ELICOS

Application to CRICOS
English for Academic Purpose I

General Information

Melbourne Advanced Commerce Institute

Provider Contact
Details
Address: Level 2/259 - 263 Collins St, Melbourne VIC 3000
Phone: (03) 8640 8070

Course
English for Academic Purposes I (EAP-I)
Title

English for Academic Purposes I is the first of 3 stages of the ELICOS EAP Course, at
Course Overview
this point, learners should have acquired and manage themselves in general contexts
and can manage simple conversations and learners are willing to expand their
knowledge and experience into an academic context, which requires new vocabulary
and complex grammatical structures.
The purpose of the English for Academic Purposes (EAP) Program is to meet the
academic skills required for the learners to gain an entry into higher education
programs at Melbourne Advanced Commerce Institute or other education providers
including Universities in Australia.

Course duration The English for Academic Purpose-I is a 12-week program. The last two weeks of each
level are break time for the students, allowing those who have failed an assessment to
amend during this period.

This course is designed for candidates over 18 years old who hold a valid Australian
Profile target
Visa (onshore and offshore). It is designed for a formal classroom setting; the
methodology and content are directed to adults from different backgrounds who are
willing to improve their English as a second language knowledge and proficiency for
General or Academic purposes. This includes the notion that language learning is a
conscious process, and that learning and acquisition of language can arise from
interaction both with others and with materials.
Support:
All students are given support prior, during and after enrolment regarding their studies
with Melbourne Advanced Commerce Institute. This support includes both academic
support and personal support and the following procedures ensure that students are
made aware of the support available. There is no cost to access student support
services provided within Melbourne Advanced Commerce Institute. There are also no
costs for a referral to an external support service however accessing services outside
Melbourne Advanced Commerce Institute may incur costs and should be clarified prior
to engaging external support services. (See Appendix Student Support)

Course entry
requirements The ELICOS course is a mainly a class-based course with self-learning time, classes
will be held at the premises of the Melbourne Advanced Commerce Institute at Level
2/259 - 263 Collins St, Melbourne VIC 3000. Therefore, students should be able to attend
class and keep the attendance above the reglementary average.

 Students must be over 18 years old

  Must have completed Australian year 10 or equivalent

International students must have completed studies in their home country equivalent
to an Australian Year 10 qualification or equivalent.

The students willing to take EAP I course, need to meet minimum English level
requirements as listed in the table below.
However, for those who do have previous experience, they can summit the results of
previous examinations to demonstrate their aptitude for the upcoming course, these
may also be used for academic purposes.

Course Minimum entry Prepares the

requirement candidate for
EAP I We accept English language  Communicate at
workplace
proficiency scores from a  English for
variety of tests. Academic
Purpose II (EAP
CEFR B1 II)

IELTS 4.5

PTE
30
ACADEMIC

TOEFL IBT 32

The English for Academic Purpose - I is a 12-week training program of which the
Course structure
students will have 250 hours class per level divided into 10 weeks, 20 hours are
class based (face to face) and there is a 5-hour self-paced space for students to
study during the week (from week 1-10, week 11 and 12 are break time or time
for students to catch up with pending summative assessments). The weekly 25
hours, will be allocated within 4 days per week. However, students may consult or
express special needs for further considerations to the trainer or Academic
Manager.
WEEK
Classroom based (Face to Face) Self-paced
Weekly Daily Weekly
Day 1 - 5 hours
Day 2 – 5 hours
Part I 1 20 hours 5 hours
Day 3 – 5 hours
Day 4 – 5 hours
Day 1 - 5 hours
Day 2 – 5 hours
2 20 hours 5 hours
Day 3 – 5 hours
Day 4 – 5 hours
Day 1 - 5 hours
Day 2 – 5 hours
3 20 hours 5 hours
Day 3 – 5 hours
Day 4 – 5 hours
Day 1 - 5 hours
Day 2 – 5 hours
4 20 hours 5 hours
Day 3 – 5 hours
Day 4 – 5 hours
Day 1 - 5 hours
Day 2 – 5 hours
5 20 hours 5 hours
Day 3 – 5 hours
Day 4 – 5 hours
Day 1 - 5 hours
Part II 6 20 hours 5 hours
Day 2 – 5 hours
 Day 3 – 5 hours
Day 4 – 5 hours
Day 1 - 5 hours
Day 2 – 5 hours
7 20 hours 5 hours
Day 3 – 5 hours
Day 4 – 5 hours
Day 1 - 5 hours
Day 2 – 5 hours
8 20 hours 5 hours
Day 3 – 5 hours
Day 4 – 5 hours
Day 1 - 5 hours
Day 2 – 5 hours
9 20 hours 5 hours
Day 3 – 5 hours
Day 4 – 5 hours
Day 1 - 5 hours
Day 2 – 5 hours
10 20 hours 5 hours
Day 3 – 5 hours
Day 4 – 5 hours
11 BREAK
12 BREAK
Applicants must agree to the terms and conditions of enrolment, including the fees and
Fees
payment arrangement as provided within the Letter of Offer, full details related to the
policies and procedures are in the Student Handbook.

A late payment penalty will apply if any mandatory fees are not paid by the due date.
All students who do not pay their mandatory tuition fees by the due date will incur a
late payment fee based on the late payment. Students may consult or express relevant
conditions if they need more time to settle pending fees.

Failure to pay tuition costs is a breach of the student’s agreement and may be subject
to their enrolment being cancelled. The Melbourne Advanced Commerce Institute offers
students to arrange payments by level and facilitates instalments for students.

ELICOS Length Tuition fees Compulsory fees Max. No. of

Levels (Non-tuition fees) Course study
Tuition Fee Total Materials Admin. Fee period
(per week) tuition fees Fee fee
EAP I 12 weeks $320/week $3,840 $250 $200 $4,290 1
Please note Melbourne Advanced Commerce Institute reserves the right to adjust fees annually. This change will not change
arrangements made with students, but may affect new enrolments. Students can verify the costs in the Letter of Offer or the
administrative staff for any related concern.

Refunds: A refund of the Tuition fees will only be granted in accordance with the refund
policy set out below in a partial or full mode depending on the reason provided by the
student. Any student wishing to apply for a refund must complete a ‘Refund Application
Form’ and submit this form to the Administration. The application form can be accessed by
requesting it at the Administration office.

All refund applications are to be assessed by the Administration Manager and applications
processed within ten (10) business days of the application and evidence of documentation
received. The Student will need to supply in writing, the nominated method of
reimbursement and any documentation that supports the enquiry. Refunds have to be
accompanied by a statement outlining the total refunded amount. Please note that
Compulsory fees are not refundable, the refunds will be exclusively concerning Tuition fees.

Extra costs: The student may be incurred when requesting extra services as
Photocopying service, credit card payment surcharges, penalties for delayed
payments, bank surcharges, re-issue of certificates or statement of attainment, also in
special cases like when a student is unsuccessful in a level, extra costs for the failed
units may incur. (See Appendix Fees)

Fee protection: All enrolment fees are to be deposited directly into the Melbourne
Advanced Commerce Institute’s holding account. All tuition fees are to remain in this
account until the student has commenced study with the Melbourne Advanced
Commerce Institute. On course commencement, will transfer enrolment fees from the
holding account to the general Melbourne Advanced Commerce Institute account.
Monitoring
Students attending the Melbourne Advanced Commerce Institute will be informed in
detail of the policies and procedures prior to enrolment. This includes their rights and
responsibilities to succeed in their studies with the institution.

Students will be given the timetables of the course and may express any special need
for consideration to the trainer or the academic staff.

Course monitoring: Considering the needs of students and market, as the legal
requirements the Melbourne Advanced Commerce Institute ensures that each term of
the course improves on previous ones and allows the incorporation of new resources
as they become available.

The course review includes an analysis of the curriculum, assessments, materials and
other resources. All of these concepts are considered holistically as they have a mutual
influence one another. The monitoring will be done but are not reduced to the mid-
course survey, an end-of course student questionnaire, moderation and analysis of
assessment results and regular meetings. (See Appendix Course Monitoring)

Monitoring academic performance: Teachers/trainers must remind students that to

succeed the level, they must keep achieve results above 65% when performing their
summative assessments. Failure to do so will result in interventions, the first will be a
notification, a warning or Breach record letter if the student fails to improve its
performance. Students can access and will be provided with personalised assistance
to avoid academic disciplinary actions, by being given alternatives for the assessments
or during the class as required. (See Appendix Monitoring Academic Performance)

Attendance monitoring: The Melbourne Advanced Commerce Institute has and

implements documented policy and process for monitoring and recording attendance
of the overseas student, specifying: the requirement for achieving satisfactory
attendance for the course which at a minimum must be 80% based on regulatory
standards and the course/level contact. The trainer will intervene when the attendance
is under the requirements, after the warning the student will have time until the end of
the level to improve its attendance, should the student fail to reach the margin with an
invalid reason or unjustified, the student may fail the level. Student needs to provide
valid and truthful information when justifying being absent, also notify of future
absences to avoid interventions and failing the level for this matter. (See Appendix
Attendance monitoring policies)

Support: The Melbourne Advanced Commerce Institute cares about the students and
helping them to achieve their goals and acknowledges the diversity and the need to
develop assistance and solutions student-centred. It avails the academic support not
exclusive to academic matters but also for any concern to guide and direct to the
respective professional for further assistance.

Upon request from a student, reasonable adjustments to classes or assessments will

be done based on the requirements for a student with a verified disability, medical or
other circumstance to provide equality of opportunity to fulfil course and subject
requirements. Students with an existing disability, medical or other impeding
circumstance must notify the Institute within one week after the commencement of a
subject, or as soon as reasonably possible of becoming aware of the circumstance, to
allow time for reasonable adjustments to be made. Requests for reasonable
adjustments must be supported by documentary evidence.
 Melbourne Advanced Commerce Institute will monitor, evaluate and be making reviews as
Course they occur and in a regular basis according to the policies and procedures and regulations
evaluation and regarding continuous improvement. (See Appendix Course Monitoring)
review TO BE UPDATED BY NIPUN – validation process and review strategies
Course Syllabus

Purpose and
objectives
ELICOS Purpose Objective

The purpose of the English for It can be assumed that all students entering
EAP an Academic Purpose (EAP) the EAP course have the common objective
I Program is to meet the of articulating into a formal course of study.
academic skills required for To achieve this, students will need to be able
the learners to gain an entry to access the written and spoken input of the
into vocational programs course. This requires that they are able to
(VET) at Melbourne listen to a range of English speakers for
Advanced Commerce extended periods and extract meaning and
Institute or other education take notes or undertake a task while listening.
providers, TAFE and They will also need to be able to understand
Universities in Australia or in the contributions of other students (native
tertiary education and non-native English speakers) to
qualification. discussions and to contribute to group
discussions and formulate and ask questions
in English.
To be successful in their course of study,
students will also need to be able to locate,
read and summarise information in a range
of academic texts and printed materials,
including internet-based materials.
To produce assignments and undertake
examinations students will need to be able to
formulate their ideas in English, incorporate
the ideas of others, and present their ideas in
written English where inaccuracies in
grammar and spelling do not obscure
meaning.
Course learning
Student must accomplish a set of skills at the conclusion of each level as shown below.
outcomes
The outcomes can be visualised in an equivalent result of achievement of a specific
English level proficiency examination as the following:

Level EAP I
Score Entry Exit
CEFR B1 B2
IELTS 4.5 5.5
PTE
30 42
ACADEMIC
TOEFL IBT 32 57
 - Listening
o Use active listening skills to comprehend and respond to a range of speech acts in an
academic environment
o Identify major lexical items and predict meaning
o Demonstrate the ability to respond to academic questions
o Distinguish different formal and informal language
o Use discourse markers to locate information in a spoken text
o Demonstrate the ability to comprehend and take notes from a lecture
o Assess peer presentations
o Operate competently in an interview

- Reading
o Develop an awareness of the different types of instructions commonly used in academic
texts and how to follow them
o Predict meaning from context, skim/scan a text for information
o Use a library to locate materials on different topics
o Perform research tasks and take notes from a written text
o Demonstrate the ability to collect, interpret and organise information
o Recognise different forms of written language
o Identify the structure and language features of different texts
o Extract and follow information presented in graphs, charts and tables
o Develop skills which will enable them to cope with unknown vocabulary
o Increase their vocabulary range through exposure to reading texts

- Writing
o Demonstrate knowledge and use of effective writing skills and strategies
o Learn and use vocabulary related to different topics
EAP-I o Take notes and write a summary
o Demonstrate overall grammatical competence
o Paraphrase information drawn from written sources
o Produce different types of essays with introduction, body and conclusion
o Demonstrate the ability to write under exam conditions
o Understand the issues associated with plagiarism
o Paraphrase and produce paragraphs with topic sentences and supporting statements
o Become aware of how to produce an essay using appropriate organisational structure,
register and a variety of language
o Produce competent and cohesive arguments using evidence and examples
o Interpret questions and write an answer appropriate to the question type (Essays: cause
and effect, argumentative, opinion, discursive)
- Speaking
o Show overall clarity and competence in most spoken genres
o Use different discourse patterns and markers
o Use appropriate language and speak about various topics
o Learn and use new vocabulary relating to different topics
o Avoid irrelevance and repetition
o Demonstrate overall grammatical competence
o Ask for clarification when they do not understand a question
o Give a sustained oral presentation on a topic of interest
o Demonstrate knowledge and use of effective speaking skills and strategies

- Study Skills
o Work independently and in a group to complete an academic task
o With guidance, develop research skills
o Use a computer in the completion of an academic task
o With guidance, complete a number of academic tasks simultaneously
Mode of delivery
Modes and
methods of Each ELICOS level comprehends 250 hours, 20 hours on a weekly basis are class
delivery based (face to face) and there is a 5-hour self-paced space for students to study during
the week.

Methods of delivery
A number of delivery methods will be adopted to ensure the content is communicated
to the learners, these include but are not limited to:

Audio/video materials, supervised work, identifying activities, matching, research, oral

presentations, games, re-ordering activities, filling gaps, group work, role play, board
 activities, discussions, debates and analysis.

These methods may differ on intensity according to the level and the goals set for each
one of them. They are beneficial to engage learners in the learning process and
encourage them to contribute in a meaningful manner. For a competency-based
training, reasonable adjustment can be made to suit the needs of the learning group.

LEVEL WEEK SUBJECT DURATION/MODE TOPICS METHODS

Subject/ Themes GE-V 1 Styles of 20h (class based) Useful or not, learning styles Audio/video, supervised work, self-
learning + 5h (self-learning) learning, role play, case study analysis,
research, individual and group activities,
discussions
2 Problems in 20h (class based) Environment, Nature Audio/video, written and reading activities,
the natural + 5h (self-learning) role play, supervised work, self-learning
world
3 Indications 20h (class based) Advice, Asking for help Audio/video, supervised work, self-
and trends + 5h (self-learning) learning, pair work, matching activity,
debate
4 Information 20h (class based) Social and Ethical issues, Audio/video, written and reading activities,
age + 5h (self-learning) arguments role play, supervised work, self-learning
5 On budget 20h (class based) Budget, understanding a Audio/video, matching ideas, filling blanks,
+ 5h (self-learning) process, revising written tasks, pair/group presentation,
supervised work, self-learning, discussions
6 Being 20h (class based) Agreeing and disagreeing, Audio/video, supervised work, self-
objective + 5h (self-learning) Expressions learning, role play, case study analysis,
research, individual and group activities,
discussions
7 Innovation 20h (class based) Nations and innovative Audio/video, supervised work, self-
and + 5h (self-learning) capacity, comparing and learning, role play, case study analysis,
invention contrasting matching ideas, research, individual and
group activities, discussions
8 Sensing 20h (class based) History, Signposting Audio/video, supervised work, self-
and + 5h (self-learning) learning, pair work, matching activity,
understand debate
9 IT Issues 20h (class based) Computers and IT crimes Audio/video, matching ideas, filling blanks,
+ 5h (self-learning) written tasks, pair/group presentation,
supervised work, self-learning, discussions
10 Culture 20h (class based) Logical flow, discussing, Audio/video, written and reading activities,
shock + 5h (self-learning) comparing and contrasting role play, supervised work, self-learning
11 BREAK No class BREAK TIME
12 BREAK No class BREAK TIME
The candidates to the ELICOS course will undergo an initial assessment (LLN) prior to
Assessments
enrolment, to allow the learner identify if he/she is suitable to take the ELICOS Course
and to recognise any special requirement, also to suggest the starting level based on
the results. Besides the Melbourne Advanced Commerce Institute will avail organised
and highly qualified staff to answer any enquiry concerning the enrolment, during the
course and ending this one.

During each level of the ELICOS, students have 6 assessments which generally will
take place between the week 3 and 10. Students need to keep an overall performance
of minimum 65% at all times, students with lower results, an intervention will be
necessary. During each level students may take re-assessment opportunities during
weeks 5/8/11 and 12.

The student will be notified regarding unsuccessful results after the first time the
assessment is done including a confirmation of the date when a second assessment
will take place. Should the student fail the second assessment, a warning will be
provided together with the opportunity rectify their position with a third assessment
based on a personalised intervention strategy designed by the trainer incorporating
any special consideration arisen. In case of a reiterate fail, the student will receive a
Breach recorded letter, the non-compliance will be notified to the appropriate
government agencies. At this point the student will be provided with the option to repeat
the level, to achieve the unmet requirements and to continue to the next level after
completing the level in a successful manner.

Students will be graded according to their general compliance as follows:

 Abbreviation Grade Average
HD High Distinction 80% - 100%
D Distinction 70% - 79%
P Pass 65% - 69%
N Fail 0% - 64%
Each level has different goals and skills intensity, therefor, the assessments are
Assessment
accordingly flexible, are planned and organised by levels. With the respective
activities
intervention process (See appendix Academic Progress Monitoring) students may
amend a failed assessment results prior to the conclusion of the level, time and dates
will be arranged with the trainer.

Assessment Week Week Week Week Week Week Week Week Week Week Week Week
EAP I 1 2 3 4 5 6 7 8 9 10 11 12

Listening 30% 40%

Reading 30% 40%
Writing 30%
Speaking 30%

Summative Assessments Outline

Level Test Week Skill Focus Activity

EAP I 1 3 Reading Job application True/False, multiple choice with one answer

EAP I 2 4 Listening Academic data Filling the blanks, Yes/No questions, True/False
EAP I 3 6 Writing Life stories Matching ideas and organising ideas, writing based on
instructions
EAP I 4 7 Speaking Advantages and Pair work oral presentation
disadvantages
EAP I 5 9 Listening Identifying people Matching images with names, multiple choice answer
EAP I 6 10 Reading Identifying information Filling gap, choosing the correct title, True/False/Not given

Homework/
Independent LEVEL WEEK SUBJECT DAY HOMEWORK
study/ (Student Book)
EAP-I 1 Styles of learning 1 1 p24
Assignment 2 2 p24
3 3 p25
4 4-5 25
2 Problems in the natural world 1 1 p36
2 2 p36
3 3 p37
4 4-5 p37
3 Indications and trends 1 1 p52
2 2 p52
3 3 p53
4 4-5 p53
4 Information age 1 1 p64
2 2 p64
3 3 p64
4 4-5 p65
5 On budget 1 1 p80
2 2 p80
3 3 p81
4 4-5 p81
6 Being objective 1 1 p92
2 2 p92
3 3 p92
4 4-5 p93
7 Innovation and invention 1 1 p108
2 2 p108
3 3 p108
4 4-5 p109
8 Sensing and understanding 1 1 p120
2 2 p120
3 3 p120
4 4-5 p121
9 IT Issues 1 1 p136
2 2 p136
3 3 p136
4 4-5 p137
10 Culture shock 1 1 p148
2 2 p148
3 3 p148
4 4-5 p149
11 BREAK
12 BREAK
All students shall be deemed as Successful in each summative assessment (65% and
Completion
higher). In case of not achieving these results, the student will be considered as ‘in risk’
 to fail and will be given opportunities to amend the prior results, following the monitoring
and intervention process. It is the responsibility of each individual Trainer to ensure that
all assessment decisions are reported to student administration through the submission
of all assessment records as each assessment is undertaken. As each decision is
made the trainer will ensure the ‘Student Academic Folder Checklist’ is completed to
summarise the student’s progress within the student file. As each assessment decision
is recorded the student file is to be submitted to student administration for data entry.

All academic results are entered in to the Students Records Management System by
Student Administration. The Administration Manager will monitor student course
progress via the Students Records Management System and action, as required, any
student whose satisfactory course progress is at risk of falling below the required level.
The relevant personnel will be informed about the students at the risk of breaching
satisfactory course progress requirements. Monitoring Course Progress Policy and
Procedure ensure course progress records are accurately kept and monitored for all
students enrolled within each course. It allows for early detection of poor academic
results and enables Melbourne Advanced Commerce Institute and the students an
opportunity to rectify the situation before reporting the failure to achieve satisfactory
course progress requirement to the appropriate government agencies. All staff are to
be made aware of the requirements of this policy through induction, regular meetings
and updates and continuous improvement practices. Students are made aware of the
satisfactory course progress requirements through enrolment processes and
throughout the program.

A student that concludes the ELICOS studies will receive the Certificate and Statement
of Attainment. Also, when concluding each one of the General English and English for
Academic Purposes levels, students will receive the respective Certificate and
Statement of Attainment.
The explanation of the guidelines the curriculum gives teachers in selecting and
Trainers /
sequencing course content. Teachers will be provided with a detailed, structured
Teachers
progression through the content of each course component, organised on a weekly
basis. Teachers are provided with a complete package including a syllabus, student’s
book, teacher’s guide, audio resources and a range of reference materials.

The syllabus for the programs is merely a guideline for teachers to help them cover the
varied skills necessary for success within tertiary education, but they may choose to
structure the course as they wish. Flexibility is an important part of learning and
teachers are expected to follow only appropriate exam practice tasks and are advised
to use the syllabus for the GE and EAP programs flexibly. There is also an expectation
that students will cover a fair amount of the material as homework. They are also
advised to use the school’s self-study (self-access) Centre and the computer room to
make quicker progress and improve their study skills.

Melbourne Advanced Commerce Institute selects, manages and develops its Trainers
and Assessors in accordance with the national standards for Registered Training
Organisations. All the trainers, teachers and assessors are given the opportunity to
maintain and update skills and knowledge relating to delivering training and
assessment services. They are required to complete a minimum of three (3) forms of
Professional Development activities throughout a calendar year and maintain evidence
of this Professional Development for compliance purposes.

Current Trainers profile

This grid outlines how training and assessment personnel meet the HR requirements for this TAS.
Resumes and copies of all training qualifications, industry qualifications and professional development
records are retained in individual Trainer/Assessor files.
Trainer / Industry Currency Trainer & Professional Vocational
Teacher and Capability Assessor Development experience/Industry
competence relationship
Angela M Diploma of Education Certificate IV Improving Writing Ability for Dalton college, EAL Trainer
LI with TESOL as a in Training students with Learning and Assessor, since 2017
method, Grantham and Difficulties
College of Education, Assessment How to guide learners not to Brighton Institute of
 Hong Kong , 1980 TAELLN411, plagiarize in completing Technology, ELICOS Trainer
MRWED, assignments and Assessor, 2016
Certificate of 2014
registered teacher. ELICOS and EAL student Southern Cross Institute of
Hong Kong , 1982 Certificate IV and teacher feedback! Education, EAL Trainer
Certificate in in Training How to use constructive assessor,
Secondary School and student and teacher 2016
Teachers of English Assessment, feedback improve your
(TESOL), The British TAE40110, English Department’s Knowledge Pathways, EAL
Council English Inspire operations Trainer assessor, 2014-2016
Language Institute, Education,
Hong Kong, 1985 2012 Community West, ESL Trainer
assessor,
Master in English as 2013-2014
an International
Language, Consider This Training, ESL
Melbourne University Trainer assessor, 2012-2013
2006
Registered Teacher, Mullauna College, ESL &
Victorian Institute of Humanities Teacher, 2012
Teaching, 2011
AMES, volunteer tutor, 2011-
Cambridge CELTA in 2014
TESOL, Holmes
Institute Teacher All Hallows Catholic Primary
Training, Melbourne, School Balwyn, ESL Teacher,
2011. 2011

AMES Volunteer PuiTakCanossian College HK

Tutor Training as an ESL & Humanities
Course in TESOL, Teacher, 1982-1992
2011
Rhenish Church College as an
ESL Teacher, 1977-1978
Yan Masters in TESOL, Certificate IV Strengthening Australia’s Ozford College, EAL Trainer
WANG Monash University, in Training Protections for International and Assessor,
2012 and Students 2014-2015
Assessment The ESOS Ethos: What’s Angad Australian Institute of
Graduate Diploma of TAE40110, new for the ESOS National Technology, EAL Trainer
Early Childhood, CBD College, Code Assessor since February 2018
RMIT, 2013 2015 Windsor College, Trainer and
assessor
since March 2018
Vidya Masters in TESOL, Certificate IV Differentiated Education TBM Training, EAL Trainer
Roopesh Monash University, in Training Short course, Monash and Assessor during 2014-
2014 and University Students 2015
Assessment Association, 2011
Graduate Diploma of TAE40110, Grammar for teachers – TK Melbourne, EAL Trainer
Education Inspire Language awareness. Short assessor during 2014- 2015
Secondary, Monash Education, Course of Grammar
University, 2010 2015 teaching ALTEC , Trainer and assessor
Cambridge English Teacher since 2016
Certificate IV How to teach effective
in Training English communication Dalton college, EAL Trainer
and skills, Assessor since 2015
Assessment, http://www.tesall.com/tesol-
TAE40104, teaching/how-to-teach- Windsor College, Trainer and
Chisholm effective-english- assessor since April 2017
TAFE, 2010 communication-skills/
Resources
Resources

EAP I  Academic English Cambridge, Intermediate B1+ Students’ Book

 Academic English Cambridge, Intermediate B1+ Workbook

Supporting Supplementary Resources

McCarthy, M., & O’Dell, F, (2007) Test Your English Vocabulary in Use Elementary
with Answers, CUP

Murphy, R., (2007) Essential Grammar in Use with Answers: A Self-Study Reference
and Practice Book for Elementary Students of English, CUP

Oxford Word Power Dictionary – new 3rd edition

Additional supplementary materials

Daily newspapers & magazines of interest to students

Maps and brochures of Melbourne
Public transport information
Melways Street Directory
Menus and Recipe books
Tourist brochures
World Atlas & World map
Webster Dictionary