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IEP Courses

/IEP Courses
IEP Courses 2018-04-10T15:34:38+00:00

The Intensive English Program (IEP) at Nile Language School consists of five levels, namely: Beginner English, Intermediate English, High Intermediate English, Advanced English, and Test Preparation. Each level consists of two courses offered. The intensive courses meet for eight weeks and provide 20 hours of class-time per week. The completion of two intensive courses grants the student a certificate in the highest completed level. For instance, obtaining a certificate for Beginner English means successful completion of intensive courses ESL101 & ESL102.

Each level guarantees practice in listening, speaking, reading, and writing. Apart from the well-selected materials for students’ theme-based learning, real-life supplementary activities are also provided in the classroom. Lessons are planned with much attention on interaction and a high emphasis on verbal communication throughout the curriculum. We also offer conversation clubs and opportunities to visit local events to practice English language skills.

Students will be able to:

  • Read level-appropriate and simplified texts and accurately identify specific information and topics through context by recognizing familiar vocabulary and illustrations.
  • Identify factual information after reading basic written materials about familiar topics with 70% accuracy.
  • Effectively form rudimentary sentences with correct word order using grammatical points such as: verb BE, adjectives, prepositions, simple present and past tenses, and non-count nouns.
  • Employ basic language functions, vocabulary and expressions to orally make simple introductions, confirm information, identify and describe people, give directions, talk about time, make suggestions, and make plans.
  • Ask and respond with minimal errors using social language and conversation strategies to initiate a conversation, show interest, make answers more specific, continue a conversation, and express sympathy.
  • Use rhythm and intonation activities and strategies to correctly pronounce syllables, numbers, “th”, vowel sounds, can/can’t, and simple past endings.

Students will be able to:

  • Read level-appropriate and simplified texts and accurately determine meaning of vocabulary through context, interpret graphic information, and identify topics and main ideas.
  • Identify true statements and answer simple questions taken from authentic reading materials about familiar topics with 70% accuracy.
  • Effectively build basic sentences with correct word order using grammatical points such as: frequency adverbs, object pronouns, superlative adjectives, and time expressions to describe people and food, introduce people, describe past situations, and give advice.
  • Employ basic language functions, new vocabulary and expressions to orally exchange personal information, talk about likes and dislikes, make suggestions, provide and excuse, and describe a shopping experience.
  • Ask and respond with some errors using social language and conversation strategies to introduce contrast, to clarify intention, to keep a conversation going, and to introduce information.
  • Use rhythm and intonation activities and strategies to correctly pronounce blending sounds, raising and falling intonation, and rising intonation to clarify information.

Students will be able to:

  • Read level-appropriate texts and accurately identify topics, main ideas and make inferences by recognizing key vocabulary and visuals from written materials, such as catalogues, articles, surveys, etc.
  • Identify true statements and answer questions taken from authentic reading materials with 70% accuracy.
  • Use tenses, gerunds and infinitives, possessive pronouns, conditionals, and passive voice in sentences and short paragraphs to describe familiar experiences, express opinion, and complete writing activities with some errors.
  • Employ acquired grammar, vocabulary and expressions to orally request services, make recommendations, describe personalities, apologize, and express opinion with some errors.
  • Appropriately ask and respond using social language and conversation strategies to clarify requests, confirm information, start a conversation, introduce an opinion, make polite requests, and show interest.
  • Use rhythm, stress and intonation activities to properly produce and pronounce contractions, vowel and consonant reductions, and emphatic stress.

Students will be able to:

  • Read level-appropriate texts and accurately identify topics and main ideas by recognizing familiar vocabulary, grammar structures, and illustrations from written materials, such as news articles, web sites, surveys, etc.
  • Answer to factual questions and identify true statements taken from authentic reading materials with 70% accuracy.
  • Appropriately employ tenses, modals, adjective and noun clauses, and prepositions in writing activities to give advice, describe holidays and traditions, provide instructions, describe and solve problems, and complete health forms.
  • Utilize learned grammar, vocabulary and expressions to orally make small talk, make appointments, describe quality of service, express agreement and disagreement, and make comparisons with some errors.
  • Appropriately ask and respond using social language and conversation strategies to demonstrate empathy, make suggestions, introduce or change a topic, politely insist, and acknowledge well-wishes.
  • Use rhythm, stress and intonation to properly produce and pronounce reduction of “have” in modals, direct and indirect speech, short answers with “think”, “hope”, “guess”, and “believe”, and contractions with ‘d.

Students will be able to:

  • Read level-appropriate texts and accurately infer meaning from context, summarize, relate to personal experience, and express and support an opinion.
  • Identify key vocabulary words from a text and apply them accurately.
  • Write complete paragraphs using specific vocabulary, grammar points, and writing strategies effectively to make descriptions, compare and contrast, complain about problems, express opinion, and explain financial goals.
  • Employ acquired grammar, vocabulary and social language to effectively discuss appearance, share experiences, talk about music, ask someone not to do something, give advice, compare generations, and discuss family trends.
  • Appropriately ask and respond using social language and conversation strategies to elicit opinion, confirm information, indicate disapproval, express concern, introduce information, and avoid commitment.
  • Effectively use listening strategies to infer information, listen for supporting details and main ideas, summarize, draw conclusions, and make comparisons.

Students will be able to:

  • Critically read authentic material and make predictions, separate fact from opinion, infer, and speculate.
  • Demonstrate comprehension of texts and vocabulary by accurately using reading strategies.
  • Write paragraphs and an essay with at least four paragraphs using specific vocabulary, grammar, and writing strategies to effectively communicate thought-through messages about various topics.
  • Employ acquired grammar, vocabulary and expressions to orally discuss topics such as life-changing experiences, spending habits, fashion, advertising, and family trends.
  • Appropriately ask and respond using social language and conversation strategies to convey regret, propose a solution, defend a position, and to acknowledge an opinion.
  • Effectively use listening strategies such as taking notes, summarize, draw conclusions, infer information, and confirm facts.

Students will be able to:

  • Correctly interpret the denotation of listening passages as well as a speaker’s attitude and point of view both by inferring meaning from context and by the speaker’s expressive intonation and stress.
  • Accurately identify, distinguish between, and summarize main ideas and supporting details with the help of key words, context clues, and phrases taken from listening excerpts.
  • Present research-based speaking projects that involve critical thinking and demonstrate knowledge of various speaking skills (e.g. presenting opinions, examples, assumptions, suggestions, and prioritized ideas, expressing degrees of certainty, clarifications, concessions and counterarguments), at-level grammar structures (e.g. the passive voice, gerunds and infinitives, present unreal conditionals, reported speech, verbs in their simple, progressive, and perfect forms, tag questions), productive vocabulary, and accurate pronunciation.

Students will be able to:

  • Demonstrate comprehension of authentic texts by identifying and categorizing main ideas and details and by inferring meaning from context
  • Compose various types of complete paragraphs (e.g. biographical, opinion) while producing a topic sentence, supporting sentences, and a concluding sentence
  • Construct various types of complete essays (e.g. opinion, persuasive) with a thesis statement in the effective introduction, a body, and a conclusion
  • Produce edited and revised writing projects that involve critical thinking and demonstrate knowledge of various writing skills (e.g. compose paragraphs with a topic sentence expressing the controlling idea, supporting sentences, and a concluding sentence; construct essays with a complete and effective introduction, body, and conclusion; utilize subordinators, transitions, and figurative language; paraphrase details and apply examples from the text), at-level grammar structures (e.g. modal and semi-modal verbs, gerunds and infinitives, past unreal conditionals, identifying adjective clauses, continuous tenses (in the simple past, present perfect, and present perfect), direct and indirect speech, common phrasal verbs) and productive vocabulary

Students will be able to:

  • Correctly interpret the denotation of listening passages as well as the speaker’s point of view by inferring meaning from language, context, and intonation.
  • Accurately identify main and supportive ideas, details, examples, and a speaker’s degree of certainty, attitudes, intentions, assumptions, and purpose using key words, context clues, and phrases as well as expressive intonation and stress presented in listening excerpts.
  • Properly construe expressive intonation to deduce a speaker’s degree of certainty, attitudes, intentions, assumptions, and purpose.
  • Present research-based speaking projects that involve critical thinking and demonstrate knowledge of various speaking skills (e.g. correcting  a myth or misconception, introducing and reflecting  on multiple sides of an issue, maintaining a conversation, emphasizing a point in conversation, making concessions and counterarguments, using parallel structure as a technique for persuasion, applying a range of devices to demonstrate understanding),  at-level grammar structures (e.g. verbs and gerund/infinitives with a change of meaning, modals to express degrees of certainty, identifying and non-identifying adjective clauses, discourse connectors, direct and indirect speech, wish statements expressing unreality, unreal conditionals (present, past, and mixed), the passive voice and the passive causative), productive vocabulary, and accurate pronunciation.

Students will be able to:

  • Demonstrate comprehension of authentic texts by identifying and categorizing main ideas and details and by inferring meaning from context
  • Construct various types of complete essays (e.g. cause-and-effect, argumentative)
  • Produce edited and revised writing projects that involve critical thinking and demonstrate knowledge of various writing skills (e.g. effective introductions with strong thesis statements, paragraphs with topic sentences, illustrations, and conclusions, transitional sentences to connect ideas within and between paragraphs, varied sentence structures including parallel structure, appropriate use of quotes, descriptive language, figurative language as well as arguments, counterarguments, and concessions), at-level grammar structures (e.g. double comparatives, gerunds and infinitives, past unreal conditionals, identifying and non-identifying adjective clauses, the passive voice, noun clauses, adverb clauses and discourse connectors to express cause and effect as well as comparison and contrast) and productive vocabulary

Students will be able to:

Reading

  • Identify the main idea(s) of a sentence, paragraph, and article in a written passage
  • Identify the relationships between information presented in a written passage
  • Identify factual information presented in a written passage
  • Make inferences about what is implied in a portion of a written passage
  • Identify synonyms of key vocabulary words in the context of a written passage
  • Identify pronoun referents in the context of a written passage
  • Identify the rhetorical purpose of a portion of a written passage
  • Identify an appropriate paraphrase of a written sentence
  • Identify the most appropriate place to insert a new sentence into the passage
  • Identify the ideas that best summarize the content of a written passage
  • Categorize a piece of information presented in a written passage into a broader theme of the written passage
  • Eliminate erroneous answer choices from a multiple choice list

Writing

  • Summarize in writing the key points of a reading passage and lecture passage
  • Compare in writing the content of a reading passage with the content of a lecture passage
  • Write thesis statements articulating personal opinions, preferences, and beliefs in response to essay prompts
  • Provide written support for a thesis through the use of reasons, explanations, and examples
  • Organize essays into clear introduction, body, and conclusion paragraphs
  • Use appropriate vocabulary to signal transition, causality, contrast, and addition
  • Complete essays under timed conditions

Speaking

  • Speak about life experiences
  • Verbally express views on a topic
  • Verbally express the views of others
  • Verbally synthesize and summarize information and/or ideas presented in a written announcement, article, spoken conversation, academic discussion, or lecture
  • Provide verbal responses that make logical transitions
  • Organize verbal responses into clear main ideas and supporting details
  • Enunciate in a manner that allows a native English speaker to apprehend meaning

Listening

  • Identify the main ideas of a conversation, academic discussion, or lecture
  • Identify the major points and supporting details related to the main idea of a listening passage
  • Identify factual information presented in a listening passage
  • Identify a speaker’s attitude and degree of certainty
  • Identify a speaker’s function or purpose
  • Make inferences about what a speaker has implied
  • Categorize a piece of information presented into a broader theme of the written passage
  • Identify the ideas that best summarize the content of a written passage
  • Eliminate erroneous answer choices from a multiple choice list

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196 Paterson Ave, East Rutherford, NJ 07073

Phone: 2014384824

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