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INTENSIVE ENGLISH COURSES

Intensive English Course – Beginner/Yellow

Length of Course: 12 weeks

STUDENT LEARNING OBJECTIVES

  • Understand frequently used spoken words, expressions and questions in familiar contexts in conversation.
  • Able to correctly use learned phrases and sentences in basic and common social conversations.
  • Construct limited meaning from reading materials on learned topics.
  • Able to understand and use English language numbers, letters, personal information and previously learned simple sentences and messages.

 

Benchmarks: Weeks One through Four

  • Introducing yourself and friends; saying hello and good-bye; asking for names and phone numbers – Possessive adjectives my, your, his, her; the verb be; affirmative statements and contractions
  • Naming objects; asking for and giving the locations of objects – Articles a, an, and the; this/these, it/they; plurals; yes/no and where questions with be; prepositions of place: in, in front of, behind, on, next to, and under
  • Talking about cities and countries; asking for and giving information about place of origin, nationality, first language, and age; describing people
  • The verb be: affirmative and negative statements, yes/no questions, short answers, and Wh-questions
  • Asking about and describing clothing and colors; talking about the weather and seasons; finding the owners of objects
  • Possessives: adjectives our and their, pronouns, names, and whose; present continuous statements and yes/no questions; conjunctions and, but, and so; placement of adjectives before nouns
  • Asking for and telling time; asking about and describing current activities
  • Time expressions: o’clock, a.m., p.m., noon, midnight, in the morning/ afternoon/evening, at 7:00/night/ midnight; present continuous Wh-questions
  • Asking for and giving information about how people go to work or school; talking about family members; describing daily and weekly routines
  • Simple present statements with regular and irregular verbs; simple present yes/no and Wh-questions; time expressions: early, late, every day, on Sundays/weekends/ weekdays
  • Asking about and describing houses and apartments; talking about the furniture in a room
  • Simple present short answers; there is, there are; there’s no, there isn’t a, there are no, there aren’t any
  • Asking for and giving information about work; giving opinions about jobs; describing workday routines
  • Simple present Wh-questions with do and does; placement of adjectives after be and before nouns

 

Benchmarks: Weeks Five through Eight

  • Talking about food likes and dislikes; giving opinions about healthy and unhealthy foods; talking about foods you have and need; describing eating habits
  • Count and noncount nouns; some and any; adverbs of frequency: always, usually, often, sometimes, hardly ever, never
  • Asking about free-time activities; asking for and giving information about abilities and talents
  • Simple present Wh-questions; can for ability; yes/no and Wh-questions with can
  • Asking about birthdays; talking about plans for the evening, weekend, and other occasions
  • The future with be going to; yes/no and Wh-questions with be going to; future time expressions
  • Describing health problems; talking about common medications; giving advice for health problems
  • Have + noun; feel + adjective; negative and positive adjectives; imperatives

 

Benchmarks: Weeks Nine through Twelve

  • Talking about stores and other places; asking for and giving directions
  • Prepositions of place: on, on the corner of, across from, next to, between; giving directions with imperatives
  • Asking for and giving information about weekend and vacation activities
  • Simple past statements with regular and irregular verbs; simple past yes/no questions and short answers
  • Asking for and giving information about date and place of birth; describing school experiences and memories
  • Statements and questions with the past of be; Wh-questions with did, was, and were
  • Describing people’s locations; making, accepting, and declining invitations; making excuses
  • Prepositional phrases; subject and object pronouns; invitations with Do you want to…? and Would you like to…?; verb + to

Intensive English Course – Level 1/Red

Length of Course: 12 weeks

STUDENT LEARNING OBJECTIVES

  • Express limited understanding of spoken English in familiar contexts.
  • Able to engage in simple conversations in English in a variety of common and basic social situations.
  • Determine the meaning of new words by applying basic word analysis and vocabulary development skills.
  • Recognize new words using visual clues in simplified material.
  • Produce grammatically correct sentences in a short loosely organized paragraph.

 

Benchmarks: Weeks One through Four

  • Introducing yourself; introducing someone; checking information; exchanging personal information; saying hello and good-bye
  • Wh- questions and statements with be; questions with what, where, who, and how; yes/no questions and short answers with be; subject pronouns; possessive adjectives
  • Describing work and school; asking for and giving opinions; describing daily schedules
  • Simple present Wh- questions and statements; question: when; time expressions: at, in, on, around, early, late, until, before, and after
  • Talking about prices; giving opinions; discussing preferences; making comparisons; buying and selling things
  • Demonstratives: this, that, these, those; one and ones; questions: how much and which; comparisons with adjectives
  • Talking about likes and dislikes; giving opinions; making invitations and excuses
  • Yes/no and Wh- questions with do; question: what kind; object pronouns; modal verb would; verb + to + verb
  • Talking about families and family members; exchanging information about the present; describing family life
  • Present continuous yes/no and Wh- questions, statements, and short answers; quantifiers: all, nearly all, most, many, a lot of, some, not many, and few; pronoun: no one
  • Asking about and describing routines and exercise; talking about frequency; discussing sports and athletes; talking about abilities
  • Adverbs of frequency: always, almost always, usually, often, sometimes, hardly ever, almost never, and never; questions: how often, how long, how well, and how good; short answers
  • Talking about past events; giving opinions about past experiences; talking about vacations
  • Simple past yes/no and Wh- questions, statements, and short answers with regular and irregular verbs; past of be
  • Asking about and describing locations of places; asking about and describing neighborhoods; asking about quantities
  • There is/there are; one, any, and some; prepositions of place; quantifiers; questions: how many and how much; count and non-count nouns

 

Benchmarks: Weeks Five through Eight

  • Asking about and describing people’s appearance; identifying people
  • Questions for describing people: What…look like, how old, how tall, how long, and what color; modifiers with participles and prepositions
  • Describing past experiences; exchanging information about past experiences and events
  • Present perfect yes/no and Wh- questions, statements, and short answers with regular and irregular past participles; already and yet; present perfect vs. simple past; for and since
  • Asking about and describing cities; asking for and giving suggestions; talking about travel
  • Adverbs before adjectives; conjunctions: and, but, though, and however; modal verbs can and should
  • Talking about health problems; asking for and giving advice; making requests; asking for and giving suggestions
  • Adjective + infinitive; noun + infinitive; modal verbs could and should for suggestions; modal verbs can, could, and may for requests

 

Benchmarks: Weeks Nine through Twelve

  • Expressing likes and dislikes; agreeing and disagreeing; ordering a meal
  • So, too, neither, and either; modal verbs would and will for requests
  • Describing countries; making comparisons; expressing opinions; talking about distances and measurements
  • Comparative and superlative forms of adjectives; questions: how far, how big, how high, how deep, how long, how hot, and how cold
  • Talking about plans; making invitations; accepting and refusing invitations; giving reasons; taking and leaving messages
  • Future with present continuous and be going to; messages with tell and ask
  • Exchanging personal information; describing changes; talking about plans for the future
  • Describing changes with the present tense, the past tense, the present perfect, and the comparative; verb + infinitive

 

Intensive English Course – Level 2/Blue

Length of Course: 12 weeks

STUDENT LEARNING OBJECTIVES

  • Comprehend spoken English in extended conversation containing some unfamiliar words in familiar contexts.
  • Participate in increasingly extended conversations about topics beyond survival or routine activities.
  • Differentiate between fact and fiction in simplified reading material and some authentic material using a variety of word analysis skills to determine the meaning of new words.
  • Organize relevant ideas and appropriate details into one or more clearly organized paragraph in a report or personal correspondence.

 

Benchmarks: Weeks One through Four

  • Introducing yourself; talking about yourself; exchanging personal information; remembering your childhood; asking about someone’s childhood
  • Past tense; used to for habitual actions
  • Talking about transportation and transportation problems; evaluating city services; asking for and giving information
  • Expressions of quantity with count and noncount nouns: too many, too much, fewer, less, more, not enough; indirect questions from Wh-questions
  • Describing positive and negative features; making comparisons; talking about lifestyle changes; expressing wishes
  • Evaluations and comparisons with adjectives: not…enough, too, (not) as…as; evaluations and comparisons with nouns: not enough…, too much/ many. . . , (not) as much /many…as; wish
  • Talking about food; expressing likes and dislikes; describing a favorite snack; giving step-by-step instructions
  • Simple past vs. present perfect; sequence adverbs: first, then, next, after that, finally
  • Describing vacation plans; giving travel advice; planning a vacation
  • Future with be going to and will; modals for necessity and suggestion: must, need to, (don’t) have to, ought to,-‘d better, should (not)
  • Making requests; agreeing to and refusing requests; complaining; apologizing; giving excuses
  • Two-part verbs; will for responding to requests; requests with modals and Would you mind . . .?
  • Describing technology; giving instructions; giving suggestions
  • Infinitives and gerunds for uses and purposes; imperatives and infinitives for giving suggestions
  • Describing holidays, festivals, customs, and special events
  • Relative clauses of time; adverbial clauses of time: when, after, before

 

Benchmarks: Weeks Five through Eight

  • Talking about change; comparing time periods; describing possible consequences
  • Time contrasts; conditional sentences with if clauses
  • Describing abilities and skills; talking about job preferences; describing personality traits
  • Gerunds; short responses; clauses with because
  • Talking about landmarks and monuments; describing countries; discussing facts
  • Passive with by (simple past); passive without by (simple present)
  • Describing recent past events and experiences; discussing someone’s activities lately
  • Past continuous vs. simple past; present perfect continuous

 

Benchmarks: Weeks Nine through Twelve

  • Describing movies and books; talking about actors and actresses; asking for and giving reactions and opinions
  • Participles as adjectives; relative pronouns for people and things
  • Interpreting body language; explaining gestures and meanings; describing acceptable and prohibited behavior in different situations; asking about signs and their meaning
  • Modals and adverbs: might, may, could, must, maybe, perhaps, possibly, probably, definitely; permission, obligation, and prohibition
  • Speculating about past and future events; describing a predicament; giving advice and suggestions
  • Unreal conditional sentences with if clauses; past modals
  • Reporting what people said; making polite requests; making invitations and excuses
  • Reported speech: requests and statements

Intensive English Course, Level 3/Green

Length of Course: 12 weeks

STUDENT LEARNING OBJECTIVES

  • Understand essential information in spoken English in extended conversations, lectures, or speeches.
  • Engage in conversations and interviews in familiar and some unfamiliar contexts using appropriate syntax and level of formality.
  • Interpret authentic reading materials on common topics and interpret the meaning of readings on specialized topics.
  • Able to produce a brief compositions or reports with relevant ideas with clearly organized ideas and control of basic grammatical patterns.

 

Benchmarks: Weeks One through Four

  • Describing personalities; expressing likes and dislikes; agreeing and disagreeing; complaining
  • Relative pronouns as subjects and objects; it clauses + adverbial clauses with when
    Talking about possible careers; describing jobs; discussing the negative aspects of some jobs
  • Gerund phrases as subjects and objects; comparisons with adjectives, nouns, verbs, and past participles
  • Making unusual requests; making direct and indirect requests; accepting and declining requests
  • Requests with modals, if clauses, and gerunds; indirect requests
  • Narrating a story; describing events and experiences in the past
  • Past continuous vs. simple past; past perfect
  • Talking about moving abroad; expressing emotions; describing cultural expectations; giving advice
  • Noun phrases containing relative clauses; expectations: the custom to, (not) supposed to, expected to, (not) acceptable to
  • Describing problems; making complaints; explaining something that needs to be done
  • Describing problems with past participles as adjectives and with nouns; describing problems with need + gerund, need + passive infinitive, and keep + gerund
  • Identifying and describing problems; coming up with solutions
  • Passive in the present continuous and present perfect; prepositions of cause; infinitive clauses and phrases
  • Asking about preferences; discussing pros and cons of different college majors; talking about learning methods; talking about personal qualities
  • Would rather and would prefer; by + gerund to describe how to do things

 

Benchmarks: Weeks Five through Eight

  • Talking about things you need to have done; asking for and giving advice or suggestions
  • Get or have something done; making suggestions with modals + verbs, gerunds, negative questions, and infinitives
  • Talking about history events; talking about things to be accomplished in the future
  • Referring to time in the past with adverbs and prepositions: during, in, ago, from…to, for, since; predicting the future with will, future continuous, and future perfect
  • Describing rites of passage; describing turning points; describing regrets and hypothetical situations
  • Time clauses: before, after, once, the moment, as soon as, until, by the time; expressing regret with should (not) have + past participle; describing hypothetical situations with if clauses + past perfect
  • Describing qualities for success; describing features; giving reasons for success; interviewing for a job; talking about ads and slogans
  • Describing purpose with infinitive clauses and infinitive clauses with for; giving reasons with because, since, because of, for, due to, and the reason

 

Benchmarks: Weeks Nine through Twelve

  • Making conclusions; offering explanations; describing hypothetical events; giving advice for complicated situations
  • Past modals for degrees of
certainty: must (not) have, may (not) have, might (not) have, could (not) have; past modals for judgments and suggestions: should (not) have, could (not) have, would (not) have
  • Describing how something is done or made; describing careers in the media
  • The passive to describe process with is/are + past participle and modal + be + past participle; defining and non-defining relative clauses
  • Giving opinions for and against controversial issues; offering a different opinion; agreeing and disagreeing
  • Giving recommendations and opinions with passive modals: should be, ought to be, must be, has to be, has got to be; tag questions for opinions
  • Describing challenges, frustrations, and rewards; talking about the past and the future
  • Complex noun phrases containing gerunds; accomplishments with the present perfect and simple past; goals with the future perfect and would like to have + past participle

Intensive English Course – Passages 1

Length of Course: 12 weeks

STUDENT LEARNING OBJECTIVES

  • Understand descriptive and factual material in spoken English.
  • Engage in casual and extended conversations with increasing fluency and control of grammatical patterns.
  • Comprehend authentic reading materials on abstract topics in familiar contexts as well as descriptions and narrations of factual material.
  • Able to write compositions on familiar material using complex grammatical patterns accurately.

 

Benchmarks: Weeks One through Four

  • Describing personalities, expressing likes and dislikes, describing personal change, stating advantages and disadvantages
  • Verbs followed by gerunds, noun clauses after be
  • Describing rules and obligations in the past, giving advice about the past, speculating about past events, offering explanations about past events
  • Past modals and phrasal modals of obligation, modals with multiple uses
  • Describing and giving information about places, stating preferences, presenting contrasting information, categorizing and evaluating issues
  • Defining and non-defining relative clauses, order of modifiers
, connecting contrasting ideas
  • Describing routines and habit, giving advice
, explaining reasons and conditions, giving interpretations of meaning
  • Reduced time clauses, clauses stating reasons and conditions

 

Benchmarks: Weeks Five through Eight

  • Describing types of conversationalists, talking about appropriate behavior, starting a conversation, making small talk, reporting what someone else has said
  • Infinitive and gerund phrases, reported speech
  • Presenting information in chronological order, narrating news events, organizing and presenting information
  • Present perfect vs. simple past, present perfect vs. present perfect 
continuous, adverbs with the simple past and past perfect
  • Talking about frustrating situations, participating in a debate, Talking about future trends, giving opinions
  • Passive of present continuous, present perfect, future, negative and tag questions for giving opinions
  • Describing job qualifications, offering solutions to problems, commenting on facts, analyzing reasons
  • Reduced relative clauses, non-defining relative clauses as sentence modifiers

 

Benchmarks: Weeks Nine through Twelve

  • Comparing customs and habits, presenting contrasting information, making generalizations, talking about past habits
  • Clauses and phrases showing contrast and exception, past habitual with used to and would
  • Describing everyday irritations, describing complaining styles, making and responding to complaints, identifying solutions to problems, giving advice
  • Relative clauses and noun clauses, simple and complex indirect questions
  • Discussing hypothetical situations, describing personal characteristics, explaining decisions
  • Present unreal conditional with unless, only if, and even if, wishes and regrets
  • Comparing and contrasting customs, predicting the future, making hypotheses, giving advice, explaining preferences
  • Future perfect and future perfect continuous, mixed conditionals