English / IELTS Courses

Beacon offers various levels of English Language courses in the Certificate of English As A Second Language (ESL), after which students may study the Preparatory Course for International English Language Testing System (IELTS) in order to aid them in the IELTS exam.

Preparatory Course for International English Language Testing System (IELTS)

Introduction

This is a course which takes a graded approach to prepare students for the test-taking skills and strategies needed to successfully tackle the four IELTS modules: listening, reading, writing and speaking. The skills acquired through the course will also reflect a broad range of language for academic study in an English-speaking environment.

Beacon’s Preparatory Course for International English Language Testing System (IELTS) programme is is designed to meet the following aims:

  1. To prepare students for the test-taking skills and strategies needed to successfully tackle the four IELTS modules: listening, reading, writing and speaking.
  2. To equip students with a broad range of language skills for academic study in an English-speaking environment.
Course Structure

Course Structure

The course syllabus will be based on the contents of the IELTS test consisting of the four modules: listening, reading, writing and speaking.

  1. Listening
    The student willl be able to

    • Recognise question types
    • Anticipate possible answers
    • Listen for specific details
    • Listen for main ideas
    • Make inferences and draw conclusions
    • Take brief notes
  2. Reading
    The student will be able to

    • Comprehend academic reading passages
    • Skim to get the main idea
    • Scan to locate specific information
    • Understand vocabulary in context
    • Identify the writer’s point of view
    • Achieve required reading speed within time limit
  3. Writing
    The student will be able

    • Avoid common grammatical errors in writing
    • Organise and produce coherent paragraphs with good linkers
    • Use academic vocabulary
    • Interpret and describe diagrams
    • Demonstrate a good control of complex sentence structures
    • Self- edit effectively
  4. Speaking
    The student should be able to

    • Engage in conversations on familiar topics effectively, accurately and with confidence
    • Use appropriate vocabulary and language structures for academic presentations
    • Become familiar with the interview management skills
    • Generate and organise ideas within required time constraints

Upon completion of the Preparatory Course for International English Language Testing System (IELTS), the student should be able to:

  1. understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in their field of specialisation;
  2. interact with a degree of fluency and spontaneity;
  3. produce clear detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
  4. be familiar with assessment format of IELTS
Course Information

Entry Requirements

This course is designed for full time foreign students who wish to advance their knowledge of the English language for social, academic or professional purposes.

They are required to take a placement test prior to admission to the IELTS course to determine what level their English is at when they arrive in Singapore.

LevelAdmission Requirements
IELTSUpper Intermediate

Certification

After the completion of the Preparatory Course for International English Language Testing System (IELTS), students are encouraged to take the IELTS Test in order to get their IELTS score.

Course Schedule

The course takes approximately 144 hours.

Full-time

  • Recommended Duration : 3 months (12 weeks x 15 hours per week)

Class Size

Class size:Maximum 20 pax per class

Course details

Classes

The course will be characterized by both lectures and task-based activities. A student-centered approach will be employed to produce positive results. Emphasis will be placed on short lectures, focused exercises, tests as well as comprehensive analysis of answers and errors. Role plays and interview presentations will be exploited so as to provide students with hands-on experience and effective feedback. These activities are essential as they better equip students with IELTS-tested skills, enhance familiarity of the test, build confidence and help maximize students’ test scores upon completion of the course.

Assessment

The Preparatory Course for International English Language Testing System (IELTS) will be characterized by both lectures and task-based activities. A student-centred approach will be employed to produce positive results. Emphasis will be placed on short presentations, focused exercises, role-play, student-interaction, pair-work, student tasks, continuous assessment, projects and final exams.

Lecturer Profile

Lecturers

Rosean_4x6Rosean Neilsen

After more than 25 years with the Queensland Education Department, as a teacher and Principal, Ms. Rosean Neilsen left Australia to work in Canada and then Singapore as a Vice Principal, consultant, Trainer, curriculum writer and teacher. She has been in Singapore for 12 years, working in tuition centres and Primary and Secondary Schools, specializing in the English language, for public and oral presentation.

Anabel_4x6Annabel Lim

Ms Annabel Lim has 16 years of work experience in the Semi-conductor and Furniture industry. Assisted in the management position handling various departments, especially the sales & marketing team.

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Certificate in English for Academic Purposes

Introduction

English for Academic Purposes (EAP) involves teaching students to use language appropriately for study. It is a branch of ESP (English for Specific Purposes) which has expanded together with the growing number of international students undertaking tertiary studies in English.

As EAP has the broad aim of helping learners to study or research in English, it covers a wide range of academic communicative practice including lectures and classroom activities, tutorials, feedback, seminar discussions, journal articles, conference papers, grant proposals and assignments.

The starting point for EAP is the learner and their situation rather than the language; Secondly, the EAP course focuses more on reading and writing, whereas many general English language courses concentrate on speaking and listening; the EAP course teach formal, academic genres rather than the conversational and social genres taught on general English courses.

The EAP course is pre-sessional, which is taken by students before they start their main academic studies. It is designed to prepare lower level students for entry to higher education. It teaches study skills as part of course programmes and need to take into account differences in educational culture.

Course Structure

Course Structure

Elementary (Full Time)

For students who have a basic command of English and who need English to cope with the language needs for social and everyday purposes. By the end of this level our students should be able to understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. They should also be able to introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Our students should also be able interact in a simple way provided the other person talks slowly and clearly and is prepared to help. On an IELTS scale our students would be limited users of English with an IELTS score of 3.

Lower Intermediate (Full Time)

For students who need to understand and express in speaking and writing – information, ideas, feelings, opinions and common functions about everyday situations in straightforward spoken and written language. By the end of this level our students are expected to be able to understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. personal and family information, shopping, local geography, employment). Our students should also be able to communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar matters. They should also be able to describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. On an IELTS scale our students would be independent users of English with an IELTS score of 4.5.

Upon completion of the Elementary Level, the student should be able to:

  1. Listening
    Students will be able to

    • Listen to and follow short conversations, messages, announcements, and information services related to areas of immediate relevance in daily life.
    • Identify the context of the spoken discoursea and the purpose of the speaker(s)
    • Understand the gist of the spoken discourse
    • Identify the general information in the spoken discourse
    • Understand simple information and details in the spoken discourse
    • Identify and extract the relevant information from the spoken discourse
  2. Reading
    Students will be able to

    • Read and follow short written signs, notices and posters, directions, instructions and messages
    • Read personal correspondence and other short, simple documents on everyday matters
    • Read and follow the written version of spoken discourse on everyday matters
    • Identify the context of the written discourse and the purpose of the speaker/s and writer/s
    • Identify the gist of the written discourse
    • Identify and understand general information in the discourse
    • Identify and understand the specific information in the discourse
    • Identify and extract the specific information in the discourse
    • Follow the order and sequence of information in the discourse
  3. Writing
    Students will be able to

    • Convey information related to their own background, locality and areas of immediate relevance in response to simple visual or written instructions
    • reply to an invitation or suggested meeting in the form of simple application forms notes
    • messages, e-mails, postcards and short letters
    • describe and narrate on topics related to the scenario of the examination paper in the form of a description of a scene and narrative account
  4. Speaking
    Students will be able to

    • Respond to and express greetings, introductions and farewell
    • Respond to and express thanks
    • Ask for and give information and directions
    • Describe people including themselves, places and things
    • Describe events and activities
    • describe daily routines and habits
    • Express likes and dislikes
    • Express time
    • Express ability
    • Make and accept offers, apologies and requests
    • Make future plans
    • Instruct and direct people
    • Express numbers, costs, quantities

Upon completion of the Lower-Intermediate Level, the student should be able to:

  1. Listening
    Students will be able to

    • Listen to and follow conversations, short talks, messages and announcements, telephone, traffic and tourist information, publicity and routine instructions and directions related to familiar matters regularly encountered in study, work, daily and leisure contexts
    • Identify the gist of the spoken discourse
    • Identify the context of the spoken discourse and the speaker/s and the purpose
    • Identify and extract the main points in the spoken discourse
    • Identify and extract the general and specific details in the spoken discourse
    • Identify the feelings and ideas of the speaker/s in the spoken discourse
  2. Reading
    Students will be able to

    • Read and follow short written discourse such as signs, notices and posters, directions, instructions, advertisements, brochures, leaflets, personal correspondence and informative texts from newspapers and magazines
    • Read and follow the written version of spoken discourse from everyday situations
    • Understand the gist of the written version of the spoken discourse
    • Identify the context and the purpose of the speaker/s and writer/s
    • Identify and obtain the main points in the discourse
    • Identify and obtain the general and specific details in the discourse
    • Identify and obtain the ideas, feelings and general opinions put forward by the speaker/writer
  3. Writing
    Students will be able to

    • Visual or written instruction and write messages, e-mails, and postcards which might include directions and instructions
    • Describe past events, and express ideas, feelings, personal thoughts and advice in the form of informal letters, diaries and stories
  4. Speaking
    Students will be able to

    • Understand and describe events
    • Ask for and communicate feelings and opinions
    • Ask for and give instructions and explanations
    • Ask for and make suggestions
    • Ask for and give permission
    • Give and accept invitations
    • Ask for and give advice
    • Give and receive orders
    • Follow and narrate a story
    • Ask about and describe events and occurrences
    • Ask for and describe events and activities in one’s life
    • Make complaints
Course Information

Course Progression

Our EAP course at Beacon consists of two (2) language levels which are mapped directly with IETLS (International English Language Testing System) bands (scores) as shown below.  Our students at Beacon are expected to pass each level of the English for Academic Purposes  course and satisfy academic requirements before they can progress to Diploma and BTEC courses at Beacon.

Beacon LevelsLength of CourseEquivalent to IELTS score
Level One Unit3 Months (180hrs)3
Level Two Unit3 Months (180hrs)4.5

After taking our in-house placement test at Beacon the student will be placed one of the two appropriate unit level based on their English needs. The students are then assessed through a combination of course work and a final test at both levels. The student must obtain an overall score of 50% or above to progress to the next level.

Entry Requirements

This course is designed for full time foreign students who wish to advance their knowledge of English language for social, academic or professional purposes.

They are required to take a placement test prior to admission to the EAP course to determine what level their English is at when they arrive in Singapore.

Certification

After the completion of each level of the English for Academic Purpose (EAP), students will be given a Certificate by Beacon International College.

Course Duration / Schedule

  • Recommended Duration : 6 months (Full Time), 12 months (Part Time)
  • Weekly teaching hours : 15 hours (Full Time), 9 hours (Part Time)

Class Size

Class size:Maximum 25 pax per class

Course details

Classes

The course is mainly conducted in the classroom via face-to-face learning which encourages student-teacher interaction. Students are encouraged to attend field trips organised by the school to encourage experiential learning.

Assessment

The English for Academic Purpose (EAP) will be characterized by both lectures and task-based activities. A student-centered approach will be employed to produce positive results. Emphasis will be placed on short presentations, focused exercises, role-play, student-interaction, pair-work, student tasks, continuous assessment, projects and final exams.

Lecturer Profile

Lecturers

Rosean_4x6Rosean Neilsen

After more than 25 years with the Queensland Education Department, as a teacher and Principal, Ms. Rosean Neilsen left Australia to work in Canada and then Singapore as a Vice Principal, consultant, Trainer, curriculum writer and teacher. She has been in Singapore for 12 years, working in tuition centres and Primary and Secondary Schools, specializing in the English language, for public and oral presentation.

Anabel_4x6Annabel Lim

Ms Annabel Lim has 16 years of work experience in the Semi-conductor and Furniture industry. Assisted in the management position handling various departments, especially the sales & marketing team.

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Personal Enquiry

 

Which course are you interested in?

 

Certificate in English as A Second Language (ESL)

Introduction

The Certificate in English as A Second Language (ESL) Course is designed to build up students’ level of competency and confidence in the English language in a gradual and structured way so that they can live and study in an English speaking environment. It is designed primarily to prepare students for studying in Singapore where command of the English language is necessary.

Course Structure

Course Structure

Elementary (Full-time)

Our Elementary level is for students with a beginner level knowledge of English who need English to survive for social and everyday purposes. It is expected that the productive skills of our students will be limited and fragmented at this stage and that the language will be mostly or completely formulaic at this level; receptive skills will be more developed than productive skills. By the end of the level it is expected that our students will be able to understand straightforward information in the spoken and written language and to express himself/herself in speech and in writing for simple practical purposes in everyday situations, requiring a simple and direct exchange of information. It is a thorough course which prepares students for the next stage in English On completion of this course our students will be intermittent users of English with an expected IELTS score of 2.

Lower Intermediate (Full-time)

Our Lower-Intermediate Level is for our students who have a basic command of English and who need English to cope with the language needs for social and everyday purposes. By the end of this level our students should be able to understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. They should also be able to introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Our students should also be able to interact in a simple way provided the other person talks slowly and clearly and is prepared to help. On an IELTS scale our students would be extremely limited users of English with an IELTS score of between 2 and 3.

Intermediate (Full-time)

Our Intermediate Level is for our students who need to understand and express in speaking and writing – information, ideas, feelings, opinions and common functions about everyday situations in straightforward spoken and written language. By the end of this level our students are expected to be able to understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Our students should also be able to communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. They should also be able to describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. On an IELTS scale our students would be limited users of English with an IELTS score of between 3 and 4.

Upper-Intermediate (Full-time)

Our Upper-Intermediate Level is for our students who use or will use an upper intermediate level of English for their educational or working life. At the end of this level our students should be able to understand the main points of clear standard input on familiar matters regularly encountered in work, college, etc. Our students should also be able to deal with most situations likely to arise while living in an area where the language is spoken. In addition our students should also be able to produce grammatically accurate simple connected texts and essays on topics that are familiar or of personal interest. They should also be able to describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. On an IELTS scale our students would be modest users of English with an IELTS score of between 4 and 5.

Upon completion of the Elementary Level, the student should be able to:

  1. Listening
    Students will be able to

    • Listen to and follow very short conversations, messages, announcements, and information services related to areas of immediate relevance in daily life.
    • Understand the gist of the spoken discourse
    • Understand simple factual details in the spoken discourse
    • Identify the context and the purpose of the spoken discourse
    • Identify the general information in the spoken discourse
    • Idnetify and select relevant information
  2. Reading
    Students will be able to

    • Read and follow short written signs, notices and posters, catalogues, directions, instructions, messages and very short, simple documents
    • Read and follow the written text or written version of spoken discourse on everyday matters.
    • Undertsand the gist of the discourse
    • Identify the context of the discourse and the purpose of the speaker/s and writer/s
    • Identify and understand general information in the discourse
    • Identify simple factual details in the discourse
    • Follow the order and sequence of information
    • Identify and select relevant information
  3. Writing
    Students will be able to

    • Respond appropriately to simple visual and written instructions and convey information related to themselves and areas of immediate relevance in the form of simple instructions and messages
    • Convey information and descriptions related to themselves and areas of immediate relevance in the form of a postcard, application form or simple descriptions
    • Describe a picture/pictures related to situations in the examination paper
  4. Speaking
    Students will be able to

    • Respond to and express greetings
    • Respond to and express thanks
    • Ask for and give information
    • Describe people including themselves
    • Spell their name and address
    • Descibe activities
    • Describe possessions and everyday items
    • Instruct and direct poeple
    • Express likes and dislikes
    • Handle simple numbers up to 100, simple costs, quantities, time and dates
    • Ask for repetition or clarification when they do not understand

Upon completion of the Lower-Intermediate Level, the student should be able to:

  1. Listening
    Students will be able to

    • Listen to and follow short conversations, messages, announcements, and information services
    • Related to areas of immediate relevance in daily life
    • Identify the context of the spoken discourse and the purpose of the speaker/s
    • Identufy the gist of the spoken discourse
    • Identify general information in the spoken discourse
    • Identify specific information and details in the spoken discourse
    • Identify and extract the relevant information from the spoken discourse
  2. Reading
    Students will be able to

    • Read and follow short written signs, notices and posters, directions, instructions and messages
    • Read personal correspondence and other short, simple documents on everyday matters
    • Read and follow the written verison of spoken discourse on everyday matters
    • Identify the context of the written discourse and the purpose of the speaker/s and riter/s
    • Identify the gist of the written discourse
    • Identify and understand general information in the discourse
    • Identify and understand specific information in the discourse
    • Identify and extract relevant information from the discourse
    • Follow the order and sequence of information in the discourse
  3. Writing
    Students will be able to

    • Convey information related to their own background, locality and areas of immediate relevance in response to simple visual or written instructions
    • Reply to an invitation or suggested meeting in the form of simple application forms, notes, messages, e-mails, postcards and short letters
    • Describe and narrate on topics related to the scenario of the examination paper in the form of a description of a scene and narrative account.
  4. Speaking
    Students will be able to

    • Respond to and express greetings, introductions and farewells
    • Respond to and express thanks
    • Ask for and give information and directions
    • Describe people including themselves, places and things
    • Describe events and activities
    • Describe daily routines and habits
    • Express likes and dislikes
    • Express time
    • Express ability
    • Make and accept offers, aplogies and requests
    • Make future plans
    • Instruct and direct people
    • Express numbers, costs and quantities

Upon completion of the Intermediate Level, the student should be able to:

  1. Listening
    Students will be able to

    • Listen to and follow conversations, short talks, messages and announcements, telephone,
    • traffic and tourist information, publicity and routine instructions and directions related to familiar
    • matters regularly encountered in study, work, daily and leisure contexts
    • Understand the gist of the spoken discourse
    • Identify the context of the spoken discourse and the speaker/s and the purpose
    • Identify and extract the main points in the spoken discourse
    • Identify and extract the general and specific details in the spoken discourse
    • Identofy the feelings and ideas of the speaker/s in the spoken discourse
  2. Reading
    Students will be able to

    • Read and follow simple written discourse such as signs, directions, notice, instructions
    • advertisements, brochures, leaflets, personal correspondence, and informative texts from
    • newspapers and magazines
    • Read and follow the written version of spoken discourse from everyday situations
    • Understand the gist of the written version of spoken discourse
    • Identify the context and purpose of the speaker/s and writer/s
    • Identify and obtain the main points in the discourse
    • Identify and obtain the general and specific details in the discourse
    • Identify and obatin the ideas, feelings and general opinions put forward by the speaker/writer
  3. Writing
    Students will be able to convey information on everyday matters in response to

    • Visual or written instructions and: write messages, e-mails, and postcards which might include directions and instructions
    • Describe past events, and express ideas, feelings, personal thoughts and advice in the form of informal letters, diaries and stories
  4. Speaking
    Students will be able to (in addition to those listed for previous levels)

    • Undertsand and describe events
    • Ask for and communicate feelings and opinions
    • Ask for and give instructions and explanations
    • Ask for and make suggestions
    • Ask for and give permission
    • Give and accept invitations
    • Ask for and give advice
    • Give and receive orders
    • Follow and narrate a story
    • Ask about and describe events and occurrences
    • Ask for and describe events and activities in one’s life
    • Make complaints
    • Reply to and make polite requests
    • Make hypotheses
    • Ask for amd make plans and arrangements for the future
    • Ask for and make comparisons
    • Agree and disagree and express opinions
    • Ask for clarifications and explanations and check back and ask for confirmation
    • Spelling: Spell words in daily use accurately
    • Punctuation: consistent control of capital letters, full stops, question marks, commas for lists and exclamation marks and use of paragraphing

Upon completion of the Upper Intermediate Level, the student should be able to:

  1. Listening
    • Listen to identify and extract information from concrete and abstract spoken discourse on
    • familiar and unfamiliar topics from their own personal, social, educational or working life
    • Identify the context and register of the spoken discourse and purpose of the speakr/s
    • Understand the context and details of the extract in the spoken discourse
    • Identify and extract relevant information from the spoken discourse
    • Identify the relationship between the main and secondary ideas in the spoken discourse
    • Identify the feelings, attittudes, and points of view of the spekaer/s in the spoken discourse
    • Identify the purpose of the choice of language of the speaker/s
    • Listen for the gist and follow the details of a discussion
  2. Reading
    • Understand and follow the main events of continuous narrative, descriptive, explanatory and persuasive texts
    • Follow texts on concrete and abstract topics on familiar and unfamilair topics, related to their
    • own personal, social, educational or working life
    • Use organisational and structural features to locate, extract and synthesise relevant information
    • from different parts of the written discourse
    • Identify the context and register of the written discourse and the purpose of the writer
    • Understand the general content and details of the written discourse
    • Identify the relationship between the main and secondary ideas in written discourse
    • Identify and understand the feelings, attitude and points of view of the writer
    • Infer meaning which is not explicit in the text
    • Identify and understand the prupose of the choice of language of the writer
  3. Writing
    • Consider and integrate information and express clear, qualified and illustrated facts and details, ideas and points of view, advice and arguments on a wide range of subjects from a variety of personal, social, educational and wroking context in the form of competition entries, contextualised summaries, reports and public notices, informal letters, questionnaires, narrative accounts, discursive essays
  4. Speaking
    Students will be able to (in addition to those listed for previous levels)

    • Understand and express facts, ideas and points of view in sequence and in detail
    • Make future plans and arrangements and describe the future
    • Present information in sequence and in detail
    • Introduce others
    • Make comparisions
    • Make and refuse formal and informal requests
    • Speculate about situations, events and people
    • Relay information that other speakers have told them
    • Ask about and express likes, dislikes, feelings and hopes
    • Express regrets
    • Express points of view with facts, reasons and examples
    • Describe processes
    • Discuss problems and give advice and instructions
    • Engage in discussion and express agreement and disagreement
    • Ask questions to obtain information
    • Give examples, advice and suggestions
    • Express obligation and lack of it
    • Make recommendations
    • Ask about and narrate events in the past
    • Show purpose, consequence, reason, contrast
    • Interrupt and check back
Course Information

Entry Requirements

LevelAdmission Requirements
ElementaryStarters
Lower IntermediateElementary
IntermediateLower Intermediate
Upper IntermediateIntermediate

Certification

After the completion of each level of the Certificate in English As A Second Language (ESL), students will be given a Certificate by Beacon International College.

Course Schedule

Each level takes approximately 180 hours for all levels.

Full-time

  • Recommended Duration : 3 months (12 weeks x 15 hours per week)

Class Size

Class size:Maximum 25 pax per class

Click here to find out more about our course fees.

Course details

Placement Test

Students are required to take an in-house English placement test. After the placement test, students will be placed into one of the four appropriate levels based on their English needs.

Classes

The course is mainly conducted in the classroom via face-to-face learning which encourages student-teacher interaction. Students are encouraged to attend field trips organised by the school to encourage experiential learning.

Assessment

The Certificate in English as A Second Language (ESL) will be characterized by both lectures and task-based activities. A student-centered approach will be employed to produce positive results. Emphasis will be placed on short presentations, focused exercises, role-play, student-interaction, pair-work, student tasks, continuous assessment, projects and final exams.

Lecturer Profile

Lecturers

Rosean_4x6Rosean Neilsen

After more than 25 years with the Queensland Education Department, as a teacher and Principal, Ms. Rosean Neilsen left Australia to work in Canada and then Singapore as a Vice Principal, consultant, Trainer, curriculum writer and teacher. She has been in Singapore for 12 years, working in tuition centres and Primary and Secondary Schools, specializing in the English language, for public and oral presentation.

Anabel_4x6Annabel Lim

Ms Annabel Lim has 16 years of work experience in the Semi-conductor and Furniture industry. Assisted in the management position handling various departments, especially the sales & marketing team.

Register Now

Personal Enquiry

 

Which course are you interested in?

 

To know more about the Fees or Course Schedule, simply call us at +65 6338 5595 or send us and enquiry.