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Draft by Andrew Santos, February 18th, 2012 Level Description This level provides the foundation of the structure of the language, gradually building students understanding of the basic grammar, vocabulary, pronunciation, and functions of English. The course is aimed at students who have little knowledge or experience with English and are not yet ready for Elementary-level tasks and material. Upon completing this level, students should be able to accomplish basic life tasks in English (e.g., ordering food, asking for simple directions) Performative goals (things students should be able to DO) Students will be able to
Go shopping using
Required Grammar o Numbers 1 - 9,999? o V-Future o Demonstrative determiners/pronouns (e.g. this, these, that, those) Required Vocabulary Clothes Food items (e.g., fruits, vegetables, meats) School supplies V-buy, cost, will take, would like Quantifiers (e.g. a lot, many, not much)
Additional topics that may be covered at this level are: Pets/animals; Talking on the phone; Giving reasons/excuses using other modals (e.g. have to, must); and Feelings/emotions. Cognitive goals (things students should KNOW or KNOW ABOUT) Students will know or be familiar with The teachers classroom policy ALCs student attendance/payment policy The alphabet Basic pronunciation and spelling rules Simple sentence structure (SVO) Simple syntax of other parts of speech (e.g. adjectives, articles, determiners, adverbs) Back-channeling expressions (e.g. uh huh, oh I see) Requests/expressions in Middle register English Noun types (singular/plural/count/noncount) Everyday verbs (quantify?) Regular and irregular verb structures (affirmative/negative/questions/short answers ) Polar and information seeking question formation Reasons why different verb tense/aspects are used Common collocations (words that go together, like listen to or talk about) Affective goals (students attitude towards the target language and the classroom) Students should feel Comfortable communicating with the teacher in and out of the classroom That the assignments and lessons are relevant and helpful towards their personal goals That the level of the class is appropriate for their language level Comfortable working with other students on in-class tasks Personally interested in the target-language speaking community
Metacognitive goals (students awareness of the language learning process) Students should understand/be aware of o Simple listening strategies (e.g. listening for keywords) o Simple reading strategies (e.g. pre-reading to guess the nature of the content) o How to self-check writing for errors o When to focus on Form and when to focus on Meaning in oral communication o At least 2 non-textbook resources to assist in self-study (e.g. website, TV show) ***Recommended texts for this level 1. American Headway Starter ( Students Book, Workbook, Teachers Book, CDs / Cassettes, Tests ) 2. Side by Side ( Book 1 ) ( SB, WB, TB, CDs, Video) ***Recommended ancillary materials : Round-up Starter ( Gr. ) Beginning Interactive Grammar Irene S. McKay ( Gr. + Functions ) Recent English Workbook 1 Robert J. Dixson ( Gr. ) Basic English Grammar Betty Azar ( Gr. ) Grammar Step by Step 1 McGraw Hill ( Gr., Pron., Listen., Contextualized practice ) Focus on Grammar Irene Schoenberg ( Gr. ) Grammar Express Basic Marjorie Fuchs, Margaret Bonner ( Gr. ) Fun with Grammar for the Betty Azar Grammar Series ( Gr. + Communication ) All Star 1 Linda Lee ( Vocab. + Functions ) New American Streamline Departures ( SB, WBs, TB, Audio ) ( Listen. + Functions + Gr. ) Grammar in Context Basic Sandra Elbaum, Judi Peman ( Gr. + Contextualized Practice ) All about the USA 1 ( Reading ) Target Listening 1 Jeff Zeter Active Listening 1 Steven Brown Beginners Communication Games Jill Hadfield