Inside Out Upper Intermediate Student Book Download
Pablo Barjavel
This English language Professional Certificate program is aimed at students with an intermediate level of English (based on the B1 level of the Common European Framework of Reference for Languages) wishing to advance their language skills to an upper-intermediate level (B2).
The researchers went to the dean of the college and briefed him on the goals of the current study to gain access to the participants. He granted access to the researchers to the upper-intermediate classes and for the current investigation to be conducted in the context of the English language. The researchers randomly chose a class and joined it at the scheduled time. The researchers greeted the students warmly before requesting their consent to take part in this study. The learners who consented to participate in this study signed a formal form of authorization in Arabic.
This research aims at describing the discourse competence as part of communicative competence of higher intermediate students in delivering final project presentation. Higher intermediate level was chosen as the subject of the research because it is the highest level in learning English for high school students at an English course in Bukittinggi City. Qualitative descriptive method was used in conducting this research. The subjects were eleven students of higher intermediate class of the English course in Bukittinggi City. There was usually only one class of higher intermediate level each term. Their presentations were recorded and were then transcribed to get the written data. The data were analyzed based on łivković model of academic oral presentation. The result showed that students were not fully aware of discourse competence. They had tendency in choosing the expressions and phrases for the moves of presentations, then none of the students explained the purpose of the talk nor introduced the visual aids, and only one student thanked the audience for paying attention. Meanwhile, even though the students used some expression and phrases for moving from one idea to another, they were sometimes found using non-authentic expressions or phrases
This study aimed to investigate the effect of the contrastive lexical approach on Iranian EFL learners' writing skills. For this study, forty pre-intermediate students from a private English language institutes in Ahvaz, Iran were selected. Then, they were randomly divided into two equal groups of 20; one experimental and one control group. To have two groups of equal numbers, we used a block randomization sampling method. All of these students were female, ranging in age from 18 to 30. Their level of English language proficiency had already been determined by the Institute to be pre-intermediate. First, they were given a pre-test to determine their writing ability. Afterward, the experimental group received writing practices through the Contrastive Lexical Approach (CLA), during 14 sessions. Each session lasted for an hour and a half. The teacher sensitized learners in the experimental group towards the presence of L2 equivalents for L1 formulaic expressions, while the control group received an ordinary, traditional instruction, during which learners read texts containing the same formulaic expressions as for the experimental group without receiving any translation and were then asked to write about the same topics. At the end of the course, a post-test was administered to the two groups. Data were analyzed through independent and paired samples t tests after ensuring the normality of the data. Finally, to discover the power of the statistical tests, the effect size was also calculated. The study showed that using a contrastive lexical approach has a significant positive effect on Iranian EFL learners' writing skills. As the findings in this study propose, the writing skill can be improved through the use of a contrastive lexical approach. Teaching through a contrastive lexical approach, hopefully, gives the learners the chance to fathom their skillful writing competence, which requires the proper use of varied forms of structures and expressions and this, in turn, may sensitize them to know more about what language features to work on to increase their writing proficiency.
Arabic 3297-3298-3299-3300
This level enables students at the intermediate proficiency level to further strengthen the four language skills: listening, speaking, reading, and writing in Modern Standard Arabic and to understand key aspects of the Arab world and the Arab culture. Typically, students in this level have finished three or four semesters of Arabic. Students will acquire a broad range of intermediate level vocabulary, learn higher level rules of Arabic grammar, and increase the acquisition of phrases for active use in a wide variety of topics and settings. Students write lengthy paragraphs in their daily assignments and give oral presentations in class in a way that makes the use of Arabic a natural process. Work outside of class requires between four to five hours a day.
Arabic 3301-3302-3303-3304
Students at this level have a broader range of vocabulary, more fluency in speaking, and more advanced skills in Arabic than students at the regular Intermediate Arabic level. The main objective of this course is to move students in a short period of time across the threshold of the high intermediate level of proficiency and provide opportunities and learning strategies towards the advanced level of proficiency. This level is characterized by extensive readings and discussions on a multitude of political, social, cultural, and literary topics. Writing assignments are geared toward stylistic and aesthetic aspects of the Arabic language. Students produce lengthy expository and argumentative discourse. Attending lectures and films and participating in follow-up discussion sessions either with their instructor or the visiting lecturer are regular features of class activities. Listening activities focus on authentic materials of considerable length and content. At this level, students choose one of the colloquial dialects offered in the School. The objective is to equip students with the necessary conversational skills that would enable them to engage in meaningful discourse with educated Arabs in a medium that is not considered artificial or unfamiliar in the Arab World. The study of the dialect is uniquely integrated into the general curriculum emphasizing the linguistic realities in the Arab World. Work outside of class requires between four to five hours a day. (4 units)
Arabic 3401-3402-3403-3404
Students accepted at this level are expected to have mastered language mechanics and possess the high intermediate level of proficiency in Modern Standard Arabic. The course is designed to enable students to attain solid, advanced level proficiency or higher in the various language skills. Readings at this level are extensive and varied in terms of genres and academic interests. They consist exclusively of authentic materials on various contemporary and classical topics in language, literature, and the social sciences. Chapters from books, novels, and lengthy articles form the backbone of this course. Students analyze the stylistic features of different genres and texts. Special emphasis is placed on understanding the nuances of the language and the use of idiomatic expressions and rhetorical devices. Home assignments are varied and typically consist of attending or watching a recording of a lecture, reading a chapter from a book and making an oral presentation in class based on that reading, engaging in a panel discussion with other classmates and one or more of the other instructors in the School, or watching a live TV broadcast (via satellite) of a cultural, historical, political, or religious nature. At the advanced level, students also study the basic structures and phonological system of one of the major colloquial dialects. Students are encouraged to adopt the same linguistic medium that intellectual and educated native speakers of Arabic adopt in their conversations on academic topics. The study of the dialect is uniquely integrated into the general curriculum emphasizing the linguistic realities in the Arab World. Work outside of class requires between four to five hours a day. (4 units)
Other factors must also be considered. Often these are influenced by the reading task. To take the final reading exam as an exam, text length is important because students have limited time to complete the exam. At the upper levels, the texts for the final exams are all 500-600 words to account for the time constraint. The final exam also requires students to write a summary and a response; these writing tasks influence the text selection. For ease of summary writing, the passages should be clearly organized. Most importantly for response writing, students should be able to respond to the text, which means the topic must be familiar, relatable, and possibly controversial. All these elements are as important as the quantitative metrics outlined above.
State Board of Education Rule 6A-10.030, the Gordon Rule, requires that students complete with grades of C or better 12 credits in designated courses in which the student is required to demonstrate college-level writing skills through multiple assignments and six credits of mathematics course work at the level of college algebra or higher. These courses must be completed successfully (grades of C or better) prior to the receipt of an A.A. degree and prior to entry into the upper division of a Florida public university.
At upper intermediate level, students are better able to cope with more open role plays which you will find in this section. Situations are less forced and more realistic. This is especially important if students are not being taught in an English speaking country and where they will not be exposed to real world English outside the class.
These conversation and discussion prompts allow for more open student to student or open class speaking. At upper intermediate, for example, there are resources to practice conditionals, futures and reported speech amongst others.
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