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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From the given adjectives produce the comparative & superlative forms; Identify the comparative & superlative adjectives in the sentences
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Write the comparative forms of the adjectives and use them to complete the blanks in the sentences
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Write superlative form of the adjectives; Read the stories & identify comparative & superlative form of the adjectives in the paragraphs; orally compare the given items with the given adjectives using comparative form
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Produce the comparative & superlative forms of the given adjectives; Identify the comparative & superlative adjectives in the paragraph
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Produce & use the superlative form of the given adjectives to complete the sentences
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Orally produce statements of comparative & superlative form of adjectives to compare items provided; identify comparative & superlative adverbs;
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Identify which adjectives can be used to complete the blanks in the sentences with comparative or superlative form of adjectives
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Week 2
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Identify adverbs & complete the blanks in the sentences with comparative or superlative form of the adverbs
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Determine the difference between using comparative/superlative adverb & adjective; listen, identify and orally respond if the sentences heard are comparative/superlative adverb or adjective;
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Identify if a sentence is comparative adverb/adjective or superlative adverb/adjective; Write answers next to the sentences.
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Future verbs: Determine when to use will, may, might, be going to; respond to the questions & produce sentences using future verbs: will, might, may, be going to - negative or affirmative
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Complete future verbs exercises by answering the questions using the given modal verbs appropriately
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Produce questions using modal verbs and ask your classmates; orally respond to questions using future verbs: may, might, be going to, will - affirmative or negative
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Respond to questions in complete sentences (negative or affirmative) using future verbs: may, might, will, be going to
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Respond to questions in complete sentences using can & could
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Complete sentences using can/can't, be able to/be not able to
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Orally respond to questions using can/can't or could/could not; Read sentences, determine if can or could (affirmative or negative), fill-in the blanks to complete each sentence.
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Use be able to (present or past) to replace could or can in the paragraph
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Understand the context & complete sentences with can/can't or could/couldn't
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Use modals must & have to - appropriately (affirmative or negative),
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Week 3
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Complete the sentences with the correct modal: must, should, have to (negative & affirmative)
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Use must, have to, should in a sentence appropriately (affirmative & negative); Use questions/requests or permission using could, can, would, may;
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Use a scenario (e.g.: when I was in high school) to use "would" in sentences about repetitive actions you did in the past
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Review of modal use - must, should, have to (positive/negative); produce request/questions/permission using can, could, would, may
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Complete sentences with the correct modal/produce sentences, requests/questions using the appropriate modal.
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Using modals complete sentences provided
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Respond to questions, produce responses/sentences using modals & future verbs
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Complete sentences with the correct modal; Produce sentences/responses to questions using modals and future verbs
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Complete Future time clause homework exercises: submit via email
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Week 4
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Complete future time clause sentences using "be going to + verb" in the main clause
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Identify main clause/time clause & complete sentences with the correct verb; identify & correct errors in the sentences
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Future time clause: Identify errors, correct & complete the sentences
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Respond to questions and produce future time clauses; Identify future time clause/main clause in sentences; Correct the errors in the sentences with appropriate capitalization and correct punctuation;
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Identify main clause/time clause & correct errors in the given sentences; Produce future time clauses in complete sentences with appropriate capitalization and correct punctuation;
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Review lessons learned: Appropriate usage & production of comparative/superlative; of modals & future verbs; of future time clauses
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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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