ELL Level 4 - Speaking Listening



ELL Level 4 - Speaking Listening

Course Outcome Summary

|Course Information |

|Developers |ELL Steering Committee |

|Development Date |5/25/2006 |

|Revised Date |1/10/2008 |

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.

|Competencies |

|1. |Use sustained speech |

|  |Competence will be demonstrated: |

|  |1.1  by participating in class discussions and partner discussions |

|  |1.2  in a classroom, lab or social setting |

|  |Criteria - Performance will be satisfactory when: |

|  |1.1  learner participates in classroom discussions using complete sentences. |

|  |1.2  learner presents an explanation that is understandable incorporating grammar from levels 1-4 |

|  |1.3  learner gives a short description, tells a story and/or process directions that is understandable |

| |incorporating grammar from levels 1-4 |

|  |1.4  learner generates a two-person dialog using grammar correctly as presented in levels 1-4 |

|  |1.5  learner supports own opinion when asked for reason for agreement or disagreement regarding a topic of |

| |discussion |

|  |Learning Objectives |

|  |a.  Participate in classroom discussions |

|  |b.  Generate two-person dialog |

|  |c.  Give a short explanation on a specific topic |

|  |d.  Give a short description on a specific topic |

|  |e.  Give simple process directions |

|  |f.  Tell a story |

|2. |Use survival language |

|  |Competence will be demonstrated: |

|  |2.1  by responding to real-life scenarios presented by the instructor |

|  |2.2  by leaving a voicemail message for the instructor |

|  |2.3  in a classroom, lab, simulated workplace or social setting |

|  |2.4  given a telephone with voicemail features |

|  |Criteria - Performance will be satisfactory when: |

|  |2.1  learner participates effectively in discussions relating to workplace topics |

|  |2.2  learner identifies realistic personal, educational, and employment goals |

|  |2.3  learner uses consumer language accurately |

|  |2.4  learner leaves a voicemail message for the instructor |

|  |2.5  phone message is understandable |

|  |2.6  phone message contains complete sentences |

|  |2.7  phone message relates to given scenario presented to the student |

|  |Learning Objectives |

|  |a.  Participate in workplace discussions |

|  |b.  Identify personal, educational and employment goals |

|  |c.  Use consumer language |

|  |d.  Communicate via telephone/voicemail |

|3. |Demonstrate control of grammar |

|  |Competence will be demonstrated: |

|  |3.1  by completing an oral test |

|  |3.2  in a classroom or lab setting |

|  |Criteria - Performance will be satisfactory when: |

|  |3.1  learner uses past and past continuous tense affirmative and negative statements and questions in correct |

| |context and with correct word order |

|  |3.2  learner uses connectors (and, so, but, because) to form compound sentences |

|  |3.3  learner uses comparative and superlative forms of adjectives |

|  |3.4  learner forms statements and questions using "some" and "any" |

|  |Learning Objectives |

|  |a.  Use past and past continuous affirmative and negative statements |

|  |b.  Use past and past continuous affirmative and negative questions |

|  |c.  Use connectors to produce compound sentences |

|  |d.  Use comparative and superlative forms of adjectives |

|  |e.  Form statements and questions using "some" and "any" |

|4. |Demonstrate comprehension of a story or discussion topic |

|  |Competence will be demonstrated: |

|  |4.1  by responding to questions regarding a story or discussion topic |

|  |4.2  in a classroom or lab setting |

|  |Criteria - Performance will be satisfactory when: |

|  |4.1  learner states main idea of an oral communication |

|  |4.2  learner identifies supporting details for a given oral communication |

|  |4.3  learner states events in a story in correct sequence |

|  |4.4  learner answers questions about a given story or topic |

|  |Learning Objectives |

|  |a.  Identify main idea |

|  |b.  Identify supporting details |

|  |c.  Identify sequence of events |

|  |d.  Respond to questions about the story or topic |

|5. |Respond to imperatives |

|  |Competence will be demonstrated: |

|  |5.1  by responding to multiple step process directions presented orally |

|  |5.2  in a classroom or lab setting |

|  |Criteria - Performance will be satisfactory when: |

|  |5.1  learner successfully completes multiple step process directions |

|  |5.2  learner completes process directions in correct order |

|  |5.3  learner completes the directions without requiring repeated directions |

|  |Learning Objectives |

|  |a.  Recognize sequential vocabulary for multiple step instructions (3 or more - first, next, finally, first, |

| |second, third, etc.) |

|  |b.  Respond to multiple-step process directions |

|6. |Discriminate speech |

|  |Competence will be demonstrated: |

|  |6.1  by completing an oral test |

|  |6.2  in a classroom or lab setting |

|  |Criteria - Performance will be satisfactory when: |

|  |6.1  learner differentiates between simple past tense and past continuous tense verbs in statements and questions |

|  |6.2  learner differentiates between present tense and past tense verbs in statements and questions |

|  |6.3  learner differentiates between subject and object pronouns. (he/him, she/her, etc.) |

|  |6.4  learner discriminates the three sounds of "ed" in verbs in statements correctly |

|  |6.5  learner discriminates the three sounds of "ed" in verbs in questions correctly |

|  |Learning Objectives |

|  |a.  Discriminate simple past tense from past continuous tense verbs in statements and questions |

|  |b.  Discriminate present tense from past tense verbs in statements and questions |

|  |c.  Discriminate subject/object pronouns. (he/him, she/her, etc.) |

|  |d.  Discriminate the three sounds of "ed" in verbs in statements |

|  |e.  Discriminate the three sounds of "ed" in verbs in questions |

|7. |Seek clarification |

|  |Competence will be demonstrated: |

|  |7.1  by asking for additional information or assistance |

|  |7.2  for a given scenario |

|  |7.3  in a classroom or lab setting |

|  |Criteria - Performance will be satisfactory when: |

|  |7.1  learner asks instructor to repeat information appropriately |

|  |7.2  learner asks appropriate questions for clarification |

|  |7.3  learner persists in questioning if understanding is not clear |

|  |Learning Objectives |

|  |a.  Ask for reiteration (repeat the information) |

|  |b.  Seek additional information for clarification |

|8. |Use basic pronunciation strategies |

|  |Competence will be demonstrated: |

|  |8.1  by completing an oral pronunciation test |

|  |8.2  in a classroom or lab setting |

|  |Criteria - Performance will be satisfactory when: |

|  |8.1  learner applies correct pronunciation of past tense "ed" verbs |

|  |8.2  learner uses correct stress when pronouncing multisyllabic words |

|  |8.3  learner uses correct intonation for statements and questions |

|  |8.4  learner uses reductions correctly in statements and questions |

|  |Learning Objectives |

|  |a.  Use stress and intonation in multisyllabic words |

|  |b.  Use reductions correctly |

|9. |Use formal and informal language |

|  |Competence will be demonstrated: |

|  |9.1  by participating in small group and class discussions |

|  |9.2  in a classroom, lab, or social setting |

|  |Criteria - Performance will be satisfactory when: |

|  |9.1  learner uses the appropriate language register for introductions, requests, and apologies |

|  |9.2  learner uses appropriate language register for small group vs. large group discussions |

|  |Learning Objectives |

|  |a.  Recognize various language registers for different speaking situations and people |

|  |b.  Use the appropriate language register for introductions, requests, apologies, etc. |

|10. |Expand use of idioms and verb phrases |

|  |Competence will be demonstrated: |

|  |10.1  by completing an oral test on idioms |

|  |10.2  in a classroom, lab, or social setting |

|  |Criteria - Performance will be satisfactory when: |

|  |10.1  learner identifies reductions in idioms and verb phrases presented orally |

|  |10.2  learner states full idiom or verb phrase for reductions presented orally |

|  |10.3  learner identifies appropriate situations for given idioms or verb phrase reductions |

|  |Learning Objectives |

|  |a.  Recognize reductions in idioms and verb phrases (gimme five vs give me five) |

|  |b.  Use reductions in idioms and verb phrases |

|11. |Discuss basic human rights |

|  |Competence will be demonstrated: |

|  |11.1  by participating in whole group and small group class discussions |

|  |11.2  in a classroom or social setting |

|  |Criteria - Performance will be satisfactory when: |

|  |11.1  learner identifies at least three examples of basic human rights |

|  |11.2  learner identifies local resources available to help attain assistance for foot, clothing, and shelter |

|  |Learning Objectives |

|  |a.  Identify basic human rights such as food, clothing, shelter and education |

|  |b.  List resources available to help attain these rights |

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