The Short Program is offered exclusively at our Manhattan and Flushing campuses in New York.
* Intro to Grammar In Use S (5 weeks: 90 hours) – Level 2 | ||||
Course requirement | CaMLA EPT | CaMLA Speaking | CaMLA Writing | Total Range for Placement |
Placement Test | 27-40 | 3-8 | 5-12 | 35-60 |
Course Description | This course introduces students to communicative activities focused on grammatical structures to take learners from comprehension to communication in English in confidence. | |||
Course Goal | Develop students’ ability to understand basic aspects of the grammar through an integrated-skills approach to help them communicate in English in confidence and accuracy. | |||
Student Learning Outcomes (SLOs) | At the end of the course: Students will be able to identify appropriate tenses to utilize in context. Students will be able to express suggestions, necessity, and advice. Students will be able to describe present and past events on familiar everyday topics. Students will be able to distinguish modal meanings. Students will be able to express opinions on everyday topics with correct structures. Students will be able to identify degrees of comparison of adjectives. Students will be able to distinguish the use of gerunds and infinitives as subjects and objects. Students will be able to compose simple and compound sentences on familiar topics with appropriate vocabulary and correct punctuation. Students will be able to identify main ideas and details on everyday topics. | |||
* Advanced Grammar In Use S (5 weeks: 90 hours) – Level 3 | ||||
Course requirement | CaMLA EPT | CaMLA Speaking | CaMLA Writing | Total Range for Placement |
Placement Test | 41-50 | 8-12 | 12-18 | 61-80 |
Course Description | Students are further introduced to extensive grammar pedagogy through new and most-updated readings, real and natural language usage, and additional communication activities that encourage collaboration and the application of the target grammar in a variety of settings. | |||
Course Goal | Further develop students’ ability to understand comprehensive grammar in a variety of settings through abundant practice, new readings and activities, corpus-informed grammar presentations, and expanded writing practice to help them communicate in English in confidence, accuracy and fluency. | |||
Student Learning Outcomes (SLOs) | At the end of the course: Students will be able to describe present, future and past events, utilizing appropriate vocabulary and structures and perfect tense. Students will be able to execute making requests, giving permissions, and expressing opinions and evaluations on advice and everyday topics with correct structures. Students will be able to identify use of indefinite and definite articles to describe nouns and a range of quantifiers in affirmative and negative statements. Students will be able to compose simple, compound and complex sentences with noun, adjective, and adverb clauses on a variety of topics with appropriate vocabulary and grammatical structures. Students will be able to utilize comparative and superlative adjectives and adverbs to show increase or decrease. Students will be able to compose letters and emails applying knowledge of structure and vocabulary. Students will be able to identify main ideas and supporting details with a detailed description on everyday topics. | |||
* Intro to Writing S (5 weeks: 90 hours) – Level 4 | ||||
Course requirement | CaMLA EPT | CaMLA Speaking | CaMLA Writing | Total Range for Placement |
Placement Test | 51-61 | 12-16 | 18-25 | 81-102 |
Course Description | Students are introduced to various genres of essays and basic writing skills needed to succeed in their everyday lives in a variety of settings to empower them to write effectively in different genres. | |||
Course Goal | Develop students’ ability to understand American writing skills in a variety of settings; to develop students’ ability to begin to apply knowledge of basic writing skills in American English. | |||
Student Learning Outcomes (SLOs) | At the end of the course: Students will be able to construct a unified paragraph around one central idea. Students will be able to compose a coherent paragraph by repeating key nouns, utilizing consistent pronouns and transition signals to link ideas, and arranging ideas in logical order. Students will be able to compose thesis statements with opinions and utilize facts to support the thesis statement. Students will be able to utilize direct and indirect quotations as supporting details and examples. Students will be able to identify main ideas and supporting details in more complex articles and texts. Students will be able to compose paragraphs that demonstrate a cause and effect and comparison relationship. Students will be able to compose an argumentative essay, using transitions of contrast and statistics. | |||
* Advanced Writing S (5 weeks: 90 hours) – Level 5 | ||||
Course requirement | CaMLA EPT | CaMLA Speaking | CaMLA Writing | Total Range for Placement |
Placement Test | 62-68 | 16-20 | 25-30 | 103-118 |
Course Description | This course is designed to help students master the writing skills that are needed to succeed in their personal lives and professional careers. | |||
Course Goal | Expand students’ ability to synthesize comprehensive writing skills, to understand texts of different genres and to produce coherent written text with advanced grammatical forms and structures. | |||
Student Learning Outcomes (SLOs) | At the end of the course: Students will be able to classify information utilizing observations, notes and surveys. Students will be able to identify main ideas for writing a summary or abstract. Students will be able to utilize parallel structures to create symmetry and formulate quotations, statistics, and examples to support claims. Students will be able to paraphrase ideas to avoid plagiarism. Students will be able to recognize patterns and use rules related to advanced level grammar forms, in formal and informal texts that include quantifiers, multi-word verbs, noun, adjective, and adverb clauses, modal, perfect tense, and transitional signals. Students will be able to identify main ideas and supporting details; utilize context clues to infer the meaning; analyze opinions and facts in complex texts and authentic articles. Students will be able to synthesize information taken from different sources to compose a problem and solution essay. | |||
* Accent Reduction S (5 weeks: 90 hours) – Level 5 | ||||
Course requirement | CaMLA EPT | CaMLA Speaking | CaMLA Writing | Total Range for Placement |
Placement Test | 62-68 | 16-20 | 25-30 | 103-118 |
Course Description | Accent Reduction offers extensive practice in standard American English pronunciation including speech patterns like stress, intonation, and rhythm. | |||
Course Goal | Develop their phonetic awareness of standard American English. | |||
Student Learning Outcomes (SLOs) | At the end of the course: Students will be able to distinguish between minimal pairs. Students will be able to identify phonetic symbols. Students will be able to apply suprasegmental rules in speaking. | |||
