This course is the third level of an academic series designed to help students upgrade their speaking, listening, and presentation skills. It is most appropriate for students intending to take college or university courses. Students will improve their ability to understand and communicate in a variety of increasingly complex settings. They will also develop group discussion and leadership skills, and prepare and participate in a presentation on a global issue. Through these activities, students will continue to develop their overall language skills. Students will be responsible for creating a portfolio of completed tasks over the course of the semester.
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 an emerging level of 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 Class
- 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.
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.
Methods of Instruction
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
Means of Assessment
Student achievement will be measured using formative assessment tools and the mastery system in accordance with College 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 portfolio items listed below. Evaluation will include, but need not be limited to, the following tasks:
-A collection of formative assessments, 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 written evidence of critical thinking and analysis of information (such as notes, a storyboard, or an outline) in preparation for the project.
-At least 1 final group project of 6-7 minutes in length per student, taken from the project bank. 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 video podcast
- A news broadcast
-At least 2 speaking quizzes 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:
Collection of formative assessments of presentation skills worth up to 10% (total)
Collection of written evidence of information-gathering worth up to 10% (total)
Group project worth up to 25%
Speaking quizzes worth up to 20% (total)
Experiential tasks worth up to 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 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.
ELLA 0210 or ELLA Assessment
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.
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.