English as a Second Language Pre HSE Syllabus for 2021-2022
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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

Wuthering Heights Read Chapters 1-3

          Day 2

My Background

Introduction Parts 1-2

Vocabulary Part 3

My Background

Find Out Parts 4-5

Portfolio

Wuthering Heights discussion

Week  2

          Day 1

My Personality & Skills

Introduction Parts 1-2

Vocabulary Part 3

Wuthering Heights Read Chapters 4-5

My Personality & Skills

Find Out Parts 4-5

Portfolio

          Day 2

My Work Values

Introduction Parts 1-2

Vocabulary Part 3

Wuthering Heights Discussion 

My Work Values

Find Out Parts 4-5

Portfolio

Wuthering Heights Reading Check Quiz

Week 3

Module 2

Exploring Careers

          Day 1

Exploring 16 Career Clusters

Introduction Parts 1-3

Wuthering Heights- Read Chapter 6-7

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.

Wuthering Heights discussion & Final

Week  4

Part B: Soft Skills

Module 3

Getting a Job

          Day 1

Searching for a Job

Introduction Parts 1-2

Vocabulary Part 3

Wuthering Heights Read Chapter 7-8

Searching for a Job

Find Out Part 4-7

Portfolio

Applying for a Job

Introduction Parts 1-2

Vocabulary Part 3

          Day 2

Wuthering Heights discussion

Applying for a Job

Find Out Parts 4-6

Portfolio

Wuthering Heights Reading Check Quiz

Midterm Exam

Week 5

         Day 1

Preparing for an Interview

Introduction Parts I-2

Vocabulary Part 3

Wuthering Heights Read Chapters 9-10

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

Wuthering Heights discussion

Communicating with Customers

Find Out Parts 4-7

Portfolio

Week  6

         Day 1

Respecting Differences & Teamwork

Introduction Parts 1-2

Vocabulary Part 3

Wuthering Heights Read Chapters 11-12

Respecting Differences & Teamwork

Find Out Parts 4-7

Portfolio

         Day 2

Resolving Conflict/Leadership

Introduction Parts 1-2

Vocabulary Part 3

Wuthering Heights discussion

Resolving Conflict/Leadership

Find Out Part 4-6

Portfolio

Wuthering Heights Reading Check Quiz & Final Exam

       Day 4

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, grammar, and civics. 

4. Course Goals:

Upon successful completion of the 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 central ideas or themes in oral presentations and spoken and written texts; 

  • 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, extended 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 and persuasively;

• referring to specific and relevant evidence from texts or research to support his or her ideas;

• asking and answering questions that probe reasoning and claims; and

• summarizing the key points and evidence discussed.

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

  • delivering oral presentations;

  • composing written informational texts;

  • fully developing the topic with 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 substantive claim about a variety of topics;

  • introducing the claim;

  • distinguishing it from a counter-claim;

  • providing logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim; and

  • providing a conclusion that summarizes the argument presented.

• 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 or solve a problem a problem;

  • gathering information from multiple print and digital sources;

  • evaluating the reliability of each source;

  • using advanced search terms effectively;

  • synthesizing information from multiple print and digital sources;

  • analyzing and integrating information into clearly organized spoken and written texts; 

  • 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 and evaluating the reasoning in persuasive spoken and written texts;

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

  • citing specific textual evidence to thoroughly 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

  • employing both formal and more informal styles and tones effectively in spoken and 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 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 complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order;

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

  • using complex and varied 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 complex phrases and clauses; and

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

Texas Adult Education & Literacy ESL Content Standards:

Upon successful completion of the advanced 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:

Civics: Each module contains a civics lesson that teaches students how to use the competencies and content standards in society.

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).

Advanced ELLs comprehend abstract topics, hidden messages, and conversations that include new vocabulary and new topics.  Their vocabulary knowledge is extensive.

Benchmarks:

1. Listen actively to comprehend and respond to increasingly complex spoken language in a variety of contexts (e.g., news broadcasts, political speeches, and mass media)

2. Identify main ideas and supporting details in spoken language on specialized topics (e.g., news broadcasts or spoken instructions).

3. Comprehend spoken language that uses specialized or technical vocabulary and complex grammatical structures (e.g. multiple verbal tenses, idioms) and that contains cultural references (e.g., TV news, a presidential speech, or a product of pop culture).

4. When listening to spoken language, summarize and take notes.

5. Make inferences about spoken language, evaluating the accuracy and relevance of what is presented.

6. Participate actively in and comprehend conversations in unfamiliar settings (e.g., one’s child’s school, medical offices, government agencies, and unfamiliar worksites).

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.

Advanced  ELLs comprehend the main ideas of a speech and can deliver an oral presentation.  They are able to converse effectively with fluent English speakers. 

Benchmarks:

1.  Present ideas concisely, logically, and persuasively, using grammatically correct spoken language.

2. Give an extended discourse on a topic of special interest (e.g., lectures, speeches, and presentations). 

3. Demonstrate expanded vocabulary knowledge by delivering a speech/presentation on a specific topic. 

4. Converse fluently in English with peers and native speakers.

5. Participate in impromptu conversations on a given topic.

6. Orally convey humor, jokes, sarcasm, innuendo, irony, etc., as situations demand.

7. Orally respond to questions and comments by providing suggestions and alternative viewpoints.

8. Orally demonstrate mastery of broad and deep vocabulary appropriate for use in a variety of formal and informal settings.

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:

Advanced ELLs can read increasingly complex text and use advanced reading strategies for comprehension.

1.  Use advanced reading strategies (e.g., inference, making predications, identifying an author’s assumptions and biases, and evaluating the credibility and adequacy of evidence presented).

2. Evaluate print and digital texts using criteria to determine aesthetic value, reliability, and credibility.

3. Read, comprehend, and use increasingly complex print and digital texts for a variety of purposes, about a variety of topics, and in a variety of settings (e.g., to be informed, expand knowledge and skills, or conduct research).

4. Identify and evaluate an author’s purpose and arguments and refer to the text to support, defend, or clarify one’s interpretations.

5. Identify, analyze, and evaluate an author’s implicit and explicit assumptions and beliefs about a topic, time, or theme.

6. Document one’s reading by recording citations, taking notes, developing graphics, and writing summaries or abstracts, etc.

7. Paraphrase accurately and summarize information form texts in print or in electronic media.

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:

Advanced ELLs can write multi-paragraph compositions with fluency, logic and organization and with an audience in mind, for a variety of purposes (e.g., personal needs, academic assignments, work-related needs, and for civic participation).

1.  Write commentaries that summarize and then analyze and evaluate a specific topic.

2. Write outlines and analytic summaries prior to writing a research report.

3. Edit writing to conform to conventions of Standard English, including voice, tense, structure, and grammar, using print and digital aids as needed.

4. Write with increasing fluency and sophistication for different audiences and purposes (e.g., workplace, classroom, and daily life needs.

5. Demonstrate a range of different styles of writing for different purposes.

6. Apply strategies used to influence or entertain audiences (e.g., ethos, pathos, and logos; and humor).

7. Explain and extend ideas presented in primary and secondary sources through original analysis, evaluation, and elaboration.

8. Write increasingly complex texts (e.g., newspaper and magazine articles, technical materials, and research reports).

9. Select from a full range of vocabulary choices to express one’s ideas in rich, precise, and flowing language through the use of print or digital reference guides.

  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.

Digital Component:

Students are encouraged to utilize USA Learns in addition to Burlington English to enhance English acquisition.

Support Services: 

**Service: Tutoring 

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

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

**Service: Career Navigators

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     klbowen@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: