Course Outline for English As a Second Language (ESL) 110B, Page 2

Chabot College

Course Outline for English as a Second Language (ESL) 110B, Page 2

Fall 2009

Chabot CollegeFall 2009

Course Outline for ESL 110B

INTERMEDIATE READING AND WRITING

Catalog Description:

110B – Intermediate Reading and Writing6 units

Logical paragraph development; reading both fiction and nonfiction; emphasis on the development of vocabulary and grammatical structures of written English. Prerequisite: A grade of pass in ESL 110A (or eligibility for ESL 110B demonstrated through the ESL Placement Process). 6 hours.

[Typical contact hours: 105]

Prerequisite Skills:

Before entering the course the student should be able to:

1.indentify conventions of fiction such as narrator, character, plot, and setting;

2.demonstrate process and purpose of multiple-draft writing;

3.use common terms in metalanguage that describes English grammar;

4.demonstrate understanding concept of an English sentence, including syntactic conventions of simple sentences and questions;

5.use simple and continuous verb tenses;

6.use appropriate vocabulary, including auxiliary verbs, for statements, questions, and negation;

7.demonstrate understanding of the unique role of the copula;

8.use appropriate forms of possessive adjectives, prepositions of time and place, and pronouns: subjective, objective, possessive, and demonstrative;

9.demonstrate a transparent system for proofreading text.

Expected Outcomes for Students:

Upon completion of the course the student should be able to:

1.use a paragraph as an organizing convention;

2.use coordination and subordination to show relationships between ideas;

3.identify basic sentence components in own writing;

4.use verb tenses appropriately for specific purposes;

5.use modal auxiliaries to alter meaning of verbs;

6.demonstrate understanding of concept of count and non-count nouns and singular and plural forms;

7.use a variety of approaches to read texts, such as previewing, scanning, discovering meaning through context;

8.have reading experience that includes both short and long works of fiction as well as non-fiction.

9.Demonstrate a transparent system for proofreading text.

Course Content:

1.Writing multiple-draft paragraphs

2.Coordination and subordination at the sentence level

3.Basic sentence components (subject, verb, object, linking verb, complement…)

4.All major verb tenses

5.Modal auxiliaries

6.Count/non-count nouns, singular/plural forms, and articles

7.Critical reading of assigned texts

8.Vocabulary study, including word forms

9.One complete work of fiction and shorter works of fiction and nonfiction

10.Proofreading strategies

Methods of Presentation:

1.Lectures

2.Discussions

3.Group work

4.Daily writing and reading assignments

Typical Assignments and Methods of Evaluating Student Progress:

1. Typical Assignments

a.After you read chapter 7 in your novel, write a short summary of the main events in the chapter. Then write a brief personal response to what you have read.

b.Read a given article in the text. Identify the main ideas in the article; circle transitions that show movement from one point to the next.

2. Methods of Evaluating Student Progress

a.Class preparedness and participation

b.Written assignments

c.Homework

d.Quizzes

e.Tests

f.Final examination

Textbook(s) (Typical):

Fundamentals of English Grammar, third edition, Betty Azar, Longman, 2003

Issues for Today, third edition,Lorraine Smith and Nancy Mare, Thomson/Heinle, 2004

Special Student Materials:

None

dk 10/23/08

C:/LA Curriculum 08-09