Projects

CELPIP Preparation Program

The CELPIP Preparation Program is a 72-hour classroom course comprised of four 18-hour modules: Writing, Speaking, Listening and Reading.  It includes detailed instructor guides and online classroom resources. It was originally released in 2015. I oversaw every aspect of development of this program and wrote much of the content.  This program has been licensed by over 40 schools in Canada and internationally.  Through ongoing dialogue with teachers and students, I continue to make updates and improvements to this program.

 

CAEL Preparation Program

 

The CAEL Preparation Program is a 100-hour classroom course comprised of 50 hours of structured test practice and 50 hours of EAP activities.  It includes detailed instructor guides and online classroom resources. It was originally released in 2018. I oversaw every aspect of development of this program.

 

CAEL SKills Workbook

As the project lead for this print product, I was involved in writing, editing, layout, and marketing.

Product Details

  • Over 35 worksheets on a variety of academic language topics
  • In-depth appendix with supplementary information
  • Speaking and Writing checklists highlighting the most important factors that contribute to high-scoring responses
  • Vocabulary journal pages to keep track of new words
  • Online access to audio tracks and answer keys
Ten Things about CAEL (Promotional Video)

This video was created using Camtasia. I came up with the concept and selected the video assets within it.  The final product was a team effort.

 

 

CELPIP Focus RW & CELPIP Focus LS

                                                                                                          

As project lead on both of these print products, I was involved in planning, writing, editing, design/layout, and marketing.

Product Description

CELPIP Focus: Reading and Writing and CELPIP Focus Listening and Speaking provide you with the tools and strategies to succeed on the Listening, Speaking, Reading, and Writing components of the CELPIP-General Test. It explains the format of the test, how test questions are structured, and includes practice questions, skill-building activities, and more. This book is recommended for intermediate-level students.

Key features of this product:

  • Practice test questions for each skill
  • Test-taking skills for each test component
  • Skill-building activities for each test component
  • Analyses of sample responses from test takers
  • Explanations of computer navigation tools needed on the test
  • Time management tips to help students maximize test times
  • Comprehensive answer key with explanations
  • Thorough discussion of question types and test format

 

CELPIP Accelerate RW & CELPIP Accelerate LS
                                                                                                                          
I was the project lead for this pair of self-directed online learning programs and was involved in every aspect of development, including initial planning/story-boarding,  script writing, audio recording, video editing (Camtasia),and online delivery (using the Thinkific elearning platform).  Over 17,000 downloads.
Product Description

 

CELPIP Accelerate – Listening and Speaking and CELPIP Accelerate – Reading and Writing are self-directed study programs, each with over 30 instructional videos, numerous interactive quizzes, and in-depth analyses of sample responses that will help you excel on the CELPIP Tests. Study topics range from “What Are Raters Looking for on the Writing Test?” and “Note-Taking on the Reading Test” to “Listening Strategies.” These programs also include complete practice Reading and Listening Tests, with analyses that explain why each answer choice is either right or wrong. Another key feature is “Rate the Response,” in which you can practice rating sample Writing and Speaking responses and read analyses of each response’s level. These online study programs are suitable for test takers of all language abilities.

 

Key features of these products:

 

  • Over 30 instructional videos
  • Numerous interactive quizzes
  • One complete practice test for Reading and Listening with analyses of answer choices
  • Analyses of sample Writing and Speaking responses from real test takers
  • Over 15 downloadable PDF study notes including test format charts and note-taking templates
  • Accessible on mobile and tablet

Click here to access a sample video from Accelerate Listening & Speaking.

Click here to access a sample video from Accelerate Reading & Writing.

CAEL CE: An Overview

I was the project lead for this print and ebook study guide for the CAEL Test.  I was involved in the writing, design/layout, and marketing of this publication.

 

Product Description

Test takers looking for an in-depth guide to CAEL CE (Computer Edition) should download our free guide, CAEL CE: An Overview. This comprehensive guide explains what to expect on the test, including a discussion of the five test parts, their format, scoring methods, study tips and strategies, and more.

 

CELPIP & CAEL Teacher Workshops

CELPIP and CAEL Teacher Workshops provide instructors with thorough knowledge of the CELPIP  and CAEL Tests as well as useful tips and resources for teaching test preparation.

TRAINING FEATURES:

  • Insight into each test component
  • Background information on question types, scoring, and assessment
  • Explanation of the Performance Standards for the Speaking and Writing Tests
  • Tips for teaching test preparation

TRAINING BENEFITS:

  • A live, online or in-person session taught by a test expert
  • Opportunity for questions and discussion
  • PDF Instructor Training Manual
  • Certificate of Completion

For more information about the CELPIP Teacher Workshops, click here.

For more information about the CAEL Teacher Workshops, click here.

Brighton College ESL Curriculum

I developed this curriculum as Academic Director at Brighton College (January 2012 – April 2013).

Overview

Core courses: 8 ESL levels using the Interchange and Passages textbook series.  Levels referenced to CLBs.

Electives: Oral Communication, Business English, English Through Media, TOEFL Preparation, IELTS Preparation, Cambridge FCE Preparation, Academic Writing, Academic Preparation

PROGRAM PURPOSE AND DESCRIPTION

The purpose of the program is to provide students the opportunity to develop their English-language reading, writing, speaking and listening skills both in the classroom and in the working environment.  The students are required to take an assessment test for an accurate class level placement.  The students take 16 weeks’ required courses starting from the level at which he/she is assessed to be at.  Students complement four months of classroom study with four months of work experience in which they can further reinforce their newly acquired communication skills. This program will also provide students an opportunity to join a vocational program at Brighton College.

This 32-week program takes a student-centered approach in which learners are expected to be active participants in classroom activities and discussions. The emphasis is on developing practical communication skills necessary for daily life in an English-speaking environment.  The program also includes work experience that is completed at one of various small and mid-sized businesses throughout the lower mainland. Students must pass ESL600 to be eligible for work placement. Upon successful completion of all required courses, including the work experience, students will be granted the Accelerated English certificate.

PROGRAM CONTENT

Students in this program will complete months of ESL instruction and 4 English elective courses.  The students will develop their reading, writing, speaking and listening skills in the English core classes which are dynamic and interactive, intended not only to provide students with communication skills but also the confidence to use them.  Within the class, they will participate in pair-work, group projects, work on their pronunciation, build their vocabulary, develop an understanding of the cultural context of English, and learn to communicate appropriately in a variety of situations. The courses make use of various media including video, internet sources, news items and music.  In addition to the core ESL courses, students take part in supplementary courses, including Speaking, Communications, Business English and Job Preparation classes, which provide student practical training for a Canadian business English environment.  By developing students’ language ability and business sills, this program prepares students for a successful practicum placement.

Following the completion of four ESL courses and the English elective courses, students will take part in the four-month work experience component of the program. The purpose of this work experience component is to allow students to further develop and practice what they have learned in the classroom.

COURSE FORMAT

This program is 32 weeks in duration:           16 weeks instruction/ 16 weeks practicum

27.5 hours/week lecture & discussion

5 hours/week exercises and tutorials

32.5 hours/week practicum

PROGRAM PREREQUISITES

  1. 16 years of age and older
  2. Must complete English Placement Test and place in at least ESL300

Course Descriptions

ESL300 English

This course is intended for high beginner learners of English corresponding with CLB Benchmarks 3 and 4. Students will develop their reading, writing, speaking and listening skills in an interactive and dynamic classroom environment. Students will take part in pair-work and group projects, work on their pronunciation, build their vocabulary, develop an understanding of the cultural context of English, and learn to communicate appropriately in a variety of situations. Students are expected to take an active role in classroom activities and discussion.  Students will not only develop their language skills, but also build their confidence to use these skills effectively.

Course Objectives/Learning outcomes: 

Upon successfully completing the course, students will be able to perform the following tasks:

Speaking Tasks:

  • Communicate basic needs and personal experience
  • Ask and respond to simple familiar questions
  • Demonstrate some control of basic grammar
  • Use basic time expressions
  • Demonstrate use of vocabulary associated with basic routine everyday topics

Listening Tasks:

  • Understand key words, formulaic phrases and most short sentences in simple predictable conversations, when spoken slowly and with frequent repetitions.
  • Follow questions related to personal experience and common daily instructions

Reading Tasks:

  • Phonetically decode familiar and some unfamiliar words
  • Read a simple paragraph within a familiar, predictable context of daily life and experience; simple narratives of routine events, descriptive prose about people, places and things, a set of simple instructions

Writing Tasks:

  • Complete simple, familiar personal writing tasks within predictable contexts of everyday needs and experience
  • Write simple sentences about self and family
  • Copy or write down simple instructions or simple messages
  • Fill out simple application forms and bank slips

ESL400 English

This course is intended for lower intermediate learners of English corresponding with CLB Benchmarks 3 and 4. Students will develop their reading, writing, speaking and listening skills in an interactive and dynamic classroom environment. Students will take part in pair-work and group projects, work on their pronunciation, build their vocabulary, develop an understanding of the cultural context of English, and learn to communicate appropriately in a variety of situations. Students are expected to take an active role in classroom activities and discussion.  Students will not only develop their language skills, but also build their confidence to use these skills effectively.

Course Objectives/Learning outcomes: 

Upon successfully completing the course, students will be able to perform the following tasks:

Speaking Tasks:

  • Take part in short routine conversations
  • Communicate basic needs, ask and respond to simple familiar questions,
  • describe a situation and tell a simple story using a variety of short sentences
  • Demonstrate control of basic grammar; use correct past tense with common verbs
  • Demonstrate adequate vocabulary for basic routine every day communication
  • Use connected discourse (and, but first, next then, because)

Listening Tasks:

  • Follow, although with considerable effort, simple formal and informal conversations and other listening texts/discourse on topics of immediate personal relevance at a slower to normal rate of speech
  • Recognize many topics by familiar words and phrases
  • Follow simple short direct questions
  • Understand many common everyday instructions and directions related to immediate context
  • Follow short predictable phone messages

Reading Tasks:

  • Read a simple two- to three-paragraph passage within a mostly familiar, predictable context of daily life and experience; simple narrative, plain language news items, classified ads, sales promotion coupons and flyers
  • Locate, compare and contrast one or more specific pieces of information in larger texts
  • Use a bilingual dictionary almost constantly
  • Read, although slowly, in English for information, to learn the language and develop reading skills
  • Read silently for meaning, with little visible or audible vocalization efforts

Writing Tasks:

  • Convey in writing simple ideas and information about personal experience within predictable contexts of everyday needs
  • Write simple descriptions and narration of events, stories, future plans about self and family or other highly familiar topics
  • Write short messages: postcards, notes, directions, and letters
  • Fill out simple forms
  • Copy information from dictionaries, encyclopedias, manuals
  • Take slow simple dictation with frequent repetitions
  • Use successfully one-clause sentences or coordinated clauses with basic tenses

ESL500 English

This course is intended for intermediate learners of English corresponding with CLB Benchmarks 5 and 6. Students will develop their reading, writing, speaking and listening skills in an interactive and dynamic classroom environment. Students will take part in pair-work and group projects, work on their pronunciation, build their vocabulary, develop an understanding of the cultural context of English, and learn to communicate appropriately in a variety of situations. Students are expected to take an active role in classroom activities and discussion.  Students will not only develop their language skills, but also build their confidence to use these skills effectively.

Course Objectives/Learning outcomes: 

Upon successfully completing the course, students will be able to perform the following tasks:

Speaking Tasks:

  • Participate with some effort in routine social conversations and talk about needs and familiar topics of personal relevance
  • Use a variety of simple structures and some complex ones, with occasional reductions
  • Demonstrate a range of common everyday vocabulary and a limited number of idioms
  • Demonstrate discourse that is connected (and, but, first, next, then, because) and reasonably fluent, although with frequent hesitations and pauses

Listening Tasks:

  • Follow very broadly and with some effort the gist of oral discourse in moderately demanding contexts of language use (e.g. face to face formal and informal conversations, audio tapes and radio broadcasts) on everyday personally relevant topics and at a slower to normal rate of speech
  • Understand simple exchanges: conceptualized short sets of common daily instructions and directions; direct questions about personal experience and familiar topics; routine (simple, repetitive, predictable) media announcements
  • Understand a range of common vocabulary and a very limited number of idioms
  • Follow short predictable phone messages, although ability to understand phone conversation is limited

Reading Tasks:

  • Understand the purpose, main ideas and some detail in some authentic two- to three-paragraph texts in moderately demanding contexts of language use
  • Can find specific, detailed information in prose texts, and in charts and schedules (e.g., transit timetables)
  • Get specific details from everyday routine texts, such as a set of instructions, plain language news items and a notice from the gas company
  • Occasionally guess successfully the meaning of an unknown word, phrase or idiom from the context without a dictionary

Writing Tasks:

  • Demonstrates initial ability in performing moderately complex writing tasks
  • Effectively convey an idea, opinion, feeling or experience in a simple paragraph
  • Write short letters and notes on a familiar topic
  • Fill out extended application forms
  • Take simple dictation with occasional repetitions at a slow to normal rate of speech.
  • Reproduce in writing simple information received orally or visually
  • Write down everyday phone messages
  • Complete a short routine report (usually on a form) on a familiar topic

ESL600    English

This course is intended for low intermediate learners of English corresponding with CLB Benchmarks 5 and 6. Students will develop their reading, writing, speaking and listening skills in an interactive and dynamic classroom environment. Students will take part in pair-work and group projects, work on their pronunciation, build their vocabulary, develop an understanding of the cultural context of English, and learn to communicate appropriately in a variety of situations. Students are expected to take an active role in classroom activities and discussion.  Students will not only develop their language skills, but also build their confidence to use these skills effectively.

Course Objectives/Learning outcomes: 

Upon successfully completing the course, students will be able to perform the following tasks:

Speaking Tasks:

  • Communicate with some confidence in casual social conversations and in some less routine situations on familiar topics of personal relevance
  • Use a variety of simple structures and some complex ones, with some omission/reduction of elements (e.g. articles, past tense)
  • Demonstrate a range of common everyday vocabulary, some common phrases and idioms
  • Demonstrate discourse that is reasonably fluent with frequent normal hesitations
  • Use the phone to communicate on familiar matters, although phone exchanges with strangers are stressful

Listening Tasks:

  • Follow the main ideas and identify key words and important details in oral discourse in moderately demanding contexts of language use (e.g. face to face formal and informal conversations, audio tapes and radio broadcasts) on everyday personally relevant topics and at a slower to normal rate of speech
  • Understand a range of common vocabulary and a limited number of idioms
  • Follow contextualized discourse related to common experience and general knowledge
  • Understand conceptualized short sets of instructions and directions
  • Follow simple short predictable phone messages

Reading Tasks:

  • Follow main ideas, key word and important details in a one page (three to five paragraphs) plain language authentic prose and non-prose (formatted) text in moderately demanding contexts of language use
  • Locate two or three pieces of specific, detailed information in prose passages, charts and schedules for analysis, comparison and contrast
  • Read printed or legible handwritten notes, memos, letters, schedules and itineraries
  • Get new information about familiar topics from reading mostly factual texts with clear organization, wand within familiar background knowledge and experience
  • Use a concise unilingual ESL/EFL learner dictionary regularly

Writing Tasks:

  • Demonstrates developing ability in performing moderately complex writing tasks
  • Effectively convey familiar information in familiar standard formats
  • Write one- or two-paragraph letters and compositions
  • Fill out detailed job application forms with short comments on previous experience, abilities and strengths
  • Reproduce in writing simple information received orally or visually and can take simple notes from short oral presentations or from reference materials
  • Convey information from a table, graph or chart in a coherent paragraph
  • Write down everyday phone messages

ESL700    English

This course is intended for intermediate learners of English corresponding with CLB Benchmarks 7 and 8. Students will develop their reading, writing, speaking and listening skills in an interactive and dynamic classroom environment. Students will take part in pair-work and group projects, work on their pronunciation, build their vocabulary, develop an understanding of the cultural context of English, and learn to communicate appropriately in a variety of situations. Students are expected to take an active role in classroom activities and discussion.  Students will not only develop their language skills, but also build their confidence to use these skills effectively.

Course Objectives/Learning outcomes: 

Upon successfully completing the course, students will be able to perform the following tasks:

Speaking Tasks:

  • Communicate comfortably in most common daily situations
  • Participate in formal and informal conversations, involving problem solving and decision making
  • Speak on familiar concrete topics at a descriptive level (five to ten minutes).
  • Present detailed analysis or comparison
  • Use a variety of sentence structures (including compound and complex sentences) and an expanded inventory of concrete and common idiomatic language
  • Use the phone on familiar and routine matters although clarifying unknown details may still present communication problems

Listening Tasks:

  • Comprehend main points and most important details in oral discourse in moderately demanding contexts of language use, although has difficulty following a fast conversation between native speakers
  • Follow most formal and informal conversations on familiar topics at a descriptive level, at a normal rate of speech, especially as a participant
  • Understand an expanded inventory of concrete and idiomatic language
  • Understand more complex indirect questions about personal experiences, familiar topics and general knowledge
  • Understand routine work-related conversation
  • Follow simple short predictable phone messages

Reading Tasks:

  • Follow main ideas, key words and important details in an authentic one- or two-page text on a familiar topic within a predictable, practical and relevant context
  • Locate and integrate, or compare and contrast, two or three pieces of specific, detailed information in visually complex texts (e.g., tables, calendars, course schedules, phone directories, almanacs, cookbooks) or across paragraphs or sections of text
  • Use a multilingual dictionary when reading for confirmation of and precision in interpretation
  • Read in English for information, to learn the language and to develop reading skills, but also begin to read very simple adult fiction for pleasure

Writing Tasks:

  • Demonstrates adequate ability in performing moderately complex writing tasks
  • Write personal letters and simple routine business letters
  • Construct coherent paragraphs on familiar concrete topics, with clear main ideas and some supporting details, and with a developing sense of audience
  • Join two or three paragraphs into a larger text
  • Take notes from clear pre-recorded phone messages and oral presentations

ESL800    English

This course is intended for upper intermediate learners of English corresponding with CLB Benchmarks 7 and 8. Students will develop their reading, writing, speaking and listening skills in an interactive and dynamic classroom environment. Students will take part in pair-work and group projects, work on their pronunciation, build their vocabulary, develop an understanding of the cultural context of English, and learn to communicate appropriately in a variety of situations. Students are expected to take an active role in classroom activities and discussion.  Students will not only develop their language skills, but also build their confidence to use these skills effectively.

Course Objectives/Learning outcomes: 

Upon successfully completing the course, students will be able to perform the following tasks:

Speaking Tasks:

  • Communicate effectively in most common daily practical and social situations, and in familiar routine work situations
  • Participate in conversations with confidence
  • Speak on familiar topics at both concrete and abstract levels (10 to 15 minutes).
  • Provide descriptions, opinions and explanations, can synthesize abstract complex ideas,  hypothesize
  • Demonstrate an increased ability to respond appropriately in formality levels in social interaction
  • Use a variety of sentence structures, including embedded/report structures, and an expanded inventory of concrete, idiomatic and conceptual language
  • Speak is such that grammar or pronunciation errors rarely impedes communication
  • Use the phone on less familiar and some non-routine

Listening Tasks:

  • Comprehend main points, details, speaker’s purpose, attitudes, levels of formality and styles in oral discourse in moderately demanding contexts of language use
  • Follow most formal and informal general conversations, and some technical, work-related discourse in own field at a normal rate of speech, although have difficulty following rapid, colloquial/idiomatic or regionally accented speech between native speakers
  • Follow discourse about abstract and complex ideas on a familiar topic
  • Comprehend an expanded range of concrete, abstract and conceptual language
  • Determine mood, attitudes and feelings
  • Understand sufficient vocabulary, idioms and colloquial expressions to follow detailed stories of general popular interest
  • Follow clear and coherent extended instructional texts and directions

Reading Tasks:

  • Follow main ideas, key words and important details in an authentic one- or two-page text on a familiar topic within an only partially predictable context
  • May read popular newspaper and magazine articles and popular easy fiction as well as academic and business materials
  • Extract relevant points, but often requires clarification of idioms and of various references
  • Locate and integrates several pieces of specific information in visually complex texts (e.g., tables, directories) or across paragraphs or sections of text
  • Use a unilingual dictionary when reading for precision vocabulary building
  • Read in English for information, to learn the language and to develop reading skills
  • Can read texts on abstract, conceptual or technical topics, containing facts, attitude and opinions

Writing Tasks:

  • Demonstrates fluent ability in performing moderately complex writing tasks
  • Link sentences and paragraphs (three or four) to form coherent texts to express ideas on familiar abstract topics, with some support for main ideas, and with an appropriate sense of audience
  • Write personal and formal social messages letters and routine business letters (e.g., letters of inquiry, cover letters for applications)
  • Write down a set of simple instructions, based on clear oral communication or simple written procedural text of greater length
  • Fill out complex formatted documents
  • Extract key information and relevant detail from a page-long text, and write an outline or a one-paragraph summary
  • Demonstrate good control over common sentence patterns, coordination and subordination, and spelling and mechanics, although there is occasional difficulty with complex structures (e.g., those reflecting cause and reason, purpose, comment), naturalness of phrases and expressions, organization, and style

ESL900  English

This course is intended for advanced learners of English corresponding with CLB Benchmarks 9 and 10. Students will develop their reading, writing, speaking and listening skills in an interactive and dynamic classroom environment. Students will take part in pair-work and group projects, work on their pronunciation, build their vocabulary, develop an understanding of the cultural context of English, and learn to communicate appropriately in a variety of situations. Students are expected to take an active role in classroom activities and discussion.  Students will not only develop their language skills, but also build their confidence to use these skills effectively.

Course Objectives/Learning outcomes: 

Upon successfully completing the course, students will be able to perform the following tasks:

Speaking Tasks:

  • Can independently, through oral discourse, obtain, provide and exchange key information for important tasks (work, academic, personal) in complex routine and a few non-routine situations in some demanding contexts of language use
  • Actively and effectively participate in 30-minute formal exchanges about complex, abstract, conceptual and detailed information and ideas to analyse, problem-solve and make decisions
  • Make 15- to 30-minute prepared formal presentations
  • Interact to coordinate tasks with others, to advise or persuade (e.g., to sell or recommend a product or service), to reassure others and to deal with complaints in one-on-one situations
  • Grammar, vocabulary or pronunciation errors very rarely impede communication.
  • Prepared discourse is mostly accurate in form, but may often be rigid in its structure/organization and delivery style

Listening Tasks:

  • Learner can obtain key information for important tasks (work, academic, personal) by listening to 15- to 30-minute complex authentic exchanges and presentations in some demanding contexts of language use
  • Can follow a broad variety of general interest and technical topics in own field, including unfamiliar topics on abstract conceptual or technical matters, when discourse has clear organizational structure and clear discourse transition signals, and is delivered in a familiar accents
  • Sufficiently grasps the meaning to paraphrase or summarize key points and important details
  • Sometimes may miss some details or transition signals and is temporarily lost.
  • Often has difficulty with interpreting verbal humour, low frequency idioms and cultural references
  • Able to infer speaker’s bias and purpose, and some other attitudinal and socio-cultural information

Reading Tasks:

  • Read authentic multipurpose texts: daily newspaper items, short stories and popular novels; academic materials, sections of textbooks, manuals; simple routine business letters and documents
  • Read in English for ideas and opinions, to find general information and specific details, to learn content areas, to learn the language, to develop reading skills and for pleasure
  • In processing text, follow a range of cohesion clues across sentences and paragraphs
  • Identify writer’s bias and the purpose/function of text
  • Use inference to locate and integrate several specific pieces of abstract information across paragraphs or sections of visually complex or dense text
  • Can sufficiently grasp the meaning of text to paraphrase or summarize key points.
  • Often has difficulty with low-frequency idioms and cultural references
  • Texts are three to five pages long, propositionally and linguistically complex, but with clear underlying structure, on abstract, conceptual or technical topics

Writing Tasks:

  • Learner can write formal and informal texts needed for complex routine tasks in some demanding contexts of language use (business/ work, academic or social).
  • Write to offer and request information, clarification, confirmation agreement/commitment, and to express feelings, opinions and ideas to mostly familiar and sometimes unfamiliar readers
  • Reproduce complex ideas from multiple sources (e.g., from written texts, routine meetings, lectures) as functional notes, outlines or summaries
  • Write faxes, memos, e-mails, formal letters and informal reports
  • Write a coherent essay, paper or report (three to five double-spaced typed pages; descriptive, narrative, expository, argumentative/ persuasive) in order to present information and state a position on a previously researched topic
  • Demonstrate good control of complex structures (e.g., those reflecting logical relations of consequence) and adequate organization, but flexibility in tone and style is limited
  • Grammatical errors (e.g., in article use) and errors in word combinations (e.g., phrases, collocations and idiom use) still occur
  • Can effectively proofread and revise own text with occasional input from others

ESL999 English

This course is intended for advanced learners of English corresponding with CLB Benchmarks 9 and 10. Students will develop their reading, writing, speaking and listening skills in an interactive and dynamic classroom environment. Students will take part in pair-work and group projects, work on their pronunciation, build their vocabulary, develop an understanding of the cultural context of English, and learn to communicate appropriately in a variety of situations. Students are expected to take an active role in classroom activities and discussion.  Students will not only develop their language skills, but also build their confidence to use these skills effectively.

Course Objectives/Learning outcomes: 

Upon successfully completing the course, students will be able to perform the following tasks:

Speaking Tasks:

  • Learner can, through oral discourse, obtain, exchange and present information, ideas and opinions for important tasks (work, academic, personal) in complex routine and some non-routine situations in many demanding contexts of language use
  • Actively participate in formal meetings, interviews or seminars about complex, abstract, conceptual and detailed topics
  • Lead routine meetings and manage interaction in a small familiar cooperating group
  • Make 20- to 40-minute prepared formal presentations
  • Communicate to present and analyse information and ideas,
  • to argue a point, to problem-solve and to make decisions, to advise/inform or persuade, to give complex directions and instructions, and to socialize/entertain in a formal one-on-one business situation
  • Grammar, vocabulary or pronunciation errors very rarely impede communication
  • Prepared discourse is almost always grammatically accurate and
  • complex, but may lack flexibility in the structure of information, organization and style of delivery in view of purpose and audience

Listening Tasks:

  • Learner can obtain complex detailed information, ideas and opinions needed for important tasks (work, academic, personal) from multiple sources by listening to 30- to 60-minute complex authentic exchanges and presentations in demanding contexts

of language use

  • Follow formal and informal discourse on most general interest and technical topics in own field, delivered at a normal rate of speech
  • Only occasionally misses a topic shift or another transition
  • Can understand a broad range of factual, persuasive and expressive oral language in various contexts
  • Sometimes has difficulty with interpreting culturally embedded verbal humour, especially when spoken at a rapid rate or with an unfamiliar accent.
  • Can infer much “unspoken” attitudinal and socio-cultural information and critically evaluate selected aspects of oral discourse

Reading Tasks:

  • Read authentic multipurpose texts, including complex charts, tables and forms, articles, fiction, letters, research papers and manuals
  • Reads mostly to obtain general and specific information, ideas and opinions, and to learn content areas for work and study tasks
  • Search through complex displays of information and use high-level inference to locate and integrate several specific pieces of abstract information (explicit and implied) from various parts of text
  • Paraphrase or summarize key points and draw conclusions
  • Texts are dense, five to 10 pages long, on abstract, conceptual, technical or literary topics, and may be complex (visually, cognitively, and linguistically: in sentence and discourse structures, thematic structure of information, style)

 

Writing Tasks:

  • write formal texts needed for complex routine tasks in many demanding contexts of language use (business/work, academic, social)
  • Write to inform, express opinions and ideas, communicate solutions and decisions, present and debate an argument, or to persuade familiar and unfamiliar audiences
  • Reproduce complex extensive information and ideas from multiple sources as an accurate outline and a summary/abstract of a desired length and detail level for other people or own use
  • Take notes and write minutes/records of complex meetings (e.g., at work, at conferences or symposia)
  • Write technical, commercial, organizational or academic messages as letters, faxes, memos, e-mails and short formal reports
  • Fill out and construct complex forms and other formatted documents
  • Write an effective, stylistically complex and interesting essay, story, paper or report (10 double-spaced typed pages) about a previously researched topic
  • Demonstrate good control of grammar, vocabulary and general organization, but flexibility in tone and style is still limited. Occasional grammatical errors (e.g., in article use) and some errors in phrases, collocations and idiom use still occur
  • Proofread and revise own and others’ texts, with occasional input from others

EEC100 Speaking

This course is intended for all students who wish to develop their oral communication skills.  They will learn how to use idioms and expressions necessary for a variety of situations in daily life in an English-language environment. Students will take part in dialogue practice, role plays, debates, discussions, games and presentations intended not only to build language ability but also to foster the confidence to use it.  This is a highly interactive class in which students are expected to participate actively in class discussion and group activities. Open to all students.

Course Prerequisite: None

Course Objectives/Learning outcomes: 

Upon completion of the course, students will be better equipped for daily life in an English-speaking environment.  They will be able to approach a variety of practical situations equipped with knowledge of the appropriate vocabulary, idioms, expressions and phrases as well as the confidence to use them.

EEC150 Communications

This course is a great way for students in lower level English classes to develop their grammar and vocabulary skills as well as their reading ability. Particular attention will be paid to verb tense, sentence structure and word forms. Students will also be introduced to a variety of resources that will help them study more independently. .  This is a highly interactive class in which students are expected to participate actively in class discussion and group activities open to levels 1- 4.

Course Prerequisite: None

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a better grasp of basic English-language grammar concepts, sentence structure, and vocabulary.

EEC200 Academic Preparation

This course is intended for intermediate students who wish to develop their general academic ability. Students will develop the speaking, listening, reading and writing skills required to be successful in college and university.  Students will take part in debate and discussion, work on presentations, expand their academic vocabulary, develop their sentence, paragraph and essay skills, and practice a variety of reading strategies.  Students will also have a better understanding of the cultural expectations associated with studying in a North American college or university.  This course prepares students both for academic study in university and college as well as academic tests such as IELTS, TOEFL, and Cambridge FCE.

Course Prerequisite: Open to students in ESL 300-500.

Course Objectives/Learning outcomes: 

Upon completion of the course, students will be better prepared for the challenge of academic study.  They will have developed their academic speaking, listening, reading and writing skills. They will also have a better understanding of the conventions and cultural expectations of a North American college or university.

EEC210 Academic Writing I

This course is intended for lower level students who wish to develop their academic writing skills.  Students will develop their understanding of basic grammar, sentence structure and vocabulary usage necessary for academic writing tasks.  This is a highly interactive class in which students are expected to participate actively in class discussion and group activities.  Students will study examples of successful academic writing and participate in peer-editing activities that will focus on their specific writing problems.  Students will also be introduced to resources that will help them learn independently.

Course Prerequisite: Open to students in ESL 200-400.

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a better grasp of basic grammar structures, sentence structure, and academic vocabulary.  Students will have a better understanding of how to approach academic writing tasks and they will learn ways in which to reduce the amount of errors in their work through careful proof-reading.

EEC220 Academic Writing II

This course is intended for intermediate students who wish to develop their academic writing skills.  The focus of this course will be on the entire writing process: brainstorming, outlining, draft-writing, and proof-reading. Students will work on their sentence structure, paragraph formation and essay writing.   Students will develop their understanding of difficult grammar areas such as article usage, subject-verb agreement, verb tenses, pronoun reference and methods of sentence coordination.  This is a highly interactive class in which students are expected to participate actively in class discussion and group activities.  Students will study examples of successful academic writing and participate in peer-editing activities that will focus on their specific writing problems.

Course Prerequisite: Open to students in ESL 500-800

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a better grasp of intermediate grammar structures, sentence coordination, as well as paragraph and essay forms.  Students will have a better understanding of how to approach academic writing tasks and they will learn ways in which to reduce the amount of errors in their work through careful proof-reading.

EEC310 Business English I

This course will develop students’ knowledge of contemporary business vocabulary and conventions through a variety of speaking, listening, reading and writing activities.  Students will take part in role plays, practice presentation skills, learn vocabulary associated with a variety of industries and trades, and become familiar with the conventions of telephone English and business writing (emails, memos, and letters).

Course Prerequisite: Open to students in ESL 500-800.

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a better understanding of general business vocabulary, improved presentation skills, and greater familiarity with the conventions of business writing.

EEC320 Business English II

This course is intended for advanced students who wish to develop their understanding of cross cultural business practices and global business trends in an English-language context.  Speaking, listening, reading and writing activities will be based on material drawn from current news and business sources.

Course Prerequisite: Open to students in ESL 900-999.

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a better grasp of cross-cultural business practices as well as the main issues effecting contemporary global business trends.

EEC400 English through Media

This course is open to students of all levels who would like to develop their speaking and listening skills through activities based on movie scenes, TV shows, news sources and various internet contents. Students will improve their vocabulary, their understanding of English-language culture and build their confidence in a fun and dynamic way.

Course Prerequisite: Open to students in ESL 500-800.

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a higher level of confidence when speaking English, a larger vocabulary and a better understanding of English-language news, movies, TV shows and internet content.

EEC500 Job Preparation

This is a practical course for students entering the Canadian job market.  Students will develop their job search and interview skills, work on their resumes and cover letters as well as learn about employers’ expectations.   This course will develop students’ understanding of the culture of the Canadian workplace and how it may differ from that of their country of origin.  Classroom discussion will deal with such topics as problem solving and conflict resolution.

Course Prerequisite: ESL 300

Course Objectives/Learning outcomes:  Upon completing this course, students will have the skills necessary to find and keep a job in the Canadian workplace.  They will have an understanding of the cultural expectations employers and co-workers will have.

EEC600 Accent Reduction Therapy

This course is intended for students who wish to become more intelligible to others by improving their pronunciation.  Students will participate in listening and speaking activities that will help them with difficult vowel and consonant sounds as well with intonation problems.  Students in this course are expected to take an active role in pair and group activities.

Course Prerequisite: Open to students in ESL 500-999.

Course Objectives/Learning outcomes: 

Upon completion of this course, students will speak more clearly and have a better understanding of the sound structures of English.   They will also speak with an increased level of confidence.

EEC700 Oral Communication Workshop

This course is intended for all students who wish to develop their oral communication skills in intensive, semi-private classes.  Class size in this course is small allowing teachers to focus on the individual speaking needs of each student.   Students will learn how to use idioms and expressions necessary for a variety of situations in daily life in an English-language environment. Students will take part in dialogue practice, role plays, debates, discussions, games and presentations intended not only to build language ability but also to foster the confidence to use it.  This is a highly interactive class in which students are expected to participate actively in class discussion and group activities

Course Prerequisite: None

Course Objectives/Learning outcomes:  Upon completion of the course, students will be better equipped for daily life in an English-speaking environment.  They will be able to approach a variety of practical situations equipped with knowledge of the appropriate vocabulary, idioms, expressions and phrases as well as the confidence to use them.

ETP100 IELTS Preparation

This course prepares intermediate level students for the International English Language Testing System (IELTS) by developing the reading, writing; listening and speaking skills they will require to perform well on the test. Students will have an opportunity to complete practice tests that will indicate their approximate IELTS score.  Students will also be introduced to a variety of test-taking strategies and tips to improve their score.  This is a highly interactive class in which students are expected to participate actively in class discussion and group activities.  Students will also be resources and methods that will allow them to study on their own for the test more effectively.

Course Prerequisite:  Pass ESL 300.

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a better understanding of IELTS, improved levels of reading, writing, listening and speaking; and more confidence with which to take the test.

ETP400 TOEFL iBT Preparation

This course is for intermediate students who wish to develop the reading, writing, listening and speaking skills required to achieve a good TOEFL iBT score. Students will have an opportunity to complete practice tests that will indicate their approximate TOEFL iBT score.  Students will also be introduced to a variety of test-taking strategies and tips to improve their score.  This is a highly interactive class in which students are expected to participate actively in class discussion and group activities.  Students will also be resources and methods that will allow them to study on their own for the test more effectively.

Course Prerequisite:  Pass ESL 500.

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a better understanding of TOEFL iBT, improved levels of reading, writing, listening and speaking; and more confidence with which to take the test.

ETP500 GMAT Preparation

This course is for intermediate students who wish to develop the language, math and critical thinking skills required to achieve a good GMAT score. Students will have an opportunity to complete practice tests that will indicate their approximate GMAT score.  Students will also be introduced to a variety of test-taking strategies and tips to improve their score.  This is a highly interactive class in which students are expected to participate actively in class discussion and group activities.  Students will also be resources and methods that will allow them to study on their own for the test more effectively.

Course Prerequisite:  Pass ESL 500

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a better understanding of GMAT, improved levels of reading, writing, listening and speaking; and more confidence with which to take the test.

ETP600 GRE Preparation

This course is for intermediate students who wish to develop the language, math and critical thinking skills required to achieve a good GRE score. Students will have an opportunity to complete practice tests that will indicate their approximate GRE score.  Students will also be introduced to a variety of test-taking strategies and tips to improve their score.  This is a highly interactive class in which students are expected to participate actively in class discussion and group activities.  Students will also be resources and methods that will allow them to study on their own for the test more effectively.

Course Prerequisite:  Pass ESL 500.

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a better understanding of GRE, improved levels of reading, writing, listening and speaking; and more confidence with which to take the test.

ETP200 Cambridge FCE Preparation

This course prepares lower intermediate and intermediate students for Cambridge First Certificate in English (FCE).  Students will have an opportunity to complete practice tests that will indicate their approximate FCE score.  Students will also be introduced to a variety of test-taking strategies and tips to improve their score.  This is a highly interactive class in which students are expected to participate actively in class discussion and group activities. Students will have the opportunity to take the official test on-site at the completion of the course.

Course Prerequisite:  Pass ESL 400

Course Objectives/Learning outcomes: 

Upon completion of the course, students will have a better understanding of Cambridge FCE, improved levels of reading, writing, listening and speaking; and more confidence with which to take the test.