English about cases illustrating typical small business situations or problems; and
to develop an individual small business plan in English.

Instructional Methods: Students will read, discuss, and write in English in response to

situations described in the text; in reponse to quotations, charts, tables, and pictures; and in response to "cases."

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	30%
Quizzes	10%
Project	10%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week	Topics	Assignments and Tests
1-2	a.) Using the text: parts of the book and learning aids. b.) Introduction to small business issues and trends.	Read chapter 1. Select one chapter chart and one "question for discussion" write at least a paragraph explaining each. Write a response to the questions following one of the cases at the end of the chapter.
3	Opportunities and challenges in small business: reasons people start small business, characteristics of successful entrepreneurs, opportunities for small businesses, and concerns of small business owners.	Read chapter 2.. Select one chapter visual or figure and one "question for discussion" and write at least a paragraph for each. Write a response to the questions following one of the cases at the end of the chapter.
4	Forms of ownership: proprietorships, partnerships, corporations, and others; selecting and evaluating the right legal form. Individual oral presentation within small group in response to a specific chapter case.	Read chapter 3. Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Select and write at least a paragraph in response. Work with a small group to prepare a small group oral presentation that responds to the questions following one of the cases at the end of the chapter.
5	Becoming a small business owner: identifying a needed product and a market for it; franchising.	Read chapter 4. Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Write a response to the questions following one of the cases at the end of the chapter.
6-7	Planning in organizing and managing a small business: strategic, operational, and financial planning; components of a business plan; writing, presenting, and implementing the plan; writing a resume. Brief individual oral presentations explaining a chapter visual or figure.	Read chapter 5. Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. Select one component of the sample business plan and explain why it is important. Using the models in the sample business plan, write a resume for yourself. Open book test on material covered so far.
8	Financing your business: various forms and sources of financing; presenting yourself to lenders. Review for exam.	Read chapter 6. Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Write a response to the questions following one of the cases at the end of the chapter. Exam.
9	Marketing strategies: marketing concepts; using research; packaging, pricing, and other aspects of marketing; implementing and evaluating a marketing strategy. Individual within small group oral presentations in response to a specific chapter case	Read chapter 7. Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Work with a small group to prepare a small group oral presentation that responds to the questions following one of the cases at the end of the chapter.
10	Promoting and distributing a product: choosing a distribution channel; advertising, merchandizing, and promoting the product; managing credit.	Read chapter 8. Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Write a response to the questions following one of the cases at the end of the chapter.
11	Human resources: recruiting, selecting, training, and developing employees; complying with Equal Employment Opportunity laws and regulations; compensating employees and providing benefits; protecting their health and safety. Individual within small group oral presentations in response to a specific chapter case	Read chapter 9. Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Work with a small group to prepare a small group oral presentation that responds to the questions following one of the cases at the end of the chapter.
12	Maintaining good employee relationships: defining an organizational structure; exercising effective leadership; communicating with and motivating employees; evaluating employee's performance; imposing structure and discipline; terminating employees.	Read chapter 10 Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Write a response to the questions following one of the cases at the end of the chapter.
13	Locating and laying out facilities: developing operating systems; locating facilities; planning the physical facility; improving operations.	Read chapter 11 Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Prepare your part of a small group oral presentation that responds to the questions following one of the chapter cases.
14	Purchasing, inventory, and quality control: selecting suppliers and establishing purchasing procedures; controlling inventory; assuring quality control. Individual within small group oral presentations in response to a specific chapter case	Read chapter 12 Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Continue to work on small group presentation.
15	Planning for profit: business financial structure; profit-making activities; planning for profitability.	Read chapter 13 Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Write a response to the questions following one of the cases at the end of the chapter.
16	Budgeting and taxes: controlling operations and using budgetary control; evaluating financial conditions; local, state, and federal taxes; employment and personal owner taxes; record keeping for tax purposes. Review for exam.	Read chapter 14 Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Work with a small group to prepare a small group oral presentation that responds to the questions following one of the cases at the end of the chapter Exam.
17	Information technology: role of information in small business; creating appropriate management information systems; using information technology to promote your business.	Read chapter 15 Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Write a response to the questions following one of the cases at the end of the chapter.
18	Risk management, insurance, and crime prevention: types of risk, minimizing loss with insurance, and preventing crime; safeguarding employees.	Read chapter 16 Select one chapter visual or figure and write at least a paragraph explaining it. Select one "question for discussion" and write at least a paragraph in response. Work with a small group on a small group oral presentation about one of the cases at the end of the chapter
19-20	Business-government relations and business ethics: basic laws affecting small business; government help for small business; government regulations and paperwork; social and ethically responsible behavior.	Read chapter 17 Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Write a response to the questions following one of the cases at the end of the chapter.
21	Planning for the future: preparing the next generation and preparing for management succession; tax and estate planning.	Read chapter 18 Select one chapter visual or figure and one "question for discussion" and write at least a paragraph about each. . Work with a small group on a small group oral presentation about one of the cases at the end of the chapter
22-23	Individual Project: Developing a successful business plan.	Read "Workbook for Developing a Successful Business Plan" Follow instructor guidelines for developing an individual business plan for written and oral presentation next week.
24	Individual project oral reports. Review for exam.	Individual oral and written reports summarizing business plan. Final exam.

rev. 2/04, 2/07, 4/10, 3/11

301 Business Mathematics 24 classes

Prerequisite(s): None

Textbooks: Business Mathematics: The Easy Way, by Calman Goozner. Barron’s Educational Services, Inc., 2000, or comparable text.

Course Description: While developing English language skills, this course teaches elementary business math concepts and applications.

Objectives: By the end of the course, students should be able:

to read and better understand English language descriptions of situations requiring business mathematics activity or solutions;
to read, discuss, and understand directions in English for using arithmetic functions and skills;
to read, discuss, understand, and respond to English language basic business mathematics word problems;
to understand the basic vocabulary of payroll, checkbook procedures, marketing, inventory, depreciation, finance, and investment mathematics; and
to perform basic arithmetic operations with whole numbers, decimals, percents, fractions, and simple equations.

Instructional Methods: Students will read and discuss English language descriptions of problems requiring mathematical solutions and will respond arithmetically to word problems in English. Students will also be asked to talk and write about how they solved a problem.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week	Topics	Assignments and Tests
1	Addition and subtraction in business	Assigned exercises
2	Multiplication and division in business	Assigned exercises
3	Fractions and percents	Assigned exercises
4	Banking , loan, and credit applications	Assigned exercises
5	Retailing and purchasing applications	Assigned exercises. Review and exam.

rev. 2/04, 2/07, 2/08, 4/10, 4/11

302 Accounting (First Course) 120 Classes

Prerequisite(s): None

Textbooks: Kermit D. Larson et al, Volume I: Fundamental Accounting Principles With Working Papers, McGraw Hill Irwin, 2002 (or comparable text)

Course Description: While developing English language skills, this first course in an accounting sequence introduces students to the purposes and principles of accounting and the practice of fundamental accounting procedures. Students analyze and apply accounting concepts and procedures to real-life situations drawn from various types of businesses.

Objectives: By the end of the course, students should be able:

to read and better understand written English language descriptions of accounting, the language of business;
to develop oral fluency with numbers and numerical functions;
to interpret charts, graphs, and other visual materials;
to speak and to write in English about situations and problems requiring accounting activities or solutions;
to read for detail in the context of accounting problems and directions;
to interpret orally and in writing how businesses communicate with financial statements; and
to apply accounting principles and procedures to analyzing and recording transactions, to accrual accounting and financial statement, to completing the accounting cycle, to accounting for merchandising activities and to merchandise inventories and sales costs.

Instructional Methods: Classes include reading for detail, oral discussion, oral practice with numbers, instructor and student explanations of basic accounting principles and procedures, and problem solving through analytical and procedural exercises within real-world business and financial contexts.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

Mapping the text: the text and its help features

Accounting in the information age.

Forms of organizations: business and non-business.

Reading for detail to understand word problems.

Chart interpretation: Exhibits 1.1. and 1.2.

Reading: chapter learning objectives; chapter preview; pp. 1-9.

Questions: QS 1-1 to 1-3. Answer questions in one or more complete sentences, following the guidelines provided by the instructor.

Financial activities in organizations.

Financial statements: balance sheets, income statements, statement of changes in owner's equity, statement of cash flows

Reading for detail to understand word problems.

Oral practice: reading aloud and discussing statements with numbers and functions (exhibits 1.8 to 1.11)

Reading: assigned.

Questions: QS1-3 and 1-8.

Exercises: 1-1 to 1-3, as assigned. (Where exercises require a written response, answer in complete sentences with answers that explain why the answer is correct.)

Problem Set: 1-1A.

Ethics and social responsibility.

Career opportunities: accounting specializations and accounting-related opportunities

Reading for detail to understand word problems.

Oral practice: oral discussion involving numbers and functions (exhibit 1.17)

Small group work: defining how to provide the appropriate accounting solution for situations described in word problems.

Reading: assigned

Questions: QS 1-9 and 1-10

Exercises: 1-9 to 1-11.

Problem Set: 1-1B to 1-3B

Financial statements: communicating with financial statements; generally accepted accounting principles; introduction to the accounting equation

Reading for detail to understand word problems.

Reading: pp. 36-46

Question: QS 2-1

Exercises: 2-1 to 2-2

Problem Set: 2-1A

Business transactions: transactions and the accounting equation

Reading for detail to understand word problems.

Oral practice: oral discussion involving numbers and functions

Oral chart interpretation.

Reading: pp. 46-51

Question: QS2-4

Exercises 2-3 to 2-5

Problem Set: 2-2A to 2-3A

Financial statements: income statements, changes in owner's equity, balance sheets, cash flow statements

Reading for detail to understand word problems.

Small group work: defining how to provide the appropriate accounting solution for situations described in word problems.

Oral interpretation of charts, graphs, and tables.

Reading: pp. 52-57

Questions: QS 2-5

Exercises: 2-6A to 2-9A

Problem Set: 2-4A to 2-6A

Analyzing transactions: transactions and documents, accounts and double entry accounting

Reading for detail to understand word problems.

Oral practice: discussion about numbers and functions

Reading: pp. 78-87

Questions: QS3-1 to 3-2

Exercises: 3-1 to 3-2

Individual oral presentation of how to compute the balance for a T-Account.

Review for exam.

Review exercises, as assigned.

Write a paragraph or more in which you explain how to compute the balance for the T-Account in exhibit 3.6.

Bi-monthly exam

Processing transactions: journalizing transactions, balance column accounts, and posting journal entries

Reading for detail to understand word problems.

Small group work: defining how to provide the appropriate accounting solution for situations described in word problems.

Oral chart, graph, and table interpretation.

Reading: pp. 88-96

Questions: QS3-4

Exercises: 3-2 to 3-8 (as assigned)

Trial balance: preparing, using, correcting, and presenting trial balances

Reading for detail to understand word problems.

Oral practice: reading aloud and discussing statements with numbers and functions.

Reading: pp. 97-102

Questions: QS3-5 to 3-6

Exercises: 3-9 to 3-12 (as assigned)

Problem Set: 3A (as assigned)

Accrual accounting: timing and reporting, adjusting, recognizing revenues and expenses; accrual vs. cash flow basis

Reading for detail to understand word problems.

Reading: pp. 124-129

Questions: QS4-1 to 4-3

Exercises: 4-1 to 4-3

Problem Set: 4-1A

Adjusting accounts: adjusting for expenses, depreciation, unearned revenue, etc.

Reading for detail to understand word problems.

Small group work: providing the appropriate accounting solution for situations described in word problems.

Reading: pp. 129-139

Questions: QS4-4 to 4-7

Exercises: 4-4 to 4-7

Problem Set: 4-2A

Preparing financial statements. Reading for detail to understand word problems

Oral chart, graph, and table interpretation.

Reading: pp. 140-144

Questions: QS4-8 to 4-12

Exercises: 4-8 to 4-9

Problem Set: 4-3A

Completing the accounting cycle: the closing process for temporary and permanent accounts, recording closing entries, and post-closing trial balance

Reading for detail to understand word problems.

Reading: pp. 168-174

Questions: QS5-1 to 5-4

Exercises: 5-1 to 5-7

Problem Set: 5-1A to 5-3A

Using the work sheet as a tool: stating cash flows and reviewing the accounting cycle

Reading for detail to understand word problems.

Small group work: defining how to provide the appropriate accounting solution for situations described in word problems.

Reading: pp. 174-181

Questions: QS5-5 to 5-6

Exercises: 5-8 to 5-11

Problem Set: 5-4A

Review for exam

In writing, explain what someone looking at the statement of cash flows in exhibit 5.11 can tell about the financial situation of the company.

Bi-monthly exam

Classified balance sheets: classification structure and categories

Reading for detail to understand word problems.

Oral chart, graph, and table interpretation.

T: pp. 182-188

Questions: QS5-7

Exercises: 5-12

Problem Set: 6-1 A

Accounting for merchandising: merchandising activities and merchandise purchases, including discounts, returns, allowances, etc.

Reading for detail to understand word problems.

Small group work: defining how to provide the appropriate accounting solution for situations described in word problems.

Reading: pp. 212-222

Questions: QS6-1 to 6-2

Exercises: 6-1 to 6-5

Problem Set: 6-3 A

Merchandise sales and other merchandise issues: sales transactions, discounts, returns, allowances, cost and price adjustments, cost flows, etc.

Reading for detail to understand word problems.

Oral chart, table, and graph interpretation.

Reading: pp. 223-229

Questions: QS6-4 to 6-8

Exercises: 6-7 to 6-14

Problem Set: as assigned

Income statement formats: multiple-step and single-step income statements, merchandising cash flows

Reading for detail to understand word problems.

Reading: pp. 230-237

Questions: QS

Exercises: assigned

Problem Set: 6-4 to 6-5A

Merchandise inventories: assigning costs to inventory and inventory analysis and effects

Reading for detail to understand word problems.

Small group work: defining how to provide the appropriate accounting solution for situations described in word problems.

Reading: pp. 260-269

Questions: QS7-1 to 7-6

Exercises: 7-1 to 7-3

Problem Set: 7-1A

Inventory items and costs

Reading for detail to understand word problems.

Reading: pp. 270-272

Questions: QS7-7 to 7-8

Exercises: 7-4 & 7-7 to 7-8

Problem Set: 7-2 A

Other inventory valuations

Reading for detail to understand word problems.

Reading: pp. 273-283

Questions: QS7-9 to 7-10

Exercises: 7-9 to 7-12

Problem Set: 7-3 to 7-7A to

Putting it all together: comparative analysis of two companies, ethics challenge, and entrepreneurial decision making

Reading for detail to understand word problems.

Small group work: defining how to provide the appropriate accounting solution for situations described in word problems.

Review for exam.

Comparative analysis A1, p. 298

Ethics challenge A 1, p. 298

Entrepreneurial decision BTN 7-8, p. 289

Bi-monthly exam

rev. 2/04, 2/07, 4/10

303 Accounting (Intermediate Course) 120 Classes

Prerequisite(s): Accounting 302 or equivalent

Textbooks: Kermit D. Larson et al, Volume I: Fundamental Accounting Principles With Working Papers, McGraw Hill Irwin, 2002 (or comparable text).

Course Description: While developing English language skills, this second course in an accounting sequence expands students' knowledge about the purposes and principles of accounting and the practice of fundamental accounting procedures. Students analyze and apply accounting concepts and procedures to real-life situations drawn from various types of businesses.

Objectives: By the end of the course, students should be able:

to read and better understand written English language descriptions of accounting, the language of business;
to interpret charts, graphs, and other visual materials;
to talk and to write in English about situations and problems requiring accounting activities or solutions;
to read for detail in the context of accounting problems and directions;
to interpret how businesses communicate with financial statements
to understand the concept and forms of accounting information systems; and
to apply accounting principles and procedures to cash and internal control; to receivables and short-term investments; to plant assets, natural resources, and intangibles; to current liabilities; and to partnerships.

Instructional Methods: Classes include reading for detail, oral discussion and presentations, instructor and student explanations of accounting principles and procedures, and problem solving through analytical and procedural exercises within real-world business and financial contexts.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

1-4

Accounting information systems:

Oral practice: explaining what the cash receipts journal in exhibit 8.7 communicates.

Close reading of selected text.

Oral practice: describing one of the problems in the assigned exercises and demonstrate to the class the steps you used to solve it.

Discussion of responses to ethics challenge.

Reading: pp. 300-324.

Questions: QS 8-1 to 8-6. Answer questions in one or more complete sentences.

Exercises: 8-1 to 8-14, as assigned.

Problem Set: as assigned.

Explain in writing one of the problems in 8-1 to 8-14 and the steps used to solve it.

Ethics challenge, p. 348: Write a paragraph or more in response

5-8

Cash and internal control: internal control, control of cash, and banking activities as controls.

Oral practice: explaining what the bank statements in various chapter exhibits communicate.

Oral practice: explaining Reebok's balance sheet analysis based on responses to question 10.

Oral practice: describing one of the problems in the assigned exercises and demonstrate to the class the steps used to solve it.

Oral practice: discussion of Ethics Challenge, p. 391.

Close reading of selected text.

Review for exam, week 8.

Reading: pp. 352-378.

Questions: QS 9-1 to 9-7.

Exercises: as assigned

Problem Set: as assigned

Explain in writing one of the problems in 8-1 to 8-14 and the steps used to solve it.

Write a paragraph or more in response to question 10 on p. 381. Be specific.

Bi-monthly exam, week 8.

9-12

Receivables and short-term investments.

Oral practice: explaining the graph in exhibit 10.1 and the chart in "'Did You Know?" p. 412.

Oral practice: responses to question 11, 12, or 13.

Oral practice: describing one of the problems in the assigned exercises and its solution.

Oral practice: discussion of "Communicating in Practice" and "Entrepreneurial Decision" problems on pp. 434-435.

Close reading of selected text.

Reading: pp. 394-420.

Questions: QS 10-1 to 10-8.

Exercises and Problem Set: as assigned.

Write a paragraph or more in response to question 11, 12, or 13, p. 423. Be specific.

Explain one of the problems in one of the assigned exercises and describe the steps used to solve it.

Write a paragraph or more in response to the "Entrepreneurial Decision" case on pp. 434-435

13-16

Plant assists, natural resources, and intangibles: cost of plant assets, depreciation, revenue and capital expenditures, and disposals; etc.

Oral practice: explaining exhibit 11.1 and 11.17 graphs and what exhibit accounting statements communicate.

Oral practice: responding to quick study questions 11-1 to 11-12.

Oral practice: describing one of the problems in the assigned exercises with demonstrating the steps used to solve it.

Oral practice: discussion of "Ethics Challenge" and "Entrepreneurial Decision" problems, pp. 477 and 478.

Close reading of selected text.

Review for exam, week 16.

Reading: pp. 436-463.

Question: QS 11-1 to 11-12.

Exercises and Problem Set: as assigned

In a paragraph or more, explain one of the problems in one of the assigned exercises and describe the steps you used to solve it.

Write a paragraph or more in response to either the "Ethics Challenge" or the "Entrepreneurial Decision" problem on pp. 477 and 478

Bi-monthly exam, week 16.

17-20

Current liabilities: liabilities characteristics, known/determinable liabilities, estimated liabilities, contingent liabilities, and long-term liabilities.

Oral practice: describing one of the problems in the assigned exercises and the steps used to solve it.

Oral practice: discussion of "Ethics Challenge" and "Entrepreneurial Decision" problems on pp. 523 and 524.

Close reading of selected text.

Reading: pp. 480-508.

Question: QS 12-1 to 12-11.

Exercises and Problem Set: as assigned.

In a paragraph or more, explain one of the problems in one of the assigned exercises and describe the steps you used to solve it.

Write a paragraph or more in response to either the "Ethics Challenge" or the "Entrepreneurial Decision" problem on pp. 523 and 524

21-24

Partnerships: forms of business organization and partnership form; basic partnership accounting, admission and withdrawal of partners, partnership liquidation.

Oral practice: describing one of the problems in the assigned exercises and demonstrating the steps used to solve it.

Oral practice: discussion of "Ethics Challenge" and "Entrepreneurial Decision" problems on pp. 523 and 525.

Close reading of selected text.

Review for exam., week 24.

Vocabulary log

Reading: pp. 526-543.

Questions: QS 13-1 to 13-7

Exercises: as assigned.

Problem Set: as assigned

In a paragraph or more, explain one of the problems in one of the assigned exercises and describe the steps you used to solve it.

Write a paragraph or more in response to either the "Ethics Challenge" or the "Entrepreneurial Decision" problem on pp. 523 and 525

Bi-monthly exam, week 24.

rev. 2/04, 2/07, 4/10, 4/11

304 Accounting (Advanced I) 60 Classes

Prerequisite(s): Accounting 303 or equivalent

Textbooks: Kermit D. Larson et al, Volume II: Fundamental Accounting Principles With Working Papers, McGraw Hill Irwin, 2002 (or comparable text).

Course Description: While developing English language skills, this third course in an accounting sequence expands students' knowledge about the purposes and principles of accounting and the practice of fundamental accounting procedures. Students analyze and apply accounting concepts and procedures to real-life situations drawn from various types of businesses.

Objectives: By the end of the course, students should be able:

to read and better understand written English language descriptions of accounting, the language of business;
to develop oral fluency with numbers and numerical functions;
to interpret charts, graphs, and other visual materials;
to talk and to write in English about situations and problems requiring accounting activities or solutions;
to read for detail in the context of accounting problems and directions;
to interpret how business communicates with financial statements
to apply accounting principles and procedures to equity transactions and corporate accounting, term liabilities, long-term investments, reporting and analyzing cash flows, analysis of financial statements, and managerial accounting and job order cost accounting concepts and principles.

Instructional Methods: Classes will include reading for detail, oral discussion and presentations, instructor and student explanations of accounting principles and procedures, and problem solving through analytical and procedural exercises within real-world business and financial contexts.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

1-2

Equity transactions and corporate reporting: corporate form of organization; common and preferred stock; dividends; treasury stock; reporting income information; retained earnings,

Close reading of selected text.

Oral practice: describing one of the problems in the assigned exercises and demonstrating the steps you used to solve it.

Discussion of responses to ethics challenge.

Close reading of selected text.

Reading: pp. 556-590.

Questions: QS 14-1 to 14-6. Answer questions in one or more complete sentences.

Exercises: as assigned. Where exercises require a written response, answer in complete sentences with answers that explain why the answer is correct.

Problem Set: as assigned.

In a paragraph or more, explain one of the problems in the exercises and describe the steps you used to solve it.

3-4

Long-term liabilities: bond basics, bond issuances, bond retirement, long-term notes payable.

Oral practice: describing how you would handle the ethics challenge on p. 611 or the entrepreneurial decision problem on p. 612.

Close reading of selected text.

Quiz.

Reading: pp. 614-646.

Questions: QS 15-1 to 15-14.

Exercises and Problem Set: as assigned

Ethics challenge, p. 348, or entrepreneurial decision problem on p, 612: Write a paragraph or more in response, using the questions as a guide.

Quiz.

5-6

Long-term investments and international transactions: classifying investments, long-term investments in securities, investments in international operations, comprehensive income.

Oral practice: describing one of the problems in the assigned exercises and demonstrating the steps used to solve it.

Oral practice: discussion of question 14 or 15.

Close reading of selected text.

Reading: pp. 660-676.

Questions: QS 16-1 to 16-10.

Exercises and Problem Set: as assigned.

In a paragraph or more, explain one of the problems in 16-1 to 16-10 and describe the steps you used to solve it

7-8

Reporting and analyzing cash flows: basics of cash flow reporting; cash flows from operating, from investing, and from financing.

Oral practice: interpreting and explaining cash flow statements in chapter exhibits.

Oral practice: Prepare a brief oral presentation of discussion of "Ethics Challenge" or "Entrepreneurial Decision" problems on pp. 738 or 739.

Close reading of selected text.

Review for exam, week 8.

Reading: pp. 690-723.

Question: QS 17-1 to 17-12.

Exercises and Problem Set: as assigned

Respond to either the "Ethics Challenge" or the "Entrepreneurial Decision" problem on pp. 738 or 739, using the questions as a guide.

Bi-monthly exam, week 8.

9-10

Analysis of financial statements: basics of analysis; horizontal, vertical, and ratio analysis.

Oral practice: describing one of the problems in the assigned exercises and demonstrating the steps used to solve it.

Close reading of selected text.

Reading: pp. 740-767

Question: QS 18-1 to 18-6.

Exercises and Problem Set: as assigned

In a paragraph or more, explain one of the problems in one of the assigned exercises and describe the steps you used to solve it.

Managerial accounting concepts and principles: cost accounting concepts; reporting manufacturing activities.

Close reading of selected text.

Reading: pp. 784-807.

Questions, Exercises, and Problem Set: as assigned.

Job order cost accounting: inventory system and cost accounting, job order cost accounting, adjusting over applied and under applied, overhead.

Review for exam

Reading: pp. 826-844.

Questions, Exercises, and Problem Set: as assigned

Exam.

rev. 2/04, 2/07, 4/10, 4/11

305 Accounting (Advanced II) 60 Classes

Prerequisite(s): Accounting 304 or equivalent

Textbooks: Kermit D. Larson et al, Volume II: Fundamental Accounting Principles With Working Papers, McGraw Hill Irwin, 2002 (or comparable text)

Course Description: While developing English language skills, this fourth course in an accounting sequence expands students' knowledge about the purposes and principles of accounting and the practice of fundamental accounting procedures. Students analyze and apply accounting concepts and procedures to real-life situations drawn from various types of businesses.

Objectives: By the end of the course, students should be able:

to read and better understand written English language descriptions of accounting, the language of business;
to develop oral fluency with numbers and numerical functions;
to interpret charts, graphs, and other visual materials;
to talk and to write in English about situations and problems requiring accounting activities or solutions;
to read for detail in the context of accounting problems and directions;
to explain orally and in writing how businesses communicate with financial statements
to apply accounting principles and procedures to process cost accounting, cost allocation and performance measurement, cost-volume-profit analysis, master budgets and planning, flexible budgets and standard costs, and capital budgeting.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

1-2

Review of cost accounting.

Process cost accounting: comparing job order and process operations; process cost accounting, equivalent units of production, transfers in finished goods inventory and cost of goods sold.

Oral practice: prepare a brief oral presentation in which you describe one of the problems in the assigned exercises and demonstrate to the class the steps you used to solve it.

Discussion of responses to ethics challenge.

Close reading of selected text.

Vocabulary log.

Reading: pp. 864-889.

Questions: QS 21. Answer questions in one or more complete sentences.

Exercises: as assigned. Where exercises require a written response, answer in complete sentences with answers that explain why the answer is correct.

Problem Set: as assigned.

In a paragraph or more, explain one of the problems from the exercises and describe the steps you used to solve it.

3-4

Cost allocation and performance measurement: overhead coast allocation methods; departmental accounting and departmental expense allocations; responsibility accounting.

Oral practice: Prepare a brief oral presentation in which you describe how you would handle the ethics challenge on p. 943-44 or the entrepreneurial decision problem on p.945.

Close reading of selected text.

Quiz.

Vocabulary log

Reading: pp. 614-646.

Questions: QS 22.

Exercises and Problem Set: as assigned

Ethics challenge, p. 943-44, or entrepreneurial decision problem on p, 945: Write a paragraph or more in response, using the questions as a guide.

Quiz.

5-6

Cost-volume-profit analysis: identifying and measuring cost behavior, break-even analysis, applying cost-volume-profit analysis.

Oral practice: Prepare a brief oral presentation in which you describe one of the problems in the assigned exercises and demonstrate to the class the steps you used to solve it.

Oral practice: discussion of question 14 or 15.

Close reading of selected text.

Vocabulary log

Reading: pp. 946-964.

Questions: QS 23.

Exercises and Problem Set: as assigned.

In a paragraph or more, explain one of the problems in the assigned exercises and describe the steps you used to solve it

7-8

Master budgets and planning: budgeting process and administration, master budget.

Oral practice: Prepare a brief oral presentation of discussion of "Ethics Challenge" or "Entrepreneurial Decision" problems on pp. 1014 or 1015.

Close reading of selected text.

Review for test

Vocabulary log

Reading: pp. 980-1001.

Question: QS 24.

Exercises and Problem Set: as assigned

Ethics challenge, p. 1014, or entrepreneurial decision problem on p, 1015: Write a paragraph or more in response, using the questions as a guide.

Test.

9-10

Flexible budgets and standard costs: budgetary process, flexible budget reports, material and labor standards, cost variances, overhead standards and variances, extending standard costs.

Oral practice: Prepare a brief oral presentation in which you describe one of the problems in the assigned exercises and demonstrate to the class the steps you used to solve it.

Close reading of selected text.

Vocabulary log

Reading: pp. 1016-

Question: QS 25.

Exercises and Problem Set: as assigned

In a paragraph or more, explain one of the problems in one of the assigned exercises and describe the steps you used to solve it.

11-12

Capital budgeting and managerial decisions: methods using and not using time value of money; decisions and information, managerial decision tasks.

Oral practice: Prepare a brief oral presentation of discussion of "Ethics Challenge" or "Entrepreneurial Decision" problems on pp. 1098 or 1099.

Close reading of selected text.

Review for test

Vocabulary log

Reading: pp. 1060-1083.

Questions: QS 26.

Exercises and Problem Set: as assigned

Ethics challenge, p. 1098, or entrepreneurial decision problem on p, 1099: Write a paragraph or more in response, using the questions as a guide

Test.

rev. 2/04, 4/10

310 Import-Export Management 80 Classes

Prerequisite(s): None

Textbooks: Building an Import-Export Business, 3^rd ed., Kenneth D. Weiss, Wiley Publishers, 2002 (or comparable text). U.S. Customs Service, Importing Into The United States: A Guide for Commercial Importers, US Customs and Border Protection Publication, 2005 (or comparable text).

Course Description: While developing English language skills, this course provides an introduction to global markets, to the major trading nations and trading blocs, and to the processes and procedures that govern import and export management.

Objectives: By the end of the course, students should be able:

to read about import-export management and better understand what is being discussed or described;
to read, discuss, and write in English about cases illustrating typical import-export situations or problems;
to discuss and write in English about basic processes and procedures that govern import and export management; and
to develop a business plan for an import-export company.

Instructional Methods: Classes cover both theory and examples drawn from the business world. Students apply the principles of effective import-export management explained in the text to simulated situations. Students also develop a business plan for an import-export company.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Weeks	Topics	Assignments
1-3	Importing scenarios	Selected chapter 1 readings; selected US Customs publication readings; handout readings Imagine an importing scenario from the US in your home country and describe some of the local and US customs regulations that you must observe.
4-6	Exporting scenarios	Selected chapter 1 readings; selected US Customs publication readings; handout readings Imagine an exporting scenario from your home country to the US and describe some of the local and US customs regulations that you must observe.
7	Developing contact with buyers and sellers	Selected chapter 2 readings; handout and/or assigned readings from bibliography
8	Understanding the local and global money market Review for exam	Selected chapter 2 readings; handout and/or assigned readings from bibliography Bi-monthly exam
9	Understanding local culture and language	Selected chapter 2 readings; handout and/or assigned readings from bibliography Describe a feature of your home-country culture that importers need to consider.
10	Setting up an import-export business: forms of organization and trademarks and logos	Selected chapter 3 readings; handout and/or assigned readings from bibliography Begin word on a business plan for setting up an import-export company per instructor guidelines.
11	Setting up an import-export business: opening bank accounts	Selected chapter 3 readings; handout and/or assigned readings from bibliography Write a memo to your instructor describing the import-export business for which you are developing a business plan.
12	Setting up an import-export business: establishing an office	Selected chapter 3 readings; handout and/or assigned readings from bibliography First draft of business plan due with scope, organization, bank information, and office setup.
13	Setting up an import-export business: accounting practices	Selected chapter 3 readings; handout and/or assigned readings from bibliography readings
14	Setting up an import-export business: taxation	Selected chapter 3 readings; handout and/or assigned readings from bibliography Second draft of business plan due to include the first draft elements plus description of accounting functions and tax consideration
15	Setting up an import-export business: obtaining financing	Selected chapter 3 readings; handout and/or assigned readings from bibliography
16	Setting up an import-export business: promotion and advertising Review for exam	Selected chapter 3 readings; handout and/or assigned readings from bibliography Third and final draft of business plan due to include financing and promotion/advertising. Bi-monthly exam

rev. 2/04, 2/07, 4/10, 4/11

401 Office Practice 160 Classes

Prerequisite(s): Keyboarding (Basic Course) or the equivalent

Textbooks: Patsy Fulton-Calkins, Procedures for the Office Professional, South-Western Educational Publishing, 2000 (or comparable text).

Course Description: While developing English language skills, this course introduces students to the issues and trends affecting the 21^st Century office professional, including job searching, information processing, effective communication, records management, and team building.

Objectives: By the end of the course, students should be able:

to read and understand English language descriptions of issues and trends in the 21^st Century office that affecting office professionals, including workplace diversity, the global marketplace, and technological advances;
to read about office practices and procedures and understand what is being discussed or described;
to interpret the text's charts, graphs, and other visual material;
to read, discuss, and write in English about cases illustrating typical office practice issues or problems; and
to develop resumes, application letters, and interviewing skills along with other aspects of office professional career development.

Instructional Methods: Students will read, discuss, and write in English in response to:

situations described in the text; in reponse to charts, tables, and pictures; and in response to "cases."

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

1-2

Today's changing workplace.

Close reading of a case.

Critical Thinking—Write a paragraph or more that answers one of the questions.

Read: pp. 1-26. Activities:

Office Procedures—pp. 25-26, using complete sentences for all answers.

Office Applications—Either OA1-3 or OA1-5.

The Office team and environment

Close reading of a case.

Individual oral presentations about approaches to critical thinking problem.

Read: pp. 29-52. Activities:

Office Procedures—p. 52, using complete sentences for all answers.

Office Applications—Chose either O2-2 or O2-3.

4-5

Office productivity: stress and the office professional; time management, including techniques and systems.

Close reading of a case. Critical Thinking—Write a paragraph or more that answers one of the questions.

Read: pp. 53-81. Activities:

Office Procedures—p. 80, using complete sentences for all answers.

Office Applications—time log activity, following instructor's guidelines.

6-7

Ethical behavior:

Close reading of a case.

Individual oral presentations about approaches to critical thinking problem

Read: pp. 84-105. Activities:

Office Procedures—p. 105, using complete sentences for all answers.

Office Applications—choose one of the cases in OA4-3 and come to class prepare to make a brief oral presentation describing the case and answering the questions that follow it

8-9

Information processing:

Close reading of a case. Critical Thinking—Write a paragraph or more that answers one of the questions.

Review for exam, week 8.

Read pp. 113-114, 117, 135-137, 139.

OA5-1

Bi-monthly exam, week 8.

Computer software: Close reading of a case.

Individual oral presentations about approaches to critical thinking problem

Read pp. 142-143,152-159, 161, 163-166.

Activities:

Office Procedures—p. 165, questions 2-4, using complete sentences for all answers.

Reprographics:

Close reading of a case.

Critical Thinking—Write a paragraph or more that answers one of the questions

Read pp. 168-169, 172-178, 182-184, & 189-191. Activities:

Office Procedures—p. 192, questions 1&3, using complete sentences for all answers.

Office Applications—OA7-3, summarize the situation and answer one of the questions that follow the problem

The virtual office:

Close reading of a case.

Individual oral presentations about approaches to critical thinking problem

Read pp. 195-196, 198-205, 215-218.

Activities:

Office Procedures—p. 192, questions 1,2, &4, using complete sentences for all answers.

Office Applications—Describe one of the cartoons in the chapter and explain how it illustrates an issue related to the virtual office and/or virtual office professional

13-14

The communication process:

Close reading of a case. Critical Thinking—Write a paragraph or more for each question

Read pp. 222-240. Activities:

Office Procedures—p. 240, questions 2-4, using complete sentences for all answers.

15-16

Written communication: Close reading of a case.

Review for exam, week 16.

Read pp. 242-266. Activities:

Office Procedures—p. 266, using complete sentences for all answers.

Bi-monthly exam, week 16.

17-18

Presentations: .

Close reading of a case.

Individual/group oral presentations.

Critical Thinking and Office Applications—present a brief oral report with one other person of the critical thinking activity on p. 291. One person will summarize the report for the class; the other will present suggestions for improvement.

Read pp. 269-291. Activities:

Office Procedures—answer all questions, using complete sentences for all answers.

19-20

Telecommunication skills:

Close reading of a case.

Critical Thinking—Write a paragraph or more that answers one of the questions

Office Applications—Work in groups of three to perform the skit in OA12-4. One person each reads the commentary, Gloria’s part, and Mr. Silva’s part and will also answer one of the three questions at the end.

Read pp. 294-324. Activities:

Office Procedures—p. 324 questions using complete sentences for all answers.

Office MailClose reading of a case.

Individual oral presentations about approaches to critical thinking problem

Read pp. pp. 328-352. Activities:

Office Procedures—p. 352, questions 3&4, using complete sentences for all answers.

Office Applications—OA13-2

22-23

Records management rules and procedures:

Close reading of a case.

Critical Thinking—Write a paragraph or more that answers one of the questions

Read pp. 358-391. Activities:

Office Procedures—p. 391 questions using complete sentences for all answers.

Records management technology

Close reading of a case. Critical Thinking—Write a paragraph or more that answers one of the questions

Review for exam.

Read pp. 394-395, 410 (record migration)-414.

Bi-monthly exam, week 24.

Meetings and conferences:

Close reading of a case.

Individual oral presentations about approaches to critical thinking problem

Critical Thinking—Summarize the situation on p. 452 and write a paragraph or more that answers one of the questions

Read pp. 420-421,427-431,434-443, 448-452. Activities:

Office Procedures—p. 451, question 4, using complete sentences for all answers.

26-27

Travel arrangements:

Close reading of a case. Critical Thinking—Write a paragraph or more that answers one of the questions

Read pp. 454-479. Activities:

Office Procedures—p. 478, questions 2-5, using complete sentences for all answers.

Office Applications—OA 17-2

28-29

Financial documents: Close reading of a case.

Critical Thinking—Write a paragraph or more in response to each of the three questions. Individual oral presentations about approaches to critical thinking problem.

Read pp. 482-509 (top). Activities:

Office Procedures—p. 508, questions 2-5, using complete sentences for all answers.

30-32

Employment and advancement:

Close reading of a case. Critical Thinking—Work with a partner. Write a dialogue for the situation described on p. 552 for class. (One half of the class will write dialogue for the situation as described and the other half for a situation in which Emily performs better.)

Review for exam, week 32.

Read pp. 514-552. Activities:

Office Procedures—p.551, using complete sentences for all answers.

Office Applications—

Write a resume.
Write an application letter for a job listed in the newspaper or some other source.
Prepare a brief oral presentation describing personal career goals and the steps needed to reach these goals.

Bi-monthly exam, week 32.

rev. 2/04, 2/07, 4/10, 4/11

404 Business Communications 72 Classes

Prerequisite(s): None

Textbooks: Laurie G. Kirszner et al, Writing First With Readings: Practice in Context, Bedford St. Martin's, 2006 (or comparable text).

Course Description: While developing English language skills, this course emphasizes the application of correct grammar and punctuation to letters, memos, reports, and other forms of personal and business communication.

Objectives: By the end of the course, students should be able:

to recognize and solve common sentence problems in English;
to understand how context affects meaning and to correct grammar and other writing choices;
to recognize and use correct English in context with an emphasis upon grammar and usage issues for ESL writers;
to understand and use correct punctuation, mechanics, and spelling in business writing; and
to use English language skills to develop letters, memos, and other common forms of personal-business and business communication.

Instructional Methods: Students review English grammar and usage and apply what they have learned to recognizing and editing common errors in paragraph and longer passages that require understanding of context and meaning as well as of correctness. Students also compose short documents based on models.

Grading: The final grade will be based on an average of grades for class participation, assignments, and tests. Students create a learning portfolio that includes assignment and test results.

Course Outline: Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

500 English Literacy 120 classes

Prerequisite(s): None.

Textbook: Longman ESL Literacy, Yvonne Wong Nishio, Pearson Longman, 2006 or comparable text.

Course Description: A basic introduction to English for students who have had little or no prior school experience or who come from a primary language background using a non-Roman alphabet and need to learn Roman script.

Objectives: To provide the fundamental literacy skills and basic communicative competence in English needed to successfully continue ESL instruction and/or to participate successfully in the workplace and community. By the end of the course, students should have developed basic receptive skills for listening and reading English with Roman script and productive skills for speaking and writing English with Roman script.

Instructional Methods: Daily classes encourage application of newly-learned skills to everyday situations through conversation, reading, and writing. Language elements are introduced, used, and reused in different written, oral, and aural situations within contexts drawn from daily life. Instruction will be supplemented with companion ESL video and music recordings keyed to textbook units.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Weeks

Topics

Assignments and Tests

1-2

Unit 1: The Alphabet—recognize and say the letters of the alphabet, print capital and small letters, write first and last names, ask and answer questions about names, follow simple classroom instructions, the simple present of “to be,” possessive “’s,” questions with “what?.”

Unit 1 exercises

3-4

Unit 2: Numbers—read, say, and write numbers “0” through “9,” ask for and give personal information, ask for and give information about phone numbers and addresses, fill out a simple form, initiate and respond to greetings, questions with “what?” and “do you?,” short answers “Yes, I do” or “No, I don’t.”

Unit 2 exercises.

5-6

Unit 3: School—identify common classroom objects, identify and ask for the location of important school places, give information about the class and school, questions with “what/when/where?.”

Unit 3 exercises.

7-8

Unit 4: Time—tell time, ask for and give information about time, initiate and respond to greetings and leave-taking, identify and name common places in the community or neighborhood, read/say/write numbers “1-100,” simple present affirmative statements, questions with “when/what time?.”

Review prior material for bi-monthly test.

Prior unit review exercises.

Unit 4 exercises.

Week 8 bi-monthly exam.

9-10

Complete Unit 4: Time.

Unit 5: The Calendar—recognize/say/write the days of the week and months of the year (including abbreviations), say and give the date for today/yesterday/tomorrow, say and write one’s date and place of birth, ask for and give information about date and place of birth, past tense of “to be”questions with “do you?” with affirmative and negative answers, questions with “when/where?.”

Unit 4 exercises (con’t)

Unit 5 exercises.

11-12

Unit 6: Money—read/write/say dollar and cent amounts, recognize and add combinations of coins and bills, read and write checks, sequence story events, ask for and give information about the cost of something, identify common money transactions types, make purchases with cash/check/credit cards, recognize and dismiss telemarketers or other solicitors, questions with “how much/how many/may I/do you have?.”

Unit 6 exercises.

13-15

Unit 7: The Family—make inquiries and give information about the family, initiate and respond to introductions, use the telephone to ask for someone and respond to telephone inquiries, “this is (name relative),” questions with “who/how many, may I?.”

Unit 7 exercises.

16-18

Review prior material for bi-monthly test.

Unit 8: Food—identify common food and beverages, express personal likes and dislikes, order food and beverages at a restaurant, identify costs of food and beverages, identify the three basic meals, recognize singular and plural noun forms and forms of “to be,” questions with “how much?.”

Unit review exercises.

Week 16 bi-monthly exam.

Unit 8 exercises.

19-21

Unit 9: Health—say and write the parts of the body, describe and write about feelings and common symptoms of illness or injuries, describe an emergency situation, make inquiries and give information about health, make a doctor’s appointment, call for emergency assistance, “what’s the matter?/what happened?,” questions with “how many, do you, can you?.”

Unit 9 exercises.

22-24

Unit 10: Work—identify common occupations, give information about work experiences, read and fill out job applications, use cursive handwriting with capital and small letters, write cursive script signature, imperatives, “do you want to be...?”

Review prior material for bi-monthly test.

Unit 10 exercises.

Unit review exercises.

Week 24 bi-monthly exam.

rev. 3/08, 4/10, 4/11

501.1 English as a Second Language I 120 classes

Prerequisite(s): None.

Textbook: WorldView 1 (or comparable text), Pearson Education, 2002.

Course Description: A first level ESL course that introduces beginning students to basic vocabulary, spelling, grammar, conversation, pronunciation, and other ESL skills.

Objectives: To develop listening, speaking, reading, and writing skills that utilize the present, simple past, and present continuous tenses. By the end of the course, students should be able to listen, speak, read, and write using the present and simple past tenses.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Weeks

Topics

Assignments and Tests

Unit 1: Here’s My Card

Greetings and leave-takings, introductions; names; the alphabet; “be” simple present, affirmative statements, subject pronouns

WorldView Unit 1 Exercises:

Unit 2 Title: Meeting People

People introducing themselves and saying what they do

: “be” simple present; subject pronouns; indefinite articles

WorldView Unit 2 Exercises:

Unit 3 Title: Around The World

Nationalities and countries;“be” simple present; Yes/No questions; short answers and negative statements

WorldView Unit 3 Exercises:

Unit 4 Title: Setting Up a Home Office

Office objects; numbers 20-99: plurals; “wh-“ questions

Review 1: units 1-4

WorldView 4 Exercises:

Unit Title: Favorite Things

Free-time activities; possessive adjectives and possessive “’s”

WorldView 5 Exercises:

Unit 6 Title: Interesting Places

Adjectives describing places in the city : There is/There are

WorldView 6 Exercises:

Unit 7 Title: Office . . . or Living Room?

Furniture in an office or living room: prepositions of location

WorldView 7 Exercises:

Unit 8 Title: Celebrations

Holiday celebrations; affirmative statements in simple present

Review 2

WorldView 8 Exercises:

Bi-Monthly Exam

Unit 9 Title: The Collectors

Objects people collect; numbers 100-1,000,000: simple present Y/N questions, short answers, and negative statements

WorldView 9 Exercises:

Unit 10 Title: The Modern World

Words related to communication: “wh-“ questions in simple present

WorldView Exercises:

Unit 11 and 12 Titles: Traveling and Shopping

Things taken on vacation; types of transportation; clothes and sizes: “a/an/some/any”; demonstrative adjectives, “this/that/these/those”

WorldView 11 & 12 Exercises:

Unit 13 Title: How sweet it is!

Food: count and non-count nouns; quantifiers “much/many/a lot of”; Review 3

WorldView 13 Exercises:

Unit 14 Title Job Exchange

Job duties: modal “can” for ability; World of Music 2

WorldView 14 Exercises:

Units 15 & 16 Titles: Family & In a Cafe

Family members; food and drink: present continuous and modals “would like/will have/ can” for ordering

WorldView 15 & 16 Exercises:

Unit 17 Title: Hurricane

Weather, seasons,: action and non-action verbs;

WorldView 17 Exercises:

Unit 18 Title: Memories

Clothes; memorable possessions, people, and events; “be” simple past; Review 4

WorldView 18 Exercises:

Bi-Monthly Exam

Units 19 & 20 Titles: A day in the life of . . . &

Love At First Sight

Everyday activities: simple past of regular and irregular verbs (affirmative and negative); real-life love story and common irregular verbs

WorldView Exercises:

Review 5

Unit 21 Title: Life and Times

Important life events; simple past questions

WorldView 21 Exercises:

Unit 22 Title: It’s On the Right

Parts of a building, asking directions, and ordinal numbers 1^st-10th: imperatives; directions and prepositions of movement

World of Music 3

WorldView 22 Exercises:

Unit 23 Title: Big Plans

Life changes: “be going to” for future

WorldView 23 Exercises:

Unit 24 Title: A New Year

Dates, months, and time; ordinal numbers 11^th-31^st; prepositional phrases with time

WorldView 24 Exercises:

Units 25 & 26 Titles: Be My Guest & North and South

Asking and responding; adjectives describing a country

: “can/could” modals for permissions and requests; comparative adjectives

WorldView 25 & 26 Exercises:

Unit 27 Title: The Best Food in Town

Adjectives describing restaurants: superlative adjectives

World of Music 4

WorldView 27 Exercises:

Unit Title: On the Phone

Telephoning: present continuous for future

Review 7

WorldView 28 Exercises:

Bi-Monthly Exam

rev. 2/05, 2/07, 4/10, 4/11

501.2 ESL II 120 Classes

Prerequisite(s): ESL I or High Beginner's placement test score

Textbooks: P. Merdinger and L. Barton, NorthStar: Listening and Speaking Level 1 (Second Edition), Longman, 2009 (or comparable).

Course Description: A second level ESL course that continues to reinforce beginning student's vocabulary, spelling, grammar, conversation, pronunciation, and other ESL skills in present, past, and future tenses.

Objectives: By the end of the course, students should be able to listen, speak, read, and write using the present, future, and past tenses.

Instructional Methods: An integrated cumulative skills development methodology increases language retention and fluency by stimulating students to make meaning from a new language through active learning activities. Recorded listening passages build on vocabulary and ideas from background material and exercises. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline: Each of the text's nine units is divided into the sections listed under “Topics” for weeks 1-3, applying the same format to different themes and content.

Week	Topics Assignments and Tests *Note: All subsequent units will be organized like Unit 1.*
1-2	Unit 1 Theme: "Faraway Friends" Focus on the Topic: Predicting—discussion from visual prompt Sharing Information—individual and group Preparing to Listen Background Reading and Vocabulary for Comprehension Focus on Listening Listenings One and Two: Listening for Main Ideas Listening for Details Listening Between the Lines Linking Listening One and Two Focus on Speaking Vocabulary Grammar—present and past of “to be” Speaking (Pronunciation--Rhythm, Function—Asking for More Information, Production--Introductions, Alternative Speaking Topics, Research Topics)	1. Share information about visiting or living in another country. 2. Interpret graphics and read about Friendhsip Force Member Countries 3. Listen for main ideas, for details, make inferences, and express opinions, 4. Integrate listenings one and two. 5. Vocabulary cloze exercise. 6. Expand a theme orally and in writing. 7. Use correct form of “be” in a Cloze passage. 8. Practice introductions using correct rhythm. 9. Ask for more information. 10. Introduce a friend to two classmates.
3	Unit 2 Theme: Recycled Fashion
4	Unit 3 Theme: Rap Music
5	Unit 4 Theme: Something Valuable
6	Unit 5 Theme: Together is Better
7-8	Unit 6 Theme: Thinking Young: Creativity in Business Bi-Monthly exam, week 8	Bi-monthly exam, week 8.
9-10	Unit 7 Theme: Planting Trees for Peace
11-12	Unit 8 Theme: Driving You Crazy
13-14	Unit 9 Theme: Only Child—Lonely Child?
15-16	Unit 10 Theme: The Beautiful Review for exam.	Bi-monthly exam, week 8.

rev. 2/04, 2/07, 4/10, 4/11

501.3 English as a Second Language III (NorthStar: Basic/Low Intermediate) 120 classes

Prerequisite(s): ESL II or Low Intermediate placement test score

Textbook: NorthStar Listening and Speaking Basic/Low Intermediate 2^nd ed., Pearson Education, 2004 (or comparable text).

Course Description: A third level ESL course that introduces intermediate students to a higher level of difficulty and fluency than ESL II requiring compound tenses, longer sentences, and simple complex sentence structures

Objectives: By the end of the course, students should be able to listen, speak, read, and write using compound tenses, simple complex sentences; longer sentences including more comparative adjectives and adverbs; verbs plus gerunds and infinitives; modals; and more extensive vocabulary than expected of ESL I or II students.

Instructional Methods: An integrated cumulative skills development methodology increases language retention and fluency by stimulating students to make meaning in a new language through active learning activities. Recorded listening passages build on vocabulary and ideas from background material and exercises. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme. Instruction is supplemented with ESL audio and video material keyed to textbook units.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

1-3

Introduction to NorthStar method.

NorthStar Unit 1 Theme: Work

Communication Focus: making predictions, expressing and defending opinions

Grammar Focus: descriptive adjectives

Unit 1 Video Sequence.

NorthStar unit exercises.

Student video activity sheet.

4-5

NorthStar Unit 2 Theme: The Country and the City

Communication Focus: sharing opinions, expressing agreement with “too” and “not either”; making past tense statements

Grammar Focus: simple past tense

Unit 2 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

6-7

NorthStar Unit 3 Theme: Money

Communication Focus: making suggestions and coming to an agreement, comparing products, asking and answering questions

Grammar Focus: comparative adjectives

Unit 3 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

Review, Units 1-3

Drafting, editing, and re-writing short essay.

Write short essay based on topic assigned by teacher (part of bi-monthly grade)

Bi-monthly Exam

9-10

NorthStar Unit 4 Theme: Animals

Communication Focus: expressing opinions, constructing and performing a dialogue, asking for more information, asking and answering information questions

Unit 4 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

11-12

NorthStar Unit 5 Theme: Cell Phone Etiquette

Communication Focus: comparing and discussing solutions, expressing likes and dislikes

Grammar Focus: verbs plus gerunds and infinitives

Unit 5 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

13-14

NorthStar Unit 6 Theme: Male and Female Roles

Communication Focus: making predictions, expressing opinions, using intonation to denote attitude, agreeing and disagreeing, asking and answering questions about daily habits

Grammar Focus: adverbs and expressions of frequency

Unit Video Sequence

NorthStar unit exercises.

Student video activity sheet.

NorthStar Unit 7 Theme: Food

Communication Focus: making predictions, sharing opinions, comparing and discussing solutions, politely expressing wants, discussing a shopping list

Grammar Focus: count and non-count nouns

NorthStar unit exercises.

Review, Units 4-7 (partial unit 7)

Drafting, editing, and re-writing short essay.

Write short essay based on topic assigned by teacher (part of bi-monthly grade)

Bi-monthly Exam

NorthStar Unit 7 continued.

Unit 7 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

18-19

NorthStar Unit 8 Theme: Travel

Communication Focus: making polite requests, conducting and interview, agreeing and disagreeing, asking and answering travel questions

Grammar Focus: “can/can’t”

Unit 8 Video Sequence

NorthStar unit exercises.

Handbook reading and exercises corresponding to grammar focus of NorthStar text

Student video activity sheet

20-21

NorthStar Unit 9 Theme: Health and Illness

Communication Focus: making predictions and expressing opinions, expressing concern about health, giving and receiving advice

Grammar Focus: “should/ought to/have to”

Unit 9 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

22-23

NorthStar Unit 10 Theme: Endangered Languages

Communication Focus: sharing background information, making predictions and expressing opinions, giving examples to explain a general statement, interpreting statistics

Unit 10 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

Review, Units 8-10.

Drafting, editing, and re-writing short essay.

Write a short essay based on topic assigned by teacher (part of bi-monthly grade)

Bi-monthly Exam

rev. 2/05, 2/07, 4/10

501.4 English as a Second Language IV (NorthStar: Intermediate) 120 classes

Prerequisite(s): ESL III or Intermediate placement test score

Textbook: NorthStar: Listening and Speaking Intermediate, 2^nd ed., 2004 (or comparable text).

Course Description: A fourth level ESL course that introduces intermediate students to a higher level of difficulty and fluency than ESL III requiring compound tenses, more extensive vocabulary, and longer compound and complex sentences.

Objectives: By the end of the course, students should be able to listen, speak, read, and write using compound tenses including modals, longer compound and complex sentences, more extensive vocabulary than expected of ESL III students, and other language skills required by response to a range of “Wh-“ questions.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

1-3

NorthStar Unit 1 Theme: Advertising

Communication Focus: making predictions, offering advice with imperatives, inferring word meaning, supporting answers with lecture information, comparing and contrasting, etc.

Grammar Focus: imperatives

Unit 1 Video Sequence.

NorthStar unit exercises.

Handbook reading and exercises for unit grammar

Student video activity sheet.

4-5

NorthStar Unit 2 Theme: Extreme Sports

Communication Focus: discussing sports, elaborating extemporaneously, questioning preferences, defending opinions, inferring information, correlating examples, ranking activities, etc.

Grammar Focus: modals of preference

Unit 2 Video Sequence

NorthStar unit exercises.

Handbook reading and exercises for unit grammar

Student video activity sheet

6-7

NorthStar Unit 3 Theme: Fraud

Communication Focus: sharing experiences, making predictions, recounting experiences, defending opinions, facilitating discussion, making comarisons, inferring meaning, hypothesizing outcomes, etc.

Grammar Focus: equatives and comparatives

Unit 3 Video Sequence

NorthStar unit exercises.

Handbook reading and exercises for

grammar focus of NorthStar text.

Student video activity sheet.

Review, Units 1-3

Drafting, editing, and re-writing short essay.

Write short essay based on topic assigned by teacher (part of bi-monthly grade)

Bi-monthly Exam

9-10

NorthStar Unit 4 Theme: Storytelling

Communication Focus: making predictions; storytelling with adjectives, adverbs, and details; composing descriptive sentences; making statements of purpose, recording a story summary, analyzing storytelling techniques, analyzing and describing characters, matching actions to consequences, etc.

Grammar Focus: infinitives of purpose

Unit 4 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

11-12

NorthStar Unit 5 Theme: Language

Communication Focus: making predictions, comparing past and present abilities with modals, presenting a plan, etc.

Grammar Focus: modals of ability and possibility

Unit 5 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

13-14

NorthStar Unit 6 Theme: Tourism (first half of unit)

Communication Focus: making predictions, defending opinions, using transition, summarizing an interview, reevaluating advantages and disadvantages, interpreting word usage, analyzing and proposing solutions

Grammar Focus: simple past tense

Unit 6 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

NorthStar Unit 7 Theme: Humor

Communication Focus: making predictions, sharing opinions, giving examples, discussing preferences, asking for repetition or clarification, etc.

Grammar Focus: “Wh-“ questions

NorthStar unit exercises.

Review, Units 4-7 (includes first half of unit 7)

Drafting, editing, and re-writing short essay.

Write short essay based on topic assigned by teacher (part of bi-monthly grade)

Bi-monthly Exam

NorthStar Unit 7 (second half of unit continued)

Unit 7 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

18-19

NorthStar Unit 8 Theme: Fashion

Communication Focus: making predictions, expressing opinions, giving impromptu definitions, manipulating intonations for meaning, comparing and contrasting, analyzing word ,interpreting significance

Grammar Focus: “used to”

Unit 8 Video Sequence

NorthStar unit exercises

Student video activity sheet

20-21

NorthStar Unit 9 Theme: Punishment

Communication Focus: sharing background information, making predictions and expressing opinions, supporting opinion, asking and answering questions, summarizing observations, recognizing personal assumptions, evaluating argument’s persuasiveness, comparing and contrasting past and present practices

Grammar Focus: present perfect tense

Unit 9 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

22-23

NorthStar Unit 10 Theme: Marriage

Communication Focus: making predictions and expressing opinions, using word stress for meaning, interrupting politely, interpreting quotations, supporting opinions with information, developing arguments for or against an issue, evaluating the quality of arguments

Grammar Focus: articles

Unit 10 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

Review, Units 8-10.

Drafting, editing, and re-writing short essay.

Write short essay based on topic assigned by teacher (part of bi-monthly grade)

Bi-monthly Exam

rev. 2/05, 2/07, 2/08, 4/10

501.5 English as a Second Language V (NorthStar: High Intermediate) 120 Hours

Prerequisite(s): ESL IV or High Intermediate placement test score

Textbook: NorthStar: Listening and Speaking High Intermediate, 2^nd ed., 2004 (or comparable text).

Course Description: A fifth level ESL course that introduces high intermediate students to a higher level of difficulty and fluency than ESL IV requiring more compound tenses, more extensive vocabulary, and more compound and complex sentences organized into longer oral and written presentations.

Objectives: By the end of the course, students should be able to listen, speak, read, and write using compound and complex sentences and more extensive vocabulary than expected of ESL IV students.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Weeks

Topics

Assignments and Tests

1-3

Review of NorthStar method.

NorthStar Unit 1 Theme: Media

Communication Focus: making predictions, summarizing points, making inferences and interpreting data, expressing and defending opinions. Grammar Focus: passive voice.

Unit 1 Video Sequence.

NorthStar unit exercises.

Student video activity sheet.

4-5

NorthStar Unit 2 Theme: Overcoming Obstacles

Communication Focus: making predictions; analyzing narrative techniques in an essay; hypothesizing another’s point of view; analyzing sensitive language (pertaining to disabilities); inferring meaning not explicit in the text, comparing and contrasting (life histories); framing contrasting points of view; using synonyms, parallelism, and prepositional phrases to enrich a narrative.

Grammar Focus: gerunds and infinitives

Unit 2 Video Sequence

NorthStar unit exercises.

Student video activity sheet

6-7

NorthStar Unit 3 Theme: Medicine

Communication Focus: making contrastive statements with appropriate intonation, interrupting politely to clarify or confirm information, interpreting a cartoons and a quotation, comparing and contrasting

Grammar Focus: present unreal conditionals

Unit 3 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

Review, Units 1-3

Drafting, editing, and re-writing essay.

Write an essay based on topic assigned by teacher (to become part of bi-monthly grade)

Bi-monthly Exam

9-10

NorthStar Unit 4 Theme: Natural Disasters

Communication Focus: using context clues to guess meaning, analyzing a speaker’s emotions, inferring meaning from context, hypothesizing another’s point of view, making judgments, supporting opinions with information from reports, sharing personal experiences and fears, expressing reactions to news

Grammar Focus: adjective clauses

Unit 4 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

11-12

NorthStar Unit 5 Theme: Conservation

Communication Focus: interpreting quotations, drawing conclusions, supporting generalizations with examples, analyzing symbolism in a poem, reading or reciting a poem aloud

Grammar Focus: advisability in the past using past modals

Unit 5 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

13-14

NorthStar Unit 6 Theme: Philanthropy

Communication Focus: making judgments, identifying personal assumptions (about philanthropy), correlating abstract principles with concrete examples, comparing and contrasting information, asking for clarifications using tag questions, using gambits to indicate priorities

Grammar Focus: tag questions

Unit 6 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

NorthStar Unit 7 Theme: Education (1^st half of unit)

Communication Focus: defining notions of intelligence, identifying and analyzing assumptions (about intelligence), connecting principles (of emotional intelligence) to specific behaviors, analyzing past encounters according to principles (of emotional intelligence), using opening gambits to restate information for clarification or emphasis, restating quotations

Grammar Focus: direct an indirect speech

NorthStar unit exercises.

Review, Units 4-7 (partial unit 7)

Drafting, editing, and re-writing short essay.

Write short essay based on topic assigned by teacher (to become part of bi-monthly grade)

Bi-monthly Exam

NorthStar Unit 7 (2^nd half of unit)

Unit 7 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

18-19

NorthStar Unit 8 Theme: Food

Communication Focus: identifying and analyzing (food) trends, relating general factors to specific behaviors, comparing traditional and contemporary (food) practices, comparing and contrasting (restaurants), inferring situational context

Grammar Focus: phrasal verbs

Unit 8 Video Sequence

NorthStar unit exercises

Student video activity sheet

20-21

NorthStar Unit 9 Theme: Immigration

Communication Focus: recognizing personal assumptions, inferring meaning, analyzing language usage, comparing and contrasting (2 immigrant experiences), proposing solutions, practicing gambits to hesitate in response to a questions, asking and answering questions about data.

Grammar Focus: present and past—contrasting verb tenses

Unit 9 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

22-23

NorthStar Unit 10 Theme: Technology

Communication Focus: interpreting cartoons, comparing opinions (about technology), analyzing paradox (in a poem), making judgments, drawing conclusions, defining a problem and proposing a solution, discussing probable future outcomes, practicing gambits to express frustration

Grammar Focus: future perfect and future progressive

Unit 10 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

Review, Units 8-10.

Drafting, editing, and re-writing short essay.

Write short essay based on topic assigned by teacher (to become part of bi-monthly grade)

Bi-monthly Exam

2/05, 2/07, 2/08, 4/10

501.6 English as a Second Language VI (NorthStar: Advanced) 120 classes

Prerequisite(s): ESL V or Advanced placement test score

Textbook: NorthStar: Listening and Speaking Advanced, 2^nd ed., 2004 (or comparable text); Longman Dictionary of American English now with Thesaurus, 3^rd or later edition, Pearson, 2004 (recommended).

Course Description: A sixth level ESL course that introduces advanced students to a higher level of difficulty and fluency than ESL V requiring wish statements, expressions of unreality, spoken discourse connections, direct and indirect speech, and compound verbs including passive voice and modals organized into longer oral and written presentations.

Objectives: By the end of the course, students should be able to listen, speak, read, and write using longer compound and complex sentences and more extensive vocabulary than expected of ESL V students. They should be comfortable with the communication of wishes, unreality, and urgency. They should recognize and use discourse connectors, direct and indirect speech, compound tenses including the passive causative and modals of uncertainty. They should be able to apply these language skills at a higher level of critical thinking to make predictions, express and defend opinions, summarize information, retell a conversation, and compare and contrast.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

1-3

Review of NorthStar method.

NorthStar Unit 1 Theme: The Internet and Other Addictions

Communication Focus: making predictions, expressing and defending opinions, using vocabulary in guided conversation, conducting a survey and reporting results, etc.

Grammar Focus: wish statements (expressing unreality).

Unit 1 Video Sequence.

NorthStar unit exercises.

Student video activity sheet.

4-5

NorthStar Unit 2 Theme: Celebration, Florida: Disney’s Utopia

Communication Focus: making predictions; summarizing ideas, expressing conjecture, making a short oral presentation.

Grammar Focus: noun clauses after verbs of urgency.

Unit 2 Video Sequence

NorthStar unit exercises.

Student video activity sheet

6-7

NorthStar Unit 3 Theme: The Bold and the Bashful

Communication Focus: making predictions, expressing and defending opinions, using new vocabulary in extemporaneous responses, describing one’s personality, using gambits (to express uncertainty, to break the ice, and to maintain a conversation), presenting research results

Grammar Focus: identifying and nonidentifying adjective clauses

Unit 3 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

Review, Units 1-3

Drafting, editing, and re-writing essay.

Write an essay based on topic assigned by teacher (part of bi-monthly grade)

Bi-monthly Exam

9-10

NorthStar Unit 4 Theme: The Tipping Point

Communication Focus: using metaphors, using introductory expressions to restate, presenting findings

Grammar Focus: adverbs clauses of result

Unit 4 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

11-12

NorthStar Unit 5 Theme: Feng Shui: Ancient Wisdom Travels West

Communication Focus: summarizing information, expressing and defending opinions, using new vocabulary and discourse connectors

Grammar Focus: spoken discourse connectors

Unit 5 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

13-14

NorthStar Unit 6 Theme: Spiritual Renewal

Communication Focus: brainstorming motivations, summarizing using new vocabulary, using hesitation in extemporaneous responses, planning and presenting a longer oral presentation, etc.

Grammar Focus: Count and non-count nouns and their quantifiers

Unit 6 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

15-16

NorthStar Unit 7 Theme: Workplace Privacy

Communication Focus: Brainstorming language of privacy, making predictions, practicing correct stress patterns, conducting short interviews and summarizing finding, etc.

Grammar Focus: two forms and meanings of verb+gerund

Unit 7 Video Sequence

NorthStar unit exercises.

Student video activity worksheet

Review, Units 4-7

Drafting, editing, and re-writing short essay.

Write short essay based on topic assigned by teacher (part of bi-monthly grade)

Bi-monthly Exam

18-19

NorthStar Unit 8 Theme: Warriors Without Weapons

Communication Focus: comparing background experiences, using opening gambits, defending opinions, posing and respond to questions with new vocabulary, retelling a conversation, etc.

Grammar Focus: direct and indirect speech

Unit 8 Video Sequence

NorthStar unit exercises

Student video activity sheet

20-21

NorthStar Unit 9 Theme: Boosting Brain Power through the Arts

Communication Focus: comparing knowledge and reactions, summarizing information, using figurative language, using transitions to compare and contrast, etc.

Grammar Focus: passive voice and passive causative

Unit 9 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

22-23

NorthStar Unit 10 Theme: Television and Freedom of Expression

Communication Focus: making predictions, supporting an opinion with examples, using new vocabulary in a role play, using phrasal verbs, expressing degrees of certainty with modals, using gambits, conducting short interviews and summarizing findings, etc.

Grammar Focus: modals to express degrees of certainty

Unit 10 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

Review, Units 8-10.

Drafting, editing, and re-writing short essay.

Write short essay based on topic assigned by teacher (part of bi-monthly grade)

Bi-monthly Exam

rev. 10/05, 2/07, 4/10

502 Business English Communication 120 Classes

Prerequisite(s)/Co-requisite: English 501.5 or equivalent

Textbooks: NorthStar: Reading and Writing High Intermediate, 2^nd ed., Pearson Education, 2004 (or comparable text). Longman Dictionary of American English now with Thesaurus, 3^rd or later edition, Pearson, 2004 (recommended).

Course Description: Business English teaches English language skills designed to help students communicate more successfully in a business and real world environment. The course emphasizes writing as a process of development that includes drafting, writing, editing, and reading that conveys the writer’s intentions clearly and correctly.

Objectives: By the end of the course, students are expected:

to understand the process of writing and the difference between correct and effective writing;
to use different patterns of development;
to understand how context affects meaning, grammar, and other writing choices;

to recognize and use correct English grammar in context with an emphasis upon grammar and usage issues for ESL writers;
to understand and use correct punctuation, mechanics, and spelling in business and real world writing;
to read critically by scanning and skimming, analyzing, identifying and restating, locating supporting details, identifying viewpoint, supporting answers, drawing parallels, interpreting meaning, interpreting graphical information, and identifying writers or characters’ motivations.

Instructional Methods: Students develop reading and writing skills from an integrated cumulative skills approach that increases language retention and fluency by stimulating students to create meaning in a new language through active learning activities. Longer reading passages and recorded listening passages, and videos build on vocabulary and ideas from background material and exercises. Students are guided through the writing process, followed by practice in context activities that allow them to apply each new writing concept to their own writing. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

1-3

NorthStar Unit 1 Theme: Media

Communication Focus: classifying information, drawing conclusions, developing topic sentences, writing a letter to the editor, etc.

Grammar Focus: passive voice.

Unit 1 Video Sequence.

NorthStar unit exercises.

Student video activity sheet.

4-5

NorthStar Unit 2 Theme: Overcoming Obstacles

Communication Focus: comparing and contrasting, finding correlations, writing a three-part paragraph, editing extraneous information, composing supporting sentences using transitions, summarizing research in a report, etc.

Grammar Focus: gerunds and infinitives

Unit 2 Video Sequence

NorthStar unit exercises.

Student video activity sheet

6-7

NorthStar Unit 3 Theme: Medicine

Communication Focus: comparing and contrasting, drawing logical conclusions, writing an opinion essay with evidence, summarizing research, etc

Grammar Focus: past unreal conditionals

Unit 3 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

Review, Units 1-3

Drafting, editing, and re-writing essays.

Assigned essay (part of bi-monthly grade)

Bi-monthly Exam

9-10

NorthStar Unit 4 Theme: Natural Disasters

Communication Focus: classifying information, analyzing descriptive language, writing descriptive sentences and paragraphs, writing a paragraph that underscores similarities, using adjectives for description, etc.

Grammar Focus: identifying adjective clauses

Unit 4 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

11-12

NorthStar Unit 5 Theme: Conservation

Communication Focus: comparing observations, identifying language of cause and effect, writing cause and effect sentences and essay, using subordinate conjunctions and transitions to express cause and effects

Grammar Focus: advisability and obligation in the past

Unit 5 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

13-14

NorthStar Unit 6 Theme: Philanthropy

Communication Focus: identifying opinions, relating specific examples to broad themes, expressing an opinion in a letter, writing an essay

Grammar Focus: tag questions

Unit 6 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

NorthStar Unit 7 Theme: Education (1^st half of unit)

Communication Focus: evaluating and classifying, comparing and contrasting, using concessive language, writing an opinion essay, write dependent clauses

Grammar Focus: direct and indirect speech

NorthStar unit exercises.

Review, Units 4-7 (partial unit 7)

Drafting, editing, and re-writing short essay.

Assigned essay (part of bi-monthly grade)

Bi-monthly Exam

NorthStar Unit 7 (2^nd half of unit)

Unit 7 Video Sequence

NorthStar unit exercises

Student video activity sheet.

18-19

NorthStar Unit 8 Theme: Food

Communication Focus: comparing and contrasting information, writing narrative, practicing parallel structure and sentence variation

Grammar Focus: phrasal verbs

Unit 8 Video Sequence

NorthStar unit exercises

Student video activity sheet

20-21

NorthStar Unit 9 Theme: Immigration

Communication Focus: classifying; interpreting, comparing, and contrasting imagery; writing a compare and contrast essay, using transitional expressions and subordinating conjunctions, etc.

Grammar Focus: past perfect and time words

Unit 9 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

22-23

NorthStar Unit 10 Theme: Technology

Communication Focus: comparing and contrasting, supporting inferences with examples, taking notes, developing an essay from an outline

Grammar Focus: future progressive and time clauses

Unit 10 Video Sequence

NorthStar unit exercises.

Student video activity sheet.

Review, Units 8-10.

Drafting, editing, and re-writing short essay.

Assigned essay (part of bi-monthly grade)

Bi-monthly Exam

rev. 6/06, 4/10

503 Advanced Reading and Writing 120 Hours

Prerequisite(s)/Co-requisite: English 501.6 (level VI) or equivalent.

Textbooks: NorthStar 5 Reading and Writing, 3rd ed., Pearson Education, 2009 (or comparable text); Longman Dictionary of American English now with Thesaurus, 3^rd or later edition, Pearson, 2004 (recommended).

Course Description: Advanced Reading and Writing develops advanced English language skills through close examination of reading passages, through objective discussion of reading, and through paragraph and short essay writing. The course develops personal, academic, and workplace advanced English reading, writing, and oral presentation skills at the multi-paragraph and document level.

Objectives: By the end of the course, students should be able:

to understand and use the various stages of the writing process, including drafts and revisions;
to understand the difference between correct writing and effective writing;
to understand how context affects meaning, grammar, and other writing choices;
to write different document forms on a variety of topics;
to write a multi-paragraph essay with a clearly identified thesis, development, and conclusion;
to read in ways that reflect attention to the effective writing process; and
to read critically.

Instructional Methods: Students develop language skills from an integrated cumulative skills approach that increases retention and fluency by stimulating them to create meaning in a new language. Longer reading passages, recorded listening passages, and videos build on vocabulary and ideas from background material and exercises. Students are guided through the writing process, followed by practice in context activities to apply each new writing concept to their own writing. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

1-3

NorthStar Unit 1 Theme: Addiction

Communication Focus: supporting answers; inferring non-explicit information; identifying argument’s logic; writing summary paragraphs, personal letters, reports, etc.

Grammar Focus: past unreal conditionals.

Unit 1 Video Sequence.

Unit exercises.

Student video activity sheet.

4-5

NorthStar Unit 2 Theme: Lying

Communication Focus: recognizing personal attitudes and values, developing thesis statements and introductory paragraphs, writing statements of opinion using noun clauses; summarizing research, etc.

Grammar Focus: double comparatives

Unit 2 Video Sequence

Unit exercises.

Student video activity sheet

6-7

NorthStar Unit 3 Theme: Personality

Communication Focus: identifying personality traits; analyzing character and motivation, writing short statements of advice; combining sentences using relative pronouns; writing a short article; summarizing an interview, etc.

Grammar Focus: identifying and nonidentifying adjective clauses

Unit 3 Video Sequence

Unit exercises.

Student video activity sheet.

Review, Units 1-3

Drafting, editing, and re-writing essay.

Assigned essay (part of bi-monthly grade)

Bi-monthly Exam

9-10

NorthStar Unit 4 Theme: Trends

Communication Focus: identifying and interpreting trends, examining imagery and symbolism, analyzing author’s purpose, writing cause-and-effect paragraphs and essays, combining sentences using discourse connectors and adverb clauses

Grammar Focus: adverb clauses and discourse connectors to express cause and effect

Unit 4 Video Sequence

Unit exercises.

Student video activity sheet.

11-12

NorthStar Unit 5 Theme: Cross-Cultural Insights

Communication Focus: comparing and contrasting , identifying point of view, inferring characters’ attitudes and feelings, writing a compare-and-contrast essay, etc.

Grammar Focus: adverb clauses of comparison and contrast

Unit 5 Video Sequence

Unit exercises.

Student video activity sheet.

13-14

NorthStar Unit 6 Theme: Religion

Communication Focus: relating supporting details to main ideas, supporting answers with information; writing a definition essay; paraphrasing quotations; writing summary statements, essay responses, and reports, etc.

Grammar Focus: definite and indefinite articles; count and non-count nouns.

Unit 6 Video Sequence

Unit exercises.

Student video activity sheet.

15-16

NorthStar Unit 7 Theme: Business (1^st half of unit)

Communication Focus: assessing personal traits, analyzing a case study, evaluating and writing about advantages and disadvantages, writing persuasive statements, composing transitional sentences, summarizing questionnaire data

Grammar Focus: infinitives and gerunds

Review, Units 4-7 (partial unit 7)

Drafting, editing, and re-writing short essay.

Unit exercises.

Assigned essay (part of bi-monthly grade)

Bi-monthly Exam, week 16.

NorthStar Unit 7 (2^nd half of unit)

Unit 7 Video Sequence

Unit exercises.

Student video activity sheet.

18-19

NorthStar Unit 8 Theme: The Military

Communication Focus: recognizing personal values and assumptions; making generalizations; writing summaries, a personal letter, a dialog, etc.

Grammar Focus: direct and indirect speech

Unit 8 Video Sequence

Unit exercises

Student video activity sheet

20-21

NorthStar Unit 9 Theme: The Arts

Communication Focus: theorizing motivations, analyzing descriptive language, writing a descriptive paragraph, evaluating passive voice usage

Grammar Focus: use of the passive voice

Unit 9 Video Sequence

Unit exercises.

Student video activity sheet.

22-23

NorthStar Unit 10 Theme: Poverty

Communication Focus: identifying personal assumptions, analyzing argumentative language, writing argumentatively in different document forms, etc.

Grammar Focus: noun clauses in apposition

Unit 10 Video Sequence

Unit exercises.

Student video activity sheet.

Review, Units 8-10.

Drafting, editing, and re-writing essay.

Assigned essay (part of bi-monthly grade)

Bi-monthly Exam

rev. 6/06, 2/07, 2/08, 4/10, 4/11

604 High School Equivalency Diploma Preparation 120 Classes

Prerequisite(s): None

Textbooks: Patricia Mulcrone, Contemporary’s Complete GED: Comprehensive Study Program for the High School Equivalency Examination, McGraw Hill, 2002 (or comparable text).

Course Description: This course is designed to help students prepare for the language arts and subject areas GED Tests of the State of New York. The course also introduces students to GED testing procedures, scoring information, and test taking hints.

Objectives: By the end of the course, students will have received:

review of GED's blend of power and time testing;
practice in pacing themselves in response to test questions;
review of practice in the skills levels tested by the language arts writing test, including the essay component; and
review of and practice in the skills levels tested by the social studies, science, language arts (reading and literary), and mathematics tests.

Instructional Methods: Classroom review of GED areas followed by extensive exercises and practice with simulated and actual test material. In addition to practice in writing the GED essay in the Language Arts and Writing component of the course, students will write and receive feedback on essay writing at other points in the course based on the text's suggested topics related most closely to the area being studied at the time.

. Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Weeks

Topics

Assignments and Tests

1-4

Introduction to the textbook and textbook aids.

Overview of GED tests.

Language Arts and Writing

Language Arts and Writing diagnostic test. Language Arts and Writing review:

Practice with GED-type questions, including essay topics

Part II Language Arts/Writing practice questions.

Essay—question 2 or 10, p. 232.

5-8

Social Studies

Social Studies diagnostic test.

Social Studies review: close reading and interpretation of selected passages in American and world history, economics, geography, civics, and government. Specific readings from the US Constitution, the Federalist Papers, and a Supreme court case. Understanding and interpreting graphs. Strategies for answering Social Studies questions.

Practice with GED-type questions, including essay topics

Review for course test.

Part III Social Studies practice questions.

Essay—question 4 or 7, p. 232.

Course test, week 8.

9-12

Science diagnostic test.

Overview of Science questions: comprehension, application, analysis, and evaluation questions with an emphasis upon science and its impact in everyday life.

Science review: life sciences, physical science, earth and space science; the history and nature of science, learning about science, importance of science in everyday life.

Strategies for answering Science questions.

Practice with GED-type questions, including essay topics

Course quiz.

Part IV Science practice questions.

Essay—question 1 or 5, p. 232.

Course quiz.

13-17

Language Arts and Reading diagnostic test. Language Arts and Reading review: critical reading, paraphrasing, identifying main ideas, recalling details, summarizing, defining vocabulary; classifying, generalizing; determining cause and effect, distinguishing fact from opinion, interpreting figurative language, drawing conclusions, synthesizing information.

Reading charts, graphs, maps, and illustrations.

Practice with GED-type questions, including essay topics

Review for course test.

Part V Language Arts/Reading practice questions.

Essay—question 9 or 10. p. 232.

Course test, week 16.

18-21

Mathematics diagnostic test.

Overview of Mathematics testing: applications and solutions based on short readings, graphs, charts, diagrams, tables, etc.

Using the calculator.

Mathematics review: fractions, decimals, percents, multiplication and division shortcuts, powers and roots, measurement, statistics and probability.

Interpreting graphs and sequences.

Operations with algebraic expressions: equations and inequalities.

Geometry.

Practice with GED-type questions, including essay topics

Part V Mathematics practice questions.

Essay—any question not already selected from p. 232.

22-24

Practicing complete sample tests, including the essay: emphasis upon error analysis and test taking strategies.

Final course test.

TBA.

Course test, week 24.

rev. 2/04, 02/07, 4/10, 4/11

605 Pre-GED Foundation for GED Preparation 80 hours

Prerequisite: Placement test.

Textbook: Complete Pre-GED: A Comprehensive Review of the Skills Necessary for GED Study. McGraw Hill Contemporary, 2003 or comparable edition.

Course Description: While developing English language skills, this course is designed to provide the foundation for GED preparation in the areas of Language Arts: Reading, Language Arts: Writing, Social Studies, Science, and Mathematics.

Objectives: By the end of the course, students will have received:

review and practice of pre-GED level skills in language arts: reading (including critical thinking, meaning, organization, and style in various genres);
review and practice of pre-GED level skills in language arts: writing (including grammar and usage and independent writing components);
review and practice of pre-GED level skills in social studies (including critical reading of various documents and formats requiring higher order thinking skills and interpretation of illustrations);
review and practice of pre-GED level skills in science (including critical reading and application of scientific information in various fields of science);
review and practice of pre-GED level skills in mathematics (including the four functions and applications with word problems and problem-solving through basic algebra and geometry); and
pre-testing and post-testing practice assessments incorporating GED-style testing formats.

Instructional Methods: Classroom review of pre-GED skills followed by extensive exercises and practice with periodic pre- and post-testing and assessment.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D-65-69%, F=60-64%

Course Outline:

Weeks	Topics
1-3	Language Arts: Reading
	Gaining meaning from words, understanding what you have read, finding hidden meaning, organizing ideas, understanding fiction, understanding poetry and drama.	Language Arts: Reading Chapters 1-6, pp. 189-327. Reading pre-and post-tests.
4-6
	Parts of speech, sentences, nouns and pronouns, verbs, subject-verb agreement, adjectives and adverbs, combining sentences and organizing paragraphs, sentences and paragraphs.	Language Arts: Writing Chapters 1-8, pp. 45-177. Writing pre- and post-tests.
7-10	Social Studies
	Understanding readings, interpreting graphic materials, applying information in social studies, analyzing social studies materials, evaluating social studies materials. Review for bi-monthly exam.	Social Studies Chapters 1-5, pp. 341-487. Social Studies pre- and post-tests. Week 8: bi-monthly exam.
	Science
11-13	Science knowledge and skills, living things, human biology, physics, chemistry, earth and space science.	Science Chapters 1-6, pp. 501-641. Science pre- and post-tests.
	Mathematics
14-16	Whole numbers, using a calculator, solving word problems, decimals, fractions, ratio and proportion, data and probability, basic algebra, measurement and geometry. Review for bi-monthly exam.	Mathematics Chapters 1-10, pp. 653-819. Mathematics pre- and post-tests. Week 16: Bi-monthly exam.

June, 2011

610 TOEFL Exam Preparation 80 hours

Prerequisite(s): ESL 501.6 and ARW or equivalent

Textbooks: Deborah Phillips, Longman Preparation Course For The TOEFL Test: Next Generation iBT, 2^nd ed. Pearson, 2007 (or comparable text). Longman Dictionary of American English now with Thesaurus, 3^rd or later edition, Pearson, 2004 (recommended).

Course Description: The course is designed to help prepare advanced ESL students for the TOEFL through the application of advanced integrated English language skills tested by the Next Generation iBT.

Objectives: The course has three related objectives:

To strengthen the application of integrated language skills in TOEFL-like contexts.
To provide understanding of and experience with TOEFL Next Generation iBT test-taking strategies with its emphasis upon integrated language skills testing.
To provide practice test taking under TOEFL-like conditions

Instruction: Classroom instruction includes timed and untimed practice exercises similar to TOEFL questions and situations. Students listen to pre-recorded listening material and have supplementary CD ROM material with additional practice exercises and two actual TOEFL iBT tests.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Weeks

Objectives

Skills Sets, Exercises, Exams

1-4

Reading

Reading Diagnostic and Overview

Skills 1-3: Understanding vocabulary from context. Recognizing referents. Simplifying sentence meaning

Mini-Tests

Reading diagnostic pre-test

Vocabulary, References, and Sentence exercises 1-3

Selected Mini-Tests assigned as homework.

Skills 4-6: Sentence insertion. Finding factual information. Understanding negative facts

Mini-Tests

Sentence and Detail exercises 4-6

Mini-Test selections assigned as homework.

Skills 7-8: Making inferences from stated facts. Inferring rhetorical purpose

Mini-Tests

Reading Review Exercise (Skills 1-6)

Inference exercises 7-8

Mini-Test selections assigned as homework.

Skill 9-10: Selecting summary information. Completing schematic tables

Reading Post-Test

Reading to Learn exercises 9-10

Reading Review exercise (skills 1-10)

Reading Post-Test

5-8

Listening

Listening Diagnostic Pre-Test and Overview

Skills 1-2: Understanding the gist and details

Mini-Tests

Listening Pre-Test

Listening exercises 1-2

Mini-Test selections assigned as homework.

Skills 13-4: Understanding the function and speaker’s stance

Mini-Tests

Listening exercises 3-4

Listening Review exercises 1-4

Mini-Test selections assigned as homework.

Skill 5-6: Understanding the organization and relationships

Mini-Tests

Listening exercises 5-6

Post-test

Bi-monthly exam

Listening Review exercise

Listening Post-Test

Bimonthly exam.

9-12

Speaking

Speaking Diagnostic and Overview

Independent Tasks:

Skills 1-2: Planning and making the free-choice response

Skill 3-4: Planning and making the paired-choice response

Mini-Tests

Speaking Diagnostic Pre-Test

Speaking exercises 1-4

Mini-Test selections assigned as homework.

Integrated Tasks (Reading and Listening):

Skills 5-6: Noting the main points as you read and listen

Skills 7-8: Planning and making the response

Skill 9-Noting the main points as you read

Mini-Tests

Review exercises, skills 1-4.

Skills exercises 6-8

Review exercises, skills 6-8

Mini-Test selections assigned as homework.

Integrated Tasks (Reading and Listening) [con’t]

Skill 10-Noting the main points as you listen

Skills 11-12: Planning and making the response

Integrated Tasks (Listening):

Skill 13-Noting the main points as you listen

Skills 14-15: Planning and making the response

Mini-Tests

Integrated skills exercises 10-12

Integrated Speaking Review exercise, skills 13-15

Mini-Test selections assigned as homework.

Integrated Tasks (Listening) [con’t]

Skill 16-Noting the main points as you listen

Skills 17-18: Planning and making the response

Speaking Post-Test

Integrated skills exercises 16-18

Integrated speaking review exercise, skills 16-18

Speaking Post-Test

Weeks 13-16

Writing

Writing Diagnostic and Overview

Integrated Writing Task:

Skills 1-2: Noting the main points as you read and listen

Skill 3-Planning before you write

Skill 4-Writing a topic sentence

Skill 5-Writing unified supporting paragraphs

Mini-Tests

Writing Diagnostic Pre-Test

Skills exercises 1-5

Mini-Test selections assigned as homework.

Integrated Writing Task (con’t):

Skills 6-7: Reviewing sentence structure and grammar

Integrated Writing Review, skills 1-7

Independent Writing Task:

Skill 8-Planning before you write

Skills 9-10: Writing the introduction and unified supporting paragraphs

Mini-Tests

Skills exercises 6-10

Mini-Test selections assigned as homework.

Independent Writing Task (con’t)

Skill 11-Connecting the supporting paragraphs

Skill 12-Writing the conclusion

Skills 13-14: Reviewing sentence structure and grammar

Mini-Tests

Skills exercises 11-14

Mini-Test selections assigned as homework.

Writing Post-Test

Bi-monthly exam

Independent Writing review exercise for skills 8-10

Writing Post-Test

Bi-monthly exam.

rev. 6/06, 2/07, 2/08, 4/10, 4/11

620 College Success 160 classes

Prerequisite(s)/Co-requisite: English VI (or equivalent)

Textbooks: Carolyn H. Hopper, Practicing College Learning Strategies, Houghton Mifflin, 2007 (or comparable text).

Course Description: While developing English language skills, College Success is designed to inform students about American colleges and teach strategies that aid college success. The course will be taught in a small class environment with lecture, discussion, small group work, and individual student presentations. Course topics will include an overview of American higher education and an introduction to the college application process, to learning psychology, and to life and lifelong learning strategies that make for successful postsecondary learners.

Objectives: By the end of the course, students are expected:

to understand English language explanations of the American system of education;
to communicate about differences between American and home country colleges;
to read American college catalogs and other postsecondary promotional material and demonstrate understanding of concepts and terminology;
to locate and understand information for international students on college web-sites or in college publications;
to understand and follow directions for correctly completing the application process;
to write an autobiographical or other personal essay in English in a format typically found on college applications at the Advanced ESL/TOEFL level;
to read, write, and talk about learning styles and other aspects of cognitive psychology affecting individual learning; and
to obtain valid information from college web-sites, from automated library catalogs, and from electronic periodical databases and to communicate findings to others.

Instructional Methods: Students will listen to mini-lectures, take notes, read textbook and source material, work in small groups, discuss, present, and write shorter and longer responses to questions arising from classwork. Textbook reading and exercises will be supplemented with actual college catalogs, model syllabi, and resource material such as the CUNY Undergraduate Admissions Guide

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Weeks

Topics

Assignments and Tests

1-2

System of education in the United States and in students' home countries; accessing college catalogs and information on the web.

Discussion, note taking, and classifying information.

PP. 1-35, CUNY Guide, question formation and explanation of a degree program of interest.

From the CUNY Guide and website, write a summary of any one program’s goals, the degree offered, the credits required for graduation, and the credit distribution.

3-4

Applying to college: college promotional and informational materials, reading the catalog, understanding college and degree requirements; understanding application processes, especially for international students; completing an application. Transcript and transfer credit evaluations for international students.

College admissions requirements for international students.

Read textbook pp. 236-237

Write a summary of any CUNY college’s international student admissions process. Include an estimate of the time required for each step of the process.

Complete the sample CUNY admissions application.

Write a personal or autobiographic essay for a college application

5-6

Understanding American academic/classroom culture:

Estimating the time required for certain class assignments

Read pp. 245-46. Read pp. 15-16.

Write an essay describing your American college goals and how you plan to achieve them.

“What’s Your Advice?” case study-p. 251—write a report summarizing Tara’s problems and providing recommendations for her with reasons. Be prepared to present your recommendations orally.

7-8

Using chapter map and other textbook learning aids. Locating and understanding bibliographic information for a book.

Processing information from lectures: listening, note taking based on mini-lecture

Mapping (textbook note-taking)

Introduction to sensory learning styles.

Read "practice with mapping" p. 133 and map the second paragraph.

Read pp. 115-116 on note taking. Read p. 125. Complete the exercise on p. 126. Turn each quiz item into a complete sentence. Read pp. 127-130 on learning styles. Complete practice quiz 129. Describe in writing the learning aids in your textbook

“What’s Your Advice?” case study-p. 120—write a report summarizing Sara’s problems and providing recommendations for her with reasons. Be prepared to present your recommendations orally.

9-10

Mapping Chapter 7 before studying it.

Understanding individual learning profiles

Close reading and oral summarizing of homework reading passages.

Review for exam, week 8.

Map Chapter 7 before studying it.

Read pp. 147-156. Answer questionnaire on pp. 149-151. Write out answers to all questions on the reading.

In your own words, write an essay explaining why it is important to determine learning styles.

Bi-monthly exam, week 8.

11-12

Understanding how you process information.

Sensory modes of learning: auditory, visual, and kinaesthetic learners. .

Sensory Modality Inventory: discussion of results

Small group inventory and group report of group member's auditory learning strategies. Ditto for visual strategies.

Multiple intelligences:

Read pp. 157-170. Answer all questions, in writing.

Complete the Sensory Modality Inventory, pp. 158-160.

Complete the "Social Inventory." p. 164.

Write at least one sentence explaining how each of the intelligences listed on p. 166 could be used to learn the biology classification system on p. 170.

Select one other topic on p. 173 for a written report. Make sure you answer all questions and provide reasons.

13-14

Using multiple intelligences to make decisions:

Compiling individual learning profile.

Complete the learning profile inventory on p. 174. Use the questions as the organizing principle for an essay about your learning profile.

“What’s Your Advice?” case study-176. In writing, summarize the students’ problems and providing recommendations for them with reasons. Use the questions after the case study as your guide. Be prepared to present your recommendations orally in class

15-16

Understanding and improving memory: The biology of memory.

Ten memory principles:

Strengthening memory. Mnemonics.

Short- term memory. Long-term memory:

Applying memory principles:

Small group work to develop mnemonic(s) for ten memory principles on p. 83.

Small-group work: drawing charts of how memory works.

Review for exam, week 16.

Read pp. 67-71. Summarize the passage.

Read pp. 74 (bottom) to 77. Take notes (to be read in class tomorrow). Write out answers to all questions.

Read pp. 78-92. Write out answers to all questions.

Explain in writing how Kelly puts these memory principles to work as described on p. 83.

“What’s Your Advice?” case study, p. 96. In writing, summarize Marlene’s problems and provide recommendations to solve her problems with reasons. Be prepared to present your recommendations orally

Bi-monthly exam, week 16.

Lifestyle management and college success: time-, stress, and financial management.

Managing time: scheduling, time logs, timesavers and wasters, prioritizing; “spending” time.

Time required per college course Typical distribution of exams, assignments, and other requirements in a 15-week semester.

Close reading, p. 15.

Analogies.

Quiz (open book, explanation of the number 1,440 in time management).

Small-group critical thinking prioritizing exercise.

5-day Time Log exercise, p. 19.

Read the critical thinking exercise, p. 16 and write a paragraph or more explaining the analogy.

Read pp. 17-19. Read pp. 28-29 and 31. Come to class with a prioritized “to do” list for today.

In writing, explain your three biggest time wasters and your plans for dealing with them. Be prepared to report orally.

In writing, explain the analogy between spending time and spending money in the critical thinking exercise, p. 16.

“What’s Your Advice?” case study, p. 35. In writing, summarize Philip’s problems and provide recommendations to solve his problems with reasons. Be prepared to present your recommendations orally.

20-21

Stress management

American concept of self-help therapies.

Concept of commandments: archaic pronouns “thou/thy”; Ten Commandments; and ten commandments for managing stress.

Coping strategies for alleviating stress symptoms.

Review for exam, week 16.

Read pp. 225. Pick one of the commandments and explain why it is a good one for you.

Read pp. 226-229.

“What’s Your Advice?” case study, p. 233. In writing, summarize John’s problems and provide recommendations to solve his problems with reasons. Be prepared to present your recommendations orally.

Bi-monthly exam, week 16.

22-23

Financial management:

Estimating college costs: fees, tuition, books, supplies, travel, etc.

Video viewing: Master Your Future: A Program on Financial Responsibility .

Completion and discussion of 8 worksheets from video activity support material: budgeting, personal budget, banking (writing and keeping track of checks), banking (balancing your checking account), credit card statements, cruising for credit, the credit report, credit reality check.

Read "Tuition and Related Costs," in the CUNY Guide.

Estimate the costs of attending a CUNY undergraduate college for one academic year as an international student.

Obtain a credit card promotional offer (from something mailed to you or someone you know or from a bank). Explain all the costs associated with having that credit card.

Write an analysis explaining why Bill is a good or bad credit risk, based on the data in the video Worksheet 7.

Write an explanation of why Jenny needs a credit reality check, based on the data in Worksheet 8.

Test-taking strategies:

Predicting test

Understanding negative and double negative statements and questions.

Distinguishing absolute and general qualifiers.

Test-taking strategies for true/false, for objective multiple choice, and for essay exams.

Applying direction words (understanding what the question asks)

Critical thinking about direction words. Defining the level of critical thinking required for each of the 15 questions on p. 205.

Small group work--developing topic sentence for presented situations.

Rate your test-taking strategies using the inventory on pp. 179-180. Then write a paragraph of self-assessment using the guideline on p. 180.

Read pp. 179-201 and complete all exercises. Read pp. 201-204 and p. 213-214 and complete all exercises.

Write a clear topic sentence for each test question on pp. 206-207.

“What’s Your Advice?” case study, p. 219. In writing, summarize the students’ problems and provide recommendations to solve their problems. Be prepared to present your recommendations orally.

Bi-monthly exam.

25-26

Literacy and information literacy overview. Circulating collections, in-house collections, and reference materials. Basic reference books.

Using library resources online: online work using the Spanish-American Institute’s automated catalog to search by keyword/subject, by title, by other, by other descriptors. Complete on-line Tutorial #1: Spanish-American Institute Library Catalog: Basic Searching. Advanced searching. Complete on-line Tutorial #2: Spanish-American Institute Library Catalog: Advanced Searching.

Exploring library homepages.

Locating reference and other print material in the Spanish-American Institute library based on on-line search information.

Obtaining a public library card.

Read pp. 253-265, doing all exercises.

Read pp. 266-269, doing all exercises.

E-mail a library catalog listing for a search about dogs to yourself, print out, and bring to class.

Compare and contrast on-line searching using the school’s on-line automated library catalog and a public library’s automated catalog. Do a basic search for their holding on dogs. Do you feel confident you could do a basic search in any on-line catalog anywhere in the world? Why or why not?

Find an on-line automated catalog in your home country or another country. Report on its similarities or differences to those you used in American on-line library catalog.

Present evidence of a public library card.

27-28

Information literacy: using on-line electronic periodical databases.

Using the Spanish-American Institute Library’s on-line databases. On-line Tutorial #3: Searching Periodical Databases.. Basic and advanced search features.

Using other libraries’ on-line databases.

Finding, downloading, and e-mailing to yourself a full-text article.

Understanding bibliographical information.

Chapter 11 readings and exercises, as assigned.

Repeat the assignments for weeks 35-38, substituting searches in periodical databases for book titles.

“What’s Your Advice?” case study, p. 271. In writing, summarize Nathan’s problems and provide recommendations to solve his problems with reasons. Be prepared to present your recommendations orally

29-30

Thinking critically—thinking about thinking, learning taxonomies, facts vs. opinions.

Learning hierarchies. Discussion of Bloom’s taxonomy.

Small group work: create a taxonomy or hierarchical classification system for nutritious food. Discuss the organizing principle used.

Reviewing decisions and consequences and choosing among options.

Read pp. 37-44 doing all exercises.

Find a description of another learning taxonomy on the Internet or in a print source. Compare to Bloom’s taxonomy.

“What’s Your Advice?” case study, p. 47. In writing, summarize Nenia’s problems and provide recommendations to solve her problems with reasons. Be prepared to present your recommendations orally.

31-32

Information literacy: applying critical thinking to Internet and other searches

Developing good research skills using the Internet. Complete on-line Tutorial #4: Spanish-American Institute Library Catalog: Developing Good Research Skills Using the Internet.

Assessing information validity.

Review for exam, week 32

Read pp. 263-266 and do all exercises.

Imagine that you need to write a paper on a famous person. Locate three on-line references for the paper—a book, a periodical article, and an Internet site. In writing, list each of the three sources with its bibliographical information. Write a sentence or more about each source. Describe why you believe it is a valid source.

Bi-monthly exam, week 32.

rev.10/06, 2/07, 4/10, 3/11

925 Database Management 80 classes

Prerequisite(s): None

Textbooks: Faithe Wempen, Learning Microsoft Access 2002, DDC Publishing, Prentice Hall, 2002 (or comparable text).

Course Description: This course teaches English in the context of an introduction to Microsoft Access. The course focuses on the English language skills needed by beginning Access users. Students learn English when reading about and discussing databases, in general, and Access, in particular; when following directions to complete exercises; and when asking questions and finding answers to Access related topics.

Objectives: By the end of the course, students should be able:

to read about Access and understand what is being discussed or described;
to read and follow directions in English when practicing textbook exercises;
to read documents and descriptions of situations in English and decide how to use Excel spreadsheet applications to organize and present information;
to ask questions in English concerning concepts and implementation;
to write simple explanations in English of procedures used or results obtained;
to practice speaking English when explaining the content of Access database elements;
to understand the basics of creating an Access database;
to understand how Access can be applied to real world situations; and
to understand how to navigate toolbars, use menus to customize Access, and use other Access features.

Instructional Methods: Classes include language development and critical thinking sessions followed by hands-on practice and drills. Students complete periodic summary exercises that require application of all skills learned to date. Each student creates a portfolio of finished output.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%.

Course Outline:

Week

Topics

Assignments and Tests

Mapping the text and course: introduction to the course and the book, including learning aids

Basics: databases, database management systems, and Access

Creating a database form: using Access, windows, menus, commands, toolbars, dialog boxes, etc.

Close reading: on the job scenarios.

Write at least five complete sentences beginning with direction words from the following list: TBA

Exercises: 1-3.

2-3

Planning and creating a database: opening and navigating an Access database; entering records; planning a database and creating a new database file; creating Table using the Table Wizard; formatting; creating a form; exporting and publishing an Access object to an Excel and/or Word document.

Using enumerating transition words in giving directions

Close reading: on the job and critical thinking situations.

Turn any list of 5 or more directions in the text into a paragraph, using numerical transition words: first, second, third, etc.

Exercises 4-11.

4-5

Basic database editing and printing: adding, deleting, moving, and renaming fields; adding a lookup value list field; using form design toolbox; formatting; importing, copying, and linking data within Microsoft suite; etc.

Close reading: on the job and critical thinking situations.

Turn any list of 4 or more directions from Lesson 3 into a paragraph, making use of some or all of the following transition words: first, next, then, after, last.

Exercises 12-19.

6-7

Finding information in a database: using wizards and switchboards; finding and replacing data, working with multiple sorts; filtering; etc.

Close reading: on the job and critical thinking situation.

Exercises 20-26

In a paragraph or more, explain why you needed to keep information on your clients and what you did to create a client database.

8-9

Working with queries:

Oral practice: explaining the information in the "orders" table in Exercise 30.

Close reading: on the job and critical thinking situations.

Review for exam.

Exercises 27-31.

Look up the word "query" in the dictionary. Then write a paragraph or more explaining its meaning and why it is a good description for what you do when you use an Access query.

Write a paragraph or more in which you describe the information in the "Orders" table in exercise 30 and describe the table was organized.

Bi-monthly exam, week 8.

10-11

Working with reports: creating reports; using design view; formatting reports; creating a report from a query, creating labels, etc. .

Close reading: on the job and critical thinking situations.

Oral practice: explaining to others what the Bicycle Shop client reports tells you about the company in exercise 34 or in exercise 36.

Exercises 32-38.

Look up the word "wizard" in the dictionary, then write a paragraph or more in which you define the word and explain its use in Access.

One-half the class will explain orally the information about the company in the report in exercise 34 and one-half will do the same for the report in exercise 35.

Write a paragraph or more describing at least two ways you grouped information for decisions as manager of the Bicycle Shop.

12-13

Advanced table and form design: using OLE data type; data validation; working with formats and zero length property; indexes; working with hyperlinks; using properties, other objects, form controls, subforms/subreports; etc.

Oral practice: explaining data sets on tables.

Close reading: on the job and critical thinking situations

Exercises 39-47.

One-half the class will explain orally the information about the information in the table in illustration A and one-half in B in exercise.

Describe the database created for Expose, Inc. (exercise 47) and how you went about creating it.

Working with advanced queries: parameter queries, syntax, action queries, SQL queries, etc.

Close reading: on the job and critical thinking situations.

Exercises 48-53.

Advanced calculations: creating a total query, using time functions, changing values, using domain aggregate functions, etc.

Close reading: on the job and critical thinking situations.

Exercises 54-59.

Describe in writing any single database created this week and how you went about creating it

Automating access: creating and using buttons, macros, and toolbars; passwords and encryption; using the table analyzer wizard.

Close reading: on the job and critical thinking situations.

Review for exam.

Exercises 60-68 (TBA)

Exam

rev. 2/04, 2/07, 4/10

940 Introduction to Microsoft Windows 80 Classes

Prerequisite(s): None

Textbooks: Suzanne Weixel, Learning Microsoft Windows XP, DDC Publishing, 2002 (or comparable text).

Course Description: While developing English language skills, this course introduces students to Windows concepts, features, functions, and applications.

Objectives: By the end of the course, students should be able:

to read about Windows and understand what is being discussed or described;
to read and follow directions when practicing textbook exercises;
to ask questions concerning concepts and implementation;
to explain to others procedures used or results obtained;
to understand the basics of the Windows operating system;
to understand how to navigate toolbars and use menus to customize Windows; and
to understand how to use other Windows features.

Instructional Methods: Classes include language development and critical thinking sessions followed by hands-on practice and drills. Students will complete periodic summary exercises that require application of all skills learned to date. Each student will create a portfolio of finished output.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline: WP=word processing exercises, SS=spreadsheet exercises, DB=database exercises, INT= integration exercises

Week	Topics	Assignments and Tests
1	Mapping the text and course: introduction to the course and the book, including learning aids Language preparation: basic direction words Getting started with Windows XP Close reading and discussion: mini-case situations.	Exercises: 1-7.
2-3	Windows organization: storage devices, folders, files, recycle bin Close reading and discussion: critical thinking case	Exercises 8-15
4-5	Using Windows programs: Task Manager, Notepad, Accessories, Calculator, Paint, Address Book Close reading and discussion: critical thinking case	Exercises 16-21

6-7	More Windows programs: Explorer, Clipboard, Search, Help and Support Close reading and discussion: critical thinking case	Exercises 22-29
8-9	Customize Windows XP: Control Panel, Screen Saver, Style, Date and Time, Numbers, Mouse settings, etc. Close reading and discussion: on the job and critical thinking. Review for exam	Exercises 30-37 *Bi-monthly Exam, week 8.*
10-11	More Customization: Folder options, folder toolbars, adding icons to desktop, adding a program, adding new hardware, managing the print queue Close reading and discussion: on the job and critical thinking situations	Exercises 38-44
12-13	System Maintenance: formatting disks, disk cleanup, defragmentation, compressing folders, using the Backup or Restore Wizard, using System Restore, Viewing System Information, Using Troubleshooters Close reading and discussion: on the job and critical thinking.	Exercises 45-51.
14-15	Digital Media and Workgroups: using Media Player, copying music, creating play lists, managing picture files, printing images, importing pictures from a scanner or camera, managing picture files, setting up a home or small business network, internet connection sharing, control sharing, hidden or read-only files, using Remote Desktop, etc. Close reading and discussion: on the job and critical thinking.	Exercises 52-60
16	Review for exam.	*Bi-monthly Exam, week 16*.

rev. 2/04, 3/07, 4/10

955 Using the Internet 80 Classes

Prerequisite(s): None

Textbooks: Don Mayo and Catherine Skintik, Learning the Internet: Fundamentals, Projects, and Exercises, DDC Publishing, 2000 (or comparable text).

Course Description: While developing English language skills, this course introduces students to the structure of the Internet and provides direction and practice in using the Internet correctly to obtain valid information for personal, for business, and for academic use. The course emphasizes good searching skills and includes practice in developing a personal web page.

Objectives: By the end of the course, students should be able:

to read about Internet basics and understand what is being discussed or described;
to read and follow directions when practicing textbook exercises;
to ask questions concerning concepts and implementation;
to explain procedures used or results obtained;
to understand the basics of Internet searching that produces valid information for personal, for business, and for academic use;
to understand how to create a personal web page; and
to understand how to use other World Wide Web features.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

Mapping the text and course: introduction to the course and the book, including learning aids. Language preparation: basic direction words

Introduction to the Internet and WWW: Internet history; Internet ethics and netiquette, establishing an Internet connection, Web page basics

Read Lesson 1 and Appendix C

Write at least five complete sentences beginning with direction given to you.

Exercises: 2. Use complete sentences to answer each question.

Create a set of guidelines for working on the Internet.

2-3

Using the Internet Explorer Web Browser: opening, navigating, and closing web pages; storing links to favorite web pages; moving between links and web pages; finding text on a web page, using Explorer tools and menus; saving and downloading Web pages in a variety of formats; etc.

Using enumerating transition words to give directions.

Turn any list of 5 or more sequential directions in the text into a paragraph, using ordinals: first, second, third, etc.

Read Lesson 2 text. Do Lesson 2 exercises.

Explain the purpose of the Quicken portion of exercise 6 and explain what information can be found on the Quicken.com web site.

4-5

Searching the Web: using search engines and choosing appropriate search engines; choosing keywords and narrowing and expanding a search; creating search strings; using natural language queries; finding and using different advanced search options; &developing other search techniques.

Using other transition words in giving directions.

Individual oral reports: results of Internet search.

Viruses and Trojans.

Plagiarism.

Individual oral reports.

2. Turn any list of 4 or more sequential directions from Lesson 2 into a paragraph, making use of some or all of transition words like: first, next, then, after, last.

3. Read lesson 3 and Appendix B.

4. Lesson 3 exercises.

5. Choose a subject you explored in the exercises and write a brief report about it. Be prepared to give a brief oral report, as well.

6. Write a brief summary in which you define "viruses" and "Trojans" and explain ways to deal with them.

7. Look up the dictionary definition of "plagiarism." Write a paragraph or more in which you report on what you have learned about plagiarism and ways to avoid it.

8-9

Using Outlook Express: using e-mail effectively; enabling HTML formatting, applying stationery, inserting a picture and/or links; using address book; etc.

Individual oral report—the most useful thing learned so far about the Internet.

Review for exam.

Read Lesson 4.

Complete Lesson 4 exercises.

Describe everything you now know about the Internet, following the guidelines in exercise 4. Be prepared to give a brief oral report.

Bi-monthly Exam, week 16.

10-11

Information literacy: searching automated library catalogs and periodical databases; constructing a valid search; narrowing and expanding your search; applying criteria to distinguish valid from invalid information.

Obtaining a public library card (handout).

1. Explain three shared features of Internet, electronic library catalog, and periodical database searches.

2. Go to one of the college library links on the Institute Library homepage and search for books on a certain topic. Explain three features shared by the external library search software and that used by the Spanish-American Institute Library (include bookmaking

3. Show your public library card to your instructor.

4. Define a search topic for your individual final project. Explain the topic you will research using one library automated catalog, a full-text periodical database, and one or more Internet sites.

12-14

Creating a Web page: authoring & publishing a web site; using Work templates; inserting pictures & other items, designing, formatting, & saving a document as a web page; etc.

Read Lesson 5

Lesson 5 exercises.

Create and publish a personal web page.

15-16

Complete the final project using on-line library, periodical database, and Internet sources.

Review for test.

1. Explain your topic and how you constructed your search. Describe how you refined your topic. List the titles of at least two books you located for your topic, explaining why they should be useful. Do the same for two on-line periodical courses and two Internet sources.

2. Make sure that you have demonstrated the following to your instructor: a public library card, a personal web page, and the search results in 1, above.

3. Bi-monthly Exam, week 16.

rev. 2/04, 3/07, 4/10

960 Using Microsoft Access 80 classes

Prerequisite(s): None

Textbooks: Rick Winter, Learning Microsoft Access 2000, DDC Publishing, 2002 (or comparable text).

Course Description: While developing English language skills, this course introduces students to Access concepts, features, functions, and database applications.

Objectives: By the end of the course, students should be able:

to read about Access and understand what is being discussed or described;
to read and follow directions when practicing textbook exercises;
to decide how to use Access applications to organize and present information in response to specific situations;
to ask questions concerning concepts and implementation;
to explain orally or in writing the procedures used or results obtained;
to explain the content of Access database elements
to understand the basics of creating an Access database;
to understand how Access can be applied to real world situations;
to understand how to navigate toolbars and use menus to customize Access; and
to understand how to use other Access features.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

Mapping the text and course: introduction to the course and the book, including learning aids

Language preparation: basic direction words

Basics: databases, database management systems, and Access

Creating a database form:

Close reading: on the job scenarios.

Write at least five complete sentences beginning with direction words for using Access.

Exercises: 1-3.

2-3

Creating a database: opening & navigating an Access database; entering records; planning a database & creating a new database file; creating Table using the Table Wizard; formatting; creating a form; exporting & publishing an Access object to an Excel or Word document.

Using ordinal transition words in directions.

Close reading: on the job and critical thinking.

Exercises 4-11.

Turn any list of 5 or more sequential directions in the text into a paragraph, using ordinals: first, second, third, etc.

4-5

Basic database editing and printing: adding, deleting, moving, and renaming fields; adding a lookup value list field; using form design toolbox; formatting; etc.

Using other transition words in directions.

Close reading: on the job and critical thinking.

Exercises 12-19

Turn any list of 4 or more directions from Lesson 3 into a paragraph, making use of some or all of the following transition words: first, next, then, after, last.

6-7

Finding information in a database: using wizards and switchboards; finding and replacing data, working with multiple sorts; filtering; etc.

Close reading: on the job and critical thinking.

Exercises 20-26

In a paragraph or more, explain why you needed to keep information on your clients and what you did to create a client database.

8-9

Working with queries:

Oral practice: explaining the information in the "orders" table in Exercise 30.

Close reading: on the job and critical thinking situations.

Review for exam.

Vocabulary log.

Exercises 27-31.

Look up the word "query" in the dictionary. Then write a paragraph or more explaining its meaning and why it is a good description for what you do when you use an Access query.

Write a paragraph or more in which you describe the information in the "Orders" table in exercise 30 and describe the table was organized.

Bi-monthly Exam, week 8.

10-11

Working with reports: creating reports; using design view; formatting reports; creating a report from a query, creating labels, etc.

Close reading: on the job and critical thinking.

Oral practice: explain what the Bicycle Shop client reports tells you about the company in exercise 34 or in exercise 36.

Exercises 32-38.

One-half the class will explain orally the information in the report in exercise 34 and one-half the report in exercise 35.

Write a paragraph or more describing at least two ways you grouped information that would help you make decisions as manager of the Bicycle Shop.

12-13

Advanced table and form design: using OLE data type; data validation; working with formats and zero length property; indexes; working with hyperlinks; etc.

Oral practice: explaining data sets on tables.

Close reading: on the job and critical thinking.

Exercises 39-47.

One-half the class will explain orally the information about the information in the table in illustration A and one-half in B.

Describe the database created for Expose, Inc. (exercise 47) and how you created it.

Working with advanced queries: parameter queries, syntax, action queries, SQL queries, etc.

Close reading: on the job and critical thinking

Exercises 48-53.

Write a letter to a friend explaining what you can do in Access and how you may use it in the future.

Advanced calculations: creating a total query, using time functions, changing values, using domain aggregate functions, etc.

Close reading: on the job and critical thinking.

Exercises 54-59.

Describe any single database created this week and how you went about creating it

Automating access: creating and using buttons, macros, and toolbars; passwords, encryption, etc.

Close reading: on the job and critical thinking.

Review for Bi-monthly exam.

Exercises 60-68 (TBA)

Bi-monthly Exam, week 16.

rev. 2/04, 4/10

965 Using PowerPoint 80 classes

Prerequisite(s): None

Textbooks: Sue Plumley et al, Learning Microsoft PowerPoint 2003, DDC Publishing, Prentice Hall, 2004 (or comparable text).

Course Description: While developing English language skills, this course introduces students to PowerPoint multi-media concepts, features, functions, and applications.

Objectives: By the end of the course, students should be able:

to read about multimedia presentation software and PowerPoint and understand what is being discussed or described;
to read and follow directions when practicing textbook exercises;
to decide how to use PowerPoint applications to organize and present information in response to specific situations;
to explain procedures used or results obtained;
to understand the basics of creating a PowerPoint presentation;
to understand how PowerPoint can be applied to real world situations;
to understand how to navigate toolbars and use menus to customize PowerPoint; and
to understand how to use other PowerPoint features.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline: PP=PowerPoint

Week

Topics

Assignments and Tests

Introduction to the course and the book, including learning aids.

Language preparation: basic direction words

Basics: introduction to PP

Close reading: on the job

Write at least five complete sentences for PP beginning with direction words.

Read "Basics" and Exercise 1 material.

Exercises: 1.

Creating a new presentation from a template and printing; inserting and importing into slides.

Using enumerating transition words in giving directions

Close reading: on the job and critical thinking

Read material associated with exercises 2-5.

Turn 4 or more directions in the text into a paragraph. Use numerical transition words:

Exercises 2-5

Changing templates and slide layout; using outline view.

Using other transition words in giving directions.

Close reading: on the job and critical thinking

Read material associated with exercises 6-9.

Exercises 6-9

Describe the situation in critical thinking exercise 8 or 9 and how you dealt with it

Modifying text and changing slides: selecting, aligning; creating a text box and working with placeholders.

Oral practice: explaining what you did for 10 or 11.

Close reading: on the job situations.

Read material associated with exercises 10-11.

Exercises 10-11.

In a paragraph or more, explain how you changed the appearance of text for either exercise 10 or 11.

Modifying text and changing slides: paragraphing, formatting, color, background, etc.

Oral practice: explaining the effect of PP text choices.

Close reading: on the job situations.

Read material associated with exercises 12-14.

Exercises 12-14.

Describe why your PP choices improved the appearance of the slides for exercise 12 or 13

Modifying text and changing slides: customizing a template.

Close reading: on the job and critical thinking

Read material associated with exercises 15-17.

Exercises 15-17.

Discuss the most effective change you made to the WhiteWater Rafting Guides PP presentation. Explain why

Working with slide objects: creating and inserting charts and tables.

Oral practice: interpreting the data on graphs and charts and explaining how PP makes it easier to interpret.

Close reading: on the job situations

Read material associated with exercises 18-20.

Exercises 18-20.

One-half the class will explain in writing what the data say in B, exercise 18, and one-half in C. Both groups will also explain how the PP presentation helps the viewer interpret the data.

Working with slide objects: pasting, linking, and embedding objects.

Close reading: on the job and critical thinking situations.

Review for exam

Read material associated with exercises 21-23.

Exercises 21-23.

Bi-monthly Exam, week 8

Enhancing slides with graphics and objects: using floating toolbars, rulers, and guides: drawing graphic objects; adding AutoShapes; nudging, snapping to, aligning and distributing objects; using WordArt.

Close reading: on the job

Read material associated with exercises 24-26.

Exercises 24-27.

Describe how the word “nudge” is a good description for the process of nudging in PP.

Other slide enhancements with graphics and objects.

Oral practice: summarize what you did in the situation about which you wrote.

Close reading: on the job and critical thinking situations.

Read material associated with exercises 28-30.

Exercises 28-30.

Explain how you made the Smithfield Antique Mall or Golf Club's presentation more interesting with the PP element that you believe helped the most. Explain

Working with slide shows: adding transitions and sound; using animation; inserting comments, etc.

Close reading: on the job situations.

Read material associated with exercises 31-33.

Exercises 31-33.

Describe the process of animating slides in PP.

Working with slide shows: adding narrations and music; using pack and go; using meeting minder; setting up and running presentations.

Oral discussion: how you think you will use PP

Close reading: on the job situations.

Read material associated with exercises 34-37.

Exercises 34-37.

Write a letter to a friend who does not use PP in which you explain what you can do in PP.

Working with slide shows: exporting to transparencies and 35mm slides.

Close reading: on the job and critical thinking situations.

Read material associated with exercises 38-40.

Exercises 38-40.

Describe the most interesting PP presentation you have designed so far

PowerPoint and the Web: Internet basics, getting clip art, images, media, sound clips, and text from the Web.

Close reading: on the job situations.

Read material associated with exercises 41-43.

Exercises 41-43.

Follow the directions for "on your own," exercise 43. Describe the two pieces of clip art you found, how you found it, and why you think it improves your PP presentation.

PowerPoint and the Web: creating hyperlinks, saving presentations as a web site, and publishing them.

Close reading: on the job situations.

Read material associated with exercises 44-47.

Exercises 44-47.

Putting it all together.

Close reading: critical thinking situations.

Prepare for exam.

Read material associated with exercises 48-50.

Exercises 48-50.

Bi-monthly Exam.

rev. 2/04, 3/07, 4/10, 3/11

970 Computerized Accounting Using Peachtree 80 Classes

Prerequisite(s): None.

Textbooks: Gregory Anders, et al, Microcomputer Accounting Tutorial and Applications with Peachtree for Windows, Glencoe, 2000 (or comparable text and material).

Course Description: While developing English language skills, this course introduces students to computerized accounting concepts, features, functions, and applications using Peachtree.

Objectives: By the end of the course, students should be able:

to read about computerized accounting and about Peachtree and understand what is being discussed or described;
to understand the differences between computerized and manual accounting;
to read and follow directions when practicing textbook exercises;
to decide how to use Peachtree for accounting solutions in response to specific situations;
to explain Peachtree procedures used or results obtained;
to explain Peachtree problems and solutions;
to understand how to navigate toolbars and use menus to customize Peachtree; and
to understand how to use other Peachtree features.

Instructional Methods: Classes include language development and critical thinking sessions followed by hands-on practice and drills. Each student will create a portfolio of finished output.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests


4-5	Invoicing: enter, edit, and verify invoice; delete an invoice transactions; enter and process a credit memo; post the invoice transaction and print invoice register and sales journal.	Enter, edit and verify 5 invoice transactions, enter and process a credit memo, post the invoice transactions and print the invoice register and sales journal Explain how to post an invoice transaction.
6	Purchasing: enter, edit, and verify purchase order; delete a purchase order transaction; print Purchase Order Register and Purchase Journal. Writing large numbers from dictation.	Enter, edit and verify 3 purchase orders, delete a purchase order transaction, and print the Journal and Order Register
7-8	Accounts receivable: enter, edit, and delete an accounts receivable transaction; apply payments and finance charges; print statements. Review for test.	Enter 3 accounts receivable transactions; edit and delete an accounts receivable transaction; apply a payment and a finance charge, and print 3 statements. Bi-monthly Exam, week 8.
9-10	Accounts payable: enter, edit, and delete an accounts payable transaction; apply payments, prepayments, and credit memos; post credits; print and voice checks; print reports. Reading large numbers aloud. Describe how to edit and post a purchase order.	Enter 3 Accounts Payable transactions, edit an Accounts Payable transaction, apply a payment, a prepayment and a credit memo, post credits, print and void a check, and print a report as specified.
11-12	Cash receipts: enter, edit, and delete cash receipt transactions in the General Leger and Accounts Receivable Journal; apply prepaid receipts; print Accounts Register and Accounts Receivable Cash Journal. Oral practice: discuss the kind of cash control problem a small local business might have.	Enter 3 cash receipt transactions in the General Ledger, edit one such transaction as specified; enter 3 cash receipt transactions in the Accounts Receivable Journal and edit one trans-action as specified; print the Accounts Register and Cash Journal Select a small local business such as a food market or restaurant. Explain one kind of cash control problem it might have.
13	Cash disbursements; enter, edit, and delete cash disbursements; post transactions and print. Listening number practice: writing large numbers from dictation. .	Enter 3 cash disbursement transactions using the General Ledger, edit one such transaction as specified; enter 3 cash disbursement transactions using Accounts Payable Payments, edit one transaction as specified; post Cash Disbursements Transactions and print the Cash Disbursements Journal
14	Payroll procedures: add and edit employee data; enter and void payroll checks; filter selected payees, print checks and Payroll Check Register and Journal Report. Discuss Peachtree features that you like and dislike (with reasons).	Add and edit data for a new and current employee; enter and void; filter a payroll as specified and print checks; print the Payroll Check Register and Payroll Journal Report.
15	Special procedures: job costing, printing end of period reports, budgeting, printing forecast and aging analyses, and using time and billing procedures.	Produce one Job Cost Report for purchasing and one for sales; print end-of-month reports as specified; enter and edit budgets for 5 accounts, print the Income Statement with budgets; print one forecast and one aging analysis as specified; given appropriate data, produce 3 time-based billing statements.
16	Business simulations: identifying and using computerized accounting requirements at a sole proprietorship, a partnership, and a corporation.	Submit documents for the simulation tasks. Bi-monthly Exam, week 16.

rev. 2/04, 3/07, 4/10

975 Using Adobe Photoshop 160 classes

Prerequisite(s): None

Textbooks: Lisa A. Buck, Learning Adobe Photoshop CS2, DDC Publishing, 2006 (or comparable text).

Course Description: While developing English language skills, this course introduces students to computerized concepts, features, functions, and applications using PhotoShop.

Objectives: By the end of the course, students should be able:

to read about graphics software and Photoshop and understand what is being discussed or described;
to read and follow directions when practicing textbook exercises;
to read documents and descriptions of situations and decide how to use Photoshop applications to design, develop, and customize image files;
to ask questions in English concerning concepts and implementation;
to write simple explanations of procedures used or results obtained;
to explain the design and content of Photoshop presentations;
to understand the basics of creating Photoshop images from sources;
to understand how Photoshop can be applied to real world situations;
to understand how to navigate toolbars and use menus to customize Photoshop; and
to understand how to use other Photoshop features.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline: PS=Photoshop

Weeks

Topics

Assignments and Tests

1-2

Introduction to the course and the book.

Basics: introduction to PS; the PS screen, menus, toolbars, and commands; using help features; etc.

Using ordinals as transition words in directions

Read Chapter 1 and follow the directions for touring the work area. Exercise: 1.

Use ordinals to turn 4 or more sequential directions in the text into a paragraph.

3-4

Working with image files; storing images digitally; creating a new file, importing a scanner or digital camera image, adding file information.

Using other transition words in directions

Read Chapter 2 and follow the directions for working with image files. Exercise: 2.

Use transition words like: first, next, then, after, last to turn 4 sequential directions in the text into a paragraph.

Describe how to use transparent background and describe its effect.

5-6

Adding content with Tools: choosing tools, setting options, painting, drawing, adding text, and creating a note on an image.

Oral presentation: describe one Tool and its use. .

Read Chapter 3 and directions for adding content with Tools. Exercise: 3

Describe two Tools, what they do, and how to use them in PS.

7-8

Working with the Image View: zooming, viewing pixel or print size, scrolling, moving around with Hand tool and Navigator.

Selecting image content: selecting shapes and colors.

Explain what you did in either exercise 4 or 5. .

Read Chapter 4 and follow the directions for working with the Image View. Exercise: 4.

Read Chapter 5 and follow the directions for selecting image content. Exercise: 5.

Bi-monthly Exam, week 8.

9-10

Changing a selection: transforming or rotating a selection, fine-tuning selection marquee, working with the History palette.

Using positioning tools:

Explain what you did in either exercise 6 or 7.

Read Chapter 6 and follow the directions for changing a selection. Exercise: 6.

Read Chapter 7 and follow the directions for using positioning tools. Exercise: 7.

11-12

Working with layers: creating, selecting, changing, arranging, and merging layers.

Read Chapter 8 and follow the directions for working in layers. Exercise 8.

Explain what layers do in PS and how your used layers in the exercise.

13-14

Adding variety with masks: setting options, working in Quick Mask, creasing and using a layer mask.

Using paths: creating, viewing, and working with paths.

Read Chapter 9 and follow the directions for adding variety with masks. Exercise: 9.

Read Chapter 10 and follow the directions for using paths. .Exercise: 10.

15-16

Using other editing tools: adding blurring or smudging; sharpening; erasing color; adding fill; dodging, burning, or sponging an area.

Review for exam

Read Chapter 11 and follow the directions for using other editing tools. Exercise: 11

Bi-monthly Exam, week 16

17-18

Working with image size and orientation: cropping, resizing, adjusting the canvas, rotating the canvas, and trimming the edges of an image.

Using a filter: applying and adjusting the filter.

Read Chapter 12 and directions for working with image size and orientation. Exercise: 12.

Read Chapter 13 and directions for using a filter. Exercise: 13.

19-20

Printing your image: using transfer settings to correct color; adding a border, bleed, or background; printing with special marks and features, etc.

Oral presentation: describe one way that Photoshop and Word print features differ.

Read Chapter 14 and follow the directions for printing your images. Exercise: 14.

Explain at least two ways that the print features of Photoshop differ from those in Word.

21-22

Understanding colors and channels: calibrating your monitor; converting an image to another color, proofing image color.

Discuss how you think you will use PS in the future.

Read Chapter 15 and follow the directions for touring the work area. Exercise: 15.

Write a letter to a friend to explain what you can do in PS.

23-24

Correcting image color: adjusting tones, rebalancing color, changing brightness and contrast, etc.

Having fun with color: adding spot color, making a duotone print; converting to sepia.

Read Chapter 16 and directions for correcting image color. Exercise: 16.

Read Chapter 17 and directions for having fun with color. Exercise: 17.

Bi-monthly Exam, week 24.

25-26

Working with plug-ins: installing and using a plug-in.

Oral presentation: make a short oral presentation about the PS project you have found most interesting to date.

Read Chapter 18 and follow the directions for working with plug-ins. Exercise: 18.

Describe the most interesting PS project you have worked on so far and explain why you think it is so.

27-28

Working with actions: recording and playing an action; making and using a droplet.

Digital watermark protection.

Close reading and discussion: watermark protection and other intellectual property rights.

Read Chapter 19 and directions for working with actions. Exercise: 19.

Read appendix A, p. 315. Explain what intellectual property rights are and what digital watermark protection does.

29-30

Creating Web images: reviewing Web graphic formats, converting an image to indexed color, and creating optimized JMEP and GIF images.

Using online resources to learn more about PS:

Describe one on-line resource from the research and writing assignment.

Read Chapter 20 and follow the directions for creating Web images. Exercise: 20.

Visit at least two on-line resources to learn more about PS and write a short explanation about the information they contain.

31-32

Adding hotspots: adding and working with slices and saving a sliced image in HTML format.

Prepare for exam.

Read Chapter 21 and follow the directions for touring the work area. Exercise: 21.

Bi-monthly Exam, week 32.

rev. 4/02, 3/07, 4/10, 3/11

980 Using Microsoft FrontPage 160 classes

Prerequisite(s): 235 Using Microsoft Word, 955 Using the Internet, and 950 Using Microsoft Excel or 960 Using Microsoft Access or the equivalents

Textbooks: Candy Weaver, et al, Learning Microsoft FrontPage 2000, DDC Publishing, 2000 (or comparable text).

Course Description: While developing English language skills, this course introduces students to web page development concepts, features, functions, and applications using FrontPage.

Objectives: By the end of the course, students should be able:

to read about web page creation and FrontPage and understand what is being discussed or described;
to read and follow directions when practicing textbook exercises;
to decide how to use FrontPage applications to create and publish web pages in response to specific situations;
to ask questions concerning concepts and implementation;
to explain procedures used or results obtained;
to create and publish a basic FrontPage web from "scratch;"
to understand how to navigate toolbars and use menus to customize FrontPage; and
to understand how to use other FrontPage features.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline: FP=FrontPage. Most students will need the 16 weeks to complete Lessons 1-20. The week 16 exam will cover material from Lessons 1-20. However, advanced students may complete Lessons 21-22 for extra credit.

Week

Topics

Assignments and Tests

1-2

Mapping the text and course: introduction to the course and the book, including learning aids.

Overview: introduction to FP; the FP screen, menus, toolbars, and commands; using help.

Read Lesson 1 and explore the FP screen as you follow along. Lesson 1 Review Exercises.

After completing the 3 review exercises, write complete sentences for each item incorporating the correct answers.

3-4

Getting started with FP: HTML primer, tags, and document components; creating a new FP Web.

Read Lesson 2 and explore the FP activity as you follow along. Lesson 2 Exercises, including Review.

Write a paragraph further summarizing Lesson 2's Lesson Summary.

5-6

Elements of Web page creation: creating a new page, hyperlinks, lines and symbols, banners, etc.

Read Lesson 3 and explore the FP activity as you follow along. Lesson 3 Exercises, including Review.

In a paragraph or more, describe how and why hyperlinks form the basis of the WWW.

7-8

Web page images: inserting inline and background images; modifying image properties, thumbnails and alternative representations.

Creating and modifying tables:

Oral practice: using a table grid as a layout tool.

Review for exam.

Read Lessons 4 and 5 and explore the FP activities as you follow along.

Lesson 4 and 5 Exercises.

Write a paragraph or more explaining how tables can help create complex page layouts.

Bi-monthly exam, week 8.

9-10

FrontPage themes: FP Web themes and customizing themes.

Publishing your FP Web: publishing to a server.

Read Lessons 6 and 7 and explore the FP activities as you follow along.

Lesson 6 and 7 Exercises.

11-12

Review: applying what you have learned to date.

Oral practice: what you have learned to date

Create and publish a web page, following the directions in Lesson 8.

13-14

Site structure and navigation: navigating a web site, creating a table of contents, creating an image map, etc.

Shared borders and frames.

Oral practice: describe a linear, a hierarchical, or a combination Web site structure.

Read Lessons 9 and 10 and explore the FP activities as you follow along.

Lesson 9 and 10 Exercises.

Explain the following: "Web site structures are usually either linear or hierarchical, and may be a combination to the two" (p. 183).

15-16

Style sheets: external and embedded style sheets.

Review for exam

Read Lesson 11 and explore the FP activities as you follow along.

Lesson 11 Exercises, including Lesson Review.

Bi-monthly Exam, week 16.

17-18

Web page interactivity: collecting user feedback and data, creating a guest book, making your site searchable, etc.

Oral practice: explain how you will use FP in the future.

Read Lesson 12 and explore the FP activities as you follow along.

Lesson 12 Exercises, including Lesson Review.

Write a letter to a friend who does not use FP explaining what you can do in FP and how you will use FP in the future.

19-20

Discussion groups: creating, modifying, and managing discussion groups.

Special effects: hit counters, marquees, hover buttons, transitions, and banner ads.

Read Lessons 13 and 14 explore the FP activities as you follow along.

Lesson 13 and 14 Exercises, including Lesson Review

21-22

Multimedia: MIME types, adding background audio and/or inline video to your site.

Oral practice: showing others what you created for exercise 16-1.

Read Lesson 15 and explore the FP activities as you follow along. Lesson 15 Exercises.

Apply what you have learned to date, following directions in exercise 16-1.

23-24

Advanced FP components: understanding FP components, include page, scheduled picture, and substitution.

Review for exam.

Read Lesson 17 and explore the FP activities as you follow along. Lesson 17 Exercises.

Bi-monthly exam, week 24.

25-26

Web Databases: FP databases, creating database connections, database results wizard, etc.

Oral practice: database use to make the Web site more powerful.

Read Lesson 18. Lesson 18 Exercises.

In a paragraph or more, explain how databases can make your Web site more powerful.

27-28

Scripting and active content: scripting basics, client-side scripting.

Read Lesson 19 and explore the FP activities as you follow along. Lesson 19 Exercises.

In a paragraph or more, explain how scripts can be used to fulfill a variety of tasks

29-30

Integrating Office 2000: sharing data among Office 2000 applications, integrating FP and Word, integrating FP and Excel or Access or PowerPoint.

Oral practice: explain the design for your final project.

Read Lesson 20 and explore the FP activities as you follow along. Lesson 20 Exercises.

Plan an FP project, get it approved by your instructor, and begin the project

31-32

Work on final project.

Review for exam.

Complete and submit final project.

Bi-monthly Exam, week 32.

rev. 2/04, 10/06, 2/07, 4/10

985 Using Windows Movie Maker 80 classes

Prerequisite(s): None.

Textbooks: Jan Ozer, Microsoft Windows Movie Maker 2. Peachpit Press, 2004 (or comparable text).

Course Description: While developing English language skills, this course introduces students to Windows Movie Maker. Students will learn how to create movies on the computer using a variety of media and to output their movies to tape or disk, send them via e-mail, or post them to a web site.

Objectives: By the end of the course, students should be able:

to read about video editing software and Movie Maker and understand what is being discussed or described;
to read and follow directions when practicing textbook exercises;
to read documents and descriptions of situations and decide how to use Movie Maker applications to design, develop, and customize video compositions;
to ask questions in English concerning concepts and implementation;
to write simple explanations of procedures used or results obtained;
to explain the design and content of Movie Maker presentations; and
to understand the basics of gathering video assets; of trimming and organizing them; of garnishing them with title tracks, special effects, and transitions; of using AutoMovie to create stand-alone movies; and of outputting their created videos to tape or disk, e-mail, or the Web.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline: MM=Movie Maker

Week

Topics

Assignments and Tests

Introduction to Movie Maker.

Mapping the text and course: introduction to the course and the book, including learning aids.

Weekly vocabulary log guidelines: write two complete sentences for each word, one that describes its meaning and one that gives an example of its use.

Basics: concepts and terminology; hardware and software requirements; guidelines for creating “watchable” videos; understanding continuity; importance of developing shot composition and video editing skills.

Vocabulary log.

Using the “Definitions 101” list on p. 18, write a sentence in which you explain each term in your own words.

Read Chapters 1-2.

Name at least three characteristics of “watchable” video. Explain why they are important.

Explain the importance of “continuity” in creating “watchable” video.

Getting Started with Movie Maker.

Understanding the Movie Maker interface and exploring the Movie Maker toolbar.

Creating and managing collections.

Customizing collections, collection views, and Movie Maker panes.

Setting project defaults.

Vocabulary log.

Read Chapter 3.

Do hands-on activities on pp. 57-72.

Start thinking about the movie you think you might want to create for your course final production movie project.

Write a short description about what you think you might want to do.

You can change your mind later.
Your instructor will provide guidelines for the final project.
You should be prepared to define your final project at the end of week 7.

Capturing Digital Video.

Digital capture format strategies.

Using the Capture from Video Device tool to capture entire digital videos, parts of videos, or video clips.

Viewing captured digital video.

Read Chapter 4.

Do hands-on activities on pp. 80-86.

Make a short oral presentation to your instructor and at least one other student explaining what you did and how you might use captured digital video in your final movie project.

Working With Still Images.

Building digital image slide shows

Capturing still images from captured video using the Contents Pane.

Scanning traditional photographs.

Editing still images.

Understanding deinterlacing.

Read Chapter 5.

Do hands-on exercises on pp. 108-118.

Write a summary of what you did, including the materials you used, in capturing and editing still images. Include a description of how you might use captured analog video in your final production movie project.

Importing Music.

Importing music from CDs, cassettes, and records into a digital file.

Ripping audio tracks.

Reviewing and optimizing audio track.

Read Chapter 6.

Do hands-on activities, pp. 120-124..

Write a summary of what you did, including the materials you used, in capturing and optimizing music. Include a description of how you might use imported music tracks in your final movie project.

Working in the Contents Pane.

Using the Contents Pane to store assets.

Creating clips in video files and viewing them in the Contents Pane.

Working with audio and video in the Contents Pane.

Combining, deleting, cutting, copying, and pasting clips in the Contents Pane.

Relinking lost clips.

Read Chapter 8. Pay particular attention to “What to Leave in, What to Leave Out,” on p. 141.

Do the activities on pp. 136-147.

By now, you know how to collect a variety of assets that can be used to make a movie, including digital video, analog video, still images, and music.

This week you learned how to collect and store assets in the Contents Pane. From this point forward, you will start collecting assets for your final production video and storing them in the Contents Pane. This is a good moment to review the syllabus for rest of the course. In the following weeks, you will learn how to edit your material to shape your assets into a movie.

Write a paragraph or more describing the theme of your final movie production project. Include a description of the digital video, analog video, still images, and music you plan to use.

7-8

Trimming and Assembling Your Movie.

Understanding editing--the difference between a collection of files and a final cohesive production.

Understanding Storyboard and Timelines window.

Saving your project.

Working on the Storyboard.

Getting video clips on the Timeline.

Customizing your Timeline view.

Trimming clips on the Timeline.

Planning your Timeline activities.

Advanced Timeline editing.

Editing still images.

Working with audio files.

Read Chapter 9. Pay particular attention to “Planning Your Trimming Activities” and “Trimming Precautions” on pp. 177-179.

Do all hand-on activities on pp. 152-195, using the materials you plan to incorporate into your final production movie.

Each week, write a summary of what you have accomplished during the past week. Include a statement about any area where you think you will need more assistance.

Using Transitions.

Understanding and appreciating transitions.

Transitions in the Storyboard and in Timeline view.

Using and customizing transitions.

Inserting multiple transitions in a slide show.

Read Chapter 10. Pay particular attention to the sections, “A little goes a long way,” “Keep it motivated,” and “Like meets like” on pp. 199-201.

Do all activities, pp. 205-220.

Apply what you have learned to your project production video.

Pair or small group work: show all or some of your production to date to one or more other students and ask for their feedback. Then write a short summary of how you plan to use their feedback to improve your production.

Applying Special Effects.

Understanding how filters can fix underlying problems or enhance the visual production.

Curative, fade, motion, film, rotation, speed, and other artistic effects, using Movie Maker’s effects interface.

Read Chapter 11.

Do all hands-on activities.

Apply what you have learned to your project production video.

Working with Audio.

Understanding why audio is as important as the visual presentation.

Learning how to work around Movie Maker’s two audio tracks.

Recording narration.

Adjusting audio volume.

Read Chapter 12.

Do all hands-on activities.

Apply what you have learned to your project production video.

Designing Titles and Credits.

Title options and track types.

Creating titles. Title animation options.

Customizing text.

Editing titles.

Enhancing visual appeal of titles using Microsoft’s Creativity Fun Pack.

Combining titles.

Read Chapter 13.

Do all hands-on activities.

Apply what you have learned to your project production video.

Working with AutoMovie.

Understanding the difference between AutoMovie and Movie Maker.

Choosing an AutoMovie editing style.

Creating you final production project in AutoMovie.

Read Chapter 14.

Do all hands-on activities.

Warning: Keep a separate file of your production video work to date. For this assignment, you will assemble your production video using AutoMovie. Compare the production video using AutoMovie to the one you have been producing. In writing, describe which one you believe is better. Why? What improvements, if any, will you make to your production using Movie Maker, based on what you learned from the version produced by AutoMovie?

Output: Writing to Tape and Outputting Digital Files.

Writing your production to tape.

Dubbing from DV to VHS.

Saving to My Computer.

Saving to CD.

Sending your video in e-mail.

Saving to a video-hosting provider.

Read Chapters 15 and 16.

Do all hands-on activities.

Pair or small group work: show all or some of your production to one or more other students and ask for their feedback. Then write a short summary of how you plan to use their feedback to improve your final production

15-16

Final exam.

Video presentations.

Students will finalize their finished video productions and present them to a student audience. They will introduce their productions to the audience, according to guidelines provided by the instructor.

2/05, rev. 2/07

990 Introduction to the Mac 80 classes

Prerequisite(s): None

Textbooks: The Little MAC Book: Snow Leopard Edition by Robin Williams, Peachpit Press, 2010 (or comparable text).

Other Instructional Material: Apple’s on-line tutorials at: http://www.apple.com/support/mac101/

Course Description: While developing English language skills, this course will introduce new computer users or those needing a refresher course to the Mac OS X operating system and Mac computers.

Objectives: By the end of the course, students should be able:

to read about Macintosh computers and understand what is being discussed or described;
to use the Apple Macintosh support site to use Mac computers effectively and efficiently and to answer specific questions;
to read and follow directions in English when practicing exercises;
to ask questions in English concerning concepts and implementation;
to explain to others procedures used or results obtained;
to understand the basics of Macintosh’s OS X v10.6 Snow Leopard operating system;
to understand how to navigate toolbars and use menus to customize the Mac; and
to understand how to use other Mac features.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week	Topics	Assignments and Tests
1-2	Language preparation: basic direction words The Mac map: desktop, menu bar, Finder windows, folders in Home window, keys Accessing Apple’s Mac 101 on-line tutorial at http://www.apple.com/support/mac101/: Mac 101 initiation lessons on-line.	Read chapter 1, “A map of your Mac” and perform each step using the Mac Desktop. On-line: MAC 101 “The Grand Tour”
3	Using the Mac mouse to perform Mac basics: single-click functions, double-click functions, press and press-and drag functions, hover, and track pads. Advanced mouse functions with shift-click, command-click, option-click, and control-click and –drag.	Read chapter 2, text and do all exercises. On-line: Mac 101 “Mac Essentials,” Pointing, Clicking, and Getting Around
4	The Dock: display item names, resize the Dock, remove an item, rearrange, add an item, magnify an item, reposition the Dock, Dock troubleshooting	Read chapter 3, “The Dock” and follow all directions. On-line: Mac 101 Introduction, Lesson 4—The Dock, Dock Expose, and Stacks
5	Finder: using different window views of the same content, resizing windows, scrolling, quick look, sidebar, window buttons, creating your own folders	Chapter 4, read “Finder Windows” and do all exercises. On-line: Mac 101 “Introduction,” Lesson 1, The Finder
6	Menus and Shortcuts: choosing a menu command, gray vs. black commands, hierarchical menus, ellipses in menus, contextual menus, keyboard shortcuts	Chapter 5, read “Menus & Shortcuts” and do all exercises. On-line: Mac 101 “Introduction,” Lesson 3, the Menu Bar
7-8	Using Applications: open an application, open a blank document, I-beam, insertion point, delete or backspace, select text, change fonts, alignment, cut/copy/clipboard, paste undo, shortcuts, document windows Review for exam	Chapter 6, read “Use an Application,” and do all exercises. On-line: Mac 101 “Introduction,” Lesson 5, Applications, Files, and Folders *Bi-monthly Exam, week 8.*
9	Save and Print: save, making different versions of same document, print and print specifications, adding a printer, page setup, print queue window	Chapter 7, read “Save & Print” and do all exercises. On-line: Mac 101 “Connect and Use Devices,” Lesson 2, Connect and Use Your Printer
10	Close, Quit, and Trash: close vs. quit, quit applications, trash a file	Chapter 8, read “Close, Quit & Trash” and do all exercises.
11	Get Connected: step-by-step, Mobile Me, using Network Preferences, setting up a broadband connection	Chapter 9, read “Get Connected” and follow directions. On-line: Mac 101 “Connect and Use Devices,” Lesson 3, Connect to the Internet
12-13	Surf the Web: web pages, links, web addresses, choosing a home page, Bookmarks, History, search tools, URLs	Chapter 10, read “Surf the Web” and do all exercises. On-Line: Mac 101 “All Work and Play--Introduction,” Lesson 22, Safari
14	E-Mail: set up an account, sending and receiving mail, replying to messages, attaching a file, opening an attachment, creating a note, address book, group mailing lists	Chapter 1, read “Let’s Do E-mail” and do all exercises. On-Line: Mac 101 “All Work and Play-Introduction,” Lesson 19, Mail; Lesson 2, Address Book;
15	More Useful Features: system preferences, aliases, using Spotlight to find files, stickies, burning CDs and DVDs, Expose, Dashboard widgets, Sleep, etc.	Chapter 12, read “Other Useful Features,” and do exercises. On-Line: Mac 101 “All Work and Play-Introduction ,” Lessons 5, 8, 24—Expose, Dashboard, Spotlight
16	Even More Useful Features: Mac Troubleshooting, Quick Assist, plus at least one other useful features from Mac 101 “All Work and Play,” such as Automate, Boot Camp, Garage Band, iMovie, iTunes, iWeb, Spaces, TextEdit, etc., depending on individual student interest and need Review for Exam	On-Line: “Quick Assist” and Mac 101 “My Mac Needs Help” and “All Work and Play-Introduction” (selected lesson). *Bi-monthly Exam, week 16*

3/11

995 Switching to the Mac 80 classes

Prerequisite(s): Any Microsoft Office application course.

Textbooks: The Little MAC Book: Snow Leopard Edition by Robin Williams, Peachpit Press, 2010 (or comparable text).

Course Description: While developing English language skills, this course will help students make the transition from a Windows PC to a Mac OS environment.

Objectives: By the end of the course, students should be able:

to read about Macintosh computers and understand what is being discussed or described;
to use the Apple Macintosh support site to use Mac computers effectively and efficiently and to answer specific questions;
to read and follow directions in English when practicing exercises;
to ask questions in English concerning concepts and implementation;
to explain to others procedures used or results obtained;
to understand the basics of Macintosh’s OS X v10.6 Snow Leopard operating system;
to understand how to navigate toolbars and use menus to customize the Mac; and
to understand how to use other Mac features.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week	Topics	Assignments and Tests
1	The Mac map: desktop, menu bar, Finder windows, folders in Home window, keys Using the Mac mouse to perform Mac basics: single-click functions, double-click functions, press and press-and drag functions, hover, and track pads. Advanced mouse functions with shift-click, command-click, option-click, and control-click and –drag. Accessing Apple’s Switch 101: Migrate to the Mac and Mac 101 on-line tutorials at http://www.apple.com/support/: Switch 101and Mac 101 initiation lessons on-line.	Read chapter 1, “A map of your Mac” and perform each step using the Mac Desktop. Read chapter 2, text and do all exercises. On-line: MAC 101 “The Grand Tour” and “Mac Essentials,” Pointing, Clicking, and Getting Around and Switch 101 “Welcome to the Mac”
2	The Dock: display item names, resize the Dock, remove an item, rearrange, add an item, magnify an item, reposition the Dock, Dock troubleshooting Finder: using different window views of the same content, resizing windows, scrolling, quick look, sidebar, window buttons, creating your own folders	Read chapter 3, “The Dock” and Chapter 4, “Finder Windows” and do all exercises. On-line: Mac 101 “Introduction,” Lesson 1, The Finder and Lesson 4—The Dock, Dock Expose, and Stacks
3	Menus and Shortcuts: choosing a menu command, gray vs. black commands, hierarchical menus, ellipses in menus, contextual menus, keyboard shortcuts Using Applications: open an application, open a blank document, I-beam, insertion point, delete or backspace, select text, change fonts, alignment, cut/copy/clipboard, paste undo, shortcuts, document windows	Chapter 5, read “Menus & Shortcuts” and Chapter 6, “Use an Application,” and do all exercises On-line: Mac 101 “Introduction,” Lesson 3, the Menu Bar“ and Lesson 5, Applications, Files, and Folders
4	Save and Print: save, making different versions of same document, print and print specifications, adding a printer, page setup, print queue window Close, Quit, and Trash: close vs. quit, quit applications, trash a file	Chapter 7, read “Save & Print” and Chapter 8, read “Close, Quit & Trash” and do all exercises. On-line: Mac 101 “Connect and Use Devices,” Lesson 2, Connect and Use Your Printer
5-6	Migrate Windows files from PC to Mac: using external or removable media, a network connection, direct connect, network connection, or alternative methods. Migrating Mail.	Switch 101: “Migrate Your Files”
7	Migrate Windows System: Migrating Windows with Boot Camp, installing and using Boot Camp	Switch 101: “Migrate Your Files—Migrating Windows with Boot Camp”
8	Get Connected: step-by-step, Mobile Me, using Network Preferences, setting up a broadband connection, connecting other peripherals Review for exam	Chapter 9, read “Get Connected” and follow directions. On-line: Mac 101 “Connect and Use Devices,” Lesson 3, Connect to the Internet. Switch 101: “Migrate Your Files—Connect Your Peripherals” *Bi-monthly Exam, week 8.*
9-10	Using Mac software to surf the Web: web pages, links, web addresses, choosing a home page, Bookmarks, History, search tools, URLs. E-Mail: set up an account, sending and receiving mail, replying to messages, attaching a file, opening an attachment, creating a note, address book, group mailing lists.	Chapter 10, read “Surf the Web” and Chapter 11,“Let’s Do E-mail” and do all exercises On-Line: Mac 101 “All Work and Play, Inttroduction” Lesson 22, Safari and Lesson 19, Mail; Lesson 2, Address Book;
11	Customizing Your Mac: make your Mac work for you, create multiple accounts, customize its look and feel, set preferences, etc. More Useful Features: system preferences, aliases, using Spotlight to find files, stickies, burning CDs and DVDs, Expose, Dashboard widgets, Sleep, etc.	Chapter 12, read “Other Useful Features,” and do exercises. On-Line: Switch 101: “Show Me How to Set Up My Mac for Me” and Mac 101 “Customize Your Mac” and “All Work and Play,” Lessons 5, 8, 24—Expose, Dashboard, Spotlight
12	Mac Troubleshooting	On-Line: “Troubleshooting 101: Quick Assist” and Mac 101 “My Mac Needs Help”
13	Other Mac features: Automator, Font Book, Dictionary Preview, TextEdit, Time Machine, DVD player, Spaces	Mac 101: “All Work and Play: Introduction,” Lessons 3, 6,7, 9, 23, 26
14	Other Mac features, QuickTime Player, GarageBand, iCal, iChat, iSync	Mac 101: “All Work and Play: Introduction,” Lessons 10, 11, 12, 16,
15	Other Mac features: iDVD, iPhoto, iTunes, iMovie	Mac 101: “All Work and Play, Introduction” Lessons 13, 14, 15, 17
16	Using iWeb to create websites and blogs with podcasts, photos, movies, etc. Review for Exam	Mac 101: “All Work and Play, Introduction” Lesson 18 *Bi-monthly Exam, week 16*

3/11

1000 Using Apple iMovie 80 classes

Prerequisite(s): None

Textbooks: iMovie & iDVD: The Missing Manual, David Pogue and Aaron Miller, O’Reilly Media/Pogue Press: 2009 (or recent edition).

Other Instructional Aids: Apple’s on-line tutorials, iMovie and iDVD, www.apple,com/ilife/imovie, www.apple,com/ilife/iphoto, www.apple,com/ilife/idvd

Course Description: While developing English language skills, this course introduces students to Apple iMovie. Students will learn how to create movies on the computer using a variety of media and to output their movies to tape or disk, send them via e-mail, or post them to a web site.

Objectives: By the end of the course, students should be able:

to read about video editing software and iMovie and understand what is being discussed or described;
to read and follow directions when practicing textbook exercises;
to read documents and descriptions of situations and decide how to use iMovie applications to design, develop, and customize video compositions;
to ask questions in English concerning concepts and implementation;
to write simple explanations of procedures used or results obtained;
to explain the design and content of iMovie and iDVD presentations; and
to understand the basics of gathering video assets; of trimming and organizing them; of garnishing them with title tracks, special effects, and transitions; of using iMovie to create stand-alone movies; and of outputting their created videos to tape or disk, e-mail, or the Web.

Grading: The final grade is based on the following:

Class Participation	25%
Assignments	50%
Exams	25%
Total	100%

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Week

Topics

Assignments and Tests

Overview of iMovie: getting into iMovie and viewing iMovie tutorials

Chapter 1

www.apple,com/ilife/imovie tutorial, “What is iMovie?”

Importing Video: importing from camcorders, importing from cameras, dragging video from the Finder, and importing footage from older movie projects and/or analog tapes

Chapter 1 (con’t.)

Conceptualizing an iMovie: defining an iMovie project

Chapter 2

4-5

Building the Movie: reviewing and selecting from Clips; building the Storyboard; fine tuning the edit; playback; rearranging, copying, and pasting video

Chapter 3

Basic Editing Techniques: using marking, hiding, and showing favorites and rejects; and selecting marked footage; using keywords and the keyword filter; deleting footage; using transitions, themes, and travel maps.

Chapter 4

www.apple,com/ilife/imovie,

Basic Editing Techniques: using transitions, themes, and travel maps.

Chapter 5

www.apple,com/ilife/imovie,

Basic Editing Techniques: using video effects, fast/slow/reverse, green screen, and Picture-in-Picture.

Bi-Monthly exam

Chapter 6

Basic Editing Techniques: using video stabilization, color fixes, video cropping, video rotation, titles, subtitles, and credits.

Chapter 7

Basic Editing Techniques: using narration and sound, including background music, sound effects, audio from video, and audio from other sources

Chapter 9

www.apple,com/ilife/imovie, “New Audio Editing”

Basic Editing Techniques: importing photo still images, adjusting images, creating still images from footage, and exporting to a still frame.

Chapter 10

www.apple,com/ilife/imovie, “People Finder”

www.apple,com/ilife/iphoto, “What is iPhoto”, “Organize Photos,”

Advanced Editing Techniques: using popular editing techniques

Chapter 11

Screening the Movie On and Synching It To Other Apple Devices: exporting to iTunes, iPod, iPhone, and other Apple devices.

Chapter 12

www.apple,com/ilife/imovie, “Your World Premiere” tutorial

Screening the Movie Online: exporting to Facebook, YouTube, the Web, and QuickTime

Chapters 13-15

www.apple,com/ilife/iphoto, “Facebook Enhancements

Sharing the Movie on DVD (Basics): overview of DVD basics, using Magic iDVD and themes to create professional looking DVDs, preparing the video, inserting chapter markers, designing the menu screen, creating DVD slideshows, and burning the DVD.

Chapter 16

www.apple,com/ilife/idvd, “Create DVD,” “Burn to Share”

Sharing the Movie on DVD (Advanced) : using the DVD-ROM maker, AppleScripting iDVD, archiving the project, and professional duplicating in various DVD formats

Bi-Monthly exam.

Chapters 17-19

www.apple,com/ilife/idvd, “Customize Your DVD”

3/11

Prerequisite(s): None

Textbooks: None

Course Description: While developing English language skills, Keyboarding for Information Processing teaches basic keyboarding for information processing and computer applications.

Prerequisite(s): None

Textbooks: None

Course Description: While developing English language skills, Keyboarding for Information Processing teaches basic keyboarding for information processing and computer applications.

Instructional Methods: Classes include hands-on practice and drills for speed and accuracy using Mavis Beacon Teaches Typing or comparable interactive computer-assisted instructional software package

Prerequisite(s): Keyboarding 201 or equivalent.

Textbooks: None.

Instructional Methods: Classes include hands-on practice and drills for speed and accuracy using Mavis Beacon Teaches Typing or comparable interactive computer-assisted instructional software package

Prerequisite(s): Keyboarding 202 or equivalent.

Textbooks: None.

Instructional Methods: Classes include hands-on practice and drills for speed and accuracy using Mavis Beacon Teaches Typing or comparable interactive computer-assisted instructional software package

Prerequisite(s): Keyboarding 201 or equivalent

Textbook: None

Course Description: While developing English language skills, this course teaches students to listen, to understand, and to transcribe English word/thought groups through simulated workplace tasks and materials.

Course Outline:

Prerequisite(s): None

Textbooks: W.L. Megginson et al, Small Business Management: An Entrepreneur's Guidebook, 4th edition, Irwin McGraw-Hill, 2002 (or comparable text).

Course Outline:

Prerequisite(s): None

Textbooks: Business Mathematics: The Easy Way, by Calman Goozner. Barron’s Educational Services, Inc., 2000, or comparable text.

Course Outline:

Prerequisite(s): None

Textbooks: Kermit D. Larson et al, Volume I: Fundamental Accounting Principles With Working Papers, McGraw Hill Irwin, 2002 (or comparable text)

Course Outline:

rev. 2/04, 2/07, 4/10

Prerequisite(s): Accounting 302 or equivalent

Textbooks: Kermit D. Larson et al, Volume I: Fundamental Accounting Principles With Working Papers, McGraw Hill Irwin, 2002 (or comparable text).

Course Outline:

Prerequisite(s): Accounting 303 or equivalent

Textbooks: Kermit D. Larson et al, Volume II: Fundamental Accounting Principles With Working Papers, McGraw Hill Irwin, 2002 (or comparable text).

Course Outline:

Prerequisite(s): Accounting 304 or equivalent

Textbooks: Kermit D. Larson et al, Volume II: Fundamental Accounting Principles With Working Papers, McGraw Hill Irwin, 2002 (or comparable text)

Course Outline:

310 Import-Export Management 80 Classes

Prerequisite(s): None

Textbooks: Building an Import-Export Business, 3rd ed., Kenneth D. Weiss, Wiley Publishers, 2002 (or comparable text). U.S. Customs Service, Importing Into The United States: A Guide for Commercial Importers, US Customs and Border Protection Publication, 2005 (or comparable text).

Course Outline:

Prerequisite(s): Keyboarding (Basic Course) or the equivalent

Textbooks: Patsy Fulton-Calkins, Procedures for the Office Professional, South-Western Educational Publishing, 2000 (or comparable text).

Course Outline:

Prerequisite(s): None

Textbooks: Laurie G. Kirszner et al, Writing First With Readings: Practice in Context, Bedford St. Martin's, 2006 (or comparable text).

Course Description: While developing English language skills, this course emphasizes the application of correct grammar and punctuation to letters, memos, reports, and other forms of personal and business communication.

Contents:

Course Outline:

Review prior material for bi-monthly test.

Prior unit review exercises.

Review prior material for bi-monthly test.

Unit 8: Food—identify common food and beverages, express personal likes and dislikes, order food and beverages at a restaurant, identify costs of food and beverages, identify the three basic meals, recognize singular and plural noun forms and forms of “to be,” questions with “how much?.”

Unit review exercises.

Week 16 bi-monthly exam.

Unit 8 exercises.

Review prior material for bi-monthly test.

Unit 10 exercises.

Unit review exercises.

Course Outline:

Review 2

Bi-Monthly Exam

Food: count and non-count nouns; quantifiers “much/many/a lot of”; Review 3

Job duties: modal “can” for ability; World of Music 2

Clothes; memorable possessions, people, and events; “be” simple past; Review 4

World of Music 3

World of Music 4

Review 7

501.2 ESL II 120 Classes

Textbooks: P. Merdinger and L. Barton, NorthStar: Listening and Speaking Level 1 (Second Edition), Longman, 2009 (or comparable).

Course Description: A second level ESL course that continues to reinforce beginning student's vocabulary, spelling, grammar, conversation, pronunciation, and other ESL skills in present, past, and future tenses.

The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%, C=70-74%, D=65-69%, F=60-64%

Course Outline:

Course Outline:

rev. 2/05, 2/07, 2/08, 4/10

Course Outline:

2/05, 2/07, 2/08, 4/10

Course Outline:

rev. 10/05, 2/07, 4/10

Textbooks: NorthStar: Reading and Writing High Intermediate, 2nd ed., Pearson Education, 2004 (or comparable text). Longman Dictionary of American English now with Thesaurus, 3rd or later edition, Pearson, 2004 (recommended).

Textbooks: W.L. Megginson et al, Small Business Management: An Entrepreneur's Guidebook, 4^th edition, Irwin McGraw-Hill, 2002 (or comparable text).

Textbooks: Building an Import-Export Business, 3^rd ed., Kenneth D. Weiss, Wiley Publishers, 2002 (or comparable text). U.S. Customs Service, Importing Into The United States: A Guide for Commercial Importers, US Customs and Border Protection Publication, 2005 (or comparable text).

Textbooks: NorthStar: Reading and Writing High Intermediate, 2^nd ed., Pearson Education, 2004 (or comparable text). Longman Dictionary of American English now with Thesaurus, 3^rd or later edition, Pearson, 2004 (recommended).