5/2/2024 2:10:04 PM	ESL 715 Course Outline as of Fall 2008	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  ESL 715	Title:  INT LOW NC ESL
Full Title:  Intermediate/Low 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:

This non-credit intermediate-low class is designed for non-native speakers of English who are able to function satisfactorily in the use of English in basic survival situations related to their immediate needs.  

Prerequisites/Corequisites:

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

This non-credit intermediate-low class is designed for non-native speakers of English who are able to function satisfactorily in the use of English in basic survival situations related to their immediate needs.  

(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: Not Certificate/Major Applicable

COURSE CONTENT

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

Upon completion of this course, students should be able to:

1. Communicate effectively in a variety of social, academic and work-

  related situations with minimal grammatical errors that do not

  interfere with meaning.

2. Begin to describe personal abilities on the job, at home and at

  school.

3. Identify strategies for finding a job or improving one's position at

  work.

4. Begin to identify main ideas and supporting details from a reading.

5. Begin to write a paragraph using correct form, incorporating a main

  idea and several related ideas.  

Topics and Scope

A. Personal Identification

  1. Language functions

     a. describing current situation and recent experiences in life

     b. expressing long-term goals

     c. describing places

  2. Language structures related to personal identifications such as

     introduction to present perfect; verbs of intent: "hope," "want,"

     and "would like" + infinitive; "should," "can," "could," "will,"

     and "going to" to make suggestions.

  3. Skills and strategies

     a. making comparisons

     b. brainstorming and grouping information

     c. previewing a text by asking questions

     d. capitalization, punctuation

     e. writing a short paragraph with main idea and related details

  4. Vocabulary

     a. countries/nationalities

     b. verbs, nouns and adjectives to express feelings and articulate

        goals

B. School

  1. Language functions

     a. relating personal experiences and methods of learning English

     b. telling about past decisions

     c. explaining a method

     d. asking for and clarifying information

  2. Language structures related to school such as past continuous,

     present and past ability with "can/could" and "is/was able to" and

     information questions with "when", "where", "why", and "how often"

  3. Skills and strategies

     a. reading, writing and speaking about strategies for learning

        English

     b. expressing an opinion

     c. scanning narratives, non-fiction passages and catalogues for

        specific information

     d. pooling and comparing information

  4. Vocabulary

     a. words for learning styles and methods

     b. words to express abilities

     c. academic terms such as "draft," "revise" and "edit"

     d. introduction to computer terminology such as "mouse," "click,"

        "application" and "desktop"

C. Family

  1. Language functions

     a. telling about one's family

     b. comparing with "like"

     c. agreeing/disagreeing

     d. talking about future possibilities

  2. Language structures related to family such as past with "used to,"

     "must/have to," "if" with future possibility and compound

     sentences with "and" and "but"

  3. Skills and strategies

     a. reading and responding to passages about family relationships

     b. giving opinions

     c. solving problems

     d. reading and analyzing graphs and charts

     e. connecting one's own experience with a text

  4. Vocabulary

     a. language to describe family relationships and bonds

     b. verbs to describe responsibilities

     c. verbs for household chores

D. Work

  1. Language functions

     a. telling about one's job/past experiences

     b. finding work

     c. explaining job abilities

     d. discussing/examining job benefits

  2. Language structures related to work such as present perfect,

     present perfect continuous, gerunds and infinitives and direct

     speech

  3. Skills and strategies

     a. guessing meaning of work-related vocabulary, in context

     b. pre-reading and predicting the content of a text

     c. analyzing reading passages and connecting ideas to personal

        experience

     d. writing paragraphs about an ideal job

  4. Vocabulary

     a. words to describe job qualifications

     b. job benefits

     c. verbs for finding jobs

E. Community

  1. Language functions

     a. talking about problems in one's community

     b. suggesting solutions

     c. describing favorite places and neighbors

  2. Language structures related to community such as comparative

     adjectives, phrases of purpose with "to" and "for" and phrases of

     quantity and proportion ("many," "most," etc.)

  3. Skills and strategies

     a. listing information

     b. reading and responding to narratives and non-fiction about

        community and civic-related events

     c. comparing specific conditions

     d. reading about and analyzing problems related to cultural

        stereotypes

  4. Vocabulary

     a. places to live

     b. places to shop

     c. items in a store

     d. adjectives to describe communities

     e. language to express community concerns and problem-solving

        strategies  

Assignments:

Assignments may include:

A. In-class assignments

  1. Speaking

     a. group presentations of projects related to themes

     b. role-plays related to negotiating and accessing community

        resources

  2. Listening

     a. listening and retelling from narratives and non-fiction

        passages

     b. calling community resources and reporting information learned

  3. Reading

     a. interpreting graphs, catalogues and other authentic materials

     b. reading for main ideas and supporting details

     c. taking multiple-choice objective exams

  4. Writing

     a. composing paragraphs with a main idea and several related

        details

     b. editing for punctuation

     c. composing compound sentences

     d. free writing in journals

     e. compiling portfolios of representative writings

B. Homework Assignments

  1. Speaking

     a. interviewing representatives of community agencies

     b. planning and preparing group presentations on themes related

        to course themes

  2. Listening

     a. listening to news programs and documentaries in English

     b. calling human service organizations to find out specific

        information

  3. Reading

     a. reading and responding to simple newspaper articles and other

        non-fiction

     b. skimming and scanning passages for main ideas and details

  4. Writing

     a. writing paragraphs in response to readings

     b. completing written exercises on grammar, vocabulary and

        writing mechanics related to in-class assignments

   5.  Self-study through DVD viewing and corresponding homework packets that support communication in English for various life skills topics  

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 10 - 20%
Written homework, Workbooks, journals, short paragraphs
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 20 - 30%
Homework problems, In-class projects, oral presentations, group work
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 25 - 35%
Class performances, Performance exams, Independent use of language, editing
Exams: All forms of formal testing, other than skill performance exams.		Exams 15 - 25%
Multiple choice, True/false, Matching items, Completion
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 15 - 25%
Participation, attendance, portfolios

Representative Textbooks and Materials:

CLEAR SPEECH, Jan Huizenga, Heinle, 1997

COLLABORATIONS: INTERMEDIATE I, Huizenga & Bernard-Johnston, Heinle, 1996

COMPOSITION PRACTICE #1, Blanton, Heinle, 2001

FOR YOUR INFORMATION #1, Blanchard & Root, Longman, 2003

GRAMMAR IN ACTION #1 & 2, Foley, Heinle, 1998

GRAMMARWORK #3 & 4, Breyer, Prentice Hall, 1995

STAND OUT, #2, STANDARDS-BASED ENGLISH, Jenkins & Sabbagh, Heinle, 2002

WRITE FROM THE START, Blot & Davidson, Heinle, 1994

Putting English To Work 1 video series

English For All video series

Instructor-prepared materials  

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