|
| LEVELS 1-6:
Students learn English in interactive classes,
using theme-based textbooks and supplementary materials.
The emphasis in each class is on oral communication, though
other skills (listening, reading, and writing) are substantially
developed. Embedded in the curriculum is the Santis Learning
System, a spiraling system that includes skills development,
competency development, and integration leading to functional
mastery. |
|
| Level 1 – BEGINNER:
The emphasis at this level is on basic conversational
skills, oral comprehension, and pronunciation. The course
involves a small amount of writing. Specifically, students
learn the simple present (with concentration on the verb
“to be”) object pronouns, demonstrative pronouns, and possessive
pronouns. Prepositions and demonstrative adjectives are
also taught. Students practice yes/no questions. Future,
present continuous, and past tense verbs are explored. Concentration
is on mastery of the simple structures of the English language. |
|
| Level 2 –
HIGH BEGINNER: Emphasis is
placed on developing basic syntax, especially by using the
present continuous and future tenses and two-word verbs.
Students are introduced to modals and the present perfect.
They learn the use of some prepositions and learn how to
make comparisons. Conversations are controlled through making
phone calls, leaving messages, discussing problems with
a doctor, asking for and giving directions, and other survival
skills. Listening skills are further developed, although
reading and writing are still limited at this level. |
|
| Level 3 – INTERMEDIATE:
Structures of the present and
past perfect tenses are emphasized in this level, along
with the present and past participles. In addition, there
is practice with conditionals and adverbs. The functions
of adjectives in their comparative and superlative forms
are heavily targeted. Most of these structures are practiced
using dialogues, articles, and class discussions. Dialogues
include but are not limited to travel, opinions and permission,
greetings, requests and apologies. Newspaper articles and
magazines are used to discuss current events, social issues,
and cultural issues. |
|
| Level 4 –
HIGH INTERMEDIATE: The following
grammatical areas are intensively practiced in level four:
The superlative of adjectives with the present perfect,
rejoinders, tag questions, the passive structure, relative
clauses with ‘who’ and ‘whose,’ contrary-to-fact conditionals,
indefinite compounds and noun compounds, negative questions,
the present perfect and the present perfect continuous,
yes/no questions vs. information questions, and direct and
reported speech. These structures are introduced and practiced
through conversations, listening-comprehension, oral and
written exercises, and homework assignments. |
|
| Level 5 – ADVANCED:
In this level, advanced and complex language
structures are explored in depth as they pertain to speaking,
listening, reading, and writing. Students are taught the
use of the past perfect (as it relates to other past forms
of verbs), the passive voice with present perfect verbs
and modal auxiliaries, the use of gerunds, and the causative
‘get.’ There is also continued focus on contrary-to-fact
conditional sentences and direct vs. reported speech. |
|
| Previously learned
materials are further refined in this level. Students are
encouraged to experiment with a variety of advanced structures. |
|
| Level 6 –
HIGH ADVANCED: The use of
the Santis Learning System is continued in this level, but
in a more comprehensive mode. Integration and functional
mastery of advanced structures are sought. Emphasis is placed
on verb usage, the subjunctive mood, transitional phrases,
etc. Subjects are augmented in writing and verbally, by
rigorous class interaction on topics ranging from current
events and cultural nuances to problem-solving situations. |
|
| Each level consists
of 100 hours. Approximately 70% of the hours are
spent with native English-speaking teachers, 10% are spent
with a grammar teacher, (who speaks the language of the
students to clarify any confusion) and the remaining 20%
are spent in our computer laboratory utilizing our interactive
CD-ROMs. |
|
| Price is reflective
of our strict quality standards, control of the methodological
style of presentation in the classroom, and the technologically
advanced learning component (CD-ROM). Santis Educational
Services is providing language study at standards identical
to those used by our affiliation in Washington DC (inlingua
School of Languages). |
|
| Included in the
price are two exams, a textbook given to the student during
the class, regular evaluations and reporting on student
progress. |
|
| In-house Courses:
price per student per level = $189 |
| At-site Courses:
$1900 per course. The entire course may
be purchased by an organization. |
| Between one and
ten students of the same level may sit for the course. |
|
| COMPUTER ASSISTED
ENGLISH TRAINING |
|
| SES is proud to
offer a new powerful English course that maximizes the advantages
of a traditional approach and the effectiveness of multimedia
by focusing on the primary skills necessary to acquire any
language: speaking and listening. |
|
| Our English courses
are based on the most effective instructional philosophy
that blends the latest teaching methodologies with some
the most critically acclaimed language software in the industry.
The programs set students in the classroom with a native
English instructor and then provide them with a self-paced
CD ROM program to apply what they’ve learned in class and
to move further ahead or review as often as necessary. The
fusion of complementary New Dynamic English CD ROM’s with
our core text series helps reinforce the learning process. |
|
| The New Dynamic
English CD ROM series is a multi-level software series that
includes innovative video lessons, speech recognition, interactive
exercises, audio practice, reading drills, comprehension
based tasks, and writing exercises. This top rated, award
winning English language course (awarded the highest rating,
Exemplary, from California State University’s California
Instructional Technology Clearinghouse) maximizes the effectiveness
of multimedia by focusing on the primary skills necessary
to acquire any language: listening. Language input is further
enhanced by a large number of interactive exercises that
target the key structures of the language. |
|
| New Dynamic CD
ROM’s present languages and themes directly related to the
needs and interests of today’s students of languages. Units
include: Names and Places, Jobs and Family, Numbers and
Time, Seasons, Weather, Likes and Dislikes, Planning Ahead,
Our World, Locations, Directions, Energy Sources, and much,
much more. |
|
| ADVANTAGES
OF COMPUTER ASSISTED TRAINING |
|
| Far from being
experimental, Computer Assisted Training (CAT) is the norm
in schools and universities across the United States. The
advantages are well known: |
Ø It provides
an opportunity to achieve mastery and receive individual
attention in a group program.
Ø It allows students to progress at their own pace.
Ø It enhances the learning process by engaging the
student in a new medium that is both instructive and entertaining.
Ø It diminishes class anxiety particularly in large
classes.
Ø It is suitable for all levels, including absolute
beginners.
Ø It blends the advantages of traditional classroom
instruction and the most recent language software. |
|
| In Washington,
D.C. Santis/Inlingua trains US government students in CAT
courses in Spanish, French, Korean, Serbo-Croatian and Japanese,
among other languages. When its English program is included,
Inlingua/DC trains over 12,000 hours a month. |
|
| The books used
by SES are based on the principles of “communicative” language
acquisition, with the idea that communication is not merely
an end product of language study, but rather the very process
through which a new language is acquired. From the beginning,
students are using target language that can be put to use
immediately. These texts involve students in the process
by providing them with useful, natural English along with
opportunities to discuss topics of personal interest and
to communicate their own thoughts, feelings, and ideas.
Real-life language tasks offer both focused practice and
opportunities for natural interaction, promoting both fluency
and accuracy. Students progress from beginning to advanced
levels as they follow a comprehensive and carefully graded
syllabus. |
|
| B. - TOEFL
PREPARATION COURSES |
|
| The SES TOEFL
Preparation Program is designed for those who are preparing
for entry into a college or university in the United States.
The primary goal of this course is to help advanced students
of English refine their language skills in order to achieve
high test scores. Also the course aims to familiarize students
with the test format, and help them to develop test-taking
strategies. |
|
| Our program will
guide students through the exercises, vocabulary, idioms,
reading and grammar that they need to test successfully.
This will be done with the help of textbooks, cassettes,
and in particular, CD ROMs. It is of crucial importance
for students to be comfortable with the CD ROM format since
the test will soon be administered in that format only.
By keeping abreast of recent developments in the field of
ESL testing, our program coordinators ensure SES graduates
are well prepare to meet the most advanced testing challenges. |
|
| The course is
divided into three parts according to the three parts of
the test. Each part is given equal focus. A minimal amount
of time, about four hours, is spent on the writing section
unless all students in the course are taking the version
of the Test that requires an essay. There will be 2 full
2-hour Tests, one at the beginning of the course and one
at the end of the course. There will also be 4 more tests
given in parts according to the focus of the course at the
time. As such, students will be taking a total of 6 TOEFL
Tests. The taking of these tests, whether in full or in
part, is taken seriously. They will be timed and the guidelines
for taking the official test will be followed in the classroom.
TOEFL skills that are required for the Listening, Reading,
and Writing sections are all taught by native English speakers
who have previous experience teaching this course. |
|
| This course consists
of 60 hours. Approximately 70% of the hours are
spent with native English-speaking teachers, 20% are spent
with a grammar teacher, (who speaks the language of the
students to clarify any confusion) and the remaining 10%
are spent in our computer laboratory utilizing our interactive
CD-ROMs. |
|
| Included in the
price are two exams, a textbook given to the student during
the class, regular evaluations and reporting on student
progress. |
|
| In-house Courses:
price per student per course = $122 |
| At-site Courses:
$1200 per course. The entire course may
be purchased by an organization. |
|
| C. - ACADEMIC
WRITING |
|
| The object of
the course is to develop basic academic writing skills including
a variety of organizational patterns, some essential sentence
structures, selected grammatical structures, and steps in
the writing process. The emphasis is on individual improvement
in accuracy, appropriateness, complexity and range, and
speed of written communication. |
| Minimum requirement:
Students must place at Level 4 or above
based on the SES English Proficiency Test. |
| Each unit advances
the student’s ability in writing by the following process:
developing organization from the paragraph to the essay,
reviewing grammar and mechanics appropriate to rhetorical
needs, and analyzing sentence structures (namely simple,
compound and complex) in order of progressive difficulty.
In each section, writing exercises reinforce the immediate
lesson and build to a coherent and well-presented composition. |
|
| Students practice
their skills through the following topics: writing about
people (pre-writing, taking notes, organization format and
titles), grammar and mechanics (capitalization and punctuation
rules), simple sentences (parts of a sentence, subject-verb
agreement, prepositional phrases), narration (free-writing,
organization by time order, grammar with simple present
tense and adverbs of frequency, their position), comma rules,
compound sentences with coordinating conjunctions, sentence
combining, description (free-writing, clustering, organization
by spatial order), position of prepositional phrases, paragraph
organization (free-writing, brainstorming, parts of a paragraph:
topic sentence, supporting and concluding sentences), and
outlining (making and using an outline). |
|
| In-house Courses:
price per student per course = $135 |
| At-site Courses:
$1200 per course. The entire course may
be purchased by an organization. |
|
| D. - SATURDAY
PROGRAM |
| D -1. GRAMMAR
WORKSHOPS |
|
| The purpose of
these courses is to work on proper use of tenses, structures,
articles and vocabulary. Skills are introduced and practiced
through conversation, writing assignments, and homework.
Content of the courses offer to the students as supplementary
EFL education correlates to the grammar instruction of our
Intensive EFL Courses Levels 4 and 5. These workshops are
recommended for all students who would like to improve their
English grammar. |
|
| In-house Courses:
price per student per course = $35 |
|
| D - 2. BUSINESS
ENGLISH |
|
| English is the
major means of communication between business people in
the world. This may involve a Mongolian businessman talking
to a German or a Japanese executive negotiating with a Swede
counterpart. They would all use English as the lingua franca. |
|
| To meet this growing
need, SES offers a fully integrated textbook/CD ROM program
for low intermediate to advanced English students who need
to use business English in their work. This course is suitable
for a wide variety of learners: ranging from young students
or trainees with little work experience to senior business
people with extensive experience in the international world
of business. |
|
| The emphasis of
the SES Business English Programs is on performing tasks
and carrying out activities, not just discussing what one
would do. Students are encouraged to use their judgement,
business or general knowledge and skills as they participate
in the activities. The course draws on the insights of management
training techniques as well as the SES communicative approach
in language learning. |
|
| Business English
course is a two-level speaking and listening course in American
and International English. It deals with the real-life communication
problems that business people face when they have to use
a foreign language: talking on the phone, meeting and entertaining
clients, and so on. The purpose of the course is to develop
the oral communication skills of the students with more
emphasis on the specific skills they need in order to interact
effectively in group business discussions. The material
is organized to help the students: |
· Become familiar
with common business concepts, terms and expressions
· Understand the basic principles of group interaction
· Build up the speaking skills necessary for appropriate
communication in English
· Learn how to participate effectively in problem solving
discussions based on business situations
· Comprehend the major points of business discussions
· Evaluate the effectiveness of their own and others’ small
business discussions |
|
| Basic Business
English course is designed for
false beginners, people who have studied some English, but
who need to improve their fluency. It uses carefully selected
and controlled language to build the students' confidence
and prepare them for their first contacts with foreign clients. |
| Intermediate
Business English course is designed
to bring students from false beginner to pre-intermediate
level. Its combination of controlled input and freer practice
activities and its emphasis on communicative skills will
help students to cope effectively with a range of common
business situations. |
| A native English-speaking
TEFL teacher conducts the lessons. |
|
| In-house Courses:
price per student per course = $115 (50
hours class) |
| At-site Courses:
$1000 per course. The entire course may
be purchased by an organization. |
|
| E. - PRIVATE
TUTORIALS |
|
| Based on the requests
of students and clients, private tutorials with 1 or 2 students
may be arranged. Course content and scheduling will take
place at the time the course is arranged. |
|
In-house Courses:
price per student per hour = $15 (by English
speaking teacher)
price per student per hour = $5 (by Mongolian English teacher) |
|
| F. - ADVANCED
SPECIAL PURPOSES ENGLISH |
|
| Through the availability
of resources in Washington DC, Santis Educational Services
has the capability to conduct special language courses on
virtually any subject. These courses are designed at the
request of the client. Therefore, emphasis on subject-matter
may vary, as well as length, frequency and location of the
course. The Santis Learning System as well as the Santis
Method are employed for the facilitation of these courses;
however, these are special emphasis courses designed to
suit a particular client’s needs, so curricular structure
may vary from course to course. |
| A native English-speaking
TEFL teacher conducts the lessons. |
|
| At-site Courses:
$20 per class hour. The entire course may
be purchased by an organization. |
|
| G. - BUSINESS
SEMINARS |
|
| Santis Educational
Services has available a vast array of applicable skills
training seminars on various topics. Seminars are conducted
by special request and can either be open to the public
or reserved for organizational training. A standard syllabus
is prepared as follows and can be modified to address the
specific needs of those attending. |
|
| International
Marketing Entry Strategy |
1) General introduction
to international marketing
· designing entry strategies
· case studies
2) Choosing the best product candidates and country markets
· deciding on international products and target markets
v Screening products
v Adapting products
v Developing a customer profile
v Case studies
3) Export entry principles and selection of agents and distributors
· entering international markets through exporters
· case studies
4) Contractual arrangements for market entry
· through licensing and other contractual arrangements
v Protecting property rights
v Profitability analysis
v Negotiating agreements
v Case studies
5) Marketing plans: promotion, advertising, and marketing
budget
· designing the international marketing plan
· deciding on an international market
· preparing a marketing budget
· case studies |
| Cross-Cultural
Communications |
1) Culture and
Business
· three levels of global trade culture
· ten characteristics of culture (definition of culture
in the foreign trade environment
· case studies
2) Managers as cosmopolitan leaders
· global transformations (attitudes for successful businessmen)
· cultural and international strategic decision-making
· trade strategy formulation, implementation and evaluation
3) Managers as communicators
· cultural differences
· communication issues and problems
· case studies
4) The role of cultural, ethical, and economic values
· values and protocols
· dealing with change (ethics and morality)
· case studies
5) Managers as negotiators
· negotiating across cultures (attitudes and ethical principles)
· case studies
6) Principles of negotiation
· how to win in cross-cultural negotiations |
| International
Trade |
1) The nature
and scope of international business
· definitions, theory, and role of international trade
· case studies
2) The financial framework for international transactions
· the financial framework
· The international monetary system
· balance of payments (systems and corporate implications)
· case study
3) The regulatory framework for international trade
· trade controls
· case study
4) Management framework for international trade
· export management and operations
· the future of international trade
· case study |
| The Business
Plan |
1) The business
plan
--introduction (how to satisfy customer need and make money)
--The marketing concept, cash flow, ethics, demand for product
v Identify competitive advantage
v How to make realistic projections
v Key to effective preparation: format and attitudes
v The elements of an organization plan
v Responding to change
2) The marketing plan
· principles of good marketing
· trend analysis and determining the target market
· product design
· how to reach your market
· pricing and promotion
3) The financial plan
· assessing financial needs
· profit and loss statements
· the budget, cash flow, and break-even analysis
· obtaining capital (loan application and financial history) |
| Prices per seminar
= To Be Announced |
| Facilitators are
trained professionals from the business or academic sectors
in the United States. |
|
| H. - ESL
FOR CHILDREN |
|
| SES has developed
a computer-assisted program designed specially for children
from beginner to advance levels. It is highly interactive
and based on the specific methodology these young learners
require. |
|
| Following the
structure of our ESL programs for adults, the children’s
program blends classroom time with time at the computer
lab to create the dynamic and entertaining learning environment
children need to acquire language skills. |
|
| OBJECTIVES, METHODOLOGY
AND MATERIALS |
|
| The six level
course is based on the textbooks/CD ROM integrated program
Let’s go and True Colors. It contains colorful and engaging
books which are the best selling American English textbook
series for children published by Oxford University Press.
Children will love the story, songs and jazz chants during
the class. |
|
| The program is
designed around a carefully controlled grammatical syllabus.
Each of its units contains conversation, vocabulary, grammar,
and phonics, as well as great songs and games. An engaging
mixture of listening tasks and other activities makes learning
the sounds and structures of English fun and effective. |
|
| Excellent for
both pre-readers and early readers, the course builds a
strong foundation in both spoken and written English. The
combination of class time, fun books and dynamic software
adds a new dimension to the learning matrix for very young
learners. |
|
| Children are energetic,
receptive, and inventive; all of which are positive qualities
for a language classroom. They are also less inhibited and
acquire knowledge non-rationally. Therefore, it is never
too early to expose children to foreign languages. On the
other hand, children have shorter attention spans than adults,
which means they require a highly dynamic and entertaining
learning environment and materials. |
|
| Each level consists
of 60 hours. The allocation of these hours is as follows: |
1. 42 hours—in
class room with a native-speaking TEFL teacher.
2. 12 hours—individualized CD-ROM lessons prepared by Mongolian
English teacher.
3. 6 hours—in class room with Mongolian English teacher.
These lessons are tailored to target difficulties experienced
by each group of students. |
| Price per level
per student = $127 |
|
| I. - MONGOLIAN
PROGRAMS |
|
| SES also specializes
in programs that are tailored to the individual student
in a one to one or small group instructional setting. All
courses are designed by our language coordinators to meet
the students particular objectives in the language. The
curriculum takes into account their interests and requirements.
The length and schedule of the class are also determined
by the students’ needs and personal demands. The students
buy the number of hours they would like and then use them
in the schedule that is most convenient to them. |
|
| Under the Santis
Method, the student listens, speaks, reads and writes only
in the target language from the first day of class. The
method is highly interactive and communicative. It accelerates
the learning process while making it more entertaining than
the traditional institutional approach which promotes passive
language acquisition. |
|
| All SES instructors
of Mongolian are educated native speakers and are experienced
in the teaching of their mother tongue. Furthermore, SES
instructors are trained in our methodology which focuses
on rapid development of conversational skills along with
other current teaching techniques. Different teaching methodologies
may be introduced throughout the course, depending upon
the students' particular goals, content requirements, and
learning styles. |
|
| SES offers courses
of varying degrees of intensity. The length of the course
depends on the student's own objectives and schedule considerations.
Some students can only take a few hours a week while others
enjoy a more intensive approach spending up to eight hours
a day in the learning environment. Whether it is at your
office or at our school, once a week, five hours a day,
or something in between, SES coordinators will develop a
course designed to achieve your specific linguistic goals. |
| Price = $5.00
per hour per student for In-House courses |
|
| J. - SEMINARS
ON CONSECUTIVE INTERPRETATION |
|
| In response to
a demand for recognized training programs that can properly
prepare candidates for the challenges of interpretation,
Santis Washington established a School of Interpreters in
February 1998. Our goal was the same as foreign language
and ESL training: programs that quickly achieve positive
results and provide maximum value at reasonable cost. |
|
| SES is pleased
to offer Seminars on Consecutive Interpretation in Ulaanbaatar,
Mongolia. |
|
| Many talented
multilingual students or graduates of foreign language programs
have never considered a career as interpreters, though they
may have a great deal of aptitude for this rewarding and
exciting profession. This often lucrative career path offers
promise, enjoyment, and an unusual degree of independence. |
|
| Focus |
|
| Our seminars will
focus on training candidates and working interpreters in
consecutive interpretation. The curriculum includes the
development of listening techniques, note taking, systems
of ideograms, stress reduction and other skills necessary
to become a successful interpreter. Courses will also include
an overview of the interpreting in the U.S. and overseas. |
|
| Management |
|
| Inlingua is proud
to have Mr. Harry Obst as director of the School of Interpreters
in Washington, DC, and as the facilitator of the seminars
in UB. Mr. Obst was the director of the Office of Language
Services of the U.S. State Department. In this capacity
he supervised the recruitment, training, and evaluation
of all interpreters and translators. Mr. Obst has worked
as escort interpreter, court interpreter, diplomatic interpreter
and simultaneous conference interpreter. Both in consecutive
and simultaneous interpretation, he has worked with many
world leaders including all American presidents from Lyndon
Johnson to Bill Clinton. He will be the principal instructor
for all training programs. |
|
| What will the
course teach? |
Ø The principles
of the methodology of consecutive interpretation
Ø Reliable listening techniques
Ø Taking structured interpreter notes
Ø How to develop your own system of ideograms (interpreting
symbols)
Ø Methods to minimize errors and stress
Ø Selecting what to consign to memory and what to
write down
Ø How to improve recall
Ø How to establish beneficial client-interpreter
relationships
Ø Professional ethics in interpretation
Ø How to continue to improve through self evaluation
and self training |
|
| Student Qualifications |
Ø Native
or near-native fluency in English
Ø Native or near-native fluency in Mongolian, Chinese,
Russian or any other language
Ø BA degree or equivalent knowledge
Ø The course is open to Mongolian citizens and legal
residents or visitors from all other countries including
embassy personnel |
|
| Other Information |
A certificate
in consecutive interpretation will be awarded at the end
of the course.
Prices per seminar = To Be Announced |
|
| K. - TRANSLATING
AND INTERPRETING SERVICES |
|
| Santis Educational
Services can provide translation in virtually any language
or technical field. Additionally, simultaneous and consecutive
interpreting services can be provided for organizations
or individuals on a contract basis. |
|
| L- COMPUTER
TRAINING |
|
| Santis Educational
Services plans to provide training programs in computer
applications, covering a wide variety of the latest software
used at home and in business settings. |
|
| M. - ENGLISH
PROFICIENCY TEST (EPT) |
|
| The EPT is a flexible
test that is able to determine proficiency according to
the commonly used Beginner, Intermediate, and Advanced levels.
But if precise accuracy of proficiency and skills is required
the EPT has been specially designed to evaluate students
according to the United States Interagency Language Roundtable
(ILR) proficiency scale that ranges from 0 to 5, 0 being
an absolute beginner and 5, an educated native speaker.
The ILR scale is internationally recognized and is the basis
on which SES tests U.S. Foreign Service personnel in its
school in Washington, DC. |
|
| The EPT is a fast,
simple, and inexpensive way in which government agencies
and private corporations assess the English proficiency
levels of their managers and employees, candidates for positions,
translators and interpreters. |
|
| SES is pleased
to provide the EPT at your location or at the SES center. |
|
