Phone: (305) 237-0927
Email: mbret {at} mdc(.)edu
Textbook: Clear Speech by Judy B. Gilbert, 2nd edition
Course Description: Students develop communication, organization, and pronunciation skills necessary for effective academic presentation and discussion with an introduction to lecture note taking. Dictations and tapes will be used for practice and testing. Group discussions and presentations are an integral part of the course.
Prerequisites: EAP 1401 or equivalent proficiency
Co-requisites: EAP 1501L
Course Objectives
• The student will: use grammatical structures consistent with levels 1-5.
• speak with sufficient accuracy and fluency to ensure comprehension in many social, professional and academic situations.
• speak with intelligible pronunciation, stress and intonation.
• demonstrate the ability to deliver presentations and explain and
support opinions.
• speak extemporaneously on diverse topics.
• Paraphrase basic information or opinion from original sources and credit the source.
• take notes during oral presentations and summarize the content.
• edit and correct his/her own and other speakers' mistakes.
• adjust his/her listening strategies to the task at hand.
• demonstrate analytical listening skills:
a. Distinguish fact from opinions.
b. Make inferences.
c. Identify speaker's purpose, point of view and one.
d. Comprehend use of figurative language.
Requirements: You will be required to participate for 5 hours in the conversation roundtable in room M221, open from 9-5 p.m. as well as view and report on material outside of class. In addition, 16 hours of Service-Learning is required. The experience from Service-Learning will serve as a basis for the final exam presentation.
Attendance: Mandatory. Excessive tardiness will affect your final grade. After 4 unexcused absences you may be asked to drop the course. If you are asked to drop the course and you do not, you will be given a failing grade (F). In case of prolonged illness (3 or more consecutive classes): Send an e-mail or voice mail message to your instructor – bring a note from your doctor upon your return to class
Work: No make-up test, homework, or assignment will be allowed.
Upon your return to class after an absence, you will be expected to be prepared for that day's work even if it is a test. Please get the phone numbers and e-mails of 2 of your fellow students to contact in case of absence. Tutoring available in the lab in room 6237 for students who have a paid registration to use the lab.
Course Policies:
If you are late, please enter quietly and join in the class activities.
Please turn off all cell phones and beepers before class.
Course Drop:
It is your responsibility to drop this class within the time available.
The College academic calendar is available at
http://www3.mdcc.edu/academic calendar/calendar.12d
Grading:
The final grade for this course will be based on the following:
Quizzes 40%
Attendance and participation 10%
Presentations (grammar, fluency, pronunciation, organization) 30%
Final Exam 20%
Scale:
A 90-100%
B 80-89%
C 70-79%
F Below 70%
Tentative Class Schedule:
| Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 |
Jan. 5-9 Jan. 12-16 Jan. 20-23 Jan. 26-30 Feb. 2-6 Feb. 9-13 Feb, 16-20 Feb. 23-27 March 1-5 March 8-12 March 15-19 March 22-25 March 29- April 2 April 5-9 April 12-16 April 19-23 |
Introduction, Unit 1 QUIZ #1, Unit 2 Group presentations #1 Group presentations #1 QUIZ #2, Unit 5 Unit 6 Unit 7 QUIZ #3, Group presentations #2 Unit 8, Group presentations #2 Unit 9, QUIZ #4 Unit 10, QUIZ #5 Unit 11, 12, Reflections on Service-learning QUIZ 46, Unit 13 QUIZ #7, Debate QUIZ #8, Debate Service-learning presentations |
FINAL EXAM week, April 26-30, Service-learning presentations
VESL E GRAMMAR
NAME _______________
DATE __________________
In order to apply the grammar you have learned in this class to your communications project, please answer the following questions using the grammatical structure indicated in the heading. You may include as many of your answers in your presentations as you find helpful in whatever order fits your presentation best.
1. Description (present and past tenses, comparisons)
a. Describe the experience using at least one adjective and one adverb. Explain.
b. Describe a person you met while doing your project who was from a
different country, or ethnic, age or economic group from you.
c. Have you ever done anything like this experience before? Explain.
d. How was the experience different from/the same as what you expected?
e. How was the experience different from/the same as what happens in your country?
f. What was the worst or most difficult thing that happened?
g. What was the best thing that happened?
h. How did the experience relate to the course?
2. Models
a. Describe a problem you had, state what you did, and give advice about what someone
should do to solve the problem.
b. What can you do now that you couldn't do before?
c. How can you use your experience to get a job?
d. What could you do with your experience in the future?
e. Why should anyone volunteer?
f. Why should the U.S. need a volunteer system?
3. Future / Gerund / Infinitive
a. Do you intend to do any more volunteer work in the future? Explain.
b. How will you use the experience you have gained?
c. Will there be more or less need for volunteers in the future? Explain.
Any other comments?
VESOL C
Writing/Conversation
Service Learning Reflections
As you prepare the presentation of your experience for the class, first tell the class:
• Where you did your Service Learning
• What your duties were
Then, include your comments on the questions below.
• What were you expecting from the Service Learning experience before you started?
• Why were you expecting this?
• Did what happened during Service Learning reflect your expectations, or was it totally different? Why?
• Were there any interesting or special people that you met? What made them so?
• Was there any special event, or did something unusual or interesting happen?
• Did you learn anything about a different group in society (i.e. different age, profession, ethnic, racial or socioeconomic group)? What?
• What comparison can you make between your Service Learning experience in the U.S. and what happens in your country?
• Do you think community service is necessary or desirable in the U.S.? Why?
• Did your experience help you learn English? How?
• What would you recommend to another student to help him/her in his/her Service Learning experience?
• What could the place where you did your Service Learning do to help make your experience the best possible one?
