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Academic fastrack...

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Stating curriculum outcomes
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Academic fastrack...

  1. 1. What is Academic Fastrack© ?
  2. 2. university preparation, fast - Study in 3, 6 or 9 months format - Choose individual or group study plan - Improve your test scores - Study online or in class - Apply to any English university in the world - Boost your confidence, enjoy learning English for Academic Purpose + skills / strategies for ANY English proficiency exam + writing essays for admission into university + preparing achievement portfolios and interviewing skills and much, much more …..
  3. 3. hello! I am Iffat Subhani Developer of Academic Fastrack© I will walk you through some key aspects of this program You can find me on Linkedin www.linkedin.com/in/iffat-subhani-1030a313
  4. 4. 1. Early exposure to target language General academic English Test English strong input + frequency
  5. 5. “…. developing linguistic competencies for university or standardized testing are two sides of the same coin (Subhani, 2015)
  6. 6. graduates ✓ acquire relevant vocabulary & grammar to understand complex language ✓ apply language skills from EAP to high stakes proficiency exams ✓ communicate effectively in speaking and writing ✓ develop academic study skills - critical thinking: analysing, comprehending , inferencing, summarising, reflecting, etc.
  7. 7. Big concept Learning to learn Course features informed by various educational & 2nd language learning research Input hypothesis (Krashen) Interaction hypothesis (Long) Output hypothesis (Swain) Working Memory & Long Term Memory
  8. 8. Action Research & Exploratory Practice - Analysing learner language - Learners inability to apply academic writing skills in writing exams essay - Possibility of aligning general academic English syllabi with assessment requirements without negative washback effect - Designing an online learning supplement - Exploring success of communicative teaching approach for exam writing - Possibility of using a communicative approach for exam preparation “as a context-sensitive pedagogy for teacher and learner development” (Alcon, 2004) - Developing English teaching material Tested in class for 4 years Case study Examination materials and Arab learners: exploring the efficacy of examinations texts in learning and testing for academic English.
  9. 9. Published results Chapter Eighteen ........................................................311 Bringing EAP Material to Life: Context of Application and Pedagogical Relevance – An Experiment and a Case Study Iffat Subhani shorturl.at/bmwR9
  10. 10. Sample Lesson Plan (avg. 6 hours material) Warmer & Preparation (1st input) Context orientation Pre-listening (reflection/discussion) Listening 1 Post listening 1 spot check Listening 2 Post listening 2 follow up Production (Interaction & output) Speaking presentation (individual / group) Collaborative writing - creative Collaborative writing - guided discovery Individual writing - using prompts for exam question Academic Prep & Production (2nd input & output) Pre-reading While reading Post-reading Reading synthesis Writing assignment
  11. 11. A picture is worth a thousand words
  12. 12. Want big impact?
  13. 13. Optimise Return on Investment : Learn to learn Limited resources Limited time Maximum gain
  14. 14. 7.5 That’s a bigIELTS score, aren’t you proud?
  15. 15. Unlimited opportunities CANADA
  16. 16. 3-step easy process First You talk with us about your needs Second collaborate to choose or create a study plan Last continual support through college / university
  17. 17. Let’s review some concepts: learning to learn Start early Contextualise language, make connections Reuse language systematically Maximise exposure Ask Qs Revisit goals
  18. 18. Access material on the go …
  19. 19. …. Or on your desktop
  20. 20. …. Or on
  21. 21. thanks! Any questions? Do get in touch: www.linkedin.com/in/iffat-subhani-1030a313
  22. 22. Credits & Acknowledgments & References ✘ Presentation template by SlidesCarnival ✘ Photographs by Unsplash , Google.ca, www.dreamstime.com ✘ Swain, M. and Lapkin, S. (1995). Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics, 16. pp.371-391. [Accessed 19.05.16] ✘ Long, M .(1996). The role of linguistic environment in second language acquisition. In Ritchie, W.C. and Bhatia, T.K. (eds). Handbook of Second Language Acquisition.New York: Academic Press. pp. 413-468. ✘ Krashen, S. (1985). The Input Hypothesis: issues and implication. Harlow: Longman.

Notas del editor

  • * 7.5 is the most common target score that students are working for in order to apply for post-graduate courses at university

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