ESL Guided Self-Placement (GSP)

I can

• understand some simple spoken words and greetings, such as “water” “book” “hello” “goodbye”. 
• say some simple words, but most of the time I can’t say what I want in English.
• read and understand some simple words.
• write my name in English and maybe a few letters and numbers.
  AND
• Most of the time I can’t say or write in English what I want to communicate.

I can

• understand some words in a slow conversation in English to meet basic needs, but I don’t understand most English words.
• say the English alphabet (ABCs) and basic numbers
• say simple phrases in English about what I need to do or what I want.
• read basic words and a few simple sentences in English, but I need to translate a lot.
• write some words or short phrases, but I need a lot of help.
  AND
• There are a lot of times I can’t say or write in English what I want to communicate. 

I can 

• understand most words in a slow-paced conversation in English about basic needs.
• have a brief conversation in English about what I need to do or what I want.
• read sentences in English and mostly understand them.
• write words and short simple sentences. 

I can

• understand a slow-paced conversation in English on a familiar topic or in practical everyday situations, such as shopping or the weather.
• communicate in English about familiar topics or practical everyday situations, such as shopping or the weather. There are often times I can’t say in English what I want to say.
• read paragraphs in English, but sometimes I do not know all of the words.
• write a group of sentences in English with help. 

I can

• understand most general conversations in English in social situations, but sometimes I can’t understand everything.
• communicate in English in most social situations. There are often times I can’t say what I want to say in English.
• read a paragraph in English about a familiar topic and understand most of the words.
• write a paragraph in English with help. 

I can

• understand some parts of an academic lecture a Ted Talk presentation in English, but I often have trouble following the presenter or video. Here is a 14-minute Ted Talk Video. You can check how much you can comprehend. You do not have to finish the whole video, but you should watch it for at least 5 minutes. How language shapes the way we think-Lera Boroditsky, TEDWomen 2017, November 2017
• communicate in the classroom, workplace, and community in English. There are many times when I can’t say what I want to say in English, especially about academic topics.  
• read short texts and multi-paragraph articles in English with dictionary help.  
• write a paragraph or a few paragraphs in academic English with some help. 

I can

• understand more than half of an academic lecture or a Ted Talk presentation in English. Here is a 14-minute Ted Talk Video. You can check how much you can comprehend. You do not have to finish the whole video, but you should watch it for at least 5 minutes. How language shapes the way we think-Lera Boroditsky, TEDWomen 2017, November 2017
• communicate in the classroom, workplace, and community in English. There are some times when I can’t say what I want to say in English.
• read short college-level texts in English with dictionary help.
• write 1 to 2-page essays in academic English with some help. 

Literacy-0A 

Reading 

My Family 
My name is Amy. This is my family. My mother is eighty years old. Her name is Mary. It is her birthday. My father’s name is Joe. This is my husband, Eric. This is our daughter, Lia. This is our son, Tom. We live in Pasadena.

Listening

Grammar

Grammar lesson: Do you have…? (Don’t = Do not)

Literacy-0B

Reading 

Amy’s Day
Amy is busy today. Her meeting with her boss is at 10:30 in the morning. Her doctor’s appointment is at 2:00 in the afternoon. Her hair appointment is at 4:00. Her English class is at 6:00 in the evening. Her uncle’s birthday party is at 6:30.

Listening

Grammar

Grammar lesson: Yes/ No question with be (isn’t = is not) 

1A

Reading

Reading Strategy: Think about the title before you read. This helps you understand the reading.

My Birthday Party
My name is Tim. In this picture, it’s my birthday. I am 75 years old. My wife, my daughter, and my son-in-law are eating cake. My granddaughter is playing the piano. My grandson is singing. We are happy.

Listening

Grammar  

Grammar lesson: singular and plural nouns 
A singular noun names one thing. A plural noun names more than one thing. Use an s at the end of most singular nouns to make plural.

Questions

Is the book on the table? Are the books on the table? 

Where is the book? Where are the books? 

Answers

Yes, it is. No, it isn't. 

Yes, they are. No, they're not. 

It's on the table. They're on the table. 

1B 

Reading

Reading Strategy: To help you remember, ask questions as you read. Who is this reading about? What is this reading about? When does Amy work?

Meet Our New Employee: Amy Lee

Listening

Grammar

Grammar lesson: simple present; What questions 
(Use the simple present tense for a repeated or regular action. 

Questions

What do you do in the morning?
What do you do every morning?
What does he do in the afternoon?
What does he do every afternoon?
What does she do in the evening?
What does she do every evening?
What do they do at night?
What do they do every night?

Answers

I work. 
He studies. 
She watches TV. 
They read. 

2A

Reading

Reading Strategy: Read quickly to get the main idea. Ask yourself. What is it about?

My Future Goal 
I want to open my own convenience store. I need to take three steps to reach my goal. First, I need to take business classes. Second, I need to work in a convenience store. Third, I need to get a loan. I will probably open my store in a couple of years.

Listening

Grammar

Grammar lesson: want and need + to + verb 
(Use want + to + base verb for something you would like to do.)  
(Use need + to + base verb for something you have to do.) 

Questions

What do you want to do?
What does he want to do?
What do they want to do?

Answers

I  want  to open a store.
He wants to open a store.
They want to open a store.

Questions

What do you need to do?
What does she need to do?
What do they need to do?

Answers

I need to learn keyboarding.
She needs to take business classes.
They need to work in an electronics store. 

2B

Reading

Reading Strategy: Read the questions. They tell you the focus of the interview.

An Interesting Life 
Interviewer: What did you do after you graduated from high school? 
Amy: I went to Pasadena City College, and I studied accounting. Interviewer: When did you get your degree from PCC? 
Amy: I graduated two years ago. 
Interviewer: Did you get a job after that? 
Amy: I worked at my uncle’s auto repair shop. I was an accountant.

Listening

Grammar

Grammar lesson: When questions and simple past 
(Use when to ask about time. Use did + the base form of the verb to make a simple past question.)

Questions

When did you graduate?
When did he study at PCC?
When did she find a job?
When did they meet?

Answers

I graduated two years ago.
He studied history.
She found a job last month.
They met in 2020.

3A

Reading

Strategies for Learning English

Have you ever felt discouraged when you communicate in English? If your answer is "yes," don’t give up! Here are three strategies to help you improve: set goals, practice regularly, and use clues to guess meanings instead of translating every word.

1. Set Goals 
   When you set goals for learning English, it helps you focus on what you want to learn and create a plan to achieve it. For example, you can improve your vocabulary by reading in English for 15 minutes daily or learning a new word each day.
2. Look for Opportunities to Practice English 
   Practice speaking English with everyone—at the store, work, or the park. Don’t worry about mistakes, and remember to ask questions if you don’t understand something, like asking “What does that word mean?”
3. Guess
   Do not translate every word. Look for clues like pictures or other words to help you understand. You can also use visual cues, like facial expressions and hand gestures, to guess meanings when speaking with others.

If you set goals, find chances to practice, and use clues to guess meanings, you'll improve your English.

Listening

Grammar

Grammar lesson: questions with ever; short answers 
(Use ever with the present perfect to ask Yes/No questions about things that happened at any time in the past. 

Past Participles

Level 3 (Low Intermediate)

ESLN 1063A (Level 3A)
ESLN 1003: Condensed Level 3

3B

Reading

Rules about Time
Each culture has its own rules about time, and everyone in that culture understands them.

In the United States, England, and Canada, it is very important, to be on time. People often arrive early for appointments. Meetings usually have set start and end times. If you are late, people think you are rude, irresponsible, or disorganized.

There are also time-related rules in social situations in these countries. For example, it's considered rude to arrive more than 5-10 minutes late to a dinner party. However, for parties or receptions with set hours, you can arrive at any time within those hours. For public events like movies, concerts, or sports, it's best to arrive a few minutes early. Some theaters won’t allow entry if you arrive late.

Rules about time vary in different cultures. In Mexico, time rules are flexible. For social events (except in northern cities), guests can arrive late, sometimes even an hour late. However, being on time is the norm for most business and government appointments. In Italy, time rules are even more flexible. It's common for people to arrive 10 to 15 minutes late for appointments, and meetings might not start on time. For social events, guests usually arrive 15 to 30 minutes late.

When interacting with people from different cultures, it's important to understand their unspoken rules about time to avoid misunderstandings.

Listening

Grammar

Grammar lesson: questions and statement with for and since 
(Use the present perfect continuous to talk about actions that started in the past, continue to now, and will probably continue in the future.) 

Statements

I have (I’ve) been waiting since this morning.
Amy has (Amy’s) been watching TV for an hour.
They have (They’ve) been studying for two hours.

Useful Language

Use since with specific times: since 2011.
Use for with periods of time: for two months

4A

Reading

An Immigrant Family’s Success Story
Fifteen years ago, Carlos and Maria Garcia left Mexico with their son and daughter hoping for more opportunities for their children. They arrived in California and found a one-bedroom apartment in a tough neighborhood. They had to walk or take buses for transportation, but they felt fortunate to start a new life in the United States.

The Garcias faced many struggles, including not speaking English and lacking job skills. They worked day and night at various jobs, saving every penny. After ten years, they were able to buy a small restaurant. They were determined to learn English, get an education, and build a better life for their daughter. They spent their free time attending English and citizenship classes, and both earned their GED certificates. Their son, Joe, graduated from college a few years ago, and he has a good job now. Their daughter, Ana, received a scholarship to a university and is studying to become an accountant.

Carlos and Maria are proud of themselves for achieving the "American Dream." Carlos advises new immigrants: "Find your passion, make a plan to succeed, and never give up."

Listening

Grammar

Grammar lesson: present passive 
(Use the passive voice to change the focus from who is doing something to what is being done. If the person or thing doing the action is important, use a by phrase.)

Level 4 (High Intermediate)

ESLN 1064A (Level 4A) 
ESLN 1004: Condensed Level 4

4B

Reading

The Influence of Technology on Our Lives
Technology has changed many aspects of our daily lives, from how we work to how we communicate. One major change is in transportation. Before cars and trains were invented, most people lived close to their work and walked. In the 20th century, trains and cars allowed people to live farther from their jobs and commute. Today, airplanes have made it possible for people to travel long distances for work. In fact, many people now work remotely, using the internet to connect with others without needing to travel at all.

Technology has also changed how we get information. In the past, newspapers were the main way people got news. But by 2005, only half of Americans read a newspaper regularly. People started turning to the radio, and later, television for news updates. In recent years, however, the internet has become the primary source for news. More people are using smartphones to stay informed, and the number of people watching television for news has dropped significantly.

The job search process has also evolved with technology. In the past, job seekers would look for job openings in the classified section of newspapers. They would mail applications and wait for a response. Now, most people find job listings online and can apply directly through websites. Some companies even interview candidates using video calls, making the process faster and more efficient for everyone.

Another example of how technology has impacted our lives is in how we pay for things. Before credit cards, people carried cash to pay for goods and services. In 1950, the first multi-purpose credit card was created. Today, many people use smartphones to make payments instead of carrying a physical card or cash.

As technology keeps evolving, it will probably transform even more aspects of our lives. Technology will likely have a significant impact on us in the future.

Listening

Grammar

Grammar lesson: who, that and which 
(Adjective clauses come after a noun and begin with a relative pronoun. Who, that and which are examples of relative pronouns. Use who with people, which with things, and that with people or things.)

The office is closed.
It was damaged by the fire.
The office which was damaged by the fire is closed.
The office that was damaged by the fire is closed.

The counselor helped the student.
She wanted to take some ESL classes.
The counselor helped the student who wanted to take some ESL classes.
The counselor helped the student that wanted to take some ESL classes.

5A

Reading

Understanding Self-Motivation 

What is Self-Motivation?
Self-motivation is the drive to achieve goals and take action without needing outside encouragement. It’s the inner strength that pushes people to work hard and stay focused on their objectives, even when challenges arise. Motivated people are usually energetic, determined, and goal-oriented. They are proactive, take initiative, and keep working even when things get tough. People who lack self-motivation often feel stuck, procrastinate, and need constant reminders or support to get things done. They may feel overwhelmed or discouraged by challenges and may not follow through on their goals.

What Affects Self-Motivation?
Self-motivation is influenced by many factors, including personal values, past experiences, and the people around you. Your upbringing, the expectations set by your family, and support from friends or mentors can all shape how motivated you feel. Positive reinforcement, such as praise for accomplishments or encouragement during difficult times, is often used to increase motivation. On the other hand, negative experiences, such as criticism, failure, or a lack of support, can lead to low motivation and a sense of defeat.

Internal factors also play a role in self-motivation, such as how much you believe in your own abilities and how much the goals you’re working toward are valued by you. When a goal is seen as important and achievable, motivation is likely to be sparked. However, when a goal is perceived as out of reach or unimportant, motivation is often lost.

Common Behaviors That Show Low Self-Motivation:

1. You put off tasks or wait until the last minute to start working.
2. You struggle to find purpose or meaning in your goals.
3. You often feel distracted and lack focus when working toward your goals.
4. You give up easily when faced with obstacles or setbacks.
5. You lack the drive to push yourself outside of your comfort zone.

Low self-motivation can prevent people from reaching their full potential and achieving their dreams. But the good news is that it can be improved! Taking small steps to stay focused, setting realistic goals, and finding your personal sources of inspiration can help build and maintain motivation over time.

Listening

Grammar

Grammar lesson: Subject + be (past) + past participle 
(Past passive sentences have the form subject + past form of be + past participle. A phrase consisting of by + noun comes after the past passive only if it is important to know who or what performs the action. In academic writing, the most common passive verbs are analyze, calculate, carry out, collect, determine, expect, find, measure, observe, and obtain.)

5B

Reading

Compulsive Behaviors: Recognizing the Signs and Seeking Help

For some people, certain behaviors may seem harmless or even comforting, but for others, these actions can spiral out of control and become a serious issue. Compulsive behaviors, like excessive eating, gambling, or even shopping, can turn into destructive habits if not addressed.

Research has shown that compulsive behaviors, like many other addictions, trigger a "high" when brain chemicals such as dopamine are released. This leads to feelings of pleasure, making the behavior hard to resist and hard to stop. Compulsive behavior is often a result of an emotional need or stress, and it can be difficult to break free from.

What are some warning signs of compulsive behavior?

First, people with compulsive behaviors often hide their actions or lie about them. For example, they might hide their purchases, food, or gambling habits from their loved ones. Second, these behaviors are usually long-term, becoming a chronic issue rather than a one-time occurrence. Third, compulsive individuals often act on impulse, such as eating excessively or gambling without thinking. However, unlike normal habits, these behaviors become repetitive and excessive. Lastly, compulsive behaviors often lead to negative consequences, such as financial problems, neglecting responsibilities, or damaging relationships.

What can people struggling with compulsive behaviors do to seek help? For some, self-help programs or therapy can be effective in managing their habits. For others, seeing a therapist or a doctor might help uncover any underlying mental health issues, such as anxiety or depression, that are fueling the compulsive behavior.

• Set limits: Create rules for yourself, such as only spending a certain amount of money each week, or limiting how often you indulge in a certain behavior.
• Avoid triggers: Stay away from situations, places, or activities that encourage the compulsive behavior. For example, avoid the mall if you tend to shop excessively or steer clear of places that promote unhealthy eating.
• Pause before acting: Give yourself time to think before acting on an impulse. Take a break, walk away, or engage in a different activity to help you think more clearly.
• Seek support: Talk to someone you trust about your struggles. Having an accountability partner or seeking professional help can make a big difference in managing compulsive behaviors.

Recognizing compulsive behavior early is crucial to taking control and preventing it from taking over your life. With the right strategies and support, people can work towards healthier habits and greater self-control.

Listening

Grammar

Grammar Lesson: Passive Forms of Gerunds and Infinitives
Use the passive form of a gerund (being + a past particle) or infinitive (to be + a past participle) to focus on an action instead of on who performed the action.

Gerunds: affirmative and negative
Tim doesn't like being told what to do.
Amy hates not being given clear instructions.

Infinitives: affirmative and negative
I would like to be informed when the plan is ready.
They expected not to be told the truth.

Questions
Do you resent being told what to do?
Does Amy want to be informed when the plan is ready?

5C

Reading

Factors that Influence Adolescent Development

Adolescence is a time of significant growth, both physically and emotionally. During this stage, many factors play a role in shaping how adolescents develop. These influences help them form their identities, beliefs, and behaviors. Here are some key factors:

Parents: From a young age, adolescents learn important life lessons from their parents. Parents teach their children the basics of right and wrong, often through stories, guidance, and discipline. Children observe their parents' actions closely, learning how to interact with others and handle challenges. The values and behaviors parents model have a lasting impact on their children’s development.

Peers: As adolescents grow older, the influence of peers becomes stronger. Friends, classmates, and acquaintances shape the way adolescents view themselves and the world around them. Through interactions with peers, adolescents learn about social norms, build relationships, and develop communication skills. Peer pressure can also play a role in shaping behaviors and decisions during this stage.

School and Community: Educational institutions and community organizations are influential during adolescence. Schools not only provide academic knowledge but also teach values such as responsibility, respect, and teamwork. Extracurricular activities, community involvement, and involvement in social groups also help adolescents learn how to interact with others and contribute to society.

Culture and Society: The broader cultural and societal context in which an adolescent grows up significantly impacts their development. Cultural values, social expectations, and societal norms help shape how adolescents view themselves and others. For example, the importance placed on individualism or collectivism can affect adolescents’ sense of self-worth and how they relate to others.

Life Events: Personal experiences, both positive and negative, can have a lasting impact on adolescent development. Significant events such as the loss of a loved one, a family move, or overcoming a personal challenge can influence an adolescent’s emotional growth and resilience. These experiences teach important lessons about coping, empathy, and perspective.

Media and Technology: In today’s world, adolescents are heavily influenced by media and technology. Television, social media, and online content shape how adolescents perceive beauty, success, and social relationships. The constant access to information and entertainment affects their worldview and self-esteem, often influencing behaviors and decision-making.

Adolescents face many challenges as they navigate the journey from childhood to adulthood. Understanding the factors that influence their development can help parents, educators, and communities support them in becoming well-rounded, confident, and responsible individuals.

Listening

Grammar

Grammar Lesson: Unreal Conditional Sentences: Continuous Forms
Use continuous verb forms in unreal conditional sentences to express actions in progress.

Present unreal conditional sentences
You can use were (or weren’t) + a present participle in the if clause. You can use would be (or wouldn’t be) + a present participle in the result clause. Note: The verb form should reflect what you want to express. You don’t have to use continuous forms in both clauses.

If I were driving, I wouldn’t be texting on my cell phone. [continuous forms in both clauses]
If he worked there, he would be collaborating with us on this project. [continuous form only in the result clause]

Past unreal conditional sentences
You can use had been (or hadn’t been) + a present participle in the if clauses. You can use would have been (or wouldn’t have been) + a present participle in the result clause. You don’t have to use continuous forms in both clauses.

If he had been paying attention during the class, he would have been participating more in the group project. 
[continuous forms in both clauses]
If I hadn’t been paying attention during the meeting, I wouldn’t have noticed the errors in the report. [continuous form only in the if clauses]

Sequence of tenses
The traditional sequence of tenses in all past unreal conditional sentences (past perfect in the if clauses and would have + a past participle in the result clause) can change to express time. Compare the following sentences.

Past unreal condition... present or past result

If I had taken the test last week, I wouldn’t be taking it right now.
If I had taken the test last week, I would have gotten my certificate.