English as a Second Language 1-2
Department of English Language Learners
Niles Township High School
District 219
Skokie, Illinois 60077
Prepared by:
Stefanie Akwa, West
Susan Dobinsky, North
Lisa Fretzin, North
Cindy Philbin, West
Brad Wilson, West
Edmund Murphy
Director of ELL and Foreign Language Departments, District 219
7700 Gross Point Road
Skokie, Illinois 60077
October 21, 2010
ESL 1-2 Grammar
EN3X01
English as a Second Language 1-2 is a beginning course offered to non-native speakers with no
English proficiency or limited English proficiency. Basic communication skills are emphasized.
Classes meet for three periods a day. One period stresses the accurate comprehension and
production of English grammar in speaking, reading and writing while the other is an intensive
vocabulary and speaking class. The third period is a reading course.
Length: 2 Semesters
Credit: 4 Credits
Open to grades: 9-12
Grade Weight: III
Prerequisite: Placement tests
Course Materials
ESL 1-2
Books:
Focus on Grammar 2: An Integrated Skills Approach, 3rd edition, Shoenberg, Irene E.
Focus on Grammar 2 Workbook.
Basic English Grammar Azar, Betty Schampfer
Word by Word Picture Dictionary 2nd Edition, Molinsky, Steven J., and Bill Bliss
Vocabulary Power 1: Practicing Essential Words , Lebedev, Jennifer Recio (North only)
Split the Deck , White, Barbara (North Only)
Explanatory Notes
ELL 1-2 is designed as an introductory English course. ESL students come from a
variety of language, cultural and academic backgrounds. Since students are placed in ESL
classes based on their level of English proficiency and not by age, the class is often comprised of
young and older students together. In addition, while the 1-2 class generally has a low
enrollment in the fall, students continue to enter throughout the year as they immigrate and the
class population may more than double by spring. Thus, teachers of the ESL 1-2 course have the
particular challenge of continually integrating teenage students from different backgrounds,
speaking different languages, of varying academic preparation (abilities), in different stages of
development and maturity into a cohesive class that meets the needs of all members.
In this course we teach both language (structure and vocabulary) and content. In terms
of content, we cover current events, highlight the history, culture and geography of the United
States, present an overview of the American school systems and other relevant topics and
generally help our students acclimate and prepare for academic success in future classes at Niles
North.
With regard to language acquisition, we have three essential goals for our students: 1) to learn
basic grammatical patterns and then accurately produce simple patterns including statements
using present, past and future tenses, questions and negative forms in speech and writing; 2) to
learn relevant life-skills and academic vocabulary coupled with a wide range of writing and
speaking tasks to provide flexible, authentic practice. Students utilize the vocabulary as they
create projects, make presentations, and act out dialogues or small plays; 3) to be able to write a
simple narrative, fill out a form, and write clear, appropriate answers to homework and test
questions.
In addition, we seek to provide many opportunities and practice for students to improve
their speaking (oral) proficiency and listening (aural) comprehension. Throughout the year,
students frequently take notes during class activities and use the language lab for speaking and
listening practice. Memorization is an important element of the 1-2 class. Students must make a
real effort to memorize vocabulary in order to be successful. We have many class activities and
games to reinforce memorization.
ELL 1 Grammar Learning Targets
I.
Overarching Target Verb Target: I can recognize and use verbs.
a. I can recognize and use regular verbs in the present tense.
a. I can recognize and use the correct form and meaning of the simple present tense
in affirmative and negative statement.
b. I can recognize and use the simple present with non-action verbs.
c. I can recognize and use correctly the three pronunciations of third-person singular
-s
b. I can recognize and use the verb be in the presents tense.
a. I can recognize and use correctly the irregular conjugations of be, have, go, and
do.
b. I can recognize and use short answers and long answers in the simple present
tense.
c. I can recognize and use be in present-tense statements, contractions and negation.
d. I can recognize and use prepositional phrases used with be.
e. I can recognize and use be in yes and no questions with short and long answers.
f. I can recognize and use be in the past-tense singular and plural forms in
affirmative and negative statements.
II.
Overarching Usage Target: I can recognize and use various grammatical English
structures .
a. I can recognize and use pronouns.
1. I can recognize and use subject pronouns.
2. I can recognize and use this, that, these, and those as pronouns.
3. I can recognize and use one, ones, and it in a variety of context.
4. I can recognize and use singular and plural possessive pronouns
a. I can recognize and use adjectives.
1. I can recognize and use a and an.
2. I can recognize and use descriptive adjectives.
3. I can recognize and use descriptive adjectives correctly in reference to the position in
sentences with and without be
4. I can recognize and use this, that, these, and those as adjectives
a. I can recognize and use nouns.
1.
2.
3.
4.
I can recognize and pronounce plural nouns.
I can recognize and use common and proper nouns.
I can recognize and use singular and plural count nouns (a photographer; photographers.
I can recognize and use non-count nouns.
a. I can recognize and use prepositions.
1. I can recognize and use prepositions of place.
2. I can recognize and use prepositions of time.
a. I can recognize and use adverbs.
i. I can recognize and use past time markers.
a. I can recognize and use yes/no question formation.
a. I can recognize and create questions
1. I can recognize and use questions with who, what, where, when, how and why with short
and long answers
2. I can recognize and create simple present questions with do and does.
3. I can recognize and create wh-questions with do and does.
4. I can recognize and create wh- questions about subjects.
5. I can recognize and create questions with When is and What (day/time)
a. I can recognize and use possessive nouns with apostrophes.
ELL 2 Grammar Learning Targets
I.
Overarching Target Verb Target: I can recognize and use verbs.
c. I can recognize and use the present progressive tense.
d.
e.
f.
g.
h.
II.
a. I can recognize and use affirmative and negative statements in the present
progressive.
b. I can recognize and form yes / no questions in the present progressive.
c. I can contrast between the simple present and present progressive tenses.
I can recognize and use the imperative.
a. I can recognize and use he affirmative and negative forms of imperatives.
b. I can recognize and use the different uses of the imperative.
I can recognize and use the past tense.
a. I can recognize and use the different forms and meanings of the simple past tense.
b. I can recognize and use the affirmative and negative statements in the past tense.
c. I can recognize and use the affirmative and negative form of some common
irregular past-tense verbs.
d. I can recognize and use long answers in the past tense.
I can recognize and use stative verbs in seven categories: state of being, emotion, sense or
appearance, needs and preferences, mental states, possession, and measurement.
I can recognize and use verb tenses to use with non-action verbs.
I can recognize and use verbs that have both action and non-action meanings.
Overarching Usage Target: I can recognize and use various grammatical English
structures .
a. I can recognize and use suggestions: Let’s, why don’t we?, Why don’t you..? and
responses
a. I can recognize and use adjectives.
5. I can recognize and use adjective + enough, adjective + too, as + adjective, the same as
and different from.
a. I can recognize and use adverbs.
i. I can recognize and create questions with how often and answers with
adverbs of frequency and expression with frequency
ii. I can recognize and use correct word order of adverbs of frequency in
present tense sentences with be and other words
iii. I can recognize and use past time markers, such as yesterday, ago, last
[night]
a. I can recognize and use yes/ no and wh- questions in the past tense
Optional materials may include:
Word byWord, 2nd edition Beginning Vocabulary Workbook (class set of books at North),
Molinsky, Steven J., and Bill Bliss
Movies (shall we list some?)
Newspaper / Easy English News (West and North)
SRA Reading (West)
Daily Language Review (West)
USA Learns Program (West)
Walk, Amble, Stroll: Vocabulary Building Through Domains – Level 1, Trump, Kathryn, Sherry
Trechter and Dee Ann Holisky.
Journeys (Listening) – class set of books (North)
Journeys (Reading), Lebaur, Roni – class set of books (North)
English as a Second Language 1-2 Vocabulary and Speaking
ES3X01
Department of English Language Learners
Niles Township High School
District 219
Skokie, Illinois 60077
Prepared by:
Susan Dobinsky, North
Cindy Philbin, West
Frederick Wulfram, North and West
Edmund Murphy
Director of ELL and Foreign Language Departments, District 219
7700 Gross Point Road
Skokie, Illinois 60077
October 21, 2010
ELL 1-2 Vocabulary and Speaking
ES3X01
English as a Second Language 1-2 Vocabulary and Speaking is a beginning course offered to
non-native speakers with no English proficiency or limited English proficiency. Basic
communication skills are emphasized in this course. Classes meet for 1 period a day. This class
stresses intensive vocabulary and speaking.
Length: 2 Semesters
Credit: 2 Credits
Open to grades: 9-12
Grade Weight: III
Prerequisite: Placement tests
Course Materials
ELL Vocabulary, Listening and Speaking 1-2
Books:
1st Semester
Word by Word Picture Dictionary 2nd Edition, Molinsky, Steven J., and Bill Bliss
Vocabulary Power 1: Practicing Essential Words , Lebedev, Jennifer Recio
Javier Arrives in the U.S., Rosen, Nina, Stoller, Fredricka
2nd Semester
Vocabulary Power 1: Practicing Essential Words, Lebedev, Jennifer Recio
Stories of Popular People: Packet
Homophones: Packet
Explanatory Notes
ELL 1-2 is designed as an introductory English course. ESL students come from a
variety of language, cultural and academic backgrounds. Since students are placed in ESL
classes based on their level of English proficiency and not by age, the class is often comprised of
young and older students together. In addition, while the 1-2 class generally has a low
enrollment in the fall, students continue to enter throughout the year as they immigrate and the
class population may more than double by spring. Thus, teachers of the ESL 1-2 course have the
particular challenge of continually integrating teenage students from different backgrounds,
speaking different languages, of varying academic preparation (abilities), in different stages of
development and maturity into a cohesive class that meets the needs of all members.
In this course we teach both language (structure and vocabulary) and content. In terms
of content, we cover current events, every day vocabulary, highlight history and culture, present
an overview of the American school systems and other relevant topics and generally help our
students acclimate and prepare for academic success in future classes at Niles North and Niles
West.
With regard to language acquisition in this course, we have two essential goals for our
students: 1) to learn relevant life-skills and academic vocabulary coupled with a wide range of
writing and speaking tasks to provide flexible, authentic practice. Students utilize the vocabulary
as they create projects, make presentations, and act out dialogues or small plays; 2) to be able to
write a simple narrative, fill out a form, and write clear, appropriate answers to homework and
test questions.
In addition, we seek to provide many opportunities and practice for students to improve
their speaking (oral) proficiency and listening (aural) comprehension. Throughout the year,
students frequently take notes during class activities and use the language lab for speaking and
listening practice. Memorization is an important element of the 1-2 (ES3X01) class. Students
must make a real effort to memorize vocabulary in order to be successful. We have many class
activities and games to reinforce memorization.
ELL 1 Vocabulary Listening and Speaking Targets
II.
Over-arching Listening Target: I can listen to and understand fiction and non-fiction
selections.
c. I can answer comprehension questions.
d. I can identify the main idea.
2. Over-arching Speaking Target: I can communicate effectively using vocabulary and
grammar from the first year curriculum.
2. I can speak at a volume appropriate for my audience.
3. I can articulate my words clearly.
4. I can use good eye contact and body posture.
III.
Over-aching Vocabulary Target: I can recognize and use vocabulary taught in the
course.
a. I can recognize and use Holiday vocabulary. (see Appendix I)
b. I can recognize and use vocabulary from chapters 1-7 in Vocabulary Power 1
(see Appendix I)
c. I can recognize and use vocabulary units 1, 2, 3, 4, and 7 in Word by Word (see
Appendix I)
d. I can recognize and use vocabulary from Javier Arrives in the U.S. (see
Appendix I)
ELL 2 Vocabulary and Speaking Targets
b. Over-arching Listening Target: I can listen to and understand fiction and non-fiction
selections.
5. I can answer comprehension questions.
6. I can identify the main idea.
1. Over-arching Speaking Target: I can communicate effectively using vocabulary and
grammar from the first year curriculum.
c. I can speak at a volume appropriate for my audience.
d. I can articulate my words clearly.
e. I can use good eye contact and body posture.
5. Over-aching Vocabulary Target: I can recognize and use vocabulary contained in
newspaper articles, short stories, novels and vocabulary from the textbook.
Appendix I
Semester 1 Vocabulary
Javier Arrives in the U.S.
Solution
Vertical
Swap meet
Straight
Horizontal
Decision
Destination
Cashier
Accountant
Nervous
Bilingual
JournalistCatering
Dangerous
Festival
Ceramics
Reunion
Spicy
Floral
Adobe
Burrito
Secretarial skills
Journey
License
Dental Hygiene
Arrival
Advice
Charge a fee
Freeway
Relax
Free of charge
Familiar
Transmit ion
Fill out
Uncertain
Pandilla
To know the ropes
Condominium
Vaccination
Hang out
Unable
Clinic
Having a vision
Carve
Tattoo
Check it out
Romance
Gestures
Interested in
Carpenter
Laundry mat
Impressed with
Plumber
Antique
Hang out with
Registration
Weigh
Daydreams about
Embarrassed
Success
Laid off
Impatient
Figure out
Considerate
Supermarket
Carved
Gang
Vocabulary Power 1
Chapter 1
Chapter 2
Chapter 3
Generous
Attempt
Experiment
Guilt
Disease
Contain
Occasion
Cure
Public
Settle
Risk
System
Consider
Allow
Develop
Chapter 4
Chapter 5
Chapter 6
Shallow
Doubt
Beam
Exists
Improve
Destroy
Pattern
Origin
Disturb
Certain
Reduce
Population
Serve
Habit
Admit
Personal Information
Classroom
Time
Middle Name
Pencil sharpener
Time expressions
Full Address
Keyboard
Half past
Zip code/ area code
Mouse
Quarter to
Date of birth
Board
Quarter after
Family members
Dictionary
AM/ PM
Siblings
Prepositions
Noon
Chapter 7
Inquire
Miserable
Sympathetic
Exact
Proper
Word by Word
Midnight
Housing
Living room
City/ suburbs
Loveseat /sofa
House/ apartment
End table/coffee table
Townhome / condo
Shades/curtains
Kitchen
Refrigerator
Stove/oven
Coffee maker
Blender
Garbage disposal
Food
Fruit /vegetables
Meat / poultry/seafood
Dairy products
Beverages
Juices
Holidays
November
September
Veterans Day
Ramadan
October
Labor Day
Columbus Day
Hispanic Heritage Month
Halloween
Roah Hashana
Thanksgiving
Day of the Dead
All Saints Day
Native American Heritage
Month
Yom Kippur
Eid ul-Fitr
December
Hanukkah
Christmas
Kwanzaa
New Year’s Eve
Appendix II
Semester 2 Vocabulary
Vocabulary Power 1
January
Martin Luther King
Chapter 8
Chapter 9
Chapter 10
Ancient
Include
Interfere
Practical
Dismiss
Forbid
Blame
Compete
Permit
Gather
Opinion
Protect
Course
Produce
Charm
Chapter 12
Chapter 13
Modest
Reserve
Replace
Steady
Post
Ideal
Stir
Eager
Raw
Fortunate
Chapter 11
Succeed
Pause
Artificial
Wonder
Supply
Chapter 14
Mention
Ache
Actual
Pretend
Seperate
Chapter 17
Loyal
Honor
Hesitate
Balance
Support
Semester 2 Vocabulary
Stories of Popular People
Chapter 15
Grateful
Deaf
Relieve
Respect
Defend
Chapter 18
Beg
Envy
Poison
Rot
Sore
Chapter 16
Sincere
Rough
Postpone
Official
Loan
Georgia O'keefe:
Cesar Chavez:
I. M. Pei:
Classic
Migrant
Pyramid
Art Gallery
Union
Buddhist
Creativity
Boycott
Architects
Inspire
Protest
Pueblo
Delicate
Sandra Cisneros:
Kristi Yamaguchi:
Ella Fitzgerald:
Literature
Flawless
Scat
Vintage
Endorse
Mentor
Void
Expertise
Jazz
Publication
Triple Axel
Composer
Roberto Clemente:
Noriyuki Pat Morita:
Amateur
League
Invalid
Ruth Bader Ginsberg:
Charity
Karate
Discrimination
Baseball Hall Of Fame
Abundance
Meningitis
Foreman
Persistence
Scholarship
Rita Moreno:
Yo Yo Ma:
Prejudice
Seamstress
Debut
Donna Karan:
Reviews
Recital
Competitive
Oscar
Priority
Boutique
Audience
Composer
Wardrobe
Jose Feliciano:
Ellison Onizuka:
Ovation
Ghetto
Malfunction
Bonnie Blair:
Coffeehouse
Memento
Opponent
National Anthem
Asteriod
Rink
Bongos
Test Pilot
Ceremonies
Achieving
Semester 2 Homophones
Beat / Beet
Bored / Board
Cent / Sent / Scent
Close / Clothes
Desert / Dessert
Dough / Doe
Do / Dew / Due
Find / Fined
Flour / Flower
Flew / Flu
Groan / Grown
Guest / Gussed
Hear / Here
Horse / Hoarse
Hole / Whole
Night / Knight
Meat / Meet
Oar / Or / Ore
One / Won
Pair / Pear / Pare
Peace / Piece
Pore / Pour
Right / Write
Rain / Rein
Sail / Sale
See / Sea
Sew / So / Sow
Stair / Stare
Their / They're / There
Through / Threw
To / Too / Two
Toe / Tow
Week / Weak
Weight / Wait
Apendix III
ELL Semester 1 and 2 Common Speaking Assessment Rubric.
Learning Target II.a
I can speak at a volume and expression appropriate for my audience.
4
Good expression and enthusiasm throughout my discourse. Sounds like natural
3
2
1
language. The speaker is able to vary expression and volume of discourse.
Sounds like natural language throughout the better part of the discourse. Voice
volume is generally appropriate.
Some expression. Begins to use voice to make discourse sound like natural language
in some parts of discourse but not in others. Focus remains largely on saying the
words. Still speaks in a quite voice.
Little expression or enthusiasm in voice. Difficult to hear and understand speech.
Learning Target II.b
I can articulate my words clearly.
4
3
2
1
Pronunciation is clear and some occasional near-native elements of pronunciation are
present.
Pronunciation is clear, but first language interference is obvious.
Pronunciation is garbled, but some words are intelligible.
Pronunciation is unintelligible; meaning cannot be derived.
Learning Target II.c
I can speak with fluency.
4
3
2
1
Generally smooth speaking with some breaks, but word and structure difficulties are
resolved quickly, usually through self-correction.
Occasional breaks in smoothness caused by difficulties with specific words and/or
structures.
Several “rough spots” in speaking where extended pauses, hesitations, etc., are more
frequent and disruptive.
Frequent extended pauses, hesitations, false starts, repetitions and or multiple
attempts.
Supplemental materials may include:
Movies It's a Wonderful Life,
Newspaper / Easy English News
SRA Reading
USA Learns Program (Computer program)
Journeys (Listening) – class set of books (North)
Journeys (Reading), Lebaur, Roni – class set of books (North)