SRJC Course Outlines

7/6/2022 7:17:45 AMESL 713 Course Outline as of Fall 2019

Changed Course

Discipline and Nbr:  ESL 713Title:  LOW BEGIN NONCREDIT ESL  
Full Title:  Low 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:
Untitled document
Beginning-Low Non-Credit English as a Second Language is for non-native speakers of English with little or no ability to function independently in English in everyday situations.


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Beginning-Low Non-Credit English as a Second Language is for non-native speakers of English with little or no 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:
Untitled document
1.  Read and interpret simple passages and reading materials needed in daily life.
2.  Compose a series of related sentences on a familiar topic and fill out simple forms.
3.  Demonstrate level-appropriate listening & speaking skills needed to communicate in real life
    settings at school, work and in the community.
4.  Demonstrate basic study skills needed in school environments.

Objectives: Untitled document
Upon completion of this course students will be able to:
1. Identify the main idea in a reading passage on a familiar topic.
2. Use reading strategies to determine the meaning of new words in familiar contexts.
3. Use level-appropriate pre-writing skills to brainstorm and group ideas on familiar topics.
4. Use basic verb tenses and simple conventions of writing and/or punctuation to write a series of
    related sentences on a familiar topic and fill out basic forms.
5. Initiate and conduct a simple conversation or interview with an employer, medical provider or
    school official at a basic level.
6. Identify personal and vocational goals for learning English.
7. Use appropriate pronunciation to communicate at a basic level at work, school and in the
8. Demonstrate appropriate academic and study skills required in school settings.
9. Demonstrate culturally appropriate behaviors, both in class and out.

Topics and Scope
Untitled document
I. Listening and Speaking Skills
    A. Basic speaking and listening skills needed to communicate in a variety of social contexts
         including community and/ or vocational settings using level-appropriate grammar:
         1. giving personal information about self and family
         2. following directions
         3. stating job skills
         4. explaining an absence
         5. making an appointment
         6. requesting information
         7. stating health needs
          8. sharing preferences
         9. sharing personal and vocational goals for learning English
    B. Vocabulary development related to daily and cultural life that may include family, friends,
         neighborhood, work, shopping, housing and community resources using level
         appropriate grammar
    C. Pronunciation skills
         1. recognize and produce problematic vowel and consonant sounds (such as final -s,
            final -ed, b/v, sh/ch)
         2. phonemic awareness; voiced and unvoiced consonants and minimal pairs
         3. use of appropriate syllable stress (pronunciation of numbers, months, days, etc.)
         4. sound/spelling patterns
II. Reading Skills
    A. Basic pre-reading skills including skimming and scanning
    B. Main ideas and related details in simple fiction and non-fiction reading passages
    C. Short narratives and simplified materials (e.g., calendars, schedules, charts and brochures)
         related to work, school, home and the community  
     D. Vocabulary building strategies including the use of contextual clues to determine the
         meaning of unfamiliar words
    E. Alphabetizing and using a picture dictionary
    F. Spelling patterns
III. Writing Skills
    A. Process writing: brainstorming, categorizing, drafting, revising and editing at a basic level
    B. Short, controlled writings consisting of 3-5 related sentences on familiar topics related to
         daily life, personal experiences and family stories
    C. Vocabulary development, including synonyms, antonyms and other descriptive language
    D. Simple forms and materials related to school, work and the community
     E. Verb tenses and language structures needed to write simple sentences on topics related to
         school, work and the community may include:
         1.  simple present tense
         2.  present continuous
         3.  simple past tense
         4.  future tense
         5.  common modals
         6.  like + infinitive
         7.  there is/there are
         8.  singular and plural nouns
         9.  prepositions
        10. personal and possessive pronouns
        11. question formation
        12. requests
IV. Academic Skills
    A. Group work
    B. Organizational skills (organizing a binder, making a study calendar)
    C. Study skills
    D. Basic classroom vocabulary, commands and instructions
V. Cultural Skills
     A. Culturally appropriate norms of interviews and conversation (formal and informal)
    B. Reading, writing and speaking about cultural similarities and differences
VI. Vocational Skills
Topics may include:
    A. Articulating job skills and activities
    B. Applications and other simple forms
    C. Emergency and safety signs and warnings
    D. Work schedules
    E. Calling in sick
    F. Giving and following basic directions, both orally and in writing
    G. Asking for clarification
    H. Requesting and offering assistance
    I. Knowing your rights at work

Untitled document
This course will emphasize student-centered activities designed to develop reading, writing, listening, speaking and pronunciation 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
     D. Surveys and interviews
    E. Problem-solving activities in small groups
    F. Language experience stories
    G. Response to stories on themes related to real-life situations
    H. Objective exams and quizzes
    I.  Oral and written descriptions from pictures and real-life situations
    J. Developing portfolio of representative writings
    K. Use of technology such as the Internet, ESL websites and software to improve reading,
         listening, vocabulary, spelling, conversation and pronunciation skills
II. Homework:
    A. Surveys and interviews
    B. Reading exercises
    C. Grammar exercises
    D. Request information from school and community resources
    E. Reading signs, labels, bumper stickers and other examples of environmental print
     F. Individual recordings using voicemail
    G. Listening to TV and radio programs in English

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:
Untitled document
Stand Out 1. 3rd ed. Jenkins, Rob and Johnson, Staci. National Geographic. 2016
Touchstone 1. 2nd ed. McCarthy, Michael and McCarten, Jeanne and Sandiford, Helen. Cambridge University Press. 2014
Interchanges Level 1. 4th ed. Richards, Jack and Hull, Jonathan and Proctor, Susan. Cambridge University Press. 2012 (classic)
English in Action, Level 1. Foley, Barbara and Neblett, Elizabeth. Cengage. 2010 (classic)
Center Stage 1 & Practice Book. Frankel, Irene. Pearson. 2007 (classic)
Ventures 1. Bitterlin, Gretchen and Johnson, Dennis and Price, Donna. Cambridge University Press. 2007 (classic)
Basic Oxford Picture Dictionary. 2nd ed. Gramer, Margot. Oxford University Press. 2002 (classic)
The New Grammar in Action 1. Neblett, Elizabeth and Foley, Barbara. Cengage. 1998 (classic)
Instructor prepared materials

Print PDF