English as a Second Language 1 Vocabulary and Speaking. ENYX01 Department of English Language Learners

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1 English as a Second Language 1 Vocabulary and Speaking ENYX01 Department of English Language Learners Niles Township High School District 219 Skokie, Illinois Prepared by: Susan Dobinsky, North Cindy Philbin, West Frederick Wulfram, North and West Edmund Murphy Director of ELL and Foreign Language Departments, District Gross Point Road Skokie, Illinois October 21, 2010

2 ELL 1 Vocabulary and Speaking ENYX01 English as a Second Language 1 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 Books: 1st Semester Course Materials ELL Vocabulary, Listening and Speaking 1 Word by Word Picture Dictionary 2 nd 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 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 ELL 1 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 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.

3 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 (ENYX01) 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 1st Semester Targets I. Over-arching Listening Target: I can listen to and understand fiction and non-fiction selections. a. I can answer comprehension questions. b. I can identify the main idea. II. Over-arching Speaking Target: I can communicate effectively using vocabulary and grammar from the first year curriculum. a. I can speak at a volume appropriate for my audience. b. I can articulate my words clearly. c. 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 1 Vocabulary and Speaking 2nd Semester Targets

4 I. Over-arching Listening Target: I can listen to and understand fiction and non-fiction selections. a. I can answer comprehension questions. b. I can identify the main idea. II. Over-arching Speaking Target: I can communicate effectively using vocabulary and grammar from the first year curriculum. a. I can speak at a volume appropriate for my audience. b. I can articulate my words clearly. c. I can use good eye contact and body posture. III. 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 Straight Destination Nervous Dangerous Reunion Adobe Journey Arrival Freeway Familiar Uncertain Condominium Unable Carve Romance Carpenter Plumber Registration Embarrassed Vertical Horizontal Cashier Bilingual Festival Spicy Burrito License Advice Relax Transmit ion Pandilla Vaccination Clinic Tattoo Gestures Laundry mat Antique Weigh Success Impatient Considerate Supermarket Carved Swap meet Decision Accountant JournalistCatering Ceramics Floral Secretarial skills Dental Hygiene Charge a fee Free of charge Fill out To know the ropes Hang out Having a vision Check it out Interested in Impressed with Hang out with Daydreams about Laid off Figure out

5 Gang Vocabulary Power 1 Chapter 1 Generous Guilt Occasion Settle Consider Chapter 4 Shallow Exists Pattern Certain Serve Chapter 7 Inquire Miserable Sympathetic Exact Proper Word by Word Personal Information Middle Name Full Address Zip code/ area code Date of birth Family members Siblings Housing City/ suburbs House/ apartment Townhome / condo Chapter 2 Attempt Disease Cure Risk Allow Chapter 5 Doubt Improve Origin Reduce Habit Classroom Pencil sharpener Keyboard Mouse Board Dictionary Prepositions Living room Loveseat /sofa End table/coffee table Shades/curtains Chapter 3 Experiment Contain Public System Develop Chapter 6 Beam Destroy Disturb Population Admit Time Time expressions Half past Quarter to Quarter after AM/ PM Noon Midnight Kitchen Refrigerator Stove/oven Coffee maker Blender Garbage disposal

6 Food Fruit /vegetables Meat / poultry/seafood Dairy products Beverages Juices Holidays September Ramadan Labor Day Hispanic Heritage Month Roah Hashana Yom Kippur December Hanukkah Christmas Kwanzaa New Year s Eve October Columbus Day Halloween January Martin Luther King November Veterans Day Thanksgiving Day of the Dead All Saints Day Native American Heritage Month Eid ul-fitr Appendix II Semester 2 Vocabulary Vocabulary Power 1 Chapter 8 Ancient Practical Blame Gather Course Chapter 9 Include Dismiss Compete Opinion Produce Chapter 10 Interfere Forbid Permit Protect Charm

7 Chapter 11 Succeed Pause Artificial Wonder Supply Chapter 12 Modest Replace Post Stir Raw Chapter 13 Reserve Steady Ideal Eager Fortunate Chapter 14 Mention Ache Actual Pretend Seperate Chapter 17 Loyal Honor Hesitate Balance Support Chapter 15 Grateful Deaf Relieve Respect Defend Chapter 18 Beg Envy Poison Rot Sore Chapter 16 Sincere Rough Postpone Official Loan Semester 2 Vocabulary Stories of Popular People Georgia O'keefe: Classic Art Gallery Creativity Inspire Delicate Ella Fitzgerald: Scat Mentor Jazz Composer Amateur Ruth Bader Ginsberg: Discrimination Meningitis Scholarship Prejudice Donna Karan: Competitive Boutique Wardrobe Cesar Chavez: Migrant Union Boycott Protest Sandra Cisneros: Literature Vintage Void Publication Roberto Clemente: League Charity Baseball Hall Of Fame Foreman Rita Moreno: Seamstress Reviews Oscar Audience I. M. Pei: Pyramid Buddhist Architects Pueblo Kristi Yamaguchi: Flawless Endorse Expertise Triple Axel Noriyuki Pat Morita: Invalid Karate Abundance Persistence Yo Yo Ma: Debut Recital Priority

8 Ovation Bonnie Blair: Opponent Rink Ceremonies Achieving Jose Feliciano: Ghetto Coffeehouse National Anthem Bongos Composer Ellison Onizuka: Malfunction Memento Asteriod Test Pilot 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.

9 Lear ning Targe t II.a I can speak at a volum e and expre ssion appr opria te for my audien ce. 4 Good expression and enthusiasm throughout my discourse. Sounds like natural language. The speaker is able to vary expression and volume of discourse. 3 Sounds like natural language throughout the better part of the discourse. Voice volume is generally appropriate. 2 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. 1 Little expression or enthusiasm in voice. Difficult to hear and understand speech. Lear ning Targe t II.b I can artic ulate my words clearl y. 4 Pronunciation is clear and some occasional near-native elements of pronunciation are present. 3 Pronunciation is clear, but first language interference is obvious.

10 2 Pronunciation is garbled, but some words are intelligible. 1 Pronunciation is unintelligible; meaning cannot be derived. Lear ning Targe t II.c I can speak with fluenc y. 4 Generally smooth speaking with some breaks, but word and structure difficulties are resolved quickly, usually through self-correction. 3 Occasional breaks in smoothness caused by difficulties with specific words and/or structures. 2 Several rough spots in speaking where extended pauses, hesitations, etc., are more frequent and disruptive. 1 Frequent extended pauses, hesitations, false starts, repetitions and or multiple attempts.

11 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)