Advanced II

Advanced II
High quality ESL instruction to non-native speakers of English

COURSE DESCRIPTION

The course is delivered through the integrated language skills, with a focus on making multifaceted descriptions and analyses. The class is taught using a student-centered communicative approach to English language learning. The total time of the course is 216 hours.

CLASS SCHEDULE

Class schedule TBD

Length of Study

12 Weeks (216 Hours)

Course Code

Reading & Writing (R302)
Listening & Speaking (C302)

Relevant Level

High Advanced

COURSE GOALS

Students will be able to communicate with and understand Advanced II level written, spoken, and aural English. Students utilize academic language and skills to participate in discussions, create dialogues, complete written compositions, read articles, and listen to conversations and lectures regarding current events, cultural values, personal views, and other aspects of contemporary life. In this course, students read authentic texts from several well-known publications and listen to several advanced talks and discussions. In addition, students participate in various kinds of speaking activities in order to develop fluency and accuracy.

COURSE OBJECTIVES

Students will …

Reading

- Read a various types of text such as:

Two articles with contrasting opinions on the value of learning a new language.
Two articles that support and criticize the “gig economy”.
The article from Fast Company and an excerpt from a textbook about the manipulation of images.
The article from The New York Times and article from Maclean’s news magazine about global cooperation initiatives.
An article from The Economist and an article from The New York Times about the design of public spaces.
An article from New Scientist and an article from The Atlantic news magazine on ways to recycle or avoid waste.
An article from The Oxford Encyclopedia of the Modern World and an article from The Atlantic news magazine about inventions and change.
An article from the website Medical News Today and an article from the website Stack about energy levels.

Writing

- Gather information and ideas to write the followings:

A persuasive email about a new foreign language program in your school, university, or community.
An article for your school or university career services newsletter arguing why a particular job is a good choice in the changing workplace.
Create a proposal for a print or online advertisement.
An essay about the importance of global cooperation.
An analysis of a public place suggests how it may be improved.
A business plan that describes a new recycling company to potential investors.
A summary and response essay based on an informational text.
A cause and effect essay analyzing two or three factors that affect people’s energy levels.

Listening

- Listen to a various types of audio such as:

A radio interview with a neuroanatomist.
An excerpt from the audiobook of Hellen Keller’s autobiography, The Story of My Life.
Watch video interviews with employees at Google and Bloomberg.
A talk on a book about wilderness living.
An excerpt from a National Geographic television documentary
A history lecture.
News story from American RadioWorks on the coffee trade.
A report about the UN Sustainable Development Goals for 2030.
Watch a video introduction to urban planning.
Listen to a radio interview on walkable cities.
Reports from North Carolina Public Radio about health innovations and National Public Radio about Silicon Valley.
A radio documentary from the non-profit organization Worlds of Difference on a group called the reindeer people.
A discussion on the Domain7 podcast about the way computer technology is changing our world.
Watch a video broadcast by a science editor.
Listen to a report from New Hampshire Public Radio about different sources of energy.

Speaking

- Gather information and ideas to:

Develop a narrative about language challenges.
Present the tipping point between work and fun.
Give a group presentation on the uses of visual deception.
Give a group presentation on a global problem.
Role-play a podcast in features of rural or urban environments.
Develop a marketing presentation designed to sell a new invention or idea.
Interview a classmate and report on that person’s attitudes toward change.
Participate in a class debate on the future of energy.

Student Learning Outcomes

At the completion of advanced II level, students will be able to:

Speaking

❏ Use figurative language correctly.

❏ Discuss preferences and alternatives.

❏ Clarify information.

❏ Cite sources.

❏ Give advice.

❏ Use formal and informal language appropriately.

❏ Paraphrase.

❏ Debate opinions.

Listening

❏ Identify examples.

❏ Identify appositives that explain.

❏ Identify facts and figures.

❏ Identify organizational cues.

❏ Distinguish between facts and opinions.

❏ Identify attitudes.

❏ Identify a cause and effect.

Reading

❏ Distinguish main ideas from details.

❏ Identify contrasting ideas.

❏ Identify the author’s intent.

❏ Organize notes and annotations in a chart.

❏ Identify counter arguments and refutations.

Writing

❏ Write an effective email.

❏ Use evidence to support an argument.

❏ Write with unity.

❏ Organize supporting ideas in writing.

❏ Paraphrase.

❏ Write a summary.

❏ Write a cause and effect essay.

❏ Write a persuasive essay.

Vocabulary

Use the following vocabulary correctly:

❏ Use reporting verbs in a sentence correctly.

❏ Use prefixes in sentences correctly.

❏ Use noun suffixes in sentences correctly.

❏ Use adjective/ verb + preposition collocations correctly.

❏ Use negative prefixes correctly in sentences.

❏ Use compound nouns correctly.

❏ Use word forms and suffixes correctly.

❏ Use collocations in sentences correctly.

❏ Use words with multiple meanings correctly.

❏ Use idioms and informal expressions in sentences correctly.

❏ Use phrasal verbs in sentences correctly.

Pronunciation

❏ Use emphatic word stress.

❏ Use intonation with choices.

❏ Shift word stress with suffixes.

❏ Use linking with final consonants.

❏ Pronounce affirmative and negative conditional modals correctly.

❏ Use consonant variations.

❏ Say a sentence with a natural rhythm.

Grammar

❏ Use contrast and concession
connectors correctly.

❏ Use noun clauses in a sentence
correctly.

❏ Use quantifiers correctly.

❏ Use parallel structure and ellipsis
correctly.

❏ Use the passive voice to focus
information.

❏ Use modals of possibility correctly.

❏ Correct subject-verb agreement
errors.

❏ Use cause and effect connectors
correctly.

❏ Use the passive voice correctly.

❏ Use comparative structures correctly.

❏ Use relative clauses correctly.

❏ Use reported speech in sentences
correctly.

❏ Use conditionals in sentences
correctly.

❏ Use gerunds and infinitives in
sentences correctly.

❏ Use adverb clauses in sentences
correctly.

Student Achievement Scale

Students are able to distinguish main ideas from details and organize notes and annotations in a chart. Also, students are able to identify contrasting ideas and the author’s intent.

In listening, students are able to identify examples, appositives that explain, facts and figures, organizational cues, attitudes, and cause and effect. Moreover, students are able to distinguish between facts and opinions.

In speaking, students are able to use figurative language correctly and formal and informal language appropriately. Students are able to discuss preferences and alternatives, clarify information, cite sources, give advice, paraphrase and debate opinions with the classmates. In addition, students are able to use emphatic word stress, intonation with choices, linking with final, and consonant variations. Consonants. Students are able to shift word stress with suffixes and pronounce affirmative and negative conditional modals correctly. Additionally, students are able to say a sentence with a natural rhythm.

Students are able to write an effective email, a summary, and a cause and effect essay. Students are able to use evidence to support an argument and organize supporting ideas in writing. In addition, students are able to write with unity and paraphrase the information from the reading.

Students are able to use contrast and concession connectors, noun clauses, quantifiers, parallel structure and ellipsis, the passive voice to focus information, modals of possibility, cause and effect connectors, the passive voice, comparative structures, relative clauses, reported speech, conditionals, gerunds and infinitives, adverb clauses in sentences correctly. Students are also able to correct subject-verb agreement errors.

Students are able to use reporting verbs in a sentence, prefixes, noun suffixes, adjective/ verb + preposition collocations, negative prefixes, compound nouns, word forms and suffixes, collocations, words with multiple meanings, idioms and informal expressions and phrasal verbs in sentences correctly.