ESOL - Level 3, High Beginning

Course Number:

ESOL 30

Transcript Title:

ESOL - Level 3, High Beginning

Created:

Aug 10, 2022

Updated:

Jul 11, 2023

Total Credits:

0

Lecture Hours:

50

Lecture / Lab Hours:

0

Lab Hours:

0

Satisfies Cultural Literacy requirement:

No

Satisfies General Education requirement:

No

Grading Options

P/NP, Audit

Default Grading Options

P/NP

Repeats available for credit:

0

Suggested Outcome Assessment Strategies

Assessments may address the learning outcomes by means of the following:

1. CASAS Reading Test
2. Quizzes and informal assessments (as per instructor)
3. Student presentations and role plays

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Speak so others can understand short, simple sentences on familiar topics and hold brief conversations which are expansions of familiar phrases and exchanges.

• Making small talk, openers and closers
• Make introductions
• Offer, accept, decline invitations
• Repeat/ confirm what was heard
• Use clarifying questions, repetition
• Role playing of anticipated interactions
• Listen to and write down messages
• Phone conversations
• Polite commands
• Formal and informal social interactions
• 15 vowel sounds (color chart)
• -ed  (t, d, ed) differentiation
• Blending words
• Contractions
• Linked words in fast speech
• Pronunciation of –s   -es
• Word stress
• Multi-syllable words
• Sentence stress
• Question intonation
• Word breaks in simple sentences

Outcome #2: Listen actively to understand key information from short, simple conversations, directions, narratives, and explanations.

• Making small talk, openers and closers
• Offer, accept, decline invitations
• Repeat/ confirm what was heard
• Use clarifying questions, repetition
• Role playing of anticipated interactions
• Listen to and write down messages
• Phone conversations
• Polite commands
• Formal and informal social interactions
• 15 vowel sounds (color chart)
• -ed  (t, d, ed) differentiation
• Blending words
• Contractions
• Linked words in fast speech
• Pronunciation of –s   -es
• Word stress
• Multi-syllable words
• Sentence stress
• Question intonation
• Word breaks in simple sentences

Outcome #3: Read with understanding some personally-relevant and simplified texts including:   important single words/phrases in visually-supported or predictable text and simplified or learner created texts with familiar content.

• Pre-Reading
• Scan for key words or numbers
• Locate info. In a list
• Make inferences/ predictions
• Recognize high-frequency suffixes
• Identify pronoun referents
• Compare understanding with another reader
• Use dictionary
• Blending sounds
• Read aloud
• Answer questions about simple text

Outcome #4: Write to express meaning in a short paragraph with simple, personally relevant or functional texts made up of words, phrases, and simple sentences for daily needs.

• Determine writing purpose
• Write sentences about self and family, descriptions
• Write a simple narrative paragraph using time order and transitions
• Use basic punctuation
• Capitalize
• Use linking words for sequence/ combining
• Use commas in a list
• Understanding of S-V-O
• Re-read own text
• Basic keyboarding
• Segmenting sounds for spelling
• Spelling (-ing, ed)
• Review simple present (3rdperson sing. –s, -es
• Adverbs of degree, frequency
• Present progressive questions: Yes/ No, WH, Negative
• Simple past, irregular
• Simple past questions (yes/no, neg., Wh)
• Review possessives – ‘s
• Possessive adjectives
• Plurals
• Count/ Non-count nouns
• How much, how many
• Subject/ verb agreement
• Prepositions of direction, location
• Using “can” plus verb and noun
• Should
• I’d like
• Simple compound sentences
• Using ‘for, and, nor, but, or, yet, so’
• Introduce simple future

Note: Common Themes Explored in ESOL

• Greetings and Introductions
• Number: 0 – 1000
• Getting to know you
• Food, recipes, groceries
• Clothing
• Household items
• Shopping information
• Physical descriptions
• Health (symptoms, forms, first aid, calls, appts.)
• Jobs/ Workplace
• Interacting with schools
• Leisure, routines
• Community locations
• Weather/ hazards

Suggested Texts and Materials

Suggested Materials and Texts:

• Side by Side: Student Book 1, Third Edition by Steven J. Molinsky, Bill Bliss
• Learning Chocolate https://www.learningchocolate.com/
• Off 2 Class https://www.off2class.com/
• Grammar and Beyond 1, by Randi Reppen, Deborah Gordon
• Great Writing: Foundations, by Keith S. Folse

Department Notes

It is not expected that an instructor will be able to cover all of the concepts and/or skills in one quarter. Due to the non-credit nature of this course, the instructor assesses the skill level of the class and with the class input chooses which concepts would be appropriate for instruction.  A student may take the course multiple times.