2.

1030

Long Beach Unified School District

Long Beach School for Adults

Course Outline
for
2.1030
ESL Intermediate (Low-High)

English as a Second Language

Written
2007-2008

ESL Course Outline ESL Intermediate (Low-High)

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Long Beach Unified School District

Long Beach School for Adults
Course Outline
Course: ESL Intermediate (Low-High)
Length: One Semester
Date: School Year 2007-2008
Description of Course:
This course is designed for students who are able to use English to function independently
in most familiar situations and who can read simplified materials on familiar topics and
write on personal topics.
Emphasis is on fluency and communication. Students are encouraged to self-monitor and
self-correct.
Course content is relevant to students daily lives and is determined through on-going
needs assessment.
Cultural aspects, such as rules of etiquette common in routine social situations in U.S.
culture, are taught explicitly by focusing on comparing and contrasting rules from cultures
of native countries and U.S. culture.

I. Goals and Purposes

The primary goals of this course are to develop students abilities as follows:
A.
B.
C.
D.
E.
F.

Function effectively in English in familiar and unfamiliar social situations.

Comprehend conversations containing some unfamiliar vocabulary.
Participate in extended conversation on a variety of topics.
Read a variety of materials on everyday subjects.
Interpret technical written materials with clarification or assistance.
Write correspondence and paragraphs about previously discussed topics.
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II. Performance Objectives:

On exit, students will be able to demonstrate the following:
A. Four Major Language Skills
1. Listening:
a. Identify main ideas and most supporting detail in factual materials relating
to everyday topics.
b. Demonstrate understanding of simple questions and answers in
conversations.
c. Demonstrate understanding of stories and other passages containing
unfamiliar vocabulary.
d. Demonstrate understanding of everyday conversation with some repetition
or slower speech.
2. Speaking:
a. Participate in face-to-face conversations on immediate survival needs,
personal histories, and descriptions of people or places.
b. Display some spontaneity and creativity in producing language patterns
not previously learned or memorized.
c. Adjust language forms required to fulfill basic courtesy in face-to-face
conversations.
d. Clarify utterances by rewording or repeating in order to be understood
by the general public.
e. Communicate on the telephone on familiar subjects with clarification.
3. Reading:
a. Interpret simple authentic materials on familiar topics (newspaper articles
on current events, social letters, public information notices).
b. Identify the main idea of a paragraph on familiar topic.
c. Predict meanings of unfamiliar vocabulary and phrases from context,
headings, and pictures.
d. Find information that requires drawing from different sections of a
reading passage.
e. Draw meaning from passages by using syntactic clues, such as pronoun
references.
f. Identify relationships within a passage by using contextual clues and
transitional words.
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4. Writing:
a. Take dictation of short paragraphs.
b. Write personal letters and paragraphs.
c. Fill out authentic job applications and medical history forms.
B. Language Functions and Language Forms
1. Language Functions:
a. Express factual information (compare and contrast).
b. Relate in social and interpersonal relations (apologize, make excuses,
express worry and disappointment, give and get permission, make offers).
c. Give commands (recommend, solve problems, instruct).
2. Language Forms:
a. Demonstrate the use of appropriate and effective language forms necessary
to communicate orally and in writing.
C. Workplace Behaviors
1. Work in teams
2. Teach others
3. Make appropriate decisions
4. Organize their work
5. Solve problems
6. Think creatively
7. Use time wisely

III. Instructional Strategies

Demonstration
Individualized, pair, small group, and whole group instruction
Group projects
Role playing
Information gap
Life skill and narrative reading activities
Teacher directed exercises
Dictation
Modeling
Cooperative learning activities
Written assignments
Technology
Manipulatives
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IV. Times of Instruction

Units of Study

Approximate hours allotted per unit

Personal Information and Basic Communication

24

Consumer Economics

36

Community Resources

48

Employment

48

Health and Safety

24

U.S. Citizenship, Government, and Law

36

Length of course: 18 weeks x 4 days x 3 hours = 216 hours

V. Evaluation
Methods utilized to evaluate students progress include the following:
A.
B.
C.
D.
E.
F.
G.

End of Unit curriculum-based unit tests

Pre and Post CASAS tests
Instructors observation and evaluation of students performance
Students self-evaluation
Participation in class activities
Writing samples
Homework assignments

VI. Repetition
A student may repeat the course only when the student has not met the performance
objectives of the course and can benefit from further instruction.

ESL Course Outline ESL Intermediate (Low-High)

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