Duration: 3 Months

• ESOL AD 01 Advanced Conversation
• ESOL AD 02 Advanced Reading
• ESOL AD 03 Advanced Writing
• ESOL AD 04 Advanced Grammer

• To help students read more effectively in English by teaching them a variety of reading skills and strategies which may include skimming, scanning summarizing, finding the main idea and supporting details, discovering word meanings (general as well as specific vocabulary words) through context clues and drawing conclusions.
• To introduce students to a vocabulary of approximately 1,500-2,000 words, and help students increase their vocabulary through knowledge and understanding of word forms, prefixes and suffixes, and synonyms and antonyms.
• To expose students to a variety of reading sources which may include graded readers, computer reading software, Internet sites aimed at general reading/vocabulary development, as well as extensive reading of authentic English text through periodicals and books.
• To help students improve their critical thinking skills by analyzing various facets of their readings including understanding the author's purpose and how the rhetorical styles are used in relation to this purpose.

• Be able to read a variety of texts of lengths ranging from 500-1,500 words, on subjects of general academic interests.
• Be able to read a short work of fiction or non-fiction outside of class and report on it to the class.
• Continue to improve reading rate.
• Continue to develop basic reading skills: previewing, skimming, scanning, summarizing, determining meaning from context and drawing conclusions.
• Show familiarity with different rhetorical modes.

• Making Connections, by Kenneth Packenham. New York: Cambridge University Press. 1998.

ESOL AD 02 Advanced Reading

• To help students read more effectively in English by teaching them a variety of reading skills and strategies which may include skimming, scanning summarizing, finding the main idea and supporting details, discovering word meanings (general as well as specific vocabulary words) through context clues and drawing conclusions.
• To introduce students to a vocabulary of approximately 1,500-2,000 words, and help students increase their vocabulary through knowledge and understanding of word forms, prefixes and suffixes, synonyms and antonyms.
• To expose students to a variety of reading sources which may include graded readers, computer reading software, Internet sites aimed at general reading/vocabulary development, as well as extensive reading of authentic English text through periodicals and books.
• To help students improve their critical thinking skills by analyzing various facets of their readings including understanding the author's purpose and how the rhetorical styles are used in relation to this purpose.
  

• Be able to read a variety of texts of lengths ranging from 500-1500 words, on subjects of general academic interest.
• Be able to read a short work of fiction or non-fiction outside of class and report on it to the class.
• Continue to improve reading rate.
• Continue to develop basic reading skills: previewing, skimming, scanning, summarizing, determining meaning from context and drawing conclusions.
• Show familiarity with different rhetorical modes.
  

• Making Connections, by Kenneth Packenham. New York: Cambridge University Press. 1998.

• Strengthening students' awareness of the basic notions of paragraph development, particularly the role of the topic sentence and the internal logical development of the paragraph.
• Introducing to students the basic principles of the multi-paragraph composition, focusing especially on the role of the introductory and concluding paragraphs, drafting an effective thesis statement, and organizing the composition according to a clear logical pattern.
• Improving students' sentence combination skills, especially in the area of the strategy and techniques of coordination within compound sentences and within simple complex sentences.
• Increasing student awareness of the nature of the writing process, especially in the area of effective topic construction and in the necessity and techniques of revision and editing.

• Use correct spelling, capitalization and punctuation appropriate to the level.
• Master verb forms for simple present, present progressive, simple past, past progressive, present perfect and future.
• Write simple sentences and compound sentences using all seven of the coordinating conjunctions and conjunctive adverbs/sentence connectors.
• Write complex sentences with adverb clauses with a relatively high level of accuracy.
• Write complex sentences with adjective and noun clauses and conditional clauses with limited accuracy generate ideas through prewriting.
• Organize and write a sophisticated paragraph with a clear topic sentences, supporting sentences and a concluding sentence using familiar or new material
• Organize and write a moderately sophisticated five-paragraph essay of at least 200 – 300 words with an introductory paragraph and thesis statement, supporting paragraphs, and a concluding paragraph based on familiar or new material in various rhetorical patterns using correct essay form.
• Revise a paragraph or essay whose errors have been identified.
  

• Intermediate Writing , Oshima (Addison-Wesley)

• Building on the syntactic knowledge that students have gained in previous study of English grammar while introducing more advanced structures as well as the finer nuances involving tense and aspect of English verbs.
• Strengthening students' abilities to produce the new grammatical structures in a variety of communicative contexts.

• Be able to use all verb tenses except for the past perfect progressive and the future perfect tenses.
• Be able to use present and future model auxiliaries and related expressions.
• Be able to use subjective, objective and possessive personal pronouns.
• Show familiarity with the structure and use of adjective and noun clauses.
• Be able to use coordinating and subordinating conjunctions to connect ideas, including the use of punctuation.
• Be able to recognize and use gerunds and infinitives.
• Be able to use the comparative and superlative forms of adjectives and adverbs.
• Show familiarity with quoted/reported speech and conditionals.
  

• Focus on Grammar (text and workbook), Fuchs, Westheimer, & Bonner, Longman.X