Pre-EAP (College Entrance)
Pre-EAP is an introduction to EAP which is a pathway into several colleges and universities in Canada. The course focuses on academic listening, speaking, reading and writing skills.
- Start Dates: 2013 (Dec 30) 2014 (Mar 10, May 20, Jul 28, Oct 06, Dec 29)
- Focused on Writing Preparation for Exam Classes
- Pathway to Exam Preparation Courses, College and University
PRE-EAP is an intensive, ten-week course designed to introduce students to academic English, focusing on academic reading and writing skills. The purpose of the course is to expose students to a variety of structures, from descriptive and comparative essays to opinion-based papers and reports, and to help them develop their own clear, cohesive, and organized compositions. Over the duration of the course, we concentrate on the mechanics of the English language and work to expand the student’s vocabulary.
This course also focuses on critical thinking and on analyzing academic-level texts in order to improve students’ reading skills. Although the concentration is on writing and reading, the course has an authentic listening component aimed at improving students’ note-taking skills. The course involves a great deal of group/pair work, cooperation, and class discussion, and students are required to prepare a short oral presentation as well. Participation and attendance are mandatory; enrollment is limited.
The mornings usually begin with students going over the previous night’s homework as a class and having a discussion in order to introduce or expand upon the weekly theme or a topic related to the day’s reading/writing/listening, for example, formative childhood experience.
The students are eventually given a reading (short story, essay) of a related theme (e.g. experiencing peer pressure) to read and analyze; they work in pairs to answer questions, examine new vocabulary and then discuss their ideas with the entire class.
The class then focuses on the writing structure of that week (e.g. narratives) and a particular element of that style (e.g. using past continuous to give descriptive detail, essay organization, etc). Students will then do some form of in-class writing relating to the previously discussed topics. For example, they may be asked to write a narrative-style paragraph describing a time that they experienced peer pressure. This may be done as their daily journal entry or as an assignment to be handed in. Regardless, students proofread their partner’s composition and help each other with any corrections.
The afternoon often consists of an authentic listening on the related topic of the day/week, followed by discussion, for example, a radio program concerning the different forms of stress experienced in childhood and the possible effects.
The afternoon is also spent on the vocabulary focus of the week and any other issues that may occur. Each group of students is quite different and the course is often adjusted slightly to meet the individual needs of the particular group of students. Some constants are nightly homework assignments, the Friday quiz, in-class writing assignments, and a larger essay assignment to be done over the weekend