EMC - EAP(English for Academic Purposes)

 

1.  Overview (Levels 1-8)

Levels 1-4

SPEAKING,  LISTENING,  READING,   WRITING

 

Level 1

Students in this level will have limited or no prior knowledge of English language learning. The focus of this level is to introduce learners to the communicative areas of reading, writing, listening, and speaking for daily tasks. This course will help learners develop their confidence and to engage in various settings where English language is practiced. 

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

Describe simple aspects of their everyday life in a series of simple sentences, provided they can prepare in advance.
Ask and answer questions about themselves and daily routines.
Exchange likes and dislikes on familiar topics.
Make simple transactions with customer services.
Utilize various questions and phrases to ask for help or clarification.
Recognize and reproduce a few basic pronunciation, stress and intonation patterns. 

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

Identify information (e.g., places and times) from short recordings on familiar everyday topics.
Follow information provided in simple conversations to understand meaning.
Demonstrate comprehension of pre-recorded conversations by answering related questions.
Follow classroom instructions and directions.
Answer questions on familiar topics.

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

Understand short texts, recognize words and basic phrases, and reread as required.
Recognize familiar words/signs accompanied by pictures, such as a fast-food restaurant menu illustrated with photos or a picture book using familiar vocabulary.
Demonstrate comprehension of simple written instructions.
Respond to simple texts through a variety of responses.
Recognize the structure of simple sentences and use this in obtaining meaning from texts.

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

Demonstrate understanding of sentence structure through writing short phrases and sentences relevant to familiar topics.
Create descriptive short stories to illustrate familiar scenes.
Utilize connecting devices and transition words to develop further understanding of sentence structure.
Demonstrate understanding of punctuation structures.
Demonstrate knowledge of parts of speech (nouns, verbs, adjectives, adverbs).

Level 2

Students in this level will have a beginner’s working knowledge of English to complete basic communicative tasks. Students can complete daily tasks that require a basic integration of reading, writing, listening and speaking. This course will help learners move from a beginner’s level to an intermediate level with a focus on structured and unstructured material. Students will begin to link sentences into short paragraphs, listen to longer structured listening and readings and prepare a structured presentation.

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

Describe simple aspects of their everyday life in a series of simple sentences.
Understand and answer questions and instructions addressed to them.
Understand questions and instructions given by the instructor easily and can provide clarification to classmates.
Form thoughts and opinions in a coherent fashion.
Demonstrate understanding through participation in guided discussions.

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

Understand simple information being explained in a predictable situation.
Understand figures, prices and times provided in an adapted audio recording.
Demonstrate comprehension of specific information in classroom presentations, instructions, etc.
Demonstrate comprehension with a conversation partner to have clear, structured conversations on familiar topics.

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

Understand short texts on subjects of personal interest composed in graded language and supported by illustrations and pictures.
Read various types of texts including informational and graphic texts, such as graphs and letters.
Demonstrate understanding of descriptive language through retelling of short paragraphs or stories based on familiar topics.

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

Plan, revise and proofread short texts for community and academic purposes.
Compose short paragraphs.
Produce draft pieces of writing using models and templates.
Demonstrate comprehension of multiple forms of writing through creation of texts.
Demonstrate ability to plan by creating and implementing pre-writing strategies.

Level 3 

Students in this level will have an intermediate working knowledge of English to complete more complex communicative tasks. Students will focus on more in-depth graded listening and reading material. This course will help learners write longer paragraphs with the end goal of formulating a three-paragraph essay. Students will prepare a structured presentation on an assigned topic. This course further extends student capacity to read a variety of texts, write for multiple purposes and expand vocabulary.

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

Explain what they like or dislike about something, why they prefer one thing to another, making simple, direct comparisons.
Give a short, rehearsed presentation on a familiar topic and briefly give reasons and explanations for opinions, plans and actions.
Present ideas and information orally for small group discussions on familiar and assigned topics.
Engage in spoken interactions on personal and content-area topics.
Use a number of conversational expressions to negotiate spoken interactions
Use an accurate number of pronunciation, stress, and intonation patterns.

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

Understand and extract the essential information from short, recorded passages dealing with predictable everyday matters.
Understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment).
Generally, identify the topic of discussion and recognise when people agree and disagree in a conversation.
Follow a very simple, well-structured presentation or demonstration.
Understand basic instructions on times, dates and numbers, etc., and on routine tasks and assignments to be carried out.
Demonstrate comprehension of specific information in more complex, graded audio recordings.

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

Find specific, predictable information in simple everyday material such as advertisements, reference lists and timetables.
Pick out the main information in short news reports or simple articles in which figures, names, illustrations and titles play a prominent role and support the meaning of the text.
Understand simple, brief instructions.
Demonstrate an understanding of graded texts.
Demonstrate a clear and well-structured response to graded texts.
Use a variety of reading comprehension strategies before, during, and after reading to understand texts.

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

Write more complex texts to convey information and ideas for a variety of purposes.
Organize information relating to a central idea into a three-paragraph essay.
Demonstrate correct simple grammatical structures.
Use prewriting strategies to generate vocabulary and develop ideas for writing.
Revise, edit, and proofread drafts using a variety of teacher-directed and independent strategies.
Identify and integrate feedback provided by the instructor.
Demonstrate guided use of the different stages in the writing process.

Level 4

This course prepares students to use English with increasing fluency and accuracy in classroom and social situations. Students will develop the reading, writing, listening, and speaking skills required for success in intermediate language tasks and projects. They will extend listening and speaking skills through participation in class discussions and preparing presentations that involve development of ideas. Students in this level will study and interpret a variety of graded texts and some authentic texts. Students will practice responding critically and writing different structures in response to a variety of texts.

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

Can describe plans and arrangements, habits and routines, past activities and personal experiences.
Can cope with a limited number of straightforward follow-up questions.
Demonstrate the ability to understand, interpret, and evaluate spoken English for social and academic purposes.
Use speaking skills and strategies to communicate in English for group discussions.
Use accurate language structures in spoken conversation appropriate for this level.
Present ideas and information for academic purposes.
Use a variety of pronunciation, stress, and intonation patterns in social and academic speaking tasks.

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

Demonstrate comprehension of specific information in more complex directions, instructions, and classroom presentations.
Understand the important points of a story and manage to follow the plot.
Identify the main point of TV news items reporting events, accidents, etc. where the visuals support the commentary.
Understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment).
Identify the topic of discussion and recognize when people agree and disagree.
Follow a simple, well-structured presentation or demonstration, provided it is illustrated with slides, concrete examples or diagrams.

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

Understand the main points in news items on non-familiar topics.
Understand a short factual report with predictable details.
Understand assignment instructions without illustrations or templates.
Demonstrate an understanding of authentic texts in a variety of ways.
Use a wide variety of reading comprehension strategies before, during, and after reading to understand texts.
Use a variety of vocabulary acquisition strategies to enrich vocabulary.

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

Interpret and describe simple visuals on familiar topics.
Identify and reproduce key words and phrases from a variety of texts.
Demonstrate written accuracy in grammar, spelling and punctuation appropriate for this level.
Write a mixture of simple and complex sentence structures to convey information and ideas.
Write a three paragraph essay on an assigned topic.
Revise, edit, and proofread drafts using instructor feedback.

 

Levels 5-8

ACADEMIC WRITING,  CRITICAL LISTENING AND READING, ORAL DISCUSSION AND PRESENTATION

Level 5

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

Level 6

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.

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.

Level 7

Students in this level will have working proficiency in academic English and be able to deal with most routine institutional situations. The focus of this level is to help learners develop both grammatical complexity and finer shades of meaning in their academic writing and speaking and gain higher proficiency in dealing with lectures and academic texts. This is a low advanced Academic English course and will help students improve their accuracy, fluency, and critical thinking at the college or university level.

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

write clear, detailed texts on a variety of subjects related to a particular field of interest
synthesize and evaluate information and arguments from several sources
write an essay or report that develops an argument systematically
use a wide variety of linking words efficiently to mark the relationships between ideas
clearly signal the difference between fact and opinion

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

scan quickly through long and complex texts, locating relevant details
read with a large degree of independence, adapting style and speed of reading to different texts and purposes
differentiate between facts and opinions in a lecture or text
understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics

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

adjust to the changes of direction, style and emphasis normally found in conversation
intervene appropriately in discussion, exploiting appropriate language to do so
present and respond to complex lines of argument convincingly
account for and sustain views clearly by providing relevant explanations and arguments
answer follow-up questions with fluency and spontaneity

Level 8

Students in this level are proficient in both general and academic English and are able to deal with the majority of academic tasks. The focus of this level is to help students fine-tune their skills for their unique academic and career goals. The course will focus on critical thinking and analysis, peer and self-editing, nuanced grammatical structures, and strategies for continued academic success. This is an advanced Academic English course and will help students become more proficient in argumentation, exposition, and overall academic readiness.

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

produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
select an appropriate written formulation from a broad range of language
self-correct with a high degree of effectiveness
restate, evaluate and challenge contributions from academic texts
qualify opinions and statements precisely in relation to degrees of, for example, (un)certainty, (dis)belief, likelihood, etc.

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

scan quickly through several sources in parallel and identify the relevance and usefulness of sections for specific tasks
take detailed and accurate notes during a lecture on a variety of topics
understand a wide range of demanding, longer texts, and recognize implicit meaning
recognize a wide range of idiomatic expressions and colloquialisms, appreciating register shifts.
use contextual, grammatical, and lexical cues to infer attitude, mood and intentions

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

argue a formal position convincingly, responding to questions and comments fluently and spontaneously
give clear, systematically developed presentations, with appropriate highlighting of significant points, and relevant supporting detail.
evaluate problems, challenges, and proposals in a collaborative discussion in order to decide the way forward
plan what is to be said and the means to say it, considering the effect on the recipient(s).
adjust speech and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances.

 

  1. Textbooks

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

Levels 1-3

  • Oxford Picture Dictionary, Third Edition by Jayme Adelson-Goldstein and Norma Shapiro
  • Oxford Picture Dictionary Low Beginning Workbook, Third Edition by Jayme Adelson-Goldstein and Norma Shapiro

Level 4

Learn to Listen, Listen to Learn by Roni S. Lebauer (click here)
Longman Academic Reading Series 2 by Kim Sanabria (click here)
Longman Academic Writing Series 2 by Ann Hogue (click here)

Level 5-6

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)

Levels 7-8

Perspectives: Academic Reading Skills and Practice by Marina Rozenberg (click here)
LEAP 3 - Listening and Speaking by Dr. Ken Beatty (click here)

 

  1. Teaching modes 

 Levels 1-4

Most of the instruction and class time will be spent on-site. In-person delivery of teaching will include lectures, workshops, small group discussions 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 reading, writing, listening, and speaking, with skills overlapping when necessary or preferred at the discretion of instructors.

 Levels 5-8

Most of the 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.

  1. Assessments

 Levels 1-4

Students will need 75% to continue to next level. Students will be assessed on graded completion of formative weekly tasks and assignments assigned at the discretion of their instructor. In addition, 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. Student attendance and participation will be included in their final grade breakdown.

Component

Percentage

Attendance and participation

20%

Weekly tasks and assignments

25%

Midterm Exam

10%

Final Exam

20%

Written Assessments

15%

Speaking Assessments

10%

Total

100%

 

Levels 5-8

Students will need 75% to continue 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.

Component

Percentage

Attendance and participation

15%

Weekly tasks and assignments

25%

Midterm Exam

10%

Final Exam

20%

Written Assessments

20%

Speaking Assessments

10%

Total

100%

 

        5. Tuition Fee

 

TITLE

DESCRIPTION

每周费用

Tuition Fee

up to 18 weeks

 

210 CAD/week

19 - 30 weeks

 

200 CAD/week

from 31 weeks

 

185 CAD/week

Registration fee

A one-time registration fee throughout the entire duration of the program.

50 CAD

Medical Insurance

- Medical Insurance is mandatory for all students. It is provided by a third-party insurance provider.

- Coverage is effective only from the first day of classes - not from the date you arrive in Canada. If your arrival date is prior to the start of classes, it is strongly recommended that you purchase travel insurance, including health insurance coverage, to cover yourself until the first official day of classes. - The health care insurance is for emergency health care coverage during one's study period and involves only a basic package. Not all medical conditions are covered and prospective students are strongly urged to review the coverage details prior to arriving in Canada. This will allow time to purchase additional coverage before departure, if needed.

- The health care insurance is for emergency health care coverage during one's study period and involves only a basic package. Not all medical conditions are covered and prospective students are strongly urged to review the coverage details prior to arriving in Canada. This will allow time to purchase additional coverage before departure, if needed.

600 CAD/year
prorated accordingly