Description Level 3 Speaking/Listening provides the high beginning ELL student with the skills to expand the use of survival language, engage in an extended social conversation, demonstrate control of grammar, respond to multi-step instructions (imperatives), use basic pronunciation strategies, seek clarification, and expand use of idioms and verb phrases.
Target Population
According to NRS High Beginning ELL definitions for listening and speaking, the individual can understand common words, simple phrases, and sentences containing familiar vocabulary, spoken slowly with some repetition. Individual can respond to simple questions about personal everyday activities, and can express immediate needs, using simple learned phrases or short sentences. Shows limited control of grammar.
1 Expand use of survival language
Assessment Strategies by completing an oral test presented by the instructor. by responding to instructions, commands, and questions presented by the instructor. in a classroom, lab or social setting. given various scenarios.
Criteria
Your performance will be successful when: learner responds to simple commands appropriately. learner follows one step classroom or work-related instructions presented orally. learner follows directional instructions with at least 90% accuracy. learner identifies school resources and their purpose(s). learner identifies at least two community resources and their purposes. learner asks job-seeking questions correctly (relates to job, correct word order). learner answers simple interview questions correctly. learner responds to work related questions with appropriate responses. learner responds to questions relating to banks, post offices, and stores correctly. learner responds to questions relating to emergency situations correctly. learner responds to questions and statements involving medical vocabulary correctly. learner responds to questions relating to law enforcement correctly.
Learning Objectives
Use workplace vocabulary (ask for raise or time off, discuss safety concerns).
Use medical vocabulary (allergies, prescriptions, medications, injuries)
Use school resource vocabulary (lab, library, tutoring center, information center, counselor, etc.)
Use community resource and business vocabulary (library, bank, post office, clinic, store)
Respond to questions relating to law enforcement
Course Outcome Summary - Page 1 of 4
Tuesday, July 22, 2014 8:13 AM

Respond to questions relating to emergency situations
2 Engage in conversation in social settings
Assessment Strategies by orally participating in conversation during social events within the school or given a scenario within the classroom in a classroom, lab or social setting
Criteria
Your performance will be successful when: learner approaches another person and initiates a conversation learner makes comments that are appropriate to the social situation learner asks questions that are appropriate to the social situation
Learning Objectives
Approach another person and start a conversation
Make conversation which is appropriate to social situations
3 Demonstrate control of grammar
Assessment Strategies by responding orally to questions and statements in a classroom, lab or social setting
Criteria
Your performance will be successful when: learner recognizes future tense forms learner recognizes and uses words and phrases that indicate time in past and present tense (yesterday, today, last week) learner uses affirmative or negative imperatives learner uses adjectives before nouns in self-generated statements learner uses comparative and superlative forms of adjectives learner uses Subject-Verb-Object order in self-generated statements correctly learner uses model forms (should, must, and have to) learner uses habitual present tense to express frequency of actions (i.e. never, usually, always, often) learner responds to simple past tense statements and questions as affirmative or negative learner recognizes simple past tense action and be verbs learner recognizes simple past tense action and be verbs in statements and questions
Learning Objectives
Indicate simple future tense affirmative and negative statements
Indicate simple future tense affirmative and negative questions
Indicate affirmative and negative imperatives
Use adjectives before nouns in statements
Use adjectives in questions
Use Subject-Verb-Object order in sentences
Use adverbs in statements and questions
Use phrases of time and place
Use simple past tense action and be verbs in statements and questions
4 Respond to imperatives
Assessment Strategies by performing tasks for imperatives presented orally by the instructor in a classroom, lab or social setting
Criteria
Your performance will be successful when: learner performs tasks as directed by the instructor learner performs two-step tasks in correct order
Learning Objectives
Course Outcome Summary - Page 2 of 4
Tuesday, July 22, 2014 8:13 AM

Recognize common sequential vocabulary used in two-step directions (first, next, before, after, etc.)
Respond to directions using sequential vocabulary
Respond to two-step directions
5 Discriminate speech
Assessment Strategies by completing an oral test in a classroom, lab or social setting
Criteria
Your performance will be successful when: learner identifies present and past tense verb forms in statements correctly learner identifies present and past tense verb forms in questions correctly learner identifies present and present continuous verb forms in statements correctly learner identifies present and present continuous verb forms in questions correctly learner discriminates subject pronouns in statements and questions correctly
Learning Objectives
Differentiate between present and past tense statements
Differentiate between present and past tense questions
Discriminate between present and present continuous verb forms in statements
Discriminate between present and present continuous verb forms in questions
Discriminate subject pronouns in statements
Discriminate subject pronouns in questions
6 Give feedback
Assessment Strategies by interacting with peers and instructors in a classroom, lab or social setting
Criteria
Your performance will be successful when: learner gives nonverbal cues to indicate active listening (nod or shake head, thumbs up or thumbs down) learner gives appropriate response to questions learner verbalizes agreement or disagreement in appropriate manner
Learning Objectives
Give appropriate nonverbal cues to indicate active listening (nod, shake head, thumbs up or down)
Respond appropriately to questions
Demonstrate various degrees of agreement and disagreement
7 Seek clarification
Assessment Strategies by asking for assistance or repetition of a statement during class discussions in a classroom or lab setting
Criteria
Your performance will be successful when: learner requests repetition of a statement or question appropriately learner asks questions relating to the topic appropriately learner repeats phrases or statements for reinforcement
Learning Objectives
Request repetition
Ask questions
Repeat phrase for reinforcement
8 Use basic pronunciation strategies
Assessment Strategies
Course Outcome Summary - Page 3 of 4
Tuesday, July 22, 2014 8:13 AM

by using linking, intonation, and correct syllabic stress when pronouncing given words and sentences in a classroom or lab setting
Criteria
Criteria - Performance will be satisfactory when: learner uses linking, intonation and syllabic stress appropriately with minimal first language interference learner is aware of pronunciation problems and self corrects own pronunciation
Learning Objectives
Repeat common linked sounds following teacher's example (he is in the room; he's in the room)
Repeat rising and falling intonation patterns
Repeat syllables and model stressed syllables following teacher's example
Incorporate appropriate length of vowels and reduction of dropped sounds and/or syllables
Demonstrate ability to correct pronunciation following teacher's model
Self correct mispronunciations
9 Generate sounds
Assessment Strategies by completing an oral test presented by the instructor in a classroom or lab setting
Criteria
Your performance will be successful when: learner correctly pronounces digraphs and dipthongs learner uses verb inflections correctly learner correctly pronounces consonant clusters
Learning Objectives
Use digraphs
Use dipthongs
Use verb inflections
Use consonant clusters
10 Expand use of idioms and verb phrases
Assessment Strategies by using idioms correctly in self-generated statements in a classroom or lab setting
Criteria
Your performance will be successful when: learner generates idioms for a variety of situations learner states idioms correctly in self-generated statements
Learning Objectives
Identify meanings of idioms
Respond to idioms and verb phrases (know how to use in conversation)
Use idioms in self-expression
Type
PAT
PAT
PAT
Title
Reading Level 3 Checklist
Grammar/Writing Level 3 Checklist
Speaking/Listening Level 3 Checklist
Source
Course
Course
Course
Status
Active
Active
Active
Course Outcome Summary - Page 4 of 4
Tuesday, July 22, 2014 8:13 AM