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EI 211 Intermediate Speaking and Listening II
Torkelson, Susan I.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EI 210 Intermediate Speaking and Listening for International Students

Semester

FA 2006 HOZ

Faculty

Torkelson, Susan I.

Title

Adjunct Faculty

Degrees/Certificates

M.A. English Literature
B.A. English Literature / Secondary Education

Office Hours

By Appointment

E-Mail

susan.torkelson@park.edu

storkelson@kc.rr.com

Semester Dates

Aug 21 - Dec 15, 2006

Class Days

-M-W-F-

Class Time

9:00 - 9:50 AM

Prerequisites

None

Credit Hours

3


Textbook:

Ferree, Tess and Sanabria, Kim, NorthStar High Intermediate Listening and Speaking,

Second Edition, Pearson Education, Inc., White Plains, NY, 2004

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
This class teaches students speaking and listening skills necessary for academic success. Students will focus on improving spoken grammar, vocabulary, listening comprehension, pronunciation and fluency. Class activities will include in-class discussions, individual and group oral presentations, pronunciation exercises and spoken instruction. Students will be exposed to American rhetorical forms, including political debate, music lyrics, academic lectures and sports/entertainment/cultural commentary. 3:0:3

Educational Philosophy:
The role of the teacher is to create a lively, challenging forum, provide interesting information and help students formulate and express their ideas with improved tools of communication.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and demonstrate grammatical components of a well-formed English sentence
  2. Identify and create separate text components such as introductions, thesis statements, conclusions, cohesive elements, etc.
  3. Evaluate their own and others' work for grammatical and organizational accuracy
  4. Identify and produce written work representing different types and genres
  5. Construct and expand a working vocabulary of English, consisting of 1000-1500 words
  6. Show through evaluation and revision that they have recognized grammatical and/or organizational problems
  7. Apply academic skills in presenting their assignments in prescribed form and on time


  Instructor Learning Outcomes
  1. Students will show less dependency on slowed speech and repetition and will demonstrate their understanding of sentence-length utterances on a wide variety of subjects.
  2. Students will summarize media broadcasts.
  3. Students will demonstrate accurate use of the telephone and will show mastery of conversations in uncomplicated social situations.
  4. Students will practice educated guessing and will demonstrate tools for sustaining conversation even when lacking some vocabulary.
  5. Students will express themselves in longer utterances using larger vocabularies with improved knowledge of grammar, and they will solve problems in communication.
  6. Students will practice a conversation on a wide range of topics, and will use discourse connectors in their narrations and descriptions.
Core Assessment:
Your core assessment in EI 211 will consist of a portfolio, submitted at the end of term, which will comprise all of the major writing assignments of the semester, in draft and final form. DO NOT DISCARD ANY ASSIGNMENTS. You will receive a list of all expected assignments a week before the portfolio is due. It should be submitted in a binder, neatly organized, with name and date of submission on the cover.

Class Assessment:
After listening to tapes, CDs, DVDs, and the instructor's voice, students will be tested for comprehension in many ways.  Students will receive percentage grades, and test results will be discussed in class.  The average grade of these tests will determine 50% of a final grade. Grade equivalencies on all tests will be as follows:  A= 90-100%; B=82-89%; C=75-81%; D=65-74%, F=<65%. (Students with unexcused absences will receive a grade of zero for each test missed.)  Students will also be required to prepare and present eight oral presentations.  The average grade of these presentations will determine 50% of the final grade. All presentations will be graded A thru F (including plus and minus) based on the discretion of the instructor.

Grading:
See Course Assessment

Late Submission of Course Materials:
Students will be required to deliver oral presentations on the day assigned unless they have an excused absence.  Absent students must arrange with the instructor to give their presentation as soon as possible.  Students who have missed a test based on class dictation must complete an alternate assignment for an equivalent grade.

Classroom Rules of Conduct:
Students must attend class regularly and arrive on time.  They should be prepared to concentrate on difficult material and apply all the listening tools they have learned to increase their comprehension.  Students must prepare and practice their oral presentations before they come to class.  They must prepare note cards or outlines when required.  Students should listen carefully to their fellow presenters and respect their efforts.

Course Topic/Dates/Assignments:


Weeks/Dates

Listening Assignments

Oral Presentations

Weeks 1 thru 2

August 21 thru September 1

Introductory interviews: positive and negative statements in present tense

North Star, Chapter 1

“Environmentalism Gone Wild” – Instructor presentation

Based on “Corn Cam, “ find an interesting web site and describe its purpose to the class. Then show it to us on the Internet.

(Class Presentation 1)

Weeks 3 thru 4

September 4 thru 15

North Star, Chapter 2

Identify infinitives and gerunds in sentences you hear.

Vocabulary Test on Chapters 1 and 2

Demonstrate an exercise, a stance or a move in a particular sport. Discuss its advantages.

Describe your “Achilles Heel” and discuss the ways you deal with it.

(Class Presentation 2)

Weeks 5 thru 6

September 18 thru 29

North Star, Chapter 3

Complete sentences beginning with clauses such as “If I were a doctor,”.

.

Interview classmates using chart on P. 68 and report the results to class.

Read about one of the sleep disorders described on P. 57 and present the information to the class. (Class Presentation 4)

Week 7 thru 8

October 2 thru 13

North Star, Chapter 4

Focus on the vocabulary of weather events.

Listening Comprehension Test based on passage read by instructor

Narrate an event in which dangerous weather played a part in your experience.

(Class Presentation 5)

Week 9, October 16 thru 20

No Class

Weeks 10 thru 11

October 23 thru November 3

North Star, Chapter 5

Identify modal verbs in sentences. Use past modals such as “should have,” “would have,” and “could have” appropriately in sentences in class.

Vocabulary Test on Chapters 3 and 4

Discuss an environmental issue important in your own country. Discuss government programs, private initiatives or present your own plan. (Class Presentation 6)

Weeks 12 thru 13

November 6 thru 17

North Star, Chapter 8

Listening Comprehension Test based on a short essay about food. Instructor reads.

Describe a typical family meal either in your present family or from your childhood. Use as many details as you can. Create a mood: humorous, tense, formal or relaxed. (Class Presentation 7)

Week 14 thru 15

November 20 thru December 1

North Star, Chapter 7

Use the verbs and verb phrases on p. 145 in the correct context.

All class members participate in role playing illustrating different levels of emotional intelligence directly after being involved in an accident.

Discuss the manner in which children learn emotional control. Use examples from your own life either as a child or an adult. (Class Presentation 8)

Week 16 thru 17

December 4 thru 15

North Star Chapter 10

Listening Comprehension Test on “A World Within a School”

All presentations must be completed during this two-week period.

The above is subject to change.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/20/2006 12:08:05 AM