Course Overview

ONLINE ENGLISH FOR THE BEGINNERS

Introduction
This course is designed for the independent learners and will be used by local learners for the educational purposes. For the beginning level lectures is listed in this blog, students would read, write, listen and enjoy through learning. Your classroom supplies will be your computer with an internet connection, your headphone for the listening activities, your text book, and your e-mail address to communicate with your instructor and your classmates.

•       This lesson plan builds on the prior knowledge the students as in English. The instructor’s goal is to develop students’ reading, understanding, speaking, retelling, and writing skills. After that lecture students will be able to create a vocabulary list on the board of words they already know or they have heard before. They will create short sentences with new words and they will learn and engage each other with fun activities.

•       The instructional guides also include suggestions for ongoing informal assessment, as well as rubrics to help formally assess student's progress over time.

•       Instructor will use a variety of individualized instructional models and integrated extended learning opportunities shaped around each student’s unique needs.

Tasks

Students will complete assigned homework, participate discussions, and communicate with the instructor by phone or email. Students would be expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the Library and School Writing Center- if accessible- when preparing materials.

Process

• Students will read the lecture and its videos that has been made into the lecture.
• Students will then have to write a report including unknown words, short sentences or questions about the lecture which could also include their favorite parts.
• Students will discuss about the lecture by contrasting and comparing, and discuss with the classmates about the lecture.
• Students will make practices that provided by instructor that seen as a weblink or resources by clicking each of them. This will be done during or end of the week. 
• Students will get help from instructor for all of the learning tasks and parents will follow the student’s assignment.
• Instructor will always ready to help or manage for the troubleshooting, and will provide feedback of students’ works in time.

Evaluation Rubric

Assignment Rubric for Online English Course

CATEGORY	Exemplary	Commendable	Satisfactory	Needs  Improvement
Collaboration	Provides detailed feedback to colleagues in a professional manner that aligns with the textbook(s) and other professional resources.  Receives colleagues’ feedback in a professional manner and responds appropriately. 5 points	Provides appropriate feedback to colleagues in a professional manner that aligns with the textbook(s) and other professional resources.  Receives colleagues’ feedback in a professional manner and usually responds appropriately. 4 points	Provides some feedback to colleagues in a professional manner that aligns with the textbook(s) and other professional resources.  Receives colleagues’ feedback in a professional manner at a marginal level. 3 points	Provides little or no feedback to colleagues in a professional manner that aligns with the textbook(s) and other professional resources.  Does not receive colleagues’ feedback in a professional manner on a consistent basis. 2 points
Content	The reflection paper or approved presentation provides detailed description or evidence of multiple differentiate and assessment strategies in a unit of study. 3 points	The reflection paper or approved presentation provides an appropriate  description or evidence of multiple differentiate and assessment strategies in a unit of study. 2 points	The reflection paper or approved presentation provides minimal description or evidence of multiple differentiate and assessment strategies in a unit of study. 1 points	The reflection paper or approved presentation provides little or no description or evidence of multiple differentiate and assessment strategies in a unit of study. .50 points
Organization	Information is very organized with well-constructed paragraphs and subheadings. 1 points	Information is organized with well-constructed paragraphs. 1 points	Information is organized, but paragraphs are not well-constructed. .50 points	The information appears to be disorganized. .25 point

 

Ethics

Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology

Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Plagiarism

Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page.

Learning Standards

English learners begin to develop language skills in listening, speaking, and reading, they also need to develop writing skills. Linguistic studies note that English learners will transfer language skills from their primary language to English, especially if similarities between English and the primary language exist and if students are substantially literate in their primary language. ESL learners will begin to understand when speaking, but usage of standard English grammatical forms and sounds [e.g., plurals, simple past tense, pronouns (he or she)] may be inconsistent. Also they will ask and answer instructional questions by using simple sentences. 

•       NCTE recognizes bilingual and bicultural education as basic components of the ELA field. Teachers of English in bilingual settings should have professional preparation, if not certification, in the field. NCTE encourages teachers of English to cooperate with colleagues in bilingual education programs. It encourages teachers with only a few non-English-speaking students to become familiar with bilingual education aims and methods and to draw upon ESL literature for help in meeting the needs of those students. NCTE assumes the responsibility, on both the national and the affiliate levels, of working with other organizations involved with bilingual education and especially with teaching English to speakers of other languages.

From the NCTE Position Statement on Bilingual Education

•       "Our professional community is rising to this challenge and by sharing our knowledge and expertise, we can show that sustainable progress in literacy learning will be made when local educators have the freedom to collaborate and choose how best to approach critical instructional decisions. "  -- Keith Gilyard, NCTE President, February 9, 2012

•       http://www.ncte.org/standards and CA ESL learning standards

Course Learning Objectives

Upon completion of this course, the student will be able to:

• Demonstrate comprehension of American English in selected social situations.
• Demonstrate ability to communicate with minimal adequacy in selected social situations.
• Generate basic grammatical structures.
• Demonstrate reading comprehension of selected written passages in the English language.
• Compose original sentences that incorporate the material acquired through reading and speaking activities.
• Comprehend a minimum of 600 vocabulary words and relate them to selected social situations for vocabulary practice with audio, categorized according to subject matter.
• Identify culturally appropriate uses of English (e.g. titles and politeness)
• Compare and contrast general aspects of culture and daily life of the U.S. with that of the students.
• Articulate words and sentences so that native English speakers can comprehend.
• Demonstrate competence in certain everyday situations such as ordering food, answering a phone, and asking for directions. learning objectives