Santa Monica College
Non-Credit Course Outline
ESL 902
Course Title: ESL 902: English as a Second Language Level 2
Total Hours Instruction: 96
Date Submitted: 7/1/1978
Date Updated: February 2007, October 2010
Prerequisite: None
Skills Advisory: None
I.
Catalog Description:
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.
Examples of Appropriate Text or Other Required Reading:
One or more of the following or similar texts:
Spigarelli, Jane. Adelson-Goldstein, Jayme. Step Forward 2 with Audio CD and Workbook
Pack. NC: Oxford University Press, 2006
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.
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
University Press, 2008
Fuchs, Marjorie. Oxford Picture Dictionary High Beginning Workbook 2nd edition. NY:
Oxford University Press, 2009.
III.
Course Objectives:
Upon completion of the course students will be able to:
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.
Santa Monica College
Non-Credit Course Outline
Page 2 of 5
IV.
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.
Locate main ideas and details 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.
Methods of Presentation:
(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%
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
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.
Santa Monica College
Non-Credit Course Outline
Page 3 of 5
Percentage
of Term
Topics
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.
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)
Santa Monica College
Non-Credit Course Outline
Page 4 of 5
NON-CREDIT Student / Program / Institutional Learning Outcomes
October 2010
ESL 902
Non-Credit Course Level Student Learning Outcomes: (Must list at least 2)
1.
Given a set of questions, students will write a short (three- to four-sentence) paragraph about
personal information using the present/present continuous accurately as assessed by a rubric.
Correct usage of the present/present continuous will be assessed by a rubric.
2.
When meeting someone for the first time, students will ask questions and respond to questions
using socially appropriate language as assessed by a rubric.
In pairs, students will role play a situation in which they use the appropriate language that one
should use when meeting someone for the first time. Students will be accessed (by a rubric)
based on the appropriate use of greetings and small talk.
Demonstrate how this course supports/maps to at least one program learning outcome.
Please include all that apply:
1.
Students will obtain the linguistic knowledge and academic skills needed to communicate effectively in
English.
As Assessed by: a questionnaire asking students to rank (1-5) their ability to: write clearly with
confidence; speak clearly with confidence; read for main ideas; understand oral discussions and
instructions
Demonstrate how this course supports/maps to at least one program learning outcome.
Please include all that apply:
2.
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.
Santa Monica College
Non-Credit Course Outline
Page 5 of 5
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;
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
The course SLO’s for ESL 902 support ILO #2 as they require students to learn the
appropriate grammar and language that is used to communicate personal information.
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)