Objectives: What exactly will students do? | Assessments: | Outcomes: At the end of the A1 level, a successful student will be able to: |
|---|---|---|
Listen to an audio or video clip and: - label a diagram according to a description heard - choose the sentence that reflects the conversation - answer questions about a daily routine - follow directions on a map - identify the things people like - answer comprehension questions about a story - identify pictures that correspond to what they hear - number pictures in the order of the events | Listening comprehension activities: following directions, labeling a diagram, matching, comprehension questions, ordering activities, pair/group work
| Understand the gist of short conversations containing A1 vocabulary about concrete surroundings when people speak slowly and clearly. |
Listen to an audio clip and circle picture objects that are mentioned.
Listen to short conversations and complete information about the people speaking. | Pair/class discussions and activities
Listening comprehension activities
Pair/class discussions and activities | Recognize and acquire high frequency vocabulary by listening to short conversations on familiar topics.
|
Listen to audio and answer comprehension and vocabulary questions. | Midterm and final listening comprehension tests | Understand information and vocabulary given in simple instructions, announcements, and short talks. |
Objectives: What exactly will students do? | Assessments: | Outcomes: At the end of the A1 level, a successful student will be able to: |
|---|---|---|
Have a conversation introducing yourself.
Role play inviting a friend to a party | Classroom discussion | Participate in short everyday conversations with other classmates using clear speech and employing A1 grammar and high frequency vocabulary, provided the other person is prepared to repeat or rephrase things as necessary |
Ask and answer questions about your day, including things you can do at school, work, or home
Ask and answer questions about your country, sports, other activities, saying what you like and dislike
Say what you or others did in the past
Describe an object
Describe the jobs of people you know | Classroom discussion | Use level-appropriate vocabulary to describe themselves, what they do and where they live.
Explain simple aspects of life through a series of simple sentences.
|
Midterm and Final Speaking tests | Speaking presentation with rubric | Present 1 to 2-minute presentations about familiar topics, using comprehensible pronunciation and employing A1 grammar and high frequency vocabulary.
|
Goal: To be able to give information in writing about matters of personal relevance (e.g., likes and dislikes, family, pets) using simple words and basic expressions. Write simple isolated phrases and sentences.
Goal: Students can comprehend and produce A1 grammar.
Goal: Students can understand short conversations and informative passages on everyday topics when people speak slowly and clearly.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the A1+ level, a successful student will be able to:
|
|---|---|---|
Students will listen to a conversation or a lecture about a familiar topic and answer questions | Listening comprehension activities: ask/answer questions, pair/class discussion | Understand short conversations and simple lectures from materials that include A1-A1+ vocabulary.
|
Students will watch a video clip on an everyday topic and answer questions about the video. | Listening comprehension activities: Oral questions, listening comprehension questions | Comprehend information given in simple directions, announcements, and short talks and lectures.
|
Students will listen to audio and answer comprehension and vocabulary questions in a timed environment | Midterm Listening exam, Final Listening exam | Comprehend information given in simple directions, announcements, and short talks and lectures. Acquire level-appropriate vocabulary.
|
Goal: Students can give simple descriptions or presentations and engage in conversations.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the A1+ level, a successful student will be able to: |
|---|---|---|
Students will speak for 1-2 minutes on a level appropriate topic, such as a vacation, an event, or a job. | Video/voice recording with rubric | Give descriptions of familiar topics in short monologues and conversations |
Students will answer questions about a topic such as the weather, careers, hobbies or sports and discuss with a partner or as a class. | Classroom discussion | Participate in short conversations on familiar or academic topics with A1-A1+ vocabulary and grammar. |
Choose a topic approved by the instructor, prepare a presentation with slides and speak about for 1-2 minutes. | Midterm and Final Speaking tests
Speaking presentation with rubric | Give a 1 to 2-minute presentation about a familiar topic, using comprehensible pronunciation and employing A1-A1+ grammar and high frequency vocabulary.
|
Goal: Students can read and comprehend short, simple narrative and informative passages on familiar topics.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the A1+ course, a successful student will be able to: |
|---|---|---|
Read passages aloud with instructor feedback, complete comprehension and vocabulary in-context questions about the passage, and answer questions posed by the teacher about the passage. | Classroom reading activities: Reading comprehension exercisees, ask/answer oral questions, | Read aloud with pronunciation that can be easily understood by a sympathetic listener. |
Read passages and answer vocabulary and comprehension questions about main ideas and details of passages. | Classroom reading activities: Reading comprehension quizzes, ask/answer oral questions, | Read silently and comprehend the main ideas and details of narrative passage and a short informative passage using high frequency words and A1-A1+ grammar.
|
Analyze images and graphs and deduce vocabulary and relevant information. | Classroom reading activities: Matching, inferring meaning from context | Recognize vocabulary and identify topics by exploiting visual information and general knowledge. |
Demonstrate understanding by completing gap-fill, multiple choice, and in-context vocabulary questions. | Midterm and Final Reading Tests | Demonstrate understanding of level-appropriate vocabulary from simple texts on familiar topics. |
Goal: Students can write detailed descriptive and informative paragraphs and short essays using basic vocabulary and A1-2 grammar in simple, linked sentences.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the A1+ level, a successful student will be able to: |
Students will write a short response to a question on a familiar topic. | Classroom writing activities: Short writing exercise, discussion post
| Use level-appropriate vocabulary in paragraph writing.
|
Students will write for 40 minutes on a level-appropriate topic, without using outside sources. | Midterm in-class timed essay, final in-class timed essay | Write a short essay (approximately 100 words) with introduction and conclusion using high frequency vocabulary and A1 – A1+ grammar under timed conditions.
|
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the A1+ level, a successful student will be able to comprehend and produce the following grammar points in speaking and writing: |
Listen and complete a text with the correct form of the be verb (with or without contractions). | Fill in the blank | The verb “be”: simple present and past / contractions
|
Interview a partner about a job and tell the class. | verb manipulation
| Simple present -s form of the verb
|
Listen to or read a passage and complete a cloze exercise using verbs in the present continuous. | Cloze verb manipulation, class discussion | Present Continuous
|
Complete a jigsaw activity with a partner | Fill in the blank, /Fill in the table
| Can and Can’t |
Listen and complete a text with the correct form of the verbs. | Fill in the blank
| Simple past |
Make predictions using will and won’t. Talk about plans or predictions using going to | Fill in the blank, group/partner work
| Future with be going to and will |
Read questions in the simple past relating to a familiar text and write other questions
Manipulate word order to make questions | Write original questions
Word order exercise | Wh-questions in the simple past |
Demonstrate understanding by completing gap-fill, multiple choice, and in-context grammar questions. | Midterm and Final Grammar Test | The A1-A1+ grammar presented throughout the session |
Goal: Students can understand short conversations and informative passages on concrete topics when speech is clearly articulated and relatively slow.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the A2 level, a successful student will be able to:
|
|---|---|---|
Listen to or watch a recorded conversation or lecture, and answer questions. | Comprehension activities: ask/answer questions, pair/class discussion, and multiple choice | Understand short conversations and simple lectures from materials that include A1-A2 grammar and vocabulary.
|
Practice deducing new vocabulary from its context use. | Vocabulary activities: cloze, multiple-choice, and context exercises | Acquire level-appropriate vocabulary on topics of a familiar nature.
|
Listen to or watch a recorded conversation or lecture, answer comprehension and vocabulary questions in a timed environment. | Midterm Listening exam, Final Listening exam | Understand and extract the essential information from short, recorded passages dealing with predictable everyday topics that are delivered relatively slowly and clearly. |
Goal: Students can give accurate descriptions or presentations on a variety of topics and engage in conversations.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the A2 level, a successful student will be able to: |
|---|---|---|
Answer questions on a familiar topic and discuss with a partner, small group, or as a class. | Partner/group/classroom discussion | Participate in short conversations on familiar topics with A1-A2 vocabulary and grammar, although mispronunciation of words or sounds often reduces clarity. |
Speak for 2 minutes on a level appropriate topic. | Video/voice recording with rubric | Give descriptions of familiar topics in short monologues. |
Choose a topic approved by the instructor, prepare a presentation with slides, and speak about for 3-4 minutes | Midterm and Final Speaking tests
Speaking presentation with rubric | Give a 3 to 4-minute presentation about familiar topics, using presentation software and employing A1-A2 grammar and level-appropriate vocabulary. |
Respond to questions from classmates after a presentation. | Midterm and Final Speaking tests
Presentation peer review sheet. | Depart spontaneously from a prepared text and follow up on points raised by members of the audience. |
Goal: Students can read and comprehend short, simple narrative and informative texts on familar topics with everyday language.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the A2 level, a successful student will be able to: |
|---|---|---|
Read passages aloud with instructor feedback. | Instructor feedback | Read aloud with pronunciation that can be easily understood by a sympathetic listener. |
Read passages and answer vocabulary and comprehension questions about main ideas and details of passages. | Reading comprehension quizzes, ask/answer oral questions | Read silently and comprehend the main ideas and details using A1-A2 grammar and vocabulary.
|
Analyze images and graphs and deduce vocabulary and relevant information. | In-class activities | Extract information from images and charts on familiar topics. |
Practice deducing new vocabulary from its context. | In-class activities | Acquire level-appropriate vocabulary from simple texts on familiar topics. |
Read passages and answer comprehension and vocabulary questions in a timed environment. | Midterm reading exam, Final reading exam | Understand and extract the essential information from short passages dealing with familiar topics. |
Goal: Students can write detailed descriptive and informative paragraphs and short essays using basic vocabulary and A1-A2 grammar in simple, linked sentences.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the A2 level, a successful student will be able to: |
|---|---|---|
Write a short response to a question related to a familiar topic. | Short writing exercise, discussion post | Use level-appropriate vocabulary and grammar in writing.
|
Write an essay (approximately 250 words) outside of class on a topic, using outside sources to support their argument. | Midterm research essay first draft, Midterm research essay final draft, final research essay first draft, final research essay final draft | Develop and revise a very short research essay using A1-A2 vocabulary and grammar with some features of MLA.
|
Write a Works Cited page containing at least 1 outside source used. | Midterm research essay first draft, Midterm research essay final draft, final research essay first draft, final research essay final draft | Write without plagiarizing an outside source, by including a works cited page.
|
Write for 60 minutes (approximately 200 words) on a level-appropriate topic without outside sources. | Midterm in-class timed essay, final in-class timed essay | Write a short essay on a familiar topic with an introduction and conclusion, using A1 - A2 vocabulary and grammar under timed conditions.
|
Goal: Students can comprehend and produce A1-A2 grammar within various types of sentences and paragraphs.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the course, a successful student will be able to comprehend and produce the following grammar points in speaking and writing: |
|---|---|---|
Deduce/learn about grammar rules and practice them.
Complete a weekly online exercise with grammar questions.
| Classroom discussion, ask/answer oral questions
Fill in the blank, word order exercises, multiple choice questions, cloze verb manipulation
| The verb “be”: questions Simple present part 1 Simple Present Part 2 ( Simple present and Adverbs of Frequency) Count and non-count nouns Present progressive Past time clauses + past progressive Simple past vs past progressive Adj and adv (+too, very, enough) Modals: can/could/be able to/ know how to/ and, but, so Comparatives and Superlatives Future (will/ be going to/ pres. prog) |
Demonstrate understanding by completing gap-fill, multiple choice, and in-context grammar questions. | Midterm and Final Grammar Test | The A1-A2 grammar presented throughout the session |
Goal: Students can understand straightforward information about familiar and academic topics, identifying both main ideas and specific details when speech is clearly articulated in a familiar accent.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the B1 level, a successful student will be able to:
|
|---|---|---|
Listen to or watch a recorded conversation or lecture, take notes, and answer questions. | Comprehension activities: ask/answer questions, pair/class discussion, note-taking and multiple choice | Understand short conversations and lectures from materials that include A1-B1 grammar and vocabulary. |
Practice deducing new vocabulary from its context use. | Vocabulary activities: cloze, multiple-choice, and context exercises | Acquire B1 vocabulary from a range of discussions and lectures of a familiar and academic nature.
|
Listen to an excerpt from an academic lecture and take notes, paying special attention to main ideas and details. | Partner/group/classroom discussion, listening exercises, note-taking exercises | Take notes on a straightforward lecture as a list of key points which are clear enough to use for later study, provided the topic is familiar, and the talk is both formulated in simple language and delivered in clearly articulated standard speech.
|
Listen to or watch a recorded conversation or lecture, take notes and answer comprehension and vocabulary questions in a timed environment. | Midterm Listening exam, Final Listening exam | Understand and extract the main ideas and details from recorded passages dealing with topics of interest regularly encountered in work, school and leisure that are delivered clearly. |
Goal: Students can give detailed descriptions or presentations on a variety of topics of interest and can sustain reasonably fluent conversations
Objectives- What exactly will the student do? | Assessments | Outcomes: At the end of the B1 level, a successful student will be able to: |
|---|---|---|
Answer questions on familiar and academic topics and discuss with a partner, small group, or as a class. | Partner/group/classroom discussion | Participate in conversations on familiar and academic topics using A1-B1 vocabulary and grammar. |
Speak for 2 minutes on a level-appropriate topic. | Partner/group/classroom discussion; speaking discussion posts with instructor feedback. | Give clear and detailed descriptions on a range of familiar and academic subjects in monologues and spoken interactions. |
Work in groups and then share ideas with the class discussing themes and information from a variety of pictures, graphs, and texts. | Partner/group/classroom discussion; speaking discussion posts with instructor feedback.
| Develop and respond to ideas and opinions and give reasons for them in spoken interactions. |
Choose a topic approved by the instructor and prepare a presentation with slides to speak about for 5-6 minutes. | Midterm and Final Speaking tests
Academic presentation with rubric | Produce 5–6-minute presentations on an academic topic using presentation software, attributing sources, and employing A1-B1 vocabulary and grammar. |
Respond to questions from peers after a presentation. | Midterm and Final Speaking tests
Presentation peer review sheet | Depart spontaneously from a prepared text and follow up on points raised by members of the audience. |
Goal: Students can read and comprehend simple narrative or informative texts on familiar, concrete, or academic topics.
Objectives- What exactly will the student do? | Assessments | Outcomes: At the end of the B1 level, a successful student will be able to: |
|---|---|---|
Read passages aloud with instructor feedback. | Instructor feedback, reading comprehension exercises, ask/answer oral questions | Read aloud with pronunciation that can be easily understood. |
Read passages and answer vocabulary and comprehension questions about main ideas and details of passages. | Reading comprehension exercises, ask/answer oral questions | Read silently and comprehend the main ideas and details using A1-B1 grammar and vocabulary.
|
Analyze images and graphs and deduce vocabulary and relevant information. | In-class activities | Extract meaning from images, charts, and graphs on familiar and academic topics by exploiting visual information and general knowledge. |
Deduce new vocabulary through context and exercises targeting vocabulary acquisition. | In-class activities | Acquire B1 vocabulary from simple texts on familiar and academic topics. |
Skim and scan the text and answer the questions. | Classroom/group/partner discussion, reading comprehension exercises | Employ reading strategies such as scanning, skimming, and annotating with guidance. |
Read passages and answer comprehension and vocabulary questions in a timed environment. | Midterm reading exam, Final reading exam | Understand and extract the essential information from short passages dealing with concrete/familiar academic topics. |
Goal: Students can write timed essays and basic research essays using A1-B1 vocabulary and grammar.
Objectives- What exactly will the student do? | Assessments | Outcomes: At the end of the B1 level, a successful student will be able to: |
|---|---|---|
Write a response to a question related to a familiar academic topic. | Short writing exercise discussion post | Use B1 vocabulary and grammar in writing.
|
Compare examples of original text and its paraphrased equivalent. Practice paraphrasing simple texts. | Partner/group/classroom discussion, editing and revising, paraphrasing activities, research essay with rubric | Analyze and paraphrase simple texts on familiar topics.
|
Write research essays (approximately 500 words) using A1-B1 vocabulary and grammar, paraphrasing and including 2 credible outside sources. | Research essay with rubric | Develop and revise a short research essay using A1-B1 vocabulary and grammar in a basic MLA format using credible sources on an academic topic. |
Write a Works Cited page containing at least 2 outside sources used and include in-text citations. | Midterm research essay first draft, Midterm research essay final draft, final research essay first draft, final research essay final draft | Write without plagiarizing outside sources, by including in-text citations and a works cited page. |
Write for 60 minutes (approximately 250 words) on a level-appropriate topic without outside sources. | Midterm in-class timed essay, final in-class timed essay | Write an essay on a familiar or academic topic with introduction and conclusion, using A1-B1 vocabulary and grammar under timed conditions. |
Objectives- What exactly will the student do? | Assessments | Outcomes: At the end of the B1 level, a successful student will be able to recognize and use in writing and speech effectively: |
|---|---|---|
Deduce/learn about grammar rules and practice these skills through a series of in-class exercises.
Complete a weekly online exercise with grammar questions.
| Classroom discussion, ask/answer oral questions
In-class exercises: fill in the blank, word order exercises, multiple choice questions, cloze verb manipulation
| Present tense Past tense Present Perfect Adjectives/Adverbs Future Time Clauses Comparatives and Superlatives Gerunds and Infinitives Modals for Ability |
Demonstrate understanding by completing gap-fill, multiple choice, and in-context grammar questions. | Midterm and Final Grammar Test | The A1-A2 grammar presented throughout the session |
Goal: Students can understand information about familiar, unfamiliar, and academic topics, identifying both main ideas and specific details.
Goal: Students can develop and respond to arguments, presentations, and in-depth classroom discussions.
Objectives
| Assessments | Outcomes: At the end of the B2 level, a successful student will be able to |
|---|---|---|
Students will participate in in-class discussions, responding to questions posed by their instructor and peers. | Group discussion | Participate in and occasionally lead in-depth conversations on academic topics using A1-B2 grammar and vocabulary.
|
Students will discuss a critical thinking question with a partner based on a text they have just read.
Students will discuss one or more topics in partners or groups based on a recording they have just listened to.
| Partner discussions
| Give clear, detailed, and fluent descriptions on a wide range of academic subjects in sustained monologues and in spoken interactions.
|
Students will discuss pros and cons of a prompt /statements they agree with and evaluate them against one another.
Students will research English terms and debate their status as official “words” in the English language. | In-class informal debate
| Competently develop and respond to student-generated arguments in real time with relevant supporting detail in sustained monologues and in spoken interactions
|
Choose a topic approved by the instructor and prepare a well-structured presentation on a complex subject for 7-8 minutes. | Midterm and final Speaking tests Academic presentation with rubric | Produce 7–8-minute presentations on academic topics using presentation software and properly attributing sources and employing A1-B2 vocabulary and grammar.
|
Respond to questions from peers after a presentation. | Midterm and final Speaking tests
Presentation peer review sheet | Depart spontaneously from a prepared text and follow up on points raised by members of the audience. |
Goal: Students can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively.
Objectives
| Assessments | Outcomes: At the end of the B2 level, a successful student will be able to |
|---|---|---|
Read academic texts aloud in a classroom setting.
| Instructor feedback, reading comprehension exercises, partner discussions
| Read aloud fluently with pronunciation that can be easily understood.
|
Read academic texts silently, comprehending the meaning, before demonstrating this understanding through the completion of exercises and tasks.
| Reading comprehension exercises, partner discussions, matching
| Read silently and comprehend the main ideas and details of narrative, informative and academic texts containing A1-B2 vocabulary and grammar.
|
Analyze visuals in the form of images and graphs to make predictions and better understand textbook readings. | In-class activities | Extract meaning from images, charts, and graphs on familiar and academic topics by exploiting visual information and general knowledge. |
Deduce new vocabulary through context and exercises targeting vocabulary acquisition.
| In-class activities | Acquire B2 vocabulary from a wide range of texts of an academic nature.
|
Skim and scan texts for information and use this information to complete tasks. | Classroom/group/partner discussion, reading comprehension exercises
| Employ reading strategies such as scanning, skimming, and annotating narrative, informative and academic texts, locating relevant details.
|
Differentiate credible texts from less credible sources. Put critical text evaluation into practice by selecting texts to cite in their own research papers. | Research paper | Critically evaluate the credibility of a variety of authentic texts.
|
Read passages and answer comprehension and vocabulary questions in a timed environment. | Midterm reading exam, final reading exam | Understand and extract the essential information from passages dealing with academic topics. |
Goal: Students can write timed essays, and they can synthesize and evaluate information and arguments to write clear, detailed research essays on a variety of subjects. They can use A1-B2 vocabulary and grammar effectively.
Objectives | Assessments | Outcomes: At the end of the B2 level, a successful student will be able to |
|---|---|---|
Write a paragraph in response to a question related to an academic topic. | Writing exercise discussion post | Use B2 vocabulary and grammar in writing.
|
Practice paraphrasing and summarizing academic texts. | Partner/group/classroom discussion, editing and revising, paraphrasing activities, summarizing activities, research essay with rubric | Analyze, paraphrase or summarize texts on academic topics.
|
Write a research paper (approximately 750 words) in MLA format on a given prompt and include multiple citations. | Research paper with rubric | Develop and revise a research paper on an academic topic in MLA format using at least 3 credible sources.
|
Write a Works Cited page containing at least 3 outside sources used and include in-text citations. | Midterm research essay first draft, Midterm research essay final draft, final research essay first draft, final research essay final draft | Write without plagiarizing outside sources, by including in-text citations and a works cited page.
|
Students will respond to a prompt in a written format for one hour.
| Midterm in-class timed essay, final in-class timed essay | Write an essay (approximately 300 words) on an academic topic with an introduction and conclusion and A1-B2 vocabulary and grammar under timed conditions.
|
Goal: Students can comprehend and produce A1-B2 grammar.
Objectives What exactly will the student do? | Assessments | Outcomes: At the end of the B2 level, a successful student will be able to recognize and use in writing and speech effectively: |
|---|---|---|
Deduce/learn about grammar rules and practice these skills through a series of in-class exercises.
Complete a weekly online exercise with grammar questions.
| Classroom discussion, ask/answer oral questions
In-class exercises: fill in the blank, word order exercises, multiple choice questions, cloze verb manipulation word bank, sentence sequencing, matching , composition, editing
| Review Present Simple and Progressive Review Past Simple and Progressive Stative Verbs Present Perfect Simple and Progressive Past Perfect Simple and Progressive Subject /Object Relative Clauses Reduced Relative Clauses Modals for Necessity and Prohibition Modals for Advice, Regret and Criticism Modals for Ability Passive Voice Passive with Modals Passive Gerunds and Infinitives Phrasal Verbs Have / Get something done (passive causative) Have, let, make, get, help Adverb Clauses Reduced Adverb Clauses Gerunds Infinitives Noun Clauses Reported Speech Negative Yes/No Questions and Statement Questions Tag Question |
Demonstrate understanding by completing gap-fill, multiple choice, and in-context grammar questions. | Midterm and Final Grammar Test | The A1-B2 grammar presented throughout the session |
Goal: Students can understand information about unfamiliar, academic, abstract, and complex topics, identifying both main ideas and specific details. They can recognize idiomatic expressions, nuance, and register shifts.
Objectives
| Assessments
| Outcomes: At the end of the C1 level, a successful student will be able to: |
|---|---|---|
Students will listen to their partner and negotiate meaning and ask for additional details when necessary. | Partner discussion | Process meaning and respond spontaneously to academic topics of conversation in real time. Understand in detail speech on abstract and complex topics, even if the accent is unfamiliar. |
Practice deducing new vocabulary, including idiomatic expressions and colloquialisms, from its context.
| Vocabulary activities: cloze, multiple-choice, and context exercises Listening comprehension, true/false, gist, previewing, word bank
| Acquire B2 vocabulary from a range of discussions and academic lectures on abstract and complex topics. Can recognize a wide range of idiomatic expressions and colloquialisms, appreciating register shifts.
|
Listen to academic lectures in class and take notes, paying special attention to main ideas, details, and nuance. | Partner/group/classroom discussion, listening exercises, note-taking exercises, listen for main ideas/ details, cloze, multiple choice, true and false | Take clear and detailed notes as a list of key points to use for later study during an academic lecture, which includes some non-standard usage.
|
Listen to conversations between experts in a particular field and complete comprehension activities.
| Partner/group/classroom discussion, listening exercises, note-taking exercises, listen for main ideas/ details, cloze, multiple choice, true and false | Easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics. |
Listen to or watch a recorded conversation or lecture, take notes and answer comprehension and vocabulary questions in a timed environment. | Midterm Listening exam, Final Listening exam
| Understand and extract the main ideas and details from recorded passages dealing with an academic topic and containing idiomatic expressions, nuance and register shifts.
|
Goal: Students can develop and respond to complex arguments, presentations, and in-depth classroom discussions and debates.
Objectives
| Assessments | Outcomes: At the end of the C1 level, a successful student will be able to: |
|---|---|---|
Participate in in-class discussions, responding to questions posed by their instructor and peers about text and audio. | Discussion in pairs/groups | Follow and contribute to complex interactions between third parties in group discussion even on abstract, complex unfamiliar topics using A1-C1 grammar and vocabulary. |
Discuss a topic in partners or groups based on a text or recording and evaluate it critically. | Discussion in pairs/groups | Give clear, detailed, and fluent summaries and opinions on a wide range of academic subjects in sustained monologues and in spoken interactions.
|
Participate in and respond to simulated debates with the ability to interact with both sides of an issue. | In-class debate | Argue a formal position convincingly, responding to questions and comments and answering counter argument fluently, spontaneously and appropriately. |
Work in a group to solve problems, learning how to emphasize important information. | Discussion in pairs/groups | Understand and exchange complex information and advice on a full range of matters. Pass on detailed information reliably. Give a clear, detailed description. |
Choose a topic approved by the instructor and prepare a well-structured presentation on a complex subject for 9-10 minutes. They will practice speaking with confidence, using gestures and engaging an audience | Midterm and final speaking tests: Academic presentation with rubric | Produce a 9–10-minute presentation, giving clear, detailed descriptions of complex subjects. Synthesize and report information and arguments from several sources, developing details and an appropriate conclusion. Use presentation software, properly attribute sources and use A1-C1 vocabulary and grammar. |
Respond to questions from peers and instructor after a presentation | Midterm and final speaking test:
Presentation peer review sheet | Depart spontaneously from a prepared text and follow up on points raised by members of the audience. |
Goal: Students can read independently, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively.
Objectives
| Assessments | Outcomes: At the end of the C1 level, a successful student will be able to: |
|---|---|---|
Read texts, silently or aloud, on a wide range of subjects and complete exercises focusing on understanding, cohesion, implied messages, and finer points of detail. | Instructor feedback, reading comprehension exercises, partner discussions | Understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional, or academic life, identifying finer points of detail including attitudes and implied and stated opinions. |
Analyze visuals in the form of images and graphs to make predictions and better understand textbook readings. | In-class activities | Extract meaning from images, charts, and graphs on a wide range of professional and academic topics by exploiting visual information and general knowledge.
|
Deduce new vocabulary through context and exercises targeting vocabulary acquisition.
| In-class activities | Acquire C1 vocabulary from a wide range of texts of an academic nature.
|
Skim texts and scan texts (headings, titles, first paragraphs) for information and use this information to complete tasks.
| Classroom/group/partner discussion, reading comprehension exercises | Employ reading strategies such as scanning and skimming. Scan quickly through long and complex texts, locating relevant details. Can quickly identify the content and relevance of news items, articles, and reports on a wide range of academic topics.
|
Recognize credible sources and synthesize them when citing in their own research papers.
| Research for academic paper | Critically evaluate the credibility of a variety of authentic texts and synthesize information when note-taking. |
Read passages and answer comprehension and vocabulary questions in a timed environment. | Midterm reading exam, final reading exam | Understand and extract essential information, details and implied meaning from passages dealing with academic topics. |
Goal: Students can synthesize and evaluate information and arguments to write clear, detailed essays on a variety of subjects. They can use A1-C1 vocabulary and grammar effectively.
Goal: Students can comprehend and produce A1-C1 grammar and consistently maintain a high degree of grammatical accuracy; errors are rare and difficult to spot.
