Academic Catalog

NCEL 413: ADVANCED-BEGINNING ENGLISH AS A SECOND LANGUAGE III

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 0
Hours: 10 lecture per week (120 total per quarter)
Degree & Credit Status: Non-Degree-Applicable Non-Credit Course
Basic Skills, 6 Levels Below Transfer
Foothill GE: Non-GE
Transferable: None
Grade Type: Non-Credit Course (Receives no Grade)
Repeatability: Unlimited Repeatability

Student Learning Outcomes

  • Writing - Write questions and answers using modals for ability, permission, possibility, advice, requests, desires, offers, and necessity.
  • Vocabulary - Apply words learned by using them to write original sentences.

Description

Final advanced-beginning level integrated skills course for learners of English as an additional language. Focus on developing a basic level of grammar and vocabulary through listening, speaking, reading and writing so that learners can communicate with other English speakers in and outside of the classroom.

Course Objectives

The student will be able to:
A. demonstrate understanding of spoken English at the advanced-beginning III level (described in section F of the Course Content)
B. communicate using advanced-beginning III level English
C. read sentences and paragraphs at the advanced-beginning III level
D. use a basic dictionary for learners of English
E. write sentences and short passages at the advanced-beginning III level
F. demonstrate knowledge of the advanced-beginning III level grammar

Course Content

A. Demonstrate understanding of spoken English at the advanced-beginning III level
1. complete listening tasks involving target language
a. comprehend questions and follow directions from the instructor or other students
b. respond to listening tasks on CD
c. answer questions based on listening material used in class, e.g., internet sources, newscasts, movies, songs
B. Communicate using advanced-beginning level III English
1. speak comprehensibly
a. stress in negative and positive verbs and verb + infinitive combinations, e.g., have to
b. pronounce contrasting vowels that make a difference in meaning, e.g., a and e, lay vs. egg
c. pronounce numbers with appropriate stress
d. indefinite article schwa
e. /au/ pronunciation, e.g., how and flour
f. voiced and unvoiced sounds of –t and –th
g. reductions of:
1) modals, e.g., would you, and negative modals, e.g., shouldn't
2) than and as in comparatives
h. superlative pronunciation
i. pronounce phrases with appropriate intonation for emotion
2. ask and answer questions comprehensibly
3. talk about present, past and future experiences comprehensibly
4. talk about ability, permission, possibility, advice, requests, desires, offers, and necessity
C. Read sentences and paragraphs at the advanced-beginning III level
1. demonstrate recognition of basic corpus of nouns, verbs, adjectives, adverbs and prepositions
2. demonstrate ability to read for meaning and main idea
D. Use a basic dictionary for learners of English
E. Write sentences and passages at the advanced-beginning III level
1. write sentences that begin with a capital letter and end with a period
2. use correct spelling to write basic corpus of words presented in this course
3. capitalize proper names and the pronoun I
4. use apostrophes, commas, periods and question marks
5. use time clauses with when
6. formal letter writing
7. express and support opinions
8. list adjectives in the correct order
9. write short passages about personal experiences within the advanced-beginning level
F. Demonstrate knowledge of advanced-beginning III level grammar
1. nouns: count/non-count
2. articles
3. quantifiers
4. adjectives: comparative and superlative
5. adverbs: frequency and manner
6. modals
a. can and could for ability
b. can and may for permission
c. may and might for possibility
d. should, ought to and had better for advice
e. would, could and can for requests, desires and offers
f. have to and must for necessity

Lab Content

Not applicable.

Special Facilities and/or Equipment

None required.

Method(s) of Evaluation

A. In-class exercises
B. Homework exercises
C. Dictations
D. Speaking/pronunciation activities
E. Listening activities
F. Reading activities
G. Write short passages

Method(s) of Instruction

Lecture, discussion, cooperative learning exercises, oral presentations, demonstration.

Representative Text(s) and Other Materials

Grammar:

Schoenberg, Irene E. Focus on Grammar 2: An Integrated Skills Approach. 4th ed. White Plains, NY: Pearson Education, 2012. (Chapters 13, 14, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35 & 36)

Eckstut, Samuela. Focus on Grammar 2: An Integrated Skills Approach Workbook. 4th ed. White Plains, NY: Pearson Education, 2012.



Reading:

Douglas, Nancy, and David Bohlke. Reading Explorer 1. 2nd ed. Boston, MA: National Geographic Learning, 2015.



Dictionary:

Adelson-Goldstein, Jayme, and Norma Shapiro. Oxford Picture Dictionary. 2nd ed. NY, NY: Oxford University Press, 2016.

 

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Read written conversations, short narrative paragraphs, explanations and instructions in the text

B. Read paragraphs in a reading book

C. Write short passages about personal experiences

 

Discipline(s)

ESL: Noncredit