ESL Level 1 Speaking and Listening
ESL Level 1 Speaking and Listening
Course Outcome Summary
|Course Information |
|Developers |ELL Steering Committee |
|Development Date |5/25/2006 |
|Revised Date |1/10/2008 |
Description
Level 1 Speaking/Listening provides the beginning ELL literacy-level student with the skills to respond to imperatives, generate and discriminate sounds, demonstrate listening etiquette, apply basic pronunciation strategies, use formal and informal conversational language, and use survival vocabulary.
Target Population
According to NRS Beginning ELL Literacy definitions for listening and speaking, the individual cannot speak or understand English, or understands only isolated words or phrases.
|Competencies |
|1. |Use basic formal and informal conversational language |
| |Competence will be demonstrated: |
| |1.1 by participating in a two-person or small group conversation |
| |1.2 in a classroom or lab setting |
| |Criteria - Performance will be satisfactory when: |
| |1.1 learner uses courtesy expressions appropriately |
| |1.2 learner answers yes/no questions correctly |
| |1.3 learner answers informational questions correctly |
| |1.4 learner asks yes/no questions in correct word order |
| |1.5 learner asks simple informational questions in correct word order |
| |1.6 learner uses the present continuous to form affirmative and negative statements and questions |
| |Learning Objectives |
| |a. Use courtesy expressions |
| |b. Answer simple yes/no questions |
| |c. Answer personal information questions |
| |d. Answer basic wh questions (who, what, when, where) |
| |e. Ask very simple yes/no questions |
| |f. Ask very simple informational questions |
|2. |Use survival language |
| |Competence will be demonstrated: |
| |2.1 by answering oral questions involving survival vocabulary |
| |2.2 in a classroom or lab setting |
| |Criteria - Performance will be satisfactory when: |
| |2.1 learner orally identifies the survival vocabulary in each area listed |
| |Learning Objectives |
| |a. Give personal information |
| |b. Identify time of day using various expressions (morning vs afternoon, clock time) |
| |c. Use numbers to express calendar information |
| |d. Identify denominations of money |
| |e. Count money |
| |f. Identify correct titles for men and women |
| |g. Use the telephone |
| |h. Use emergency language (911, accident, fire) |
| |i. Identify body parts |
| |j. Use health language |
| |k. Identify types of jobs |
| |l. Identify classroom objects |
| |m. Identify family relationships |
| |n. Identify household objects |
| |o. Identify food items |
| |p. Identify clothing items |
| |q. Identify colors |
| |r. Identify shapes |
| |s. Use adjectives to describe people |
| |t. Identify opposites |
| |u. Identify weather and season terms |
|3. |Repeat modeled speech clearly |
| |Competence will be demonstrated: |
| |3.1 by repeating words and simple statements as modeled by the instructor |
| |3.2 in a classroom or lab setting |
| |Criteria - Performance will be satisfactory when: |
| |3.1 learner uses speech that is audible and understandable allowing for some first language interference |
| |Learning Objectives |
| |a. Repeat words clearly |
| |b. Repeat short statements clearly |
| |c. Repeat simple questions clearly |
|4. |Use nonverbal communication |
| |Competence will be demonstrated: |
| |4.1 by using gestures and body language to reflect a verbal message |
| |4.2 in a classroom or lab setting |
| |Criteria - Performance will be satisfactory when: |
| |4.1 learner's gestures reflect the verbal message presented by the instructor |
| |4.2 learner's body language reflects the verbal message presented by the instructor |
| |Learning Objectives |
| |a. Use gestures (nodding and shaking head, thumbs up and down) to express affirmative and negative responses |
| |b. Use gestures (waving) to express greetings and departures |
|5. |Respond to imperatives |
| |Competence will be demonstrated: |
| |5.1 through interactive classroom listening activities |
| |5.2 in a classroom or lab setting |
| |Criteria - Performance will be satisfactory when: |
| |5.1 learner responds appropriately to simple one-step commands involving body action |
| |5.2 learner responds appropriately to simple one-step commands involving moving an object |
| |5.3 learner follows basic classroom instructions |
| |Learning Objectives |
| |a. Follow basic classroom directions (repeat after me, take out your book, raise your hand) |
| |b. Follow simple one-step commands involving body action (stand up, sit down, come here) |
| |c. Follow simple one-step commands involving an object (put, take, give, get, bring, open, close, turn on, turn |
| |off, etc.) |
|6. |Demonstrate listening etiquette |
| |Competence will be demonstrated: |
| |6.1 through interactive classroom listening activities |
| |6.2 in a classroom or lab setting |
| |Criteria - Performance will be satisfactory when: |
| |6.1 learner displays active listening (face speaker and look at speaker) |
| |6.2 learner refrains from speaking when instructor or another student is speaking |
| |Learning Objectives |
| |a. Use appropriate body language for listening (facing speaker) |
| |b. Use eye contact |
| |c. Take turns speaking and listening |
| |d. Remain quiet when appropriate |
|7. |Generate sounds |
| |Competence will be demonstrated: |
| |7.1 by repeating voiced, unvoiced, and blended consonants as modeled by the instructor |
| |7.2 by repeating vowel sounds as modeled by the instructor |
| |7.3 by repeating verb inflections modeled by the instructor |
| |7.4 by repeating contractions modeled by the instructor |
| |7.5 in a classroom or lab setting |
| |Criteria - Performance will be satisfactory when: |
| |7.1 learner correctly repeats voiced, unvoiced and blended consonants as modeled by the instructor allowing some |
| |first language interference |
| |7.2 learner correctly repeats vowel sounds as modeled by the instructor, allowing some first language interference|
| |7.3 learner correctly pronounces verb inflections as modeled by the instructor, allowing some first language |
| |interference |
| |7.4 learner correctly pronounces contractions as modeled by the instructor, allowing some first language |
| |interference |
| |7.5 learner correctly reproduces vowel and consonant sounds |
| |Learning Objectives |
| |a. Pronounce voiced consonants |
| |b. Pronounce unvoiced consonants |
| |c. Pronounce blended consonants |
| |d. Pronounce short and long vowel sounds |
| |e. Pronounce verb inflections |
| |f. Pronounce contractions |
| |g. Repeat consonant sounds |
| |h. Repeat long and short vowels |
|8. |Discriminate numbers and numeric forms |
| |You will demonstrate your competence: |
| |9.1 by responding to instructor directions involving numbers |
| |9.2 in a classroom or lab setting |
| |Your performance will be successful when: |
| |9.1 learner identifies correct date on a calendar or writes correct date when given orally by an instructor |
| |9.2 learner identifies time given in a digital format |
| |9.3 learner correctly identifies or writes addresses when given orally by an instructor |
| |9.4 learner correctly writes or enters phone numbers on a phone when given orally by an instructor |
| |9.5 learner identifies item order using ordinal and cardinal number forms correctly |
| |Learning Objectives |
| |a. Discriminate numbers in dates and times |
| |b. Use ordinals and cardinals correctly |
| |c. Discriminate numbers used in addresses |
| |d. Discriminate phone numbers |
|9. |Use the alphabet |
| |You will demonstrate your competence: |
| |10.1 by completing an oral test |
| |10.2 in a classroom or lab setting |
| |Your performance will be successful when: |
| |10.1 learner states the letters of the alphabet in correct order |
| |10.2 learner states the letters in his/her first and last name in correct order |
| |10.3 learner states the letters in his/her street address in correct order |
| |10.4 learner states the letters in his/her current city of residence in correct order |
| |Learning Objectives |
| |a. Orally spell the letters of the alphabet |
| |b. Orally spell the letters in names |
| |c. Orally spell the letters in a street name |
| |d. Orally spell the letters in a city name |
|10. |Use simple present tense form of the verb "to be" |
| |You will demonstrate your competence: |
| |11.1 by participating in class discussion |
| |11.2 in a classroom or lab setting |
| |Your performance will be successful when: |
| |11.1 learner identifies and uses present tense verb "to be" in affirmative and negative statements |
| |11.2 learner identifies simple present tense verb "to be" in affirmative and negative questions |
| |Learning Objectives |
| |a. Use present tense verb "to be" in affirmative and negative statements |
| |b. Use present tense verb "to be" in affirmative and negative questions |
|11. |Recognize standard U.S. social/cultural norms |
| |Competence will be demonstrated: |
| |12.1 in a classroom, lab or social setting |
| |Criteria - Performance will be satisfactory when: |
| |12.1 learner follows standard U.S. social norms of time, etiquette, body language, and personal grooming |
| |Learning Objectives |
| |a. Follow standard social norms of punctuality |
| |b. Follow standard social norms of etiquette |
| |c. Follow standard social and cultural norms of body language |
|12. |Follow classroom and school policies |
| |You will demonstrate your competence: |
| |13.1 by following classroom and school policies |
| |13.2 in a classroom or lab setting |
| |Your performance will be successful when: |
| |13.1 learner follows classroom rules |
| |13.2 learner follows classroom etiquette guidelines |
| |13.3 learner follows school policies |
| |Learning Objectives |
| |a. Follow classroom rules |
| |b. Follow classroom etiquette guidelines |
| |c. Follow school policies |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- esl level test printable
- esl level test pdf
- ielts speaking part 1 questions and answers
- esl numbers 1 10
- speaking and listening esl lessons
- pearson edexcel level 1 level 2 gcse 9 1 mathematics
- pearson edexcel level 1 level 2 gcse 9 1
- pearson edexcel level 1 level 2 gcse 9 1 mathematics markscheme
- pearson edexcel level 1 level 2 gcse 9 1 mathematics markscheme 2021
- pearson edexcel level 1 level 2 gcse 9 1 1 ma1 2h
- pearson edexcel level 1 level 2 gcse 9 1 mathematics 2021
- pearson edexcel level 1 level 2 gcse 9 1 time 1 hour 30 minutes paper referenc