Comprehend information presented in academic lectures (up to about 20 minutes in length).
Follow conversations, discussions, or reports on topics that are generally familiar, about general knowledge, or related to specialized or college-related issues.
Listen for discrete items.
Use study skills.
Give presentations (of up to 20 minutes, on topics which are familiar, concrete, or abstract) to describe and explain structures, systems or processes based on research.
Participate in conversations, discussions and interviews.
- Listen and actively contribute.
- Use appropriate language functions and gambits (short expressions used to open, close and extend conversation).
- Use functions appropriately for expressing possibility, speculating, and critiquing.
- Describe problems, clarify details (with diplomacy if necessary), indicate possible options or solutions, give reasons.
- Ask relevant questions to gather, share, analyze and compare information.
- Summarize information and ideas to clarify and expand understanding.
- Express and qualify opinions, feelings, doubts and concerns.
- Appropriately oppose or support a stand or solution.
- Ask follow-up questions to keep the conversation going.
- Encourage others to participate.
- Hold the floor, interrupt appropriately, and resume after an interruption.
- Give instructions for group tasks.
- Assign responsibilities.
- Use gambits to effectively maintain discussion.
- Ask follow-up questions, manage turn-taking to keep the conversation going.
- Encourage others to participate.
- Hold the floor, share the floor, draw others out and thank them for their contribution and information.
- Keep group on task.
- Introduce guests or speakers appropriately.
- Prepare questions.
- Explain purpose.
- Ask/clarify questions.
- Take notes.
- Synthesize/summarize notes.
Give instructions or directions.
Give impromptu talks on spontaneous topics and under timed conditions.
Participate in brief professional phone calls.
In the above tasks, use appropriate pronunciation elements such as individual sounds, word/sentence stress, intonation, rhythm.
Reading and Writing
To prepare for, support, and extend listening and speaking.
1. Grammar and Sentence Structure
Self-monitor for accuracy:
Take responsibility for the following:
Use common software to communicate and to complete information management tasks such as to word process assignments, send emails, or sign into myDouglas or Blackboard.
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.
Student achievement will be assessed using the mastery system in accordance with College policy. Evaluation will be based on CLB and instructor specified criteria. Mastery will be granted to students who achieve an average of 70% on the following portfolio items for both listening and speaking. For final evaluation at the end of term, student portfolios will contain at least six listening tasks and six speaking tasks; some tasks may be a combination of both skills.
Evaluation will include, but need not be limited to, the following tasks.
Complete at least two listening and note-taking tasks in class. These may include listening to a video or audio lecture, interview, documentary, or speech (up to 20 minutes in length). Assessment criteria may include, but are not limited to, the ability to:
Complete at least one listening and note-taking project (individual or group). This may include attending/taking notes on a class lecture at Douglas College or a community presentation, listening to/taking notes on an interview, or attending a play or other cultural event and completing a follow-up task. Assessment criteria may include, but are not limited to, the ability to:
Listen to and understand at least one set of complex multistep directions or instructions (12+ steps). These may include listening to instructions from an instructor about an assignment or using Blackboard/MyDouglas, instructions about registering for a new course, or instructions from a classmate. Assessment criteria may include, but are not limited to, the ability to:
Listen to and understand at least two recorded conversations between several people on a general or study-related topic. Assessment criteria may include, but are not limited to, the ability to:
Give at least one formal individual presentation (up to 20 minutes) based on research that describes/explains a structure, system, or process. Sample presentation topics could be the college appeal process, legal system, or election process. Assessment criteria may include, but are not limited to, the ability to:
Give at least one formal report/summary/proposal to propose or recommend solutions to a problem. This may include reporting on/summarizing a current event or recent trend and offering solutions, proposing an extension for a class assignment, or explaining a problem with a service or procedure at the college and offering solutions. Assessment criteria may include, but are not limited to, the ability to:
Participate in at least one formal discussion about a controversial issue. Assessment criteria may include, but are not limited to, the ability to:
Give at least one set of complex instructions for a technical or non-technical task, procedure, or process. Sample assessment tasks could be to give detailed, multistep instructions to a student on how to write a reference page for a report, appeal a grade, or apply for Canadian citizenship. Assessment criteria may include, but are not limited to, the ability to:
Participate in at least one conversation including less routine social communication such as expressing and responding to empathy, clarifying a conflict, and providing reassurance. A sample assessment task could include a role-play in which a student helps a classmate who is going through a difficult time (family illness, relationship difficulties, financial stress, academic trouble, etc.) or a role-play to resolve conflicts between class project members. Assessment criteria may include, but are not limited to, the ability to:
Participate in at least one brief professional phone call. Sample assessment tasks could include speaking with a classmate/team project member to resolve a conflict, speaking with a college employee to arrange an appointment or to collect information. Assessment criteria may include, but are not limited to, the ability to:
Students may also be required to complete oral tasks with a specified level of delivery competence. This must include appropriate eye contact, body language, and vocal delivery features such as voice quality and appropriate pauses.
Students may also be required to complete quizzes, both skill-based and content-based.
Complete at least one self-assessment of learning strategies, progress, strengths, weaknesses, and classroom skills to be discussed with the instructor.
By the end of this course, students will be able to:
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.
|Institution||Transfer Details||Effective Dates|
|There are no applicable transfer credits for this course.|