Level 400 focuses on the writing development needs of learners who have high intermediate/advanced oral skills but intermediate writing and reading skills. Speaking and listening practice as well as reading development are integrated through pre-writing and post-writing activities.
The primary objectives for the level are for students to write 3-paragraph essays using a variety of organizational structures, and read level appropriate narratives and newspapers.
curriculum is organized around two types of units: reference units
and writing instruction units. Also included are entry
level descriptions, a progress
report, resources, and appendices of activities and sample essays
referred to in the curriculum.
The reference units outline the writing and reading objectives to be covered and evaluated during the course. These units include: essay writing, business writing, mechanics, and structure. The objectives are not meant to be covered in sequence but should be woven throughout the course of instruction as determined by student need. The evaluation of these objectives for each student is documented on the studentï¿½s progress report at mid cycle and at the end of the cycle (Go to Progress Report) These units also include suggested resources for the objectives.
Instructional Writing Units
The eight instructional units focus
on developing writing skills. Each of these units provides suggested
activities, resources, and notes to prepare students to write an essay
using a particular type of development.
For the most part, these units are meant to be covered in the order in which they appear in the curriculum. They build on each other, and some units are more challenging than others. The units include:
The First Day in the US, which is the first essay, is used as a diagnostic essay to ensure that students have been properly placed. Samples of a low, mid, and a high 400 essay on this topic are included in Appendices. Level Descriptions for 400 writing follow this introduction.
The Book Review and Business Letter Units can be covered anywhere they seem to fit and may be repeated throughout the course. The Book Review Unit should, however, be completed before the Movie Review Unit.
Contrast Essays should be covered toward the end of the class as they are the most difficult.
Each unit includes preparation, writing, and post-writing activities to assist students in writing an essay using a particular topic. Reading skill development is integrated into the pre and post writing activities.
The preparation activities include structure and mechanics review/practice as well as pre-writing activities. The pre-writing activities follow the same format throughout: class brainstorming on the topic (what the students know/what they could write about), the teacher telling a story following the outline that students should use in their writing, and pair discussion of questions about the topic.
While not specified in each unit in the curriculum, post-writing activities should always include self and/or peer editing activities. Samples are included in the Appendix.
The final unit activity of each writing unit should involve publication of the studentsï¿½ work. The essays could be typed and posted in the classroom or an a bulletin board in a public area. The essays could be put on the Internet (See REEP web site.) A class book could be made of the essays. Essays could be included in a school newsletter or submitted to other publications.
Supplemental Lessons and Materials: The REEP Curriculum, 3rd edition contains numerous supplemental activities, e.g. learner needs assessment, identifying main ideas and details, peer editing, writing cinquains, keepsakes, holiday units, etc.
See also the activities and lesson plans for the intermediate and advanced levels on the Lesson Plan Index page of the REEP ESL Curriculum for Adults.
and Employment Program