Course Content and Outcome Guide for ESOL 20A Effective Fall 2015

Course Number:
Course Title:
Level 2 Integrated Skills
Credit Hours:
Lecture Hours:
Lecture/Lab Hours:
Lab Hours:
Special Fee:

Course Description

The second of four levels of English as a second language. Students develop basic English communication. Reading, Writing, Speaking and Listening skills are taught in the context of communicating in adult life roles as family and community members, workers, citizens and lifelong learners. A language placement test is required for enrollment.

Intended Outcomes for the course

Upon completing ESL B è Integrated Skills students will be able to use the English language to communicate as related to roles as family members, community members, workers, lifelong learners, and citizens. They will be able to initiate and participate in conversations on common subjects and to satisfy basic needs, ask for clarification and the following:
·         Interact in a group to evaluate and solve a problem
·         Read and interpret simple materials on familiar topics
·         Write a short paragraph and notes using accurate basic grammatical structures and spelling
·         Use telephone technology to communicate

Course Activities and Design

Oral Communication
·         Listen for meaning in short dictation, dialogs, and short stories; answer comprehension questions
·         Describe physical and emotional states and express needs within a familiar context, with grammatical accuracy (simple present, past, future, present continuous, pronouns)
·         Describe problems and possible solutions related to community, family, and worker roles
·         Describe daily activities related to family, work, and community roles
·         Use limited number of English expressions in social conversations
·         Clarify or seek information by asking questions
·         Participate in group activities
·         Ask and answer Wh- questions
·         Speak with others using comprehensible pronunciation (word endings, syllables, and stress)
·         Comprehend simple written material
·         Use reading strategies such as previewing, predicting, picture cues, skimming and scanning to read paragraphs and brief stories
·         Spell common sight words correctly
·         Write simple sentences and short notes about a single topic using a model
·         Use correct format for writing notes and informal letters
·         Follow basic structure in writing sentences and questions to write notes and a short paragraph with grammatical accuracy
·         Following a model, use writing strategies such as brainstorming, graphic organizers, clustering and outlining to improve writing paragraphs
·         Use computer hardware (mouse, keyboard) to scroll, click, double click
·         Use PCC voicemail to send messages

Outcome Assessment Strategies

Performance tasks used at this level may include:
·         Respond to and initiate personal questions in a routine conversation with the teacher and other students
·         Leave a telephone message on a machine or with a person about an absence
·         Make and communicate a plan using a map, chart, schedule, or picture (movie guide, weather map, road map, computer-generated map, transportation schedule)
·         Read a situation to solve a dilemma; discuss and identify source of dilemma, possible solutions and consequences in small groups; ask for clarification, and make a decision
·         Write a short paragraph, note, or dialog addressing a situation or dilemma (absence from school or work, personal issue, health problem); offer own advice/opinion
·         Fill out an information form or application in preparation for an interview
·         Simulate an interview and write a dialog or paragraph about the interview (apartment rental, doctor°s appointment, job)
Progress assessment measured by standardized tests such as CASAS or other state approved standardized measure.

Course Content (Themes, Concepts, Issues and Skills)

Course Content:

Themes: Communication in roles: family member, community member, worker, citizen, and lifelong learner, Language structure, Written language, Cultural awareness

Concepts: Culture, English speaking community, Socializing/conversation, Technology Empowerment, Personal expression/ reflection, Personal responsibility

Concepts: Critical Thinking, Problem solving Self-evaluation, Numeracy Opportunities, Educational Employment Communicative Competence, Grammatical competence, English writing system

Issues: Communication, Pronunciation, Participation, Teamwork, Grammar, Reading comprehension, Health, Use of native language, U.S. cultural values, Technological literacy