1

Bridge Course as a Learning Device

Abstract
Bridge Courses are preparatory courses that are designed by different universities all across
the globe.
They are connecting courses that connect a student’s previous course and the course student
wants to join so that they don’t have to begin from the start of the course the student wants to
take and it is different from the course he is pursuing .
The objective of the Bridge Course is to demystify what is expected of students in pre
university level classes and to provide adequate foundation in the core applied science subject
and English limited to moderate level so that students do not face any difficulty when the
classes commence.
Bridging courses are short, focused learning programs designed to help high school students
enter higher education institutions. They are also designed to get out-of- school children the
opportunity to take informal classes for one year as a bridge into the formal school system .
They bridge the gap in academic content of one grade and the next .
Bridge courses can be considered as valuable information that can be given to understudies to
confer fundamental information in them about the serious subjects that will be educated to
them in the impending future.
The bridge course defines children on the basis of age and standard of study .
Concerning English teaching and learning, Bridge courses is a performance-based and
curriculum-embedded assessment tool designed to help teachers identify intellectual strength
and construct learning profiles of individual students.
Keywords : Bridge Course , Learning Device
Introduction
Bridge courses are advanced courses designed especially for students taking an advanced
course offer more attention to grammar and translation than do other advanced courses.
A bridge course for newly admitted students is conducted every year before the
commencement of the first semester classes .
The main objective of the course is to bridge the gap between Subject of English studied at pre
university level and subject of English they would be studying in graduation.
 2

Bridge courses can be considered as valuable information that can be given to understudies to
confer fundamental information in them in the impending future. For instance, if a student has
finished his graduation in Engineering with Computer Science specialization and needs to seek
after post graduation in Information Sciences, a bridge course might be educated to him so he
can have the fundamental information on the course that will be instructed to him. This will
ensure the student doesn’t need to examine the whole college class of Information Sciences at
present sparing the entirety of the student’s time , energy and cash.
Bridge courses can be considered as supplementary knowledge to students to impart basic
knowledge in them about the advanced subjects that will be taught to them in upcoming
future.
Bridge course is conducted to make exposure through interesting contexts, to create
interaction through grammar and vocabulary activities and to have consolidation through fun
activities.
Bridge course program has been implemented for a number of years in various areas in
[Link] is designed to give out-of-school children the opportunity to take informal classes for
one as a bridge into the formal school system year.
Bridge course is a short intensive learning program designed to help students gain skills or
knowledge needed for further or higher education ( especially students who otherwise might
not meet the usual entry requirements for a specific degree course ).
The research aims at presenting Bridge Course as an effective element in the field of
teaching / learning .
1. Theoretical Background
1.1 Bridging in English:

Bridging in English an innovative course for students offering dynamic and interactive modules
designed to build and refine language and academic literacy skills to build a foundation for
academic success in a university context.
Most bridging courses are run as a series of intensive workshops. They are delivered in a
blended learning mode and utilizes a flipped classroom approach. Students engage with the
interactive online modules prior to the weekly tutorial to learn key concepts in a flexible,
responsive and self-paced manner. The online learning activities have been designed to scaffold
student learning and prepare and motive them for active and confident engagement in face to
face class learning. This ensures classroom time is maximized for interactive and collaborative
activities that clarify concepts and contextualize knowledge through application, analysis and
problem solving. Topics covered in English bridging usually include:
● communicating with texts
● arguments and perspectives
 3

● sources of academic knowledge

● writing
● researching, reading and referencing
As an assessment instrument, Bridging produces a profile of a child’s learning from two
perspectives: The content of the child’s learning-that is ,their understanding of the key concepts
and their mastery of particular skills in a subject area;
The process of the child’s learning-that is, their working approach or how they engage in tasks
including such qualities as goal orientation, pace of work, and sense of humor. Thus, bridging
guides teachers in determining what a child has learned and how the child goes about learning.
In some doing, teachers identify the child’s strengths as well as areas where specific instruction,
intervention, and practice will help further learning. Bridging supports teachers achieving their
goals by means of five unique characteristics : scope, focus, method, approach to assessment,
and curriculum connection. ( Chen, 2007 : 6 -7 )
1.2 What is Bridge Course ?
Bridge Course can be considered as supplementary knowledge that can be provided to
students to impart basic knowledge in them about the advanced subjects that will be taught to
them in the upcoming future.([Link], 2020)
Bridging courses are short, focused learning programs designed to help high school students
enter higher education institutions. They are seen as introductory level courses and can range
from six months to one year. These courses are also created to prepare students for the pace
and standard of tertiary education. ([Link], 2019)
1.3 The Objectives of Bridge Course in English
1. To bridge the gap between school and collegiate education to meet the students
communicative requirements
[Link] prepare the students for a classroom atmosphere in which English is the medium of
instruction.
3. To help the students acquire the basic Listening/ Speaking/ Reading and Writing skills
4. To give students the confidence and skills to successfully transition to college and new
curriculum. ( [Link], 2021 )
The objectives of bridge course are designed to demystify what is expected of students’ levels
and to provide adequate schools and universities in the core applied science subjects, limited to
moderate level so that students do not face any difficulty when the classes commence.
1.4 ridge Courses Guidelines
 4

Only courses that comply with the following guidelines will be approves as bridging courses for
the purpose of mature student application and admission :
1. The course should be educated over the endorsed span by the public approving body .
2. The course educational plan must be scholarly in content. The course should utilize
college –level materials and give guidance and huge practice in proficient basic abilities.
A course with a prevalently non- scholastic educational plan, for example, a course
intended to redesign Basic English Language aptitudes , will not qualify as a spanning
course. In any case, a course may fuse non- scholarly arrangement as a subordinate or
extra segment of the educational plan and still qualify as a connecting course , since the
emphasis stays on scholastic issues for the necessary least term.
3. Grades must be founded on tried execution and must mean abilities satisfactory for
college-level courses which request articles or potentially paper type assessments, and
an evaluation of B or “better’ is important to have the outcome perceived with the end
goal of confirmation. ( admitkard,2020 : 15 )
1.5 Role of Bridging Courses in the Admissions Process
For mature students with no previous post- secondary school record, completion of an
approved bridging course with a grade of B or better shall be recognized as one of the bases of
admission for mature student admission to the relevant faculty have been met .
For students who have previously attended postsecondary institutions, successful completion
of a bridging course is but one factor that may be considered when the entire academic record
is reviewed at the time of application
1.6 Approval of Bridging Courses
In order for the successful completion of a university preparation course to be considered a
basis of admission, the course must be approved as a bridging course through the normal route
for course approval in the department, faculty, or non faculty institute offering the course.
Approval should be granted only to a university preparation course that meets the
requirements set out in the regulations that follow. Academic standards, Curriculum and
Pedagogy should be informed of any decisions regarding the granting of approval of any
university preparation course.
In this way, ASCP will be able to monitor decisions to ensure the consistent application of
senate policy.
Bridge course approval can be Implemented according to the following sections :
1. Components that must include all pieces
2. Contextualized and Integrated Adult Education Curricula
3. Career Development/ Workforce Preparation
4. Transition Services
 5

5. Technology Skills
6. Employability Skills
7. Comprehensive Student Support Services
8. Shared Learning Objectives
9. Team-Taught Environment
10. Contextualized Support Class
11. Narrative Description
12. Alignment of Instruction to Content Standards
13. Utilizing at least 1 of the 11 workforce training formats
2. Bridge Course in English :
The purpose of Bridge Courses is to bridge the gap between what the students need to know
before they can start taking the advanced courses in the college level and what they are
actually aware of from the intermediate level .
Bridge course in English is taught to recap the problems of applications of methods of
teaching . The bridge courses will cover typical weakness of students in language skills.
Bridge course to College English develops students’ college and career readiness by building
skills in critical reading, academic writing, speaking and listening, research and inquiry, and
language use as defined by the Common Core State Standards
2.1 Bridge Course and Induction Program
With a view to enhance the comprehension in subjects , a bridge course is framed to first
semester B.A/ [Link]/ [Link] program students. The essentials and fundamentals of Higher
Secondary Level subjects are necessary to understand the subject at an ease and this will lead
to a better appreciation of the subject .
2.2 Objective
The bridge course aims to act as a buffer for the new entrants with an objective to provide
adequate time for the transition to hardcore of degree courses. This gives them a breather, to
prepare themselves before the onset of courses for first year degree program. During this
interaction of five hours with the faculty and their classmates, the students will be equipped
with the knowledge and the confidence needed to take on bigger challenges in future . The
students stay ahead o their counterparts in other schools or universities and finish their
academic studies earlier. Students exhibited their communicative skills through enactment of
creative thinking.
2.3 Design
 6

The course consists of 10 Hrs of interactive sessions and an internal examination designed by
the respective departments which is compulsory for all students. The result will be published in
the website as well as on the notice board .

2.4 Induction Program

Program of student induction program is to help new students adjust and feel comfortable.
In the new environment , inculcate in them the ethos and culture of the institution, help them
build bonds with other students and faculty members, and expose them to a sense of larger
purpose and self exploration.
The term induction is generally used to describe the whole process whereby the incumbents
adjust to or acclimatize to their new roles and environment. In other words, it is a well planned
event to educate the new entrants about the environment in a particular institution, and
connect them with the people in it.
Student induction program engages with the new students as soon as they come into the
institution; before regular classes start. At the start of the induction, the incumbents learn
about the institutional policies, processes, practices, culture and values, and their mentor
groups are formed.
2.5 Bridge to College English Language Arts
The course curriculum emphasizes focused reading , writing, speaking and listening . It is based
on K-12 learning standards for English ;Language Arts. This course develops students’ college
and career readiness by building skills in critical reading, academic writing, speaking and
listening. Students are engaged with rigorous texts and activities that support the standards’
additional goal of developing the capacities of literacy, including deepening appreciation of
other cultures, valuing evidence and responding to varying tasks across content areas, and
navigating technology to support their work. Students will learn to evaluate the credibility of
information, critique others’ opinions, and construct their own opinions based on evidence. By
the end of the course, students will be able to use strategies for critical reading, argumentative
writing, and independent thinking while reading unfamiliar texts and responding to them in
discussion and writing, The course will also develop essential habits of mind necessary for
student success in college, including independence, productive persistence, and metacognition.
( [Link] , 2021 )
2.5.1 The Interaction between Bridge Course and Language Skills of Reading and Writing

a. Reading

Students should be able to :

 7

[Link] key textual evidence to attempt to support simple inferences, analysis,

interpretations or conclusions.
2. Provide a simple summary of key events and / or details of a text.
3. Apply partial reasoning and use key textual evidence to begin to justify inferences or
judgements made about text.
4. Analyze some interrelationships of literary elements in texts of low to moderate complexity.
5. Identify and determine meaning and impact of figurative language.
6. Cite adequate textual evidence to support most inferences made or conclusions drawn about
texts of moderate complexity.
7. Summarize themes and some analysis of thematic development over the course of the test
using relevant details. { In Informational texts} summarize central ideas, topics, key events, or
procedures using sufficient supporting ideas and relevant details.
8. Apply sufficient reasoning and a range of textual evidence to justify most inferences or
judgements made about texts. { In Informational texts } apply reasoning and a sufficient range
of textual evidence to justify analyses of author’s presentation of moderately complex
information.
9. Adequately analyze interrelationships among literary elements within a text or multiple
interpretations of text ( including texts from the same period with similar themes, topics, or
source materials ).
10. Partially analyze the figurative (e.g., euphemism, oxymoron, hyperbole, paradox) and
connotative meanings of words and phrases used in context and the impact(s) of those word
choices on meaning and tone. ( Martorell& Mcfarlin , 2011: 28 )
b. Writing
Students should be able to :
1. Use minimal support and elaboration when writing brief informational/ explanatory
texts.
2. Produce argumentative texts and attempt to acknowledge a counterclaim.
3. Demonstrate some awareness of audience and purpose when writing.
4. Pay limited attention to word choice and / or syntax .
5. Demonstrate some understanding of the conventions of grade-appropriate standard
English grammar usage and mechanics to clarify a message .
6. Apply some strategies when writing or revising brief information/ explanatory texts to
develop a topic by organizing ideas, using appropriate language to maintain a suitable
focus/ tone, and including some relevant supporting evidence.
 8

7. Write full informational/explanatory texts appropriate for purpose and audience by

organizing ideas, using appropriate language to maintain a suitable focus/tone, and
gathering, assessing, and integrating some relevant supporting evidence from both print
and digital sources.
8. Write full argumentative texts to develop a specific claim by integrating some relevant
supporting evidence from both print and digital sources, to develop claims and
counterclaims that are appropriate for audience and purpose, to provide a concluding
statement, and to use language to maintain focus/ tone.
9. Demonstrate attempts to use varied syntax ,vocabulary( including some academic and
domain- specific vocabulary and figurative language), and style appropriate to the
purpose and audience when revising and composing texts.
10. Apply and edit most conversations of grade-appropriate, Standard English grammar,
usage and mechanics. ( Martorell& Mcfarlin ,2011 : 30 )
2.5.2 Bridge Course Description of listening Lesson :
Bridge courses are also designed to give Advanced ESOL students direct instruction on how to
improve their pronunciation to better understood by native English speakers. It is highly
individualized, and students will receive a comprehensive pre and post evaluation of their
speech patterns.
The objectives of Listening Bridge course are :
1. To enable learners to listen to different kinds of listening texts
2. To familiarize learners with difficult accents
3. To train learners to listen for specific details and gist
Materials that are used to achieve these objectives are :
1. Audio files
2. TV programs
3. TED Talk
4. Podcasts
5. Video Clips of Speeches
6. Narration, Short-lectures, Conversations
Teaching Methods that are designed for this purpose are :
1. Pre-listening, While-listening , and Post-listening tasks
2. Discussion based on the materials
3. Worksheets based on the listening texts/ descriptive Q&A
4. Home Tasks can be Paraphrasing and Summarizing of listening materials from varied
sources
5. More attention is offered to grammar and translation
 9

2.5.3 Bridge Course Description of Speaking Lesson

The objectives of the course are :
To enable learners to speak in groups explaining their positions
To enable learners to take part in a discussion appropriately
To familiarize learners with the dynamics of group discussion
Materials can be :
Topics for group discussion
1. Plays ( one act )
2. Methods that are designed to this lesson are :
1. Dividing the class and giving them topics
2. Discussions
3. Reports
4. Enacting Plays/skits
Or Preparation for GD such as reading, discussing with others, jotting down ideas and so on
are considered as Home Tasks .
Speaking and Listening courses are expected to provide teaching and learning
opportunities to achieve five oral communication learning outcomes :
1. Students will be able to group and sequence ideas and supporting material.
2. Students will be able to use unbiased vocabulary, terminology, and sentence structure
appropriate to the topic and audience.
3. Students will be able to provide suitable and authentic information that support the
main idea of the subject or build the presenter’s influence on the topic.
4. Students will be capable of using charts , eye contact and voice to show their interest
in the topic they present and make the speaker confident of his /her presentation.
5. Students will be capable of articulating a precise, compelling , and memorable
purpose or main idea of a presentation.
2.6 Bridge Course Options
All bridge course options require at least one credit hour of formalized instruction
and out of class assignments focused on teaching and learning the specified
common goal learning outcomes. Accordingly, course options fulfilling Bridge
components may be :
1. Stand –Alone : 1+ credit hour course focused on common goal teaching and
learning enrolled independent of other courses.
 10

2. Add-On : 1 credit hour course focused on common goal teaching and learning,
enrolled concurrently ( optional or required) with another course.
3. Embedded : 3+ credit hour course where 1 credit hour is focused on common
goal teaching and learning.
4. Sequenced : Sequence of courses where required sequence delivers 1 credit
hour of common goal teaching and learning across the sequence.
5. Structured : providing students with an opportunity to build their proofs skills
prior to or concurrently with a bridge course.
2.7 Remedial Classes and Bridge Course :

Remedial classes are connected for slow learners in order to help them in achieving the academic
requirements.

2.7.1 What is Remedial Education ?

Remedial Education ( also known as developmental education, basic skills education,
compensatory education, preparatory education , and academic upgrading ) is designed to
assist students in order to achieve expected competencies in core academic skills such as
literacy and numeracy. ( The Hechinger Report , 2018 )
Remedial Classes are conducted Average and Below Average Students to assist them to achieve
expected competencies in core academic skills such as literacy and numeracy.

Whereas special education is designed specifically for students with special needs, remedial
education can be designed for any students, with or without special needs, the defining trait is simply
that they have reached a point of lack of preparedness, regardless of why. For example, even people of
high intelligence can be under-prepared if their education was disrupted, for example, by internal
displacement during civil disorder or a war. ( Hamre & Pianta , 2011:625 )

2.7.2 Objectives

● To develop academic skills and assist the students in various subjects.

● To raise the level of understanding students in basic subjects to improve themselves for
further academic work.
2.7.3 Methodology
Remedial classes are organized on working days after regular class hours, A special focus
is laid to equip the students to help them perform well in the exams.
2.7.3 Bridge Course
“ The essence of education lies in drawing out the very best that is in you “

A bridge course for newly admitted students is conducted every year before the
commencement of the first semester classes. The main objective of the course is to bridge the
 11

gap between subjects studied at pre-University level and subjects that would be studying in
Graduation. The syllabus for the course is framed in such a way that they get basic knowledge
on the subjects which they would be learning through graduation.
Following procedure is followed in conducting and recording remedial class work :
● Identifying the courses for remedial classes-Based on the previous year university result,
level of difficulty and new courses, courses for the remedial classes are selected.
● Selecting the students for remedial class-based on the previous semester end exam
marks/ continuous internal evaluation assessment marks, slow learners are identified,
the students who find difficulty in grasping the courses are voluntarily enrolled.
● Allotment of faculty members for the remedial class subjects.
● Subject allotment information is sent to the respective faculty members.
● Preparation of course schedule. Schedule for remedial classes are prepared, usually
conducting the classes during Saturday afternoons and after regular class hours.
● For students with backlogs, extra classes are conducted for the required courses.
● An attendance sheet is maintained by the faculty members, which includes the student
attendance and topics covered in the class
● Finally, at the end of the semester, this sheet shall be submitted to the department
academic coordinator , he/she will prepare the consolidated report of the remedial
classes and submit the same to the department head.
● The remedial classes are not compulsory for the students but the slow learners are
encouraged to take up the classes for their own benefit .
● Performance of the enrolled students in continuous internal evaluation and semester
end exam are the key indicators of success. ( Vadiraja, 2020 )
2.8 Syllabus For English Bridge Course
● Basic English Grammar
● Word building and their usage
● Idioms and phrases
● Sentence formation and transformation
● Listening and speaking skills mainly concentrating on conversation
● Interview skills
● Developing Listening, reading, writing and speaking skills
● Comprehension

Every year when the academic year begins, the teachers get ready to analyze the student’s
learnings. The teachers start testing the students whether they have gained the competencies
in their previous grade set by the Education Department. If any student has not gained the
required competencies, the teacher has to teach the students again to fill the gap before
entering the next grade. To understand the gap between the previous grade and the present
grade, the teacher has to test the student on competencies set by the Department of
Education. For this, the teacher must be very much aware of the competencies and based on
 12

these competencies the teacher has to conduct tests and bridge the gap between the previous
grade and the present grade . This is what is all about Bridge Course in short.
The required competencies that must be performed respectively :
● Enacts different roles and short skirts
● Narrates stories, videos, films, and photographs
● speaks on daily life issues
● Reads subtitles on TV book titles, news headlines, advertisements and pamphlets
● Reads printed script on the classroom walls, notice boards and posters
● Writes short and simple sentences independently
● Understands and uses instruction in English
● Recites and shares songs, poems, riddles, stories, and tongue twisters
● Answers questions based on day to day life experiences, un familiar story, poem heard
or read
● Talks and writes about variety in food, dress and festivals as read/heard or seen
● Uses dictionary
● participates in activities like group discussion
● Recites and share poems and songs at home and in school
● Reads stories for enjoyment
● Reads from newspaper internet, diagrams and maps and explains them
● Speaks meaningful sentences for description
● Refers to the dictionary to check spelling
● Writes grammatically correct sentences independently
● Participates in activities as public speech.
● Narrates real life incidents
● Reads abridged versions of classics for pleasure
● Speaks about materials with correct grammar
● Use references for searching for new words
● Writes messages, diaries ,etc.
● Tries creative writing activities
● Participates in drama and grammar games
● Converses with people from different professions in English
● Reads a variety of texts for amusement
● Reads dialogues, poems, commentaries of games and explains in own words
● Asks questions in different contexts
● refers to dictionaries and encyclopedia as reference books for vocabulary
● Write short paragraphs with punctuation
● Listens and understands different forms of dialogues and discussions
● Participates in group discussions
● Reads the valuable pieces of literature
● Infers and analyzes different textual materials
 13

● Writes essays , articles and reports

● Writes emails and browses internet
● Uses reference books
● Understands news, magazines ,sports commentaries on TV/ RADIO
● Converses appropriately with professionals
● Translates from 2nd language to mother tongue
● 3. The Necessity of Bridge Course
The main objective of the course is to bridge the gap between subjects studied at pre
university level and subjects they would be studying.
3.1 Core Elements :
Bridge coursed aid students in gaining in-depth knowledge of different subjects. Bridge
programs assist students in obtaining the necessary academic, employability, and technical
skills through three required components-contextualized instruction, career development, and
support services. Required elements include:
1. Contextualized instruction that integrates basic reading, math and language skills and
industry/ occupation knowledge.
2. Career development that includes career exploration, career planning within a career
area, and understanding the world of work ( specific elements depend upon the level of the
bridge program and on whether participants are already incumbent workers in the specific field
).
3. Transition services that provide students with the information and assistance they need to
successfully navigate the process of moving adult education or remedial coursework to credit or
occupational programs. Services may include ( as needed and available ) academic advising,
tutoring, study skills, coaching and referrals to individual support services, e.g., transportation
and of child care . ( ICCB , 2020 )
3.2 Eligibility
Bridge programs are designed for adults 16 years old and older, who:
a. Have reading and math levels at or above the 6th grade through pre-college level or
b. Have English language proficiency at or above the low-intermediate ESL level
c. May or may not have a high school credential
d. May or may not be an incumbent worker
Specific eligibility requirements will depend upon the type of provider offering the
bridge program and program requirements. Bridge course is a compilation which deals
with concepts above in particular., that form the basis of much higher concepts of
entrance exam syllabi.
 14

This course gives a superior progress stage to set themselves up before beginning
obviously for the primary semester. It overcomes any barrier between subjects they
would concentrate on [Link]. classes.
3.3 Education and Training Providers
Bridge programs may be provided by : 1. Community Colleges Boards; [Link] credit or
non-credit departments of a community college; and 3. Community – based
organizations or other types of provider that offer non- credit workforce training.
Bridge course is necessary to :
a. Provide opportunities to earn college credit.
b. Offer a multi-level program that moves people from an adult education course
offered by one provider to a non-credit. occupational course offered by the same
or another provider
c. Offer dual enrollment in credit and non-credit programs.
d. Use pre-skill assessment by program provider that are consistent with program
requirements to place students into the appropriate courses as well as post- skill graduate
assessment to measure progress
e. Analyze key information about the program participants and .
3.4 Outcomes
1. Developed a rough outlines and some sample classes to try out.
2. sample Interaction with Teacher Group
3. Sharing lessons to get feedback
4. Understand the context and needs from multiple perspectives
5. Engagement of stakeholders by getting them involved right from the pre course
stage
6. Identify problem areas
7. Provide need based inputs for teachers.
8. Provide learning materials for enrichment.
9. Evolve with appropriate strategies for support.
10. Enable corrective action process.
3.5 Bridge Course Ideas
1. I’m busy

● I’m up to my neck
● I’ve lots to do
● I’m swamped
● I’m tied up
● My agenda is full
● Buried with work
 15

● I’m up to my ears
2. I don’t like
● I’m not fond of -----
● I’m not a big fan of ----
● I’m not big on -----
● I’m not crazy about -----
● It’s not for me.
● It’s not my thing.
3. Adding s or es

Add es if the word ends in : x , z, s, sh, ch

for everything else just add s

4. Past Perfect

form : had + pp : Mahmoud had already studied Chapter 1

Negation : hadn’t + pp : Mahmoud hadn’t studied Chapter 1

Questions : Had + subject + pp : Had Mahmoud studied Chapter 1 ?

5. Directions in English

Carry straight on

Keep to your left / right

When you get/ come to

Hang a right/ left

Look / watch out for

Along : walk / drive along the street

Next to : next to the cafe you will see your building

After : after the traffic lights continue for

Near to : the place you require is near to or besides or next to

Across : cross over or across means walk across the road, street etc.

6. Collocations with :

have a holiday, have a shower, have a party, have a rest, have a fun, have a baby, have a break, have a
meeting, have a swim, have a discussion, have a meal, have a talk, have a dream, have a run, have a
haircut, have a lecture, have a fight, have lunch.

7. Stop saying I Think

I believe---, I consider---, from my point of view---, If you ask me---, It’s my belief that----, I honestly
believe that----, To my way of thinking-----, In my point of view---- , The way I see things is that----, As far
 16

as I’m concerned-------, As far as I can tell-----, It seems to me that----- , To my mind----, It is my view----,

As I see it -----, I would say---- .

8. Challenge Advanced Level : It upgrades theoretical knowledge and practical understanding.

cub, cab, cup, cap, cop ; live, leaf, leave, live, life.

The silent B : bomb, comb, dumb, thumb, limb, plumber, tomb, numb.

9. Other ways to say ( REALLY) :

in fact, actually, honestly, indeed, absolutely, certainly, for real, easily, surely, trustly

10. Hurry up :

Shake a leg !

Get a move on

Scoot

Chop chop

Snap it up !

Step on it !

Put your skates on !

11. Introducing Yourself :

I don’t think we’ve met. My name is Eva.

I believe we haven’t met .

Let me introduce myself. I am Eva Kovalska.

Excuse me. do we know each other ?

I am Eva.

12. Hello :

Hi there, Howdy, Greetings, Hey, what’s up ?, Morning/ afternoon/ evening, What’s going on ?, How are
things ?

13. Antonyms : about X exactly, above X below, absence X presence, abundance X lack, accept X
refuse, accidental x intentional, active X lazy, add X substract, awful X nice, admit X deny, adult
X child.
14. Phrasal verbs : come in, go out, put on, get in, get out, take out, look for, look after.
15. Human life cycle : Be born, start school, make friends, graduate, get job, fall in love, get married,
have a baby, divorce, emigrate, retire, make a will, die.
16. Parts of a house : chimney, garage, driveway, roof, window, balcony, door, yard, letterbox,
path.
 17

17. Health problems : a backache, an earache, a broken leg, a sore throat, a headache, a cold, a
cough, the flu, the measles, a toothache, a fever, a stomach ache.
18. In conclusion : To sum up, In Summary, In closing, To summarize, All in all, In the end.
19. “It’s hard” :
● It’s really difficult
● It’s not so easy
● It’s a bit tricky
● It’s quite hard
● It’s demanding
● It’s challenging
● It’s isn’t a walk in the park
● It can be gruelling
● It’s Catch -22
20. 10 idioms about books :
● a closed book : something that you accept has completely ended
● an open book : someone is easy to know about because nothing is kept secret
● read someone like a book : to understand easily what someone is thinking or feeling
● the oldest trick in the book : a dishonest action that has been used many times before
● in someone’s good books : used for saying that someone is pleased with you
● by the book : following all the rules for doing something in a strict way
● bring someone to book : to punish someone when they have done wrong
● don’t judge a book by its cover : not to form an opinion about someone only from their
appearance
● cook the books : to change accounts and figures dishonestly, usually to get money

3.6 Model of Instruction:

1. Engage : student interest is piqued. Students make connections with prior experience and
understanding is connected.
2. Explore : Students explore the concept through hands-on activities, identify real questions,
develop a hypotheses and test variables.
3. Explain : The direct instruction phase presented in a collaborative fashion. Vocabulary is defined,
concepts are explained.
4. Extend : Generalizations about the new learning is applied to previous investigations and new
hypotheses are tested to draw conclusions.
5. Evaluate : Students evaluate their own learning and prove what they know in writing,
conversation and demonstration. ( Bridge Course, 2020 : 20 )

Academic standards, Curriculum and Pedagogy should meet the requirements set in the regulations
that follow.

Conclusion
Bridge course are advanced courses designed especially for students taking an advanced
course for the first time.
 18

A bridge course is an additional course taken by most of the students right after their 10 th
standard. This is helpful to learn the subject of grade 11 priorly.
Students who complete the bridge to College English course will be able to :
[Link] closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
Develop academic/analytical essays that are focused on a central idea and effectively
organized.
Regarding Speaking and Listening , Bridge course features :Must deliver teaching and
learning opportunities to achieve all five oral communication learning outcomes.
1. May be offered from any discipline at any undergraduate level.
2. Must achieve oral communication content expectations.
3. May be offered in a variety of course formats.
4. Will be reviewed to ensure that at least one credit hour of formalized instruction is
focused on teaching and learning oral communication learning outcomes.

Bridge course can be implemented on the field of researches through many steps like :
1. Construct a partial or undeveloped claim with limited use of evidence.
2. Attempt to summarize main ideas, topics, key events, or procedures in informational
texts but use limited supporting or relevant ideas or evidence
3. Develop an argument with a claim and minimal support.
Bridge courses are a tool to help students succeed in their graduate level studies. Bridge
courses or prerequisites are a requirement must be fulfilled in order to continue with
academic degree program and a stipulation of a student’s acceptance to the Graduate
School of any specialization
Bridge course is a university preparation course with an academic curriculum that is
offered to prepare mature students for intellectual challenges.
Bridge course syllabus of English aims at developing students, sense of understanding,
appreciation and ability of expression. The basic objective of it is to make the students able
to understand the subject matters taught through English medium of teaching and to be
expressive in a better way.
The Syllabus encompasses grammar, vocabulary building, reading skill, writing skill,
speaking skill and listening skill.
 19

The Qualitative Measuring outcomes of Bridge Courses are :

a. Participation and feedback with various devices
b. Watch Teacher hing Welcome English class with students
c. Feedback and Workbook Completion
The Quantitative outcomes are :
a. Special Worksheet
b. School Evaluation
Bridge course book has graded units including ice-breaking sessions and various language
activities that induce interactions and discussions among students to express themselves freely
in English. Entry test and Exit test during the bridge course assess the progress of the students.
Bridge courses are primarily offered to students who need to improve their understanding in
subjects that relate to particular study programs.
References
* Admitkard ( 2020 ) Bridge Course. Singapore : [Link]
* ALVA’S COLLEGE ( 2021 ) Bridge Course . India : ALVA’S COLLEGE PUBLICATIONS

* Bridge Course For Class 2 to 10 ( 2020) New York : Learning with smartness Publications.

* Chen, Jie-Qi ( 2007 ) Introduction to the Process of Bridging . Chicago : Erikson Institute.
* “ Hamre,Bridget K . and Pianta, Robert C. ( 2011 ) Early Teacher-Child Relationships and
the trajectory of Children’s School Outcomes through Eighth Grade’ Child Development 72
(2)
* [Link]
* ICCB ( 2020 ) Statewide Bridge Definition and Core Elements . Illinois : Illinois
Community College
* Martorell, P. & Mcfarlin I. ( 2011 ) The Effects of College Remediation on Academic
and Market Outcomes . New York : McGraw- Hill
* The Hechinger Report ( 2018 ) New York : US News & World Report
* [Link] 2019

‫ملخص البحث باللغة العربية‬

‫الفصول الدراسية التأهيلية كوسيلة تعليمية‬
 ‫‪20‬‬

‫تعتبر الفصول الدراسية التأهيلية أدوات تحضيرية مهمة دأبت مختلف الجامعات في أنحاء العالم على‬
‫تصميمها‪.‬‬
‫تعد هْده الفصول عوامل ربط تربط بين المراحل الدراسية السابقة التي تجاوزها الطالب وبين‬
‫المراحل التي يروم االلتحاق بها لْدا فهي الترتبط بفترة زمنية معينة وتختلف عن الفصول الدراسية‬
‫التقليدية التي قد يرغب الطالب في االنخراط فيها مستقبال‪.‬‬
‫إن الهدف من الفصول الدراسية التأهيلية هو توضيح وتفسير المدركات التي قد يجد الطالب صعوبة‬
‫في استيعابها وإدراكها أو في التعامل معها ضمن محيط الصفوف التمهيدية التي تسبق الجامعة‬
‫وكْدلك تساهم في تزويد الطالب باألساس السليم لما يود دراسته أو الخوض في غماره مستقبال من‬
‫أجل تمكينه من تجاوز العقبات التي قد تواجهه في مجال التخصص المزمع دراسته‪.‬‬
‫تمتاز هْد الفصول بقصر مدتها وتركيزها على برامج تعليمية مصممة إلخراج الطالب من مرحلة‬
‫الدراسة االولية الى المعترك الفعلي واعطائه الفرصة الكافية التي تمكنه من الولوج في صفوف غير‬
‫تقليدية قد تمتد لعام دراسي كامل وتمنحه القابلية على التفاعل مع نظام المدرسة الرسمي فهي‬
‫تسد الثغرة الحاصلة في المحتوى األكاديمي بين مرحلة دراسية أخرى‪.‬‬
‫تعتبر الفصول التأهيلية مادة تعليمية دسمة يمكن تطبيقها على المراحل الدراسية األولى لتغْدية‬
‫الموسوعة الفكرية للطالب والتي ترتبط بالمواد األساسية وتتكيف هْده الفصول حسب السن‬
‫والمستوى العلمي‪.‬‬
‫فيما يخص عملية التعلم والتعليم المرتبطة بمادة اللغة االنكليزية فان هْده الفصول هي بمثابة‬
‫نشاطات تقييمية مستلة من المنهج تساعد على تعزيز قدرة الطالب في األداء واالستيعاب وتمكن‬
‫المعلم من تشخيص مواطن القوة الفكرية لطلبته وبناء الواقع التعليمي الخاص بكل طالب من خالل‬
‫التركيز على المهارات اللغوية الثابتة‪.‬‬
‫الترتبط الفصول الدراسية التأهيلية بتخصص أو مرحلة أو سن معين ويمكن توظيفها لتالئم الواقع‬
‫التعليمي واالمكانيات الْدهنية والمناهج الدراسية التي تصمم استنادا على الهدف المرجو من الفصل‬
‫الدراسي التأهيلي و لصفوف اللغة السهم األوفر كونها تعتمد على التواصل والتفكير اإلبداعي لكل‬
‫من المعلم والطالب ‪.‬‬

‫‪Instr. Asmaa’ Sirry Mahmoud , Ph.D‬‬

‫‪Methods of Teaching English‬‬
‫‪University of Baghdad‬‬
‫‪College of Education / Ibn Rushd‬‬
‫‪Department of English‬‬
‫‪E-mail : asmaa.s@[Link]‬‬
 21

Mobile Number :00964 07827126557