ESOL - Level 5, High Intermediate/Advanced

Course Number:
ESOL 50
Transcript Title:
ESOL - Level 5, High Intermediate/Advanced
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
Prerequisites

CASAS reading score of 221 or above

Course Description

Develops fluency and skills needed to function effectively in familiar and unfamiliar social situations and work situations. Increases communication needed to discuss/interpret cultural differences and use English to solve problems outside the class. Introduces complex grammatical structures and introduces academic reading and writing. Prerequisite: CASAS reading score of 221 or above.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Speak independently so others can understand main ideas and related details in moderate-length conversations, instructions, or narratives about general interest topics.
  2. Listen actively to understand main ideas and details in extended conversations, presentations or narratives about varied, general interest topics.
  3. Read independently with understanding a range of simple, everyday or personal texts including:   tables, graphs, maps, and diagrams conveying limited information and multipart or multiple pages of simple connected text.
  4. Write independently to express meaning a few connected paragraphs with a main idea through a range of simple, functional and narrative texts to address work, community, family, academic, and creative purposes.

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

Include all or most of the following themes:

  • Goal Setting: education, community, employment
  • Interacting w/ school system
  • Finding employment: interviews, letters of rec.
  • Cultural comparison: original county, immigrants life
  • Traveling, airports
  • Road safety: car maintenance, accidents, policy reports
  • Consumer smarts: problems w/ purchase/ exchange
  • Health: healthy habits, dental care, going to the Dr., parts of body, hospital places
  • On the job:  job skills, problems at work, safety hazards
  • Money: banking, bills, credit cards, budget
  • Government:  laws, rights
  • Oregon:  places, history
  • Community:  places, involvement

Include all or most of the following concepts and/or skills: 

Reading:

Strategies:

  • Apply prior knowledge of the content and situation, including cultural understanding, to support comprehension.
  • Use strategies in combination to pronounce and/ or discern the meanings of unfamiliar words in a simple text.
  • Choose from a range of simple comprehension strategies

Analytical and Critical Reading:

  • Locate, analyze, and critique stated and implied info. And/or ideas in a simple, informational, or persuasive text.
  • Draw conclusions related to the common structural elements of a simple literary work.
  • Identify, interpret, and appreciate an author’s use of language and simple literary techniques.
  • Connect people/ characters, events, info., ideas, or themes presented in one text with those in other texts and/or in real life to address the reading purpose.

Writing

 Write a simple 5 paragraph narrative, descriptive,  or persuasive essay

  • Use a formal register for writing
  • Use descriptive language, detail to create an effect
  • Use word processing and tools: formatting, spellcheck
  • Create an outline, based on a model
  • Use outside sources to write about a topic (internet)
  • Use process spelling
  • Use more complex sentences
  • Use editing strategies to revise own writing
  • Use correct punctuation (commas) and grammar
  • Edit for sentence fragments, run-on sentences, comma splices

Listening /Speaking

Give an oral presentation, based on research, using graphics for  enhancement

  • Actively participate in conversation
  • Follow multi-step directions
  • Role play:  job interview, parent/ teacher meeting
  • Express opinion about a reading
  • Adjust register depending on conversation partner
  • Paraphrase, rephrase, restate
  • Draw conclusion/ inferences
  • Critically evaluate ideas
  • Give evidence to support an argument
  • Develop a moderate length narrative or explanation
  • Monitor comprehension, repair understanding, clarify meaning
  • Develop a group project
  • Understand place holders

Grammar

  • Use various verb tenses to convey time
  • Use a variety of sentence types-  compound, complex
  • Use subordinating conjunctions
  • Use transitions
  • Use proper adjective order
  • Use modals
  • Use present perfect, progressive, conditionals, gerunds, infinitives, adverbial clauses, dependent clauses, comparatives, superlatives

Pronunciation

  • Awareness of American speech sounds
  • Awareness of 15 vowel sounds
  • Recognize base words
  • Pronounce multi-syllable words
  • Apply appropriate emphasis/ intonation to reflect meaning
  • Use proper word stress
  • Use proper sentence stress
  • Record and listen to own speech

EL Civics

Incorporate EL Civics as determined by annual plan

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.