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Student Handbook Educator’s English ELIC Supplement

The world seldom notices who the teachers are, but civilization depended on what they do and what they say!. Student Handbook Educator’s English ELIC Supplement. English Language Institute/China. Understanding English Communications. Proverb

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Student Handbook Educator’s English ELIC Supplement

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  1. The world seldom notices who the teachers are, but civilization depended on what they do and what they say!

  2. Student HandbookEducator’s EnglishELIC Supplement English Language Institute/China

  3. Understanding English Communications Proverb Learning is an individual activity, but it is not a solitary one.

  4. Introduction • Questions • What is the goal of an English language teaching? • What is communicative Teaching? • What are some principles of good language teaching? Many times we get stuck in old ways or taught ways Page M8

  5. Teaching English Communication Methods Communicative Competence is the goal of English language teaching • Communicative Competence defined as: The ability to communicate successfully: It is achieved when “my thoughts becomes your thoughts” Page M9

  6. Three Components of Communicative English 1. Linguistic Competence Relating to language or linguistics 2. Sociolinguistic Competence The study of language in relation to social factors 3. Strategic Competence Aim to achieve a specific purpose Page M9

  7. Components of CommunicationCompetence 1. Linguistic Competence, which includes use and understanding of… • Grammar • Vocabulary • Functions • Pronunciation Page M9

  8. English Communication • 2. Sociolinguistic Competence, which includes the understanding of …… A. Appropriate and inappropriate topics B. Polite and impolite topics C. Directness and indirectness Page M9

  9. English Communication • 3. Strategic competence, which includes the use of techniques to fill in linguistic gaps and weaknesses Page M9

  10. Teachers Open Discussion of Teaching Learning Styles • What is the best way to teach? • What works for me? • What does the students respond to? • What are our weakness in teaching? • What are our strengths? • What works for you?

  11. If you're never willing to try and afraid of making mistakes you will never succeed or be proficient in English ! We learn from our mistakes!!!!

  12. Why Cooperative Learning Works 10% OF WHAT WE READ 20% OF WHAT WE HEAR 50% OF WHAT WE BOTH HEAR AND SEE 70% OF WHAT IS DISCUSSED WITH OTHERS 80% OF WHAT WE EXPERIENCE PERSONALLY 90% OF WHAT WE TEACH TO SOMEONE ELSE

  13. Learning-centered TeachingStyles and Strategies • The Principle of learned-centered teaching • Learning styles • How to apply an understanding of learned styles to teaching • Strategies • How to teach strategies Page M13

  14. Questions to answer • WHEN YOU ARE LEARNING ABOUT A NEW TEACHING METHOD, WHAT MOST HELPS YOU UNDERSTAND IT? • Reading an article about it. • Listening to an expert give a lecture about it. • Pretend to be a student while an expert demonstrates it. Circle your Answers we will use them later Page M14 Slide 1-3

  15. Questions to Answer 2. When you are learning how to play a sport or a game you have never played before, what most helps you to understand how to play? 1. Watching other people play it. 2. Asking a friend to explain I to you. 3. Playing it. Circle your Answers Slide 2-3

  16. Questions to Answer 3. When you are learning a new word, what helps you remember it? 1. Writing it down. 2. Hearing it used. 3. Trying to use it in conservation Slide 3-3 Circle your Answers

  17. Learner-centered TeachingStyles and Strategies • When you are in a situation where you cannot learn in the way that you like to learn, what do you do? • For example, if you like to learn a sports by playing it, what do you do when you cannot play the sport as you learn? • How do you compensate? • How do we compensate in our class rooms? Page M15

  18. Terms to know • Learning Style: The way a person learns best which can be visual, auditory, kinesthetic, or a combination of these. • Learning Strategy: A technique or way to compensate for a learning weakness or gap Page M15 1-3 slides

  19. Terms to Know • Visual: (learner) One who likes to learn by reading, seeing or watching with his own eyes. • Auditory: (learner) One who likes to learn by listening, by having things explained 2-3 Slides

  20. Terms to know • Kinesthetic: kin/es/thetic (learner) One who likes to learn by doing and touching or practice 3-3 Slides

  21. Learner–centered Teaching Styles and Strategies What is the principle of learner-centered Teaching? • They get students involved in speaking and focuses on the student’s needs-how they learn what they need to know. Page M16

  22. Learner-center Making teaching learner-centered 1. Learning Styles: way in which students learn best. 2. Learning Strategies: techniques which students can use to help them when they have a problem learning or understanding. Page M16 1-2

  23. Learner-centered 3. The difference between a learning style and a learning strategy: A. A style is the way a student usually learns best. B. Strategy is the technique (s) that a student uses to get around a difficulty in learning. 2-2

  24. Learner-centered • Learning styles and strategies should affect teaching. 1. Teachers can change teaching styles to match student’s learning styles. 2. Teachers can change studentsteaching strategies which help students figure out other ways of learning. Page M17

  25. Learning Styles • Auditory “Hearing” – Listening to lectures or an explanation about how to do something. • Visual “Seeing” - Reading an explanation or watching someone do something. • Kinesthetic “Touching” – Doing, practicing, using hands and body to experience. Page M17

  26. Learning Strategies • Strategies for comprehending written or spoken language: • The framework strategy is the technique of focusing on main ideas and how the main ideas are organized. This is done before trying to understand the details. Page M17 1-4

  27. Learning Strategies 2. The guessing-meaning strategy is figuring out what a word means by looking at clues in the word itself, or by looking at the context in which the word is used. 2-4

  28. Learning Strategies 3. The background-Knowledge strategy is used when knowledge or experiences of the past are compared with the new information. Relating new information to past experiences makes the new information easier to understand. 3-4

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

  30. Learning Strategies Steps for teaching strategies to students. 1. Select a strategy that is useful 2. Relate it to the material being studied. 3. Explain the strategy to the students. 4. Guide students in using the strategy. 5. Evaluate how it worked or didn’t work and why. 6. Practice using the strategy with new material. 7. Apply the strategy to new situations. M17

  31. You cannot teach learning styles But you can teach learning strategies

  32. Contextualized(Construction of text) • The Meaningful Learning Principle • Contextualized learning • How to contextualize learning Page M23

  33. Terms to Know • Contextualized Learning: Learning that is centered around a context by topic that is familiar. • Filing Cabinet: A cabinet or box for keeping papers organized by topic through the use of files. • Popcorn style: Refers to the hap-hazard, random, unconnected way of teaching. • Activate: To cause a response or make possible a reaction. Page M24

  34. Contextualized Learning A. Contextualized learning mean that language exercises are centered around a context or around one topic. Page M25 1-4

  35. Contextualized Learning B. The importance ! 1. It makes learning easier. 2. It makes language practice more natural. 3. It gives learners a reason to practice. 4. It makes learning more interesting. 2-4

  36. Contextualized Learning Guidelines for contextualized learning: 1. Select appropriate context A. Students know something about the subject. B. Students are interested in the subject. C. Students can relate it with the language learned. 3-4

  37. Contextualized Learning • Use the contexts • Connect everything in the exercise or in the whole lesson, if possible, to the topic. • Activate the students’ background knowledge first! 4-4

  38. Interactive Learning We will learn • The Communication Principle Interactive learning • How to encourage interactive learning in the classroom Page M31

  39. Questions • Communication Principle: One must not only learn about language, but he must also practice using the language. • In large classrooms, you can use pair, small group, or whole class activities. Which type of activity do you think most helps your students to learn? Why? • What are some of the different kinds of questions that you ask in the classes you teach? Try to give some specific examples. Page M32

  40. Terms to Know • Real World communication: using language in ways that native speakers would use it in actual situations. • Interaction: action in which there is a continual exchange of information. • Interactive Learning: learning that requires listening and understanding as well as speaking and making oneself understood as in real world situation. • Factual: what is real, actual or undisputed. Page M32

  41. Interactive Learning A. Interactive learning brings real world communications into the classroom. B. Apply interactive learning to any situation. 1. It can be used in any class and in any lesson: Grammar, vocabulary, listening, reading, writing, and speaking 2. By grouping students in pairs or groups of four, each person has more time and opportunities to interact with classmates. Page M33

  42. Interactive Learning • Use Type 1 and Type 2 questions to encourage interactive learning. • Type 1: Ask for fractional information - require only one short answer • Type 2: Ask for opinions – requires longer answer Note: Ask Type 1 questions for understanding, and Type 2 for real – world interaction See Examples Next Slide Page M33

  43. Examples • Type 1 • What is the name of the Chinese teacher that lives with the Martin’s? Type 2 Do you think you would like this teacher? Why or Why not? Page M35

  44. Interactive Exercise • Now think about the questions from a teacher’s perspective. What is the difference between the questions in the first column, Type 1, and those in the second column, Type 2? Page M35

  45. Interactive Learning Get everyone involved 1. Every student must think of an answer. 2. Every student must write down his/her answer. 3. Students pair up, share their answers, and determine which is the better answer. 4. Two sets of pairs then share their answers and determine which is the best and/or most correct. This answer is then shared with the entire class. M38

  46. Principled language Teaching You will learn • The Communication Principle • Task-based learning • Communicative task • How to create a communicative task.

  47. THINK WRITE PAIR SHARE Involve everyone there! The Communication Principle: Use it or Loose it. M38

  48. Task-based Learning We will learn about • The Communication Principle • Task-based learning • Communicative tasks • How to create communicative task M41

  49. Task-based Terms to Know • Negotiation: The process of getting past an obstacle or of reaching an agreement. • Negotiation of meaning: Learners with different opinions and/or information discuss together until a common understanding or solution is reached. M42 1-2

  50. Gap: A hole, an empty space. • Information gap: Incomplete knowledge. • Opinion gap: A conclusion which is open to dispute because it is based on incomplete information. 2-2

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