11/21/2024 3:40:55 AM	ESL 713 Course Outline as of Fall 2022	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  ESL 713	Title:  LOW BEGIN NONCREDIT ESL
Full Title:  Low Beginning Non-Credit English as a Second Language
Last Reviewed:3/14/2022

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	0	Lecture Scheduled	6.00		17.5 max.	Lecture Scheduled	105.00
Minimum	0	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	6.00			Contact Total	105.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  210.00

Total 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:

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:

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

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:

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

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

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:

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:

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

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