Cambridge English: First (FCE)



Course Title

General English 3

Ownership and Copyright Details

The curriculum is copyright of Tansley Works Pty Ltd as per the provided licence agreement.

Course Purpose

The General English 3 course has been designed to prepare students for conversation, everyday situations and daily interactions that take place when travelling or living in an English speaking country. Students learn and practice the four macro-skills of listening, reading, writing and speaking in an interactive environment.

The General English 3 course is made up of 20 units of study, each of which is delivered over a week. Levels of difficulty increase over the duration of the course to assist students to develop their skills and to be more confident  and fluent in English.

Relationship with other courses

Successful completion of this course may allow the student to study other ELICOS courses such as English for Academic Purposes or Vocational Education and Training or Higher Education courses.

Articulation arrangements

Articulation may be sought at a later date with registered training organisations and tertiary education providers

Profile of target learner group

The profile of the target learner group is as follows:

  • Age group- 16 and above
  • Nationality: Students come from a range of overseas countries.
  • Aims: The target group is seeking to develop their English language skills so as to be able to communicate effectively in a range of situations.
  • Experience: The target group may have little or no understanding of the Australian way of life or cultural expectations.

Learner needs are addressed in a number of ways as follows:

Students commence at the level according to their current ability. Where a student is having difficulty they may be placed at a different level (where possible) or provided with additional support  as per the Teaching and Assessment Policy and Procedure.

The needs of students from different age groups and learning capabilities are met by:

  • adapting learning materials and activities to suit the cohort or specific students.
  • tailoring activities to specific levels and breaking the group into smaller groups
  • allowing students who are more advanced to assist those at a lower level, for example, by pairing these students during activities

Course Aims and Objectives

The General English 3 focuses on everyday functional English and facilitates learner understanding of the language, communication and conventions used in an English speaking country. The course aims to provide students with a learning environment that is as close as possible to common everyday situations in Australia and is also designed around common student based requirements.

The General English 3 takes students who have completed the General English 2 course successfully or who have had sufficient exposure to English to enable them to be classified at Upper-Intermediate to Advanced level. The choice of a theme for each week is prescriptive. Different themes may be incorporated into the program providing the range of grammatical structures and situational language is not compromised.

Reading, writing, listening and speaking are integral and equally valued and weighted components of the course. These macro-skills are delivered in a manner that is appropriate to the course level. The weekly themes follow the modules in the Cutting Edge series core texts to ensure that the macro-skills are developed logically and progressively.

Course outcomes (Learner outcomes)

Reading: Students will develop reading skills using both skimming & scanning techniques. Texts lead into the grammar work & analyse the target language. They also provide stimulus for tasks and serve as models for writing activities.

Writing: Writing skills are developed throughout with a focus on writing emails, letters, narratives and reviews. Students will learn to draft and re-draft their writing and learn the use of linking words. Writing tasks usually follow speaking tasks to reinforce grammar and target language.

Listening: Students will be exposed to many listening activities including short extracts and mini dialogues to introduce and practice the target language. Close listening is used to model pronunciation of words and sentences. Authentic longer texts including interviews, stories and conversations are used as a model or stimulus for the task section.

Speaking: There is a strong emphasis on speaking and there are many opportunities for students to prepare and practice extended authentic speaking on realistic topics and situations. Most of the grammar and target languages are practices through speaking activities and exercises. Many topics and texts are followed up with discussion to reinforce the target languages. Pronunciation activities are spread throughout the course following all activities including grammar and vocabulary.

Course entry requirements

Education level requirements There are no specific educational pre-requisites for entry into this course, as entry into this level is based on assessment of English language proficiency.  However, it is anticipated that a majority of students will have completed Year 10 or equivalent.

English language requirements





Age requirements 16+

Strategy for monitoring learner progress

Students will be assessed at orientation using the Oxford Placement Test and an interview. They will then be placed in the appropriate class level.

Other English language proficiency tests such as IELTS, Cambridge, PTE and TOEFL may be taken into consideration when placing students.

Course progress will be assessed as per the Course Progress and Attendance Monitoring Policy and Procedure.

Teachers will be responsible for assessing students’ progress on a formative and summative basis.  Students are required to maintain satisfactory course progress in every study period, which constitutes 10 weeks.. At then end of each five week period, teacher will report to the Director of Studies on the progress of each student and levels of achievement based on formative assessments. Students are also provided with a report which indicates their progress in the four macro-skills, enabling them to focus on any weaknesses.  Any student are at risk as identified in the Course Progress and Attendance Monitoring Policy and Procedure will be reported to the Director of Studies during weeks 3 – 5 of their course of if they receive an overall grade that is less than 65% at the end of 10 weeks of their course.

Students must also maintain at least 80% attendance.

Students who are at risk of not maintaining satisfactory course progress will be contacted in the subsequent weeks and counselled. An academic intervention program will be put in place to monitor ongoing progress.  Additional support will be provided to students to help them maintain satisfactory course progress.

Strategy for assessing achievement of learner outcomes

The Course Progress and Attendance Monitoring Policy and Procedure will be followed to ensure that students are meeting requirements.

Assessments will be formative to assist in assessing progress and summative for a final assessment of the student’s ability.

Assessment methods used may include:

  • listening, reading, writing and speaking – observation
  • in-class activities
  • formal and informal class tests
  • interview with a staff member
  • pair and group work
  • research assignments
  • Computer Assisted Language Learning tasks (CALL)
  • level of participation in class work and class activities
  • mid-term and end of course tests.

As well as attending classes and participating in all set work, students will develop their English language skills outside the classroom, such as reading newspapers, watching television and having conversations in English.

Modes and methods of delivery

Face to face classroom only.

Teaching methods include teacher directed and student-centred learning.  Delivery will be flexible taking into account the different learning styles, cultures and needs of students.  Macro-skills will be developed using communicative and integrated techniques.

A combination of the following methods will be used: lectures, discussions, role-pays, oral presentations, guest lectures, individual and group instruction, audio visual materials, web-based research, online activities, independent research and sharing of work experiences.

The students will use authentic materials, together with materials prepared specifically for language learning within the classroom

Overall structure of the course

Actual course duration in scheduled contact hours 200 hours
Number of weeks during which structured teaching will take place 10
Total number of weeks of breaks that will occur of the duration of the course 2 weeks
Timetabled student face to face contact hours per week 20 hours
Expected hours per week of ‘other study’ i.e. personal or group study 5 hours minimum