AMERICAN EDUCATION CENTER ESL PROGRAM
Curriculum Plan
This is a 4-level English program; 4 levels are listed just below with objectives for each level.
Each level has been developed as a complete syllabus with objectives, lesson plans including teaching strategies, student activities, supplemental charts, etc. A student text has been provided to accompany the syllabus for each level. Assessments have been provided for each level.
Teachers will be provided paper copies of the syllabus at each level.
This is a four-level English program. Each level has been developed as a complete syllabus including objectives, lesson plans (featuring teaching strategies, student activities, supplemental charts, etc.), and assessments. Student texts have been provided to accompany the syllabus for each level. Teachers will be provided paper copies of the syllabus at each level. The syllabi follow the level objectives outlined at the end of this chapter.
For efficiency’s sake, students’ primary language will be referred to throughout this introduction as L1
Teaching Strategies
In nearly all situations, English only should be used in the classroom by teachers and students alike. The students’ primary language (L1) should be used only to explain abstract terms or to clear up confusion when their grasp of English is not sufficient to do so. Students should be encouraged to derive meaning through the use of English rather than relying on language dictionaries or translators. Comprehension should be fostered at all times through use of English explanations such as demonstrations, diagrams, acting, etc. Translators and dictionaries may be used after students have attempted to get meaning from English and have not been able to do so. To understand very abstract terms, particularly concepts that may not exist in L1, students may find the term in L1 and then discuss its meaning in English.
Teachers should encourage and expect creative responses using English. Students should be encouraged to apply English in all types of situations; teachers should discourage the use of L1 in the English language classroom. Teachers should create a variety of authentic situations in which students have to apply newly learned language skills, linguistic structures, and vocabulary.
At all levels, students must be encouraged to develop reading and writing skills. Students must have daily, ongoing, independent reading and writing assignments. In addition to completing the lessons offered in this curriculum, all students should keep journals in which they write daily, and should read books regularly outside the classroom in addition to their assignments. Teachers should identify Penguin-leveled readers (or some other abundant, appropriate reading source) which are appropriate for each student's level and require each student to read daily and record his/her progress. Students should also keep a word bank of vocabulary learned in daily reading. Entries in word banks should include new words, definitions, and applications. Students should display progress through journal writing and reading, dealing with more complex ideas and more difficult text.
Teacher will meet regularly with students to discuss their independent reading projects as well as journal entries. About once a month, students should report to class on books read independently and on journal assignments.
It is recommended that students meet English teacher for direct class instruction five hours a day, four days a week, and that each student be assigned at least one-half hour per week for individual or pair "talk time" with the teacher. During "talk time," students should discuss topics designated by the teacher. Students should be encouraged to produce as much language as possible during "talk time."
Completing the Program
It is anticipated that a diligent student should
be able to complete each level in approximately six months. Students’ level of effort and enthusiasm, extended exposure to and constant use of English will increase the likelihood that the program can be completed in a shorter period of time. True beginners (those with no prior exposure to a second language whatsoever) will probably require at least 24 months to complete the entire program. Accompanying assessments will determine the level at which students should begin the curriculum; adjustments should be made if the indicated level provides too much or not enough challenge for the student.
Lesson Plans
The four-level program provides lesson plans to develop specific language skills and grammar points. There is a lesson plan included in this curriculum for each objective at each level. These plans are comprehensive and include teaching suggestions, charts, student activities, etc.
The lessons in each unit are designed to develop particular skills. The purpose of a lesson is to develop a particular skill objective which is always identified at the beginning of the lesson plan. Lessons may continue over several class periods and skills may have to be retaught after the lesson plan is completed if students have not mastered the designated skill. Therefore, teachers should adapt a lesson by adding content over several class periods if more than one attempt is necessary in order for students to acquire the skill. The vocabulary development lessons in the Beginners level are ongoing and will require many weeks for completion.The main point in skill acquisition is for students to have ample opportunity for both oral and written practice. To help students do this, teachers should use the suggestions provided in each lesson plan as well as developing their own strategies.
Grammar lessons appear at the beginning of the lesson plans for each level; reading and writing lessons appear at the end. While the grammar lessons and the reading/writing lessons are sequential in themselves, they are not necessarily sequential in regards to each other; this means that for each level, the daily lesson should include some of both. The grammar lessons are developed so that grammar knowledge is built around the use of language skills (reading, writing, speaking, and listening), so it is important that teachers do not present any of these concepts in a vacuum. Teachers should identify the grammar, writing, and reading sections in the units at each level and determine the most productive ways for those lessons to complement one another. Students should engage in daily lessons to develop all language skills.
Student Text
For each level of the curriculum plan, a student text is provided with explanations, exercises, and activities to develop each objective. Students can benefit from an electronic copy of the text to access websites. Teachers should be provided with one entire copy of the curriculum plan and individual copies of each syllabus for each level of the plan so that they can easily access the materials which they are using and currently teaching.
Multi-level Groups
This program can be taught to multi-level groups. After doing preliminary assessments, teachers can choose the level whose objectives correspond to the individual student's skills and begin instruction at that level. Teachers will have to have good management skills to help students work at a variety of levels. While teacher is offering direct instruction to students at one level, students at other levels can be doing pair work, reading Penguin readers, doing exercises on websites, writing in their journals, etc.
Suggested Supplemental Textbooks
Specific commercial textbooks are suggested throughout this plan to support and supplement the curriculum. At the intermediate and advanced levels, identified commercial texts should be used regularly to reinforce speaking, writing, and listening skills developed through this curriculum plan. While the curriculum plan is complete and can develop satisfactory English language skills if used regularly and thoroughly, supplemental texts will help to develop skills more quickly. Commercial textbooks can be used to provide students with explanations and examples to support the plan’s objectives, student text explanations, and classroom explanations and activities.
Following is a list of suggested texts and the websites where they can be purchased.
Internet Resources
Websites are integrated into lesson plans throughout this curriculum; teachers will benefit by having an electronic copy available. The websites identified contain games and other activities that help students acquire English, so teachers are encouraged to explore them as part of their own plans, and to use the sites in daily lessons. If at all possible, teachers should provide an abundance of English reading materials of all types for students – newspapers, menus, magazines, etc. – as well as other English-language media such as television, film and radio.
The following websites will help teachers to provide English language lessons. As teachers move through the curriculum plan, they should use the following links to help them find supplemental lessons, activities and videos to develop the grammar points and other aspects of the curriculum. Audio clips from these websites, as well as focused dictation, can be used to help students develop English listening comprehension. If students do not have individual access to the Internet, the teacher can download web pages and activities and provide copies to students.
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