LAA603: Entrance Into English (2014-2015)
CURRICULUM PROGRAM: English as a Second Language
COURSE TITLE: Entrance Into English
CALENDAR YEAR: 2014-2015
GRADE LEVEL: 9-12
COURSE LENGTH: 36 weeks
Major Concepts/Content: The Entrance into English course is designed to prepare students for the different activities that they are expected to perform in English classes (classroom survival skills), to identify the basic terms that students should know prior to entering the mainstreamed English class, to identify in a check list the specific experiences and developed skills that ESL students should have prior to entering the mainstreamed English class, and to provide the receiving English teachers with a clear profile of the developed skills and experiences of ESL students who are entering the English class. The specific course content develops listening skills through the use of dictation, tapes of stories in the text, lectures and class discussion; speaking skills through the use of group discussion, preparation and delivery of a self-introductory speech, and oral reading; reading skills through the use of context clues, the study of vocabulary reading tapes, book reports, books in the media center/library, and the dictionary; and writing skills through the composing of correct sentences, friendly letters and journals. Other content areas are study skills, including how to take a short answer test, study for a test, use the glossary in a textbook, record an assignment presented orally or on the board, look up a word in the dictionary, and use the SQ3R study approach; grammar/editing skills, including the study of simple sentences (subject and verb) parts of speech [noun, pronoun, adjective, verb, adverb, conjunction in sentences, spelling, punctuation, and capitalization; and literature, including the study of short stories [character plot, setting), poems, dramas, and novels.
Major Instructional Activities: Although the content check list indicates techniques to use in the areas of speaking, listening, reading and writing, the specific techniques will be determined by the nature of the individual class and the needs of individual ESL students in the class.
Major Evaluative Techniques: Students will be evaluated on their progress in mastering or completing the following tasks: looking up an assigned word in the dictionary, looking up the correct spelling of frequently-used words in the dictionary when confronted with misspellings, preparing and presenting a short self-introductory speech before class, presenting such a speech when called on in the regular classroom, locating a book in the media center or library when given the title and author writing a correct simple sentence, identifying the subject of a simple sentence, identifying the simple subject as being either a noun or pronoun, identifying the verb in a simple sentence, using the correct end punctuation in a simple sentence, capitalizing the opening word in a sentence, capitalizing proper nouns used in a sentence, writing down a class assignment presented orally by the teacher, taking an active part in class discussion on topics such as adapting to American schools and lifestyles, knowing how to mark the different types of short answer questions used in an objective test, having received instruction in how to use context clues to help determine the meaning of a word in a sentence, being able to request orally permission to leave the class to use the rest room or to see another member of the school staff, reading at approximately third-grade level or above, reading and preparing a book report, using a taped reading of a story to help him/her follow and understand the written text, working with other students to improve and rewrite some-thing she/he has written, revising his/her writing by adding or changing adverbs or adjectives, revising his/her writing by using a conjunction to combine two simple sentences, keeping a class journal in which she/he has written daily for more than two weeks, and writing a friendly letter.
Course Objectives: Upon completion of the entrance into English course, students should be able to function effectively in the regular secondary English classroom.