Mission of ICILS Program Objectives About this Guide Beginner IA course Beginner IB course Beginner IC course

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2 Table of Contents Mission of ICILS 3 Program Objectives 3 About this Guide 3 Beginner IA course 4 Course Description 4 Prerequisites 4 Course Goals 4 Course Objectives 4 Student Learning Outcomes 4 Methodology 4 Assessment and Evaluation 4 Course Materials 4 Course Outline 4 Beginner IB course 4 Course Description 4 Prerequisites 4 Course Goals 4 Course Objectives 4 Student Learning Outcomes 4 Methodology 4 Assessment and Evaluation 4 Course Materials 4 Course Outline 4 Beginner IC course 4 Course Description 4 Prerequisites 4 Course Goals 4 Course Objectives 4 Student Learning Outcomes 4

3 Methodology 4 Assessment and Evaluation 4 Course Materials 4 Course Outline 4 Beginner II course 4 Course Description 4 Prerequisites 4 Course Goals 4 Course Objectives 4 Student Learning Outcomes 4 Methodology 4 Assessment and Evaluation 4 Course Materials 4 Course Outline 4 Intermediate I course 4 Course Description 4 Prerequisites 4 Course Goals 4 Course Objectives 4 Student Learning Outcomes 4 Methodology 4 Assessment and Evaluation 4 Course Materials 4 Course Outline 4 Intermediate II course 4 Course Description 4 Prerequisites 4 Course Goals 4 Course Objectives 4 Student Learning Outcomes 4 Methodology 4

4 Assessment and Evaluation 4 Course Materials 4 Course Outline 4 Advanced I course 4 Course Description 4 Prerequisites 4 Course Goals 4 Course Objectives 4 Student Learning Outcomes 4 Methodology 4 Assessment and Evaluation 4 Course Materials 4 Course Outline 4 Advanced II course 4 Course Description 4 Prerequisites 4 Course Goals 4 Course Objectives 4 Student Learning Outcomes 4 Methodology 4 Assessment and Evaluation 4 Course Materials 4 Course Outline 4

5 ICILS Intensive English Program Mission of ICILS The mission of International Christian Institute & Linguistics School is to provide a dynamic learning environment for ESL/ESOL students that unites the highest quality of English language education with the promotion of spiritual growth, while maintaining a high degree of ethical standards. Through the enhancement of cultural understanding and the effective building of English skills in reading, writing, speaking, and listening, the staff of ICILS believes that our students will be able to attain their educational, personal, and vocational goals. Program Objectives The Intensive English Program s ESL classes are designed for students from around the world. They come here with dreams of earning a higher education degree that will be the foundation for a fruitful and fulfilling career in their chosen fields, or they have the goal of becoming fluent enough in English to qualify them for well-paying careers with English-related and international organizations in their own countries. Either way, our goal is to equip our students with the language skills they need to realize those dreams. The complete program is divided into five course levels from Beginner to Advanced. Each level is offered intensively, involving 18 hours a week of instructional time and homework. About this Guide The following pages provide an overview of the descriptions, objectives, requirements, and expected learning outcomes of each course. The courses listed in order are: Beginner I, Beginner II, Intermediate I, Intermediate II, and Advanced I. These five courses are divided by level and represent the five levels of learning that make up the Intensive English Program. Please refer to the Table of Contents for specific information by page number.

6 Beginner IA: Fundamental English Course Description This course will offer an introduction to English at the Pre-Beginning level and will emphasize basic conversation skills as well as the critical domains of reading, writing, listening, speaking, and grammar. These skills of basic language and linguistic structures are necessary for both academic performance and everyday living. Students will learn, practice, and use these skills to respond and show that they understand by using limited verbal and nonverbal signals to communicate in order to help prepare them for personal and/or academic goals. They will be introduced to critical thinking principles at a prebeginning level to aid in their language development. Prerequisite Completion of the NorthStar Placement Exam for appropriate class level assignment. Course Goals The goal of the course is to introduce non-native and extremely limited English speakers to basic concepts in order to comprehend, communicate, speak, and write English at the prebeginner level. Students will be presented with multiple opportunities to practice in the classroom using interactive activities, cooperative learning, projects, and role playing. Additional activities will incorporate learning fundamental vocabulary as well as English grammar structures for conversing and daily living while working towards becoming fluent in oral, written, and spoken English. Assessments and evaluations will be conducted at the beginning, during, and at the end of the course to monitor student progress. Course Objectives Students will develop proficiency at the pre-beginning fluency level in order to improve individual awareness of basic interpersonal communications by learning the following skills: Accurately respond in a nonverbal manner. Demonstrate limited comprehension especially of written language. Improve understanding of basic interpersonal communications. Demonstrate limited ability to read and write at the pre-beginner level. Student Learning Outcomes By the end of this course, students should be able to accomplish the following at a highbeginner level with at least 70% accuracy. Students will be able to: Listening & Speaking: Understand the function and use of the conventions of academic and/or informal language when speaking as it relates to personal information and basic needs. Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases. Produce basic sounds, words, and phrases as modeled in an instructional setting with very limited control over rhythm, stress, and intonation.

7 Use nonverbal and simple verbal strategies to demonstrate understanding or lack of understanding of basic concepts, words, or phrases. Demonstrate limited comprehension especially of written language. Memorize a limited set of written or spoken words and phrases. Reading & Writing: Construct limited meaning from reading materials on learned topics. Read and understand simple sentences 3-6 words long. Answer simple comprehension questions. Follow simple writing directions. Demonstrate ability to copy letters of the alphabet, numbers, and isolated words/phrases. Accurately write basic personal demographic information such as name, address, and phone number. Recognize correct sentence format. Methodology ICILS uses a multilevel, integrated learning approach to developing English fluency progressively from beginning to advanced levels based on a cumulative skills development methodology. Students are stimulated and motivated to learn through a variety of activities and procedures, including task-based learning activities. Online video and audio programs stimulate vocabulary and pronunciation development, containing practice in appropriate stress, intonation, and rhythm patterns. Recorded listening passages also build vocabulary and teach oral comprehension skills. Students are encouraged to participate in a variety of in-class activities where they work individually, in pairs, and in small groups that are built around each unit's theme. Learning Activities Instruction may take various forms including but not limited to: teacher modeling, practice activities, listening, discussion, question and answer sessions, analysis of charts and graphs, Total Physical Response (TPR) engaging activities, role plays, conversations, note taking, cooperative group work, application of grammatical structures, journals and process writing, as well as error-correction activities. Student work books (Top Notch Fundamentals, Picture-based reading books, and the Longman Photo Dictionary) along with supplemental web based activities may also be used to integrate listening and vocabulary skills necessary for mastery of lessons taught in classes. Assessment and Evaluation The following indicators will be used to determine if students have attained the student learning outcomes for the course: teacher generated benchmark exams, unit tests, the final exam, grading and class participation rubrics, in-class assignments, and oral presentations. Each student is required to complete all in-class assignments in addition to completion of all unit exams and the course final exam. Grading Scale

8 A = B = C = 70 79* D = F = 64 and below *Since ICILS has made every effort to develop a thorough assessment process to monitor student achievement, students must demonstrate at least a 70% or higher level of proficiency in order to advance to the next level. In other words, students must maintain a grade of C or higher to pass this course. Grading The final grade is based on the following: Class participation 10% Assignments 20% Unit exams 30% Mid-Term/Final exam 40% Total 100% Course Materials Top Notch Fundamentals, Second edition Top Notch Fundamentals Workbook, Second edition Very Easy True Stories (A Picture Based First Reader) Level 1, Second edition All New Easy True Stories (A Picture Based Beginning Reader), Level 2, Second edition Focus on Grammar, Third edition (activity and workbook) Longman Photo Dictionary of American English. Course Outline Week Unit Assignments and Tests 1-3 Introduction to school rules and class orientation Unit 1 - Names and Occupations Communication Goals: Tell a classmate your occupation Identify your classmates Spell names Grammar Goals: Verb be: singular & plural; yes/no questions; short answers; common errors Subject pronouns Top Notch Fundamentals: Active Book unit Workbook unit Top Notch Copy & Go Interactive Activities Very Easy True Stories: Units 1-4 Top Notch unit tests Teacher-made quiz/activity

9 Articles a/an Nouns: singular & plural; common & proper Reading/Writing Goals: Simple forms and business cards Write affirmative and negative statements about people in a picture Unit 2 - About People Objectives Communication Goals: Introduce people Tell someone your first & last name Get someone s contact information Grammar Goals: Possessive nouns and adjectives Verb be: questions with where ; common errors; information questions with what Reading/Writing Goals: Short descriptions of famous people, their occupations, and countries of origin Write short sentences about your relationships Unit 3 - Places and how to Get There Communication Goals: Talk about locations Discuss how to get places Discuss transportation Grammar Goals: Verb be: questions with where Subject pronoun it The imperative Use by to express means of transportation Reading/Writing Goals: Simple maps & diagrams Introductions of people, their relationships & occupations, where they live, and how they get to work Write questions and answers about the places in a complex picture 4-6 Unit 4 Family Communication Goals: Identify people in your family Describe your relatives Discuss transportation Grammar Goals: Verb be questions with who and how old, common errors, and adjectives Top Notch Fundamentals: Active Book unit Workbook unit Top Notch Copy & Go Interactive Activities Very Easy True Stories: Units 5-8 Top Notch unit tests Teacher-made quiz/activity

10 Adverbs very and so Verb have/has: affirmative statements Reading/Writing Goals: A family tree Magazine article about famous actors Write description of people in your family Unit 5 Events and Times Communication Goals: Confirm that you re on time Talk about the time of an event Talk about your family Grammar Goals: Verb be questions about time Prepositions in, on and at for dates and times. Common errors Reading/Writing Goals: World map with time zones Events posters Conversations A zodiac calendar Write about events at your school or in your city 7-9 Unit 6 - Clothes Communication Goals: Give and accept a compliment Ask for colors and sizes Describe clothes Grammar Goals: Demonstratives this, that, these, those The simple present tense: like, want, need, and have ; affirmative & negative statements; questions and short answers; spelling rules & contractions Adjective placement and common errors One and ones Reading/Writing Goals: Sales flyer from department store Write sentences about personal clothing items Top Notch Fundamentals: Active Book unit Workbook unit Top Notch Copy & Go Interactive Activities Very Easy True Stories: Units 9-14 Top Notch unit tests Teacher-made quiz/activity Unit 7 - Activities Common Goals: Talk about morning and evening activities Describe what you do in your free time Discuss household chores

11 Grammar Goals: The Simple Present Tense: third person; questions with when, what time, how often ; time expressions; questions with who Frequency adverbs and time expressions: usage, placement, and common errors Reading/Writing Goals: Review of housekeeping robots Write 5 sentences about robots Describe your typical week, using adverbs of frequency and time expressions Comprehensive Review of Units 1-7 Mid-term Exam Unit 8 Home & Neighborhood Communication Goals: Describe your neighborhood Ask about someone s home Talk about furniture and appliances Grammar Goals: The simple present tense: questions with where, prepositions of place There is and there are : statements & yes/no questions; contractions and common errors Questions with how many Reading/Writing Goals: House and apartment rental listings Descriptions of people and their homes Compare & contrast your home with complex illustrations Top Notch Fundamentals: Active Book unit Workbook unit Top Notch Copy & Go Interactive Activities All New Easy True Stories: Units 1-6 Top Notch unit tests Teacher-made quiz/activity Unit 9 Activities & Plans Communication Goals: Describe weather Ask about other s activities Discuss future plans Grammar Goals: The present continuous: statements (form & usage); yes/no questions; information questions; future plans The present participle: spelling rules Reading/Writing Goals: A daily planner A newspaper column Write about plans for the week using present

12 continuous Unit 10 - Food Communication Goals: Discuss ingredients for a recipe Offer and ask for foods Invite someone to join you for a meal Grammar Goals: Count/non-count nouns: meaning, form, and common errors Count nouns: how many and are there any Non-count nouns: how much and is there any The simple present tense and the present continuous: usage and common errors Reading/Writing Goals: Recipe cards Weekly schedule Write about what you eat in a typical day Top Notch Fundamentals: Active Book unit Workbook unit Top Notch Copy & Go Interactive Activities All New Easy True Stories: Units 7-10 Top Notch unit tests Teacher-made quiz/activity Unit 11 Past Events Communication Goals: Tell someone about a past event Describe past activities Talk about outdoor activities Grammar Goals: The past tense of be: statements, questions, and contractions The simple past tense: regular and irregular verbs; statements, questions, and short answers Reading/Writing Goals: Blog where people describe what they did the previous weekend Write about activities of two people based on a complex picture Write about the past weekend activities Unit 12 Appearance & Health Communication Goals: Describe appearance Show concern about an injury Suggest a remedy Grammar Goals: Describing people with be and have Should + base form for

13 Reading/Writing Goals: Magazine article about two celebrities Write a description of someone you know Unit 13 Abilities & Requests Communication Goals: Express a wish Politely decline an invitation Ask for and agree to a favor Grammar Goals: Can and can t for ability Too + adjective and common errors Polite requests with could you + base form Reading/Writing Goals: Journal article about infant/toddler development Describe things people can & can t do when they get old Top Notch Fundamentals: Active Book unit Workbook unit Top Notch Copy & Go Interactive Activities All New Easy True Stories: Units Top Notch unit tests Teacher-made quiz/activity Unit 14 Life Events & Plans Communication Goals: Get to know someone s life stories Discuss plans Express wishes for the future Grammar Goals: Be going to + base form Would like + infinitive: statements, questions, short answers, contractions 18 Comprehensive Review and Exam on Units 8-14 Teacher made activities All New Easy True Stories: Units Comprehensive Review: Units 1-14 Semester Exam Top Notch Fundamentals Unit Study Guides Teacher made activities Final Test Beginner 1B: Essentials of English Course Description The goal of the course is to help students cultivate language skills essential to becoming successful students and active participants of an English speaking society. Students will be presented with multiple opportunities to develop proficiency in the English language in the classroom setting via interactive activities, cooperative learning, projects, and role playing. Additional activities will incorporate learning

14 fundamental vocabulary as well as English grammar structures for conversing and daily living while working towards becoming fluent in oral, written, and spoken English. The course will conclude with a two week transition session to prepare students for the Beginner 1C NorthStar curriculum. Assessments and evaluations will be conducted at the beginning, during, and at the end of the course to monitor student progress. Prerequisite Completion of NorthStar Placement Exam and completion of Beginner A: Fundamentals course. Course Goals This goal of this course is to deliver opportunities for English Language Learners (ELL) to understand, speak, read, and write English accurately at the pre-beginner level. The areas focused on are: 1) multiple exposures to new language; 2) numerous opportunities to practice skills; and 3) deliberate and intensive recycling of material learned. Students will rely on prior knowledge in order to continue their study of, rehearsal, and application of these basic skills to formulate simple sentences in English in order to help prepare them for personal and/or academic goals. Course Objectives Students will develop proficiency at the pre-beginning fluency level in order to improve individual awareness of basic interpersonal communications by learning the following skills: Accurately respond in English both verbally and nonverbally. Improve understanding of basic interpersonal communications in order to accurately present demographic information. Demonstrate limited comprehension most of the non-academic vocabulary used in the classroom. Demonstrate the ability to read and write at the pre-beginning level with support Demonstrate comprehension of basic academic assessments. Demonstrate the ability to recognize inferences, word order, word usage, and grammar at the pre-beginner level. Student Learning Outcomes By the end of this course, students should be able to accomplish the following at a highbeginner level with at least 70% accuracy. Students will be able to: Listening & Speaking Determine the meaning of pre-beginner technical academic English words in multiple content areas. Understand and respond to simple survival words, phrases, and questions in predictable/ familiar situations relying on nonverbal cues. Use a few basic strategies to monitor and self-correct in identification of letters, sounds, and simple words using basic strategies with support. Understand frequently used spoken words, expressions and questions in familiar contexts in conversation. Memorize a limited set of written or spoken words and phrases.

15 Able to correctly use learned phrases and sentences in basic and common social conversations. Recognize a limited range of simple spoken isolated words, phrases and questions. Reading & Writing Able to write English language numbers, letters, personal information and previously learned simple sentences and messages. Construct limited meaning from reading materials on learned topics. Generate simple sentences containing learned vocabulary and using appropriate grammatical structures. Write a series of simple sentences on personal experiences or a familiar topic. Identify time sequence in a simple narrative passage using chronological order when writing about familiar topics. Use learned strategies to identifying the topic, the main idea, and supporting details to interpret short narrative or descriptive passages on familiar topics. Demonstrate limited comprehension especially of written language. Methodology ICILS will assist with development of language acquisition and cognitive academic language skills through the use of sound instructional techniques. Implementation of a multilevel systematic integrated learning approach that cultivates English fluency progressively, from beginning to advanced levels, based on a cumulative skills development methodology. Students are motivated to learn through a variety of activities and techniques including task-based learning activities. Online video and audio programs stimulate vocabulary and pronunciation development, containing practice in appropriate stress, intonation, and rhythm patterns. Recorded listening passages also build vocabulary and teach oral comprehension skills. Students are encouraged to participate in a variety of in-class activities where they work individually, in pairs, and in small groups that are built around each unit's theme. Learning Activities Instruction may take various forms including but not limited to: teacher modeling, practice activities, listening, discussion, question and answer sessions, analysis of charts and graphs, Total Physical Response (TPR) engaging activities, role plays, conversations, note taking, cooperative group work, application of grammatical structures, journals and process writing, as well as error-correction activities. Student work books (Top Notch Level 1, Picture-based beginning reading books, and the Longman Photo Dictionary) along with supplemental web based activities may also be used to integrate listening and vocabulary skills necessary for mastery of lessons taught in classes. Assessment and Evaluation The following indicators will be used to determine if students have attained the student learning outcomes for the course: teacher generated benchmark exams, unit tests, the final

16 exam, grading and class participation rubrics, homework, in-class assignments, and oral presentations. Each student is required to complete all in-class and homework assignments in addition to completion of all unit exams and the course final exam. Grading Scale A = B = C = 70 79* D = F = 64 and below *Since ICILS has made every effort to develop a thorough assessment process to monitor student achievement, students must demonstrate at least a 70% or higher level of proficiency in order to advance to the next level. In other words, students must maintain a grade of C or higher to pass this course. Grading The final grade is based on the following: Class participation 10% Assignments 20% Unit exams 30% Final exam 40% Total 100% Course Materials Top Notch Level 1, Second edition Top Notch Level 1 Workbook, Second edition Easy True Stories (A Picture Based Beginning Reader) Level 2, Second edition True Stories in the News, (A Beginning Reader) Level 3, Second edition Azar Basic English Grammar, Fourth edition Longman Photo Dictionary of American English. Course Outline Week Unit Assignments and Tests 1-3 Introduction to school rules and class orientation Review of Top Notch Fundamentals (Beginner 1A) course: two week instructional review culminating in the Fundamentals Final Exam Top Notch Active Book unit Top Notch Workbook unit Top Notch Copy & Go Interactive Activities Easy True Stories: Units 1-6

17 Unit 1 Communication Goals: Meet someone new Identify and describe people Provide personal information Introduce someone to a group Grammar Goals: Information questions with be : review and common errors Modification with adjectives (review) Yes/no questions and short answers with be (review) Be : usage and form; common errors (review) Possessive nouns and adjectives (review) Reading/Writing Goals: Infer information Scan for facts Introduction to capitalization usage Write descriptions 4-6 Unit 2 Communication Goals: Accept or decline an invitation Express locations and give directions Make plans to see an event Talk about musical tastes Grammar Goals: Prepositions of time and place Questions with when, what time, and where (review) Reading/Writing Goals: Interpret maps and diagrams Identify supporting details Make personal comparisons Review components of a grammatically correct sentence Top Notch unit test Teacher-made quiz/activity Top Notch Active Book unit Top Notch Workbook unit Top Notch Copy & Go Interactive Activities Easy True Stories: Units 7-12 Top Notch unit test Teacher-made quiz/activity Unit 3 Communication Goals: Report news about relationships Describe extended families Compare people Discuss family cultural traditions Grammar Goals: The simple present tense (review) Affirmative and negative statements Yes/no questions

18 Information questions Common errors Questions with who Reading/Writing Goals: Interpret a diagram Confirm facts Infer information Combining sentences using and or but 7-9 Unit 4 Communication Goals: Ask for a restaurant recommendation Order form a menu Speak to a server and pay for a meal Discuss family cultural traditions Grammar Goals: Use of there and there is with count and non-count nouns Common errors using anything and nothing Usage of the definite article the Spelling rules of count nouns Reading/Writing Goals: Interpret a map Understand from context Infer information Connecting words and ideas using and, in addition Top Notch Active Book unit Top Notch Workbook unit Top Notch Copy & Go Interactive Activities Easy True Stories: Units Top Notch unit test Teacher-made quiz/activity Unit 5 Communication Goals: Suggest a brand or model Express frustration and sympathy Describe features of products Complain when things don t work Grammar Goals: The present continuous (review): Actions in progress and future plans Statements and questions Reading/Writing Goals: Understand from context Activate language from a text Placement of adjectives

19 8-10 Comprehensive Review of Units 1-5 Mid-term Exam Unit 6 Communication Goals: Plan an activity with someone Talk about habitual activities Discuss fitness & eating habits Describe someone s routines Grammar Goals: Meaning, form, and usage of can and have to Review the present continuous and simple present tense Common errors using the present continuous Reading/Writing Goals: Interpret a bar graph Infer information Summarize Punctuation of statements and questions Unit 7 Communication Goals: Greet someone arriving from a trip Ask about someone s vacation Discuss vacation preferences Describe good and bad travel experiences Grammar Goals: The past tense of be (review) The simple past tense (review): statements and questions Regular and irregular verb forms Reading/Writing Goals: Activate language from a text Draw conclusions Identify supporting details Time order Unit 8 Communication Goals: Shop and pay for clothes Ask for a different size or color Navigate a mall or department store Discuss clothing do s and don ts Grammar Goals: Uses of object pronouns Common errors using object pronouns Comparative adjectives Top Notch Active Book unit Top Notch Workbook unit Top Notch Copy & Go Interactive Activities Easy True Stories: Units True Stories: Units 1-6 Top Notch unit test Teacher-made quiz/activity Top Notch Active Book unit Top Notch Workbook unit Top Notch Copy & Go Interactive Activities True Stories: Units 7-15 Top Notch unit test Teacher-made quiz/activity

20 Reading/Writing Goals: Paraphrase Identify supporting details Apply information Connecting ideas with because and since Unit 9 Communication Goals: Discuss schedules and buy tickets Book travel services Understand airport announcements Describe transportation problems Grammar Goals: Modals should and could in statements and questions Review and expand use of be going to to express future Form, meaning, and common errors of modals Reading/Writing Goals: Make decisions based on schedules and needs Critical thinking Writing a three to five sentence paragraph Unit 10 Communication Goals: Ask for a recommendation Bargain for a lower price Discuss showing appreciation for service Describe where to get the best deals Grammar Goals: Superlative adjectives Usage and common errors of too and enough Review of comparatives Reading/Writing Goals: Draw conclusions Apply information Connect contradictory ideas: even though, however, on the other hand Comprehensive Review and Exam on Units Comprehensive Review: Units 1-10 Semester Exam NorthStar Unit 1 Listening & Speaking Critical Thinking Goals: Top Notch Active Book unit Top Notch Workbook unit Top Notch Copy & Go Interactive Activities True Stories: Units Top Notch unit test Teacher-made quiz/activity Top Notch Level 1 Unit Study Guides Teacher made activities Final Test NorthStar 1 Listening & Speaking, 2 nd edition

21 Interpret a photograph Infer word meaning from context of new vocabulary Differentiate between main ideas and details Classify information Listening & Speaking Goals: Listen for details Identify main ideas Infer information not explicit in the listening Practice rhythm patterns in speech Express opinions Share experiences Grammar Goals: Present and past tense of be NorthStar Unit 1 Reading & Writing Critical Thinking Goals: Analyze a picture and statistical information Infer word meaning from context of new vocabulary Hypothesize another s point of view Support opinions with reasons Grammar Goals: Questions with be and have (review) Reading/Writing Goals: Read for details Make inferences Express opinions Write answers to questions Construct complete sentences 19 Comprehensive Review and Exam on NorthStar Unit 1 concepts NorthStar 1 Reading & Writing, 2 nd edition Azar Basic English Grammar, 3 rd edition Teacher made activities: vocabulary and reading comprehension Teacher made activities Comprehensive Exam Beginner IC course Course Description This course prepares students to speak and understand beginning level English by developing the knowledge and understanding of vocabulary, basic grammar structures, and basic conversation and writing skills to advance to the next level of proficiency. Students will practice reading and writing simple sentences to prepare them for personal or academic goals. They will be introduced to critical thinking principles at a beginning reading level to aid in their language progression.

22 Prerequisites Completion of NorthStar Placement Exam for appropriate placement. Students must be at Post- Secondary Academic Level, with a High School Diploma (any Language), or GED equivalent education level, preferably College bound. Course Goals The Basic Goal of the course is that Students Achievement and Performance will increase at least One Level, in order to get them ready for the next course. The Students will respond to everyday situations with basic fluency and accuracy in the English Language. To Promote Student Achievement, students will be provided with extensive practice in the classroom using interactive activities, cooperative learning, projects, role playing, debates and reading skills. Students will be able to produce and use of basics of phonics, phonetics, spelling and writing, and grammar conventions. Assessments and Evaluations will be conducted at the beginning, during, and at the end of the Course to monitor progress and self-monitoring. Students will learn basic vocabulary and English Structures in preparation for transitioning to careers, colleges and universities. Course Objectives Provide an opportunity for students to speak and write in a comfortable, yet challenging environment. Emphasize functional English in order to participate in everyday conversations. Increase students basic vocabulary level and give multiple vocabulary application opportunities. Encourage students to activate their pre-knowledge about selected topics. Equip students with effective reading strategies (i.e., previewing, scanning, etc.) Explain sentence-level mechanics and punctuation. Provide a foundation of basic grammatical concepts (i.e., parts of speech). Emphasize simple sentences and basic sentence patterns (SVO) Integrate reading, listening, speaking and writing to accomplish specific tasks. Student Learning Outcomes Listening and Speaking Understand the spoken letters and sounds of the English alphabet. Understand numbers, including those in dates, addresses and telephone numbers. Understand basic greetings, simple phrases, and commands. Understands simple questions related to personal information. Understand simple questions. Identify the main idea of a short listening passage. Identify details of a short listening passage. Produce the sounds of the English language. Imitate correct stress and intonation. Express basic needs and wants.

23 Describe people, places and things in simple terms. Reading and Writing Read and understand short passages. Answer simple comprehension questions. Follow simple written directions. Recognize word forms: noun, verb, adjective, and adverb. Use a monolingual English dictionary. Write simple sentences. Can write basic personal information and can complete simple forms. Recognize and use correct paragraph format. Write related sentence on a given topic. Proof read for errors in capitalization, basic grammar and basic punctuations. Methodology ICILS uses a multilevel, integrated learning approach to developing English fluency progressively from beginning to advanced levels based on a cumulative skills development methodology. Students are stimulated and motivated to learn through a variety of activities and procedures, including task-based learning activities. Online video and audio programs stimulate vocabulary and pronunciation development, including practice in appropriate stress, intonation, and rhythm patterns. Recorded listening passages also build vocabulary and teach oral comprehension skills. Students are encouraged to participate in a variety of in-class activities. They work individually, in pairs, and in small groups on linked activities that are built around each unit's theme. Learning Activities Student Learning Activities are a by-product of in-class teacher modeling, instruction and observation. Students will practice listening, writing, speaking and reading activities, perform turn and talk activities, question and answer activities, develop basic charts and graphs, answer to cues from Total Physical Response (TPR) engaging activities, role plays and simulations, practice conversations, learn how to take notes, practice cooperative group work, master application of basic grammatical structures, prepare basic journals and learn the basics of the writing process, self-correction, and individual conferences. Auditory and repetitive listening of passages will help students build vocabulary and active learning skills. Out-of-class Student Learning Activities will be required to complete homework, and projects. Assessment and Evaluation Assessment and Evaluations are aligned with Student Learning Outcomes, they are diverse and include: Anecdotal Records, Benchmarks, Checklists, Conferences, End-of-Unit Tests, End-of Course Test, Journals, Literacy Log, Oral Fluency assessment, Observations, Oral Reading assessment, Peer Assessment, Performance or authentic assessment, Portfolio Assessment, Group Projects, Independent work, Demonstrations, Reading Logs, Rubrics, Self-Assessments, Standardized Tests Simulations.

24 Grading Scale A = B = C = 70 79* D = F = 64 and below *Since ICILS has made every effort to develop a thorough assessment process to monitor student achievement, it has been determined that students must demonstrate proficiency in the SLOs for the level in order to be promoted to the next level. In addition, all students must maintain a grade of C and pass the course exit exam. Grading The final grade is based on the following: Class participation 10% Assignments 30% Unit exams 30% Final exam 30% Total 100% Course Materials NorthStar 1 Listening and Speaking, Third edition. NorthStar 1 Reading and Writing, Third edition. Azar Basic English Grammar, Fourth edition. Longman Dictionary of American English, Fourth edition. Penguin Active Readers: Rip Van Winkle and The Legend of Sleepy Hollow and Michael Jordan Course Outline Week Unit Assignments and Tests 1-2 Unit 1 Theme: Friendship L/S UNIT- Faraway Friends R/W UNIT- The Friendship Page Listening Focus: Predict content, Identify main ideas, Listen for details, Infer information not explicit in the listening, Listen to an interview, Organize and synthesize information, from the listenings, Listen for rhythm in sentences Speaking Focus: Share experiences, Express opinions, Interview classmates, Practice the correct rhythm of sentences, Ask for tests

25 more information, Practice introductions Writing Focus: Write answers to questions, Use an interview as a pre-writing tool, Construct complete sentences, Order ideas, Write a paragraph about a classmate Grammar Focus: Questions with be and have Reading Focus: Predict content, Identify main ideas, Read for details, Make inferences, Express opinions, Organize and synthesize information from the readings test and, Azar s Grammar, Longman s Thesaurus -Assignment and Tests 3-4 Unit 2 Theme: Fashion L/S UNIT- Recycled Fashion R/W UNIT- What Will I Wear? Listening Focus: Relate listening to real life experiences, comparing and contrasting life s stories, Interpret speakers tone and emotions, Analyze sensitive language and tolerance for disabilities Speaking Focus: Share real life experiences, construct and tell a story from provided notes, conduct an interview, Practice storytelling, Plan and give a three minute speech Grammar Focus: Gerunds and Infinitives Reading Focus: Scan for information, identify chronology in a text by using a timeline, find correlations between two texts, organize and synthesize information in different texts Writing focus: Compare and contrast paragraphs, pre-writing list, and write concluding sentences test and, Azar s Grammar, Longman s Thesaurus-Assignment and Tests 4-5 Unit 3 Theme: The Arts L/S UNIT- Rap Music R/W UNIT- Art For Everyone Listening Focus: Take notes, Listen for details, Interpret speaker s tone and emotions, relate listening to personal experiences, compare information from two listening, identify emphasis in speech and its meanings Speaking Focus: Using new vocabulary in a guided conversation, make contrastive statements, act out scripted dialogues, form and express opinions, interrupt politely to clarify or confirm information,role play for and giving advice, role play a meeting situation Grammar Focus: Present unreal conditionals Reading Focus: Make predictions, summarize main ideas, identify details, relate texts to personal values and experiences, identify philosophical rationale for a text, paraphrase, make inferences, and use a Venn diagram as a note-taking device Writing Focus: Write an Opinion Essay, Tree-mapping and tests tests

26 supporting opinions on an outline test and, Azar s Grammar-Assignment and Tests 6-7 Unit 4 Theme: Special Possessions L/S UNIT- Something Valuable R/W UNIT- What s It Worth To You? Listening Focus: Listen for details, make predictions, relate previous knowledge to the listening, identify main idea, infer word meaning from context, and infer speakers attitudes, Speaking Focus: Give and ask for examples, form and express opinions, construct and perform a presentation, evaluate the opinions of others Grammar Focus: Reported Speech Reading Focus: Make predictions, Identify main idea and details, make inferences, identify chronology in a text, form and express opinions based on a text, organize and synthesize information in different texts, use a sequence organizer as a note-taking device Writing Focus: Summarizing an Essay, Using wh-questions to summarize, Paraphrase test and, Azar s Grammar-Assessment 7-8 Unit 5 Theme: Strength in numbers L/S UNIT- Together Is Better R/W UNIT- Strength In Numbers Listening Focus: Make predictions, relate previous knowledge to the listenings, Listen for specific information, infer information not explicit in the interview, identify speakers feelings, and identify main idea and details from audio or other resources Speaking Focus: Making suggestions, form and express opinions, call in to a radio talk show, ask and answer questions, role-play a family meeting Grammar Focus: Tag questions Reading Focus: Make predictions, compare characters views to real world views, scan for details, make inferences based on a text, form and express opinions based on text, identify cause/effect in text, identify connecting themes between texts,cause and effect diagrams Writing Focus: Descriptive Writing, Cause and effect sentences, Use figurative language test and, Azar s Grammar, Longman s Thesaurus-Assessment 9-10 Unit 6 Theme: Business L/S UNIT- Thinking Young: Creativity in Business R/W UNIT- Going Out of Business? Listening Focus: Listen for details, make notes using a graphic organizer, organize and synthesize information from the tests tests tests

27 listenings, Listen to and evaluate students presentations, Identify main idea and details Speaking Focus: Express opinions, making judgments, identifying personal assumptions, compare and contrast examples of philanthropy, discuss examples of charitable efforts, prioritize and rank ideas, practice correct intonation, perform a public service announcement Grammar Focus: Adjective Clauses Reading Focus: Make predictions, paraphrase main ideas, scan for supporting details, identify contrasting arguments in a text, make inferences, express opinions, and complete a chart as a note-taking device test and, Azar s Grammar, Longman s Thesaurus-Assessment Unit 7 Theme: Famous people L/S UNIT- Planting Trees for Peace R/W UNIT- Flying High and Low Listening Focus: Predicting content, listening for main idea and details, Relate listenings to personal Speaking Focus: Express Opinions, perform a role play, conduct a mock town meeting, restate information for clarification, justify opinions Grammar Focus: Direct and indirect Speech Reading Focus: Predict content, read and interpret bar graphs, paraphrase main ideas in reading text and scan for details, compare the content of two texts, use a chart as a note-taking device, view ideas from differing perspectives, express opinions Writing Focus: Classification Essay, pre-writing information graphs test and, Azar s Grammar, Longman s Thesaurus-Assessment Unit 8 Theme: Driving problems L/S UNIT- Driving You Crazy R/W UNIT- Are We There Yet? Listening Focus: Make predictions, Listen for main idea and details, interpret speakers tone and attitude, relate the listening to local food trends, compare/contrast two restaurants, listen and evaluate student food shows, Speaking Focus: Share ideas on food trends, use tone of voice to indicate attitude, use new vocabulary in free conversation, compose and perform a dialogue, practice role playing using etiquette in various restaurants, develop a food show Grammar Focus: Phrasal Verbs Reading Focus: Making predictions, restate main idea, scan for specific details in a text, relate the text to personal culinary experiences, express opinions, organize and synthesize tests tests

28 information in different texts, use a chart to compare/contrast beliefs Writing Focus: Narrative Essay, Take notes to organize information, sequence order of events as it occurs test and, Azar s Grammar, Longman s Thesaurus-Assessment Unit 9 Theme: Family L/S UNIT- Only Child Lonely Child? R/W UNIT- Full House Listening Focus: Making predictions, Identifying Main Idea and details, interpret speakers tone and pitch, relate the listening to personal values and interests, understand and interpret song lyrics, Speaking Focus: Express opinions, practice gambits to hesitate in response to A question, ask and answer questions about a chart, simulate a town meeting, conduct an interview, Grammar Focus: Present and past-contrasting verb tenses Reading Focus: Make predictions, can for information, identify main idea, relate text to personal experiences, make inferences, interpret a poem, organize and synthesize information in different texts, express opinions, complete a chart/diagram Writing Focus: Compare/Contrast Essay test and, Azar s Grammar, Longman s Thesaurus-Assessment Week Unit 10 Theme - Sports L/S UNIT- The Beautiful Game R/W UNIT- How Young Is Too Young? Listening Focus: Make predictions, listen for main ideas and details, interpret speakers tone and word usage, take notes while listening, listen for specific information, emphasis in speech, Speaking Focus: Discuss opinions, act out scripted dialogues, discuss possible future outcomes, practice gambits to express frustration, role-play a conflict between neighbors, develop and present a new technological gadget, Grammar Focus: Future perfect and Future Progressive Reading Focus: Make predictions, summarize main idea, locate examples and details in a text, make inferences, express opinions, organize and synthesize information in different texts Writing Focus: Cause and Effect Essay, Write and respond to interview questions test and, Azar s Grammar, Longman s thesaurus-assessment (Weekly units subject to change due to school holiday calendar or inclement weather conditions) tests tests

29 Beginner II course Course Description This course is designed for high-beginner ESL students to improve communication skills for both formal and informal settings. Students will practice using basic grammatical structures in writing and speaking. Students will begin to use process writing techniques to develop simple paragraphs. They will increase their degree of fluency, accuracy, and comprehension in their listening and speaking skills. They will read to improve comprehension of a variety of texts with a focus on interpretation of factual information, drawing inferences, and paraphrasing passages. Prerequisites Completion of NorthStar Placement Exam for appropriate placement or successful completion of Beginner I Course Goals This course will help students to improve their speaking, listening, reading and writing skills in order to communicate more effectively in a variety of contexts. Focus will be placed on increasing vocabulary and comprehension; understanding basic grammar structures; developing an awareness of the writing process; moving from simple paragraphs; and practicing English conversation strategies. Course Objectives This course will Provide opportunities for students to converse in an English- only environment. Emphasize functional English in order to participate in everyday conversations and accomplish specific tasks. Introduce basic vocabulary and vocabulary techniques Encourage students to activate their pre-knowledge about selected topics. Equip students with effective reading strategies (i.e. previewing, scanning, etc). Provide multiple opportunities for students to express their ideas in written and spoken English. Explain sentence-level mechanics as well as basic sentence patterns. Introduce the basics of paragraph development. Integrate reading, listening, speaking and writing to accomplish specific tasks. Student Learning Outcomes Listening and Speaking Speak clearly using simple vocabulary words and phrases. Engage in a basic oral conversation and express simple opinions. Understand and respond to simple questions, requests, instructions, and short conversations.

30 Follow simplified instructions given at a normal rate of speed. Identify the main idea and details of a short listening passage. Differentiate between formal and informal English. Understand meaning through tone of voice. Begin to self-correct when speaking. Express basic needs and wants clearly. Describe people, places, things and events. Speak using simple and compound sentences, basic grammar structures, English word order, and simple word forms. Reading and Writing Read and understand simplified articles or short stories. Answer comprehension questions. Identify topic and main idea of a passage and identify supporting details. Preview and predict content. Scan a passage for specific information. Reproduce text in a graphic organizer, timeline, or outline. Recognize word forms: noun, verb, adjective, and adverb. Identify synonyms and antonyms. Use context clues to guess meanings of words. Follow simple written directions. Write simple and compound sentences. Write a paragraph with a simple topic sentence and support. Write a simple essay with an introduction and support. Proofread for errors in grammar, spelling, punctuation, and capitalization. Methodology ICILS uses a multilevel, integrated learning approach to developing English fluency progressively from beginning to advanced levels based on a cumulative skills development methodology. Students are stimulated and motivated to learn through a variety of activities and procedures, including task-based learning activities. Online video and audio programs stimulate vocabulary and pronunciation development, including practice in appropriate stress, intonation, and rhythm patterns. Recorded listening passages also build vocabulary and teach oral comprehension skills. Students are encouraged to participate in a variety of in-class activities. They work individually, in pairs, and in small groups on linked activities that are built around each unit's theme. Learning Activities Instruction includes teacher modeling and observation, practice, listening, turn and talk, question and answer, charts and graphs, Total Physical Response (TPR) engaging activities, role plays, conversations, note taking, cooperative group work, application of grammatical structures, journals and process writing, self-correction, individual conferences.