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ESL Curriculum Overview

Overview

The unique needs of each student are carefully evaluated using a comprehensive series of diagnostic measures designed to place students in classes that match their level of ability and address the specific skills they need to work on. Progress is closely monitored throughout each student's course of study to ensure a steady and timely progression to a higher level of language proficiency. The ESL Placement exam is administered to new students at the beginning of each term.

Program Features

  • Small class size (average 15 students)
  • Individualized attention and learning
  • ESL Tutoring Center
  • Beginning, intermediate, and advanced levels
  • Expert language instructors
  • Exploration and explanation of U.S. American culture
  • Dual enrollment study with 快猫成版视频 and ESL, if qualified
  • Conversation Partnership with US American students
  • Modern multimedia laboratory
  • Extracurricular activities and travel

Curriculum

ESL offers an intensive English program of study at five levels for beginning, intermediate, and advanced students in the language skills of reading, writing, grammar, listening and speaking. Understanding US American culture is an integral part of each class. Teachers use audio/visual materials, multimedia-based technology, and individual attention to provide every student with the opportunity to master the English language.

Textbooks

All textbooks will be provided to students upon registration. The books are rented for each term and must be returned in the same condition as given. If books are written in or damaged, the student is responsible for paying for them.

Levels

ESL offers 5 levels of intensive study each 8 weeks. Students may enter the program in the middle of a semester.

Levels per Semester

  • Level I Beginning
  • Level II High Beginning
  • Level III Intermediate Level
  • Level IV High Intermediate Level
  • Level V Advanced Level
  • (Not Required) Plus classes for those already proficient in English but wanting to further develop their language and cultural abilities.

All classes earn institutional credit. Advanced classes earn up to 6 credits of academic credit, upon request.

 

ESL Curriculum (20 hrs/week)

Grammar

Oral and written work supplemented with computer lab assignments. Covers parts of speech, basic sentence structure, and tenses.

Listening/Speaking

Content includes functional listening strategies, sound discrimination, basic conversation, selective listening, examination of grammatical and phonological features of spoken English and the development of listening strategies and note-taking skills for academic lectures. Intensive practice in sound production and differentiation as well as syllable stress, word stress, and intonation patterns. Increases fluency and confidence by building vocabulary and providing controlled speaking practice in a safe environment.

Reading

Focus on building vocabulary, developing reading skills such as finding main ideas, locating pronoun referents, and using context clues and increase reading speed and comprehension.

Writing

Focus on sentence-level writing, paragraph-level writing, and essay construction. Note: Students advance from level to level as a result of the grades they earn in each of their core classes. Students who excel in their classes may be qualified to skip a level.

Learner Outcomes (LOs)

The Troy ESL Learner Outcomes (LOs) are aligned with the Global Scale of English (GSE) and each LO is shown with the correlating GSE reference.
Reading

Reading 1 (10 鈥 34 / Below A1 鈥 A2)

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

  1. Employ pre-reading skills such as scanning titles, headings, captions, and pictures to predict and identify main ideas of reading texts. (31, 39, 40)
  2. Read, understand and follow simple directions (10, 14, 15, 22, 26, 27, 28, 29, 31, 34)
  3. Correctly identify word meaning, word forms, stress/syllables, and spelling from the in-class vocabulary list. (15)
  4. Identify and demonstrate comprehension of main idea and supporting details of texts, charts, and graphs through short sentence writing, true/false questions, matching, and fill-in-the-blank questions. (31, 32, 34)
  5. Correctly identify subject pronoun references in a level appropriate text.

 

Reading 2 (22 鈥 42 / A1 鈥 A2+)

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

  1. Employ pre-reading skills such as scanning titles and pictures to predict and identify main ideas and important details of reading texts. (31, 39, 40)
  2. Read, understand and follow simple directions (22, 26, 27, 28, 29, 31, 34)
  3. Correctly identify and produce word meaning, word forms, stress/syllables, and spelling from the in-class vocabulary list.
  4. Identify and demonstrate comprehension of main idea and supporting details of texts, charts, and graphs through short sentence writing, true/false questions, matching, and fill-in-the-blank questions. (31, 32, 34, 35, 39, 42)
  5. Correctly identify subject pronoun references in a level appropriate text.
  6. Use sequencing to show comprehension of texts, timelines, and pictures. (41, 42)

 

Reading 3 (39 鈥 51 / A2+ 鈥 B1+)

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

  1. Employ pre-reading skills such as scanning and skimming to predict and identify main ideas and important details of level appropriate texts. (39, 40, 44, 45, 49)
  2. Correctly identify and produce word meaning, word forms, stress/syllables, and spelling from the in-class vocabulary list.
  3. Correctly identify unfamiliar words using context clues, prefixes, and suffixes covered in the course. (46)
  4. Identify and demonstrate comprehension of stated or unstated (implied) main idea and supporting details of texts, charts, and graphs through short answer writing, multiple choice, matching, and fill-in-the-blank questions. (38, 43, 48, 49)
  5. Demonstrate comprehension of level 3 texts through writing a summary that includes the title, author, reporting verb, and main ideas to convey approximate meaning without plagiarizing. (46, 47, 48, 49, 50, 51, 52, 53)

 

Reading 4 (45 鈥 56 / B1 鈥 B1+)

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

  1. Read and demonstrate comprehension of stated or unstated (implied) main ideas and relevant details of academic texts of high-intermediate level (45, 47, 48, 49, 50, 51, 54, 56,
  2. Correctly identify and produce word meaning, word forms, stress/syllables, and spelling from the in-class list of vocabulary and collocations.
  3. Correctly identify unfamiliar words using context clues, prefixes, and suffixes covered in the course. (46, 53, 55)
  4. Demonstrate comprehension of level 4 texts through outlining (with proper numbering, indentions, main ideas, details, while using only 1 鈥 5-word descriptors [no sentences] with similar ideas grouped together ) and through writing a summary that includes the title, author, reporting verb, and main ideas to convey approximate meaning without plagiarizing. (46, 47, 48, 49, 50, 51, 52, 53)
  5. Identify fact from opinion in level 4 texts. (51, 54)

 

Reading 5 (49 鈥 61 / B1+ 鈥 low B2)

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

  1. Read and demonstrate comprehension of stated or unstated (implied) main ideas and relevant details of academic texts of an advanced level. (49, 50, 51, 54, 57, 60, 61)
  2. Correctly identify and produce word meaning, word forms, stress/syllables, and spelling from the in-class list of vocabulary and collocations.
  3. Correctly identify unfamiliar words using context clues, word roots, prefixes, and suffixes covered in the course. (46, 53, 55)
  4. Demonstrate comprehension of level 5 texts through outlining, paraphrasing, and writing a summary/response which includes the title, author, reporting verb, and main ideas to convey approximate meaning without plagiarizing. (51, 53, 60)
  5. Demonstrate and identify fact from opinion, and bias in an academic text. (58, 62, 65, 71, 74)
Writing

Writing 1 (10 鈥 31 / Below A1 鈥 low A2)

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

  1. Write various simple present sentences, including positive and negative statements, questions, and imperatives with correct mechanics (punctuation and capitalization). (10, 20, 23, 25, 26, 27, 28, 30, 31)
  2. Identify and apply simple present verb tenses. (30)
  3. Produce and correctly spell the first 250 words from the General Service List (GSL). (27, 28)
  4. Apply and produce basic subject/verb agreement within sentences and use proper pronoun references. (10, 20, 23, 25, 26, 27, 28, 30, 31)

 

Writing 2 (10 鈥 41 / Below A1 鈥 A2+)

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

  1. Identify and write various simple and compound sentences with coordinating conjunctions such as but, and, or, yet, and so (FANBOYS) with correct mechanics (punctuation and capitalization). (31, 39, 41)
  2. Identify and apply simple present, regular and irregular past, future, and present progressive tenses with basic time signals such as when, after, before, while, and now. (31, 34)
  3. Demonstrate ability to apply basic editing skills (subject/verb agreement, mechanics, capitalization, spelling, pronoun references) to write clearly and accurately and to also correctly spell the first 500 words from the General Service List (GSL). (10, 20, 23, 25, 26, 27, 28, 30, 31)
  4. Demonstrate comprehension of basic narrative paragraph structure and write a one-paragraph composition (75-100 words) with a topic sentence, 2-3 supporting sentences, and a concluding sentence. (36, 38, 38, 40, 41)

 

Writing 3 (38 鈥 55 / A2+ - B1+)

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

  1. Write a narrative, opinion, and process paragraph (200 - 250 words each) with a clear topic sentence, relevant supporting sentences, and a concluding sentence using correct mechanics, indentation, margins, and spacing while avoiding plagiarism. (38, 39, 44, 45, 46, 47)
  2. Apply intermediate brainstorming, editing (subject/verb agreement, pronoun references, articles and determiners, correct simple and progressive tenses) and revising skills to write clearly and accurately. (55)
  3. Accurately spell and use the first 1200 words from the General Service List (GSL).
  4. Demonstrate the ability to use transitional phrases within a paragraph structure. (48, 51)

Writing 4 (45 鈥 70 / B1 鈥 B2+)

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

  1. Write a variety of simple, compound, and complex sentences using cohesive devices such as conjunctions, pronouns, repetition of keys words and phrases, and transition words. (48, 51, 62)
  2. Demonstrate comprehension of essay structure and write a five-paragraph essay with proper formatting (proper heading and title, margins, indentations, and spacing), as well as a hook, thesis statement, three body paragraphs, and a concluding paragraph. (45, 50, 59) 
  3. Apply high-intermediate editing (mechanics, subject/verb agreement, pronoun references, articles, determiners, and quantifiers and correct simple, progressive, and perfect tenses) and revising skills. 
  4. Apply academic language to writing, avoiding words such as like, many/a lot, very/really, make, thing/stuff, get/do, kind of鈥(55, 66)
  5. Demonstrate comprehension of plagiarism rules, essay outlines, and parallel structure. (70) 

 

Writing 5 (51 鈥 80 / B1+ - low C1)

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

  1. Write a variety of simple, compound, complex, and compound-complex sentences using cohesive devices such as conjunctions, pronouns, repetition of keys words and phrases, transition words, and parallel structure. (51, 61, 62)
  2. Demonstrate comprehension of essay structure and write a five-paragraph essay with proper formatting (in MLA format), as well as a hook, thesis statement, three body paragraphs, and a concluding paragraph while avoiding plagiarism. (59, 61, 65, 66, 67, 70, 71, 72, 75, 76, 81) 
  3. Write a reflective essay focused on writing.
  4. Apply advanced pre-writing (brainstorm/outline) and post-writing (editing and revising) skills; editing includes mechanics, spelling, subject/verb agreements, pronoun references, articles, determiners, quantifiers, word forms, and verb tenses.
  5. Apply academic language to writing, avoiding contractions and words such as like, many/a lot, very/really, make, thing/stuff, get/do, kind of, firstly/secondly, But/And (at the beginning of a sentence)(66, 81, 55, 58, 66, 72, 74, 76) 
Grammar

GRAMMAR 01 (24 鈥 35 / A1 鈥 A2)

By completing this course, students will:

  1. Form and use the simple present tense, including of 鈥渢o be,鈥 in sentences with correct word order, subject/verb agreement, pronouns, singular/plural nouns (including irregular words 鈥渃hildren, men鈥︹), mechanics (punctuation & capitalization), and in correct word order. (24, 26, 28)
  2. Use prepositions of location correctly (in, on, at). (26, 27, 30, 33)
  3. Use common frequency adverbs (always, usually, often, sometimes, seldom, rarely, and never) in the simple present tense. (33, 36)
  4. Be able to form and answer Yes/No and Wh- questions and short answers (both affirmative and negative). (25, 26, 27)
  5. Be able to use basic expressions of quantity (some and any), articles (a, an, the), and demonstratives (this, that, these, those) with common count and non-count nouns. (25, 26, 30, 32, 35)

 

GRAMMAR 02 (24 鈥 41 / A1 鈥 high A2)

By completing this course, students will:

  1. Write the present (simple/progressive) and past (regular and irregular) verb tenses in sentences with correct word order, subject/verb agreement, pronouns, and mechanics (punctuation and capitalization). (24, 25, 26, 29, 30, 31, 35, 40, 41)
  2. Use common frequency adverbs (always, usually, often, sometimes, seldom, rarely, and never) in the simple present tense. (33, 36)
  3. Form and answer Yes/No and Wh- questions and short answers (both affirmative and negative) in the tenses listed in LO1. (25, 26, 27)
  4. Use basic expressions of quantity (some and any), articles (a, an, the), and demonstratives (this, that, these, those) with common count and non-count nouns. (25, 26, 30, 32, 35, 36, 37)
  5. Form and use descriptive, comparative, and superlative adjectives and adverbs. (36, 38, 40)

 

GRAMMAR 03 (40 鈥 55 / high A2 鈥 B1+)

By completing this course, students will:

  1. Produce and identify the past progressive and future (will/going to) verb tenses. (40, 41, 42, 46, 50, 51, 52, 54, 55)
  2. Utilize adverb clauses of time (before, while, after, by the time, whereas, etc.) and relative clauses in complex sentences. (30, 40, 44, 45, 46, 47, 48, 50)
  3. Produce present and past modals (ability, possibility, permission, advice, obligation, and prohibition) following correct word order and conveying the correct meaning given a context. (29, 33, 34, 36, 41, 46)
  4. Use basic expressions of quantity (some/any, much/many) articles (a, an, the, no article,), and demonstratives (this, that, these, those) with common count and non-count nouns. (25, 26, 30, 32, 35, 36, 37, 40, 46, 48, 49) 

 

GRAMMAR 04 (44 鈥 57 / B1 鈥 B1+)

By completing this course, students will:

  1. Produce and identify past, present, and future perfect verb tenses and past, present, and future progressive perfect verb tenses. (44, 45, 46, 47, 48, 49, 52)
  2. Identify and use Wh- questions with negative and tag questions. (28)
  3. Produce the correct use of gerunds and infinitives within a given context. (51, 52, 56, 57, 58, 60, 65, 66, 69)
  4. Produce present and past modals (ability, possibility, permission, advice, obligation, and prohibition) following correct word order and conveying the correct meaning given a context. (46, 48, 49, 50, 51, 52, 53)
  5. Identify active and passive voice statements, negatives, and questions given a contextual purpose. (45, 46, 48, 50, 52, 53, 54, 55, 56, 57)
  6. Identify and produce parallel structures at the word and sentence level. (53, 57)

 

GRAMMAR 05 (54 鈥 73 / B1+ - B2+)

By completing this course, students will:

  1. Identify, understand, and use conditional clauses. Be able to distinguish between past, present, and future as well as between real and unreal conditional clauses. (46, 47)
  2. Produce present and past modals (ability, possibility, permission, advice, obligation, and prohibition) following correct word order and conveying the correct meaning given a context. (54, 55, 56, 58, 59)
  3. Produce and distinguish between restrictive and non-restrictive (identifying and non-identifying) adjective clauses. (30, 31, 43, 44, 45, 48, 49, 50, 51, 53, 57, 58, 59, 60)
  4. Identify and produce all forms of passive voice.
  5. Identify and produce all forms of noun and adverb clauses and phrases within a given context.
Listening/Speaking

LISTENING/SPEAKING 01 (10 鈥 43 / Below A1 - A2)

By completing this course, students will:

  1. Understand and produce basic pronunciation patterns (word stress and minimal pairs) in English.
  2. Understand and use simple words and learned phrases for greetings, introductions, and salutations. (L - 10, 13, 21, 23) (S- 10, 12, 13, 15, 16, 18, 19, 21, 24)
  3. Identify topic, main idea, and details in 1-2-minute-long level-appropriate dialogue or monologue about daily life topics. (L - 23, 24, 25, 29, 33) (S 鈥 25, 26, 28, 31, 32)
  4. Demonstrate the ability to follow simple directions. (L - 16, 25) (S 鈥 21, 22, 29)

 

LISTENING/SPEAKING 02 (17 鈥 41 / Below A1 鈥 A2+)

By completing this course, students will:

  1. Identify topic, main idea, and details in 1- 3-minute level-appropriate dialogue or monologue about daily life topics. (L - 30, 35, 37, 39) (S 鈥 32, 38, 41
  2. Demonstrate the ability to follow multi-step directions. (L - 43, 51) (S 鈥 21, 22, 32, 44
  3. Understand and produce basic pronunciation patterns (word stress and minimal pairs) in English (S 鈥 56)
  4. Understand and reproduce rising and falling intonation in Yes/No and Wh- questions. (L - 23, 36) (S 鈥 16, 21)
  5. Participate effectively in very short conversations about daily life topics. (L - 27, 29, 32, 41, 43, 44, 47) (S 鈥 17, 18, 19, 24, 26, 30, 31, 33, 41)
  6. Prepare and deliver a 1-2-minute presentation on a controlled/familiar topic. (S 鈥 28, 32,
  7. Understand and produce correct pronunciation for words with -ed and -s endings. (S 鈥 33, 38, 40)

 

LISTENING/SPEAKING 03 (32 鈥 57 / A2 鈥 B1+)

By completing this course, students will:

  1. Identify main ideas and details in 2 鈥 4-minute level-appropriate non-academic listening texts. (L - 48, 50, 51, 53, 55) (S 鈥 45, 52)
  1. Be able to recognize all American English vowel sounds (monophthongs & diphthongs). Know where each vowel is on the IPA chart and recognize IPA symbols.
  2. Be able to recognize all American English consonant sounds. Know the 3 factors (place, manner, and voicing) for each consonant and recognize each consonant's IPA symbol.
  3. Demonstrate comprehension of what syllables are and be able to recognize syllables (number and boundaries) within words. Know the pronunciations for 鈥渆d鈥 and 鈥渟鈥 endings.
  4. Understand word stress and be able to distinguish stressed syllables in words. Be able to recognize word stress in compounds, numbers, phrasal verbs, and words that have both noun and verb forms. Also know how certain suffixes affect stress.

 

LISTENING/SPEAKING 04 (44 鈥 61 / B1 鈥 B2)

By completing this course, students will:

  1. Identify main ideas and details (stated and unstated) in 5-7-minute level-appropriate academic listening texts. (L - 49, 52, 53, 54, 55) (S 鈥 52)
  2. Take accurate notes using the structure provided on listening texts specified in LO1 (L - 53) (S 鈥 44, 55, 59)
  1. Identify and distinguish between content and function words in phrases/clauses.
  2. Understand and be able to divide speech into thought groups. Understand how thought groups affect meaning.
  3. Demonstrate comprehension of focus words. Identify focus words within a given passage.
  4. Be able to understand correct intonation (rising, falling, even) in speech and be able to distinguish nuances in meaning based on intonation.

 

LISTENING/SPEAKING 05 (53 鈥 68 / B1+ - B2+)

By completing this course, students will:

  1. Identify main ideas and details (stated and unstated) in 6 鈥 8-minute level-appropriate academic listening texts. (L - 54, 56, 57, 58, 59, 60, 61)
  2. Take and revise notes using the structure provided on listening texts specified in LO1. (L - 53) (S - 55, 59)
  3. Demonstrate the ability to exchange points of view on academic topics in small group discussions by participating in the conversation, understanding the points made by others, and expressing opinions. (L - 57, 58) (S 鈥 48, 50, 52, 54, 56)
  4. Prepare and deliver a well-organized informative oral presentation of 5-7 minutes on an academic topic; the presentation includes appropriate non-verbal communication, research, citations, and visual aids without plagiarism while using limited or no notes. (L 鈥 62) (S 鈥 47, 49, 52, 57)
  5. Recognize transitions, inferences, and implications in speech. (L - 54, 55, 57, 58, 59, 61) (S 鈥 49)
PLUS LOs

CRITICAL ANALYSIS

  1. Demonstrate analytic skills related to the interpretation of different academic texts on current issues by applying a variety of strategies to respond to exam questions or group discussions; these strategies will include recognizing the meaning of new words or concepts in context, scanning, skimming, making inferences, understanding cohesion, and/or recognizing the organizational structure.
  2. Write a well-structured comprehensive summary (without plagiarism) to demonstrate understanding of main ideas, important details, author's tone, author's purpose, and historical, cultural and political impacts of texts.
  3. Write a paraphrase that accurately relates information from a text without plagiarizing the original source.
  1. Understand, produce, and use in writing vocabulary words selected from texts in a vocabulary log that includes part of speech, stress/syllable, meaning, and word forms. The words selected should be of an academic nature.
  2. Participate in class discussions, jigsaw readings, and short presentations based on selected texts about American history or literature, social science, or other academic-based texts. Presentations must include a PowerPoint/Prezi or other visual aids that further research the topic with citations and no plagiarism.

 

RESEARCH WRITING

  1. Demonstrate comprehension of essay structure and incorporate academic research (academic journals, books and newspaper articles) on a variety of topics to write 1300 鈥 1500 word essay in the mode of analysis essay with proper formatting (in APA format) as well as a hook, thesis statement, three body paragraphs, and a concluding paragraph while avoiding plagiarism. (59, 61, 65, 66, 67, 70, 71, 72, 75, 76, 81)
  2. Write a reflective essay focused on researching and producing the research paper in LO1.
  3. Apply advanced pre-writing (brainstorm/outline) and post-writing (editing and revising) skills; editing includes mechanics, spelling, subject/verb agreement, pronoun references, articles, determiners, quantifiers, word forms, and verb tenses. Apply academic language to writing, avoiding words such as like, many/a lot, very/really, make, thing/stuff, get/do, kind of, firstly/secondly, But/And (at the beginning of a sentence)鈥 (66, 81) (61, 66, 72, 74, 76, 81, 82)
  4. Write a variety of simple, compound, complex, and compound-complex sentences using cohesive devices such as conjunctions, pronouns, repetition of keys words and phrases, transition words, and parallel structure. (61, 62, 74, 81)
  5. Paraphrase and directly quote author's main ideas and purpose of academic passages without plagiarizing. (64, 65, 67, 68, 71, 76, 77)
  6. Demonstrate comprehension of APA style and rules and apply them accurately within the essay. (71, 74, 76, 78, 80)
  7. Understand the differences between a reliable and unreliable resource. (65)

 

*** Additional or alternative writing modes can be chosen if agreed to by the director and curriculum coordinator. Justification beyond, the book not teaching that particular mode, will need to be provided in writing. ***

ORAL COMMUNICATION

  1. Identify main ideas and details in 8 鈥 10-minute level-appropriate academic listening texts. (L - 59, 60, 61, 63, 65, 67, 69)
  2. Take and revise notes using the structure provided on listening texts specified in LO1. (L 鈥80) (S - 59, 75)
  3. Prepare and deliver a well-organized persuasive oral presentation of 6 - 8 minutes on an academic topic; the presentation includes appropriate non-verbal communication, research, citations, and visual aids without plagiarism while using limited or no notes. (L- 62) (S 鈥 65, 66, 69, 70, 73)
  4. Recognize transitions, inferences, and implications in speech. (L - 59, 61, 63, 66, 71) (S 鈥 61, 69, 74, 75)
  5. Identify and produce American slang, phrasal verbs, and idioms.
PATHWAY LOs

Grammar

  • Learn the rules and accurately use articles in writing. Including when not to use articles.
  • Practice using and choosing the proper prepositions for a multitude of situations.
  • Identify and produce passive voice (statements, negatives, and questions) given a contextual purpose.
  • Write a variety of simple, compound, complex, and compound-complex sentences using cohesive devices such as conjunctions, pronouns, repetition of keys words and phrases, transition words, and parallel structure.
  • Utilize all forms of nouns (count, non-count, generic, specific, descriptive), pronouns (subject, object, possessive, reflexive, the forms of 鈥渙ther鈥), articles (definite and indefinite), quantifiers (a few, a little, much, many, some, any, a great deal of, each, every, a number of, etc.), and subject/verb agreements.
  • Identify and produce all forms of modals (request, advice, suggestion, invitation, possibility, ability, etc.).
  • Identify and correctly form the present real and unreal conditionals given a context.
  • Identify and produce all forms of noun, adjective, and adverb clauses and phrases within a given context.

 

 

 

Writing

  1. Write a script for a PowerPoint presentation (Crossover with Reading and Speaking class)
    1. Limited words
    2. Utilize the academic word list
    3. Include pictures
  2. Practice and apply APA/MLA research citations.
  3. Ethical AI use
    1. Reliable websites
    2. Library database
    3. How to use Chat GPT
    4. Lit Maps
  4. Reflective writings based on the following topics or materials
    1. Short-story
    2. Academic journal
    3. Synthesis of two connected but opposing articles/viewpoints
  5. Write a comprehensive and professional email to your professor using formal statements and formal questions about the class.
  6. Write a variety of topic/conclusion sentences & thesis statements based on an assortment of topics.
  7. Practice writing and rewriting skills through the medium of a research paper. The instructor will select the topic/style.
  8. Utilize the academic word list (Vocabulary LO 1) in writing.

 

Speaking

  1. 2/5/7-10-minute speech about the following topics (can be groups or individual)
    1. Cause-effect, Informative (History Readings), Argumentative, or persuasive
    2. Speech must include an engaging and dynamic PPT that utilizes colors, visuals, and fonts that correlate to the topic presented.
    3. An outline, but no script, may be used. No PPT notes.
  2. Learn, identify, and utilize discourse markers, transitional words/phrases, implications, and signal words.
  3. Engage in classroom discussions on a variety of topics
    1. Use the discussion rubric as a guide
    2. Use discourse markers within the discussion
    3. Speak on a variety of topics, both short and long form
  4. Utilize Canvas for a short speaking assignment on a variety of topics and times.

 

Listening

  1. Listen to and identify the main idea and details from multiple lectures, talks, or presentations on various academic topics from multiple sources. Use a variety of models (high academic, casual, formal presentations, documentaries, etc.).
  2. Take notes on LO1.
    • Use abbreviations, symbols, and
    • Use notes taken in the past to answer short quizzes or tests without relistening/reviewing the text.
  3. Summarize and discuss lectures, talks, or presentations heard during class.
  4. Attend three on-campus events/lectures. Write a reflective writing of 250 鈥 300 words about the event.
  5. Practice listening skills through dictations, cloze, and dictogloss activities.

 

Vocabulary

  1. Academic Vocabulary list 鈥 Sublists 1 & 2
  2. Making a schedule based on class syllabi
    1. Skim and scan syllabi and other course materials for dates, assignments, and information
  3. Adjective vocabulary
  4. Prefixes/Suffixes

 

Reading

  1. Read at least one extensive reader (Level 6)
    1. Recall main ideas and details
    2. Explain meaning
    3. Analyze characters/plot
  2. Identify the main idea and details in an academic text.
  3. Identify author bias, tone, purpose, and argument in texts.
  4. Demonstrate comprehension of academic-level texts through:
    1. Paraphrasing
    2. Writing a summary that includes the title, author, reporting verb, and main ideas to convey the approximate meaning without plagiarizing.
    3. Writing an analysis that includes argument, tone, intended audience, and intended message.
    4. Writing a response that includes a position, reason, example, and explanation
  5. Apply strategies to answer comprehension questions
    1. Multiple Choice
    2. Short Answer
    3. Inference
  6. Read texts that include
    1. Poem, short story, novel chapter, academic journal, academic paper, academic textbook, and level-appropriate ESL texts

Post-ESL Curriculum (Plus Classes)

快猫成版视频 offers students who have finished ESL classes at mid-term, but cannot register for academic classes due to unavailability or scheduling issues, an option to take 6 Plus classes. Academic students who need more English practice may also take the 6 Plus classes. You must have completed all 5 levels in ESL or have passed the Duolingo, TOEFL, or IELTS to qualify for PLUS classes.

These classes are grade bearing and will affect your overall GPA. You can also FA (Failure due to Absence) out of these classes. Your grades for these classes, and all classes at 快猫成版视频, are a part of your college transcripts. The classes will appear as Continuing Education (CEU) classes on your transcripts. However, you may fill out a 鈥淐ourse Substitution鈥 form 鈥 available through the ESL Director's office 鈥 and transfer these credits (3 credits per class with a maximum of 6 credits total) into academic credits that can go toward your major.

There are three 6 Plus classes currently offered: Oral Communication, Critical Analysis Skills, and Research Writing Skills.

ESL 1112     Oral Communication Skills     3 credits CEU

This course is designed for advanced students who have successfully completed level 6. The objective of the course is to intensify the listening and speaking skills learned in previous levels and better equip the students with both academic and professional speaking skills. In this course, students will listen to content-based academic lectures. Students will learn to take notes more effectively and to respond critically to those lectures through debates and discussions. Students will also learn how to conduct research, write presentation outlines, and give presentations more effectively. Upon completion of this course, students will have gained greater confidence in their ability to speak English in any situation presented to them and to succeed in their major fields in college.

ESL 1113     Critical Analysis Skills     3 credits CEU

This course is designed for advanced students who have successfully completed level 6. The objective of the course is to intensify the skills learned in previous levels and better equip the students with college-level skills. Students will be reading content-based materials featuring American History, American Literature, and Sociology. Students will learn more academic vocabulary and further develop critical thinking skills to effectively respond to those materials through paragraph writing, summarizing, paraphrasing, and classroom discussions.   Upon completion of the course, students will have gained greater confidence in their ability to read, comprehend, and analyze college-level materials and to succeed in their major fields of study.

ESL 1111     Research Writing Skills     3 credits CEU

This course is designed for advanced students who have successfully completed level 6. The objective of the course is to build upon the skills learned in previous levels and better equip the students with college-level skills in writing and research. Students will engage in writing research based papers to learn, understand, and use proper citations (APA or MLA) as well as write reflectively and paraphrase/summarize. Students will utilize the on-campus library resources and gain knowledge pertaining to reliable and unreliable resources. Upon completion of this course, students will have the ability to write research papers and essays free of plagiarism on both the graduate and undergraduate level.

 

Special Programs

 ESL 0050     Special Program     Credit and hours vary

The ESL Special Program is designed for international students or professionals who wish to learn more about the American language and culture. Courses are tailored to the characteristics and specific needs and expectations of each particular group. Credit and length of program vary according to the group.