ESL Level 2
- Use the basic essay format to express more complex thoughts and ideas
- Learn how to meaningfully vary sentence structure in order to clarify ideas by using subordinating clauses and purposeful transitions
- Review thoroughly the simple and progressive aspects for present, past, and future, and are introduced to the perfect aspect for present
- Will write complex sentences by using adverb clauses, limited conditionals, and adjective clauses as well as basic modals and noun phrases showing comparisons
- Continue to use pre-reading skills to ascertain the basic structure of a text
- Are introduced to the summarizing and the paraphrasing process
- Begin to interpret texts and write longer responses to texts, make inferences, and draw logical conclusions.
- Learn the foundation for understanding parts of speech, word families, and spelling
- Are taught a variety of vocabulary, focusing on not only building their current vocabulary but also developing strategies for learning new vocabulary and understanding word parts for spelling. Vocabulary instruction focuses on sight words, common verbs, and the AWL
- Learn more note-taking and listening strategies
- Continue to develop presentations, speak in groups
- Improve pronunciation and speaking patterns
Level 2 grammar expands the sentence components learned in the Level 1 level. Students will write complex sentences by using adverb clauses, limited conditionals, and adjective clauses. The perfect tense and stative verbs are introduced as well as basic modals and noun phrases showing comparisons. Upon completion of this level, students will be able to write simple, compound, and complex sentences in all tenses studied so far.
Level 2 writing builds on the skills learned in Level 1 writing, so that students use the same basic essay format to express more complex thoughts and ideas. Students learn how to meaningfully vary sentence structure in order to clarify ideas by using subordinating clauses and purposeful transitions. Sentence structure instruction focuses on clauses and S-V agreement (as also taught in grammar). Students also support main ideas by beginning to incorporate APA formatting into their writing through reference to outside sources (no citations or reference lists are needed at this time) and use of quotation marks. Upon completion of this level, students will be able to write clear and comprehensible 5-paragraph essays on academic topics that show original thought and careful consideration of ideas.
Level 2 reading builds on the skills developed in the Level 1 level. Students continue to use the Academy Way to ascertain the basic structure of a text, and they continue to participate in choral and individual reading aloud to develop fluency, expression, and tone. Summarizing is strongly emphasized, with an introduction to paraphrasing. Students also begin to interpret texts and write longer written responses to texts. Understanding the text moves beyond simple comprehension questions to include skills like making inferences and drawing logical conclusions from the text. Upon completion of this level, students will be able to understand and summarize level-appropriate academic texts, as well as begin to interpret texts more critically.
Level 2 listening & speaking builds on the base established in Level 1 listening & speaking. Students will expand their note-taking skills, listen to longer lectures, participate in small group discussions with more challenging topics, and give longer speeches. Verbal citation of sources is extended as students research multiple sources for speeches. Studies of pronunciation, stress, intonation, and word endings continue. Upon completion of this level, students will be able to perform the basic listening and speaking skills necessary in an academic classroom setting.
University Preparedness teaches the skills necessary for students to succeed in the American public university environment. The course focuses on preparing students for life on campus, communication with professors and campus departments, various modalities of classroom participation, and identifying learning strategies and critical thinking skills. Specific university behaviors and practices are taught and expected throughout the term.