At the conclusion of this course, the student should be able to:
1. Identify the main idea and supporting details in extended reading selections of fiction and nonfiction.
2. Use a variety of strategies including word analysis and contextual clues to determine the meaning of new words and phrases.
3. Use prewriting skills to brainstorm and organize ideas on a topic in preparation to write a paragraph or essay.
4. Fill out forms needed in personal, vocational and/or academic contexts.
5. Communicate more effectively and clearly with appropriate pronunciation in informal, academic and/or professional settings including interviews with an employer, medical provider, counselor, community resource, or school official.
6. Articulate long term academic, vocationa,l and personal goals and steps needed to achieve these goals.
7. Demonstrate effective and culturally appropriate behaviors in personal, professional, and academic environments.
I. Listening and Speaking Skills
A. Speaking and listening skills needed in the community and in professional or academic settings:
1. making an appointment with a counselor and financial aide adviser
2. requesting and clarifying information
3. articulating vocational and academic goals
4. interview skills
5. articulating questions about employment evaluations and benefits
B. Vocabulary development related to personal, academic, professional, and cultural life
C. Pronunciation Skills
1. word stress and syllabication
2. sound/spelling patterns (falling intonation, content words and function words) consonant sounds (final -ed, etc.)
3. intonation in questions and statements (rising and falling intonation, content words and function words)
4. recognize and produce problematic vowel and consonant sounds (final - ed, etc.)
5. phonemic awareness (voiced/unvoiced consonants)
II. Reading Skills
A. Skimming, scanning, and predicting
B. Identification of main ideas and supporting details in extended selections of fiction and nonfiction
C. Analysis of short stories and authentic materials including certificate brochures, financial aid applications and other academic materials
D. Use of vocabulary-building strategies, including the use of contextual clues and word analysis (prefixes and suffixes) to determine the meaning of unfamiliar words
E. Application of literary terms including theme, character, setting, and plot
F. Understanding of figurative language such as metaphor and simile
III. Writing Skills
A. Process writing including brainstorming, organizing, drafting, revising, editing
B. Paragraphs and compositions in response to literature, articles and other writing prompts
C. Complex professional and academic forms related to vocational pursuits and matriculation to credit classes
D. Verb tenses and language structures needed to write multiple paragraphs and essays
1. present perfect
2. present perfect continuous
3. simple past, future and continuous tenses
4. modals, complex modals
5. pronouns (subject, object, possessive)
6. adjectives (descriptive, demonstrative, possessive)
7. time phrases
8. transitions (first, second, then, finally)
9. question formation
IV. Academic Skills
A. Language of group work
B. Organizational skills
C. Study skills
D. Vocabulary needed to communicate with academic personnel and supervisors at work
E. Setting academic, professional, and personal goals and steps needed to achieve them
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 and employers
B. Reading and writing activities related to culturally appropriate understanding and sensitivity:
1. cross-cultural relations in diverse settings
2. non-verbal communication
3. social roles
VI. Vocational Skills
Topics May Include:
A. Interview skills
B. Applications and resumes
C. Job search skills
D. Evaluations at work
E. Problem solving at work, including making suggestions, resolving interpersonal and cultural conflicts, understanding work culture in the United States.
F. Giving and following directions, both orally and in writing.
G. Asking for clarification.
H. Knowing your rights at work.
This course will emphasize student-centered activities designed to develop reading, writing and speaking/listening skills.
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. Paragraphs and essays
E. Surveys and interviews
F. Discussion of and response to readings on a variety of themes
G. Listening activities
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, quizzes, and final exam
III. Written Homework, such as:
A. Surveys and interviews
B. Reading exercises
C. Grammar exercises
E. Vocabulary logs
F. Writing paragraphs and/or essays
IV. Independent Work (ungraded):
A. Requesting information from school and community resources
B. Listening to TV and radio programs in English
C. Group projects
World English 2. 2nd ed. Chase, Becky and Milner, Martin. National Geographic Learning. 2015 (classic)
Ventures 4. 3rd ed. Bitterlin, Gretchen and Johnson, Dennis and Price, Donna. Cambridge University Press. 2018
English in Action 4. 3rd ed. Foley, Barbara and Neblett, Elizabeth. National Geographic Learning. 2019
Longman Dictionary of American English. 5th ed. Pearson Longman. 2014 (classic)
Touchstone Level 4. McCarthy, Michael and McCarten, Jeanne and Sandiford, Helen. Cambridge University Press. 2014 (classic)
Instructor prepared materials