CCC Adult Education Program Advanced

ESL Curriculum

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Advanced ESL Students are placed in the Advanced Level if they have successfully completed the High Intermediate level or if they score 66-72 on the BEST Literacy test and/or 507-540 on the BEST Plus test and/or 42-70 (raw) on the CELSA test. In addition, they should have demonstrated their readiness in writing by completing a paragraph on a given topic. The writing sample must include four complex grammar structures, including passive voice and some conditionals. The following Student Learning Outcomes and Strand Objectives are based on 128 contact hours of instruction. The National Reporting System (NRS) Educational Functioning Level Descriptors for Low Beginning ESL: Speaking and Listening Basic Reading and Writing Functional and Workplace Skills Individual can understand and communicate in a variety of contexts related to daily life and work. Can understand and participate in conversation on a variety of everyday subjects, including some unfamiliar vocabulary, but may need repetition or rewording. Can clarify own or others’ meaning by rewording. Can understand the main points of simple discussions and informational communication in familiar contexts. Shows some ability to go beyond learned patterns and construct new sentences. Shows control of basic grammar but has difficulty using more complex structures. Has some basic fluency of speech.

Individual can read moderately complex text related to life roles and descriptions and narratives from authentic materials on familiar subjects. Uses context and word analysis skills to understand vocabulary, and uses multiple strategies to understand unfamiliar texts. Can make inferences, predictions, and compare and contrast information in familiar texts. Individual can write multi-paragraph text (e.g., organizes and develops ideas with clear introduction, body, and conclusion), using some complex grammar and a variety of sentence structures. Makes some grammar and spelling errors. Uses a range of vocabulary.

Individual can function independently to meet most survival needs and to use English in routine social and work situations. Can communicate on the telephone on familiar subjects. Understands radio and television on familiar topics. Can interpret routine charts, tables and graphs and can complete forms and handle work demands that require non-technical oral and written instructions and routine interaction with the public. Individual can use common software, learn new basic applications, and select the correct basic technology in familiar situations.

Advanced ESL Student Learning Outcomes

Upon completion of this level, students will be able to: • Participate actively in conversations with classmates, teachers, coworkers, employer, etc. • Identify the main idea, details, and conclusion in short lectures, conversations, and oral passages. • Express orally and in writing one’s ideas and interests on specific academic and non-academic topics. • Identify main idea, topic sentence, and supporting details in an academic reading passage. • Interpret information from diagrams, charts, tables, graphs and schedules. • Write narrative, descriptive, and persuasive compositions of significant length with topic sentences, supporting details and

conclusions. • Write a one-page letter.

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• Use pronunciation strategies to more naturally and accurately produce English sounds, words, and phrases. • Explain functions of U.S. government, its leaders and available social and community services. • Use life skill strategies to participate actively in daily life. • Use computing skills for word processing, web searching and completing ESL exercises. • Use grammatical structures to produce standard oral and written English. (See Supporting Grammar)

The strands developed in order to facilitate students’ learning of the aforementioned outcomes include: Listening Speaking Pronunciation Reading Writing Health+

Civics/Life/Work+ Technology Supporting Grammar*

+ Integrated throughout instruction of the other strands. * Integrated across the strands in support of language development, not as a central focus of a lesson.

Strand Objectives

Listening Speaking 1. Respond appropriately in conversations on familiar

and unfamiliar topics. AE.L1^ 2. Follow multi-step oral instructions using signal words

and organizational cues. AE.L2 3. Identify main idea and key details from a variety of

oral sources (e.g. conversation, presentation, movie, podcast). AE.L3

4. Distinguish between formal and informal speech and contexts.

5. Comprehend meaning of conversation openers and closers (e.g. I haven’t seen you in awhile. I have to get going).

6. Recognize/respond to high-frequency idiomatic expressions (e.g. get fired, piece of cake), reductions, slang and taboo language. AE.L4

7. Get the gist of humor, jokes and puns. 8. Recognize inference and hidden meanings, moods,

feelings, as well as the use of word stress, pitch and intonation to convey different meaning.

9. Comprehend gist and supporting details of an authentic film or media broadcast.

1. Participate actively in contrived and spontaneous conversations on familiar and unfamiliar topics. AE.S1

2. Use paraphrasing and elaboration to clarify meaning. AE.S2

3. Participate in social interactions using formal and informal language as appropriate including idioms, slang, body language, sarcasm, humor and inflection. AE.S3

4. Phrase words into meaningful chunks and pause between phrases.

5. Use collaborative skills to participate in a group discussion (e.g. agree, disagree, and compromise). AE.S4

6. State an opinion and supporting details and facts. 7. Express thoughts clearly by using transition, signal

and sequence words. 8. Present a 5-7 minute oral presentation on a specific

topic. AE.S5 9. Provide appropriate and complete answers to

interview questions. 10. Speak extemporaneously on a familiar topic using

complex sentences. Reading Writing

1. Examine and comprehend a variety of written materials (e.g. workplace information, medical information, newspaper articles, short stories, memos). AE.R1

2. Predict the meaning of unfamiliar vocabulary by using contextual clues and/or word analysis strategies. AE.R2

3. Use a dictionary and thesaurus to look up definitions,

1. Write a well-developed paragraph using a topic sentence, supporting details and a conclusion.

2. Organize key details in a variety of contexts (e.g. note-taking, listing, and outlining).

3. Edit own writing for clarity of ideas, transitions, grammatical accuracy and mechanics.

4. Prepare thorough and well-developed resume. AE.W4

^ Abbreviations following strand objective represent an Illinois ESL Content Standard fulfillment.

synonyms, derivations and pronunciation of familiar and unfamiliar vocabulary. AE.R7

4. Identify main idea and supporting details from authentic fiction and nonfiction materials. AE.R5

5. Identify writer’s purpose (e.g. description, cause and effect, compare and contrast, persuasion) and distinguish between fact and opinion. AE.R4

6. Compare and contrast information with other texts and sources (e.g. product guarantees).

7. Distinguish between literal and figurative language. 8. Infer and predict outcomes and draw conclusions

from reading materials (e.g. health issues, housing market). AE.R6

9. Use reference materials to research topics relevant to present day. AE.R7

10. Summarize an academic article. 11. Interpret charts, tables, graphs and other non-prose

information. AE.R3

5. Write work-related memos and emails. AE.W5 6. Write formal letters such as cover letters, letters to

creditors and letters to congresspersons. AE.W6 7. Write various multi-paragraph essays (compare and

contrast, cause and effect, description, narration, persuasion, expository) by constructing clear paragraphs to introduce, support and conclude ideas. AE.W2; AE.W3

8. Use the writing process: brainstorming, prewriting, revising, editing.

9. Describe a detailed procedure in writing (e.g. changing a tire, completing a work task).

Pronunciation Health 1. Use phrase stress rules (e.g. primary phrase stress,

contrastive stress) to produce natural, clear speech. 2. Use word stress rules to appropriately pronounce

familiar and unfamiliar words. 3. Shift meaning by changing stress, intonation, and

pausing patterns in sentences. 4. Speech reflects the stress-timed nature of English.

1. Complete standard medical forms. 2. Interpret health information from a variety of sources

(e.g. magazines, pamphlets, and websites). 3. List side-effects associated with medications. 4. Follow emergency procedures and complete

accident reports. 5. Read and interpret nutritional information listed on

food labels and plan balanced diets. 6. Explain the purpose and benefits of living a healthy

lifestyle. 7. Recognize problems related to substance/drug

abuse and identify where treatment may be obtained.8. Recognize requirements for immunizations. 9. Communicate effectively using vocabulary related to

doctors, dentists, body parts, illnesses and medications.

Civics/Life/Work Technology

1. Interact with community services, organizations and

government agencies. 2. Demonstrate ability to interact with local, state and

national officials and their functions. 3. Demonstrate understanding of trial by jury and other

elements in a U.S. court of law. 4. Read and discuss information related to current

events. 5. Use budget-planning strategies. 6. Compare/contrast basic factors when planning a trip. 7. Report detrimental health and safety conditions in

public and private places. 8. Identify ways of preventing crimes. 9. Read and discuss rental agreements, contracts,

tenants’ rights and responsibilities. 10. Compare and contrast advertisements, labels and

charts to select goods and services. 11. Describe personal career goals, interests and

interpret job descriptions. 12. Demonstrate standards of behavior for a job

interview; ask and answer interview questions during an interview; write a thank you note; follow up.

13. Demonstrate an understanding of U.S. work ethics (behavior, attire, attitudes, and social interactions).

14. Use problem-solving skills to solve work-related problems.

15. Understand worker’s rights (compensation, unionization, and right to work).

1. Apply library technology skills to acquire research material.

2. Communicate information via email (e.g. add attachments, forward) to instructors, supervisors, coworkers, peers, etc.

3. Access various ESL practice material from a variety of software and websites.

4. Apply technology skills and knowledge to independently search for and identify potential work, career and study opportunities.

5. Create a wide-range of documents for personal, educational and work usage (e.g. newsletters, resume, budget, and brochure).

6. Use word processing skills to complete a multi-paragraph essay.

Supporting Grammar

1. Embedded Questions (Do you know if our teacher is here?)

2. Conjunctions (either…or, both…and) 3. Adverbs of intensity and time (very, already) 4. Modal Verbs (able to, supposed to, perfect modals,

would rather, must)

5. Comparison Nouns (different…from) 6. Subordinate Clauses (of cause, of time, of place,

relative) 7. Reported Speech (statement, questions,

imperatives) 8. Gerunds/Infinitives (Cooking is fun; I like to cook all

foods.) 9. Phrasal Verbs (Take out the trash.) 10. Conditional Sentences (If I were you, I would go to

class every day.) 11. Passive Voice (The table was set.) 12. Present perfect continuous (I have been studying

English everyday.) 13. Transitional Adverbs (however, therefore)

*Integrated across the strands in support of language development, not as a central focus of a lesson.

ILLINOIS ESL CONTENT STANDARDS

ADVANCED ESL (AE) LISTENING SPEAKING READING WRITING

AE.L1 AE.L2 AE.L3 AE.L4 AE.L5 AE.L6

Respond to face-to-face and telephone conversations in familiar and unfamiliar contexts (e.g., community, workplace) Follow complex, multi-step oral instructions (e.g., a doctor’s or a supervisor’s instructions) Identify the main idea and key details in a variety of sources (e.g., from a conversation, radio or TV broadcast, or presentation) Demonstrate understanding of conversational openers and closers (e.g., I haven’t seen you in awhile. I have to get going.) Demonstrate understanding of high-frequency idioms (e.g., learn something by heart, get fired, piece of cake) Demonstrate understanding of high- frequency reductions (e.g., “gonna”, “hafta”, “gotta”)

AE.S1 AE.S2 AE.S3 AE.S4 AE.S5

Participate in face-to-face and telephone conversations in familiar and unfamiliar contexts (e.g., community, workplace) Use paraphrasing and elaboration to clarify meaning Participate in a wide range of social interactions using formal or informal language as appropriate Use collaborative skills in a group (e.g., agree, disagree, compromise) Present short speeches or oral reports (e.g., on customs or traditions in native country)

AE.R1 AE.R2 AE.R3 AE.R4 AE.R5 AE.R6 AE.R7

Read a variety of material (e.g., newspapers, memos, stories) on familiar and unfamiliar topics Predict the meaning of unfamiliar vocabulary in reading materials by using contextual clues and/or word analysis Interpret charts, tables, graphs, and other non-prose information Identify a writer’s purpose (e.g., to describe a person/place/event, to show cause/effect, to compare/contrast, to persuade) Summarize the main ideas and supporting details in reading materials Make inferences, draw conclusions, and predict outcomes in reading materials Use reference materials (e.g., dictionary, encyclopedia, thesaurus)

AE.W1 AE.W2 AE.W3 AE.W4 AE.W5 AE.W6 AE.W7 AE.W8

Add detail to simple sentences

(e.g., by adding words, clauses, and phrases) Use transitions (e.g., however, next, in addition) within and between paragraphs Write multi-paragraph essays demonstrating clear use of paragraphs to introduce, support, and conclude Write multi-paragraph comparison/contrast, cause/effect, description, and narration essays Prepare a resume Write work-related memos and e-mails Write formal letters (e.g., a cover letter, letter to a utility, letter to a congressperson) Organize key details in a variety of contexts (e.g., by note taking, listing, or outlining)