SRJC Course Outlines

5/28/2024 4:09:58 AMESL 715 Course Outline as of Fall 2022

Changed Course

Discipline and Nbr:  ESL 715Title:  LOW INTERMEDIATE NC ESL  
Full Title:  Low Intermediate 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: 

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


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 intermediate non-credit English as a Second Language learners.
(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:
At the conclusion of this course, the student should be able to:
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1. Use reading, writing, speaking, and listening skills to understand and communicate ideas in personal, academic, and vocational settings
2. Use appropriate cultural skills in interactions at work, school, and community
3. Demonstrate study skills needed for success in academic environments

Objectives: Untitled document
At the conclusion of this course, the student should be able to:
1. Identify the main idea and supporting details in fiction and nonfiction reading selections  
2. Use a variety of strategies to determine the meaning of new words and phrases
3. Employ level-appropriate prewriting skills to brainstorm and organize ideas on a topic or theme covered in class
4. Utilize a variety of verb tenses, grammatical structures, and conventions of writing and punctuation in an organized paragraph
5. Complete complex forms related to personal, vocational and/or academic needs
6. Initiate a level-appropriate conversation in informal and/or academic or professional settings, such as making "small talk" and conducting informational interviews
7. Articulate academic, vocational, and personal goals and steps needed to achieve them
8. Use appropriate pronunciation, intonation, and word stress to communicate more effectively in conversations at work, school, and in the community
9. Demonstrate culturally-appropriate behaviors

Topics and Scope
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I. Listening and Speaking Skills
     A. Practice speaking and listening skills needed in the community and/or in professional or academic settings, using level appropriate grammar
         1. making an appointment with a counselor and/or instructor
         2. requesting and/or clarifying information
         3. stating vocational and/or academic goals
         4. interview skills
    B. Vocabulary development related to personal, academic, professional and cultural life
         1. community or school-related issues
         2. co-workers and/or friends
         3. work
         4. housing
         5. community resources
         6. culturally appropriate considerations
     C. Pronunciation Skills
         1. word stress and syllabication
         2. sound/spelling patterns
         3. intonation in questions and statements (content words and function words)
         4. recognition and production of problematic vowel and consonant sounds (final -ed, etc.)
         5. phonemic awareness (voiced/unvoiced consonants)
II. Reading Skills
    A. Skimming, scanning, and predicting
    B. Identification of main ideas and supporting details in selections of fiction and nonfiction
    C. Analysis of narratives and authentic materials (e.g., schedules, financial aid information, brochures)
    D. Use of vocabulary building strategies, including the use of contextual clues and word analysis (prefixes and suffixes) to determine the meaning of unfamiliar words
    E. Recognition of spelling patterns
III. Writing Skills
    A. Process writing including brainstorming, organizing, drafting, revising, editing.
    B. Paragraphs consisting of a main idea, supporting details and a conclusion on topics related to personal experiences, work, vocational goals, responses to literature and/or other writing prompts.
    C. Completion of authentic forms, applications and materials related to school, work and the community.
     D. Verb tenses and language structures needed to write a paragraph and/or multiple paragraphs on topics related to themes in literature, academic goals and pursuits, school, and/or community concerns:
         1. present perfect
         2. present perfect continuous
         3. simple and continuous past, present and future tenses
         4. modals
         5. pronouns (subject, object, possessive)
         6. adjectives (descriptive, demonstrative, possessive)
         7. time phrases
         8. transitions (first, second, then, finally)
         9. interrogatives
IV. Academic Skills
    A. Language of group work
    B. Organizational skills
    C. Study skills, including note-taking
    D. Vocabulary needed to communicate with academic personnel
    E. Academic, professional and personal goals
V. Cultural Skills
     A. Formal and informal speech including conversational norms used in various contexts
    B. Reading and writing activities related to culture
    C. Culturally appropriate skills including discussion of cultural similarities and differences, cultural differences at work, nonverbal communication, appropriate distance, eye contact and other gestures
VI. Vocational Skills
   Topics May Include:
    A. Interview skills, including articulating job skills and abilities
    B. Applications and resumes
    C. Job search skills
    D. Signs and warnings
    E. Problem solving at work, including reporting an accident and/or a dangerous situation and/or negotiating a schedule
    F. Giving and following directions, both orally and in writing
    G. Asking for clarification and/or checking for understanding
    H. Requesting and offering assistance
    I. Knowing your rights at work

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This course will emphasize student-centered activities designed to develop reading, writing and speaking/listening skills.  
I. In-class work, such as:
    A Vocabulary building exercises
    B Pair and group activities
    C Role plays, mock interviews and problem-solving activities in small groups
    D Writing paragraphs
    E Surveys and interviews
    F Discussion of and response to readings on a variety of themes related to literature, articles and/or academic or vocational pursuits.
    G. Listening activities  
     H Dictation activities
    I 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
    D Journals and short writings
    E Vocabulary logs
IV. Independent work (ungraded)
    A Request information from school and community resources
    B Individual recordings using voicemail
    C 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%
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, 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:
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Weaving it Together 1. 4th ed. Broukal, Milada. Cengage. 2015 (classic)
World English 1. 2nd ed. Chase, Rebecca and Milner, Martin and Johannsen, Kristen. Cengage. 2015 (classic)
Ventures 3. 3rd ed. Bitterlin, Gretchen and Johnson, Dennis and Price, Donna. Cambridge University Press. 2018
English in Action - Level 3. 3rd ed.Foley, Barbara and Neblett, Elizabeth. Heinle & Heinle. 2019
Oxford Picture Dictionary (Monolingual English). 3rd ed. Adelson-Goldstein, Jayme and Shapiro, Norma. Oxford University Press. 2016 (classic)
Stand Out 3. Rob Jenkins, Staci Johnson. Cengage Learning. 2020
You, Me, and the World 3. Pearson. 2019
Center Stage 3. Frankel, Bonesteel, Eckstut. Pearson. 2007 (classic)
Instructor prepared materials

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