Intermediate-High 7
Legend:
Italics
|
taken
directly from the Model Standards
|
{item
or items}
|
specific
vocabulary to be taught
|
N
|
objective
to be introduced
|
C
|
objective
to be continued
|
R
|
objective
to be reviewed
|
(receptive
only)
|
teacher
uses structure/vocabulary without grammatical explanation and does not expect
students to produce
|
Student Profile at Entry
Students enter the Intermediate High level with enough ability in the
use of
English to function independently in most familiar situations.
Approach
Emphasis is on fluency and communication. The instructor teaches students
the skills of self-monitoring in the context of situations which require the
use of English for communication. Expansion of previously taught
matter is
emphasized, with particular stress on the students' ability to create from
their own oral and written ideas using basic forms already learned. In
order to
develop ease in their second language, students should be given opportunities
to speak and listen to people from this and other countries as much as
possible. In addition to information-gap exercises and oral
presentations, the
students should be given contact exercises and encouraged to view films
and TV
programs outside of class. At this level, students should be encouraged
to do
unguided writing by keeping journals, establishing pen-pals, publishing their
own writings in student newspapers, and by writing their own resumes. When
possible, students should be given opportunities to use computers for general
language learning or to develop writing skills.
Reading will also be more varied at this level and should include articles
from newspapers and magazines. In addition, students continue to use the
critical thinking skills introduced at the previous level. They begin to use
strategies to synthesize and interpret information and to evaluate evidence,
arguments, interpretations, beliefs, or theories.
Pair and group work should continue to be encouraged. These
strategies will
aid the students in developing tolerances for inaccuracies and pronunciation
difficulties of both other non-native speakers and themselves. A classroom
atmosphere should be created which fosters an understanding and
acceptance of
human differences and beliefs.
Course Content
Topics
Course content is relevant to the lives of the students. It integrates
language functions and language forms with informational sources, skills, and
topics. Topics are chosen in accordance with students' goals: general and
vocational. Informational sources, skills, and topics at this level include:
Information Sources
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Skills
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General
Topics
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Vocational
Topics
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Newspapers
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Note
taking
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Post
Office forms
|
Social
Security
|
Encyclopedias
|
Outlining
|
Health
information
|
Preparedness
for job interviews
|
Tests
|
Map
reading
|
Medical
history
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Benefits
|
Maps
|
Scanning
|
Doctor
visits
|
Wages
& deductions
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Table
of Contents
|
Skimming
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Community
resources
|
|
|
|
Tenant's
rights
|
|
|
|
Leisure
activities
|
|
|
|
Current
events
|
|
|
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Stories/fables
|
|
|
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Major
historical events
|
|
|
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Multi-cultural
awareness
|
| Additional
topics and vocabulary based on student needs should be added.
Culture
Students have participated in enough culture-oriented tasks in the
classroom to
act appropriately when faced with situations involving cultural differences.
Topics such as taboos and politics are taught explicitly by focusing on
contrasts among the students' own cultures.
Language Functions
On exit, students will be able to use language for:
*
|
Factual
Information: compare and contrast, express possibility and probability, offer
to do something.
|
*
|
Social
and interpersonal relations: Express sympathy, hope and regret
|
*
|
Suasion:
recommend, solve problems, instruct
|
Language Skills
Listening: On exit students will be able to:
N
|
Identify
main ideas and most supporting detail in factual material relating to
everyday
topics.
|
N
|
Demonstrate
understanding of stories and other familiar contexts.
|
N
|
Demonstrate
understanding of everyday conversation with some repetition of slower
speech.
|
N
|
Demonstrate
understanding of English spoken at a normal rate in restricted subject areas
such as topics covered in class, in student activities, or in short
narratives.
|
N
|
Recognize
changes in syllabic stress that change meaning: próduce,
prodúce.
|
N
|
Demonstrate
ability to listen without understanding every word of extended conversation.
|
N
|
Demonstrate
understanding of implicit information such as feelings, consequence.
|
R
|
Demonstrate
comprehension without reliance on translation.
|
R
|
Demonstrate
understanding of reduced forms.
|
R
|
Demonstrate
understanding of organizational cues used in speaking: {first, next, then,
later, finally}.
|
Speaking: On exit, students will be able to:
N
|
Participate
in face-to-face conversation on some topics beyond immediate survival needs,
such as people and places.
|
N
|
Adjust
language forms to level of formality required to fulfill basic courtesy
functions required in face-to-face conversations.
|
N
|
Clarify
utterances by rewording or repeating in order to be understood by the general
public.
|
N
|
Communicate
on the telephone on familiar subjects with clarification.
|
R
|
Use
projection, pitch, intonation, stress and elision.
|
R
|
Use
appropriate register in conversation.
|
R
|
Use
common interruption words and turn-taking in conversations.
|
R
|
Repeat
or rephrase questions, requests, statements to clarify or confirm, and gain
time.
|
N
|
Participate
in group discussions.
|
N
|
Participate
in "small talk."
|
R
|
Discuss
employment history.
|
R
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Add
information to keep conversation going
|
Reading: On exit, students will be able to:
N
|
Interpret
simple authentic materials on familiar topics (newspaper articles on current
events, social letters, public information notices).
|
N
|
Identify
the main idea of a paragraph on a familiar topic.
|
N
|
Guess
the meaning of unfamiliar vocabulary and phrases from context.
|
N
|
Draw
meaning from passages by using syntactic clues, such as pronoun
references.
|
N
|
Identify
relationships within a passage by using syntactic clues, such as transitional
words: therefore, for example.
|
R
|
Recognize
graphic format of business letters.
|
N
|
Use
indices, glossaries, appendices in reading material.
|
R
|
Demonstrate
ability to distinguish between statements of fact and opinion.
|
R
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Demonstrate
understanding of implicit and explicit information.
|
N
|
Increase
speed in silent reading.
|
R
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Read
for enjoyment.
|
Writing: On exit, students will be able to:
N
|
Write
short paragraphs describing daily activities or past events, using
chronological order.
|
R
|
Write
personal letters.
|
N
|
Write
business letters.
|
R
|
Revise
content of writing.
|
R
|
Edit
for style and meaning.
|
R
|
Proofread
for errors.
|
R
|
Write
under a time limit.
|
N
|
Write
structures and vocabulary for this level with proper spelling,
punctuation and
capitalization.
|
Language Forms
On exit, students will be able to use the following structures:
Sentence Types
N
|
Adjectival
clauses: The person who made the announcement was the manager. The book which
is on top is mine.
|
R
|
Direct
speech
|
N
|
Complex
Sentences
|
N
|
*Embedded
questions: Do you know what time it is?
|
N
|
*Noun
clauses, statements and questions, with {who, what, how, where, when}: He
bought what I wanted. I saw where he lived. Did you see where he lived?
|
N
|
Indirect
speech: He said he was going.
|
R
|
Requests:
{Would you mind} + gerund, {Do you mind} + gerund
|
R
|
Compound
sentences
|
R
|
Adverb
clauses
|
R
|
Suggestions:
Why don't I/we/you + simple verb; Let's + simple verb.
|
Verbs
R
|
Present
perfect
|
R
|
Present
perfect continuous
|
N
|
Past
perfect tense: He had worked there for ten years when he got a promotion.
|
N
|
Passive
simple present: The mail is delivered every afternoon.
|
N
|
Conditional
contrary-to-fact: If I were rich, I would buy a house.
|
R
|
Modals
|
R
|
Modal
combinations
|
R
|
Separable
and inseparable two-word verbs
|
N
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{say}
vs. {tell} He said he was hungry. He told me he was hungry.
|
R
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Verbs
followed by gerunds and/or infinitives
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Nouns
N
|
Appositives:
Bob Beasley, my next door neighbor, bought an electric saw.
|
N
|
Pronominalization
of possessive proper nouns: John's class is at 10:00. Mary's is at 8:00.
|
N
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Comparison
of nouns: I have more time than money.
|
R
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Gerunds
as subjects and objects
|
Pronouns
R
|
{ones}:
Mary has three new books. John has three old ones.
|
R
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indefinite
{it} as subject
|
Adjectives
R
|
{either,
neither, other/another, the other}
|
R
|
Superlatives:
regular and irregular
|
N
|
Comparative
expressions: {as ... as, similar to, the same as, different from}
|
N
|
Present
and past participles as adjectives: It's a used car. He's a swimming teacher.
|
N
|
Present
vs. past participle meanings: He's a boring student. He's a bored student.
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Adverbs and Adverbials
R
|
{rarely,
recently, already, lately, yet, just}
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N
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{any
more, still}
|
R
|
{too}
and {enough} with infinitives; contrast {too} with {very} and {so}.
|
N
|
Adverbials
with {by} + reflexive pronoun: Lucy came by herself.
|
R
|
Comparative
adverbs.
|
R
|
Sequence
of adverbs
|
N
|
Superlative
adverbs: She sings the most beautifully of all.
|
Prepositions
N
|
Review
and introduce as appropriate.
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Conjunctions
N
|
{not
only ... but also}
|
N
|
{until}
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Evaluation
Please see web pages under Assessment.
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