Beginning ESL Syllabus



Beginning ESL Syllabus

Mrs. Maggie Mullaj

Textbook: Side By Side (Longman)

Voices in Literature (Heinle & Heinle)

Course Description: This class will allow students to develop Basic English vocabulary and grammatical structures so that they can successfully communicate. Also, students will develop literary and analytical skills which will enable them to be successful in future courses.

Specific units are described in the scope and sequence on the following pages. Every unit will develop students’ Listening, Speaking, Reading, and Writing skills:

Listening: Students will listen to English from native speakers via their teacher and other media. They will also listen to English spoken by their peers. They must focus their attention on the speaker’s message in order to comprehend and produce a meaningful response.

Speaking: Students will have the daily opportunity to practice speaking in structured conversations with their peers. Also, there will be several projects which require the students to present information to the class using newly acquired English skills.

Reading: Students will be reading a variety of modified texts, including short stories, poetry, and expository writing, with guidance and support from their teacher and peers. Students will learn various strategies to help them comprehend a text in their second language. They will also learn analytical skills necessary to interpret both literature and images.

Writing: Students will be writing on a daily basis, practicing the grammar structures and the new vocabulary. They will write a variety of personal narratives, descriptions, reports, poems, and reflections based on the literature. They will also have the opportunity to create their own works of creative fiction in response to various texts.

 

Students will be visiting the computer lab on a weekly basis to practice English using the ReadingSmart software.

Grading: Grades will be calculated as follows:

• 10% Journal

• 50% Assignments & Quizzes

• 30% Tests & Projects

• 10% Homework

Beginning ESL: Scope & Sequence

| |Grammatical Concepts |Vocabulary Units |Reading & Literature Focus |Texts |

|First 6-weeks |To be: introduction |Introductions |Literal v. Figurative |Various Proverbs and Fables |

| |Subject Pronouns |Personal Information |Components of a Story | |

| |Present Continuous Tense |Locations |Identifying Main Idea | |

| | |Everyday Activities |Identifying Theme | |

| | | |Making Applications | |

|Second 6-weeks |Possessive Adjectives |Everyday Activities (cont.) |Characterization |The Three Little Pigs |

| |Adjectives |Describing People and Things |Point of View |The True Story of the Three Little |

| |Possessive Nouns |Weather |Using Context Clues |Pigs |

| |Prepositions of Location |Family Members | |Various cultural versions of |

| | |Describing Events & Activities | |"Cinderella" |

|Third 6-weeks |Prepositions |Places Around Town |Reading Expository Text |A History of Greek Mythology |

| |There is/There are |Clothing |Connecting to World Culture |The Odyssey |

| |Singular/Plural |Colors |Conflict & Resolution | |

| |This/That/These/Those | |Characterization | |

| | | |The Epic Hero | |

|Fourth 6-weeks |Simple Present Tense |Languages & Nationalities |Predicting/Foreshadowing |The Cask of Amontillado |

| |Object Pronouns |Habitual Actions |Making Inferences |The Tell-Tale Heart |

| |Have/Has |People’s Interests & Activities |Recognizing Irony |The Raven |

| |Adverbs of Frequency |Describing People |Tone | |

| | |Feelings & Emotions |Creating Suspense | |

| | | |Imagery | |

|Fifth 6-weeks |Can |Abilities |Setting and Scene |Expository text about Shakespeare |

| |Have to |Occupations |Using Effective Dialogue |and the tradition of the theatre |

| |Future: going to |Expressing Obligations |Dramatic Irony |Romeo & Juliet |

| |Want to |Invitations |The Characteristics of a Drama | |

| | |Telling Time | | |

| | |Ailments & the Doctor’s Office | | |

| | |Describing Events | | |

|Sixth 6-weeks |Regular Past Tense |Reasons & Excuses |Symbolism |Various Holocaust Propaganda |

| |Irregular Past Tense |Television Commercials |Interpreting Elements of Design |Various Gulf War Propaganda |

| |Wh- questions |Describing Physical States & Emotion |Recognizing Propaganda |Various Print Ads |

| |To be: past tense |Biographies & Autobiographies |Persuasive Techniques |Expository text about the Holocaust|

| | | |Researching Information |My Secret Camera |

| | | |Identifying Historical Context | |

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