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ESLBO, English as a Second Language Level 2 Online Course

English as a Second Language Department

Introduction to English, ESLBO, Grade 10, Open

Policy Document: The Ontario Curriculum, Grades 9 to 12, English as a Second Language and English Literacy Development,, 2007, Ministry of Education of Ontario


Course Description

This course extends students’ listening, speaking, reading, and writing skills in English for everyday and academic purposes. Students will participate in conversations in structured situations on a variety of familiar and new topics; read a variety of texts designed or adapted for English language learners; expand their knowledge of English grammatical structures and sentence patterns; and link English sentences to compose paragraphs. The course also supports students’ continuing adaptation to the Ontario school system by expanding their knowledge of diversity in their new province and country.

Prerequisite: if applicable ESLAO

Summary of Units and Timelines

            Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit.  For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the course profile.

Unit Order

Unit Name

Suggested Time


Unit 1

Listening and Speaking

22 hours

Unit 2


22 hours

Unit 3


22 hours

Unit 4

Life in Canada

22 hours

Unit 5

Looking at Media

20 hours

Unit 6

Course Summative

5 hours



Total: 115 hours

 Fundamental Concepts Covered in This Course

The content in each of the ESL and ELD courses is organized into four interrelated strands, or broad areas of learning: Listening and Speaking, Reading, Writing, and Socio-cultural Competence and Media Literacy. Effective instructional activities blend expectations from the four strands in order to provide English language learners with the kinds of experiences that promote meaningful learning and that help students recognize how language and literacy skills in the four strands overlap and strengthen one another. The program at all levels is designed to develop a range of essential skills in the four interrelated strands, built on a solid foundation of knowledge of the language conventions of standard English and incorporating the use of analytical, critical, and metacognitive thinking skills. Students learn best when they are provided with opportunities to monitor and reflect on their learning, and each strand includes expectations that call for such reflection.

The curriculum expectations for the course are broken into four strands:

Listening and Speaking

The Listening and Speaking strand has three overall expectations, as follows:

Students will:

  1. demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of purposes
  2. use speaking skills and strategies to communicate in English for a variety of classroom and social purposes
  3. use correctly the language structures appropriate for this level to communicate orally in English



The Reading strand has three overall expectations, as follows:

Students will:

  1. read and demonstrate understanding of a variety of texts for different purposes
  2. use a variety of reading strategies throughout the reading process to extract meaning from texts
  3. use a variety of strategies to build vocabulary
  4. locate and extract relevant information from written and graphic texts for a variety of purposes



The Writing strand has four overall expectations, as follows:

 Students will:

  1. write in a variety of forms for different purposes and audiences
  2. organize ideas coherently in writing
  3. use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling, and punctuation
  4. use the stages of the writing process


Socio-cultural Competence and Media Literacy

The Socio-cultural Competence and Media Literacy strand has four overall expectations, as follows:

Students will:

  1. use English and non-verbal communication strategies appropriately in a variety of social contexts
  2. demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of diverse groups to Canadian society
  3. demonstrate knowledge of and adaptation to the Ontario education system
  4. demonstrate an understanding of, interpret, and create a variety of media works


 Course Notes

               These courses are designed for English language learners who have had opportunities to develop language and literacy skills in their own language appropriate to their age or grade level.

               Since many ESL classes include students aged between fourteen and twenty, the topics and activities must be selected to appeal to a wide range of ages and maturity levels. There are five ESL courses and five ELD courses. The courses are designated according to levels of proficiency in English and literacy development, not by grade.

They can read and write in their own language within the expected range for students of their age in their own country. They can build on their existing first-language skills when learning English in an ESL program.

The organization of the course is packaged into five distinct units with quizzes and homework. A fifth unit, Course Summative, will be developed throughout the course so that students can learn, develop and build on knowledge and skills as they work through an exam.

Teaching and Learning Strategies    

            Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student.  The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live.  Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners.

            Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance.  Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers.

            Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom.  Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations.

            Due to its importance, students will have opportunities to learn in a variety of ways- individually, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.  The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

Online & Offline Components

            The design of this course is intended to offer a rich balance between online and offline elements.  The following is a summary of the course components and their delivery format.  Please refer to the individual unit outlines for specific details.

Course content & instruction: online

Communication between teacher and students: online & offline

Collaboration between students: online

Assessment & evaluation: online & offline

Practise exercises, textbook work, readings etc: offline

Experiential work experience, volunteering, etc.: offline

Assessment & Evaluation for Student Achievement

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices.

Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a subject. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality.

Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels outlined in this document.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • address both what students learn and how well they learn;
  • are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart on pages 36–37;
  • are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning; are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
  • are fair to all students; accommodate the needs of students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
  • accommodate the needs of students who are learning the language of instruction;
  • ensure that each student is given clear directions for improvement;
  • promote students’ ability to assess their own learning and to set specific goals;
  • include the use of samples of students’ work that provide evidence of their achievement;
  • are communicated clearly to students and parents at the beginning of the course or the school term and at other appropriate points throughout the school year.

The achievement chart that follows identifies four categories of knowledge and skills in English as a Second Language and English Literacy Development. The achievement chart is a standard province-wide guide to be used by teachers. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time.

The purpose of the achievement chart is to:

  • provide a common framework that encompasses all curriculum expectations for all courses outlined in this document;
  • guide the development of high-quality assessment tasks and tools (including rubrics);
  • help teachers to plan instruction for learning;
  • assist teachers in providing meaningful feedback to students;
  • provide various categories and criteria with which to assess and evaluate students’ learning

Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.


            Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning must be identified in his or her IEP (see IEP Standards, 2000, page 11). A student’s IEP is likely to reflect the same accommodations for many, or all, subjects or courses.

Providing accommodations to students with special education needs should be the first option considered in program planning. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

There are three types of accommodations:

  • Instructional accommodations are changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia.
  • Environmental accommodations are changes that the student may require in the classroom and/or school environment, such as preferential seating or special lighting.
  • Assessment accommodations are changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments or permitting oral responses to test questions (see page 29 of the IEP Resource Guide, 2004, for more examples).


             Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment.  There is no prescribed textbook for this course.

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