About this Course
The Student Resources page on the TLC Website contains policies, forms, syllabi, and other useful information for students. A few examples of the policies found on Student Resources include: Make-up Work, Academic Integrity, Attendance, Satisfactory Academic Progress, etc. The Student Resources page is available at https://www.tlc.edu/student-resources/.
Learning modules
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Week 1
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L3/L4. Produce affirmative and negative statement with "be" present & past/Produce simple future verbs to respond to questions
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L3/L4. Produce nagative statements from the given affirmative sentences with "be" verbs /Respond to questions & produce sentences with future verbs
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L3/L4. Oral: Produce negative statements from the given affirmative statements with "do" & "did"/Respond to questions & produce sentences with future verbs
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L3/L4. Produce affirmative & negative statements /Produce information questions with future verbs
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L2/L3. L3/L4. Fill in the blank with simple past verbs/Use future verbs to respond to questions
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L3/L4. Listen to questions and respond affirmative or negative in present, past, & future verbs. Produce questions and ask your classmates.
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L3/L4. Produce questions in simple past, present; produce negative statements /produce questions in simple future; respond to questions in simple future.
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Week 2
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L3/L4. Identify questions if simple present, past or future verbs then respond to questions. Produce compound sentences using coordinating conjunctions (and, but, or, and so) / Respond to questions & produce sentences with future verb "be going to".
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L3/L4. Produce compound sentences using coordinating conjunctions/Respond to questions & produce sentences using "be going to"
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L3/L4. Produce compound sentences using coordinating conjunctions (and, but, or, and so) / Respond to questions & produce sentences with future verb "may, might, be going to", will".
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L3/L4. Review visuals & produce compound sentences with simple past verbs/ with future verbs "will" & "be going to"
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L3/L4. Do the given pages of book exercises
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L3/L4. G.2 Past time clauses /Future time clause. Identify the main clause & time clause in a sentece.
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L3/L4. Complete past time clauses provided/complete future time clauses provided
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L3/L4. Write complete past time clauses/Write complete future time clauses
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L3/L4. Orally produce past time clauses/future time clauses
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L3/L4. Identify main clause & time clause from the given past time clauses/from the given future time clauses
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Week 3
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L3/L4. Complete assigned book exercises past progressive/comparative adjectives
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L3/L4. Use of "when" & "while" in a time clause between simple past & past progressive/comparative adjectives
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L3/L4. Complete the given book exercises
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L3/L4. Complete each time clause with simple past or past progressive/ Use comparative adjectives to complete the given sentences
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L3/L4. Produce sentences with "while" or "when", with simple past or past progressive verbs/ Complete sentences with the appropriate comparative adjectives
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L3/L4. Recognizing when to use past progressive in a situation and in a sentence. Complete the written examples with past progressive and identify why past proressive are being used/Conjugate given adjectives to comparatives & superlatives
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Week 4
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L3/L4. Produce compound sentences using the given conjunctions/Identify comparative & superlative adjectives in the sentences
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Produce compound sentences using the given conjunctions/Fill in comparative & superlative adjectives in the given sentences
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Produce compound sentences using the given conjunctions/Identify and underline comparative & superlative adjectives in the paragraph
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L3/L4. Use of modals
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L3/L4. Complete the given exercises on modals
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L3/L4. Modal exercises; Review of all objectives & study guide
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L3. FINALS
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L4. FINALS
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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 believe this is where I found myself. Subjectively, I would like to believe that this is where God put me to find happiness with the job I do. I am grateful everyday to have found myself, to find happiness with what I do. It was not easy to find a job teaching as my previous experiences differ from teaching languages. I am grateful for The Language Company ( Inez - former director, DFW TLC), 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 the 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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