The world seldom notices who the

teachers are, but civilization depended on what they do and

what they say!

Student HandbookStudent Handbook

Educator’s EnglishEducator’s English

ELIC SupplementELIC Supplement

English Language Institute/ChinaEnglish Language Institute/China

Understanding English Understanding English CommunicationsCommunications

ProverbProverb

Learning is an individual activity, but it Learning is an individual activity, but it is not a solitary one.is not a solitary one.

IntroductionIntroduction

Page M8

Questions Questions

What is the goal of an English What is the goal of an English language teaching?language teaching?

What is communicative What is communicative Teaching?Teaching?

What are some principles of What are some principles of good language teaching?good language teaching?

Many times we get stuck in old Many times we get stuck in old ways or taught waysways or taught ways

Teaching English Communication Teaching English Communication Methods Methods

Communicative Communicative CompetenceCompetence is the is the goal of English language teachinggoal of English language teaching

Communicative Competence Communicative Competence defined as:defined as:

The ability to communicate The ability to communicate successfully: It is achieved when “my successfully: It is achieved when “my thoughts becomes your thoughts”thoughts becomes your thoughts”

Page M9

Three Components of Three Components of Communicative English Communicative English

1. 1. Linguistic CompetenceLinguistic Competence Relating to language or linguisticsRelating to language or linguistics

2. 2. Sociolinguistic CompetenceSociolinguistic CompetenceThe study of language in relation to social factorsThe study of language in relation to social factors

3. 3. Strategic CompetenceStrategic Competence Aim to achieve a specific purposeAim to achieve a specific purpose

Page M9

Components of CommunicationComponents of CommunicationCompetence Competence

1.1. Linguistic Competence Linguistic Competence, which , which includes use and understanding of…includes use and understanding of…

GrammarGrammar VocabularyVocabulary FunctionsFunctions PronunciationPronunciation

Page M9

English Communication English Communication

2. 2. Sociolinguistic CompetenceSociolinguistic Competence, which , which includes the understanding of ……includes the understanding of ……

A. Appropriate and inappropriate A. Appropriate and inappropriate topicstopics

B. Polite and impolite topicsB. Polite and impolite topics

C. Directness and indirectnessC. Directness and indirectness

Page M9

English Communication English Communication

3. 3. Strategic competenceStrategic competence, which , which includes the use of techniques to fill includes the use of techniques to fill in linguistic gaps and weaknessesin linguistic gaps and weaknesses

Page M9

Teachers Teachers Open DiscussionOpen Discussion of of Teaching Learning StylesTeaching Learning Styles

What is the best way to teach? What is the best way to teach? What works for me?What works for me? What does the students respond to? What does the students respond to? What are our weakness in teaching?What are our weakness in teaching? What are our strengths?What are our strengths? What works for you?What works for you?

If you're never willing to try and If you're never willing to try and afraid of making mistakes you will afraid of making mistakes you will never succeed or be proficient in never succeed or be proficient in English ! English !

We learn from our mistakes!!!!We learn from our mistakes!!!!

Why Cooperative Learning WorksWhy Cooperative Learning Works

10% OF WHAT WE 10% OF WHAT WE READREAD

20% OF WHAT WE 20% OF WHAT WE HEARHEAR

50% OF WHAT WE 50% OF WHAT WE BOTH HEAR AND SEEBOTH HEAR AND SEE

70% OF WHAT IS 70% OF WHAT IS DISCUSSEDDISCUSSED WITH WITH OTHERSOTHERS

80%80% OF WHAT WE OF WHAT WE EXPERIENCEEXPERIENCE PERSONALLY PERSONALLY

90%90% OF WHAT WE OF WHAT WE TEACHTEACH TO SOMEONE TO SOMEONE ELSEELSE

Learning-centered TeachingLearning-centered TeachingStyles and StrategiesStyles and Strategies

The Principle of learned-centered The Principle of learned-centered

teachingteaching Learning stylesLearning styles How to apply an understanding of How to apply an understanding of

learned styles to teaching learned styles to teaching StrategiesStrategies How to teach strategiesHow to teach strategies

Page M13

Questions to answerQuestions to answer1.1. WHEN YOU ARE LEARNING ABOUT A WHEN YOU ARE LEARNING ABOUT A

NEW TEACHING METHOD, WHAT NEW TEACHING METHOD, WHAT MOST HELPS YOU UNDERSTAND IT?MOST HELPS YOU UNDERSTAND IT?

1.1. Reading an article about it.Reading an article about it.

2.2. Listening to an expert give a Listening to an expert give a lecture about it.lecture about it.

3.3. Pretend to be a student while an Pretend to be a student while an expert demonstrates it.expert demonstrates it.

Page M14 Slide 1-3Circle your Answers we will use them later

Questions to AnswerQuestions to Answer

2. When you are learning how to play a 2. When you are learning how to play a sport or a game you have never sport or a game you have never played before, what most helps you played before, what most helps you to understand how to play?to understand how to play?

1. Watching other people play it.1. Watching other people play it.

2. Asking a friend to explain I to you.2. Asking a friend to explain I to you.

3. Playing it.3. Playing it.

Slide 2-3Circle your Answers

Questions to AnswerQuestions to Answer

3. When you are learning a new word, 3. When you are learning a new word, what helps you remember it?what helps you remember it?

1. Writing it down.1. Writing it down.

2. Hearing it used.2. Hearing it used.

3. Trying to use it in 3. Trying to use it in conservationconservation

Slide 3-3Circle your Answers

Learner-centered TeachingLearner-centered TeachingStyles and StrategiesStyles and Strategies

When you are in a situation where you When you are in a situation where you cannot learn in the way that you like to cannot learn in the way that you like to learn, what do you do?learn, what do you do?

For example, if you like to learn a sports For example, if you like to learn a sports by playing it, what do you do when you by playing it, what do you do when you cannot play the sport as you learn?cannot play the sport as you learn?

How do you compensate?How do you compensate? How do we compensate in our class How do we compensate in our class

rooms?rooms?

Page M15

Terms to knowTerms to know

Learning Style: The way a person Learning Style: The way a person learns best which can be visual, learns best which can be visual, auditory, kinesthetic, or a auditory, kinesthetic, or a combination of these.combination of these.

Learning Strategy: A technique or Learning Strategy: A technique or way to compensate for a learning way to compensate for a learning weakness or gapweakness or gap

Page M15 1-3 slides

Terms to KnowTerms to Know

Visual: (learner) One who likes to Visual: (learner) One who likes to learn by reading, seeing or watching learn by reading, seeing or watching with his own eyes.with his own eyes.

Auditory: (learner) One who likes to Auditory: (learner) One who likes to learn by listening, by having things learn by listening, by having things explainedexplained

2-3 Slides

Terms to knowTerms to know

Kinesthetic: Kinesthetic: kin/es/thetickin/es/thetic (learner) One (learner) One who likes to learn by doing and who likes to learn by doing and touching or practicetouching or practice

3-3 Slides

Learner–centered Teaching Learner–centered Teaching Styles and StrategiesStyles and Strategies

What is the principle of learner-What is the principle of learner-centered Teaching?centered Teaching?

• They get They get students involvedstudents involved in speaking in speaking and focuses on the student’s needs-how and focuses on the student’s needs-how they learn what they need to know.they learn what they need to know.

Page M16

Learner-centerLearner-centerMaking teaching learner-centeredMaking teaching learner-centered

1. 1. Learning StylesLearning Styles: way in : way in which which students students learn best..

2. 2. Learning StrategiesLearning Strategies: : techniques which students techniques which students can use to help them when can use to help them when they have a problem they have a problem

learning learning or understanding.or understanding.

Page M16 1-2

Learner-centeredLearner-centered

3. The difference between a learning 3. The difference between a learning style and a learning strategy:style and a learning strategy:

A. A A. A stylestyle is the way a student is the way a student usually learns best.usually learns best.B. B. StrategyStrategy is the technique (s) is the technique (s) that a student uses to get that a student uses to get

around a difficulty in around a difficulty in learning. learning.

2-2

Learner-centeredLearner-centered

Learning styles and strategies Learning styles and strategies should affect teaching.should affect teaching.

1. Teachers can change teaching styles to 1. Teachers can change teaching styles to

match student’s learning styles.match student’s learning styles.

2. Teachers can change students2. Teachers can change students teaching teaching

strategies which help students figure out strategies which help students figure out other ways of learning. other ways of learning.

Page M17

Learning Learning Styles

Auditory “Hearing” – Listening to lectures Auditory “Hearing” – Listening to lectures or an explanation about how to do or an explanation about how to do something.something.

Visual “Seeing” - Reading an explanation Visual “Seeing” - Reading an explanation or watching someone do something.or watching someone do something.

Kinesthetic “Touching” – Doing, practicing, Kinesthetic “Touching” – Doing, practicing, using hands and body to experience.using hands and body to experience.

Page M17

Learning Learning Strategies

Strategies for comprehending written Strategies for comprehending written or spoken language:or spoken language:

1.1. The The framework framework strategy is the technique strategy is the technique

of focusing on main ideas and how the of focusing on main ideas and how the main ideas are organized. This is done main ideas are organized. This is done before trying to understand the details.before trying to understand the details.

Page M17 1-4

Learning StrategiesLearning Strategies

2. The 2. The guessing-meaningguessing-meaning strategy strategy is figuring out what a word means by is figuring out what a word means by looking at clues in the word itself, or looking at clues in the word itself, or by looking at the context in which by looking at the context in which the word is used. the word is used.

2-4

Learning StrategiesLearning Strategies

3. The 3. The background-Knowledgebackground-Knowledge strategy is used when knowledge or strategy is used when knowledge or experiences of the past are experiences of the past are compared with the new information. compared with the new information. Relating new information to past Relating new information to past experiences makes the new experiences makes the new information easier to understand.information easier to understand.

3-4

Learning StrategiesLearning Strategies

4. The 4. The predicting predicting strategy is used to strategy is used to guess the subject of the current guess the subject of the current passage or topic by reading the title passage or topic by reading the title of the previous passage or topic.of the previous passage or topic.

4-4

Learning StrategiesLearning Strategies

Steps for teaching strategies to students.Steps for teaching strategies to students.1. Select a strategy that is useful1. Select a strategy that is useful

2. Relate it to the material being 2. Relate it to the material being studied.studied.

3. Explain the strategy to the students.3. Explain the strategy to the students.

4. Guide students in using the strategy.4. Guide students in using the strategy.

5. Evaluate how it worked or didn’t work and why.5. Evaluate how it worked or didn’t work and why.

6. Practice using the strategy with new material.6. Practice using the strategy with new material.

7. Apply the strategy to new situations.7. Apply the strategy to new situations.

M17

You cannot teach You cannot teach learning styleslearning styles

But you can teach But you can teach learning strategieslearning strategies

ContextualizedContextualized(Construction of text)(Construction of text)

1.1. The Meaningful Learning PrincipleThe Meaningful Learning Principle

2.2. Contextualized learningContextualized learning

3.3. How to contextualize learningHow to contextualize learning

Page M23

Terms to KnowTerms to Know

Contextualized Learning: Learning that is Contextualized Learning: Learning that is centered around a context by topic that is centered around a context by topic that is familiar.familiar.

Filing Cabinet: A cabinet or box for Filing Cabinet: A cabinet or box for keeping papers organized by topic through keeping papers organized by topic through the use of files.the use of files.

Popcorn style: Refers to the hap-hazard, Popcorn style: Refers to the hap-hazard, random, unconnected way of teaching.random, unconnected way of teaching.

Activate: To cause a response or make Activate: To cause a response or make possible a reaction.possible a reaction.

Page M24

Contextualized LearningContextualized Learning

A. A. Contextualized learningContextualized learning mean that mean that language exercises are centered language exercises are centered around a context or around one around a context or around one topic.topic.

Page M25 1-4

Contextualized LearningContextualized Learning

B. The importance !B. The importance !

1. It makes learning 1. It makes learning easiereasier..

2. It makes language practice 2. It makes language practice more naturalmore natural..

3. It gives learners 3. It gives learners a reason a reason to to practice. practice.

4. It makes learning 4. It makes learning more more interesting interesting..

2-4

Contextualized LearningContextualized Learning

Guidelines for contextualized learning:Guidelines for contextualized learning:

1. Select 1. Select appropriate contextappropriate context

A. Students know something A. Students know something about the subject. about the subject.

B. Students are interested in the B. Students are interested in the subject. subject.

C. Students can relate it with C. Students can relate it with the language learned. the language learned.

3-4

Contextualized LearningContextualized Learning

Use the contextsUse the contexts

Connect everything in the exercise or in the Connect everything in the exercise or in the whole lesson, if possible, to the topic. whole lesson, if possible, to the topic.

Activate the students’ background Activate the students’ background knowledge first!knowledge first!

4-4

Interactive LearningInteractive Learning

We will learnWe will learn

The Communication Principle The Communication Principle Interactive learningInteractive learning

How to encourage interactive learning How to encourage interactive learning in the classroomin the classroom

Page M31

QuestionsQuestions

Communication PrincipleCommunication Principle: One must not only : One must not only learn about language, but he must also learn about language, but he must also practice using the language.practice using the language.

In large classrooms, you can use pair, small In large classrooms, you can use pair, small group, or whole class activities. Which type of group, or whole class activities. Which type of activity do you think most helps your students activity do you think most helps your students to learn? Why?to learn? Why?

What are some of the different kinds of What are some of the different kinds of questions that you ask in the classes you questions that you ask in the classes you teach? Try to give some specific examples.teach? Try to give some specific examples.

Page M32

Terms to KnowTerms to Know Real World communicationReal World communication: using : using

language in ways that native speakers language in ways that native speakers would use it in actual situations.would use it in actual situations.

InteractionInteraction: action in which there is a : action in which there is a continual exchange of information.continual exchange of information.

Interactive LearningInteractive Learning: learning that : learning that requires listening and understanding as requires listening and understanding as well as speaking and making oneself well as speaking and making oneself understood as in real world situation.understood as in real world situation.

FactualFactual: what is real, actual or : what is real, actual or undisputed.undisputed.

Page M32

Interactive LearningInteractive LearningA. Interactive learning A. Interactive learning brings real world brings real world

communications into the communications into the classroomclassroom..

B. Apply interactive learning to any situation.B. Apply interactive learning to any situation.1.1. It can be used in It can be used in any classany class and in and in any any

lessonlesson: Grammar, vocabulary: Grammar, vocabulary, , listening, reading, writing, and listening, reading, writing, and speakingspeaking 2.2. By By grouping students in pairs or grouping students in pairs or groupsgroups of four, each person has more time of four, each person has more time and opportunities to interact with and opportunities to interact with classmates.classmates.

Page M33

Interactive LearningInteractive Learning

Use Type 1 and Type 2 questions to Use Type 1 and Type 2 questions to encourage interactive learning.encourage interactive learning.

Type 1: Ask for fractional informationType 1: Ask for fractional information

- require only - require only one short answerone short answer

Type 2: Ask for opinions – Type 2: Ask for opinions – requires longer answerrequires longer answer

Note:Note: Ask Type 1 questions for understanding, Ask Type 1 questions for understanding, and Type 2 for real – world interactionand Type 2 for real – world interaction

Page M33See Examples Next Slide

ExamplesExamples

Type 1Type 1– What is the name of the Chinese teacher What is the name of the Chinese teacher

that lives with the Martin’s?that lives with the Martin’s?

Type 2Type 2

Do you think you would like this Do you think you would like this teacher? Why or Why not?teacher? Why or Why not?

Page M35

Interactive ExerciseInteractive Exercise

Now think about the questions from a Now think about the questions from a teacher’s perspective. What is the teacher’s perspective. What is the difference between the questions in difference between the questions in the first column, the first column, Type 1Type 1, and those in , and those in the second column, the second column, Type 2Type 2? ?

Page M35

Interactive LearningInteractive Learning Get everyone involved Get everyone involved

1. 1. Every student must Every student must thinkthink of an answer. of an answer.2. Every student must 2. Every student must writewrite down his/her down his/her answer. answer. 3. Students 3. Students pairpair up, share their answers, and up, share their answers, and

determine which is the better answer. determine which is the better answer.4. Two sets of pairs then 4. Two sets of pairs then shareshare their answers their answers

and determine which is the best and/or most and determine which is the best and/or most correct. This answer is then shared with the correct. This answer is then shared with the entire class.entire class.

M38

Principled language TeachingPrincipled language Teaching

You will learnYou will learn• The Communication PrincipleThe Communication Principle• Task-based learningTask-based learning• Communicative taskCommunicative task• How to create a communicative task.How to create a communicative task.

THINKTHINK

WRITEWRITE

PAIRPAIR

SHARESHARE

Involve everyone there!Involve everyone there!

The Communication Principle: Use it or Loose it.The Communication Principle: Use it or Loose it.

M38

Task-based LearningTask-based Learning

We will learn about We will learn about The Communication PrincipleThe Communication Principle Task-based learningTask-based learning Communicative tasksCommunicative tasks How to create communicative taskHow to create communicative task

M41

Task-based Terms to KnowTask-based Terms to Know

NegotiationNegotiation: The process of getting : The process of getting past an obstacle or of reaching an past an obstacle or of reaching an agreement.agreement.

Negotiation of meaning: Learners Negotiation of meaning: Learners with different opinions and/or with different opinions and/or information discuss together until a information discuss together until a common understanding or solution is common understanding or solution is reached. reached.

M42 1-2

Gap: A hole, an empty space.Gap: A hole, an empty space. Information gap: Incomplete Information gap: Incomplete

knowledge.knowledge. Opinion gap: A conclusion which is Opinion gap: A conclusion which is

open to dispute because it is based open to dispute because it is based on incomplete information. on incomplete information.

2-2

IntroductionIntroduction

The communication Principle is that The communication Principle is that every every studentstudent must practice using language must practice using language through Interactive Learning and Task-through Interactive Learning and Task-based Learning.based Learning.

Interactive Learning is giving students Interactive Learning is giving students time and opportunities to use-real-world time and opportunities to use-real-world communications in the classroom, communications in the classroom, especially by using Type 2 questionsespecially by using Type 2 questions

M43

Interactive Learning Interactive Learning

Task BasedTask BasedRequires interaction and communicative Requires interaction and communicative

task.task.1. 1. InteractionInteraction is the negotiating of meaning with is the negotiating of meaning with

other people in order to fill in the knowledge other people in order to fill in the knowledge and language skills which are lacking.and language skills which are lacking.

2.2. Communicative Communicative task are task or activities that task are task or activities that require communication between students in require communication between students in order to complete something.order to complete something.

(We will see an example shortly)(We will see an example shortly)

M43

CharacteristicsCharacteristics

Meaningful ContextMeaningful Context Pairs or GroupsPairs or Groups A Real PurposeA Real Purpose Must Interact and NegotiateMust Interact and Negotiate Choices in their responsesChoices in their responses

Examples M44-M45Examples M44-M45

M43

Example Interactive ExerciseExample Interactive Exercise

Arrange yourselves in order Arrange yourselves in order according to the Months date of your according to the Months date of your birth.birth.

““Speak English OnlySpeak English Only””

M46

I hear and I forgetI hear and I forget

I see and I rememberI see and I remember

I do and I understandI do and I understand

M47

Open ForumOpen Forum

Please share some class strengths Please share some class strengths and weaknesses where you teach.and weaknesses where you teach.

To over come our weaknesses we To over come our weaknesses we must first find them, acknowledge must first find them, acknowledge them, and them pursue change.them, and them pursue change.

ProverbProverb

Education is a Education is a TeamTeam effort. Multiply effort. Multiply your results by working together!your results by working together!

If you dare to teach, then you must If you dare to teach, then you must dare to learn!dare to learn!

Principled language TeachingPrincipled language TeachingMicroteachingMicroteaching

We will learnWe will learn Making your teaching Making your teaching reflectivereflective Preparing your MicroteachingPreparing your Microteaching Evaluating other MicroteachingsEvaluating other Microteachings

M49

Terms To KnowTerms To Know Reflective: Deep, thoughtful, philosophical, Reflective: Deep, thoughtful, philosophical,

insightful.insightful. Reflective teaching: Teachers should Reflective teaching: Teachers should

reflect on reflect on whatwhat , , whenwhen and and whywhy of their of their teaching activities.teaching activities.

Microteaching: An activity based on Microteaching: An activity based on Chinese middle school textbook used in Chinese middle school textbook used in middle school classes. It should follow the middle school classes. It should follow the principles of good language teaching principles of good language teaching discussed in the methodology presentation discussed in the methodology presentation and be based on a speaking or listening and be based on a speaking or listening activity.activity.

M50

IntroductionIntroduction

What is the Principle of Reflective What is the Principle of Reflective Teaching?Teaching?

Teachers should reflect on the what, Teachers should reflect on the what, when, and why of their teaching when, and why of their teaching activities through observing activities through observing themselves and other teachers. themselves and other teachers. Always think, “Always think, “Why do I do it this Why do I do it this way? Why does she do it that wayway? Why does she do it that way?”?”

M51

ProverbProverb

The The MediocreMediocre teacher tells. teacher tells.

The The GoodGood teacher explains. teacher explains.

The The SuperiorSuperior teacher teacher demonstrates.demonstrates.

The The GreatGreat teacher inspires. teacher inspires.

COMPLETECOMPLETE