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Student Learning Outcomes Chart

CONVERSATION 001
001-A Outcomes	Give one- or two-step instructions relating to familiar topics Ask wh- questions about familiar topics to clarify meaning Orally connect common phrases to describe events, experiences and plans Express opinions and likes/dislikes on familiar topics using simple sentences. Express lack of understanding using common phrases Understand and follow simple instructions and directions addressed carefully and slowly Recognize and respond to expressions indicating a lack of understanding Recognize and respond to Wh- questions on familiar topics Identify and react to conversation openers/closers and polite expressions
Level: High-beginner
001-B Outcomes	Retell a narrative by sequencing multi-step procedures or events Orally compare and contrast facts, ideas, opinions and other information Conduct a simple interview or gather oral information Orally express simple opinions, (dis)agreement and (dis)satisfaction Consistently use proper collocations with familiar words Orally explain heard or read information in a simple but clear way Sequence visuals according to oral instruction Catch and take note of the main point in clear messages and announcements Can extract and take note of the essential information from short recorded passages and lectures relating to familiar matters Identify and react to social cues, in conversations, used by native speakers
Level: Low-intermediate

CONVERSATION 002
002-A Outcomes	Express an opinion and use some degree of evidence to defend it Orally compare/contrast pros & cons, points of view and other information heard in a lecture Use and respond to common slang, idioms and other figurative language Express needs and requests for information in informal or interpersonal situations Provide directions and instructions with increasing detail Use recently learned vocabulary words in multiple contexts or situations Take notes on, and then follow, multi-step directions related to everyday matters Generally follow and respond to the main points of authentic but clearly articulated native-speaker discussion Identify and note down the main point of straightforward, clearly articulated short talks and broadcasts on familiar topics
Level: mid-intermediate
002-B Outcomes	Use various sentence patterns and idioms in informal conversation Tell anecdotal stories as part of conversations Select or request increasingly complex specific information Use a proper degree of formality in conversations and presentations Infer meaning from the context in which a discussion, lecture or conversation is taking place Understand much of an authentic conversation occurring between sympathetic native speakers Follow and take notes on the essentials of lectures, talks, reports and other linguistically complex academic/professional presentations Identify speaker viewpoints, attitudes, mood and tone in, as well as understand the content of, most recorded or broadcast material
Level: high-intermediate

CONVERSATION 003
003 Outcomes	Fully participate in a debate and fluently engage in an extended discussion on most general topics Monitor his/her own speech and employ self-correction Summarize and present information, such as news items, to the class in nuanced and complex detail Ask for information or advice using indirect questions Take notes on the main points, and orally demonstrate understanding of, key details of complex lectures, discussions and debates Use and understand a variety of idiomatic expressions in spontaneous discourse Use English flexibly and effectively for social purposes, including emotional, allusive and joking usage Engage in an animated discussion between fluent English speakers
Level: low-advanced to advanced

WRITING 001
001-A Outcomes	Use a course management system, such as Brightspace or Canvas Complete a sample form or application, such as job applications, school registration forms, medical forms, etc. Write simple sentences and questions using correct word order Use sight words and practiced vocabulary correctly in a written text Employ proper basic mechanics of capitalization and punctuation Write a simple paragraph of 3-5 sentences on a single topic, a personal opinion or an experience, following a model Write a note of personal introduction with phrases or short sentences
Level: high-beginner
001-B Outcomes	Write simple sentences and questions, with consistently correct word order and mechanics Begin using coordinating conjunctions to write compound sentences, albeit with some errors Employ pre-writing strategies, including note-taking, outlines and graphic organizers, as part of the writing process Write instructions or directions with some degree of detail, following a model Write short formal and informal emails related to familiar, everyday matters Write longer, more detailed paragraphs on a variety of familiar topics
Level: low-intermediate

WRITING 002
002-A Outcomes	Regularly employ a variety of sentence structures in his/her writing, including compound sentences, consistently Begin using subordinating conjunctions to write complex sentences, albeit with some errors Take notes from authentic discourse on a variety of familiar topics Employ the various stages of the writing process to complete a properly organized paragraph with a single purpose Complete a more complex and authentic form, such as a college application or a survey Begin to employ self-editing strategies
Level: mid-intermediate
002-B Outcomes	Regularly employ a variety of sentence structures with correct mechanics, allowing for some errors for complex sentences Compose a variety of short texts for various, but specific audiences, such as poems, brochures, infographics, and PowerPoints Write a short, simple report on a familiar topic that requires some degree of research Connect sentences and paragraphs in a multi-paragraph text using transitions Produce a text whose vocabulary, purpose and tone takes audience into account Employ the various stages of the writing process to complete a properly organized written assignment Complete short, TOEFL-style, on-demand/timed writing assignments in class Use quoting and citation as a means to avoid plagiarism in his/her own written work
Level: high-intermediate

WRITING 003
003 Outcomes	Use conventional syntax to form, modify and expand basic clause patterns Combine clauses correctly to form compound and complex sentences in writing Use a variety of sentence types correctly and with intentional effect in writing Coordinate and subordinate information correctly and appropriately in writing and speech Interpret the relationships of coordinating and subordinating structures in written and spoken texts Form parallel constructions correctly and use them with effect in writing and speech Interpret and evaluate differences in meaning, tone and effect among grammatical choices Use grammar and syntax to communicate appropriately and comprehensibly in a range of written and spoken registers Recognize and correct grammatical missteps in response to feedback Use self-editing strategies for structural grammar errors in writing
Level: low-advanced to advanced

READING 001
001-A Outcomes	Locate word, number, or item in an alphabetical or numeric list Begin to use basic annotation strategies in order to engage with a simple text and its primary features Predict the content of simpler informational material, such as charts or flyers, with visual support Recognize high frequency words and differentiate their parts of speech in a simple reading Follow short, simple written directions with help from the teacher Answer simple content-related questions in oral and written format
Level: high-beginner
001-B Outcomes	Identify main ideas and some supporting details in a simple reading in both discussion-based and written tasks Use simple context and visual context clues (such as italics and commas) to derive meaning Differentiate fact from opinion in simple readings using textual evidence Put events described in a simple text into sequential order Employ basic skimming and scanning techniques to support discussion points and content review
Level: low-intermediate

READING 002
002-A Outcomes	Independently skim and scan adapted and un-adapted readings for specific information and overall organization, for writing and discussion purposes Identify type and genre of reading, such as fiction and non-fiction, prose and poetry, articles and excerpts Apply a variety of strategies to ascertain meaning of vocabulary, such as using background knowledge and visual clues Find and relate supporting ideas and examples for main ideas within increasingly complex texts Make inferences from contextual clues within a text Summarize a reading and express a personal connection to it in both writing and discussion
Level: mid-intermediate
002-B Outcomes	Share personal and cultural information in the context of a text in writing and discussion Identify and note unfamiliar vocabulary with greater ease by skimming and scanning Distinguish between, and respond appropriately to, works of fiction and non-fiction, prose and poetry Compare and contrast the ideas posited by multiple texts in writing and discussion Recognize and respond to tone, such as irony, sarcasm, or humor Summarize paragraphs as well as complete readings in both discussion and written responses Interpret complicated charts and other graphic organizers in verbal and written form
Level: high-intermediate

READING 003
003 Outcomes	Skim and scan for main ideas and supporting points within in longer, complex texts for quick recall in discussion Read correspondence relating to his/her field of interest and readily grasp the essential meaning Use contextual clues and knowledge of connotation to infer meaning and tone in a dense reading with differing viewpoints Quickly identify the content and relevance of news items, articles and reports on a range of professional topics Understand lengthy, complex instructions, provided he/she can reread difficult sections Keep up with an animated discussion related to a text, responding to questions and comments and answering complex lines of counter argument fluently Keep up with a text-related debate, even on abstract, complex, unfamiliar topics
Level: low-advanced to advanced

GRAMMAR 001
001-A Outcomes	Begin to use simple present, simple past and present progressive in spoken/written, affirmative/negative statements and questions Apply proper word order when using basic grammatical constructs in statements and questions in oral and written production Regularly apply contraction, possession and pluralization rules in both oral and written production Recognize and use appropriate subject/object pronouns and simple prepositions in oral and written production Recognize and use simple frequency adverbs in oral and written production Recognize and begin to use basic conjunctions to form compound sentences in oral and written production Begin to use articles in spoken and written English, albeit with significant errors Recognize and correctly use demonstrative adjectives and pronouns in oral and written production Recognize and use there is/are in oral and written production, with frequency Begin to use basic modal auxiliary verbs, such as “can,” “will” or “should,” albeit with errors Understand and use the basics of a metalanguage, including parts of speech and other grammatical terminology
Level: high-beginner
001-B Outcomes	Consistently and with control use simple present, simple past and present progressive in spoken/written, affirmative/negative statements and questions Consistently apply proper word order when using basic grammatical constructs in statements and questions in oral and written production Use adverbs and prepositions more frequently in oral and written production Use basic compound sentences in oral and written production with increasing frequency Use the simple future tense in both spoken/written, affirmative/negative statements and questions Begin to use the present perfect tense, especially in high frequency expressions Use simple modals in affirmative and negative statements and questions with increasing frequency Begin to use gerunds and infinities in spoken/written affirmative/negative statements and questions Begin to use comparative and superlative adjectives in oral and written production
Level: low-intermediate

GRAMMAR 002
002-A Outcomes	Correctly use possessive pronouns, adjectives and nouns in oral and written production with increasing consistency Consistently use tenses learned in GRM 001 in spoke/written affirmative/negative statements and questions, while demonstrating self-correction Apply proper word order when using basic grammatical constructs in statements and questions in oral and written production with increased fluency and confidence Use compound sentences in written and oral production with few errors Begin to use common subordinating conjunctions in oral and written production, albeit with errors Use the present real conditional sentences in oral and written production, albeit with errors Differentiate purposes of all ten modals and begin using them in oral and written production Begin to use the past habitual tense in oral and written production, with some errors Use the present perfect tense in oral and written communication with frequency, when necessary Begin to use the past continuous tense correctly in oral and written production, when appropriate Correctly use reflexive pronouns in oral and written production
Level: mid-intermediate
002-B Outcomes	Correctly use a variety of sentence types, including coordination and subordination, to enhance spoken and written expression Begin to use modal perfects in affirmative and negative statements and questions Begin to use the future real conditional sentences in oral and written production, albeit with some errors Recognize and begin to use the passive voice correctly when appropriate, albeit with errors Correctly use additions and responses, such as “so,” “to,” “neither,” “either,” “but,” as well as tag questions, in oral production Recognize and use in oral and written production previously learned grammar in GRM 002 with increasing fluency
Level: high-intermediate

GRAMMAR 003
003 Outcomes	Correctly employ a variety of grammatical structures in speech and writing according to audience and purpose Combine words, phrases and clauses correctly, intentionally and effectively Differentiate spoken and written grammar and discern nuances in syntactical arrangement Discriminate between coordinating and subordinating structures and the information those structures convey Employ parallel forms, especially in written production Formulate, modify and expand simple, compound and complex sentence patterns Break down complicated sentences into their constituent forms for purposes of better understanding Recognize and correct errors in writing and speech based on teacher, peer and self-induced feedback
Level: low-advanced to advanced

VOCABULARY 001
001-A Outcomes	Use a foreign language to English dictionary when reading or writing a simple text Recognize and use sight words and other high frequency vocabulary Identify and define basic compound words and understand their meaning based on their constituent parts Recognize and use basic vocabulary used in the most common everyday interactions, such as introductions, self-description or likes/dislikes Group basic words by certain criteria, such as food, transportation, the body, etc. Recognize and use synonyms and antonyms for basic adjectives Use basic metalanguage (terminology for parts of speech, parts of a sentence, etc.) Recognize and use, appropriate classroom and test-taking vocabulary lass (e.g. fill in the blank, match, underline…, words in bold/in italics, choose the best…) Understanding the meaning of the coordinating conjunctions “and” and “but” and correctly use them in written and oral production Understand the meaning and use of the more common modals
Level: high-beginner
001-B Outcomes	Begin to use simple phrasal verbs and understand change(s) in meaning derived from the addition of the “adverbial particle” (continue to do this all the way through) Recognize and use common, everyday idioms Derive meaning from an unfamiliar word based on its root, prefix or suffix Understand and use homonyms and homophones in oral and written production Group words according to their lexical category, such as nouns or prepositions Recognize and provide synonyms and antonyms for newly acquired vocabulary Identify or differentiate vocabulary according to situations/contexts, e.g. formal vs. informal, or oral vs. written communication Understanding the meaning of additional coordinating conjunctions and correctly use them in written and oral production Use the constructs want, need, must/have to appropriately in written and oral production
Level: low-intermediate

VOCABULARY 002
002-A Outcomes	Use an English-English learners’ dictionary exclusively, such as the Cambridge Advanced Learner’s Dictionary Infer meaning of more advanced words based on knowledge of prefixes, suffixes and roots Recognize and use a wide variety of synonyms and antonyms beyond the most basic parts of speech (e.g. good/beneficial or go/head out) in oral and written production Correctly use word family forms in oral and written production Correctly use a growing repertoire of more complex idioms and phrasal verbs in oral and written production Identify language-based false cognates and use them correctly, according to the student’s needs, in oral and written production Recognize and begin to use basic vocabulary according to its connotative, in addition to its denotive, meaning in oral and written production Use collocations in oral and written production. Understand the function of commonly used subordinating conjunctions, such as “when,” “because,” “even though”
Level: mid-intermediate
002-B Outcomes	Infer meaning of increasingly advanced academic words based on knowledge of prefixes, suffixes and roots Recognize and use an increasingly wide variety of synonyms and antonyms, especially for academic vocabulary, in oral and written production Correctly use a growing repertoire of more complex idioms and phrasal verbs with fluency and confidence in oral and written production Recognize and use increasingly complex vocabulary according to its connotative, in addition to its denotive, meaning in oral and written production Correctly use a wider variety of collocations in oral and written production. Correctly use word family forms with confidence in oral and written production Define and use modals appropriately according to register, in oral and written production Use collocations with increasing frequency and fluency in oral and written production Group vocabulary words according to increasingly unfamiliar, complex and abstract categories
Level: high-intermediate

VOCABULARY 003
003 Outcomes	Ascertain word meaning without a dictionary based on contextual, morphological and syntactical clues Proficiently use a broad range of synonyms and antonyms in oral and written production Recognize and use a broad range of vocabulary according to its connotative, in addition to its denotative, meaning Recognize and use highly idiomatic language in both oral and written production with confidence and fluency Recognize and use a broad range of phrasal verbs in oral and written production with fluency and confidence Use a broad range of vocabulary and its accompanying collocations with fluence and confidence, while allowing for self-correction
Level: low-advanced to advanced

PRONUNCIATION 001
001-A Outcomes	Recognize and practice letter-sound associations (basic phonemes) Recognize and practice one- and two-syllable word patterns Recognize/reproduce patterns of intonation for very basic questions Begin to clearly enunciate some word-endings, such as s-ending sounds Correctly form, pronounce and use contractions for basic statements and questions
Level: high-beginner
001-B Outcomes	Recognize and practice chunks, or liaisons, and the linking of words together Recognize/reproduce syllable stress of newly learned vocabulary Recognize/reproduce s-ending sounds Begin to use proper intonation patterns for simple yes/no and Wh- questions Begin to consistently produce letter-sound associations for both vowels and consonants, allowing for errors Begin to recognize and produce -ed endings Naturally use contractions for most commonly heard statements
Level: low-intermediate

PRONUNCIATION 002
002-A Outcomes	Recognize and practice chunks, or liaisons, and the linking of words together with increasing fluency Consistently recognize/reproduce s-ending sounds Consistently use proper intonation patterns for yes/no and Wh- questions Consistently produce letter-sound associations for both vowels and consonants, with some errors Recognize and produce -ed endings with increasing fluency Articulate difficult phoneme pairs Correctly stress newly learned multi-syllabic vocabulary Contrast/produce short and long vowel sounds (based on learners’ needs)
Level: mid-intermediate
002-B Outcomes	Recognize and correctly form and pronounce tag questions Consistently contrast/produce intonation differences for questions and statements Begin to recognize/reproduce the schwa sound used in unstressed syllables Contrast/produce phonemes needed to enhance comprehensibility (e.g., based on learners’ needs -- /l/ vs /r/ or /th/ vs /t/) Consistently articulate a broad range of word endings Aurally distinguish and orally produce certain discreet phonemes, such as /R/-controlled vowels, the flapped /T/, the syllabic /N/ and the glottal /T/ Aurally identify and orally produce reduced forms, including tag questions Begin to use reduced speech, in addition to contractions, with some regularity
Level: high-intermediate

PRONUNCIATION 003
003 Outcomes	Recognize/reproduce the schwa sound used in unstressed syllables with increasing confidence Recognize/reproduce shifts in meaning when using different emphases in sentence stress Distinguish between contrasting sounds Recognize and produce a range of American English stress/intonation patterns Utilize appropriate language rhythms Correctly and regularly apply plural and past-tense word-ending sounds, albeit allowing for self-correction Regularly and fluently use contractions and reduced speech Employ thought groups in conversation Competently produce various question types with correct intonation and stress patterns: (e.g. Yes/No, Information, Tag, Question Word) Consistently use linking to enhance fluent speech
Level: low-advanced to advanced

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