The world seldom
notices who the
teachers are, but
civilization
depended on what
they do and what
they say!
English Language Institute/China
Student Handbook
Educator’s English
ELIC Supplement
Understanding English
Communications
Proverb
Learning is an individual activity, but it
is not a solitary one.
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
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
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
Components of Communication
Competence
1. Linguistic Competence, which
includes use and understanding of…




Page M9
Grammar
Vocabulary
Functions
Pronunciation
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
English Communication
 3.
Strategic competence, which
includes the use of techniques to fill
in linguistic gaps and weaknesses
Page M9
Teachers Open Discussion of
Teaching Learning Styles






What
What
What
What
What
What
is the best way to teach?
works for me?
does the students respond to?
are our weakness in teaching?
are our strengths?
works for you?
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!!!!
Why Cooperative Learning Works
10%
20%
50%
70%
OF WHAT
OF WHAT
OF WHAT
OF WHAT
OTHERS
80% OF WHAT
90% OF WHAT
ELSE
WE READ
WE HEAR
WE BOTH HEAR AND SEE
IS DISCUSSED WITH
WE EXPERIENCE PERSONALLY
WE TEACH TO SOMEONE
Learning-centered Teaching
Styles 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
Questions to answer
1.
WHEN YOU ARE LEARNING ABOUT
A NEW TEACHING METHOD, WHAT
MOST HELPS YOU UNDERSTAND
IT?
1.
2.
3.
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
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.
Slide 2-3
Circle your Answers
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
Learner-centered Teaching
Styles 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
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
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
Terms to know
 Kinesthetic: kin/es/thetic
(learner) One
who likes to learn by doing and
touching or practice
3-3 Slides
Learner–centered Teaching
Styles and Strategies
What is the principle of learnercentered Teaching?
• They get students involved in speaking
and focuses on the student’s needs-how
they learn what they need to know.
Page M16
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
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
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 students teaching
strategies which help students figure out
other ways of learning.
Page M17
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
Learning Strategies

Strategies for comprehending written
or spoken language:
1. 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
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
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
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
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
You cannot teach
learning styles
But you can teach
learning strategies
Contextualized
(Construction of text)
1.
The Meaningful Learning Principle
2.
Contextualized learning
3.
How to contextualize learning
Page M23
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
Contextualized Learning
A. Contextualized learning mean that
language exercises are centered
around a context or around one
topic.
Page M25
1-4
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
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
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
Interactive Learning
We will learn
 The
Communication Principle
Interactive learning
 How to encourage interactive learning
in the classroom
Page M31
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
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
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
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
Page M33
See Examples Next Slide
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
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
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
Principled language Teaching
•
•
•
•
You will learn
The Communication Principle
Task-based learning
Communicative task
How to create a communicative task.
THINK
WRITE
PAIR
SHARE
Involve everyone there!
The Communication Principle: Use it or Loose it.
M38
Task-based Learning
We will learn about
 The Communication Principle
 Task-based learning
 Communicative tasks
 How to create communicative task
M41
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
 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
Introduction


The communication Principle is that every
student must practice using language
through Interactive Learning and Taskbased Learning.
Interactive Learning is giving students
time and opportunities to use-real-world
communications in the classroom,
especially by using Type 2 questions
M43
Interactive Learning
 Task
Based
 Requires
task.
interaction and communicative
1. Interaction is the negotiating of meaning with
other people in order to fill in the knowledge
and language skills which are lacking.
2. Communicative task are task or activities
that require communication between students
in order to complete something.
(We will see an example shortly)
M43
Characteristics
Meaningful Context
 Pairs or Groups
 A Real Purpose
 Must Interact and Negotiate
 Choices in their responses

 Examples
M43
M44-M45
Example Interactive Exercise
 Arrange
yourselves in order
according to the Months date of your
birth.
“Speak English Only”
M46
I hear and I forget
I see and I remember
I do and I understand
M47
Open Forum
 Please
share some class strengths
and weaknesses where you teach.
 To
over come our weaknesses we
must first find them, acknowledge
them, and them pursue change.
Proverb
Education is a Team effort. Multiply
your results by working together!
If you dare to teach, then you must
dare to learn!
Principled language Teaching
Microteaching
We will learn
 Making your teaching reflective
 Preparing your Microteaching
 Evaluating other Microteachings
M49
Terms To Know
Reflective: Deep, thoughtful,
philosophical, insightful.
 Reflective teaching: Teachers should
reflect on what , when and why of their
teaching activities.
 Microteaching: An activity based on
Chinese middle school textbook used in
middle school classes. It should follow the
principles of good language teaching
discussed in the methodology presentation
and be based on a speaking or listening
activity.

M50
Introduction
What is the Principle of Reflective
Teaching?
Teachers should reflect on the what,
when, and why of their teaching
activities through observing
themselves and other teachers.
Always think, “Why do I do it this
way? Why does she do it that way?”
M51
Proverb
The Mediocre teacher tells.
The Good teacher explains.
The Superior teacher
demonstrates.
The Great teacher inspires.
COMPLETE