Course Discipline and



GAVILAN COLLEGE

CURRICULUM DEVELOPMENT

|form C |

|Modify or Inactivate an Existing Course |

|Date: 3/25/14 |Prepared & Submitted by: Caroline Gane |

|Department: ESL |Course ID: ESL 541 |Course Title: Intermediate ESL Listening / Speaking II |

Obtain signatures from your Department Chair and Area Dean prior to submitting to the curriculum committee.

____________ ___________________________ _______________________________

Date Print Name Department Chair

____________ ___________________________ _______________________________

Date Print Name Area Dean

CURRICULUM & INSTRUCTIONAL ADMINISTRATION:

The course(s) has/have been approved by the curriculum committee and instructional administration, and satisfy all applicable requirements of the California Code of Regulations, Title 5.

____________ ___________________________ _______________________________

Date Print Name Signature, Curriculum Chair

____________ ___________________________ _______________________________

Date Print Name Signature, VP of Instruction

DISTRICT:

On ____________ (date), the governing board of the Gavilan College District approved the course proposal(s) attached to this request.

____________ ___________________________ _______________________________

Date Print Name President

|1. |What is the effective term? |

| |Fall Spring Summer Year: 2014 |

|2. | Inactivate Course(s): Inactivating a course will remove it from the course catalog. Courses may be re-activated by updating the course |

| |and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to |

| |reactivate the course. |

| |Reason for inactivation: |

| |      |

|3. | Modification of the following: |

| Number | Hours | Prerequisite/Advisory | Discipline |

| Title | Units | Description | Content |

| Grading | GE Applicability | Repeatability | Transferability |

| General Update | Reinstate Course | Cross list course with       | Un-cross list |

| Update Textbook | Cultural Diversity | Other (please describe.)       |

Reason for modification:

SLO Assessment prompted some revisions.

|COURSE OUTLINE | |

Course ID: ESL 541 Units: 4 Lecture hours per week: 4 Lab hours per week: 1

(Discipline and Number)

|COURSE TITLE: |Intermediate ESL Listening / Speaking II |

(Maximum of 60 spaces)

|Abbreviated Title: |INT LISTEN/SPEAK II |

(Maximum of 30 spaces)

Change:

|From: |      |      |      |      |      |      |

| |Discipline & Number|Course Title |Units |Lecture |Lab |Number of |

| | | | |Hours per |Hours per |weeks |

| | | | |week |week | |

|To: |      |      |      |      |      |      |

| |Discipline & Number |Course Title |Units |Lecture |Lab |Number of |

| | | | |Hours per |Hours per |weeks |

| | | | |week |week | |

COURSE DESCRIPTION:

No Change Change

     

Has the course content been compared to the equivalent C-ID descriptor? Yes No n/a

If yes, enter C-ID code:      

See Articulation Officer for assistance with C-ID descriptors.

Is this course cross-listed? Yes No

If yes, which department is responsible for scheduling, updating, and assessing the course?

     

Reason for cross-listing:

     

Is cross-listing being removed? Yes No n/a

If yes, how is the cross-listed course going to be handled?

Inactivate cross-listed course.

Inactivate cross-listed course and add a new course with a distinctly different course number, course title and course description.

COURSE REQUISITES:

List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.

No Change Change

Replaces existing Advisory/Prerequisite

In addition to existing Advisory/Prerequisite

Prerequisite:      

Co-requisite:      

Advisory:      

GRADING:

No Change Change

Standard Letter Grade Option of a standard letter grade or pass/no pass

Pass/no pass only Non Credit

REPEATABLE FOR CREDIT:

(Note: Course Outline must include additional skills that will be acquired by repeating this course.)

No Change Change

Credit Course Yes No If yes, how many times? 1 2 3

Non Credit Course Yes No If yes, how many times? 1 2 3

Unlimited (DRC or Noncredit only)

Reason for Repeating:

Intercollegiate Athletics

Active Participatory course in Physical Education, Visual Arts or Performing Arts related in content to one or more other courses.

Occupational Work Experience/General Work Experience

Special class for students with disabilities

Non Credit

DISTANCE EDUCATION:

No Change

Hybrid (If checked, fill out Form D.)

Online (If checked, fill out Form D.)

No

STAND ALONE COURSE:

No Change Change

Yes - Course is NOT included in a degree or certificate program

No - Course IS included in a degree or certificate program

METHODS OF INSTRUCTION:

No Change Change

     

RECOMMENDED / REQUIRED TEXTBOOKS: (Must Complete)

Textbook must be no more than 5 years old.

The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification.

Required: Recommended: n/a

Author: Becky Tarver Chase & Kristin L Johannsen.. Title: Pathways 2 Listening, Speaking & Critical Thinking 2B +OLWB SPLIT. Place of Publication: USA: Publisher: Cengage, Year of Publication: 2013. Or other appropriate college level text.

ISBN: 9781285159751 (if available)

Reading level of text, Grade: High Intermediate ESL level Verified by: C Gane

Other textbooks or materials to be purchased by the student:      

CULTURAL DIVERSITY:

Does this course meet the cultural diversity requirement? Yes No n/a

If 'Yes', please indicate which criteria apply. At least two criteria must be selected and evidenced in the course content section and at least one Student Learning Outcome must apply to cultural diversity.

This course promotes understanding of:

Cultures and subcultures

Cultural awareness

Cultural inclusiveness

Mutual respect among diverse peoples

Familiarity with cultural developments and their complexities

Student Learning Outcome Number(s)      

PROGRAM LEARNING OUTCOMES:

Is this course part of a program (degree or certificate)? If yes, copy and paste the appropriate Program Learning Outcomes and number them. Enter the PLOs by number in the Student Learning Outcomes below.

     

STUDENT LEARNING OUTCOMES: (Must Complete)

1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs.

2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc.

3. Identify which Program Learning Outcomes (PLO) are aligned with this course. List them by number in order of emphasis.

4. Identify which Institutional Learning Outcomes (ILO) are aligned with this course. List them, by number in order of emphasis. For example: "2, 1" would indicate Cognition and Communication.

(1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific.

5. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.

6. Indicate when the course was last assessed.

Indicate by number which Program Learning Outcomes, Institutional Learning Outcomes and GE Learning Outcomes are supported by each of the Student Learning Outcomes.

Have you consulted the Rubric in developing the SLOs? Yes No

|1. |Identify and use key aural information (main ideas, details, and inferences) to understand aural passages.      |

|Measure: pair, small and/or |PLO:       |ILO: 2,1,4,3 |GE-LO:       |Year assessed or anticipated year of assessment: 2013|

|large group discussion, | | | | |

|classroom exercises | | | | |

|2. |Recognize and employ new topical vocabulary. |

|Measure: aural/oral |PLO:       |ILO: 1,2,4 |GE-LO:       |Year assessed or anticipated year of assessment: 2013|

|participation, interviews, | | | | |

|role-play, extemporaneous | | | | |

|speech,tests and quizzes | | | | |

|3. |Recognize stressed words and reductions in aural passages and use in speech. |

|Measure: follow-up |PLO:       |ILO: 1 |GE-LO:       |Year assessed or anticipated year of assessment: 2013|

|comprehension check, | | | | |

|discussion of aural | | | | |

|passages, | | | | |

|oral performance in class, | | | | |

|tests and quizzes | | | | |

|4. |Demonstrate fluency of spoken English in oral or group oral presentations on assigned or self-selected topics. |

|Measure: oral presentations |PLO:       |ILO: 1,4,6 |GE-LO:       |Year assessed or anticipated year of assessment: 2013|

|5. |Demonstrate the ability to do research for use in presentations. |

|Measure: oral presentations |PLO:       |ILO: 1,3,2 |GE-LO:       |Year assessed or anticipated year of assessment: 2013|

|6. |Demonstrate the ability to take notes while listening to aural passages. |

|Measure: performance of |PLO:       |ILO: 1,2,3,4 |GE-LO:       |Year assessed or anticipated year of assessment: 2013|

|note-taking, pair or small | | | | |

|group discussion, tests and | | | | |

|quizzes | | | | |

|7. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|8. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|9. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|10. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

GENERAL EDUCATION LEARNING OUTCOMES:

AREA A Communications in the English Language

After completing courses in Area A, students will be able to do the following:

1. Receive, analyze, and effectively respond to verbal communication.

2. Formulate, organize and logically present verbal information.

3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose.

4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.

5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work.

6. Read college course texts and summarize the information presented.

7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.

8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.

9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms

After completing courses in Area B, students will be able to do the following:

1. Explain concepts and theories related to physical and biological phenomena.

2. Identify structures of selected living organisms and relate structure to biological function.

3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.

4. Utilize safe and effectives laboratory techniques to investigate scientific problems.

5. Discuss the use and limitations of the scientific process in the solution of problems.

6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.

7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology.

8. Work collaboratively with others on labs, projects, and presentations.

9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy

After completing courses in Area C, students will be able to do the following:

1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.

2. Analyze an artistic work on both its emotional and intellectual levels.

3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own.

4. Recognize the universality of the human experience in its various manifestations across cultures.

5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response.

6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures.

7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic Institutions

After completing courses in Area D, students will be able to do the following:

1. Identify and analyze key concepts and theories about human and/or societal development.

2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study.

3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change.

4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.

5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development

After completing courses in Area E, students will be able to do the following:

1. Demonstrate an awareness of the importance of personal development.

2. Examine the integration of one’s self as a psychological, social, and physiological being.

3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity

After completing courses in Area F, students will be able to do the following:

1. Connect knowledge of self and society to larger cultural contexts.

2. Articulate the differences and similarities between and within cultures.

|CONTENT, STUDENT PERFORMANCE OBJECTIVES AND OUT-OF-CLASS ASSIGNMENTS: |

|No Change Change |

|Copy and paste the existing content from the official course outline of record. Edit the content as needed. |

|4 HOURS |

|CONTENT: Learn about class goals and objectives; participate in ice-breaking |

|activities; listen to an orientation given by a college advisor; introduce |

|weekly conversation groups and half groups for extended speaking practice; |

|begin course text. |

|HOMEWORK: Study assigned parts of the class textbook and prepare self |

|introduction. |

|STUDENT PERFORMANCE OBJECTIVES: Familiarize themselves with the |

|structure, content, and objectives of the class; meet other students and |

|acquaint themselves with the new instructor; learn about college offerings. |

|16 HOURS |

|CONTENT: Students will complete a cycle of activities beginning with a focus on |

|listening activities and strategies: learn new vocabulary and identify it |

|through practice with various listening activities; listen for main ideas, |

|specific information, and drawing inferences; complete with comprehension check |

|in small or large group discussion; use understanding of stressed words to |

|interpret speaker feelings; use theory of stressed words, reductions and |

|contractions to distinguish important ideas in the aural passage; use |

|indentation, abbreviations, and symbols while taking notes. Then students will continue the cycle |

|concentrating on speaking activities and strategies: participate in speaking activities which require use of new vocabulary in pairs or small group with|

|follow-up in whole group discussion; practice speaking using contractions and |

|reductions; use English expressions to express feelings; review requirements for |

|a short presentation based on a CNN report. The cycle will be completed with a |

|focus on guided, impromptu half-group discussion and conversation with the |

|instructor and tutors OR extended listening and/or pronunciation practice using |

|audiovisual material or computer software. |

|HOMEWORK: Attend small weekly conversation groups for extended practice with |

|themes and skills learned in class. Begin completion of recommended sequence of |

|lab activities that focus on listening skills and strategies using audiovisual |

|material or computer software; listen to CNN report and prepare a summary; |

|practice delivery of report. End cycle with a test. |

|STUDENT PERFORMANCE OBJECTIVES: learn new vocabulary; find main idea, detail |

|and inference in listening passage; demonstrate ability to differentiate |

|relationship of ideas by correct placement of ideas in note-taking; make use of abbreviations |

|and symbols to facilitate note-taking; use new vocabulary in conversation; use |

|English sentence intonation, using stressed words, reductions, and contractions; prepare notes for an oral presentation. Take test successfully. |

|5 HOURS |

|CONTENT: Presentation of oral reports. |

|HOMEWORK: Go to the weekly conversation group. Speaking activities allow for further practice using vocabulary and similar or related themes that |

|have been learned in class. In addition, students use the ESL Computer Lab to continue practice of listening and/or speaking skills. |

|STUDENT PERFORMANCE OBJECTIVES: To be able to give a five minute presentation on a CNN report and to listen to peer presentations responsibly; ask |

|questions. |

|16 HOURS |

|CONTENT: Repeat the cycle of activities listed previously including |

|proportionate vocabulary, listening and speaking activities. Review |

|requirements for short classroom presentations (ex: interview findings, TV |

|show); Continue listening for stressed words to distinguish important ideas in |

|the passage; recycle and expand on reductions; build on note-taking |

|skills/transition words as a means to move from one main point to the next; expand on expressions to show feeling. End cycle with a test. |

|HOMEWORK: Attend small weekly conversation groups for extended practice with |

|themes and skills learned in class. Continue recommended sequence of lab |

|activities that focus on listening skills and strategies using |

|audiovisual material or computer software; interview a person and prepare a |

|summary of the |

|information; watch a TV show or movie and prepare a summary; practice delivery |

|of reports; review concepts of text to prepare for test. |

|STUDENT PERFORMANCE OBJECTIVES: learn new vocabulary; practice listening for |

|main idea and detail; demonstrate ability to |

|differentiate relationship of ideas by correct placement of ideas in |

|note-taking; use new vocabulary in conversation; use correct English sentence |

|intonation and expression, using stressed words, reductions, and contractions. |

|Give a short presentation to the class. Take test successfully. |

|16 HOURS |

|CONTENT: Repeat the cycle of activities listed previously, including |

|proportionate vocabulary, listening and speaking activities. Continue listeningfor stressed words to distinguish important ideas in the passage; draw |

|inferences; recycle and expand on reductions; expand on expressions to show |

|feeling; review pronunciation of can/can't and teens/tens; learn outlining |

|skills for note-taking; review requirements for an oral presentation |

|(possible topic: state report); practice making summaries. |

|HOMEWORK: Attend small weekly conversation groups for extended practice with |

|themes and skills learned in class. Continue recommended sequence of lab |

|activities that focus on listening skills and strategies using audiovisual |

|material or computer software; use library/internet sources to research |

|information on assigned state topic; prepare summary of information; practice |

|delivery of report; review concepts of chapter to prepare for test. |

|STUDENT PERFORMANCE OBJECTIVES: learn new vocabulary; find main idea, detail, |

|and inference in listening passage; demonstrate ability to differentiate |

|relationship of ideas by correct placement of ideas in note form; use new |

|vocabulary in conversation; use correct English sentence intonation and |

|expression, using stressed words, reductions, and contractions. Take test |

|successfully. |

|5 HOURS |

|CONTENT: Oral presentations. |

|HOMEWORK: Go to the weekly conversation group. Speaking activities allow for further practice using vocabulary and similar or related themes that have |

|been learned in class. In addition, students use the ESL Computer Lab to continue practice of listening and/or speaking skills. |

|STUDENT PERFORMANCE OBJECTIVES: To be able to both prepare and give a |

|five-minute presentation on a state and to listen to peer presentations responsibly; ask questions. |

|8 HOURS |

|CONTENT: Repeat the cycle of activities listed previously, including |

|proportionate vocabulary, listening and speaking activities. Continue listening |

|for stressed words to distinguish important ideas in the passage; draw |

|inferences; recycle and expand on reductions; expand on expressions to show feeling; practice pronunciation of tag questions and linking sounds; find |

|sequence of events in a listening passage; continue outlining skills. |

|HOMEWORK: Attend small weekly conversation groups for extended practice with |

|themes and skills learned in class. Continue recommended sequence of lab |

|activities that focus on listening skills and strategies using audiovisual |

|material or computer software; review concepts of chapter to prepare for final. |

|STUDENT PERFORMANCE OBJECTIVES: Learn new vocabulary; find main idea, detail and |

|inference in listening passage; demonstrate ability to differentiate |

|relationship of ideas by correct placement of ideas in note form; use new |

|vocabulary in conversation; use correct English sentence intonation and |

|expression, using stressed words, reductions, contractions, and linked sounds. |

|2 HOURS |

|Final Exam: Final exam may be composed of two parts: a five to ten minute |

|one-one (instructor-student) interview for speaking evaluation done during |

|finals week and a listening test administered to the class during the final exam |

|period. |

|The content should include: |

|Hours it will take to cover each topic - Hours are based on an 18 week term, even though the instruction is compressed into a 16 week calendar. For |

|example, a 3 unit course should have 54 hours (3 hours per week times 18 weeks = 54 Total Contact Hours). 2 hours should be set aside for the final. |

|Topic |

|Student Performance Objectives |

|Out of Class Assignments - Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for |

|Lecture units granted. Include specific examples of reading and writing assignments. |

|METHODS OF EVALUATION: |

|No Change Change |

|Category 1 - The types of writing assignments required: |

|Percent range of total grade:       % to       % |

| Written Homework |

| Reading Reports |

| Lab Reports |

| Essay Exams |

| Term or Other Papers |

| Other:       |

|If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason: |

| Course is primarily computational |

| Course primarily involves skill demonstration or problem solving |

|Category 2 -The problem-solving assignments required: |

|Percent range of total grade:       % to       % |

| Homework Problems |

| Field Work |

| Lab Reports |

| Quizzes |

| Exams |

| Other:       |

|Category 3 -The types of skill demonstrations required: |

|Percent range of total grade:       % to       % |

| Class Performance/s |

| Field Work |

| Performance Exams |

|Category 4 - The types of objective examinations used in the course: |

|Percent range of total grade:       % to       % |

| Multiple Choice |

| True/False |

| Matching Items |

| Completion |

| Other:       |

|Category 5 - Any other methods of evaluation: |

|Percent range of total grade:       % to       % |

|      |

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