SUMMER INTENSIVE CONVERSATION COURSE
Curriculum Goals



To facilitate
augmentation of life
communication skills for
university level students
transitioning to
American Culture.
To augment speaking,
listening ad
pronunciation skills
associated with daily
life skill communication
in the contextsof
American family,
friends, play, and school
settings.
To familiarize Ss with
colloquial expressions,
easing transition from
homogeneous cultures
into a multi-cultural
society.
Objectives

Speaking & Pronunciation
SWBAT

1. Participate in conversations on social
topics associated with family dynamics
within American culture by asking and
requesting information (MELP S.1.3.a)
a.
2. Demonstrate understanding of
idiomatic expressions by responding to
and using them appropriately relative to
American culture in family, friends, play,
and school settings (MELP S.2.3.b)
c.
d.
b.
a.
b.
3. Understand and interpret the
significance of gestures, facial expressions,
and body language in presenting a formal
introduction about a friend (MELP S.3.3.a)
4. Participate actively in cooperative
group activities and projects (MELP S.4.3.a)
5. Speak clearly and comprehensibly by
using standard English grammatical forms,
pronunciation, phrasing and intonation
respective to segmentals and
suprasegmentals (MELP S.6.3.a)
c.
d.
a.
b.
c.
6. Prepare and ask basic interview
questions and respond to them in the
context of informal and formal
introductions of friends in dyad and small
groups (MELP S.7.3.b)
a.
b.
c.
d.
TSLN 532/533 – Professor Thomas Cullen
Speaking & Pronunciation
Family:
Practice correct pronunciation of the ‘th’
sound by using the tongue and teeth
articulators, modeling the Tchr’s placement
Use the reduced forms and linked words in
conversations
Ask for and give opinions in a group
discussion politely.
Friends:
Cooperatively engage in problem solving
and performing rhythmic phrasal pattern
Employ multiple senses in the learning of
suprasegmental rhythm, augmenting
retention
Employ miming to enhance
communicability (non-verbal motions) in
presenting
Utilize visual drawings (stick figures) to cue
movement/ gestures/facial expressions in
conversation and presentations
Play:
Identify the shades of meaning in
conversational exchanges
Understand the term “thought group” and
pause logically in spoken discourse
Demonstrate comprehension about one of
the most popular sports in the U.S., i.e.,
football and use idiomatic expressions from
sports contexts appropriately
School:
Distinguish between /b/ and /p/sounds
Identify function words in sentences
Use seven idioms and create a dialogue in
a school setting
Distinguish different meanings of various
idioms.
Krista Osborne, Minjung Park, Seung-a Han, Yasmin Snounu
SUMMER INTENSIVE CONVERSATION COURSE
Curriculum Goals

To facilitate
augmentation of life
communication skills for
university level students
transitioning to
American Culture.
Objectives
 Listening & Pronunciation
 Listening & Pronunciation
1. Demonstrate understanding of
idiomatic expressions by responding to
and using them appropriately (MELP
L.2.3.b)
Family:
a. Interpret a speaker’s message, purpose, and
point of view from a formal speech
b. Examine the role of the father within the
context of American culture through
presidential discourse
2. Identify main ideas and fact versus
fiction in broadcast media such as
YouTube clips, sitcoms, sportscasts, and
news segments (MELP L.3.3.a)


To augment speaking,
listening ad
pronunciation skills
associated with daily
life skill communication
in the contextsof
American family,
friends, play, and school
settings.
To familiarize Ss with
colloquial expressions,
easing transition from
homogeneous cultures
into a multi-cultural
society.
SWBAT
3. Listen attentively to stories or content
information and identify key details and
concepts using both verbal and written
responses (MELP L.3.3.b)
4. Understand vocabulary and discourse
features of American culture as content in
areas such as family, friends, play, and
school (MELP L.4.3.a)
5. Use knowledge of language and
develop vocabulary in the content area
of American culture to support
comprehension of the speaker’s message
(MELP L.4.3.a)
6. Interpret speaker’s messages, purposes,
and perspectives (MELP L.5.3.a)
7. Identify the main ideas, points of view,
and fact/fiction in broadcasts and print
media (MELP L.6.3.a)
TSLN 532/533 – Professor Thomas Cullen
Friends:
a. Determine four specific reduced speech
forms by listening to an informal introduction
b. Analyze, independently, self-created
introductions to note possible reductions
c. Cooperatively work in pairs to reduce
speech in self-created introductions of
friends
d. Use notes to formulate, ask, and respond to
questions about friends
Play:
a. Identify the key detail while listening to the
content information
b. Demonstrate understanding of the detail
using verbal and written assignments
School:
a. Listen to a recorded dialogue and identify
phrasal verbs
b. Distinguish different meanings of various
idioms
c. Brainstorm daily life situations, in which Ss can
use the target phrasal verbs.
Krista Osborne, Minjung Park, Seung-a Han, Yasmin Snounu