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ESL - Intermediate - Low-High

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    2.1030 Long Beach Unified School District Long Beach School for Adults Course Outline for 2.1030 ESL Intermediate (Low-High) English as a Second Language Written 2007-2008 ESL Course Outline – ESL Intermediate (Low-High) Page 1   2.1030 Long Beach Unified School District Long Beach School for Adults   Course Outline Course:  ESL Intermediate (Low-High) Length:  One Semester Date:  School Year 2007-2008 Description of Course: This course is designed for students who are able to use English to function independently in most familiar situations and who can read simplified materials on familiar topics and write on personal topics. Emphasis is on fluency and communication. Students are encouraged to self-monitor and self-correct. Course content is relevant to students’ daily lives and is determined through on-going needs assessment. Cultural aspects, such as rules of etiquette common in routine social situations in U.S. culture, are taught explicitly by focusing on comparing and contrasting rules from cultures of native countries and U.S. culture. I. Goals and Purposes The primary goals of this course are to develop students’ abilities as follows: A. Function effectively in English in familiar and unfamiliar social situations. B. Comprehend conversations containing some unfamiliar vocabulary. C. Participate in extended conversation on a variety of topics. D. Read a variety of materials on everyday subjects. E. Interpret technical written materials with clarification or assistance. F. Write correspondence and paragraphs about previously discussed topics. ESL Course Outline – ESL Intermediate (Low-High) Page 2   2.1030 II. Performance Objectives: On exit, students will be able to demonstrate the following: A. Four Major Language Skills 1. Listening: a. Identify main ideas and most supporting detail in factual materials relating to everyday topics.  b. Demonstrate understanding of simple questions and answers in conversations. c. Demonstrate understanding of stories and other passages containing unfamiliar vocabulary. d. Demonstrate understanding of everyday conversation with some repetition or slower speech. 2. Speaking: a. Participate in face-to-face conversations on immediate survival needs,  personal histories, and descriptions of people or places.  b. Display some spontaneity and creativity in producing language patterns not previously learned or memorized. c. Adjust language forms required to fulfill basic courtesy in face-to-face conversations. d. Clarify utterances by rewording or repeating in order to be understood  by the general public. e. Communicate on the telephone on familiar subjects with clarification. 3. Reading: a. Interpret simple authentic materials on familiar topics (newspaper articles on current events, social letters, public information notices).  b. Identify the main idea of a paragraph on familiar topic. c. Predict meanings of unfamiliar vocabulary and phrases from context, headings, and pictures. d. Find information that requires drawing from different sections of a reading passage. e. Draw meaning from passages by using syntactic clues, such as pronoun references. f. Identify relationships within a passage by using contextual clues and transitional words.   ESL Course Outline – ESL Intermediate (Low-High) Page 3   2.1030 4. Writing: a. Take dictation of short paragraphs.  b. Write personal letters and paragraphs. c. Fill out authentic job applications and medical history forms. B. Language Functions and Language Forms 1. Language Functions: a. Express factual information (compare and contrast).  b. Relate in social and interpersonal relations (apologize, make excuses, express worry and disappointment, give and get permission, make offers). c. Give commands (recommend, solve problems, instruct). 2. Language Forms: a. Demonstrate the use of appropriate and effective language forms necessary to communicate orally and in writing. C. Workplace Behaviors 1. Work in teams 2. Teach others 3. Make appropriate decisions 4. Organize their work 5. Solve problems 6. Think creatively 7. Use time wisely III. Instructional Strategies Demonstration Individualized, pair, small group, and whole group instruction Group projects Role playing Information gap Life skill and narrative reading activities Teacher directed exercises Dictation Modeling Cooperative learning activities Written assignments Technology Manipulatives ESL Course Outline – ESL Intermediate (Low-High) Page 4

Training Report

Jul 23, 2017
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