Level 10 RW Syllabus 4e North Star 05 GSE CEFR

Level 10Reading & WritingSyllabusThe syllabus is used to guide instructors on the instructional delivery of the curriculum content and informs students of the learningoutcomes of each unit over the course of the session.The level objective outlined in the scope and sequence in the beginning of the textbook and is used to guide the curriculum delivery.The curriculum is a blend of classroom instructional delivery, practice in language lab, and assessments.The assessments are a combination of unit achievement tests and writing projects that have a grading rubric.The North Star series content is mapped to the Global Scale of English and the Common European Framework of Reference.

Textbook withMy English Lab (MEL)5NorthStarFOURTH EDITIONALIGNMENT WITH T H E GLOBAL S C A L E O F ENGLISHAND THE COMMON EUROPEAN FRAMEWORK OF REFERENCE

1NorthStar Reading & Writing 5, 4th EditionNorthStarFOURTH EDITIONNorthStar, Fourth Edition, engages and motivates students with new and updated contemporary topicsdelivered through a seamless integration of print and online components.Course Components Student book with MyEnglishLabStudent book w/Interactive Student Book Access and MyEnglishLabInteractive Student Book w/MyEnglishLabClassroom Audio CDClassroom Audio StreamingTeacher Resource eTextDeliver rich online content to engage and motivate students, including: Student audio to support listening and speaking skillsEngaging, authentic video clips adapted from ABC, NBC, and CBS newscasts, tied to unit themesOpportunities for written and recorded reactions to be submitted by students.Use powerful selection of diagnostic reports to: View student scores by unit, skill and activityMonitor student progress on any activity or test as often as neededAnalyze class data to determine steps for remediation and supportUse Teacher Resource eText to: Display a digital copy of the student book for whole class instructionDownload placement and achievement testsPrint resources including lesson planners, video scripts and video activitiesAccess Classroom audioAccess Teacher’s manuals including answer keys

2NorthStar Reading & Writing 5, 4th EditionThe Global Scale of English and the CommonEuropean Framework of ReferenceThe Global Scale of English is a standardized, granular scale from 10 to 90 which measures Englishlanguage proficiency. It is aligned with the Common European Framework of Reference (CEFR).Unlike the CEFR, which describes proficiency in terms of broad levels, the Global Scale of Englishidentifies what a learner can do at each point on a more granular scale—and within a CEFR level. Thescale is designed to motivate learners by demonstrating incremental progress in their language ability.The Global Scale of English forms the backbone for Pearson English course material and assessment.CEFR and the Global Scale of English both comprise a number of Can Do statements, or “learningobjectives,” for each of the four language skills, describing what learners should be able to do atdifferent levels of proficiency. The learning objectives are written to reflect what a student ‘Can Do’ withlanguage without regard to the context in which a language skill may surface. The GSE LearningObjectives have been aligned to the CEFR, and many additional statements created, rated for difficulty,and calibrated to the scale.This document provides an overview of the learning objectives that are covered in each unit of thecourse. As the learning objectives focus specifically on language skills, some learning objectives will berepeated multiple times, a reflection of the fact that skills are built through practice in multiple contexts.In order for a learner to successfully learn and internalize a skill (with the goal of achieving masteryin the second or foreign language), it is important to encounter the skill in a variety of contexts.The content of NorthStar course is designed to provide multiple touch points from which a learner canexplore the possibilities of use of any given language skill. From conversations in the home tocommunication in a store, learners will have a variety of opportunities to improve their agility andfluency with the various skills.For each learning objective we indicate whether a statement is from the original CEFR or newly createdby Pearson English:(C)(Ca)(N2000)(N2000a)(N2007a)(P)Common European Framework descriptor, verbatim, Council of EuropeCommon European Framework descriptor, adapted or edited, Council of EuropeNorth (2000) descriptor, verbatimNorth (2000) descriptor, adapted or editedNorth (2007) expanded set of C1 and C2 descriptors, adapted or editedNew Pearson descriptorVisit English.com/gse to learn more about the Global Scale of English.NorthStar 4th edition is aligned with the Global Scale of English and the Common European Frameworkof Reference. It takes learners from CEFR A2 to C1 (34–76 on the Global Scale of English). Each lessonguides students to a ‘Can Do’ goal in line with the Global Scale of English and the Common EuropeanFramework ‘Can Do’ statements.90GSENorthStar 5NorthStar 4NorthStar 3NorthStar 2NorthStar 1CEFRA2 C1 C2

3NorthStar Reading & Writing 5, 4th EditionUnit 1 The Brain: Neuroscience and EmpathyVocabulary: Infer word meaning from contextRecognize and use word forms (nouns, verbs, adjectives, and adverbs)Grammar: Recognize, form, and use past unreal conditionalsSKILLLEARNING OBJECTIVEGSECEFRPAGEReadingCan guess the meaning of an unfamiliar word fromcontext in a linguistically complex academic text. (P)72B2 (67–75)4Can scan a long text or a set of related texts inorder to find specific information. (Ca)63B2 (59–66)7Can distinguish between the main idea and relatedideas in a linguistically complex academic text. (P)70B2 (67–75)8Can understand inferred meaning in formalstructured text. (P)70B2 (67–75)8Can summarize, comment on and discuss a widerange of factual and imaginative texts. (Ca)66B2 (59–66)9Can guess the meaning of an unfamiliar word fromcontext in a linguistically complex academic text. (P)72B2 (67–75)10Can quickly scan long, complex texts for keyinformation. (P)69B2 (67–75)10Can follow the chronological sequence of eventsin an academic text using numbers, times anddates. (P)56B1 (51–58)12Can express and comment on ideas andsuggestions in informal discussions. (Ca)56B1 (51–58)5Speaking

4NorthStar Reading & Writing 5, 4th EditionSKILLLEARNING OBJECTIVEGSECEFRPAGEWritingCan summarize factual information within theirfield of interest. (Ca)57B1 (51–58)14Can write a concise summary of the main ideas of alonger structured text. (P)64B2 (59–66)15Can show the relationship between an opinion anda counter argument in a discursive text. (P)66B2 (59–66)18Can write bullet points to summarize key points inan academic text. (P)66B2 (59–66)22Can develop a clear written description or narrativewith relevant supporting detail and examples. (Ca)65B2 (59–66)23Can support a line of argument in an academic textusing direct quotes. (P)68B2 (67–75)27Can correct errors in a piece of academic writing ifhelped to identify them fi(P)66B2 (59–66)29Can write a brief standard report conveying factualinformation, stating reasons for actions. (Ca)61B2 (59–66)30Can write an essay in response to aspecific question, if provided with a model.(P)57B1 (51–58)31

5NorthStar Reading & Writing 5, 4th EditionUnit 2 Lying: Lies and TruthVocabulary: Infer word meaning from context Identifynegative and positive connotations of wordsGrammar: Identify and use double comparative for emphasis and to focusreaders’ attentionSKILLLEARNING OBJECTIVEGSECEFRPAGEReadingCan guess the meaning of an unfamiliar word fromcontext in a linguistically complex academic text. (P)72B2 (67–75)34Can distinguish between the main idea and relatedideas in a linguistically complex academic text. (P)70B2 (67–75)38Can understand inferred meaning in formalstructured text. (P)70B2 (67–75)38Can guess the meaning of an unfamiliar word fromcontext in a linguistically complex academic text. (P)72B2 (67–75)40Can quickly scan long, complex texts for keyinformation. (P)69B2 (67–75)42Can recognize the author's use of irony in a text. (P)73B2 (67–75)43Can identify different types of supporting details inan academic text. (P)68B2 (67–75)45Can identify examples in an academic text tosupport an argument. (P)65B2 (59–66)46Can contribute to a conversation fluently andnaturally, provided the topic is not too abstract orcomplex. (P)66B2 (59–66)34Can express views clearly and evaluate hypotheticalproposals in informal discussions. (Ca)64B2 (59–66)39Can write about feelings and the personalsignificant of experiences in detail. (Ca)67B2 (67–75)49Can start an essay with a strong thesis statement. (P)70B2 (67–75)53Can write effective and appropriate paragraphs in arange of genres. (P)67B2 (67–75)56Can correct errors in a piece of academic writing ifhelped to identify them first. (P)66B2 (59–66)58Can write an effective and informative summary. (P)67B2 (67–75)58Can systematically develop an argument giving thereasons for or against a point of view. (P)67B2 (67–75)59SpeakingWriting

6NorthStar Reading & Writing 5, 4th EditionUnit 3 Personality: The Road to SuccessVocabulary: Identify and use synonymsIdentify and create noun and verb collocationsIdentify and create hyphenated adjectivesGrammar: Distinguish between and use identifying and non-identifyingadjective clausesSKILLLEARNING OBJECTIVEGSECEFRPAGEReadingCan guess the meaning of an unfamiliar word fromcontext in a linguistically complex academic text. (P)72B2 (67–75)61Can summarize, comment on and discuss a widerange of factual and imaginative texts. (Ca)66B2 (59–66)66Can distinguish between the main idea and relatedideas in a linguistically complex academic text. (P)70B2 (67–75)67Can understand inferred meaning in formalstructured text. (P)70B2 (67–75)69Can guess the meaning of an unfamiliar word fromcontext in a linguistically complex academic text. (P)72B2 (67–75)72Can recognize contrasting arguments in structured,discursive text. (P)68B2 (67–75)72Can identify different types of supporting details inan academic text. (P)68B2 (67–75)73Can identify different types of supporting details inan academic text. (P)68B2 (67–75)74Can speculate about causes, consequences,and hypothetical situations. (N2000)64B2 (59–66)63Can express views clearly and evaluate hypotheticalproposals in informal discussions. (Ca)64B2 (59–66)70Can carry out an effective fluent interview,spontaneously following up on interesting replies.(Ca)72B2 (67–75)86Can give clear presentations highlightingsignificant points with relevant supportingdetail. (Ca)70B2 (67–75)86Speaking

7NorthStar Reading & Writing 5, 4th EditionSKILLLEARNING OBJECTIVEGSECEFRPAGEWritingCan synthesize information from two or moreacademic texts. (P)75B2 (67–75)75Can write about feelings and the personalsignificant of experiences in detail. (Ca)67B2 (67–75)79Can write clear, detailed descriptions on a variety ofsubjects related to their field of interest. (C)67B2 (67–75)82Can write a strong topic sentence within a clearparagraph. (P)59B2 (59–66)82Can develop a clear written description or narrativewith relevant supporting detail and examples. (Ca)65B2 (59–66)82Can write a conclusion to a simple academic essay.(P)58B1 (51–58)82Can develop a clear written description or narrativewith relevant supporting detail and examples. (Ca)65B2 (59–66)82Can write effective and appropriate paragraphs in arange of genres. (P)67B2 (67–75)85Can correct errors in a piece of academic writing ifhelped to identify them first (P)66B2 (59–66)86Can compare and evaluate ideas in a structuredand logical text. (P)66B2 (59–66)87