ESL 064 English as a Second Language Level 4 • V1-10 Cr.
Prepares English-as-a-second language students to respond to multi-step directions and communicate using formal and informal language in various situations. Students follow written instruction, read narratives, interpret graphical material, and write and edit an organized paragraph. This is high intermediate ESL. Students must show progress in three quarters of instruction. Course is credit/no-credit. Prerequisite: Placement by assessment.
After completing this class, students should be able to:
- Apply active listening strategies to understand conversations, explanations, instructions and short narratives of a somewhat complex nature related to a familiar job, life-skill or social situation.
- Employ linguistic, socio-cultural and other background knowledge and strategies (e.g. taking notes and summarizing main points, evaluating conversations and sharing responses) to understand the purpose of a listening task in order to respond appropriately, and to meet the listening purpose.
- Respond appropriately to most basic content related to routine social verbal and non-verbal communication, including telephone calls on familiar subjects.
- Appropriately select from a range of strategies to repair gaps in understanding comprehend information, and give feedback even when opportunities to seek clarification or repetition are somewhat limited and the context is somewhat unfamiliar.
- Speak so others can understand to recall and use high-frequency vocabulary including words related to common, everyday topics and personal experience, display control of basic grammar and a variety of sentences types and registers in a range of familiar communication tasks.
- Speak fluently and accurately in familiar settings with one or more familiar listeners (either face-to-face or in brief telephone conversations) when a moderately high level of support is provided (written ,visual, or verbal prompts).
- Select from a limited range of strategies (such as combining and recombining known or heard words, phrases, and sentence reformulation, or self-correction) to select and relay information.
- Apply some strategies (checking pace and register, repeating/clarifying/correcting errors as necessary, self-rating/evaluation) to monitor and enhance effectiveness of communication and to meet the speaking purpose.
- Read with understanding to decode and recognize most everyday and some unfamiliar words in short to medium-length text by drawing on content knowledge and oral vocabulary, breaking words into parts, applying pronunciation rules, and adjusting reading pace.
- Demonstrate familiarity with common, high-interest content knowledge and related vocabulary.
- Read and gather information from multiple pages of simple text to accomplish a variety of adult goals.
- This includes recognizing standard words on a personal information form and identifying the main idea and supporting details in a selected paragraph or several paragraphs.
- Locate important information in familiar text using some simple strategies.
- Monitor and enhance comprehension by using a range of simple strategies, such as recalling, restating, rephrasing, explaining the content of the text or using examples.
- Actively apply prior knowledge to assist in understanding of information in texts.
- Convey ideas in writing 1-3 well-organized paragraphs with few errors on a related topics using both everyday and specialized vocabulary and a variety of simple and complex sentence structures for varied purposes (personal expression, to inform, to persuade, or to complete a task).
- Appropriately use familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a single paragraph to convey an idea with supporting details and examples.
- Follow a structured plan to identify and organize ideas to support a single purpose and produce a legible and comprehensible draft..
- Determine the purpose and audience for communicating in writing.
- Edit grammar (verb tense and forms) spelling, sentence structure (simple/compound/complex with appropriate capitalization and punctuation), language usage and text structure with the help of tools such a dictionaries, checklists, and graphic organizers.
- Demonstrate beginning attention to revision strategies including rereading and revising based on review and feedback from others.
- Reflect on, plan for, and monitor own goals.
- Use or learn to work with most basic computer software, such as using a word processor to produce his or her own texts related to his or her family, community/citizen and/or worker roles.