ESL Program Introduction

Transcription

1 ESL Program Introduction AMERICAN EDUCATION CENTER ESL PROGRAM ESL Program Certificate: AEC is providing for the ESL 4-level Certificate. Candidates for ESL certification will follow a set curriculum consisting of four level Courses. LEVEL 1 Beginning level Certificate LEVEL 2 Intermediate I level Certificate LEVEL 3 Intermediate II level Certificate LEVEL 4 Advanced level Certificate ESL Program Grading: AEC is providing for the ESL 5-level grading system. 1st Grading Level Below 60 points Beginner level 2nd Grading Level points High School level 3rd Grading Level points College level 4th Grading Level points Master level 5th Grading Level points Close to native speaker level Admission Requirements: To be accepted for admission into the program, a student must: 1. Provide evidence of academic achievement in completion of a high school or baccalaureate degree. 2. Have completed an ESL preparation program by American Education Center or other class.

2 AMERICAN EDUCATION CENTER ESL PROGRAM Curriculum Plan This is a 4-level English program; 4 levels are listed just below with objectives for each level. Each level has been developed as a complete syllabus with objectives, lesson plans including teaching strategies, student activities, supplemental charts, etc. A student text has been provided to accompany the syllabus for each level. Assessments have been provided for each level. Teachers will be provided paper copies of the syllabus at each level. This is a four-level English program. Each level has been developed as a complete syllabus including objectives, lesson plans (featuring teaching strategies, student activities, supplemental charts, etc.), and assessments. Student texts have been provided to accompany the syllabus for each level. Teachers will be provided paper copies of the syllabus at each level. The syllabi follow the level objectives outlined at the end of this chapter. For efficiency s sake, students primary language will be referred to throughout this introduction as L1. Teaching Strategies In nearly all situations, English only should be used in the classroom by teachers and students alike. The students primary language (L1) should be used only to explain abstract terms or to clear up confusion when their grasp of English is not sufficient to do so. Students should be encouraged to derive meaning through the use of English rather than relying on language dictionaries or translators. Comprehension should be fostered at all times through use of English explanations such as demonstrations, diagrams, acting, etc. Translators and dictionaries may be used after students have attempted to get meaning from English and have not been able to do so. To understand very abstract terms, particularly concepts that may not exist in L1, students may find the term in L1 and then discuss its meaning in English. Teachers should encourage and expect creative responses using English. Students should be encouraged to apply English in all types of situations; teachers should discourage the use of L1 in the English language classroom. Teachers should create a variety of authentic situations in which students have to apply newly learned language skills, linguistic structures, and vocabulary. At all levels, students must be encouraged to develop reading and writing skills. Students must have daily, ongoing, independent reading and writing assignments. In addition to completing the lessons offered in this curriculum, all students should keep journals in which they write daily, and

3 should read books regularly outside the classroom in addition to their assignments. Teachers should identify Penguin-leveled readers (or some other abundant, appropriate reading source) which are appropriate for each student's level and require each student to read daily and record his/her progress. Students should also keep a word bank of vocabulary learned in daily reading. Entries in word banks should include new words, definitions, and applications. Students should display progress through journal writing and reading, dealing with more complex ideas and more difficult text. Teacher will meet regularly with students to discuss their independent reading projects as well as journal entries. About once a month, students should report to class on books read independently and on journal assignments. It is recommended that students meet English teacher for direct class instruction five hours a day, four days a week, and that each student be assigned at least one-half hour per week for individual or pair "talk time" with the teacher. During "talk time," students should discuss topics designated by the teacher. Students should be encouraged to produce as much language as possible during "talk time." Completing the Program It is anticipated that a diligent student should be able to complete each level in approximately six months. Students level of effort and enthusiasm, extended exposure to and constant use of English will increase the likelihood that the program can be completed in a shorter period of time. True beginners (those with no prior exposure to a second language whatsoever) will probably require at least 24 months to complete the entire program. Accompanying assessments will determine the level at which students should begin the curriculum; adjustments should be made if the indicated level provides too much or not enough challenge for the student. Lesson Plans The four-level program provides lesson plans to develop specific language skills and grammar points. There is a lesson plan included in this curriculum for each objective at each level. These plans are comprehensive and include teaching suggestions, charts, student activities, etc. The lessons in each unit are designed to develop particular skills. The purpose of a lesson is to develop a particular skill objective which is always identified at the beginning of the lesson plan. Lessons may continue over several class periods and skills may have to be re-taught after the lesson plan is completed if students have not mastered the designated skill. Therefore, teachers should adapt a lesson by adding content over several class periods if more than one attempt is necessary in order for students to acquire the skill. The vocabulary development lessons in the Beginners level are ongoing and will require many weeks for completion. The main point in skill

4 acquisition is for students to have ample opportunity for both oral and written practice. To help students do this, teachers should use the suggestions provided in each lesson plan as well as developing their own strategies. Grammar lessons appear at the beginning of the lesson plans for each level; reading and writing lessons appear at the end. While the grammar lessons and the reading/writing lessons are sequential in themselves, they are not necessarily sequential in regards to each other; this means that for each level, the daily lesson should include some of both. The grammar lessons are developed so that grammar knowledge is built around the use of language skills (reading, writing, speaking, and listening), so it is important that teachers do not present any of these concepts in a vacuum. Teachers should identify the grammar, writing, and reading sections in the units at each level and determine the most productive ways for those lessons to complement one another. Students should engage in daily lessons to develop all language skills. Student Text For each level of the curriculum plan, a student text is provided with explanations, exercises, and activities to develop each objective. Students can benefit from an electronic copy of the text to access websites. Teachers should be provided with one entire copy of the curriculum plan and individual copies of each syllabus for each level of the plan so that they can easily access the materials which they are using and currently teaching. Multi-level Groups This program can be taught to multi-level groups. After doing preliminary assessments, teachers can choose the level whose objectives correspond to the individual student's skills and begin instruction at that level. Teachers will have to have good management skills to help students work at a variety of levels. While teacher is offering direct instruction to students at one level, students at other levels can be doing pair work, reading Penguin readers, doing exercises on websites, writing in their journals, etc. Suggested Supplemental Textbooks Specific commercial textbooks are suggested throughout this plan to support and supplement the curriculum. At the intermediate and advanced levels, identified commercial texts should be used regularly to reinforce speaking, writing, and listening skills developed through this curriculum plan. While the curriculum plan is complete and can develop satisfactory English language skills if used regularly and thoroughly, supplemental texts will help to develop skills more quickly. Commercial textbooks can be used to provide students with explanations and examples to support the plan s objectives, student text explanations, and classroom explanations and activities.

5 Following is a list of suggested texts and the websites where they can be purchased. Internet Resources Websites are integrated into lesson plans throughout this curriculum; teachers will benefit by having an electronic copy available. The websites identified contain games and other activities that help students acquire English, so teachers are encouraged to explore them as part of their own plans, and to use the sites in daily lessons. If at all possible, teachers should provide an abundance of English reading materials of all types for students newspapers, menus, magazines, etc. as well as other English-language media such as television, film and radio. The following websites will help teachers to provide English language lessons. As teachers move through the curriculum plan, they should use the following links to help them find supplemental lessons, activities and videos to develop the grammar points and other aspects of the curriculum. Audio clips from these websites, as well as focused dictation, can be used to help students develop English listening comprehension. If students do not have individual access to the Internet, the teacher can download web pages and activities and provide copies to students. Level I: Beginners The lessons and skills in this unit are not sequential and several objectives can be worked on during the same time period. Teachers and students should use a variety of plans daily in order to accomplish all goals, and plans should be used repeatedly with substitution of new content until objectives have been met. Initial and follow-up assessments have been provided. Appendices 1,2,3, and 4 of Azar's basic English grammar will be used to reinforce and support grammar points developed; oxford picture dictionary and oxford picture dictionary CD-ROM will be used to support vocabulary development. Objectives Students will: recognize the English alphabet develop an understanding of the sound system of English develop an understanding of the basic sentence structure of English develop a basic lexicon of English language nouns, to include: color words number words words for various categories of people such as family members, occupations, etc. words for foods words for names of buildings such as house, school words for seasons

6 words to express feelings words to express temperatures names of animals and plants names of everyday objects names for forms of transportation develop a basic lexicon of everyday action words apply English in simple everyday conversations develop the skill to use English to complete everyday oral and written tasks develop an English language vocabulary for naming everyday items and actions read and write simple English texts, some of which they themselves will produce develop listening comprehension Student Activities alphabet recognition construction of picture dictionary of items representing English consonant and vowel sounds role play of daily activities utilizing English, such as simple shopping, greeting, etc. construction of simple dialogues for application of everyday English illustration and application of English word order guidance at the sentence level scrambled sentences to put in proper order as applicable, discussion of differences between English word order and L1 word order use of present tense of verb to have and to be language experience reading and writing: students will discuss daily application of English, write about their applications; read what they have written and practice significant vocabulary through discussion, memorization, and writing daily dictation to develop listening ability, vocabulary, and knowledge of English spelling and word order listening to English language dialogues and simple presentations; discussion of such dialogues and presentations; response to questions about such dialogues and presentations I. Alphabet Recognition Objective: Students will recognize English alphabet letters

7 II. Understanding the Sound System Objective (Consonants): Students will develop an understanding of the sound system of English. Students will identify consonant letters and consonant blends and the sounds they represent. Consonant lessons should be presented before vowel lessons (below). III. Development of Lexicon of English Nouns Objective: Students will develop a basic lexicon of English language nouns, to include: color words number words words for various categories of people such as family members, occupations, etc. words for foods words for names of buildings such as house and school words for seasons words to express feelings words to express temperatures names of animals and plants names of everyday objects names for forms of transportation IV. Development of Basic Lexicon of English Action Words Objective: Students will develop a basic lexicon of everyday action words. V. Using the Basic Sentence Structure of English Objective: Students will identify the basic sentence structure of English and apply it in everyday and academic situations requiring the use of oral and written English. VI. Applying English in Everyday Situations Objective: Students will apply English in simple everyday conversations and will develop the skills to complete everyday oral and written tasks. Students will develop an English language vocabulary for naming everyday items and actions. VII. Developing Basic Reading and Writing Skills Objective: Students will read and write simple English texts, some of which they themselves will produce

8 Level II: Intermediate I Many of the objectives in this unit will have been approached during Level I: Beginners. In this unit, grammar points are developed through language use and are refined through grammar explanations. As a rule, language development is largely intuitive and therefore students should have an opportunity to develop intuitive knowledge prior to grammar explanations. Preliminary and follow-up assessments are provided. These lesson plans are not necessarily sequential and therefore do not have to be used in the order presented here. It is more important that lesson plans be used many times until students have mastered objectives. New content may be substituted each time a plan is used. Objectives Students Will: ask and respond to yes/no questions ask and respond to wh- questions ask and respond to either/or questions ask and respond to questions which require elaboration use the present, past, and future tenses of the verb to have use the present, past, and future tenses of the verb to be use English prepositions appropriately use personal pronouns appropriately form English plural nouns express negation NOTE: NO SUCH LESSON PLAN IS FOUND, ALTHOUGH STUDENT TEXT CONTAINS SOME EXERCISES use English articles appropriately produce oral and written descriptions produce clearly sequenced oral and written narrations compare and contrast while writing and while speaking develop basic reading and listening comprehension skills develop vocabulary through the use of context clues, knowledge of English homophones, knowledge of common prefixes and suffixes

9 I. Yes/No Questions This language skill should be developed orally and then students can apply it in writing. Azar's Basic Grammar, sections 1-9, can be used to support and supplement instruction. While students have not yet had formal lessons on use of personal pronouns or verbs such as be or have, they should be able to answer yes/no questions which may involve the use of these grammar points. Teachers can facilitate such responses through the use of demonstrations and cards with pictures of emotions, etc. on them so that students can appropriately respond to such questions as "Are you happy?" Objective: Students will respond appropriately to yes/no questions. Students will ask yes/no questions and evaluate responses for appropriateness. II. Wh- Questions Azar's Basic English Grammar, chapters 2 and 5, can be used to supplement instruction. To develop skill in responding and answering where, which, and when questions, students will be exposed to vocabulary in which they have not yet had formal instruction, such as the use of prepositions. This should not present a problem for students' communication skills as teachers can demonstrate and explain meaning as needed, and students will naturally acquire new meanings as they are exposed to new vocabulary. Objective: Students will ask and respond to wh- questions III. Asking and Responding to Either/Or Questions Objective: Students will learn to use either/or questions. IV. Elaboration Skills Objective: Students will ask and respond to questions which require elaboration. V. Use of the Verb to be This lesson plan should be presented in conjunction with lessons on to be verb from Azar's Basic English Grammar, chapters 1 to 3. Development of use of verb to be should be for communicative purposes first; grammar explanations from the Azar text can follow that. At this point students should know names of objects, and have some experience with the words is and are, as well as personal pronouns. The procedures listed below are sequential and should take several days to complete. Objective: Students will use the present tense of the verb to be.

10 VI. Past and Future Tenses of the Verb to be The use of the verb will be developed through communicative activities; then grammar explanations will follow. Azar's Basic English Grammar, chapters 5 and 6, can be used to support grammar instruction. These procedures are sequential and should take several days to complete. Objective: Students will accurately and appropriately use the past and future tenses of the verb to be. VII. Use of the Present, Past and Future Tense of the Verb to have Azar's Basic Grammar, Chapters 1 to 6, can be used to supplement and reinforce teaching of the tenses of to have. The procedures outlined below are sequential and should take several days to complete. Objective: Students will use the present, past, and future tenses of the verb to have. VIII. English Prepositions Azar's Basic English Grammar, chapters 2 and 3, can be used to help develop skill in use of prepositions. Objective: Students will learn to use the prepositions in, on, at, under, by, near, in front of and behind. IX. Personal Pronouns Azar's Basic English Grammar, chapter 8, can be useful in developing skill in using personal pronouns. The below procedures are sequential and should take several days to complete. Objective: Students will learn to use personal pronouns appropriately. X. Plural Forms of English Nouns Azar's Basic English Grammar, chapters 1, 2, 4 and 8, can be used to supplement and support this lesson plan. The below procedures are sequential and should take several days to complete. Objective: Students will learn to form noun plurals in English, spell various types of English noun plurals, and identify nouns which can be pluralized and those which cannot. XI. English Articles The use of English articles is a continuing challenge for many second language speakers. This skill in introduced through exercises in Azar's Basic English Grammar, chapter 4. Instruction in this skill should be ongoing and include feedback and guidance from teacher for both oral and written work. This skill is developed primarily through good models, practice in the use of language, and appropriate feedback.

11 XII. Presenting Oral and Written Descriptions Objective: Students will learn to produce descriptive statements, both orally and in writing. XIII. Comparing and Contrasting Objective: Students will compare and contrast orally and in writing. XIV. Narration Skills Objective: Students will be able to tell logically sequenced stories, both orally and in writing. XV. Reading Comprehension Skills and English Vocabulary Objective: Students will comprehend reading selections at both the literal and inferential levels, recognize homophones and differentiate their meanings and apply knowledge of affixes to learn and apply meanings to vocabulary words. XVI. Common Homophones Objective: Students will develop knowledge of common English homophones. XVII. Listening Skills Objective: Students will develop the ability to follow increasingly complex directions offered in English. Students will be able to respond to directions by doing whatever they are told to do, in the order in which they are told to do it, and by answering questions about the directions which have been offered. Students will understand the use of oral English for everyday situations and will respond to questions about such use. Level III: Intermediate II Many of the objectives in this unit will have been approached during Level II: Intermediate I. In this unit, grammar points are developed through language use and are refined through grammar explanations. As a rule, language development is largely intuitive and therefore students should have an opportunity to develop intuitive knowledge prior to grammar explanations. Preliminary and follow-up assessments are provided. These lesson plans are not necessarily sequential and therefore do not have to be used in the order presented here. It is more important that lesson plans be used many times until students have mastered objectives. New content may be substituted each time a plan is used. Objectives Students Will: comprehend and ask tag questions

12 form English past tenses, regular and irregular use the progressive tenses appropriately understand the difference between the English passive and active voice verbs use the English perfect tenses use indefinite pronouns and adjectives use coordinating conjunctions in writing and speaking use the first conditional in speaking and in writing use English idioms use interjections understand and apply meanings for everyday root words, suffixes and prefixes use cause and effect as a writing strategy to develop paragraphs use exemplification as a writing strategy to develop paragraphs use process analysis as a writing strategy to develop paragraphs develop literal and inferential listening and reading comprehension I. Comprehending and Using Tag Questions Objective: Students will understand and respond appropriately to tag questions. II. Forming Regular and Irregular Past Tenses Objective: students will form and appropriately use past tense verbs. III. Using the Progressive Tenses Azar's Fundamentals of English Grammar, Chapter 1, can be useful in helping students understand the present progressive tense; chapter 2, the past progressive and chapter 3, the future progressive. Objective: Students will learn to use the progressive tenses appropriately. IV. Differences between Active and Passive Voice Verbs Objective: Students will understand the difference between the English passive and active voice verbs. V. Use of the Perfect Tenses Azar's Fundamentals of English Grammar, chapter 7, can be used to teach the progressive tenses. Objective: Students will use the English perfect tenses.

13 VI. Indefinite Pronouns and Indefinite Adjectives Objective: Students will learn to use indefinite pronouns and adjectives. VII. Coordinating Conjunctions Objective: Students will learn to use coordinating conjunctions in writing and speaking. VIII. Using the Conditional Objective: Students will learn to use the conditional tense in speaking and in writing. IX. Idioms Objective: Students will understand the meaning of common English idioms and will use them in daily reading and writing. X. Interjections Objective: Student will use and appropriately punctuate interjections. XI. Common Root Words Objective: Students will apply knowledge of common root words to improve vocabulary and reading comprehension skills. XII. Using and Understanding Affixes Objective: Students will be able to apply prefixes to develop vocabulary and reading comprehension skill. XIII. Using Cause and Effect Objective: Students will develop the skill of using cause and effect as a paragraph development strategy. They will identify causes and effects in reading, as well as results and reasons. They will identify key words which indicate a cause-and-effect development pattern. XIV. Using Exemplification Objectives: Students will develop skill in using exemplification as a paragraph development strategy. They will comprehend the relationship between the main point and examples in written texts. They will identify transition words which indicate the paragraph development strategy of exemplification.

14 XV. Process Analysis Objective: Student will use process analogy as a strategy for developing paragraphs. XVI. Reading Comprehension and Fluency Objective: Students will develop reading comprehension skills as well as fluency while reading. XVII. Listening Comprehension Objective: Student will be able to understand and respond to spoken English in a variety of contexts. Level IV: Advanced Many of the objectives in this unit will have been approached during Level III: Intermediate II. In this unit, grammar points are developed through language use and are refined through grammar explanations. As a rule, language development is largely intuitive and therefore students should have an opportunity to develop intuitive knowledge prior to grammar explanations. Preliminary and follow-up assessments are provided. These lesson plans are not necessarily sequential and therefore do not have to be used in the order presented here. It is more important that lesson plans be used many times until students have mastered objectives. New content may be substituted each time a plan is used. Objectives Students Will: use modal auxilaries appropriately in writing and speaking use the subjunctive mode appropriately in writing and speaking use the second and third conditionals appropriately in writing and speaking form complex sentences understand and use gerunds, participles, and the infinitive in writing and speaking use cause and effect as a writing strategy in essay development use exemplification as a writing strategy in essay development use process analysis as a writing strategy in essay development develop literal and inferential listening and reading comprehension develop research skills NOTE: NO LESSON PLAN PROVIDED FOR THIS OBJECTIVE

15 I. Modal auxiliaries Objective: Students will use modal auxiliaries appropriately in writing and in speaking. II. The Subjunctive Mode Objective: Students will correctly use the subjunctive mode in oral and written English. III. First, Second and Third Conditional Objective: Students will learn to use the second and third conditionals appropriately in writing and speaking. IV. Forming Complex Sentences Objective: Students will form complex sentences using appropriate grammar and conjunctions, including adverb clauses, noun clauses and adjective clauses, as well as learning how to reduce adjective and adverb clauses. V. Gerunds, Infinitives, and Participles Objective: Students will learn to understand and use gerunds, infinitives and participles in writing and speaking. VI. Using Cause and Effect as an Essay Development Strategy Objective: Students will develop essays which discuss causes and effects. VII. Using Exemplification as an Essay Development Strategy Objective: Students will use exemplification as a strategy for developing a thesis. VIII. Process Analysis as a Writing Strategy for Thesis Development Objectives: Students will use process analysis as a strategy for developing a thesis. IX. Reading Comprehension Objective: student will develop reading comprehension and fluency.