1. On what basis are students in the Language and Culture Center (LCC) placed in their levels?
Students are given three placement tests when they enter the program. Placement is based on a weighted average of the scores on these three tests, with the Michigan English Placement Test score counting double.
|(1) Michigan English Placement Test x 2|
|(2) LCC Writing Sample x 1|
|(3) LCC Interview x 1|
| = Placement Score
2. How are students evaluated for promotion or for exit from the program?
Students are given two tests and a teacher evaluation score at the end of the term. The student's promotion score is the average of these three measurements.
|(1) COMPASS ESL x 1|
|(2) LCC Writing Sample x 1|
|(3) LCC Teacher Evaluation x 1|
|= Promotion score|
The evaluation score ranges, on a 100-point proficiency scale, are listed below.
|13/14 WEEK COURSE
PLACEMENT AND PROMOTION
|7 WEEK COURSE
||LEVEL||PLACEMENT/PROMOTION SCORE||LEVEL||PLACEMENT SCORE||LEVEL||PLACEMENT SCORE|
|1||0 - 26||4||59 - 71||1||0 - 35||4||66 - 76|
|2||27 - 43||5||72 - 81||2||36 - 51||5||77 - 83|
|3||44 - 58||6||82 - 100||3||52 - 65||6||84 - 100|
3. What are the learning outcomes for a student who successfully completes level 3 (59 weighted average or higher)?READING OUTCOMES
- Read and understand simplified academic material.
- Read and understand simplified periodicals.
- Answer comprehension questions.
- Identify topic and main idea.
- Identify supporting details
- Distinguish facts from opinions.
- Understand simple charts, graphs, and diagrams.
- Make inferences.
- Preview and predict content.
- Scan a passage for specific information.
- Skim a passage for the main idea.
- Reproduce text in a graphic organizer, timeline, or outline.
- Recognize word forms: noun, verb, adjective, and adverb
- Identify synonyms and antonyms.
- Use structural analysis to identify root words, prefixes, and suffixes.
- Use context clues to guess meanings of words.
- Use a monolingual English dictionary.
- Follow simple written directions.
- Write simple, compound, and complex sentences.
- Write a paragraph with: a topic sentence containing a controlling idea, supporting details, and a conclusion.
- Write an essay of 3 or more paragraphs, with an introduction, body, and conclusion.
- Use descriptive, narrative, comparison/contrast, and other rhetorical modes.
- Use transitions.
- Proofread for errors in grammar, spelling, punctuation (including comma splices, run-ons, fragments, and deletions), and capitalization.
- Avoid plagiarism.
- Understand diverse number forms such as ordinal and cardinal.
- Understand reductions, stressed words.
- Follow instructions given at a normal rate of speed.
- Understand questions.
- Identify the main idea of a listening passage
- Identify details of a listening passage.
- Listen and make an outline or graphic organizer of a short passage.
- Differentiate between formal and informal English.
- Understand meaning through tone of voice.
- Produce contractions, third person singular, and past tense endings.
- Use stress and intonation correctly.
- Give information and express opinions.
- Ask relevant questions and give appropriate answers.
- Initiate and sustain a conversation on a given topic.
- Give a simple individual, pair or group presentation.
- Talk about familiar topics.
- Demonstrate some familiarity with spoken academic vocabulary.
- Rephrase statements.
- Speak using simple and compound sentences, some complex sentences, mostly accurate intermediate grammar structures and simple word forms
4. What grammar structures are taught in level 3?GRAMMAR STRUCTURES
- regular and irregular verbs
- subject-verb agreement
- present and past tenses: simple and continuous
- present perfect and present perfect continuous
- future time verb forms
- simple modals
- gerunds initiative
- indicative, imperative mood
- sentence formation: subject-verb-object
- question formation: yes/no and wh-questions
- real conditionals
- clauses - adjective/adverb
- nouns - count and non-count
- comparisons: adjectives/adverbs
- coordinating conjunction