AFNorth International School Canadian Section Course Outline ESLBO English for School and Work Course Description: English in Daily Life, ESL Level 2, Open (ESLBO) This course expands students’ essential English communication skills and cultural knowledge and introduces the language of classroom studies. Students will develop oral classroom skills and reading strategies, expand their vocabulary, and use more complex sentence patterns. Students will also learn how to use some school and community resources.

Grade

Level 2

English for School and Work

Open

ESL BO

Credit Value:

1.0

Ontario Ministry of Education Document(s):

The Ontario Curriculum Grades 9 to12: English as a Second Language and English Literacy Development

Prerequisite(s):

N.A.

Corequisite(s):

N.A.

DND/DoDDS

Department:

English/ESL

AFNorth International School

Dept Head:

E. Seidel

Developer(s):

Michail Bolotenko

Development Date:

August 2003

Revision Date:

Course Expectations: By the end of the course, students will:

· initiate and take part in conversations, participate in classroom discussions, and make · short oral presentations, with teacher guidance, using a variety of subject-specific words · and expressions; · communicate orally, using a variety of the conventions of English grammar with some · accuracy; · use appropriately a variety of features of formal and informal communication in English; · create and analyse a variety of media works. · initiate and take part in conversations on a range of topics in a variety of social situations; · use tone of voice and gestures to clarify meaning in conversations (e.g., stress key content · words to specify meaning); · initiate and participate in informal conversations with English-speaking peers; · participate in group work, cooperative games, and teamwork; · use a variety of strategies to participate in small-group discussions (e.g., ask questions to · clarify a point; elaborate and/or modify statements to find a basis for agreement); · use appropriate openings and closings in oral presentations (e.g., introduce a topic by · asking a question; summarize key points); · use an outline provided by the teacher to take point-form notes on main ideas from · classroom oral presentations.

Course Units in Sequence
Main text: Making Connections (Unit 1) Reader: Voices in Literature (Unit 1) Grammar Reference: Grammar in Context 2 Supplementary Reader Building Bridges 2 Major Project: - menu	ESL Assessment Testing Making Connections Unit 1: Choosing Foods Building Bridges: Unit 1: Observation in Science Building Bridges: Unit 2: Mapping theEarth Voices in Literature: Unit 1: Beginnings Grammar in Context 2: Chapters 1 – 8: be, present and future tenses,subject and object pronouns, possession, reflexive pronouns, singular and plural, noncount nouns, there + be, quantity words, adjectives, noun modifiers, adverbs, too/enough, time, modals, related expressions Review and testing
Main text: Making Connections (Unit 2) Reader: Voices in Literature (Unit 2) Grammar Reference: Grammar in Context 2 Supplementary Reader Building Bridges 2 Major Project: - fables	Making Connections Unit 2: Sending Messages Making Connections Unit 3: Setting Goals (begin this unit) Building Bridges: Unit 3: Nutrition Building Bridges: Unit 4: Fables Building Bridges: Unit 5: Math: Multiplication and Division Voices in Literature: Unit 2: Origins Review and testing Review for First Semester Final First Semester Final
Main text: Making Connections (Unit 3) Reader: Voices in Literature (Unit 3) Grammar Reference: Grammar in Context 2 Supplementary Reader Building Bridges 2 Major Project: - personal life line	Making Connections Unit 3: Setting Goals (continue this unit) Building Bridges: Unit 6: Regions of the World Building Bridges: Unit 7: Living Things Voices in Literature: Unit 3: Friendship Unit 4: Wishes and Dreams Review and testing
Main text: Making Connections (Unit 4) Making Connections (Unit 5) Reader: Voices in Literature (Unit 4) Grammar Reference: Grammar in Context 2 Supplementary Reader Building Bridges 2 Major Project: - career project and presentation - folktale	Making Connections Unit 4: Making Changes Making Connections Unit 5: Resolving Conflict Building Bridges: Unit 8: Living in the United States Building Bridges: Unit 9: The Beginning of Historyy Building Bridges: Unit 10: Folktales of the World Voices in Literature: Unit 5: Generations Grammar in Context 2: Chapters 9 – 15: presen tenses,gerunds,infinitives,adjective clauses,superlatives, comparatives, equality, similarity, passive voice Review and testing Final Projects and Presentations Review for Final Exams Final Exams
Teaching Strategies:
WRITING FOCUS: Students will be exposed to the six forms of writing as prescribed by the EQAO (Explanation, Exposition, Narrative, Procedure, Recount, Report) ORAL AND VISUAL COMMUNICATION: Students will be given opportunities to make oral presentations of self-generated work to real audiences using a variety of media. Discussion and debate will comprise a substantial component of the literary and authentic text studies. READING: Students will engage in oral reading for pronunciation practice and confidence building. Both intensive and extensive reading will consist of authentic text, short stories, current examples of print media. SOCIAL AND CULTURAL COMPETENCE: Students will gain knowledge of Canadian culture through prescribed reading selections of What in the World? and other class and directed research projects. GUEST SPEAKERS: Speakers will be invited as appropriate and available. TECHNOLOGY: Where possible, students will be given opportunities to work with computers. Projects may include Web Page designs, Power Point presentations, Internet research assignments, etc. EXCURSIONS: Where possible, out of school trips involving the use of, and contact with English will be arranged. VIDEOS: English language videos pertaining to course material will be introduced when available and where applicable. Students will be accountable for any associated worksheets or post-film discussions for daily work grades. GROUP WORK: Students will be encouraged to work in small group settings. In some instances they will be paired with fellow native speakers and in others they will be partnered with individuals of different linguistic origin. PORTFOLIOS: Students will be required to maintain portfolios representing a variety of their assignments.
Assessment and Evaluation Strategies:
Grades will be based upon demonstration of Knowledge and Understanding, Thinking, Inquiry, and Problem Solving. Assessment of the above will be based on diagnostic, formative and summative testing procedures. Diagnostic evaluation may consist of the following: pretests, tests, anecdotal observation, conference with student, peer evaluation. Formative evaluation may consist of the following: pretests with no mark value that serve as examples of modeling, excluding the lowest mark, including only the latest series of tests, allowing for retests, open notebook tests, interview with student, peer evaluation as an ongoing process. Summative evaluation may consist of the following: written assignments, oral presentations, unit tests, interviews with student, peer evaluation. Term work will represent 70% of the final mark while 30% will be based on a final evaluation.
The course will be organized into the following four strands: Oral and Visual Communication - students will understand, interpret, and use oral English, and related visual cues, in a variety of contexts and media Reading - students will read a variety of informational and literary texts for different purposes, using a range of reading strategies effectively Writing - students will communicate clearly in writing for a variety of purposes and audiences Social and Cultural Competence - students will be exposed to the variety of languages and cultures in Canada and will demonstrate as wide a social and cultural competence as possible in the international school setting Teaching strategies will be geared to facilitating the mastery of the above strands.
Textbook(s):	Main text: Making Connections 2 Reader: Voices in Literature Grammar Reference: Grammar in Context 2 Supplementary Reader Building Bridges 2
Other Resources:	What in the World? (level 1) is a monthly Canadian publication that summarizes provincial, national and international events and presents a variety of related teaching activities.
1) What in the World? 2) Selected readings 3) Technological applications - computers, video cameras, digital cameras, tape recordings