SRJC Course Outlines

6/30/2022 12:18:55 AMESL 714 Course Outline as of Fall 2019

Changed Course

Discipline and Nbr:  ESL 714Title:  HIGH BEGINNING NC ESL  
Full Title:  High Beginning Non-Credit English as a Second Language
Last Reviewed:3/14/2022

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: 

Catalog Description:
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Beginning-High Non-Credit English as a Second Language is for non-native speakers of English with limited ability to function independently in English in everyday situations


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Beginning-High Non-Credit English as a Second Language is for non-native speakers of English with limited ability to function independently in English in everyday situations
(Non-Credit Course)

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.  Apply reading and writing skills to function independently in daily contexts.
2.  Demonstrate level-appropriate listening & speaking skills needed to communicate in a variety
    of settings at school, work and in the community.
3.  Demonstrate appropriate cross-cultural skills in interactions at work, school and in the
4.  Employ appropriate study skills needed in academic environments.

Objectives: Untitled document
Upon completion of this course students will be able to:
1. Identify the main idea and supporting details in a reading passage on a familiar topic.
2. Use a variety of strategies to determine the meaning of new words and phrases in familiar
3. Use level-appropriate pre-writing skills to brainstorm and organize ideas on familiar topics.
4. Use basic verb tenses and conventions of writing and punctuation in a short, loosely organized
    paragraph based on a familiar topic.
5. Fill out simple, authentic forms.
6. Initiate a level appropriate conversation in informal and professional settings including how to
    make "small-talk" and conduct an interview with an employer, medical provider, community
    resource or school official.
7. Identify academic, vocational and personal goals and basic steps needed to achieve these
8. Use appropriate pronunciation, intonation and word stress to communicate more clearly in
    conversations at work, school and in the community.
9. Demonstrate culturally appropriate behaviors, both in class and out.

Topics and Scope
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I. Listening and Speaking Skills
     A. Speaking and listening skills needed in the community using level appropriate grammar
         1. making an appointment
         2. requesting information
         3. stating health needs
    B. Discussion of topics and vocabulary development related to daily and cultural life that may
         include family, friends, neighborhood, work, shopping, housing, community resources and
         cross cultural differences and similarities using level appropriate grammar
    C. Pronunciation Skills
         1. recognize and produce problematic vowel and consonant sounds (final -ed, etc.)
         2. phonemic awareness (voiced/unvoiced consonants)
         3. use of appropriate word and syllable stress
         4. intonation in questions and statements
         5. sound/spelling patterns
II. Reading Skills
    A. Basic pre-reading skills including skimming, scanning and predicting
    B. Identification of main ideas and supporting details in fiction and non-fiction passages
    C. Short narratives and simple, authentic materials (e.g., schedules and brochures) related to
         work, school, home and the community
    D. Vocabulary building strategies including the use of contextual clues and simple word
         analysis (prefixes and suffixes) to determine the meaning of unfamiliar words
    E. Spelling patterns
III. Writing Skills
    A. Process writing including brainstorming, organizing, drafting, revising, editing
    B. Short, controlled paragraphs consisting of a main idea and 3-5 related sentences on familiar
         topics (daily life, personal experiences and family stories)
    C. Simple, authentic forms and materials used at school, work and the community
    D. Verb tenses and language structures needed to write notes and simple paragraphs on topics
         related to school, work and the community including:
         1. simple present tense
         2. present continuous
         3. simple past tense
         4 past continuous
         5. future tense
         6. there is/there are
         7. modals
         8. simple compound sentences
         9. pronouns (subject, object, possessive)
         10. adjectives (descriptive, demonstrative, possessive)
         11. time phrases
         12. transitions (first, second, then, finally)
         13. question formation
IV. Academic Skills
    A. Language of group work
    B. Organizational skills
    C. Study skills
    D. Vocabulary needed to communicate with academic personnel
    E. Setting academic goals
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, employers and
    B. Reading and writing activities related to culture; i.e., similarities and differences, resolving
         neighborhood issues and culturally appropriate relations in the workplace
     C. Nonverbal communication including appropriate distance, eye contact and other gestures
    D. Culturally appropriate vocabulary and conversational norms used to agree, disagree,
         express opinions, elicit information and interrupt in real-life situations
VI. Vocational Skill - Topics May Include:
    A. Basic interview skills, including articulating job skills and abilities
    B. Applications and other simplified forms
    C. Basic job searching skills
    D. Signs and warnings
    E. Problem solving at work including reporting an accident and/or a dangerous situation
    F. Calling in sick
    G. Giving and following directions, both orally and in writing
    H. Asking for clarification
    I. Requesting and offering assistance
    J. Knowing your rights at work

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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:
A.  In-class work:
    1.   Vocabulary building exercises
    2.   Pair and group activities
    3.   Role plays, mock interviews and problem-solving activities in small groups
    4.   Language Experience Approach and other controlled writings
    5.   Surveys and interviews
    6.   Discussion of and response to readings on themes related to real-life situations
    7.   Objective exams and  weekly quizzes
    8.   Listening activities  
     9.   Dictation
     10. Use of technology such as the Internet, ESL websites and software to improve reading,
          listening, vocabulary, spelling, conversation and pronunciation skills
    11. Student portfolios
B. Homework:
    1. Surveys and interviews
    2. Reading exercises
    3. Grammar exercises
    4. Request information from school and community resources
    5. Individual recordings using voicemail
    6. Listening to TV and radio programs in English
    7. Journals and short writings
    8. Vocabulary logs
    9. Student portfolios

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%
Written homework, listening exercises with corresponding activities
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 20%
Objective exams and weekly quizzes
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
40 - 50%
Attendance, participation, student portfolios

Representative Textbooks and Materials:
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Oxford Picture Dictionary. Adelson-Goldstein, Jayme and Shapiro, Norma. Oxford University Press. 2016
World English Intro. 2nd ed. Chase, Rebecca and Milner, Martin and Johannsen, Kristen. Cengage. 2015
English in Action, Level 2. Foley, Barbara and Neblett, Elizabeth. Cengage. 2011 (classic)
Excellent English 2 Vol. 2. Blass, Laurie and Forstrom, Jan and Vargo, Mari. McGraw Hill. 2009 (classic)
Ventures 2. Bitterline, Gretchen and Johnson, Dennis and Price, Donna. Cambridge University Press. 2008 (classic)
Instructor prepared materials

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