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General Information

Course ID (CB01A and CB01B)
ESLD255.
Course Title (CB02)
High Intermediate Grammar, Writing and Reading
Course Credit Status
Credit - Not Degree Applicable
Effective Term
Fall 2021
Course Description
This course develops high-intermediate reading comprehension, vocabulary, and writing skills using high-intermediate grammar. Students will be able to write well-organized and well-developed descriptive, narrative, and explanatory paragraphs.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course provides required grammar, reading, and vocabulary skills to read academic and short fiction texts. Students write paragraphs with correct verb tenses and academic vocabulary focusing on a topic, supporting, and concluding sentences. It is a stand-alone, basic skills 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
°®¶¹´«Ã½ GEArea(s)StatusDetails
2SUEDA Support Course English-CB26Approved

Units and Hours

Summary

Minimum Credit Units
6.0
Maximum Credit Units
6.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours6.012.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
72.0
Laboratory
0.0
Total
72.0
Course Out-of-Class Hours
Lecture
144.0
Laboratory
0.0
NA
0.0
Total
144.0

Prerequisite(s)

ESL D244. or ESL D444. or a 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

Quiz and examination review performed in class

Collaborative learning and small group exercises

Grammar activities in class

Discussion and problem solving performed in class

Homework correction

Assignments

  1. Read high-intermediate non-fiction (academic texts such as articles, essays, biographies, and excerpts from textbooks). Additionally, instructors may also use short fiction readings (short stories, poetry).
    1. Analyze reading through short answers, true/false, information editing, inferencing, and multiple choice questions.
    2. Discuss main ideas and supporting ideas in pairs or groups, or as a class.
    3. Summarize non-fiction reading assignments using high intermediate grammar, sentence structure, and vocabulary on both sentence and paragraph levels.
    4. Read grammar explanations and short articles in a high-intermediate grammar text that demonstrates targeted grammar points and usage.
    5. Read model paragraphs and/or student writing samples.
  2. Respond to reading materials
    1. Make connections to reading materials with personal or outside experiences, other texts and/or class discussions with specific support
    2. Write journals or reflective paragraphs in response to readings
  3. Vocabulary logs, exercises and activities
  4. Writing
    1. Grammar exercises and assignments in text.
    2. Single and multiple sentences on targeted grammar points.
    3. Two in-class single expository paragraphs of which one is developed into a drafted take-home assignment.
    4. Two take home multi-drafted expository paragraph assignments based on readings. Instructor gives feedback on at least one draft before the final draft is graded .
    5. A minimum of two summaries of non-fiction reading selections that contain main and supporting ideas with appropriate grammar and vocabulary.
  5. Grammar homework and exercises assigned weekly.

Methods of Evaluation

  1. Quizzes on reading comprehension and vocabulary.
  2. A minimum of two summaries of reading selections that contain main and supporting ideas with appropriate grammar and vocabulary.
  3. Graded vocabulary logs that demonstrate understanding and usage of new vocabulary.
  4. Reader response paragraph-length journals that demonstrate understanding of reading materials.
  5. Two in-class expository paragraphs of which one is developed into a drafted take-home assignment. Additionally, two take-home multi-drafted expository paragraph assignments based on readings. In-class and take-home assignments should demonstrate high intermediate vocabulary and grammar as well as topic development, unity, cohesion, and appropriate structure and organization (topic sentence, support, and concluding sentence). Both the in-class and multi-drafted take-home paragraphs should be between 250-500 words in length.
  6. Editing exercises and quizzes in single sentences and connected paragraphs on mastery of concepts and usage of grammar points.
  7. Midterm and a comprehensive final examination which test reading comprehension, inferencing, vocabulary recognition and usage, and accuracy of high intermediate grammar points.

Essential Student Materials/Essential College Facilities

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

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Wegman, Brenda and Miki Knezevic. Mosaic I: Reading. 6th ed. McGraw-Hill, 2014.
Smith, Lorraine C and Nancy Nici Mare. Reading for Today 4: Concepts for Today. 4th ed. Heinle/Cengage, 2017.
MacIntyre, Paul and David Bohlke Reading Explorer 4, 3rd ed.. National Geographic Learning/Cengage, 2020.
Elbaum, Sandra N. Grammar in Context 3. 6th ed. Cengage Learning, 2015.
Fuchs, Marjorie and Margaret Bonner. Focus on Grammar 4 with MyEnglishLab. 5th revised ed. Pearson Education, 2016.

Examples of Supporting Texts and References

AuthorTitlePublisher
Brown, H. Douglas. Principles of Language Learning and Teaching. 6th ed. Pearson Education ESL, 2014.
Brown, J.D. New Ways of Classroom Assessment. TESOL, 2000.
Ferris, Dana and John Hedgcock. Teaching ESL Composition. 2nd ed. Lawrence Erlbaum Associates, 2004.
Masters, Peter. Systems in English Grammar. Prentice Hall Regents, 1995.
Celce-Murcia, Marianne, Donna Brinton and Marguerite Ann Snow. Teaching English as a Second Language. 4th ed. Cengage, 2014.
Day, Richard R. New Ways in Teaching Reading. TESOL, 1998.
Grabe, William. Reading in a Second Language: Moving From Theory to Practice. Cambridge, 2009.
Reid, Joy M. Understanding Learning Styles in the Classroom. Pearson, 1998.
Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice Hall Regents, 1988.
Brown, H. Douglas and Susan Gonzo. Readings on Second Language Acquisition. Prentice Hall Regents, 1994.

Learning Outcomes and Objectives

Course Objectives

  • Demonstrate reading comprehension for both content and organization of high-intermediate reading materials by using a variety of reading skills.
  • Expand high frequency words, academic vocabulary, and idioms.
  • Demonstrate knowledge and skills in using high intermediate sentences and paragraphs free of major/global errors that interfere with meaning.
  • Write organized and well-developed single and connected paragraphs of description, narration, and explanations that reflect diverse perspectives and demonstrate topic unity based on readings.
  • Evaluate own writing for content, clarity, punctuation, spelling, and grammatical correctness by means of revision and editing.

CSLOs

  • Develop high intermediate English reading comprehension skills and vocabulary building skills in extended written materials.

  • Demonstrate understanding and usage of high intermediate vocabulary in readings and writing.

  • Write well-developed, single and connected narrative, descriptive, and explanatory paragraphs demonstrating high intermediate grammar and vocabulary in response to reading materials.

  • Evaluate own writing for rhetorical structure, clarity, organization, and grammatical correctness by means of revision and editing.

Outline

  1. Demonstrate reading comprehension for both content and organization of high-intermediate reading materials by using a variety of reading skills.
    1. Recognize, comprehend, and analyze main ideas and important supporting ideas in academic reading materials, including non-fiction and short fiction texts
    2. Identify and analyze organization of ideas in academic reading materials
    3. Demonstrate critical thinking skills through class discussions and writing summaries of non-fiction reading selections
    4. Infer meaning
    5. Develop a variety of reading strategies such as pre-reading, skimming, scanning, and outlining
  2. Expand high frequency words, academic vocabulary, and idioms.
    1. Use context clues to understand and use vocabulary
    2. Determine appropriate definition from the dictionary
    3. Identify denotative and connotative meanings
    4. Identify the meaning of common prefixes and suffixes
    5. Recognize and apply word roots to learn new vocabulary
    6. Use synonyms, antonyms, and collocations
  3. Demonstrate knowledge and skills in using high intermediate sentences and paragraphs free of major/global errors that interfere with meaning.
    1. Review and use grammatical structures essential for sentence and paragraph level writing.
      1. Basic tense review
      2. Present perfect, present perfect progressive, past perfect, past perfect progressive
      3. Adjective, adverb, and noun clauses
      4. Passive voice and reported speech
      5. Conditionals and modals with perfect aspect
      6. Agreement, word forms, and word choice
    2. Use a variety of sentence types (simple, compound, complex), conjunctions, and transitional words to connect ideas in paragraphs.
  4. Write organized and well-developed single and connected paragraphs of description, narration, and explanations that reflect diverse perspectives and demonstrate topic unity based on readings.
    1. Generate ideas through pre-writing activities such as listing, clustering, class discussions, and journaling.
    2. Develop details and support for topics with personal experience, examples, facts, and opinions.
    3. Identify essential paragraph elements such as idea development, topic unity, and cohesive devices in examples from texts, and/or student writing samples.
    4. Develop ideas for writing based on readings discussed in class.
    5. Practice paragraph structure using topic sentences, supporting sentences, and concluding sentences.
    6. Write multiple drafts to improve content, organization, coherence, and high intermediate grammar accuracy in verb tense, verb forms, word choice, word forms, spelling, and punctuation.
  5. Evaluate own writing for content, clarity, punctuation, spelling, and grammatical correctness by means of revision and editing.
    1. Revise to improve content, organization, and grammar through guided peer reviews and instructor feedback.
    2. Edit own writing by focusing on specific grammar points such as verb tense, word forms, spelling, punctuation, and sentence variety.
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