VI. B. Evaluation
1. Respond appropriately to short emergency warnings, commands and brief instructions
2. Respond appropriately to simple questions on previously learned material
a. Personal information with little or no hesitation
b. General emotions and thoughts (e.g. I feel great. I want to go shopping this weekend.
3. Identify factual details in a familiar conversation or recording
4. Participate in basic conversations using
a. Routine social phrases (e.g. introductions, greetings, leaving)
b. Routine work, school or other common social situations
c. Basic needs and routines, vocabulary and appropriate action verbs
d. Imperative statements to explain how to perform a simple task (teach another student to do a task)
5.Identify general topics in simplified reading material
a. Identify labeled areas of a map or times on a schedule
b. Ability to read and identify main ideas in a short familiar narrative
c. Write a simple telephone message (e.g.
request an appointment or change an appointment)
6. An ESL Noncredit Department exit test is given to ESLN 3200 level students. It is coordinated by the Teachers’ Resource Center.
Beginning Low 2
VI B. Evaluation
a. Respond appropriately to short emergency warnings, commands and brief instructions. (“Walk outside.” “Write down the answer”)
b. Respond appropriately verbally to simple questions on previously learned material. (“Where do you live?” “What do you do?”)
c. Identify factual details in a familiar conversation or recording. (“Who are they?” Where is he?”)
d. Participate in basic conversations using routine social phrases in common social situations. (Introductions, greetings, leaving)
e. Participate in basic conversations using appropriate language to express basic needs, wants, emotions, and routines. (“I don’t like hamburgers.” “I need a job.”)
f. Participate in basic conversations to explain a simple task. ("Give me a pencil, please.”)
a. Identify locations and information on a simplified map or times on a schedule.
b. Read and identify main ideas and detail information in a short familiar narrative. (“What does the woman want?” “Where is she going?”)
a. Write simple descriptive sentences on a familiar topic, based on a model. (a phone message at work, a description of a house.)
b. Write accurately from dictation, models, visual prompts.
c. Write appropriate responses to questions. (“Where do you live?” “What do you like to do?”)
Promotion Test - The ESL department administers promotion tests to level 2 students department wide, coordinated by the Teachers' Resource Center.
a. Level 2 Listening Test.
b. Level 2 Reading Test
Proposed outlines at every level have been changed to the following organization:
VI. B. Evaluation (No change)3. Writing
Original Outline VI. B. Sections changed:
1. changed to 1.a. - examples added
2. changed to 1. b - appropriate responses limited to verbal responses. examples added.
2. a. omitted
2. b. changed to 1. e.
3. changed to 1. c. - examples added
4. a. and b. changed to 1. d
4. c. changed to 1.e - examples added
4. d. changed to 1. f. "Imperative statements to explain how to perform a simple task" broadened to "Participate in basic conversations to explain a simple task." example of an imperative added.
5. and 5.a. changed to 2. a - "identify general topics in simplified reading material" omitted. examples added.
5. b. changed to 2. b. "and detail information" added. examples added
5. c. changed to the writing section 3.a. "simple telephone message" broadened to include "simple descriptive sentences on a familiar topic, based on a model." examples added, including a phone message.
6. changed to 4 - no other changes
3. b. Dictation, models, and visual prompts are used in outlines at lower levels, so it's added to lend consistency.
3.c. Writing appropriate responses to questions is a common assessment activity in texts at this level.
4. "Exit test" changed to "promotion test." because exit is misleading. "Listening and reading" added for accuracy