Douglas College wordmark
Facebook logo Twitter logo Instagram logo Snapchat logo YouTube logo Wordpress logo

Registration for the Fall 2019 semester begins June 25.  Watch your email for more details.

back to search

Lower Intermediate Listening and Speaking for Eglish Language Learners

Course Code: ELLA 0150
Faculty: Language, Literature & Performing Arts
Department: English Language Learning and Acquisition
Credits: 6.0
Semester: 15 weeks
Learning Format: Lecture, Tutorial
Typically Offered: TBD. Contact Department Chair for more info.
course overview

This is an integrated listening and speaking course for students wishing to upgrade their listening and speaking skills for personal, educational and/or employment purposes. Listening and speaking activities will be based on sources such as television, radio, films, tapes and guest speakers, which will help students initiate and respond appropriately in a variety of settings. The listening and speaking practice will also provide an opportunity for language skill development, including grammar, sentence structure, vocabulary, and pronunciation elements.

Course Content

Listening

To follow conversations and discussions, informal reports and talks, and instructions

  1. Use pre-listening techniques to prepare for a listening task
  2. Identify topic, overall key idea, and main ideas
  3. Use active listening strategies
  4. Refer to pre-listening materials and use context clues (e.g., definitions, examples) to determine meanings of unfamiliar words and phrases.
  5. Record information
  6. Use appropriate course technology to complete assignments.

To listen for discrete items

  1. Listen for specific information (e.g., names, phone numbers, dates)
  2. Listen for specific pronunciation elements (word stress, sentence/question stress, linking, phrasing)
  3. Write from dictation

Speaking

To participate in conversations and discussions

  1. Listen and contribute actively
  2. 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
  3. Use gambits (short expressions used to open, close and extend conversation)
  4. Prepare and give informal reports and talks
    • Dialogues/Roleplays
    • Presentations
      • Prepare information
      • Prepare outline
      • Organize ideas logically
      • Use effective eye contact, body language and vocal delivery
  5. Use pronunciation elements appropriately (word stress, sentence/question stress, linking, phrasing)
  6. Recognize their own influence within interpersonal communicationi.
  7. Identify effective and ineffective communication.
  8. Manage communication anxiety effectively.

Reading and Writing

To prepare for, support, and extend listening and speaking

  1. Follow written assignment instructions
  2. Recognize topic, main ideas, key details
  3. Follow sequences of information and ideas
  4. Use simple context clues, (e.g., definitions)
  5. Write notes, messages, short reports and complete forms and assignments.
  6. Use notes for speaking tasks (e.g., informal presentations)

Accuracy (oral and written)

For explicit instruction and evaluation

  1. Tenses: simple present, simple past, present continuous, simple future
  2. Time markers and phrases
  3. Place prepositions
  4. Modals used for polite questions, requests, permission and ability
  5. Numbers – cardinals and ordinals
  6. Plurals
  7. Basic word stress, sentence/question  stress, linking and phrasing
  8. Question formation
  9. Word order

Classroom Skills

Take responsibility for the following:

  1. attendance and punctuality
  2. class work and assignments
  3. participation and teamwork

Methods of Instruction

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.

Means of Assessment

  1. 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
  2. Identify topic, main idea, details in conversations, reports, talks, and instructions
  3. Participate in pair, group, and class conversation and discussion activities.
  4. Complete listening and notetaking activities. These could include:
    • listening to pre-recorded telephone messages for key information
    • listening to weather reports; note details
  5. 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)
  6. Plan and carry out at least one partner/group project. These could include:
    • planning a trip
    • planning a party
    • making a video
  7. 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
  8. Complete oral and written tasks to a specified level of accuracy
  9. Complete quizzes both content and skill based
  10. 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.

Learning Outcomes

Overall Objective:

Extend fluency and confidence in communicating for a range of personal, educational and/or employment purposes.

Specific Objectives:

  1. Understand topic, main ideas and key details in simple contexts (e.g.,  conversations and discussions, informal reports and talks, instructional situations)
  2. Communicate adequately in simple contexts (as above) in culturally-appropriate ways, on relevant and practical topics using appropriate language functions
  3. Speak comprehensibly  but with some hesitations and global errors in language use
  4. Read to prepare for,  support, and extend listening and speaking skills and expand vocabulary
  5. Write with a specified level of accuracy to extend listening and speaking skills
  6. Monitor and apply strategies to a specified level of accuracy in grammar, sentence structure, word choice, and pronunciation elements.
  7. Assess progress
  8. Participate effectively in a college classroom
  9. Develop awareness of differences in interaction within personal, social and cultural activities.
  10. Demonstrate self-awareness in group situations.
  11. Recognize how personal rights and social responsibilities affect occupational and personal life.

course prerequisites

ELLA 0050, EASL 0050 or ELLA Assessment

curriculum guidelines

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.

course schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.

assessments

If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.