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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