ES 101 - English as a Second Language: Listening and Speaking I

A LOEP Accuplacer listening score of 55-67 is required for placement into this class. 

2. Listen to and understand simple conversations.

3. Understand and use basic conversation rules in simple interactions (greetings, introductions, invitations, etc.).

4. Understand and respond to basic questions and social situations (personal identification, health, shopping, etc.).

5. Spell words out loud using the correct sounds for each letter.

6. Use spelling rules to guess how a word is pronounced.

7. Hear important sound contrasts, such as plural and past tense endings.

8. Understand what a syllable is and how stress and rhythm affect speech.

9. Know and use active listening skills. 

10. When communicating, use language that is appropriate to the audience.
Course Outline:
I. Initiate activities to help students get to know one another, creating a comfortable classroom atmosphere

II. Teach vocabulary and phrases used in a variety of simple conversations

III. Model and practice social interactions such as introductions, invitations, greetings, etc.

IV. Model and practice the discussion of simple topics such as the weather, food, health, etc.

V. Introduce listening strategies to help students understand simple conversations

VI. Practice listening for the main idea

VII. Teach and practice the sounds of the alphabet

VIII. Teach basic spelling rules relating to pronunciation

IX. Introduce syllables (what they are, how to count them, and the difference between strong and weak syllables)

X. Introduce sentence rhythm and stress

XI. Introduce important sound contrasts, such as stop and continuant sounds

XII. Practice hearing and saying sound differences, such as plural and past tense endings

XIII. Introduce linking (why sometimes two words sound like one word)

XIV. Give students time throughout the semester to practice the skills that they have learned in group and pair work

Lecture: 15-20%

Individual skills practice: 15-20%

Media such as audio and video tapes: 10-15%
Mandatory Course Components:
- A range of instructional strategies is required.  Lecture must not dominate.

- Group and/or pair work should be included in every class.

- Grades should be made up of approximately 40% speaking, 40% listening, and 20% attendance and participation in class activities.

- Speaking activities should count for a minimum of 30% of the final grade.

- A minimum of 2 individual presentations to the class and 10 informal speaking activities, such as group presentations, individual presentations to groups, role plays, group reporting, sharing listening journals, etc. should be included.

- Midterm and final exams are not required, but may be given, not to exceed 20% of the final grade.

- Emphasis should be on personal experience, everyday situations and basic comprehension. 

- Presentation activities should focus on communicating main ideas. 

- Pronunciation errors will be present, but should not impede understanding of the main ideas.
Equivalent Courses:
None

Essential Abilities
English as a Second Language

The Grand Rapids Community College English Department faculty has specified essential abilities critical to the success of students in any GRCC English as a Second Language course. Students must demonstrate these essential abilities to succeed in their program of study. Qualified applicants are expected to meet all admission criteria, and matriculating students are expected to meet all progression criteria, as well as these essential abilities with reasonable accommodations as required by law. Each function and skill listed below is connected to a specific example that is typical of the general requirement.

1. Essential judgment skills to include:

• Students will have the ability to identify, assess, and comprehend surrounding situations for the purpose of problem solving and coming to appropriate conclusions and/or course of actions.

• Students are expected to meet deadlines by completing their work in and outside of the classroom.   
• Students are expected to adhere to the syllabus and respect authority and the classroom culture.
• Students are expected to accept and work with classmates who have different values and beliefs.

2. Essential physical/neurological functions to include:

• Listening – Students will be able to listen attentively to faculty and their peers.
• Concentration – Students will be able to maintain focus on class-related tasks.
• Managing relationships – Students will be able to negotiate one-on-one, small group, and whole-class relationships.
• Physical adaptability – Students will be able to negotiate the classroom space and adapt to changing classroom configurations.
• Production of typewritten material – Students will be able to produce typewritten documents in a timely manner.

3. Essential communication skills to include:

• Ability to work in word processing, to use Dragon (or other spoken software) or to handwrite to produce a document or other forms of written communication.
• Ability to use a computer for access to Bb, student email and the internet.

• Ability to engage in spoken communication with appropriate accommodation.
• Appropriate listening, speaking, reading, and writing skills as determined by placement test scores and/or successful completion of the previous level of the course.

4.  Essential emotional coping skills:

• Willingness to work cooperatively in pairs or small groups.
• Ability to work independently on classroom assignments and homework.
• Motivation to complete academic goals.
• Ability to manage stressful situation and deadlines.
• Acceptance of feedback - the student must be willing to accept constructive feedback from instructors and peers.
• Ability to ask questions and utilize available resources.

5.  Essential intellectual/conceptual skills to include:

• Ability to understand, interpret and complete the student learning outcomes for the class.  
• Ability to stay on task for the required time without a mental break.
• Ability to understand that intellectually you are at a college level and come to class with the expectation of academic rigor.  
• Ability to engage in the learning process.

6. Other essential behavioral attributes:

• The student must demonstrate responsibility and accountability for actions as a student at GRCC.  
• Students must come to the class and engage in behaviors consistent with safe practice without demonstrated behaviors of abuse or dependence on substances that impair behavior or judgment.