MASTER SYLLABUS

ESL LISTENING/SPEAKING
ESL Curriculum Mission Statement
The mission of the ESL curriculum is to help students whose main language is
not English develop their English reading, writing and speaking skills to
enable them to succeed in college level courses and in the workplace.

1.
INSTRUCTOR'S NAME
Office Hours:
Part-timers are not required to have office hours, but they are encouraged
to be available in or near the classroom before and after class sessions.
Telephone Numbers: Part-timers should apply for an NECC telephone extension. Students
may use this number to leave messages for the instructor.
Email Address:

Use your NECC email address.

2.
COURSE TITLE AND NUMBER (NOTE: Refer to the teaching assignment letter
you received for this information.)
3.
GENERAL COURSE DESCRIPTION (NOTE: Copy the course description exactly
as it is written below. The 3 lecture hours and 1 lab hour will be done in the classroom by the
instructor.)
ESL031 ESL Listening/Speaking 1: 3 credits. 3 lecture hours, 1 lab hour per week.
Prerequisite: ESL Placement Test. This course is the first-level listening/speaking course for
non-native speakers of English. It includes the mastery of level 1 grammar structures in
aural/oral communication, development of fundamental listening and speaking skills focusing on
pronunciation, intonation, logical grouping of vocabulary items in phrases and the development
of life skills vocabulary.
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit.
It is NOT usually transferable. Since developmental courses are mandated courses, students who
do not meet the exit criteria of C- or higher for ESL will be required to repeat them.
ESL032 ESL Listening/Speaking 2: 3 credits. 3 lecture hours, 1 lab hour per week.
Prerequisite: ESL Placement Test or C- or higher in ESL031. This course is the second-level
listening/speaking course for non-native speakers of English. It includes mastery of level 1 and 2
grammar structures in aural/oral communication; continued development of accuracy and
fluency in listening and speaking skills including pronunciation, intonation, correct grouping of
vocabulary items in phrases; and the further development of life skills vocabulary.
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit.
It is NOT usually transferable. Since developmental courses are mandated courses, students who
do not meet the exit criteria of C- or higher for ESL will be required to repeat them.
ESL033 ESL Listening/Speaking 3: 3 credits. 3 lecture hours, 1 lab hour per week.
Prerequisite: ESL Placement Test or C- or higher in ESL032. This course is the third-level
listening/speaking course for non-native speakers of English. It includes mastery of level 1, 2
and 3 grammar structures in aural/oral communication; continued development of accuracy and
fluency in aural/oral skills -- including pronunciation, intonation, correct grouping of vocabulary

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MASTER SYLLABUS
ESL LISTENING/SPEAKING
items in phrases; an introduction to academic vocabulary development; and an introduction to
simple forms of gerunds and infinitives.
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit.
It is NOT usually transferable. Since developmental courses are mandated courses, students who
do not meet the exit criteria of C- or higher for ESL will be required to repeat them.
ESL034 ESL Listening/Speaking 4: 3 credits. 3 lecture hours, 1 lab hour per week.
Prerequisite: ESL Placement Test or C- or higher in ESL033. This course is the fourth-level
listening/speaking course for non-native speakers of English. It includes mastery of level 1, 2,
and 3 grammar structures in aural/oral communication; continued development of accuracy and
fluency in listening and speaking skills -- including pronunciation, intonation, correct grouping
of vocabulary items in phrases; academic vocabulary development; mastery of gerunds and
infinitives; the introduction of perfect and passive gerunds; and the introduction of note-taking
skills.
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit.
It is NOT usually transferable. Since developmental courses are mandated courses, students who
do not meet the exit criteria of C- or higher for ESL will be required to repeat them.
4.
ALL REQUIRED TEXTS, INCLUDING INFORMATION ON PUBLISHER AND
EDITION USED (NOTE: Teachers may choose their texts, but the following texts are
recommended.)
ESL031 ESL LISTENING/SPEAKING 1
TOUCHSTONE 1. McCarthy, McCarten and Sandiford. Cambridge University Press
2005. ISBN 0-521-66611-2.
ORA CONVERSATION BOOK, 4/ed. Kasloff-Carver & Fotinos-Riggs. Pearson. ISBN
9780521666114.
-ORWORD BY WORD BEGINNING VOCABULARY WORKBOOK. 2/E Pearson 2006.
ISBN 0-13-189229-0.
with
WORD BY WORD PICTURE DICTIONARY 2/e Pearson 2005.ISBN 013-189-2274-4.
ESL032 ESL LISTENING/SPEAKING 2
1. TOUCHSTONE 2. McCarthy, McCarten and Sandiford. Cambridge University Press
2005. ISBN 0-521-66605-8.
-orWORD BY WORD INTERMEDIATE WORKBOOK 2/e Pearson ISBN 0-13-189-230-4
2. WORD BY WORD PICTURE DICTIONARY 2/e Pearson 2005.ISBN 013-189-2274-4.
ESL033 ESL LISTENING/SPEAKING 3
1.
TOUCHSTONE 3. McCarthy, McCartan, and Sandiford. Longman. 2006.
ISBN 0-521-66599-X
2.
LONGMAN ADVANCED AMERICAN DICTIONARY w/CD. Pearson. 2007.
ISBN 140-582954-0
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ESL LISTENING/SPEAKING
ESL034 ESL LISTENING/SPEAKING 4
1. NOTEWORTHY 3/E. Lim and Smalzer. ThomsonHeinle 2005. ISBN 1-4130-0398-2.
OR
CONTEMPORARY TOPICS 3, 3ed. Beglar. Pearson. ISBN9780132345231
2.

LONGMAN ADVANCED AMERICAN DICTIONARY w/CD. Pearson. 2007.

ISBN 140-582954-0

5.
COURSE TOPICS AND/OR ASSIGNMENTS (NOTE: In this section list the
topics that you plan to cover in this course. You should use the course objectives and
textbook to do this. Also, detail the assignments that students are required to complete for
the course.)
6.
TEACHING PROCEDURES (NOTE: Briefly describe the teaching procedures you
will use to attain the course objectives listed for your course. There are some examples listed
under each course, but you can add, delete or change these procedures depending on how you
plan to teach this course.)
ESL031 ESL LISTENING/SPEAKING 1
Students will:
take a pre-test and a post-test in order to evaluate their progress in this course.
participate in oral activities such as discussions, role playing, socio-dramas, surveys,
information-gap tasks, quizzes, games and contests to practice their speaking skills using
the new vocabulary and idioms they have learned.
guess, predict or define a topic using an opening illustration or photograph.
work on vocabulary, idioms and other expressions needed to comprehend the listening
text and participate in speaking activities.
participate in communicative practice of pronunciation elements.
check their comprehension of information provided on tape in written and oral activities.
share their different cultural perspectives on a topic or issue that is being used in class.
learn the process of how to choose an oral presentation topic, and how to prepare and
deliver a presentation that is appropriate for this level.
Class work will involve individual, pair and group work that will encourage maximum student
involvement with a focus on achieving greater comprehension and fluency and promoting a
cooperative learning approach.
ESL032 ESL LISTENING/SPEAKING 2
Students will:
take a pre-test and a post-test in order to evaluate their progress in this course.
participate in oral activities such as discussions, role playing, socio-dramas, surveys,
information-gap tasks, quizzes, games and contests to practice their speaking skills using
the new vocabulary and idioms they have learned.

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ESL LISTENING/SPEAKING

guess, predict or define a topic using an opening illustration or photograph.

work on vocabulary, idioms and other expressions needed to comprehend the listening
text and participate in speaking activities.
participate in communicative practice of pronunciation elements.
listen to a tape with a variety of material such as informal conversations, TV and radio
interviews, and simple mini-lectures.
check their comprehension of the above-mentioned material in written and oral activities.
share their different cultural perspectives on a topic or issue that is being used in class.
learn the process of how to choose an oral presentation topic, and prepare and deliver a
presentation that is appropriate for this level.

Class work will involve individual, pair and group work that will encourage maximum student
involvement with a focus on achieving greater comprehension and fluency and promoting a
cooperative learning approach.
ESL033 ESL LISTENING/SPEAKING 3
Students will:
take a pre-test and a post-test in order to evaluate their progress in this course.
participate in oral activities such as discussions, role playing, socio-dramas, surveys,
information-gap tasks, quizzes, games and contests to practice their speaking skills using
the new vocabulary and idioms they have learned.
guess, predict or define a topic using an opening illustration or photograph.
listen to a tape with a variety of material such as informal conversations, TV and radio
interviews, and simple mini-lectures.
check their comprehension of the above-mentioned material in written and oral activities.
participate in communicative practice of pronunciation elements.
share their different cultural perspectives on a topic or issue that is being used in class.
participate in pair/group projects that will enable them to use the listening and speaking
skills they have acquired in an academic task.
Class work will involve individual, pair and group work that will encourage maximum student
involvement with a focus on achieving greater comprehension and fluency and promoting a
cooperative learning approach.
ESL034 ESL LISTENING/SPEAKING 4
Students will:
take a pre-test and a post-test in order to evaluate their progress in this course.
participate in oral activities such as discussions, role playing, socio-dramas, surveys,
information-gap tasks, quizzes, games and contests to practice their speaking skills using
the new vocabulary and idioms they have learned.
use discussion questions, illustrations or pictures to become familiar with the topics.
listen to authentic tapes of scripted dialogs, conversations, or interviews.
participate in oral and written activities to check listening comprehension.
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ESL LISTENING/SPEAKING

listen and then produce both segmental and suprasegmental elements through
communicative pronunciation practice exercises.
prepare oral summaries and give oral presentations.
share their different cultural perspectives on a topic or issue that is being used in class.
participate in pair/group projects that will enable them to use the listening and speaking
skills they have acquired in an academic task.

Class work will involve individual, pair and group work that will encourage maximum student
involvement with a focus on achieving greater comprehension and fluency and promoting a
cooperative learning approach.
7.
INSTRUCTIONAL OBJECTIVES - (NOTE: Copy the objectives for your course
exactly as they are written.)
ESL031 ESL Listening/Speaking 1
Students who attain a grade of C- or better will:
recognize the difference between careful slow speech and relaxed fast speech.
understand and use level 1 grammar structures in simple conversations about everyday
situations.
demonstrate an ability to use basic life skills vocabulary in simple conversations and everyday
situations.
give an oral presentation appropriate for this level.
achieve at least a "1" in all sections of the ESL Curriculum Oral Test a minimum composite
exit score of 20% in this test.
pass a taped final exam which measures pronunciation, intonation and correct grouping of
vocabulary items
ESL032 ESL LISTENING/SPEAKING 2
Students who attain a grade of C- or better will:
understand and use level 1 and 2 grammar structures to communicate about everyday
situations and conversations.
demonstrate an ability to use life skills vocabulary at a level that allows everyday
communication outside of class.
give an oral presentation appropriate for this level.
achieve at least a "2" in all sections of the ESL Curriculum Oral Test or a minimum composite
exit score of 40%.
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ESL LISTENING/SPEAKING
pass a taped final exam which measures pronunciation, intonation and correct grouping of
vocabulary items in phrases appropriate for this level.
ESL033 ESL LISTENING/SPEAKING 3
Students who attain a grade of C- or better will:
understand and use level 1, 2, and 3 grammar structures and simple forms of gerunds and
infinitives to effectively communicate about current topics discussed in class.
have a basic awareness of academic vocabulary and the restrictions on word use in phrases
(for example, depend on and responsible for).
give an oral presentation appropriate for this level.
achieve at least a "3" in all sections of the ESL Curriculum Oral Test or a minimum composite
exit score of 60%.
pass a taped final exam which measures pronunciation, intonation and correct grouping of
vocabulary items in phrases appropriate for this level.
ESL034 ESL LISTENING/SPEAKING 4
Students who attain a grade of C- or better will:
understand and use level 1, 2, 3 and 4 grammar structures and gerunds and infinitives to
effectively communicate about academic topics covered in class.
demonstrate the basic ability to use and understand academic vocabulary and restrictions on
its use.
demonstrate open communication ability in Englishthat is, communicate with a reduced
vocabulary and converse about and understand materials used in class and assigned for
homework.
understand lecture language if allowed to prepare for the topic and use the note-taking skills
introduced in the course.
use the following listening strategies with lecture language materials: identifying main idea
and important supporting details; making use of context clues; drawing inferences based on
the materials; listening for specific information in order to answer questions; understanding
logical relationships; and filling in lecture outlines.
give an oral presentation appropriate for this level.
achieve at least a "4" in all sections of the ESL Curriculum Oral Test or a minimum composite
exit score of 80%.
pass a taped final exam which measures pronunciation, intonation and correct grouping of
vocabulary items in phrases appropriate for this level.
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8.
BASIS FOR STUDENT GRADING (NOTE: Copy this grading system on your
syllabus so that students know what their grades mean.)
The following is the college's grading system:
Grade
A
AB+
B
BC+
C
CD+
D
F
P
I
W
NW

QP Value
4.00
3.70
3.30
3.00
2.70
2.30
2.00
1.70
1.30
1.00
0.00
0.00
0.00
0.00
0.00

AU

0.00

Numerical Range
Comment
93-100%
Excellent
90-92
Excellent
87-89
Very Good
83-86
Very Good
80-82
Very Good
77-79
Satisfactory
73-76
Satisfactory
70-72%
Lowest passing grade for ESL
67-69
Required to repeat.
60-66
Required to repeat.
59 or less
Failure; no credit earned.
PASS; credit earned.
Incomplete, in non-punitive period (following semester).
Withdrawal from course.
Non-participation Withdrawal grade assigned by instructor
BEFORE withdrawal date.
Audit; no credits earned.

9.
PROCEDURE FOR EVALUATING STUDENT PERFORMANCE (NOTES:
1-You are responsible for developing an evaluation procedure that includes exams, quizzes,
homework, participation and whatever else you want to include in your grading procedure.
2-Please use the NECC ESL Listening/Speaking rubric to evaluate your students performance.
3- During the last week before finals, each L/S teacher should arrange to exchange classes with
another L/S teacher for an outside evaluation of his/her students L/S levels according to the
rubric.)
10.
TENTATIVE TEST SCHEDULE/ASSIGNMENT SCHEDULE (NOTE: You
should develop a detailed schedule for this section Below is a possible format.)
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10

Diagnostic test/quiz/exercise

(Midterm)

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Week 11
Week 12
Week 13
Week 14
Week 15
Week 16

Final Exam

11.
ATTENDANCE POLICY (NOTE: You are responsible for developing your
attendance policy including lateness and make-up work. A sample policy follows.)
NECC POLICIES summarized from the NECC Student Code of Conduct & NECC Policies
& Procedures:
ATTENDANCE: Students are expected to attend each meeting of each class in which they are
enrolled. In every case, the class instructor has full and final authority to decide whether a
student is permitted to make up work missed through absence or lack of participation, and on
what terms.
NON-PARTICIPATION: Faculty have the academic authority to remove students from their class
for nonattendance or non-participation. A non-participating (NP) student is one who has
excessive absences, has missed quizzes, tests or papers, or otherwise has failed to meet the
participation standard clearly delineated in the course instructors syllabus.
An NW grade is assigned when non-participating students are removed from a class BEFORE
the withdrawal date. Although the NW grade is not included in students grade point average, it
may have other adverse consequences. If a student is NPed AFTER the withdrawal date, the
students transcript will show a letter grade usually an F.
REMOVAL FROM CLASS: A student may be removed from a course for disrupting or
disturbing the classroom. A faculty member has the right to remove a student from class and
refer him/her to the Vice President/Senior Student Affairs Officer for inappropriate classroom
behavior. Faculty must follow notification procedures as prescribed in the code.
12.
CHEATING - (NOTE: Copy this statement in your syllabus.)
Cheating will not be tolerated. Any student caught cheating will be dropped from the class or
given a class grade of "F."
13.
PLAGIARISM - (NOTE: Copy this statement in your syllabus.)
Plagiarism means using the work of another person as if it were your work. It will not be
tolerated. If the teacher can prove plagiarism, the student will be dropped from the course, or
given an "F."
14.
WITHDRAWAL - (NOTE: Copy this statement in your syllabus.)
If you leave the college, do an official WITHDRAWAL FORM. Failure to do this form could
give you "F" in all courses and affect your financial aid.

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ESL LISTENING/SPEAKING
15.

NECC Outcomes Assessments Note for Students (NOTE: Copy this statement in your
syllabus.)
Northern Essex Community Colleges commitment to student success involves the evaluation of
student work to help ensure that students are achieving the learning outcomes identified by our
programs and the college. This process may involve the collection of student classroom products
for evaluation at the program, department, and/or college levels. When collected for this
purpose, students names will be removed from the products so that the assessing is done
anonymously. Evaluations carried out at the program, department, and/or college levels will not
impact students course grades. The process of assigning grades will continue to be the
responsibility of the course instructor.
16. Technology in Classes: Note for Students (This is an optional addition to your syllabus.)
All current and potential Northern Essex Community College students should be prepared to
complete assignments, exams, and projects using a variety of computer technology formats for
any course in which they are enrolled. As part of the learning experience, a faculty member may
use technology to enhance his or her course. There are various formats that can be used:
Online: Completely online with no classroom meetings
Hybrid: Online course with some limited classroom meetings
Web Enhanced: Traditional class meetings with required web assignments
Web Companion: Traditional class meetings with supplemental web assignments
This course uses the following format:________________

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