Course
Discontinued
Yes
Course Code
EASL 0255
Descriptive
Upper Intermediate Conversation for Students of English as a Second Language
Department
English as a Second Language
Faculty
Language, Literature & Performing Arts
Credits
3.00
Start Date
End Term
201520
PLAR
No
Semester Length
15 weeks
Max Class Size
20
Contact Hours
4 hours per week
Method(s) Of Instruction
Seminar
Learning Activities
The instructor will facilitate, observe and evaluate students’ participation in communicative activities. Whole and small group instruction will be combined with individual assistance and student-directed learning. Students will participate in the setting of goals by identifying their communicative and language development needs, and will participate in the selection of learning activities.
Course Description
This course is the second level of a series designed for students who wish to upgrade their conversational skills in order to continue their education or improve their employment opportunities. Exercises will help students communicate appropriately in a variety of settings. The emphasis will be on participating in longer conversations, and communicating in non-routine situations. Some classroom speaking skills, such as making short, informal presentations and participating in discussions, will also be introduced. Through these activities, students will continue to develop language skills.
Course Content
Listening
To follow conversations and discussions, informal reports and talks, and instructions including the use of appropriate course technology.
Speaking
To participate in conversations and discussions
- Listen and contribute actively
- Use language functions including all 100 level functions and the following:
- introduce a topic; change topic
- interrupt
- request/give an opinion
- agree and disagree
- clarify/restate
- Use gambits (short expressions used to open, close and extend conversation)
- Conduct interviews and surveys on topics comparing cultural beliefs and practices, and complete the following process:
- prepare questions
- take notes
- summarize/report on notes
- Use pronunciation elements appropriately (final sounds, reductions, voice tone and melody)
To prepare and give informal reports and talks
Impromptu talks
- Talks on spontaneous topics and under timed conditions
Prepared talks on academic topics/surveys or interview data
- Prepare information
- Prepare outline
- Organize information and ideas according to assignment framework
- Prepare/explain information in simple graphs, charts and tables to class members
- Use effective eye contact, body language, and vocal delivery
Reading and Writing
To prepare for, support, and extend listening and speaking
- Follow written assignment instructions
- Use pre-reading techniques
- Recognize purpose and/or issue, overall key idea, main ideas, and key details
- Follow sequences of information and ideas
- Use context clues to determine meanings of unfamiliar words
- Use readings as background material in speaking tasks
- Write reflectively
- Write notes, outlines, interview questions and answers, reports and summaries
- Use written materials in speaking tasks (e.g., informal reports).
Accuracy
For explicit instruction and evaluation
- All accuracy items specified for level 100
- Tenses: all 100 level tenses and past continuous and present perfect
- Time markers and phrases
- Modals expressing necessity, advice, obligation and possibility
- Subject-verb agreement
- Count/non-count nouns
- Pronunciation elements
- All pronunciation elements from 100 level
- Final sounds, reductions, voice tone and melody
- Word order
Classroom Skills
Take responsibility for the following:
- attendance and punctuality
- class work and assignments
- participation and teamwork
- Group work – take turns as leader, reader, recorder and group presenter
Learning Outcomes
Specific Objectives
- Understand the topic, main ideas, and key details in moderately demanding contexts (e.g., conversations and discussions, informal reports and talks, instructional situations) on relevant but sometimes unfamiliar topics
- Communicate effectively in moderately demanding contexts (as above) in culturally-appropriate ways, on relevant but sometimes unfamiliar topics using appropriate language functions
- Speak comprehensibly in familiar contexts with some self-correction and rephrasing, but with some global errors in language use
- Read to prepare for, support, and extend listening and speaking skills and expand vocabulary
- Write with a specified level of accuracy to extend speaking and listening skills
- Monitor and apply strategies to a specified level of accuracy in grammar, sentence structure, word choice, and pronunciation
- Assess progress
- Participate effectively in a college classroom
Means of Assessment
- Complete assigned skill development tasks. These should include:
- Dictations, transcriptions, and dictocomps (retelling of a story)
- Speaking tapes and/or videos (e.g., impromptu and prepared monologues and conversations)
- Activities in pronunciation elements
- Identify topic, main ideas and details in conversations and presentations
- Participate in pair, group, and class conversations and discussion activities
- Complete speaking activities. These could include:
- leaving telephone messages (name, number and message) with instructor
- participating in role plays (e.g. a telephone conversation)
- participating in a prepared dialogue situation (e.g. with a landlord about a problem)
- Complete at least three listening and speaking assignments. These could include:
- investigating College resources (e.g. library)
- interviewing a faculty or staff member about a course or program in EASL
- obtaining detailed information about a procedure or event by phone
- participating by telephone in a chain or jigsaw message activity
- interviewing a member of the community (e.g. a church member, a neighbor)
- Give at least one short (3-5 minutes) prepared presentation/talk to a small group or instructor
- Give at least one short impromptu talk to a small group on a course topic or an issue
- Plan and carry out at least one partner/group project. Some examples include:
- creating a tips sheet for new EASL students (e.g. tips on registration)
- designing a poster for a poster session
- creating a display
- participating in a drama project
- describing a cultural value or custom
- Complete oral and written tasks to a specified level of language use accuracy
- Complete quizzes, both skill based and content based
- Complete at least one self-assessment of learning strategies, progress, and classroom skills to be discussed with the instructor
This is a Mastery Graded course.
Textbook Materials
Students may be required to purchase textbooks and/or audio materials.
Corequisites
EASL 0245 recommended