Module Learning Outcomes

Module Two-Week Schedule

Grammar Preview

Delivery Mode Note

This module is designed to work seamlessly across all three delivery formats offered at Santa Ana College School of Continuing Education. In-person students will complete activities using printed worksheets, whiteboard modeling, and face-to-face pair/small-group work, with the instructor circulating to give real-time feedback. Zoom students will follow the same lesson sequence synchronously, using breakout rooms for pair/group tasks, the chat feature for quick comprehension checks, and screen-sharing for reviewing the reading passage and grammar examples together. Canvas LMS students will move through the same content asynchronously: reading the module page, submitting the vocabulary and grammar practice as auto-graded or instructor-graded quizzes, watching any recorded mini-lectures, and completing the discussion board and writing assignment on their own schedule before each due date. All three formats use the same vocabulary, grammar targets, reading passage, and rubrics, so a student who moves between modalities during the semester experiences no gap in content.

Module Vocabulary: 10 Key Words

Original Reading: "Building Habits That Help You Succeed"

Getting Started with a Plan

Every semester, thousands of adult students walk into their first class with the same hope: to succeed. But hope alone does not create good grades — habits do. The first tool every successful student learns to use is the syllabus. A syllabus is more than a piece of paper; it is a roadmap for the entire course. It tells you what topics will be covered, which assignments carry the most weight, and — most importantly — every deadline you need to remember. Students who read their syllabus carefully in the first week rarely get surprised by a due date later in the semester. Marta, a student in an evening ESL class, keeps her syllabus taped to her refrigerator. "I see it every morning when I get my coffee," she says. "It reminds me what is coming next."

Turning a Syllabus into a Schedule

Reading a syllabus is only the first step. The real skill is turning that document into a working schedule. Many successful students transfer every deadline from the syllabus into a calendar — paper or digital — the same week classes begin. This simple habit prevents the common problem of forgetting an assignment until the night before it is due. Once deadlines are on a calendar, students can set their priorities. A priority is something that must come before other, less urgent tasks. For working adults with children, jobs, and other obligations, deciding what to prioritize each day can be the difference between a stressful week and a manageable one. Instructors often recommend a simple rule: look at your calendar every Sunday and identify the three most important academic tasks for the coming week. Everything else can wait.

Fighting the Urge to Procrastinate

Even with a clear schedule, many students procrastinate — they put off starting an assignment even when they know it is important. Procrastination often happens because a task feels too big or too boring to begin. The solution many tutors suggest is breaking large assignments into smaller pieces. Instead of thinking, "I have to write a five-paragraph essay," a student might think, "Today I will just write the topic sentence." Small steps make a heavy workload feel manageable rather than overwhelming. Time-management experts also recommend the twenty-minute rule: commit to working on a task for just twenty minutes. Often, once students start, they find it easier to keep going.

Concentration and Review

Once students sit down to study, the next challenge is learning to concentrate. Phones, family conversations, and noisy environments can pull attention away from schoolwork in seconds. Successful students protect blocks of quiet time, even short ones, and treat that time as seriously as a work shift or a doctor's appointment. Equally important is the habit of review. Reviewing notes and vocabulary regularly — rather than only right before a test — helps information move from short-term to long-term memory. A ten-minute review each evening is often more effective than a three-hour review session the night before an exam.

Reaching Your Goals

None of these habits — reading a syllabus, building a schedule, resisting procrastination, concentrating, and reviewing — guarantees success by itself. Together, though, they form a system that helps students achieve their academic goals steadily, week by week. Success in an academic program rarely comes from a single burst of motivation. It comes from small, repeated actions: opening the calendar, checking off one task, reviewing one page of notes. As one instructor tells her class every semester, "You do not need to be perfect. You just need to be organized, and you need to keep showing up." For adult learners juggling school, work, and family, that steady, organized approach is often the most realistic path to academic success.

(approximately 530 words)

Vocabulary Practice: Fill in the Blank

Word bank: syllabus, deadline, priority, procrastinate, organize, schedule, workload, concentrate, review, achieve

1. I checked the __________ to see when our research paper is due.

2. If you __________ too much, you will end up rushing at the last minute.

3. My top __________ this week is finishing my math homework before the quiz.

4. It is hard to __________ when my phone keeps buzzing with messages.

5. Every Sunday, I __________ my study time for the whole week.

6. The professor extended the __________ for the essay by two days.

7. During finals, the __________ can feel heavy because every class has a big project due.

8. I always __________ my vocabulary flashcards before I go to sleep.

9. She uses a planner to __________ her assignments by due date.

10. With hard work and a good plan, you can __________ your academic goals.

Comprehension Check Questions

Part A: Main Idea and Details

1. What is the main idea of "Building Habits That Help You Succeed"?

2. According to the reading, what is the first thing successful students do with their syllabus?

3. What rule does the reading suggest for choosing priorities each week?

4. What technique does the reading mention for overcoming procrastination?

5. Why is reviewing notes a little every day better than reviewing only before a test?

Part B: Think and Connect

1. Which habit from the reading (syllabus use, scheduling, avoiding procrastination, concentration, or review) do you think would help you the most this semester? Why?

2. Marta tapes her syllabus to her refrigerator so she sees it every day. Do you have a similar strategy for remembering important dates or tasks? Describe it, or describe a new strategy you would like to try.

Reading Strategy: Facts vs. Opinions

Academic and advice-style texts, like this reading, often mix facts (statements that can be proven true) with opinions (beliefs, recommendations, or judgments that people may disagree with). Learning to tell them apart helps readers evaluate advice critically instead of accepting every statement as proven truth.

Practice: Find one more fact and one more opinion in the reading passage and share them with a partner. Explain how you identified each one.

Grammar Overview

Understanding Future Progressive Questions

The future progressive tense describes an action that will be in progress — happening, but not finished — at a specific point in the future. It answers the question, "What will be happening at that moment?"

Statement form: subject + will + be + verb-ing

• I will be reviewing my notes at 7:00 tonight.

Yes/No question form: Will + subject + be + verb-ing...?

• Will you be reviewing your notes tonight? → Yes, I will. / No, I won't.

Or question form: Will + subject + be + verb-ing...A or B?

• Will you be reviewing your notes or working on your essay tonight?

Wh- question form: Wh-word + will + subject + be + verb-ing...?

• What will you be reviewing tonight?

• Where will you be studying tomorrow afternoon?

• Who will you be meeting with about your project?

Common errors to avoid:

• Do not forget "be": ~~Will you studying tonight?~~ → Will you be studying tonight?

• Do not add "do/does/did": ~~Will you do be studying?~~ → Will you be studying?

• Remember subject-verb word order changes only in the question, not the verb form: What will she be doing? (not "What will be she doing?")

Future progressive is especially useful for talking about class schedules, study plans, and appointments — exactly the kind of planning language students need for academic success. It sounds more natural than simple future when describing an action already understood to be ongoing at a set time, such as "This time next week, I will be taking my final exam."

Understanding Reflexive Pronouns

Reflexive pronouns (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves) are used when the subject and the object of a sentence refer to the same person or thing.

• I organized myself a study schedule. (I = the one organizing; myself = the one being helped)

• She reminded herself to check the deadline.

• They taught themselves how to use the online library.

Reflexive pronouns are also used after the preposition "by" to mean "alone" or "without help":

• He finished the assignment by himself.

• Did you review the material by yourself, or did you study with a group?

Common errors to avoid:

• Do not confuse reflexive pronouns with object pronouns: ~~I saw me in the mirror.~~ → I saw myself in the mirror.

• Match the reflexive pronoun to the subject: He helped himself (not herself).

• "Myself" is not used simply to sound polite in place of "me": ~~Please contact myself with questions.~~ → Please contact me with questions.

Understanding Indefinite Pronouns

Indefinite pronouns refer to people, things, or amounts that are not specific or named. They are formed by combining some-, any-, every-, or no- with -one, -body, or -thing.

• Everybody needs a study plan this semester.

• Did anyone bring extra pens?

• I left something in the classroom yesterday.

• No one wants to fail the midterm.

Grammar rule: Indefinite pronouns are singular and take a singular verb, even though some (like everybody) may feel like they refer to more than one person.

• Correct: Everybody needs a plan. (not "need")

• Correct: Someone is waiting outside. (not "are")

Common errors to avoid:

• Subject-verb agreement: ~~Everyone are~~ → Everyone is

• Choosing any- vs. some-: Use some- words in affirmative statements and offers; use any- words in questions and negative statements.

• I have something to review tonight. (affirmative)

• Do you have anything to review tonight? (question)

• I don't have anything to review tonight. (negative)

Grammar Practice Activities

Activity 1: Multiple Choice — Future Progressive Questions Choose the correct question form.

1. __________ studying at the library tomorrow night?

a) Will you be b) Are you will be c) Will you being

1. What __________ reviewing before the quiz?

a) will you be b) you will be c) will be you

1. __________ attending the workshop or the tutoring session on Thursday?

a) Will you be b) Are you be c) You will be

1. Where __________ working on your essay this weekend?

a) will you be b) you be will c) will be you

1. __________ meeting with your study group at 6:00 PM?

a) Will she be b) She will be c) Will be she

Activity 2: Fill in the Blank — Reflexive and Indefinite Pronouns Choose the correct reflexive or indefinite pronoun.

1. I made __________ a new study calendar this semester. (myself/anybody)

2. __________ left their notebook in the classroom. (Someone/Anyone)

3. Did __________ finish the reading assignment? (someone/anyone)

4. He organizes his backpack __________ every night before class. (himself/anybody)

5. __________ wants to fail the final exam. (Everybody/Nobody)

6. We taught __________ how to use the campus library database. (ourselves/anything)

7. There is __________ important on today's agenda. (something/anything)

8. She reminded __________ to check the syllabus for the new deadline. (herself/somebody)

Activity 3: Sentence Writing — Combining Both Structures Write a complete sentence for each prompt, using the grammar structure indicated.

1. (Future progressive Wh- question) Ask a classmate what they will be doing to prepare for the final exam.

2. (Future progressive Yes/No question) Ask a classmate if they will be studying alone this weekend.

3. (Reflexive pronoun) Describe something you plan to do for yourself to reduce stress this semester.

4. (Indefinite pronoun) Write a sentence about something everybody in your class needs to succeed.

5. (Future progressive Or question) Ask a classmate whether they will be reviewing vocabulary or grammar tonight.

Parts of a Study-Plan Paragraph

Topic Choices

Assignment Requirements

• Length: one well-developed paragraph, 7–10 sentences

• Structure: topic sentence + 3 supporting details + conclusion

• Grammar: include at least one future progressive sentence (statement or question) describing a specific study plan, and at least one reflexive or indefinite pronoun used correctly

• Vocabulary: use at least 4 of the 10 module vocabulary words naturally

• Transitions: use at least 2 transition words to connect ideas

• Format: typed or handwritten (see Multimodal Submission Options below); double-spaced if typed

Transition Words for This Assignment

Model Text

My Plan for a Successful Semester

My main strategy for succeeding this semester is to stay organized every single week. First, every Sunday evening, I sit down with my syllabus and write all my deadlines on a wall calendar in my kitchen, where I see it every day. This habit helps me avoid last-minute surprises about due dates. In addition, I give myself thirty minutes each evening to review my notes and vocabulary instead of waiting until the night before a test. For example, this week I will be reviewing my grammar notes on Tuesday and Thursday nights after dinner. Finally, when I feel my workload becoming too heavy, I break big assignments into smaller tasks so I do not procrastinate. Will I be perfect every week? Probably not — but everybody makes mistakes sometimes, and I know that a steady plan is more powerful than a perfect one. In conclusion, by organizing my time, reviewing regularly, and breaking down big tasks, I feel confident that I can achieve my goals this semester.

The Writing Process

1. Prewrite — Choose your topic and brainstorm using the graphic organizer below.

2. Draft — Write your topic sentence, three supporting details, and conclusion in full sentences.

3. Revise — Read your paragraph again. Does every sentence support your topic sentence? Add or remove details as needed.

4. Edit — Check grammar (especially future progressive and reflexive/indefinite pronouns), spelling, capitalization, and punctuation.

5. Publish — Submit your final paragraph using one of the multimodal options below.

Prewriting Graphic Organizer

Revision Checklist

Grading Rubric (20 points total)

Multimodal Submission Options

• Option 1 (Typed): Type your paragraph and submit it through Canvas, or hand it to your instructor in-person/print for a Zoom class as instructed.

• Option 2 (Handwritten + Photo): Write your paragraph by hand, then take a clear photo and upload it to Canvas — a good option for students still building digital typing skills.

• Option 3 (Audio Recording): Record yourself reading your paragraph aloud and submit the audio file through Canvas — this option also builds oral fluency and pronunciation practice.

Discussion Prompt

This week's discussion focuses on sharing real strategies that can help every student in the class. Respond to all three parts:

1. Share: What is one study strategy or time-management tip that works well for you? Describe it in detail (when you do it, how you do it, why it helps).

2. Compare: Read a classmate's post. How is their strategy similar to or different from yours?

3. Advise: Based on what you have read and discussed, give one piece of advice to a classmate who says they are struggling to keep up with their workload this semester.

Discussion Requirements

Sentence Frames

Functional and Persuasive Language Phrases

Delivery Mode Adaptation

In-person classes will hold this discussion as a small-group conversation (3–4 students), where each student shares their strategy aloud, compares it with group members, and then one representative from each group reports the group's best tip back to the whole class. Zoom classes will move into breakout rooms of 3–4 students for the same conversation, with one student in each room taking notes in a shared Google Doc to report back in the main session. Canvas students will complete this discussion asynchronously: they will post their original response to the discussion board by the posted deadline, then reply to two different classmates' posts by a later deadline, allowing time for genuine reflection and real written exchange between students who may never meet synchronously.

Discussion Grading Rubric

Section 1: Vocabulary Matching

Match each word to its definition.

1. syllabus a. to delay doing something

2. deadline b. to look at something again to remember it

3. priority c. the amount of work a person has

4. procrastinate d. a course document listing topics and due dates

5. organize e. the latest time something must be finished

6. schedule f. something more important than other tasks

7. workload g. to arrange things in an orderly way

8. concentrate h. a plan showing when tasks will happen

9. review i. to focus full attention on a task

10. achieve j. to successfully reach a goal

Section 2: Vocabulary in Context

Choose the best word to complete each sentence.

1. I always check the __________ before I start a new class. (syllabus/workload)

2. She never __________ her assignments; she always starts them early. (procrastinates/organizes)

3. Passing my English class is my top __________ this year. (deadline/priority)

4. He __________ his backpack every night so he is ready for class. (organizes/achieves)

5. My study __________ includes two hours every evening. (schedule/deadline)

6. This semester's __________ feels heavier than last semester's. (workload/priority)

7. I cannot __________ when the room is too noisy. (concentrate/review)

8. If you __________ your notes every night, you will remember more. (review/procrastinate)

Section 3: Grammar Identification/Application

Identify the grammar structure in each sentence (Future Progressive or Reflexive/Indefinite Pronoun), then answer or complete as instructed.

1. Will you be attending the study group tomorrow? (Identify the structure.)

2. What will you be reviewing before the test? (Identify the structure.)

3. Everybody needs a plan for the semester. (Identify the structure.)

4. She taught herself how to make a schedule. (Identify the structure.)

5. Will you be studying alone or with a partner tonight? (Identify the structure.)

6. Complete: __________ will you be meeting with about your project? (Fill in a Wh- word.)

7. Complete: I organized __________ (myself/anybody) a new calendar.

8. Complete: Did __________ (someone/anyone) bring extra paper?

9. Complete: __________ (Will she be/She will be) taking the workshop next week?

10. Complete: There is __________ (something/anything) I need to review tonight.

11. Write a future progressive Yes/No question about tomorrow's homework.

12. Write a sentence using an indefinite pronoun about your class.

Section 4: Error Correction

Find and correct the error in each sentence.

1. Will you studying at the library tonight?

2. What will be you doing after class?

3. Everybody need a good schedule.

4. I taught me how to use a planner.

5. Did someone bring they notebook?

6. She organize herself a calendar every week.

7. Anybody are welcome to join the study group.

8. Nobody have finished the assignment yet.

9. Will you be review your notes tonight?

10. He reminded hisself to check the deadline.

Section 5: Short Writing Check

Prompt: In 3–4 sentences, describe one thing you will be doing this week to prepare for your classes. Use at least one future progressive question or statement and one vocabulary word from this module.

Self-Evaluation Checklist

AI Tutor Practice Prompts

Extra Grammar Practice

Activity 1: Sentence Combining Combine the two short sentences into one sentence using a reflexive pronoun.

1. She made a plan. She made it alone. → __________

2. I will finish this project. I will not get help. → __________

3. They organized a study group. No one helped them. → __________

Activity 2: Subject-Verb Agreement with Indefinite Pronouns Choose the correct verb form.

1. Everybody (want/wants) to pass the class.

2. Somebody (leave/leaves) their notebook here every week.

3. Nothing (matter/matters) more than finishing on time.

4. Anyone (can/cans) join the study group.

Activity 3: Word Forms Complete the chart with the correct word form.

Campus Support Resources

• Tutoring Center: Free drop-in and by-appointment tutoring is available for reading, writing, and study-skills support. Tutors can help you plan a personal study schedule or review vocabulary and grammar from this module.

• Writing Center: Provides one-on-one feedback on drafts, including the study-plan paragraph in this module — a great place to get help before submitting your final draft.

• Library: Offers quiet study space, computer access, and databases for research; librarians can also help students learn to organize research materials.

• DSPS (Disability Support Programs and Services): Provides accommodations and learning support for students with documented disabilities, including extended time, note-taking support, and assistive technology — contact DSPS early in the semester to arrange accommodations.

Summary by Skill Area

Extra Resources

Looking Ahead

Reflection Questions

1. Which vocabulary word from this module do you think you will use most often, and why?

2. What is one new time-management strategy from this module that you plan to try this semester?

3. Did writing your study-plan paragraph change how you think about your own habits? How?

4. Which grammar structure, future progressive questions or reflexive/indefinite pronouns, did you find more challenging? Why?

5. How did comparing strategies with classmates on the discussion board change or confirm your own approach to studying?

ESL 304 Intermediate High | Module 6: Education and Academic Success | Santa Ana College School of Continuing Education