| 6/9/2026 6:37:03 PM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ESL 308 | Title:
BEG ESL INTENSIVE |
|
| Full Title:
Beginning ESL Intensive |
| Last Reviewed:9/14/2009 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 9.00 | Lecture Scheduled | 9.00 | 17.5 max. | Lecture Scheduled | 157.50 |
| Minimum | 9.00 | Lab Scheduled | 0 | 17.5 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 9.00 | | Contact Total | 157.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 315.00 | Total Student Learning Hours: 472.50 | |
Title 5 Category:
AA Degree Non-Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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An intensive beginning communicative grammar, reading, and writing course focusing on the language of social, academic, and employment situations. Designed for non-native speakers of English.
Prerequisites/Corequisites:
Recommended Preparation:
Qualifying English as a Second Language Placement Test score.
Limits on Enrollment:
Schedule of Classes Information
Description:
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An intensive beginning communicative grammar, reading, and writing course focusing on the language of social, academic, and employment situations. Designed for non-native speakers of English.
(Grade or P/NP)
Prerequisites:
Recommended:Qualifying English as a Second Language Placement Test score.
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | | Inactive: | |
| Area: | | |
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| CSU GE: | Transfer Area | | Effective: | Inactive: |
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| IGETC: | Transfer Area | | Effective: | Inactive: |
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| CSU Transfer: | | Effective: | | Inactive: | |
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| UC Transfer: | | Effective: | | Inactive: | |
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| C-ID: |
Certificate/Major Applicable:
Not Certificate/Major Applicable
COURSE CONTENT
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course, students will be able to:
1. Write a paragraph showing a clear topic sentence, relevant support, and an appropriate conclusion.
2. Complete in-class, timed writing assessments.
3. Use level-appropriate vocabulary, word forms, and signal words that express the writers' ideas.
4. Demonstrate level-appropriate control of basic punctuation and spelling.
5. Apply level-appropriate grammatical skills when reading, writing, listening, and speaking.
6. Demonstrate comprehension of beginning reading passages by identifying main ideas and supporting details.
7. Recognize high-frequency vocabulary/common affixes and employ simple context clues.
8. Apply basic word-processing skills.
Topics and Scope
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A. Composition Skills:
1. Simple and compound English sentences wiith emphasis on word order and sentence boundaries
2. Key elements of the paragraph: topic sentence, supporting ideas, and concluding sentence
3. Basic punctuation: period, comma, and question mark
4. The writing process:
a. prewriting
1. brainstorming
2. free writing
3. listing
b. drafting
c. simple revising
d. editing
5. Description and narration
B. Grammar Skills and Focus:
1. present tense of "to be" verb
2. present progressive tense
3. simple present tense
4. simple past tense
5. past tense of "to be" verb
6. future tense
7. there is/there are
8. nouns (count, non-count, and possessive)
9. adjectives (descriptive, demonstrative, and possessive)
10. adverbs (frequency, manner, and place)
11. pronouns (subject, object, possessive, and demonstrative)
12. introduction to parts of speech
C. Reading Skills:
1. Prediction of content through basic pre-reading strategies
2. Identification of main ideas and supporting details
3. Introduction of strategies for improved reading speed and comprehension
4. Recognition of high-frequency affixes in nouns, verbs, adjectives, and adverbs
5. Use of context clues to determine the meanings of unfamiliar words
6. Basic high-frequency vocabulary
D. Computer Skills:
1. Introduction to and application of basic word-processing skills
2. Introduction to the Internet
Assignments:
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The following represent the types of assignments which may be included:
A. In-class work:
1. Vocabulary and grammar exercises
2. Pair and group activities
3. Presentations
4. Discussions analyzing readings and variety of themes
5. In-class writings on topics of current relevance
6. Grammar exams and quizzes
7. A minimum of 2 in-class paragraphs including the midterm and/or the final
B. Computer lab work:
1. Sentence and paragraph writing and editing
2. Computerized grammar exercises
3. Basic Internet use
C. Homework:
1. Grammar exercises
2. Reading exercises
3. Revising and editing
4. At least five descriptive/narrative paragraphs of 100-150 words (about 1/4 to 1/2 of a page), using simple and compound sentences and a multi-draft process
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, paragraphs, and journals | |
| 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
40 - 50% |
| Objective quizzes and writing exams, midterm and final in-class paragraphs | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
10 - 20% |
| Class attendance and participation, oral presentations, and portfolios | |
Representative Textbooks and Materials:
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Grammar:
Grammar Links 1, 2nd edition, by Mahnke & O'Dowd, Heinle & Heinle, 2005 (full edition)
Grammar in Context Book 1, 4th edition, by Elbaum, Heinle & Heinle, 2005 (full edition)
Focus on Grammar: An Integrated Skills Approach Book 2, 3rd edition, by Fuchs, et al., Pearson-Longman, 2006 (full edition)
Multi-Skills Texts:
Northstar: Focus on Reading and Writing - Introductory, 2nd edition, by Beaumont, Pearson-Longman, (2002) (classic)
Reading:
Basic Reading Power, 2nd edition, by Mikulecky & Jeffries, Pearson Ed, 2004 (classic)
Facts & Figures, 4th edition, by Ackert, Heinle & Heinle, 2005
Password 1 - A Reading and Vocabulary Text, by Butler, Longman, 2003 (classic)
Themes for Today: A Beginning Reading Skills Text by Smith & Mare,
Heinle & Heinle, 2004 (classic)
Thoughts and Notions, 2nd edition, by Lee & Bush, Heinle & Heinle, 2001 (classic)
Weaving it Together Book 1, 2nd edition, by Broukal & Murphy, Heinle & Heinle, 2004 (classic)
What a World 1: Amazing Stories From Around the Globe, by Broukal, Pearson Ed, 2004 (classic)
Composition:
Composition Practice Book 1, 3rd edition, by Blanton, Heinle & Heinle, 2001 (classic)
Get Ready to Write: A First Composition Text, 2nd edition, by Blanchard & Root, Pearson Longman, 2006
Write Ideas: A Beginning Writing Text, by Shoemaker & Polycarpou, Heinle & Heinle, 1994 (classic)
Instructor prepared materials
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