12/23/2025 2:20:59 AM	EMLS 703 Course Outline as of Fall 2026	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  EMLS 703	Title:  NC LOW BEGIN ENG
Full Title:  Noncredit Low-Beginning English
Last Reviewed:10/27/2025

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	0	Lecture Scheduled	5.00		17.5 max.	Lecture Scheduled	87.50
Minimum	0	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	5.00			Contact Total	87.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  175.00

Total Student Learning Hours: 262.50

Title 5 Category:  Non-Credit
Grading:  Non-Credit Course
Repeatability:  27 - Exempt From Repeat Provisions
Also Listed As: 
Formerly:  EMLS 713

Catalog Description:

In this course, students will develop English language skills to function in cross-cultural everyday situations. This class is for noncredit, low-beginning English language learners with no or very limited prior experience learning English.

 

Interested students are encouraged to take the Noncredit EMLS Placement Assessment.

 

 

Prerequisites/Corequisites:

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

In this course, students will develop English language skills to function in cross-cultural everyday situations. This class is for noncredit, low-beginning English language learners with no or very limited prior experience learning English.

 

Interested students are encouraged to take the Noncredit EMLS Placement Assessment.

 

(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:
At the conclusion of this course, the student should be able to:

1. Use level-appropriate reading and writing skills to complete simple tasks in familiar contexts.

2. Use level-appropriate speaking and listening skills to communicate in real-life settings at school, work, and in the community.

3. Use critical thinking and level-appropriate study skills needed in academic environments.

 

Objectives:

At the conclusion of this course, the student should be able to:

1. Use reading strategies to identify text features, main ideas, and key details.

2. Use reading strategies to determine the meaning of new words in familiar contexts.

3. Identify a point an author or a speaker makes.

4. Recognize level-appropriate key words and phrases in oral communications and basic spoken and written texts.

5. Use a narrow range of vocabulary and grammar to participate in short conversations and written exchanges about familiar topics and in familiar contexts.

6. Use the writing process to construct short writings on familiar topics.

7. With support, communicate simple information about familiar texts, topics, events, and experiences.

8. Express an opinion or feelings about a familiar topic, experience, or event.

9. With support, carry out short, shared research project(s).

10. Demonstrate level-appropriate academic and study skills required in school settings.

11. With support, use digital technology to complete real-world tasks.

Topics and Scope

I. Vocabulary

    A. Recognize and use vocabulary related to school, work, and community

    B. Utilize vocabulary-building strategies including the use of contextual clues to determine the meaning of unfamiliar words

    C. Alphabetize and use a picture dictionary

    D. Categorize words and concepts based on similarities or differences

    E. Begin to acquire synonyms, antonyms, and other descriptive language

II. Reading

    A. Read and analyze short narratives and simplified materials (e.g., calendars, schedules, charts, labels, and brochures)

    B. Identify important information in simple fiction and nonfiction reading passages from diverse cultures and backgrounds

    C. Compare and contrast information from printed and digital sources

    D. Use context to recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in spoken and written texts about familiar topics, experiences, or events

    E. Use text features (e.g., tables of contents, headings, maps, and charts) to locate key facts or information in a text

    F. Recognize common icons, symbols, and abbreviations (e.g., road signs/icons, currency symbols, and day or month abbreviations)

III. Writing

    A. Use level-appropriate language to write a simple text related to school, healthcare, workplace, or community, such as:

         1. Label items, experiences, or events

         2. Fill out simplified forms

         3. List simple steps in writing

    B. Use level-appropriate prewriting skills to brainstorm and group ideas on familiar topics

    C. Draft, revise, and edit short controlled writings (3-5 sentences) on familiar topics

    D. Use correct capitalization and basic punctuation

    E. Use correct spelling for frequently occurring, familiar words

IV. Grammar

    A. Recognize and use frequently occurring, level-appropriate language structures, such as:

         1. Simple present

         2. Present continuous

         3. Like/want/need + infinitive

         4. Possessive adjectives

         5. Prepositions of time and location

         6. There is/there are

         7. Singular and plural nouns + a/an + this/these/that/those

         8. Subject pronouns

         9. Short answer questions (simple present, present continuous)

         10. Wh- questions

         11. Contractions

         12. Count and noncount nouns + quantifiers

         13. Imperatives

         14. Adverbs of frequency

V. Speaking and Listening

    A. Understand and respond to simple yes/no questions and some wh- questions

    B. With support, give a reason for an opinion

    C. Actively listen to others

    D. Ask for clarification

    E. Request and offer assistance

    F. Recall information from experience or from a provided source

    G. Show emerging awareness of differences between informal and formal language use

    H. Use level-appropriate language to initiate and conduct a simple conversation at school, in healthcare settings, the workplace, or the community

    I. Use level-appropriate language to describe people, places, things, and events with relevant details

    J. Use appropriate pronunciation to communicate at a basic level at work, school, and in the community

    K. Start to recognize and produce problematic vowel and consonant sounds and corresponding spelling patterns

    L. Phonemic awareness: voiced and unvoiced consonants and minimal pairs

    M. Use of appropriate syllable stress (pronunciation of numbers, months, days, etc.)

VI. Study Skills

    A. Identify personal, educational, and professional goals for learning English

    B. Demonstrate appropriate student conduct

    C. Participate in group work

    D. Collaborate with peers from diverse cultures and backgrounds

    E. Use organizational skills (e.g., organizing a binder)

    F. Complete homework

VII. Level-Appropriate Integrated Language Skills for Real-Life Settings, such as:

    A. Health needs

         1. Appointments

         2. Symptoms

         3. Simplified forms

    B. Educational settings

         1. Absences

         2. Simplified applications and registration forms

         3. Study strategies

         4. Educational goals

    C. Employment

         1. Job skills and activities

         2. Work schedules

         3. Interviews

         4. Workers' rights

         5. Career goals

         6. Emergency and safety signs and warnings

    D. Community

         1. Basic directions

         2. Community services and resources

         3. Appointments

         4. Knowing your rights

Assignments:

1. Written Assignments Will Result in a Minimum of 1,000 Words, such as:

    a. Level-appropriate written homework

    b. Lists and isolated sentences

    c. Written descriptions of routines, goals, pictures, and real-life situations

    d. Grammar exercises

    e. Collaborative writing, such as language experience stories

    f. Brainstorming, revising, and editing level-appropriate texts

2. Shared Research Project(s)

3. Problem Solving Assignments, such as:

    a. Vocabulary building exercises

    b. Recognize frequently used words and phrases

    c. Reading-based true/false questions and wh-questions

    d. Cloze activities

    e. Critical reading

    f. Sentence revision

    g. Basic research using the internet

3. Skill Demonstration, such as:

    a. Role plays

    b. Surveys and interviews

    c. Individual audio and/or video recordings using technology

    d. Use of digital technology to complete real-world tasks

    e. Requesting information from school and community resources

    f. Response to stories on themes related to real-life situations

    g. Listening, speaking, and pronunciation exercises

    h. English Language (EL) Civics assessments

4.  Assessments, such as:

    a. Informal assessments

    b. Vocabulary quizzes

    c. Grammar quizzes

    d. Unit quizzes

    e. Exams

    f. CASAS(Comprehensive Adult Student Assessement Systems) reading test

5. Additional Assignments as Assigned by Instructor May Include:

    a. Attendance and participation

    b. Small-group oral presentations incorporating technology

    c. Tutorial hours (EMLS 770)

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 20 - 40%
Writing assignments
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 20 - 40%
Problem solving assignments; shared research project(s)
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 20 - 40%
Skills demonstration assignments
Exams: All forms of formal testing, other than skill performance exams.		Exams 10 - 30%
Assessments
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 5 - 20%
Additional assignments if assigned

Representative Textbooks and Materials:

EMLS 703 Reader

English in Action, Level 1. 3rd edition. Foley, Barbara and Neblett, Elizabeth. Cengage. 2020. (classic).

Basic Oxford Picture Dictionary. 2nd ed. Gramer, Margot. Oxford University Press. 2002. (classic).

Oxford Picture Dictionary Third Edition: Monolingual Dictionary 3rd ed. Adelson-Goldstein and Shapiro. 2016. (classic).

Burlington English Basics Level

Stand Out 1. 4th ed. Jenkins, Rob and Johnson, Staci. National Geographic. 2023

Ventures 1. 3rd ed. Bitterlin, Gretchen and Johnson, Dennis and Price, Donna. Cambridge University Press. 2018. (classic).

Instructor-prepared materials

Other approved materials, such as the online publication "The Change Agent"

Print PDF