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INTENSIVE ENGLISH PROGRAM

The Intensive English Program at The ESL School at NYFA offers you the high-quality ESL education, support, and guidance that help you learn English successfully.

Each student’s proficiency goals and current level of ability in English are evaluated regularly, and progress is constantly monitored so that extra help may be given as needed.

Our instructors are highly skilled and experienced, committed to give the best English education possible.

Class sizes are kept small: on average between 6-12 students. This promotes individual attention and encourages interaction between teacher and student.

Students receive 20 hours per week of intensive English instruction, plus have the option of optional elective classes.  Our optional elective classes enrich traditional ESL curricula, allowing students to apply their developing English comprehension, pronunciation, and reading skills as they watch films, read scripts and act in short films. The optional elective classes are separate class hours from the required courses in the intensive English program.

PROGRAM INFORMATION

Program Length:

12-week program

Hours Per Week:

20 hours per week

Levels:

Six levels: Beginner through Pre-College

calendarEXAMPLE OF
DAILY CALENDAR

  • Classes are held Monday – Friday
  • Students meet for a total of 20 hours of intensive English instruction per week.

* Schedules are subject to change without notice.
*This is a sample schedule only, actual schedules vary by quarter and location.

9:00 a.m. – 10:30 a.m.
Core English | Reading/Vocabulary
10:40 a.m. – 12:10 p.m.
Core English | Grammar/Writing
12:20 p.m. – 1:20 p.m.
Listening/Speaking
Lunch
1:35 p.m. – 3:00 p.m.
Conversation classes
3:00 p.m. – 5:00 p.m.
Self Study/Lab Time

LEVELS

LEVEL 1: BEGINNER

Level 1 students have very little practical ability in using English. The initial methods with these students are role play, communicative activities, and using visual prompts to develop pronunciation skills and mastery of basic vocabulary, grammar, and “survival” English. Communicating about basic needs and participating in basic conversations is emphasized. Students practice various grammatical structures and forms to generate sentences related to personal topics and short, loosely organized paragraphs.

SKILL GOALS:

SPEAKING
Students will be able to participate in simple conversation using complete sentences and responding accurately to relevant questions. Students will be able to express needs, opinions, and personal information, as well as distinguish consonant and vowel sound production.

LISTENING
Students will be able to understand simple and clearly spoken narrations, phrases, and commands.

READING
Students will have the ability to understand simple signs and directions and to obtain information from simple written English. Students will develop various reading strategies to improve reading comprehension. Students will also practice sounding out new words and use prefixes and suffixes to assist with vocabulary building. Readings are adapted from authentic sources to ensure effective comprehension.

WRITING
Students will be able to write connected sentences related to everyday and personal experience as well as to convey information in short letter or email form.


LEVEL 2: PRE-INTERMEDIATE

Level 2 students, often called “false beginners,” have a foundation in basic English. These students have had contact with the English language via grammar textbooks, but they have yet to really activate the grammar and vocabulary they have previously learned. In this level emphasis is placed on developing critical thinking and literacy skills, and texts and auditory input become more academic. Writing becomes more organized and grammatical structures are further reinforced. Students are also introduced to American classroom culture and expectations.

SKILL GOALS:

SPEAKING
Students will have the ability to participate in conversation while using more naturalized reduction and linkage of word sounds, intonation, and pronunciation. Students will be able to construct arguments and support opinions. In addition, learners will practice various language functions such as drawing conclusions and using stress for emphasis. Learners will also engage in individual and group presentations.

LISTENING
Students will be able to construct meaning from formal and informal academic audio recordings and discussions. Emphasis is placed on recalling main ideas and small details as well as responding to peer opinions.

READING
Students will be introduced to more academic texts and be prepared to differentiate vocabulary words with multiple dictionary meanings. Students will continue to integrate new reading strategies and note-taking skills, while also constructing individual connectedness with texts. Vocabulary will be developed using synonyms, antonyms, and word parts. Students will also be introduced to idioms and collocations.

WRITING
Students will have the ability to write structured paragraphs with organizational elements such as title, topic sentence, supporting sentences, and concluding sentence.


LEVEL 3: INTERMEDIATE

Level 3 students move from the basic level of English grammar to increasingly complex grammatical forms. In Level 3, English students will deepen their language skill set as they learn to better articulate their ideas and generate more sophisticated inquiry. They also learn to participate in more extended conversation on both familiar and unfamiliar topics. At this level, students also learn to write academic paragraphs with relevant ideas and specific purposes.

SKILL GOALS:

SPEAKING
Students will develop individual and group oral presentation skills, as well as practice verbal and nonverbal communication. Students will be able to converse at a functional level for interactions inside and outside the classroom.

LISTENING
Students will learn comprehension strategies and active listening skills to participate in conversations. In addition, learners will be able to differentiate linked and reduced sounds while mirroring native-like pronunciation. Auditory input will be academic in nature and will represent both formal and informal contexts.

READING
Students will continue to develop high-frequency vocabulary by using context clues and word parts. Learners will explore word connotation, literal and figurative meaning, idioms, and phrases. Readings at this level come from a range of academic subjects and a variety of sources, such as textbooks, newspapers, and online articles.

WRITING
Students will learn to write academic paragraphs for various purposes including definition, process, descriptive, opinion, and narrative paragraphs. Students will also be introduced to multi-paragraph essay writing.


LEVEL 4: HIGH-INTERMEDIATE

Level 4 students have a solid foundation of English grammar, but continue to study to construct more complex sentence structures and demonstrate logical shifts between tenses. In Level 4, students will practice speaking about familiar topics with little hesitation. In addition, they gain a better understanding of American classroom culture and expectations. Writing shifts from focused paragraphs to developed academic essays.

SKILL GOALS:

SPEAKING
Students will have the ability to discuss an array of academic topics at length, as well as ask and answer questions. Learners will engage in critical thinking discussions that require well-supported opinions. Learners will begin to self-monitor their speech and the speech of others.

LISTENING
Students will practice note-taking skills while listening to various formal and informal auditory input, such as radio interviews, class lectures, or group meetings. Learners will also practice more native-like speaking devices, including intonation and sound linkage.

READING
Students will further develop their academic vocabulary and practice reading strategies to interpret more complex academic texts. Learners will also practice reading past the text to make inferences and real-life application.

WRITING
Students will learn to write well-developed essays using various approaches such as descriptive, narrative, persuasive, and compare-contrast. Emphasis will be placed on pre-writing as well as peer editing. Students will practice developing necessary essay elements such as the hook, topic sentences, thesis statement, body paragraphs, and concluding paragraph.


LEVEL 5: ADVANCED

Level 5 students have moved past the textbook-oriented skills to experiential learning. Learners have experience with the language, but sometimes still make simple and easy-to-correct errors. In Level 5, students learn more fluent skills. These include understanding essential points of discussions or speeches in special fields of interest, communicating about a variety of topics while using appropriate syntax, and reading more authentic material they encounter in everyday life. Writing also becomes more sophisticated and focused. Students will be able to accurately report feelings and opinions.

SKILL GOALS:

SPEAKING
Students will participate in debates and discussions to practice their speaking skills. Students will develop quicker response reflexes and practice various language functions, such as interrupting the speaker, holding the floor, and speaker-audience interaction.

LISTENING
Students will participate in debates and discussions to practice their active listening skills, spontaneously constructing support for personal opinions. Topics will be varied and relevant to the lives of students.

READING
Students will read a diverse sample of academic texts and excerpts that have relevance in today’s society. Students will continue to do close readings of selected quotes and decipher dense texts. Students will add to their high frequency academic words and use context clues to differentiate words with multiple dictionary meanings. Learners will practice and expand upon their comprehension strategies and note-taking skills such as paraphrasing or creating graphic organizers.

WRITING
Students will translate their grammar skills into effective 4-6 paragraph academic essays. Focus will be placed on narrative, comparison, cause-effect, and argument essays. Writers will differentiate the purposes and paragraph structures needed for the various formats.


LEVEL 6: PRE-COLLEGE

Level 6 is designed for students who will enter, or have conditional admittance to, a college undergraduate or graduate program. This level provides academic tasks in the context of challenging topics, advanced vocabulary, and authentic readings that parallel college level courses. The purpose of this level is to continue raising the English language fluency and cultural competence of non-native speakers, with the goal of preparing them to succeed in credit courses and eventually work effectively in jobs requiring native-like English skills.

SKILL GOALS:

SPEAKING
Students will converse confidently and present in class on both academic and non-academic topics. Learners will practice a range of presentation formats, such as defining a concept, problem and solution, and explaining a process. Emphasis will be placed on the process of developing a speech and not exclusively on the final outcome. Students will practice using verbal and nonverbal communication as well as presentation technology.

LISTENING
Students will converse confidently and present in class on both academic and non-academic topics. Learners will practice a range of presentation formats, such as defining a concept, problem and solution, and explaining a process. Emphasis will be placed on the process of developing a speech and not exclusively on the final outcome. Students will practice using verbal and nonverbal communication as well as presentation technology.

READING
Students read authentic excerpts from academic texts and journals while reinforcing previously learned reading strategies and vocabulary skills. Learners continue to add to their vocabulary while exploring a range of academic subjects. Close studies of isolated quotes as well as complete texts promote the usage of reading strategies as the learner transitions to the all-English academic classroom.

WRITING
Students will focus on the seven-step process of writing, as well as developing skills in providing constructive criticism, creating effective paraphrasing and summarizing, and practicing correct citation of outside sources. Students will refine their writing skills and become prepared for the diverse writing demands of the higher education classroom. Learners will also have an understanding of the severity of plagiarism.

CATALOGS

Los Angeles
2017 Catalog
New York
2017 Catalog
San Jose
2017 Catalog


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