Course Overview
* This course is for adults from language backgrounds other than English who have very limited English. They will learn how to listen, speak, read and write in English.
* This course teaches basic vocabulary, simple verb tenses, common phrases, conventional techniques, pronunciation tips, the phonetic and English alphabet and coincidence in your language. This will help them to participate in the Australian community, progress in their job or do further study.
* When students arrive at ACIS, they are given a Placement Test and an interview to determine their English proficiency and are then placed in a class best suited to their English level and study plans
* The Elementary to Upper -Intermediate General English course is for non-native speakers of English and will teach Elementary to Upper-Intermediate level standard English with a focus on communication skills, basic grammar, and listening & reading skills necessary for success in introductory English as a Foreign language.
* ACIS’s goal is to improve the level of student’s understanding of a foreign language and to get the students to use the language in an effective manner to improve communication in business. This course teaches basic vocabulary, simple verb tenses, common phrases, conventional techniques, pronunciation tips, the phonetic and English alphabet and coincidence in your language.
Every lesson, students will develop listening, speaking, reading, and writing skills and by the end of the course learners will be able to hold a conversation in English.
Listening: Students will listen to English from native speakers via their teacher and other media. They will also listen to English spoken by their peers. They must focus their attention on the speaker’s message in order to comprehend and produce a meaningful response.
Speaking: Students will have the daily opportunity to practice speaking in structured conversations with their peers as well as producing several projects to present information to the class using newly acquired English skills.
Reading: Students will be reading a variety of modified texts, including short stories, poetry, and expository writing, with guidance and support from their teacher and peers. Students will learn various strategies to help them comprehend a text in their second language. They will also learn analytical skills necessary to interpret both literature and images.
Writing: Students will be writing on a daily basis, practicing the grammar structures and the new vocabulary. They will write a variety of personal narratives, descriptions, reports, poems, and reflections based on the literature. They will also have the opportunity to create their own works of creative fiction in response to various texts.
| Entry Level (apporximate IELTS equivalents) |
Course Available | Courses Available Number of Weeks |
|---|---|---|
| 2.0 | 1 | GE Elementary Level 1 | 17 |
| 3.5 | 1 | GE Pre-Elementary Level 2 | 17 |
| 4.0 | 1+ | GE Intermediate Level 3 | 18 |
| 4.5 | 2 | GE Upper-Intermediate Level 4 | 18 |
Modes and Methods of delivery
The delivery mode is 20 hours face to face per week with access to computer laboratory’s. The type of delivery selected for this training course is based on the learning objectives and the nature of the teaching and learning tasks and the diversities encountered within the learners of the group. To ensure effectiveness, training programs combine a mixture of classroom presentation and student participation methods. Tasks will be set throughout the course (by the trainer) for each student that relate to the course structure and their vocational direction for practice / formative assessment.
Our classrooms sizes are limited to class sizes of no more than 18 students so that the teacher can dedicate time to the outcomes of learners.
The training methodology for this training program will ensure that the course is:
Flexible:
This training program will provide a well-structured and paced training program, and whilst students will have set session times with tasks to be submitted, will be will offered the flexibility of undertaking a training program that accommodates individual availability.
Accessible:
Trainers will be accessible outside set class times, via telephone and email to help students.
Affordable:
Due to our reasonable overheads, we are able to provide all our courses in a cost-effective manner, without skimping on quality.
Practical:
All the content in our courses relate to practical day-to-day requirements in application to real-life requirements. Our trainers will work with the students to ensure the transfer from information to application is seamless outside the classroom.
Hands-on training:
This program focuses on practical workshops that provide a solid feeling of hands-on experience to students. Structured practical activities include all practical applications from theory and application relevant to a range of settings.
Access to equipment, resources and teaching personnel:
The program will provide access to training experts, relevant curriculum, training tools, library, internet access and a range of business facilities.
Student Mentoring:
Our program training methodology goes hand in hand with student mentoring. It uses a personalised approach with small groups and individuals to develop self-confidence and leadership. Training and mentoring help to develop and retain transferable skills sets and will be arranged on request.
Trainers may provide additional learning material where gaps are identified in either the participant’s underpinning knowledge or the training resources.
Student Progress Assessment
Australian College of International Studies will keep track of each student’s progress, Students will be assessed in several different ways.
The two “test” components outlined above, although different in nature and size, are necessary to produce an actual mark or grade by which the student’s progress can be quantified by the college. Weekly assessments will be based on the assessment components available as part of the face2face 2nd Edition materials. It is to be expected that weekly testing will consist of discrete elements covered by the teacher during the week’s lessons. These tests are designed to ensure that students are learning the elements of language which have been taught.
Testing which takes place at the end of the 17 or 18-week course will be integrative, requiring students to combine elements of language learned, in order to complete realistic tasks possible for a student at the particular level. This type of testing is designed to find out how much of the language the student has been able to systemise in order to transfer and extend performance. It is entirely possible that a student who can perform well in discrete point items will not have internalised the language sufficiently to use it to perform realistic language activities. These students may not achieve a satisfactory mark in the final level test.
Students are required to achieve a satisfactory grade before being allowed to move to the next level. However, it is recognised that not all students perform well in tests or examinations, and often these marks do not reflect the effort a student has made. Since all assessment should be designed to encourage as well as grade, trainers will be asked to comment on students’ overall classroom performance. These comments will be taken into account when deciding whether a student should be promoted to the next level of the course. Trainers should consider aspects such as a student’s attendance, attitude and willingness to participate, as well as their commitment to completing homework assignments, preparing and delivering oral presentations.
Welcome to ACIS! We are dedicated to delivering outstanding training, focusing on student-centred learning in an environment conducive to honing skills in your chosen field. Our goal is to provide you with an exceptional and high-quality learning journey.
Website by Desktek
