Teacher Book

Acadsoc Travel English

阿卡索旅游英语

©Acadsoc Ltd. All Rights Reserved.

Part 1

Part 2 1

Part 3
• Acadsoc Travel English is designed for adult students
who want to improve their English level to travel abroad.

• It aims at helping students to master the vocabulary and

language structures about topics related to traveling,
such as booking flights, shopping, looking for the way
and checking in the hotels.
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• About 350 key vocabularies and 200 useful sentence

structures are presented in authentic English materials
with situational practice to improve students’ English
speaking skills.
• There are altogether 75 lessons in 8 units, and
every unit consists of three types of lessons:
Regular lessons, Activity lessons and one Review
lesson. Below are the themes of each unit.

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 1. Regular Lesson:
There are 5 to 9 regular lessons in each unit, and they are
comprised of 5 parts: Words, Dialogue, Practice, Review, and After-
class Reading. Detailed description of this type of lesson and
applicable teaching methods will be given on the following pages.

2. Review Lesson:
There is only one review lesson in each unit, students and
teachers will first choose their own role and then perform three
activities to test students’ mastery of vocabularies and sentence 4
structures learned from the previous lessons.

3. Activity Lesson:
There are 2 activity lessons in each unit. Both are for speaking
practice. Students will need to use given information to start
three conversations with the teacher in specific situations.
 Trail Lessons

• Acadsoc Travel English has three trial lessons.

• The materials of the trial lessons don’t differ much from those of the
VIP lessons, yet with a smaller volume, so that you could spend more
time on interacting with the students.
• Good luck! 
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Book Trial Lesson Topic

Trial Lesson 1 Flight Service

Acadsoc
Trial Lesson 2 Picking Goods
Travel English
Trial Lesson 3 Ordering Dishes
Part 1 Words: This part presents the key vocabularies of the topic with
phonetic transcription, Chinese translation and bilingual example sentences.

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Teaching instruction 1:
• According to Krashen’s Affective Filter Hypothesis, negative emotional responses like
anxiety and boredom prevent efficient processing of the language input. The hypothesis
further states that the blockage can be reduced by sparking interest, providing low-
anxiety environments, and bolstering the learner's self-esteem. Therefore, you can start
the lesson with small talk about students’ daily life or questions about the topic of the
current lesson to build a relaxing and positive learning environment. Please do not spend
too much time for warm up. The suggested time are given on the top right of each page. 7

• When you teach the new words, please enunciate them and show the motions of your
mouth/ tongue/ breath for students to imitate. You can also zoom in the window of your
webcam and use gestures to show your students the techniques in pronouncing the
words. Besides, you can remind them to memorize the pronunciation of each syllable.
Part 2 Dialogue: Language points are integrated into the dialogue for a
role play practice, and key sentence structures are listed with alternative
expressions.

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Teaching instruction 2:
• According to the theory of Communicative Approach, learning language successfully
comes through having to communicate real meaning. For adult students, learning a
foreign language is for self-improvement and practical use, therefore, the main focus
of this lesson is to develop their English communication skills through a large amount
of speaking practice. In view of this, authentic materials are provided to simulate the
situations students may encounter during their trip to increase their language input.
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• In this part, you can first lead the students to read through the dialogue, and make
explanations when necessary. Then, you can do a role-play with your students to
correct their pronunciation and tone to familiarize them with the text. After making
sure they have fully understood the text, you can remind them of the key sentence
structures and alternative expressions, then encourage your students to make
sentences with them.
Part 3 Practice: Various learning activities are designed to develop students’
speaking skills.

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Teaching instruction 3:
• To help students to consolidate the knowledge points, interactive exercises are provided.
There are usually three exercises: multiple choice, matching and blank-filling, and free talk.

• The multiple choice and matching and blank-filling exercises are to test students’
comprehension for specific language points, therefore, it is important to induce them to
give the correct answers and make timely and direct corrections.
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• However, in the free talk part, it is preferable not to interrupt students’ speaking for error
correction, since this part is mainly to develop students’ communicating skills, fluency
should be the primary learning focus. Therefore, your role is to facilitate students in giving
utterance. You can use questions to induce them to talk more and remind them of the
minor mistakes in an indirect way to encourage self-correction.
• In the Communicative Approach, learners are at the centre of instruction. That means that
the teacher’s role has changed and is now seen as a facilitator in the learning process, and
some of the responsibilities attributed to them are:
setting the communicative context of the lesson;
managing learners and creating opportunities for communication;
maintaining learner motivation;
establishing a welcoming and safe environment;
giving instructions and setting activities; 12
monitoring learning and providing constructive feedback.
• Although the ultimate aim is genuine communication, there is room for activities and
exercises that ensure students practice language in a more controlled manner, focusing on the
development of accuracy. These should not, however, be the only source of language practice.
Activities that focus on the development of fluency are a vital part of a Communicative
Approach lesson, as they give learners the opportunity to communicate meaning.
Part 4 Review: Students are expected to recap the content of the lesson at
the end of the class.

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Teaching instruction 4:
• A brief summary is very important for students to recap what they have learned before
finishing the lesson, so please lead them to read the language points and kindly
remind them to read the further reading and review after class.

• If you are handling lessons for both children and adult students, please adjust your
teaching method for different age groups. Compared to students under 18, adult
students are more certained about their language level and learning goal. Therefore, it
is necessary for you to talk to them about their doubts and expectations for the course 14

in order to give them useful advice on improving their language proficiency. Besides,
please carefully listen to their feedback and remind them to leave five-star reviews if
they are satisfied about the lesson.

• Detailed descriptors of supportive teacher-student talk are listed on the next page.
 Descriptors of supportive teacher-student talk

1. Extend teacher-student exchanges by asking follow-up questions that can lead to active
student participation and negotiation of meaning.

2. Give the student time to think and hold back from immediately providing the desired
wording.

3. Use the student’s wording as a basis for modeling and reformulating new language to make
his/ her language more complete and explicit. 15

4. Have the student explain orally how he/ she solved a problem to check on the reasoning
process and recast what the student has said.

5. Listen to what the student is saying (not only for the “prescribed” answers you have in your
head) and respond accordingly.

6. Keep a good balance between “open” and “display” questions.

Teaching instruction 5:
Appropriate Times for L1(Chinese) Use
Some teachers believe it is important to use only English in the classroom. However, it can
be useful to use your students’ L1 in certain situations. The chart shows examples of times
when the L1 can be useful.
L1 is useful when … Reason Examples
giving directions for a new or l You want to make sure students understand a jigsaw reading activity 16
complicated activity. how to complete each step of an activity.
l Knowing how to do the activity is more
important than hearing the instructions in
English.

a quick translation or explanation
would help students.
l You want to help students understand a new
word. It is not a focus word, and it would
take too much class time to explain it in
English.
l Grammatical rules and structures are
difficult and not similar to the L1.
Students are reading about teen fashion.
The phrase ‘trend spotters’ appears in
the text.
Students are having trouble
understanding the unreal conditional (If
I had a $1,000,000,…)
Teaching instruction 6:
The Audio-lingual method
• According to Audio-lingual method, learning a language consists of getting to know its
grammar and practicing its rules through different types of drills until habits in the new
language are formed and speech becomes spontaneous. Through listening, imitating and
performing controlled tasks, students acquire a new form of verbal behavior.
• Dialogues and drills form the basis of audiolingual classroom practices. Dialogues provide a
context for the language and are used for repetition and memorization. After a dialogue has 17
been presented, the teacher selects specific grammar patterns that become the focus of
various kinds of drills. A typical audiolingual class consists of:
1. Students listen to a dialogue and repeat its lines.
2. The dialogue is adapted to the students’ interests through changing keywords or phrases.
3. Key structures from the dialogue are selected and used as the basis for pattern drills of
different kinds.