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© iEAP Program - Faculty of Education, University of Calgary (2010)

Intensive English for Academic Purposes

iEAP

Curriculum: How to Use this Document

Table of Contents Intensive English for Academic Purposes 2 Documents Overview 2

Final Report 2 Report Summary 2

How to Use these Documents – Instructional Materials 2

List of iEAP Materials booklets 2 iEAP Materials Explained 2-‐3

iEAP Unit Templates 4-‐9 Weeks 1-‐2: Humanities & Social Sciences -‐ 4 Weeks 3-‐4: Science & Engineering 6 Weeks 5-‐6: Business & Communications 8 iEAP Pre and Post Testing Materials Explanation 10 Outline of Pre-‐post testing materials 10 Explanations of individual Pre/Post Tests

iEAP Program Entrance Survey 11 Reading proficiency 11 Writing proficiency 11 Passive Knowledge of English vocabulary 11 Gates-‐McGinitie Vocabulary 11 Nation’s Levels Test 11 Academic Word List Sub-‐-‐-‐list Yes/No test 12 Active use of English vocabulary 12 Vocabulary profiles of student writing 12 Fill in the blank productive vocabulary test 12 Non-‐Language based criteria Surveys 13 i. Strategy Inventory of Language Learners 13

ii. Student motivation survey 13 iii. post-‐program evaluations and interviews 13

Pre & Post Test Sequencing 13

iEAP Program Pre & Post Tests iEAP Program Entrance Survey 14 Nation’s Levels Test 17 Academic Word List Sub-‐-‐-‐list Yes/No test 25 iEAP productive vocabulary test 35 iEAP Persuasive Report Writing Assessment (pre) 44 iEAP Persuasive Report Writing Assessment (post) 46

iEAP post-‐Program Evaluation/Survey 48 Strategy Inventory of Language Learners 55

Student motivation survey 58

iEAP – How to use these Documents – Instructional Materials

Intensive English for Academic Purposes This document provides a short orientation to the iEAP program teaching materials and an explanation of how they are organized and how they could be used by an iEAP instructor. The actual pre/post-‐tests make up the bulk of this bound volume. In addition to the teaching & assessment materials that are discussed and/or presented in this volume, the remaining iEAP program printed documents include the following:

Language Learning Support for First –Year Post Secondary English Language Learners: Curriculum Design and Development – Final Report

This document provides a more comprehensive background on the theory and rationale behind the iEAP program Additionally, it includes a description of the process that went into the iEAP curriculum development as well as some of the some of the results of the initial iEAP Pilot that was conducted in the summer of 2010.

Language Learning Support for First –Year Post Secondary English Language Learners: Curriculum Design and Development –Report Summary

This document is two page summary of the iEAP program development project and was created for the use of office of the Minister of Alberta Employment and Immigration.

How to Use these Documents – Instructional Materials The instructional materials for this six-‐week course are presented in eight separate booklets of instructional materials and resources, as follows:

1. Week 1 – Social Sciences and Humanities 2. Week 2 – Social Sciences and Humanities 3. Week 3 – Science and Engineering 4. Week 4 – Science and Engineering 5. Week 5 – Business 6. Day 26 – Business 7. Day 27 – Business 8. Days 28-‐29 – Business

Each of these booklets contains the resources necessary for the implementation of lessons, which are presented in chronological order. Each of the 30 days (minus a final day for post-‐testing and one day for the August bank holiday) begins with an overview lesson plan, which outlines the goals for the day, the in-‐class tasks, classroom instructions, and homework information. The documents following a day’s lesson plan are the materials associated with that day’s instructional sequence.

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Course handouts, answer keys, presentation slides, readings, etc. are all found in chronological order. Furthermore, all materials are clearly labeled at the bottom of the page with corresponding file names found in the daily lesson plans to facilitate the finding of resources. Page numbers are also found on each page, which correspond to the table of contents at the beginning of each booklet. Slides are also included in this document, and the electronic files for these Keynote presentations are included in the electronic version of these documents. Not all of the electronic materials, such as videos, are included in this document, but transcripts are included where applicable. Information is provided in daily lesson plans about where to find audiovisual materials such as lectures, videos, and documentaries. Due to the nature of the curriculum, which favours the use of authentic materials, a number of original documents are used throughout the course. Those who intend to use this document as a classroom guide are advised that they are responsible for understanding copyright agreements and licensing for in-‐class usage of any of these materials, which are all readily available at the University of Calgary Visual Resource Library, video rental outlets, or online through the iTunes store or iTunes University. In the case where original newspaper articles or book chapters and/or excerpts are used, copyright has been abided in that less than 10% of the book is used or it is widely available copyright-‐free online. Although the curriculum is designed as a six-‐week intensive program, we feel that the materials can quite easily be implemented in a variety of ways. This course has 120 in-‐class instructional hours and students are also expected to contribute the same amount of time outside of class on their own. This extra homework time could quite easily be integrated into class time to make the course longer and provide students with more focused and guided help with their assignments and readings, in a high school setting, for example. Furthermore, this program can also be quite easily adapted for use in other cities, with a bit of research on the part of the instructor to better contextualize the materials. Although many of the materials are from the Calgary area, the issues presented are relevant in many places. Finally, we feel that this type of curriculum should be fairly easy to integrate in a number of different scenarios and sufficient information is provided in the booklets to facilitate this. We strongly encourage instructors to also inform themselves about sustained content, accelerated learning, generation 1.5 and the issues facing these students to best understand the rationale behind the development of this unique project.

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Learning Tasks: • APA formatting assignment• personal dictionary

• web blog/journalling• online scavenger hunt

Assessment Strategies:• research report• academic essay

• book club reports/presentations• debate

Core Objectives! ! ! ! ! ! ! ! ! ! ! ! ! Instructional Sequence (3-courses run concurrently)

Model for Developing Academic Proficiency

Reading Comprehension and Proficiency:Lesson Overview

Reading Comprehension and

Proficiency: Main Activities

Writing and Grammar:

Lesson Overview

Writing and Grammar: Main

Activities

Communication: Lesson

Overview

Communication:Main Activities

Session 1 Calgary in the Past and Present

Newspaper articles and pictures

Blog-writing Free writing, fluency

Introduction: Introductions, Setting Goals

Session 2 Canadian Studies: Pioneer Moment

First year textbook - comprehension, vocabulary

Parts of Speech, metalanguage

Personal rules, dictagloss, grammar assessment

Naheed Nenshi: TED video

Note-taking, comprehension questions

Session 3 Canadian Studies: Oil and the Birth of AB

First year textbook reading - vocabulary, comprehension

The Writing Process

Doing research, finding sources

Workshop: Finding online materials

Compiling sources for report

Session 4 Book Club: The New CIty

Group discussion, extensive reading. Learning cities, promoting diversity

The Writing Process

Thesis statements, citations

Field Trip: Doucette Library

Focus on report writing

Session 5 Newspaper Article: Gentrification

Comprehension, vocabulary

The Writing Process

Peer Editing, feedback, evaluation

Film: Inglewood Taking notes, answering questions

Session 6 Newspaper Articles: Ethnic Enclaves- Jigsaw

Present articles, evaluate POV

(Research Report)Letters to Editor

Formal Letters, Blogs

Lecture: Choices and Consequences

Note-taking, comprehension questions

Session 7 City of Calgary Document

Comprehension, vocabulary

Essays, Tenses Dictagloss, sample essay

Documentary: Radiant City

Note taking, vocabulary, comprehension

Session 8 Newspaper Articles

Jigsaw, presentation, argument

Essay preparation: Making Arguments

Avoiding fallacies, tense auction

Documentary: Radiant City

Note taking, vocabulary, comprehension, discussion

Session 9 City of Calgary Document

Scavenger hunt, online, scanning for info

Evaluating and Assessing writing

Self and peer assessment

Debate Preparation:

Sharing opinions, (dis)agreeing, videos

Session 10

Book Club: The New City

Global cities, Connecting immigrants with jobs, Unbounded cities

Quiz, the Writing Process

Vocabulary usage quiz, peer editing (essays)

Debate: In class “city council” debate

Materials/Content

The Past• 1st year textbooks• newspapers• documentary video• non-fiction book• guest speakers• field trip

Content SpecificObjectives:

• prepare for academic demands within social sciences and humanities at university

Concepts:• sustainability• urban sprawl• political process

Knowledge:• Calgary history• the essay• academic research

Strategies! Language ! Concepts

Vocabulary:

• municipal planning

• AWL-academic

Forms:

• comparison• verb tense• modals of

possibility

Functions:

• giving opinions• formal register• asking questions• agreeing/

disagreeing

Language Learning

• prediction• speculation• semantic mapping• finding info• arranging/planning• evaluating

learning• using a checklist• cooperating w/

peers• setting goals• identifying

purpose• dictionaries• personal

dictionary• guessing vocab

Academic

• note-taking• understanding

charts & tables

• summarizing• grouping

• identity

• systematicity

• social conventions

• rules/regulations

• individual/community

• rights/responsibilities

Theme Title:! Plan-It Calgary I: The Past, Present & Future of CalgaryRational: Academic skill & language learning within the Social Sciences & the HumanitiesBroad Theme Goals: Post-Secondary Academic Preparation

Target Group: University of Calgary bound E.L.L.Level: EAP

Planning a Theme: Learning by Design (Roessingh, 2001)

Learning Tasks: • Book Club• summarizing

• library research• self & peer editing

Assessment Strategies:• Lab Report• Research Proposal

• Lab Report Presentation•




Reading Comprehension and Proficiency: Main Activities

Writing and Grammar: Lesson

Overview


Activities

Communication: Lesson Overview

Communication:

Main Activities

Session 1

The Built Environment & Health

Pre-reading Strategies

SummarizingWriting A Research Proposal

SummarizingDictoglossResearch Proposal

Health & Built Environment Video (Kamloops)

Note-taking With Prompts

Session 2

The Built Environment & Health

Scanning For Spec. Info (scavenger Hunt)

Writing A SummaryFinding Resources

Summarizing Video: Weather & The Built Environment

Take NotesComare/shareQuiz

Session 3

Finding And Using Cited DocumentsThe Main Idea

Find 4 References , Highlight Main Ideas, Present To Class

Workshop - Using Electronic Databases

Identify Types Of ReferencesFind Specific ArticlesKey Word Searches

Watch & Take Notes: Weather & The Built Environment

Video 2 & 3Weather & Built Environment

Session 4

Health & The Built Environment & Policy

Critical ThinkingReferences: Questions

Plan-It Calgary - Scenarios

Summarizing Weather & The Built Environment: Quiz

Online Quiz-(based On Previous Dayʼs Videos)

Session 5

Reading Scientific Research

Research Jigsaw Research Proposals

Peer & Self-Editing Videos: Presentation Skills

Doʼs & Donʼts Of Presenting

Session 6

Book Club - The New City

Compact CitiesWasteful Cities

Lab Reports Organization & FormatUsing Raw Data

Visiting LecturerAir Quality Station

Lecture: Atmospheric ChemistryField Trip

Session 7

Newspaper: Okotoks Water

Pre-reading StrategiesNoting HedgingNewspaper

Lab Reports And The Passive Voice

Passives In Lab ReportsGrammar Auction

Podcast: The Watery Road To Hell (Water Quality & Flow)

Note-taking Discussion

Session 8

Solar Thermal Energy

VocabComprehensionDiscussion

HedgingCitation Practice

PowerpointSynthesis Assignment

Solar Power Videos

Note-takingQuiz

Session 9

Drake Landing Jigsaw

Read / Compare / Present

Drake Landing: Passives

Hedging Practice (writing Paragraphs) Invention Idea

Lab Report Presentations

Session 10

Book Club - The New City

Efficient Eco Cities Editing Lab ReportProductive Vocab(weeks 3-4)

Peer & Self-EditingVocab Writing Quiz

Lab Report Presentations

Materials/Content

• Government & WHO reports

• Promotional and instructional videos on the Okotoks Drake Landing Solar Community

• non-fiction book• guest speakers• Field Trip


• prepare for academic demands within Science & Engineering

Concepts:• Health and the

Built Environment

• Health Effects of Air Quality

• Thermal/Solar Power commercial technology

• Atmospheric Chemistry

Knowledge:• academic

research


Vocabulary:

• Week 3/4 materials academic vocab

• AWL-academic• hedging• reporting verbs• quantifiers• adverbs of

frequency

Forms:

• tenses• passives• reported speech• question forms• indirect speech

Functions:

• summarizing• hedging• reporting findings• scanning• note-taking• finding resources• asking questions

Language Learning

• vocabulary• finding the main

idea• editing• timed writing

Academic

• summarizing• researching• pre-reading &

scanning• note-taking -

details• using a database• presenting• collaborative

research• time management• qualifying &

mediating information

• giving feedback

• Sustainability

• causality

• Private & Public space

• Public and industrial policy

• wasteful vs. compact cities

• responsibility

Theme Title:! Plan-It Calgary II: The Past, Present & Future of CalgaryRational: Academic skill & language learning within Science & EngineeringBroad Theme Goals: Post-Secondary Academic Preparation



Learning Tasks: • Book Club• Emails / Cover letters

• Survey Research• Paraphrasing

Assessment Strategies:• Survey Data Analysis Report• Business Concept Statement

• Book club reports/presentations• Dragonsʼ Den Business Pitch




Reading Comprehension and

Proficiency: Main Activities

Writing and Grammar:

Lesson Overview


Activities

Communication: Lesson

Overview

Communication:Main Activities

Session 1 Introduction To Social Entrepreneurs

Business Magazine Articles And Vocab

Formal Business Writing: Email

Emails -rules, Error Correction

EntrepreneursCase Studies

In-class Research, Oral Reporting

Session 2 Business Plan I Biodiesel In BC - Concept Statement

Formal Business Writing: Covers

Data Analysis,Cover Letters

Presentation:Self-evaluation

Videos Of Student Presentations

Session 3 Marketing Marketing TextbookBusiness Vocabulary

Data Commentary

Peer ReviewParaphrasing

Market Research On-campus Marketing Survey

Session 4 Book Club: The New City

Discussion - Roles: Thinking Cities Planning Cities

Market Research Survey Report

Paraphrasing MetaphorPeer Review

Market ResearchPresentations

Present Data Of Survey ReportAsking Questions

Session 5 Green Businesses Vocabulary ReviewTimed Reading: Harvard Business Review

Articles Count/non-count Nouns And Articles (a/an/the)

CBC Video: Greenventions I

Dragonsʼ Den Video(Business Pitches)

Session 6 Elevator Pitches Dragonsʼ Den TipsAWL Cloze

Writing Process Market Reports - Feedback, Editing Dictogloss

Instructional Video: Business Plans

Video On Effective Business PlansPost-video Quiz

Session 7 Elevator Pitches Quiz

Quiz On The Previous Dayʼs Reading

Vocab Review & Fluency Practice

Crossword (week 5-6 Vocabulary)Collocations

CBC Video: Greenventions II

Video: Dragonsʼ Den Greenvention Contest

Session 8 Book Club: The New City

Discussion - Roles: Conclusion

AWL Writing AWL Paragraphs Business Pitches

Mock Dragonsʼ DenPresentations Guest Dragons

Session 9 Post-Program Assessment & EvaluationPost-Program Assessment & EvaluationPost-Program Assessment & Evaluation

Materials/Content

Business Innovation• 1st year textbooks• business

magazines• instructional videos• non-fiction book• guest speakers


• prepare for academic demands within Business & Communications

Concepts:• social-

entrepreneurs• triple-bottom line

Knowledge:• Business plan• elevator pitch• academic research


Vocabulary:

• municipal planning

• AWL-academic

Forms:

• articles

Functions:

• formal correspondence

• hedging• paraphrasing

Language Learning

• vocabulary lists• deriving meaning

from context

Academic

• editing• presentations• synthesizing info•

• investment

• entrepreneurism

• business evaluation

• academic integrity

• economic feasibility

• social and environmental responsibility

Theme Title:! Plan-It Calgary III: The Past, Present & Future of CalgaryRational: Academic skill & language learning within Business & CommunicationsBroad Theme Goals: Post-Secondary Academic Preparation



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iEAP Pre and Post Testing Materials Explanation In addition to formative and summative assessment of language proficiency and academic preparedness, a variety of other factors are examined for diagnostic and research purposes as well as to provide data for a program evaluation. A variety of in-‐house tools have been developed and previously developed assessment tasks are also used. Each of the tests and surveys, along with an explanation (where required) of each are included in the following pages.

1) Pre-‐course and post-‐course evaluation: a. language based criteria:

i. reading proficiency 1. Gates-‐McGinitie Reading Measure

ii. writing proficiency

1. in-‐house assessment tools based on the University of Calgary’s retired Effective Writing Test

iii. passive knowledge of English vocabulary 1. Gates-‐McGinitie Vocabulary Measure 2. Nation’s level test 3. Academic Word List Sub-‐list Yes/No test (in -‐house)

iv. active (productive) use of English vocabulary 1. vocabulary profiles of student writing

a. K1-‐K2/AWL/Off-‐List b. BNC-‐20

2. productive vocabulary test (in house) b. non-‐language based criteria:

i. Strategy Inventory of Language Learners (SILL-‐Oxford, 1990) ii. student motivation survey iii. post-‐program student and instructor evaluations

2) Demographic information will be collected to inform both pedagogy and research

a. first language and additional languages / language use at home, social, academic

b. high school diploma results c. high school transcripts d. age on arrival / Grade on arrival e. planned program of study

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iEAP Program Entrance Survey. (Pre-‐test only) Ideally, this form should be used to select candidate students for the iEAP program. These include students who 1) plan to attend post-‐secondary education following graduation from high school, 2) have not had a parent or guardian whose first language is English and 3) who have met (or are expected to meet) university entrance requirements. It is also expected that students who meet these criteria will have an English 30-‐1 mark of between 50-‐70 %. Students who have received more than 70% on the provincial departmental exam would not normally be allowed to enroll in the iEAP program. Additional questions on the entrance survey have been designed to inform instruction and/or facilitate further research in this area. Ethics approval for research is the responsibility of the investigators. Reading proficiency (Pre-‐ & Post-‐Test)

The Gates-‐McGinitie Reading Measure is a standardized measure of reading widely used in K-‐12 public school systems throughout North America. For the first pilot course of the iEAP program, two different forms of the grade 9 test were used for pre-‐ and post-‐ testing. The test is composed of short passages from a variety of disciplines followed by multiple choice items. It is commercially available in Canada from Nelson Education and is not included in this package. This test was used because of its reliability, its face-‐validity in the K-‐12 education system, and because it provides an additional method by which the course materials might be calibrated to the reading level of the learners.

Writing proficiency (Pre-‐ & Post-‐Test)

An in-‐house assessment tool based on the University of Calgary’s retired Effective Writing Test was developed. The prompt is designed to elicit an academic expository response that requires the test-‐taker to comment on data provided in the prompt. Student essays can be blind-‐graded by trained markers at the University Effective Writing Centre for a small fee of $9 per test. The prompt and the instructions are included in this package.

Passive Knowledge of English vocabulary Three separate tools to measure learners’ passive vocabulary have been included in the iEAP curriculum.

1. Gates-‐McGinitie Vocabulary Measure (Pre-‐ & Post Test) This vocabulary test is included with the Gates-‐McGinitie Reading test described above. This test is widely used in the K-‐12 educational.

2. Nation’s level test. (Nation & Beglar, 2007) (Pre-‐ Test only)

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This tests an individual’s ability to recognize the meaning of words that comprise increasingly infrequent word lists of 1000 words each. There are 10 questions derived from random words from each list. If the test-‐taker is accurate on 7/10 questions, they may proceed to the next round of 10 questions.

The Nation’s level test provides – at the same time – a rough estimate of the passive vocabulary size of the test-‐taker and also an indication of which word lists would be the optimal source of targeted vocabulary instruction. The results of this test in particular informed the iEAP Program’s vocabulary component.

3. Academic Word List Sub-‐list Yes/No test (in -‐house) (Pre-‐ & Post Test)

The vocabulary items for this test were all words that can be found within the reading/listening materials of the iEAP program (PlanIt Calgary theme). Each set of questions tests on words from the Academic Word List sub-‐lists. This test provides test-‐takers with a mixed list of plausible false words and true words from each of the AWL sub-‐lists (Coxhead, 1998, 2000). Test-‐takers are asked to mark there level of knowledge of each word: 1) never seen this word before, 2) I have seen this word but don’t know what it means, 3) I know what this word means but have never used it in my own speech or writing, 4) I know how to use this word. The number of false words that are not marked as “1” is subtracted from the number of words that are marked as 2 or above.

Active use of English vocabulary

1. Vocabulary profiles of student writing (Pre-‐ & Post Test) Student essays are analysed for productive vocabulary by using online vocabulary profiling tools (Cobb, 2003). Vocabulary in students’ essays is matched with the Nation’s British National Corpus frequency lists. Learners who possess a rich vocabulary will use a greater proportion of rarer words and fewer common words in their writing.

2. Fill in the blank productive vocabulary test (in house) (Pre-‐ & Post Test)

Each page has a box of words that must be matched with gapped sentences in which only one of the words can fill-‐in the blank. Test-‐takers must transform each of the words into the appropriate word form (part of speech, number, tense and subject agreement, collocation, etc.). Words for this test and for iEAP target vocabulary were specifically chosen from iEAP (PlanIt Calgary) materials based on their frequency within the materials and also on their infrequency in the British National Corpus. In general, the 120 most frequent words in the iEAP materials, which were also

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the rarest words in the BNC were chosen for this test. Words on the 1-‐2 thousand word lists, which comprise the most common words in English, were never included in any iEAP productive test.

Non-‐language based criteria Surveys (post-‐test only) The following three surveys are used once at the end of the iEAP program. They have been designed to assess student behaviors and attitudes related to reading and language learning. The first two survey’s listed here are included in this booklet.

i. Strategy Inventory of Language Learners (SILL-‐Oxford, 1990) ii. student motivation survey iii. post-‐program student and instructor evaluations and interviews

Pre-‐ & Post-‐Test Sequencing The sequencing of the pre-‐ and post-‐tests is important and should be administered in the following order:

1. essay 2. Yes-‐No Vocabulary Tests 3. Gates – MacGinitie 4. Nation’s Level’s Test (diagnostic: pre-‐test only) 5. Productive Vocabulary Tests 6. Post-‐test surveys and instructor interviews. (post-‐test only)

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iEAP Program Entrance Survey (All information will be kept confidential)

Family name______________________________________ Given Name(s):___________________________________

UC Student ID:_____________________________ High School:_____________________________________________

Home address: __________________________________________________________________________________________

Phone number:____________________________________ cell: ________________________________________________

English 30-‐1 provincial exam score (percentage): _____%

English 30-‐1 instructor score (percentage): _____%

Current UC faculty (if applicable):_________________________________

Target UC faculty (if different from your current faculty) __________________________________________

1) English is the main language used by my family at home: Yes No If No, which language is mainly used in your home? _________________________________

2) English is the first language for at least ONE of my parents/guardians at home: Yes No If No, which language(s) is (are) the first language(s) of your guardians?

_______________________________ _________________________________

IF YOU ANSWERED “NO” TO BOTH QUESTIONS 1 & 2, PLEASE CONTINUE THE SURVEY ON THE OTHER SIDE

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3) Please check the following: I was born in Canada Yes No

I immigrated to Canada. Yes No

Your age of arrival in Canada?___________________

How long have you been in Canada? ________years ____months

I can do the following in another language:

understand speech (if yes, which language(s)? _____________________________________________)

speak (if yes, which language(s)? _____________________________________________)

read (if yes, which language(s)? _____________________________________________)

write (if yes, which language(s)? _____________________________________________)

where and for how long did you learn to read and write?

1) Where: _____________________________________________________________________________________________

When: from _______________ to: ______________________

2) Where: _____________________________________________________________________________________________

When: from _______________ to: ______________________

3)Where: ____________________________________________________________________________________________

When: from _______________ to: ______________________

______________________________________________________________________________________________________

What are your reasons for considering this course?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

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iEAP – Summer 2010 Registration Agreement Student Name: ___________________________________Phone:_______________________________

Mailing Address: ________________________________________________________________________

City: _____________________________Province:__________ Postal Code:_____________________

Email:___________________________________ UCID:___________________

Parent/Guardian’s Name:___________________________________ Phone:___________________ (if under 18 years of age)

Terms of Agreement

I understand that a $500 deposit fee will be initially charged to register, but that

upon successful completion of the iEAP program it will be refunded to me. I also

understand that successful completion of the program (a grade of “C” or higher)

requires my adherence and full academic commitment to the iEAP program course

outlines and expectations, as distributed and made known to me per iEAP

instructional staff. I realize that it is my responsibility to know what my grade is

throughout the course.

I have read the above expectations qualifying my successful participation in the

iEAP program, and that a refund of my $500 deposit will _*only*_ be made if I meet

the requirement as listed above. I have received my course outline and understand

the iEAP program expectations to successfully complete the program."

Signed:____________________________ Date:__________________________

$500 Deposit:________________ (Paid in Full)

Received by:_______________________________ Date: _______________________

Administrative Officer, EAP Program

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iEAP Levels Vocabulary Test Name: ________________________________ Date______________ LEVELS TEST OF VOCABULARY - RECOGNITION This is a vocabulary test. It has 140 questions. What you do: In each question, you must choose the right meaning to go with the word in CAPITAL letters. Click in the small circle beside the best meaning. Here is an example. 1. CAT: The cat sat on the mat. a. animal that chases dogs b. animal that carries people c. animal that chases a mouse d. animal that eats fruit In the example, the best meaning for CAT is answer “c. animal that chases a mouse,” so circle “c.” (as shown below). 1. CAT: The cat sat on the mat. a. animal that chases dogs b. animal that carries people c. animal that chases a mouse d. animal that eats fruit

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First 1000 1. SEE: They saw it. a. cut b. waited for c. looked at d. started 2. TIME: They have a lot of time. a. money b. food c. hours d. friends 3. PERIOD: It was a difficult period. a. question b. time c. thing to do d. book 4. FIGURE: Is this the right figure? a. answer b. place c. time d. number 5. POOR: We are poor. a. have no money b. feel happy c. are very interested d. do not like to work hard 6. DRIVE: He drives fast. a. swims b. learns c. throws balls d. uses a car 7. JUMP: She tried to jump. a. lie on top of the water b. get off the ground suddenly c. stop the car at the edge of the road d. move very fast 8. SHOE: Where is your shoe? a. the person who looks after you b. the thing you keep your money in c. the thing you use for writing d. the thing you wear on your foot 9. STANDARD: Her standards are very

high. a. the bits at the back under her shoes b. the marks she gets in school c. the money she asks for d. the levels she reaches in everything 10. BASIS: I don't understand the basis. a. reason b. words c. road signs d. main part

Second 1000 1. MAINTAIN: Can they maintain it? a. keep it as it is b. make it larger c. get a better one than it d. get it 2. STONE: He sat on a stone. a. hard thing b. kind of chair c. soft thing on the floor d. part of a tree 3. UPSET: I am upset. a. tired b. famous c. rich d. unhappy 4. DRAWER: The drawer was empty. a. sliding box b. place where cars are kept c. cupboard to keep things cold d. animal house 5. PATIENCE: He has no patience. a. will not wait happily b. has no free time c. has no faith d. does not know what is fair 6. NIL: His mark for that question was nil. a. very bad b. nothing c. very good d. in the middle 7. PUB: They went to the pub. a. place where people drink and talk b. place that looks after money c. large building with many shops d. building for swimming 8. CIRCLE: Make a circle. a. rough picture b. space with nothing in it c. round shape d. large hole 9. MICROPONE: Please use the microphone. a. machine for making food hot b. machine that makes sounds louder c. machine that makes things look bigger d. small telephone that can be carried around 10. PRO: He's a pro. a. someone who is employed to find out

important secrets b. a stupid person c. someone who writes for a newspaper d. someone who is paid for playing

sport etc

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Third 1000 1. SOLDIER: He is a soldier. a. person in a business b. student c. person who uses metal d. person in the army 2. RESTORE: It has been restored. a. said again b. given to a different person c. given a lower price d. made like new again 3. JUG: He was holding a jug. a. A container for pouring liquids b. an informal discussion c. A soft cap d. A weapon that explodes 4. SCRUB: He is scrubbing it. a. cutting shallow lines into it b. repairing it c. rubbing it hard to clean it d. drawing simple pictures of it 5. DINOSAUR: The children were pretending

to be dinosaurs. a. robbers who work at sea b. very small creatures with human

form but with wings c. large creatures with wings that

breathe fire d. animals that lived a long time ago 6. STRAP: He broke the strap. a. promise b. top cover c. shallow dish for food d. strip of material for holding things

together 7. PAVE: It was paved. a. prevented from going through b. divided c. given gold edges d. covered with a hard surface 8. DASH: They dashed over it. a. moved quickly b. moved slowly c. fought d. looked quickly 9. ROVE: He couldn't stop roving. a. getting drunk b. travelling around c. making a musical sound through

closed lips d. working hard 10. LONESOME: He felt lonesome. a. ungrateful b. very tired c. lonely d. full of energy

Fourth 1000 1. COMPOUND: They made a new

compound. a. agreement b. thing made of two or more parts c. group of people forming a business d. guess based on past experience 2. LATTER: I agree with the latter. a. man from the church b. reason given c. last one d. answer 3. CANDID: Please be candid. a. be careful b. show sympathy c. show fairness to both sides d. say what you really think 4. TUMMY: Look at my tummy. a. cloth to cover the head b. stomach c. small furry animal d. thumb 5. QUIZ: We made a quiz. a. thing to hold arrows b. serious mistake c. set of questions d. box for birds to make nests in 6. INPUT: We need more input. a. information, power, etc. put into

something b. workers c. artificial filling for a hole in wood d. money 7. CRAB: Do you like crabs? a. sea creatures that walk sideways b. very thin small cakes c. tight, hard collars d. large black insects that sing at night 8. VOCABULARY: You will need more

vocabulary. a. words b. skill c. money d. guns 9. REMEDY: We found a good remedy. a. way to fix a problem b. place to eat in public c. way to prepare food d. rule about numbers 10. ALLEGE: They alleged it. a. claimed it without proof b. stole the ideas for it from someone

else c. provided facts to prove it d. argued against the facts that

supported it

19

4

Fifth 1000 1. DEFICIT: The company had a large

deficit. a. spent a lot more money than it

earned b. went down a lot in value c. had a plan for its spending that used

a lot of money d. had a lot of money in the bank 2. WEEP: He wept. a. finished his course b. cried c. died d. worried 3. NUN: We saw a nun. a. long thin creature that lives in the

earth b. terrible accident c. woman following a strict religious life d. unexplained bright light in the sky 4. HAUNT: The house is haunted. a. full of ornaments b. rented c. empty d. full of ghosts 5. COMPOST: We need some compost. a. strong support b. help to feel better c. hard stuff made of stones and sand

stuck together d. rotted plant material 6. CUBE: I need one more cube. a. sharp thing used for joining things b. solid square block c. tall cup with no saucer d. piece of stiff paper folded in half 7. MINIATURE: It is a miniature. a. a very small thing of its kind b. an instrument to look at small objects c. a very small living creature d. a small line to join letters in handwriting 8. PEEL: Shall I peel it? a. let it sit in water for a long time b. take the skin off it c. make it white d. cut it into thin pieces 9. FRACTURE: They found a fracture. a. break b. small piece c. short coat d. rare jewel 10. BACTERUM: They didn't find a single

bacterium. a. small living thing causing disease b. plant with red or orange flowers c. animal that carries water on its back d. thing that has been stolen and sold

to a shop

Sixth 1000 1. DEVIOUS: Your plans are devious. a. tricky b. well-developed c. not well thought out d. more expensive than necessary 2. PREMIER: The premier spoke for an

hour. a. person who works in a law court b. university teacher c. adventurer d. head of the government 3. BUTLER: They have a butler. a. man servant b. machine for cutting up trees c. private teacher d. cool dark room under the house 4. ACCESSORY: They gave us some accessories. a. papers allowing us to enter a country b. official orders c. ideas to choose between d. extra pieces 5. THRESHOLD: They raised the threshold. a. flag b. point or line where something changes c. roof inside a building d. cost of borrowing money 6. THESIS: She has completed her thesis. a. long written report of study carried out

for a university degree b. talk given by a judge at the end of a

trial c. first year of employment after

becoming a teacher d. extended course of hospital treatment 7. STRANGLE: He strangled her. a. killed her by pressing her throat b. gave her all the things she wanted c. took her away by force d. admired her greatly 8. CAVALIER: He treated her in a cavalier manner. a. without care b. politely c. awkwardly d. as a brother would 9. MALIGN: His malign influence is still felt. a. evil b. good c. very important d. secret 10. VEER: The car veered. a. went suddenly in another direction b. moved shakily c. made a very loud noise d. slid sideways without the wheels turning

20

5

Seventh 1000 1. OLIVE: We bought olives. a. oily fruit b. scented pink or red flowers c. men's clothes for swimming d. tools for digging up weeds 2. QUILT: They made a quilt. a. statement about who should get their

property when they die b. firm agreement c. thick warm cover for a bed d. feather pen 3. STEALTH: They did it by stealth. a. spending a large amount of money b. hurting someone so much that they

agreed to their demands c. moving secretly with extreme care and

quietness d. taking no notice of problems they met 4. SHUDDER: The boy shuddered. a. spoke with a low voice b. almost fell c. shook d. called out loudly 5. BRISTLE: The bristles are too hard. a. questions b. short stiff hairs c. folding beds d. bottoms of the shoes 6. BLOC: They have joined this bloc. a. musical group b. band of thieves c. small group of soldiers who are sent ahead

of others d. group of countries sharing a purpose 7. DEMOGRAPHY: This book is about demography. a. the study of patterns of land use b. the study of the use of pictures to show facts

about numbers c. the study of the movement of water d. the study of population 8. GIMMICK: That's a good gimmick. a. thing for standing on to work high above

the ground b. small thing with pockets to hold money c. attention-getting action or thing d. clever plan or trick 9. AZALEA: This azalea is very pretty. a. small tree with many flowers growing in

groups b. light material made from natural threads c. long piece of material worn by women in

India d. sea shell shaped like a fan 10. YOGHURT: This yoghurt is disgusting. a. grey mud found at the bottom of rivers b. unhealthy, open sore c. thick, soured milk, often with sugar and

flavouring d. large purple fruit with soft flesh

Eighth 1000 1. ERRATIC: He was erratic. a. without fault b. very bad c. very polite d. unsteady 2. PALETTE: He lost his palette. a. basket for carrying fish b. wish to eat food c. young female companion d. artist's board for mixing paints 3. NULL: His influence was null. a. had good results b. was unhelpful c. had no effect d. was long-lasting 4. KINDERGARTEN: This is a good

kindergarten. a. activity that allows you to forget your

worries b. place of learning for children too young

for school c. strong, deep bag carried on the back d. place where you may borrow books 5. ECLIPSE: There was an eclipse. a. a strong wind b. a loud noise of something hitting the water c. The killing of a large number of people d. The sun hidden by a planet 6. MARROW: This is the marrow. a. symbol that brings good luck to a team b. Soft centre of a bone c. control for guiding a plane d. increase in salary 7. LOCUST: There were hundreds of locusts. a. insects with wings b. unpaid helpers c. people who do not eat meat d. brightly coloured wild flowers 8. AUTHENTIC: It is authentic. a. real b. very noisy c. Old d. Like a desert 9. CABARET: We saw the cabaret. a. painting covering a whole wall b. song and dance performance c. small crawling insect d. person who is half fish, half woman 10. MUMBLE: He started to mumble. a. think deeply b. shake uncontrollably c. stay further behind the others d. speak in an unclear way

21

6

Ninth 1000 1. HALLMARK: Does it have a hallmark? a. stamp to show when to use it by b. stamp to show the quality c. mark to show it is approved by the

royal family d. Mark or stain to prevent copying 2. PURITAN: He is a puritan. a. person who likes attention b. person with strict morals c. person with a moving home d. person who hates spending money 3. MONOLOGUE: Now he has a monologue. a. single piece of glass to hold over his

eye to help him to see better b. long turn at talking without being

interrupted c. position with all the power d. picture made by joining letters

together in interesting ways 4. WEIR: We looked at the weir. a. person who behaves strangely b. wet, muddy place with water plants c. old metal musical instrument played

by blowing d. thing built across a river to control

the water 5. WHIM: He had lots of whims. a. old gold coins b. female horses c. strange ideas with no motive d. sore red lumps 6. PERTURB: I was perturbed. a. made to agree b. Worried c. very puzzled d. very wet 7. REGENT: They chose a regent. a. an irresponsible person b. a person to run a meeting for a time c. a ruler acting in place of the king d. a person to represent them 8. OCTOPUS: They saw an octopus. a. a large bird that hunts at night b. a ship that can go under water c. a machine that flies by means of

turning blades d. a sea creature with eight legs 9. FEN: The story is set in the fens. a. low land partly covered by water b. a piece of high land with few trees c. a block of poor-quality houses in a city d. a time long ago 10. LINTEL: He painted the lintel. a. Beam over the top of a door or window b. small boat used for getting to land from

a big boat c. beautiful tree with spreading branches

and green fruit d. board showing the scene in a theatre

Tenth 1000 1. AWE: They looked at the mountain with awe. a. worry b. interest c. wonder d. respect 2. PEASANTRY: He did a lot for the peasantry. a. local people b. place of worship c. businessmen's club d. poor farmers 3. EGALITARIAN: This organization is egalitarian. a. does not provide much information about itself to

the public b. dislikes change c. frequently asks a court of law for a judgement d. treats everyone who works for it as if they are

equal 4. MYSTIQUE: He has lost his mystique. a. his healthy body b. the secret way he makes other people think

he has special power or skill c. the woman who has been his lover while he is

married to someone else d. the hair on his top lip 5. UPBEAT: I'm feeling really upbeat about it. a. upset b. good c. hurt d. confused 6. CRANNY: We found it in the cranny! a. sale of unwanted objects b. narrow opening c. space for storing things under the

roof of a house d. large wooden box 7. PIGTAIL: Does she have a pigtail? a. a rope of hair made by twisting bits together b. a lot of cloth hanging behind a dress c. a plant with pale pink flowers that hang down

in short bunches d. a lover 8. CROWBAR: He used a crowbar. a. heavy iron pole with a curved end b. false name c. sharp tool for making holes in leather d. light metal walking stick 9. RUCUS: He got hurt in the rucus. a. hollow between the stomach and the

top of the leg b. pushing and shoving c. group of players gathered round the

ball in some ball games d. race across a field of snow 10. LECTERN: He stood at the lectern. a. desk to hold a book at a height for reading b. table or block used for church sacrifices c. place where you buy drinks d. very edge

22

7

Eleventh 1000 1. EXCRETE: This was excreted recently. a. pushed or sent out b. made clear c. discovered by a science experiment d. put on a list of illegal things 2. MUSSEL: They bought mussels. a. small glass balls for playing a game b. shellfish c. large purple fruits d. pieces of soft paper to keep the

clothes clean when eating 3. YOGA: She has started yoga. a. handwork done by knotting thread b. a form of exercise for body and mind c. a game where a cork stuck with feathers

is hit between two players d. a type of dance from eastern countries 4. COUNTERCLAIM: They made a counterclaim. a. a demand made by one side in a law case

to match the other side's demand b. a request for a shop to take back things

with faults c. An agreement between two companies to

exchange work d. a top cover for a bed 5. PUMA: They saw a puma. a. small house made of mud bricks b. tree from hot, dry countries c. very strong wind that sucks up

anything in its path d. large wild cat 6. PALLOR: His pallor caused them concern. a. his unusually high temperature b. his lack of interest in anything c. his group of friends d. the paleness of his skin 7. APERITIF: She had an aperitif. a. a long chair for lying on with just one

place to rest an arm b. a private singing teacher c. a large hat with tall feathers d. a drink taken before a meal 8. HUTCH: Please clean the hutch. a. thing with metal bars to keep dirt out of

water pipes b. space in the back of a car for bags c. metal piece in the middle of a bicycle wheel d. cage for small animals 9. EMIR: We saw the emir. a. bird with long curved tail feathers b. woman who cares for other people's

children in Eastern countries c. Middle Eastern chief with power in his land d. house made from blocks of ice 10. HESSIAN: She bought some Hessian. a. oily pinkish fish b. stuff producing a happy state of mind c. coarse cloth d. strong-tasting root for flavouring food

Twelfth 1000 1. HAZE: We looked through the haze. a. small round window in a ship b. unclear air c. strips of wood or plastic to cover a window d. list of names 2. SPLEEN: His spleen was damaged. a. knee bone b. organ found near the stomach c. pipe taking waste water from a house d. respect for himself 3. SOLILOQUY: That was an excellent soliloquy! a. song for six people b. short clever saying with a deep

meaning c. entertainment using lights and

music d. speech in the theatre by a character

who is alone 4. REPTILE: She looked at the reptile. a. old hand-written book b. animal with cold blood and a hard outside c. person who sells things by knocking on

doors d. picture made by sticking many small

pieces of different colours together 5. ALUM: This contains alum. a. a poisonous substance from a common plant b. a soft material made of artificial threads c. a tobacco powder once put in the nose d. a chemical compound usually involving

aluminium 6. REFECTORY: We met in the refectory. a. room for eating b. office where legal papers can be signed c. room for several people to sleep in d. room with glass walls for growing plants 7. CAFEINE: This contains a lot of caffeine. a. a substance that makes you sleepy b. threads from very tough leaves c. ideas that are not correct d. a substance that makes you excited 8. IMPALE: He nearly got impaled. a. charged with a serious offence b. put in prison c. stuck through with a sharp instrument d. involved in a dispute 9. COVEN: She is the leader of a coven. a. a small singing group b. a business that is owned by the workers c. a secret society d. a group of church women who follow a strict

religious life 10. TRILL: He practised the trill. a. ornament in a piece of music b. type of stringed instrument c. Way of throwing a ball d. dance step of turning round very fast

on the toes

23

8

Thirteenth 1000 1. UBIQUITOUS: Many weeds are ubiquitous. a. are difficult to get rid of b. have long, strong roots c. are found in most countries d. die away in the winter 2. TALON: Just look at those talons! a. high points of mountains b. sharp hooks on the feet of a hunting bird c. heavy metal coats to protect against weapons d. people who make fools of themselves without

realizing it 3. ROUBLE: He had a lot of roubles. a. very precious red stones b. distant members of his family c. Russian money d. moral or other difficulties in the mind 4. JOVIAL: He was very jovial. a. low on the social scale b. likely to criticize others c. full of fun d. friendly 5. COMMUNIQUE: I saw their communiqué. a. critical report about an organization b. garden owned by many members of a

community c. printed material used for advertising d. official announcement 6. PLANKTON: We saw a lot of plankton. a. poisonous weeds that spread very quickly b. very small plants or animals found in

water c. trees producing hard wood d. grey clay that often causes land to slip 7. SKYLARK: We watched a skylark. a. show with aeroplanes flying in patterns b. man-made object going round the earth c. person who does funny tricks d. small bird that flies high as it sings 8. BEAGLE: He owns two beagles. a. fast cars with roofs that fold down b. large guns that can shoot many

people quickly c. small dogs with long ears d. houses built at holiday places 9. ATOLL: The atoll was beautiful. a. low island made of coral round a

sea-water lake b. work of art created by weaving

pictures from fine thread c. small crown with many precious

jewels worn in the evening by women d. place where a river flows through a

narrow place full of large rocks 10. DIDACTIC: The story is very didactic. a. tries hard to teach something b. is very difficult to believe c. deals with exciting actions d. is written in a way which makes the

reader unsure of the meaning

Fourteenth 1000 1. CANONICAL: These are canonical

examples. a. examples which break the usual rules b. examples taken from a religious book c. regular and widely accepted examples d. examples discovered very recently 2. ATOP: He was atop the hill. a. at the bottom of b. at the top of c. on this side of d. on the far side of 3. MARSUPIAL: It is a marsupial. a. an animal with hard feet b. a plant that grows for several years c. a plant with flowers that turn to face

the sun d. an animal with a pocket for babies 4. AUGUR: It augured well. a. promised good things for the future b. agreed well with what was expected c. had a colour that looked good with

something else d. rang with a clear, beautiful sound 5. BAWDY: It was very bawdy. a. unpredictable b. enjoyable c. rushed d. rude 6. GAUCHE: He was gauche. a. talkative b. flexible c. awkward d. determined 7. THESAURUS: She used a thesaurus. a. a kind of dictionary b. a chemical compound c. a special way of speaking d. an injection just under the skin 8. ERYTHROCYTE: It is an erythrocyte. a. a medicine to reduce pain b. a red part of the blood c. a reddish white metal d. a member of the whale family 9. CORDILLERA: They were stopped by the

cordillera. a. a special law b. an armed ship c. a line of mountains d. the eldest son of the king 10. LIMPID: He looked into her limpid eyes. a. clear b. tearful c. deep brown d. beautiful

24

AWL 1: test 101 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line. Use the following scale to rate your knowledge of the words:

1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use

it in my own speaking and writing. 4 I know this word and can use it in my own speaking and writing.

1 _____ significant 2 _____ area 3 _____ nonagrate 4 _____ establish 5 _____ factor 6 _____ function 7 _____ approach 8 _____ indicate 9 _____ issue 10 _____ balfour 11 _____ major 12 _____ occur 13 _____ lannery 14 _____ research 15 _____ similar 16 _____ specifically 17 _____ analyse

18 _____ assess 19 _____ concept 20 _____ oxylate 21 _____ degate 22 _____ consist 23 _____ constitute 24 _____ gummer 25 _____ context 26 _____ data 27 _____ cantileen 28 _____ define 29 _____ distribute 30 _____ tooley 31 _____ ralling 32 _____ estimate 33 _____ evident 34 _____ formula

35 _____ legal 36 _____ contortal 37 _____ lapidoscope 38 _____ legislate 39 _____ source 40 _____ glandle 41 _____ principle 42 _____ channing 43 _____ dowrick 44 _____ mundy 45 _____ respond 46 _____ sector 47 _____ aistrope 48 _____ dogmatile 49 _____ lauder 50 _____ troake

Test 101: H: __________ FA: __________ Dm: __________

25

AWL 2: test 102 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line. Use the following scale to rate your knowledge of the words: 1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in

my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ transfer 2 _____ element 3 _____ focus 4 _____ construct 5 _____ impact 6 _____ attard 7 _____ potential 8 _____ achieve 9 _____ range 10 _____ community 11 _____ equalic 12 _____ cordle 13 _____ milne 14 _____ primarily 15 _____ lester 16 _____ elode 17 _____ resource

18 _____ assist 19 _____ consume 20 _____ consequently 21 _____ aspect 22 _____ ordinisation 23 _____ restrict 24 _____ spedding 25 _____ roscrow 26 _____ trimble 27 _____ complex 28 _____ conclude 29 _____ credit 30 _____ culture 31 _____ gummer 32 _____ feature 33 _____ mabey 34 _____ regulate

35 _____ injure 36 _____ distinct 37 _____ seek 38 _____ survey 39 _____ commission 40 _____ reside 41 _____ purchase 42 _____ institute 43 _____ obtain 44 _____ justal 45 _____ maintain 46 _____ bethell 47 _____ wray 48 _____ ballotage 49 _____ youde 50 _____ cotargent

Test 102: H: __________ FA: __________ Dm: __________

26


my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ oligation

2 _____ outcome

3 _____ demonstrate

4 _____ contribute

5 _____ locate

6 _____ certical

7 _____ illustrate

8 _____ bundock

9 _____ correspond

10 _____ lorey

11 _____ factile

12 _____ initially

13 _____ windle

14 _____ scanlan

15 _____ link

16 _____ instance

17 _____ convention

18 _____ philosophy

19 _____ twose

20 _____ dominate

21 _____ task

22 _____ component

23 _____ core

24 _____ consent

25 _____ canarify

26 _____ considerable

27 _____ layer

28 _____ interact

29 _____ ensure

30 _____ martlew

31 _____ constrain

32 _____ exclude

33 _____ multiplify

34 _____ negate

35 _____ curify

36 _____ arain

Test 103: H: __________ FA: __________ Dm: __________

27


my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ lunarous

2 _____ pocock

3 _____ despite

4 _____ concentrate

5 _____ integrate

6 _____ approximate

7 _____ promote

8 _____ perryman

9 _____ mott

10 _____ tasker

11 _____ hypothesis

12 _____ implement

13 _____ gurley

14 _____ integrality

15 _____ access

16 _____ lovering

17 _____ ethnic

18 _____ barette

19 _____ summary

20 _____ redivate

21 _____ prelatoriat

22 _____ output

23 _____ parallel

24 _____ chlorosate

25 _____ statistic

26 _____ regime

27 _____ acquince

28 _____ emerge

29 _____ retain

30 _____ attribute

31 _____ kitely

32 _____ subsequent

33 _____ allard

Test104: H: __________ FA: __________ Dm: __________

28

AWL5: test 105 Write your name here : ___________________________ What you have to do: Read through the list of words carefully. For each word write 1 – 4 on the line. Use the following scale to rate your knowledge of the words: 1 I do NOT know this word. 2 I have seen this word before, but I am not sure of the meaning. 3 I understand the word when I see it or hear it in a sentence, but I don’t know how to use it in

my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ generate 2 _____ sustain 3 _____ fruital 4 _____ whereas 5 _____ willment 6 _____ adjust 7 _____ facility 8 _____ misabrogate 9 _____ capacity 10 _____ skene 11 _____ transit

12 _____ trend 13 _____ ralling 14 _____ sustain 15 _____ enforce 16 _____ modify 17 _____ revenue 18 _____ expand 19 _____ amend 20 _____ callisthemia 21 _____ decline 22 _____ academy

23 _____ maidment 24 _____ compound 25 _____ acker 26 _____ objective 27 _____ perspective 28 _____ pursue 29 _____ gurley 30 _____ ratio 31 _____ pardoe 32 _____ network 33 _____ wallage

Test105: H: __________ FA: __________ Dm: __________

29


my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ presential

2 _____ nevertheless

3 _____ newbold

4 _____ subsidized

5 _____ diversity

6 _____ twining

7 _____ braden

8 _____ roscrow

9 _____ incorporate

10 _____ utilise

11 _____ combustulate

12 _____ enhance

13 _____ proscratify

14 _____ discriminate

15 _____ instere

16 _____ incidence

17 _____ federal

18 _____ migrate

19 _____ infernalise

20 _____ exceed

21 _____ index

22 _____ elphick

23 _____ griffing

24 _____ barnden

25 _____ precede

26 _____ mingay

27 _____ rational

28 _____ reveal

29 _____ gurley

30 _____ furthermore

31 _____ cite

32 _____ trace

33 _____ incentive

34 _____ dyslaxative

35 _____ aggregate

36 _____ input

Test 106: H: __________ FA: __________ Dm: __________

30


my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ sprudd

2 _____ decade

3 _____ adapt

4 _____ equip

5 _____ dynamic

6 _____ isolate

7 _____ cartledge

8 _____ amiel

9 _____ scobie

10 _____ media

11 _____ eliminate

12 _____ prowts

13 _____ submit

14 _____ advocate

15 _____ convert

16 _____ thesis

17 _____ mode

18 _____ haime

19 _____ peebles

20 _____ intervene

21 _____ morphew

22 _____ ideology

23 _____ brind

24 _____ innovate

25 _____ crevicing

26 _____ globe

27 _____ conceitful

28 _____ mastiphitis

29 _____ contrary

30 _____ publication

Test 107: H: __________ FA: __________ Dm: __________

31


my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ widespread

2 _____ restore

3 _____ contemporary

4 _____ guideline

5 _____ infrastructure

6 _____ chart

7 _____ condick

8 _____ tense

9 _____ radical

10 _____ inevitable

11 _____ displace

12 _____ theme

13 _____ crucial

14 _____ intuned

15 _____ predominant

16 _____ abandon

17 _____ pocock

18 _____ nuclear

19 _____ practicate

20 _____ motivize

21 _____ intense

22 _____ seward

23 _____ impelirous

24 _____ mealing

25 _____ farinize

Test 108: H: __________ FA: __________ Dm: __________

32


my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ possumate

2 _____ erode

3 _____ powling

4 _____ passive

5 _____ floralate

6 _____ controversy

7 _____ suspend

8 _____ preliminary

9 _____ bulk

10 _____ todd

11 _____ devote

12 _____ device

13 _____ albucolic

14 _____ asslam

15 _____ temporary

16 _____ seclunar

17 _____ scenario

18 _____ gamage

19 _____ haime

20 _____ coincide

Test 109: H: __________ FA: __________ Dm: __________

33


my own speaking and writing. 4 I know this word and can use it in my own speaking and writing. 1 _____ wallage

2 _____ greenaway

3 _____ likewise

4 _____ undergo

5 _____ depress

6 _____ levy

7 _____ hallett

8 _____ enormous

9 _____ causticate

10 _____ collapse

11 _____ odd

12 _____ assuasion

13 _____ hospite

14 _____ nonetheless

15 _____ adjacent

16 _____ pose

17 _____ savourite

18 _____ panel

19 _____ prowt

20 _____ polythetic

Test 110: H: __________ FA: __________ Dm: __________

34

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43

iEAP – Writing a Persuasive Report You are a member of the Citizens’ Coalition for a Greener City, which promotes environmental protection in your city. You have been asked to write a report on behalf of the coalition to urge your fellow citizens to use public transportation more regularly. It will be published in your community newsletter. Instructions: Write a detailed report aimed at car users, to persuade them to use public transportation. In your report: Outline the situation Clearly present your point of view Use the graphs to support your point of view Your report will be evaluated on: How you have followed the instructions How well your points and ideas are organized How accurately you use English grammar, vocabulary, spelling, and punctuation Your report should be written in paragraphs and be about 400 words long. You will have 1 hour to complete this task.

44

Rubric Total: / 0 – not

enough to evaluate

1-‐ poor 2-‐ insufficient

3-‐sufficient 4-‐ good 5-‐excellent

Grammar Errors*

Errors make the report unreadable

>7 errors/page

6-‐7 errors/page

4-‐5 errors/page

2-‐3 errors/page

Less than 1 error/page

Spelling and Punctuation Errors


>7 errors/page

6-‐7 errors/page

4-‐5 errors/page

2-‐3 errors/page


Word Choice Word choice is completely inappropriate

No use of academic language. Incorrect word choice

Limited use of academic language. Sometimes in accurate.

Sufficient use of appropriate academic words. There may be inaccuracy

Word choice is mostly appropriate and academic. No inaccuracies.

Excellent and well-‐developed academic word choice. Superb and clear word choice.

Word Form** Word form and usage are completely inappropriate

>7word form errors

6-‐7 word form errors/page



Less than one word form error/page

Citations and References

Plagiarism is apparent

>5 errors in APA

4-‐5 errors in APA


May be one error in APA

Meets or exceeds requirements. No errors in APA.

Fulfilled Requirements

Report is off topic or unrelated to task

Requirements unfulfilled or severely under-‐developed

Under-‐development of assignments. Areas may be missing or severely limited.

Sufficiently complete, although some aspects may be limited

Mostly done properly, but one or more areas may lack development

All expectations of assignment are met or exceeded

Academic Expectations ***

More than four academic expectations are not met

Four academic expectations are not met

Three academic expectations are not met

Two academic expectations are not met

One academic expectation is not met

Meets all academic expectations

Appropriate Register****

Register is completely inappropriate and informal

>5 informalities or inappropriate register

4-‐5 instances of informalities


May have one instance of informal language

Appropriate language usage for academic setting

Organization Is not in report format

Many problems with organization, causing confusion

Many small or a few severe problems with organization

3-‐4 minor problems with or progression of ideas

1-‐2 minor problems with organization or coherence

Excellent organization and clear progression of information

*A grammar error is defined as a problem with verb tense, number(singular/plural), articles, word order, conjugation, active/passive, modals, sentence errors (fragments, comma splices) ** A word form error is a problem with inflection, or word use (i.e. wrong preposition or concordance) ***Academic expectations are outlined in the Assignment Submission Checklist ****Register is the level of formality in writing. In academic writing, a high degree of formality is necessary.

45

iEAP – Writing a Persuasive Report You are a member of the Citizens’ Coalition for a Greener Province, which promotes environmental protection in Alberta. You have been asked to write a report on behalf of the coalition to urge your fellow citizens to recognize the amount of CO2 produced in Canada and Alberta. Instructions: Write a detailed report aimed at car users, to persuade them to use public transportation. In your report: Outline the situation Clearly present your point of view Use the graphs to support your point of view Your report will be evaluated on: How you have followed the instructions How well your points and ideas are organized How accurately you use English grammar, vocabulary, spelling, and punctuation Your report should be written in paragraphs and be about 400 words long. You will have 1 hour to complete this task. CO2 emissions in metric tonnes per capita (source: World Bank) CO2 emissions in metric tonnes per capita (source: Statistics Canada)

46

Rubric Total: / 0 – not

enough to evaluate

1-‐ poor 2-‐ insufficient

3-‐sufficient 4-‐ good 5-‐excellent

Grammar Errors*


>7 errors/page

6-‐7 errors/page

4-‐5 errors/page

2-‐3 errors/page


Spelling and Punctuation Errors


>7 errors/page

6-‐7 errors/page

4-‐5 errors/page

2-‐3 errors/page


Word Choice Word choice is completely inappropriate

No use of academic language. Incorrect word choice

Limited use of academic language. Sometimes in accurate.

Sufficient use of appropriate academic words. There may be inaccuracy

Word choice is mostly appropriate and academic. No inaccuracies.

Excellent and well-‐developed academic word choice. Superb and clear word choice.

Word Form** Word form and usage are completely inappropriate

>7word form errors




Less than one word form error/page

Citations and References

Plagiarism is apparent

>5 errors in APA



May be one error in APA

Meets or exceeds requirements. No errors in APA.

Fulfilled Requirements

Report is off topic or unrelated to task

Requirements unfulfilled or severely under-‐developed

Under-‐development of assignments. Areas may be missing or severely limited.

Sufficiently complete, although some aspects may be limited

Mostly done properly, but one or more areas may lack development

All expectations of assignment are met or exceeded

Academic Expectations ***

More than four academic expectations are not met

Four academic expectations are not met

Three academic expectations are not met

Two academic expectations are not met

One academic expectation is not met

Meets all academic expectations

Appropriate Register****

Register is completely inappropriate and informal

>5 informalities or inappropriate register



May have one instance of informal language

Appropriate language usage for academic setting

Organization Is not in report format

Many problems with organization, causing confusion

Many small or a few severe problems with organization

3-‐4 minor problems with or progression of ideas

1-‐2 minor problems with organization or coherence

Excellent organization and clear progression of information

*A grammar error is defined as a problem with verb tense, number(singular/plural), articles, word order, conjugation, active/passive, modals, sentence errors (fragments, comma splices) ** A word form error is a problem with inflection, or word use (i.e. wrong preposition or concordance) ***Academic expectations are outlined in the Assignment Submission Checklist ****Register is the level of formality in writing. In academic writing, a high degree of formality is necessary.

47

iEAP Post-Program Evaluation Name:____________________________________

(August 13, 2010)

iEAP post-Program Evaluation/Survey

(All information will be kept confidential)

• For questions 1 to 20, please indicate your agreement or disagreement with the given statement:

1. Very much disagree

2. Disagree

3. Slightly disagree

4. Slightly agree

5. Agree

6. Very much agree

48

My English and the Course Very much disagree Disagree Slightly

disagree Slightly agree Agree Very much

agree

1 the course was too easy for me 1 2 3 4 5 6

2 I found the videos / lectures / listenings too difficult 1 2 3 4 5 6

3 I found the readings too difficult 1 2 3 4 5 6

4 The course outline provided me with the study goals for the term 1 2 3 4 5 6

5 I recognized the importance of reading the course outline 1 2 3 4 5 6

6 The assignment directions were clear 1 2 3 4 5 6

7 I found the guest speakers too difficult 1 2 3 4 5 6

8 I used the information from the field trip in my writing or presentation 1 2 3 4 5 6

9 I found the course material challenging and engaging 1 2 3 4 5 6

49

My Instructor Very much disagree Disagree Slightly


agree

10 The course was delivered according to the course outline 1 2 3 4 5 6

11 the course materials was presented in a well organized manner 1 2 3 4 5 6

12 My instructor provided me with feedback 1 2 3 4 5 6

13 Instructor was useful in helping me understand the quality of my work

1 2 3 4 5 6

14 My questions were responded to appropriately 1 2 3 4 5 6

15 My work was graded in a reasonable amount of time 1 2 3 4 5 6

16 My instructors method for determining the course grade was fair 1 2 3 4 5 6

17 I was treated respectfully 1 2 3 4 5 6

18 I identified my weaknesses through this course 1 2 3 4 5 6

19 I improved my skills through this course 1 2 3 4 5 6

20 Overall, I benefitted from this course 1 2 3 4 5 6

50

21. What were your original reasons for considering this course?

22. How did the course allow you to work on your strengths and weaknesses?

23. What was your favourite in-class activity? Why?

24. What was your least favourite in-class activity? Why?

25. What did you like least about the activities? Please be specific and give as many details as you can.

26. Were you interested in the activities? What kept you interested?

27. Do you have preferences as to the type / topics of the texts that you read and summarized for this course?

52

28. Did you have any technical difficulties? Explain.

29. Would you recommend this course to your friends? Why or why not?

30. What parts of the course would you keep?

31. What would you change in the course (spend more/less time on, change content)?

32. What parts of the course would you eliminate?

33. What new words did you learn the meaning of / learn to use?

34. What grammar did you learn?

53

35. Further comments

54

iEAP August 13, 2010 NAME:______________________ Strategy Inventory for Language Learning (SILL) (Oxford,1990) This form of the STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) is for students of English as a second or foreign language. You will find statements about learning English. Please read each statement. On the separate Worksheet, write the response (1, 2, 3, 4, or 5) that tells HOW TRUE OF YOU THE STATEMENT IS.

1. Never or almost never true of me. 2. Usually not true of me 3. Somewhat true of me 4. Usually true of me 5. Always or almost always true of me

NEVER OR ALMOST NEVER TRUE OF ME means that the statement is very rarely true of you. USUALLY NOT TRUE OF ME means that the statement is true less than half the time. SOMEWHAT TRUE OF ME means that the statement is true of you about half the time. USUALLY TRUE OF ME means that the statement is true more than half the time. ALWAYS OR ALMOST ALWAYS TRUE OF ME means that the statement is true of you almost always. Answer in terms of how well the statement describes you. Do not answer how you think you should be, or what other people do. There are no right or wrong answers to these statements. Put your answers on the separate Worksheet. Please make no marks on the items. Work as quickly as you can without being careless. This usually takes about 20 – 30 minutes to complete. If you have any questions, let the teacher know immediately. EXAMPLE I actively seek out opportunities to talk with native speakers. _____ Choose a response (1 through 5 as above) and write it in the space after the item. You have just completed the example item. Answer the rest of the items on the Worksheet.

55

Part A 1. When I’m learning a language, I think of the relationships between what I already know

and new things I learn._____

2. I use new words in a sentence so I can remember them._____

3. I connect the sound of a new word and an image or picture of the word to help me

remember the word._____

4. I remember a new word by making a mental picture of a situation in which the word might

be used._____

5. I use rhymes to remember new words._____

6. I use flashcards to remember new words._____

7. I physically act out new words._____

8. I review language lessons often._____

9. I remember new words or phrases by remembering their location on the page, on the

board, or on a street sign._____

Part B

10. I say or write new words several times._____

11. I try to talk like native speakers._____

12. I practice the sounds of languages._____

13. I use the words I know in different ways._____

14. I read for pleasure._____

15. I first skim an passage (read over the passage quickly) then go back and read

carefully._____

16. I look for words in my own language that are similar to new words in English._____

17. I try to find patterns in language._____

18. I find the meaning of a word by dividing it into parts that I understand._____

19. I try not to translate word for word._____

20. I make summaries of information that I hear or read._____

56

Part C

21. To understand unfamiliar words, I make guesses._____

22. When I can’t think of a word during a conversation, I use gestures._____

23. I make up new words if I do not know the right ones._____

24. I read without looking up every new word._____

25. I try to guess what the other person will say next._____

26. If I can’t think of a word, I use a word or phrase that means the same thing._____

Part D

27. I try to find as many ways as I can to use language._____

28. I notice my language mistakes and use that information to help me do better._____

29. I pay attention to features of language when someone is speaking._____

30. I try to find out how to be a better language learner._____

31. I plan my schedule so I will have enough time to study language._____

32. I look for opportunities to read as much as possible._____

33. I have clear goals for improving by language skills._____

34. I think about my progress in language learning._____

Part E

35. I try to relax whenever I feel afraid of speaking or writing._____

36. I encourage myself to speak or write even when I am afraid of making a mistake._____

37. I give myself a reward or treat when I do well in writing._____

38. I notice if I am tense or nervous when I am studying language, speaking or writing._____

39. I talk to someone else about how I feel when I am learning language._____

Part F

40. If I do not understand something, I ask the other person to slow down or say it

again._____

41. I ask native speakers to correct me when I talk._____

42. I ask for help from native speakers._____

57

iEAP (August 13, 2010)

Name:____________________________________

INSTRUCTIONS

All of the following questions relate to English, both inside and outside of the classroom.

• For each question, circle the number that best describes how you feel about that statement.

• Please respond to all of the questions, even if some seem repetitive.

• There are no good or bad answers. We just want to know your point of view.

• For questions 1 to 60, please indicate your agreement or disagreement with the given statement:

1. Very much disagree

2. Disagree

3. Slightly disagree

4. Slightly agree

5. Agree

6. Very much agree

• For questions 61 to 74, please indicate how often the given statement is true of you:

1. Never

2. Very rarely

3. Rarely

4. Sometimes

5. Often

6. Always

58

Statements Very much disagree Disagree Slightly


agree

1 The thought of writing in academic English makes me stressed. 1 2 3 4 5 6

2 I think reading is important 1 2 3 4 5 6

3 Most of the time, I have no difficulty writing. 1 2 3 4 5 6

4 For an course to be beneficial to me, I must be able to work at my own pace. 1 2 3 4 5 6

5 I read to improve my vocabulary. 1 2 3 4 5 6

6 For me, doing written assignments is a waste of time. 1 2 3 4 5 6

7 I was forced to take this course; it was not my choice. 1 2 3 4 5 6

8 I do not feel the need to take a course to improve my English skills since I already speak very well. 1 2 3 4 5 6

9 Reading articles on the Internet is a good way to practice reading skills. 1 2 3 4 5 6

10 Each time I do a reading exercise, I try to make fewer mistakes than the last time. 1 2 3 4 5 6

11 I enjoy reading. 1 2 3 4 5 6

12 It is important for me to take a course to help me improve my academic English skills. 1 2 3 4 5 6

13 Each time I write an academic assignment, I try to express my ideas and thoughts more and more clearly. 1 2 3 4 5 6

14 I feel that my English skills are strong enough to study at the university level. 1 2 3 4 5 6

15 It often happens that I don't understand written questions. 1 2 3 4 5 6

60



agree

16 I believe that by working on improving my reading skills, I am investing in my future professional success. 1 2 3 4 5 6

17 In order for a course to be useful for me, I must have a say in how the course is organized. 1 2 3 4 5 6

18 Reading allows me to learn new things about the world. 1 2 3 4 5 6

19 I think that is important to be able to write well. 1 2 3 4 5 6

20 I took this course because I wanted to. 1 2 3 4 5 6

21 Taking a writing course is important for improving my writing skills. 1 2 3 4 5 6

22 The Internet provides me with many activities for improving my English skills. 1 2 3 4 5 6

23 When writing academic assignments, I am constantly trying to do better and better. 1 2 3 4 5 6

24 In my opinion, reading is a waste of time. 1 2 3 4 5 6

25 By taking a writing course, I am improving my chances of achieving academic or professional success. 1 2 3 4 5 6

26 When academic assignments, I am always trying to improve my syntax and grammar. 1 2 3 4 5 6

27 I took this course because I had to. 1 2 3 4 5 6

28 I feel that I have developed the written skills that are necessary for success at the university level. 1 2 3 4 5 6

29 I have difficulties understanding what I am reading. 1 2 3 4 5 6

30 I enjoy writing in academic English. 1 2 3 4 5 6

61



agree

31 I feel confident when I have an academic assignment to write. 1 2 3 4 5 6

32 Writing allows me to clarify my ideas and make them more precise. 1 2 3 4 5 6

33 I took this course because I had no choice. 1 2 3 4 5 6

34 I do not think that the Internet provides me with ways of improving my reading and writing skills. 1 2 3 4 5 6

35 Every time I write an academic assignment, I try to make fewer mistakes and get a better grade. 1 2 3 4 5 6

36 I take pleasure in improving the quality of my writing. 1 2 3 4 5 6

37 I feel stressed when writing an academic assignment. 1 2 3 4 5 6

38 In my case, taking a writing course is a waste of time. 1 2 3 4 5 6

39 Every time I write an assignment, I work on improving the quality of my written English. 1 2 3 4 5 6

40 My reading skills are not yet strong enough to allow me to study at an English university. 1 2 3 4 5 6

41 I have difficulty finding the main idea in a reading. 1 2 3 4 5 6

42 I felt like I was forced to take this course. 1 2 3 4 5 6

43 I believe that by developing my reading habits, I am improving the quality of my writing. 1 2 3 4 5 6

44 In general, I am able to do the written work that is assigned to me. 1 2 3 4 5 6

45 For a writing course to be worthwhile, I must be given a choice as to how I want to develop my skills. 1 2 3 4 5 6

62



agree

46 I feel relaxed when I write assignments. 1 2 3 4 5 6,

47 Writing is an opportunity for me to learn more about myself. 1 2 3 4 5 6,

48 Academic writing is important for developing one's knowledge of the world. 1 2 3 4 5 6,

49 I do not feel nervous or stressed when writing an assignment. 1 2 3 4 5 6,

50 I am happy to be in this course 1 2 3 4 5 6,

51 Reading through articles or other texts on the Internet is a good way to improve my knowledge of vocabulary. 1 2 3 4 5 6,

52 When writing an assignment, I always force myself to do the best that I can. 1 2 3 4 5 6,

53 I love language. 1 2 3 4 5 6,

54 What I am learning in this course will be useful to me in my future studies, regardless of my program of study. 1 2 3 4 5 6,

55 I read to develop my own knowledge of the world. 1 2 3 4 5 6,

56 I feel anxious when I write assignments. 1 2 3 4 5 6,

57 I do not need to take another course to improve my writing skills. 1 2 3 4 5 6,

58 Most of the time, I think that the reading I have to do for this course is easy. 1 2 3 4 5 6,

59 I feel that it was not my choice to take this course. 1 2 3 4 5 6,

60 I feel pressure when writing an academic assignment. 1 2 3 4 5 6,

63

For questions 61 to 74, indicate how often the given statement is true of you: 1. Never 2. Very rarely 3. Rarely 4. Sometimes 5. Often 6. Always

Statements Never Very rarely Rarely Sometimes Often Always

61 I organize my time before doing my homework. 1 2 3 4 5 6

62 When I am reading an article, I write down, underline or highlight the important points in the article. 1 2 3 4 5 6

63 When writing, I never give up, even if I am having difficulty expressing my thoughts. 1 2 3 4 5 6

64 Before starting my homework, I read the instructions to get an idea of how long it will take me to complete the assignment. 1 2 3 4 5 6

65 To do my work, I choose a place where I will not be distracted. 1 2 3 4 5 6

66 When I am reading an article or a text, I re-read the more difficult passages in order to understand them better. 1 2 3 4 5 6

67 Before handing in an assignment, I re-read what I have written and try to correct as many of my errors as possible. 1 2 3 4 5 6

68 When I am writing an assignment for a course, I make sure that I understand all of the instructions given by the teacher. 1 2 3 4 5 6

69 I use dictionaries or electronic translators to help me with my homework. 1 2 3 4 5 6

70 When I am reading an article or a text, I continue reading, even if I am having difficulty understanding some of the author's arguments.

1 2 3 4 5 6

71 Before submitting any written work, I look over the quality of my writing. 1 2 3 4 5 6

72 When I am reading material for a course, I make sure that I am in a place where I will be able to concentrate. 1 2 3 4 5 6

73 Even when it is difficult, I continue working on my writing until it property expresses my thoughts. 1 2 3 4 5 6

74 When a teacher returns a corrected assignment to me, I take the time to review it in order to understand my mistakes. 1 2 3 4 5 6

64