SRJC Course Outlines

1/17/2021 2:15:14 AMESL 716CP Course Outline as of Fall 2019

Changed Course

Discipline and Nbr:  ESL 716CPTitle:  INT NC ESL CONV/PRON  
Full Title:  Intermediate Non-Credit ESL Conversation/Pronunciation
Last Reviewed:12/10/2018

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum0Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum0Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

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

Catalog Description:
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This class is for non-native speakers of English with the ability to function independently using English in most contexts. Particular emphasis on vocabulary development, pronunciation and oral language skills needed for effective communication in academic, vocational, and community settings.


Recommended Preparation:
Course Completion of ESL 716 or qualifying placement

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This class is for non-native speakers of English with the ability to function independently using English in most contexts. Particular emphasis on vocabulary development, pronunciation and oral language skills needed for effective communication in academic, vocational, and community settings.
(Non-Credit Course)

Recommended:Course Completion of ESL 716 or qualifying placement
Limits on Enrollment:
Transfer Credit:
Repeatability:27 - Exempt From Repeat Provisions


Associate Degree:Effective:Inactive:
CSU GE:Transfer Area Effective:Inactive:
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:Effective:Inactive:
UC Transfer:Effective:Inactive:

Certificate/Major Applicable: Certificate Applicable Course


Student Learning Outcomes:
Upon completion of the course, students will be able to:
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1.  Demonstrate level-appropriate listening and speaking skills needed to communicate complex
    ideas on a variety of themes related to academia, professional life, and social issues.
2.  Employ culturally appropriate conversational skills needed for effective communication at
    school, work, and in the community.

Objectives: Untitled document
Upon completion of this course students should be able to:
1. Self-monitor and predict correct pronunciation including word stress and problematic
    consonant and vowel sounds in varied academic, professional, and social contexts.
2. Employ culturally and linguistically appropriate interview skills.
3. Describe personal qualities and skills and relate past and present work experience to
    long-term goals.
4. Identify steps needed to achieve vocational, academic, and personal goals.
5. Discuss issues and problems in the community and workplace, and employ language needed
    to work collaboratively with others.
6. Access and use specific information gathered from community and/or academic resources.

Topics and Scope
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The order of topics may vary and will be integrated with pertinent themes including workplace, school and community interactions.
I. Academic Skills
    A. Describe past and present school experience and academic goals
    B. Identify steps for achieving academic goals
    C. Communicate with appropriate school personnel to obtain information and assistance
    D. Use appropriate terms to describe aspects of college curriculum ( e.g. "prerequisite" and
         "credit") and academic policies and procedures (e.g. "plagiarism" and "matriculation")
    E. Employ study skills (including time management skills, note-taking, organization of
         materials, etc.) needed to achieve academic and vocational goals
II. Community Interaction Skills
     A. Describe job skills and qualities, pay, benefits, job training opportunities and evaluation
    B. Employ job search strategies including research, networking, applying, interviewing,
    C. Understand workers' rights, responsibilities and resources; strategies for "speaking up"
         at work
    D. Research housing issues, including tenants rights and responsibilities  
     E. Communicate with various constituencies and community resources, including neighbors,
         officials, emergency personnel, store personnel, and service representatives, non-profits,
         medical services, the police, utilities, public safety, and the media
     F. Demonstrate cross cultural understanding, including discussion of cultural differences and
         similarities, common stereotypes, and cross-cultural communication skills
    G. Employ public speaking and listening skills in various social contexts, including
         community and/or vocational settings (e.g., giving directions, leading a meeting or
         discussion, reporting results of an interview or survey using level-appropriate grammar)
III. Pronunciation Skills
    A. Understand spelling patterns to predict corresponding sounds
    B. Use typical spoken patterns of reduced speech and contractions
    C. Predict sentence level stress using typical North American word stress patterns
    D. Use appropriate intonation needed in questions and statements
    E. Self-monitor pronunciation skills studied in class
IV. Socio-Linguistic and Cultural Skills
    A. Employ conversational strategies in formal and informal settings, including the use of
         informal vs formal speech and register, and active listening signals and gestures
         needed to clarify interactions
    B. Demonstrate proficiency with language conventions of group work including strategies to
         negotiate meaning, interrupt, make suggestions, clarify information,  agree, disagree,
         and express opinions

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This course will emphasize student-centered activities designed to develop listening, speaking and pronunciation skills.
1. Exams (1-2) and quizzes (0-8)
2. Listening to radio, TV, music and live entertainment in English (ungraded)
3. Self-evaluation of word stress and/or intonation from student-generated tape-recordings
Writing assignments (7 - 15), such as:
1. Preparing written questions for guest speakers
2. Journal entries in response to topical issues and/or to tap prior knowledge about an issue to be
    presented in class
Problem-solving assignments (5 - 7), such as:
1. Describing and explaining vocabulary, topics or issues
2. Outlining and note-taking
3. Obtaining/requesting information outside the classroom to solve a problem
Skill Demonstrations assignments (7 - 21), such as:
1.   Pair-work and small group discussion
2.   Interviews and surveys
3.   Role plays, speeches, skits, group projects and intonation patterns
4.   Responding to taped materials
5.   Responding to various accents, levels of formality, etc.
6.   Asking for information over the telephone
7.   Leaving messages on voicemail
8.   Listening to recorded information and responding to telephone menu prompts
9.   Conducting research in the community to obtain information
10. Responding to in-class practice exercises, including physically demonstrating word stress
Writing Assignments and Skill Demonstrations assignments (7 - 15), such as:
1. Oral and written presentations on topics and issues from the curriculum
2. Interviewing/surveying people in the community, and taking notes
3. Preparation of oral presentations and group projects, oral and written

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
10 - 20%
Writing assignments
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
20 - 35%
Problem-solving assignments
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
20 - 35%
Skill demonstration assignments
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 15%
Exams and quizzes
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
10 - 15%
Attendance, participation

Representative Textbooks and Materials:
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Touchstone Level 2 Student Book. 2nd ed. McCarthy, Michael and McCarten, Jeanne and Sandiford, Helen. Cambridge University Press. 2014 (classic)
Oxford Picture Dictionary Monolingual English. 2nd ed. Adelson-Goldstein and Shapiro, Norma. Oxford University Press. 2008 (classic)
Talk Time 2. Stempleski, Susan. Oxford University Press. 2006 (classic)
Real Talk 1. Baker, Lida and Tanka, Judith. Pearson Education ESL. 2006 (classic)
Take On Listening 2: Listening and Speaking Strategies. Scholnick, Nadia and Gabler, Burt. McGraw-Hill. 2003 (classic)
Sounds Great Book 2. Beisbier, Beverly. Thomas Heinle. 1995 (classic)
Instructor-prepared materials

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