English for Academic Purposes (EAP) Level 1 to 4

English for Academic Purposes (EAP) Level 1 to 4

Course

Length

(weeks)

12

Hours Of Study

(per weeks)

20

Fees:

(per weeks)

$410

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INFORMATION ABOUT THIS COURSE

Scots’  EAP Course consists of four 12-week blocks of 20 hours per week. 

 

Students who successfully complete the EAP 1 and EAP 2 course will have gained a strong language skills foundation to allow them to take the language skills EAP 3 and EAP 4  Levels. Having completed EAP 3, students usually meet the English language requirements for vocational education and training (VET) courses.  Students entering the EAP course at level 4 will be seeking a pass at IELTS 6.5 - 7.0 in order to enter a tertiary course at a higher education provider  

              

The table below provides a sample of the Syllabus for EAP 3 – Upper Interndiate, Week 3.

  

EAP Upper Intermediate

Week 3 (Module 1, Week 3)

Theme: Society (1st of 3 weeks)

1st of 3 weeks on EAP Now! Unit 2

Key learning Outcomes

Performance Criteria / Sub-skills

Speaking

EUS1: Can take part in discussions on topics of current or general interest provided the topic is not too abstract,  technical or obscure

Discuss various social issues; explain own ideas; respond to the ideas of others

EUS2: Some ability to use more complex, less common and/or idiomatic lexis and language patterns has developed

Use vocabulary for social issues; for expressing change; understand the importance of collocation 
Build awareness that different fields have their own vocabulary

EUS4: Can clearly express & justify opinions, discuss pros & cons, provide coherent arguments etc

Discuss various social issues; explain own ideas; respond to the ideas of others

EUS5: Can give short structured spoken descriptions and explanations in which significant features, trends etc are highlighted

Understand & describe percentages, pie charts and bar charts

 

EUS8: Can successfully negotiate roles in a group assignment

Negotiate joint construction of a group project 
Jointly ensure group essay has cohesion

Listening 

EUL1: Can generally follow group discussions where  delivery isn’t too fast & the language isn’t too colloquial

Listen to participate in discussion on various social issues

EUL2: Follows the main points and many details of conversations & lectures on common topics, applying strategies such as prediction  as appropriate

Listen for specific info/details  in a short lecture
Relate ideas heard to own life

 

EUL7: can identify some meaning through stress & intonation, e.g. emphasis, attitude

Listen for tone of voice to infer tone/attitude

 

Reading 

EUR1: Effectively uses strategies such as predicting from headings etc, skimming & scanning

Choose between skimming and scanning; skim a variety of text types such as essays, web pages, indexes and catalogues

EUR2: Can follow & extract most information & ideas from most short to medium length articles on common topics

Read in detail after skimming/scanning to find appropriate place in the text

EUR3: Extracts meaning by following features of text structure such as staging, topic sentences and cohesive devices etc

Identify and use text structure to aid understanding

EUR5: Can identify and evaluate evidence used to support an idea

Differentiate between weak and strong evidence

Writing 

EUW1: Can write a range of types of short essay that explain, argue or discuss topics in an academic way, broadly structured according to genre conventions, with logical paragraphing

Plan and write structured argument essays
Write body paragraphs with an appropriate structure

EUW3: Some use of cohesive devices allows for some smoothness in the flow  of ideas

Use discourse markers of addition and contrast

EUW4: Can give and justify an opinion, evaluate ideas etc in a logical way

Plan and write structured argument essays

EUW8: Can contribute to an extended explanation essay or report as part of a group project

Negotiate joint construction of a group project
Jointly ensure group essay has cohesion

 

Assessment in Week 3

 

Weekly out-of-class work: write an opinion based essay (argument or discussion), topic at teacher’s discretion (EUW1-4)

Weekly skills test: CI4 Test 1, Reading (EUR1-6)

In-class assessment: Speaking (EUS1-7)

 

Project stages for EAP Upper Intermediate Week 3 (Project U1: Group essay project – week 3)

 

Bring together the first drafts of their sections, and put together a first draft of the whole essay discuss first draft and how it should be refined (may include feedback from teacher and/or peers)

 

Language focus
e.g. grammar, vocab, functions

Activities
Main activities in each macroskill area

Resources
Ref & page nos

Oral/aural skills 

Discuss various social issues; explain own ideas; respond to the ideas of others; Listen to participate in discussion on those topics

Respond to guided discussion questions (EUS1,4; EUL1)

 

 

 

 

Personal response questions after listening; ‘fine someone who’ activity involving well-developed opinion based responses

EN2 p30-31

EN2 p33-34

EN2 p38

EN2 p43

AE2-3LS p129-134

AE2-3LS p137-139

Use vocabulary for expressing change; understand the concept of collocation

Examine nature and usefulness of collocation; vocabulary/collocation input; vocabulary/collocation practice (EUS2)

EN2 p30-31

FoI2 p18-21 for later review

ECU-A p129-134

Build awareness that different fields have their own vocabulary

Examine vocab in context; extend by discussing how to find out about terms in own field of future study

ECU-A p131

Negotiate joint construction of a group project jointly ensure group essay has cohesion

Students finish first drafts of their part of the essay, then bring them together, and, through negotiation, put together a first draft. Then negotiate further improvements for the second draft (EUS8, EUW8)

Project work

Understand & describe percentages, pie charts and bar charts  using appropriate vocabulary

Describe pie charts; extend by discussing how bar charts are similar/different (EUW2,5)

AE2-3LS p132, 137

Listen for specific info/details  in a short lecture; relate ideas heard to own life; listen for tone of voice to infer tone/attitude

Answer T/F questions; multiple-choice questions; identify tone of voice and match to attitude; discuss what was heard

AE2-3LS p133-136

Writing/reading skills  

Choose between skimming and scanning; skim a variety of text types such as essays, web pages, indexes and catalogues;

Examine the purpose and usefulness of skimming; compare with scanning; decide which technique is best in a variety of situations; scanning race (EUR1)

EN2 p31-35

Read in detail after skimming/ scanning to find appropriate place in the text ; identify and use text structure to aid understanding

Check information; answer/discuss questions relating to the text (EUR2,3)

EN2 p34-35

Find meaning from context

Use the text to match words to meanings (EUR2)

EN2 p36

Differentiate between weak and strong evidence

Look at possible types of evidence and the reasons why the evidence may be weak or strong; decide what types of evidence are represented in a text; evaluate the strength of evidence therein (EUR5)

EN2 p36-38

Plan and write structured argument essays; Use discourse markers of addition and contrast; Write body paragraphs with an appropriate structure

Examine structure and generic features of example argument essay; look at how cohesion is achieved through discourse signals marking similar and opposing ideas; examine how body paragraphs are structured; write own body paragraphs; plan and write own argument essay. this could be extended by asking students to respond to at least one of the questions on p46. (EUR3, EUW1,3,4)

EN2 p39-44

FoI2 p30 looks at ‘mindplans’ for essays

Homework / Independent study

Finish writing started in class; work on project

 

Resources 

 

Core text(s) / Key resources

Cox & Hill (2010) EAP Now! 2nd Edition. Frenchs Forest: Pearson Australia

 

EN2

Recommended supplementary resources

 

CUP (2006), Cambridge IELTS 4. Cambridge: CUP

CI4

Glendinning & Holmstrom (2004) Study Reading 2nd Edition. Cambridge: CUP

SR2

Guse (2011) Communicative Activities for EAP Cambridge: CUP

CAE

McCarthy & O’Dell (2008) Academic Vocabulary in Use with Answers. Cambridge: CUP

AVU

McCarthy & O’Dell (2008) English Collocations in Use: Advanced Cambridge: CUP

ECU-A

O’Connell (2010) Focus on IELTS New (2nd) Edition. Harlow: Pearson

FoI2

Sanabria (2012) Academic Encounters 2nd Ed 3: Life in Society Listening & Speaking New York: CUP

AE2-3LS

 

How many tests will I get?

 

If you study the EAP 1, 2, 3 OR 4 course, you will be assessed through a series of assessment tasks which will be carried out throughout the duration of each 12-week course.  All four levels of EAP  have about  a similar number of assessment tasks but the subject matter will more difficult and demanding as you move through the levels from EAP 1 to EAP 4.

 

Each assessment task will be graded, with three pass grades; A, B, and C, and one non-pass D grade. To satisfactorily complete the EAP course, you must receive a pass grade for all your pieces of work. If you receive any D grades up to two-thirds of the course (week 6), you will be given the opportunity to improve and resubmit work before the end of week 8.  If you get more than 2 D grades (after resubmission or after week 7), you will have to retake the course if you hope to achieve a pass grade higher than D. 

 

The following table gives you and outline of kind of assessment tasks you will be asked to complete for the EAP courseS. You can see from this table that you have a number of weeks to hand in each assessment task. Your teacher may also give you extra assignments, especially if there is an area where you need some improvement. 

 

Skill

Assessment 

 

 

Listening

Gap fill

Listening for detail

Taking Notes

Writing a summary

Speaking 1

Oral Presentation

Speaking 2

Debate/ Discussion Group

Reading & Comprehension

A range of Reading & Comprehension tasks from different text types 

Writing 1 

Writing a summary from a text

Argument essay

Narrative
Compare & Contrast Essay 
Information Report

Writing 2

 

Major Research Essay

Thesis & Tentative References

References & Notes

First Draft

Final Draft

Finished Essay

            

This table will help you understand the grades you can achieve and the end of course results you need to study at different levels of tertiary education.

 

Grade & %

EAP 2 - Pathway to

EAP 3 - Pathway to

EAP 4 - Pathway to 

 

HD = > 85%

VET Cert IV Certificate Courses

VET Advanced Diploma Courses 

Higher Education

D = 75% - 84%

VET Cert III Courses

VET Diploma Courses

Higher Education

C = 65 – 74%

 

VET Diploma/ Advanced Diploma Courses

VET Diploma/ Advanced Diploma Courses

P = 50 – 64%

 

VET Cert III Courses 

 

F = < 50% 

 

 

 
 
 

 

 

Students taking the EAP course will usually have completed General English before hand. The table below shows the entry and exit levels to the EAP 1 and EAP 2 as well how the English levels of these courses compare with other ELICOS courses offered at Scots. 

 

CEFR Score

General English

English for Academic Purposes

C1

Advanced

 EAP 4 

B2

Upper Intermediate

EAP 3

B1

Intermediate

EAP 2

A2

Pre-Intermediate

 EAP 1 

A1

Elementary

 

Pre-A1

Beginner

 

  

 

 

 

 

English for Academic Purposes: Student intake occurs every Monday.