Discussing Global Issues for English Language Learners
Throughout the process of preparing for a range of college assignments, students will receive instruction in skills and strategies in the following areas:
1.Planning a Presentation
- Conduct basic research using library databases to find credible, reliable sources about problems, solutions to, and differing perspectives on one or more global issues such as environmental issues, economic disparity, food production and distribution, and issues in health care.
- Outline main ideas and supporting arguments from spoken and written texts (such as interviews, oral reports, videos, presentations, lectures, articles, and graphic texts) about problems, solutions to, and differing perspectives on one or more global issues.
- Prepare questions for follow-up discussion.
- Prepare a detailed, well-organized presentation outline using ideas and information gathered in the spoken and written texts.
- Prepare clear, well-organized note cards from the outline.
- Prepare presentation visuals such as models, formulas, graphs, tables, or other schematics, using appropriate citations.
2.Delivering a Presentation
- Use note cards effectively while presenting.
- Demonstrate some critical thinking and analysis of information based on spoken and written texts.
- Produce speech with the level of accuracy (both in grammar and pronunciation) that will ensure meaningful communication.
- Use appropriate tone and register, depending on the level of formality of the situation.
- Use appropriate eye contact, body language, volume and rate of speech.
3.Participating in Discussions
- Lead and participate in paired and group discussions by listening carefully, responding appropriately, actively contributing ideas, asking questions, holding the floor as appropriate, and encouraging others to participate.
- Interrupt appropriately
Language functions and related grammar
- Express and qualify opinions or concerns.
- Identify problems and recommend solutions.
- Indicate opposition or support for a position.
- Support opinions with research findings using reporting verbs, phrases, and clauses.
- Correctly pronounce new vocabulary with appropriate syllable stress.
- Recognize focus words and pronounce them with stronger stress in fluent, connected speech.
- Divide sentences into thought groups and pronounce them with the correct intonation.
Take responsibility for:
- Attendance and punctuality
- Class work and assignments
- Participation and teamwork
Use common software to communicate and to complete information management tasks such as word processing assignments, sending emails, or signing in to an online learning management system.
Some or all of the following methods will be used:
- whole-class instruction
- large- and small-group discussion
- pair work on tasks
- computer-assisted learning
- instructor feedback
- revision of submitted work
- independent research
Student achievement will be measured using formative assessment tools and the mastery system in accordance with the Douglas College Evaluation Policy. Students will receive ongoing feedback from the instructor throughout the course. Evaluation will be based on learning outcomes and course content. Mastery will be granted to students who achieve an average of at least 70% on the items listed below. Evaluation will include, but need not be limited to, the following tasks:
-A collection of tasks demonstrating effective presentation skills (such as body language, rapport with the audience, and pronunciation) and showing attention to instructor and peer feedback.
-A collection of speaking tasks demonstating a high level of discussion skills, such as preparing by reading about the topic, participating effectively in pair and group discussions, responding appropriately, and encouraging others to participate.
-At least 1 project of 6-7 minutes in length per student. Students will demonstrate understanding of problems and solutions associated with a global issue, showing different perspectives of the issue and communicating meaning effectively and intelligibly. Projects may be connected to experiential learning activities. Possible projects might be:
- A panel presentation
- A talk show
- A primary research survey project
-At least 2 in-class speaking assessments to demonstrate mastery of skills, language functions, and pronunciation elements (such as an in-class recording of a short report using reported speech or a short speech demonstrating the use of note cards or appropriate body language).
-A complete record of weekly experiential tasks such as completion of assignments before, during and after the activities (setting goals, taking notes, or writing a reflective paragraph) and proof of attendance at all activities. Experiential activities may include leading cultural sharing sessions with lower-level ELLA classes.
-At least 1 self-assessment of learning strategies, progress, and study skills (to be discussed with the instructor.)
Sample grade breakdown:
Presentation skills worth up to 10% (total)
Discussion skills worth up to 10% (total)
Project worth up to 25%
In-class speaking assessments worth up to 20% (total)
Experiential tasks worth 10% (total)
Participation worth up to 15%
Self-assessment worth up to 10%
By the end of this course, successful students will
Listening and Speaking Skills
1. Prepare for and participate in a group presentation for 6-7 minutes per student, to describe problems and solutions associated with a global issue.
2. Use spoken texts of up to 20 minutes in length and written texts of up to 4 pages in length as sources for project preparation.
3. Participate effectively in one-to-one and group discussions about various global issues, giving detailed information, expressing and qualifying opinions or concerns, proposing or recommending solutions and options, and indicating opposition or support for a position.
4. Access, locate and evaluate information from online and print reference sources.
5. Complete assigned experiential tasks to a required level of mastery.
6. Monitor and apply strategies of accuracy in grammar, sentence structure, language functions, and pronunciation.
1. Assess own progress.
2. Participate effectively in a college classroom.
Students may be required to purchase one or more of the following materials:
- lab software
- a dictionary such as Longman Dictionary of Contemporary English
- textbooks at the CEFR B2+ level such as Pearson Speech Communication Made Simple Level 2 or Cengage National Geographic Learning Life 5.
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 ELLA 0310|
|There are no applicable transfer credits for this course.|