Santa Monica College

Non-Credit Course Outline

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Santa Monica College

Non-Credit Course Outline

ESL 901

Course Title: ESL 901: English as a Second Language Level 1 Total Hours Instruction: 96

Date Submitted: 7/1/1978

Date Updated: February 2007, October 2010

Prerequisite: None

Skills Advisory: None

I.  Catalog Description:

This beginning multi-skills course is designed to improve the English language skills of non-native speakers. The course focuses on speaking, listening, reading, and writing. The skills taught in this course build students’ language abilities and closely correspond to national (SCANS) and state (CASAS) standards for non-credit/adult instruction.

II.  Examples of Appropriate Texts or Other Required Reading:

One or more of the following or similar texts:

Spigarelli, Jane. Adelson-Goldstein, Jayme. Step Forward 1 with Audio CD and Workbook Pack. NC: Oxford University Press, 2006

Lee, Linda, Stephen Sloan, Grace Tanaka, and Shirley Velasco. All-Star 1 with Student CD. NY: McGraw-Hill, 2005.

Sherman, Kristin. All-Star 1 Workbook. NY: McGraw-Hill, 2005.

Online Longman Dictionary of Contemporary English. http://www.ldoceonline.com/

Brinton, Donna, Snow Marguerite, and Wesche, Marjorie. Content Based Second Language

Instruction. Mi: University of Michigan, 2003.

Longman Dictionary of American English. NY: Pearson Ed, 2004.

www.longmanhome.com

Adelson-Goldstein, Jayme. Oxford Picture Dictionary 2nd ed. NY: Oxford

University Press, 2008

Fuchs, Marjorie. Oxford Picture Dictionary High Beginning Workbook 2nd edition. NY:

Oxford University Press, 2009.

III.  Objectives:

Upon completion of the course students will be able to:

A.  Write simple words in alphabetical order.

B.  Find words in alphabetical sequence.

C.  Recognize and use basic English vocabulary, including words used in everyday conversation, family relationships, time, weather, money, telephone calls, objects, and shopping.

D.  Use correct grammar structures, such as count/non-count nouns, simple sentences, the present tense, the present continuous tense, and basic present-time modals.

E.  Discriminate aurally between English statements and questions by intonation and stress patterns.

F.  Answer simple questions related to basic needs.

G.  Respond to questions with complete sentences.

H.  Ask simple questions related to basic needs.

I.  Ask information questions.

J.  Create dialogs using vocabulary from previously-learned material.

K.  Use both formal and informal register in conversations.

L.  Write simple sentences in English.

M.  Write dictated words, phrases, and short sentences.

N.  Use college-lined paper correctly.

O.  Use the simple present and present continuous correctly.

P.  Fill out simple forms such as money orders and change of address forms.

Q.  Follow basic step instructions and directions.

R.  Use appropriate conversation etiquette.

S.  Make an appointment.

T.  Take simple telephone messages.

IV.  Methods of Presentation

(Approximate values are shown, but because all non-credit ESL courses are open entry / open exit, actual percentage values may vary.)

10%
30%
20%
10%
30% / Oral presentations
Quizzes and exams
Homework assignments
Writing assignments
Participation in classroom discussions and activities (including reading exercises, oral recitations, small group work, and pair work)

V. Course Content

(Approximate values are shown, but because all non-credit ESL courses are open entry / open exit, actual percentage values may vary.)

25% / Listening skills, including basic English vocabulary (including words used in everyday conversation, family relationships, time, weather, money, telephone calls, objects, and shopping); basic grammatical structures (such as count/non-count nouns, simple sentences, the present tense, the present continuous tense, and basic present-time modals); simple statements and questions related to basic needs; basic step instructions and directions; dialogs; 1- to 3-minute audio or video-taped conversations or reports; telephone messages; conversational etiquette.
25% / Speaking and pronunciation skills, including positions of mouth; basic English vocabulary (including words used in everyday conversation, family relationships, time, weather, money, telephone calls, objects, and shopping); basic grammatical structures (such as count/non-count nouns, simple sentences, the present tense, the present continuous tense, and basic present-time modals); asking and responding to simple questions; using formal and informal register in conversations; dialogs; making appointments; conversation etiquette; presentation skills.
25% / Reading skills, including basic English vocabulary (including words used in everyday conversation, family relationships, time, weather, money, telephone calls, objects, and shopping); basic grammatical structures (such as count/non-count nouns, simple sentences, the present tense, the present continuous tense, and basic present-time modals); short sentences; basic step instructions and directions; information questions; simple forms, signs, advertisements, and labels.
25% / Writing skills, including basic English vocabulary (including words used in everyday conversation, family relationships, time, weather, money, telephone calls, objects, and shopping); basic grammatical structures (such as count/non-count nouns, simple sentences, the present tense, the present continuous tense, and basic present-time modals); filling out simple forms; dictation; short sentences; using college-lined paper; taking telephone messages; finding and writing words in alphabetical order.

VI.  Methods of Evaluating Student Progress

(Approximate values are shown, but because all non-credit ESL courses are open entry, open exit, and ungraded.

10%
30%
20%
10%
30% / Oral presentations
Quizzes and exams
Homework assignments
Writing assignments
Participation in classroom discussions and activities (including reading exercises, oral recitations, small group work, and pair work)

NON-CREDIT Student / Program / Institutional Learning Outcomes

October 14, 2010
ESL 901

Non-Credit Course Level Student Learning Outcomes: (Must list at least 2)

1.  / With the assistance of an audio-taped message, students will take a 2-3 telephone message (that includes the name, telephone number, and call back time) and with accuracy.
As assessed by a prerecorded telephone message in which students have to accurately write down the name, number, and call back time of the person calling. Students will write transcribe this information with 80% accuracy.
2.  / Students will accurately complete a simple and unfamiliar form asking for personal information.
As assessed by students having to fill out a form for a library card asking for the person’s name, address, telephone number, height, weight, and age. Students will complete this form with 80% accuracy.

Demonstrate how this course supports/maps to at least one program learning outcome. Please include all that apply:

1.  / Students will be able to identify their language-learning goals and the strategies needed to achieve them.
As assessed by a questionnaire which is given to students at the beginning and at the end of the semester. Students are asked to identify the language-learning goals at the beginning of the semester and asked how they expect to achieve them. At the end of the semester, students are asked if they achieved such goals.

Demonstrate how this course supports/maps to at least one of the following Institutional Learning Outcomes. Please include all that apply. Through their experiences at SMC, students will

ILO #1:  / acquire the self-confidence and self-discipline to pursue their intellectual curiosities with integrity in both their personal and professional lives;
SLOs#1 supports ILO #1 as it allows students to gain confidence as they learn to take simple telephone messages As their listening improves, their confidence improves which will motivate them to take higher levels of ESL.
ILO #2:  / obtain the knowledge and academic skills necessary to access, evaluate, and interpret ideas, images, and information critically in order to communicate effectively, reach conclusions, and solve problems
SLO #2 supports ILO #2 because students learn how to fill out a simple form asking for information. As they learn to complete such forms, they will have access to a number of community resources, i.e, public libraries.
ILO #3:  / respect the inter-relatedness of the global human environment, engage with diverse peoples, and acknowledge the significance of their daily actions relative to broader issues and events
(Provide explanation here, if applicable)
ILO #4:  / take responsibility for their own impact on the earth by living a sustainable and ethical life style
(Provide explanation here, if applicable)
S/ILO Committee Use Only / reviewed by: / (enter initials) / (enter date)