Lower Intermediate Listening and Speaking for Students of English as a Second Language
This course is not active. Please contact Department Chair for more information.
To follow conversations and discussions, informal reports and talks, and instructions
- Use pre-listening techniques to prepare for a listening task
- Identify topic, overall key idea, and main ideas
- Use active listening strategies
- Refer to pre-listening materials and use context clues (e.g., definitions, examples) to determine meanings of unfamiliar words and phrases.
- Record information
- Use appropriate course technology to complete assignments.
To listen for discrete items
- Listen for specific information (e.g., names, phone numbers, dates)
- Listen for specific pronunciation elements (word stress, sentence/question stress, linking, phrasing)
- Write from dictation
To participate in conversations and discussions
- Listen and contribute actively
- Use language functions, including the following:
- ask for information
- describe, and narrate
- explain and clarify
- express interests and preferences
- request/offer advice, suggestions, or assistance
- request/give permission
- express thanks
- express apologies
- express compliments
- Use gambits (short expressions used to open, close and extend conversation)
- Prepare and give informal reports and talks
- Prepare information
- Prepare outline
- Organize ideas logically
- Use effective eye contact, body language and vocal delivery
- Use pronunciation elements appropriately (word stress, sentence/question stress, linking, phrasing)
- Recognize their own influence within interpersonal communicationi.
- Identify effective and ineffective communication.
- Manage communication anxiety effectively.
Reading and Writing
To prepare for, support, and extend listening and speaking
- Follow written assignment instructions
- Recognize topic, main ideas, key details
- Follow sequences of information and ideas
- Use simple context clues, (e.g., definitions)
- Write notes, messages, short reports and complete forms and assignments.
- Use notes for speaking tasks (e.g., informal presentations)
Accuracy (oral and written)
For explicit instruction and evaluation
- Tenses: simple present, simple past, present continuous, simple future
- Time markers and phrases
- Place prepositions
- Modals used for polite questions, requests, permission and ability
- Numbers – cardinals and ordinals
- Basic word stress, sentence/question stress, linking and phrasing
- Question formation
- Word order
Take responsibility for the following:
- attendance and punctuality
- class work and assignments
- participation and teamwork
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.
- Complete assigned skill development tasks. These could include:
- dictations and dictocomps (retelling of a story)
- speaking tapes and/or videos (e.g., responses to instructor questions; monologues)
- activities in pronunciation elements
- journal entries and/or contact assignment worksheets
- Identify topic, main idea, details in conversations, reports, talks, and instructions
- Participate in pair, group, and class conversation and discussion activities.
- Complete listening and notetaking activities. These could include:
- listening to pre-recorded telephone messages for key information
- listening to weather reports; note details
- Complete listening and speaking activities. These could include:
- leaving telephone messages (name and number)
- conducting telephone conversations with classmates
- obtaining simple information about College resources or procedures by phone or in person (e.g., hours of operation)
- interviewing a College student
- obtaining information about community center activities by phone or in person
- interviewing a member of the community (e.g., a neighbour, teacher, or church member)
- Plan and carry out at least one partner/group project. These could include:
- planning a trip
- planning a party
- making a video
- Give at least two short talks to a small group or instructor. These could:
- a talk about a favourite object or pastime
- a report about an event
- an explanation about how to do something (e.g., register on-line) or use something (e.g., a video camera)
- a set of map directions
- a story or a joke
- a summary of a TV show or a movie
- Complete oral and written tasks to a specified level of accuracy
- Complete quizzes both content and skill 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.
Extend fluency and confidence in communicating for a range of personal, educational and/or employment purposes.
- Understand topic, main ideas and key details in simple contexts (e.g., conversations and discussions, informal reports and talks, instructional situations)
- Communicate adequately in simple contexts (as above) in culturally-appropriate ways, on relevant and practical topics using appropriate language functions
- Speak comprehensibly but with some hesitations and 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 listening and speaking skills
- Monitor and apply strategies to a specified level of accuracy in grammar, sentence structure, word choice, and pronunciation elements.
- Assess progress
- Participate effectively in a college classroom
- Develop awareness of differences in interaction within personal, social and cultural activities.
- Demonstrate self-awareness in group situations.
- Recognize how personal rights and social responsibilities affect occupational and personal life.
Students may be required to purchase textbooks and/or audio materials
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for EASL 0150|
|There are no applicable transfer credits for this course.|