English as a Second Language High Intermediate Syllabus for 2021-2022
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Instructor Information

Course Information

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Recording Policy

Disability Statement

If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.

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If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

Amarillo College Tutoring for Success Policy:

The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.

NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.

Privacy Statement

The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

AELE-0053-0402 English as a Second Language High Intermediate

Prerequisites

Course Description

Listening, speaking, reading, and writing are taught simultaneously.  Identify main ideas, supportive information, and recognize the speaker's hidden message. Comprehend extended social interactions such as an anecdote. Respond to routine spoken messages.  Comprehend and participate in extended conversation and other verbal exchanges that go beyond personal needs and familiar topics. Participate in complex spoken communication.  Speak fluently about familiar topics. Verbalize personal opinions.  Switch between standard and non-standard English as the situation warrants. Convey emotion of a spoken message.  Analyze written information and make summaries.  Read critically and use high level reading comprehension strategies. Determine the sequence of events in a narrative and understand techniques that show sequence (e.g., foreshadowing) Write about previously discussed topics, use complex transition words, and follow the basic steps of the writing process.  Write multi-paragraph compositions that are argumentative or opinion-based.  Write commentaries that summarize, analyze and evaluate a topic. Write outlines. Edit writing to conform to conventions of Standard English including voice, tense, structure, and grammar.

Student ResourcesStudent Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me

You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.

Hours

(0 sem hrs)

Class Type

Tech Supported

Syllabus Information

Textbooks

Burlington English, an online curriculum, will be used for class work.

Future: English for Results might be used as a resource.

Supplies

Internet

Computer, laptop, tablet, or smartphone

pen/pencil

Notebook

Student Performance

Students are expected to contribute to a classroom environment that is respectful and conducive to learning. Inappropriate behavior in the classroom may result in a request to leave class. Repeated violations may be referred to the grant director or vice-president of student affairs.

 

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

• Complete CRU intake and orientation paperwork.

• Take the CASAS assessment

• Follow all classroom rules.

• Adhere to the attendance policy.

• Maintain a courteous and positive attitude

• Participate in group and individual activities.

• Complete in-class and homework assignments.

• Take all progress tests as directed.

 

Grading Criteria

 

     Attendance 10%

     Homework   40%

     Midterm       25%

     Final            25%

Attendance

Because attendance is important to be successful in the English as a Second Language Program, in college, as well as in the job place, students should attend all classes. If a student is absent, s/he cannot participate in the class by listening actively or by contributing to class discussions and collaborative activities. Therefore, the following attendance and tardy policies will be enforced.

 

• Students are expected to attend all classes.

• Attendance is taken at the beginning, and at the end of each class session.

• Students who miss the first week of classes will be dropped.

• Students who have more than three (3) unexcused absences during a semester will be dropped.

• A tardy is defined as not being present when the class begins. If students are tardy, it is their responsibility to approach the instructor after class to ensure that their attendance is documented.

• Tardiness or leaving early will be noted and a partial absence will be recorded. Three (3) tardies = one (1) unexcused absence. 

• Missed work must be made up within 1 week of the student’s return to class. 

Calendar

Additional Information

Class Schedule and Additional Syllabus Information Required by TWC (at the bottom)

Burlington High Intermediate

 

The instructor reserves the right to change the schedule as needed.

 

Week 1	Part A: Exploration
Day 1	Module 1 About Me & My Interests	My Career Pathway Introduction Parts 1 & 2 Vocabulary Part 3
		On a Career Pathway Find Out Parts 4-6 Sum It Up- Part 7 Gandhi Read Chapter 1
Day 2		My Background Introduction Parts 1-2 Vocabulary Part 3
		My Background Find Out Parts 4-5 Portfolio Gandhi discussion
Week  2
Day 1		My Personality & Skills Introduction Parts 1-2 Vocabulary Part 3 Gandhi Read Chapter 2
		My Personality & Skills Find Out Parts 4-5 Portfolio
Day 2		My Work Values Introduction Parts 1-2 Vocabulary Part 3 Gandhi Discussion
		My Work Values Find Out Parts 4-5 Portfolio Gandhi Reading Check Quiz
Week 3	Module 2 Exploring Careers
Day 1		Exploring 16 Career Clusters Introduction Parts 1-3 Gandhi- Read Chapter 3
		Exploring 16 Career Clusters Continue Part 3 Find Out 4-7
Day 2		Exploring Careers Find Out Parts 8-15 Open one of the 16 Career Options from the Introduction Box. Use the drop down arrow to explore specific arrears. Use Breakout Rooms for students to discuss and explore careers.  For homework, have students write about the career that interests them and explain why.
		Exploring Careers Student Presentations over the career s/he selected. Gandhi discussion & Midterm Exam
Week  4	Part B: Soft Skills Module 3 Getting a Job
Day 1		Searching for a Job Introduction Parts 1-2 Vocabulary Part 3 Gandhi Read Chapter 4
		Searching for a Job Find Out Part 4-7 Portfolio Applying for a Job Introduction Parts 1-2 Vocabulary Part 3
Day 2		Gandhi discussion Applying for a Job Find Out Parts 4-6 Portfolio
		Gandhi Reading Check Quiz

 

Week 5
Day 1		Preparing for an Interview Introduction Parts I-2 Vocabulary Part 3 Gandhi Read Chapters 5 and 6
		Preparing for an Interview Find Out Part 4-6 Portfolio Virtual Job Interviews- one student is an employer the other is an interviewee.  Use Breakout Rooms.
Day 2	Module 4:  Effective Relationships	Communicating with Customers Introduction Parts 1-2 Vocabulary Part 3 Gandhi discussion
		Communicating with Customers Find Out Parts 4-7 Portfolio
Week  6
Day 1		Respecting Differences & Teamwork Introduction Parts 1-2 Vocabulary Part 3 Gandhi Read Chapters 7-8
		Respecting Differences & Teamwork Find Out Parts 4-7 Portfolio
Day 2		Resolving Conflict/Leadership Introduction Parts 1-2 Vocabulary Part 3 Gandhi discussion
		Resolving Conflict/Leadership Find Out Part 4-6 Portfolio Gandhi Reading Check Quiz & Final Exam

3. Course Description:

 

Amarillo College’s free, non-credit English as a Second Language (ESL) Program is provided through the Adult Education & Literacy Program called Career Ready You (CRU). It welcomes students from around the world and offers opportunities for people who want or need to learn English. The high-intermediate level provides 8 weeks of instruction in listening, speaking, reading, writing, and civics. 

 

4. Course Goals:

 

Upon successful completion of the high-intermediate ESL course, students will be able to…

 

• construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading and viewing by…

  • determining a central idea or theme; 

  • analyzing the development of the themes/ideas;

  • citing specific details and evidence from texts to support the analysis; and

  • summarizing a text

• participate in level-appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions by…

• participating in conversations, discussions, and written exchanges about a range of topics, texts, and issues;

• building on the ideas of others:

• expressing his or her own ideas;

• clearly supporting points with specific and relevant evidence;

• asking and answering questions to clarify ideas and conclusions; and

• summarizing the key points expressed.

 

• speak and write about level-appropriate complex literary and informal texts and topics by…

  • delivering oral presentations;

  • composing written informational texts;

  • developing the topic with some relevant details, concepts, examples, and information; and

  • integrating graphics or multimedia when useful about a variety of texts, topics or events.

 

• construct level-appropriate claims and support them with reasoning and evidence by…

  • constructing a claim about a variety of topics;

  • introducing the topic

  • providing logically ordered reasons or facts that effectively support the claim; and

  • providing a concluding statement.

 

• conduct research and evaluate and communicate findings to answer questions or solve problems by…

  • carrying out both short and more sustained research projects to answer a question;

  • gathering information from multiple print and digital sources;

  • evaluating the reliability of each source;

  • using search terms effectively;

  • synthesizing information from multiple print and digital sources;

  • integrating information into an organized oral or written report;

  • including illustrations, diagrams, or other graphics as appropriate; and

  • citing sources appropriately.

 

• analyze and critique the arguments of others orally and in writing by…

  • analyzing the reasoning in persuasive spoken and written texts;

  • determining whether the evidence is sufficient to support the claim; and

  • citing textual evidence to support the analysis.

 

• adapt language choices to purpose, task, and audience when speaking and writing by…

  • adapting language choices and style according to purpose, task, and audience in various social and academic contexts;

  • using a wider range of complex general academic and content-specific words and phrases; and

  • adopting and maintaining a formal and informal style and tone in spoken and written texts, as appropriate.

 

• determine the meaning of words and phrases in oral presentations and literacy and informational text by...

  • determining the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events.

 

• create clear and coherent level-appropriate speech and text by…

  • recounting a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure;

  • introducing and developing an informational topic with facts, details, and evidence;

  • using a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas; and

  • providing a concluding section or statement.

 

• demonstrate command of the conventions of standard English to communicate level-appropriate speech and writing by…

  • using increasingly complex phrases;

  • using increasingly comply clauses;

  • producing and expanding simple, compound, and complex sentences.

 

Texas Adult Education & Literacy ESL Content Standards:

 

Upon successful completion of the high-intermediate ESL course, students will have addressed the following content standards:

 

Subarea: 1. Listening Skills: English Language Learners (ELLs) become increasingly able to comprehend what they hear, to retrieve information, and to make inferences and connections. The Ells listen to speakers in a variety of contexts with a variety of English accents.

 

Content Standards:

 

1. Distinguish sounds and intonation patterns of English with increasing ease.

2. Demonstrate understanding when listening to spoken language in different situations and spoken with a variety of regional accents.

3. Listen to, follow, and give directions and/or instructions.

4. Listen to and participate in a variety of settings (e.g., academic, work, and social) and situations (e.g., conversation, teamwork, meetings, presentation, and interviews).

5. Participate in and comprehend conversations face-to-face or via electronic media.

6. Comprehend questions in order to engage in conversation.

7. Use comprehension strategies such as indicating misunderstanding, repeating and rephrasing, or asking for help as appropriate for the communication context.

8. Exhibit knowledge and appropriate interpretation of cultural conventions in conversation, such as the use of titles, eye contact, registers, and expected responses (schemata).

 

High-intermediate ELLs are able to identify main ideas and supportive information and recognize the speaker’s hidden messages.

 

Benchmarks:

1.  Comprehend spoken language that deals with unfamiliar topics or situations.

2. Identify and retell the main facts and supportive details from an oral presentation.

3. Comprehend extended social interactions (e.g., a person telling an anecdote or discussing a social topic.)

4. Recognize and respond to routine spoken messages, instructions, or questions (e.g., “Next customer, please!”)

5. Identify and respond to descriptions (of people and places), narratives (of past, present, and future events), and argumentative speech, as well as complex factual products of spoken language.

6. Comprehend facts presented in spoken discourse and recognize speaker-intended inferences.

7. Take notes during a workshop, lecture, or oral presentation to capture main ideas and supporting details.

8. Use background knowledge and contextual clues to participate in conversations.

9. Can participate in conversations over the telephone or other telecommunication devices.

 

Subarea: 2. Speaking Skills: ELLs are able to speak in a variety of situations and settings using increasingly challenging vocabulary and language complexity with increasing fluency and accuracy.

 

Content Standards:

 

1. Communicate needs verbally using increasingly complex words and phrases.

2. Give directions to places and instructions for accomplishing specific tasks.

3. Demonstrate an increasing range of English vocabulary appropriate for speaking in informal and formal settings.

4. Produce spoken communications at each proficiency level that demonstrates increasing language complexity.

5. Demonstrate appropriate speaking skills and strategies for persuading and discussing.

6. Demonstrate appropriate speaking skills and strategies for seeking and relaying information.

7. Demonstrate appropriate speaking skills and strategies for expressing feelings and emotions.

8. Demonstrate appropriate speaking skills and strategies for collaborating and solving problems.

9. Construct an oral argument presenting a particular point of view and providing evidence to refute an opposing point of view.

 

High-intermediate  ELLs comprehend and participate in extended conversation and other verbal exchanges that go beyond personal needs and familiar topics.

 

Benchmarks:

 

1. Comprehend and participate in complex spoken communication.

2. Speak fluently about a variety of familiar topics in low-anxiety situations.

3. Verbally provide a personal opinion, logical argument, or examples about a given situation or topic to support one’s responses in debates or conversations.

4. Use complex vocabulary to express opinions and defend a point of view.

5. Switch between standard and non-standard English as the situation warrants (e.g., use colloquial language when appropriate).

6. Convey the emotional content of a spoken message (e.g., anger, compliment, condolence, or sarcasm) through intonation, rhythm, and stress.

7. Become increasingly able to change grammatical style in formal and informal settings by adjusting language used for a particular purpose or in a particular social setting.

8. Gain increasing command of academic and work-related vocabulary.

 

Subarea: 3. Reading Skills: The ELL reads a variety of texts at different levels of complexity for a variety of purposes with an increasing level of comprehension and fluency.

 

Content Standards:

 

1. Implement a variety of reading comprehension strategies (e.g., predicting, inferring, comparing, and contrasting) and know when they are appropriate to use.

2. Identify the central ideas or hypothesis and supporting details.

3. Read critically to analyze information and make connections to interpret authors’ purpose and viewpoints.

4. Read from a variety of genres for different purposes (e.g., to accomplish a personal or work related task, for academic work, or for pleasure).

5. Acquire vocabulary and grammar knowledge progressively according to student proficiency to build strong mastery of the English language.

6. Increase background knowledge, concepts, and skills by reading in diverse texts.

7. Demonstrate ability to interpret a variety of texts, including visual and quantitative.

8. Use digital resources to locate evidence to answer a question, solve a problem, or support an argument.

 

Benchmarks:

 

High-intermediate ELLs can analyze information and make summaries.  They are able to read critically and use high level reading comprehension strategies.

 

1.  Interpret moderately complex written texts.

2. Apply reading strategies appropriate to comprehend increasingly complex literary and informational texts (e.g., print or digital presentation). 

3. Analyze and summarize information to strengthen reading comprehension. 

4. Read critically and identify information in text that will support one’s opinions about and interpretations of the text. 

5. Interpret the meaning in context of increasingly complex figures of speech and rhetorical devices.

6. Use reference tools to support reading comprehension (e.g., book, manual, computer application help features, or Internet-based reference tools).

7. Determine the sequence of events in a complex narrative and understand techniques that show sequence (e.g., foreshadowing)

8. Identify, interpret and evaluate the role and impact of ambiguity, bias subtleties, contradictions, irony, and incongruities in a text.

 

Subarea: 4. Writing Skills: The ELL writes in a variety of forms with increasing ease, accuracy, and complexity to address effectively specific purposes and audiences.

 

Content Standards:

 

1. Fill out a variety of forms, applications, and contracts for everyday life and work purposes by hand or electronically.

2. Write for a variety of purposes (e.g., reminder lists, notes, email, academic papers and reports, letters or other documents to persuade, complain, or express opinions).

3. Write across a variety of genres (e.g., description, argumentation, fiction, persuasive, and workplace).

4. Write using appropriate format and structure for different purposes (e.g., outlines, memos, letters, reports, procedural lists, work-related documents).

5. Use a multi-step process to compose, revise, and edit a variety of texts.

6. Write with logic, organization, and accuracy.

7. Consider context, audience, and purpose (e.g., reader’s perspective, cultural influence, social norms, etc.) when writing.

8. Acquire vocabulary and grammar knowledge progressively according to student proficiency to build strong mastery of the written English language.

9. Integrate graphics or multimedia to support written compositions or oral presentations. 

 

Benchmarks:

 

High-intermediate ELLs can write about previously discussed topics, use complex transition words, and follow the basic steps of the writing process.

 

1.  Write multi-paragraph compositions that are argumentative or opinion-based and that concern a variety of topics.

2. Write multi-paragraph descriptive and narrative compositions that concern a variety of topics.

3. Use transition words and phrases (e.g., therefore, nevertheless, and in addition) to make writing more complex.

4. Understand the writing process (e.g., drafting, editing, and publishing) to create longer compositions, whether in print or digital formats.

5. Use a wide range of vocabulary including synonyms, antonyms, precise terminology, and phrasal verbs on a variety of topics.

6. Write increasingly sophisticated multi-paragraph compositions that present information and ideas concisely, logically, and persuasively.

 

5.  Due to COVID, we have changed in-class lessons to tech-supported and/or face to face classes.  We will use Burlington English as our curriculum.  BE is an online curriculum.  

 

There is no cost for the students to attend class.  Students will need internet access, a smartphone, tablet, laptop, or computer to access Burlington English.

**Support Services: 

 

**Service: Tutoring 

Location: Ware Student Commons, 1st Floor, room 113A 

Contact: Jeannie George (806) 371-5432     j0309552@actx.edu 

 

**Service: Career Navigator 

Location: Ware Student Commons, 3rd Floor, Room 314 

**Contact:  Christina Gonzales 305 B ccconzales@actx.edu 806 371 5913

                 Ryan Frances 305 G     rfrancis@actx.edu 806 371 5927

                 Kathryn White 305 F     kbowen@actx.edu 806 345 5687

 

Service: Workforce Solutions Panhandle 

Location: Student Services Center, Room 236 

**Contact: Roxanne Morgan (806) 350-1644     rmorgan@wspanhandle

 

**Sequence of Courses Leading to the attainment of a GED certificate/enrollment into post secondary education: