Bright Future Academy 4433 Sheppard Avenue East, 2nd Floor, Room 202 Toronto, Ontario M1S 1V3 ESLBO – English as a Second Language ESL Level 2 COURSE OUTLINE Course Title: English as a
Second Language ESL Level 2 Text: Handouts Department: English Course Description: This course extends students’ listening, speaking, reading, and writing skills in English for everyday and academic purposes. Students will participate in conversations in structured situations on a variety of familiar and new topics; read a variety of texts designed or adapted for English language learners; expand their knowledge of English grammatical structures and sentence patterns; and link English sentences to compose paragraphs. The course also supports students’ continuing adaptation to the Ontario school system by expanding their knowledge of diversity in their new province and country. Overall Expectations By the end of this course, students will:
LISTENING AND SPEAKING 1. demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of purposes; 2. use speaking skills and strategies to communicate in English for a variety of classroom and social purposes; 3. use correctly the language structures appropriate for this level to communicate orally in English.
READING 1. read and demonstrate understanding of a variety of texts for different purposes; 2. use a variety of reading strategies throughout the reading process to extract meaning from texts; 3. use a variety of strategies to build vocabulary; 4. locate and extract relevant information from written and graphic texts for a variety of purposes.
WRITING 1. write in a variety of forms for different purposes and audiences; 2. organize ideas coherently in writing; 3. use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling, and punctuation; 4. use the stages of the writing process.
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY 1. use English and non-verbal communication strategies appropriately in a variety of social contexts; 2. demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of diverse groups to Canadian society; 3. demonstrate knowledge of and adaptation to the Ontario education system; 4. demonstrate an understanding of, interpret, and create a variety of media texts.
Unit details:
Teaching / Learning Strategies: The strategies used are varied to meet the needs and a range of learning styles encountered, and include the following:
Assessment and Evaluation Strategies of Student Performance: Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.
Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.
As essential steps in assessment for learning and as learning, teachers need to: • plan assessment concurrently and integrate it seamlessly with instruction; • share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses; • gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools; • use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals; • analyse and interpret evidence of learning; • give and receive specific and timely descriptive feedback about student learning; • help students to develop skills of peer and self-assessment.
Teachers will also ensure that they assess students’ development of learning skills and work habits, using the assessment approaches described above to gather information and provide feedback to students. The Final Grade: The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:
Evaluation: Assessment of learning through the course: Unit tests 30% + Assignments/Projects 40% = 70 % Final Evaluation: Final examination 15% + final assignment/project 15% = 30% The Report Card: The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.
Plagiarism or Cheating Plagiarism occurs when a student presents or copies another person's work as the student's own. It is not acceptable at Bright Future Academy. Any incident of plagiarism or cheating will result in a resubmission/rewrite of that particular assignment/test at the end of the course on the student’s own time and at his/her own expense to pay for the creation and marking of a new assessment. This incident will be documented in the office. A second incident of plagiarism or cheating will result in a mark of zero for that assignment.
Attendance Policy Regular, on-time attendance is vital to student success. Students who do not attend their class on a regular basis will diminish their learning experience. Bright Future Academy encourages regular attendance by its students. When a student misses a significant number of classes, the student’s credit may be in jeopardy. The school will support the student with additional or make-up class work when emergencies or illnesses occur, however, unexplained absence will not be accepted. PROGRAM PLANNING CONSIDERATIONS THE ROLE OF TECHNOLOGY IN ESL AND ELD PROGRAMS Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ language learning. Computer programs can help students collect, organize, and sort the data they gather, and write, edit, and present reports on their findings. Information and communications technologies can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom. Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computer technology and/or Internet websites to gain access to museums and archives in Canada and around the world. Students can also use digital cameras and projectors to design and present the results of their research to their classmates. Career Education English language learners require special attention in the area of career education. These students need guidance in exploring the full range of educational and career opportunities available to them in their new country and/or educational setting. In addition to offering classroom activities that build on the strengths, abilities, and language that students bring with them, teachers should adapt career education materials as needed and provide students with career-related opportunities such as career research, job shadowing, and field trips. English as A Second Language Students whose first language is not English will be allowed to use dictionaries during assessments and evaluations. Furthermore, they will be encouraged to speak English in class through pair/group work, and small class presentations. RESOURCES § Understanding and Using English Grammar, online resource§ Discover Canada: The Rights and Responsibilities of Citizenship. Citizenship and Immigration Canada. Study Guide, 2012.§ Various handouts and worksheets provided by the teacher§ Thetorontostar.com§ Paperback dictionary and thesaurus§ General Writing Help: http://owl.english.purdue.edu/owl/section/1/§ MLA Help: http://owl.english.purdue.edu/owl/resource/747/01/§ ESL Help: http://owl.english.purdue.edu/engagement/3/
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