district course outline template - …€¦ · web viewnorthstar: focus on listening and speaking...

SAN JOSE/EVERGREEN COMMUNITY COLLEGE DISTRICT

NEW COURSE OR COURSE REVISION PROPOSAL

SIGN-OFF SHEET2011-2012

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Evergreen Valley Only Assigned by Curriculum Specialist San Jose City College Only New Course Proposal # Evergreen Valley and San Jose City Colleges Course Revision Proposal # S12-265/12-

198

Course No. and Title: ESL 314: Intermediate-High Listening and Speaking Skills Version:

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DATE NAME/INITIALS

03/13/128/10/12

Leticia Burke/ Levesque/Muench

Proposer (Faculty)

8/10/12 Keiko Kimura Division Curriculum Committee (EVC only) SJCC Division Dean William Silver EVC Division Dean 06/07/12 Lauren Mckee EVC Administrative Services Supervisor

(codes and loading)10/18/12 Bunnie Rose SJCC Administrative Services

(codes and loading)8/10/12 s/Sue Hager IPCC Curriculum Specialist 06/07/12 Vicki Brewster ACCC Curriculum Specialist06/07/12 Eric Narveson Chair, ACCC11/13/12 Dorothy Pucay Chair, IPCC11/13/12 Prerequisite Validations (approved by ACCC/IPCC) Keith Aytch EVC Vice President, Academic Affairs10/18/12 Tammeil Gilkerson SJCC Vice President, Academic Affairs06/07/12 Eric Narveson EVC Academic Senate President10/18/12 Charles Heimler SJCC Academic Senate President06/07/12 Marc Sola EVC Articulation Officer10/18/12 Suzanne Gutierrez SJCC Articulation Officer06/07/12 Erlinda Martinez EVC Schedules & Catalog Technician 10/18/12 Jennifer Green SJCC Schedules & Catalog Technician06/07/12 Jovita Valdez EVC Articulation Specialist10/18/12 Laura Garcia SJCC Articulation Specialist10/18/12 Ruth Villasenor District Curriculum Coordinator EVC, President (new courses only) N/A SJCC, President (new courses only) N/A Chancellor (new courses only)

Submit to Governing Board* EVC N/A (Certifying Board Approval)SJCC N/A (Certifying Board Approval)

Form Revised—August 20111

COURSE INFORMATION PACKETSan Jose/Evergreen Community College District

College:San Jose City and Evergreen Valley Colleges Prepared By: Leticia Burke/Levesque/MuenchNew Course (All new courses require Board approval) Date:

Course Approval Date: Course Revision (Check only items below that are being revised)

Date of Revision:03/13/12Revision Approval Date:

*These items may vary between campuses

SECTION A:COURSE PROPOSER

SECTION B:PROPOSER/DEAN

SECTION C:DIVISION DEAN/TECH. STAFF

1. Course Discipline 16. Advisory Read & Write Levels 34. District GE

2. Course Number 17. Advisory Math Levels 35. Recommended CSU GE3. Course Title 18. Open Curriculum 36. Recommended UC Articulation4.* Reason for Proposal – EVC 19. Recommended 37. Baccalaureate Status4.* Reason for Proposal – SJCC 20. Method of Instruction 38. Recommended IGETC5a. Fixed Units 21a.* Grading – EVC 39. Articulation Efforts5b. Variable Units 21a.* Grading – SJCC 40.* Course Same As – EVC6.* Catalog Description – EVC 21b.* Credit By Exam – EVC 40.* Course Same As – SJCC6.* Catalog Description – SJCC 21b.* Credit By Exam – SJCC 41.* Course Replaces – EVC 7.* Short Schedule Descr. – EVC 22. Graduation Requirements 41.* Course Replaces – SJCC7.* Short Schedule Descr. – SJCC 23a. AA/Non AA Status 42.* Department Number– EVC8a*.Course Lecture Content – EVC 23b. Pre-Collegiate College Skills 42.* Department Number – SJCC8a*.Course Lecture Content – SJCC 24. Basic Skills Status 43.* CID/CIP – EVC8b*.Course Lab Content – EVC 25. State Classification Code 43.* CID/CIP – SJCC8b*.Course Lab Content – SJCC 26. Class Size 44.* SAM Code – EVC 9. Student Learning Outcomes 27a. Repeatability Status 44.* SAM Code – SJCC 10.*Methods of Evaluation – EVC 28. Faculty Loading 45.* TOP Code – EVC10.*Methods of Evaluation – SJCC 29. FTE 45.* TOP Code – SJCC11.* Textbook List – EVC 30a. Student Contact Hours 46.* Transfer Status – EVC11.* Textbook List – SJCC 30b. Lab Hours Justification 46.* Transfer Status – SJCC12. College Level Materials 31.* First Offered – EVC 47* Materials Fee – EVC13.* Homework – EVC 31.* First Offered – SJCC 47* Materials Fee – SJCC13.* Homework – SJCC 32.* Program Status - EVC 48* Prereq./Coreq. Validation – EVC14.* Prerequisites – EVC 32.* Program Status - SJCC 48* Prereq./Coreq. Validation – SJCC14.* Prerequisites – SJCC 33.* Recommended for C-ID - EVC15.* Corequisites – EVC 33.* Recommended for C-ID - SJCC15.* Corequisites – SJCC


SECTION A: TO BE COMPLETED BY COURSE PROPOSER

SOME ITEMS CAN VARY BETWEEN CAMPUSES, ITEMS WITH AN EVC , SHOULD BE FILLED IN BY EVC AND ITEMS WITH AN SJCC SHOULD BE FILLED IN BY SJCC.

1. COURSE DISCIPLINE: ESL 2a. COURSE NUMBER: 314

2b. COURSE IDENTIFIER NUMBER [OFFICE USE ONLY]EVC: CCC000115678SJCC: CCC000339661

3a. COURSE TITLE : Intermediate-High Listening and Speaking Skills

3b. SHORT TITLE: Interm-High Listen & Speak

4. EVC JUSTIFICATION FOR PROPOSING NEW COURSE OR REVISION TO COURSE: Periodic Update

4. SJCC JUSTIFICATION FOR PROPOSING NEW COURSE OR REVISION TO COURSE:The ESL program wishes to update the outline to reflect more accurately the course description, current practice, delivery of course content and materials, and student learning outcomes for ESL 314.

5a. UNITS FOR COURSE: 3.0

UNITS: LeCTURE:3.0 LAB:

LeCT. HOURS:3.0 LAB HOURS: [PER WEEK]

5b. TOTAL HOURS: 54

[FOR OFFICE USE ONLY]

5c. VARIABLE UNITS:

(MIN.) To (MAX.)

ENTER UNIT INCREMENT:

5d. TOTAL HOURS: (VARIABLE UNITS)

MIN HRS. MAX. HRS. [FOR OFFICE USE ONLY]

6. EVC CATALOG DESCRIPTION: (9 LINES/80 CHAR. MAX. PER LINE):This course refines listening comprehension and speaking skills in academic, vocational, and social contexts at the high intermediate level.

6. SJCC CATALOG DESCRIPTION: (9 LINES/80 CHAR. MAX. PER LINE):Students refine listening comprehension and speaking skills in academic, vocational, and social contexts at the intermediate-high level. Students will participate in class activities and use multimedia materials focused on improving aural comprehension, oral communication, and clear pronunciation in a variety of contexts. Concurrent enrollment in (ESL 312 or ESL 313 or ESL 316 or ESL 317) and ESL 204 is strongly recommended.

7. EVC SHORT SCHEDULE DESCRIPTION (100 CHAR. MAX.): Refines listening/speaking skills and cultural awareness in academic and vocational contexts

7. SJCC SHORT SCHEDULE DESCRIPTION (100 CHAR. MAX.): Refines listening/speaking skills and cultural awareness in academic and vocational contexts.

8a. EVC COURSE LECTURE CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]: Pre-listening:

1. Identification of key terms and concepts related to topic2. Introduction of lecture note taking techniques3. Use of verbal and contextual clues to deduce meanings of new vocabulary4. Presentation of topics such as cultural aspects of life in U.S., current events, academic and social issues

Listening:1. Listening for new vocabulary words and specific information used in different contexts2. Taking notes on main ideas and important information3. Listening for tone, mood, and speaker’s attitude4. Relating body language and gestures to speaker’s attitude and meaning

Speaking:1. Preparation and response to career and interview questions2. Reconstruction of meaning from lecture notes3. Use of techniques for eliciting repetition and clarification when needed4. Application of appropriate verbal cues, such as A. taking and holding the floor

B. directing discussion back to the topicC. changing the direction of the discussion D. expanding a discussion topic by adding or stating a reasonE. explaining a resultF. presenting a contingencyG. making a suggestion


H. stating reservations5. Survey and/or interview information-gathering methods6. Techniques for modification of pronunciation and expression 7. Preparation of informational speeches and oral summaries

8b. EVC COURSE LAB CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]:

8a. SJCC COURSE LECTURE CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]:

A. Pre-listening1. Defining new vocabulary2. Relating previous knowledge to introduced topic of the listening segment3. Recalling previously learned idioms and grammar points4. Relating concepts concerning current events and American cultural values and practices to new

informationB. Listening

1. Predicting meanings of new vocabulary words used in different environments2. Refining note taking and information gathering skills3. Identifying main ideas and important details of short lectures and presentations4. Evaluating cultural innuendo and appropriateness of verbal utterances and body language

C. Speaking1. Speaking with clear articulation at an intermediate-high level of fluency and accuracy2. Participating in group discussion3. Employing appropriate discourse elements to expand topic, explain results, and present

contingency4. Preparing and delivering organized presentations in small groups and to large groups5. Paraphrasing and summarizing peer and recorded presentations and small group discussions6. Using vocabulary and grammar at an intermediate-high level of speaking proficiency*

*Listening Proficiency Descriptors: intermediate-high level• often understands new information in sustained personal interactions• sometimes understands speech on abstract or academic topics, especially if there is support• has understanding that is often affected by length, topic familiarity, and cultural knowledge• can usually identify subjects and details when listening to extended speech and rarely misunderstands the central

message• sometimes understands implications beyond the surface meaning

*Speaking Proficiency Descriptors: intermediate-high level• uses a variety of concrete and abstract vocabulary, sometimes inappropriately• has control over many basic and complex grammatical structures• can communicate in most social situations, though not always accurately• can provide added detail or rephrase message to facilitate conversation • usually uses language that is situational and culturally appropriate• can usually be understood by attentive listeners•

*These Proficiency Descriptors come from California Pathways, California Community Colleges Chancellor’s Office, 2000.

8b. SJCC COURSE LAB CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]:

9. STUDENT LEARNING OUTCOMES(SLOS) [USE OUTLINE FORMAT]:

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

1. Predict content and prepare for targeted listening at an intermediate-high level of listening proficiency.*

2. Identify main ideas and targeted content from a listening segment or speaker at an


intermediate-high level of listening proficiency.*3. Use effective conversation and discussion techniques to exchange and expand on

information and ideas at an intermediate-high level of speaking proficiency.*4. Deliver oral presentations to a small or large group at an intermediate-high level of speaking

proficiency.**Refer to Proficiency Descriptors in 8a. Course Content Section.

10. EVC METHODS OF EVALUATION AND EXAMINATION: (TITLE 5 REQUIRES THAT A GRADE IS BASED ON DEMONSTRATED PROFICIENCY, AT LEAST IN PART, BY MEANS OF ESSAYS OR PROBLEM SOLVING EXERCISES OR SKILLS DEMONSTRATIONS.) Methods of Assessment for SLOs including Methods of Evaluation and Examination Used in This Course

Quizzes, exams, problem-solving exercises, final exam/project

FOR DEGREE APPLICABLE COURSES: LIST CRITICAL THINKING EXAMPLE(S) OF METHODS OF EVALUATION:

10. SJCC METHODS OF EVALUATION AND EXAMINATION: (TITLE 5 REQUIRES THAT A GRADE IS BASED ON DEMONSTRATED PROFICIENCY, AT LEAST IN PART, BY MEANS OF ESSAYS OR PROBLEM SOLVING EXERCISES OR SKILLS DEMONSTRATIONS.) Methods of Evaluation and Examination Used in This Course

Quizzes, exams, final exam/project, oral presentation

FOR DEGREE APPLICABLE COURSES: LIST CRITICAL THINKING EXAMPLE(S) OF METHODS OF EVALUATION:As a quiz, identify three causes of sleep apnea based on the news report you heard, and report it to the group.

11a. EVC TEXTBOOK LIST/LEARNING MATERIALS (Include Author, Title, Publisher, and Year)

Stemplesky, Susan. World Link 3. Boston: Cengage Heinle 2011Chase, Becky, and Kristin Johanssen. Pathways 3. Boston: Cengage Heinle, 2012.Mathews, Candace. Speaking Solutions. New York: Pearson, 1996.

Sanabria, Kim, and Tess Ferree. NorthStar: Focus on Listening and Speaking Level 3. New York: Longman, 2007.

11b. EVC I have consulted with the Librarian and the Library Sign-off Page is completed and is on file with the Library. 11b. SJCC I have consulted with the Librarian regarding resources for this course.11a. SJCC TEXTBOOK LIST/LEARNING MATERIALS:

(Include Author, Title, Publisher, and Year)

Stemplesky, Susan. World Link 3. Cengage/Heinle, 2011.Chase, Becky, and Kristin Johnassen. Pathways 3. Cengage/Heinle, 2012.Mathews, Candace. Speaking Solutions. Pearson, 1996.Sanabria, Kim, and Tess Ferree. NorthStar: Focus on Listening and Speaking Level 4. 3rd ed., Longman, 2009.Friere, Robert, and Tamara Jones. Q: Skills for Success Listening and Speaking 4. Oxford University Press, 2011.

12. I VERIFY THAT THE TEXTBOOKS/LEARNING MATERIALS LISTED ABOVE ARE COLLEGE LEVEL MATERIALS. Yes No13. EVC HOMEWORK/ASSIGNMENTS [2 hours per lecture unit]: Hours Per Week = 6

Assignments That Will Be Required Outside Of The Classroom:1. Academic and vocational vocabulary study2. Conducting and recording interviews and surveys3. Completion of community interaction projects such as service learning 4. Language lab and library assignments5. Preparation for in-class activities including discussion and presentation

For degree applicable courses: List one example of critical thinking homework:


13. SJCC HOMEWORK/ASSIGNMENTS [2 hours per lecture unit]: Hours Per Week = 6

Assignments That Will Be Required Outside Of The Classroom:Prepare vocabulary activities, complete text exercises, prepare for class discussions/presentation, watch and analyze videos, completion of communicative class project

For degree applicable courses: List one example of critical thinking homework:Watch the national news this weekend and find out the latest developments on the tsunami in Japan. Answer the

questions on this handout in your journal and prepare to present your report in a small group.

14. EVC COURSE PREREQUISITE (A Grade of “C” Is Implied Unless Otherwise Stated. (Go to item 48 to complete prerequisite validation form): ESL 324 with P grade or placement based on assessment

14. SJCC COURSE PREREQUISITE (A Grade of “C” Is Implied Unless Otherwise Stated. (Go to item 48 to complete prerequisite validation form): ESL 324 with P grade or placement based on assessment

15. EVC COURSE COREQUISITE: (Go to item 48 to complete corequisite validation form):

15. SJCC COURSE COREQUISITE: (Go to item 48 to complete corequisite validation form):

16. ADVISORY READING AND WRITING LEVELS: 17. ADVISORY MATH LEVEL: 18. OPEN CURRICULUM: (No Prerequisite, Corequisite, or Advisory Levels)

OPEN CURRICULUM*: (Open Curriculum, but some steps necessary to enroll)*Indicate Necessary Steps To Enroll:

19. EVC RECOMMENDED PREPARATION (prior/concurrent): Concurrent enrollment in ESL 310L is highly recommended.

19. SJCC RECOMMENDED PREPARATION (prior/concurrent): Concurrent enrollment in (ESL 312 or ESL 313 or ESL 316 or ESL 317) and ESL 204 is strongly recommended.

20. METHOD OF INSTRUCTION: 02=Lecture and/or Discussion

21a. EVC GRADING: M = Mandatory Pass/NoPass21a. SJCC GRADING: M = Mandatory Pass/NoPass

21b. EVC CREDIT BY EXAM ALLOWED:

Yes No

21b. SJCC CREDIT BY EXAM ALLOWED:

Yes No

SECTION B: TO BE COMPLETED BY COURSE PROPOSER AND DIVISION DEAN

22. GRADUATION REQUIREMENTS: THIS COURSE MEETS CULTURAL PLURALISM/ETHNIC STUDIES REQUIREMENTS: Yes No

23a. AA/NON AA STATUS: Non AA/AS Applicable (NAA) [ select from pull-down menu]

CRITERIA (COURSE IS AA AND AS-APPLICABLE IF LETTERS A-F ARE ALL CHECKED):A. Appropriate Prerequisite Level.

B1. A Graded Essay Written At College Level. Or

B2. Essay Not Appropriate - Skills Demonstration Course Or Significant Problem Solving. C1. College Level Vocabulary, Study Skills, Reading Material; Or A Lab Or Activity Class.

Or C2. College Level Reading And Writing (See #12). D. Multiple Measures Of Evaluation Are Employed (See #10). E. Two Hours Of Homework Required For Every Lecture/Theory Hour, Or This Is A Lab, Or

This Is An Activity Class And Does Not Require Homework.


F. Coursework Calls For Critical Thinking Exercises.Check The Following That Apply:

G. Course With A Math Content Equal To Math 11A or 11R or 11S or 13, And A-F Above. H. Reading, Writing Or ESL Course No Lower Than One Level Below Engl. 1A, And A-F Above. I. Course Is Part Of A Non-Baccalaureate Occupational Major And Meets A-F Above. J. This Course Has Baccalaureate Status. (See #37.)

23b. COMPLETE THIS ITEM ONLY FOR COURSES THAT ARE NAA (SEE #23A ABOVE):Is this a basic skills course in reading, writing, math or ESL? Yes NoIf Yes, indicate # of levels below transfer and area: level: Three ESL levels below Engl 1AIf No, is this a skill typically needed for an

AA or AS applicable vocation course? Yes No

24. BASIC SKILLS STATUS: B = Basic skills not precollegiate

25. STATE OF CALIFORNIA COURSE CLASSIFICATION: B = Developmental Preparatory

26. [For Office Use Only]FINAL CLASS SIZE: 30

27a. REPEATABILITY: STATUS: A= Non-activity; may not be repeatedIf Repeatable, number Of Times Repeatable: Maximum Units: 3.0

[Per Title 5, Section 55041: Activity courses may be repeated only three times, four experiences total for any given activity, across various levels of courses in that activity, or variations of that activity.]

27b. [For Office Use Only]

RETAKE CODE: 03.0A


28. FACULTY LOADING: FTE Lecture: 20.000FTE Lab:

Variable Loading:FTE Lecture: From To FTE Lab: From To

29. TOTAL FTE FOR COURSE: 20.000 Variable Total FTE For Course:From: To

30a. STUDENT CONTACT HOURS:

Lecture Per Week: 3.0*Lab Hours Per Week: *If hours exceed 3 lab hours to 1.0 unit ratio, justify below (#30b):

V ariable HoursLecture Hours: From To Lab Hours: From To

30b. LAB HOURS JUSTIFICATION:

31. EVC FIRST SEMESTER INTEND TO OFFER: 1= Spring Year: 2013

31. SJCC FIRST SEMESTER INTEND TO OFFER: 3 = Fall Year: 2013

32. EVC COURSE PROGRAM STATUS:

Most courses are part of a program listed on the college Program Inventory, or are General Education or Transfer, or Stand Alone.

GE (be sure that GE item is checked consistently on this document) Transfer (be sure that transfer item is checked consistently on this document) Stand Alone (not part of any program; not GE, and not Transfer) Created to be part of a certificate or degree

Which certificate and/or degree?

[For Office Use Only] Program Control Number:

[For Office Use Only]Program Code:

32. SJCC COURSE PROGRAM STATUS:

Most courses are part of a program listed on the college Program Inventory, or are General Education or Transfer, or Stand Alone.

GE (be sure that GE item is checked consistently on this document) Transfer (be sure that transfer item is checked consistently on this document) Stand Alone (not part of any program; not GE, and not Transfer) Created to be part of a certificate or degree

Which certificate and/or degree?

[For Office Use Only] Program Control Number:

33. EVC RECOMMENDED FOR C-ID Yes No

Which course descriptor are you requesting

Course Identification Numbering System website: www.c-id.net

[For Office Use Only] C-ID Number:


33. SJCC RECOMMENDED FOR C-ID Yes No

Which course descriptor are you requesting

Course Identification Numbering System website: www.c-id.net

[For Office Use Only] C-ID Number:


34. DISTRICT GE: 34a. Course has District GE Status: Yes No

34b. Recommended Areas:Area 1 Area 2: Area 3: Default:

35. CSU GE: 35a. Recommended for CSU GE Status:

Yes No

35b.Recommended Areas:Area 1: Area 2: Area 3: Default:

http://www.c-id.net/

http://www.c-id.net/

36. UC TRANSFER/ ARTICULATION:

36a. Recommended for UC Transfer: Yes No Recommended UC campus(es) and course(s):

Campus(es) Course(s)

37. BACCALAUREATE STATUS*:

[*To have Baccalaureate Status 1 must be checked, plus 2 or 3 or 4. Courses with Baccalaureate Status transfer to CSU.]

37a. List of criteria needed to establish Baccalaureate Status: (check all that apply)

1. Meets AA-Applicable standards of rigor

2. Non-Occupational course counting as units in a major

3. There is documentation that the same, similar, or analogous course is taught in the CSU system.

4. Occupational course within a major

5. Apprenticeship course (cannot be transferable)

37b. Recommended for transfer to CSU: Yes No

Recommended CSU campus(es) and course(s):

Campus(es) Course(s)

37c. Recommended for articulation with CSU as a course in a major.

Recommended for articulation with CSU as an elective in a major.

38. IGETC STATUS: 38a. Recommended for IGETC:

Yes No

38b. Recommended IGETC Categories: (1 code is preferable; 2 codes maximum)

Code 1: Code 2: Default Code:

39. DESCRIBE ARTICULATION EFFORTS [BETWEEN EVC AND SJCC]: SECTION C: TO BE COMPLETED BY DIVISION DEAN AND TECHNICAL STAFF

40. EVC THIS COURSE IS THE “SAME AS”: First Semester Good For: Year: 40. SJCC THIS COURSE IS THE “SAME AS” : First Semester Good For: Year: 41. EVC THIS COURSE “REPLACES”: First Semester Good For: Year:

Has the course inactivation form been completed? Yes No

41. SJCC THIS COURSE “REPLACES”: First Semester Good For: Year:

Has the course inactivation form been completed? Yes No

42. EVC DEPT.: 2ESL

42. SJCC DEPT.: 1ESL (Ex: 1ENGL or 2ENGL)

43. EVC CID: 1520 CIP: 32.0108

43. SJCC CID: 1520 CIP: 32.0109

44. EVC SAM: E=Non-Career/Technical

44. SJCC SAM: E=Non-Career/Technical

45. EVC TOP CODE:4930.86

45. SJCC TOP CODE:4930.86

46.TRANSFER STATUS: EVC: C=Not Transferable SJCC: C=Not Transferable

MATERIALS FEE JUSTIFICATION: (TO BE COMPLETED BY PROPOSER AND/OR DIVISION DEAN)

47. EVC WILL THIS COURSE ROUTINELY REQUIRE A MATERIALS FEE? Yes NoIF YES, COMPLETE THE MATERIALS FEE JUSTIFICATION FORM—CLICK ON LINK BELOW :

47. SJCC WILL THIS COURSE ROUTINELY REQUIRE A MATERIALS FEE? Yes NoIF YES, COMPLETE THE MATERIALS FEE JUSTIFICATION FORM—CLICK ON LINK BELOW:

\\Materials Fee Justification Form

[48.] EVC Course Prerequisite/Corequisite Validation Form:[Per Title 5 §55003: "2) ...the prerequisite [corequisite] will assure ... that a student who has not met the prerequisite is highly unlikely to receive a satisfactory grade in the course (or at least one course within the program) for which the prerequisite is being established..."]

If you completed items 14 or 15, you will need to fill out this page. Course & Number ES L 314 Prerequisite Course & Number ES L 324 Course & Number Corequisite Course & Number Fill out a separate form for each prerequisite. OR Cite three CSU and/or UC courses, prerequisites, and catalog year.

Any combination of "at least three of the campuses of the UC or CSU ...reflect in their catalogs that they offer the equivalent courses with the equivalent prerequisite(s) or corequisite(s)." Justification:

Institution Course(s) Prerequisite(s) Catalog Year

Column 1Prerequisite/Corequisite

List the major concepts, skills, or kinds of knowledge that a student will learn in the prerequisite or corequisite that are essential to the successful completion of this course.

Column 2Current Course

State why each of the listed items in Column 1 is essential in relationship to content listed in the course outline.

ESL 324

Students completing ESL 324 will have the following skills/objectives

1. Ability to identify main ideas and recall important details in an intermediate-level listening segment

2. Ability to recognize new vocabulary and idioms and guess meaning through active listening

3. Take notes from speech

4. Participate effectively in group discussion on cultural and social topics and use discourse markers to change the direction of the discussion

ESL 314

Students in this more advanced Listening/speaking course will need strategies for identifying and defining unfamiliar vocabulary and recognizing main ideas and important information in academically challenging lectures and format. They will be listening to content with academic vocabulary and will need to take notes in order to recall important information and speak about it in an informed way. Students will need to participate actively in group discussion, sometimes stating different opinions or counter arguments, which requires socially appropriate means of disagreeing or interrupting to change the course of the discussion or keep it moving on track.

Other (Ex: audition/tryout requirement):

[48.] SJCC Course Prerequisite/Corequisite Validation Form:[Per Title 5 §55003: "2) ...the prerequisite [corequisite] will assure ... that a student who has not met the prerequisite is highly unlikely to receive a satisfactory grade in the course (or at least one course within the program) for which the prerequisite is being established..."]

If you completed items 14 or 15, you will need to fill out this page. Course & Number ESL 314 Prerequisite Course & Number ESL 324 with P grade or placement based on assessment Course & Number Corequisite Course & Number Fill out a separate form for each prerequisite. OR Cite three CSU and/or UC courses, prerequisites, and catalog year.

Any combination of "at least three of the campuses of the UC or CSU ...reflect in their catalogs that they offer the equivalent courses with the equivalent prerequisite(s) or corequisite(s)." Justification:

Institution Course(s) Prerequisite(s) Catalog Year

Column 1

Prerequisite/Corequisite

List the major concepts, skills, or kinds of knowledge that a student will learn in the prerequisite or corequisite that are essential to the successful completion of this course.

Column 2

Current Course

State why each of the listed items in Column 1 is essential in relationship to content listed in the course outline.

A student completing ESL 324 will have developed pre-listening skills to predict and prepare for targeted listening. A student will be able to identify main ideas and details of a listening segment at an intermediate level of proficiency. A student will have the ability to use effective discussion techniques to exchange information and express opinions. A student completing 324 will have the ability to deliver a short oral presentation with effective organization, word choice, grammar, and pronunciation.

An ESL 314 student will build on same listening and speaking skills as in ESL 324, but at an intermediate-high level. Targeted listening segments are longer and more complex as to vocabulary, grammar, and organization, and more academic in content, as are oral presentations. A student will learn discussion techniques to extend topics, often expository, and persuade listeners to take action. Students need to have the intermediate-mid listening and speaking skills in order to tackle the skills taught in ESL 314.

Other (Ex: audition/tryout requirement):

SAN JOSE /EVERGREEN COMMUNITY COLLEGE DISTRICTCOMMENT SHEET

(For Curriculum Staff Use Only)

DATEITEM

NUMBER NAME (Curriculum Staff) COMMENT SJCC EVC

1/4/13 6, 19 Sue Hager replaced ESL 194 with ESL 204

district course outline template - …€¦ · web viewnorthstar: focus on listening and speaking...

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