Intensive English Program

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.

Please see the Nile Language School Catalog for more information about our courses.

 

Student Learning Outcomes by Level

ESL101

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.

 

ESL102

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.

 

ESL201

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.

 

ESL202

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.

 

ESL301

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.

 

ESL302

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.

 

ESL401

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.

 

ESL402

After successful completion of this course, 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

 

ESL403

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.

 

ESL404

After successful completion of this course, 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

 

TFL501

Students will be able to:

  • Understand academic vocabulary from context, recognize referents, simplify meanings of sentences, insert sentences into passages, and find factual information.
  • Note the main points as he/she reads and listens, plan effective responses, before writing, and write topic sentences for paragraphs on a variety of topics.
  • Plan independent responses to questions and give those responses. Student is able to plan and give responses on “either-or” questions. Student is able to also plan and give responses on integrated (reading and listening) tasks, making notes while they read and listen.
  • Understand the gist of academic lectures and everyday conversations that include idiomatic expressions. Student is also able to pinpoint details while listening and determine the purpose of the speaker’s talk.

 

TFL502

Students will be able to:

  • Determine negative points in academic and literary reading passage, make inferences from stated facts and determine the writer’s rhetorical purpose. Student can also pick out summary information and complete schematic tables.
  • Write supporting paragraphs, as part of an essay, on reading and listening passages that are academic and colloquial in nature. Student can also make grammatical corrections to their own writings, writings of their peers and advanced text.
  • Note the main points as they listen and/or read, plan for, and give responses to those passages. Student can give clear and detailed responses to independent questions and integrated skills questions. Students can give a strong topic statement and conclusion when speaking.
  • Understand a speaker’s stance and the organization of thoughts given by a speaker. Student can also identify subtle relationships of the ideas presented by speakers.