About this Course
For the course syllabus, student forms, and policies, please refer to Student Resources on the TLC website.
Learning modules
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Week 1
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CW1 Video: Explain the similarities and differences of the speakers
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Assignment1 What is comparing and contrasting?
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CW2 Video. Verbally compare and contrast target characters
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Eval1 Video. Compare and contrast in complete and well structured sentences.
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CW3 Compare & contrast. Building a method to collect & organize thoughts
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Eval2 Video: Use method to compare/contrast target characters incorporating reported speech/quoted speech
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HW2 Tenses/verbs: Plan, review, & complete tenses lessons with materials provided
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CW4 Deliver proper and grammatical use of assigned tenses through teaching simulation
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Eval3 Tenses/verbs: Respond to questions in complete, & grammatically well structured sentences.
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Week 2
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HW1 AE. What is a Persuasive Speech/Persuasive Presentation?
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CW1 AE. Creating parts of a persuasive speech
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HW2 Gr. Weekend with nature: Produce grammatical well structured sentences about your experience using target tenses
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CW2 Gr. Modals: Present/Produce assigned modals. Teaching simulation.
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HW3 AE. Persuasive speech writing draft
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CW3 AE. Video: Listening & identifying parts of a persuasive speech
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CW4 Gr. Modal - focus: Delivery of assigned lessons. Teaching simulation/exchange questions/responses
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CW5 AE Completion/delivery of prepared speech
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Eval 1. AE Video: Listen/identify parts of a persuasive speech. Respond to prompt
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CW6 Gr. Active/passive voice: Verbally present assigned tenses with interactive activities
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Eval2 Gr. Quiz on modals & active/passive voice on assigned tenses
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Week 3
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HW1 Prepare a speech using all persuasive elements
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Eval1 AE. Persuasive speech Presentation
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CW1 AE. Citation: Creating MLA format citation (Works Cited) for electronic sources
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HW2 Active/Passive Voice: Using assigned tenses, provide two sentences for each tense
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CW2 Active/Passive Voice: Interactive/exchange of sentences. One provide active voice sentence another turns it to passive. Vice-versa. Call each other.
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HW3 Watch/share one "current events". Provide written source info (work cited)
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CW3 Watch video: Identify environmental problems/provide solutions
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HW4 Adjective clause/adverb clause: Provide at least 2 examples for each clause
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CW4 Adjective/adverb clause exercises
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CW5 Environmental values input. (Respond to prompts): Impromptu simulation.
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CW6 Adjective clause & adverb clause of contrast. Add adj./adv/ clauses to main clauses provided
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Eval2 On Active/passive voice, Adjective clause & Adverb clause of contrast
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HW5 Research a Topic for PowerPoint Presentation
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Eval3 Impromptu (Environmental values on sustainability. Topics provided. Choose one)
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Week 4
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HW1 Using persuasive techniques, prepare presentation with visuals/PowerPoint using your submitted topic/focus
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Eval1 PowerPoint Presentation on Saving the Environment
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HW2 Gram. True and untrue conditionals. Give examples
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CW1 Differentiate true/untrue conditionals. Provide sentences
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CW2 Deliver narrative impromptu incorporating (choose a focus) one of the themes provided
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Eval2 True/untrue conditionals: Identify & correct errors in the sentences to create either true or untrue conditionals.
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HW3 Propose/suggest a project/system to help "save the environment". Email recommended contact.
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CW3 Current events discussion. Input, respond to questions
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Eval3 Narrative impromptu from experience: Theme to choose - Perseverance/power of love/ compassion
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HW4 Accurate article usage: Describe the things around you in full paragraph
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CW4 Review: Accurate usage of articles, clauses, active/passive voice, tenses, conditionals
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Eval4 Article usage, true/untrue conditionals, tenses, clauses. Written test
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About the Instructor
Ruth Verona
Greetings from TLC of Fort Worth!Hello everyone. Ruth here. First I would like to mention, I love my job as an English teacher to students from different parts of the world (speakers of other languages). For many years, I used to work for International Companies (e.g. Honda Corporation) where part of my job was to train other employees including those from other countries. This is when I realized that I would love to focus on just teaching. So, I went back to school for my MA in Ed with focus on TESOL (adult). I realized this is where I belong to serve people. I am grateful for The Language Company to have given me the opportunity for the position.
Before TLC, I spent 2 years volunteering to teach English in Texas and abroad. I found that I have so much empathy for language learners. As a person who speaks different languages, fluent in 3, intermediate in 2, 3 of which I had to go to school to learn before immersion in the country of the language, I have learned to put myself in the position of my students. This has taught me to be more patient, to be more understanding, and to find strategies that could better help a learner with more difficulty than others. I found that learning languages is not just for self development, rather it is a way to expand our understanding for those who are learning other languages as well. Once again, I am forever grateful to have this experience and to be able to help other people from all over the world learn a language, just as I was helped by those who had taught me.
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