Santa Monica College
Non-Credit Course Outline
ESL 902
Course Title: ESL 902: English as a Second Language Level 2
Total Hours Instruction: 60
Date Submitted: 7/1/1978
Updated: 2/28/2007
I.
Catalog Description:
Prerequisite: None
This high-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.
Required Text and References:
One or more of the following or similar texts:
Azar, Betty Schrampfer and Stacey A. Hagan. Basic English Grammar, 3rd ed. NY: Prentice
Hall, 2005.
Azar, Betty Schrampfer and Stacey A. Hagan. Basic English Grammar Workbook, 3rd ed. NY:
Prentice Hall, 2005.
Lee, Linda, Stephen Sloan, Grace Tanaka, and Shirley Velasco. All-Star 2 with Student CD.
NY: McGraw-Hill, 2005.
Sherman, Kristin. All-Star 2 Workbook. NY: McGraw-Hill, 2005.
References:
Azar, Betty Schrampfer and Stacey A. Hagan. Basic English Grammar Teacher’s Guide, 3rd
ed. NY: Prentice Hall, 2005.
Brinton, Donna and Peter Master eds. New Ways in Content-Based Instruction. VA: TESOL
Publications, 1997.
Brown, J. D. ed. New Ways of Classroom Assessment. VA: TESOL Publications, 1998.
Celce-Murcia, Marianne ed. Teaching English as a Second or Foreign Language, 3rd ed. MA:
Heinle and Heinle, 2001.
Longman Dictionary of American English. NY: Pearson Ed, 2004.
Newbury House Dictionary of American English. MA: Heinle and Heinle, 1999.
Sherman, Kristin. All-Star 2 Color Overhead Transparencies. NY: McGraw-Hill, 2005.
Sherman, Kristin. All-Star 2 Teacher’s Edition. NY: McGraw-Hill, 2005.
Santa Monica College
Non-Credit Course Outline
Page 2 of 4
III.
Objectives:
Upon completion of the course students will be able to:
IV.
A.
Expand and use basic English vocabulary.
B.
Correctly use count/non-count nouns with modifiers and possessives.
C.
Discriminate aurally between English statements and questions by intonation and
stress patterns.
D.
Respond to questions with complete sentences.
E.
Ask questions using present, past, and future tenses.
F.
Use markers that indicate past, present, and future tenses.
G.
Engage in dialogs using vocabulary from previously-learned material.
H.
Use guidewords to locate words in an ESL dictionary.
I.
Write sentences based on personal material.
J.
Write sentences with adverbial clauses of time.
K.
Write dictated phrases and short sentences.
L.
Use college-lined paper correctly.
M.
Scan for vocabulary in readings.
N.
Predict meanings of unfamiliar words in readings.
O.
Follow basic step instructions and directions.
P.
Use appropriate conversation etiquette.
Q.
Write sentences using new vocabulary and grammatical structures with proper spelling
and mechanics.
R.
Write short thank-you notes and personal letters.
Student Learning Outcomes:
Date Submitted: 2/28/2007
1.
Students will write a short (three- to four-sentence) letter using modals of advice and
count/non-count nouns accurately.
2.
Students will write five sentences based on future activities using adverbial clauses of
time correctly.
Santa Monica College
Non-Credit Course Outline
Page 3 of 4
V.
Instructional Methodology:
(Approximate values are shown, but because all non-credit ESL courses are open entry /
open exit, actual percentage values may vary.)
30%
40%
15%
5%
10%
VI.
Lecture and/or demonstration
Speaking and listening exercises (including class discussions, small-group
discussions, pair activities, and/or oral recitations)
Reading and writing exercises (including error analysis and/or paraphrasing)
Student presentations and/or oral recitations
Audio-visual materials and/or guest speakers
Course Content:
(Approximate values are shown, but because all non-credit ESL courses are open entry /
open exit, actual percentage values may vary.)
Percentage
of Term
Topics
Listening skills, including basic English vocabulary (including words used
25%
in the past, present, and future); basic grammatical structures (such as
simple sentences; present, past, and future tenses; count/non-count
nouns, and nouns with modifiers and possessives; present time modals of
ability, advice, and necessity; markers used to distinguish tenses); simple
statements and questions; basic step instructions and directions; dialogs;
2- to 4-minute audio or video-taped conversations or reports;
conversational etiquette.
Speaking and pronunciation skills, including basic English vocabulary
25%
(including words used in the past, present, and future); basic grammatical
structures (such as simple sentences; present, past, and future tenses;
count/non-count nouns, and nouns with modifiers and possessives;
present time modals of ability, advice, and necessity; markers used to
distinguish tenses); asking and responding to simple questions; dialogs;
conversation etiquette; presentation skills.
Reading skills, including basic English vocabulary (including words used
25%
in the past, present, and future); basic grammatical structures (such as
simple sentences; present, past, and future tenses; count/non-count
nouns, and nouns with modifiers and possessives; present time modals of
ability, advice, and necessity; markers used to distinguish tenses); short
sentences; basic step instructions and directions; dictation; forms, signs,
advertisements, and labels; scanning for new vocabulary; using an ESL
dictionary.
Writing skills, including basic English vocabulary (including words used in
25%
the past, present, and future); basic grammatical structures (such as
simple sentences; present, past, and future tenses; count/non-count
nouns, and nouns with modifiers and possessives; present time modals of
ability, advice, and necessity; markers used to distinguish tenses); short
sentences; using college-lined paper; short thank-you notes and personal
letters; using an ESL dictionary.
Santa Monica College
Non-Credit Course Outline
Page 4 of 4
VI.
Methods of Evaluation:
(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)
Curriculum Approved ________
Date
David Zehr, Chair, Curriculum Committee
Date
Jeff Shimizu, Vice President, Academic Affairs