CurricuWeb - ESL 903



Modesto Junior College | |

|ESL 903 Course Outline |

|Effective Date: 05/01/2007 |

|Printed On: 11/8/2006 4:27:13 PM |

|I. COURSE OVERVIEW |

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|The following information is what will appear in the MJC 2007-2008 Catalog. |

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|ESL 903 - ESL: Higher Elementary |

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|Elementary level English for speakers of other languages. Instruction and practice in listening, speaking, and practical reading|

|and writing. Preparation for advancement into credit ESL classes. |

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|Field trips may be required. Non-Graded. |

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|II. LEARNING CONTEXT |

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|   Given the following learning context, the student who satisfactorily completes this course should be able to achieve the goals|

|specified in section III: Desired Learning. |

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|1. COURSE CONTENT |

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|A. REQUIRED |

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|All content in this and other ESL courses is multi-cultural by nature. Students of diverse cultures are learning the language and|

|customs of the host country while sharing their culture with their teacher and classmates. |

|Identification and Personal Information: asking and answering personal information questions; vocabulary and conventions of |

|common application forms Social Interaction: vocabulary and some alternative forms for common social functions of language |

|(apology, request, advice, regret, sympathy, complaint, etc) |

|Home and Housing: home parts and furnishings; housing options; seeking housing; dealing with landlords; common terms in |

|rental/lease agreements |

|Shopping and Money: alternative methods of purchase (cash, check, credit); clothing names, colors, sizes; interpreting care |

|labels; comparative shopping; elementary vocabulary of credit purchase |

|School: vocabulary and expressions related to American school system; options for vocational and academic study |

|Transportation and Directions: language related to use of public transportation; parts and service of automobile; understanding |

|and expressing directions around building, campus, and community; interpreting maps |

|Occupations and Job Seeking: occupational names and duties; some terms, expressions, and abbreviations related to help-wanted |

|ads, job applications, and interviews |

|Community Resources: names of major community services and public offices; terms and expressions commonly used in applying for |

|driver's license, library card, and other public services; correct filling out of forms connected with using public services |

|Recreation: terms and expressions used in sports and games, hunting and fishing, using parks and other public recreational |

|facilities; naming and talking about common recreational activities |

|Health and Emergency: body parts; states of health, vocabulary of illness and injury; important expressions for dealing with |

|emergency situations |

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|Language Skills: Skill development may be promoted largely within the context of practical situations. |

|Pronunciation/Aural Comprehension: production of English vowel/consonant sounds; listening discrimination; aural comprehension of|

|important contractions and reductions (within the scope of grammatical structures studied at this level) |

|Reading: dialogs and other short selections (to a 600-800 word vocabulary level); sign reading; simple directions, warnings, |

|ingredients, and care labels |

|Writing: handwriting practice; spelling of words encountered in situational units; sentence writing; short notes; accurate, |

|legible completion of simple information and application forms |

|vocabulary of common weights and measures |

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|Structural Knowledge: Structural forms introduced through dialog or other spoken exercise. Proficiency may be developed through a|

|combination of dialog (or other controlled speaking exercise) and written or oral pattern drills. |

| Affirmative statements, negative statements, and questions with the following: BE in present and simple past, present continuous|

|and simple present, simple past forms of regular verbs and of 25 irregular verbs, THERE + BE constructions and future with BE + |

|GOING TO |

|Count/non-count nouns; noun plural forms |

|Basic articles, determiners, and demonstratives |

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|B. RECOMMENDED |

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|1.      simple terms in rental/lease agreements |

|2.      basic instructions and vocabulary on clothing care labels |

|3.      terms and expressions related to common sports, games, and other recreations |

|4.      vocabulary related to vocational and academic study |

|5.      basic word processing tasks |

|6.      common irregular past tense verb forms |

|7.      monolingual English dictionary skills |

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|2. ENROLLMENT RESTRICTIONS |

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|None |

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|3. HOURS OF INSTRUCTION PER TERM |

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|Prorated Hours and Units |

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|TYPE of HOURS |

|TERM HOURS |

|UNITS EARNED |

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|Lecture/Discussion |

|105 |

|0 |

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|Total Units Earned: |

|0 |

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|4. TYPICAL METHODS OF INSTRUCTION |

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|Instructors of this course might conduct the course using the following methods: |

|Face-to-face education - |

|Introduction |

|Emphasis in most cases will be on spoken English with 60-65% of class work designed to promote skill in expressing and |

|understanding spoken English needed for practical situations and academic study. Emphasis may vary according to the needs of |

|classes or of individual students. Reading and writing activities are planned to provide reinforcement of oral work and to |

|develop reading and writing skills needed for effective functioning in school, work, and community. |

|Grammatical explanations are presented in context of dialogs or other situational activity. Understanding of and proficiency with|

|structures is developed inductively through practice; explicit grammatical explanations are given when appropriate. Written |

|grammatical exercises and oral drills may be used for review and reinforcement of previously introduced structures. |

|List of Methods of Instruction |

|choral, small group, and pair practice with dialogs |

|memorizing and partial memorizing of dialogs and expressions |

|oral or silent reading with comprehension exercises, cloze drills, and vocabulary study |

|role-playing, interviews, and similar structured language-invention exercises |

|pronunciation and listening discrimination or comprehension exercises |

|dictation, sentence, and brief composition writing |

|individual and small group tutoring sessions |

|presentation of material in multiple media including overhead projection, audio and video, PowerPoint, pictures, realia, and |

|whiteboard |

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|5. TYPICAL ASSIGNMENTS |

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|A. Quality: Assignments require the appropriate level of critical thinking |

|1.      Respond appropriately to visual or oral cues. |

|2.      Respond appropriately to survival situations. |

|3.      Role play in common social functions of language. |

|4.      Follow common classroom instructions. |

|5.      Apply newly learned vocabulary to different situations. |

|6.      Use simple software programs. |

|7.      Respond to questions with the appropriate tense and verb form. |

|8.      Complete cloze passages based on previously read texts. |

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|B. Quantity: Hours spent on assignments in addition to hours of instruction (lecture hours) |

|Optional Assignments |

|1.      individual practice of dialogs and words for memorization, fluency, and pronunciation |

|2.      reading exercises: dialog, short passage response, authentic materials (e.g. classified ads, schedules, labels, etc.). |

|3.      extended dictation, sentence building and completion, guided writing assignments |

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|6. TEXTS AND OTHER READINGS |

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|A.Required Texts: Ready to Go 3, 1st Edition, Joan Saslow, 2005 |

|All New Easy True Stories, 2nd Edition, Sandra Heyer, 2005 |

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|B. Other reading material: Attn: Tech Review: '98 is not old for a dictionary. Faculty use class sets, no funds avail. to |

|replace. ESL instructors are very pleased with the results from using these texts & are aware of the age of the texts. |

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|III. DESIRED LEARNING |

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|A. COURSE GOAL |

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|As a result of satisfactory completion of this course, the student should be prepared to: |

|speak, read, write, and understand low-intermediate level English in a wide range of life situations with some confidence. |

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|B. STUDENT LEARNING GOALS |

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|Mastery of the following learning goals will enable the student to achieve the overall course goal. |

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|REQUIRED LEARNING GOALS |

|Upon satisfactory completion of this course, the student will be able to: |

|All the student learning goals in this and other ESL courses are multi-cultural by nature. Students of diverse cultures are |

|learning the language and customs of the host country while sharing their culture with their teacher and classmates. |

|(in addition to competencies shown upon completion of ESL 902) |

|use words, idioms, and expressions encountered in class exercises and readings |

|complete common forms such as job or school applications accurately and legibly without assistance; respond to vocabulary and |

|directions commonly used in applications |

|improvise and recite dialogs demonstrating major social functions of language (apology, complaint, request, demand, regret, etc.)|

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|use vocabulary and expressions related to housing options, seeking housing, dealing with landlords |

|use vocabulary related to alternative methods of purchase (cash, check, credit, debit); use basic vocabulary related to credit |

|purchase agreements, comparative shopping; use names for clothing, furnishings, and other common purchases |

|use vocabulary related to services in American schools and colleges, express directions for getting around in buildings and the |

|community; interpret maps of campus and community |

|use expressions and abbreviations related to job applications, job interviews, and classified ads |

|name common recreational activities and public recreational facilities |

|pronounce English vowel and consonant sounds, familiar words and expressions with increasing clarity; interpret common |

|contractions and reductions encountered in grammatical structures used at this level |

|read dialogs and short selections up to a 600-800 vocabulary word level |

|write short notes; write familiar sentences accurately from dictation |

|make simple computations with units of weights and measures |

|use correct present, past, and future verb tenses in written and spoken exercises |

|construct original sentences in guided exercises using vocabulary, expressions, and grammatical structures encountered in class |

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|RECOMMENDED LEARNING GOALS |

|Upon satisfactory completion of this course (when the related recommended content is covered), the student will be able to: |

|Common terms in rental/lease agreements |

|Interpret simple instructions and clothing care labels |

|Use terms and expressions related to common sports, games, and other recreations; |

|Name options for vocational and academic study |

|Perform basic word processing tasks |

| Recognize and use common irregular past tense verb forms |

|Use a monolingual English dictionary effectively |

|Identify washing instructions for items of clothing sold at a department store |

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|IV. METHODS OF MEASURING STUDENT PROGRESS |

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|A. FORMATIVE ASSESSMENT: |

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|1.      regular teacher observation in the course of class activities |

|2.      quizzes and examinations, written and oral including vocabulary and reading comprehension, brief written passages, error |

|analysis, dictation, sentence transformation, and cloze passage |

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|B. SUMMATIVE ASSESSMENT: |

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|pre-and post-testing of specified competencies |

|Note: Although no grade or course credit is granted, the administering of some formal quizzes serves two important functions. 1) |

|It helps the instructor in planning the sequence and pace of instruction. 2) It introduces students to the procedures and |

|formalities of school test situations, preparing them for transfer into credit classes. |

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