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Lower Intermediate Reading for Students of English as a Second Language

Course Code: EASL 0165
Faculty: Language, Literature & Performing Arts
Credits: 3.0
Semester: 15 weeks
Learning Format: Seminar
Typically Offered: TBD. Contact Department Chair for more info.
course overview

This is not a beginner’s course, but it is the first in a 4-level series. This series is designed to lead up to college reading standards, to improve work opportunities, and to meet day-to-day reading needs. EASL 0165 is an extensive reading course. It is designed for the student who has learned some grammar and vocabulary and who can read simplified ESL material, but who has little experience reading in English without translation. This course emphasizes reading for main ideas and using new vocabulary strategies. There are extensive reading assignments.

Course Content

Reading Skills

  1. To follow the ideas and information in readings
    • Follow written assignment instructions
    • Use pre-reading techniques to prepare for a reading task
    • Recognize topic, main ideas, key details
    • Follow sequence of information and ideas
    • Scan for specific information
    • Identify and distinguish between facts and opinions
    • Describe events and characters in short stories
    • Comprehend simple graphs and tables accompanying reading materials
    • Recognize the differences between supported and unsupported opinions
  2. To determine meanings of unfamiliar words in course materials
    • Use an English-English dictionary
    • Use prefixes to determine meanings and suffixes to identify grammatical uses
    • Use simple context clues  such as definitions, synonyms  and punctuation
  3. To find materials in the library
    • Use both digital and print resources  
  4. To use study skills
    • Take notes: mark and label text to make margin notes
    • Explain visual text material
    • Prepare for  tests: T/F, completion, matching, multiple choice, and short answer
    • Learn content from text/class materials

Writing Skills

  1. To write short compositions from personal experience or readings, demonstrating sub skills such as:
    • writing topic sentences
    • developing unity
    • creating coherence
    • monitoring accuracy
    • following formats

Classroom Skills

  1. Takes responsibility for the following:
    • attendance and punctuality
    • class work and assignments
    • participation and teamwork, collaboration in groups and decision-making
  2. Follows instructions, communicates with peers and instructors and asks for clarification
  3. Shows an awareness of cultural differences and general features of their culture and the world

Methods of Instruction

Whole and small group instruction will be combined with individual assistance and student-directed learning.  Students will receive assistance with reading difficulties that arise from lack of familiarity with the structure, lexicon and cultural content of the reading passages, and the instructor will facilitate, observe and evaluate students’ participation in classroom activities.  Students will participate in the setting of goals by identifying their communicative and language development needs, and in the selection of learning activities. Students will discuss personal rights and social responsibilities in their area of study, intended occupations and personal life; this may depend on course materials used.

Means of Assessment

  1. Complete assigned skill-development tasks
  2. Prepare reading reports on assigned articles
  3. Use common software to communicate and to complete simple information management tasks, ie: to word process at least one assignment, send e-mails, sign in to MyDouglas or write a resume
  4. Complete quizzes, both skill and content-based.
  5. Maintain a journal to self-monitor progress in skills, language use and learning strategies.
  6. In student-teacher conferences, identify their own strengths and weaknesses as communicators.
  7. Complete at least one self-assessment of learning strategies, progress and classroom skills to be discussed with the instructor.

This is a Mastery Graded Course.

Learning Outcomes

Overall Objective

Extend fluency and confidence in reading and writing for a range of personal, educational, and/or employment  purposes.

Specific Objectives

  1. Read and understand short authentic material on relevant and practical topics to obtain and record information, learn about ideas and issues and expand vocabulary
  2. Use strategies to learn academic material
  3. Monitor and apply strategies to improve accuracy in grammar, sentence structure and word choice to a specified level of accuracy
  4. Participate effectively in a college classroom.
  5. Assess progress

course prerequisites

EASL Assessment

curriculum guidelines

Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.

course schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.


If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.