Santa Monica College

Course Outline ForENGLISH FOR SECOND LANGUAGE SPEAKERS 11B, Basic English 2

Course Title: / Basic English 2 / Units: / 3.00
Total Instructional Hours (usually 18 per unit): / 54
Hours per week (full semester equivalent) in Lecture: / 3.00 / In-Class Lab: / 0 / Arranged:
Date Submitted: / May 2011
Date Updated: / September 2014
Transferability: / Transfers to UC (pending review)
Transfers to CSU
IGETC Area:
CSU GE Area:
SMC GE Area:
Degree Applicability: / Credit - Not Degree Applicable
Prerequisite(s): / ESL 11A
Pre/Corequisite(s): / None
Corequisite(s): / None
Skills Advisory(s): / None
I. / Catalog Description
ESL 11B is an intermediate, multi-skills course for non-native speakers of English who have completed ESL 11A. It focuses on paragraph writing and introduces the essay. *ESL 11B, 21A, 21B, and 25 combined: maximum credit 8 units.
II. / Examples of Appropriate Text or Other Required Reading: (include all publication dates; for transferable courses at least one text should have been published within the last five years)
  1. Intermediate Grammar, Bland, S.K., Oxford, © 1996
  2. Pathways 3: Listening, Speaking, and Critical Thinking, 1st, Chase, B.T. and K. Johannsen, Cengage Learning © 2013, ISBN: 978111139865
  3. Pathways 3: Reading, Writing, and Critical Thinking, 1st, Vargo, M. and L. Blass, Cengage Learning © 2013, ISBN: 9781133317104

III. / Course Objectives
Upon completion of this course, the student will be able to:
  1. Construct a variety of sentence types
  2. Demonstrate effective use of topic sentences with controlling ideas, supporting details, and concluding or transitional sentences
  3. Use a variety of paragraph types
  4. Use complete sentences or paragraphs to discuss answers to comprehension questions
  5. Use appropriate grammatical structures to paraphrase sentences and summarize a short reading
  6. Produce a four paragraph essay with introduction, thesis statement, support paragraphs, and conclusion
  7. Edit grammar, usage, and mechanical errors; revise for unity and cohesion in multi-draft paragraphs and essays
  8. Distinguish between main ideas and details and identify relationships between ideas (e.g., similarity, contrast, exemplification, time sequence, cause and effect)
  9. Identify word forms for meaning and usage and use a variety of strategies to determine word meaning and usage
  10. Use the following in speaking/writing: independent and dependent clauses; indirect speech; inflected verb forms including passives; word forms (especially infinitives and gerunds); past modals; and conditionals
  11. Participate in classroom activities in order to discuss readings and assignments in small groups and pairs, ask questions for clarification, and generate ideas for writing and prepare an oral presentation
  12. Identify and explain the main idea and details in various listening passages (radio, TV, film, webcast)
  13. Identify the use of cohesive markers in reading passages
  14. Identify and use vocabulary from the Academic Word List and select and employ appropriate word forms in sentences and paragraphs.

IV. / Methods of Presentation:
Lecture and Discussion , Other (Specify)
Other Methods: Pair/small group activities Multi-media
V. / Course Content
% of course / Topic
25% / Write a variety ofsentences, paragraphs, and short essays using the process of prewriting, drafting, and revising
20% / Read a variety of texts for main ideas, details, word meaning, and cohesive markers, and identify and categorize word forms and their functions in a sentence
30% / Grammar: word forms (including infinitives and gerunds), adjective, adverb and noun clauses, reported speech, sentence combining, passives, conditionals, and past modals
10% / Listen to a variety of listening passages and recorded materials for main ideas and details to present information, check for understanding, and collect information for writing
15% / Speaking: Small group discussions; individual and paired presentations.
100% / Total
VI. / Methods of Evaluation: (Actual point distribution will vary from instructor to instructor but approximate values are shown.)
Percentage / Evaluation Method
30 % / Exams/Tests - quizzes
10 % / Homework
20 % / Final exam
40 % / Written assignments
100 % / Total
VII. / Sample Assignments:
1. Summarizing: Students listen to a 3-minute interview of college students about what they are afraid of; they take notes on prepared charts. In small groups, for 10 minutes, students share the information from their notes with one another. Individually, relying on their notes, students write a one-paragraph summary of the results of the interviews.
2. Grammar/Editing: Instructor reviews rules for gerund/infinitive use and provides examples. Working in small groups, students edit student-generated sentences for use of gerunds and infinitives
VIII. / Student Learning Outcomes
  1. Produce a short essay with an introduction, a thesis statement, supporting paragraphs, and a conclusion, following a process of: Prewriting/planning, drafting, and revising. The essay must contain sentences of varied syntactic structures.
  2. When reading, examine context to determine main ideas and details using a variety of strategies including word forms and function in a sentence and cohesive markers.
  3. Students will exhibit strong academic behavior.