Intermediate High 7 (ESLN 3700)

Original Outline


City College of San Francisco

Course Outline of Record

 

I.            GENERAL INFORMATION

A.            Date            March 2005

B.            Department            English as a Second Language

C.            Course Number            ESLN 3700

D.            Course Title            Intermediate High 7

E.            Course Outline Preparer            ESL Non-credit Curriculum Committee

F.            Department Chairperson            ___________________________________

G.            Department/Division Dean            ___________________________________

 

II.            COURSE SPECIFICS

A.            Hours                                                180 hours

B.            Units                                                Noncredit

C.            Prerequisites                                    None

            Corequisites                                    None

            Advisory                                                Completion of  ESLN 3600 (Intermediate Low 6)

D.      Course Justification            This course complies with the California                                           Adult ESL Model Standards.           

E.   Field Trips                  No

F.            Method of Grading                        No grade

G.            Course Repeatability                        As needed

 

III.            CATALOG DESCRIPTION

High Intermediate 7 language skills. Understanding of increasingly extended conversations, discussions or lectures.  Speak about familiar topics with little hesitation.  Read authentic material identifying the main idea including making simple inferences. Write well-developed paragraphs.

 

IV.            MAJOR LEARNING OUTCOMES

Upon completion of this course, the student will be able to:

 

A.   Recognize essential information on a familiar subject in a spoken English speech or lecture.

B.    Use appropriate syntax and formality to participate in extended conversations and interviews.

C.    Use a variety of word analysis skills to determine the meaning of new vocabulary.

D.   Interpret information from authentic material on a variety of common topics.

E.    Demonstrate ability to produce a practical composition or report.

F.    Use Intermediate High 7 structures and forms. 

 

V.            COURSE CONTENT

A. Listening skills

1.     Responding to common requests for information and recording main facts, directions and appointments in person and on the telephone

2.     Identifying main ideas and most supporting detail in factual material relating to everyday topics

a.     Everyday conversation with some repetition in slower speech.

3.     Identifying essential information on a familiar subject in an observed conversation about the subject

a.     Understanding English spoken at a normal rate in restricted subject areas such as topics covered in class, in student activities

4.     Differentiating between the use of formal and informal language even when no visual context or clues are present

a.     Stories and other familiar contexts

5.     Detecting the general mood, attitudes and feelings of speakers           

           

B.            Speaking skills

1.     Generating new utterances based on previously learned language patterns

2.     Participating in face-to-face conversation on some topics beyond immediate survival  needs, personal histories

a.     Using common interruption words and turn-taking in conversations

b.     Participating in "small talk."

c.     Discussing employment history

3.     Clarifying utterances by rewording or repeating in order to be understood by the general public

a.     Using projection, pitch, intonation, stress, and elision

4.     Adjusting language forms to level of formality required to fulfill basic courtesy functions required in face-to-face conversations

a.     Using appropriate register in conversation

5.     Communicating on the telephone on familiar subjects with clarification

 

            C.  Word Analysis Skills

1.     Identifying common roots of words used in familiar contexts and expanding knowledge of prefixes and suffixes

2.     Identifying an increasing number of homonyms, synonyms and antonyms

3.     Interpreting common phrasal verbs and idioms in familiar contexts

4.     Using contextual clues to determine the meaning of unfamiliar vocabulary and phrases

5.     Using a dictionary to determine the basic meaning of unfamiliar words

 

 

D.  Reading skills

1.     Interpreting a variety of charts, graphs, tables and forms

a.     Using indices, glossaries, appendices in reading material

2.     Skimming a form or short letter to determine the organization and general idea

a.     Recognizing graphic format of business letters

3.     Scanning a form or short passage to find particular details

a.     Reading for enjoyment

4.     Identifying the main idea of a paragraph on a familiar topic

 

 

5.     Interpreting simple authentic material on familiar topics (newspaper articles on current events, social letters, public information notices).

a.     Distinguishing between statements of fact and opinion

b.     Reading for implicit and explicit information

6.     Identifying relationships within a passage by using syntactic clues, such as transitional words (e.g. therefore, on the other hand)

a.     Increasing speed in silent reading

7.     Drawing meaning from passages by using syntactic clues, such as pronoun reference

 

E. Writing skills

1.     Taking notes on information transmitted orally on familiar topics with supporting material (e.g. previously discussed topics)

2.     Writing short paragraphs with a main idea and supporting details (e.g. describing daily activities or past events) using chronological order

a.     Editing for style and meaning

b.     Writing under a time limit

3.     Editing writing for content, spelling, capitalization, punctuation and grammatical form

a.     Proofreading for errors

4.     Filling out increasingly complex authentic paper forms (e.g. authentic job application)

5.     Writing personal letters or e-mails for various purposes

6.     Writing simple business letter (e.g. request information about a product)

                       

F. Language structures and forms

1.     Sentence Types

a.     Adjectival clauses

b.     Direct speech

c.     Complex sentences

d.     Embedded questions

e.     Noun clauses, statements and questions, with who, what, how, where, when

f.      Indirect speech

g.     Requests (e.g. Would you mind + gerund, Do you mind + gerund)

h.     Compound sentences

i.      Adverb clauses

j.      Suggestions (e.g. Why don't I/we/you + simple verb)

2.     Verbs

a.     Present perfect

b.     Present perfect continuous

c.     Past perfect

d.     Passive simple present

e.     Conditional contrary-to-fact

f.      Modals

g.     Modal combinations

h.     Separable and inseparable two-word verbs

i.      Say  vs. tell

j.      Verbs followed by gerunds and/or infinitives

 

3.     Nouns

                                     a.     Appositives (e.g. Bob Beasley, my neighbor, bought an electric saw.)

                                    b.     Nominalization of possessive proper nouns (e.g. John’s class is at 10:00.  Mary’s is at 8:00.)

                                     c.     Comparison of nouns (e.g. I have more time than money.)

                                    d.     Gerunds as subjects and objects

4.     Pronouns

                                     a.     Indefinite it as subject

                                    b.     ones (e.g. Mary has three new books.  John has three old ones.)

5.     Adjectives

a.     Neither, other/another, the other

b.     Superlatives: regular and irregular

c.     Comparative expressions: as....as, the same as,  similar to, different from

d.     Present and past participles as adjectives (e.g. It’s a used car.

      He’s a swimming instructor.)

e.     Present vs. past participle meanings (e.g. He’s a bored student.

      He’s a boring student.)

6.     Adverbs and Adverbials

                                     a.     rarely, recently, already, lately, yet, just

                                    b.     anymore, still

                                     c.     too and  enough  with infinitives (e.g. That table is too heavy to lift.)

                                    d.     Contrast  too with very and so (e.g. John’s very tired.  John’s so tired.)

                                     e.     Adverbials with by + reflexive pronoun (e.g. Lucy came by herself.)

                                     f.     Comparative adverbs (e.g. He types faster than the secretary.)

                                     g.     Sequence of adverbs

                                    h.     Superlative adverbs (e.g. She sings the most beautifully of all.)

7.     Prepositions

a.     Introduce and review as appropriate

8.     Conjunctions

a.     not only...but also

b.     until

 

VI.            INSTRUCTIONAL METHODOLOGY

A.            Assignments

1.     In-class listening tasks (e.g. recording main ideas and supporting details from short stories or lectures on familiar topics with supporting material)

2.     Listening to conversations of spoken English at a normal rate in familiar contexts.  Identifying the location and attitudes of the speakers.

3.     Structured role-play in which students must provide specific information (e.g. school

      financial aid, detailed accident report)

4.     Preparing a short oral presentation on a subject of personal interest

5.     Reading a short informational or practical text and relate the information to the class or another student

6.     Writing a personal letter for a specific purpose

7.     Filling out authentic forms, surveys or questionnaires

 

 

 

 

 

B.            Evaluation

1.     Retell details of a listening task or presentation

a.     main ideas

b.     supporting details

c.     sequence of ideas or actions

2.     Listen to a dialog and identify the general setting and feelings of the speakers

3.     Prepare and deliver a short oral presentation on a familiar topic

a.     present information with supporting details and examples

b.     open and close presentation appropriately

c.     sequence information logically

4.     Write a personal or business letter for a specific purpose

5.     Write one or two short paragraphs responding to a written prompt that include

a.     a topic sentence

b.     supporting details

c.     a conclusion

                       

C.      Texts and Other Materials

1.     Instructor developed material

2.     Foley, Barbara H. and Elizabeth R. Neblett, English in Action 4, Thomson Heinle, Boston, 2003

3.     Maurer, Jay and Schoenberg, Irene E., True Colors 4, Pearson, Illinois, 1998.


 

VII.            TITLE 5 CLASSIFICATION

           

Non-credit [meets all standards of Title V, Section 55002 (c)]

Proposed Outline


City College of San Francisco

Course Outline of Record

 

I.            GENERAL INFORMATION

A.            Date            April 2015

B.            Department            English as a Second Language

C.            Course Number            ESLN 3700

D.            Course Title            Intermediate High 7

E.            Course Outline Preparer            ESL Non-credit Curriculum Committee

F.            Department Chairperson            ___________________________________

G.            Department/Division Dean            ___________________________________

 

II.            COURSE SPECIFICS

A.            Hours                                                180 hours

B.            Units                                                Noncredit

C.            Prerequisites                                    None

            Corequisites                                    None

            Advisory                                                Completion of  ESLN 3600 (Intermediate Low 6)

D.      Course Justification            This course complies with the California                                           Adult ESL Model Standards.           

E.   Field Trips                  No

F.            Method of Grading                        No grade

G.            Course Repeatability                        As needed

 

III. CATALOG DESCRIPTION


Students develop and expand Intermediate High language skills. They comprehend increasingly extended conversations, discussions or lectures.. They speak about familiar topics with little hesitation.  They read authentic material identifying the main idea including making simple inferences. They write connected, well-developed paragraphs.



IV.            MAJOR LEARNING OUTCOMES

Upon completion of this course, the student will be able to:

 

A.   Recognize essential information on a familiar subject in a spoken English speech or lecture.

B.    Use appropriate syntax and formality to participate in extended conversations and interviews.

C.    Use a variety of word analysis skills to determine the meaning of new vocabulary.

D.   Interpret information from authentic material on a variety of common topics.

E.    Demonstrate ability to produce a practical composition or report.

                     F.    Use Intermediate High 7 structures and forms



V.  COURSE CONTENT

A. Listening skills
          1.     Responding to common requests for information and recording main facts,                     directions and appointments in person and on the telephone

2.  Identifying main ideas and most supporting detail in:
     a) factual material relating to everyday topics, and
     b) everyday conversation with some repetition in slower speech

3.  Identifying essential information on a familiar subject in an observed conversation about the subject

4.  Understanding English spoken at a normal rate in restricted subject areas such as topics covered in class, in student activities


5.  Differentiating between the use of formal and informal language in stories and other familiar contexts, even when no visual context or clues are present.

6.  Detecting the general mood, attitudes and feelings of speakers


B.
  Speaking skills

1.     Generating new utterances based on previously learned language patterns

2  Participating in face-to-face conversation on an increasing variety of topics.

a.     Using common interruption words and turn-taking in conversations

b.     Participating in "small talk."

c.     Discussing employment history

3.  Clarifying utterances by using projection, pitch, intonation, stress and elision.

4. Clarifying utterances by rewording in order to be understood by persons with limited English

5  Adjusting language forms to level of formality, and using   appropriate register, to fulfill basic courtesy functions required in face-to-face conversations

C. Word Analysis Skills

1.     Prefixes, suffixes, and common roots of words used in familiar and increasingly unfamiliar contexts

2.     An increasing number of homonyms, synonyms and antonyms

3.     Interpreting common phrasal verbs and idioms in familiar contexts

4.     Using contextual clues to determine the meaning of unfamiliar vocabulary and phrases

5.     Using a dictionary to determine the basic meaning of unfamiliar words

D.  Reading skills

1.     Interpreting a variety of charts, graphs, tables and forms

a.     Using indices, glossaries, appendices in reading material

2.     Skimming a form or short letter to determine the organization and general idea

a.     Recognizing graphic format of business letters

3.     Scanning a form or short passage to find particular details

a.     Reading for enjoyment

4.     Identifying the main idea of a paragraph on a familiar topic 

5.     Interpreting simple authentic material on familiar topics (newspaper articles on current events, social letters, public information notices).

a.     Distinguishing between statements of fact and opinion

b.     Reading for implicit and explicit information

6.     Identifying relationships within a passage by using syntactic clues, such as transitional words (e.g. therefore, on the other hand)

a.     Increasing speed in silent reading

7.     Drawing meaning from passages by using syntactic clues, such as pronoun reference

 

E. Writing skills

1.     Taking notes on information transmitted orally on familiar topics with supporting material (e.g. previously discussed topics)

2.     Writing short paragraphs with a main idea and supporting details (e.g. describing daily activities or past events) using chronological order

a.     Editing for style and meaning

b.     Writing under a time limit

3.     Editing writing for content, spelling, capitalization, punctuation and grammatical form

a.     Proofreading for errors

4.     Filling out increasingly complex authentic paper forms (e.g. authentic job application)

5.     Writing personal letters or e-mails for various purposes

6.     Writing simple business letter (e.g. request information about a product)

                       

F. Intermediate low 7 language structures and forms

1.     Sentence Types

a.     Adjectival clauses

b.     Direct speech

c.     Complex sentences

d.     Embedded questions

e.     Noun clauses, statements and questions, with who, what, how, where, when

f.      Indirect speech

g.     Requests (e.g. Would you mind + gerund, Do you mind + gerund)

h.     Compound sentences

i.      Adverb clauses

j.      Suggestions (e.g. Why don't I/we/you + simple verb)

2.     Verbs

a.     Present perfect

b.     Present perfect continuous

c.     Past perfect

d.     Passive simple present

e.     Conditional contrary-to-fact

f.      Modals

g.     Modal combinations

h.     Separable and inseparable two-word verbs

i.      Say  vs. tell

j.      Verbs followed by gerunds and/or infinitives

 

3.     Nouns

                                     a.     Appositives (e.g. Bob Beasley, my neighbor, bought an electric saw.)

                                    b.     Nominalization of possessive proper nouns (e.g. John’s class is at 10:00.  Mary’s is at 8:00.)

                                     c.     Comparison of nouns (e.g. I have more time than money.)

                                    d.     Gerunds as subjects and objects

4.     Pronouns

                                     a.     Indefinite it as subject

                                    b.     ones (e.g. Mary has three new books.  John has three old ones.)

5.     Adjectives

a.     Neither, either, another, the other

b.     Superlatives: regular and irregular

c. Comparative expressions (e.g. as....as, the same as,  similar to, different from)

d.     Present and past participles as adjectives (e.g. a used car, an exciting day)

e.     Feelings (e.g. bored vs. boring, excited vs. exciting)


6.     Adverbs and Adverbials

a.     Relationship of past to present time (e.g. recently, already, lately, yet, just)

  b.     Adverbs of time (e.g. anymore, still, as soon as)

 c.     too and  enough  with infinitives (e.g. That table is too heavy to lift.)

 d.     Contrast  too with very and so (e.g. John’s very tired.  John’s so tired.)

e.     Adverbials with by + reflexive pronoun (e.g. Lucy came by herself.)

f.     Comparative adverbs (e.g. He types faster than the secretary.)

g.     Sequence of adverbs (e.g. I sometimes go downtown by bus in the morning)

h.     Superlative adverbs (e.g. She sings the most beautifully of all.)

7.     Preposition expressions (e.g. be careful of, be good at

8.     Conjunctions

a.     not only...but also

b.     until

 

VI.            INSTRUCTIONAL METHODOLOGY

A.            Assignments

1.    Listening/Speaking

a.In-class listening tasks (e.g. recording main ideas and supporting details from short stories or lectures on familiar topics with supporting material)

b.     Listening to conversations of spoken English at a normal rate in familiar contexts.  Identifying the location and attitudes of the speakers.

c.     Structured role-play in which students must provide specific information (e.g. school financial aid, detailed accident report)

d.     Preparing a short oral presentation on a subject of personal interest

2. Reading

a.     Reading a short informational or practical text and relate the information to the class or another student

3.Writing

a.    Writing a personal letter for a specific purpose

b.     Filling out authentic forms, surveys or questionnaires


B.            Evaluation

1.     Listening/Speaking

a. Retell details of a listening task or presentation

i.     main ideas

ii.     supporting details

iii.     sequence of ideas or actions

b.     Listen to a dialog and identify the general setting and feelings of the speakers

c.     Prepare and deliver a short oral presentation on a familiar topic

i.     present information with supporting details and examples

ii.     open and close presentation appropriately

iii.     sequence information logically

2. Reading

3. Writing

    a.  Write a personal or business letter for a specific purpose

b.     Write one or two short paragraphs responding to a written prompt that include

i.     a topic sentence

ii.     supporting details

iii.     a conclusion

         4. Grammar  

a. Complete periodic, short grammar quizzes covering intermediate Low 7 structures and forms 

C.      Texts and Other Materials

1.     Instructor developed material

2.     Foley, Barbara H. and Elizabeth R. Neblett, English in Action 4, Thomson Heinle, Boston, 2003

3.     Maurer, Jay and Schoenberg, Irene E., True Colors 4, Pearson, Illinois, 1998.

4 Advanced learner dictionary such as J.C. Wells, Longman Advanced American Dictionary, Pearson ELT, USA

VII.            TITLE 5 CLASSIFICATION

           

Non-credit [meets all standards of Title V, Section 55002 (c)]

Notes

  Focus on content of the outline.  Formatting and punctuation are not our primary concern














































III. Description changed to better match Level 5 catalog description.   Connected added to last sentence to clarify that at this level students learn how to write a series of connected paragraphs, not just isolated paragraphs.  (DTH)



















IV.C No change





V.A.2.
We can’t have a. without b., so I rewrote it.  Note:  What does some repetition in slower speech mean?  It sounds like we expect L. 7 students to understand everyday conversation only when some parts are repeated in slower-than-average speech.   Is that what it means, and is it appropriate to L. 7?  (DTH)   

V. A. 3.
We can’t have a. without b., so I rewrote it.  Also, 3. and 3a. seem to be separate skills. (DTH)




V. A. 4. = NEW V.A. 5.
We can’t have a. without b., so I rewrote it.  Also, since I separated 3 and 3a. into 3. and 4., the old 4. is now 5, etc.  (DTH)










V.B.2  Beyond survival needs should be a given by L. 7.  If we want to put it in, then in L. 5, as it's the first level beyond beginners' levels.  (DTH)




V.B.3 = NEW V.B. 4
We can’t have a. without b.,  Also, these are separate skill areas.  General public is unclear.  I assume what's meant is persons whose English level is lower than our L. 7 students' level.  (DTH)

V.B. 4 = NEW V.B.5
We can’t have a. without b.,  Also , repetition of required is now omitted.  (DTH)













V.C Approved outline on ESL Instructors' Only page version dated April 2014 differs from this google site version.  Instructors' Only outline already has verbs removed.  Looks like we're repeating the work here. TK

V.C.1 We struck verbs and added "in increasingly unfamiliar." NOTE: When revising ESLN 3800, change "in familiar contexts" to "in familiar and unfamiliar contexts."  No changes to 3700. TK







V.D.1 strike "interpreting" illustrations, photographs



V.D.2 Skim...
         Add article, email

        a. email

V.D.3. Scan

     a. not sure how this fits in

 V.D.4. Identify main idea



V.D.5 strike "interpret"
"social letter?" safety information




V.D.6 strike identifying

V.D.7. such as vocabulary in context

V.D.8 comprehension strategies; asking questions, summarizing, verbalizing, self monitoring




















V.F.1.c. Need more specific?  Level 6 outline has more specific (AH)

V.C.F. Change category name to match Level 6 outline - RG


V.F.1.h. already in level 6--need more detail? (AH)
V.F.1.i.  Adverbial clauses---consistent with level 6 outline (AH)
V.F.1. Do we need examples of all sentence types? (AH) 




V.F.2 ---do we need examples? (AH)

V.F.2.f.  Which ones?  Do we need to state? Should f. and g. be combined? (AH)


V.C.F.5.a. Added "either"  because it was on Level 6 outline, and changed "other/another, the other" to "another, the other" - RG

V.C.F.5.c. Added "(e.g....)" surrounding examples to match formatting of previous outlines. - RG

V.C.F.5.d. Added an example, "an exciting day" and shortened existing example from complete sentence "It's a used car" to just a phrase demonstrating the adjective "a used car". Deleted another example, "He's a swimming instructor" which was floating between section d. & e. - RG

V.C.F.5.e. Changed this item from "Present vs. past participle meanings (e.g. He's a bored student. He's a boring student.)" to "Feelings (e.g. bored vs. boring, excited vs. exciting)" because it made it clearer and more distinct from the previous item (d) - RG



V.C.F.6.a. Added category name, "Relationship of past to present time" to help explain the function of these words. Added "(e.g. ...)" to reflect style for examples. Deleted "rarely" from examples  - RG

V.C.F.6.b Added category name, "Adverbs of time". Added "(e.g. ...)" to reflect style for examples. Added example "as soon as"  - RG













V.C.F.6.g. Added an example - RG






V.C.F.7. Changed "Prepositions" to "Preposition expressions" because after reviewing Level 6 & 8 outlines, it didn't seem like there were 2 subcategories to justify an (a) and (b), and that "expressions" better expressed what was left. - RG

V.C.F.7.a. Deleted "Introduce and review as appropriate" and consolidated (7a)  into 7 above - RG













































Teacher developed material such as speaking and writing prompts, vocabulary practice, dictations, reading comprehension exercises, and grammar exercises. (adapted from Vivian's in Lev6)(AH)


































VI.B.6. Added this to cover structures MLO - RG











VI.C.4 #4 added dictionary to "Texts" list


























VI.A.1-7 Organization changed to better reflect the organization of outlines 1-6 (DO)














VI.B.1-6 Organization changed to better reflect the organization of outlines 1-6 (DO)
























VI.B. No Reading evaluation? (DO)
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