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Toronto,Canada

ESL PROGRAM - Advanced Level 1

Advanced Level 1 –(phase 3/ CLB 9-10   / IELTS levels 7-7.5   / TOEFL level95-120 (total)
24-30 (reading), 22-30 (listening), 25-30 (speaking), 24-30 (writing) / EU level C1)

Twenty-five hours per week course (five hours per day x 5 days per week/ or 4+ hours divided over 6 days per week).

Objectives

To be able to produce spoken language in moderately complex to complex, moderately demanding to demanding contexts; to be able to listen to and interpret moderately complex, moderately demanding spoken communication; to be able to read and interpret moderately complex to complex written communication in moderately demanding to demanding contexts; to be able to produce written communication in moderately complex-to complex,  moderately demanding-to demanding contexts within the Canadian Language Benchmark competencies.

  • Speaking, Listening– this course builds student verbal confidence through advanced speaking skills including communicating in somewhat demanding situations, non-routine and even challenging work, social, professional, personal situations. The level of fluency, connected, coherent discourse reflects the high level of vocabulary used in this course. Students participate in moderately-complex speaking and listening situations that se advanced vocabulary and grammar, syntactical structures, concrete and abstract language that is moderately idiomatic.
  • Advanced Grammar 1-Builds on the previous grammatical levels by taking students through the advanced elements of English grammar which are used to formulate language for higher thinking and reasoning skills.The focus is on clause types, embedded sentences within complex phrase structures such as, prepositional, gerund, participle and infinitive phrases, comparisons between adjectives and adverbs, word and sentence modifiers, to acquire a solid understanding of colloquial, professional formal, academic language and communication.
  • Writing, Vocabulary-students learn advanced writing skills used to produce work that is average to moderately long, across a range of genres and purposes (note taking, report writing, essays, correspondence, etc.). Texts are lengthy and of average to moderately-complex difficulty. They range from formal to informal for educated readers. Students learn to organize their ideas, maintain and convey ideas clearly, and gain control of a range of grammatical structures.
  • Reading– students read and comprehend a range of complex written communication including, letters, editorials, opinion articles) and draw conclusions, formulate ideas or concepts, and give informed opinions. They read to analyze, uncover layers of depth, identify situations and contexts, differentiates between fact and opinion, identify and explain values, beliefs and assumptions.
  • Full immersion listening and speakingdrills-Students listen to spoken interactions that are average to moderately long, relating to a range of familiar and non-familiar, moderately-complex subjects. They practice correct pronunciation of English phonemes, expressions, the rhythmic qualities of connected speech, and accurately reproduce moderately long to long sentences and phrases. The drills aim to prompt discussion and give students opportunities to use the English language in a broad range of situations, contexts, varying levels of language.

Learning Outcomes

At the end of the Advanced Level 1 course, students will be able to produce spoken language in moderately complex to complex, moderately demanding to demanding contexts; they will be able to listen to and interpret moderately complex, moderately demanding spoken communication; students will be able to read and interpret moderately complex to complex written communication in moderately demanding to demanding contexts; students will be able to produce written communication in moderately complex-to complex,  moderately demanding-to demanding contexts within the following Canadian Language Benchmark competency areas:

 Interacting with Others (all skills): communication to maintain or change interpersonal relationships and to foster social cohesion.

 Comprehending Instructions (Reading and Listening): communication to understand instructions and directions.

 Giving Instructions (Speaking): communication to convey instructions and directions.   Getting Things Done (all skills): communication to get things done, to obtain services, to inform decisions, to persuade or to learn what others want done.

 Comprehending Information (Reading and Listening): communication to learn and understand information and ideas.

 Sharing Information (Speaking and Writing): communication to inform others, to share or present information and ideas.

CONTACT US

(905) 625-6400


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