The PIA ESL Sparta Curriculum features an intensive and extensive approach to teaching and learning the English language skills.By providing a step-by-step language course from Levels 1-10, the holistic enhancement of the learner’s ability to use English a second language is achieved, thus, progression is sustained.
The curriculum offers two comprehensive learning programs that would help learners optimize their potentials in using the English language.
Power ESL is geared towards the equal and balanced enhancement of the four macro skills in language learning, namely: speaking, listening, reading, and writing.
Intensive ESL is purposely designed to provide more opportunities for the learners to maximize their speaking skills practice in 1:1 classes.
Non-native 1:1 (4H) + 1:4 group class (4H) + Morning & Evening Option classes (3H)
Non-native 1:1 (5H) + 1:4 group class (2H) + Morning & Evening Option classes (3H)
Type of class
Speaking, listening, reading, writing, vocabulary, grammar
1:4 group class
Pattern English, discussion, general conversation, listening and writing
TOEIC listening, listening and speaking, listening and dictation, basic guitar, survival English, business express, movie and combination class
・Entry Level: All new students need to undergo placement tests composed of interview, vocabulary test, reading comprehension, and listening test in order to determine their specific proficiency.The tests shall be conducted on the first Monday of the current term.
・Attendance: All students are expected to attend at least 90% of the total number of class meetings in a given term.
・Exams and Homework: One term in PIA is composed of 20 days or 4 weeks.During the duration of the term, all students must do their homework at least thrice a week.Students likewise need to undergo several assessment tests through the Pines English Proficiency Tests.For the schedules, please refer to the table below.
Contents and Subjects
1) Reading aloud
2) Vocabulary and Patterns
3) Making a short dialogue
4th Thursday and Friday
1) Reading aloud
2) Vocabulary and Patterns
3) Making a short dialogue
5) 1minute Speech
6) Listening Dictation and Comprehension
・Other Activities: Enrollees of Thumbs-up Option Classes (guitar, dance, movies, etc.) showcase their talents during the Recital Program usually held Wednesday night of the 4th week of the term.
Students currently enrolled in the Intermediate course have the chance to join Reading Challenge, Spelling Bee, or Idiomlympics held Wednesday afternoon of the 4th week.
For students who are on their last term in PIA, a Farewell Program and Party is usually held Thursday Night of the 4th week of the term.
PIA is divided into three main departments:Refresher (Levels 1-3) for novice and beginners; Bridging (Levels 4-5) for Intermediate low; and Expanding (Levels 6-10) for Intermediate high and advanced learners.
The most basic in acquiring English as a second language is the confidence to use it in every and any given situation.Pertinent to this, the objective of course offerings in RCD is to build confidence by guiding the learners acquire more vocabularies and useful sentence patterns that will help them establish basic communication skills.Each class is characterized by repetitive drills in speaking, reading, and discussing ideas based on a thematic approach.
・Bridging (Intermediate Low)
The objective of Bridging Course Department is to enhance among learners the ability to initiate, sustain and end a conversation.In order to accomplish the goals set for them, the listening skills of the ESL learners are sharpened and are rigidly trained to become more familiar with the various sounds of the target language from the simplest syllable to the most complicated-sounding words as produced by native speakers as well as other speakers of English, featuring diverse accents.
・Expanding (Intermediate High)
The main target of this course is to provide an avenue for the ESL learners to put in practice the skills developed from their previous exposures and learning.This is the phase where their strong points in using the English language are highlighted, and at the same time, more focus is given to their identified weaknesses. The teachers guide the learners in the establishment of communicative competence to make them more fluent in communicating with others.
As learners are placed in the higher levels of proficiency in the Advanced Course Department, they are provided with practical activities that make them speak and use the English language close to those of the native speakers. Furthermore, the course offerings expose students to the more difficult usage of English, not only in practical sense of the language, but in academic environments as well
Teaching Philosophy: (optional)
PIA believes in education that empowers and advances positive changes and leadership that draws its strengths from holistic education.
1.Recognize the diverse learning styles of learners - PIA teachers employ varying styles and methods in teaching students as every learner is unique in learning and in acquiring new knowledge.
2.Build language proficiency in a step-by step manner - PIA teachers are trained to teach students according to their respective proficiency levels, providing support where it is mostly needed, and pushing them to move higher in the ladder of language learning.
3.Display cultural competence - PIA teachers possess cultural competence that enables them to become flexible and proactive in dealing with different types of learners regardless of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, or disability between and among their students.
Recommended study duration:
・Bottom-up and Top-down Processing
・Interactive direct instruction
・Show and Tell
・Tap into Prior Knowledge
・Give Timeto Talk
・Pause, Ask Questions, Pause, Review
・Coached Problem Solving
・Context Rich Problems
・Audio Segments of Radio Program
・Documentary audio materials
・Thematic Story and Essay Writing
・Comic Strip Writing
・Repetition and Rhyme
・Poetry in Motion
Text and additional resources/materials:
Reading Adventure 2
Reading Adventure 1
Speaking Training 1
Point of View 1
Talk, Talk, Talk
Point of View 2
Pattern English Basic 1 and 2
Pattern English Basic 3 and 4
Pattern English Basic 5
Express It Out
New Century Reading 1
New Century Reading 2
Reading Advantage 2
Weaving it Together
Talk, Talk, Talk 2
Can You Believe it 2?
A Journey with Idioms
Developing Tactics for Listening (1-20)
Expanding Tactics for Listening (1-10)
Expanding Tactics for Listening (11-20)
Writing in Practice
Let’s Chat 1
Let’s Chat 2
Let’s Chat 3
Reading Challenge 2
Reading Challenge 3
Power Up Reading
Speak Up 1
Speak Up 2
Speak Up 3
Patterns & Expressions 1
Patterns & Expressions 2
All Clear 2A
All Clear 2B
A Year in the Life of an ESL Student
Practical Writing Workbook 1
Practical Writing Workbook 2
Practical Writing Workbook 3
It’s Your Turn 1
It’s Your Turn 2
It’s Your Turn 3
Strategic Reading 101& 102
Power Reading 111 & 112
Scholastic Reading 121 & 122
Buzz Session 101
CNN Discussion 111
Job Interview Preparation
Exchange Views 101
CNN Breaking News 111
Interact 121, 122, & 123
Speech Accent 101
Speech Accent 111
Speech Accent 121
Idioms 101 & 102
Phrases vs. Verbs 111 & 112
Business Idioms 121 & 122
Audio Visual 110 & 102
Listening Skills Enhancement 121
Career Communication 101
Career Communication 111
Career Communication 121
Interchange 101 & 102
Headlines 121 & 122
Course outline and level development:
Level + Brief Description
Focus of Lessons
Learner has slow-paced speaking and reading that are hardly comprehensible in meaning; very limited vocabulary.
1 - 4 weeks
1. Correct pronunciation and enunciation of words; proper intonation pattern
2. Acquire basic vocabulary for simple conversations
Leaner answers yes-no and literal multiple choice questions; Sentences compose of 3-4 words.
1. Respond to simple questions
2. Construct simple yet meaningful sentences.
Learner does a lot of mimicry and begins to recognize the importance of context-related expressions.
1. Mastery of acquired expressions thru repetitive drills
2. Construct context-appropriate sentences
Learner struggles to neutralize regional accent; often mixes facts and opinions in expressing one’s ideas.
5 - 8 weeks
1. Speech Clarity
2. Distinguish facts from opinions
Learner has difficulty connecting ideas or events in telling a story or conveying a message.
5 – 8 weeks
1. Spontaneous retelling of story, report, or personal experience
2.Coherence of ideas in spoken and written form
Learner tends to misunderstand questions related to the lesson and has difficulty sustaining a spontaneous exchange of ideas.
1. Accurate comprehension and construction of WH +H Questions
2.Participate in Role-playing and dialogue-making
Speaking is tainted with hesitation and most statements are short and mechanical.Learner has difficulty grasping and comprehending fully utterances from other speakers and from recorded audio files.
1.Construct complex sentences in written and spoken form
2. Precise dictation from an audio file
Learner has good range of vocabulary but some expressions are distinctly non-native.Speech and writing illustrates grammatical competence but lacks sophistication.
9 – 12 weeks
1. Construct sophisticated sentences in written andoral form
2. Integrate idioms, verbal phrases, and other pertinent expressions in spoken and written use of the language.
Learner comprehends most questions but has difficulty providing supporting details; difficulty in understanding enunciations of native speakers.
1. Expound ideas with the use of opinions
2. Listen to native speakers and interact actively
Learner has difficulty sequencing his ideas and distinguishing where to integrate facts or opinions in speech or in writing.
1. Elaborate ideas with the use of facts and opinions
2. Present ideas with extensive research and discussion
Learner speaks fluently but delivery is tainted with regional accent; listens well and comprehends conversation fully but with very minimal participation.
13 – 16 weeks
1. Spontaneous use of the English language whether verbally or in writing
2. Participate interactively in a lively discussion without any difficulty
Learner comprehends selected discourses; confused with complex questions at times.
1. Confident presentation and comprehension of any discourse
2. Respond to whatever questions thrown at the learner
Morning Option Class
9:20- 10:10 am
10:30- 11:20 am
12:30- 01:20 pm
01:20- 02:10 pm
02:20- 03:10 pm
03:20- 04:10 pm
04:20- 05:10 pm
05:20- 06:10 pm
06:15- 07:00 pm
07:00- 07:50 pm
Evening option class
08:00- 10:00 pm
Thông tin chi tiết về Pines Cooyesan: http://www.philenglish.vn/khu-vuc-va-truong/baguio-city/pines-cooyeesan/
Thông tin chi tiết về Pines Chapis: http://www.philenglish.vn/khu-vuc-va-truong/baguio-city/pines-chapis/