ABSTRACT
I have been hired to start an international program at a small college in the western U.S. and to design a curriculum for an intensive English program (IEP) to provide academic support for the new international students who are non-native speakers of English. One of the fi rst tasks that I face in designing the curriculum for the new IEP is to create the scope and sequence for the teaching of grammatical structures at four different profi ciency levels. This task is an expectation of the college and the faculty who are focused on academic English. Because the IEP is new, all of the courses will need to be approved by the College Curriculum Committee, and the committee has requested supporting documents, such as the complete grammatical syllabus for all four profi ciency levels. I have never created a grammatical syllabus, and I am feeling completely overwhelmed by the task at hand. As a survival technique, I hope to employ the grammar textbooks that I taught from in a previous IEP and use them to help identify potential structures for each profi ciency level. [Christison, research notes]
Task: Refl ect
If you were assigned to teach an English grammar class to beginning profi ciency level English language learners, what ten grammatical structures would you teach? Which ten grammatical structures would you select for advanced profi ciency level learners? Why would you categorize the structures in this way?
