Reading Writing Grammar
EAP 0541/1/2: Level 5 (B2 upper-intermediate)
Goal #1: Develop students’ ability to read, understand, and analyze texts on a wide range of academic themes.
Goal #2: Develop students’ ability to write academic essays that establish and maintain an argument supported by additional source material.
Goal #3: Develop students’ ability to apply increased grammatical knowledge and implement upper-intermediate level grammar in verbal and written communication.
Student Learning Outcomes
Reading
- Demonstrate understanding of academic words critical to comprehension of level-appropriate text.
- Use a variety of context clues to aid comprehension of unfamiliar words and phrases in upper-intermediate level readings.
- Demonstrate reading strategies such as previewing, skimming, scanning, annotation, and note taking at the upper-intermediate level and in upper-intermediate texts.
- Identify cohesive devices in different readings at the upper-intermediate level.
- Identify central ideas, details, and their relationships.
- Make inferences about meaning, mood, bias, tone, author’s position, and target audience.
- Paraphrase and summarize upper intermediate level source materials.
- Perform instructor-guided Internet and library searches to find credible sources of research.
Writing
- Produce six freewriting passages on teacher-generated topics and edit for lesson focus.
- Demonstrate ability to accurately spell and employ core academic vocabulary to enable writing about a variety of academic topics.
- Paraphrase and summarize source material.
- Produce four multi-paragraph essays incorporating paraphrase, summary, and citation:
- Cause and Effect essay.
- Compare and contrast.
- Argument essay with detailed support for central claim.
- Summary Response essay.
- Use varied sentence structures and punctuation to add variety, flow, and interest to writing.
- Create cohesion at the sentence and paragraph levels, and between paragraphs.
- Use self-editing skills, peer-review, and instructor feedback for review and revision of essays.
- Compose essays incorporating outside sources, under timed, exam conditions.
Grammar
- Demonstrate command of Passive Voice including form and function, passive verb forms for simple, progressive, and perfect tenses.
- Demonstrate command of get-passive and participial adjectives.
- Demonstrate command of adjective clauses including:
- Adjective clauses with expressions of quantity.
- Adjective clauses modified by where/when.
- Use of which to modify whole sentence.
- Demonstrate command of adverb clauses and related structures with emphasis on use of subordinators:
- Time
- Cause and effect
- Direct contrast
- Demonstrate command of past time modals/modal expressions (including negative forms):
- Regret: should have; ought to have
- Past conclusion: could have; may have; might have; must have
- Obligation: had to
- Ability: could; was/were able to
- Expectation: was/were supposed to
- Demonstrate command of gerunds and infinitives including:
- Gerunds as objects of prepositions
- Infinitives of purpose with in order to
- Demonstrate command of coordinating conjunctions with a focus on parallel structure and paired conjunctions.
- Demonstrate command of conditionals:
- Real/true (present/future)
- Unreal (present, future and past)
- Wish and hope
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Listening Speaking Pronunciation EAP 0510/1/2: Level
5 (B2 upper-intermediate)
Goal
#1: Develop students’ ability to listen to, follow, and comprehend short lectures on a variety of general and academic topics.
Goal #2: Develop students’ ability to articulate ideas in general and academic discussions and presentations with a high degree of fluency, prosody, grammar, vocabulary, and cohesive devices at the upper-intermediate level.
Goal #3: Develop students’ comprehensibility and intelligibility with a focus on use of prosody and phonemic awareness for overall effect.
Student Learning Outcomes
Listening and Speaking
- Understand vocabulary from audio and video clips on the topics of Globalization, Education, Medicine, The Environment, Architecture, Energy, Art and Design, Aging.
- Participate in formal class discussions on academic topics.
- Participate in conversations demonstrating knowledge of varying interactional styles and formality.
- Give a 6‐8-minute cause/effect‐style presentation showing evidence of research, providing proper spoken citations.
- Identify the main ideas and distinguish relevant supporting details of an unmodified academic passage on a familiar topic.
- Identify the main ideas and distinguish relevant supporting details of an academic listening passage on a familiar topic.
- Identify main ideas, viewpoints, and key details in an academic discussion or conversation.
- Demonstrate comprehension of relationships between ideas in brief academic passages.
- Utilize notes from lectures and academic passages to demonstrate comprehension.
- Summarize an academic listening passage without in‐class preparation.
Pronunciation
- Listen for and produce consonant clusters.
- Listen for and produce intonation for certainty and uncertainty.
- Listen for and produce intonation for tag questions.
- Demonstrate deliberate use of prosodic elements in academic discussion and presentations.
- Demonstrate emphasis in contrasting questions, intonation related to emotion, and stress in word families.
- Demonstrate consonant reductions and connected speech.
- Listen for and demonstrate use of neutral tone of voice, and stress in hedging language.
- Listen for and demonstrate contrastive stress in numbers and comparisons.
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