SRJC Course Outlines

7/16/2024 2:08:20 AMESL 714CP Course Outline as of Fall 2019

Changed Course

Discipline and Nbr:  ESL 714CPTitle:  BEG- HI NC ESL CONV/PRON  
Full Title:  Beginning-High Non-Credit ESL Conversation/Pronunciation
Last Reviewed:3/28/2022

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum0Lecture Scheduled2.7517.5 max.Lecture Scheduled48.13
Minimum0Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total2.75 Contact Total48.13
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  96.25Total Student Learning Hours: 144.38 

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 limited ability to function independently using English in everyday situations. Particular emphasis on vocabulary development, pronunciation and oral language skills needed in real-life settings.


Recommended Preparation:
Course Completion of ESL 714 or qualifying placement

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This class is for non-native speakers of English with limited ability to function independently using English in everyday situations. Particular emphasis on vocabulary development, pronunciation and oral language skills needed in real-life settings.
(Non-Credit Course)

Recommended:Course Completion of ESL 714 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:
At the conclusion of this course, the student should be able to:
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1.  Demonstrate level-appropriate listening and speaking skills needed to communicate in a
    variety of real-life contexts at school, work, and in the community.
2.  Use culturally appropriate communication skills in interactions at work, school, and in the

Objectives: Untitled document
Upon completion of this course students should be able to:
1. Improve English pronunciation in context of realistic conversations about school, work, and
    the community.
2. Initiate and conduct a level-appropriate conversation or interview with an employer, medical
    provider, or school official.
3. Identify academic, vocational, and personal goals and skills needed to achieve these goals.
4. Use appropriate language to actively participate in classroom activities.
5. Use culturally appropriate communication strategies in group work and individual interactions
    at school, work, and in the community.

Topics and Scope
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I. Academic Skills
     A. Vocabulary and interactions related to academic environments
         1.  Language needed to participate in classroom discussions
         2.  Language needed for inquiries
    B. Language needed to access academic information
         1. Voicemail
          2. Recorded menus
    C. Recorded interviews and narratives, readings and activities about personal, academic and
         vocational goals
     D. Study skills needed to achieve academic and vocational goals
         1. Good attendance
         2. Time management skills
         3. Organization of materials
II. Real-Life Skills
     A. Topics related to daily life using level-appropriate grammar
         1. Family and friends
         2. Neighborhood
         3. Work
         4. Housing
         5. Community resources
         6. Cross cultural differences and similarities
     B.  Practice speaking and listening skills in various social contexts using level-appropriate
         1. Community
              a. Making an appointment
              b. Requesting information
              c. Stating health needs
          2. Vocational settings
              a. Following directions
              b. Stating job skills
              c. Explaining an absence
III. Pronunciation Skills
    A.  Recognition of phonemic sounds and pronunciation of vowels, consonants, and blends
    B. Prediction of corresponding sounds using spelling patterns
    C. Use of appropriate intonation needed in questions and statements in the context of
         conducting interviews or giving oral presentations
    D. Self-monitoring of pronunciation skills studied in class
IV. Culturally Appropriate Conversation Skills
    A. Appropriate greetings in different contexts
    B. Conversation strategies in formal and informal settings
    C. Non-verbal communication skills including active listening signals and gestures used to
         clarify interactions
    D. The language of group work in real-life situations
         1. Agreement
         2. Disagreement
         3. Expressing opinions
         4. Interrupting

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This course will emphasize student-centered activities designed to develop listening, speaking and pronunciation skills.
1. Objective exams (1-2) and quizzes (0-8)
2. Use of technology such as the internet, ESL websites and software to facilitate communication
    and/or to improve vocabulary, conversation and pronunciation skills (no grade)
3. Listening to TV and radio programs in English (no grade)
Problem-solving assignments (5 - 7), such as:
1. Vocabulary building exercise
2. Problem-solving activities in small groups
Skill Demonstrations assignments (7 - 21), such as:
1. Individual recordings using voicemail
2. Pair and group activities
3. Role plays
4. Listening activities requiring oral response
5. Individual and small group presentations
6. Oral descriptions from pictures and real-life situations
7. Surveys and interviews
Skill Demonstrations and/or Writing assignments (7 - 15), such as:
1. Discussions and written journal entries in response to stories on a variety of themes related to
    real-life situations
2. Use of technology to gather and take notes on key information (e.g. telephone transactions
    involving "menu" selections)
3. Listening to stories and/or guest speakers and re-telling, and/or taking notes on main idea and
    supporting details, both orally and in writing
4. Dictations
5. Requesting information from school and community resources and take notes
6. Preparation of brief oral and written presentations with a group

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%
Objective 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 1. 2nd ed. McCarthy, Michael and McCarten, Jeanne and Sandiford, Helen. Cambridge University Press. 2014 (classic)
Now Hear This. 3rd ed. Foley, Barbara. Heinle Cengage Learning. 2009 (classic)
Oxford Picture Dictionary Monolingual English. 2nd ed. Adelson-Goldstein, Jayme and Shapiro, Norma. Oxford University Press. 2008 (classic)
Let's Talk 1. 2nd ed. Jones, Leo. Cambridge. 2007 (classic)
Talk Time 1. Stempleski, Susan. Oxford University Press. 2006 (classic)
Take on Listening - Listening and Speaking Strategies, Level 1. Gabler, Burt and Scholnick, Nadia. McGraw-Hill. 2002 (classic)
Live Action English. 4th ed. Romijn, Elizabeth and Seely, Contee. Command Performance Language Institute. 1997 (classic)
Sounds Great Book 1. Beisbier, Beverly. Thomson Heinle. 1994 (classic)
Instructor-prepared materials.

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