Outline

Program Outline
Program

Code and Title Intensive English as an Additional Language

INTEF14_F2013: Department

Language Training Centre Program Description The Intensive English as an Additional Language (EAL) program is designed to support students in their settlement and participation in Canadian society through the de elopment o! their communicati e language" cultural communication and academic s#ills$ This program also aims to upgrade students% computer s#ills to &etter prepare them to success!ully compete in today%s competiti e 'o& mar#et$ (tudents )ill participate in a three* )ee# )or#place language e+posure component$ In addition" this Intensi e E,L -rogram o!!ers opportunities !or students to connect )ith the community and industry through a num&er o! )or#shops and outings$ Course Delivery Methods

readings and lectures, guest speakers, field trips, language and computer laboratory work. In addition, students will participate in a three-week workplace language exposure component.
-rogram outcomes )ill &e met through classroom study" Program

Dates

eptember !, "#$! % &anuary "', "#$' (orkplace )anguage *xposure: +o,."- % Dec.$!, "#$!
Instructor Information Instructor Contact Information .ita /u&a -ro#opet0

rprokopetz@rrc.ca 12042 344*5141 Office Lo)er !loor 1.m$ E2 Computer La! "eacher 6rian Lorraine 1.oom 74402

Evaluation and #inal Canadian

)anguage .enchmark /eport

,ssessment o! students% language progress is an ongoing process" and is &ased on in*class and home)or# assignments" assessments throughout the term" the Canadian Language -ort!olio ,ssessment 1CL-,2" and class participation$ ,t the end o! the program" students )ill recei e a !ormal Canadian Language 6enchmar# 1CL62 report$ Those students" )ho ha e met all the course re8uirements and 695" )ill also recei e a .ed .i er College certi!icate$

Commitment :hether you are reading" )riting or discussing ideas and issues" your de elopment as an e!!ecti e communicator depends on your commitment to each class acti ity$ This course )ill demand time and effort on your part" and you are re8uired to come to class prepared to participate and contri&ute$ ;ou are e+pected to turn in assignments on time and ta#e an acti e interest in your )or#" so you can impro e your communication a&ilities and see measura&le progress$ Attendance ;ou can ha e no more than 14 days o! a&sences$ :hen you cannot ma#e it to class" or )ill &e late getting to class" please call 6ernice <aco&y" the administrati e assistant" at 12042 344*5141 and lea e your name" the name o! your instructor and the reason !or your a&sence or tardiness$ General Academic Policy It is the student%s responsi&ility to &e !amiliar )ith and adhere to the .ed .i er College 1..C2 ,cademic -olicies$ These policies can &e !ound at http=>>)))$rrc$m&$ca>!iles>File>policies>ne)>(4?20,cademic?20Integrity$pd! Program Requirements To recei e a certi!icate at the end o! the program" the student must= ,ttend classes regularly 1including !ield trips" spea#ers and la& classes2$ @a e no more than 14 days a&sences$ Come prepared to discuss the assigned readings and lectures$ -articipate in all classroom acti ities and complete all assigned )or#$ Complete the )or#place language e+posure$

Classroom Atmosphere (tudents &ene!it more !rom the class i! O$L% E$&LI'( is used in the classroomA there!ore" students are encouraged to sit &eside classmates o! di!!erent cultural and language &ac#grounds$ E eryone is e+pected to demonstrate sensiti ity to a multicultural setting and to students )ith special needs$ The instructor )elcomes !eed&ac# and ongoing suggestions !rom the students$

Evaluation Conferences Indi idual student con!erences" )here the student and the instructor ha e an opportunity to discuss the student%s language progress and concerns" )ill &e scheduled t)ice * appro+imately si+ )ee#s a!ter the program has &egun and at the end o! the term$ (tudents may also ma#e an appointment )ith the instructor to discuss their progress at other times throughout the term$ Course )esources Textbooks
1No specific textbook is required; howe er! the following resources may be used and will be pro ided for use in the classroom"2

"e.t!oo/s 0 D1Ds
1$ 2$ 3$ NorthStar Listening and Speaking by Solorzano and Schmidt (Longman) NorthStar Focus on Reading and riting by !etta nd Sardinas (Longman) "rammar in #onte$t % by &lbaum and #on'ay (Nelson) #upplies %ou 2ill need the follo2ing supplies for this course3 Pens,pencils,erasers,t2o highlighters (different colors) *inders (4),loose leaf, dividers (56), (eadset 2ith microphone (pronunciation la!) 7'* (memory stic/)

'tudent Learning
Language Competencies for CL* +,6y the end o! this course o! study" you may &e a&le to$$$

Listening Interacting 2ith Others

Competency ,chie ed 1B2

1$ 7nderstand moderately common and comple. social e.changes

1such as e+pressions o! and responses to gratitude" hopes" appreciation" complaints" disappointment" satis!action" dissatis!action" appro al and disappro al" apologies" regrets" e+cuses" openings and closings" ma#ing and cancelling o! appointments2$

Identi!ies implied meanings and stated and unspeci!ied details$ Identi!ies phrases !or arious purposes Identi!ies !ormal and casual style and register$ Cnderstands the intent o! the e+pressions and the responses$ Identi!ies emotional state" mood and attitude !rom tone and intonation$ Interprets !eelings such as gratitude" hope and appreciation$ Identi!ies situation and relationship &et)een spea#ers$

Comprehending Instructions

1$ 7nderstand moderately comple. directions and instructions for

technical or non8technical tas/s3 DInstructions are a&out 3 to 12 steps" )ith up
to 12*14 details 1!e)er on the phone2$E

Follo)s se8uence mar#ers" cohesi e de ices 1connecting )ords" re!erence" parallel structure" su&stitution2 or other linguistic clues to in!er order o! steps$ (ee#s clari!ication and con!irmation i! re8uired$ .esponds )ith actions to directions and instructions$

&etting "hings Done

1$

7nderstand moderately comple. communication intended to influence or persuade 1such as re8uests" reminders" orders and pleas2 in situations related to personal or general e.periences3
Identi!ies the purpose" main ideas" !actual details$ Identi!ies implied meanings$ Identi!ies the !unctions o! utterances 1such as re8uests and reminders2$ Follo)s discourse indicators signalling cause and e!!ect" condition and result$ Interprets re8uests" reminders" orders and pleas$ -redicts conse8uences and outcomes$

Comprehending Information

1$

7nderstand short group interactions9 discussions and meetings on generally familiar topics3 7nderstand e.tended descriptive presentations a!out personal e.periences9 general /no2ledge or familiar 2or/8related topics9 even 2hen some information is presented out of se:uence3
D-resentations are in!ormal" )ith the use o! isuals and 10* 14 minutes$E

2$

Identi!ies !actual details" main ideas and supporting details$ 9a#es in!erences$ Identi!ies rhetorical discourse mar#ers and patterns o! chronological order 4 and se8uence" comparison and contrast" and cause and e!!ect$ Identi!ies !acts and opinions$ Interprets !actual in!ormation" e+planations and opinions$

peaking Interacting 2ith Others

Competency Achieved ()

1$ Participate in less routine social conversations for many everyday

purposes 1such as e+pressing and responding to appreciation" complaints"
satis!action" dissatis!action and hope" apologies" e+cuses" e+pressing opinions and ma#ing suggestions or arrangements2$

Fpens and maintains a short !ormal con ersation" closing )ith 3 steps 1pre* closing" closing" lea e*ta#ing2$ Introduces a person !ormally to a group in a )ay that is appropriate to the situation and audience$ ,s#s !ollo)*up 8uestions to #eep the con ersation going$ (ho)s de eloping a&ility to hold the !loor and to resume a!ter an interruption$ Changes the topic appropriately$ Con!irms o)n comprehension &y repeating or paraphrasing$

2$ Participate in routine phone calls3 DCommunicating on the phone is a&out

!amiliar routine mattersA clari!ying un#no)n details may cause communication pro&lems$E

,ns)ers the phone" greets a caller" and closes a con ersation using appropriate con entions and e+pressions$ -ro ides in!ormation or lea es accurate messages in some detail$ Clari!ies and con!irms in!ormation$

&iving Instructions

1$

&ive instructions and directions for technical and nontechnical tas/s9 procedures and processes3
Cses correct se8uence o! steps$ Cses clear re!erences and pro ides necessary details$ Cses se8uencing intonation so that listener can !ollo)$

&etting "hings Done

1$

&ive and responds to re:uests9 2arnings9 suggestions9 recommendations or advice3

Cses appropriate persuasi e arguments$ Cses modals )ith the appropriate le el o! politeness$

'haring Information

1$

&ive detailed information; e.press and :ualify opinions and feelings; e.press reservations9 approval9 o!ligation9 a!ility9 certainty9 disapproval9 possi!ilities and pro!a!ilities one8on8one and in small group discussions or meetings3
-ro ides necessary in!ormation$ ,s#s and addresses rele ant 8uestions$ (ummari0es in!ormation and ideas to clari!y and con!irm understanding$ @olds and shares the !loor" than#s others !or their contri&ution and in!ormation$ Gi es a summary or report a&out the main points o! a contri&ution &y someone else$ -articipates e!!ecti ely in interactions )ith little support !rom others$

2$

&ive presentations a!out moderately comple. processes9 to 6 descri!e9 compare and contrast in detail 4 events9 <o!s or procedures3 D-resentations are H*10 minutes longA topics are !amiliar and
concrete$E

)eading Interacting 2ith Others

Competency ,chie ed 1B2

1.

7nderstand moderately comple. personal and pu!lic social messages (such as those conveying, announcements, cancellations, apologies,
appreciation, complaints, hopes, satisfaction and dissatisfaction).

Identi!ies speci!ic !actual details and implied meanings$ Identi!ies the purpose o! the message$ Identi!ies the reader>)riter relationship$ Identi!ies the mood and attitude o! the )riter$ Identi!ies conte+t" register and style$

Comprehending Instructions

1$

7nderstand moderately comple. instructions and instructional te.ts for multistep procedures related to familiar tas/s9 2hich may !e speciali=ed or technical3>Instructions are up to 5? steps in a clear and e.plicit te.t of a!out ? to 56 paragraphs9 not al2ays presented step !y step3@
Interprets se8uence and location signals and implied meanings to in!er the correct se8uence$ Follo)s instructions as re8uired to complete the tas#$

&etting "hings Done

1$

Locate and use 48 A pieces of information from moderately comple. formatted te.ts (such as course calendars9 e.tensive directories9 e.tensive 2e!site navigation menus)3 >#ormatted te.ts can contain multiple pieces of information organi=ed in sections 2ith su!sections3@
Identi!ies layout and organi0ation o! te+t to !ind the in!ormation needed$ Finds and uses 2* 4 pieces o! in!ormation &y scanning the te+t$

2$

&et information from moderately comple. !usiness,service te.ts containing assessments9 evaluations and advice3
Identi!ies main ideas" #ey details and some implied meanings$ Identi!ies the )riter%s purpose" intent" mood and attitude in sections o! te+t$ (cans te+t and ma#es in!erences to select rele ant in!ormation$

Comprehending Information

1$

7nderstand moderately comple. e.tended descriptions9 reports on familiar topics3

Iistinguishes !acts !rom opinions$ E aluates ideas in te+t to dra) conclusions$ Identi!ies organi0ation o! te+t and lin#s &et)een paragraphs$

2$

Interpret information contained in moderately comple. formatted te.ts (such as ta!les9 graphs9 diagrams and flo2 charts or 2e!site navigation menus)3
Follo)s the se8uence o! a narration or process$ 7 ,ccess" locate and integrate in!ormation !rom online re!erence sources$ ,ccesses rele ant in!ormation using e!!ecti e search strategies$ Compares 3 or 4 pieces o! in!ormation !rom di!!erent re!erence sources$

Briting Interacting 2ith Others

Competency ,chie ed 1B2

1. Correspondence for an e.panding range of social purposes (such as

expressing and responding to appreciation, complaints, disappointment, satisfaction, dissatisfaction or hope).[Message is about 1 to 3 paragraphs, for a familiar audience, and may require some degree of diplomacy or tact.

Con eys the intended meaning$ Cses language" !ormat and content appropriate and rele ant to the situation and audience$ E+presses main ideas and supports them )ith details$ Cses some comple+ structures and oca&ulary )ith some di!!iculty$

)eproducing Information

1$ )educe a te.t of up to a!out 58 4 pages to an outline or summary3 DTopic is o! personal rele anceA may &e related to a speciali0ed !ield$E
.educes in!ormation to important points )ith accurate details and no ma'or omissions$ Ta#es notes in point !orm !rom an oral presentation$ :rites messages )ith accurate and legi&le details$ .ecords main ideas or #ey details in point !orm$ Con eys the essential in!ormation$ .ecords details such as names" addresses" dates and directions )ith correct spelling$

&etting "hings Done

1.

Brite !usiness or service correspondence for a range of routine and less routine purposes (such as passing on information, and ma!ing and
responding to requests, recommendations and "arnings). [#riting is up to about 1$% paragraphs.

Con eys a clear message$ Con eys a sense o! audience in language and !ormat$
2$ Complete e.tended forms re:uiring detailed personal information3 [&orms have about 3' to (' items and may require brief "ritten responses to questions.

Identi!ies the purpose o! the !orm and completes it )ith all the re8uired in!ormation$ (pells and uses punctuation" capitali0ation" dates and num&ers 1and a&&re iations2 correctly$

'haring Information

1$

Brite 4 or ? connected paragraphs to relate a familiar se:uence of events9 ma/e a comparison9 or provide a detailed description of a person9 system9 routine or procedure3
,ddresses the purpose o! the tas#$ E+presses main ideas and supports them )ith details$ -resents te+t as a coherent" connected )hole )ith good use o! appropriate 8 connecti e )ords and phrases$ -ro ides accurate and detailed descriptions" e+planations or accounts o! e ents" in a clear se8uence$

Instructional Activities
$asic Academic #kills
6asic annotating" outlining and using a graphic organi0er (ummari0ing and paraphrasing Listening to lectures 1note*ta#ing" a&&re iations" etc$2 :or#ing in groups -resenting 1introductions" hoo#" outlines" etc$2 :or#ing on paragraph )riting and essay structure .e isiting parts o! speech" sentence structures 1compound and comple+ sentences" transition )ords" punctuation" etc$2 .e ie)ing !ormatting" capitali0ation and con entions

%ield Trips&Tours
To &e determined &y students% interests

#peakers
<o& Inter ie) s#ills 9oc# inter ie)s .esumes Fthers to &e determined &y students% interests

0uthori1ation:
This course is authori0ed !or use &y= ___________________________________ 9argerit .oger" Chair" Language Training Center J.ed .i er College 2013 __________________________ E!!ecti e Iate

,ll rights reser ed$ This course outline is the property o! .ed .i er College$ No part o! the outline may &e reproduced or used in any !orm or &y any means* graphic" electronic or mechanical" including photocopying" recording" or taping" or in!ormation storage and retrie al system* )ithout )ritten consent !rom the Kice*-resident o! .ed .i er College .