ESL

ESL – English as a Second Language

Introduction to our programs

The intensive English classes have been designed to provide students with the necessary language skills and basic information needed to function successfully in the American society. For those completing the most advanced levels of instruction classes are designed to acquire the English proficiency necessary to be accepted into U.S. colleges and universities. The program is designed to provide students with dramatically improved language skills by using a standardized, intensive and comprehensive curriculum, which integrates listening, speaking, reading and writing skills.

All courses offered by Rosemead College have multiple entry and exit points. These entry and exit points correspond with the 12-week classes. The TOEIC® Preparation and TOEFL® Preparation Programs are designed to accommodate open entry and exit. Students may join these classes at any time, and may remain in the course until they have achieved the desired score.

Our small student-teacher ratio provides the students with the personal attention needed to master the English language.

 

Pre-BeginningLevel 1 - BeginningLevel 2 - IntermediateLevel 3 - High-IntermediateLevel 4 - AdvancedLevel 5 - High-Advanced

ABC – Pre-Beginning IEP

This course is designed for the adult learner. It integrates the English needed for daily life in the USA work, family, health, school, and other necessary topics. Students develop survival communication in English, obtain fundamental knowledge of English (alphabet, numbers, and basic sentences), and gain comprehensible pronunciation skills.

Course Learning Outcomes:

The objectives of this class are not only for students to master the alphabet, numbers, basic tenses, basic parts of sentences, contractions and basic reading comprehension, but also to begin developing a communicative competence through the study and practice of vocabulary and communicative functions, dictionary use and specific rudimentary grammatical structures, such as verbs “be” and “have,” simple present tense, frequency adverbs, information questions with “where”, “when”, what time,” irregular singular verbs, present progressive, count and noncount nouns, singular and plural nouns, pronouns, simple past tense, articles, descriptive adjectives, prepositions of time and place, future wishes. To this end, listening drills and oral practice are used to help students develop receptive skills, as well as to reinforce basic structures of expression. Communicative functions include introducing oneself, discussing occupations, time, clothing, home, weather, food, appearance, relationships, directions, and transportation, giving and receiving basic information on addresses, directions, phone numbers, creating basic schedules, telling the time, planning a schedule, giving basic advice. By the end of this course, students will have developed survival communication in English, obtained fundamental knowledge of English, gained comprehensible pronunciation skills, and increased their motivation and interest in learning English. After this class, students will demonstrate their ability by successfully completing the Level ABC final exam and by enrolling in RCE Beginning IEP Level 1 class.

Performance Objectives

After the successful completion of each unit, students will be able to:

  • Properly introduce themselves to others, properly greet others, use different types of greetings, and talk about what they do; properly use the verb “be,” subject and object pronouns, articles and singular and plural nouns;
  • Properly introduce others, identify people and their occupations, correctly spell and pronounce different names, and politely begin a conversation; properly use the verb “have”;
  • State their first and last names, ask for someone’s full name, ask for someone’s contact information, and ask and answer questions about occupations, phone numbers, addresses, and country of origin; use simple present tense and its frequency adverbs.
  • Give and get directions, understand and name different means of transportation, identify family members correctly, and read a map; use prepositions of time and place; correctly use the present progressive.
  • Briefly describe family members, describe people using adjectives, ask questions about someone they don’t know very well, and identify someone to others; talk about the present; use “it” to talk about time, properly use “would like” vs. “like.”
  • Invite someone to an event, ask and state the time, read a calendar, understand the meaning of early, on time, and late and apply those terms, and identify different articles of clothing.
  • Know how and when to use the verbs “want,” “have,” “need,” “like,” learn the colors, descriptive adjectives used to describe clothing, give descriptions about clothes, and give brief summary about home and work locations.
  • Describe their home using specific vocabulary including different kinds of furniture and appliances and describe daily activities including personal favorites.
  • Know different types of household chores, talk about how often they do things using correct terms (very often, sometimes, etc), and know different types of weather.
  • Describe different types of weather, know different time expressions, make phone calls and discuss plans, and socialize and make plans with another person; properly use count and non-count nouns.
  • Name and describe different kinds of food and drink, read a menu and order food, write and ask for a recipe, and know when and how to use “how many” and “how much”.
  • Use the past time expressions, describe events using past tense, express feeling regarding a past event (happy, sad, etc.), and describe people and how they look.
  • Use correct adjectives to describe appearance, know different face/body parts, describe accidents and injuries, suggest remedies, know what to say at the hospital/doctor’s office, and ask for help if they are sick.
  • Describe special abilities/skills/talents, use adverbs correctly, properly make a request, accept/decline invitations, and use “can,” “can’t,” and “too” correctly.
  • Describe significant life events, give a personal biography, announce good and bad news, express wishes for the future using “be going to” and “would like + infinitive”.

Level 1 – Beginning IEP

This course is designed for students to learn and use elementary English for everyday situations and purposes related to work, school and the marketplace. Students will learn beginning written and spoken grammar and vocabulary. Students will also learn how to pronounce the phonetic alphabet, focusing on American English Pronunciation.

Course Learning Outcomes

The objective of this course is for students to begin to enter into more abstract language functions; they talk about predicaments, and will learn to speculate about future and past events. To this end, role playing, group and pair work, as well as listening comprehension drills are carried out. Students are also introduced to basic reading and writing in English. The course additionally includes reinforcement of the phonetic alphabet, emphasizing American English pronunciation skills, concentration on vocabulary development and continuing dictionary use.
Communicative functions include describing positive and negative features, making comparisons, giving instructions and definitions, comparing time periods, describing abilities and skills. There is also a review and expansion of the simple present, past and future tenses, nouns and pronouns, non-count nouns, prepositions of time and place and an introduction to modals, irregular verbs, imperatives, indirect questions, comparisons using adjectives, and time clauses.

By the end of this course, students will have a basic foundation of English grammar, vocabulary, pronunciation and intonation. After this class, students will demonstrate their ability by successfully completing the Beginning IEP Level 1 final exam and by enrolling in RCE Intermediate IEP Level 2.
Performance Objectives

After the successful completion of each unit, students will be able to:

  • Get to know someone, offer to introduce someone, talk about people, and interview a classmate; properly use the verb “be,” scan for facts, write a description of a classmate.
  • Accept or decline an invitation, ask for and give directions, make plans to see an event, and talk about musical tastes; use prepositions of time and place; listen for locations, make personal comparisons; write a short paragraph about preferences.
  • Describe their family, ask about family members, compare people, and talk about small and large families; properly use simple present tense, identify similarities and differences; confirm facts
  • Discuss what to eat, make food choices, order and pay for a meal, and discuss food and health; use count and non-count nouns, demonstrate knowledge of definite article “the”; write a short essay about food;
  • Suggest a brand or model, express frustration about a machine, describe features of machines, and complain when things don’t work; use present progressive to express future time; listen to predict; write a paragraph describing a product.
  • Plan an activity with someone, talk about daily routines, discuss exercises and diet, and describe their typical day; use non-action verbs, use time expressions; apply and personalize information; interpret a bar graph; write a short interview on health and exercise habits.
  • Greet someone arriving from a trip, talk about how they spend their free time, discuss vacation preferences, and talk about their experiences on a trip; use adjectives to describe trips and vacations; use the past tense of “be”, the simple past tense in statements and questions, use regular and irregular verb forms; draw conclusions from a text; write a guided essay about a vacation.
  • Shop for clothes, pay for clothes, give and get directions in a store, and discuss culturally appropriate dress; use object pronouns, comparative adjectives, direct and indirect objects; paraphrase a text; write an email or letter explaining what clothes to pack.
  • Discuss schedules and buy tickets, book travel services, understand airport announcements, and describe transportation problems; use modals “should” and “could,” express future with “be going to,” make decisions based on schedules and needs; write two paragraphs about trips.
  • Ask for recommendations, bargain for a lower price, discuss tipping, and talk about shopping experiences; use superlative adjectives; write a short guide to a city including information on where to stay, visit and shop, use clauses with “if”.

Level 2 (Intermediate)

Students practice and create dialogues, and develop strategies to learn language functions in order to converse at an intermediate level. The course covers spoken grammar, listening skills, conversational idioms and develops the student’s ability to communicate clearly.

Course Learning Outcomes

The objectives of this course are for students to further develop their productive skills. Students will encounter the challenges of giving presentations, introduction to short essays, reading and listening comprehension exercises, and will improve their English understanding and fluency.

Communicative functions include greetings, small talk, staying in hotels, driving, personal care, personality, the arts and ethical choices, asking for confirmations and and asking questions, while pronunciation focuses on the stress and tone required for understanding and speaking more fluently.

Students are also introduced to more complex grammar structures. Grammar includes introduction to perfect tenses, parallel verbs, conditionals, spoken and written contractions with “how”, usage of past participles of irregular verbs, tag questions, subjects, objects, objects of prepositions, gerunds and infinitives, using nouns as adjectives, and expansion on some grammatical forms such as, pronouns and modals.

By the end of this course, students will be able to function at an intermediate level of English by successfully completing the Level 2 final exam and by enrolling in RCE High-Intermediate IEP, Level 3.

Performance Objectives

After the successful completion of each unit, students will be able to:

  • Introduce themselves, talk about experiences, gestures and customs, use present perfect tense, use past participles of irregular verbs; listen for details; identify supporting details in a text; write a description of an experience.
  • Discuss movies and entertainment, use present perfect progressive tense, apologize and provide a reason for being late, listen for main ideas, evaluate ideas in a text, write an essay about violence in movies and on TV.
  • Talk about hotel services, use the future tense with “will,” modals for obligation, suggestions and advice, make a formal, polite request; listen to take phone messages, draw conclusions and interpret a map in a text; write a paragraph explaining the reasons for choices.
  • Talk about transportation and transportation problems, rent a car, use past progressive, listen to infer outcomes; use critical thinking; write a comparison paragraph.
  • Discuss personal care and appearance, use indefinite pronouns, listen to take notes; predict from a text; write a formal letter.
  • Discuss food, nutrition and food passions, differentiate between “use to” and “used to”; listen to personalize; compare and contrast, summarize a text, write a persuasive paragraph.
  • Talk about personalities, use gerunds and infinitives as direct objects, and gerunds as objects of prepositions, use positive and negative adjectives; synthesize information from a listening task; supporting reasoning with details from a text, make personal comparisons; write an essay describing someone’s personality.
  • Discuss the arts, use passive voice, transitive and intransitive verbs, infer point of view from a listening; paraphrase a text; write a descriptive essay.
  • Talk about computers, the Internet, use infinitive of purpose, comparisons with “as…as”, comparatives and superlatives; relate a text to personal experience; write an essay evaluating advantages and disadvantages of the Internet.
  • Talk about ethics and values, use the real and unreal conditional, possessive pronouns; understand vocabulary from context; write an essay on personal choice.

Level 3 (High-intermediate)

This course covers intermediate grammar skills, pronunciation, idioms, and writing at the high-intermediate level. Practice in reading, writing involving paragraph structures, tenses, modals, comparatives, superlatives, and clauses is applied. It also focuses on interpersonal communication skills and pronunciation to increase students’ reading and speaking fluency, and comprehension.

Course Learning Outcomes

The objectives of this course are to expose students to more complex uses of previously studied grammatical structures, such as clauses, comparisons, modals, conditionals and gerunds and infinitives. Students are introduced to passive and active voice and quoted and reported speech. The emphasis is on how to use these complex structures correctly in the context of both written and oral expression. Students further develop productive skills through group/pair work, journals, presentations, reading and more complex writing exercises, such as introduction to a five-paragraph essay.

The communicative functions include discussing health matters, quality of services, preparing for emergency situations, giving opinions and discussing interests. To this end, extensive pair and group work, listening comprehension exercises, reading, and writing is carried out. Students will be introduced to additional authentic materials to stimulate thought and promote a more sophisticated level of verbal expression.

By the end of this course, students will be able to function at a High-Intermediate level of English by successfully completing the Level 3 final exam and by enrolling in RCE Advanced IEP Level 4.

Performance Objectives

After the successful completion of each unit, students will be able to:

  • Make small talk, discuss cultures, use vocabulary which relates to manners and etiquette, use tag questions and the past perfect tense; listen for main ideas, predict and confirm facts, write a formal and informal e-mail message.
  • Make a medical or dental appointment, discuss treatment and medications, use modals to draw conclusions and express possibility; listen for details, write a comparison and contrast essay, make comparisons, comparative and superlative forms of adjectives and adverbs.
  • Request service, plan a meeting or an event, use causatives, listen for specific information, identify supporting details in a text, write an essay expressing a point of view, use connecting ideas with “and”, “but”, “or”, “so”, “because”, “even though/although”.
  • Discuss reading for pleasure, use noun clauses and embedded questions; take notes from a listening, infer a speaker’s point of view; recognize points of view; write a summary and review of something read, use passive modal auxiliaries and past participles as adjectives.
  • Describe natural disasters, use quoted and reported speech, paraphrase a text, interpret data from a chart, and write about procedures for preparing for an emergency.
  • Discuss life plans, express regrets about past actions; use future tense and future in the past and perfect modals; infer a speaker’s motives from a listening task; write a short autobiography.
  • Discuss holidays and traditions, use adjective clauses with subject relative pronouns, reflexive pronouns and reciprocal pronouns, active and passive sentences, infer information from a listening task, scan a text for facts, and write a descriptive essay.
  • Discuss inventions and discoveries, use descriptive adjectives, use conditional sentences, the past unreal conditional, identify cause and effect; write an essay about the historical impact of an important invention.
  • Discuss controversial issues, use non-count nouns, gerunds and infinitives, summarize a listening task, use critical thinking, and write an essay presenting contrasting ideas.
  • Discuss a geographical location and give solutions to global warming; use prepositions of place, proper nouns and infinitives with “enough,” understand from context; write a geographic description of a country, state, or province.

Level 4 (Advanced)

This course is designed to develop students’ advanced speaking and listening skills integrated with reading, writing, grammar, pronunciation, vocabulary and idioms for achieving academic and workplace goals. Group discussions, presentations, evaluations of lectures, and advanced parts of speech are introduced. This course will prepare students for the American college experience.

Course Learning Outcomes

The objectives of this course are to have students be able to produce a variety of cohesive ideas expressed through a range of complex written and oral structures. The students will further develop productive skills through group/pair work, presentations, reading, and being exposed to different genres of essays. Focus is also on perfect and perfect progressive tenses, parallel structure, run-on sentences, expansion of gerunds and infinitives, as well as an overview of verb tenses, and expansion of modals, passive voice and irregular verbs.
Communicative functions in this course enable the advanced students to distinguish between real and hypothetical situations, informal vs. formal language, recognize sincere vs. sarcastic intonation, describe relationships and behavior, make promises, and express hopes. Additionally, students are enabled to infer meanings from context, express and support arguments or opinions, build vocabulary, read for ideas, and explore materials intended for native speakers.
By the end of this course, students will be able to function at an advanced level of English by successfully completing the Advanced IEP Level 4 final exam and by enrolling in RCE High Advanced IEP Level 5.

Performance Objectives

After the successful completion of each unit, students will be able to:

  • Describe personalities, compare perspectives on life; properly use gerunds and infinitives; write a descriptive essay on personality types.
  • Discuss musical preferences, benefits of music; use present perfect and the present perfect progressive, noun clauses and participial adjectives; use parallel structure in writing.
  • Talk about financial goals, describe spending habits, discuss reasons for charitable giving; talk about future plans and finished future actions by using future progressive and future perfect progressive;, use the past unreal conditional: inverted form; present information in chronological order.
  • Discuss appearance and self-esteem, comment on fashion and style; properly use subject-verb agreement with quantifiers with “of,” express and support an opinion from a listening; examine cultural expectations and present contrasting information; write a comparative essay.
  • Discuss social responsibilities, identify urban problems, complain about public conduct; properly use negative prefixes to form antonyms, possessives with gerunds and paired conjunctions; write a formal complaint letter.
  • Debate the value of animal conservation, exchange opinions about the treatment of animals; properly use passive voice with modals; write a persuasive essay.
  • Describe consumer shopping habits, give shopping advice; use passive forms of gerunds and infinitives; summarize and paraphrase another person’s ideas in writing.
  • Discuss family trends, discuss parent/teen issues; properly use repeated comparatives and double comparatives, recognize run-on sentences and comma splices; write a descriptive essay;
  • Present a theory about a past event; evaluate the trustworthiness of news sources; speculate about history’s mysteries; use indirect speech with modals and perfect modals in the passive voice for speculating about the past;
  • Explain the benefits of leisure activities, describe hobbies and other interests; use adverbs of manner; write an essay commenting on another’s point of view.

Level 5 (High-advanced)

This level focuses on more frequent reading, writing, and speaking practice, in addition to the advanced grammar involved in these outlined skills. This real-life focus prepares students for TOEFL or TOEIC examinations and college courses.

Course Learning Outcomes

The objectives are for students to focus on application of all grammatical structures and English usage acquired up to this level, rather than on prescriptive study of grammar. This is achieved through utilization and analysis of structures found in culturally authentic materials, such as magazine and newspaper articles, short literary works and videos. Students will also be exposed to phrasal verbs.
This course integrates college level reading, writing, discussion, critical thinking and note-taking skills. Students properly integrate advanced vocabulary and idioms into college level compositions. Students engage in American discourse styles, such as debates and discussions, wherein the teacher elaborates on a challenging topic from the text to evoke student’s oral communication skills.
After this class, students will demonstrate their abilities by successfully completing the High-advanced IEP Level 5 final exam and by enrolling in RCE’s TOEFL or TOEIC classes, or by transferring to an institution of higher learning.

Performance Objectives

After the successful completion of each unit, students will be able to:

  • Explain life choices and plans, describe a person’s continuing activities, share their dreams and goals in life, and discuss job qualifications and work experience; use present perfect and present perfect progressive, correctly use stative verbs; express and support an opinion; write a biography.
  • Discuss the social uses of lying, express regret and take responsibility, discuss helping others, and explain the moral of a story; use adjective clauses; write a five paragraph essay about an experience.
  • Describe a dangerous or challenging experience, express frustration, empathy, and encouragement, describe how people confront adversaries, and discuss the nature of heroism; describe the relationship of past events and actions to each other; reduce adjective clauses to adjective phrases, listen to summarize; write a summary of an article.
  • Describe shortcomings, talk about ways to manage stress, discuss how they handle anger, and identify what’s important in life; identify the subjunctive; evaluate ideas in a text.
  • Present views on superstitions, evaluate suspicious claims, identify fears and phobias, and describe and interpret a dream; reduce adverb clauses to adverbial phrases, properly use coordinating conjunctions, scan for information in an article; write an essay on superstition.
  • Express regret and relief, ask someone for a favor, describe a travel nightmare, and explain a life-changing event; use conditional sentences with mixed time
  • frames; use critical thinking in listening; write a comparison essay.
  • Compare their strengths and weaknesses, define intelligence, explain how they produce their best work, and debate preferential treatment for the gifted; use subordinating conjunctions and transitions; write a descriptive essay.
  • Discuss the health benefits of laughter, respond to a joke, explain why something is funny, and explore the limits of humor; use indirect speech; write a cause and effect essay.
  • Discuss the feasibility of future technologies, describe applications of innovative technologies, discuss future trends, and consider ways to protect the environment; use passive voice: the future, the future as seen from the past, and the future perfect; infer information from a text; write an essay predicting life in the future.
  • Describe the cultural impact of foreign imports, react to news about global issues, discuss the economic impact of globalization, and discuss the role of English in international communication; use transitive phrasal verbs; determine when and how to separate transitive phrasal verbs; write a persuasive essay.
Morning Class Class Hour Class Detail
09:00 – 10:15 AM Pronunciation & Conversation
10:30 – 11:30 AM Grammar & Group Discussion
11:45 – 12:36 PM Reading & Writing
Afternoon Class 01:30 – 02:45 PM Survival English
3:00 – 04:00 PM Grammar & Idioms
04:15 – 05:06 PM Presentation