TEACHING STAFFHANDBOOK

MISSION STATEMENT

Our mission is to offer the most complete English program in Trujillo through our teachers, our curriculum and our student services. We strive to offer the level of English that our students need to achieve success in their work, their studies and in their daily lives in a family atmosphere that is both professional and attentive.

VALUES Honesty: We always fight for the truth and we do our own

work. Excellence: We take pride in work well done. Fairness: We treat everyone with equality and respect. Responsibility: We accept both our successes and our

failures. Initiative: We take advantage of opportunities and find

solutions to problems. Humility: We emphasize the strengths of others while not

focusing on our own weaknesses. Faith: We trust in God for all things.

1

TABLE OF CONTENTSSTATEMENT OF

PURPOSE……………………………………………………………………………………..1

STATEMENT OF GOALS……………………………………………………………………………………

…….2IMPLEMENTATION OF GOALS AND

OBJECTIVES………………………………………………………3THE IMPRESSION YOU

MAKE…………………………………………………………………………………5LEADERSHIP……………………………………………………………………………

……………………………6EMPLOYEE POLICIES AND

PROCEDURES……………………………………………………………….7CLASS MANAGEMENT POLICIES AND

PROCEDURES……………………………………………..10PROGAMS AND

COURSES……………………………………………………………………………………14

PROGRAM POLICIES AND PROCEDURES………………………………………………………………15

CURRICULUM………………………………………………………………………………………………………16

EDITING SYMBOLS…………………………………………………………………………………

……………24IRREGULAR

VERBS……………………………………………………………………………………………..25

Statement of PurposeThe San Agustin Language Institute was established in 2004 for the purpose of offering the people of Trujillo, Peru a rewarding learning experience amidst a welcoming environment and under the leadership of dedicated Christian men and women. We are happy to have you working with us. It is our prayer that this experience may hold something very special in store for you and that as you give yourself to your students and to your team members you will receive much more in return. Throughout the pages of this booklet we have endeavored to better acquaint you with our organization.

1

It is a serious thing to live in a society of possible gods and goddesses, to remember the dullest and most uninteresting person you talk to may one day be a creature which, if you saw it now, you would be strongly tempted to worship, or else a horror and a corruption such as you now meet, if at all, only in a nightmare. All day long we are, in some degree, helping each other to one or other of these destinations. It is in the light of these overwhelming possibilities, it is with the awe and the circumspection proper to them, that we should conduct all our dealings with one another, all friendships, all loves, all play, all politics. There are no 'ordinary' people. You have never talked to a mere mortal. Nations, cultures, arts, civilizations -- these are mortal, and their life is to ours as the life of a gnat. But it is immortals whom we joke with, work with, marry, snub and exploit -- immortal horrors or everlasting splendors. This does not mean that we are to be perpetually solemn. We must play. But our merriment must be of that kind (and it is, in fact, the merriest kind) which exists between people who have, from the outset, taken each other seriously -- no flippancy, no superiority, no presumption. And our charity must be a real and costly love, with deep feeling for the sins in spite of which we love the sinner -- no mere tolerance or indulgence which parodies love as flippancy parodies merriment."

--C. S. Lewis, From The Weight of Glory.

2

STATEMENT OF GOALS

And be kind one to another, tenderhearted, forgiving one another, just as God in Christ also has forgiven you.

~ EPHESIANS 4:32

The San Agustin Language Institute endeavors to offer a well-rounded English education in a warm and welcoming environment and based on the Christian philosophy found in Ephesians 4:32. Our goals are:

To develop meaningful relationships with our students that lead them to encounter the reality of God and His Son, Jesus Christ.

To teach the English language well, with an understanding that for the people of Trujillo, Peru, the English language is a tool that can significantly influence their ability to provide for themselves and for their families.

To foster an environment where students, while being pushed to excel, know that this is a place where people are working FOR them and for their well-being.

To nurture an environment where students experience laughter, joy, excitement, and satisfaction.

To make the institute a profitable organization that will support our university ministry.

To provide employment opportunities for Christians.

To provide educational opportunities through our scholarship program to those who might otherwise be unable to study.

3

IMPLEMENTATION OF GOALS AND OBJECTIVES

It is our hope that each of our students will personally encounter the reality of God and of His Son, Jesus Christ.

We want our students to leave SALI having gained a powerful tool –the English language.

On the first day that our students arrive at SALI we provide them with a Statement of Purpose. We openly inform our students that we are a Christian institution and that all of the money earned by SALI is used for supporting national church planting, college ministry, relief work, medical clinics, Christian schools, and strategic economic development projects.

We begin and end class every day with prayer. Class begins with a prayer led either by the professor or a student and ends with the class collectively praying the Lord’s Prayer in English.

Generally speaking, Peruvians are open concerning their “spirituality”. Your students will often ask you “what are you doing here?” or “why did you come Peru?” or “why is SALI a not-for-profit organization?” We use these opportunities to tell students about our mission, and we emphasize that we show grace because we have been shown grace. We tell our professors that unless our daily encounters with our students are ones of genuine care and concern, then our words and our labor will be in vain. We want our students to associate pleasant memories of their time at SALI with their accumulation of spiritual facts and conversations while with us.

It also is important that each of our staff members understand that, while we hope to have a spiritual impact on our students’ lives, they come to us to learn English. It is very important that our students actually learn to speak English well.

This means that we take a vested interest in each of our students’ learning. It means that we take note of each of our students’ problem areas, and we focus on correcting them. And this means that we endeavor to plan our classes to make them dynamic and interesting every day.

You need to be energetic in class. Your students are going to follow you. If you are boring, then they are going to be bored. If you come to class everyday excited, then they are going to be excited. The fact that

GOAL IMPLEMENTATION

4

you can speak English well does not mean that you can teach English well. It takes effort to do this job right.

We want our students to know that we are working for them, and that we care about them.

There are a lot of English language institutes in Trujillo. Our students do not come back month after month because our curriculum is better than the other institutes. They come back because the time that they spend with us everyday is time that they enjoy. Our students come back because we KEEP them excited about learning English. They come back because they know that we care about them and their education.

This is communicated to our students by our daily interaction and our commitment to their English education. Our students make a significant investment of time and money to study with us. We MUST take this investment seriously. This means that we come to class every day on-time, well groomed, and well prepared.

Each of our students will have the opportunity to interact with other students, professors and other North Americans in regular monthly activities scheduled by SALI. These activities include regularly scheduled activities and programs. These programs give us the opportunity to develop relationships with our students. Professors are also encouraged to spend additional time with their students outside of class. However, it is necessary that you use proper discretion in these meetings.

We believe that by accomplishing the goals listed above SALI will prove to be a great help to the work of Sociedad San Agustín, the university ministry of the IEPP. We hope that through our work we will bring the blessing of the gospel of Jesus Christ to the city of Trujillo, Peru.

We foster an environment where our students know that they are worked FOR rather than against.

We foster an environment where students experience laughter, joy, excitement, and satisfaction.

We want to make SALI a profitable institution that will support our university ministry.

GOAL IMPLEMENTATION

5

THE IMPRESSION YOU MAKEIn the public eye, the key personnel who represent the San Agustin Language Institute are the professors that actually teach the classes.

Whether the initial contact is at the office, in the classroom, or on the street, peoples’ impressions of the San Agustin Language Institute and Peru Mission may be determined by their impression of ONE individual. To a great degree the reputation of SALI and of Peru Mission is in the hands of SALI’s team members.

FROM THE START, our staff members have many points in their favor. First, the visitor or student is seeking you. They are looking for someone to teach them. We must capitalize on this, and we must exceed their expectations.

The American Express Company has this to say about first contacts:

“Seemingly little things are actually important in creating a favorable first impression. Neatness of the representative’s personal appearance, the everyday courtesies: “Thank You,” “No Sir,” the willingness on the part of the representative to be of assistance –all of these things contribute to a favorable FIRST impression. Moreover, the representative must guard against passing on to the traveler any personal irritations or annoyances.”

First impressions are the most lasting, and a bad first impression is extremely difficult to correct. That first impression may be influenced by five factors:

1. The attitudes which the student brings with him or her.

2. The appearance of the surroundings.

3. The personal appearance of the staff member.

4. The staff member’s attitude as it is reflected in what he says and does, and HOW he says and does it.

5. The staff member’s ability to inspire confidence in those to whom he speaks.

6

LEADERSHIPThe San Agustin Language Institute is much more than an educational institution. SALI is YOU, the men and women who make up our teaching staff; you are the leaders of the students our institute was built to serve. You will be the leader of your classes. Your students are going to follow you and your attitude. What will you inspire in your classes? Consider the following thoughts on leadership.

“It is not the critic who counts, not the man who points out how the strong man stumbled, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena; whose face is marred by dust and sweat and blood; who strives valiantly; who errs and comes short again and again; who knows the great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best, knows in the end the triumph of high achievement and who, at the worst, if he fails, at least fails while daring greatly.”

~Theodore Roosevelt, Jr.

A LEADER’S RESOLUTION

I shall STUDY my students so that I may understand them. I shall LIKE my students so that I can help them. I shall LEARN –for they have much to teach me. I shall LAUGH –for students grow comfortable with laughter. I shall GIVE myself freely –yet I shall take so that they may acquire the habit of giving. I shall be a FRIEND for a friend is needed. I shall LEAD –yet I shall be aware of pushing. I shall LISTEN –for a listener prevents combustion. I shall WARN them when actions merit it. I shall NOT OVERLOOK mistakes –yet I shall not blame them. LASTLY, I SHALL TRY TO BE THAT WHICH I HOPE THEY THINK I AM. ~Author Unknown

7

EMPLOYEE POLICIES AND PROCEDURESWORK SCHEDULES

Teachers must devote the time and effort necessary to ensure that their students progress at the appropriate speed for their current level. A teacher’s work schedule will correspond with their assigned classes according to the monthly class schedule. Teachers will need to schedule class preparation and grading time around this schedule and the deadlines set by the institute.

ATTENDANCE

Teachers must be present for all of their scheduled classes. Absences will be excused only in the instance of illness or family crises.

PUNCTUALITY

Teachers must begin and end their classes on time, according to the official schedule. Beginning a class late conflicts with SALI’s punctuality policies for its students; letting class go early conflicts with our guarantee to our students and cuts into a student’s exposure to the English language. It’s important to maximize this time wherever possible.

VACATION REQUESTS

In the case of a foreseen absence, teachers may complete a vacation request form. The form must be completed a minimum of three (3) weeks before the next cycle of classes begins and must be signed by the Director of Faculty in order to be valid. Teachers must wait for confirmation from the Director of Faculty.

AVAILABILITY CHANGES

If a teacher must change their availability, they must complete an availability change request form. The form must be completed a minimum of three (3) weeks before the next cycle of classes begins and must be signed by the Director of Faculty in order to be valid. Teachers must wait for confirmation from the Director of Faculty before planning for the schedule change.

DEADLINES

Teaching staff must comply with all deadlines imposed by the institute. The following deadlines apply to all SALI teaching staff:

1. EXAMS: Exams must be given following the pre-designed class calendars.2. GRADES: All final grades must be turned into the institute no later than 12:00 noon of the day

following final exams.3. VACATION/AVAILABITY CHANGE REQUESTS: These forms must be turned into the

Director of Faculty no later than three (3) weeks before the following cycle of classes begins.

8

DRESS CODE

Staff members’ appearance is vital to the image of the San Agustin Language Institute and Peru Mission. At all times we must present a professional, respectful image to our students through our personal appearance and dress.

MEN

APPROPRIATE Clean shaven Khakis/pants Jeans Polo shirts Button-up shirts (short or long-sleeved) Clean shoes/sandals

INAPPROPRIATE Earrings or piercing jewelry Ponytails Jeans with designs, torn or fringed legs, or holes or stains of any kind Flip-flops T-shirts or any shirts with words or graphics Exercise clothing (sweats, synthetic sports clothing) Clothing with visible stains or tears

WOMEN

APPROPIATE Neat hair Appropriate amount of makeup Khakis or pants Skirts/shorts (knee-length or longer) Jeans with no designs, torn or fringed legs, or holes or stains of any kind Button up shirts/blouses (short or long-sleeved) No sleeveless/spaghetti strap tops Clean shoes/sandals (no flip-flops)

INNAPROPRIATE Jeans with designs, torn or fringed legs, or holes or stains of any kind Flip-flops T-shirts or any shirts with words or graphics Exercise clothing (sweats, synthetic sports clothing) Sleeveless shirts or blouses Clothing with visible stains or tears

TRAINING AND DEVELOPMENT

The Director of Faculty will schedule seminars, training sessions, team teaching, and peer reviews in order to enhance the teaching staff’s performance on a continual basis. These programs will require total participation on the part of each staff member, as each teacher has a great deal to offer his/her peers through experience and knowledge.

9

CALENDAR

SALI has a Google calendar. If you are not able to access the calendar, please request to be invited. The calendar includes the following information:

Beginning/Ending dates for class cycles Events Meetings Important deadlines

TEACHERS’ RESOURCE LIBRARY

The Teachers’ Resource Library contains materials to help in every aspect of class preparation and planning. Grammar, vocabulary, reference and pronunciation resources are all included. When checking out a resource from the library, be sure to write down the name of the resource and its code so that other teachers will know who has the resource they are looking for when it isn’t in the library.

TEACHING STAFF EVALUATION

1. Teachers’ performance will be regularly evaluated according to their classifications:a. Regular Teaching Staff—every six monthsb. 1-year Volunteer Teaching Staff—every six monthsc. 6-month Volunteer Teaching Staff—once during their internshipd. 1-2 month Volunteer Teaching Staff—no evaluation

2. Occasionally, teachers will also be evaluated by their students through a student survey.3. SALI management will schedule regular assessment meetings. These meetings are meant to

facilitate two-way communication between the teacher and SALI management. Teachers should be prepared not only to discuss their own performance, but also to offer suggestions and comments concerning the program and the institute.

THE TEACHERS’ OFFICEThe teachers’ office should be an enjoyable place for the staff to work. Please be respectful of others by keeping it neat. You must always close and lock the door if you are the last one to leave the room, or if you are alone in the room.

KITCHENThe SALI kitchen is available for use to all SALI staff and faculty members. Please clean up after yourself in the kitchen.

TELEPHONEThe SALI telephone is not to be used to make personal calls. To make personal calls, please use a cell phone or a pay phone (there is one located directly outside the institute).

COMPUTERSSALI is equipped with DSL internet service. Volunteer teachers are required to bring a laptop computer with you to work at SALI (see intern handbook). Other teachers may use the general use computer in the teachers’ office. All computer use in the general use computer must be work related.

10

DISMISSALThe San Agustin Language Institute does not allow the use of non-prescription drugs by staff members. Extreme misconduct at work that is deemed harmful to others will not be tolerated. Any staff member found guilty of extreme misconduct will be immediately dismissed.

11

CLASS MANAGEMENT POLICIES AND PROCEDURES

CYCLES

The San Agustin Language Institute’s operates in one-month cycles. Each class in the 4-Point English Program lasts for one month. These classes are broken into three levels: Basic, Intermediate, and Advanced. The Basic and Intermediate levels last for ten months, Advanced for eight. The entire 4-Point English Program at SALI requires a total of 28 months to complete. Conversation classes also operate in one-month cycles. However, conversation classes are not progressive courses and can be entered at any time.

SALI Fast Track classes also operate in one-month cycles. However, SALI Fast Track course takes between 1 and 7 months to complete, depending on entry point.

CLASS DAYS

There are usually eighteen class days (three and one-half weeks) in each cycle. Some months will be shorter. Occasionally cycles will begin the last week of a month in order to make allowance for holidays. Teachers can access the year schedule online and should always be aware of when cycles begin and end.

UNITS

Teachers are required to cover three or four units in the Oxford University Press books each cycle. Please refer to the curriculum section of this handbook for more specific guidance in this area.

CLASS CALENDARS

Teachers can find class calendars on the network drive. These calendars have been designed to meet the requirements of our courses. There are two editions of each calendar. One will be given to the students and presents daily goals, assignments and assessments. The other is more detailed and will be used by the teacher.

LISTENING/READING/SPEAKING ASSESSMENTS

Teachers will administer one listening and one reading assessment during each cycle. Students will be given the full class period to complete the assessment. Students should only be assessed for material that has been covered in the classroom prior to the assessment. For listening assessments, students will be permitted to hear the listening tracks no more than three (3) times. For longer questions, the teacher may pause the tracks to allow students ample time to respond.

WRITING ASSESSMENT

Teachers will administer one writing assessment exam during each cycle. This exam will be administered in the classroom. Students will be given the full class period to complete the writing assessment. The teacher will grade the assignment, marking errors using the standardized error list (see page 25). Then, the

12

teacher will allow students to revise their writings (in class) to create a second draft. The teacher will grade the second draft and average the grades from the two drafts to derive the student’s total writing assessment grade.

HOMEWORK

Teachers are required to grade AT LEAST one homework assignment out of the workbook each week. These homework assignments will be used in calculating a student’s final grade. These homework assignments do not have to be graded for accuracy, but they must, at minimum, be graded for effort.

PASSING GRADE

Students are required to make at least a 75% grade average to advance to the next level. There are no exceptions to this rule. Achieving this grade does not necessarily guarantee that a student will be allowed to advance to the next level. If there are reservations about a student advancing because of exaggeratedly poor attendance, poor speaking/listening skills, behavioral problems or other concerns, teachers should speak to the Director of SALI.

CALCULATION OF GRADES

Grades are calculated using the following formula:

1. Performance (Class Participation/Homework) * 10%2. Productive/Receptive Skill Assessments (Avg.) * 50% 3. Final exam * 40% 100% — final grade

Levels Basic 9 and 10 and Intermediate 5 and 10 are exceptions to this formula.

KEEPING GRADES

Each professor is required to record his/her students’ grades each week. These grades can be kept in a grade book or in a spreadsheet. After a teacher has reviewed the tests with his class he must deliver his tests to the secretary. Students will have to file a request to review exams after having reviewed them in class. No student will be allowed to take exams outside the institute.

EXAMS, QUIZZES & GRADE SHEETS

1. Teachers must review exams in the classroom with their students once these exams have been graded.

2. Teachers must retain all exams. No student is permitted to take home an exam UNDER ANY CIRCUMSTANCES.

3. Teachers should keep final exams and grade/attendance sheets for at least one (1) week after each cycle.

FILING GRADES DEADLINES

All teachers will be required to turn in their grades no later than 12 PM the day after the cycle of class ends.

13

ATTENDANCE

Students are allowed 3 absences each cycle. After three absences students final grades will be reduced 5 points for every absence. There are no exceptions to this policy.

ATTENDANCE ON QUIZ AND EXAM DAYS

Students are required to attend class on quiz and exam days. Students may arrange to take their quiz or exam at an earlier or later date, according to the discretion of their teacher. If a student takes a quiz or exam late, that quiz or exam will automatically be reduced by 5 percentage points for every weekday it is late. There are no exceptions to this policy.

PROMPTNESS

Teachers must begin their class at the scheduled time. If a teacher continually begins class without his/her students they will learn to arrive to class on time. If a student arrives more than 5 minutes late they will be considered tardy. Three (3) tardies count as one (1) absence. If they arrive more than 15 minutes late, they will not be allowed to enter the classroom except under extenuating circumstances. The decision to permit students to enter the classroom is up to the teacher’s discretion, but consistently late students should not be allowed to enter and disturb the class.

PLAGIARISM AND CHEATING

SALI does not tolerate plagiarism. In the case that a teacher discovers that a student has plagiarized or cheated on an assignment or exam, that teacher should notify the director of SALI.

CHEATINGA student will receive an automatic grade of 0 on an assignment or exam if he/she is caught cheating.

PLAGIARISMA student will receive an automatic grade of 0 if he/she is caught plagiarizing on an assignment or exam.

SCHOLARSHIP STUDENTSA scholarship student who is caught cheating or plagiarizing will automatically lose their scholarship. The director will determine whether or not the student will be allowed to pass to the following class.

SALI NETWORK DRIVE

SALI has a network drive that contains a significant amount of useful information, including the test bank. The test bank contains assessments and exams for all levels of the SALI programs. Teachers should always print their exams before hand in order to ensure they have the correct exams. The teacher is always responsible for making quizzes and exams for his/her classes.

Each time that a teacher makes a new test or quiz it is recommended that he save a copy to the test bank. It is important to be careful when using the test bank to avoid deleting the entire network drive (note: the network drive is backed up regularly, however, users should practice caution when accessing the test bank).

14

CLASSROOM NEATNESS AND MAINTENANCE

At the end of each class teachers should pick up any trash in the classroom, straighten the desks, clean off their desk, and erase the board. Also, teachers should keep the bookshelves and tables in their classrooms neat. These have a tendency to accumulate trash. It is essential that our classrooms are clean for all of our classes every day.

DRY ERASE MARKERS

Each teacher will be given two or three dry erase markers to use. They may label their markers in order to prevent loss or appropriation. The secretaries keep extra ink cartridges for refilling at the front desk. If a marker ceases to function correctly, the teacher may request replacements from the Director of Faculty.

MAKING COPIES

Copies can be made in the intern office. If a teacher needs to make more than 25 single copies they should use a copy shop. Teachers can be reimbursed for all copies by presenting their receipt at the front desk.

15

PROGRAMS AND COURSES

SALI COURSES AND PROGRAMS

SALI 4-POINT ENGLISH PROGRAM

The SALI Four Point English Program is composed of three levels: Basic, Intermediate and Advanced. Its focus is on the development of the four integral aspects of English language acquisition: writing, reading, listening comprehension, and verbal communication.

SALI CONVERSATION

These classes are available to students with a level of English at intermediate or above. They are not consecutive classes and a student can enter the class at any time.

SALI FAST TRACK

SALI Fast Track is designed for students who have an urgent need to speak and understand spoken English. The course is not meant to teach English as a complete language; reading, writing and grammar are not in focus. The course takes between one and seven months to complete, depending on where the student enters the course.

SALI SPECIAL COURSES

The Director of Faculty may at any time propose new courses or programs not related to the SALI Four Point English Program, Conversation, or SALI Fast Track programs. The Director of Faculty must present a proposal for the prospective course of program to the Board of Directors for approval.

COURSE COMPLETION

Students must complete the following cycles in order to complete a cycle at SALI:o 4-Point English Program

Basic 1-10—BASIC Intermediate 1-10—INTERMEDIATE Advanced 1-8—ADVANCED

o SALI Fast Track SALI Fast Track Prep- SALI Fast Track C2—SALI FAST TRACK

16

PROGRAM POLICIES AND PROCEDURES

LATE WORKIf a student turns in any assignment or exam AFTER the final exam has already been taken, that assignment or exam will not be evaluate or graded except by express permission by the director.

CLASS CANCELLATIONSClasses may only be closed by direction from the director if the following criteria are met:

The class does not meet the minimum of 5 students The students in the class request to transfer to another schedule The class has been held for no more than 4 days

17

CURRICULUM CURRICULUM POLICIES AND PROCEDURES

SALI 4-POINT ENGLISH PROGRAM POLICIES AND PROCEDURESThe SALI Four Point English Program is made up of three levels: basic, intermediate and advanced. Their focus is on the development of the four integral parts of the English language: writing, reading, audio comprehension and oral communication.

LEVEL TEXTS

BASIC (10 months)

Basic 1 Oxford American Headway StarterBasic 2 Oxford American Headway StarterBasic 3 Oxford American Headway StarterBasic 4 Oxford American Headway StarterBasic 5 Oxford American Headway 1Basic 6 Oxford American Headway 1Basic 7 Oxford American Headway 1Basic 8 Oxford American Headway 1Basic 9 What We’ve Learned Basic Grammar Review

Oxford Bookworm Readers The Little Princess & The Wizard of Oz

Basic 10 What We’ve Learned Basic Phonics and PronunciationOxford Bookworm Readers The Jungle Book & Anne of Green

Gables

INTERMEDIATE (10 months)Intermediate 1 Oxford American Headway 2Intermediate 2 Oxford American Headway 2Intermediate 3 Oxford American Headway 2Intermediate 4 Oxford American Headway 2Intermediate 5 What We’ve Learned Intermediate Grammar Review

Oxford Bookworm Readers The Wind in the Willows & KidnappedIntermediate 6 Oxford American Headway 3Intermediate 7 Oxford American Headway 3Intermediate 8 Oxford American Headway 3Intermediate 9 Oxford American Headway 3Intermediate 10 What We’ve Learned Intermediate Writing

Oxford Bookworm Readers The Tale of Two Cities & Treasure Island

ADVANCED (8 months)

Advanced 1 Oxford American Headway 4Advanced 2 Oxford American Headway 4Advanced 3 Oxford American Headway 4Advanced 4 Oxford American Headway 4Advanced 5 Advanced Reading and TOEFL Preparation

18

The Lion, the Witch, and the WardrobeAdvanced 6 Advanced Writing and TOEFL PreparationAdvanced 7 Advanced Speaking and TOEFL Preparation Advanced 8 Advanced Listening and TOEFL Preparation

SALI CONVERSATIONThese courses are available for students with an intermediate or advanced level of English. They are not consecutive courses and can be entered at any time.

SALI FAST TRACKLEVEL TEXTS EQUIVALENT

LEVELS

Fast Track Prep Basic 1Fast Track A1 Person to Person Starter Basic 1-3Fast Track A2 Person to Person StarterFast Track B1 Person to Person 1 Basic 4-7Fast Track B2 Person to Person 1Fast Track C1 Person to Person 2 Basic 8-10Fast Track C2 Person to Person 2

CURRICULUM GUIDEThe following curriculum guide describes the materials that teachers must cover in their classes. We encourage our professors to supplement the curriculum in order to tailor their lessons to the needs of their students. Though we encourage our teachers to be creative, in order to maintain our program’s integrity it is vital that teachers do not subtract from the required materials.

Oxford University Press American Headway StarterBasic 1 – Basic 4Basic 1

Units 1 – 3 in the Green American Headway Starter Student book Units 1 – 3 in the Green American Headway Starter workbook Units 1 – 3 vocabulary Two writing assignments incorporating Basic 1 grammar SALI Basic 1 Greetings and Common Phrases handout The present, past simple, and past participle of the Basic 1 irregular verbs

(please refer to the irregular verb list in this handbook or on page 152 of the red Oxford University Press student book).

The verb “to be” in present and past simple. Teachers can use the following format to present the verb “to be”:

Subject Pronouns Present PastSingular:I Am WasYou Are WereHe / She / It Is WasPlural:We Are WereYou (You all) (y’all) Are WereThey Are Were

19

SALI Basic 1 Greetings and Common Phrases

Greetings-Hello! -Hey!-Hi!-Good morning!-Good afternoon!-Good evening!-Nice to meet you!-Good-bye-Good night.-See you later!-See you tomorrow!-See you __________!

Necessary words-Please-Thank you-You’re welcome.

Important Phrases for English class-I don’t understand.-How do you say_________________ in English?-How do you pronounce ________________?-Repeat, please.-May I go to the bathroom?-May I borrow your dictionary?-What page are we on?

Days of the WeekSundayMondayTuesdayWednesdayThursdayFridaySaturday

Months of the YearJanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemberOctoberNovemberDecember

English AlphabetAa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz

20

Basic 2 Units 4 – 6 in the Green American Headway Starter Student book Units 4 – 6 in the Green American Headway Starter Workbook Units 4 - 6 vocabulary Two writing assignments incorporating Basic 2 grammar The present, past simple, and past participle of the Basic 2 irregular verbs

(please refer to the irregular verb list in this handbook or on page 152 of the red Oxford University Press student book)

Review the verb “to be”

Basic 3 Units 7 – 10 in the Green American Headway Starter Student book Units 7 – 10 in the Green American Headway Starter Workbook Units 7 - 10 vocabulary Two writing assignments incorporating Basic 3 grammar Preposition worksheet The present, past simple, and past participle of the Basic 3 irregular verbs

(please refer to the irregular verb list in this handbook or on page 152 of the red Oxford University Press student book)

(PLEASE NOTE that basic 3 covers four units)

Basic 4 Units 11 – 14 in the Green American Headway Starter Student book Units 11 – 14 in the Green American Headway Starter Workbook Units 11 - 14 vocabulary Two writing assignments incorporating basic 4 grammar The present, past simple, and past participle of the Basic 4 irregular verbs

(PLEASE NOTE that basic 4 covers four units)

Oxford University Press American Headway 1 Basic 5 – Basic 8Basic 5

Units 1 – 4 in the Red American Headway 1 Student book Units 1 – 4 in the Red American Headway 1 Workbook Units 1 - 4 vocabulary Two writing assignments incorporating basic 5 grammar The present, past simple, and past participle of the Basic 5 irregular verbs

(PLEASE NOTE that basic 5 covers four units)Basic 6

Units 5 – 8 in the Red American Headway 1 Student book Units 5 – 8 in the Red American Headway 1 Workbook Units 5 – 8 vocabulary Two writing assignments incorporating basic 6 grammar The present, past simple, and past participle of the Basic 6 irregular verbs

Basic 7 Units 9 – 11 in the Red American Headway 1 Student book Units 9 – 11 in the Red American Headway 1 Workbook Units 9 – 11 vocabulary Two writing assignments incorporating basic 7 grammar The present, past simple, and past participle of the Basic 7 irregular verbs

Basic 8 Units 12 – 14 in the Red American Headway 1 Student book

21

Units 12 – 14 in the Red American Headway 1 Workbook Units 12 – 14 vocabulary Two writing assignments incorporating basic 8 grammar The present, past simple, and past participle of the Basic 7 irregular verbs.

(PLEASE NOTE that basic 8 covers four units)

Basic 9 and 10These review cycles are built into our curriculum to teach our students how to apply what they have learned in Basic 1 – 8. The required textbooks for these cycles are

What We’ve Learned Basic Oxford Bookworm Readers

The Little Princess The Wizard of Oz Anne of Green Gables The Jungle Book

Refer to the teacher’s edition of What We’ve Learned Basic for guidelines on course requirements.

Oxford University Press American Headway 2Int. 1 –Int. 4Intermediate 1

Units 1 – 4 in the Yellow American Headway 2 Student book Units 1 – 4 in the Yellow American Headway 2 Workbook Units 1 – 4 vocabulary (the intermediate student books do not have

vocabulary lists. Teachers can find a copy of the vocabulary lists in the test bank or in the back of the teachers guide)

Two writing assignments incorporating Intermediate 1 grammar The present, past simple, and past participle of the Int. 1 irregular verbs

(PLEASE NOTE that Int. 1 covers four units).Intermediate 2

Units 5 – 7 in the Yellow American Headway 2 Student book Units 5 – 7 in the Yellow American Headway 2 Workbook Units 5 – 7 vocabulary Two writing assignments incorporating Intermediate 2 grammar The present, past simple, and past participle of the Int. 2 irregular verbs

Intermediate 3 Units 8 – 10 in the Yellow American Headway 2 Student book Units 8 – 10 in the Yellow American Headway 2 Workbook Units 8 – 10 vocabulary Two writing assignments incorporating Intermediate 3 grammar The present, past simple, and past participle of the Int. 3 irregular verbs

Intermediate 4 Units 11 – 14 in the Yellow American Headway 2 Student book Units 11 – 14 in the Yellow American Headway 2 Workbook Units 11 – 14 vocabulary Two writing assignments incorporating Intermediate 4 grammar The present, past simple, and past participle of the Int. 4 irregular verbs

(PLEASE NOTE that Int. 4 covers four units)Intermediate 5 This review cycle is built into our curriculum to teach our students how to apply what they have learned in Intermediate 1 – 4. The required textbooks for these cycles are

What We’ve Learned Intermediate Oxford Bookworm Readers

Kidnapped

22

The Wind in the Willows

Refer to the teacher’s edition of What We’ve Learned Intermediate for guidelines on course requirements.

Oxford University Press American Headway 3Int. 6 –Int. 9Intermediate 6

Units 1 – 3 in the Blue American Headway 3 Student book Units 1 – 3 in the Blue American Headway 3 Workbook Units 1 – 3 vocabulary (the intermediate Student books do not have

vocabulary lists. Teachers can find a copy of the vocabulary lists in the test bank or in the back of the teachers guide)

Two writing assignments incorporating Intermediate 6 grammar The present, past simple, and past participle of the Int. 6 irregular verbs

(please refer to the irregular verb list in this handbook or on page 152 of the Blue Oxford University Press student book. Some of these will be repeats)

Intermediate 7 Units 4 – 6 in the Blue American Headway 3 Student book Units 4 – 6 in the Blue American Headway 3 Workbook Units 4 – 6 vocabulary Two writing assignments incorporating Intermediate 7 grammar The present, past simple, and past participle of the Int. 6 irregular verbs

Intermediate 8 Units 7 – 9 in the Blue American Headway 3 Student book Units 7 – 9 in the Blue American Headway 3 Workbook Units 7 – 9 vocabulary Two writing assignments incorporating Intermediate 8 grammar The present, past simple, and past participle of the Int. 7 irregular verbs

Intermediate 9 Units 10 – 12 in the Blue American Headway 3 Student book Units 10 – 12 in the Blue American Headway 3 Workbook Units 10 – 12 vocabulary Two writing assignments incorporating Intermediate 9 grammar The present, past simple, and past participle of the Int. 8 irregular verbs

Intermediate 10 This review cycle is built into our curriculum to teach our students how to apply what they have learned in Intermediate 6 – 9. The required textbooks for these cycles are

What We’ve Learned Intermediate Oxford Bookworm Readers

A Tale of Two Cities Treasure Island

Refer to the teacher’s edition of What We’ve Learned Intermediate for guidelines on course requirements.

Oxford University Press American Headway 4Adv 1 – Adv 4Advanced 1

Units 1 – 3 in the Purple American Headway 4 Student book Units 1 – 3 in the Purple American Headway 4 Workbook Two writing assignments incorporating Advanced 1 grammar

Advanced 2

23

Units 4 – 6 in the Purple American Headway 4 Student book Units 4 – 6 in the Purple American Headway 4 Workbook Two writing assignments incorporating Advanced 2 grammar

Advanced 3 Units 7 – 9 in the Purple American Headway 4 Student book Units 7 – 9 in the Purple American Headway 4 Workbook Two writing assignments incorporating Advanced 3 grammar

Advanced 4 Units 10 – 12 in the Purple American Headway 4 Student book Units 10 – 12 in the Purple American Headway 4 Workbook Two writing assignments incorporating Advanced 4 grammar

Advanced 5&6

Advanced Reading and Writing 1 and 2This course is targeted toward teaching organized and advanced writing and reading skills. The required textbooks for these cycles are

To Kill a Mockingbird, Harper Lee Advanced Reading and Writing

Refer to the teacher’s edition of Advanced Reading and Writing for guidelines on course requirements.

Advanced 7&8

Advanced Verbal Communication 1 and 2This course is targeted toward teaching organized and advanced speaking and listening skills. The required textbook for these cycles is

Advanced Verbal Communication

(These courses are currently under development)

SALI Applied English

These special courses are designed to help advanced English students use what they have learned in real-life situations pertinent to their professions. These courses are offered irregularly, but they may be used as substitutes for Advanced 5 through 8.The curriculum for these courses is still under development, but resources for many of these courses can be found in the test bank.

Applied English:

English for the Tourism Industry

English for the Hospitality Industry

English for Teachers

English for Business

English for Medical Professional

24

SALI Conversation

These courses are available to students with Intermediate level competency and up. They are not consecutive courses and can be entered at any time.

SALI Fast TrackThese courses are available to students who need to acquire verbal competency in English with urgency. Placement in these courses corresponds loosely with the SALI 4-Point English Program. The curriculum for these courses is the Oxford Person to Person series.

Fast Track A1 Person to Person Starter(SALI Placement: Basic 1-3)

Fast Track A2 Person to Person Starter(SALI Placement: Basic 1-3)

Fast Track B1 Person to Person 1(SALI Placement: Basic 4-7)

Fast Track B2 Person to Person 1(SALI Placement: Basic 4-7)

Fast Track C1 Person to Person 2(SALI Placement: Basic 8-12)

Fast Track C2 Person to Person 2(SALI Placement: Basic 8-12)

Editing Symbols for Writing Assignments

Symbol Meaning Example

Sp Incorrect Spelling SpThe boy hid hur toy.

WO Wrong word order WOAfterwards I run when I get tired.

T Wrong tense T.She will become a mother last year.

WW Wrong word W.W.I built good grades in college.

S-V Subject and verb do not agree S-VThe players has won many games.

WF Wrong formWFMy mom made mecleaned my room before dinner.

25

S/P Singular or plural form wrongS/PWe have to record moredatas in this experiment.

?M Meaning is not clear?MI wish that I was not sosimilar to my aunt’s iguana.

P Puncuation PWho is coming to dinner.

#^ Add or insert a missing word #^I love lamp.

Not applicable/ Not necessarySusie went to the Los Angeles for work.

Conn There is no connection of ideasConnThe people in Romania are very nice. The cars runon diesel fuel, typically.

( Start a new paragraph Whenever there are two very different ideas in a paragraph.

Cap Capitalization Capthere are no lions in my garage.

R-S Run-on sentenceR-SThe days have gone byquickly here we have been on vacation in Maine for over two weeks.

WP Wrong preposition WPI live on a small house.

WPn Wrong pronoun WPnRoy and Steven are students. He go to school at SALI.

Make one word or sentence

Any body can take ride the bus.

We are working So we can have money for college.

Frag. Sentence fragment Frag.She loves dogs. Because she likes companionship.

© Add a connectorShe was reckless. © She frequently got in accidents while driving.

She was reckless. For example, she frequently got in accidents while driving.

awk Awkward The storm had the effect of causing millions of dollars in damage.

Basic Irregular Verbs

Base Form Past Simple Past ParticipleBASIC 1

Be Was/were BeenBecome Became Become

Begin Began Begun

Break Broke Broken

Bring Brought Brought

26

Build Built Built

Buy Bought BoughtCan Could Been able

BASIC 2Catch Caught Caught

Choose Chose Chosen

Come Came Come

Cost Cost Cost

Cut Cut Cut

Do Did Done

Drink Drank DrunkDrive Drove Driven

BASIC 3Eat Ate Eaten

Fall Fell Fallen

Feel Felt Felt

Fight Fought Fought

Find Found Found

Fly Flew Flown

Forget Forgot ForgottenGet Got Gotten

BASIC 4Give Gave Given

Go Went Gone/been

Grow Grew Grown

Have Had Had

Hear Heard Heard

Hit Hit Hit

Keep Kept KeptKnow Knew Known

BASIC 5Leave Left Left

Lose Lost Lost

27

Make Made Made

Meet Met Met

Pay Paid Paid

Put Put Put

Read /rid/ Read /red/ Read /red/Ride Rode Ridden

BASIC 6Run Ran Run

Say Said Said

See Saw Seen

Sell Sold Sold

Send Sent Sent

Shut Shut Shut

Sing Sang SungSit Sat Sat

BASIC 7Sleep Slept Slept

Speak Spoke Spoken

Spend Spent Spent

Stand Stood Stood

Steal Stole Stolen

Swim Swam Swum

Take Took TakenTell Told Told

BASIC 8Think Thought Thought

UnderstandUnderstood Understood

Wake Woke Woken

28

Wear Wore WornWin Won Won

Write Wrote Written

Intermediate Irregular Verbs

Base Form Past Simple Past ParticipleINT 1

Be Was/were BeenBeat Beat Beaten

Become Became Become

Begin Began Begun

29

Bend Bent Bent

Bite Bit Bitten

Blow Blew Blown

Break Broke Broken

Bring Brought Brought

Build Built Built

Burst Burst Burst

Buy Bought BoughtCan Could Been able

INT 2Catch Caught Caught

Choose Chose Chosen

Come Came Come

Cost Cost Cost

Cut Cut Cut

Dig Dug Dug

Do Did Done

Draw Drew Drawn

Drink Drank Drunk

Drive Drove DrivenEat Ate EatenFall Fell Fallen

Feed Fed FedINT 3

Feel Felt FeltFight Fought Fought

Find Found Found

Fit Fit Fit

Fly Flew Flown

Forget Forgot Forgotten

Forgive Forgave Forgiven

Freeze Froze Frozen

Get Got Gotten

30

Go Went Gone

Grow Grew GrownHang Hung HungHave Had Had

INT 4Hear Heard Heard

Hide Hid Hidden

Hit Hit Hit

Hold Held Held

Hurt Hurt Hurt

Keep Kept Kept

Kneel Knelt Knelt

Know Knew KnownLay Laid LaidLead Led Led

Leave Left Left

Lend Lent LentLet Let Let

INT 6Lie Lay Lain

Light Lit Lit

Lose Lost Lost

Make Made Made

Mean Meant Meant

Meet Met Met

Must Had to Had to

Pay Paid Paid

Put Put PutQuit Quit Quit

Read /rid/ Read /red/ Read /red/

Ride Rode RiddenRing Rang Rung

INT 7Rise Rose Risen

31

Run Ran Run

Say Said Said

See Saw Seen

Sell Sold Sold

Send Sent Sent

Set Set SetShake Shook ShakenShine Shone Shone

Shoot Shot Shot

Show Showed Shown

Shut Shut ShutSink Sank Sunk

INT 8Sit Sat Sat

Sleep Slept Slept

Slide Slid Slid

Speak Spoke Spoken

Spend Spent Spent

Spread Spread Spread

Stand Stood Stood

Steal Stole Stolen

Stick Stuck Stuck

Sweep Swept Swept

Swim Swam Swum

Take Took TakenTeach Taught Taught

INT 9

Tear Tore Torn

Tell Told Told

Think Thought Thought

Throw Threw Thrown

32

Understand Understood Understood

Wake Woke Woken

Wear Wore Worn

Win Won Won

Write Wrote Written

33