Beg List + Spkg
Beg List + Spkg ENGL 071
Community College of Philadelphia
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Course Title Listening and Speaking for Nonnative Speakers of English English 071 Course Description ENGL 071 Beginning Listening and Speaking for Non Native Speakers of English 303 The rst in a threepart series of academic speaking listening courses Speaking and listening practice with basic vocabulary and sentence structure The course parallels the study of grammar in English 081and English 091 and provides the competence in basic listening and speaking in preparation for college work Credit will not be applied toward graduation Prerequisite Pass grade in ICCS or placement Prerequisite Placement Schedule Course Writers Steve Jones Linda Fellag Patricia Kelly Girija Nagaswami Louise Perry Ted Uhlman Course Facilitator Barbara Spadaro Date October Q 2008 A Course Description English 071 is a beginning level oral communication course for academically oriented students of English as a second language This course gives students an introduction to using English orally in everyday and academic settings including college level courses The rst course in a threepart series of academic speaking and listening courses it provides practice in basic communication tasks It parallels the study of grammar in English 081 and English 091 and provides the competence in basic listening and speaking necessary for college work The course is designed for students who have placement scores indicating they are well below the level needed for success in college level courses B Rationale for the revision of the course English 071 requires revision in light of a refocusing of the priorities of the ESL program in a more clearly academic direction Although preparing students to use the English language in academic settings has always been an important goal of this course introducing students to the speci c oral communication skills necessary in college classes has begun to take precedence over the teaching of skills in everyday oral communication The purpose ofthis revision is to place English 071 on a par with the ESL reading and writing courses in terms of academic rigor This refocusing stems from changes in the teaching of oral communication and in the typical pro le of students entering our program One of these changes is the growing emphasis on the role of vocabulary Current research indicates that certain words have high impact in an academic setting These words and phrases have been identi ed in corpus studies such as the Academic Word List AWL1 Increasingly course documents textbooks other teaching materials and the practice of ESL teachers take into account the role of the Academic Word List in preparation for college Part of this accounting is that before students become familiar with academic vocabulary it is assumed that they are already well familiar with the most frequently used basic vocabulary found in academic settings Although academic vocabulary itself is not an appropriate focus of study for English 071 the course should provide the basis for later academic study A second change in the ESL program is the need to expand the ways in which current computer technology is used in this course Technology is currently used in several ways in 1 The following brief description of the AWL is from the Univ of Wellington website The Academic Word List was developed by Averil Coxhead at the School of Linguistics and Applied Language Studies at Victoria University of Wellington New Zealand The list contains 570 word families which were selected according to principles outlined below The list does not include words that are in the most frequent 2000 words of English The AWL was primarily made so that it could be used by teachers as part of a program preparing learners for tertiary level study or used by students working alone to learn the words most needed to study at tertiary institutions English 071 One is to provide material for oral communication that is basic to the course content Examples include listening material recorded on CD or audiotape Another use of technology is to provide material that is supplementary to the core material of courses This includes audio and video material that is used outside of class for practice or expansion of new skills and knowledge Increasingly this material is accessed through web sites that are designed as supplements to basic course materials A revision of the course document provides an opportunity to review available technology resources and match them appropriately with the objectives of the course In addition to the study of vocabulary and the use of computer technology another important factor that English 071 must address is the development of skills for language learning and academic study To support this development the revised English 071 emphasizes oral communication skills that students must have to succeed as future participants in collegelevel courses including competence in comprehension of the course content in production of academic speech language competence related to interpersonal interaction and the metaskills of negotiating comprehension in various settings The course is also designed to help students function in speaking and listening situations beyond school including those at work and in civic participation C Course Structure English 071 provides students with practice in the components of speaking and listening and provides an introduction to several areas of knowledge about English The course provides instruction and practice in the following areas related to speaking communication of information on a variety of topics including those related to daily life and academic life production of short stretches of discourse use of communicative strategies to negotiate and receive comprehensible input 0 I 39 quotquotJ to be A J b J quot quot native speakers on anarrow range of topics with a sufficient level of competence in pronunciation and grammar that aids in comprehensibility The course provides instruction and practice in the following areas related to listening 0 sufficient comprehension to be able to participate in conversations with native speakers while still relying on foreigner talk that is a slow rate of speech repetition paraphrase and grammatical simplification 0 understanding language pertaining to concrete everyday situations see communicative situations below understanding language related to common knowledge 2 connected to academic disciplines such as science geography history etc this understanding includes the ability to take notes on simple academicallyoriented talks comprehending and responding to directives and questions with appropriate answers andor actions see communicative situations above understanding the implications of different intonation patterns Communicative settings The content of the course includes preparation to participate using both speaking and listening skills in a range of communicative settings These settings include quotSmall talkquot Settings classroom party store post office bus stop etc Nonacademic quot 39 quot Inperson or over the phone Settings job interviews talking with work supervisors academic advisors counselors service providers Academic service encounters A ng for and g1v1ng informatlon about course schedules fees procedures reach1ng a teacher or a counselor Classroom situations istening to class presentations by teachers Addressing studentsaddressing the teacher Asking the teacher for clari cation Explaining and giving examples Explaining why one is late has no homework or was absentasking for permission to be absent leave early or submit an assignment late Negotiating appointments Asking for and giving information regarding time and duration of appointments Asking to see a J 39 quot teach J 39 ct Fitting an H into a 39 J 39 quot 39 Using the Telephone Phone numbers opening and closing a phone conversation leaving and taking a message wrong numbers asking for information Other aspects of the content of the course include Metacommunication skills 2 By common knowledge we mean knowledge commonly known by educated people Although academic ESL teachers are prepared to use content related to various academic disciplines as part of their English courses it is not the role of the ESL teacher to teach about the methods and body of knowledge that comprise disciplines taught in college courses Getting people39s attentioninterrupting Asking for repetition and clari cation Speech acts i Thanking people and accepting thanks Giving compliments and replying to compliments Apologizing Agreeing and disagreeing Giving invitations and accepting and refusing invitations Special situations and their related vocabulary should be incorporated into the course as they arise during the semester and as students have special needs Grammatical structures The following structures which are included in the 091 level in the writing curriculum are reinforced in 071 Together these elements comprise what we mean by a grammatical accuracy in speaking In ectional verb mopphology simple present third person ending past tense regular and irregular Syntax structures within the verb phrase modal verbs imperatives negation questions yesno wh structures within the noun phrase adjective 7 noun pronouns Other existential it Sound system An adequate ability to use the English sound system includes the ability to comprehensibly produce all English sound segments in connected discourse the ability to use and distinguish word stress and the ability to use and distinguish meaningchanging intonation such as for yesno questions 3 This term is used in a branch of linguistics referred to as the philosophy of language it refers to the fundamental units of language viewed as means of social interaction Speci c features to be taught in English 071 include Sound segments vowel consonant semivowel glide Suprasegmentals introduction to syllable stress in words pitch length volume introduction to word stress in phrases YN question intonation Syllable structure consonant clusters at the beginning and end of syllables number of syllables Discourse Features An adequate use of discourse features comprises the ability to use and understand discourse markers that are used to distinguish between formal and informal situations and polite and impolite utterances distinguish appropriate levels of assertiveness convey appropriately status and solidarity relationships Vocabulary Lexical knowledge in the course includes a focus on the meanings and forms of vocabulary items which are members of the two thousand most commonly word families in academic speech The membership of this group of word families is well defined in corpus studies such as the Academic Word List4 D Classroom activities Teaching in the field of TESOL is heavily in uenced by a constructivist framework which holds that language learners are active participants in the creation of knowledge about language A constructivist approach is the basis for many of the classroom activities in an academic ESL classroom it underlies the emphasis we place on students activity rather than passive observation and on the role of the teacher as a facilitator rather than lecturer In second language teaching an important role for the teacher is to help students sift through the masses of information about language that are available in everyday and academic environments and to help present that information in a way that can be used in language learning Methods activities and materials for the 071 course are based on two basic assumptions about learning spoken language 1 that the bulk of the basic language competence of the learner is not learned consciously through knowledge of rules but is acquired through the 4 A list of this vocabulary can be found at httpwww incrili h mm mm mm 5 An example of a piece exploring the link between constructivist teaching and TESL is in the article by D Kaufman referenced in Section G below exposure to and the use of language in meaningful contexts and 2 that students can consciously learn rules and other elements of language such as vocabulary through explicit instruction and the knowledge used in this way can be used to improve accuracy in listening and speaking Classroom activities at this level promote both language acquisition and language learning These two types of knowledge capture the distinction between the development of core knowledge of the language which is accessed automatically without reference to speci c rules or conscious learning acquisition as opposed to the conscious learning of rules vocabulary etc through study The English 071 classroom makes use of a studentcentered approach encouraging students to be responsible for their own learning and to work together solve problems Collaboration is encouraged as students use conversational strategies to create meaning with the instructor as facilitator The setting for learning in English 071 may be outside the actual classroom itself as the student completes interviews seeks information about a specific topic or gathers information in order to give oral presentations Any authentic or realistic setting for which the student has adequate language competence and which provides opportunities to meet the goals of the course is valued as a laboratory for the English 071 student This could include attending public events Although this course focuses primarily on speaking and listening these activities are supported by reading and writing assignments Typical general types of classroom activities include o pronunciation practice for sound segments stress intonation o listening to excerpts from lectures interviews conversations poetry short stories etc o gathering information from classmates for simple oral presentations Listening Tasks As part of their work for the course students 0 listen to short passages of speech for comprehension simplified examples of academic speech everyday speech see Communicative settings above 0 listen to and take simple notes on simplified talks on topics related to various disciplines 0 write dictations focused on language elements in course content S peaking Tasks As part of their work for the course students 6 An excellent introduction to pedagogical application of this concept can be found in Krashen and Terrell referred to in section G be ow 0 work with other students and the teacher on tasks that require the use of spoken language 0 present inclass or recorded short talks summaries of discussions interviews readings E Sample Assignments S Qeaking assignments One important type of speaking assignment in the course centers on use of language in a setting which is focused on communicating information This communicative type of activity allows students to develop their ability produce language that is uent and accurate In 071 it is important that speaking tasks be carefully crafted so that students are prepared in terms of conceptual knowledge vocabulary grammatical knowledge etc for the task and that the task no matter how sophisticated in intellectual terms can be carried out with the linguistic resources available to the student Preparation for speaking tasks can take the form of language instruction and study presentation of class material that relates to the speaking task etc Numerous examples of these tasks and connected preparatory activities are available in published teaching materials used in the course What follows is an example of an information gap speaking task in which pairs of students are asked to work together to meet some kind of communication need and in which each student has only part of the information needed to resolve the situation In this kind of activity a student takes the role of either person has access to some written information and then works with another student to compete the task Assignment example 1 Information gap situation an appointment with an advisor Students see only one of the two sets of information for each person participating in the task Information available only to the first student Person A A student You want to meet with an advisor as soon as possible You have a new job You work until 1200 pm every day You want to change your class from 1010 am to 230 pm Your phone number is 215 6346959 00000 Information available only to the second student Person B A secretary o The advisors are all busy now 0 Students have to make an appointment to see an advisor 0 There are three appointments available tomorrow Mr Lee is available at 1000 am Mr Jones is available at 1130 am Ms Watson is available at 100 pm 0 You need to take the student s name and phone number to make an appointment Preparation for this task includes work in class on language elements required to carry it out These include among others 0 knowledge of sound segments 0 knowledge of syllable structure for example ability to produce CVCC in six 0 knowledge of stress patterns of words for example primary stress on the first syllable in thirty vs primary stress on the second syllable in thirteen 0 knowledge of simple present tense form of verbs The result of the students work on this task is a conversation in which the situation is resolved This conversation can be performed privately within the pair with the results reported to the class performed privately for the teacher with feedback provided performed for the class with feedback possibly provided written down practiced and then performed or recorded possibly with feedback An example of a student recording of this sample assignment along with sample feedback is available at htt39o39 facultv ccn edu f tshtm 39 200f0n7n hwlpnton npnlzinoon7p Other speaking assignments can be centered on more formal or prepared presentation of information that students know about from their own experience or have gathered through reading interviews and other sources Assignment example 2 A short formal presentation on the geography of a country Students hear examples of presentations on geography that are wellsupported by visual images and other aids to comprehension such as vocabulary lists and maps They are asked to prepare practice and then present a talk about the geography of a country having been provided with a template of topics to include Give a talk about the geography of a country In your talk include information about these topics What countries or landforms are near this country to the south north east and west What is the climate of the country What seasons does the country have What landforms in the country are important What are the cities in the country What do you know about the people in the country What languages do they speak How many people live in the country A formal talk at this level can be performed to the class performed privately for the teacher with feedback provided written down in note form practiced and then performed or recorded possibly with feedback Listening Assignments Listening assignments are intended to introduce students to new language elements which will be absorbed into the students stillforming interlanguage system and also to increase students knowledge of basic concepts related to academic life It is good practice for a class to discuss and activate what they already know or believe about a subject before listening to prepared classroom material This discussion can include work on vocabulary that may be necessary to understand the material Listening assignments in the course include both global listening for meaning and discrete listening for vocabulary stress patterns intonation and grammatical endings Assessment of global listening can be accomplished by the administration of tests that require the use of global listening in order to understand content Students listen to talks take notes and then demonstrate their comprehension by answering questions about the content of what they have heard Assignment example 3 Gathering information from a formal talk Leonardo Da Vinci These important but probably unfamiliar words can be discussed with the class with support from visual images if possible Leonardo Da Vinci paint war machine Italy painting Mona Lisa Milan poetry engineer Venice science secret art teenager bridge artist church Text of the formal talk Leonardo Da Vinci was an artist and scientist He lived in Italy in the I 400s Da Vinci started to paint when he was a child When he was fourteen his father sent him away to study art with a famous painter As a teenager he studied how draw and how to make things out of wood He learned how to make art and he also learned about music poetry and science Leonardo started his own workshop when he was about twenty four He made art for important families and for churches His work was very popular Soon he traveled to the city ofMilan He designed buildings such as churches He also made beautiful paintings for many churches Leonardo was di erent from other artists of his time He knew much more about art science and design than other artists For example his paintings often show musical instruments He played music well and he even designed musical instruments His paintings show many details about people because he studied the human body as a scientist When he was about thirty De Vinci moved to Venice which was an important city in Italy In Venice he designed buildings and war machines to defend the city from foreign armies Leonardo did not create many paintings However he painted some of the most famous paintings in the world People love his paintings so much because of their beauty and their details In order to do such beautiful work Leonardo studied hard He studied science and nature and he studied the human body very carefully He walked around the city and studied the faces of people He used the faces around him to put in his work One of Leonardo s paintings is of a young woman The name of the painting is the Mona Lisa People all over the world know this painting In the painting the woman seems to be smiling The painting is very small but it is very special Even small things about the woman in the painting are interesting and beautiful including her hands and skin Leonardo was not only an artist He was also a scientist and an engineer During his whole life he wrote in notebooks and made drawings of everything he saw around him He also made drawings of things he saw in his mind Leonardo kept many of his drawings a secret He did not want people to know about all of his ideas One reason was that he did not want people to use his ideas in a bad way such as for war Leonardo is important in the history of ight He kept a secret room in one of the places where he worked In this room he investigated the science of ight He studied how birds y and he used his ideas in his designs Leonardo did not construct a ying machine but he designed more than one One of his designs is for a helicopter This machine did not fly when Leonardo was alive but many years later people studied Leonardo s ideas to build the first ying machines After listening to the talk students can work together in small groups to literally compare notes on what they heard These groups can perform various functions including anticipating the teacher s questions about the talk preparing a summary of the talk forming questions about aspects of the content that were not clear etc Examples of ateacher s global questions about content Write answers to these questions What are two things that Da Vinci studied when he was a teenager Why is the Mona Lisa a special painting What work did Leonardo do in addition to painting Why is Leonardo important in the history of ight bOONA Examples of a teacher s questions about discrete language elements Write what you hear Leonardo started his own workshop when he was about 25 When he was fourteen he went to study art with a famous painter He moved to Milan in 1435 He designed buildings such as churches He knew more about art and design He studied science nature and people He investigated the science of ight This machine did not y when Leonardo was alive OONPVFnPFDNT Other 39 39 used in 39 activitie Interview Students can interview people outside the classroom on simple questions prepared with the help of the teacher This provides the students with an opportunity to use the language outside the classroom Games Games contribute to create a relaxed atmosphere and at the same time enable in a smooth acquisition of the language Games can be used to reinforce the concepts taught to provide variety in the classroom and to introduce healthy and friendly group competition Trips to Important Places At this level it is important for students to be familiar with the history and culture of the USA In Philadelphia there are several historical places which offer free trips for students Teachers can take the students to these places and as a class assignment have students talk about these trips Jazz chants and music Jazz chants and music provide exposure to students to natural intonation patterns and idiomatic expressions without a conscious drill They also enable the students to internalize vocabulary cultural appropriateness and the rhythm of the language F List of required and optional materials Before the revisions of the course texts used in English 071 emphasized the acquisition of listening and speaking skills needed for success in everyday situations such as small talk and service encounters Texts selected for this course should also emphasize preparation for listening and speaking in academic settings ESL faculty should continue to review and discuss appropriate beginninglevel academically oriented speaking and listening teaching material Textbooks Brown S and D Smith 2007 Active Listening 2 Cambridge University Press Chan Marsha 2005 EnglishforAcademic Success Oral Communication Book 1 Heinle Cengage Learning McCarthy M and F O Dell 2001 Basic Vocabulary in Use Cambridge University Press Tanka J and P Most 2007 Interactions 1 Listening and Speaking McGraw Hill Supplementary material for the course is described below 1 httpwww ninwa edn Macadtech 39 quot quot 39 frameset html This site gives explanations and examples of all English segments Students can hear examples of the sound and a word that contains the sound In order to use the site students should know a system for describing sounds in terms of points and manners of articulation that is students must begin to master articulatory phonetics This system is taught in some of our materials particularly for English 078 2 httpeltthomsoncomcgi quot products wpplf1dll mLn quot 39 quot number301ampnroduct isbn issnl4l30 06485ampsubject code This is the site for a previous edition of Grammar in Context a grammar textbook that is used in many ESL readingwriting courses The site includes audio material for the assessment of oral comprehension of some of the grammatical topics taught in English 071 Other useful sites include httn e In nm I FSSONSPRONUNCIPRONUNCIHTM and httpwww A f quot 39 nrg index html39 and httpeleastoncom The ESL program also maintains a web site of reviewed listening and speaking resources at http famlltv con 93 f quot 39 Prnnsites htm G Libra Resources and Bibliography All of the resources mentioned below are helpful for the faculty to properly prepare for and effectively teach this course English Department faculty have consulted with library faculty and upon approval of the course the library will request the following materials Byrd Patricia 2006 Essentials of Teaching Academic Vocabulary Boston Houghton Mif in Ellis R 1997 Second Language Acquisition Oxford Oxford University Press Gass S and L Selinker 2008 SecondLanguage Acquisition An Introductory Course Third Edition New York Routledge Kaufman D 2004 Curriculum Pedagogy and Teacher Preparation in Annual Review of Applied Linguistics 24 303319 Cambridge University Press Krashen S D and T D Terrell 1990 The Natural Approach Language Acquisition in the Classroom London Janus Book PubAlemany Press Murphy J 2006 Essentials of Teaching Oral Communication Boston Houghton Mif in The library also maintains links on its website which include resources for teachers and students in all skill areas httpwww cm edn vnacaffli39mau y 39 J htm esl Teachers of English 071 may consider a session of bibliographic instruction from Library faculty with an eye toward introducing students to the resources available Information about the library instruction including guidelines is available on the Library s website httpwwwccpeduvpacafflibrary I I In H nmnnter Literacv and T The courses in the ESL speaking and listening sequence make use of computer technology to enhance language learning However it is important to note that technology serves to supplement andor support the overarching language teaching goals of this course which are based on facetoface interaction ESL teachers use electronic media e g digital recordings connected to speaking and listening texts commercially produced multimedia programs as resources for English 071 Resources made available through these media include materials available from the College s Audio Visual department including those related to public speaking The Library provides access to digital material placed on reserve and accessible through the Library s computers Teachers also make use of video cameras video players audio players and other forms of technology to present material to students English 071 students make use of hardware and software on campus for playing and recording examples of speech Students also have oncampus access to the Internet by means of desktop computers equipped with sound capability Access to this technology is available in the Student Academic Computing Centers and in the Library In order to make use of this technology students should be provided with basic computer literacy suf cient for locating web sites selecting links and playing and audio les In addition some students use computer technology to produce and submit assignments to their teachers This includes producing digital audio les recording audio CDs and uploading digital recordings to sites available outside of the College Faculty receive support in the use of technology for teaching English 071 from the Department of Academic Computing A demonstration of an online supplementary course used in English 071 is available at httpwwwlongmanenglishinteractivecomhomehtml 1 Student Assessment The course components in Section C above Course Structure comprise the areas of competence to be assessed in the course Assessment of speaking and listening pro ciency in 071 depends on a variety of measures including inclass tests of global and discrete listening and both recorded and inclass speaking Student assessment begins during the rst week of the semester with a diagnostic listening test to gauge the level of the class and of the individual students Students speaking and listening comprehension is measured by their performance on oral or written discrete point listening tests and on their ability to capture the main points and 15 details of short talks In addition their ability to speak comprehensibly with minimally accurate grammar adequate pronunciation and adequate control of basic vocabulary will be demonstrated by graded inclass presentations and recordings of speech Students ability to use basic social language rules such as for greetings partings beginning and ending conversations giving advice agreeing and disagreeing giving directives and participating in academic service encounters will be measured through graded and ungraded classroom activities such as roleplaying and discussion Their comprehension in conversations with classmates teachers and other native speakers on both academic and everyday topics will be assessed through paraphrasing clari cation etc by oneonone interviews or examinations with the instructors as well as by teacher observation over the course of the semester It is reasonable for teachers to weigh the performance of students closer to the end of the semester differently from their performance at the beginning of the course Since students develop their ability in speaking and listening over time it is normal for students to perform better at the end of the course The key factor in making nal assessments is the level of ability at the end of the course and whether the student is prepared for the next course English 072 as re ected in their performance at the end of the semester There are three grades for the course P pass MP making progress and F failing In order to receive a passing P grade a student must have at least a passing grade on final in class or recorded talks and listening tests and must have a passing grade on the majority of the assigned work The grade of MP is given to students who do the work for the class but have not passed the final exams or reached the level of speaking and listening ability necessary for the next course English 072 as re ected in their graded work The grade of F is given to students who do not meet the attendance requirements or who do not complete the class assignments or tests Assessment Techniques Speaking Instructors use a variety of means for measuring speaking ability which may include interviews of students individually or in small groups asking students to look at a picture showing an event or scene and to describe the contents or action student presentations of a short speech or answers to questions provided by the teacher For evaluating the students39 competence in speaking one or more teachers who teach the same level should listen to the students39 presentation when this is practical This would enable the class teacher to make a more objective evaluation of the student s work Listening Instructors use a variety of means for measuring listening ability which may include student dictation of spoken language short answer tests of listening to discrete points on sound segments intonation grammatical endings vocabulary etc tests of global comprehension of short talks Exit Criteria In order to receive a P39 grade for the course students should be able to do the following Listening Students should be able to 0 demonstrate an understanding of the questions asked about different settings and purposes and respond appropriately using learned utterances to convey their ideas 0 listen to and comprehend short dialoguesnarratives and answer basic comprehension questions 0 reproduce in writing what the teacher dictates Speaking Students should be able to o produce simple sentences but may be in uenced by native language structure grammatical errors may be present without obscuring the meaning 0 produce sound stress and intonation patterns that are understandable with some effort on the part of the listener and appropriate to the situation though not always accurate 0 express most ideas although they may grope for the right words and express themselves with alternate vocabulary J Course Assessment ESL faculty members refer to the course documents every semester to guide syllabus construction and to generate assignments Syllabi and assignments are constructed and assessed using information contained in the current course documents Complete course reviews are carried out by faculty committees that review and revise each course every several years at least once every five years As part of this review process faculty complete annual course evaluations using an evaluation form designed for this purpose Questionnaires to be used for these assessments are found in Appendix Aquot Questionnaires used for assessment are found in Appendix A K Sample syllabus English 071 BR21 Spring 2010 215 7518000 englishccpedu Course Description This is a beginning listening and speaking English course for college students It is the first course in a series ofthree courses The purpose of this course is to help students to speak and understand English well enough to begin their work in academic courses In this course you will learn about English vocabulary rules for using language grammar and pronunciation What you will learn These are the skills you will learn and practice in this course Listening Skills 0 Understanding conversations about everyday life in school and work 0 Understanding short talks by a teacher Speaking Skills 0 Being part of conversations about everyday life in school and work 0 Being able to say sentences that English speakers can understand these are sentences that use basic English grammar the basic sounds of English and basic rules for using English in different settings Grammar also taught in English 091 Basic word order of sentences Questions and statements there is there are Past tense regular and irregular Present tenses simple and continuous Modals verbs can may will could would Negatives in verb tenses Adverbs of time Pronouns Singular and plural of nouns Prepositions of place and time Sound System 0 pronouncing and hearing the vowels and consonants of English 0 pronouncing and hearing stress and intonation patterns Rules for using language 0 speaking in a way that shows the difference between formal and informal situations and 18 differences in closeness with people Materials The textbook for the course is Interactions 1 Listening and Speaking McGraw Hill by Tanka and Most The Word by Word Picture Dictionary 2quot edition is also required In addition there is extra material for you to use on your own in the Learning Lab This includes Side By Side Interactive Level 1 You will use computers to work with extra the material for the course The following is a web site that contains listening material we will use in the course It is connected to a grammar textbook httpeltthomsoncomcgi quot products wpplfidM7N quot 39 quot number301ampnroduct isbn issnl4l3006485amps ubj ect code These are some of the web sites that you can use to practice on your own what you lea1n in this course 1 L I39 I nrg index html http www httpevaeastoncomprhomehtml Activities In this course you will practice using English to do practical tasks to listen to conversations and short talks and to participate in class discussions Speaking activities include o participating in small group and large group discussions working with classmates to practice speaking in class 0 preparing recordings you will hand in as homework assignments these recordings will be returned to you with oral or written comments on vocabulary grammar and pronunciation Listening activities include o listening to talks which include conversations and short lectures preparing for tests that are similar to these passages o listening to short talks given by your teacher in class and answering questions about these talks Other communication topics that we will study during the course 0 academic topics asking for and giving information about courses and programs schedules meeting with a teacher or a counselor o in the classroom asking the teacher to repeat explain and give examples explaining why one is late has no homework or was absent asking for permission to be absent leave early or submit an assignment late 0 getting people s attentioninterrupting 0 giving advice English 071 Course Description 19 S JonesSpring 2010 o agreeing and disagreeing 0 giving invitations and responding to invitations thanking people and accepting thanks giving compliments and replying to compliments congratulations apologizing Assignments and tests There are three required speaking assignments for the course You will receive a grade on each of these assignments and also feedback which will help you know about the areas where you need to improve There will also be a nal speaking assignment You are required to have a passing grade on that assignment in order to pass the course In addition there will be two listening tests during the semester and a nal listening exam You are required to pass the nal listening test in order to receive a passing grade for the course Class rules College rules require that you be dropped from the course if you miss more than two weeks worth of classes Recorded assignments will not be accepted after their due dates unless illness or other emergencies have kept you away from class During class all of us must follow basic English rules for having conversations This means that when the teacher or a class member is addressing the whole group other class members should not talk to each other It also means that students are required to act in a respectful way to each other and their teacher Rules for these matters are part of what we study in this course During tests class members may not speak to each other about any topic If there are questions about the test or if there are other problems you should speak to me If anyone has a disability that will affect your work in class you must contact the Center on Disability in Room M1 22 and at 215 751 8050 I will work with you to accommodate your needs Grades There are three grades for the course P pass MP making progress and F failing In order to receive a passing P grade you will need to attend and participate in class complete all of the speaking and listening assignments for the course and have a passing grade on your nal listening exam Your grades on speaking assignments are also part of your nal grade You must have a passing grade on a majority of your graded assignments in order to pass the course The grade of MP making progress is given to students who do the work for the class but do not pass the nal speaking exam or do not have passing grades on a majority of graded assignments The grade of F is given to students who do not meet the attendance requirements or who do not complete the class assignments or tests Of ce hours I am available to meet students to review assignments or to discuss any other topic during my of ce hours My of ce hours are MWF from 830 to 1000 and TTh from 1100 to 1200 Ifthese times are not good for you we can try to arrange other times that are better English 071 Course Description 20 S JonesSpring 2010 Appendix A COURSE EVALUATION QUESTIONNAIRE for STUDENTS COMMUNITY COLLEGE OF PHILADELPHIA Semester Course Year A Please provide your input to help improve this course Answer the following questions completely and fairly This is an evaluation of the course not the instructor Indicate your response by placing a check mark in the appropriate box for items 16 and circle a response for items 79 you were COUISC was 00 many 00 many 9 The number of testsquizzesexams in the B Please provide other comments or suggestions Continue on the back of this page if you wish 1 What did you like most about this course 2 What did you like least about this course 3 What changes would you like to see to improve the effectiveness of this course 4 Would you recommend this course to other students Why or why not English 071 Course Description 21 S JonesSpring 2010 Course Evaluation Questionnaire for Faculty Course Number and Title Course Instructor Semester Year Course Design 1 The prerequisites for this course are adequate Yes No Ifno please explain 2 The number of topics and pacing in this course are adequate for students to learn the subject matter Yes No If no please suggest a more suitable amount of time and the rationale for it 3 Students39 interest in the material is stimulated by the content and structure of the course Yes No Ifno please comment 4 Uptodate information relevant to this course s content have been incorporated into the course Yes No Please identify new content added and how it was incorporated English 071 Course Description 22 S JonesSpring 2010 5 The amount of work required for students in this course is appropriate for the credit earned Yes No If no please make suggestions 6 The teaching methods used in this course include Check all appropriate responses Lecture Discussion Audiovisual Presentations Case Studies Field Experience Service Learning Review Questions Other Please describe 7 The evaluation methods used to assess student learning in this course include Exams Quizzes Review Questions Journals Writing Assignments Research Papers or Projects Comprehensive Final Exam Other Please explain other types of assessment used 8 This course as described in the course syllabus provides adequate and appropriate activities to promote student learning Yes No If no make any suggestions you may have for improving andor enhancing student activities 9 The types of test questions used in this course are Essay Short Answer Multiple Choice TrueFalse Takehome Other please list 10 Testing in this course adequately measures the course performance objectives English 071 Course Description 23 S JonesSpring 2010 Yes No If no please state how they can better measure performance objectives 11 The level of the assigned readings and textbook is appropriate for this course Yes No Ifno please explain 12 The instructional materials including AV media etc for this course are varied upto date readily available and in sufficient quantity to support good quality instruction Yes No If no please make suggestions for improvement Course Reference Materials 13 There are adequate reference materials for student use in this course Yes No If no add suggestions Student quot and Performance 14 Most students who start the course finish it successfully Yes No If no please add suggestions for student retention 15 Student enthusiasm for learning in this class has been Very high High Average Low Very low e Comments English 071 Course Description 24 S JonesSpring 2010 16 For students who have not been successful in completing the course the strategies that were implemented to try to assist the student to achieve success in the course included Academic Conference Referral to Learning Lab Referral to Counselor Referral to Peer Tutor Supplemental Assignments Study Group Other Please specify General Questions 17 I would rate the overall value of this course to the students as Low High 0 l 2 3 4 5 Comments 18 What benefits or strengths have been identified by students completing this course l9 What other suggestions do you have for improving this course English 071 Course Description 25 S JonesSpring 2010