ELI L/S
Level Separation Chart
1
Level Separation Chart
(updated on April 23, 2004)
 This draft was prepared by Yasuko Ito, and reviewed by Honnor Arganbright, Michael Beamer, Sumi Chang, Priscilla Faucette, Mark Messer, Moana Rosa,
and Paulo Seidl in Fall 2002.
 Additional revisions were made by Yasuko Ito and Sumi Chang, and reviewed by James D. Brown, Kenton Harsch (the Assistant Director of the ELI),
Priscilla Faucette (the Curriculum Coordinator of the ELI), and Honnor Arganbright, Christopher Davis, Greg Nakai, and Paulo Seidl in Fall 2003.
 Further revisions were made by Yasuko Ito in Spring 2004. (Additions and changes are typed in red letters)
Notes
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“Speaking skill” and “Listening skill” in the categories of “Presentation” and “Discussion” are focusing more on language rather than
presentation/discussion skills.
Major changes made in this revised version (Fall 2003)
1. Inclusion of “critical listening” in “Listening” section
Not only comprehending listening materials, but responding to them critically is also essential in academic listening. For this reason, we
included it (especially in 80)—in 70, we feel that the focus should be more on comprehension, and therefore we made this critical listening
“optional” for 70).
2. Inclusion of “General speaking skill”
Based on our intuition as a teacher, students in 70 still lack not only speaking skill in academic context, but also general speaking proficiency.
Therefore, we thought that it is important to have this component especially in 70. When I (Yasuko) observed Honnor's 80 class, she was
using an activity which can improve students' fluency. So I think it can be used in 70 (or rather require in 70). During the first 5-10 minutes
of every class, teacher gives a topic to talk about and students find a partner to talk to about the topic. They simply have to *talk*!
3. Inclusion of “speaking skill” and “listening skill” in “Presentation” and “Discussion” sections
Not only presentation/discussion skills (e.g., how to prepare for presentations), we also need to focus on language (i.e., useful expressions to
use in presentation/discussions). For this reason, we included these.
Major change made in this revised version (Spring 2004)
1. Inclusion of “Learner autonomy”
Based on the discussion that I had with Kenton Harsch and Priscilla Faucette in Spring 2004, I created a document which describes several
activities that aim at helping students connect ELI and non-ELI classes in terms of listening/speaking skills. (Please see the Microsoft Word
document “new project” for this document.) These activities intend to help students develop learner autonomy.
Major distinctive features between ELI70 and 80
Listening
Students in 70 in general seem to lack general listening comprehension skill, i.e., to understand what they listen to. They should first
understand what they listen to (general listening comprehension skill) in order to critically respond to the listening material (critical
listening skill). For this reason, the improvement of the general listening comprehension skill (or what is called “fluency in listening” in
this chart) is emphasized in 70. Although it is also required in 80, more emphasis is given on critical listening skill than on general
listening comprehension skill.
Speaking in general
Students in 70 in general seem to lack general speaking skill, which is a crucial component in presentation and discussion skills. For
this reason, the improvement of the general speaking skill is required in 70. This can be covered in 80, depending on students’ needs,
but it is optional and therefore is left to teachers’ decisions.
Presentation
In 70, students are given an opportunity to try out presentation(s). Topics can be either academic or nonacademic. In 80, on the other
hand, more detailed instruction is given on how to give an effective presentation, and topics should be academic.
Discussion
Discussions in 70 are teacher-directed, whereas those in 80 are student-directed.
ELI L/S
Level Separation Chart
2
“Modules”
LISTENING
Listening strategies
COMPREHENSION (Fluency in
listening)
GENERAL
SPEAKING SKILL
Critical listening
Optional
 Focus more on general comprehension.
Extensive listening
Optional
(If time allows, we might want to require this for
further practice of listening strategies.)
Required
 Develop general speaking fluency.
 Introduce speaking strategies (e.g.,
paraphrasing, circumlocution).
Optional
 Focus on fluency, and give feedback on
accuracy of language depending on the
students’ needs.
Optional
 Introduce pragmatics depending on the
students’ needs and the teacher’s teaching plan.
Required
 Give students an opportunity to try out giving a
presentation (either an individual or a group
presentation).
 Introduce how to prepare, deliver, and evaluate
a presentation.
 Choose topics which are either academic or
nonacademic.
Fluency
Accuracy
Pragmatics in
academic contexts
PRESENTATION
ELI 70
Required
 Introduce pre-listening (obtaining background
information, having a discussion), duringlistening (note-taking, getting main idea and
details), and post-listening strategies
(reviewing notes, having a group/class
discussion).
 Teach pronunciation as an aid of listening
comprehension .
 Use intermediate-level academic listening
materials.
Presentation Skills
ELI 80
Required
 Review pre-listening (obtaining background
information, having a discussion), duringlistening (note-taking), and post-listening
strategies (reviewing notes, having a group/class
discussion).
 Use strategies (e.g., “Which strategies in
particular work effectively for you?”) more
effectively.
 Teach pronunciation as an aid of listening
comprehension.
 Use advanced-level academic listening
materials.
Required
 Introduce how to listen critically to the materials
(not merely comprehending the materials, but
responding to the materials).
Optional
(If time allows, we might want to require this for
further practice of listening strategies.)
Optional
 Focus on fluency depending on the students’
needs.
Optional
 Give feedback on accuracy of language
depending on the students’ needs.
Optional
 Introduce pragmatics depending on the students’
needs and the teacher’s teaching plan.
Required
 Teach in detail how to prepare and deliver a
good presentation (either individual or group).
 Teach how to evaluate one’s own and/or peers’
presentations.
 Choose academic topics.
ELI L/S
Level Separation Chart
3
Listening skill
Required
 Focus on listening for content.
INTERVIEW
Expert Interview
PRONUNCIATION
Pronunciation
Activities
Optional
In-class interview as an ice-breaker.
Optional
(We want to make it required once we have
satisfactory resources).
Required
 Teach vocabulary in context of listening and
speaking activities.
Required
 Teach and have students practice useful
expressions (vocabulary, phrases) to be used in
presentations (especially in presentations in an
academic context).
Required
 Have students listen critically as an audience.
 Develop the skills of peer evaluation (i.e.,
critically listen and evaluate peers’
presentations).
Required
 Teach discussion skills in a student-directed way
by having the students be in control the of
preparation for discussions (e.g., selection of
topics).
 Review how to participate effectively in
discussions as a regular participant as well as a
leader.
Required
 Teach and have students practice useful
expressions (vocabulary, phrases) to be used in
discussions.
Required
 Focus on listening for content as well as thinking
critically about the content.
Optional
Teach interview skills.
Optional
(We want to make it required once we have
satisfactory resources).
Required
 Teach vocabulary in context of listening and
speaking activities.
Required
 Help students be able to connect what they
learn in the ELI 70 to their academic classes
(i.e., non-ELI content classes)
 Teach skills to continue developing their
listening/speaking skills
Optional
 Introduce Wong AV Center depending on the
Required
 Help students be able to connect what they learn
in the ELI 80 to their academic classes (i.e., nonELI content classes)
 Teach skills to continue developing their
listening/speaking skills
Optional
 Introduce Wong AV Center depending on the
DISCUSSION
Speaking skill
Required
 Introduce useful expressions (vocabulary,
phrases) to be used in presentations.
Listening skill
Required
 Have students listen as an audience.
Discussion Skills
Required
 Teach discussion skills in a teacher-directed
way by having the teacher be in control of
preparation for discussions (e.g., selection of
topics).
 Introduce how to participate effectively in
discussions as a regular participant as well as a
leader.
Required
 Introduce useful expressions (vocabulary,
phrases) to be used in discussions.
Speaking skill
VOCABULARY
(integrated in
listening,
presentation, and
discussion skills)
LEARNER
AUTONOMY
Learner Autonomy
HOW TO USE WONG AV CENTER
ELI L/S
Level Separation Chart
4
students’ needs.
students’ needs.
Materials (Spring, 2003)
Required Materials
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Supplemental Materials
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ELI 70 Materials
Quest
or
Academic Listening Encounters
Clear Speech
Quest (only once so far)
Copies made from the book on
presentation (Speaking of speech)
Radio newscast (taped from radio)
The Real Thing (videotape)
Conversation Strategies by Kehe & Kehe
Conversations and Dialogues in Action by
Dornyei
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ELI 80 Materials
Great Presentation Skills
Primis
Insights 2
60 Minutes (videotape with handouts)
Clear Speech
American Tongues (videotape)
Dauer’s book on pronunciation (Accurate
English?)
Videos of professional presenters vs.
regular international students
Horsing Around (idiom book made for
kids but useful because they give a sample
dialogue for each idiom)
Bibliography
Mendelsohn, D. J., & Rubin, J. (1995). A guide for the teaching of second language listening. San Diego: Dominie Press