Las Positas College
3033 Collier Canyon Road
Livermore, CA 94550-7650
(925) 373-5800
(925) 443-0742 (Fax)
Course Outline for ESL 130A
BEGINNING GRAMMAR
I.
CATALOG DESCRIPTION:
ESL 130A — Beginning Grammar — 4 units
This is the first semester of a one-year course in beginning grammar for academic
purposes designed to enable students to use linguistic forms accurately, meaningfully and
appropriately in both oral and written expression. The course introduces: 1) simple
sentences, 2) modifiers, 3) phrases, and 4) verb tenses, especially simple present and
present progressive. Strongly recommended: appropriate skill level demonstrated through
the ESL assessment process. Students are advised to enroll concurrently in ESL 130A,
131A, 132A, and 133A. 4 hours.
II.
NUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT: Two
III.
PREREQUISITE AND/OR ADVISORY SKILLS:
Upon entering, the students should demonstrate the ability to do the following within a
limited context:
A.
B.
C.
D.
E.
F.
G.
H.
I.
IV.
Comprehend limited words and phrases in simple questions and statements about
topics of personal interest and experience;
Write simple learned phrases and sentences about familiar topics of personal
interest and experience;
Answer yes/no questions about personal experience;
Answer “wh”questions about newly learned information;
Make simple requests about predictable areas of need;
Use simple adverbs of time
Use the Be
Select correct vocabulary from a list for fill-in-the-blank quizzes
Select the correct preposition from a list of frequently used prepositions.
EXPECTED OUTCOMES FOR STUDENTS:
Upon completion of the course students should be able to do the following within a limited
context:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
recognize and spell basic grammar terminology;
apply basic grammatical rules to produce simple sentences;
recombine learned material to create simple sentences with correct word order;
produce correct verb tenses and verb usage appropriate to this level of proficiency;
demonstrate ability to use some basic modals and verbal expressions to make
simple requests and to express ability;
select correct comparatives and superlatives;
use the correct form of plural nouns;
replace nouns with correct pronouns;
select the correct high frequency prepositions;
use modifiers correctly in simple sentences
analyze and make generalizations abut learned grammar.
Course Outline for ESL 130A
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BEGINNING GRAMMAR
V.
CONTENT:
A.
Basic grammar terminology: sentence, statement, question, command, nour, verb,
adjective, etc.
B.
Basic parts of a sentence: subject, verb, object.
C.
Correct word order of simple phrases and sentences.
D.
Verb tense: simple present and present progressive.
E.
Irregular verbs: simple past.
F.
Modals and verbal expressions (limited usage)
G.
Pronouns: subject, object, possessive.
H.
Prepositional phrases, especially high frequency prepositions of place, time, and
means.
I.
Adjective and adverb usage.
J.
Analysis of grammar structures for use, form, and meaning.
VI.
METHODS OF INSTRUCTION:
A.
Instructors may choose from a variety of recognized ESL teaching approaches
appropriate for specific objectives of a class, especially the Communicative
Approach, Comprehension Approach, Cognitive Approach, and/or AffectiveHumanistic Approach. Emphasis, however, will be on enabling students to question,
clarify, and take responsibility for their learning through the following:
1.
communicative games and activities to promote acquisition of learned
grammar;
2.
problem solving tasks and activities where students are expected to reach
consensus or make decisions and report their findings;
3.
tasks which allow for differences in learning styles. For example: collaborative
oral and written tasks, problem solving tasks, and repetition tasks;
4.
tasks which enable students to develop a variety of learning strategies
particularly tasks which develop memorization, critical thinking, and
collaboration.
VII.
TYPICAL ASSIGNMENTS:
A.
Recognition tasks: matching, identifying correct forms, etc.
B.
Practical writing, reading, speaking and listening tasks which demonstrate or elicit
certain grammatical structures;
C.
Cloze exercises with either random or specific deletions.
D.
Text conversion tasks, for example changing verb tense or pronouns.
E.
Dictation as a means of addressing grammatical structures.
F.
Editing tasks for error detection or correction.
G.
Text analysis to see how particular grammatical features are used.
VIII.
EVALUATION:
A.
Methods:
1.
reading, writing, speaking and listening tasks
2.
completed homework assignments
3.
quizzes
4.
mid-term
5.
final exam
B.
Frequency:
1.
Instructors may choose how often to evaluate students with quizzes and tests.
However, at the beginning level of developing academic language skills,
students need frequent feedback to let them know if they need to change their
study techniques and develop alternative strategies for learning.
IX.
TYPICAL TEXTS:
A.
Badalamenti & Henner-Stanchina, Grammar Dimensions 1, Second Edtion. Heinle &
Heinle, 1997
Course Outline for ESL 130A
BEGINNING GRAMMAR
B.
C.
D.
E.
X.
Elbaum, S., Grammar in Context Book 1, Heinle & Heinle, 1996
Foley, B., Grammar in Action 2, Heinle & Heinle, 1990
Fingado, G., Jerome, M., English Alive, Second Edition. Heinle & Heinle, 1991
McKay, I, Beginning Interactive Garmmar, Edition. Heinle & Heinle, 1993
OTHER MATERIALS REQUIRED OF STUDENTS:
Computer disk or software
Creation Date:
Revision Date:
ESL130A.doc
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