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

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.