Outline of Course Content
Unit 1: Leaders in Business | 18 hours |
Unit 2: Social Media’s Impact | 18 hours |
Unit 3: Essay Writing Workshop | 15 hours |
Unit 4: Green Energy | 17 hours |
Unit 5: Short Story Study | 21 hours |
Unit 6: World History | 17 hours |
Unit 7: Culminating Task | 3 hours |
Final Examination | 1 hour |
| Total: 110 hours |
UNIT OVERVIEWS
Unit 1: Leaders in Business
Time: 18 hours
Students will discuss and examine topics and materials related to business and leadership. Students will learn advanced vocabulary related to the themes of leadership and business. They will consider questions such as “What qualities make someone a successful business leader?”and “Why should we respect and learn from business leaders? They will have a short review of previously learned tenses to help diagnose understanding and achieve mastery. Students will examine and practice usage of the presentperfect progressive tense to form expressions such as, “What have you been doing?” Then students will review passive voice and forming present perfect progressive sentences such as, “The game is being played today”. Students will learn how to applications of the present perfect progressive tense and passive voice in various contexts. They will some phrases have dual-usage and that they can be used either as a verb or a noun depending on the context. Students will practice identifying the function of these dual-usage phrases and how to form expressions using the phrases correctly depending on the context. Students will review previously learned punctuation then learn the function and application of more complex punctuation including hyphens, colons, and semi-colons.Students will review the application of conditional sentences and learn andpractice forming type2/unlikely conditional sentences, such as “If I had amillion dollars, I would buy a large house.” to express their ideas. They will have an opportunity to practice these skills in both oral and written assignments. Likewise, students will review these skills by using course formats such as discussion boards, homework, external links, videos, andquizzes.
Unit 2: Social Media’s Impact
Time: 18 hours
Students will learn about the impact social media has made on modern life through a variety of reading, writing, listening,and speaking exercises. Students will consider questions such as “What is the significance of social media in our society?” and “What role does social media play in my life?” Students will investigate various 3 Canadian post-secondary institutions and options through the mediums of social media. They will develop, reinforce and use skills such as: previewing a text, predicting content, reading and listening for main ideas and details, understanding keywords and phrases, using context to understand the meaning, reading forgists, using photos/pictures to activate knowledge, reading titles and headings to prepare for reading. Writing and speaking skills will include revising and editing, writing a complete multi-paragraph blog post about specific topics,and preparing for an engaging presentation in the form of a TED talk. Students will learn and use new vocabulary related to the theme of social media and communication. Students will continue to practice forming passives using the passive future tense. Students will learn the differences and functions of abstract nouns in relation to article use (He has a good knowledge of math. He had knowledge about many things.) Students will build upon their knowledge of negative question forms (What doesn’t she like?) and modals (Should she takethis course?). Students will learn how to critically analyze online resources ato ascertain their authenticity and differentiate a fact from opinion.
Unit 3: Essay Writing Workshop
Time: 15 hours
Students will learn and explore the topic of green energy through a variety of academic reading, writing, listening and speaking exercises. Students will consider questions such as “What are different forms of energy?” and “v is the future of energy?” In the context of these questions,students will develop, reinforce and use skills such as: identifying organization patterns, researching and summarizing new information, reading fordetail, responding to a text/listening passage. Writing and speaking skills will include using persuasive language in written and oral forms, using conversational expressions to politely participate in a debate, students will continue to practice applying to the writing process to write complete essays.Students will learn and use new vocabulary related to the theme of energy. A focus on Canadian contexts will be present as students compare their country’susage of energy with Canada. Students will combine ideas using who/that/which/whose/ with a relative clause. Students will form adverbs byadding -ly to past participles and practice using adverbs of possibility/opinion correctly. Students will review and strengthen their understanding of gerunds and infinitives.
Unit 4: Green Energy
Time: 17 hours
Students will learn and explore the topic of green energy through a variety of academic reading, writing, listening andspeaking exercises. Students will consider questions such as “What are different forms of energy?” and “v is the future of energy?” In the context of these questions, students will develop, reinforce and use skills such as:identifying organization patterns, researching and summarizing new information, reading for detail, responding to a text/listening passage. Writing and speaking skills will include using persuasive language in written and oral forms, using conversational expressions to politely participate in a debate, students will continue to practice applying to the writing process to write complete essays. Students will learn and use new vocabulary related to the theme of energy. A focus on Canadian contexts will be present as students compare their country’s usage of energy with Canada. Students will combine ideas using who/that/which/whose/ with a relative clause. Students will form adverbs by adding -ly to past participles and practice using adverbs of possibility/opinion correctly. Students will review and strengthen their understanding and infinitives.
Unit 5: Short Story Study
Time: 21 hours
Students will learn about vacation through avariety of reading, writing, listening and speaking exercises. Students will consider questions such as “What components make for a great short story?” and“How do we create short stories?” In the context of these questions, students will develop, reinforce and use skills such as: 4 reading/listening for mainideas and details, recognizing organizational patterns, use visualization techniques, presenting information for academic purposes, and demonstrating understanding of complex spoken/written English. Writing and speaking skills will include planning before writing, revising and editing, using images/mediato support a text, and clearly presenting ideas by giving an oral short-storyreport and writing an authentic short-story. There will be a focus onshort-stories featuring Canadian authors/society/culture. Students practiceusing more complex punctuation such as apostrophes, quotation marks, parenthesis, and ellipses. Students will explore less-common adjectives, and write descriptive sentences using a noun and a list of 3 adjectives. Students will use a gerund as an adjective or compound noun. Students will combinethe+adjective to be more specific in their writing. Students will practice recognizing and writing with more complex prepositions (be away, be over,etc.).
Unit 6: World History
Time: 17 hours
Students will learn about varying world history topics through a variety of academic reading, writing, listening, and speaking exercises. Students will consider questions such as “How does history influence today?” and “What historical events/figures define me?”. In the context of these questions, students will develop, reinforce and use skills such as researching and summarizing information, listening/reading for mainideas/details, creating notes based on a text, locating and decoding information from electronic sources, Writing and speaking skills will include speaking to interact, using monitoring strategies to track improvement, responding/reflecting a text, organizing information clearly, and revising/editingwritten/oral work. Students will complete a biographical study of a major historical figure, roleplay speaking as that figure, give a speech, and writean opinion essay. Students will learn and use new vocabulary related to readings about world history. Students will study a defining Canadian historical event, summarize it, and explain its significance to their peers. Students will reflect on their own country’s history and select and explain one defining historical event that interests them. Students will practice forming negative sentences using the conjunction, ‘unless’. Students will create sentences with a relative clause+that and a noun clause+that. Students will review and practice using “both, all, enough-of” as adjectives. Students will correctly use either/neither to show the relationship between ideas. Students will confirm their understanding of the modals, need, may might.
Unit 7: Culminating Task
Time: 3 hours
Students will use information and ideas from course topics to complete an independent study unit (ISU) to show their understanding and abilities to express themselves using English. Students will have the freedom to choose their topics and produce authentic oral/written projects based on unit content and skills/strategies learned over ESLDO.
