7ACT Plan

Support

The Support Plan is designed to afford both the student and instructor as much support as is feasible to assist the student in achieving their goals. Our focus is not just to satisfy the customer, but rather to amaze them with outstanding service and results.

When joining the Support Plan, students specify their yearly goal, and their current level is tested. 7ACT then analyses and assesses exactly what is necessary for the student to achieve those goals in a one-year period. This will include home study and lesson curriculum.

After 7ACT writes a basic curriculum, the instructor is then contacted and asked for their opinion and input in regard to both the home and lesson programs. A final copy is then to be completed and sent to the student in Japanese and the instructor in English. The instructor is then asked to support the plan to the best of their ability.

Students have the option to purchase additional counseling sessions. In any follow-up counseling sessions, the Counselor meets with the student to listen to any concerns, ideas or changes that may have surfaced. Based on this counseling and the instructor's feedback, they may revise the lessons curriculum and the home study plan that complements it. This is then to be followed by the student and instructor, until the next counseling session.

This has been designed to create minimal burden on instructors, as the extra work is done centrally by professional staff. Students are asked to follow the self-motivation program and to take a minimum of one lesson per week. We believe this will significantly decrease the number of student cancellations.

Process - (10 days to 4 weeks)

Trial Lesson

The staff member explains the two 7ACT Plans immediately before and counsels the student after your 30 minute trial lesson.

Payment / Start lessons

The student may take lessons at this point according to the regular 7ACT curriculum until the Support Plan curriculum has been sent or given to the instructor. The staff member present at the trial lesson confirms this usually within a week after the trial lesson.

Level Check

The student takes an independent lesson check over the phone. They can give you an English copy of their results upon request.

Curriculum

Our staff customizes a lesson curriculum and home study plan according to the student's needs and level, and consults the instructor.

Counseling

Our staff confirms the student's goals, and explains the curricula. These are then handed to the student, who will in turn give the English copy to the instructor at the next class.

Start Support Plan Curriculum

Please start teaching according to the new curriculum.
The student will now have level checks, counseling and new curricula designed every three months. It is paramount that the student follows both the lesson and home study plan.

- Example curriculum -


Overall (30)

The Overall Score of the test represents the ability to understand spoken English and speak it intelligibly at a native conversational pace on everyday topics. Scores are based on a weighted combination of four diagnostic sub-scores. Scores are reported in the range from 20 to 80.
28-36

Test-taker can manage some slow, short, isolated utterances, or spoken formulas, but has difficulty following any native conversation; test-taker may often pause to search for words and may be difficult to understand.
Sentence Mastery (33)

Sentence Mastery reflects the ability to understand, recall and produce English phrases and clauses in complete sentences. Performance depends on accurate syntactic processing and appropriate usage of words, phrases and clauses in meaningful sentence structures.

31-46

Test-taker can understand, recall and produce some English phrases and clauses in sentence context. Test-taker produces some simple meaningful sentences.
Vocabulary (47)

Vocabulary reflects the ability to understand common everyday words spoken in sentence context and to produce such words as needed. Performance depends on familiarity with the form and meaning of everyday words and their use in connected speech.
45-56

Test-taker usually understands and can produce everyday English words when they are used in clear speech.
Fluency (20)

Fluency reflects the rhythm, phrasing and timing evident in constructing, reading and repeating sentences.
20-37

Test-taker speaks in a slow manner with hesitations, false starts, long pauses, and/or omissions. Spoken words are often not linked and/or not grouped according to their sense.
Pronunciation (28)

Pronunciation reflects the ability to produce consonants, vowels and stress in a native-like manner in sentence context. Performance depends on knowledge of the phonological structure of everyday words.
25-37

Test-taker mispronounces many consonants and vowels, resulting in a strong, intrusive non-English accent. Listeners may have difficulty understanding a significant portion of the words. Stress placement is often unclear, and syllables may sometimes be added or skipped.

Lesson Only

Students under this system will continue to take lessons according to the standard 7ACT curriculum. Adjustments may be made to the standard curriculum to better suit the students level, needs and goals. If radical changes are to be made, please make sure you have the student's permission and inform the 7ACT office.