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CCOG for ESOL 164N Winter 2024

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Level 6 Academic Communication NC
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Course Description

Reviews English consonants and vowels, consonant clusters, past tense and plural endings; common sound substitutions; intonation, phrasing, reductions and stress patterns. Covers listening comprehension and discussion. Includes public speaking, including prepared speeches with written outlines on academic topics. Prerequisites: ESOL placement test OR successful completion of ESOL 154/154N; AND concurrent placement in ESOL 150/150N and ESOL 152/152N or higher.

Intended Outcomes for the course

Upon completion of the course students should be able to:

  1. Demonstrate understanding of the development of oral communication skills as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior with new knowledge to address the purpose.
  2. Use knowledge about language, culture, and context to prepare for and accomplish high intermediate-level academic communication tasks.
  3. Identify and correct pronunciation problems to produce mostly understandable English in an academic setting.
  4. Identify communication barriers in vocabulary and syntax and employ strategies to overcome them.
  5. Take notes on and respond to a variety of medium-length oral texts to demonstrate comprehension of academic topics, such as the environment and technology.
  6. Deliver an intelligible, well-organized academic presentation to communicate information or opinions about a relevant topic or issue.

Outcome Assessment Strategies

  1. Present a minimum of two satisfactory extemporaneous (prepared) informative public speeches on a level-appropriate academic topic.
  2. Learn the framework (complete-sentence speech outline) for direct speaking (as opposed to indirect speaking) and apply it to written and speaking assignments.
  3. Demonstrate listening skills by taking notes and asking questions during class discussions, lectures, and student speeches. Such activities should be assessed and feedback shared with students.
  4. Complete written assignments to demonstrate understanding of communication skills and concepts.
  5. Demonstrate the use of the International Phonetic Alphabet (IPA) in pronunciation strategies.
  6. Evaluate their own and peers’ speeches.

Course Content (Themes, Concepts, Issues and Skills)

A. Consonants, Vowels, Stress and Intonation
B. Grammar and Vocabulary
C. Critical Thinking Skills
D. Public Speaking
E. Listening Comprehension
F. Verbal and Non-Verbal Communication

Competencies and Skills

A. Consonants, Vowels, Stress and Intonation

  1. pronounce word endings
  2. recognize common sound substitutions: e.g. i/I "th" and "r" sounds
  3. understand and use stress patterns and phrasing in relation to the meaning
  4. understand and use intonation patterns
  5. use the IPA to improve speaking skills
  6. identify and orally produce all of the sounds in the IPA (consonants, vowels, diphthongs)

B. Grammar and Vocabulary

  1. recognize idioms including phrasal verbs
  2. choose appropriate words and word forms
  3. recognize and use correct word order most of the time
  4. recognize and use verbs and modals in the past, present, and future
  5. use question and negative forms correctly
  6. use articles, helping verbs, and prepositions

C. Critical Thinking Skills

  1. use supplemental or textbook readings to obtain ideas and vocabulary for speaking assignments
  2. avoid plagiarism
  3. develop an awareness of audience and purpose
  4. distinguish between relevant and irrelevant information

D. Public Speaking

  1. give two or more satisfactory* informative extemporaneous (prepared) speeches on level-appropriate academic topics


  • approximate five-minute time limit
  • selection and narrowing of an academic topic
  • research
  • two speech outlines (preparation outline and presentation outline) for each speech

a) preparation outline (complete-sentence speech outline with introduction that includes attention-getting material, specific purpose statement, pre-summary; body with developed main points, supporting materials, citations, transitional statements, internal summaries; conclusion including summary of main points and concluding statement; and bibliography.) This outline must be turned in to the instructor and may not be used during the actual speech presentation.
b) presentation or speaking outline (usually no more than three index cards with key words and delivery prompts such as “smile” or “pause here”) may be used during presentation and must also be turned in to the instructor.

  • appropriate delivery (delivery includes nonverbal skills, voice projection, direct eye contact, facial expressions, posture and stance appropriate to public speaking) with focus on the speaker, not the visual aids
  • leading class discussion at the end of the speech, exhibiting knowledge of subject of speech

* see explanation of satisfactory speeches below

E. Listening Comprehension and Note-taking

  1. understand and take notes on main ideas and important details of student speeches, class discussions, and short lectures

F. Verbal and Non-Verbal Communication

  1. initiate questions without being prompted
  2. participate by contributing and connecting ideas
  3. begin to develop strategies to achieve intelligibility
  4. begin to depart when necessary from the prepared text and answer questions raised by the audience
  5. begin to backtrack and restructure smoothly

Explanation of Satisfactory Speeches

  1. speech contains grammar and vocabulary appropriate to the audience and topic

  2. speech is in complete sentences with generally correct word order

  3. speech is understood by a native speaker most of the time

SUGGESTED GRADING: 40% delivery, 20% outline, 40% follow-up discussion (including listening comprehension)