Active Outline

General Information

Course ID (CB01A and CB01B)
ESL D200.
Course Title (CB02)
High Beginning English as a Second Language
Course Credit Status
Credit - Not Degree Applicable
Effective Term
Fall 2021
Course Description
Development of English listening, speaking, reading and writing skills at the high-beginning level with an emphasis on explicit, direct grammar instruction. Practice in listening to basic forms of conversational English and speaking with comprehensible pronunciation. Development of basic reading comprehension and vocabulary. Practice in writing simple and basic compound sentences, short narratives, explanations, and descriptions.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course provides the foundation skills in listening, speaking, reading and writing at the high-beginning level. It is a basic skills, stand-alone course.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Not transferable

Units and Hours

Summary

Minimum Credit Units
10.0
Maximum Credit Units
10.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours10.020.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
120.0
Laboratory
0.0
Total
120.0
Course Out-of-Class Hours
Lecture
240.0
Laboratory
0.0
NA
0.0
Total
240.0

Prerequisite(s)

Qualifying score on the English as a Second Language Placement Test.

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

In-class writing

In-class exploration of Internet sites

Quiz and examination review performed in class

Homework and extended projects

Collaborative learning and small group exercises

Collaborative projects

Instruction based on current second language acquisition research, theory, methodology and techniques.

Assignments

  1. Listen to high-beginning level materials for the purpose of comprehension, expanding knowledge and building vocabulary.
    1. Listen to modified dialogues, conversations, discussions, and narratives from a variety of sources such as CDs, DVDs, the Internet, YouTube videos, television shows, radio broadcasts and songs.
    2. Listen to ESL software such as Pearson English Interactive 1 on the Internet.
  2. Speak high-beginning American English.
    1. In-class conversation practice in pairs or small groups. This may include but is not limited to discussions, information gap activities, interviews, and sharing of personal and cultural information.
    2. Outside speaking assignments such as surveys, interviews, Cross-Cultural Partners, or Listening and Speaking Center workshops.
    3. At least two oral presentations, either individual or group, on an assigned topic.
  3. Read high-beginning texts and materials.
    1. Complete exercises to identify the main idea and important details such as answering true/false, multiple choice and short answer questions.
    2. Complete vocabulary exercises that teach students how to guess the meaning of new vocabulary words using context clues.
    3. Complete vocabulary exercises that allow students to learn and build their vocabulary, such as fill in the blanks, matching, and writing sentences using the targeted vocabulary.
  4. Write sentences and groups of topic-related sentences.
    1. Write eight to ten topic-related writing assignments. Each of the writing assignments should be 50-75 words in length and go through the revision process. Instructors should read and give feedback on a draft of at least six of the writing assignments before a final draft is graded. Final drafts should demonstrate at least 70% accuracy in usage of grammar, vocabulary, spelling and mechanics.
    2. Write short answers and sentences that answer questions from reading and listening passages.
    3. Complete exercises in the writing text.
    4. Write original sentences using targeted grammar or vocabulary.
  5. Complete grammar, editing, and writing technique exercises and activities.
    1. Complete grammar exercises in texts.
    2. Focus on sentence-level grammar exercises that build toward writing a group of topic-related sentences.
    3. Peer edit sentences for target grammar points in pairs and groups.
    4. Work with interactive language learning software such as Focus on Grammar and Pearson English Interactive.

Methods of Evaluation

  1. Quizzes, exercises, and assignments to evaluate comprehension of high beginning listening materials.
  2. Oral presentations, interviews, and discussions to evaluate ability and proficiency in speaking standard American English.
  3. Quizzes, exercises, and writing assignments to evaluate comprehension of high beginning reading materials and vocabulary.
  4. In-class and take-home writing assignments to evaluate students' ability to write a group of topic-related sentences with targeted grammar points, vocabulary, spelling and mechanics.
  5. Quizzes, exercises and assignments to evaluate proficiency in using high beginning grammar.
  6. At least one midterm and one final exam. Both must test grammar, listening, speaking, reading, and vocabulary, and both must include in-class writing of a group of topic-related sentences.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Schoenberg, Irene E. & Jay Maurer. Focus on Grammar 1 (4th edition). Pearson, 2016.
Blanchard, Karen & Christine Root. Ready To Write 1: A First Composition Text (4th edition). Pearson, 2016.
Rost, Michael. Pearson English Interactive 1 (Online Version). Pearson Education Limited, 2012-2018.
Anderson, Neil. Active Skills for Reading: Intro (3rd edition). National Geographic Learning, ELT, 2013.

Examples of Supporting Texts and References

AuthorTitlePublisher
Stempleski, Susan et al. World Link Student Book 1 (3rd edition). National Geographic Learning, ELT, 2016.
Korey-O'Sullivan, Jill. Grammar Connection 1. Thomson Heinle, 2007.
Elbaum, Sandra & Judi P. Peman. Grammar in Context Basic (6th edition). National Geographic Learning, ELT, 2016.
Brown, H. Douglas. Principles of Language Learning and Teaching (5th edition). Pearson Education ESL, 2006.
Brown, J.D. New Ways of Classroom Assessment. TESOL, 2000.
Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language (4th edition). Heinle ELT, 2013.
Richards, Jack and Theodore S. Rodgers. Approaches and Methods in Language Teaching (2nd edition). Cambridge University Press, 2001.

Learning Outcomes and Objectives

Course Objectives

  • Listen to and comprehend selected high-beginning listening passages such as simple dialogues, conversations, and narratives.
  • Speak high-beginning American English in given situations.
  • Read and comprehend high-beginning level reading passages.
  • Write a group of topic-related sentences using high-beginning grammar, vocabulary, spelling and mechanics.
  • Demonstrate high-beginning sentence structure and grammar.
  • Develop vocabulary with emphasis on high-frequency words.
  • Develop cultural competency by analyzing cross-cultural customs and attitudes, especially in contrast with the students' native customs and attitudes.

CSLOs

  • Comprehend and respond to high-beginning reading and listening materials.

  • Write a group of topic-related sentences using high-beginning grammar and vocabulary.

  • Demonstrate understanding and usage of high-beginning grammar and vocabulary in reading, writing, listening and speaking.

Outline

  1. Listen to and comprehend selected high-beginning listening passages such as simple dialogues, conversations, and narratives.
    1. Listen to passages that reflect a variety of cultural, societal, and personal perspectives.
    2. Identify the main idea and important details of the selected listening passages.
    3. Develop pre-listening strategies such as predicting and schema-building.
    4. Recognize targeted vocabulary words in selected listening passages.
    5. Answer comprehension questions and engage in post-listening discussions.
  2. Speak high-beginning American English in given situations.
    1. Use correct and appropriate grammar in a variety of speaking situations.
      1. Describing objects, people, customs, and events.
      2. Explaining personal information, opinions and preferences.
      3. Giving and asking for directions.
      4. Expressing and checking understanding.
      5. Delivering short, simple oral presentations on assigned topics.
      6. Participating in informal conversations.
    2. Practice and use correct pronunciation at the word and sentence levels.
      1. Practice and use appropriate stress at the word and sentence level.
      2. Practice and use appropriate rhythm at the sentence level.
      3. Practice and use correct intonation at the sentence level, including correct intonation of yes/no and wh-questions.
      4. Practice and use the correct pronunciation of segmentals (vowel and consonant sounds), especially grammatical endings /s/ and /d/ sounds and /th/ sounds.
  3. Read and comprehend high-beginning level reading passages.
    1. Develop pre-reading strategies.
      1. Prepare for reading content by reading the title and subtitles, looking at pictures, and reading the first sentence of each paragraph (skimming and scanning).
      2. Build schema by explaining and discussing topic-related knowledge and experience prior to reading.
    2. Read high-beginning materials on a variety of cultural, societal, and personal topics such as customs, education, holidays, leisure, family, health, and food.
    3. Demonstrate understanding of the main idea and important details.
      1. Answer comprehension questions such as true/false, multiple choice, and short answers.
      2. Engage in class and small group discussions, share related personal experiences and knowledge, do presentations and short writing assignments based on the reading passages.
  4. Write a group of topic-related sentences using high-beginning grammar, vocabulary, spelling and mechanics.
    1. Construct topic-related writing of 50-75 words in length per assignment. Writing assignments should relate to readings, listening assignments, class discussions, and/or grammar instruction.
    2. Use appropriate punctuation marks and capital letters to show sentence boundaries.
    3. Engage in pre-writing brainstorming activities such as free writing and discussions to generate ideas and vocabulary.
    4. Analyze peer writing in pairs and small groups for content, structure, spelling, mechanics, and/or vocabulary.
    5. Revise to improve content, structure, spelling, mechanics, and vocabulary by writing multiple drafts.
  5. Demonstrate high-beginning sentence structure and grammar.
    1. BE verb.
    2. There is/are.
    3. Simple present, present progressive, simple past (including irregular forms), future (will and be going to) tenses and imperatives.
    4. Time expressions used with the verb tenses listed above.
    5. Negative forms, full forms, and contractions of the verb tenses listed above.
    6. Yes/no questions and short answers, wh-questions, and tag questions used with the verb tenses listed above.
    7. Modals of ability and permission.
    8. Count and non-count nouns, singular and plural noun forms.
    9. Quantifiers (some, any, how much, how many).
    10. Articles (a, an, the) and determiners (this, that, these, those).
    11. Subject and object pronouns.
    12. Prepositions of time and place (at, on, in).
    13. Simple and compound sentences (and, but, or, so).
    14. Modifiers (adjectives, adverbs).
  6. Develop vocabulary with emphasis on high-frequency words.
    1. Recognize and understand targeted vocabulary items in assigned reading and listening passages.
    2. Use context clues to determine meaning.
      1. Develop the skill of guessing meaning from context.
      2. Use the dictionary to choose the appropriate definition for the given context.
    3. Practice using a monolingual (American English) dictionary to identify meaning, usage and word forms.
    4. Demonstrate proficiency in pronunciation of targeted vocabulary words.
    5. Use targeted vocabulary words correctly in writing and speaking assignments.
  7. Develop cultural competency by analyzing cross-cultural customs and attitudes, especially in contrast with the students' native customs and attitudes.
    1. Read and listen to high-beginning materials that address cultural issues such as customs, social norms, education, holidays, leisure, family, health, and food.
    2. Engage in activities such as class and small group discussion, writing and presentations based on cross-cultural customs and attitudes.
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