SRJC Course Outlines

7/20/2019 4:55:40 PMESL 716 Course Outline as of Fall 2019

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  ESL 716Title:  HIGH INT NC ESL  
Full Title:  High Intermediate Non-Credit English as a Second Language
Last Reviewed:10/8/2018

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum0Lecture Scheduled5.5017.5 max.Lecture Scheduled96.25
Minimum0Lab Scheduled08 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total5.50 Contact Total96.25
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  192.50Total Student Learning Hours: 288.75 

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

Catalog Description:
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Intermediate-High, Non-Credit English as a Second Language is for non-native speakers of English with the ability to function independently in English in professional, academic and community settings.

Prerequisites/Corequisites:


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Intermediate-High, Non-Credit English as a Second Language is for non-native speakers of English with the ability to function independently in English in professional, academic and community settings.
(Non-Credit Course)

Prerequisites:
Recommended:
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:
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Upon completion of this course, students will be able to:  
1. Use reading, writing, speaking and listening skills to clearly communicate and understand
    ideas in personal, academic and vocational settings.
2. Employ appropriate culturally appropriate skills to communicate effectively with diverse
    cultural groups at work, school and in the community.
3. Demonstrate study skills needed to matriculate to credit ESL courses.

Objectives: Untitled document
Upon completion of this course students will be able to:
1. Identify the main idea and supporting details in extended reading selections of fiction and
    non-fiction.
2. Use a variety of strategies including word analysis and contextual clues to determine the
    meaning of new words and phrases.
3. Use pre-writing skills to brainstorm and organize ideas on a topic in preparation to write a
    paragraph or essay.
4. Fill out forms needed in personal, vocational and/or academic contexts.
5. Communicate more effectively and clearly with appropriate pronunciation in informal,
    academic and/or professional settings including interviews with an employer, medical
    provider, counselor, community resource or school official.
6. Articulate long term academic, vocational and personal goals and steps needed to achieve
    these goals.
7. Demonstrate effective and culturally appropriate behaviors in personal, professional and
    academic environments.

Topics and Scope
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I. Listening and Speaking Skills
     A. Speaking and listening skills needed in the community and in professional or academic
         settings:                   
          1. making an appointment with a counselor and financial aide adviser
         2. requesting and clarifying information
         3. articulating vocational and academic goals
         4. interview skills
         5. articulating questions about employment evaluations and benefits
    B. Vocabulary development related to personal, academic, professional and cultural life
    C. Pronunciation Skills
         1. word stress and syllabication
         2. sound/spelling patterns (falling intonation, content words and function
              words) consonant sounds (final -ed, etc.)
         3. intonation in questions and statements (rising and falling intonation, content words
              and function words)
         4. recognize and produce problematic vowel and consonant sounds (final - ed, etc.)
         5. phonemic awareness (voiced/unvoiced consonants)
 
II. Reading Skills
    A. Skimming, scanning and predicting
    B. Identification of main ideas and supporting details in extended selections of fiction and
         non-fiction
    C. Analysis of short stories and authentic materials including certificate brochures, financial
         aid applications and other academic materials
    D. Use of vocabulary building strategies, including the use of contextual clues and word
         analysis (prefixes and suffixes) to determine the meaning of unfamiliar words
    E. Application of literary terms including theme, character, setting and plot
    F. Understanding of figurative language such as metaphor and simile
 
III. Writing Skills
    A. Process writing including brainstorming, organizing, drafting, revising, editing
    B. Paragraphs and compositions in response to literature, articles and other writing prompts
    C. Complex professional and academic forms related to vocational pursuits and matriculation
         to credit classes
    D. Verb tenses and language structures needed to write multiple paragraphs and essays
         1. present perfect
         2. present perfect continuous
         3. simple past, future and continuous tenses
         4. modals, complex modals
         5. pronouns (subject, object, possessive)
         6. adjectives (descriptive, demonstrative, possessive)
         7. time phrases
         8. transitions (first, second, then, finally)
         9. question formation
 
IV. Academic Skills
    A. Language of group work
    B. Organizational skills
    C. Study skills
    D. Vocabulary needed to communicate with academic personnel and supervisors at work
    E. Setting academic, professional and personal goals and steps needed to achieve them
 
V. Cultural Skills
     A. Formal and informal speech including conversational norms used in various contexts; i.e.,
         making small talk, participating in interviews, talking with friends, teachers and employers
    B. Reading and writing activities related to culturally appropriate understanding and
         sensitivity:
         1. cross-cultural relations in diverse settings
          2. non-verbal communication
         3. social roles
          4. customs
 
VI. Vocational Skills
Topics May Include:
    A. Interview skills
    B. Applications and resumes
    C. Job search skills
    D. Evaluations at work
    E. Problem solving at work, including making suggestions, resolving interpersonal and cultural
         conflicts, understanding work culture in the United States.
    F. Giving and following directions, both orally and in writing.
    G. Asking for clarification.
    H. Knowing your rights at work.

Assignments:
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This course will emphasize student-centered activities designed to develop reading, writing and speaking/listening skills.  The following represent the types of assignments that may be included:
I.  In-class work:
   A. Vocabulary building exercises
   B. Pair and group activities
   C. Role plays, mock interviews and problem-solving activities in small groups
   D. Paragraphs and essays
   E. Surveys and interviews
   F. Discussion of and response to readings on a variety of themes
   G. Objective exams and quizzes
    H. Listening activities  
    I. Dictation
    J. Use of technology such as the Internet, ESL websites and software to improve reading, listening, vocabulary, spelling, conversation and pronunciation skills
    K. Student Portfolio
 
II. Homework:
   A. Surveys and interviews
   B. Reading exercises
   C. Grammar exercises
   D. Requesting information from school and community resources
   E. Writing paragraphs and/or essays
   F. Listening to TV and radio programs in English
   G. Journals
    H. Vocabulary logs
   I. Group projects

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
40 - 50%
In-class work and homework
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 20%
Multiple choice, true/false, matching items, completion, paragraphs, essays
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
40 - 50%
Attendance, participation, student portfolios, group projects, grammar exercises


Representative Textbooks and Materials:
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Interchange 3. 4th ed. Richards, Jark. Cambridge University Press. 2017
World English 2. 2nd ed. Chase, Becky and Milner, Martin. National Geographic Learning. 2015
Life 4. Dummett, Paul and Hughes, John and Sephenson, Helen. Cengage University Press. 2015
Ventures 4. 2nd ed.  Bitterlin, Gretchen and Johnson, Dennis and Price, Donna. Cambridge University Press. 2013 (classic)
English in Action 4. 2nd ed. Foley, Barbara and Neblett, Elizabeth. National Geographic Learning. 2011 (classic)
Longman Dictionary of American English. 4th ed. Pearson Longman. 2008 (classic)
Downtown 4: English for Work and Life. McBride, Edward. Heinle. 2006 (classic)
Touchstone Level 4. McCarthy, Michael and McCarten, Jeanne and Sandifor, Helen. Cambridge University Press. 2006 (classic)
 
Instructor prepared materials

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