ࡱ> !` M-bjbj\\ 2>>$W@@@@@@@T???8?\,@lTSBB"BBBBBBVSXSXSXSXSXSXS$ThVn|S@BBBBB|S@@BBSDDDB@B@BVSDBVSDD@@DBB q>U?NCD ELS0SDcWDpcWDDcW@D(BBDBBBBB|S|SvDXBBBSBBBBTTTD;?TTT?TTT@@@@@@ ELL Level 4 - Speaking Listening Course Outcome Summary Course InformationDevelopersELL Steering CommitteeDevelopment Date5/25/2006Revised Date1/10/2008 Description Level 4 Speaking/Listening provides the low intermediate ELL student with the skills to use sustained speech, survival language, correct grammar, basic pronunciation strategies, formal/informal language and idioms/verb phrases. The student will demonstrate comprehension of a story or discussion. Additionally, the student responds to multi-step process instructions (imperatives) and seek clarification. Target Population According to NRS Low Intermediate ELL definitions for listening and speaking, the individual can understand simple learned phrases and limited new phrases containing familiar vocabulary spoken slowly with frequent repetition; can ask and respond to questions using such phrases; can express basic survival needs and participate in some routine social conversations, although with some difficulty; and has some control of basic grammar. Competencies1.Use sustained speech Competence will be demonstrated:1.1by participating in class discussions and partner discussions1.2in a classroom, lab or social settingCriteria - Performance will be satisfactory when:1.1learner participates in classroom discussions using complete sentences.1.2learner presents an explanation that is understandable incorporating grammar from levels 1-41.3learner gives a short description, tells a story and/or process directions that is understandable incorporating grammar from levels 1-41.4learner generates a two-person dialog using grammar correctly as presented in levels 1-41.5learner supports own opinion when asked for reason for agreement or disagreement regarding a topic of discussionLearning Objectivesa.Participate in classroom discussionsb.Generate two-person dialogc.Give a short explanation on a specific topicd.Give a short description on a specific topice.Give simple process directionsf.Tell a story2.Use survival languageCompetence will be demonstrated:2.1by responding to real-life scenarios presented by the instructor2.2by leaving a voicemail message for the instructor2.3in a classroom, lab, simulated workplace or social setting2.4given a telephone with voicemail featuresCriteria - Performance will be satisfactory when:2.1learner participates effectively in discussions relating to workplace topics2.2learner identifies realistic personal, educational, and employment goals2.3learner uses consumer language accurately2.4learner leaves a voicemail message for the instructor2.5phone message is understandable2.6phone message contains complete sentences2.7phone message relates to given scenario presented to the studentLearning Objectivesa.Participate in workplace discussionsb.Identify personal, educational and employment goalsc.Use consumer languaged.Communicate via telephone/voicemail3.Demonstrate control of grammarCompetence will be demonstrated:3.1by completing an oral test3.2in a classroom or lab settingCriteria - Performance will be satisfactory when:3.1learner uses past and past continuous tense affirmative and negative statements and questions in correct context and with correct word order3.2learner uses connectors (and, so, but, because) to form compound sentences3.3learner uses comparative and superlative forms of adjectives3.4learner forms statements and questions using "some" and "any"Learning Objectivesa.Use past and past continuous affirmative and negative statementsb.Use past and past continuous affirmative and negative questionsc.Use connectors to produce compound sentencesd.Use comparative and superlative forms of adjectivese.Form statements and questions using "some" and "any"4.Demonstrate comprehension of a story or discussion topic Competence will be demonstrated:4.1by responding to questions regarding a story or discussion topic4.2in a classroom or lab settingCriteria - Performance will be satisfactory when:4.1learner states main idea of an oral communication4.2learner identifies supporting details for a given oral communication4.3learner states events in a story in correct sequence4.4learner answers questions about a given story or topic Learning Objectivesa.Identify main ideab.Identify supporting detailsc.Identify sequence of eventsd.Respond to questions about the story or topic5.Respond to imperatives Competence will be demonstrated:5.1by responding to multiple step process directions presented orally5.2in a classroom or lab settingCriteria - Performance will be satisfactory when:5.1learner successfully completes multiple step process directions5.2learner completes process directions in correct order5.3learner completes the directions without requiring repeated directionsLearning Objectivesa.Recognize sequential vocabulary for multiple step instructions (3 or more - first, next, finally, first, second, third, etc.) b.Respond to multiple-step process directions6.Discriminate speech Competence will be demonstrated:6.1by completing an oral test6.2in a classroom or lab settingCriteria - Performance will be satisfactory when:6.1learner differentiates between simple past tense and past continuous tense verbs in statements and questions6.2learner differentiates between present tense and past tense verbs in statements and questions6.3learner differentiates between subject and object pronouns. (he/him, she/her, etc.)6.4learner discriminates the three sounds of "ed" in verbs in statements correctly6.5learner discriminates the three sounds of "ed" in verbs in questions correctlyLearning Objectivesa.Discriminate simple past tense from past continuous tense verbs in statements and questionsb.Discriminate present tense from past tense verbs in statements and questionsc.Discriminate subject/object pronouns. (he/him, she/her, etc.)d.Discriminate the three sounds of "ed" in verbs in statementse.Discriminate the three sounds of "ed" in verbs in questions7.Seek clarification Competence will be demonstrated:7.1by asking for additional information or assistance7.2for a given scenario7.3in a classroom or lab settingCriteria - Performance will be satisfactory when:7.1learner asks instructor to repeat information appropriately7.2learner asks appropriate questions for clarification7.3learner persists in questioning if understanding is not clearLearning Objectivesa.Ask for reiteration (repeat the information)b.Seek additional information for clarification8.Use basic pronunciation strategiesCompetence will be demonstrated:8.1by completing an oral pronunciation test8.2in a classroom or lab settingCriteria - Performance will be satisfactory when:8.1learner applies correct pronunciation of past tense "ed" verbs8.2learner uses correct stress when pronouncing multisyllabic words8.3learner uses correct intonation for statements and questions8.4learner uses reductions correctly in statements and questionsLearning Objectivesa.Use stress and intonation in multisyllabic wordsb.Use reductions correctly9.Use formal and informal language Competence will be demonstrated:9.1by participating in small group and class discussions9.2in a classroom, lab, or social settingCriteria - Performance will be satisfactory when:9.1learner uses the appropriate language register for introductions, requests, and apologies9.2learner uses appropriate language register for small group vs. large group discussionsLearning Objectivesa.Recognize various language registers for different speaking situations and peopleb.Use the appropriate language register for introductions, requests, apologies, etc.10.Expand use of idioms and verb phrases Competence will be demonstrated:10.1by completing an oral test on idioms10.2in a classroom, lab, or social settingCriteria - Performance will be satisfactory when:10.1learner identifies reductions in idioms and verb phrases presented orally10.2learner states full idiom or verb phrase for reductions presented orally10.3learner identifies appropriate situations for given idioms or verb phrase reductionsLearning Objectivesa.Recognize reductions in idioms and verb phrases (gimme five vs give me five)b.Use reductions in idioms and verb phrases11.Discuss basic human rights Competence will be demonstrated:11.1by participating in whole group and small group class discussions11.2in a classroom or social settingCriteria - Performance will be satisfactory when:11.1learner identifies at least three examples of basic human rights11.2learner identifies local resources available to help attain assistance for foot, clothing, and shelterLearning Objectivesa.Identify basic human rights such as food, clothing, shelter and educationb.List resources available to help attain these rights     PAGE  PAGE 1 WTCS ELL Level 4 Speaking Listening January, 2008  !78JKLVWmnoE G X Y      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