As there is not a modular system application in our program, students stay in the same level throughout the academic year, but student learning outcomes of all the levels are targeted to be at the same exit level with a slight degree of difference in their English Language proficiency.

Listening & Speaking

Goals

· The goal of the listening component of the preparatory program is to enable students to acquire the necessary listening skills to understand and follow various types of spoken discourse such as lectures, conversations, interviews, and discussions.

· The goal of the speaking component of the preparatory program is to enable students to develop sufficient speaking skills to communicate effectively and participate successfully in academic courses during their undergraduate studies.

Objectives

Students will:

· identify main ideas in a lecture and conversation.

· identify important details in a lecture and conversation.

· distinguish more important ideas from less important ones.

· use different listening strategies to listen actively.

· take clear notes.

· use their notes to organize their ideas.

· identify words and/or phrases related to the topic.

· draw inferences relying on the context.

· express themselves fluently.

· express themselves with acceptable accuracy.

· convey their ideas clearly.

· participate in discussions.

· analyze and synthesize information presented in different sources.

· present the key points from a written and listening text.

· use paraphrasing techniques when presenting what they have read/heard.

Outcomes

At the end of the program, students will be able to:

· use cohesive devices to distinguish different ideas,

· identify key terms and definitions during conversations and/or lectures,

· identify cues the lecturers use when focusing on examples, cause and effect relationships, and comparison and contrast,

· make inferences based on what they hear,

· identify the lecturer’s point of view,

· use symbols and/or abbreviations to take effective notes,

· express their opinions in individual presentations of ideas,

· express their opinions in group discussions,

· use accurate linguistic structures in conveying their ideas,

· use appropriate vocabulary in conveying their ideas,

· paraphrase important information in the listening texts,

· produce a speech eliciting ideas from different sources.

* A listening text refers to any lecture at the upper-intermediate level of at least 600 words.

Reading

Goal

The goal of the reading component of the preparatory program is to enable students to acquire the necessary reading skills to comprehend academic texts.

Objectives

Students will:

· comprehend important information and facts that are stated in a reading text.

· understand the distinction between main ideas and supporting details in a reading text.

· understand the meaning of a word as it is used in a reading text.

· draw conclusions based on the information given within a statement or section of a reading text.

· perceive ideas that are suggested but not directly stated within a reading text.

· develop the ability to analyze the logical organization of written text and enhance their skills in ensuring coherence and cohesion.

· recognize the organization and purpose of a reading text.

Outcomes

At the end of the program, students will be able to:

· use context clues to figure out the meaning of a word and/or phrase in a reading text,

· use surrounding information to understand meaning, details and/or inferences in a reading text,

· use surrounding information to determine what a pronoun, determiner, etc. refers to in a reading text,

· skim a passage for main ideas,

· scan a passage for specific information,

· recognize effective paraphrased statements of important points in a reading text,

· to identify the logical flow of ideas in a paragraph and insert a given sentence in the most appropriate place to ensure coherence and cohesion,

· summarize information in a reading text,

· categorize information in a reading text,

· infer a writer’s intention and/or purpose in a reading text.

* A reading text refers to any text at the upper-intermediate level with a minimum of 500 words.

Writing

Goal

The goal of the writing component of the preparatory program is to enable students to develop essential writing skills that will allow them to produce academic texts required for their undergraduate studies.

Objectives

Students will:

· brainstorm and organize their ideas.

· use the mechanics of writing appropriately.

· use appropriate cohesive devices to improve their texts.

· incorporate appropriate vocabulary to express ideas precisely.

· write grammatically accurate basic and complex sentences.

 

· write coherent and unified paragraphs.

· learn how to paraphrase to improve their writing.

· learn how to summarize to improve their writing.

· express a clear opinion.

· provide relevant support through examples or reasons.

· produce a written response based on the information in the reading and listening texts.

Outcomes

At the end of the program, students will be able to:

· make an outline,

· apply punctuation, capitalization, and spelling rules in writing appropriately,

· use parallel structures accurately and effectively,

· use a variety of conjunctions, transition signals, pronouns, and articles to improve their texts,

· use a wide range of vocabulary relevant to the topic,

· use correct forms of the words,

· write texts avoiding fragments, run-on sentences, and/or comma splices,

· express their opinion clearly,

· organize their ideas using ordering styles according to the content of the discussion,

· use arguments, examples, scientific facts, and anecdotes to strengthen their opinion,

· use language structures and vocabulary to express agreement/disagreement or to introduce a new opinion,

· write a response identifying the main ideas and key points of a reading and a listening text.

*A response for an academic discussion paragraph, at the upper-intermediate level, is expected to contain a minimum of 100 words.

*A response for an integrated essay, at the upper-intermediate level, is expected to contain between 150 and 225 words.

Use of English

Goal

The goal of the language use component of the preparatory program is to enable students to attain useful and efficient linguistic structures and use them appropriately in their undergraduate studies.

Objectives

Students will:

· use linguistic structures to read and understand well-structured texts encountered in academic or social contexts.

· use linguistic structures to follow and comprehend a well-organized scripted lecture and take notes.

· use linguistic structures to produce coherent written and/or oral responses on academic and social topics.

· attain vocabulary to comprehend academic and social reading and listening texts.

· use the correct form of the words in their oral and written language production.

· understand separate meanings of a word as it is used in a reading and listening text.

Outcomes

At the end of the program, students will be able to:

· identify the use of linguistic structures in written and oral texts,

· use the linguistic structures they have learnt in different kinds of written and oral texts effectively,

· use appropriate words to convey accurate meanings in different kinds of speaking and writing,

· guess the definitions of the words using context clues,

· figure out a word’s part of speech in a sentence,

· spell and pronounce each word and different forms of words correctly,

· skim and scan a passage to understand the main idea and to find specific information,

· find direct and indirect answers about part and/or whole of reading or listening texts,

· make use of complex linguistic structures to understand a reading and listening text.

Learner Training

Goal

The goal of the learner training component of the preparatory program is to enable students to become efficient and autonomous language learners.

Objectives

Students will:

· study independently,

· collaborate with their peers to complete language tasks and assignments,

· utilize various strategies for language learning,

· make use of various online and offline resources for language learning,

· evaluate their own progress by filling in self-reflection tools,

· set their goals based on their strengths and weaknesses.

Outcomes

At the end of the program, students will be able to:

· demonstrate the ability to study independently using self-study materials and other resources,

· actively collaborate with peers to complete language-related tasks and assignments, contributing meaningfully to group efforts,

· employ appropriate language learning strategies to enhance their proficiency and adapt to diverse learning situations,

· effectively use online and offline resources to support their language learning, including dictionaries, apps, and academic materials,

· critically evaluate their own language development by completing self-reflection tools,

· identify their strengths and areas for improvement to regulate their learning process.