Intermediate Low 6 (ESLN 3600)

Original Outline

City College of San Francisco

Course Outline of Record

 

I.            GENERAL INFORMATION

A.            Date            September 2005

B.            Department            English as a Second Language

C.            Course Number            ESLN 3600

D.            Course Title            Intermediate Low 6

E.            Course Outline Preparer            ESL Non-Credit Curriculum Committee

F.            Department Chairperson            ___________________________________

G.            Dean            ___________________________________

 

II.            COURSE SPECIFICS

A.      Hours                        180 hours

B.      Units                        Noncredit

C.      Prerequisites                  None

      Corequisites                  None

      Advisory                        Completion of ESLN 3500 (Intermediate Low 5)

D.      Course Justification            This course complies with the California                                           Adult ESL Model Standards.           

E.      Field Trips                        No

F.      Method of Grading            No grade

G.      Course Repeatability            As needed

 

III.            CATALOG DESCRIPTION

Intermediate Low 6 language skills. Comprehend spoken and written English containing some unfamiliar words.  Participate in increasingly extended conversation on some unfamiliar topics beyond survival needs.  Understand short reading passages differentiating between fact and opinion with some accuracy.  Write a clearly organized paragraph with relevant ideas and clearly organized ideas.



IV.            MAJOR LEARNING OBJECTIVES

Upon completion of this course, the student will be able to:

A.    Comprehend spoken English containing some unfamiliar words in mostly familiar contexts.

B.    Demonstrate ability to participate in increasingly extended conversational exchanges about topics beyond survival needs.

C.    Use an increasing variety of word analysis skills to determine the meaning of new words.

D.   Differentiate fact from opinion in simplified reading material and some authentic material.

E.    Organize relevant ideas and appropriate details into one or more clearly organized short paragraphs.

F.    Use Intermediate Low Level 6 structures and forms.

 







V.            COURSE CONTENT

A.             Listening skills

1.     Following instructions for multiple-step procedures and directions in a variety of situations (e.g. specific destinations in face-to-face exchanges or by telephone)

2.     Identifying essential information from a listening passage when given a verbal prompt (e.g. short lecture on familiar topics)

a.     Comprehending general meaning without understanding every word

b.     Comprehending without reliance on translation

3.     Understanding of simple questions and answers, statements, and face-to-face conversations in standard dialects containing some unfamiliar vocabulary

4.     Understanding of non-face-to-face conversations on familiar material in familiar contexts (e.g. telephone, intercom, public announcements)

5.     Recognizing differences between formal and informal language including reduced speech in simple familiar expressions (e.g. How’s it going? versus  How are you?) when accompanied by visual context and cues

a.     Recognizing reduced forms (e.g. gonna)

6.     Understanding implicit information (e.g. place, time, relationship of speakers)

7.     Recognizing organizational cues used in speaking (e.g. first, next, then, later, finally)

a.     Predicting what might be said next in a specific listening situation

b.     Understanding in spite of interference

B.            Speaking skills

1.     Describing a sequence of events in the past on a topic related to their personal lives

2.     Asking for and giving clarification on the content of utterances

a.     Repeating and rephrasing questions

b.     Requests and statements to clarify or confirm

3.     Initiating and maintaining simple conversations using appropriate forms of address and register

a.     Giving unsolicited information or messages

b.     Adding information to keep conversation going

4.     Engaging in conversation on familiar topics and increasingly on unfamiliar topics

a.     Using common interruption words and turn-taking in conversation (e.g.  May I say something?)

b.     Using appropriate register (formal/informal) in conversation

c.     Using language to show courtesy (e.g. thanking and apologizing)

5.     Summarizing a brief listening passage on a familiar topic

6.     Participating in simple telephone conversations on familiar topics

a.     Asking and answering questions in simple present, past, and future tenses on familiar topics

b.     Using phrases and expressions that deal with telephone interference (e.g. I’ll call you back later from my office/home.)

7.     Giving and asking for directions and giving increasingly complex commands and warnings

8.     Preparing and delivering a short, simple oral presentation on a familiar topic

a.     Using projection, pitch, intonation, stress and elision (e.g.  I opened it. [I open dit.])

9.     Engaging in a brief, simple interview on familiar topics (e.g. discuss employment history

 

C.  Word analysis and vocabulary development

1.     Applying knowledge of prefixes and suffixes to determine the meaning of common words in context

2.     Identifying common homonyms (e.g. to/two/too) and increasing vocabulary of synonyms and antonyms

3.     Predicting meanings of unfamiliar vocabulary in material rich in contextual clues

4.     Interpreting meaning of familiar words used in a new context

a.     Recognizing common transitional words

5.     Recognizing common idioms (e.g. Give me a break!) and phrasal verbs (e.g. get off, get out of, pick up)

6.     Finding specific information using an index or table of contents (e.g. of a book, telephone directory, job manual, computer application help feature)

 

D.            Reading skills

1.     Interpreting abbreviations for an increasing variety of words in context of specific topics (e.g. employment and housing)

2.     Skimming for general meaning in short passages or paragraphs

3.     Scanning for specific information in simple authentic materials (ads, schedules, dictionaries, Web pages) related to immediate needs

4.     Interpreting simplified short narrative and descriptive passages on familiar topics

a.     Recognizing graphic format of paragraphs and conversation

b.     Understanding implicit information (e.g. Text: I cooked dinner, washed the dishes and did the laundry after I got home.   Question:  How did this person feel?)

5.     Interpreting simple charts, graphs, tables, maps and multi-step diagrams

6.     Interpreting simple narrative and descriptive passages on unfamiliar topics of material

a.     Using visuals or other aids that orient students to the passages

b.     Predicting meanings of unfamiliar vocabulary in material rich in contextual clues

c.     Recognize major divisions and subdivisions of reading material

7.     Distinguishing between statements of fact and opinion

a.     Interpreting newspaper headlines on familiar topics

b.     Understanding main ideas from titles, subtitles, illustrations and captions

c.     Recognizing common transitional words

            

E.            Writing skills

1.     Writing a short note or message including supporting details (e.g. to a teacher or supervisor explaining an absence)

a.     Using the correct format for personal letters

b.     Using the correct format for simple business letters

2.     Filling out a paper or online form requiring detailed personal information on varied topics (e.g. medical job, banking forms)

3.     Writing a paragraph that includes a topic sentence, supporting detail and a conclusion (e.g. on a topic of personal interest, to request the return of a cleaning deposit from a landlord)

a.     Write under a time limit

4.     Editing writing for spelling, capitalization, sentence punctuation and basic grammatical form, with some degree of accuracy

a.     Revising the writing content

b.     Editing for style and meaning

c.     Proofreading for errors

5.     Writing down important details from face-to-face or recorded spoken messages (e.g. about a child’s field trip, a job interview)

6.     Taking notes on familiar material transmitted orally (e.g. a doctor’s directions for taking a medication, or a job supervisor’s instructions about a task)

 

F. Intermediate low 6 language structures and forms

1.     Sentence types

a.     Exclamatory sentences (e.g.  What a beautiful day!)

b.     Requests (e.g.  Would you mind + gerund,  Do you mind +gerund)

c.     Suggestions (e.g. why don't I/we/you + simple verb)

d.     Compound sentences with so

e.     Adverbial clauses of time (e.g. when, before, after)

f.      Adverbial clauses of reason (e.g. because, since)

g.     Adverbial clauses of result (e.g. so, therefore)

h.     Direct Speech (e.g. He said, “It's time to pay the rent. [reading and writing only])

2.     Verbs

a.     Simple Past

b.     Past Continuous (e.g. I was taking a shower when he called.)

c.     Present Perfect

d.     Present Perfect Continuous

e.     Future Conditional

f.      used to (e.g.  I used to live in Mexico.)

g.     Modals (e.g. might/must [deduction])

h.     Modals (e.g. must, have to [obligation])

i.      Modal combinations (e.g. had to, had better, ought to, would like to)

j.      Modal combinations (e.g.  have got to, would rather, would rather....than)

k.     2-word verbs - separable/inseparable

l.      Verbs followed by gerunds (e.g. She enjoys swimming.)

m.   Verbs followed by gerunds and/or infinitives (e.g. She decided to go to Hawaii.

      They like to go/going to movies.)

3.     Nouns

a.     Singular and plural nouns - Count /noncount

b.     Nouns that are always plural (e.g. groceries, glasses, pliers)

c.     Nouns that are always singular (e.g. news, politics , the United States)

d.     Gerunds as subjects and objects

4.     Pronouns

a.     Indefinite it as subject

b.     ones

5.     Adjectives

a.     other, another, the other, neither, either

b.     No article for generalization with plural count or noncount nouns

c.     a/an  with singular count nouns for generalization

d.     the  for specified nouns

e.     Comparative - full syntactic expansion with comparative (e.g.  Mary is taller than her sister (is))

f.      Superlative -  regular and common irregulars

 

 

6.     Adverbs and Adverbials           

a.     Chronological order (e.g.  afterwards, later, next, then, finally)

b.     Frequency (e.g.  rarely, recently, already, lately, yet, just, seldom, not ever, ever, hardly ever)

c.     too  and enough  with infinitives; contrast too  with  very  and  so

d.     Intensification of comparative adjectives with much

e.     Adverb phrases (e.g. since 10:00,  for two hours)

f.      Sequence of adverbs (e.g. I sometimes go downtown by bus in the morning)

7.     Prepositions

a.     Review and introduce as appropriate

 

VI.            INSTRUCTIONAL METHODOLOGY

A.            Assignments

1.     In-class pair and group work (e.g. proofread notes notifying someone of an absence, a thank you note)

2.     Role-playing activities (e.g. job interview, renter and landlord, repair work)

3.     Individual timed reading and writing assignments

4.     Pronunciation practices individually and in a group

5.     Dictations (e.g. teacher and peer dictations on learned material)

6.     Guided writing (e.g. models of personal and business letters are presented, then students create similar letters)

7.     Context-based vocabulary work (e.g. students predict new words from contextual clues)

B.            Evaluation

1.     Follow spoken multi-step directions to complete a task (e.g. use a photocopier, use a computer program)

2.     Restate information or complete a simple outline identifying the general meaning, supporting details and implicit information from an open-ended dialog or listening passage that contains some unfamiliar vocabulary and a familiar context

3.     Prepare and deliver a short oral presentation in which students summarize a brief listening passage, sequence three to four items of information and present information with some detail

4.     Read an informational text or short easy fiction passage and fill in a chart showing the sequence of events, identify major characters and summarize the general conflict or outcome presented in the passage

5.     Complete a writing portfolio showing evidence of brainstorming or note-taking; a first draft, self or peer editing and a final draft

6.     An ESL Noncredit Department exit test is given to ESLN 3600 level students.  It is coordinated by the Teachers’ Resource Center

 

C. Texts and Other Materials

    1. Richards, Jack C., Interchange 2, Cambridge University Press, New York, 2004
    2. Purpura, James E. and Diane Pinkley, On Target 1: Intermediate, Scott Foresman English, Addison Wesley Publishing Company, Illinois, 1997
    3. Teacher developed material

 

VII.            TITLE 5 CLASSIFICATION           

Non-credit [meets all standards of Title V, Section 55002 (c)]

Proposed Outline

City College of San Francisco

Course Outline of Record

 

I.            GENERAL INFORMATION

A.            Date            September 2005

B.            Department            English as a Second Language

C.            Course Number            ESLN 3600

D.            Course Title            Intermediate Low 6

E.            Course Outline Preparer            ESL Non-Credit Curriculum Committee

F.            Department Chairperson            ___________________________________

G.            Dean            ___________________________________

 

II.            COURSE SPECIFICS

A.      Hours                        180 hours

B.      Units                        Noncredit

C.      Prerequisites                  None

      Corequisites                  None

      Advisory                        Completion of ESLN 3500 (Intermediate Low 5)

D.      Course Justification            This course complies with the California                                           Adult ESL Model Standards.           

E.      Field Trips                        No

F.      Method of Grading            No grade

G.      Course Repeatability            As needed

 

III.            CATALOG DESCRIPTION


Students develop and expand their knowledge of Intermediate Low language skills. They comprehend spoken and written English containing some unfamiliar words.  Students participate in increasingly extended conversations on some unfamiliar topics.  They understand short reading passages differentiating between fact and opinion with some accuracy.  They write clearly organized paragraphs.

 

IV.            MAJOR LEARNING OBJECTIVES

Upon completion of this course, the student will be able to:

A.    Identify main ideas in spoken English containing some unfamiliar words in  familiar contexts.

B.    Engage in increasingly extended conversational exchanges about a variety of topics.

C.    Use an increasing variety of word analysis skills to determine the meaning of new words in familiar authentic texts.

D.   Interpret level-appropriate authentic and adapted narratives and descriptive passages on familiar topics

E.    Organize relevant ideas and appropriate details into one or more clearly organized short paragraphs.

F.    Use Intermediate Low Level 6 structures and forms. 

 

V.            COURSE CONTENT

A.             Listening skills

1.      Multiple-step instructions  in a variety of situations (e.g. directions to specific destinations in face-to-face exchanges or by telephone)

2.    Main ideas and specific details from a listening passage when given a verbal prompt (e.g. short lecture on familiar topics)

a. General meaning without understanding every word

b.  Key details (i.e. as answers to questions in the prompt)
 

3.     Simple questions and answers, statements, and face-to-face conversations in standard dialects containing some unfamiliar vocabulary

4.   Familiar material in non-face-to-face- conversations in familiar contexts (e.g. telephone, intercom, public announcements)

5.     Differences between formal and informal language (e.g. How’s it going? versus  How are you?) including reduced forms  (e.g. gonna) and reduced speech in simple familiar expressions when accompanied by visual context and cues (e.g. Whatcha doing?)

6.     Implicit information (e.g. place, time, relationship of speakers)

7.     Organizational cues used in speaking (e.g. first, next, then, later, finally)

a.     Prediction of what might be said next in a specific listening situation

b.     Comprehension in spite of interference


B.            Speaking skills

1.    Sequence of events in the past on a familiar topic

2.  Requests for clarification on the content of utterances

a.     Repeating and rephrasing questions

b.     Questions and statements to clarify or confirm

3.     Conversations on familiar topics and increasingly on unfamiliar topics.

a.     Initiation or continuation of a conversation including unsolicited information.

b.    Input of and requests for  additional information to keep conversation going

c.     Use common interruption words and turn-taking in conversation (e.g.  May I say something?)

d.     Use appropriate register (formal/informal) in conversation

e.     Use language to show courtesy (e.g. thanking and apologizing)

4.     Summary of  a brief listening passage on a familiar topic

5.     Telephone conversations on familiar topics

a.     Questions and responses in  present, past, and future tenses on familiar topics

b.     Phrases and expressions that deal with telephone problems or inconveniences (e.g. I’ll call you back later from my office/home.)

6.     Questions and responses for directions and giving increasingly complex commands and warnings

7.     Preparation and delivery of  a short, simple oral presentation on a familiar topic, using projection, pitch, intonation, stress and elision (e.g.  I opened it. [I open dit.])

8.      A brief, simple interview on familiar topics (e.g. discuss employment history)


C.  Word analysis and vocabulary development

1.   Prefixes and suffixes to define the meaning of common words in context (e.g. pre-, mis-, -ical, -al)

2.    Common homonyms (e.g. to/two/too) and increasing vocabulary of  synonyms and antonyms
(e.g affect, effect, flew, flu)

3.      Meanings of unfamiliar vocabulary in material  using contextual clues

4.     Meaning of familiar words used in a new context including common transitional words

5.     Recognize common idioms (e.g. Give me a break! drag one's feet,  call it a day) and phrasal verbs (e.g. get off, hang out, put off, pick up)




D.            Reading skills

1.   Abbreviations for an increasing variety of words in context of specific topics (e.g. employment, housing, government, texting, media)

2.     Skim for general meaning in 1-2 page passages (e.g.  nonfiction and authentic, adapted texts)

3.     Scan for specific information in authentic materials (e.g. job ads, schedules, dictionaries, maps, Web pages, online employment application)

4.      Comprehension of  narrative and descriptive passages and other materials

a. Main idea and supporting details.

b.   Interpretation of charts, graphs, tables, maps and multi-step diagrams

c.     Implied information and conclusions drawn   (e.g. When I came home, I dried my hair and took off my wet coat. Question- what was the weather like?)

        d.      Visuals or other aids that orient students to the                passages (e.g. website format)

           e.     Prediction of meanings of unfamiliar vocabulary in             material rich in contextual clues

                                    f.     Organizational structure and graphic format, (e.g.                                         headings,subheadings, use of bold/italics)

        g.  Fact vs opinion (e.g. Orange juice has vitamin            C.  vs. Orange juice is delicious.)

        h.  Transitional words (In contrast, furthermore, on             the other hand)

                         





E.            Writing skills

1.     A short note or message including supporting details (e.g. explaining or requesting an absence )

a.     Use the correct format for personal letters (e.g. notes and cards)

b.     Use the correct format for simple business letters (e.g.email to request the return of a cleaning deposit from a landlord)

2.    Paper or online forms requiring detailed personal information on varied topics (e.g. medical and banking forms and online user accounts)

3.     Prewriting strategies to generate and organize ideas (e.g. brainstorming, outlining)

4. Paragraphs that include a topic sentence, supporting detail and a conclusion (e.g. on a topic of personal interest)

5.     Editing for spelling, capitalization, sentence punctuation and basic grammatical form, with some degree of accuracy

a.     Revision of the writing content for relevance

b.     Editing for word choice and meaning (e.g. formal vs informal)

c.     Proofreading for errors

5.      Important details from phone messages (e.g. appointments)

6.     Notes on familiar material transmitted orally (e.g. a doctor’s directions for taking a medication, or a job supervisor’s instructions about a task)

 

F. Intermediate low 6 language structures and forms

1.     Sentence types

a.     Exclamatory sentences (e.g.  What a beautiful day!)

b.     Requests (e.g.  Would you mind + gerund,  Do you mind +gerund)

c.     Suggestions (e.g. why don't I/we/you + simple verb)

d.     Compound sentences with coordinators and/or subordinators (e.g. so, but, because)

e.     Adverbial clauses of time (e.g. when, before, after)

f.      Adverbial clauses of reason (e.g. because, since)

g.     Adverbial clauses of result (e.g. so, therefore)

h.     Indirect and direct Speech (e.g. He told me to pay the rent.  He said, “It's time to pay the rent.")

2.     Verb Tenses

a.     Passive Simple Present (Introduce as needed )

b.     Past Continuous (e.g. I was taking a shower when he called.)

c.     Present Perfect

d.     Present Perfect Continuous

e.     Future Conditional

f.      used to (e.g.  I used to live in Mexico.)

g.     Modals of deduction in present(e.g. might/must)

h.     Modals of obligation in present (e.g. must, have to)

i.      Modal combinations (e.g. have to, have got to, had better, ought to, would like to, would rather)

j.      Two-word verbs - separable/inseparable

k.     Verbs followed by gerunds, infinitives or both (e.g. She enjoys swimming. She decided to go to Hawaii.  They like to go/going to movies.)

3.     Nouns

a.     Singular and plural nouns - Count /noncount

b.     Nouns that are always plural (e.g. groceries, glasses, pliers)

c.     Nouns that are always singular (e.g. news, politics , the United States)

d.     Gerunds as subjects and objects

4.     Pronouns

a.     Indefinite it as subject

b.     ones

5.     Adjectives

a.     other, another, the other, neither, either

b.     No article for generalization with plural count or noncount nouns

c.     a/an  with singular count nouns for generalization

d.     the  for specified nouns

e.     Comparative - full syntactic expansion with comparative (e.g.  Mary is taller than her sister (is))

f.      Superlative -  regular and common irregulars

 

6.     Adverbs and Adverbials           

a.     Chronological order (e.g.  afterwards, later, next, then, finally)

b.     Frequency (e.g.  rarely, recently, already, lately, yet, just, seldom, not ever, ever, hardly ever)

c.     too  and enough  with infinitives; contrast too  with  very  and  so

d.     Intensification of comparative adjectives with much

e.     Adverb phrases (e.g. since 10:00,  for two hours)

f.      Sequence of adverbs (e.g. I sometimes go downtown by bus in the morning)

7.     Prepositions

a.     Review and introduce as appropriate

                         b.   Preposition expressions (e.g. be   careful of, be                                     good at) 

            c.  Prepositions as part of two-part verbs

VI.            INSTRUCTIONAL METHODOLOGY

A.            Assignments

1.  Listening/Speaking

    a.  Writing, listening, or role-playing activities demonstrating multi-step directions. e.g. Write directions for changing a tire, or baking a cake. Call numbers with a recorded message for store hours and location. Give partners directions on a map.   

    b. Pronunciation practices individually and in a group

c. Engage in pair or group discussions in which appropriate use of Intermediate Low Level 6 structures and forms are required for successful completion.

2.   Reading

          a. Individual timed reading and writing assignments

        b.   Context-based vocabulary work (e.g.                         students predict new words from contextual clues)

3.  Writing

5.     Dictations (e.g. teacher and peer dictations on learned material)

6.     Guided writing (e.g. models of personal and business letters are presented, then students create similar letters, using Intermediate Low Level 6 structures and forms)

 

B.            Evaluation

1.     Listening/Speaking

a. Identify or summarize multi-step directions to complete a task (e.g. use a photocopier, use a computer program)

b.     Restate information or complete a simple outline identifying the general meaning, supporting details and implicit information from an open-ended dialog or listening passage that contains some unfamiliar vocabulary and a familiar context

c.     Prepare, create, and deliver a short oral presentation in which students summarize a brief listening passage, sequence three to four items of information and present information with some detail

d. Complete periodic, short grammar quizzes covering Intermediate Low Level 6 structures and forms

2.     Reading

a. Demonstrate comprehension of an informational text or short easy fiction passage and fill in a chart showing the sequence of events, identify major characters and summarize the general conflict or outcome presented in the passage

3.     Writing

a. Write one or more paragraphs, under a time limit, based on a short written prompt

b. Complete a writing portfolio showing evidence of brainstorming or note-taking; a first draft, self or peer editing and a final draft

c. Answer questions on quizzes or activities, using Intermediate Low Level 6 structures and forms

4.     An ESL Noncredit Department exit test is given to ESLN 3600 level students.  It is coordinated by the Teachers’ Resource Center

 

C. Texts and Other Materials

    1. Richards, Jack C., Interchange 2, 3e Cambridge University Press, New York.
    2. Future 4, Pearson
    3. Teacher developed material
    4. Books recommended for Level 6 on the ESL booklist compiled by the TRC library  

VII.            TITLE 5 CLASSIFICATION           

Non-credit [meets all standards of Title V, Section 55002 (c)]


 Notes

  Focus on content of the outline.  Formatting and punctuation are not our primary concern

















































III. Description changed to better match Level 5 catalog description.


III. Order changed to better match the MLO's





IV. MLOs
A. Identify main ideas in spoken English containing some unfamiliar words in mostly
familiar contexts. This better reflects Blooms

B. Engage in increasingly.... More efficient wording
B.  OMIT beyond survival needs:  it isn't in the L.5 outline, so why include it here?  If we include it at all, then in L. 5.  Instead:  about a variety of topics 

IV. C. in familiar authentic texts added to better match level 5 outline.

IV.D. Old MLO was too specific.

IV, MLO D
Interpret intermediate-level  ESL and authentic readings on mostly familiar topics. 

IV. MLO F.  Can be incorporated into E and details specified in the writing section.
Compose one or more clearly organized short paragraphs using appropriate Level 6 structures and forms.  (VI)




VA1-7 Verbs deleted, emphasis on task.  
V.A.2b. Rewritten to include something about identifying specific info needed to answer specific questions.  Also, Less reliance on translation is problematic:  less than what?  and how do we measure it? 
 

 
 
 


 
 





V.A. 5a:  Deleted.  You can't have a. unless you also have b. So I put a. into the paragraph.




















VB1 personal lives deleted

V.B.3. misspelling of maintenance corrected






















V.B.5. - Participation in a conversation - participation is a task, not topic - change
to  "Telephone conversations"







 V.B. 8a:  You can't have a. unless you also have b.?  So I simply combined a. with the previous sentence.


















V.C 1   Prefixes and suffixes (e.g. pre-, mis-, -ical, -al)
V.C 2  Common homonyms(e.g affect, effect, flew, flu)


V.C 5common idioms (e.g drag one's feet,  call it a day)
 phrasal verbs(e.g hang out, put off)


V.C. 6 This seems like a reading skill more than vocab development.  Deleted













V.D. 1 Abbreviations (Employment and housing was i L5) (e.g government, texting and media)

VD1. Government, media added to distinguish this as further expanded from level level 5 outline 









VD4.  Interpreting changed to Comprehension of



VD4c Example added-When I came home I dried my hair and took off my wet coat. Question- what was the weather like?

 VD, 4,c: should 'implicit' be 'implied'? ( not sure of the difference)



E.   

VDE 1 (e.g. Can we also add requesting or replacing an item...)

VDE. 2 (Should we add job application.) neela  Yes (DTH)

 
V.E.3.a. Create paragraphs that show some organization added to better match MLO's


VE3added








VF2- alterations  to a- g made by ZA
Question- same as before: is it necessary to repeat  the tenses specified in Level 5? I think so, because the teacher would teach these again. For e.g.,
e. 'future conditional' also is in L5, so this would be a review, and for some students this would be new.

VF2- a 'passive simple past' changed to 'passive simple present'. ( L 7 also has ps present, but perhaps should be past). Added  ' as needed'.- Can we change the overt teaching of this, to just cover any examples when they come up, and leave a more thorough explanation to L7?.I think there is too much to cover in L6. 











V.5.b. style changed to word choice, example added

















V.F.  I compared Level 4 and Level 7 with this language and structure section and there is a large leap from 6 to 7, more than 4 to 5 in sentence types.


VF1. Combine c.-g. (VI)
Adverbial clauses
    i. time (e.g. when,  etc.
    ii. reason
    iii. result

VF1d  Changed Compound sentences with so to Compound sentences with coordinators compared to subordinators 
VF1d  All the other points have examples, so I suggest adding "so" thus:  (e.g. so)  







VF1h Indirect Speech added to better match continuum from level 5





VF2a Passive added to continue from Passive Simple Present in level 5.  (DO)



VF2e. Question: Is there any distinction made between real and unreal future conditionals?  (LH)  What is a real future conditional?  If it's real future, it's not conditional, is it?  (DTH)

VF2g.  Modals of deduction (e.g.  might/may/must) (KC)
V.F.2.g. formatted (added space) and deleted extra [deduction] which had been added in brackets. RG

V.F.2.h. deleted extra [obligation] which had been added in brackets. RG

VF2h. Modals of obligation (e.g. must, have to) (KC)

VF2h. Question. Just wondering if teaching "must" as an obligation is valid. Do we really use this. Or do we use it more for exaggeration, like, "You must go there!"
KC

VF2h.  Must - obligation is OK to teach in the context of the other modals.  You must pay the phone bill on time, or you might have to pay a late fee - the idea of consequence. (VI)


V.F.2.i. changed "had to" to "have to" in example to make present or simple form, as in other examples; also, consolidated with the former letter "j", which was also called "modal combinations" (adding other examples, "have got to" and "would rather") which had been in deleted section. RG

V.F.2.j. deleted another superfluous item (there were 2 sections for two-word verbs, so i deleted one) RG

V.F.2.k. consolidated 2 sections (verbs followed by gerunds and verbs followed by gerund and/or infinitives into one section with 3 types: gerund, infinitive, or both RG

VF2k. Two-word verbs-separable/inseparable (like in L5)
KC

VF3 Can we consolidate these nouns as I suggested in L5 to correspond to L4?  KC 3/6  I agree:  substitute  plural nouns and singular nouns for the longer phrases used here (DTH)

VF4a Really? Is this all we have under pronouns? Compare with 4 and 5. (KC)
Response
I have a question. In these details of course outlines, do we have to include everything that went before or just add the new skill/ detail. So although VF4 a only has 2 pronouns, isn't that because all other pronouns came in other levels before? (ZA)
Yes to Zue's question (DTH)
F4b.  one, ones 
kc


VF5d:  substitute specific for specified  (DTH)

VF6c Should these be two categories?
KC
VF6C Too and enough only with infinitives? Says adverbs of degree in L5. KC 3/6

VF7. Added b. to be more consistent with level 5 outline. Added c to coordinate with separable/inseparable verbs (LH)

VF7a.  Delete a. Review and introduce as appropriate.  (VI)

_____________Begin MLO's---------------------

Added MLO's for ease of review. Can be deleted after review: RG

A.    Identify main ideas in spoken English containing some unfamiliar words in  familiar contexts.

B.    Engage in increasingly extended conversational exchanges about a variety of topics.

C.    Use an increasing variety of word analysis skills to determine the meaning of new words in familiar authentic texts.

D.   Interpret level-appropriate authentic and adapted narratives and descriptive passages on familiar topics

E.    Organize relevant ideas and appropriate details into one or more clearly organized short paragraphs.

F.    Use Intermediate Low Level 6 structures and forms.


_____________End MLO's-------------------
VI Organization changed to better reflect evaluation section (DO)

VI. A. a. delete: "changing a tire" (VI)
VI.A.1-2 Taking a stab at an assignment for multi-step directions. May need to be split up or better worded. (LH)

VI.A.1. I question whether it's useful to give specific examples of pair and group work, as these can be used to practice almost anything.  (DTH)
VI.A.1.  The College Curriculum Committee needs specific examples of each classroom method used - that match the course content. (VI)

VI. A. 1. b.  pronunciation and intonation practices  (e.g. bit/bite/beet;  photograph/photography; Jane (not Tom) went to the store/Jane went to the store (not to work). (VI)

Added VI.A.1.c. to incorporate structures from MLO into assignments. RG
VI.A.1.c. should be "communication" , not "completion"  or "comprehensible communication" (VI)

Added ", using Intermediate Low Level 6 structures and forms" to VI.A.3.6. to incorporate structures from MLO into assignments. RG

VI.2.a. Timed reading and writing assignments (VI)


VI.B.1-3 Evaluation format changed to better reflect the organization used in outlines 1-5. (DO)


Added VI.B.1.d to incorporate structures from MLO into evaluation. RG
 VI.B.1.a. Change "use a computer program" to "open a computer-assisted language learning software program" (VI)
VI.A.1a Follow changed to Demonstrate understanding of

VI.B.1.b..     Create paragraphs that show some organization under a time limitb. Create clearly organized paragraphs within in and without a strict time limit.





VI.B1c  Create added (DO)  This point seems like a lot, how about:
summarize a brief listening passage, sequence three to four items of information and/or present information with some detail (DO)


VI.B.1.d.  Belongs in writing.  If not, incorporate use of appropriate grammar in one of the oral presentation evaluations (VI)

VIA2a  Why is "and writing" included under Reading?  (DTH)

VI.B.2.a. Start with "Fill in a chart..... to demonstrate comprehension of a low Intermediate level informational text or fictional passage" 
Also, a. needs a b. 
b. Compose an oral or written summary of a general conflict or outcome in a written passage on a familiar topic(VI)

VI.B.2.a Read changed to Demonstrate comprehension of  (DO)
VI.B.1.a., 2.a.  Demonstrate understanding and Demonstrate comprehension are not acceptable because it is not clear what the evaluation will consist of.  Instead of beginning with Demonstrate comprehension, the evaluation statement should start with Identify or Summarize because this is what the student will actually DO to prove that they have comprehension (or understanding) - think about the "action" that students will do to prove their understanding or comprehension. (VI)

VI.B.2a. Summarize the general conflict or outcome of an informational text or short easy fiction passage.
VI.B.2b  Fill in a chart showing the sequence of events in this passage.  (DTH)
VI.B.3.a.  Is it "given" or "based on"?  (VI)
VI.B.3.a added to better fit the continuum from the level 5 outline and the MLO's at this level. (DO)

Added VI.B.3.c. to incorporate structures from MLO into evaluation. RG
VI.B.3.c.   Doesn't VI.B.1.d. belong here?
Periodic quizzes on Low Intermediate Level 6 structures and forms  (e.g. grammatically correct written responses to questions such as "How long have you lived in San Francisco?)

Vi.C.1 & 2. How about more recent texts?  (I've never taught Level 6, so sorry, so suggestions).  (DTH)

Vi.C.1 & 2.  Replaced one with the newest edition and substituted the other one with a similar, more current life skills book, both books with multi-skills focus from the 2012 Noncredit ESL booklist. (LH)

VI. C.3.  Teacher developed material such as speaking and writing prompts, vocabulary practice, dictations, job interview questions  (VI)

VI. C4. Added as a valuable resource of books chosen and leveled by faculty. (LH)










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