Course Title: ESL 906: English as a Second Language Level 6 Total Hours Instruction: 96
Date Submitted: 7/1/1978
Updated: 2/28/2007, 2/10/2009, October 2010
I. Catalog Description:
Prerequisite: None
This multi-skills course is designed for the high-advanced non-credit ESL student who is planning to matriculate to the College. In this course students continue to expand and refine their English skills, proficiency, and vocabulary. Students consolidate their understanding of
English grammar and extend their awareness and command of the English language, in particular areas of syntax, semantics, and oral fluency. Students prepare to function in
American society and take credit college courses.
II. Required Text and References:
One or more of the following or similar texts:
Hartmann, Pamela and Laurie Blass. Quest Intro: Listening and Speaking with CD, 2 nd
ed.
NY: McGraw-Hill, 2007.
Hartmann, Pamela and Laurie Blass. Quest Intro: Reading and Writing with CD, 2 nd
ed. NY:
McGraw-Hill, 2007.
Richards, Jack. Passages 1, 2 nd edition. England: Cambridge University Press, 2010.
Richards, Jack. Passages 1 Workbook 2 nd edition. England: Cambridge University Press,
2010.
III. Objectives:
Upon completion of the course students will be able to:
A. Expand and use academic English vocabulary in a variety of contexts.
B. Distinguish and use correct word order and “do-support” in sentences.
C. Produce complete sentences with subject-verb agreement in speaking and writing.
D. Demonstrate use of the present, past, future, and perfect tenses in complete sentences in speaking and writing.
E. Engage in dialogs using new vocabulary and grammar.
F. Use college-lined paper and format assignments correctly.
G. Identify basic parts of speech.
H. Identify main ideas, and supporting details in short reading or listening passages.
I. Infer meanings of unfamiliar words using contextual clues.
J. Identify and edit basic errors in writing.

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Non-Credit Course Outline
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K. Use appropriate conversational etiquette in a variety of settings (eg. formal vs informal, academic vs social).
L. Give a short presentation on a topic related to the readings, personal experiences, or current events.
M. Write a short narrative with a controlling topic.
N. Locate and use college resources (eg. counseling, library, Welcome Center).
IV. Instructional Methodology:
(Approximate values are shown, but because all non-credit ESL courses are open entry / open exit, actual percentage values may vary.)
25%
45%
10%
15%
5%
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
V. 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
25%
25%
25%
Topics
Listening skills , including advanced English vocabulary; advanced grammatical structures (including basic parts of speech, past/present/future/perfect tenses, simple and compound sentences, sentence combining, and punctuation); complex statements and questions; 5- to 7-minute conversations or reports; conversational etiquette.
Speaking and pronunciation skills , including advanced English vocabulary; advanced grammatical structures (including basic parts of speech, past/present/future/perfect tenses, simple and compound sentences, sentence combining, and punctuation); asking and responding to questions with complete sentences; 5- to 7-minute conversations; conversation etiquette; presentation skills.
Reading skills , including advanced English vocabulary; advanced grammatical structures (including basic parts of speech, past/present/future/perfect tenses, simple and compound sentences, sentence combining, and punctuation); making inferences about the topic sentence, main idea, and supporting details; 4- to 5-page passages; editing for basic errors.

Percentage of Term
25%
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Non-Credit Course Outline
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Topics
Writing skills , including advanced English vocabulary; advanced grammatical structures (including basic parts of speech, past/present/future/perfect tenses, simple and compound sentences, sentence combining, and punctuation); using “when” and “because”; using college-lined paper; writing paragraphs based on a theme; keeping a journal; formatting a paragraph; editing for basic errors.
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.)
20%
30%
10%
20%
20%
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)

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Non-Credit Course Outline
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Non-Credit Course Level Student Learning Outcomes: (Must list at least 2)
1. Given an in-class writing assignment based on an assigned reading, personal experiences, or current events, students will write a group of six- to eight-sentences, graded with a rubric.
2. Given a sample of student writing, students will edit the paper for appropriate use of simple verb tense, graded with a rubric.
3. Identify main ideas and supporting details in a reading passage as assessed by a reading comprehension test.
4. Give a short oral presentation based on personal experience, readings, or current events as assessed by a rubric.
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;
All of the SLO’s support this ILO. As students gain confidence in speaking, listening, reading and writing, they are motivated to matriculate into credit college college courses.
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
All of the SLO’s support this ILO in that students must be able to communicate ideas effectively in speaking and writing. In addition, students must also be able to identify main ideas/supporting details

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Non-Credit Course Outline
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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)