General Intensive English
Content Overview
The General Intensive English (GE) course is designed for students who aim to speak and write English to communicate effectively in their daily lives as well as for vocational study purposes in Australia. For these reasons, the course is delivered using communicative methods with the emphasis on the importance of vocabulary, grammar, and the four macro skills of Speaking, Reading, Writing, and Listening. This course is fully aligned with the Common European Framework of Reference (CEFR) and provides formative and summative assessments for students to monitor and review their academic progress
CRICOS Provider Code: 048122E (Non-Award program)
Duration: up to 50 weeks
Study hours per week: 20 hours
Speaking
Listening
Reading
Writing
Vocabulary
Structure
Function
Face-to-face in class mode
a. Formative assessments will be conducted on a fortnightly basis.
b. Summative assessments will be conducted in week 5 and 10.
c. Students will need to participate a minimum of one summative assessment during the course of 10 weeks of study.
d. All results will be recorded on the Academic Progress Record Sheet.
e. Students may ask and are permitted to see the results and details written on the Academic Progress Record Sheet.
f. Teachers will provide feedback after the assessment is conducted and prior to the next assessment.
g. The duration of the assessment varies depending on the level of the course.
h. The methods below will be used for assessments:
Assessment | Methodology | Duration |
Speaking | Role-play, Q&A, a presentation, a talk or have a short discussion | 10 seconds to 2 minutes |
Listening | Answer from conversations/discussions/stories/interviews/lectures | 5 minutes to 15 minutes |
Writing | Write stories/reports/articles/emails/letters/reviews/instructions/ descriptions/leaflets/biographies/presentations as per the given instructions | 20 minutes to 40 minutes |
Reading | Find answers from given stories/reports/articles/emails/letters/reviews/ instructions/descriptions | 20 minutes to 40 minutes |
Grammar & Vocabulary | Quizzes | 30 minutes to 1 hour |
Students will be able to produce outcomes of CEFR A2 to B2 within the level of IELTS band of 3.5 to 6.0 as per below.
Level | Elementary | Pre-Intermediate | Intermediate | Upper-Intermediate | Advanced |
IELTS | 3.5 – 4.0 | 4.0 – 4.5 | 4.5 – 5.0 | 5.0 – 5.5 | 5.5 ~ 6.0 |
CEFR | A2 (CEFR Descriptor) | B1 (CEFR Descriptor) | B2 (CEFR Descriptor) | ||
Listening | I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements. | I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. | I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. | ||
Reading | I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. | I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. | I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. | ||
Spoken Interaction | I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself. | I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). | I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. | ||
Spoken Production | I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. | I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. | I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. | ||
Writing | I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something. | I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. | I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. | ||
Role of Teacher/Learner:
Teachers role is to facilitate English Language learning, to create motivating, stimulating language learning situations to enable students to understand and put into practice the target language in real-life situations (formal/informal) daily language, academic written and spoken language.
Learners:
– to put into practice target language. Analyse, deduct, question and practice target language in all macro skill areas.
– to develop and be encouraged to put into practice independent learning skills.
– use target language at all opportunities.
Strategies To Make Most Of Learners Characteristics:
– Simulation of academic learning situations.
– Encouragement of autonomy in Language learner.
– Emphasis on development of good study skills and independent learning skills.
– Encouragement of critical learning skills.
Strategies Used To Address Students Different Learning Styles: As above.
Use Of Australian Speaking Environment:
Use of authentic real life teaching resources (lectures, academic texts, guest speakers).
Role Of Non-Face-To-Face Activities:
Self Access – Supervised homework and self study.
60 minutes
Teacher Qualifications:
University degree or 3 year Diploma plus specialist English language teaching qualifications.
Contact
For any inquiries please email
admission@wce.edu.au