AFNorth International School Canadian Section Course Outline ESLCO English for School and Work Course Description: English for School and Work, ESL Level 3, Open (ESLCO) This course is designed to improve students’ accuracy in using English in classroom situations, for personal and career planning, and to understand the changing world around them. Students will study and interpret a range of texts and produce a variety of forms of writing. Activities will also help students to develop their oral presentation skills and acquire study skills (including note-taking and summarizing skills) that will enhance their ability to learn in all subjects. Prerequisite: ESL 2 or equivalent

Grade

Level 3

English for School and Work

Open

ESL CO

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:

Karen Wilson

Developer(s):

Michail Bolotenko

Development Date:

August 2002

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. choose and read books at the appropriate reading level for a variety of purposes; demonstrate knowledge of subject-specific terms; read for specific purposes, with teacher guidance; locate and evaluate resource materials for guided research and career exploration, with teacher guidance. write in a variety of forms for various purposes and audiences; use the writing process, with teacher guidance, with an emphasis on peer and independent review of content and organization; arrange ideas in logical order and present them in linked sentences and simple paragraphs;

Course Expectations Continued

use a variety of sentence patterns and conventions of standard Canadian English with some accuracy in written work. use knowledge of Canadian culture and history in school and social situations; · respond appropriately in most teaching and learning situations.

Course Units in Sequence
Main text: Making Connections (Unit 1) Reader: Voices in Literature (Unit 1) Grammar Reference: Elements of Writing 2 Supplementary Reader Building Bridges Major Project: - personal web page - myth creation	ESL Assessment Testing Making Connections Unit 1: Ch. 1: What Makes Waves? Making Connections Unit 1: Ch. 2: Ups and Downs Making Connections Unit 1: Ch. 3: People Around Us Making Connections Unit 1: Ch. 4: Reflections Building Bridges: Unit 1: The Cell of Living Things Building Bridges: Unit 2: Classical Civilizations Voices in Literature: Unit 1: Style Elements of Writing: Chapters 13 – 16: sentence fragments, subject/predicate, verbs, nouns, pronouns, adjectives, articles, adverbs, prepositions, conjunctions, direct/indirect objects Review and testing
Main text: Making Connections (Unit 2) Reader: Voices in Literature (Unit 2) Grammar Reference: Elements of Writing 2 Supplementary Reader Building Bridges Major Project: - game creation and demonstration	Making Connections Unit 2: Ch. 1: Making Difficult Decisions Making Connections Unit 2: Ch. 2: Career Paths Making Connections Unit 2: Ch. 3: The Underground Railroad Making Connections Unit 2: Ch. 4: Life choices Building Bridges: Unit 3: Greek Mythology Building Bridges: Unit 4: Fractions Voices in Literature: Unit 2: Suspense Elements of Writing: Chapters 17 – 20: adjective/adverb phrases, adjective/adverb/noun clauses, sentence structure, use of pronouns 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: Elements of Writing 2 Supplementary Reader Building Bridges Major Project: - personal life line	Making Connections Unit 3: Ch. 1: Why Do We Build Barriers? Making Connections Unit 3: Ch. 2: Breaking Through Mental Barriers Making Connections Unit 3: Ch. 3: Racism Making Connections Unit 3: Ch.4: Breaking Down Racial Barriers Building Bridges: Unit 5: U.S. Government Building Bridges: Unit 6: Matter Voices in Literature: Unit 3: Love Elements of Writing: Chapters 21 – 25: comparatives/superlatives, common usage problems, capital letters, end marks, commas, semi-colons and colons Review and testing
Main text: Making Connections (Unit 4) Reader: Voices in Literature (Unit 4) Grammar Reference: Elements of Writing 2 Supplementary Reader Building Bridges Major Project: - career project and presentation	Making Connections Unit 4: Ch. 1: Bridge Designs Making Connections Unit 4: Ch. 2: Facing Change Making Connections Unit 4: Ch. 3: Transitions Making Connections Unit 4: Ch. 4: Life Spans Making Connections Unit 4: Ch. 5: Bridges Across Time and Space Building Bridges: Unit 7: Pre-Colombian American Civilizations Building Bridges: Unit 8: Poetry Voices in Literature: Unit 4: Advice Elements of Writing: Chapters 26 – 30: italics, quotation marks, apostrophes, dashes, hyphens, parentheses, common errors 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 Reader: Voices in Literature Grammar Reference: Elements of Writing 2 Supplementary Reader Building Bridges
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