Curriculum Guide - International Christian Institute and Linguistics

Transcripción

Table of Contents
Mission of ICILS
3
Program Objectives
3
About this Guide
3
Beginner IA course
4
Course Description
4
Prerequisites
4
Course Goals
4
Course Objectives
4
Student Learning Outcomes
4
Methodology
4
Assessment and Evaluation
4
Course Materials
4
Course Outline
4
Beginner IB course
4
Course Description
4
Prerequisites
4
Course Goals
4
Course Objectives
4
4
Methodology
4
4
Course Materials
4
Course Outline
4
Beginner IC course
4
Course Description
4
Prerequisites
4
Course Goals
4
Course Objectives
4
4
Methodology
4
4
Course Materials
4
Course Outline
4
Beginner II course
4
Course Description
4
Prerequisites
4
Course Goals
4
Course Objectives
4
4
Methodology
4
4
Course Materials
4
Course Outline
4
Intermediate I course
4
Course Description
4
Prerequisites
4
Course Goals
4
Course Objectives
4
4
Methodology
4
4
Course Materials
4
Course Outline
4
Intermediate II course
4
Course Description
4
Prerequisites
4
Course Goals
4
Course Objectives
4
4
Methodology
4
4
Course Materials
4
Course Outline
4
Advanced I course
4
Course Description
4
Prerequisites
4
Course Goals
4
Course Objectives
4
4
Methodology
4
4
Course Materials
4
Course Outline
4
Advanced II course
4
Course Description
4
Prerequisites
4
Course Goals
4
Course Objectives
4
4
Methodology
4
4
Course Materials
4
Course Outline
4
ICILS Intensive English Program
Mission of ICILS
The mission of International Christian Institute & Linguistics School is to provide a dynamic
learning environment for ESL/ESOL students that unites the highest quality of English language
education with the promotion of spiritual growth, while maintaining a high degree of ethical
standards. Through the enhancement of cultural understanding and the effective building of
English skills in reading, writing, speaking, and listening, the staff of ICILS believes that our
students will be able to attain their educational, personal, and vocational goals.
Program Objectives
The Intensive English Program’s ESL classes are designed for students from around the world.
They come here with dreams of earning a higher education degree that will be the foundation
for a fruitful and fulfilling career in their chosen fields, or they have the goal of becoming fluent
enough in English to qualify them for well-paying careers with English-related and international
organizations in their own countries. Either way, our goal is to equip our students with the
language skills they need to realize those dreams. The complete program is divided into five
course levels from Beginner to Advanced. Each level is offered intensively, involving 18 hours a
week of instructional time and homework exercises.
About this Guide
The following pages provide an overview of the descriptions, objectives, requirements, and
expected learning outcomes of each course. The courses listed in order are: Beginner I,
Beginner II, Intermediate I, Intermediate II, and Advanced I. These five courses are divided by
level and represent the five levels of learning that make up the Intensive English Program.
Please refer to the Table of Contents for specific information by page number.
Beginner IA: Fundamental English
Course Description
This course will offer an introduction to English at the Pre-Beginning level and will emphasize basic
conversation skills as well as the critical domains of reading, writing, listening, speaking, and grammar.
These skills of basic language and linguistic structures are necessary for both academic performance and
everyday living. Students will learn, practice, and use these skills to respond and show that they
understand by using limited verbal and nonverbal signals to communicate in order to help prepare them
for personal and/or academic goals. They will be introduced to critical thinking principles at a prebeginning level to aid in their language development.
Prerequisite
Completion of the NorthStar Placement Exam for appropriate class level assignment.
Course Goals
The goal of the course is to introduce non-native and extremely limited English speakers to
basic concepts in order to comprehend, communicate, speak, and write English at the prebeginner level. Students will be presented with multiple opportunities to practice in the
classroom using interactive activities, cooperative learning, projects, and role playing.
Additional activities will incorporate learning fundamental vocabulary as well as English
grammar structures for conversing and daily living while working towards becoming fluent in
oral, written, and spoken English. Assessments and evaluations will be conducted at the
beginning, during, and at the end of the course to monitor student progress.
Course Objectives
Students will develop proficiency at the pre-beginning fluency level in order to improve
individual awareness of basic interpersonal communications by learning the following skills:




Accurately respond in a nonverbal manner.
Demonstrate limited comprehension especially of written language.
Improve understanding of basic interpersonal communications.
Demonstrate limited ability to read and write at the pre-beginner level.
By the end of this course, students should be able to accomplish the following at a highbeginner level with at least 70% accuracy. Students will be able to:
Listening & Speaking:
 Understand the function and use of the conventions of academic and/or informal
language when speaking as it relates to personal information and basic needs.
 Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases.
 Produce basic sounds, words, and phrases as modeled in an instructional setting with
very limited control over rhythm, stress, and intonation.



Use nonverbal and simple verbal strategies to demonstrate understanding or lack of
understanding of basic concepts, words, or phrases.
Demonstrate limited comprehension especially of written language.
Memorize a limited set of written or spoken words and phrases.
Reading & Writing:
 Construct limited meaning from reading materials on learned topics.
 Read and understand simple sentences 3-6 words long.
 Answer simple comprehension questions.
 Follow simple writing directions.
 Demonstrate ability to copy letters of the alphabet, numbers, and isolated
words/phrases.
 Accurately write basic personal demographic information such as name, address, and
phone number.
 Recognize correct sentence format.
Methodology
ICILS uses a multilevel, integrated learning approach to developing English fluency progressively
from beginning to advanced levels based on a cumulative skills development methodology.
Students are stimulated and motivated to learn through a variety of activities and procedures,
including task-based learning activities. Online video and audio programs stimulate vocabulary
and pronunciation development, containing practice in appropriate stress, intonation, and
rhythm patterns. Recorded listening passages also build vocabulary and teach oral
comprehension skills. Students are encouraged to participate in a variety of in-class activities
where they work individually, in pairs, and in small groups that are built around each unit's
theme.
Learning Activities
Instruction may take various forms including but not limited to: teacher modeling, practice
activities, listening exercises, discussion, question and answer sessions, analysis of charts and
graphs, Total Physical Response (TPR) engaging activities, role plays, conversations, note taking,
cooperative group work, application of grammatical structures, journals and process writing, as
well as error-correction activities. Student work books (Top Notch Fundamentals, Picture-based
reading books, and the Longman Photo Dictionary) along with supplemental web based
activities may also be used to integrate listening and vocabulary skills necessary for mastery of
lessons taught in classes.
The following indicators will be used to determine if students have attained the student
learning outcomes for the course: teacher generated benchmark exams, unit tests, the final
exam, grading and class participation rubrics, in-class assignments, and oral presentations. Each
student is required to complete all in-class assignments in addition to completion of all unit
exams and the course final exam.
Grading Scale
A = 90–100
B = 80–89
C = 70–79*
D = 65-69
F = 64 and below
*Since ICILS has made every effort to develop a thorough assessment process to monitor
student achievement, students must demonstrate at least a 70% or higher level of proficiency
in order to advance to the next level. In other words, students must maintain a grade of “C” or
higher to pass this course.
Grading
The final grade is based on the following:
Class participation
Assignments
Unit exams
Mid-Term/Final exam
Total
10%
20%
30%
40%
100%
Course Materials
Top Notch Fundamentals, Second edition
Top Notch Fundamentals Workbook, Second edition
Very Easy True Stories (A Picture Based First Reader) Level 1, Second edition
All New Easy True Stories (A Picture Based Beginning Reader), Level 2, Second edition
Focus on Grammar, Third edition (activity and workbook)
Longman Photo Dictionary of American English.
Course Outline
Week
1-3
Unit
Introduction to school rules and class
orientation
Unit 1 - Names and Occupations
Communication Goals:
Tell a classmate your occupation
Identify your classmates
Spell names
Grammar Goals:
Verb be: singular & plural; yes/no questions;
short answers; common errors
Subject pronouns
Assignments and Tests
Top Notch Fundamentals:
Active Book unit exercises
Workbook unit exercises
Top Notch Copy & Go Interactive
Activities
Very Easy True Stories: Units 1-4
Top Notch unit tests
Teacher-made quiz/activity
Weekly devotional
Articles a/an
Nouns: singular & plural; common & proper
Reading/Writing Goals:
Simple forms and business cards
Write affirmative and negative statements
about people in a picture
Unit 2 - About People Objectives
Introduce people
Tell someone your first & last name
Get someone’s contact information
Grammar Goals:
Possessive nouns and adjectives
Verb be: questions with ‘where’; common
errors; information questions with ‘what’
Short descriptions of famous people, their
occupations, and countries of origin
Write short sentences about your
relationships
Unit 3 - Places and how to Get There
Talk about locations
Discuss how to get places
Discuss transportation
Grammar Goals:
Verb be: questions with ‘where’
Subject pronoun ‘it’
The imperative
Use by to express means of transportation
Simple maps & diagrams
Introductions of people, their relationships &
occupations, where they live, and how they
get to work
Write questions and answers about the
places in a complex picture
4-6
Unit 4 – Family
Identify people in your family
Describe your relatives
Discuss transportation
Grammar Goals:
Verb be questions with ‘who’ and ‘how old’,
common errors, and adjectives
Activities
Adverbs ‘very’ and ‘so’
Verb have/has: affirmative statements
A family tree
Magazine article about famous actors
Write description of people in your family
Weekly devotional
Unit 5 – Events and Times
Confirm that you’re on time
Talk about the time of an event
Talk about your family
Grammar Goals:
Verb be questions about time
Prepositions ‘in’, ‘on’ and ‘at’ for dates and
times.
Common errors
World map with time zones
Events posters
Conversations
A zodiac calendar
Write about events at your school or in your
city
7-9
Unit 6 - Clothes
Give and accept a compliment
Ask for colors and sizes
Describe clothes
Grammar Goals:
Demonstratives ‘this’, ‘that’, ‘these’, ‘those’
The simple present tense: ‘like’, ‘want’,
‘need’, and ‘have’; affirmative & negative
statements; questions and short answers;
spelling rules & contractions
Adjective placement and common errors
‘One’ and ‘ones’
Sales flyer from department store
Write sentences about personal clothing
items
Unit 7 - Activities
Common Goals:
Talk about morning and evening activities
Describe what you do in your free time
Discuss household chores
Activities
Weekly devotional
Grammar Goals:
The Simple Present Tense: third person;
questions with ‘when’, ‘what time’, ‘how
often’; time expressions; questions with
‘who’
Frequency adverbs and time expressions:
usage, placement, and common errors
Review of housekeeping robots
Write 5 sentences about robots
Describe your typical week, using adverbs of
frequency and time expressions
10-12
Comprehensive Review of Units 1-7
Mid-term Exam
Unit 8 – Home & Neighborhood
Describe your neighborhood
Ask about someone’s home
Talk about furniture and appliances
Grammar Goals:
The simple present tense: questions with
‘where’, prepositions of place
‘There is’ and ‘there are’: statements &
yes/no questions; contractions and common
errors
Questions with ‘how many’
House and apartment rental listings
Descriptions of people and their homes
Compare & contrast your home with complex
illustrations
Unit 9 – Activities & Plans
Describe weather
Ask about other’s activities
Discuss future plans
Grammar Goals:
The present continuous: statements (form &
usage); yes/no questions; information
questions; future plans
The present participle: spelling rules
A daily planner
A newspaper column
Write about plans for the week using present
Activities
All New Easy True Stories: Units 1-6
Weekly devotional
continuous
13-15
Unit 10 - Food
Discuss ingredients for a recipe
Offer and ask for foods
Invite someone to join you for a meal
Grammar Goals:
Count/non-count nouns: meaning, form, and
common errors
Count nouns: ‘how many’ and ‘are there any’
Non-count nouns: ‘how much’ and ‘is there
any’
The simple present tense and the present
continuous: usage and common errors
Recipe cards
Weekly schedule
Write about what you eat in a typical day
Unit 11 – Past Events
Tell someone about a past event
Describe past activities
Talk about outdoor activities
Grammar Goals:
The past tense of be: statements, questions,
and contractions
The simple past tense: regular and irregular
verbs; statements, questions, and short
answers
Blog where people describe what they did
the previous weekend
Write about activities of two people based on
a complex picture
Write about the past weekend activities
Unit 12 – Appearance & Health
Describe appearance
Show concern about an injury
Suggest a remedy
Grammar Goals:
Describing people with ‘be’ and ‘have’
‘Should’ + base form for
Activities
All New Easy True Stories: Units 710
Weekly devotional
Magazine article about two celebrities
Write a description of someone you know
16-17
Unit 13 – Abilities & Requests
Express a wish
Politely decline an invitation
Ask for and agree to a favor
Grammar Goals:
‘Can’ and ‘can’t’ for ability
‘Too’ + adjective and common errors
Polite requests with ‘could you’ + base form
Journal article about infant/toddler
development
Describe things people can & can’t do when
they get old
Activities
Weekly devotional
Unit 14 – Life Events & Plans
Get to know someone’s life stories
Discuss plans
Express wishes for the future
Grammar Goals:
‘Be going to’ + base form
‘Would like’ + infinitive: statements,
questions, short answers, contractions
18
19
Comprehensive Review and Exam on Units 814
Comprehensive Review: Units 1-14
Semester Exam
Teacher made activities
Top Notch Fundamentals Unit
Study Guides
Final Test
Beginner 1B: Essentials of English
Course Description
The goal of the course is to help students cultivate language skills essential to becoming successful
students and active participants of an English speaking society. Students will be presented with multiple
opportunities to develop proficiency in the English language in the classroom setting via interactive
activities, cooperative learning, projects, and role playing. Additional activities will incorporate learning
fundamental vocabulary as well as English grammar structures for conversing and daily living while
working towards becoming fluent in oral, written, and spoken English. The course will conclude with a
two week transition session to prepare students for the Beginner 1C NorthStar curriculum. Assessments
and evaluations will be conducted at the beginning, during, and at the end of the course to monitor
student progress.
Prerequisite
Completion of NorthStar Placement Exam and completion of Beginner A: Fundamentals course.
Course Goals
This goal of this course is to deliver opportunities for English Language Learners (ELL) to understand,
speak, read, and write English accurately at the pre-beginner level. The areas focused on are: 1) multiple
exposures to new language; 2) numerous opportunities to practice skills; and 3) deliberate and intensive
recycling of material learned. Students will rely on prior knowledge in order to continue their study of,
rehearsal, and application of these basic skills to formulate simple sentences in English in order to help
prepare them for personal and/or academic goals.
Course Objectives
Students will develop proficiency at the pre-beginning fluency level in order to improve individual
awareness of basic interpersonal communications by learning the following skills:






Accurately respond in English both verbally and nonverbally.
Improve understanding of basic interpersonal communications in order to accurately
present demographic information.
Demonstrate limited comprehension most of the non-academic vocabulary used in the
classroom.
Demonstrate the ability to read and write at the pre-beginning level with support
Demonstrate comprehension of basic academic assessments.
Demonstrate the ability to recognize inferences, word order, word usage, and grammar
at the pre-beginner level.
By the end of this course, students should be able to accomplish the following at a highbeginner level with at least 70% accuracy. Students will be able to:
Listening & Speaking
 Determine the meaning of pre-beginner technical academic English words in
multiple content areas.
 Understand and respond to simple survival words, phrases, and questions in
predictable/ familiar situations relying on nonverbal cues.
 Use a few basic strategies to monitor and self-correct in identification of letters,
sounds, and simple words using basic strategies with support.
 Understand frequently used spoken words, expressions and questions in familiar
contexts in conversation.
 Memorize a limited set of written or spoken words and phrases.


Able to correctly use learned phrases and sentences in basic and common social
conversations.
Recognize a limited range of simple spoken isolated words, phrases and
questions.
Reading & Writing
 Able to write English language numbers, letters, personal information and
previously learned simple sentences and messages.
 Construct limited meaning from reading materials on learned topics.
 Generate simple sentences containing learned vocabulary and using appropriate
grammatical structures.
 Write a series of simple sentences on personal experiences or a familiar topic.
 Identify time sequence in a simple narrative passage using chronological order
when writing about familiar topics.
 Use learned strategies to identifying the topic, the main idea, and supporting
details to interpret short narrative or descriptive passages on familiar topics.
 Demonstrate limited comprehension especially of written language.
Methodology
ICILS will assist with development of language acquisition and cognitive academic language
skills through the use of sound instructional techniques. Implementation of a multilevel
systematic integrated learning approach that cultivates English fluency progressively, from
beginning to advanced levels, based on a cumulative skills development methodology. Students
are motivated to learn through a variety of activities and techniques including task-based
learning activities. Online video and audio programs stimulate vocabulary and pronunciation
development, containing practice in appropriate stress, intonation, and rhythm patterns.
Recorded listening passages also build vocabulary and teach oral comprehension skills.
Students are encouraged to participate in a variety of in-class activities where they work
individually, in pairs, and in small groups that are built around each unit's theme.
Learning Activities
Instruction may take various forms including but not limited to: teacher modeling, practice
activities, listening exercises, discussion, question and answer sessions, analysis of charts and
graphs, Total Physical Response (TPR) engaging activities, role plays, conversations, note taking,
cooperative group work, application of grammatical structures, journals and process writing, as
well as error-correction activities. Student work books (Top Notch Level 1, Picture-based
beginning reading books, and the Longman Photo Dictionary) along with supplemental web
based activities may also be used to integrate listening and vocabulary skills necessary for
mastery of lessons taught in classes.
The following indicators will be used to determine if students have attained the student
learning outcomes for the course: teacher generated benchmark exams, unit tests, the final
exam, grading and class participation rubrics, homework, in-class assignments, and oral
presentations. Each student is required to complete all in-class and homework assignments in
addition to completion of all unit exams and the course final exam.
Grading Scale
A = 90–100
B = 80–89
C = 70–79*
D = 65-69
F = 64 and below
in order to advance to the next level. In other words, students must maintain a grade of “C” or
higher to pass this course.
Grading
Class participation
Assignments
Unit exams
Final exam
Total
10%
20%
30%
40%
100%
Course Materials
Top Notch Level 1, Second edition
Top Notch Level 1 Workbook, Second edition
Easy True Stories (A Picture Based Beginning Reader) Level 2, Second edition
True Stories in the News, (A Beginning Reader) Level 3, Second edition
Azar Basic English Grammar, Fourth edition
Longman Photo Dictionary of American English.
Course Outline
Week
Unit
1-3
Introduction to school rules and class
orientation
Review of Top Notch Fundamentals (Beginner
1A) course: two week instructional review
culminating in the Fundamentals Final Exam
Top Notch Active Book unit exercises
Top Notch Workbook unit exercises
Activities
Easy True Stories: Units 1-6
Unit 1
Meet someone new
Identify and describe people
Provide personal information
Introduce someone to a group
Grammar Goals:
Information questions with ‘be’: review and
common errors
Modification with adjectives (review)
Yes/no questions and short answers with ‘be’
(review)
‘Be’: usage and form; common errors (review)
Possessive nouns and adjectives (review)
Infer information
Scan for facts
Introduction to capitalization usage
Write descriptions
4-6
Unit 2
Accept or decline an invitation
Express locations and give directions
Make plans to see an event
Talk about musical tastes
Grammar Goals:
Prepositions of time and place
Questions with ‘when’, ‘what time’, and
‘where’ (review)
Interpret maps and diagrams
Identify supporting details
Make personal comparisons
Review components of a grammatically
correct sentence
Unit 3
Report news about relationships
Describe extended families
Compare people
Discuss family cultural traditions
Grammar Goals:
The simple present tense (review)
Affirmative and negative statements
Yes/no questions
Top Notch unit test
Weekly devotional
Activities
Top Notch unit test
Weekly devotional
Information questions
Common errors
Questions with ‘who’
Interpret a diagram
Confirm facts
Infer information
Combining sentences using ‘and’ or ‘but’
7-9
Unit 4
Ask for a restaurant recommendation
Order form a menu
Speak to a server and pay for a meal
Discuss family cultural traditions
Grammar Goals:
Use of ‘there’ and ‘there is’ with count and
non-count nouns
Common errors using ‘anything’ and ‘nothing’
Usage of the definite article ‘the’
Spelling rules of count nouns
Interpret a map
Understand from context
Infer information
Connecting words and ideas using ‘and’, ‘in
addition’
Unit 5
Suggest a brand or model
Express frustration and sympathy
Describe features of products
Complain when things don’t work
Grammar Goals:
The present continuous (review):
Actions in progress and future plans
Statements and questions
Understand from context
Activate language from a text
Placement of adjectives
Activities
Top Notch unit test
Weekly devotional
8-10
Comprehensive Review of Units 1-5
Mid-term Exam
Unit 6
Plan an activity with someone
Talk about habitual activities
Discuss fitness & eating habits
Describe someone’s routines
Grammar Goals:
Meaning, form, and usage of ‘can’ and ‘have
to’
Review the present continuous and simple
present tense
Common errors using the present continuous
Interpret a bar graph
Infer information
Summarize
Punctuation of statements and questions
10-12
Unit 7
Greet someone arriving from a trip
Ask about someone’s vacation
Discuss vacation preferences
Describe good and bad travel experiences
Grammar Goals:
The past tense of ‘be’ (review)
The simple past tense (review): statements
and questions
Regular and irregular verb forms
Activate language from a text
Draw conclusions
Time order
Unit 8
Shop and pay for clothes
Ask for a different size or color
Navigate a mall or department store
Discuss clothing do’s and don’ts
Grammar Goals:
Uses of object pronouns
Common errors using object pronouns
Comparative adjectives
Activities
True Stories: Units 1-6
Top Notch unit test
Weekly devotional
Activities
Top Notch unit test
Weekly devotional
Paraphrase
Apply information
Connecting ideas with ‘because’ and ‘since’
12-14
Unit 9
Discuss schedules and buy tickets
Book travel services
Understand airport announcements
Describe transportation problems
Grammar Goals:
Modals ‘should’ and ‘could’ in statements and
questions
Review and expand use of ‘be going to’ to
express future
Form, meaning, and common errors of
modals
Make decisions based on schedules and
needs
Critical thinking
Writing a three to five sentence paragraph
Unit 10
Ask for a recommendation
Bargain for a lower price
Discuss showing appreciation for service
Describe where to get the best deals
Grammar Goals:
Superlative adjectives
Usage and common errors of ‘too’ and
‘enough’
Review of comparatives
Draw conclusions
Apply information
Connect contradictory ideas: ‘even though’,
‘however’, ‘on the other hand’
Activities
Top Notch unit test
Weekly devotional
15-16
Comprehensive Review and Exam on Units 610
Top Notch Level 1 Unit Study Guides
Final Test
17-18
Comprehensive Review: Units 1-10
Semester Exam
NorthStar Unit 1 Listening & Speaking
Critical Thinking Goals:
NorthStar 1 Listening & Speaking, 2nd
edition
19
Interpret a photograph
Infer word meaning from context of new
vocabulary
Differentiate between main ideas and details
Classify information
Listening & Speaking Goals:
Listen for details
Identify main ideas
Infer information not explicit in the listening
Practice rhythm patterns in speech
Express opinions
Share experiences
Grammar Goals:
Present and past tense of ‘be’
NorthStar Unit 1 Reading & Writing
Critical Thinking Goals:
Analyze a picture and statistical information
Infer word meaning from context of new
vocabulary
Hypothesize another’s point of view
Support opinions with reasons
Grammar Goals:
Questions with ‘be’ and ‘have’ (review)
Read for details
Make inferences
Express opinions
Write answers to questions
Construct complete sentences
NorthStar 1 Reading & Writing, 2nd
edition
Azar Basic English Grammar, 3rd edition
Teacher made activities: vocabulary
and reading comprehension
exercises
Comprehensive Review and Exam on
NorthStar Unit 1 concepts
Comprehensive Exam
Beginner IC course
Course Description
This course prepares students to speak and understand beginning level English by developing
the knowledge and understanding of vocabulary, basic grammar structures, and basic
conversation and writing skills to advance to the next level of proficiency. Students will practice
reading and writing simple sentences to prepare them for personal or academic goals. They will
be introduced to critical thinking principles at a beginning reading level to aid in their language
progression.
Prerequisites
Completion of NorthStar Placement Exam for appropriate placement. Students must be at PostSecondary Academic Level, with a High School Diploma (any Language), or GED equivalent
education level, preferably College bound.
Course Goals
The Basic Goal of the course is that Students Achievement and Performance will increase at
least One Level, in order to get them ready for the next course. The Students will respond to
everyday situations with basic fluency and accuracy in the English Language. To Promote
Student Achievement, students will be provided with extensive practice in the classroom using
interactive activities, cooperative learning, projects, role playing, debates and reading skills.
Students will be able to produce and use of basics of phonics, phonetics, spelling and writing,
and grammar conventions. Assessments and Evaluations will be conducted at the beginning,
during, and at the end of the Course to monitor progress and self-monitoring. Students will
learn basic vocabulary and English Structures in preparation for transitioning to careers,
colleges and universities.
Course Objectives
 Provide an opportunity for students to speak and write in a comfortable, yet challenging
environment.
 Emphasize functional English in order to participate in everyday conversations.
 Increase students’ basic vocabulary level and give multiple vocabulary application
opportunities.
 Encourage students to activate their pre-knowledge about selected topics.
 Equip students with effective reading strategies (i.e., previewing, scanning, etc.)
 Explain sentence-level mechanics and punctuation.
 Provide a foundation of basic grammatical concepts (i.e., parts of speech).
 Emphasize simple sentences and basic sentence patterns (SVO)
 Integrate reading, listening, speaking and writing to accomplish specific tasks.
Listening and Speaking










Understand the spoken letters and sounds of the English alphabet.
Understand numbers, including those in dates, addresses and telephone
numbers.
Understand basic greetings, simple phrases, and commands.
Understands simple questions related to personal information.
Understand simple questions.
Identify the main idea of a short listening passage.
Identify details of a short listening passage.
Produce the sounds of the English language.
Imitate correct stress and intonation.
Express basic needs and wants.

Describe people, places and things in simple terms.
Reading and Writing
 Read and understand short passages.
 Answer simple comprehension questions.
 Follow simple written directions.
 Recognize word forms: noun, verb, adjective, and adverb.
 Use a monolingual English dictionary.
 Write simple sentences.
 Can write basic personal information and can complete simple forms.
 Recognize and use correct paragraph format.
 Write related sentence on a given topic.
 Proof read for errors in capitalization, basic grammar and basic punctuations.
Methodology
and pronunciation development, including practice in appropriate stress, intonation, and
comprehension skills. Students are encouraged to participate in a variety of in-class activities.
They work individually, in pairs, and in small groups on linked activities that are built around
each unit's theme.
Learning Activities
Student Learning Activities are a by-product of in-class teacher modeling, instruction and
observation. Students will practice listening, writing, speaking and reading activities, perform
“turn and talk” activities, “question and answer” activities , develop basic charts and graphs,
answer to cues from Total Physical Response (TPR) engaging activities, role plays and
simulations, practice conversations, learn how to take notes, practice cooperative group work,
master application of basic grammatical structures, prepare basic journals and learn the basics
of the writing process, self-correction, and individual conferences. Auditory and repetitive
listening of passages will help students build vocabulary and active learning skills. Out-of-class
Student Learning Activities will be required to complete homework, and projects.
Assessment and Evaluations are aligned with Student Learning Outcomes, they are diverse and
include: Anecdotal Records, Benchmarks, Checklists, Conferences, End-of-Unit Tests, End-of
Course Test, Journals, Literacy Log, Oral Fluency assessment, Observations, Oral Reading
assessment, Peer Assessment, Performance or authentic assessment, Portfolio Assessment,
Group Projects, Independent work, Demonstrations, Reading Logs, Rubrics, Self-Assessments,
Standardized Tests Simulations.
Grading Scale
A = 90–100
B = 80–89
C = 70–79*
D = 65-69
F = 64 and below
student achievement, it has been determined that students must demonstrate proficiency in
the SLOs for the level in order to be promoted to the next level. In addition, all students must
maintain a grade of “C” and pass the course exit exam.
Grading
Class participation
Assignments
Unit exams
Final exam
Total
10%
30%
30%
30%
100%
Course Materials
NorthStar 1 Listening and Speaking, Third edition.
NorthStar 1 Reading and Writing, Third edition.
Azar Basic English Grammar , Fourth edition.
Longman Dictionary of American English, Fourth edition.
Penguin Active Readers: Rip Van Winkle and The Legend of Sleepy Hollow and Michael Jordan
Course Outline
Week
1-2
Unit
Unit 1 – Theme: Friendship
•
L/S UNIT- Faraway Friends
•
R/W UNIT- The Friendship Page
Listening Focus: Predict content, Identify main ideas, Listen for
details, Infer information not explicit in the listening, Listen to an
interview, Organize and synthesize information, from the
listenings, Listen for rhythm in sentences
Speaking Focus: Share experiences, Express opinions, Interview
classmates, Practice the correct rhythm of sentences, Ask for
NorthStar unit
exercises
Azar’s grammar
exercises
NorthStar unit tests
Weekly devotional
more information, Practice introductions
Writing Focus: Write answers to questions, Use an interview as a
pre-writing tool, Construct complete sentences, Order ideas,
Write a paragraph about a classmate
Grammar Focus: Questions with be and have
Reading Focus: Predict content, Identify main ideas, Read for
details, Make inferences, Express opinions, Organize and
synthesize information from the readings
NorthStar unit test and exercises, Azar’s Grammar, Longman’s
Thesaurus -Assignment and Tests
3-4
Unit 2 –Theme: Fashion
•
L/S UNIT- Recycled Fashion
•
R/W UNIT- What Will I Wear?
Listening Focus: Relate listening to real life experiences,
comparing and contrasting life’s stories, Interpret speakers’ tone
and emotions, Analyze sensitive language and tolerance for
disabilities
Speaking Focus: Share real life experiences, construct and tell a
story from provided notes, conduct an interview, Practice
storytelling, Plan and give a three minute speech
Grammar Focus: Gerunds and Infinitives
Reading Focus: Scan for information, identify chronology in a text
by using a timeline, find correlations between two texts, organize
and synthesize information in different texts
Writing focus: Compare and contrast paragraphs, pre-writing list,
and write concluding sentences
Thesaurus-Assignment and Tests
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
4-5
Unit 3 – Theme: The Arts
•
L/S UNIT- Rap Music
•
R/W UNIT- Art For Everyone
Listening Focus: Take notes, Listen for details, Interpret speaker’s
tone and emotions, relate listening to personal experiences,
compare information from two listening, identify emphasis in
speech and its meanings
Speaking Focus: Using new vocabulary in a guided conversation,
make contrastive statements, act out scripted dialogues, form
and express opinions, interrupt politely to clarify or confirm
information ,role play for and giving advice, role play a meeting
situation
Grammar Focus: Present unreal conditionals
Reading Focus: Make predictions, summarize main ideas, identify
details, relate texts to personal values and experiences, identify
philosophical rationale for a text, paraphrase, make inferences,
and use a Venn diagram as a note-taking device
Writing Focus: Write an Opinion Essay, Tree-mapping and
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
supporting opinions on an outline
NorthStar unit test and exercises, Azar’s Grammar-Assignment
and Tests
6-7
Unit 4 – Theme: Special Possessions
•
L/S UNIT- Something Valuable
•
R/W UNIT- What’s It Worth To You?
Listening Focus: Listen for details, make predictions, relate
previous knowledge to the listening, identify main idea, infer
word meaning from context, and infer speakers’ attitudes,
Speaking Focus: Give and ask for examples, form and express
opinions, construct and perform a presentation, evaluate the
opinions of others
Grammar Focus: Reported Speech
Reading Focus: Make predictions, Identify main idea and details,
make inferences, identify chronology in a text, form and express
opinions based on a text, organize and synthesize information in
different texts, use a sequence organizer as a note-taking device
Writing Focus: Summarizing an Essay, Using wh-questions to
summarize, Paraphrase
NorthStar unit test and exercises, Azar’s Grammar-Assessment
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
7-8
Unit 5 – Theme: Strength in numbers
•
L/S UNIT- Together Is Better
•
R/W UNIT- Strength In Numbers
Listening Focus: Make predictions, relate previous knowledge to
the listenings, Listen for specific information, infer information
not explicit in the interview, identify speakers’ feelings, and
identify main idea and details from audio or other resources
Speaking Focus: Making suggestions, form and express opinions,
call in to a radio talk show, ask and answer questions, role-play a
family meeting
Grammar Focus: Tag questions
Reading Focus: Make predictions, compare characters’ views to
real world views, scan for details, make inferences based on a
text, form and express opinions based on text, identify
cause/effect in text, identify connecting themes between texts
,cause and effect diagrams
Writing Focus: Descriptive Writing, Cause and effect sentences,
Use figurative language
Thesaurus-Assessment
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
9-10
Unit 6 – Theme: Business
•
L/S UNIT- Thinking Young: Creativity in Business
•
R/W UNIT- Going Out of Business?
Listening Focus: Listen for details, make notes using a graphic
organizer, organize and synthesize information from the
NorthStar unit
exercises
Azar’s grammar
exercises
listenings, Listen to and evaluate students’ presentations, Identify
main idea and details
Speaking Focus: Express opinions, making judgments, identifying
personal assumptions, compare and contrast examples of
philanthropy, discuss examples of charitable efforts, prioritize
and rank ideas, practice correct intonation, perform a public
service announcement
Grammar Focus: Adjective Clauses
Reading Focus: Make predictions, paraphrase main ideas, scan
for supporting details, identify contrasting arguments in a text,
make inferences, express opinions, and complete a chart as a
note-taking device
Weekly devotional
10-11
Unit 7 – Theme: Famous people
•
L/S UNIT- Planting Trees for Peace
•
R/W UNIT- Flying High and Low
Listening Focus: Predicting content, listening for main idea and
details, Relate listenings to personal
Speaking Focus: Express Opinions, perform a role play, conduct a
mock town meeting, restate information for clarification, justify
opinions
Grammar Focus: Direct and indirect Speech
Reading Focus: Predict content, read and interpret bar graphs,
paraphrase main ideas in reading text and scan for details,
compare the content of two texts, use a chart as a note-taking
device, view ideas from differing perspectives, express opinions
Writing Focus: Classification Essay, pre-writing information
graphs
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
12-13
Unit 8 – Theme: Driving problems
•
L/S UNIT- Driving You Crazy
•
R/W UNIT- Are We There Yet?
Listening Focus: Make predictions, Listen for main idea and
details, interpret speakers’ tone and attitude, relate the listening
to local food trends, compare/contrast two restaurants, listen
and evaluate student food shows,
Speaking Focus: Share ideas on food trends, use tone of voice to
indicate attitude, use new vocabulary in free conversation,
compose and perform a dialogue, practice role playing using
etiquette in various restaurants, develop a food show
Grammar Focus: Phrasal Verbs
Reading Focus: Making predictions, restate main idea, scan for
specific details in a text, relate the text to personal culinary
experiences, express opinions, organize and synthesize
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
information in different texts, use a chart to compare/contrast
beliefs
Writing Focus: Narrative Essay, Take notes to organize
information, sequence order of events as it occurs
14-15
Unit 9 – Theme: Family
•
L/S UNIT- Only Child – Lonely Child?
•
R/W UNIT- Full House
Listening Focus: Making predictions, Identifying Main Idea and
details, interpret speakers’ tone and pitch, relate the listening to
personal values and interests, understand and interpret song
lyrics,
Speaking Focus: Express opinions, practice gambits to hesitate in
response to
A question, ask and answer questions about a chart, simulate a
town meeting, conduct an interview,
Grammar Focus: Present and past-contrasting verb tenses
Reading Focus: Make predictions, can for information, identify
main idea, relate text to personal experiences, make inferences,
interpret a poem, organize and synthesize information in
different texts, express opinions, complete a chart/diagram
Writing Focus: Compare/Contrast Essay
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
16-17
Week-16-17 - Unit 10 – Theme - Sports
•
L/S UNIT- The Beautiful Game
•
R/W UNIT- How Young Is Too Young?
Listening Focus: Make predictions, listen for main ideas and
details, interpret speakers’ tone and word usage, take notes while
listening, listen for specific information, emphasis in speech,
Speaking Focus: Discuss opinions, act out scripted dialogues,
discuss possible future outcomes, practice gambits to express
frustration, role-play a conflict between neighbors, develop and
present a new technological gadget,
Grammar Focus: Future perfect and Future Progressive
Reading Focus: Make predictions, summarize main idea, locate
examples and details in a text, make inferences, express opinions,
organize and synthesize information in different texts
Writing Focus: Cause and Effect Essay, Write and respond to
interview questions
thesaurus-Assessment
(Weekly units subject to change due to school holiday calendar or
inclement weather conditions)
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
Beginner II course
Course Description
This course is designed for high-beginner ESL students to improve communication skills for both
formal and informal settings. Students will practice using basic grammatical structures in
writing and speaking. Students will begin to use process writing techniques to develop simple
paragraphs. They will increase their degree of fluency, accuracy, and comprehension in their
listening and speaking skills. They will read to improve comprehension of a variety of texts with
a focus on interpretation of factual information, drawing inferences, and paraphrasing
passages.
Prerequisites
Completion of NorthStar Placement Exam for appropriate placement or successful completion
of Beginner I
Course Goals
This course will help students to improve their speaking, listening, reading and writing skills in
order to communicate more effectively in a variety of contexts. Focus will be placed on
increasing vocabulary and comprehension; understanding basic grammar structures;
developing an awareness of the writing process; moving from simple paragraphs; and practicing
English conversation strategies.
Course Objectives
This course will
 Provide opportunities for students to converse in an English- only environment.
 Emphasize functional English in order to participate in everyday conversations and
accomplish specific tasks.
 Introduce basic vocabulary and vocabulary techniques
 Encourage students to activate their pre-knowledge about selected topics.
 Equip students with effective reading strategies (i.e. previewing, scanning, etc).
 Provide multiple opportunities for students to express their ideas in written and spoken
English.
 Explain sentence-level mechanics as well as basic sentence patterns.
 Introduce the basics of paragraph development.
 Integrate reading, listening, speaking and writing to accomplish specific tasks.
 Speak clearly using simple vocabulary words and phrases.
 Engage in a basic oral conversation and express simple opinions.
 Understand and respond to simple questions, requests, instructions, and short
conversations.








Follow simplified instructions given at a normal rate of speed.
Identify the main idea and details of a short listening passage.
Differentiate between formal and informal English.
Understand meaning through tone of voice.
Begin to self-correct when speaking.
Express basic needs and wants clearly.
Describe people, places, things and events.
Speak using simple and compound sentences, basic grammar structures, English
word order, and simple word forms.
Reading and Writing
 Read and understand simplified articles or short stories.
 Answer comprehension questions.
 Identify topic and main idea of a passage and identify supporting details.
 Preview and predict content.
 Scan a passage for specific information.
 Reproduce text in a graphic organizer, timeline, or outline.
 Recognize word forms: noun, verb, adjective, and adverb.
 Identify synonyms and antonyms.
 Use context clues to guess meanings of words.
 Follow simple written directions.
 Write simple and compound sentences.
 Write a paragraph with a simple topic sentence and support.
 Write a simple essay with an introduction and support.
 Proofread for errors in grammar, spelling, punctuation, and capitalization.
Methodology
each unit's theme.
Learning Activities
Instruction includes teacher modeling and observation, practice, listening, turn and talk,
question and answer, charts and graphs, Total Physical Response (TPR) engaging activities, role
plays , conversations, note taking, cooperative group work, application of grammatical
structures, journals and process writing, self-correction, individual conferences.
Auditory and repetitive listening of passages will help students build vocabulary and active
learning skills. My North Star Lab is used to integrate listening and vocabulary skills necessary
for mastery of lessons taught in classes.
The following indicators will be used to determine if students have attained the SLOs for the
course: unit tests, exit exams, grading rubrics, class participation rubric, homework, and oral
presentations. Each student is required to complete all in-class assignments and homework
assignments. In addition, each student is required to take all unit exams and the course exit
exam.
Grading Scale
A = 90–100
B = 80–89
C = 70–79*
D = 65-69
F = 64 and below
Grading
Class participation
Assignments
Unit exams
Final exam
Total
10%
30%
30%
30%
100%
Course Materials
Azar Basic English Grammar, Fourth edition.
Penguin Active Readers: Gandhi and Marley and Me.
Course Outline
Week
Unit
Assignments and
Tests
1-2
Introduction to school rules, Immigration regulations and
NorthStar method.
Unit 1 theme: Work
Critical Thinking: classify information; rank personal values and
preferences in work; relate personal skills to job responsibilities;
infer word meaning from context; infer situational context;
support opinions with information from the interviews; interpret
illustrations.
Listening: make predictions; understand main idea and details;
interpret attitude; relate to personal experience; organize and
synthesize information; sort information from the interview.
Speaking: express and defend opinions; act out a conversation
make small talk; interview a classmate; talk about skills and
characteristics; assess classmates’ skills and recommend a job.
Critical Thinking: interpret a cartoon; use prior knowledge;
recognize personal attitudes and preferences; classify
information; evaluate information according to criteria set forth
in a text; infer word meaning from context; support opinions
with reasons.
Reading: read and respond to an e-mail; read a book review;
make predictions; find main ideas, scan details, relate personal
experience to the reading, organize and synthesize details from
the readings.
Writing: write sentences using descriptive and possessive
adjectives; organize ideas in a list; identify topic sentences; use
of supporting sentences to add details; compose a paragraph.
Grammar: Descriptive and possessive adjectives
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
3-4
Unit 2 theme: The Country and the City
Critical Thinking: analyze paragraphs; evaluate the advantages
and disadvantages of different living environments; interpret bar
graphs and maps; infer information not explicit in text; infer
word meaning from context; redesign a neighborhood
Listening: predict content; listen for main ideas and detail;
interpret speaker’s tone and attitude; identify contrasting
viewpoints; relate listenings to personal experience; organize
and synthesize information from the listenings.
Speaking: discuss and find locations on a map; classify negative
and positive information; share opinions; express agreement;
express agreement; talk about your community; interview
classmates about neighborhood preferences; discuss about
benefits of different neighborhood designs; present a redesign
neighborhood.
Critical Thinking: compare family histories; use prior knowledge;
infer word meaning from context; classify information; support
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
opinions with reasons; evaluate advantages and disadvantages;
compare and contrast city and country life.
Reading: predict reasons; identify main ideas; identify
advantages and disadvantages; identify inaccurate details; relate
the readings to personal experience; organize and synthesize
information from the readings.
Writing: rewrite inaccurate statements; write a personal letter;
draw or use pictures for idea generation; write a descriptive
paragraph; group similar ideas together; write supporting
sentences with descriptive detail.
Grammar: Simple past tense, this/that/these/those and one
4-5
Unit 3 theme: Money
Critical Thinking: interpret a cartoon; assess personal consumer
habits; interpret a timeline; compare and contrast monetary and
bartering systems; infer word meaning from context; organize
information into a web diagram; evaluate consumer behavior;
categorize goods and services.
Listening: predict content; listen for main ideas and details;
interpret speaker’s tone and emotions; relate listenings to
personal experience; organize and synthesize information from
the listenings.
Speaking: share opinions and experiences; practice bartering for
goods and services; use of new vocabulary in conversation; make
suggestions and come to an agreement; compare products and
services.
Critical Thinking: identify personal values and assumptions;
determine differences between two photos; infer word meaning
from context; draw logical conclusions; support answers with
information from the text; compare and contrast types of money
and types of counterfeiters.
Reading: predict reasons; identify main idea; search for and
locate details; read a newspaper report; organize and synthesize
Writing: write a business memo; write sentences of comparison;
organize ideas by clustering; write a well-organized paragraph;
provide clear explanations in a paragraph; analyze a paragraph to
determine sentences that don’t belong.
Grammar: Comparative adjectives
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
6-7
Unit 4 theme: Justice
Critical Thinking: interpret an illustration; analyze eyewitness
testimony; formulate and support a moral position; infer word
meaning from context; classify information as general
statements or examples; prioritize items based on an array of
criteria.
Listening: predict content; listen for main ideas and details; infer
speaker’s attitudes; relate listenings to personal experience;
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
organize and synthesize reasons and examples from the
listenings.
Speaking: make predictions; share opinions and experiences;
describe a drawing in detail; conduct an interview; express and
support opinions; role-play a conversation; negotiate with
classmates to reach agreement.
Critical Thinking: interpret a cartoon; identify personal values;
infer word meaning from context; hypothesize about the points
of view of others; support answers with information from the
text; evaluate the applicability of a restorative justice program;
compare reasons for an against restorative justice.
Reading: predict reasons; identify main ideas; identify inaccurate
details; relate previous knowledge to the readings; classify
descriptions and examples; organize and synthesize information
from the readings.
Writing: write an e-mail; organize ideas into a chart; write a
persuasive letter; provide specific reasons for one’s opinion;
evaluate the persuasiveness of one’s reasons.
Grammar: Simple past questions; yes/no questions and whquestions; should, ought to and shouldn’t for giving advice.
7-8
Unit 5 theme: Etiquette
Critical Thinking: interpret an illustration; rank personal opinions
about manners and certain behaviors; summarize and analyze
responses; infer information not explicit in a text; infer word
meaning from context; classify information; propose solutions.
Listening: predict content; listen for main ideas and supporting
details; interpret speaker’s tone and attitude; listen for sentence
level intonation, organize and synthesize information from the
listenings; listen to and take notes on student’s role-plays.
Speaking: express opinions; complain politely; talk about
etiquette; interview classmates; role play situations; debate the
rudeness of certain behaviors.
Critical Thinking: interpret public signs; identify and analyze
personal values and assumptions; infer word meaning from
context; hypothesize author’s point of view; support opinions
with reasons; compare and contrast rules in different places.
Reading: identify main ideas and details; make inferences; relate
previous knowledge to personal experience; compare and
contrast similar concepts between texts; organize and
synthesize information from the readings; read a newspaper
editorial.
Writing: use new vocabulary in sentences; write responses to
letters for an advice column; organize ideas in a list; write a
travel Web page; compose sentences in parallel structure; edit
and evaluate letters to the editor.
Grammar: Imperative sentences, could and would in polite
questions
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
9-10
Unit 6 theme: Games
Critical Thinking: analyze photographs; rank personal opinions
about games; interpret pie charts; infer information not explicit
in text; infer word meaning from context; formulate and defend
a position on the value of electronic games.
Listening: predict content; listen for main ideas; listen and
categorize supporting details; interpret speaker’s meaning; relate
listenings to personal experiences; organize and synthesize
information from the listenings; listen for word linking; listen to
student’s arguments to formulate counterarguments.
Speaking: discuss information from charts; share opinions;
disagree politely and offer different opinions; interview
classmates; play a word game; debate the value of video games.
Critical Thinking: infer word meaning from context; infer
information not explicit in the text; support responses with
information from the readings; differentiate between main ideas
and details; analyze and evaluate personal preferences.
Reading: identify main ideas and match detail; read a timeline;
relate previous knowledge to the readings; compare concepts
between readings; relate the readings to personal opinions;
organize and synthesize information.
Writing: complete a conversation; respond to an e-mail;
brainstorm a list of games; write a review of a game; use words
or phrases to show order of importance; edit and evaluate
reviews.
Grammar: Present with when clauses, adverbs and expressions
of frequency.
10-11
Unit 7 theme: Food
Critical Thinking: identify personal attitudes toward food;
interpret a chart; infer word meaning from context; categorize
collocations; propose food solutions; design a restaurant;
interpret illustrations.
Listening: predict content; listen for main ideas; listen for and
identify details; interpret speaker’s tone and reaction; relate
listenings to personal experience; listen and take notes using a
chart; organize and synthesize information from the listenings;
compare and contrast sounds.
Speaking: make predictions; describe illustrations; express
opinions; compare and discuss solutions; politely make
suggestions; politely accept or refuse suggestions; role-play;
discuss a shopping list; present a restaurant design and menu to
the class.
Critical Thinking; establish criteria for choosing produce; evaluate
and classify information; infer word meaning from context;
hypothesize another’s point of view; analyze advantages and
disadvantages in buying different kinds of produce; support
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
opinions with reasons.
Reading: read pricing labels; predict content; identify main ideas;
scan for true details and correct false ones; relate personal
values to the readings; organize and synthesize information from
the readings; read a newspaper column.
Writing: write a response to a letter in an advice column; write
opinions in response to a reading; write questions in the simple
present; write a letter; get ideas for writing by asking yourself
questions; write a brochure; acknowledge disadvantages in their
writing piece and offer solutions.
Grammar: Wh questions with present, count and non-count
nouns
12-13
Unit 8 theme: Travel
Critical Thinking: interpret a photograph; rank personal
preferences in travel; categorize information; evaluate vacation
places according to criteria.
interpret speaker’s tone and attitude; organize and synthesize
information from the listenings; take notes; compare and
contrast sounds.
Speaking: express opinion; make polite requests; role-play a
conversation; survey classmates; discuss vacation options; talk
about travel; express likes and dislikes.
Critical Thinking: interpret a map; evaluate best method of
travel; infer word meaning from context; infer information not
explicit in the text; hypothesize another’s point of view; interpret
people’s motivations and values; correlate statements with
possible speakers.
Reading: read a map; predict content; identify main ideas; scan
for true details and correct false ones; organize and synthesize
information from the readings; relate personal experiences to
the readings.
Writing: rewrite inaccurate statements; organize ideas into a
chart; complete a conversation; write a persuasive e-mail; write
a business e-mail; connect sentences with and and but.
Grammar: can and can’t, superlative form of adjectives
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
14-15
Unit 9 theme: Health problems and treatments
Critical Thinking: interpret a cartoon; assess and categorize
personal health practices; infer word meaning from context;
classify health factors; analyze common health problems and
prevention strategies.
Listening: predict content; listen for main ideas and supporting
details; evaluate speaker’s opinions; take note;, organize and
synthesize information from the listenings; distinguish sounds.
Speaking: express opinions and concerns about health problems;
give and receive advice about health problems; discuss health
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
practices; interview people on health practices; role-play a public
service announcement.
Critical thinking: compare and contrast different medical
practices; infer word meaning from context; infer information
not explicit in the text; classify information; support personal
opinions wit reasons; use prior knowledge.
Reading: predict content; identify main ideas; identify inaccurate
details; organize and synthesize information from the readings;
relate personal experiences to the readings; make inferences.
Writing: rewrite inaccurate statements; organize ideas into a
chart; complete a conversation; brainstorm a list of ideas; write a
personal narrative paragraph, use time words to establish the
order of events.
Grammar: should, ought to, and have to , adverbs of manner
16-17
Unit 10 theme: Endangered cultures
Critical Thinking: interpret photographs; infer information not
explicit in the text; infer word meaning from context;
hypothesize reasons; support opinions with reasons; correlate
specific examples to broad themes; summarize and evaluate
classmates’ findings.
interpret speaker’s tone and attitude; organize and synthesize
information from the listenings; relate listenings personal
experiences.
Speaking: share personal history; express opinions; survey
classmates; role-play situations about language learning; talk
about preserving languages; report findings on endangered
languages; make predictions and suggestions.
Critical Thinking: compare and contrast two photographs; infer
word meaning from context; support inferences with information
from the reading; contrast different cultural points of view;
classify information; predict the future of cultures using
Reading: read a map; predict content; use prior knowledge;
identify main ideas; locate supporting details in a text; draw
examples from one reading to support general statements from
another; read a personal journal; relate readings to personal
opinions and experience.
Writing: provide examples to support general statements; write
a persuasive letter; formulate predictions; write interview
questions; take notes; write an outline; write a concluding
sentence.
Grammar: expressing predictions and future plans; use
contractions with will; future with will, may, and might.
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
Intermediate I course
Course Description
This course is designed for students who have mastered basic “survival English” skills, but they
still want to improve their English for either personal, academic, or professional reasons. In this
course, students will be able to use more sophisticated grammar structures in writing
paragraphs using process writing techniques. They will be able to apply grammatical accuracy
to their writing and speaking. They will increase their degree of fluency, accuracy, and
comprehension in their listening and speaking skills. They also will be able to read to improve
comprehension of a variety of texts with a focus on interpretation of factual information,
drawing inferences, and paraphrasing selected passages.
Prerequisites
of NorthStar Beginner II
Course Goals
To provide techniques to improve students’ ability to comprehend and respond appropriately
to spoken and written English in a variety of academic, professional, and social situations; to
increase students’ ability to use the conventions of the English language, including grammar,
spelling, and sentence structure to improve fluency in producing written work.
Course Objectives
 Read for real-life purposes.
 Use high–frequency vocabulary and phrases to convey unrehearsed ideas and
information.
 Locate information in simple texts and graphs.
 Understand key points and supporting details.
 Write for a purpose as directed with increasing attention to audience with moderate
control of grammar, sentence structure, and spelling.
 Organize ideas into simple and compound sentences.
 Make a few simple content changes with moderate instructional support.
 Use some basic grammar conventions in authentic communication.
 Use a few complex strategies to monitor comprehension and communications and begin
to self-correct.
 Understand and respond to increasingly complex words and phrases in questions,
requests, short conversations, and short instructions in predictable situations.
 Distinguish similar sounds in simple words and contracted speech to determine meaning
 Participate in and demonstrate understanding of routine questions and answers,
statements, and face-to-face conversations.











Understand and follow simple directions.
Ask speaker to repeat for clarification.
Develop vocabulary related to listening and speaking tasks.
Demonstrate understanding of contracted words such as “gonna” and “shoulda”.
Express functions of the English language such as making requests and giving
advice.
Express functions of the English language such as agreeing and disagreeing and
expressing ability and possibility.
Use modal verbs such as can, could, may, might, maybe, should, ought to, have
to, and must.
Speak using simple, compound and some complex sentences.
Give a short speech on an assigned topic, using standard English that can be
understood by others.
Use monolingual English dictionary to identify pronunciations.
Identify main ideas and details from a listening passage.
Reading and Writing
 Read and demonstrate an understanding of both stated and unstated
information in a variety of reading material.
 Predict meaning of unfamiliar vocabulary using contextual clues.
 Use monolingual English dictionary to identify meanings and grammatical forms
of words.
 Identify topic and main idea of a reading passage.
 Write well-developed and organized paragraphs with details to support main
idea using facts, opinions, or examples.
 Use simple present and present progressive verb tenses.
 Used past progressive, present perfect, and present perfect progressive verb
tenses.
 Use basic infinitives and gerunds.
 Identify and write compound and simple complex sentences.
 Use pre-writing techniques to generate ideas.
 Write well developed and organized paragraphs with adequate support.
 Revise writing for content and organization and edit mistakes in paragraph
formation.
Methodology
each unit's theme.
Learning Activities
To meet the learning styles of all students, the following activities will be used; lecture, role
playing, discussions, pairing, guided practice, independent practice, small groups, controlled
conversation practice, creative conversation practice, model and repeat, peer review, and My
English Lab.
The following indicators will be used to determine if students have attained the SLOs for the
course: unit tests, teacher-made comprehensive exams, exit exams, portfolios, grading rubrics,
class participation rubric, homework, and oral presentations. Each student is required to
complete all in-class assignments and homework assignments. In addition, each student is
required to take all unit exams and the course exit exam.
Grading Scale
A = 90–100
B = 80–89
C = 70–79*
D = 65-69
F = 64 and below
*Since ICLSI has made every effort to develop a thorough assessment process to monitor
Grading
Class participation
Assignments
Unit exams
Final exam
Total
10%
30%
30%
30%
100%
Course Materials
Azar Fundamentals of English Grammar , Fourth edition.
Penguin Active Readers: The Pirates of the Caribbean – Dead Men’s Chest, and Martin Luther
King, Jr.
Course Outline
Week
Unit
Assignments and
Tests
1-2
Unit 1 Theme: Advertising
Predict content; classify information; compare personal
buying habits; identify intended markets for ads; identify
emphasis on speech; evaluate effectiveness of ads; create,
rehearse, and perform an ad; listen to and evaluate student
ad, write a TV commercial; write a paragraph with a topic
sentence, supporting details, and a concluding sentence;
comment on ads using new vocabulary
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
3-4
Unit 2 Theme: Fraud
Interpret an illustration; choose appropriate punishments for
criminal acts; conduct a role-play; agree and disagree with
statements; identify main ideas; support opinions with
reasons; use topic sentences to focus ideas; listen for
suggestions to prevent identity theft; listen for rhythm in
speech; infer implied meaning through intonation
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
4-5
Unit 3 Theme: Extreme sports
Interpret photographs; interpret character motivation;
interpret aphorisms; infer speakers’ points of view; classify
sounds; write a descriptive paragraph; identify components of
a factual report and write one; express opinions about
extreme sports; relate personal goals; create an aphorism
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
6-7
Unit 4 Theme: Language
Assess gender typing; support personal opinions with
examples from the text; read a map; hypothesize scenarios;
predict content; infer attitudes on accents from statements;
take notes on a lecture; complete a paragraph; create a chart;
complete an outline; write a contrast paragraph; conduct an
interview; play a game of Truth or dare present a plan to
improve English skills; discuss solutions to a problem
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
7-9
Unit 5 Theme: Tourism
Use prior knowledge; support opinions with reasons; classify
information; read a travel journal; listen for main ideas and
details; categorize sounds; rewrite inaccurate statements;
write an opinion essay; analyze the structure of an essay;
organize ideas in an outline; agree and disagree with
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
statements; participate in a simulation
9-10
Unit 6 Theme: Storytelling
Recognize personal assumptions; reflect on attitudes towards
insects; infer ideas not explicit in a text; examine symbols and
imagery in a text; match actions to their consequences; make
predictions about events in a story; paraphrase details;
interpret a literary text; match storytelling techniques to
purposes; write an interview; write a descriptive paragraph;
add details to a story; write a story with a moral; create role
plays; create, practice, and tell a story
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
10-11
Unit 7 Theme: The simple life
Interpret a photograph; differentiate between main ideas and
details; predict content; apply information to new contexts;
brainstorm ideas; evaluate information; apply information to
new contexts; make predictions; infer opinions based on
content of a text; read an essay about a difficult decision;
identify correct details; link lines from the song to details from
the interview; listen to rhythm patterns in speech; complete a
letter; write a summary; use parallel structure in an essay;
write an essay about a difficult decision; infer preferences
based on statements; listen to rhythm patterns in speech;
write answers to questions; express opinions about
alternative lifestyles; use descriptive language to enhance
statements; give an impromptu presentation
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
12-13
Unit 8 Theme: Marriage
Identify personal assumptions about marriage; evaluate
information; in the text according to personal beliefs; match
traditions to cultures; interpret a graph; categorize
information; develop arguments for and against an issue;
listen to contrastive stress in speech; complete a summary;
categorize ideas for writing; write a point-by-point paragraph;
write an essay describing important characteristics in a spouse
or partner; speculate about the content of a unit; express and
defend opinions about marriage; agree and disagree with
statements; use words stress to change meaning
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
14-15
Unit 9 Theme: Climate change
Interpret illustrations; classify data; understand and describe a
scientific process; summarize cause and effect relationships;
read for details; infer author’s position; label a graph; rewrite
inaccurate statements, draw a casual chain; use cause-andeffect transitions; use adverbial conjunctions to show cause;
write a cause-and-effect assay; discuss results of a survey;
express and defend opinions; interrupt politely and hold the
floor, participate in a seminar about climate change
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
16-17
Unit 10 Theme: Punishment
Interpret an illustration; infer word meaning from context;
classify information; discuss arguments for and against capital
punishment; interpret bar graphs and pie charts; identify
supporting ideas; identify end sounds; distinguish between
facts and opinions; share personal experiences; discuss
corporal punishment; use language to express confidence;
participate in a debate; write an opinion paragraph; support
opinions with facts and data; use sentence variety; analyze
compound sentences; write a persuasive essay
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
Intermediate II course
Course Description
In this course, students will speak and understand with proficiency English that is used in
various social, professional, and academic settings that are associated with colleges,
universities, businesses and professions. Students will apply critical thinking skills needed to
analyze and synthesize the text or real life situations. Students will include drafting, revising,
and editing an organized piece of writing using appropriate grammar and mechanics.
Prerequisites
of NorthStar Intermediate I
Course Goals
Intermediate II students will respond to everyday situations with fluency and accuracy in the
English Language. Students will be provided extensive practice in the classroom using
cooperative learning, projects, role playing, debates and reading skills to help advance students
to higher educational colleges or careers. The use of grammar conventions used in isolation
along with practice will convey writing with self-monitoring, self-correcting, and organization of
ideas through essay or written reports.
Course Objectives
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Students will listen, speak, read and write at a high intermediate level.
Students will use critical thinking skills to analyze and synthesize opinions from media
sources or text.
A variety of graphic organizers will be used to gather ideas and opinions to help in
constructing essays or reports.
Peer groups, individual tutoring, and diagnostic evaluation will be utilized to help the
students succeed in career or educational goals.
Identify main ideas when hearing lectures, speeches, or radio/television programs
 Support answers with details when questioned about common daily events,
lectures, or speeches.
 Listen for specific information and respond appropriately when required.
 Take effective notes while listening to an academic presentation and orally
summarize from notes.
 Interpret nonverbal communication and the speakers tone and pitch.
 Follow instructions given at a normal rate of speed.
 Differentiate between formal and informal English.
 Produce contractions, third person singular, and past tense endings.
 Ask relevant questions and give appropriate answers.
 Initiate and sustain a conversation on a given topic.
 Contribute to group discussions and give an individual or group presentation.
 Demonstrate familiarity with spoken academic vocabulary.
Reading and Writing
 Read and understand simplified academic material.
 Read and understand selected articles in current periodical publications.
 Answer comprehension questions.
 Recognize the author’s purpose and point of view.
 Make inferences and draw conclusions.
 Express and support own opinion.
 Distinguish facts from opinions.
 Use context clues to guess meanings of words.
 Use vocabulary words appropriately in written form.
 Identify cause and effect and how they are connected from a reading selection.
 Write simple, compound, and complex sentences.
 Use summarizing and paraphrasing.
 Write a paragraph with a topic sentence, supporting details, and a conclusion.
 Write a unified and coherent essay of 3-5 paragraphs with an introduction, body,
and conclusion.
 Proofread for errors in grammar, spelling, punctuation and capitalization.
Methodology
each unit's theme.
Learning Activities
Instruction includes teacher modeling and observation, practice, listening, turn and talk,
question and answer, charts and graphs, Total Physical Response (TPR) engaging activities, role
plays and simulations, conversations, note taking, cooperative group work, application of
grammatical structures, journals and process writing, self-correction, individual conferences.
Auditory and repetitive listening of passages will help students build vocabulary and active
learning skills.
Formative Placement system includes the North Star Placement test which all students are
given to place in appropriate level of proficiency for instruction. Unit assessments and End of
Course Exit Exams are required of the students before advancing to the next level of
instruction. All homework or in-class assignments are required of all students.
Grading Scale
A = 90–100
B = 80–89
C = 70–79*
D = 65-69
F = 64 and below
Grading
Class participation
Assignments
Unit exams
Final exam
Total
10%
30%
30%
30%
100%
Course Materials
Azar Fundamentals of English Grammar , Fourth edition.
Longman Advanced American Dictionary, Third edition.
Penguin Active Readers: Cinderella Man, and Inventions Around The World.
Course Outline
Week
Unit
1-2
Unit 1- Theme: Media- Introduction to NorthStar
Listening Focus: Identify Main idea and supporting details,
interpreting data, making inferences, analyzing narratives, Listen
to broadcasts and analyze them, Identify and connect themes
between two recordings, listen to classmates’ reports and pose
questions, interpret data from audio sources
Speaking Focus: Make predictions, express and defend opinions,
Summarize Points, Act out a scripted Conversation, Create a
newscast ,Share experiences,
Writing Focus: Develop topic sentences ,paraphrase, write a
letter to a newspaper editor ,write an opinion paragraph,
Compose topic sentences, brainstorm using web organizer
Grammar Focus: Passive Voice
Reading Focus: Interpret quotations, make predictions, categorize
main idea ,scan for supporting details, make inferences about
author’s viewpoint, form and express opinions based on a test
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
3-4
Unit 2-Theme: Overcoming Obstacles
Listening Focus: Relate listening to real life experiences,
comparing and contrasting life’s stories, Interpret speakers’ tone
and emotions, Analyze sensitive language and tolerance for
disabilities
Speaking Focus: Share real life experiences ,construct and tell a
story from provided notes, conduct an interview, Practice
storytelling, Plan and give a three minute speech
Grammar Focus: Gerunds and Infinitives
Reading Focus: Scan for information, identify chronology in a text
by using a timeline, find correlations between two texts, organize
and synthesize information in different texts
Writing focus: Compare and contrast paragraphs, pre-writing list,
and write concluding sentences
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
4-5
Unit 3-Theme Medicine
Listening Focus: Take notes, Listen for details, Interpret speaker’s
tone and emotions, relate listening to personal experiences,
compare information from two listening, identify emphasis in
speech and its meanings
Speaking Focus: Using new vocabulary in a guided conversation,
make contrastive statements, act out scripted dialogues, form
and express opinions, interrupt politely to clarify or confirm
information ,role play for and giving advice, role play a meeting
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
situation Grammar Focus: Present unreal conditionals
Reading Focus: Make predictions, summarize main ideas, identify
details, relate texts to personal values and experiences, identify
philosophical rationale for a text, paraphrase, make inferences,
use a Venn diagram as a note-taking device
Writing Focus: Write an Opinion Essay, Tree-mapping and
supporting opinions on an outline
6-7
Unit 4-Theme: Animal Intelligence
Listening Focus: Listen for details, make predictions ,relate
previous knowledge to the listening, identify main idea, infer
word meaning from context, infer speakers’ attitudes,
Speaking Focus: Give and ask for examples, form and express
opinions, construct and perform a presentation, evaluate the
opinions of others
Grammar Focus: Reported Speech
Reading Focus: Make predictions, Identify main idea and details,
make inferences, identify chronology in a text, form and express
opinions based on a text, organize and synthesize information in
different texts, use a sequence organizer as a note-taking device
Writing Focus: Summarizing an Essay, Using wh-questions to
summarize ,Paraphrase
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
7-8
Unit 5-Theme: Longevity
Listening Focus: Make predictions, relate previous knowledge to
the listenings, Listen for specific information, infer information
not explicit in the interview, identify speakers’ feelings, identify
main idea and details from audio or other resources
Speaking Focus: Making suggestions, form and express opinions,
call in to a radio talk show, ask and answer questions, role-play a
family meeting
Grammar Focus: Tag questions
Reading Focus: Make predictions, compare characters’ views to
real world views, scan for details, make inferences based on a
text, form and express opinions based on text, identify
cause/effect in text, identify connecting themes between texts,
cause and effect diagrams
Writing Focus: Descriptive Writing ,Cause and effect sentences,
Use figurative language
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
Unit 6-Theme: Philanthropy
Listening Focus: Listen for details ,make notes using a graphic
organizer, organize and synthesize information from the
listenings, Listen to and evaluate students’ presentations, Identify
main idea and details
Speaking Focus: Express opinions ,making judgments, identifying
personal assumptions, compare and contrast examples of
philanthropy, discuss examples of charitable efforts, prioritize
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
9-10
and rank ideas, practice correct intonation, perform a public
service announcement
Grammar Focus: Adjective Clauses
Reading Focus: Make predictions, paraphrase main ideas, scan for
supporting details, identify contrasting arguments in a text, make
inferences, express opinions, and complete a chart as a notetaking device.
Writing Focus; Persuasive Essay
10-11
Unit 7-Theme: Education
Listening Focus: Predicting content, Listening for main idea and
details, Relate listenings to personal
Speaking Focus: Express Opinions, perform a role play, conduct a
mock town meeting, restate information for clarification, justify
opinions
Grammar Focus: Direct and indirect Speech
Reading Focus: Predict content, read and interpret bar graphs,
paraphrase main ideas in reading text and scan for details,
compare the content of two texts, use a chart as a note-taking
device, view ideas from differing perspectives, express opinions
Writing Focus: Classification Essay, pre-writing information
graphs
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
12-13
Unit 8-Theme: Food
Listening Focus: Make predictions, Listen for main idea and
details, interpret speakers’ tone and attitude, relate the listening
to local food trends, compare/contrast two restaurants, listen
and evaluate student food shows,
Speaking Focus: Share ideas on food trends, use tone of voice to
indicate attitude, use new vocabulary in free conversation,
compose and perform a dialogue, practice role playing using
etiquette in various restaurants, develop a food show
Grammar Focus: Phrasal Verbs
Reading Focus: Making predictions, restate main idea, scan for
specific details in a text, relate the text to personal culinary
experiences, express opinions, organize and synthesize
information in different texts, use a chart to compare/contrast
beliefs
Writing Focus: Narrative Essay, Take notes to organize
information, sequence order of events as it occurs
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
14-15
Unit 9-Theme: Immigration
Listening Focus: Making predictions, Identifying Main Idea and
details, interpret speakers’ tone and pitch, relate the listening to
personal values and interests, understand and interpret song
lyrics,
Speaking Focus: Express opinions, practice gambits to hesitate in
response to a question, ask and answer questions about a chart,
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
simulate a town meeting, conduct an interview,
Grammar Focus: Present and past-contrasting verb tenses
Reading Focus: Make predictions, can for information, identify
main idea, relate text to personal experiences, make inferences,
interpret a poem, organize and synthesize information in
different texts, express opinions, complete a chart/diagram
Writing Focus: Compare/Contrast Essay
16-17
Unit 10-Theme: Technology
Listening Focus: Make predictions, listen for main ideas and
details, interpret speakers’ tone and word usage, take notes while
listening, listen for specific information, emphasis in speech,
Speaking Focus: Discuss opinions, act out scripted dialogues,
discuss possible future outcomes, practice gambits to express
frustration, role-play a conflict between neighbors, develop and
present a new technological gadget,
Grammar Focus: Future perfect and Future Progressive
Reading Focus: Make predictions, summarize main idea, locate
examples and details in a text, make inferences, express opinions,
organize and synthesize information in different texts
Writing Focus: Cause and Effect Essay, Write and respond to
interview questions
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
Advanced I course
Course Description
This course prepares students to communicate effectively and independently in both formal
and informal English language environments, especially in the academic environment they
would encounter at an English-based college or university. This will include instruction in
reading strategies and critical thinking strategies that are needed to pursue higher education
degrees or professional and business careers. Corresponding studies in writing and speaking
add the necessary skills of communicating with clarity and accuracy to audiences in a variety of
situations.
Prerequisites
of NorthStar Intermediate II
Course Goals
At this level, ICILS will promote and improve students’ ability to read, analyze, and synthesize
complex, detailed texts with good comprehension; to listen to and understand a wide variety of
spoken English, including formal lectures and presentations; to correctly use grammatical
structures in academic, professional, and social contexts; and to organize information and
produce formal documents for a variety of audiences in a variety of forms and styles.
Course Objectives



Students will acquire the reading, writing, speaking, and listening skills necessary to
succeed in academic pursuits alongside native English speakers in a college or university
setting.
They will develop knowledge and expertise in the use of complex sentence elements
and forms and the vocabulary that they will encounter in higher academic studies.
Students will also hone their critical thinking skills to analyze and summarize
information, make reasonable inferences and predictions, express and defend opinions,
compare and contrast points and positions, and both identify and communicate cause
and effect relationships clearly and fluently.
 Understand routinely detailed, complex information that is orally (and visually)
presented in lectures, audio/video programs, and other media.
 Think critically about information received orally and visually, then integrate and
synthesize that information so that it can be used to accomplish a variety of
purposes, including successfully completing college/university course
assignments, exams, and other academic objectives.
 Speak clearly, with good diction and grammar, so that the speech is understood
by both native and non-native English speakers.
 Collect, organize, and present information in various audio/video formats and
genres to accomplish a variety of professional, business, and academic
communication purposes.
 Research, organize, and produce basic audio/video programs and presentations
for the business and academic environments.
Reading and Writing
 Read many types of formal and informal texts (excluding those related to
specialty fields) with reasonably good comprehension, speed, and accuracy.
 Review academic, business, and technical documents (using basic skimming and
scanning techniques) to gain understanding of main ideas and points and to
gather key facts and information.
 Think critically about information received in written and graphical form, then
integrate and synthesize that information so that it can be used to accomplish a
variety of purposes, including successfully completing college/university course
assignments, exams, and other academic objectives.


Write clearly, with good composition and grammar, so that it is understood by
native English readers.
Research, organize, and produce basic documents, such as essays, letters,
articles, and reports to accomplish a variety of professional, business, and
academic communication purposes.
Methodology
ICLSI uses a multilevel, integrated learning approach to developing English fluency progressively
each unit's theme.
Learning activities: include participating in group discussions, listening to lectures, taking notes,
brainstorming ideas, practicing grammatical structures in context, role-playing creative
conversations, reading articles and reports from contemporary sources, responding to in-class
writing assignments, and employing peer review and self-review.
Students are required to complete all in-class and homework assignments, take the unit exams
at the end of each unit, and take the course final exam.
Grading Scale
A = 90–100
B = 80–89
C = 70–79*
D = 65-69
F = 64 and below
Grading
Class participation
Assignments
10%
30%
Unit exams
Final exam
Total
30%
30%
100%
Course Materials
Azar Understanding and Using English Grammar, Fourth edition.
Longman Advanced American Dictionary, Third edition.
MyNorthStarLab
Penguin Active Readers: World Folktales, and The Phantom Of the Opera.
Course Outline
Week
1-2
Unit
Introduction to school rules, Immigration regulations, and the
NorthStar series and method.
Unit 1 theme: Addiction.
Critical Thinking: Infer word meaning from context; recognize
personal assumptions about technology; infer information not
explicit in the interviews; compare and contrast differing
viewpoints; support opinions with information from the
interviews; hypothesize another’s point of view.
Listening: make predictions; listen for main ideas; listen for
details; make inferences; relate listening to personal experiences
and values; organize and synthesize information from the
listening.
Speaking: express and solicit opinions; relate personal
experiences; role-play a scripted conversation; express wishes;
add information and opinions to other’s ideas; participate in and
summarize a discussion.
Critical Thinking: Infer characters’ motivations; classify
information; hypothesize unreal situations; evaluate personal
experiences; support answers with evidence from the text;
identify the logic of an argument; identify an author’s biases.
Reading: make predictions; read for main ideas and details; infer
information not explicit in the reading; order information
according to a timeline; organize and synthesize information
from two texts.
Writing: develop the elements of character, technique, and
theme in autobiographical writing; write a paragraph, combine
sentences using past unreal conditionals; take notes to prepare
for writing; use quotations.
Assignments and
Tests
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
Grammar: Past unreal conditionals; wish statements-expressing
unreality.
3-4
Unit 2 theme: Lying.
Critical Thinking: Clarify values relating to truth and lying;
consider the effect of mistrust, investigate motivations for
keeping secrets and exposing the lies of others; investigate
multiple sides to an ethical issue.
Listening: make prediction; listen for main ideas and details;
make inferences based on tone, pace, and vocabulary; relate
listening to personal experiences and values; organize and
synthesize information from the listenings.
Speaking: express and solicit opinions and values; relate personal
experiences; express agreement or disagreement; role-play a
scripted conversation; introduce, defend, and express the
different sides of an issue.
Critical Thinking: interpret a cartoon; recognize personal
attitudes and values; hypothesize another’s point of view;
consider advantages and disadvantages; infer word meaning
from context.
Reading: Predict content of the reading; identify main ideas and
details; contrast a common theme in two texts; organize and
synthesize information from two texts.
Writing: write a comparison and contrast paragraph; use double
comparatives; write an opinion essay; develop thesis statements
and introductory paragraphs; develop an introductory hook.
Grammar: Modals-degrees of certainty; double comparatives.
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
4-5
Unit 3 theme: Personality.
Critical Thinking: infer word meaning from context; analyze the
impact of shyness on one’s life; infer information not explicit in
the interviews; categorize and apply descriptive vocabulary;
support opinions with information from the interviews; draw
conclusions about personality types and roles.
Listening: Listen for main ideas; listen for details; make
inferences based on tone, pace, and vocabulary; relate listenings
to personal experience and values; organize and synthesize
information from the listenings.
Speaking: describe personality, express opinions; express and
defend preferences; begin and maintain conversations; role-play
discussion in a personality consulting company.
Critical Thinking: interpret a photograph; identify personal traits;
analyze character and motivation in fiction; infer information not
explicit in the text; categorize information; support answers with
information from the text.
Reading: make predictions; summarize main ideas; read for
details; locate information in the text; relate text to personal
values; identify connecting themes between texts.
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
Writing: write an opinion statement; write a dialogue; use
adjective clauses; develop a paragraph with a topic sentence,
illustrations, and a conclusion; write an essay with unified
paragraphs.
Grammar: Adjective clauses-identifying and nonidentifying.
6-7
Unit 4 theme: Trends
Critical Thinking: interpret graphs; analyze book reviews; infer
word meaning from context; analyze different opinions;
investigate reasons for trends and changes; understand
metaphorical language.
Listening: predict content; listen for main ideas and details; make
inferences based on tone, pace, and vocabulary; relate
information to other’s viewpoints, organize and synthesize
information from the listenings.
Speaking: identify and use different forms of the same root
word; understand and use metaphorical expressions, role-play a
scripted conversation; discuss trends and viral marketing; add to
other’s ideas; create and present a public service announcement.
Critical Thinking: identify and interpret trends; examine imagery
in a text; analyze author’s purpose; hypothesize another’s point
of view; relate text to broader historical context.
Reading: make prediction; identify the historic context of a book;
summarize main ideas; scan for details; identify cause and effect;
recognize the organization of a text; organize and synthesize
information from two texts.
Writing: write an interview; write a paragraph analysis; using
discourse connectors and adverb clauses; take notes to prepare
for writing; develop a logical organizational pattern; write a
cause-and-affect essay.
Grammar: adverb clauses of result; adverb clauses and discourse
connectors to express cause and effect.
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
7-8
Unit 5 theme: Cross-cultural insights
Critical Thinking: Consider the impact of a philosophy on daily
life; infer word meaning from context; infer information not
explicit in the interviews; compare and contrast differing
viewpoints; support opinions with information from the
interviews; choose information in a passage to mark and
highlight.
Listening: make predictions, listen for main ideas and details,
make inferences based on vocabulary choices and tone of voice;
relate listenings to personal experiences; organize and synthesize
information from both listenings.
Speaking: express and solicit opinions; relate personal
experiences and knowledge; role-play a scripted conversation;
use target vocabulary in free responses; emphasize a point;
express and solicit opinions; present an argument based on a
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
written article.
Critical Thinking: recognize personal assumptions and biases;
infer characters’ attitudes and feelings; infer word meaning from
context; compare and contrast cultural customs; hypothesize
another’s point of view; categorize information.
Reading: predict content; read for main ideas and details;
identify an author’s point of view; organize and synthesize
information from three different texts; compare and contrast
two readings; recognize the organization of a text.
Writing: write a comparison and contrast essay; write statements
of comparison and contrast; take notes in outline form; develop
an outline; develop a logical organizational pattern; combine
sentences for variety and polish.
Grammar: spoken discourse connectors; adverb clauses of
comparison and polish.
9-10
Unit 6 theme: Religion
Critical Thinking: Separate fact from myth; infer word meaning
from context; analyze and discuss different opinions; recognize
similarities and differences among various religions; understand
the importance and value of religious rituals.
Listening: make predictions; listen for main ideas; listen for
details; make inferences about speaker’s intention; organize and
Speaking: discuss background knowledge and personal beliefs;
role-play scripted and semi-scripted conversations; tell and
encourage others to tell an anecdote; role-play a group
discussion.
Critical Thinking: compare religious backgrounds; hypothesize
another’s point of view; classify information; support answers
with information from the text; infer word meaning from
context; relate text to personal values.
Reading: make predictions; summarize main ideas; read for
details; relate supporting details to main ideas; organize and
Writing: write an opinion paragraph; write summary statements;
paraphrase quotations; write an interview; develop definitions;
develop an outline; write a definition essay.
Grammar: count and non-count nouns and their quantifiers;
definite and indefinite articles.
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
10-11
Unit 7 theme: Business
Critical Thinking: interpret a cartoon; analyze editorial blogs and
individual responses; infer word meaning from context; analyze
and discuss different opinions; frame arguments; debate ideas
and cases.
Listening: make predictions; listen for main idea; listen for
details; make inferences based on tone and word choice;
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
organize and synthesize information from the listenings; relate
information in the listenings to one’s viewpoints.
Speaking: use and check understanding of new words and
expressions; agree and disagree with opinions; role-play scripted
and semi-scripted conversations; frame oral arguments; conduct
a debate on a case related to workplace privacy.
Critical Thinking: interpret a cartoon; analyze information to
form a recommendation; hypothesize another’s point of view;
infer word meaning from context; categorize ideas; evaluate
advantages and disadvantages; recognize the organization of a
text.
Reading: make predictions; read for main ideas; scan for details;
infer information not explicit in the text; identify connecting
themes between texts.
Writing: summarize questionnaire data; write a report offering
advice; write an interview, take notes to prepare for writing;
examine and develop thesis statements; write an essay showing
advantages and disadvantages; compose transitional sentences.
Grammar: verb + gerund or infinitive –two forms, two meanings;
infinitives and gerunds.
12-13
Unit 8 theme: The Military
Critical Thinking: response to pictures and symbols; share
experiences; gather background information; infer word meaning
from context; analyze and discuss different opinions; distinguish
between direct and indirect speech.
Listening: make predictions; listen for main ideas and details;
make inferences based on tone and word choice; organize and
Speaking: role-play a scripted conversation; use direct and
indirect speech when re-telling a story; respond appropriately to
complex and controversial questions; create a public service
announcement.
Critical Thinking: recognize personal values; make
generalizations; support opinions with information from the text;
infer an author’s attitude and feelings; compare and contrast
experiences; evaluate characters’ motivations; relate broad
themes to specific situations.
Reading: predict content; identify main ideas; locate specific
information in the text; identify connecting themes between
texts; organize and synthesize information from two texts.
Writing: write a personal letter; write a summary; construct a
dialogue; take notes to prepare for writing; write an essay
response; write an introductory paragraph, embed quotations in
a written work.
Grammar: direct and indirect speech.
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
Unit 9 theme: The arts
NorthStar unit
14-15
16-17
Critical Thinking: interpret a cartoon; analyze scientific
experiments and studies; infer word meaning from context;
analyze and discuss different opinions; analyze figurative
language; compare and contrast results from experiments and
studies.
Listening: make predictions; listen for main ideas and details;
make inferences based on implied information; organize and
synthesize information from the listenings; relate information in
the listenings to other’s viewpoint.
Speaking: recognize and use figurative language; role-play a
scripted and semi-scripted conversation; discuss experiments
and studies; use linking expressions to discuss similarities and
differences; role-play a public meeting.
Critical Thinking: interpret a photograph; compare tastes and
preferences; compare and contrast two artists’ careers; theorize
characters’ motivations; analyze descriptive language; infer
information not explicit in the text; recognize the organization of
the text.
Reading: interpret a quotation; make predictions; identify main
ideas; locate details in the text; identify similarities and
differences between texts; organize and synthesize information
from two texts.
Writing: write a comparison and contrast essay; summarize the
reading; evaluate passive voice usage; develop an outline;
analyze descriptive language; use descriptive and figurative
language.
Grammar: the passive voice and the passive causative.
exercises
Azar’s grammar
exercises
Weekly devotional
Unit 10 theme: Poverty
Critical Thinking: interpret photographs; share background
knowledge and impressions; analyze and evaluate aid programs;
identify and use supporting information; infer word meaning
from context; analyze and discuss different opinions.
Listening: listen for main ideas; listen for details; make inferences
based on vocabulary choices and the tone of voice; paraphrase
and relate information in the listenings to others’ viewpoints;
organize and synthesize information from the listenings.
Speaking: share predictions and opinions; discuss proposals;
paraphrase and react to quotes; role-play conversations; add
details and examples to support main ideas; simulate a policy
meeting.
Critical Thinking: interpret photographs; analyze statistics;
analyze an author’s purpose; propose solutions to a problem;
evaluate an author’s argument; develop a logical argument for
and against an issue.
Reading: make predictions; read for main ideas; scan for
supporting details; restate arguments in the text; organize and
NorthStar unit
exercises
Azar’s grammar
exercises
Weekly devotional
Writing: write compare and contrast paragraphs; construct a
dialogue; write short argumentative statements; develop a
logical organizational pattern; write an argumentative essay;
refute opposing points of view; compose statements of
concession.
Grammar: unreal conditionals-present, past and mixed; noun
clause in opposition.
Advanced II
Course Description
This course will enhance, improve, and develop skills that will prepare upper level ESL students
for continuing their education in higher level academic environments. The following areas will
be emphasized: 1) continuation of advanced level skills in listening and speaking in American
English, expounding upon auditory comprehension, public speaking strategies, grammar,
vocabulary, idioms, and pronunciation; and 2) continuation of advanced level reading and
writing with focal areas of critical thinking skills, critical and analytical reading of college level
texts, as well as writing research and other academic papers.
Prerequisites
Successful completion of NorthStar Advanced I level.
Course Goals
The purpose of this course is to present students with advanced level vocabulary and
grammatical structures needed for academic performance. This comprehensive program, that
uses sound instructional techniques, will augment and enhance language acquisition and
cognitive academic language skills. The standards will address instructional language specific to
college entry exams.
Course Objectives
Students will continue to develop proficiency in the English language via demonstration of the
following criteria:
 Organize and construct a variety of essays for both personal and academic audiences.
 Apply reading comprehension and speed reading strategies to interpret information.
 Appropriate expression of opinions and ideas on a wide range of topics.
 Comprehend developmentally appropriate material for both personal and professional
application.
 Use test-taking strategies in a simulated test environment.
At the completion of the course students will be able to:
 Write cohesive and complex essays, term papers, research papers, and reports.




Demonstrate improvement in reading and listening comprehension and speed, as well
as writing quality and speed, using designated assessment tools.
Correctly recognize, define, and use the most common GRE/TOEFL vocabulary words.
Apply test taking strategies learned in a simulated testing environment to actual college
entrance and English aptitude exams.
Increase academic performance in the areas of reading, writing, listening, speaking,
note-taking, organizing (outlining), and critical thinking.
Methodology
each unit's theme.
Learning activities include participating in group discussions, listening to lectures, taking notes,
brainstorming ideas, practicing grammatical structures in context, role-playing creative
conversations, reading articles and reports from contemporary sources, responding to in-class
writing assignments, and employing peer review and self-review.
The following indicators will be used to determine if students have attained the Student
Learning Outcomes for the course: unit tests, the final exam, grading rubrics, class participation
rubrics, in-class assignments, and oral presentations. Each student is required to complete all
in-class assignments. In addition, each student is required to take all unit exams and the course
final exam.
Grading Scale:
A = 90–100
B = 80–89
C = 70–79*
D = 65-69
F = 64 and below
to advance to the next level. In other words, students must maintain a grade of “C” or higher to
pass this course.
Grading
Class participation
Assignments
Unit exams
Final exam
Total
10%
30%
30%
30%
100%
Course Materials
Academic Connections 4, Julia Williams, Pearson-Longman
Longman Academic Writing Series 5, Alan Meyers, Pearson
Express to the TOEFL iBT Test,Tammy Gilbert & Dorothy Zemach, Pearson
To Kill a Mockingbird, Harper Lee, HarperCollins
Course Outline
Assignments,
Activities, & Tests
Week
Educational Resources & Themes
1
Introduce the school rules, immigration regulations, the ICI fall
semester calendar, and the Advanced II syllabus
Introduce the textbooks, Academic Connections 4 and Longman
Academic Writing Series 5 (LAWS)
Introduce the TOEFL prep book, Express to the TOEFL iBT Test,
and the TOEFL study plan
Administer a TOEFL practice test to establish a baseline
Introduce the GRE strategies study plan and the 500 word
vocabulary list
Introduce the novel, To Kill a Mockingbird, and explain the
semester-long homework assignment and quiz schedule
Academic Connections
4, Intro.
LAWS, Intro.
Express to TOEFL pretest
Novel reading intro &
assignment
GRE vocabulary
2
Academic Connections 4, Unit 1 theme: Safe Cities
Reading: Identifying main ideas & details using skimming and
scanning techniques; learning key words
Listening: Learning how to identify main ideas and supporting
details in class lectures; learning key words
Writing: Understanding types of expository essays; writing
effective thesis statements; and using parallel structure
AcadConn4, Unit 1
Write an expository
essay
GRE vocabulary
Weekly devotional
3
Longman Academic Writing Series (LAWS), Chapters 1-4 Writing
principles for:
 Expository essays
 Classification essays
 Process essays
 Cause/Effect essays
LAWS, Ch. 1-4
1st Mockingbird quiz
GRE vocabulary Weekly
devotional
4
Academic Connections 4, Unit 2 theme: Leadership Behavior
Reading: Recognizing organizational patterns and relationships
among ideas in a text; learning to organize information well;
learning key words
Listening: Recognizing relationships among parts of a lecture
Speaking: Presenting relationships among ideas clearly when
speaking
AcadConn4, Unit 2
Prepare & present an
oral response to a
problem
devotional
5
LAWS, Chapters 5-8
Writing principles for:
 Extended definition essays
 Problem/Solution essays
 Summary/Response essays
 Argumentative essays
LAWS, Ch. 5-8
2nd Mockingbird quiz
devotional
6
Academic Connections 4, Unit 3 theme: Forest Fires
Understanding the importance of coherence and cohesion in
communication
Listening: Recognizing speech markers
Reading: Recognizing cohesion in a text
Writing: Creating coherence and cohesion in writing
AcadConn4, Unit 3
Write a persuasive
essay
devotional
7
LAWS, Chapter 9
Writing principles for:
Research Papers
LAWS, Ch. 9
Assign term paper
devotional
8
Academic Connections 4, Unit 4 theme: Defining Cubism
Learning to summarize and paraphrase
Reading: Recognizing summary statements and conclusions
Listening: Distinguishing essential and non-essential information
in a lecture; also digressions and asides
Speaking: Learning principles of debate
AcadConn4, Unit 4
Prepare & present a
pair
debate
Last Mockingbird quiz
devotional
9
Express to the TOEFL iBT Test, Part 1, Reading
Express TOEFL iBT
Reading post-test
devotional
10
Academic Connections 4, Unit 5 theme: Innovation
Synthesizing information
Reading: Recognizing relationships between abstract concepts
and concrete information
Listening: Recognizing the relationship between two spoken
sources
Writing: Selecting/presenting related information from a variety
AcadConn4, Unit 5
Write a brief report
devotional
of sources; elaborating on information
11
Express to the TOEFL iBT Test, Part 2, Listening
Express TOEFL iBT
Listening post-test
devotional
12
Academic Connections 4, Unit 6 theme: Nanotechnology
Distinguishing facts and opinions
Listening: Recognizing a speaker’s degree of certainty
Reading: Identifying and evaluating information presented to
support a position
Speaking: Expressing and supporting opinions
AcadConn4, Unit 6
Prepare & present a
short oral report
devotional
13
Express to the TOEFL iBT Test, Part 3, Speaking
Express TOEFL iBT
Speaking post-test
devotional
14
Academic Connections 4, Unit 7 theme: Fighting Infectious
Diseases
Learning the importance of purpose in communication
Listening: Recognizing a speaker’s purpose; understanding and
using intonation and sentence stress (rhythm)
Reading: Recognizing a writer’s purpose
Speaking: Considering an audience’s needs
AcadConn4, Unit 7
Prepare & deliver an
oral presentation
devotional
15
Express to the TOEFL iBT Test, Part 4, Writing
Express TOEFL iBT
Writing post-test
devotional
16
Academic Connections 4, Unit 8 theme: Characteristics of the
Genre
Making reasonable inferences
Reading: Gathering information to make inferences
Listening: Making inferences about a speaker’s intention
AcadConn4, Unit 8
Take full TOEFL test
devotional
17
Academic Connections 4, Unit 8 continued
Writing: Identifying and using rhetorical devices
AcadConn4, Unit 8
Write an analytical
essay
GRE strategies
handouts & excerpts
devotional
GRE Strategies
Reading comprehension and essays
18
GRE Strategies
Handouts & excerpts
Text completion and sentence equivalence
devotional
19
GRE Strategies
How to work with word problems
GRE strategies and
vocabulary exam
20
Finals week
Term papers due
Final exam
PROFICIENCY SCALE – BEGINNER I
Students will be equipped to speak and understand beginning level English by developing
knowledge and understanding of vocabulary, basic grammar structures, and basic conversation
and writing skills to advance to the next level of proficiency. Students will practice reading and
writing simple sentences to prepare them for personal or academic goals. They will be
introduced to critical thinking principles at a beginning reading level to aid in their language
progression.
INTERPRETATION PROFICIENCY SCALE – BEGINNER I
(Five skills acquired after successful completion of this level)
1.
Student will be able to use basic English grammar in order to understand and produce basic
sentences needed in most everyday life, school and social situations.
2.
Student will be able to listen to a first-language American English speaker (face-to-face, radio,
TV), if he speaks slowly and uses common and frequent words encountered in most common everyday
life, school and social situations.
3.
Student will be able to speak basic English sentences with some foreign accent, but still will be
understandable by an American first-language English speaker, if the student speaks slowly using the
most common vocabulary needed for daily life, and instructional and social scenarios.
4.
Student will be able to read basic English books and printed materials containing fundamental
vocabulary and frequently used words required in common everyday life, and instructional and social
scenarios.
5.
Student will be able to write basic English notes, letters and texts, using basic vocabulary and
frequently used words found in everyday life, and instructional and social scenarios.
PROFICIENCY SCALE – BEGINNER II
Students will be prepared to communicate in English more effectively in both formal and
informal settings through the development of their speaking and listening skills. Students will
also learn to apply critical thinking skills in their language development. They will build
vocabulary and improve basic reading and writing skills using grammar structures at a high
beginning level.
INTERPRETATION PROFICIENCY SCALE – BEGINNER II
(Skills acquired after successful completion of this level)
1.
Speak clearly using high frequency words with grammatical accuracy in phrases and
sentences
2.
Engage in basic oral and written communication and clearly express opinions
3.
Report on various topics using appropriate grammar and syntax
4.
Use a thesaurus to expand vocabulary and communicate more creatively
5.
Respond correctly to questions, requests, basic instructions and short conversations
6.
Decode, recognize, and interpret vocabulary in paragraphs with familiar topics
7.
Write well-organized letters in addition to descriptive and narrative paragraphs in
business and personal emails using organized ideas
8.
Self-correct when speaking and producing sentences
PROFICIENCY SCALE - INTERMEDIATE I
Students will be able to use more sophisticated grammar structures in writing paragraphs using
process writing techniques. They will be able to apply grammatical accuracy to their writing
and speaking. They will increase their degree of fluency, accuracy, and comprehension in their
listening and speaking skills. They also will be able to read to improve comprehension of a
variety of texts with a focus on interpretation of factual information, drawing inferences, and
paraphrasing selected passages.
INTERPRETATION OF PROFICIENCY SCALE - INTERMEDIATE I
(Five skills acquired after successful completion of this level):
1. Actively participate in normal, everyday conversations and demonstrate an understanding
of routine questions and answers, statements
2. Express functions of the English language such as making requests, giving advice, agreeing
and disagreeing
3. Give a short speech on an assigned topic, using standard English that can be understood by
others
4. Write well-developed and organized paragraphs that give enough details to support the
main idea of each paragraph, using related facts, opinions, or examples
5. Read and demonstrate an understanding of both stated and unstated information in a
variety of reading material
PROFICIENCY SCALE – INTERMEDIATE II
In this course, students will speak and understand with proficiency English that is used in
various social, professional, and academic settings that are associated with colleges,
universities, businesses and professions. Students will apply critical thinking skills needed to
analyze and synthesize the text or real life situations. Students will include drafting, revising,
and editing an organized piece of writing using appropriate grammar and mechanics.
INTERPRETATION PROFICIENCY SCALE – INTERMEDIATE II
1. Produce notes from talks and plan and write articles using specific tools like tables, outlines
and other visual aids
2. Connect (relate) themes or two different kinds of reading text
3. Understand and explain the stated and unstated parts of a text
4. Identify cause and effect and how they are connected
5. Write well-constructed articles, reports or essays using drafting, revising and editing to
produce the most effective writing
PROFICIENCY SCALE – ADVANCED
This course prepares students to communicate effectively and independently in both formal
and informal English language environments, especially in the academic environment they
would encounter at an English-based college or university. This will include instruction in
reading strategies and critical thinking strategies that are needed to pursue higher education
degrees or professional and business careers. Corresponding studies in writing and speaking
add the necessary skills of communicating with clarity and accuracy to audiences in a variety of
situations.
INTERPRETATION PROFICIENCY SCALE – ADVANCED
1. Read all types of formal and informal texts (excluding some that are esoterically related
to special fields) with good comprehension, speed, and accuracy.
2. Quickly review academic, business, and technical documents to gain understanding of
main ideas and points and to gather key facts and information.
3. Collect, organize, and present information in various formats and genres to accomplish a
wide variety of professional, business, and academic communication purposes.
4. Understand detailed, complex information that is orally presented in lectures,
audio/video programs, and other media and also convey such information orally
through similar media so that native English speakers can understand it
5. Research, organize, and produce well-written, multi-page papers, reports, articles, and
dissertations.

Curriculum Guide - International Christian Institute and Linguistics

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