Students in this level will have a working knowledge of English and are already able to deal with everyday situations using accurate but simple language. The focus of this level is to introduce learners to a variety of registers in English in addition to the communicative areas of reading, writing, listening, and speaking. This course is an introduction to Academic English and will help learners develop their confidence and to engage in various settings where English language is used for academic purposes.

By the end of the course, students will be able to:

write short, simple essays on a variety of topics
introduce arguments in a simple discursive text
collate and summarize information from several sources
report and give an opinion about accumulated factual information
use a range of discursive devices to connect ideas in a text

By the end of the course, students will be able to:

scan longer texts to locate desired information
gather information from different parts of a text
recognize arguments in texts and lectures
follow a lecture or talk on a familiar topic
Identify main parts of a lecture

By the end of the course, students will be able to:

communicate with confidence on both routine and non-routine matters
use a range of strategies to help keep a conversation or discussion going
give clear descriptions and express viewpoints using complex sentence forms
explain the main points in an idea or problem with reasonable precision
understand and apply the basic principles of academic presentations

Mode of delivery

The majority of instruction and class time will be spent on-site. In-person delivery will include lectures, seminars, workshops, small group work and partner activities. Occasionally, students will attend alternative learning field trips to nearby destinations such as libraries, museums, and cultural events to immerse themselves in the English language and apply skills learned in the classroom. Sessions can be divided into academic writing, critical listening and reading, and oral presentation and discussions, with skills overlapping when necessary or preferred at the discretion of instructors.

Resources and Required Texts

A number of texts will be provided in PDF form or via links to online sources. You should have your own copy of the following texts:

Learn to Listen, Listen to Learn 2 by Roni S. LeBauer (click here)
Longman Academic Reading Series 3 by Robert F. Cohen, Judy L. Miller (click here)
Longman Academic Writing Series 3


Students will need 75% to continue on to the next level. Students will be assessed on graded completion of formative weekly tasks and assignments assigned at the discretion of their instructor. There will be two scheduled summative exams students will complete midway through and at the end of term. All exams and assignments are assessed according to rubrics and answer keys. In addition to the midterm and final exams, grades will be based on a combination of the following, at the discretion of the course instructor(s).

Active participation in seminar work: this means that students are expected to contribute orally in the (possibly virtual) classroom meetings for the courses, which are called ‘seminars’. In-class contributions can include one or several of the following: responding to questions from the teacher, being active in small-group discussions with other students, demonstrating knowledge and understanding of relevant pre-seminar materials.
Weekly tasks and assignments: these will be smaller assignments, completed either during or outside of class time, and are designed to evaluate focused skills such as note-taking, reading comprehension, or critical thinking.
Written assignments: most commonly a writing task set by the teacher, to be completed by an individual student and submitted electronically by a specified hand-in date and time). Assignments may include academic reports, essays, and/or case studies.
Peer-review – a student review of some work (often a writing assignment) by another student (peer). Typically, this is a critical review where students assess in an objective way the merits of the work (its structure, language, the connection of ideas in the text), and not a personal response to the work where students simply explain, for example, what was liked or disliked.
Oral presentations – a sustained oral presentation on a specific topic, often given in the seminar classroom by an individual or a group to the teacher and fellow students (they can take the form of a recorded audio-video or on-line film presentation depending on the task). Presentation genres may include exposition, persuasion, or procedure.

Suggested Breakdown of Grading

Attendance and participation15%
Weekly tasks and assignments25%
Midterm Exam10%
Final Exam20%
Written Assessments20%
Speaking Assessments10%