SRJC Course Outlines

11/29/2022 6:15:14 AMESL 713 Course Outline as of Fall 2022

Changed Course
CATALOG INFORMATION

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 Scheduled6.0017.5 max.Lecture Scheduled105.00
Minimum0Lab Scheduled08 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total6.00 Contact Total105.00
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  210.00Total Student Learning Hours: 315.00 

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

Catalog Description:
Untitled document
Students will develop language skills in English to function independently in every day situations. This class is for low beginning non-credit English as a Second Language learners.

Prerequisites/Corequisites:


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Students will develop language skills in English to function independently in every day situations. This class is for low beginning non-credit English as a Second Language learners.
(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:
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 and 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
In order to achieve these learning outcomes, during the course the students will:
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 prewriting skills to brainstorm and group ideas on familiar topics.
4. Use basic verb tenses and simple conventions of writing and 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 community.
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 nonfiction 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

Assignments:
Untitled document
This course will emphasize student-centered activities designed to develop reading, writing, listening, speaking and pronunciation skills.
 
I. In-class work, such as:
    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. Use of technology such as the Internet, ESL websites and software to improve reading,
         listening, vocabulary, spelling, conversation and pronunciation skills
 
II. Objective exams, quizzes, and final exam
 
III. Written Homework, such as:
    A. Surveys and interviews
    B. Reading exercises
    C. Grammar exercises
 
IV. Independent Work (ungraded):
    A. Request information from school and community resources
    B. Reading signs, labels, bumper stickers and other examples of environmental print
     C. Individual recordings using voicemail
    D. 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
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%
Objective exams, quizzes, and final examination
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
40 - 50%
Attendance and participation (in-class activities)


Representative Textbooks and Materials:
Untitled document
Stand Out 1. 3rd ed. Jenkins, Rob and Johnson, Staci. National Geographic. 2016 (classic)
Touchstone 1. 2nd ed. McCarthy, Michael and McCarten, Jeanne and Sandiford, Helen. Cambridge University Press. 2014 (classic)
English in Action, Level 1. 3rd edition. Foley, Barbara and Neblett, Elizabeth. Cengage. 2019
Center Stage 1 & Practice Book. Frankel, Irene. Pearson. 2007 (classic)
Ventures 1. 3rd ed. Bitterlin, Gretchen and Johnson, Dennis and Price, Donna. Cambridge University Press. 2018
Basic Oxford Picture Dictionary. 2nd ed. Gramer, Margot. Oxford University Press. 1996 (classic)
The New Grammar in Action 1. Neblett, Elizabeth and Foley, Barbara. Cengage. 1998 (classic)
Instructor prepared materials
Other approved materials

Print PDF