Intermediate High 7 (ESLN 3700)

Original Outline


City College of San Francisco

Course Outline of Record


I. GENERAL DESCRIPTION

  1. Date                                                    April 2014
  2. Department                                         English as a Second Language
  3. Course Number                                   ESLN 3700
  4. Course Title                                        Intermediate High 7
  5. Course Outline Preparer                     ESL Noncredit Curriculum Committee
  6. Department Chairperson                    Gregory Keech                                   
  7. Dean                                                    Joanne Low                                        
  8. Curriculum Committee Chair              Melinda Weil                                     
  9. Vice Chancellor                                   Susan Lamb                                        

 

II. COURSE SPECIFICS

A.   Hours                                                  175 hours

  1. Units                                                   Noncredit
  2. Prerequisites                                       None
    Corequisites                                        None
    Advisories                                           Completion of ESLN 3600 (Intermediate Low 6)
  3. Course Justification                            This course complies with the California Adult ESL                                                             Model Standards
  4. Field Trips                                          No
  5. Method of Grading                             Pass/No Pass/SP
  6. 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 a well-developed paragraph.

 

IV. MAJOR LEARNING OUTCOMES

Upon completion of this course a 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.    Produce a composition or report for a specific purpose.

F.    Use Intermediate High 7 structures and forms.

 

V. CONTENT

A.   Listening skills

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

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

a.     Daily conversation with some repetition or slower speech

b.     Essential information on a familiar subject in an observed conversation

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

4.     Formal and informal language with no visual context or clues

5.     Stories relating to familiar and common topics

6.     General mood, attitudes and feelings of speakers

  1. Speaking skills

1.     New utterances based on previously learned language patterns

2.     Face-to-face conversation on some topics beyond immediate survival  needs, personal histories (e.g. employment history)

a.     Common interruption words and turn-taking in conversations

b.     "Small talk"

c.     Appropriate register for face-to-face conversations

3.     Clarification

a.     Repetition or paraphrasing of information

b.     Projection, pitch, intonation, stress, and elision                    

4.     Telephone communication (non-face-to-face)

  1. Word Analysis Skills

1.     Common roots of words and expanding knowledge of prefixes and suffixes

2.     Homonyms, synonyms and antonyms

3.     Common phrasal verbs and idioms

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

5.     Dictionary use

  1. Reading skills

1.     Simple authentic material on familiar topics (newspaper articles on current events, social letters, public information notices).

a.     Charts, graphs, tables and forms

b.     Indices, glossaries, appendices in reading material

c.     Organization and general idea of forms or short letters

2.     Graphic format of business letters

a.     Detailed instructions in forms and short letters

b.     Implicit and explicit information in reading

c.     Main idea of a paragraph on a familiar topic

d.     Statements of fact versus opinion

3.     Syntactic clues that show relationship of ideas (e.g. therefore, on the other hand)

4.     Pronoun references that draw meaning from passages (e.g. unclear pronoun reference)

  1. Writing skills

1.   Note-taking skills on familiar material

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

a.     Written styles that may affect meaning

b.     How to write under a time limit

c.     Revision (e.g. editing and proofreading)

d.     Format

e.     Spelling, capitalization, punctuation

f.      Grammatical forms

3.     Forms and applications (e.g. authentic job application)

4.     Personal letters or e-mails for various purposes

a.     Simple business letter (e.g. request information about a product)

b.     Personal letters and notes (e.g. Thank you notes)

c.     E-mails and other electronic forms of written communication

  1. 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

8.     Conjunctions

a.     not only...but also

b.     until

VI. INSTRUCTIONAL METHODOLOGY

  1. In-class assignments

1.     Listening tasks

a.     Record main ideas and supporting details from short stories or lectures on familiar topics with supporting material

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

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

3.     Short oral presentation on a subject of personal interest

4.     Relate the information from a short informational or practical text to the class or another student

5.     Write a personal letter for a specific purpose

6.     Fill out authentic forms, surveys or questionnaires

  1. 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.     Topic sentence

b.     Supporting details

c.     Conclusion

  1. Textbooks and other Instructional Materials

1.     Bitterlin, Gretchen, et al., Ventures, Level 4, 2nd Ed., Cambridge University Press, Cambridge, 2013

2.     MacKay, Susannah, et al., Excellent English Level 4,  McGraw-Hill Publications Columbus, 2009

3.     Instructor-developed material such as conversation starters and written prompts for conversation or writing practice

 

VII. TITLE 5 CLASSIFICATION

NONCREDIT (meets all standards of Title 5. Section 55002(c)).

    
    Proposed Outline


City College of San Francisco

Course Outline of Record

 

I. GENERAL DESCRIPTION

  1. Date                                                    April 2014
  2. Department                                         English as a Second Language
  3. Course Number                                   ESLN 3700
  4. Course Title                                        Intermediate High 7
  5. Course Outline Preparer                     ESL Noncredit Curriculum Committee
  6. Department Chairperson                    Gregory Keech                                   
  7. Dean                                                    Joanne Low                                        
  8. Curriculum Committee Chair              Melinda Weil                                     
  9. Vice Chancellor                                   Susan Lamb                                        

 

II. COURSE SPECIFICS

    A.   Hours            175 hours

  1. Units               Noncredit
  2. Prerequisites   None
    Corequisites    None
    Advisories       Completion of ESLN 3600 (Intermediate Low 6)
  3. Course Justification    This course complies with the California Adult ESL Model Standards
  4. Field Trips         No
  5. Method of Grading    Pass/No Pass/SP
  6. 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 familiar subject in a spoken English conversation, 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 level-appropriate 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.   CONTENT

    A. Listening skills
          1.     Common requests for information and         recording main facts,  directions and appointments in person and on the telephone
          2.  Main ideas and most supporting detail in factual material relating to everyday topics

              
a.
Daily conversation with some repetition or slower speech

              b. Essential information on a familiar subject in an observed conversation       
        3. English spoken at a normal rate in restricted subject areas such as topics covered in class, in student activities   
        4.  Formal and informal language in stories and     other familiar contexts, even when no visual context or clues are present.
        5. Stories relating to familiar and common topics
        6.  Detecting the general mood, attitudes and   feelings of speakers

    B.  Speaking skills
1.     New utterances based on previously learned language patterns
Face-to-face conversation on some topics beyond immediate need, personal histories (e.g. employment history)
                a. Common interruption words and turn-taking in conversations
      b.   "Small talk."
                c. Appropriate register for face to face conversation
3.  Clarification
    a. Repetition or paraphrasing information
              b. Projection, pitch, intonation, stress and elision.
4. Telephone Communication (non-face-to-face)

     C. Word Analysis Skills
            1. 
Common roots of words and expanding                     knowledge of prefixes and suffixes 

            2. 
Homonyms, synonyms and antonyms
            3.  Common phrasal verbs, idioms, and collocations (e.g., keep track of, get to know, make a living
            4.  Contextual clues to determine the meaning of  unfamiliar vocabulary and phrases
            5.   Dictionary use

    D.  Reading skills
            1.    
Simple authentic material on familiar topics (newspaper articles on current events, social letters, public information notices).
                a. Charts, graphs, tables and forms,
                b. Indices, glossaries, appendices in reading material
                c. Organization and general idea of forms or short letters
            2.    Organization and graphic format of business letters
                a.   Detailed instructions in forms and short letters
                b.   Implicit and explicit information in reading
                c.   Main idea of a paragraph on a familiar topic
                d.   Statements of fact versus opinion
          3. Syntactic clues that show relationship of ideas (e.g. therefore, on the other hand)
          4. Pronoun references that draw meaning from passages (e.g. unclear pronoun reference)

    E. Writing skills
        1. Note-taking skills on familiar material
        2. Short paragraphs with a main idea and supporting details (e.g. describing daily activities or past events) using chronological ordera.
            a.  Written styles that may affect meaning
            b. How to write under a time limit
            c. Revision (e.g. editing and proofreading)
            d. Format
            e. Spelling, capitalization, punctuation
            f. Grammatical forms
        3.     Forms and applications (e.g. authentic job application)
        4.  
Personal letters or e-mails for various purposes
                a. Simple business letter (e.g. request information about a product)
                b. Personal letters and notes (e.g. Thank you notes)
                c. E-mail and other electronic forms of written communication

        F. Language structures and forms

            1.     Sentence Types

              a.     Adjectival clauses 
(used as subject, object, object of prep and restrictive/nonrestrictive) 
            b.    Direct speech ( e.g. He said, "I can call at 6pm.")
            c.  Indirect speech (e.g. He said that he could come at 6pm.)
          
d. Embedded questions (e.g. Could you tell me where the bank is?)
            e. Noun Clauses with who, what, how, where, when, whether, if (subject of a verb, object of a verb, object of prep, subject compliment) 
            g. Requests (e.g. Would you mind + gerund, Do you mind + gerund)
            h. Suggestions (e.g. Why don't I/we/you + simple verb)
            i. Adverb clauses of:

i. Time (e.g when, after, as soon as)

ii. Cause and effect (e.g. because, since)

iii. contrast (e.g. while)

iv. condition (e.g. if, even if, whether or not, when)

j.  Parallel structure conjunctions (e.g. not only... but also, either... or)

    2.     Verbs

a.     Present perfect 

b.     Present perfect continuous

c.     Past perfect

d.     Passive simple present

e.     Conditional contrary-to-fact

f.      Modals and modal combinations

g.     Separable and inseparable phrasal verbs

h.      Verbs followed by gerunds and/or infinitives

    3. Noun

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, a swimming instructor)

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

VI.            INSTRUCTIONAL METHODOLOGY

    A.   In-class Assignments

        1. Listening/Speaking

            a. Record 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. 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
            a. Read level-appropriate authentic material, fiction or nonfiction, and identify and/or summarize the main idea or conflict.
        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.     Teacher developed material such as speaking and writing prompts, vocabulary practice, dictations, reading comprehension exercises, and grammar exercises.

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

3.    McCarthy, McCarten, & Sandiford, Touchstone 4, Cambridge, 2014.

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

5. Books recommended for Level 7 on the ESL booklist compiled by the TRC Library


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.A. conversation added to better match Content below. (DO)





IV.C No change here, same as level 6 (DO)

IV.D. level-appropriate added to fit in between Levels 6 and 8. (DO)


IV.E. Is practical better than for a specific purpose?  (DO)





































































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.C.1-4  added examples. TK

V.C. 3 added "collocations" TK  examples kept from original outline (DO)


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

V.D.2 and 2a. change to: "organization and graphic format of letters/emails" (take out a.) (AH)















 V.D.4. Identify main idea



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

V.F.1.a.i-v. added to align with level 6 and add specificity (ME) --or condensed: Adjective clauses (used as subject, object, object of prep and restrictive/nonrestrictive)  (ME)
   i. Used as the subject (e.g. My sister, who is a dentist, lives in LA.
                    
ii. Used as the object of a verb (e.g. Here is the book I bought.)
                    iii. Used as the object of a preposition (e.g. They are talking about the news that Teresa called them about.
            
        iv. using whose, where, when, which    
                    v. restrictive vs nonrestrictive (e.g. Teresa is my sister who lives in Mexico. Teresa, who lives in Mexico, comes to visit me every year.) 


V.F.1e  Noun Clauses: Added whether if and removed "statements and questions" to eliminate overlap. Examples? (ME) Added location in sentence (ME)
     i. Subject of a verb (e.g. What she said annoyed her daughter.)
     ii. Object of a verb (e.g. Her mother knew that she was tired.)
     iii. Object of a preposition (e.g. Her mother is not responsible for what she did.)
     iv. Subject compliment (e.g. Her problem was that she didn't listen to her mother.)
V.F.1.c. Need more specific?  Level 6 outline has more specific (AH) Complex Sentences removed (ME) 
V.F.1.c. Complex sentences deleted.  as opposed to compound and simple? or is this to be taught directly instead as adverb clauses? Wondering what the purpose is here. I use this concept at a high beginning/low intermediate level when introducing time clauses and ‘because’, ‘if’. (ME)

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


VF1b-i Changed order (ME)





V.F.1.h. Compound sentences removed.  This is review rather than introduction. (ME)











VF1j Added/Renamed from VF8 "Conjunctions" (ME)




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

VF2e Contrary to fact future? past? (ME)

VF2i-_ "Say and Tell" Too detailed. Remove? (ME)

VF2g Changed 'two-word' to phrasal verbs (ME)


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



















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

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

V.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.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.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


VF8. Change to Parallel Structure and move to Sentence Structure (ME)


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




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



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.2 Reading  adapted from both the level six and level eight outlines (DO)


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












VI.C.3.Replaced 1998 True Colors with more recent text TK

VI.C.5 Added note about TRC booklist to parallel L6 TK






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

























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