A flexible study program to improve your IELTS score, enhance English for Academic purpose, and help you get into college or university of your choice.
2. university preparation, fast
- Study in 3, 6 or 9 months format
- Choose individual or group study
plan
- Improve your test scores
- Study online or in class
- Apply to any English university in the
world
- Boost your confidence, enjoy learning
English for Academic Purpose + skills / strategies for ANY English proficiency exam + writing
essays for admission into university + preparing achievement portfolios and interviewing
skills and much, much more …..
6. graduates
✓ acquire relevant vocabulary & grammar to understand complex
language
✓ apply language skills from EAP to high stakes proficiency exams
✓ communicate effectively in speaking and writing
✓ develop academic study skills - critical thinking: analysing,
comprehending , inferencing, summarising, reflecting, etc.
7. Big concept
Learning to learn
Course features informed by various
educational & 2nd language learning research
Input
hypothesis
(Krashen)
Interaction
hypothesis (Long)
Output
hypothesis
(Swain)
Working Memory & Long
Term Memory
8. Action Research & Exploratory Practice
- Analysing learner language
- Learners inability to apply academic writing skills
in writing exams essay
- Possibility of aligning general academic English
syllabi with assessment requirements without
negative washback effect
- Designing an online learning supplement
- Exploring success of communicative teaching
approach for exam writing
- Possibility of using a communicative approach for
exam preparation “as a context-sensitive
pedagogy for teacher and learner development”
(Alcon, 2004)
- Developing English teaching material
Tested in class for 4 years
Case study
Examination materials and Arab learners:
exploring the efficacy of examinations texts in
learning and testing for academic English.
9. Published results
Chapter Eighteen ........................................................311
Bringing EAP Material to Life: Context of
Application and Pedagogical Relevance –
An Experiment and a Case Study
Iffat Subhani
shorturl.at/bmwR9
10. Sample Lesson Plan (avg. 6 hours material)
Warmer & Preparation
(1st input)
Context orientation
Pre-listening
(reflection/discussion)
Listening 1
Post listening 1 spot check
Listening 2
Post listening 2 follow up
Production
(Interaction & output)
Speaking presentation
(individual / group)
Collaborative writing - creative
Collaborative writing - guided
discovery
Individual writing - using
prompts for exam question
Academic Prep & Production
(2nd input & output)
Pre-reading
While reading
Post-reading
Reading synthesis
Writing assignment
16. 3-step easy process
First
You talk
with us
about your
needs
Second
collaborate
to choose
or create a
study plan
Last
continual
support
through
college /
university
17. Let’s review some concepts: learning to learn
Start early Contextualise language, make
connections
Reuse language systematically
Maximise
exposure
Ask Qs Revisit goals
22. Credits & Acknowledgments & References
✘ Presentation template by SlidesCarnival
✘ Photographs by Unsplash , Google.ca, www.dreamstime.com
✘ Swain, M. and Lapkin, S. (1995). Problems in output and the cognitive processes they generate: a
step towards second language learning. Applied Linguistics, 16. pp.371-391. [Accessed 19.05.16]
✘ Long, M .(1996). The role of linguistic environment in second language acquisition. In Ritchie, W.C.
and Bhatia, T.K. (eds). Handbook of Second Language Acquisition.New York: Academic Press. pp.
413-468.
✘ Krashen, S. (1985). The Input Hypothesis: issues and implication. Harlow: Longman.
Notes de l'éditeur
* 7.5 is the most common target score that students are working for in order to apply for post-graduate courses at university
