PERALTA COMMUNITY COLLEGE DISTRICT COURSE OUTLINE
COLLEGE: Alameda, Laney, Merritt, Vista TERM COURSE TO BE OFFERED: Spring 2004
Peralta ESL Advisory Council/Anne Agard 5/13/04 ORIGINATOR: DATE:
DIVISION/DEPARTMENT: Division I/English as a Second Language
1. REQUESTED CREDIT CLASSIFICATION (check one only): Degree Credit [ X ] Non-Degree Credit [ ] Non-Credit [ ] Community Service (Fee-Based) [ ] Not-for-Credit (Contract Ed.) [ ]
2. DEPT/COURSE NO: 3. COURSE TITLE: ESL 200B Speaking 4
4. COURSE: NEW [ ] REVISION/SUBSTANTIVE CHANGE [ ] UPDATE ONLY [ X ] TOP NO: 4930.81
5. UNITS: 5 HRS/WK LEC: 5 HRS/WK LAB:
6. COURSE LENGTH: SEMESTER: [ X ] SHORT-TERM: [ ] Short-Term No. of Weeks: [ ] Short-Term No. of Lecture Hrs: [ ] Short-Term No. of Lab Hrs: [ ]
7. NO. OF TIMES OFFERED AS SELECTED TOPIC: [ ] AVERAGE ENROLLMENT: [ ]
8. JUSTIFICATION FOR COURSE: This course is designed for learners of English as a second language whose oral competence is at the high- intermediate level. It provides practice in listening to and speaking English at the high-intermediate level. It is designed to improve communication skills in order to meet the requirements of college-level courses.
9. COURSE/CATALOG DESCRIPTION: High intermediate level of speaking: Emphasis on grammar skills to improve fluency and accuracy in American English.
10. OTHER CATALOG INFORMATION: a. Modular: Yes [ ] No [ X ] If yes, how many modules: [ ] b. Open entry/open exit: Yes [ ] No [ X ] c. Grading policy: (1) Credit/No-credit [ ] (2) Letter grade only [ ] (3) Both letter grade or credit/no-credit [ X ] d. Eligible for credit by exam: Yes [ ] No [ X ] e. Repeatable according to state guidelines: Yes [ ] No [ X ] If yes, number of allowable repeats: [ ] f. Required for degree/certificate: Yes [ ] No [ X ] If yes, specify degree/certificate:
g. Part of a sequence of courses: Yes [ X ] No [ ] h. Are there prerequisites/corequisites/recommended preparation for this course? Yes [ X ] No [ ] If yes, pages 5 and 6 must be completed.
Form G-1 (4/96 ver., rev. 11/99) Page 1 COURSE OUTLINE
DEPARTMENT/NUMBER/TITLE: ESL 200B, Speaking 4
11. LIST STUDENT PERFORMANCE OBJECTIVES (EXIT SKILLS): (Objectives must define the exit skills required of students and include criteria identified in Items 12, 14, and 15 - critical thinking, essay writing, problem solving, written/verbal communications, computational skills, working with others, workplace needs, SCANS competencies, all aspects of the industry, etc.)(See SCANS/All Aspects of Industry Worksheet.) Students will be able to do the following at a high intermediate level: A. Speaking 1. Participate in class and group discussions, and engage in extended discourse. 2. Participate in conversations using successful communication strategies. 3. Compose and deliver brief (5-minute) oral presentations. 4. Demonstrate control of pronunciation and intonation patterns of English. B. Listening 1. Demonstrate comprehension of the content of student presentations. 2. Demonstrate comprehension of English conversation in basic academic contexts. 3. Demonstrate awareness of cultural norms in business, academic and social settings. 4. Employ listening strategies such as predicting, guessing meaning from context, asking questions and identifying topic change signals. (continued on page 2a)
12. COURSE CONTENT: (List major topics in sequence; address objectives listed in #11 above. Degree applicable course must be taught at college level; see definition. List percent of time spent on each topic. Also, differ- entiate content of each level, when levels are assigned.) List Percents A. Speaking 45% 1. Linguistic functions: Asking for and giving directions Starting, continuing and ending a conversation Understanding and using interjections Asking for/giving clarification (saying something a different way) Formal and informal forms for expressing opinions, agreement and disagreement Identifying yourself on the phone Nonverbal communication Taking turns Expressing opinions 2. Communicative activities: Interviews with classmates and native speakers Information gap exercises Role plays and simulations Problem-solving activities 3. Oral presentations (5 minutes): Creating surveys and interview plans Gathering information Organization and development Outlining Delivery skills such as emphasis/reduction, explaining new words, and making eye contact Creation and use of note cards and visual aids Peer evaluation 4. Pronunciation drill and practice: Sounds Intonation Stress Reduction (continued on page 2a)
Form G-1 (4/96 ver., rev. 11/99) Page 2 COURSE OUTLINE
DEPARTMENT/NUMBER/TITLE: ESL 200B, Speaking 4
13. METHODS OF INSTRUCTION: (List methods used to present course content.)
1. Oral and written practice of new structures 2. Drills to reinforce sentence and intonation patterns 3. Practice of communicative functions 4. Listening comprehension exercises 5. Dictation 6. Note-taking exercises 7. Cooperative learning activities 8. Role plays 9. Information gap exercises 10. Oral presentations 11. Contact assignments 12. Other recognized ESL methods and techniques 14. ASSIGNMENTS: [ 10 ] hours/week. (List all assignments, including library assignments. Requires two (2) hours of independent work outside of class for each unit/weekly lecture hour. Outside assignments are not required for lab-only courses, although they can be given.)
1. Taped listening comprehension exercises 2. Vocabulary practice 3. Creation and practice of dialogues 4. Reading comprehension exercises 5. Written exercises reinforcing in-class work 6. 5-minute oral presentations 7. Contact assignments 8. Audio journals
ASSIGNMENTS ARE: (Check one. See definition of college level.) [ X ] College level [ ] Not college level
15. STUDENT ASSESSMENT (Grades are based on): (Check as many boxes as are applicable. Note: For degree credit, AT LEAST ONE of the first three boxes must be checked. If "ESSAY" is not checked, please explain why here.) Focus of the class is on oral language production, listening comprehension and interpersonal communication.
[ ] ESSAY (Includes "blue book" exams and any written assignment of sufficient length and complexity to require students to select and organize ideas, to explain and support the ideas, and to demonstrate critical thinking skills.)
[ ] COMPUTATION SKILLS
[ X ] NON-COMPUTATIONAL PROBLEM SOLVING (Critical thinking should be demonstrated by solving unfamiliar problems via various strategies.)
[ X ] SKILL DEMONSTRATION
[ X ] MULTIPLE CHOICE
[ X ] OTHER (Describe.) Sentence completion and sentence transformation. Short paragraphs using the grammar points covered.
Form G-1 (4/96 ver., rev. 11/99) Page 3 COURSE OUTLINE
DEPARTMENT/NUMBER/TITLE: ESL 200B, Speaking 4
16. TEXTS, READINGS, AND MATERIALS:
A. List author, title, publisher, edition, and date of publication of representative texts and other materials.
Pamela Hartmann and Laurie Blass, Quest: Listening and Speaking in the Academic World, Book 1, McGraw- Hill, 2000.
B. Additional Resources:
1. Library/LRC Materials and Services:
The instructor, in consultation with a librarian, has reviewed the materials and services of the College Library/LRC in the subject areas related to the proposed new course.
Are print materials adequate? Yes [ ] No [ ] Are nonprint materials adequate? Yes [ ] No [ ] Are electronic/online resources available? Yes [ ] No [ ] Are services adequate? Yes [ ] No [ ]
Specific materials and/or services needed have been identified and discussed. Librarian comments:
Librarian (Signature) Date:
2. Other Resources: Identify types, location, and availability of other resources and materials required for this course.
C. Readings listed in A and B above are: (Check one. See definition of college level.) [ X ] Primarily college level. [ ] NOT primarily college level.
17. Designate occupational code (check ONE only): [ ] A: Apprenticeship course [ ] B: Advanced occupational [ ] C: Clearly occupational [ ] D: Possibly occupational (preparatory; introductory) [ X ] E: Non-occupational liberal arts or course in an occupational department recommended for non-majors
Form G-1 (4/96 ver., rev. 11/99) Page 4 COURSE OUTLINE
DEPARTMENT/NUMBER/TITLE: ESL 200B, Speaking 4
18. PREREQUISITES, COREQUISITES, AND ADVISORIES ON ENROLLMENT: (Any entry here requires completion of page 6 also. List specific Peralta course(s) by department and course number. The limit in the Peralta District is 4 "AND" and 4 "OR" statements for each prerequisite or corequisite. Do NOT print this page if there is no prerequisite/corequisite or recommended preparation.)
Prerequisites:
ESL 200A Appropriate placement through multiple-measures assessment and:
or or or or and:
or or or or and:
or or or or
and: or or or or
Corequisites:
or or or or and:
or or or or and:
or or or or
and: or or or or
and: or or or or
Recommended Preparation:
Program Requirement: Is program acceptance required: Yes [ ] No [ X ] Limit on program enrollment: Yes [ ] No [ X ] Maximum enrollment: [ ]
Form G-1 (4/96 ver., rev. 11/99) Page 5 COURSE OUTLINE
DEPARTMENT/NUMBER/TITLE: ESL 200B, Speaking 4
NOTE: Complete a SEPARATE page 6 for EACH prerequisite or corequisite or recommended preparation (number the pages as 6a, 6b, 6c, etc. (Do NOT print these pages if there is no prerequisite/corequisite or recommended preparation.)
19. This page applies to a: Prerequisite [ X ] Corequisite [ ] Recommended Preparation [ ] List the specific prerequisite or corequisite: ESL 200A or appropriate placement through multiple-measures assessment
List the specific recommended preparation:
20. Are subject course and pre/corequisite: Sequential [ X ] Adjunctive [ ] (If checked, omit responses to Items #22 and #23 below.) 21. ENTRY SKILLS: (In the following space, list the course content/entry skills required of the pre/corequisite or recommended preparation, i.e., list what the student needs to learn in the pre/corequisite or recommended preparation course that constitutes the entry skills of the subject course of this outline.) Students should be able to: A. Speaking 1. Participate in class and group discussions, with an emerging ability to engage in extended discourse. 2. Participate in conversations using successful communication strategies. 3. Compose and deliver brief oral presentations.. 4. Demonstrate continued development toward control of pronunciation and intonation patterns of English. B. Listening 1. Demonstrate comprehension of the content of presentations. 2. Demonstrate comprehension of English conversation in familiar contexts. 3. Demonstrate awareness of cultural information in business and social settings. 4. Take dictation of connected discourse. C. Grammar 1. In oral context, comprehend and produce sentences using the simple past, past continuous and time clauses. 2. Understand and produce simple and compound sentences using present perfect and present perfect continuous. 3. Understand and use all present/future modals and modal-related expressions 4. Use gerunds and infinitives appropriately: as subjects and objects, after certain verbs, adjectives and prepositions, and with "used to" and "be used to". 5. Use direct and indirect objects in all sentence patterns. (continued on page 2a)
22. CSU/UC CAMPUSES: (Identify in the table below three CSU/UC campuses which require an equivalent pre/ corequisite for a course equivalent to the subject course of this outline. Also state in the table the corresponding course department and numbers for the identified campuses. This is one way to validate a pre/corequisite, but it is not the only way and therefore it is not mandatory to complete this table.) CSU/UC Campus Course Dept/No. Pre/Corequisite No. 1 2 3 23. COMMUNICATIONS, COMPUTATIONAL, NON-SEQUENTIAL PRE/COREQUISITE: (In the following space, explain how the need for the pre/corequisite was validated.)
Form G-1 (4/96 ver., rev. 11/99) Page 6a COURSE OUTLINE
DEPARTMENT/NUMBER/TITLE: ESL 200B, Speaking 4
SUPPLEMENTAL PAGE
Use only if additional space is needed. (Type the item number which is to be continued, followed by "continued." Show the page number in the blank at the bottom of the page. If the item being continued is on page 2 of the outline, the first supplemental page will be "2a." If additional supplemental pages are required for page 2, they are to be numbered as 2b, 2c, etc.)
Item #11, Student Performance Objectives, continued:
C. Grammar 1. Produce and demonstrate understanding of simple, compound and complex sentences, using appropriate verb tenses. 2. Produce and understand question forms, including embedded questions, tag questions, negative questions and polite requests. 3. Use and demonstrate understanding of appropriate sentence patterns, word order and word forms. 4. Use and demonstrate understanding of passive voice. D. Learning Strategies 1. Demonstrate basic critical thinking skills through debate, peer evaluation and discussion. 2, Demonstrate effective group and pair work skills. 3. Demonstrate effective test-taking skills. 4. Demonstrate effective note-taking skills.
Item #12, Course Content, continued:
B. Academic listening comprehension 30% Audiotaped and videotaped discourse Dictation and cloze exercises Note-taking Identification and restatement of main ideas and factual information from listening activities Listening for examples, reasons, details and explanations Academic vocabulary C. Grammar 10% Verb tenses Question forms, including embedded questions, tag questions, negative questions and polite requests Modals and modal-related expressions Word order and word forms in all sentence patterns Passive voice D. Learning strategies and academic skills 15% Test-taking skills Self and peer evaluation Guessing meaning from context and structure clues Activating schema to prepare for listening
Item #21, Entry Skills, continued:
D. Learning Strategies 1. Use basic strategies for obtaining clarification in classrooms and elsewhere. 2. Use basic test-taking skills. 3. Use basic group and pair work skills. 4. Employ basic strategies to identify and select key information from content, and make simple inferences.
Form G-1 (4/96 ver., rev. 11/99) Page 2a