This course continues to help students whose primary language is not English develop oral language skills necessary for academic work through an integrated program of listening and speaking with additional attention to improving grammar and vocabulary skills. Prerequisite: ESOL 102 or placement in the advanced level of the ESOL Program.
Prerequisite(s) / Corequisite(s):
ESOL 102 or placement in the advanced level of the ESOL Program.
Course Rotation for Day Program:
Offered Fall and Spring.
Most current editions of the following:
Most current edition of the following:
Q Skills for Success 4: Listening and Speaking
By Freire, Robert and Tamara Jones ( ) Recommended
Oxford American Dictionary for Learners of English
( ) Recommended
To enhance listening, note-taking, discussion, and presentation skills necessary to succeed in U.S. academic/professional settings.
To improve comprehensibility of accent.
To learn select vocabulary from the Oxford 3000 and the Academic Word List (AWL).
To understand the importance of grammar in the context of language use.
Apply prior knowledge and personal experience to predict content.
Understand and appreciate the role context plays in discovering the meanings of unfamiliar words and phrases.
Articulate the main ideas and details of recorded/live presentations.
Take notes, participate in group discussions, and give individual and small-group presentations.
Discuss research findings and evidence.
Apply understanding of vocabulary, grammar, and pronunciation to add variety to presentations, role plays, debates, and/or group discussions.
Recognize the meaning of speed, intonation, pitch, and tone in speech and use it appropriately.
In connection with its counterpart (ESOL 105: Oral Communication Skills III), this course covers the following high-interest topics and language skills:
Power and Responsibility: listening for main ideas; meaning from context; gerunds and infinitive; syllabus stress; checking for understanding.
Appearances: identifying details; using the dictionary; the subjunctive for suggestions; unstressed syllables; confirming understanding.
Growing up: making predictions; using the dictionary; phrasal verbs; sentence stress patterns; giving a presentation.
Health Care: listening for reasons; collocations with verbs and nouns; past unreal conditionals; can and can't: asking open-ended and follow-up questions.
Art Today: making inferences; word forms; present perfect and present perfect continuous; basic intonation patterns; avoiding answering questions.
The Science of Food: understanding bias in a presentation; prefixes and suffixes; comparative forms of adjectives and adverbs; common intonation patterns; expressing interest during a conversation.
From School to Work: Listen for contrasting ideas; synonyms for formality; simple, compound, and complex sentences; highlighted words; changing the topic.
Discovery: listening for signal words and phrases; collocations with prepositions; indirect speech; linked words with vowels; using questions to maintain listener interest.
Humans and Nature: listening carefully to an introduction; word forms; relative clauses; reduced forms; using persuasive language.
Child's Play: listening for causes and effect; idioms; uses of real conditionals; thought groups; adding to another speaker's comment
Recommended maximum class size for this course: 15
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical
outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.