The academic plan includes the following selection of core classes and potential electives to expand on and enforce what you have previously learned. Our school and classes have been accredited by CEA (Commission on English Language Program Accreditation) used by many schools, colleges, and universities around the USA.
Fundamentals
In Fundamentals, students will learn to communicate orally and in writing on basic and essential subjects utilizing the most rudimentary and needed tenses. They will develop their ability to understand and participate in basic conversations as well as short, graded reading and listening passages while working both individually and as part of a group.
Students will learn to communicate effectively using the basics of essential English vocabulary and structure.
In spoken and/or written communication, students will:
1) Effectively utilize the following tenses:
◦ Present simple (“to be”)
◦ Present simple (action verbs)
◦ Past simple (“to be”)
◦ Past simple (action verbs)
2) Generate simple sentences that include articles, descriptive adjectives, coordinating conjunctions, and quantifiers
3) Converse on subjects including but not limited to:
◦ Personal information
◦ School, work, and home life
◦ Lifestyles, daily habits, schedules, and ideas
4) Comprehend and restate main ideas and relevant details in elementary reading and listening passages
Students will be able to (SWBAT):
Reading: Identify overall topics as well as specific details from elementary graded texts of 1-4 paragraphs.
Writing: Produce elementary-level paragraphs of 3-5 simple sentences utilizing the above tenses, provided they are familiar with the subject matter and related lexis.
Listening: When presented with short conversation clips (1-2 min), determine gist and identify specifically relevant details (with a second listen), provided the vocabulary is familiar, the speaker enunciates well and the accent is recognizable.
Speaking: Communicate in a simple and direct exchange of information on familiar matters using the present and past simple tenses. Use some simple structures correctly, but routinely makes basic mistakes and/or reverts back to their L1. Can make him/herself mostly understood in basic statements, although pauses, false starts, and reformulation are consistently present, and consistently incorporates incorrect intonation and pronunciation.
None
1A
In 1A, students will learn to communicate orally and in writing on common subjects including work, school, and daily life, utilizing the present and past simple tenses. They will interpret, evaluate, and discuss elementary listening clips and readings, and produce short, basic written passages working both individually and as part of a group.
Students will learn to communicate effectively about facts, routines, and past events, utilizing elementary lexis for common situations and topics.
In spoken and/or written communication, students will:
1) Effectively utilize the following tenses:
◦ Present simple (“to be”)
◦ Present simple (action verbs)
◦ Past simple (“to be”)
◦ Past simple (action verbs)
2) Generate simple sentences that include articles, descriptive adjectives, coordinating conjunctions, and quantifiers
3) Converse on subjects including but not limited to:
◦ Personal information
◦ School, work, and home life
◦ Lifestyles, daily habits, schedules, and ideas
4) Comprehend and restate main ideas and relevant details in elementary reading and listening passages
Students will be able to (SWBAT):
Reading: Identify overall topics as well as specific details from elementary graded texts of 1-4 paragraphs.
Writing: Produce elementary-level paragraphs of 3-5 simple sentences utilizing the above tenses, provided they are familiar with the subject matter and related lexis.
Listening: When presented with short conversation clips (1-2 min), determine gist and identify specifically relevant details (with a second listen), provided the vocabulary is familiar, the speaker enunciates well and the accent is recognizable.
Speaking: Communicate in a simple and direct exchange of information on familiar matters using the present and past simple tenses. Use some simple structures correctly, but routinely makes basic mistakes and/or reverts back to their L1. Can make him/herself mostly understood in basic statements, although pauses, false starts, and reformulation are consistently present, and consistently incorporates incorrect intonation and pronunciation.
Familiarity with the alphabet and placement into 1A OR pass Fundamentals
1B
In 1B, students will learn to communicate orally and in writing on common subjects related to education, customs, promises, and predictions, while reviewing the present and past tenses and introducing the future simple. They will interpret, evaluate, and discuss lower-intermediate listening clips and readings, and produce short, lower-intermediate writings working both individually and as part of a group.
Students will learn to communicate effectively about the past, present, and future, building on the skills learned in 1A and utilizing lower-intermediate lexis for common situations and topics.
In spoken and/or written communication, students will:
1) Effectively utilize the following tenses:
◦ Present simple
◦ Present progressive
◦ Past simple
◦ Past progressive
◦ Future simple
◦ ‘Going to’ future
2) Review the appropriate use of articles, pronouns, modals, and imperatives.
3) Generate lower-intermediate sentences and questions embellished with adjectives and adverbs (including the comparative and superlative), gerunds and infinitives, and time clauses
4) Converse on subjects related to:
◦ Social customs
◦ Food and dining
◦ Body language, impressions, and connections
◦ Higher education and study habits
◦ Innovations, progress, and plans
5) Understand, interpret, and infer both main ideas and relevant details in lower-intermediate reading and listening passages
Students will be able to (SWBAT):
Reading: Identify overall topics as well as specific details from lower-intermediate graded texts of 1-7 paragraphs.
Writing: Produce lower-intermediate-level paragraphs of 6-9 sentences utilizing the above tenses, provided they are familiar with the subject matter and related lexis.
Listening: When presented with short conversation clips (1-5 min), determine gist and identify specifically relevant details (with a second listen), provided the recording is clear and the topic relatively familiar.
Speaking: Communicate in a simple and direct exchange of information on familiar matters using the present, past, and future simple tenses. Use simple structures correctly, but may regularly make mistakes typical of one learning at the lower-intermediate level. Can make him/herself understood in basic statements, though pauses, false starts, and reformulation are consistently present, and often include incorrect intonation and pronunciation which affects the effectiveness of the speaker’s overall message.
Placement into 1B OR pass 1A.
2A
In 2A, students will learn to communicate orally and in writing on common subjects including work, school, and daily life, utilizing the present and past tenses. They will interpret, evaluate, and discuss lower-intermediate listening clips and readings, and produce short, basic texts working both individually and as part of a group.
Students will learn to communicate effectively about the past and present, utilizing lower-intermediate lexis for common situations and topics.
In spoken and/or written communication, students will:
1) Effectively utilize the following tenses:
◦ Present simple
◦ Present progressive
◦ Past simple
◦ Past progressive
◦ Present perfect
◦ Present perfect progressive
2) Determine between countable and uncountable nouns and use articles as appropriate
3) Generate simple sentences embellished with adjectives, adverbs, and prepositions
4) Converse on subjects related to:
◦ School, work, and home life
◦ Health, science, and the environment
◦ Technology and the internet
◦ Personal and historical past events
Students will be able to (SWBAT):
Reading: Identify overall topics as well as specific details from lower-intermediate graded texts of 1-6 paragraphs.
Writing: Produce lower-intermediate-level paragraphs of 5-8 simple sentences utilizing the above tenses, provided they are familiar with the subject matter and related lexis.
Listening: When presented with short conversation clips (1-4 min), determine gist and identify specifically relevant details (with a second listen), provided the speaker enunciates well and the accent is familiar.
Speaking: Communicate in a simple and direct exchange of information on familiar matters. Use some simple structures correctly, but may systematically make basic mistakes. Can make him/herself understood in basic statements, though pauses, false starts, and reformulation are consistently present, and often incorporate incorrect intonation and pronunciation.
Placement into 2A OR pass 1B.
2B
In 2B, students will build on skills learned in 2A and previous courses to communicate orally and in writing on common subjects including work, school, and daily life, utilizing the present and past tenses. They will interpret, evaluate, and discuss lower-intermediate listening clips and readings, and produce short, basic texts working both individually and as part of a group.
Students will learn to communicate effectively about the past and present, utilizing lower-intermediate lexis for common situations and topics.
In spoken and/or written communication, students will:
1) Effectively utilize the following tenses:
◦ Present simple
◦ Present progressive
◦ Past simple
◦ Past progressive
◦ Present perfect
◦ Present perfect progressive
◦ Future simple
◦ “Going to” future
2) Determine between transitive and intransitive verbs, can/could, and verbs followed by either gerunds or infinitives
3) Generate simple sentences enhanced with comparative/superlative adjectives, relative clauses, phrasal verbs, and conjunctions
4) Converse on subjects related to:
◦ Daily life
◦ Interpersonal interactions socially and at work
◦ Human rights
◦ Health
◦ Time and money management
Students will be able to (SWBAT):
Reading: Identify overall topics as well as specific details from lower-intermediate graded texts of 1-6 paragraphs.
Writing: Produce lower-intermediate-level paragraphs of 5-8 simple sentences utilizing the above tenses and language points, provided they are familiar with the subject matter and related lexis.
Listening: When presented with short conversation clips (1-4 min), determine gist and identify specifically relevant details (with a second listen), provided the speaker enunciates well and the accent is familiar.
Speaking: Communicate in a simple and direct exchange of information on familiar matters. Use some simple structures correctly, but may systematically make basic mistakes. Can make him/herself understood in basic statements, though pauses, false starts, and reformulation are consistently present, and often incorporate incorrect intonation and pronunciation.
Placement into 2B OR pass 2A.
Reading and Vocabulary 2
In RV2, students learn through communication-oriented reading in a three-part structure: content, vocabulary, and skills development at the pre-intermediate level. In mastering new information about topics relevant to modern life, lexicon and reading comprehension follow naturally. Supplementary exercises in speaking and writing about fiction and non-fiction texts allow learners to practice new vocabulary and deepen their understanding of the reading.
Students will learn to communicate effectively about the past and present, utilizing lower-intermediate lexis for common situations and topics.
In spoken and/or written communication, students will:
1) Effectively utilize the following tenses:
◦ Present simple
◦ Present progressive
◦ Past simple
◦ Past progressive
◦ Present perfect
◦ Present perfect progressive
◦ Future simple
◦ “Going to” future
2) Determine between transitive and intransitive verbs, can/could, and verbs followed by either gerunds or infinitives
3) Generate simple sentences enhanced with comparative/superlative adjectives, relative clauses, phrasal verbs, and conjunctions
4) Converse on subjects related to:
◦ Daily life
◦ Interpersonal interactions socially and at work
◦ Human rights
◦ Health
◦ Time and money management
Students will be able to (SWBAT):
Reading: Identify overall topics as well as specific details from lower-intermediate graded texts of 1-6 paragraphs.
Writing: Produce lower-intermediate-level paragraphs of 5-8 simple sentences utilizing the above tenses and language points, provided they are familiar with the subject matter and related lexis.
Listening: When presented with short conversation clips (1-4 min), determine gist and identify specifically relevant details (with a second listen), provided the speaker enunciates well and the accent is familiar.
Speaking: Communicate in a simple and direct exchange of information on familiar matters. Use some simple structures correctly, but may systematically make basic mistakes. Can make him/herself understood in basic statements, though pauses, false starts, and reformulation are consistently present, and often incorporate incorrect intonation and pronunciation.
Placement into 2B OR pass 2A.
American Conversation and Culture
In ACC, students will build on the language skills acquired through EA’s core curriculum (minimum requirement 2B) or level equivalent. The course is designed to enable students to be able to tackle real-life situations and encounters with native English speakers. They will improve their vocabulary by focusing on idioms, phrasal verbs, and other lexis commonly used in casual conversations.
ACC is an intensive elective for intermediate students who have successfully completed 2B. Students will focus on improving fluency, American pronunciation, and casual conversation.
In spoken and/or written communication, students will:
—Study various grammar points in context, focusing on lexis most commonly found in casual conversation.
—Explore the wide variety of phrasal verbs, idioms, and colloquialisms common in American English conversation.
—Utilize target vocabulary and lexis to create informal writings of 1-3 paragraphs, focusing on personal experiences, written dialogues, anecdotes, and interviews.
—Converse on subjects related to:
o Daily life and personal preferences
o Interpersonal relationships and their challenges
o Traveling, vacations, and hobbies
o Civic life and duties including:
- Work and school
- Crime and punishment
- Politics
—Comprehend, interpret, summarize, and infer main ideas and relevant details in graded intermediate reading and listening passages specifically related to the situations and target language listed above.
- SWBAT = Student will be able to
- Speaking - Describe concrete factual information and synthesize well-developed personal opinions on various informal social themes. Accurately include a variety of social vocabulary, slang, idioms, colloquialisms, and phrasal verbs. Use correct stress and intonation, and achieve a reduction in the student’s native accent.
- Writing - Produce informal paragraphs, dialogues, and interviews, incorporating target vocabulary and grammar points. Analyze and discuss classmates’ writings in pairs or small groups.
- Listening - Determine gist and identify specifically relevant details (with a second listen), and target language points when presented with clips utilizing a variety of familiar accents as well as graded speech, focusing on social situations, conversation, and culture.
- Reading - Identify and summarize overall topics and specific details in selected short texts specifically chosen and/or edited to include a comprehensive variety of social vocabulary, slang, colloquialisms, and idioms, covering diverse social topics common in American culture.
Placement into ACC/RWS OR pass 2A/2B/3A.
Read it, Write it, Speak it!
In RWS, students will build on the language skills acquired through EA’s core curriculum (minimum requirement 2A) or level equivalent. They will learn and communicate effectively on a variety of historical and cultural topics, as well as interact with cultural resources both inside and outside the classroom.
RWS is an intensive elective for intermediate students between the levels of 2A and 3B. It is designed for learners who would benefit from additional reading and writing practice between core curriculum levels.
In spoken and/or written communication, students will:
—Review/strengthen grammar foundation skills through the 2A core level.
—Explore topic-specific vocabulary relating to issues and themes discussed in class.
—Participate in class field trips to various DC-area museums and memorials relevant to classroom topics.
—Utilize target vocabulary and lexis to create informal writings of 1-2 paragraphs, focusing on personal experiences, descriptions, instructions, and historical events. Utilize formal journal writing to create clearly structured, organized, and formatted paragraphs.
—Focus on historical events and biographies related to:
o Harriet Tubman
o Amelia Earhart
o Martin Luther King, Jr.
o Anne Frank
—Comprehend, interpret, summarize, and infer main ideas and relevant details in graded lower-intermediate/intermediate reading and listening passages specifically related to the historical events, people, and social topics listed above. Utilize primary sources, biographies, and historical texts/speeches.
- SWBAT = Student will be able to
- Writing - Brainstorm, outline, create and edit both formal and informal paragraphs related to the topics listed above. Analyze, peer edit, and discuss classmates’ writings in pairs or small groups.
- Listening - Practice active listening with classmates both in pairs and small groups. Determine gist and identify specifically relevant details (with a second listen), when presented with intermediate-graded clips utilizing a variety of familiar accents.
- Speaking -Participate and contribute in pair, small group, and class discussions. Share experiences, thoughts, and opinions related to the topics listed above. Give a five-minute opinion speech related to a topic discussed in class. Basic vocabulary and grammar mistakes are expected as is typical for the intermediate level. A student’s accent may still be quite prevalent although mostly does not interfere with comprehension or conversation.
- Reading - Utilizing both primary and secondary sources, identify and summarize overall topics, opinions, and specific details in selected short texts, graded for the intermediate level, on a variety of topics including but not limited to the topics and issues listed above.
3A
In 3A, students will build on the skills acquired in 2B and previous courses. They will learn to communicate orally and in writing on both everyday and academic subjects including technological, lifestyle, and cultural subjects, while utilizing the present, past, and future tenses. They will interpret, evaluate, and discuss intermediate listening clips and readings, and produce both informal writings working both individually and as part of a group.
Students will learn to communicate effectively about important global and cultural topics, utilizing intermediate lexis for both common situations and culturally relevant subjects.
In spoken and/or written communication, students will:
1) Effectively utilize present, past, and future tenses
2) Communicate successfully with lexis enriched with gerunds and infinitives, modals, time clauses, and quantifiers
3) Converse on subjects related to:
◦ Innovation and technology
◦ Health and nutrition
◦ Education and success
◦ Work environments and marketing
4) Comprehend and summarize main ideas and relevant details in intermediate reading and listening passages
Students will be able to (SWBAT):
Reading: Identify and summarize overall topics and specific details from intermediate graded texts of 1-6 paragraphs. Display proven ability to infer and interpret ideas stated indirectly.
Writing: Produce intermediate-level paragraphs of 5-8 sentences utilizing the above language points on a variety of subjects. Students will be able to produce both descriptive and opinion pieces.
Listening: When presented with conversation clips (2-5 min) of the appropriate level (intermediate), determine gist and identify specifically relevant details (with a second listen).
Speaking: Communicate using intermediate vocabulary utilizing the major tenses as appropriate. Ask appropriate follow-up questions as needed. Use most grammatical structures correctly, but may hesitate or false-start on more complex lexis. Pronunciation is occasionally unclear, especially when dealing with unfamiliar vocabulary.
Placement into RWS/ACC OR pass 2A/2B/3A,
3B
In 3B, students will build on the skills acquired in 3A and previous courses. They will learn to communicate orally and in writing on both everyday and academic subjects including global and cultural issues, while utilizing the present, past, and future tenses. They will interpret, evaluate, and discuss intermediate listening clips and readings, and produce both opinion and academic texts working both individually and as part of a group.
Students will learn to communicate effectively about important global and cultural topics, utilizing intermediate lexis for both common situations and culturally relevant subjects.
In spoken and/or written communication, students will:
1) Effectively utilize the major tenses
2) Differentiate between the active and passive voice, direct and indirect speech, and real and unreal condidtionals
3) Generate compound and complex sentences and questions, embellished with conditionals, relative and noun clauses, and prepositions/transitions
4) Converse on subjects related to:
◦ Culture and consumerism
◦ Creative problem solving and innovations
◦ Technology in entertainment and media
◦ Global issues including food safety and globalization, natural disasters, and alternative energy sources
5) Comprehend, interpret, summarize, and infer main ideas and relevant details in intermediate reading and listening passages
Students will be able to (SWBAT):
Reading: Identify and summarize overall topics and specific details from intermediate graded texts of 1-6 paragraphs. Display proven ability to infer and interpret ideas stated indirectly.
Writing: Produce intermediate-level paragraphs of 5-8 compound/complex sentences utilizing the above language points on a variety of subjects. Students will be able to produce both descriptive and opinion pieces.
Listening: When presented with conversation clips (2-5 min) of the appropriate level (intermediate), determine gist and identify specifically relevant details (with a second listen).
Speaking: Communicate using intermediate vocabulary utilizing the major tenses as appropriate. Share both concrete and abstract ideas and ask appropriate follow-up questions as needed. Use most grammatical structures correctly, but may make mistakes with more advanced lexis. Intonation and pronunciation is clear although the student’s accent may still be quite prevalent.
Placement into 3B OR pass 2A.
Reading and Vocabulary 3
In RV3, students learn through communication-oriented reading in a three-part structure: content, vocabulary, and skills development at the intermediate level. In mastering new information about topics relevant to modern life, lexicon and reading comprehension follow naturally. Supplementary exercises in speaking and writing about fiction and non-fiction texts allow learners to practice new vocabulary and deepen their understanding of the reading.
Students will learn to communicate effectively about the past and present, utilizing lower-intermediate lexis for common situations and topics.
In spoken and/or written communication, students will:
1) Effectively utilize the following tenses:
◦ Present simple
◦ Present progressive
◦ Past simple
◦ Past progressive
◦ Present perfect
◦ Present perfect progressive
◦ Future simple
◦ “Going to” future
2) Determine between transitive and intransitive verbs, can/could, and verbs followed by either gerunds or infinitives
3) Generate simple sentences enhanced with comparative/superlative adjectives, relative clauses, phrasal verbs, and conjunctions
4) Converse on subjects related to:
◦ Daily life
◦ Interpersonal interactions socially and at work
◦ Human rights
◦ Health
◦ Time and money management
Students will be able to (SWBAT):
Reading: Identify overall topics as well as specific details from lower-intermediate graded texts of 1-6 paragraphs.
Writing: Produce lower-intermediate-level paragraphs of 5-8 simple sentences utilizing the above tenses and language points, provided they are familiar with the subject matter and related lexis.
Listening: When presented with short conversation clips (1-4 min), determine gist and identify specifically relevant details (with a second listen), provided the speaker enunciates well and the accent is familiar.
Speaking: Communicate in a simple and direct exchange of information on familiar matters. Use some simple structures correctly, but may systematically make basic mistakes. Can make him/herself understood in basic statements, though pauses, false starts, and reformulation are consistently present, and often incorporate incorrect intonation and pronunciation.
Placement into 2B OR pass 2A.
4A
In 4A, students will build on the skills acquired in 3B and previous courses (or equivalent). They will learn to communicate orally and in writing both formally and informally, becoming comfortable everyday and academic subjects including global and cultural issues, while utilizing the present, past, and future tenses. They will interpret, evaluate, and discuss upper-intermediate listening clips and readings, and produce both opinion and academic articles and texts working both individually and as part of a group.
Students will learn to communicate effectively about important sociological themes and topics across cultures, utilizing upper-intermediate lexis for casual and formal situations.
In spoken and/or written communication, students will:
1) Effectively utilize the major tenses
2) Explore cause and effect utilizing simple, compound, and complex sentences, real and unreal conditionals, appositives, and participles/transitions
3) Study formal writing and essay structure, focusing on hooks, thesis statements, paragraph order, and paraphrasing
4) Converse on subjects related to:
◦ Social responsibility
◦ Human behavior
◦ Society and culture
5) Comprehend, interpret, summarize, and infer main ideas and relevant details in upper-intermediate reading and listening passages
Students will be able to (SWBAT):
Reading: Identify and summarize overall topics and specific details from upper-intermediate graded texts of 1-6 paragraphs. Display proven ability to infer and interpret ideas stated indirectly.
Writing: Produce upper-intermediate-level paragraphs of 5-8 compound/complex sentences utilizing the above language points on a variety of subjects with ranging complexity. Students will be able to produce both descriptive and opinion pieces, as well as a formal essay.
Listening: When presented with conversation clips (2-5 min) of the appropriate level (upper-intermediate), determine gist and identify specifically relevant details (with a second listen). Able to discuss and analyze listening clips with classmates as appropriate.
Speaking: Communicate using upper-intermediate vocabulary utilizing the major tenses and above language points as appropriate. Share both concrete and abstract ideas and ask appropriate follow-up questions as needed. Use most grammatical structures correctly, but may make mistakes with more advanced lexis. Common errors (dropping articles etc.) are occasionally present. Intonation and pronunciation is clear although the student’s accent may still be prevalent.
Placement into 3A OR pass 3B.
4B
In 4B, students will build on the skills acquired in 4A and previous courses (or equivalent). They will learn to communicate orally and in writing both formally and informally, becoming comfortable everyday and academic subjects including global and cultural issues, while utilizing the present, past, and future tenses. They will interpret, evaluate, and discuss upper-intermediate listening clips and readings, and produce both opinions, academic, and business-related texts working both individually and as part of a group.
Students will learn to communicate effectively about important sociological themes and topics across cultures, utilizing upper-intermediate lexis for casual, formal, and business situations.
In spoken and/or written communication, students will:
1) Effectively utilize the major tenses
2) Explore and fine-tune accurate lexis, focusing on the passive voice, appositives, noun phrase structures, and business vocabulary
3) Study formal writing and essay structure, focusing on classifying, summarizing, persuasive arguments, cohesion, and evaluation
4) Converse on subjects related to:
◦ Social responsibility
◦ Human behavior
◦ Society and culture
◦ Business situations
5) Comprehend, interpret, summarize, and infer main ideas and relevant details in upper-intermediate reading and listening passages
Students will be able to (SWBAT):
Reading: Identify and summarize overall topics and specific details from upper-intermediate graded texts of 1-6 paragraphs. Display proven ability to infer and interpret ideas stated indirectly.
Writing: Produce upper-intermediate-level paragraphs of 5-8 compound/complex sentences utilizing the above language points on a variety of subjects with ranging complexity. Students will be able to produce both descriptive and opinion pieces, as well as a formal essay, building on essay-writing skills first introduced in the previous level.
Listening: When presented with conversation clips (2-5 min) of the appropriate level (upper-intermediate), determine gist and identify specifically relevant details (with a second listen). Able to discuss, summarize, analyze, and infer information from the listening clips with classmates as appropriate.
Speaking: Communicate using upper-intermediate vocabulary utilizing the major tenses and above language points as appropriate. Share both concrete and abstract ideas and ask appropriate follow-up questions as needed. Use most grammatical structures correctly, but may make mistakes with more advanced lexis. Common errors (dropping articles etc.) are occasionally present. Intonation and pronunciation is clear although the student’s accent may still be prevalent.
Placement into 4B OR pass 4A.
Advanced Grammar Review
In AGR, students will build on the language skills acquired through EA’s core curriculum or level equivalent. The course is designed to enable students to be able to accurately identify and synthesize the target language in each of the four main language skills.
AGR is an intensive elective for upper-intermediate to advanced students who have successfully completed 2B. Students will review basic language points as well as focus on more intense grammatical concepts.
In spoken and/or written communication, students will:
—Review all 12 tenses.
—Review passive voice, modal verbs, clauses, connectives, conditionals, and gerunds/infinitives.
—Utilize target grammar to create structured paragraphs, summaries, and opinion pieces.
—Conduct interviews and debates both in pairs and as part of a larger group.
—Converse on subjects related to:
o Personal details and history
o Personalities and social preferences
o Current news events
o Global cultures and cultural differences.
—Comprehend, interpret, summarize, and infer main ideas and relevant details in advanced reading and listening passages specifically related to the target language listed above.
- SWBAT = Student will be able to
- Writing - Produce paragraphs of 5-8 compound/complex sentences, utilizing the above language points on a variety of subjects with ranging complexity. Utilize target language points both accurately grammatically and contextually appropriate.
- Speaking -Communicate using advanced vocabulary, correctly utilizing the above language points as appropriate. Share both concrete and abstract ideas and ask appropriate follow-up questions as needed. Target grammar points should be expressed with minimal errors and presented in correct context. Intonation and pronunciation is clear although the student’s accent may still be prevalent.
- Listening - Determine gist and identify specifically relevant details (with a second listen), and target language points when presented with clips utilizing a variety of accents as well as natively-paced speech.
- Reading - Identify and summarize overall topics and specific details in selected social and academic texts relevant to the issues above, which focus on one or more target language points.
Placement into AGR OR pass 2B.
Modern American Short Stories
In MASS, students will utilize advanced lexis to read, interpret, discuss, and analyze short stories. The course will combine literary analysis with the exploration of various writing styles and devices, address advanced grammar points, and introduce advanced vocabulary in context. Students will engage in academic discussion, compose formal essays, and prepare/give presentations on literary themes.
MASS is an intensive, advanced elective. Students will focus on the reading, interpretation, discussion, and analysis of selected Modern American Short Stories.
In spoken and/or written communication, students will:
1) Read, analyze, and discuss various short stories by critically acclaimed authors.
2) Explore literary themes and styles, employing these devices to infer meaning not explicitly stated within the texts.
3) Study formal writing and essay structure, focusing on essay structure, constructing a proper thesis statement, and utilizing primary and secondary sources.
4) Discuss story plots, themes, and morals within the context of their own experiences and cultures
5) Listen to various professional talks and lectures, applying the discussed themes to their own oral and written literary analysis.
6) Explore and apply advanced grammar points and target vocabulary in informal discussion, formal presentations, and writings.
Students will be able to (SWBAT):
Reading: Read, understand, infer, analyze, and discuss short story plots and literary themes, as well as supplementary articles and analysis from secondary sources.
Writing: Produce formal academic essays of 3 to 5 paragraphs, constructing proper theses (including controlling ideas). Self and peer-edit essays throughout the writing process (brainstorming, outlining, 1st draft, 2nd draft, final submission).
Listening: Identify main ideas, themes, and opinions from televised lectures and talks of up to 30 minutes. Able to discuss, summarize, analyze, and infer information from the listening clips with classmates as appropriate.
Speaking: Communicate using advanced vocabulary utilizing the target grammar and vocabulary as appropriate. Share both concrete and abstract ideas and ask appropriate follow-up questions as needed to both the teacher and to fellow classmates. Give formal presentations of 3-10 minutes. Use most grammatical structures correctly, but may make mistakes with recently introduced advanced lexis. Common errors (dropping articles etc.) remain occasionally present. Intonation and pronunciation is clear although the student’s accent may still be prevalent.
Placement into MASS OR pass 4B.
Studies in American Media
This course is designed to enhance listening and speaking skills for students after they successfully complete the 4A level. Students who are struggling with listening and speaking skills may choose to take this class between integrated course levels. In SAM, students can focus on their listening and speaking skills as they discover how the American media portrays current events unfolding in the United States and abroad. Exposure to current radio, television and print news, intense class discussions, oral presentations, and argumentative essays will challenge students to gauge source validity, dissect visual data, and share their opinions on current events as they unfold, making each class experience authentic and unique.
To better digest modern media in America through both the lens of the present and past.
This course is designed to enhance listening and speaking skills for students after they successfully complete the 4A level. Students who are struggling with listening and speaking skills may choose to take this class between integrated course levels. In SAM, students can focus on their listening and speaking skills as they discover how the American media portrays current events unfolding in the United States and abroad. Exposure to current radio, television, and print news, intense class discussions, oral presentations, and argumentative essays will challenge students to gauge source validity, dissect visual data, and share their opinions on current events as they unfold, making each class experience authentic and unique.
- SWBAT = Student will be able to
- Writing - SWBAT write loosely structured short essays using numerous complex sentence structures and synthesize complex information with intricate personal opinions about topics such as source validity and selected social and historical themes.
- Speaking -SWBAT deliver a formal oral presentation up to 10 minutes in length, describe complex information and express strong opinions after cues or repeated exposure to selected intricate social and historical sources.
SWBAT frequently produce complex sentence structures, often speak with relative clarity due to consistently correct stress and intonation, exhibit ease in spontaneous conversation, achieve near perfect intelligibility in daily interactions, and use a wide range of social vocabulary while further developing academic language recognition and use. - Listening -SWBAT identify both main ideas and specific details, provided natively-paced speech is supported by visual cues in a variety of familiar accents about selected social and historical subjects such as immigration rights and the civil rights movement including various primary source recordings.
- Reading - SWBAT read for main ideas and specific details in selected short social and historical texts regarding subjects such as immigration rights and the civil rights movement including various selected primary sources.
Placement into SAM OR pass 4A.
Academic Writing & Speaking
In AWS, students will utilize advanced lexis to generate, edit, and submit formal academic essays and presentations. The course will combine essay analysis with the exploration of various writing styles and devices, address advanced grammar points, and introduce advanced vocabulary in context. Students will engage in academic discussion, compose formal essays, and prepare/give presentations on critical and culturally relevant themes.
AWS is an intensive, advanced elective. Students will focus on the formal essay-writing process, and learn to apply these concepts both to create formal writings and oral presentations.
In spoken and/or written communication, students will:
1) Read, analyze, and discuss academic essays on various subjects such as the learning process, health and wellness, minority cultures in America, and the environment.
2) Explore a variety of essay types, including narration, opinion, process, and cause/effect.
3) Study formal writing and essay structure, focusing on essay structure, constructing a proper thesis statement, and utilizing primary and secondary sources. Focus in detail on the writing process, beginning with proper sentence construction and working up to completing a formal, 5-paragraph essay.
4) Listen to various professional talks and lectures, applying the discussed topics and themes to their own discussions, presentations, and formal essay-writing.
Students will be able to (SWBAT):
Reading: Read, understand, infer, analyze, and discuss formal writings and presentations on a variety of subjects and issues.
Writing: Produce formal academic essays of 3 to 5 paragraphs, constructing proper theses (including controlling ideas). Self and peer-edit essays throughout the writing process (brainstorming, outlining, 1st draft, 2nd draft, final submission).
Listening: Identify main ideas, themes, and opinions from televised lectures and talks of up to 30 minutes. Discuss, summarize, analyze, and infer information from the listening clips with classmates as appropriate.
Speaking: Communicate using advanced vocabulary utilizing the target grammar and vocabulary as appropriate. Share both concrete and abstract ideas and ask appropriate follow-up questions as needed to both the teacher and to fellow classmates. Use most grammatical structures correctly, but may make mistakes with recently introduced advanced lexis. Common errors (dropping articles etc.) remain occasionally present. Intonation and pronunciation is clear although the student’s accent may still be prevalent.
Placement into AWS OR pass 4B.
TOEFL
In TOEFL, students will build on the language skills acquired through EA’s core curriculum (minimum requirement 4B) or level equivalent. The classes complement each other and focus on rigorous preparation for all four areas of the TOEFL test: Reading, Listening, Speaking, and Writing. Additionally, the course will review key grammar points, vocabulary commonly found in the TOEFL, and test-taking strategies.
EA’s TOEFL courses are intensive electives for advanced students who have successfully completed 4B or equivalent. it is designed specifically for learners who would like to prepare for taking the TOEFL exam. Students may choose to take this course and/or the Cambridge TOEFL course.
In spoken and/or written communication, students will:
—Review/strengthen essential grammar skills through the 4B level.
—Explore topic-specific vocabulary commonly found in the TOEFL test, and use these correctly in context.
—Emphasize the importance of proper test-taking strategies designed specifically to improve test scores and achieve success in all four test areas.
—Utilize target academic vocabulary and lexis to write structured essays up to 350 words, specifically utilizing the patterns found in the TOEFL test.
—Deliver short, formally structured responses in timed segments, utilizing correct grammar, academic vocabulary, while speaking with near-native fluency.
—Comprehend, interpret, summarize, and infer main ideas and relevant details in advanced, academic reading and listening passages within a specific time limit.
- SWBAT = Student will be able to
- Writing - Using the essay patterns and questions found in the TOEFL test, synthesize scholarly research and opinion pieces regarding diverse subjects. Create structured essays of up to 350 words within a specific timeframe while demonstrating a high degree of written accuracy.
- Speaking -Synthesize scholarly research, lectures, and conversations selected by ETS. Utilize complex sentence structures, advanced grammar, and vocabulary, and speaking with near-native fluency and accuracy.
- Listening - Using TOEFL test-taking strategies, identify both gist and detail questions within a single listening of each clip. Synthesize diverse, academic subjects selected by ETS in a variety of native-speaker accents.
- Reading - Synthesize scholarly research, lectures, and conversations selected by ETS. Utilize complex sentence structures, advanced grammar, and vocabulary, and speaking with near-native fluency and accuracy.
Placement into any TOEFL class OR pass 4B.
Cambridge TOEFL
In TOEFL, students will build on the language skills acquired through EA’s core curriculum (minimum requirement 4B) or level equivalent. The classes complement each other and focus on rigorous preparation for all four areas of the TOEFL test: Reading, Listening, Speaking, and Writing. Additionally, the course will review key grammar points, vocabulary commonly found in the TOEFL, and test-taking strategies.
EA’s TOEFL courses are intensive electives for advanced students who have successfully completed 4B or equivalent. it is designed specifically for learners who would like to prepare for taking the TOEFL exam. Students may choose to take this course and/or the Cambridge TOEFL course.
In spoken and/or written communication, students will:
—Review/strengthen essential grammar skills through the 4B level.
—Explore topic-specific vocabulary commonly found in the TOEFL test, and use these correctly in context.
—Emphasize the importance of proper test-taking strategies designed specifically to improve test scores and achieve success in all four test areas.
—Utilize target academic vocabulary and lexis to write structured essays up to 350 words, specifically utilizing the patterns found in the TOEFL test.
—Deliver short, formally structured responses in timed segments, utilizing correct grammar, academic vocabulary, while speaking with near-native fluency.
—Comprehend, interpret, summarize, and infer main ideas and relevant details in advanced, academic reading and listening passages within a specific time limit.
- SWBAT = Student will be able to
- Writing - Using the essay patterns and questions found in the TOEFL test, synthesize scholarly research and opinion pieces regarding diverse subjects. Create structured essays of up to 350 words within a specific timeframe while demonstrating a high degree of written accuracy.
- Speaking -Synthesize scholarly research, lectures, and conversations selected by ETS. Utilize complex sentence structures, advanced grammar, and vocabulary, and speaking with near-native fluency and accuracy.
- Listening - Using TOEFL test-taking strategies, identify both gist and detail questions within a single listening of each clip. Synthesize diverse, academic subjects selected by ETS in a variety of native-speaker accents.
- Reading - Using scholarly and academic texts selected by ETS (Educational Testing Service), respond to the main idea, detail, and inference TOEFL test questions both quickly and accurately.
Placement into any TOEFL class OR pass 4B.
TESOL/TEFL
In TEFL/TESOL, through our praxis-based curriculum, students will cover various theories of learning as well as classroom management, lesson plan development, student feedback, and self-reflective teaching. Course topics include sociocultural and cognitive theories, communicative language teaching (CLT), gamification, computer-assisted language learning (CALL), and other effective activities. Students will work with experienced, certified teachers who will give them real-life, timely feedback after observing them teach ESL students. The course will provide invaluable insight into the challenges and rewards that come with teaching ESL.
Students will learn to teach English as a Second/Foreign Language (ESL/EFL) to adult students.
In spoken and/or written communication, students will:
1) Teach and be assessed on teaching the four major elements of language learning: reading, writing, speaking and listening.
2) Plan and deliver effective and varied lessons that meet class learning objectives and promote productive learning.
3) Manage classroom and student behavior to create a productive, welcoming, and safe learning environment.
4) Find, adapt and personalize a wide variety of text-based and digital materials for use in the classroom.
5) Acquire the skills required to locate ESL/EFL teaching opportunities both nationally and abroad.
Students will be able to (SWBAT):
1)Observational Experience: SWBAT compiles detailed, objective observational data collected in their own and others’ classrooms, and uses the data to analyze classroom practice in accordance with multiple teaching theories and methods.
2)Theoretical Knowledge: SWBAT recognizes the way assumptions, definitions of learning, motivation, assessments, classroom management, and teaching strategies are tied to major teaching theories and actively applies these theoretical standpoints when lesson planning and interacting in the classroom.
3)Methodological Knowledge: SWBAT applies a wide range of methodological constructs to planning and executing classroom activities geared toward student-centered, communicative, culturally inclusive, and motivational teaching.
4) Systems of the English Language: SWBAT assess their own understanding of grammar at the level being taught, locates academic materials to increase knowledge, and translates understanding to lesson planning. SWBAT identifies different methods for teaching the four language skills and applies that distinction to lesson planning and classroom practices.
5) Action Research/Self-Reflective Teaching: SWBAT employs basic qualitative and quantitative data collection methods to gather information from small, select participant groups and analyze this data in order to self-reflect and inform future teaching moments.
1) Bachelor's Degree from an accredited university or equivalent
2) Submission of 500-800 word essay answering the question: Why do you want to be an ESL teacher?
3) One of the following requirements must be met:
•be a native English speaker
•present a score of 85 or higher on the TOEFL exam
•show a score of 6.5 on the IELTS exam
•score 85 or higher on the Oxford English Placement Exam available at Evergreen Academy
Contemporary America as Seen through the Media (CAM)
In CAM, students will build on the skills acquired through EA’s core curriculum. It is designed for students who have completed 3A or above. The course will focus on authentic, varied channels of American media including, print, radio, television, and online, introducing relevant grammar and lexis in context. Students will engage in intense class discussions on relevant topics, prepare/deliver oral presentations, and produce researched argumentative essays.
CAM is an intensive elective for intermediate to advanced students. Students will learn how to communicate effectively on how the American media portrays current events occurring both domestically and abroad.
In spoken and/or written communication, students will:
—Study, analyze, and discuss varied news reports and sources.
—Explore and fine-tune accurate lexis focusing on issue-specific vocabulary. Target grammar includes gerunds, phrasal verbs, conditionals, parallel structure, and noun clauses among other grammar points.
—Study formal and informal writing and essay structure, focusing on opinion pieces and argumentative essays.
—Converse on subjects related to:
o Current new issues both domestic and abroad
o Personal identity
o Cultural differences and traditions
o Conservation and climate change
o Healthcare
o Civil rights and Immigration
—Comprehend, interpret, summarize, and infer main ideas and relevant details in intermediate reading and listening passages specifically related to the issues listed above.
Students will be able to (SWBAT):
Reading - Identify and summarize overall topics and specific details from authentic texts and primary sources. Display proven ability to infer and interpret ideas stated indirectly, and relate these ideas to larger issues as a whole.
Writing - Produce intermediate-level paragraphs of 5-8 compound/complex sentences, utilizing the above language points on a variety of subjects with ranging complexity. Produce both opinion pieces and argumentative essays relating to specific social and/or historical themes.
Listening - Determine gist and identify specifically relevant details (with a second listen) when presented with authentic news clips, reports, interviews, etc. Able to discuss, summarize, analyze, and infer information from listening clips with classmates as appropriate, and relate these ideas to larger issues as a whole.
Speaking - Communicate using intermediate to advanced vocabulary utilizing the above language points as appropriate. Share both concrete and abstract ideas and ask appropriate follow-up questions as needed. Deliver a formal presentation at least 10 minutes in length. Use most language points correctly, but may make mistakes with more advanced lexis. Common errors (dropping articles etc.) are occasionally present. Intonation and pronunciation are clear although the student’s accent may still be prevalent.
Placement into CAM or pass 4A.
