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Reading Writing Grammar

EAP 0541/1/2: Level 5 (B2 Upper-Intermediate)

Goal #1: Develop students’ ability to read, understand, and analyze texts on a wide range of academic themes.

Goal #2: Develop students’ ability to write academic essays that establish and maintain an argument supported by additional source material.

Goal #3: Develop students’ ability to apply increased grammatical knowledge and implement upper-intermediate level grammar in verbal and written communication.

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Student Learning Outcomes

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Reading

• Read and comprehend general English and academic vocabulary and texts at the B2 upper-intermediate level.
• Use a variety of context clues to aid comprehension of unfamiliar words and phrases in B2 upper-intermediate level texts.
• Apply reading strategies — previewing, skimming, scanning, annotation, and note-taking — to B2 upper-intermediate level academic texts.
• Identify cohesive devices in different readings at the B2 upper-intermediate level.
• Identify central ideas, details, and their relationships.
• Make inferences about meaning, mood, bias, tone, author’s position, and target audience.
• Paraphrase and summarize B2 upper-intermediate level source materials.
• Evaluate the credibility, reliability, and relevance of sources, assessing author stance, potential bias, and the strength of evidence in B2-level academic texts.

Writing

• Accurately spell and employ a wide range of general English and core academic vocabulary in writing about a variety of academic topics.
• Paraphrase, summarize, and cite source material accurately at the B2 upper-intermediate level.
• Produce multi-paragraph essays incorporating appropriate language and rhetorical organization for classification, argumentation, summary-response, comparison and contrast, problem and solution, and cause and effect.
• Write with varied sentence structure and punctuation, creating cohesion at the sentence, paragraph, and essay level to produce clear, developed academic prose.
• Plan and organize extended writing using pre-writing strategies such as outlining, thesis development, and argument mapping before drafting.
• Use self-editing skills, peer-review, and instructor feedback to revise and improve essay drafts.
• Compose multi-paragraph essays under timed, exam conditions.
• Use AI tools to support the writing process by identifying errors, exploring ideas, and checking citations, while maintaining full ownership, originality, and academic integrity of the final written work.

Grammar

• Use coordinating conjunctions accurately with a focus on parallel structure and paired conjunctions.
• Use the passive voice accurately across simple, progressive, and perfect tenses; use the get-passive; identify and use participial adjectives correctly.
• Form and use developed adjective clauses (which/who as subject, whose, where, when) accurately in academic writing.
• Use adverb clauses and subordinators accurately for time, cause and effect, direct contrast, and concession.
• Use past time modal expressions accurately, including forms for regret (should have, ought to have), obligation (had to), ability (could, was/were able to), expectation (was/were supposed to), and past conclusion (could have, may have, might have, must have).
• Use gerunds as objects of prepositions and infinitives of purpose (in order to) accurately in academic writing.
• Use conditional sentences accurately: real/true (present/future), unreal present/future, unreal past, and wish clauses.
• Use noun clauses as objects of reporting verbs in indirect speech speech (e.g., She said that she was leaving; He asked whether I understood).

Listening Speaking Pronunciation

EAP 0510/0511/0512: Level 5 (B2 Upper-Intermediate)

Goal #1: Develop students’ ability to listen to, follow, and comprehend short lectures on a variety of general and academic topics.

Goal #2: Develop students’ ability to articulate ideas in general and academic discussions and presentations with a high degree of fluency, prosody, grammar, vocabulary, and cohesive devices at the upper-intermediate level.

Goal #3: Develop students’ comprehensibility and intelligibility with a focus on use of prosody and phonemic awareness for overall effect.

Student Learning Outcomes

Listening and Speaking

• Listen to and respond to spoken language on advanced academic topics such as globalization, medicine, the environment, and social issues at the B2 upper-intermediate level.
• Participate in formal academic discussions and conversations using academic vocabulary, appropriate discourse structure, and academic speech norms, demonstrating awareness of varying interactional styles and formality.
• Use core academic vocabulary (including AWL-level items) precisely and appropriately in academic discussions, presentations, and spoken responses at the B2 upper-intermediate level.
• Give a 5-8-minute academic presentation showing evidence of research and providing proper spoken citations.
• Demonstrate comprehension of academic discussions, lectures, and listening passages by identifying main ideas, viewpoints, key details, and relationships between ideas in an integrated listening response task.
• Utilize notes from lectures and academic passages to demonstrate comprehension and summarize academic listening passages without in-class preparation.
• Evaluate a speaker's argument, identifying claims, supporting evidence, and underlying assumptions.
• Apply academic speech norms consistently in spoken academic interactions, using appropriate register, hedging language, and discourse markers.

Pronunciation

• Listen for and produce consonant clusters and consonant reductions in connected speech.
• Listen for and produce intonation for certainty and uncertainty, and in tag questions, indirect questions, and rhetorical questions.
• Integrate reduced speech forms (elision, assimilation, vowel reduction) naturally in fluent connected speech without sacrificing intelligibility.
• Organize spoken output into well-defined thought groups to aid listener comprehension in extended academic discourse.
• Control pitch range to signal information structure (new vs. given information) and convey appropriate academic register.
• Control variation in volume and use pausing and pacing deliberately to signal importance, manage audience attention, and enhance clarity.
• Recognize and apply neutral tone and appropriate stress in hedging language in academic discussions.
• Monitor spoken output and self-correct errors in pronunciation, stress, and intonation during discussions and presentations.