12/7/2025 8:08:03 PM	EMLS 704 Course Outline as of Fall 2026	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  EMLS 704	Title:  NC HIGH BEGINNING ENG
Full Title:  Noncredit High-Beginning English
Last Reviewed:11/24/2025

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	0	Lecture Scheduled	5.00		17.5 max.	Lecture Scheduled	87.50
Minimum	0	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	5.00			Contact Total	87.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  175.00

Total Student Learning Hours: 262.50

Title 5 Category:  Non-Credit
Grading:  Non-Credit Course
Repeatability:  27 - Exempt From Repeat Provisions
Also Listed As: 
Formerly:  EMLS 714

Catalog Description:

In this course, students will develop language skills in English to function independently in cross-cultural everyday situations. This class is for noncredit, high-beginning English language learners.

 

Interested students are encouraged to take the Noncredit EMLS Placement Assessment.

Prerequisites/Corequisites:

Recommended Preparation:
Course Completion of EMLS 703 (EMLS 713 or ESL 713) OR Qualifying Score on Noncredit English Placement Assessment

Limits on Enrollment:

Schedule of Classes Information
Description:

In this course, students will develop language skills in English to function independently in cross-cultural everyday situations. This class is for noncredit, high-beginning English language learners.

 

Interested students are encouraged to take the Noncredit EMLS Placement Assessment.

 

(Non-Credit Course)
Prerequisites:
Recommended:Course Completion of EMLS 703 (EMLS 713 or ESL 713) OR Qualifying Score on Noncredit English Placement Assessment
Limits on Enrollment:
Transfer Credit:
Repeatability:27 - Exempt From Repeat Provisions

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:		Effective:		Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Certificate Applicable Course

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1. Apply level-appropriate reading and writing skills to function independently in daily contexts.

2. Demonstrate level-appropriate listening & speaking skills needed to communicate in a variety of real-life settings at school, work, and in the community.

3. Use appropriate critical thinking and level-appropriate study skills needed in academic environments.

 

Objectives:

At the conclusion of this course, the student should be able to:

1. Identify a main idea and supporting details that an author or a speaker makes.

2. Use reading strategies to determine the meaning of new words in familiar contexts.

3. Utilize level-appropriate key words and phrases in oral communications and simple spoken and written texts.

4. Use a range of vocabulary and grammar to participate in short conversations and written exchanges about familiar topics and in familiar contexts.

5. Use the writing process to construct sentences and short paragraphs on familiar topics.

6. Communicate information about familiar texts, topics, events, and experiences.

7. Express opinions or feelings about a variety of familiar topics, experiences, or events.

8. Carry out short individual or shared research project(s).

9. Demonstrate level-appropriate academic and study skills required in school settings.

10. Use digital technology to complete real-world tasks.

Topics and Scope

I. Vocabulary

    A. Comprehend and produce frequently used vocabulary related to school, work, and community

    B. Utilize vocabulary-building strategies including the use of contextual clues and simple word analysis (prefixes and suffixes) to determine the meaning of unfamiliar words

    C. Use a simplified dictionary to develop vocabulary

    D. Build knowledge of synonyms, antonyms, and other descriptive language

    E. Recognize common spelling patterns

II. Reading

    A. With support, employ basic pre-reading skills including skimming, scanning, and predicting

    B. Read and analyze short narratives and simplified and simple authentic materials (e.g., web pages, calendars, schedules, charts, graphs, forms, and brochures)

    C. Identify main ideas and supporting details in simple fiction and nonfiction reading passages from diverse cultures and backgrounds

    D. Begin to identify purpose and audience for simple printed materials

    E. Compare and contrast information from printed and digital sources

    F. Use context to recognize the meaning of frequently occurring words, simple phrases, and formulaic expressions in spoken and written texts about familiar topics, experiences, or events

    G. With support, use text features (e.g., tables of contents, headings, captions, bold print, maps, and charts) to locate key facts or information in a text efficiently

    H. Recognize common icons, symbols, and abbreviations in the context of learned themes

    I. With support, conduct short research projects that build practical knowledge about a topic

III. Writing

    A. Use level-appropriate language to write a simple text related to school, healthcare, workplace, or community, such as:

         1. Describe experiences or events, including sequencing and/or cause and effect

         2. Fill out simplified and simple authentic forms

         3. Describe simple directions in writing

    B. Use level-appropriate prewriting skills to brainstorm and group ideas on familiar topics

    C. Process writing including brainstorming, organizing, drafting, revising, and editing short controlled texts on familiar topics

    D. Compose short, controlled texts consisting of a main idea and 3-5 related sentences on familiar topics (daily life, personal experiences, and family stories)

    E. Use correct capitalization and basic punctuation (e.g., period and question mark)

    F. Use correct spelling for frequently occurring, familiar words

IV. Grammar

    A. Level-appropriate language structures, such as:

         1. Parts of speech

         2. Simple present

         3. Present continuous

         4. Simple past

         5. Simple modals

         6. There is/there are

         7. Articles

         8. Pronouns (subject, object, possessive)

         9. Prepositions of location and time

         10. Simple compound sentences

         11. Adjectives (descriptive, demonstrative, possessive)

         12. Time phrases

         13. Transitions (first, second, then, finally)

         14. Simple question formation

V. Speaking and Listening

    A. Understand and respond to yes/no questions and wh- questions

    B. With support, give a reason for an opinion

    C. Actively listen to others

    D. Ask for clarification

    E. Request assistance

    F. Recall information from experience

    G. Show developing awareness of differences between informal and formal language use

    H. Use level-appropriate language to initiate and conduct a short conversation at school, in healthcare settings, the workplace, or the community

    I. Use level-appropriate language to retell a text or story with relevant facts and details

    J. With support, deliver short oral presentations incorporating technology

    K. Use clear pronunciation to communicate in daily interactions at work, school, and in the community

    L. Recognize and produce problematic vowel and consonant sounds and corresponding spelling patterns (final -s, etc.)

    M. Phonemic awareness: voiced and unvoiced consonants and minimal pairs

    N. Use appropriate syllable stress in common multisyllabic words

    O. Intonation in questions and statements

    P. Understand nonverbal communication including distance, eye contact, and gestures

    Q. Give and follow directions, both orally and in writing

VI. Study Skills

    A. With support, identify and set personal, educational, and professional goals for learning English

    B. Demonstrate level-appropriate student conduct

    C. Use appropriate language of group work

    D. Use vocabulary and conversational norms to agree, disagree, express opinions, get information, and interrupt in real-life situations

    E. Collaborate with peers from diverse cultures and backgrounds

    F. Use organizational skills (e.g., organizing a binder)

    G. Demonstrate effective independent study strategies (e.g., review of class material and homework completion)

    H. Meet with an academic counselor

VII. Level-Appropriate Integrated Language Skills for Real-Life Settings, such as:

    A. Health needs

         1. Appointments

         2. Symptoms and health needs

         3. Simplified patient forms

         4. Dialogues

    B. Educational settings

         1. Absences

         2. Simplified applications and registration forms

         3. Study strategies

         4. Educational goals

    C. Employment

         1. Job skills and activities

         2. Work schedules

         3. Interviews

         4. Workers' rights

         5. Career goals

         6. Emergency and safety signs and warnings

         7. Applications and other simplified forms

         8. Basic job searching skills

         9. Problem solving at work including reporting an accident and/or a dangerous situation

         10. Calling in sick

    D. Community

         1. Basic directions

         2. Community services and resources

         3. Information requests

         4. Appointments

         5. Cultural differences and similarities

         6. Knowing your rights

Assignments:

1. Written Assignments Will Result in a Minimum of 1,000 Words, such as:

    a. Written descriptions of routines, goals, pictures, and real-life situations

    b. Grammar exercises

    c. Collaborative writing, such as language experience stories

    d. Brainstorming, revising, and editing level-appropriate texts

    e. Related sentences

    f. Journals and short writings

    g. Surveys and interviews

    h. Vocabulary building assignments

    i. Level-appropriate written homework

    j. Email format

2. Shared Research Project(s)

3.Problem Solving Assignments, such as:

    a. Vocabulary building exercises

    b. Decoding frequently used words and phrases

    c. Reading-based true/false questions and wh-questions

    d. Cloze activities and dictations

    e. Sentence revision

    f. Basic research using the internet

4. Skill Demonstration, such as:

    a. Role plays

    b. Surveys and interviews

    c. Individual audio and/or video recordings using technology

    d. Use of digital technology to complete real-world tasks

    e. Use of software to improve reading, listening, vocabulary, spelling, conversation, and pronunciation skills

    f. Requesting information from school and community resources

    g. Response to stories on themes related to real-life situations

    h. Listening, speaking, and pronunciation exercises

    i.English Language (EL) Civics assessments

5. Assessments, such as:

    a. Informal assessments

    b. Vocabulary quizzes

    c. Grammar quizzes

    d. Unit quizzes

    e. Exams

    f. CASAS(Comprehensive Adult Student Assessement Systems) reading test

6. Additional Assignments as Assigned by Instructor May Include:

    a. Attendance and participation

    b. Small-group oral presentations incorporating technology

    c. Tutorial hours (EMLS 770)

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 20 - 40%
Writing assignments
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 20 - 40%
Problem solving assignments; shared research project(s)
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 20 - 40%
Skills demonstration assignments
Exams: All forms of formal testing, other than skill performance exams.		Exams 10 - 30%
Assessments
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 5 - 20%
Additional assignments if assigned

Representative Textbooks and Materials:

EMLS 704 Reader

English in Action, Level 2. 3rd edition. Foley, Barbara and Neblett, Elizabeth. Cengage. 2018. (classic).

Oxford Picture Dictionary Third Edition: Monolingual Dictionary 3rd ed. Adelson-Goldstein and Shapiro. 2016. (classic).

Burlington English Low Beginners Level

Stand Out 2. 4th ed. Jenkins, Rob and Johnson, Staci. National Geographic. 2023

Ventures 2. 3rd ed. Bitterlin, Gretchen and Johnson, Dennis and Price, Donna. Cambridge University Press. 2018. (classic).

Instructor prepared materials

Other approved materials, such as the online publication "The Change Agent"

Print PDF