Portal

Overview



Students in this level will have some knowledge of academic English as a specific area of language use, as well as functional proficiency in general English. The focus of this level is to introduce learners to more complex academic tasks, such as taking accurate lecture notes and producing academic essays. Students will also engage in academic discussions and deliver university-style presentations. This is an intermediate Academic English course and will help students develop foundational skills needed to succeed at the college or university level.

ACADEMIC WRITING
CRITICAL LISTENING AND READING
ORAL DISCUSSION AND PRESENTATION
By the end of the course, students will be able to:

synthesize information and arguments from several sources
use a range of cohesive devices to produce text that is well-organized and coherent
structure longer texts in clear, logical paragraphs
express news and views effectively in writing and relate to those of others
produce the appropriate collocations of many words in most contexts

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

use a variety of strategies to achieve comprehension by identifying contextual clues
understand a clearly structured lecture and take notes on important points
recognize different structures in discursive text: contrasting arguments, problem-solution presentation, and cause-effect relationships
critically evaluate the advantages and disadvantages of various options

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

initiate, maintain and end discourse appropriately with effective turn taking
reformulate an idea to emphasize or explain a point
construct a chain of reasoned argument
expand and support main points with relevant supporting detail and examples
give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options

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 by Ann Hogue, Alice Oshima (click here)

Assessments



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

ComponentPercentage
Attendance and participation15%
Weekly tasks and assignments25%
Midterm Exam10%
Final Exam20%
Written Assessments20%
Speaking Assessments10%
Total100%