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At the conclusion of this course, the student should be able to:
1. Identify the main idea and supporting details in a reading passage on a familiar topic.
2. Use a variety of strategies to determine the meaning of new words and phrases in familiar contexts.
3. Use level-appropriate prewriting skills to brainstorm and organize ideas on familiar topics.
4. Use basic verb tenses and conventions of writing and punctuation in a short, loosely organized paragraph based on a familiar topic.
5. Fill out simple, authentic forms.
6. Initiate a level appropriate conversation in informal and professional settings including how to make "small-talk" and conduct an interview with an employer, medical provider, community resource or school official.
7. Identify academic, vocational and personal goals and basic steps needed to achieve these goals.
8. Use appropriate pronunciation, intonation and word stress to communicate more clearly in conversations at work, school and in the community.
9. Demonstrate culturally appropriate behaviors, both in class and out.
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I. Listening and Speaking Skills
A. Speaking and listening skills needed in the community using level appropriate grammar
1. making an appointment
2. requesting information
3. stating health needs
B. Discussion of topics and vocabulary development related to daily and cultural life that may include family, friends, neighborhood, work, shopping, housing, community resources and cross cultural differences and similarities using level appropriate grammar
C. Pronunciation Skills
1. recognize and produce problematic vowel and consonant sounds (final -ed, etc.)
2. phonemic awareness (voiced/unvoiced consonants)
3. use of appropriate word and syllable stress
4. intonation in questions and statements
5. sound/spelling patterns
II. Reading Skills
A. Basic pre-reading skills including skimming, scanning and predicting
B. Identification of main ideas and supporting details in fiction and nonfiction passages
C. Short narratives and simple, authentic materials (e.g., schedules and brochures) related to work, school, home and the community
D. Vocabulary building strategies including the use of contextual clues and simple word analysis (prefixes and suffixes) to determine the meaning of unfamiliar words
E. Spelling patterns
III. Writing Skills
A. Process writing including brainstorming, organizing, drafting, revising, editing
B. Short, controlled paragraphs consisting of a main idea and 3-5 related sentences on familiar topics (daily life, personal experiences and family stories)
C. Simple, authentic forms and materials used at school, work and the community
D. Verb tenses and language structures needed to write notes and simple paragraphs on topics related to school, work and the community including:
1. simple present tense
2. present continuous
3. simple past tense
4 past continuous
5. future tense
6. there is/there are
7. modals
8. simple compound sentences
9. pronouns (subject, object, possessive)
10. adjectives (descriptive, demonstrative, possessive)
11. time phrases
12. transitions (first, second, then, finally)
13. question formation
IV. Academic Skills
A. Language of group work
B. Organizational skills
C. Study skills
D. Vocabulary needed to communicate with academic personnel
E. Setting academic goals
V. Cultural Skills
A. Formal and informal speech including conversational norms used in various contexts; i.e., making small talk, participating in interviews, talking with friends, teachers, employers and co-workers
B. Reading and writing activities related to culture; i.e., similarities and differences, resolving neighborhood issues and culturally appropriate relations in the workplace
C. Nonverbal communication including appropriate distance, eye contact and other gestures
D. Culturally appropriate vocabulary and conversational norms used to agree, disagree, express opinions, elicit information and interrupt in real-life situations
VI. Vocational Skill - Topics May Include:
A. Basic interview skills, including articulating job skills and abilities
B. Applications and other simplified forms
C. Basic job searching skills
D. Signs and warnings
E. Problem solving at work including reporting an accident and/or a dangerous situation
F. Calling in sick
G. Giving and following directions, both orally and in writing
H. Asking for clarification
I. Requesting and offering assistance
J. Knowing your rights at work
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I. In-class Work, such as:
A. Vocabulary building exercises
B. Pair and group activities
C. Role plays, mock interviews and problem-solving activities in small groups
D. Language Experience Approach and other controlled writings
E. Surveys and interviews
F. Discussion of and response to readings on themes related to real-life situations
G. Listening activities
H. Dictation
I. Use of technology such as the Internet, ESL websites and software to improve reading, listening, vocabulary, spelling, conversation and pronunciation skills
II. Objective Exams, Weekly Quizzes, and Final Exam
III. Written Homework, such as:
A. Surveys and interviews
B. Reading exercises
C. Grammar exercises
D. Journals and short writings
E. Vocabulary logs
IV. Independent Work (ungraded)
A. Request information from school and community resources
B. Individual recordings using voicemail
C. Listening to TV and radio programs in English
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Oxford Picture Dictionary. Adelson-Goldstein, Jayme and Shapiro, Norma. Oxford University Press. 2016 (classic)
World English Intro. 2nd ed. Chase, Rebecca and Milner, Martin and Johannsen, Kristen. Cengage. 2015 (classic)
English in Action, Level 2. Foley, Barbara and Neblett, Elizabeth. Cengage. 2019
Ventures 2. 3rd ed. Bitterlin, Gretchen and Johnson, Dennis and Price, Donna. Cambridge University Press. 2018
Center Stage 2 Student Book. Bonesteel, Lynn and Eckstut, Samuela. Pearson. 2006 (classic)
Instructor prepared materials
Other approved materials
