inventory, stress, intonation, linking, prominence, and rhythm. The course aims to help students understand English and

Transcription

1 SANTA ANA COLLEGE/Continuing Education DISCIPLINE, NUMBER, TITLE: COURSE OUTLINE APPROVAL SHEET ENGLISH AS A SECOND LANGUAGE 530, American English Pronunciation (If the discipline, number or title is being revised, above should reflect the NEW information;) AND, the complete former course name MUST be included in the CATALOG ENTRY below.) * NEW REVISION WITH W/O X CATALOG CHANGES DELETION REVISION WITH W/O X CLASS SCHEDULE CHANGES * Complete and attach a New Course Proposal Form and Honors Addendum, if applicable CATALOG ENTRY (60 word limit; underline changes if a revision) Course Number: ENGLISH AS A SECOND LANGUAGE 530 Course Title: American English Pronunciation Class hours: 216 Develops English language fluency, and productive and receptive skills as they relate to sound discrimination, sound inventory, stress, intonation, linking, prominence, and rhythm. The course aims to help students understand English and be understood while functioning within employment, survival, and academic contexts. This course is recommended for Beginning ESL 3 students and above. Open Entry/Open Exit. CLASS SCHEDULE ENTRY (maximum of four lines; underline changes if a revision) ENGLISH AS A SECOND LANGUAGE 530, American English Pronunciation. Develops English language fluency, and productive and receptive skills as they relate to sound discrimination, sound inventory, stress, intonation, linking, prominence, and rhythm. The course aims to help students understand English and be understood while functioning within employment, survival, and academic contexts. This course is recommended for Beginning ESL 3 students and above. Open Entry/Open Exit. INFORMATION IN THIS SECTION MUST BE COMPLETED BEFORE SUBMISSION TO A CURRICULUM COMMITTEE Major Code N/A For this major, is the course Required Elective Does this course have arranged hours? Yes No N/A X By course Co/Prerequisite*? N/A X Approval Code Co/Prerequisite Course Requirement Co/prerequisite message (10 character limit, (SEE CATALOG) Is course cross-listed (same as) with another course? Yes No X Subject ID Number of times repeatable for credit N/A (Maximum 3 without prior approval of VPAA) Have all other departments that list this course for a degree/certificate requirement, elective or recommendation, been advised of the changes? Yes N/A X List departments notified Budgetary Unit Classification Code K Transfer Code C SAM Priority Code E Method of Instruction** 11 Instructor LHE: Lecture X Laboratory If necessary, complete and attach a *Co/Prerequisite Approval Form and/or a **TMI Form. TOP CODE: Proposed by Henry Kim Date: April 2014 Division Dean Sergio R. Sotelo, Ph.D. Date: April 2014 Curriculum Committee Approval Julia Vercelli Date: April 2014 Curriculum Council Approval Date Subject ID Number ESL-530 (Signatures indicate review and approval of any advisory co/prerequisites as per Board Policy) Noncredit Category Code A

2 SANTA ANA COLLEGE COURSE OUTLINE Page 1 (If the discipline, number or title is being revised, above should reflect the NEW information;) AND, the complete former course name MUST be included in the CATALOG ENTRY below.) CATALOG ENTRY Course Number: ENGLISH AS A SECOND LANGUAGE 530 Course Title: American English Pronunciation Class hours: 216 Develops English language fluency, and productive and receptive skills as they relate to sound discrimination, sound inventory, stress, intonation, linking, prominence, and rhythm. The course aims to help students understand English and be understood while functioning within employment, survival, and academic contexts. This course is recommended for Beginning ESL 3 students and above. Open entry/open exit. COURSE AGREEMENT BETWEEN RSCCD COLLEGES FOR ASSOCIATE DEGREES AND CERTIFICATES Yes No SAC Department Chair Henry Kim Date April 23, 2014 Yes No SCC Department Chair Eden Quimzon (per ) Date April 23, 2014 N/A X

3 COURSE CONTENT (Include major topics of the course, time required, and what the student is expected to learn.) All segments are recursive and ongoing. Hours Content Objectives 1. Recognition of various sounds and patterns in the American English sound inventory 2. Recognizing means of articulation and voicing 3. Recognizing grammatical patterns 4. Recognizing stress, intonation, and other patterns 5. Demonstrating aural/oral understanding and expression of grammatical patterns recognize the 24 individual consonant sounds of the American English sound system and discriminate between voiced and voiceless pairs of consonants which have the same articulation point differentiate between words which have the same types of articulation but different articulation points recognize consonant clusters differentiate between letter names and sounds connect consonants to vowels, and vowels to vowels between words and phrases. identify major articulation points understand tongue positions and internal parts of the mouth and how this affects vowel sounds demonstrate the tongue/lip positions of all vowels differentiate between voiced and voiceless sounds and produce them differentiate between simple vowels and diphthongs produce appropriate amounts of aspiration and correct voicing of consonants at different points of a word (initial, medial, and final) learn ways in which consonants change the vowel sounds hear and produce voiced/voiceless consonants which have the same articulation point hear and produce all vowel sounds and diphthongs. recognize the importance of sounds in expressing grammatical forms, e.g., simple past tense regular and irregular verbs, plurals, and third person singular endings. produce words and sentences expressing changes of meaning conveyed through the rise and fall of the voice produce/comprehend American English spoken at normal speed (normal conversation, TV, radio) express unstressed syllables and vowels produce rhythmic patterns of stress in multi-syllable words and phrases produce appropriate intonation, stress, and linking patterns. communicate ideas, feelings, and opinions understand the difference between formal and informal speech use appropriate pronunciation to communicate. 6. Spelling conventions as they affect pronunciation identify homographs and homonyms understand which consonants may be doubled and which vowels may go together recognize the effect of doubling on vowels. recognize the effect of final e. 216 total Note: ESL in the noncredit program is taught holistically, integrating all four skills in every lesson.

4 SANTA ANA COLLEGE PLAN OF INSTRUCTION Page 2 (If the discipline, number, or title is revised, above entry should reflect the NEW information.) COURSE MATERIALS Required texts and/or materials. (Include price and date of publication.) Recommended readings and/or materials: Pronouncing American English (latest edition) Clear Speech (latest edition) Clear Speech from the Start (latest edition) Well Said (latest edition) Well Said Intro (latest edition) Instructor-prepared materials Other: N/A

5 SANTA ANA COLLEGE PLAN OF INSTRUCTION Page 3 (If the discipline, number, or title is revised, above entry should reflect the NEW information.) WHAT STUDENT LEARNING OUTCOMES DOES THIS COURSE ADDRESS? WHAT ACTIVITIES ARE EMPLOYED? (USE A SCALE OF 1-5 TO SHOW EMPHASIS OF THE LEARNING OUTCOMES WITHIN THE CONTEXT OF THIS COURSE.) 1 - Not applicable-never try to achieve 2 - unimportant-rarely try to achieve 3 - important-sometimes try to achieve 4 - very important-often try to achieve 5 - essential-always try to achieve STUDENT LEARNING OUTCOMES List subcategories and activities as needed for Category 1. Communication Skills: Listening and Speaking Demonstrate an understanding of the sound inventory of American English using correct consonant and vowel sounds (segmentals). Demonstrate correct linking, word and sentence stress (suprasegmentals). Overall rating Thinking and Reasoning: N/A 1 a. creative thinking b. critical thinking 3. Information Management: N/A 1 a. information competency b. technology competency 4. Diversity: N/A 1 5. Civic Responsibility: N/A 1 6. Life Skills: N/A 1 7. Careers: N/A 1

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7 SANTA ANA COLLEGE PLAN OF INSTRUCTION Page 4 (If the discipline, number, or title is revised, above entry should reflect the NEW information.) WHAT METHODS WILL BE EMPLOYED TO HELP STUDENTS LEARN? Individual small, and whole group listening and speaking activities Role playing and presentations Cooperative learning Observation and demonstration Technology-based instruction WHAT LEARNING ACTIVITIES OR ASSIGNMENTS ARE REQUIRED OUTSIDE OF CLASS? List activities and hours for each. (Must include reading and writing activities.) N/A

8 SANTA ANA COLLEGE PLAN OF INSTRUCTION Page 5 (If the discipline, number, or title is revised, above entry should reflect the NEW information.) STANDARDS OF ACHIEVEMENT List graded activities: N/A How will student learning be assessed? (Multiple measures must be used.) Individualized pre and post assessment Rubrics Teacher observation NOTE: If this course is CR/NCR, please indicate here: