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Designed to facilitate English as a Second Language for internationally educated professionals. It consists of 4 levels in order to best meet each students needs. Furthermore, the course consists of two distinct functions. Firstly, to develop English...


 
Course Outline
This course is designed to facilitate English as a Second Language for internationally educated professionals. It consists of four levels in order to best meet each students needs. Furthermore, the course consists of two distinct functions. Firstly, to develop English skills necessary to function in daily life in Canada and secondly, to become proficient in order to obtain a professional job or function in an academic setting that requires English.

The course will have a major emphasis on work outside the class. This will be largely computer based with additional reading, listening, interacting and practical application components. Classes will include a grammar lesson followed by activities to reinforce the grammar while developing vocabulary, speaking skills, writing skills with a focus on student's professional objectives. Listening and reading comprehensions will finish off each class. Each level will have 40 hours of class time.   Participants will be assessed during the first session and assigned to the appropriate level based on CLB and Essential-Skills competencies. The four levels of this course are listed below.

Who Should Attend:
Being proficient at English is necessary to anyone who wants to live and work in Canada. Your ability to get and keep a job is directly related to your English fluency. Many new Canadian professionals operate their own business, and English is essential to run and grow your business. If you are an employer, this is an excellent course for your highly qualified professionals and educated employees who lack English skills. This course is been designed to meet the most needed skills for internationally educated professionals, daily Canadian life, work place English and etiquettes. This course will be best suit for almost every new Canadian professional to facilitate either study or work in Canada.

Objectives:
The objectives of this course are to provide the participants with:
  • Increased confidence level when speaking, listening, reading and writing English
  • Improved vocabulary for everyday and business situations
  • A better awareness on the use of correct grammar

Course Outline
Each level will focus on the basic four skills of learning English, listening, speaking, reading and writing. Grammar and pronunciation will be constantly and consistently corrected throughout the course, during all activities and homework assignments. The difficulty of the exercises will increase as the student advances through the levels, as will the speed of speech and vocabulary.

To compliment the teacher's lessons and activities which will provide the student with practice exercises in all four basic skills. Practical homework is to be expected to compose part of your daily life.   Goals:
After attending this class you will be able to:
  • Better understand written English
  • Communicate better and reduce workplace conflict
  • Reduce miscommunication
  • Have more confidence in English communication
  • Better understand the rights and responsibilities as a member of the Canadian society
  • Take your career to the next level
  
Participants will be assessed during the first session and assigned to the appropriate level based on CLB and Essential-Skills competencies. The four levels of this course are listed below.
  Level 1:  Students have adequate competence in basic oral communication. Can describe the process of obtaining essential goods and services. Needs little support or repetition. Understands instructions. Understands short sentences. Clear evidence of connected discourse. Conveys messages using a variety of short sentences. Has control of basic grammar structures and tenses. Pronunciation difficulties may impede communication. Vocabulary adequate for basic oral communication.
  Is competent in performing basic, familiar writing tasks. Composes short messages and notes about personal experience and fills out simple forms. Has good control of simple structures, spelling and mechanics.
  Able to reading a simple 2-3 paragraph passage within a mostly familiar, mostly predicable context of daily life and experience: simple narrative, bibliographical or descriptive prose, set of instructions.   Grammar, vocabulary, reading, writing, listening and speaking  instruction at Level 1 is  concentrated around competency in the following essential skills:
  • reading safety advice and usage guidelines on Workplace Hazardous Materials Information System (WHMIS) labels.
  • reading memos for information relating to human resources, quality control or design requirements.
  • reading tender information to learn about particular customers' requirements.
  • writing rate change notices informing all departments of changes in an order.
  • writing notes to themselves about action required.
  • writing descriptions on the layout drawings they produce.
  • writing rate change notices informing all departments of changes in an order.
  • writing notes to themselves about action required.
  • writing descriptions on the layout drawings they produce.
Level 2:  Students can comprehend and relate video-mediated instructions. Understands and uses a variety of sentence structures. Discourse is reasonably fluent. Grammar and pronunciation errors may sometimes impede communication. Comprehends and uses a range of common vocabulary.

Able to reading and understand purpose and general idea in some authentic 2-3 paragraph texts within mostly familiar, mostly predicable context of daily life and experience. Language is mostly concrete, factual and literal. Some vocabulary items on abstract ideas.
Competently performs basic, familiar writing tasks, and shows minimal competence on more complex tasks of a business or social nature. Demonstrates ability to writing short paragraphs. Has frequent difficulty with complex structures. Spelling and mechanical errors may interfere with comprehensibility.   Grammar, vocabulary, reading, writing, listening and speaking  instruction at Level 2 is  concentrated around competency in the following essential skills:
  • reading WHMIS Material Safety Data Sheets (MSDS) for detailed information about hazardous chemicals.
  • reading trade magazines to learn about developments in the field.
  • reading equipment literature specification sheets regarding new equipment to determine the appropriate application of the machine. (3)
  • writing text to support drawings when making recommendations for layout/facilities planning.
  • writing descriptions of methods for specific jobs.
  • interacting with the payroll and human resources departments to solve specific problems or to seek information.
  • interacting with supervisors and operators to obtain and to communicate information.
Level 3: Students can comprehend and relate audio-mediated information. Understands and uses a wide variety of sentence structures. Discourse is reasonably fluent. Grammar and pronunciation errors may sometimes impede communication. Comprehends and uses a range of common and idiomatic language.  
Able to reading one page of authentic text, mostly of factual nature. Vocabulary items relate to abstract ideas. Context is familiar, mostly predictable, practical and relevant to daily life experience.
Developing competence on more complex tasks of a business or social nature. Reproduces information from a visual graphic, completes formatted text of medium complexity, writings short letters and reports. Has occasional difficulty with complex structures.     Grammar, vocabulary, reading, writing, listening and speaking  instruction at Level 3 is  concentrated around competency in the following essential skills:
  • reading equipment literature specification sheets regarding new equipment to determine the appropriate application of the machine.
  • reading and evaluate equipment manufacturers' claims about the rate of return on investment (ROI) to determine whether or not to recommend the equipment.
  • reading health and safety policy manuals, internal procedure manuals, customer quality specification manuals, and equipment manuals to find specific information.
  • writing descriptions of methods for specific jobs.
  • consulting with their manager to exchange information, get approval on direction and co-ordinate work.
  • interacting with the product development department to provide or receive information and to co-ordinate work
  • conducting plant tours for potential retailers, students and government auditors, explaining production, and answering questions.
Level 4: Students can discuss concrete information on a familiar topic. Comfortably engages in a conversation at a descriptive level. Discourse is fluent. Grammar and pronunciation errors rarely impede communication. Uses an expanded inventory of concrete or idiomatic language.
Able to reading authentic text, mostly of factual, concrete nature with some abstract ideas within a familiar, predictable, mostly practical and relevant context of daily social, educational and work-related life experience.

Demonstrates adequate competence on writing tasks, which are more complex and demanding. Joins paragraphs into coherent tasks, uses complex structures, and supports main ideas. Has satisfactory control of complex structures, spelling and mechanics.   Grammar, vocabulary, reading, writing, listening and speaking  instruction at Level 4 is  concentrated around competency in the following essential skills:
  • reading and evaluate equipment manufacturers' claims about the rate of return on investment (ROI) to determine whether or not to recommend the equipment.
  • reading health and safety policy manuals, internal procedure manuals, customer quality specification manuals, and equipment manuals to find specific information.
  • reading documents specifying government regulations, for the purpose of bidding on government contracts and when completing Worker's Compensation Board forms
  • producing engineering reports. This involves merely updating the information in the previous month's report.
  • writing capitalization authorization requests when recommending an acquisition. (frequently)
  • writing cost analysis reports, outlining changes or improvements in methods which will lead to cost reductions
  • participating in production meetings to exchange information and solve problems.
  • making presentations to groups of employees to present information such as a new method.
  • leading meetings, such as meetings to discuss processes to reduce the costs of new construction methods.

Prerequisites & Certificates
Pre-Requisites

Certificates offered

Each participant will receive a complete set of course notes and handouts that will serve as informative references.


Cancellation Policy
If you wish to withdraw from a course, you must advise us, in writing, including the official receipt. Our policies regarding refund are:

More than fifteen business days in advance: a full refund minus $50.00 administration charge.

Fifteen or less business days in advance: a transfer to another course or a credit, valid for one year, to another GIC course can be considered. Credits are transferable within your organization.

If the course has been running for more than 2 weeks, or after the course has started, an 80% credit towards another GIC course may be considered, if notice is received before the start date of the second session. After this time, no refunds or credits will be issued. If a speaker is not available due to unforeseen circumstances, another speaker of equal ability will be substituted.

GIC reserves the right to cancel or change the date or location of its events. GIC's responsibility will, under no circumstances, exceed the amount of the fee collected. GIC is not responsible for the purchase of non-refundable travel arrangements or accommodations or the cancellation/change fees associated with cancelling them. Please call to confirm that the course is running before confirming travel arrangements and accommodations.

Refund Policy: Allow up to 30 days for refunds to be processed.

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Global Innovative Campus
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