ESL PROGRAM - Beginner Level/Language Foundations
Beginner Level/Language Foundations(CLB stage 1-levels 1 to 4/IELTS levels 1-3.5 /TOEFL level 10-15 Speaking-n7-12 Writing/ EUframework levels A1-A2)
To produce spoken language in simple, routine, non-demanding contexts; to be able to listen to and interpret simple, non-demanding spoken communication; to be able to read and interpret simple written communication in routine, non-demanding contexts; to be able to produce written communication in simple, routine, non-demanding contexts within the Canadian Language Benchmark competencies.
Twenty-five hours per week course (five hours per day x 5 days per week/ or 4+ hours divided over 6 days per week).
- Speaking, Listening-Students develop speaking and listening skills through interactive learning that engages students in active use of language though class and group listening and speaking activities, students study, use, practice language in authentic situations. Listening and speaking communication is face-to-face and it is brief (one to three sentences). Learning takes place with the aid of audiovisual materials /audiovisual materials support student learning and aid comprehension. The foundations level takes students from rudimentary, survival English composed of a few words to a few short sentences, to longer utterances, including short phrases used in typical everyday situations.Students listen to short texts, usually with the aid of graphics such as video segments. Listening activities involve monologues, presentations, instructions, dialogues about familiar subjects. Students learn to use appropriate structures, some formulaic sentences used in social, professional and everyday situations (asking for a medicine refill, requesting a dentist appointment).
- Basic Grammar – Foundations of English grammar to enable students to produce short, simple sentences. Students learn the parts of speech, the basic word order of the simple English sentence, subject-verb-object /predicate. Basic verbs such as auxiliary verbs, simple modals, comparatives and superlatives used in everyday interactions. Basic syntax includes questions, positive/negative statements, prepositional phrases, simple subordinating and coordinating sentences. Grammar knowledge is put to use and reinforced during daily speaking, writing, listening and reading activities in a range of authentic situations, and during controlled practice activities.
- Writing, Vocabulary – Students gradually build a lexical repertoire of words necessary forbeginner verb tenses and conjugation. Vocabulary includes simple, familiar words used in short utterances and expressions relating to personal information and facts, their community, family, occupations, health, food, housing, weather, etc. .
- Reading, Vocabulary – Acquisition of the English phonemes, and sound-to-symbol relationship.Students read and identify simple, short textsfrom a range of familiar sources such as brochures, community flyers, pamphlets, government application forms. They learn to understand the use of basic punctuation, as it is used in English texts, and a limited range of linking words. They practice textual comprehension by completing a variety of exercises that test discrete and limited integrative skills.
- Listening and speaking drills –Students are aided by a number of visual aids and images as they listen to very short,spoken interactions relating to simple, familiar subjects. They practice correct pronunciation of English phonemes, words, and short utterances.
At the end of the Beginner/Foundations course, students will be able to produce spoken language in simple, routine, non-demanding contexts; they will be able to listen to and interpret simple, non-demanding spoken communication; students will be able to read and interpret simple written communication in routine, non-demanding contexts; students will be able to produce written communication in simple, routine, non-demanding contexts within the following Canadian Language Benchmark competency areas:
Interacting with Others (all skills): communication to maintain or change interpersonal relationships and to foster social cohesion.
Comprehending Instructions (Reading and Listening): communication to understand instructions and directions.
Giving Instructions (Speaking): communication to convey instructions and directions. Getting Things Done (all skills): communication to get things done, to obtain services, to inform decisions, to persuade or to learn what others want done.
Comprehending Information (Reading and Listening): communication to learn and understand information and ideas.
Sharing Information (Speaking and Writing): communication to inform others, to share or present information and ideas.