Unit 1 Why should language teachers be language learners?

1
Unit 1 Why should language teachers be language
learners?

• Why Should I Learn English?   
• A Czech proverb says,"Kolik jazyku znáš, tolikrát
  jsi clovekem."
• "You live a life for every new language you
  speak. If you know only one language, you only
  live once."
• This is what Nelson Mandela said about learning
  another language.    
• "If you talk to a man in a language he
  understands, that goes to his head.If you talk
  to him in his language, that goes to his
  heart." 

2
Unit 1 Why should language teachers be
language learners?Why Should I Learn English?

• Learning a language makes your thinking and
  communication skills stronger.
• English is the language most widely spoken
  throughout the world.
• It builds self-confidence.
• To do well in reaching a goal that China has set
  for all its students
• English is the main language for the greatest
  variety of news coverage.

3
Unit 1 Why should language teachers be language
learners?

• To go to a good college or graduate school, and
  perhaps study in another country.
• To get a good job.
• To build friendships with foreigners.
• To improve your abilities and attitudes in many
  positive ways.

4
Unit 1 Why should language teachers be language
learners?

• China has entered the WTO and hosts many
  international events
• English is the main international language for
  business.
• You may have the chance of a government career
  with strong English skills.
• To understand more about foreign cultures

5
Unit 1 Why should language teachers be language
learners?

• 80 of computer data is stored in English, so one
  can use a computer to do research more
  effectively.
• English will continue to become even more
  important in China.
• In times of emergencies, like earthquakes, the
  language shared by international workers is
  English.
• English is the main language of diplomacy,
  science, International Conferences and
  athletics.

6
Unit 1 Why should language teachers be language
learners?

• Role/a role model
• someone students should try to be like. Ex
  Prof. Wang is an excellent role model. She not
  only tells her students to study hard she also
  studies hard herself.
• Self confidence/self respect
• to feel good about yourself, to take a pride in
  what you do to be proud of yourself.

7
Unit 1 Why should language teachers be language
learners?

• "Ten rules for learning English"
• Imagine that a young Chinese student comes to you
  and asks for advice about how to learn English.
  Based on your experience learning English, what
  would you tell him/her?
• In pairs or groups
• 1) Make a list of ten "golden rules" for learning
  English. State each as a rule. (Ex "Regularly
  review vocabulary words.")
• 2) Decide which three are the most important.
• 3) Be ready to present your rules to the class,
  and explain why you felt the top three were most
  important.

8
Unit 2 The characteristics of a good language
teacher

• High expectations of yourself
• High expectations of your students
• Good preparation and planning
• Clear learning objectives
• Good organisation
• Good, clear communication. Good instructions.
• Someone who has good control of the class
• Encourages independent learning and skills
• A motivator

9
Unit 2 The characteristics of a good language
teacher

• Good humour
• Warmth, care and good relationships with the
  students
• Develops the skills of the students
• Able to judge the correct level of work for the
  students
• Good relationships with the parents of the
  students

10
Unit 2 What are the most important roles of a
good language teacher?Children learn what they
live

• If children live with criticism, they learn
  to condemn.
• If children live with hostility, they learn to
  fight.
• If children live with ridicule, they learn to be
  shy.
• If children live with shame, they learn to be
  patient.
• If children live with encouragement, they learn
  confidence.
• If children live with praise, they learn to
  appreciate.
• If children live with fairness, they learn
  justice.
• If children live with security, they learn to
  have faith.
• If children live with approval, they learn to
  like themselves.
• If children live with acceptance and friendship
  they learn to find love in the world.

11
Unit 2 What is the most important role of the
English teacher?

• Pair/Small Group Task "The headaches we face."
  Obstacles blocking the path to success
• What are the main problems you face in teaching
  English? In pairs or groups
• 1) List the problems you face.
• 2) Decide which three problems are most
  important, and be ready to explain why you picked
  these.

12
Unit 3 Why do students fail to learn English
well?

• What is one reason why English is difficult for
  Chinese students to learn?
• What is the main reason why Chinese students
  often fail to learn English well?
• Do you agree with the passage? Can you think of
  other reasons?

13
Unit 3 Why do students fail to learn English?

• Why?
• It simply takes a long time to learn any foreign
  language.
• You have to learn a new grammar system, and
  thousands of new words.
• It also takes a lot of practice to develop
  speaking, listening, reading and writing skills
  in a new language.
• So learning any foreign language generally takes
  years.

14
Unit 3 Why do students fail to learn English?

• While studying for tests may help students learn
  English, passing tests is not the same thing as
  learning English. In fact, it is possible to get
  good test scores without ever actually developing
  many usable skills in English.

15
Unit 3 Why do students fail to learn English?

• One problem with tests is that it is generally
  easier to test language knowledge (vocabulary and
  grammar) than to test English skills, so tests
  often encourage students to pay too much
  attention to studying language knowledge rather
  than building language skills.
• The greater problem is that passing tests often
  becomes the goal for students, rather than a step
  toward the goal.

16
Unit 3 Why do students fail to learn English
well?

• Idea Bazaar - Ways to Study English
• Study methods-tricks for effective English study
  is one way to bring the issue of language
  learning strategies into the classroom.
• Procedure
• Think about how you study English, and write down
  one or more tricks (methods, etc.) that have been
  helpful to you in your language study.
• Thumbs up-thumbs down

17
Unit 3 Why do students fail to learn English
well?

• Top tips for learning English
• Songs
• Picture and word cards
• 10 words a day
• Real life situations
• T.V. news
• DVD Film/tapes
• Say the words/phrases out loud
• drills

18
Unit 3 Why do students fail to learn English?

• Small Group Activity "Learning English -
  cost-benefit analysis"
• Imagine that you have a friend who is a 25-year
  old college graduate. She is a low-level official
  working in a state-owned company that produces
  electronic appliances. She studied English in
  university, but didn't learn very much. Now she
  is thinking about her future, so she comes to ask
  you whether you think it is worthwhile to go back
  to studying English.
• In groups
• 1) List reasons why she should try to improve her
  English.
• 2) Also list reasons why it would not be
  worthwhile for her to study English.
• 3) Decide what advice you would give her.

19
Unit 3 Why do students fail to learn English
well?

• The Great Debate "Should all Chinese students be
  required to study English?"
• An enormous amount of time and energy is spent in
  China teaching all middle school and university
  students English, but many students never
  actually develop functional skills in the
  language.
• In groups or pairs
• 1) Discuss this question, and decide whether your
  answer is yes or no.
• 2) Be ready to give your answer, and give at
  least one good reason for your answer.

20
Unit 4What is the best way to learn English?

• There are different ways to develop each of the
  English skills students need.
• While there is no single best way to learn
  English, there are two basic rules that will help
  students decide what the best way is to develop
  each of the English language skills.

21
Unit 4 What is the best way to learn English?

• Rule 1 Skills are built through practice.
• Learning to read certainly requires knowledge of
  English grammar, vocabulary, and even knowledge
  of Western culture. But the skill of reading
  requires being able to put all of this together
  at the same time, and this can only be learned
  through practice.
• Rule 2 You learn to do what you do. Students
  who practice speaking English will get better at
  speaking English.

22
Unit 4 What is the best way to learn English?

• What are you good at?
• Knowledge
• Grammar
• Vocabulary
• Culture
• Skills
• Speaking
• Listening
• Comprehension
• Reading
• Writing
• Pronunciation

23
Unit 4What is the best way to learn English?

• Pair/Small Group Task "Reading aloud in the
  morning"
• Most study methods are good for some things and
  not for others. Learners need to be able to
  analyze a study method to know what kinds of
  knowledge and skills the study method helps them
  gain - and what it does not help them gain.

24
Unit 4 What is the best way to learn English?

• In pairs or groups
• Analyze the following study methods.
• For each
• 1) List the kinds of English knowledge and skills
  you think this study method would help students
  gain.
• 2) List kinds of English knowledge and skills you
  think this study method would probably not help
  students gain (but that students might think they
  were gaining).
• Study method 1 Reading textbook passages aloud
  (zao du).
• Study method 2 Memorizing reading passages from
  a textbook.
• Study method 3 "Crazy English."

25
Unit 5 Why is listening in English so hard?

• Comprehension Questions
• What is one of the main problems Chinese students
  face in English listening comprehension?
• 1.There are simply too many new and unfamiliar
  words.
• 2. You have to recognize words by hearing them
  instead of by reading them.
• 3. You also have to recognize the words very
  quickly-listening usually doesn't allow you to
  pause at all.

26
Unit 5 Why is listening in English so hard?

• To "know" an English word can mean different
  things. If a student says "I know this English
  word," what are at least two different possible
  meanings of this sentence?
• According to the passage, what is the best kind
  of material to use for practicing your English
  listening comprehension?

27
Unit 5 Why is listening in English so hard?

• Word and phrase list
• listening comprehension the skill of listening
  and understanding. Ex Xiao Wang's English
  listening comprehension is very good
• to keep right on going to continue without
  stopping. Ex I waved at the taxi, but the driver
  kept right on going, he didn't even slow down.
• The gist-the main sense of what you are
  listening to
• to get the main idea to understand the most
  important idea. Ex I didn't understand
  everything in this article, but I got the main
  idea.

28
Unit 5 Why is listening in English so hard?

• Which is more important to practice - speaking or
  listening?
• Obviously both are important. However, there are
  several good reasons for arguing that students in
  China especially need to focus on their listening
  skills. When students' listening skills are good,
  their speaking is likely to improve also.
• Listening is one of the main ways students learn
  more English and become comfortable with the
  language, so students who listen a lot generally
  find that their speaking also improves.

29
Unit 5 Why is listening in English so hard?

• Focused Listening activities are listening tasks
  in which you help students predict what they
  might hear by first giving them clues. These
  clues can be in the form of
• 1) outlines
• 2) questions to answer or
• 3) forms or graphs to fill in.
• These clues help students focus their listening,
  and make listening practice easier

30
Unit 5 Why is listening in English so hard?

• Total Physical Response (TPR) is a "Simon Says"
  type of activity in which the teacher gives
  students instructions, and they respond by doing
  what the teacher asks (rather than by speaking).
  Because students respond with action rather than
  speech, they can focus their attention more fully
  on listening to what the teacher says (rather
  than having at the same time to worry about
  constructing an oral response).

31
Unit 5 Why is listening in English so hard?

• Simon Says
• Stand up
• Put your right hand in the air
• Touch your nose
• Turn around
• Clap your hands
• Shake hands with your neighbour
• Jump up and down
• Face the window
• Face the blackboard
• Sit down
• Pick up your pencil
• Write your name
• Stand up
• Balance on one leg
• Touch your ear
• Put both hands in the air
• Touch your chin with your left hand
• Touch your elbow with your right hand

32
Unit 6 Speaking in EnglishIs it useful to
practice speaking English with other students?

• Pair/Small Group Task "Finding opportunities to
  speak"
• In China it is sometimes difficult for students
  to find opportunities to practice speaking
  English, so you need to be creative and actively
  make opportunities. In pairs or groups
• Make a list of ways to practice speaking English.
  Be as creative as possible, and list as many as
  possible.

33
Unit 6 Speaking in English

• Striking up a conversationFinding opportunities
  to speak in English
• Imagine you are walking in the park and you see a
  foreign tourist. You want to practice your
  English so you need to strike up a conversation.
• List one or more strategies for starting up a
  conversation with the foreign tourist
• First you should
• Then you should..
• Be willing to explain your strategy.

34
Unit 6 Speaking in English Striking up a
conversation

• Hello, Im very pleased to meet you.
• It is good to meet you. Welcome to
• My name is. Im a Teacher at.
• Excuse me. I know that you are a visitor to
• Would you be willing to spend a few moments
  speaking with me?
• Could you spare the time to speak with me?
• I would be very grateful if you could ..

35
Unit 6 Speaking in English Striking up a
conversation

• May I ask your name?
• Why are you visiting.?
• Are you enjoying your visit here?
• Do you have family or friends here?
• How long will you stay here?
• Are you here on business or is it a social visit?
• May I ask you?

36
Unit 6 Speaking in English Striking up a
conversation

• Would you be willing to?
• Could I ask you about.?
• I am interested in
• Could you tell me about?
• What do you think aboutthe weather/events?
• Could I help you with?
• Is there anything that I could help you with?

37
Unit 6 Speaking in English Striking up a
conversation

• Would you be willing to?
• Could I ask you about.?
• I am interested in
• Could you tell me about?
• What do you think aboutthe weather/events?
• Could I help you with?
• Is there anything that I could help you with?

38
Unit 6 Speaking in English The shopper

• Xiao Wang is out shopping and in a store he
  sees a middle aged western woman who is trying to
  ask the storekeeper how much an item costs. The
  woman looks frustrated and is using lots of sign
  language but the storekeeper still does not
  understand what she wants.
• Xiao Wang decides that this would be a good
  chance to practice his English, so he goes over,
  explains to the clerk what the tourist wants and
  then tells the tourist how much the item costs.
  The tourist says thank you, and then begins
  looking at other items in the store.
• Encouraged by his success, Xiao Wang asks the
  tourist if she would like him to acts as
  interpreter as she shops. The tourist however
  says no, thank you and then walks off to
  another part of the store.

39
Unit 6 Speaking in English The Shopper

• How do you think Xiao Wang might have felt when
  the shopper refused his offer of help?
• What do you think Xiao Wang expected?
• Why do you think the shopper refused his offer of
  help?
• List several possible explanations and then
  decide which seems to be the most likely.

40
Working together-one person writes-but all share
ideas
41
Group analysis/discussion of one of the Encounters
42
How to conduct group work

• Make sure every group appoints one recorder to
  write down what the group decides.
• While groups discuss, the teacher should wander
  from group to group, listening in and looking at
  what they have written.
• To close, have each group briefly report their
  conclusions as you take notes on the board.
• Ask each group to report just one comment/idea at
  a time rather than having one group give a long
  report while others sit and wait.

43
Unit 6 Getting to Know You

• Xiao Lee has recently arrived in a
  western country to study English and moves into a
  dormitory with western graduate students. Xiao
  Lee is the only international student in her
  Hall. On the first day there is a party for all
  the people in Xiao Lees Hall of Residence. First
  they have a planning meeting where they all sit
  in a circle and introduce themselves, and when
  Xiao Lee says where she is from, one of the other
  women say, You will have to tell us all about
  your country, and the other people all agree.
  Xiao Lee is pleased because she wants to tell
  them about China. Later, when the party starts,
  Xiao Lee waits for people to come and talk to her
  about China, but instead all of the western
  students talk to each other, and nobody comes
  over to talk to Xiao Lee.

44
Unit 6 Getting to Know You

• How do you think Xiao Lee might have felt?
• What do you think she expected?
• Why do you think that no-one went over to talk to
  Xiao Lee about China?
• List several possible explanations and then
  choose those that seem to be the most likely.

45
Unit 6 Getting to Know You

• What could Xiao Wang have done to help herself in
  this situation?

46
Unit 6 Speaking in English

• "Make a list" (Ex List the most beautiful
  places in your country.)
• "List reasons why ______" (Ex List ten reasons
  why middle school children should -- or shouldn't
  -- study a foreign language.)
• "List advantages and disadvantages of ______"
  (Ex List the advantages and disadvantages of
  using standardized examinations to determine who
  should have the opportunity to enter university.)

47
Unit 6 Speaking in English

• "Prepare directions" (Ex Prepare a list of
  directions for how your foreign teacher should
  bargain at the market. Or Make a list of
  suggestions on how to choose a good bicycle).
• "Decide whether or not___" (Ex Decide whether
  or not middle school students should be allowed
  to date.)

48
Unit 6 Speaking in English

• "Rank/prioritize" (Ex In order of importance,
  rank China's ten greatest heroes.)
• "Decide whether you agree or disagree with (a
  statement)" (Such as "It should be against the
  law to not wear a seatbelt when riding in a
  car.")

49
Unit 6 Speaking in English

• "Make a plan" Ex Plan the ideal three-day local
  vacation trip for your English teacher.
• "Solve a problem" Ex A foreign teacher is
  interested in world news but can't understand TV
  news programs in China. What suggestions do you
  have as to how she/he can find out about world
  news while in China?

50
Unit 7 Should I try to pronounce English like a
native speaker?

• Word and phrase list
• realistic to be possible, something that can
  actually happen. Ex We can hope to live a long
  time, but it is not realistic to hope to live
  foreto speak with (an accent) to have (an
  accent). Ex Peter speaks English with a German
  accent.
• ver.

51
Unit 7 Should I try to pronounce English like a
native speaker?

• Activity "Being a mimic"
• One of the most important ways to improve your
  pronunciation is by learning to be a good mimic
  in other words, learning to listen carefully and
  copy the way your teachers pronounce English.
  (The way children learn to pronounce their native
  language is by listening to their parents and
  then mimicking what they hear.)

52
Unit 7 Should I try to pronounce English like a
native speaker?

• Jazz Chants
• Repetition
• learned response
• strong rhythms-The rhythm is the glue that holds
  the chant together- the language sticks in your
  head and so aids learning.
• a clear steady beat
• choral chanting.
• effective and fun
• a good way to model and then repeat.

53
Unit 7 Should I try to pronounce English like a
native speaker?

• Method
• The essential element in presenting a chant is to
  maintain a clear, steady beat and rhythm.
• Review the chant-the cultural context, the
  situation.
• Model the chant. Suggest that they tap out the
  rhythm with a pencil or tap the table with their
  fingers as they listen to the chant.
• Choral chanting-take one line or section at a
  time depending on the ability of the class.
  Practice any parts, pronunciation that the
  students have difficulty with.
• Group or individual chanting. Act out the chant
  if necessary or helpful.
• Personalize the chants-substitute their own
  names, situations etc.
• Exercises based on the chants.

54
Unit 7 Should I try to pronounce English like a
native speaker?

• 1. Departure and return home
• Have a wonderful trip!
• Have a wonderful trip!
• Dont forget to call me
• when you get back.
• Have a wonderful trip!
• Have a wonderful trip!
• Dont forget to call me
• when you get back.
• Have a wonderful trip!
• Dont worry, I will.
• Have a wonderful trip!
• Dont worry, I will.
• Dont forget to call me.
• Dont worry I wont.
• Dont forget to call me.
• Dont worry, I wont.

55
Unit 7 Should I try to pronounce English like a
native speaker?

• Tongue Twisters
• You've no need to light a night-lightOn a
  light night like tonight,For a night-light's
  light's a slight light,And tonight's a night
  that's light.When a night's light, like
  tonight's light,It is really not quite rightTo
  light night-lights with their slight lightsOn a
  light night like tonight.

56
Unit 7 Should I try to pronounce English like a
native speaker?

• Tongue Twisters
• Red lorry, yellow lorry, red lorry, yellow lorry.
• Which witch wished which wicked wish?
• The two-twenty-two train tore through the tunnel.

57
Unit 7 Should I try to pronounce English like a
native speaker?

• Tongue Twisters
• A pleasant place to place a plaice is a
  placewhere a plaice is pleased to be placed.

58
Unit 7 Should I try to pronounce English like a
native speaker?

• Should I try to have a British accent or an
  American one?
• The accent taught in most English textbooks in
  China is a standard British accent called
  "received pronunciation" or "RP"
• This accent is also called the Queen's English or
  BBC English. This accent is widely known and
  respected throughout the world, so it is a good
  accent to have.

59
Unit 8 Which is more important fluency or
accuracy?

• Word and phrase list
• on the whole in general. Ex There are some
  parts of this book that are boring, but on the
  whole it is quite interesting.
• to convey to communicate, to carry. Ex He
  didn't say that he was happy, but the smile on
  his face conveyed his joy.
• to result in to cause, to make something happen.
  Ex Her long hours of English study resulted in
  good test scores.

60
Unit 8 Which is more important fluency or
accuracy?

• to give the impression that to cause (someone)
  to think that something is true. Ex The bored
  look on his face gave me the impression that he
  didn't like the movie.
• to judge (A) by (B) to use B as a way to decide
  whether or not A is good. Ex You can't always
  judge a book by its cover.
• to be taken seriously to be respected and paid
  attention to. Ex If you want your employer to
  take you seriously, you will have to work harder.
  

61
Unit 8 Which is more important fluency or
accuracy?

• "What is the hardest thing in English grammar?"
• Survey several of your classmates, asking them
  what they think the hardest thing in English
  grammar is.
• Ask them to give you specific examples for each
  point they make. Be ready to report your findings
  to the class.

62
Unit 8 Which is more important fluency or
accuracy?Common Errors in Grammar and Word Use

• Gender Confusing he and she.
• The spoken forms of he she and it are all
  the same in Chinese. Chinese speakers find
  difficulty in applying the rule consistently.
• e.g. She is a good Director. His films are very
  good.
• Ive a brother and shes working in
  a factor
• Tenses and Time
• Chinese and English speakers express the concept
  of time very differently.
• e.g. My brother left home since nine oclock.
• Ive seen her two days ago.
• I found that the room is empty.

63
Unit 8 Which is more important fluency or
accuracy?Common Errors in Grammar and Word Use

• Articles
• There are no articles in Chinese and therefore
  Chinese speakers find it hard to use them.
• They may omit the article
• Lets make fire, I can play piano. X
• Or insert unnecessary ones
• He finished the school last year, He was in
  a pain. X
• Or confuse the use of the definite and indefinite
  articles
• She is a tallest girl in the class X
• He smashed the vase in the anger. X

64
Unit 8 Which is more important fluency or
accuracy?Common Errors in Grammar and Word Use

• Countable and uncountable nouns
• The English concept of countability is hard to
  grasp.
• For example, furniture, equipment, luggage, news
  etc. can all be counted to the Chinese way of
  understanding.
• This leads to errors such as
• Let me tell you an interesting news.
• She as brought many luggages with her.

65
Unit 8 Which is more important fluency or
accuracy?Common Errors in Grammar and Word Use

• Progressive aspect causes difficulty
• What do you read? for What are you reading?
• I sit here for a long time for- I have been
  sitting here for a long time.
• Adjectives and verbs are frequently identical in
  Chinese.
• Thus the verb to be tends to be dropped when
  followed by predicative adjectives.
• I busy, She very happy.
• I am busy. She is very happy.

66
Unit 8 Which is more important fluency or
accuracy?Common Errors in Grammar and Word Use

• Parts of speech
• Parts of speech in Chinese are not always
  formally distinguished. The same word may often
  serve different structural functions. It is easy
  to confuse related words such as difficult and
  difficulty in terms of their parts of speech or
  to appreciate the fact that certain functions in
  a sentence can only be fulfilled by words from
  certain classes
• She likes walk, It is very difficulty to
  convince him.
• I have not son.

67
Unit 8 Which is more important fluency or
accuracy?

• Situation
• Xiao Wang is taking an English class which is
  taught by a Western teacher. Xiao Wang's teacher
  never lectures on grammar instead the class
  usually consists of conversations in pairs or
  large group discussions of cultural issues.
• Today, Xiao Wang was confused about how to use
  "the" and "a" in English, so in class she asked
  the teacher to explain. However, instead of
  explaining, she said "I generally prefer not to
  explain grammar rules. Tell me what you want to
  say and I will tell you how to say it correctly."
  
• Why do you think the teacher refused to
  explain?
• List several possible explanations and then
  choose several which seem most likely.

68
Unit 8 Which is more important fluency or
accuracy?The English Teacher

• Some possible interpretations
• The teacher avoids explaining grammar because she
  doesn't know how to explain grammar very well
  (and doesn't like it very much).
• The teacher doesn't think grammar is important.
  The teacher's main goal is to build students'
  communication skills, so she focuses more on
  communication and fluency than on grammar.

69
Unit 8 Which is more important fluency or
accuracy?The English Teacher

• The teacher refuses to give long explanations
  because she thinks they will slow down the
  lesson.
• She feels her method is more efficient.
• The teacher thinks the students rely too much on
  memorizing grammar rules, so tries to encourage
  them to figure out rules for themselves.

70
Unit 8 Which is more important fluency or
accuracy?

• Dictogloss is a listening exercise in which you
  read a short passage to students and have them
  write down what you say.
• Unlike Dictation, however, in Dictogloss you read
  the whole passage to students several times at a
  fairly natural pace rather than stopping after
  each sentence.
• Students then work together in groups to
  reconstruct the passage. Because they cannot copy
  down every word, as they would in Dictation,
  Dictogloss forces students to use their knowledge
  of grammar as they reconstruct the passage.

71
Unit 8 Which is more important fluency or
accuracy?

• The Lantern Festival falls on the 15th day of the
  first lunar month, usually in February or March.
  Lanterns of various shapes and sizes are hung in
  the streets. Children will hold self made
  lanterns or bought lanterns. Guessing the lantern
  riddles is an essential part of the Festival.
  Lantern owners write riddles on a piece of paper
  and stick them on to the lanterns. If you can
  solve the riddle then you may pull out the paper
  and check your answer with the owner of the
  lantern. If you are correct then you will receive
  a small gift.
• In the daytime there may be performances such as
  a dragon lantern dance, a lion dance or a land
  boat dance. There may be stilt walking. At night
  there may be firework displays.
• People eat rice dumplings during the festival.
  These can be boiled, fried or steamed.

72
Unit 8 Which is more important fluency or
accuracy?

• The parts of speech
• Every name is called a noun,
• As field and fountain, street and town.
• In place of noun the pronoun stands
• As he and she can clap their hands.
• The adjective describes a thing
• As magic wand and bridal ring.
• The verb means action, something done-
• To read, to write, to jump, to run.
• How things are done, the adverbs tell,
• As quickly, slowly, badly, well.

73
Unit 8 Which is more important fluency or
accuracy?

• The preposition shows relation
• As in the street or at the station.
• Conjunctions join in many ways
• Sentences, words, or phrase and phrase.
• The interjection cries out Hark!
• I need an exclamation mark!
• Through poetry we learn how each
• Of these make up the parts of speech.
• Three little words you often see
• Are articles- a, an and the.

74
Unit 9 What is the best way to develop reading
skills?

• Word and phrase list
• is appropriate for is good for, suits. Ex
  Sweaters are too hot to wear in the winter, but
  they are appropriate for winter.
• to look up (words) to find words (in the
  dictionary). Ex If you want to know what this
  word means, look it up in the dictionary.
• ____ alone just, only. Ex Exercise alone won't
  make you slim you also need to eat less.
• to encourage (a habit) to cause someone to
  develop (a habit). Ex Watching too much
  television encourages laziness.
• tends to be usually is, often is. Ex For some
  reason, girls tend to be better at learning
  language than boys are.

75
Unit 9 What is the best way to develop reading
skills?

• Word and phrase list
• to fall into (a habit) to develop a (bad) habit.
  Ex People who always stay up late often fall
  into the habit of getting up very late.
• to come to dislike to begin to not like. Ex At
  first I thought Albert was a nice person, but
  later I came to dislike him.
• just as ______, ______ (Used for comparing two
  similar things.) Ex Just as flowers need
  sunshine on order to grow, children need sunshine
  in order to be happy.

76
Unit 9 What is the best way to develop reading
skills?

• Look up a word when
• It is a new word in the title
• It occurs lots of times
• It appears in the title and is very important
• You cant guess the meaning
• it does not appear in the glossary
• it is a special or technical word
• Otherwise
• Underline or highlight unknown words
• Jot them down in a note book-then look them up
  later.

77
Unit 9 What is the best way to develop reading
skills?

• Small Group Task "When should I use the
  dictionary?"
• Imagine that a university student comes up to you
  at an English corner, and he wants to improve his
  extensive reading skills in English. He knows he
  shouldn't stop to look up every new word in the
  dictionary, but he doesn't know how much he
  should use his dictionary and when.

78
Unit 9 What is the best way to develop reading
skills?

• Skimming is a way of quickly looking over an
  article or book to get a rough idea of what it is
  about. Skimming is not the same thing as fast
  reading instead, it is selective reading of a
  few parts of a text. In real life, people often
  skim to decide whether or not they want to read
  something. In class this is a useful pre-reading
  exercise before reading an article or a book.
• 1.Choose a passage for students to skim.
• 2) Tell students their goal is to very quickly
  get a rough idea of what the text is about..

79
Unit 9 What is the best way to develop reading
skills?

• Then give them the following instructions
• a. Read any titles or sub-titles.
• b. Read the first few lines of the first
  paragraph.
• c. Read the first line of one or two paragraphs
  on each page.
• d. Read a few lines from the conclusion.
• e. Look at any pictures or illustrations

80
Unit 10 VocabularyWhat is the best way to build
vocabulary?

• Word and phrase list
• equivalent equal to something else, have the
  same value as something else. Ex One US dollar
  is equivalent to approximately 8 Chinese yuan.
• connotation a good or bad feeling associated
  with a word. Ex Americans consider independence
  very important, so for Americans the word
  "reliance" has a bad connotation

81
Unit 10 VocabularyWhat is the best way to build
vocabulary?

• What is the best way to study vocabulary?
• What is the best way to learn the proper usage of
  new vocabulary?
• How do students in China usually go about
  studying vocabulary?

82
Unit 10 VocabularyWhat is the best way to build
vocabulary?

• Make lists
• Learn 10 new words each day
• Learn words according to spelling patterns or
  letter strings
• Flash cards
• Partner work-test each other
• Put the new words into a sentence/silly
  sentence/phrase

83
Unit 10 VocabularyWhat is the best way to build
vocabulary?

• Say it out loud
• Visualisation
• Link new words together into a story
• Antonyms and synonyms-learn the opposites/put
  them into a sentence
• Model a sentence-students then repeat it and give
  an alternative
• Crosswords and word searches
• Songs

84
Unit 10 VocabularyWhat is the best way to build
vocabulary?

• Put new words together into a silly story
• Words that are the same grammar type e.g. adverbs
• Add some letters to make a new word e.g.
  apple/pineapple -melon/watermelon
• Copy the word out many times

85
Unit 10 VocabularyWhat is the best way to build
vocabulary?New vocabulary

• contagious
• asthma
• bracelet
• sketch
• cosmetics
• reservation

86
Unit 9 Vocabulary New vocabulary

• contagious infectious
• asthma - breathing difficulties
• bracelet decorative bangle worn on the wrist
• sketch draw a picture
• cosmetics make up worn on the face
• reservation a booking

87
Unit 9 VocabularyNew vocabulary

• aerobics
• itinerary
• embroidery
• duplicate
• recreation
• pantomime

88
New vocabulary

• aerobics keep fit, exercise to music
• itinerary schedule/diary entries/plans
• embroidery sewing with thread to make a picture
• duplicate a copy, to imitate
• recreation a sport/past time/a hobby
• pantomime a theatre performance for children
  and families

89
Unit 10 VocabularyWhat is the best way to build
vocabulary?

• It is a good idea to have students memorize a
  short simple phrase or sentence that correctly
  uses the new word. (For learning usage, it is
  better to memorize phrases or even sentences
  instead of just individual words.)
• Students should review their new word list day
  after day until they can quickly and accurately
  remember what the new words mean and how to use
  them, even after not having seen the word for a
  day or more.

90
English Slang words

• Rhyming slang e.g. up the apples and pears-up the
  stairs
• Plates of meat-feet
• wiped out
• two left feet
• ace

91
Unit 11 Why study culture along with English?

• Write down 5 adjectives that you would use to
  describe Chinese culture.

92
Unit 11 Why study culture along with English?

• What do you think are the most important things
  students should learn about foreign cultures?
• What is the best way to learn about a foreign
  culture?

93
Unit 11 Why study culture along with English?

• Survey "That strange Western culture"
• Survey several classmates, asking them to name
  several things that they find strange or
  difficult to understand about Western culture. Be
  ready to report your findings - and be sure you
  can explain what your classmates told you.

94
Unit 11 Why study culture along with English?

• Survey "That strange Chinese culture"
• Survey several classmates, asking them to name
  several things they think foreigners (Westerners)
  would find difficult to understand or accept
  about Chinese culture. Be ready to report your
  findings.

95
Unit 11 Why study culture along with English?

• Is communication between people of different
  cultures really different from communication
  between people of the same culture?
• In one sense, yes. People who share the same
  culture can usually understand each other much
  better than people who are from different
  cultures, so the "gap of understanding" is
  usually much greater in intercultural
  communication. This makes it especially important
  for people to be careful in how they communicate.
  

96
Unit 11 Why study culture along with English?

• Shared knowledge
• Shared values
• Shared perspectives
• Shared beliefs
• Shared behaviour
• Generalisations and stereotypes
• Stereotypes are dangerous as they may trick us
  into believing that knowing a few stereotypes is
  the same thing as understanding another culture.

97
Unit 11 Why study culture along with
English?English Culture

• An Individualist culture-emphasis is on the needs
  of the individual
• The need for personal space/privacy
• Independence/self reliance
• High achievement/career
• Take credit and responsibilty for what they have
  achieved
• Try to place limits on the power of people in
  authority
• Equality
• De-emphasize differences in rank and power by
  creating an appearance of equality

98
Unit 11 Why study culture along with
English?English Culture

• Inability to accept compliments
• Reluctance to answer personal questions
• A clear and firm distinction between your private
  and your public life
• Westerners tend to speak directly-plainly and
  openly- they get to the point (perhaps more
  common in men than in women)
• Tolerant of behaviour that does not conform to
  cultural norms-accept a wide range of views and
  values
• Family relationships-care of elderly/independence
  of the young.

99
Unit 11 Why study culture along with
English?Chinese Culture

• A Collectivist culture-view themselves as members
  of a group-family/work unit/-consider the needs
  of the group to be more important than the needs
  of the individual
• Obligation to help others in their group
• Generosity
• Shared values-The host culture
• Modesty
• Tend to communicate in a way that is more
  indirect and subtle
• High degree of conformity is expected-a clear
  consensus as to what is/is not acceptable
  behaviour. Pressure to conform
• Chinas long history and culture
• Holistic medicine
• Relationships with the world
• Self respect, dignity and face are perhaps more
  important in Chinese culture.

100
Unit 11 Why study culture along with English?

• A western Manager has been told by the company
  that she has to reduce staff by firing one of two
  technicians. Both have been with the company for
  5 years and their work performance is equal.
• A is from the local town, is easy to work with,
  has good friends in the company-including the
  manager. His wife has a long term illness and
  cannot work so the family depend on him
  financially. He has a BA Degree
• B comes from another part of the country, is very
  difficult to get along with and knows few people
  in the company. He is single and so has no family
  financial obligations. He has a Masters Degree.
• Which of these two technicians would the
  westerner consider firing?

101
Unit 11 Why study culture along with English?

• Ethnocentrism
• We tend to use the norms of our own culture as
  standards when we judge the behaviour of people
  from other cultures.
• We need to try to understand the world from other
  cultural perspectives.
• We are often not even aware of the cultural
  assumptions that we make.

102
Unit 11 Why study culture along with English?The
Critical Incident Exercise

• Write a critical incident story, perhaps based on
  a real incident that occurred between Chinese and
  foreigners.

103
Unit 11 Why study culture along with English?

• "Intercultural communication" is communication
  between people from different cultural
  backgrounds for example, communication between
  Chinese and Americans.
• Intercultural communication tends to be more
  difficult than communication between people who
  share the same culture, and learning to
  communicate well with foreigners is not an easy
  thing to do.

104
Understanding other cultures
105
Unit 11 Why study culture along with English?

• Rule 1 Be careful, and don't jump to conclusions
  too quickly.
• Rule 2 Try to see things from the foreigner's
  perspective.
• Is it possible that this foreigner means
  something different than what I think? If so,
  what could it be?
• Rule 3 Always keep trying to learn more and
  understand better.

106
Unit 11 Why study culture along with English?

• Word and phrase list
• to jump to conclusions
• to form an opinion too quickly (often an
  incorrect one). Ex The weather is cloudy, and it
  looks like it might rain tomorrow. But let's not
  jump to any conclusions, instead, let's watch the
  weather report.
• to see things from the foreigners perspective
• to look at things the same way someone else does,
  to see them from the same viewpoint. Ex I don't
  agree with what you did, but I can see things
  from your perspective so I think I understand why
  you did it.

107
The Encounters-short stories

• Critical incident exercises start with a short
  story describing a encounter between two
  different cultures-an encounter in which there is
  some kind of problem or misunderstanding.
• There are different possible explanations for
  what may have gone wrong.
• A range of possibilities are considered when
  considering the behaviour of people from other
  cultures.
• There is no right explanation of the situation.

108
Encounters

• Encounters builds students awareness of how they
  go about interpreting the behaviour of
  foreigners.
• They encourage the habit of stopping to consider
  alternative possible explanations of puzzling or
  problematic behaviour on the part of foreigners,
  rather than jumping to wrong conclusions.

109
Unit 11 Why study culture along with English?

• Pair/Small Group Task "Why didn't she want my
  help?"
• This summer at your school there is a short-term
  English training course being offered by several
  Western teachers, and you have been assigned to
  be one of the assistants for the program. The
  Western teachers have not been in China before,
  and don't speak any Chinese, so your duty is to
  help them with daily life issues, and to
  generally serve as a host while they are in
  China. It is also your duty to make sure that
  they remain safe and well while they are in
  China.

110
"Why didn't she want my help?"

• During a break between classes, you overhear
  Jane, one of the older Western teachers, say that
  she needs to buy some T-shirts. You offer to go
  out shopping with her this afternoon, but Jane
  says, "No thank you" and then rushes off to
  class.
• The next day, you overhear the students talking
  about how Jane got lost yesterday when she went
  off alone to a market on the other side of the
  city to shop for T-shirts.

111
Unit 11 Why study culture along with English?

• In pairs or groups, do the following
• 1) First, decide how you would feel when you
  heard the students talking about Jane.
• 2) Then think of several possible explanations
  for why Jane turned down your offer to take her
  shopping. (There is no single right answer, but
  there are a number of likely possibilities.)
• 3) Talk with your teacher about this situation,
  and see what she/he thinks of the explanations
  you suggest.

112
Unit 11 Why study culture along with English?Who
should pay for the meal?

• Who pays?
• Marie is an American exchange student
  who has recently come to China to study. A
  Chinese friend met her in town and after a while
  invited her to go for dinner.
• They went to a small restaurant nearby and they
  each had a meal of noodles. The Chinese friend
  felt that as she was new to the town that she
  should pay for the meal and that she should treat
  her to the meal. The Chinese girl paid for the
  meal.
• However Marie, the American student was not happy
  and wanted to pay for her own meal. The Chinese
  student kept refusing to take her money and
  finally Marie agreed but she still did not seem
  to be very happy about the arrangement.
• The Chinese friend found the experience a little
  awkward and unpleasant. She did not have that
  good feeling that she usually had when she
  treated her Chinese friends to a meal.

113
Who should pay for the meal?

• Why did the American student feel so strongly
  that she should pay for her own meal?

114
Unit 11 Why study culture along with English?
Banquets

• Xiao Wang works for a Chinese Company and
  has been given the responsibility of making
  arrangements for Mr. Smith, a westerner who will
  visit the company for a week. Xiao Wang arranges
  all the meals for Mr. Smith and makes sure that
  there is always plenty of food at each of the
  meals.
• Mr. Smith says that he enjoys the meals, but
  after three days of these banquets he starts to
  get annoyed with Xiao Wang for some reason. He
  says that he likes to make his own decisions
  about what to eat, at least some of the time and
  that he doesnt like being served more food than
  he can eat at each meal.
• He becomes more unhappy and annoyed and Xiao
  Wang cannot understand this and begins to feel
  that he should be more appreciative of all the
  efforts that he has made for him. He thinks that
  Mr. Smith is being ungrateful.

115
The Banquets

• Why are there these problems between Mr. Smith
  and Xiao Wang?
• How could this misunderstanding have been
  avoided?

116
Unit 11 Why study culture along with English?

• Other Discussion Questions
• Why do you think Westerners feel it is impolite
  to ask how much money someone makes?
• Why do you think Westerners feel privacy is so
  important?
• Why do you think Westerners place so much
  emphasis on the idea of intellectual property
  rights?

117
Unit 13 How can I continue to improve my English
skills?

• How do you plan to continue studying English
  after you finish this English course?
• Be ready to report one interesting idea.

118
Unit 13 How can I continue to improve my English
skills?

• As a result of being in this course, have you
  gained any new ideas that might be useful in your
  teaching in China?
• List any new ideas and also ways in which the
  ideas might need to be modified for your
  classroom.

119
Unit 13 How can I continue to improve my English
skills?

• Pair/Small Group Task "Language learning Time
  and opportunity"
• In pairs or groups, discuss three questions
• 1) How much time do you have on the average day
  to study English, especially time when you are
  not exhausted?
• 2) What opportunities can you create to use
  English outside teaching?
• 3) Which kinds of English study do you like
  enough that you will do them even when you are
  tired and busy?

120
(No Transcript)
121
(No Transcript)
122
(No Transcript)