Course System

In order to provide more success and control of student progress and consequently higher success, in the 1999-2000 academic year, the Preparatory School converted to a course system. A student who does not show sufficient success at any particular level instead of continuing on, is required to repeat the same level. Upon appropriate success at that level, the student progresses to the following one. This system insures that each student is given the chance to develop strong skills and to progressively build on a sound foundation. There are four levels (D, C, B and A)

 


Elementary  to Mid Pre-Intermediate
Approximately 290 hr course (260 hrs main course – 30 hrs writing)
During this initial programme the students will attain Pre – Intermediate level mastering the following points.

GOALS

  • Using the basic structures of the language in conjunction with functional vocabulary
  • Mastering the first steps of the reading, writing, listening, speaking skills
  • Communicating with the basic structures and functional vocabulary they have been taught this term.

OBJECTIVES

Reading Skills

  • To be able to read short simple passages and answer simple questions about  the text.
  • To be able to read and understand stage I stories towards the end of the programme

Writing Skills

At this level, students are expected to improve their basic writing skills.
Interactive writing  activities provide students with the opportunity to :

  • progress from controlled practice at sentence level to guided paragraphs and beyond,
  • recognize and use organizational principles such as topic sentences, linking words and supporting examples,
  • apply these organizational principles to various writing pieces such as description, narration, short informal letters and instructions,
  • familiarize themselves with the stages of the writing process, including brainstorming, pre-writing, drafting and revising through the use of error codes.

Listening Skills

- To be able to follow teachers’ instructions
- To be able to understand short dialogues, passages
- To be able to identify the context

Speaking Skills

  • To be able to put the newly acquired grammar structures and essential vocabulary items to practical use through constructing meaningful dialogues around everyday topics such as making arrangements, ordering meals or making suggestions. These skills are developed in a specific ‘Conversation Piece’ feature of the speaking course.
  • To be able to speak clearly enough to be understood.
  • To be able to convey a message orally despite minor structural errors.

Communicative functions

  • Simple forms of social interaction
  • Greetings / farewells / thanks
  • Expressing minimum courtesy
  • Family life
  • Shopping
  • Likes / dislikes scenes
  • Describing people / objects / series / places
  • Stating physical conditions
  • Introducing people
  • Ordering something to eat and drink
  • Conducting interviews
  • Daily activities
  • Holiday arrangements, activities
  • Making travel arrangements
  • Making suggestions / plans
  • Agreeing / disagreeing
  • Talking about the  weather / traffic

Language forms ( use of English )

  • nouns
  • descriptive adjectives
  • imperatives
  • have got
  • can / can’t
  • have to / has to
  • simple present tense
  • like + ing
  • countable / uncountable nouns
  • some / any
  • adverbs of frequency
  • there is / there are
  • simple past tense
  • prepositions
  • present cont. tense
  • comparatives / superlatives
  • as adj. as
  • should / shouldn’t
  • going to
  • present perfect tense
  • used to
  • will
  • first conditionals
  • past continuous tense
  • second conditionals
  • too / enough

 Teaching Activities

  • presentation , practice and production stages of teaching points
  • doing exercises
  • pair / group work
  • role – play
  • task completion
  • ordering (events)
  • filling in a form
  • dialogue completion
  • questionnaire
  • postcard / informal letter writing
  • dramatization
  • story book (stage I) reading

Evaluation of the programme

  • Assessment
  • quizzes (story book test)
  • achievement tests
  • project work / presentation
  • writing activities
  • speaking activities

 

Mid Pre – Intermediate to Intermediate
Approximately 300 hr course (250 hrs main course – 50 hrs writing)
This programme aims to bring the students to Intermediate level by:

GOALS

  • Developing fundamental language skills of reading, writing, speaking and listening in order to be able to obtain and / or exchange information, ideas, opinions, attitudes, feelings, experiences and plans both orally and in written form.
  • Gaining the skills needed to put the information gathered to effective use through task-based activities.
  • Raising self-awareness, and the development of self-study skills and learning strategies.
  • Enabling the sts to make effective use of reference materials such as dictionaries and grammar reference books.
  • Autonomous study: learners are given further guidance in the computer aided language learning (CALL) facilities in the self access centre so that they can supplement the classroom programme according to their own requirements. Then students’ level of awareness of how English is put to use in the wider world will be increased as they gain more exposure to the target language.
  • Making use of reference materials such as dictionaries, grammar and reference books, the  self access centre etc.

OBJECTIVES

Reading Skills

  • reading, comprehending and analysing a text, coping with longer texts.
  • predicting / guessing the context from the topic.
  • detecting the functions of the text
  • familiarity with different discourse patterns (narrative, descriptive, expository and argumentative)
  • detecting the functions of the text
  • clue searching
  • skimming / scanning
  • making inferences
  • detecting the main idea and supporting ideas in the text
  • making comments about the passage

Writing

At this level, writing studies aim to present paragraph development in clear, concise steps for the basic composition skills needed for further academic writing. Through systematic practice and progress the students will be able to:

  • present organizational principles of effective writing such as topic sentences, supporting ideas, sequencing, identifying and grouping of details by eliminating irrelevancies,
  • apply these organizational principles to different forms of writing, among which are giving information, describing, reporting, comparing  and contrasting, analysing and letter writing,
  • contextualize writing in real-world tasks such as informal, semi-formal and formal letters, descriptions, giving personal information, reports and articles for newsletters.

Listening

Listening and understanding audio and video cassettes, conversations, discussions, debates, poems and songs.

Speaking

  • To be able to use the language effectively, accurately, fluently and communicatively with the correct choice of words.
  • To be able to give an oral presentation of the findings of a research project and lead a subsequent discussion.

Communicative functions

  • Asking for information, clarification,  confirmation, repetition etc.
  • Responding
  • Showing interest, surprise, disappointment etc
  • Expressing personal feelings / regrets
  • Convincing, contrasting, comparing
  • Giving advice
  • Arguing with somebody about something
  • Describing somebody / something
  • Complaining
  • Congratulating

Language forms (use of English)

  • Tense revision
  • Reported speech
  • Active / passive
  • Conditionals
  • Causatives
  • Going to / will
  • Gerunds
  • Past perfect tense
  • Comparatives / superlatives
  • Relative clauses
  • First & second conditionals
  • Phrasal verbs
  • Present perfect continuous tense
  • Infinitives
  • Modal verbs
  • Third conditional

Teaching Activities

  • presentation / practice / production stage of  teaching points
  • pair work / group work
  • information gap
  • questioning
  • jigsaw activities
  • dictation
  • role play
  • competitions / games / debates
  • discussions
  • chain  activities
  • outlining
  • drafting
  • free writing
  • editing
  • brain storming
  • summarizing
  • clustering
  • pre reading tasks
  • vocabulary  building
  • spidergrams
  • oral presentations
  • class discussions
  • picture talks
  • situational dialogues
  • drama
  • story telling

Evaluation of the programme

  • Assessment
  • quizzes (story book test)
  • achievement tests
  • project work / presentation
  • writing actives
  • speaking activities
  • The teaching points in the units are reinforced by authentic non  cultural materials (mechanical or non mechanical)  produced by the Material Development  office according to the specific needs of the students
  • Steady development with sufficient recycling enables the students to achieve these objectives.

Upper Intermediate + Path to Proficiency (26 hrs) + FCE Laser

Approximately 300 hr course (250 hrs  main course – 50 hrs writing)

GOALS
The aim of this program is to bring the students to an Upper Intermediate Level by:

  • developing more acute linguistic skills regarding reading, writing, speaking and listening
  • identifying the method and style of learning which is best suited to them as individual learners. This “Learning how to learn” strategy empowers the learner to take control of his / her own development.
  • Using self-analysis as a tool to identify personal strengths and weaknesses. Full professional support will then be available regarding the setting of personal goals and the planning and organisation of a study programme.
  • Adapting their learning strategies towards more academic studies and refining their researching and critical thinking skills.

Objectives

Reading Skills

  • distinguishing between academic and non academic reading texts
  • reading  against  time
  • highlighting  key words
  • analyzing different types of discourse
  • reading for main ideas and important detail (might include tracing the development  of an  argument, reducing what is read to an outline of the main  points and important details)
  • distinguishing facts from opinion
  • recognising writer’s purpose, attitude to reader & topic, tone, style, mood  (e.g persuasions or  explanation)
  • understanding by making inferences, prepositional and pragmatic
  • understanding concepts (grammatical notions such as cause, result, purpose comparison)
  • understanding the syntactic structure of a sentence and clause
  • understanding discourse markers
  • understanding lexical & grammatical cohesion
  • understanding lexis, deducing meaning of lexical items from morphology and context
  • understanding ambiguity
  • creating posters

Writing

At this level, the major aims are to:

  • present the important organizational principles of good academic writing, such as writing topic sentences, thesis statements, supporting details, maintaining unity and coherence, using transitions within the ideas and paragraphs, writing  clear introductory and concluding paragraphs,
  • help students apply these organizational principles to major rhetorical forms such as classification and clustering, exemplification, cause and effect, comparison and contrast, supporting an argument, problem and solution, personal expression, summarizing, paraphrasing and essay writing,
  • provide extensive practice in all steps of the writing process, including gathering information from relevant sources, pre-writing, drafting, revising and editing.

Listening Skills

  • at this level, the major aims are to;
  • ensure students acquire the necessary listening skills so that they will be able
  • to listen and understand video cassettes, films, debates, conferences seminars, panels, discussions etc.

Speaking Skills

Understanding & responding to spoken English in social and academic environments. Becoming  clearly comprehensible through the use of appropriate & rich vocabulary (sounds, rhythm, stress, clear & correct) Able to exchange ideas.

Vocabulary

Appropriate & rich vocabulary, E.S.P. vocabulary, word formation, synonym, antonym, colloquial vocabulary.

Language Form (use of English)

  • Discourse markers
  • Tense revision
  • All future forms
  • Inversion
  • mixed type conditional
  • causatives
  • conditionals (zero, first, second & third types)
  • relative clauses
  • wish clauses
  • used to / would
  • impersonal statements
  • reported speech
  • adverbial  clauses
  • perfect modals
  • gerunds & infinitives

Communicative Functions

  • giving personal information
  • talking about similarities / contrast between yourself and your partner
  • prioritising
  • giving / asking for opinions
  • jobs and qualities needed for them
  • interpreting emotions
  • reacting to opinions
  • ranking factors
  • expressing purpose
  • discussing and talking about environment
  • talking about different types of holidays
  • planning  school curriculum
  • expressing your opinions and reacting to others opinions
  • holding debates

Teaching Activities

  • discussions
  • debates / panels
  • research studies
  • project work
  • comparing two texts on the same topic
  • filling in the blanks of the incomplete texts with appropriate markers where necessary
  • putting the sentences into the right order to form a meaningful paragraph
  • identifying the irrelevant sentence
  • information gap activities
  • sequencing
  • finding the right sentence for the completion of a paragraph
  • completion of a sentence
  • making comments
  • silent reading
  • drawing diagrams
  • brainstorming
  • producing a draft for a writing topic
  • peer correction
  • preparing final draft
  • reading in a limited time
  • exposure to authentic material
  • watching films, commenting on them