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ESLCO, English as a Second Language, Level 3

ESLCO, English as a Second Language, Level 3

C$600.00Price

  • ESLCO COURSE OUTLINE

    Course Title: English as a Second Language, Level 3, Open

    Grade: Open

    Ministry Course Code: ESLCO

    Course Type: Open

    Credit Value: 1.00

    Course Hours: 110

    Department: English

    Revision Date: N/A

    Policy Document:

    English as a Second Language and English Literacy Development 2007 (Revised)

    http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.pdf

    Prerequisite: ESL Level 2 or equivalent


    COURSE DESCRIPTION


    This course further extends students’ skills in listening, speaking, reading, and writing in English for a variety of everyday and academic purposes. Students will make short classroom oral presentations; read a variety of adapted and original texts in English; and write using a variety of text forms. As well, students will expand their academic vocabulary and their study skills to facilitate their transition to the mainstream school program. This course also introduces students to the rights and responsibilities inherent in Canadian citizenship, and to a variety of current Canadian issues.


    OVERALL EXPECTATIONS


    Listening and Speaking

    1. demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of purposes;

    2. use speaking skills and strategies to communicate in English for a variety of classroom and social purposes;

    3. use correctly the language structures appropriate for this level to communicate orally in English.

    Reading

    1. read and demonstrate understanding of a variety of texts for different purposes;

    2. use a variety of reading strategies throughout the reading process to extract meaning from texts;

    3. use a variety of strategies to build vocabulary;

    4. locate and extract relevant information from written and graphic texts for a variety of purposes.

    Writing

    1. write in a variety of forms for different purposes and audiences;

    2. organize ideas coherently in writing;

    3. use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling, and

    punctuation;

    4. use the stages of the writing process

    Socio-Cultural Competence and Media Literacy

    1. use English and non-verbal communication strategies appropriately in a variety of social contexts;

    2. demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of

    diverse groups to Canadian society;

    3. demonstrate knowledge of and adaptation to the Ontario education system;

    4. demonstrate an understanding of, interpret, and create a variety of media texts.

    OUTLINE OF COURSE CONTENT


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    EVALUATION SCHEME


    A final grade (percentage mark) is calculated at the end of the course and reflects the quality of the student’s achievement of the overall expectations of the course, in accordance with the provincial curriculum.


    The final grade will be determined as follows:


    • Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.


    • Thirty percent (30%) of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

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TEACHING AND LEARNING STRATEGIES

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the Ministry of Education’s Growing Success policy document, which articulates the Ministry’s vision for how assessment and evaluation is practiced in Ontario schools.

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Growing Success describes the three assessment types as follows:

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  • Assessment as Learning: focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.

     

  • Assessment for Learning: the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.

     

  • Assessment of Learning: the assessment that becomes public and results in statements or symbols about how well students are learning.

ASSESSMENT AND EVALUATION

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

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PLAGIARISM

Plagiarism is a serious offense. It is defined as taking words, phrasing, sentence structure, or any other element of the expression of another person’s ideas, and using them as if they were your own. Plagiarism is a violation of another person’s rights, whether the material taken is great or small.Students will be assisted in developing strategies and techniques to avoid plagiarism. They need to be aware that plagiarized term work will be penalized and could result in a mark of zero.

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