(0 inlingua etsy Welucer KeIntroduction 1. Unique Aspects of inlingua Materials fically designed to meet the requirements of inlingua training. The course differs from in the following ways: The main emphasis is on oral practice. The Course Book is intended to be used selectively under the trainer's guidance, based on instructions in the Trainer Resource Pack (TRP). The Course Book cannot be used without the TRE. The course provides leamers with an adul-syle training experience, not a classroomstyle experience. The materials are designed for use with smaller groups. 4.4. The Twin-Track Approach ‘The General English and the Business English programs are both designed to provide a start for absolute beginners. False beginners starting at the beginning should progress very reply through the firs five Units, since the structural incline is very gentle. For learners or etoups stating at a point in a program other than at the beginning, it may be necessary to provide remedial support o cover ground dealt with at an eatier level. You can Use the inlingua Grammar Book Say it Rightor you can propose the Brush Up Module to help learners fill gaps or consolidate knowledge prior to starting a program ‘These two tracks meet the distinct needs of both the general and business markets from the level of absolute beginner to advanced leamer. Although the programs differ in themes, topics and vocabulary they have many common features. Common Features of Both Programs: © Same inlingua method © Same levels ‘* Same layout of Leamer Book and Treiner Resource Pack 2. inlingua Programs and International Standards The iniingua Generel English and Business English programs provide a sound foundation for leamers who wish to take internationally recognized examinations offered by bodies such as University of Cambridge ESOL Examinations, TOEIC (Test of English for International Communication) and TOEFL (Test of English as a Foreign Language). Both programs conform to the levels and meet the standards determined by the Common European Framework of Reference for Languages (CEF). They are also linked to the International English Language Testing System, IELTS and |LR wiich is used inthe US. 0 inlingua English 2 Step 1 Trainer Resource Pack Intioduction 12.1. The inlingua Levels compared to international levels and levels used by academic institutions Profilent Speaker Independent Speaker Basle Speaker ce: Boe = BE = : @ 8 g 2 a 2 e 32 $ 5 5 3 Ba z = & 383 a a = — § ns 3 $ 28 ~ i . 2 BE os 3 z 3 Pe dbdi i 5 8 25 o a g 0 inlingua English 2 Step 1 Trainer Resource Pack Intioduction a1 CEF ~ Common European Framework of Reference for Languages 2 ALTE— Association of Language Testers in Europe 3 ILR~Interagency Language Roundtable 4 ACTFL - American Council on Teaching Foreign Languages 5 TOEIC- Test of English for International Communication 6 TOEFL (IBT| ~ Test of English as a Foreign Language (Internet Based Test) 7 IELTS - International English Language Testing System (0 inlingua English 2 Step 1 Trainer Resource Pack Intioduction2.2. Time Taken for Each Level The time taken for a leamer to cover a particular level will depend upon several factors, such as: Leamer’s motivation Learner's learning skills and eptitude Amount of time spent on personal study Face-to-face or group lessons Fast Track approach through the material or full coverage In general, however, itis calculated thet the basic course can be covered in 120 hours of training. Learners will also need to do an equivalent amount of privats study to reach the appropriate intemational level Those learners wishing to improve their writing skills, will need to take the writing sessions proposed in the TRP. The six sessions are in a separate folder as part of the TRP material and cover the main writing skills required at this level. They are based on the topies of the Course Book. Those leamers wishing to enter for external examinations will additionally need to undertake some form of examination preperation. 0 inlingua English 2 Step 1 Trainer Resource Pack Intioduction 103. The inlingua Method There are three stages in inlingua lessons, The 3 Ps Ea PRESENTATION Ec PRACTICE Ea PRODUCTION Trainers must ensure thet they offer opportunites forall earners to experience al three stages in sequence. Within each stage, however, there is a wide range of different techniques and activites. Trainers are free to select diferent combinations within each stage in order to ensure that lessons have variety end are motivating Trainers must follow the structural progression ofthe programs, but they have some freedom to select activities from the range on offer and also vary the context of a theme, if appropriate, The overall amount of time spent on each ofthe three stages may vary according to the topic, vocabulary or structure. The folowing should serve as a rough guide: Xela] Generally the presentation stage is as brief es possible, It should not last longer than it takes to clarify meaning and establish accurate pronunciation and intonation. Br Xcaly ‘The practice stage is likely to be the most lengthy for students at Levels 1 to 3 Allleamers, including beginners, should have the opportunity to experience the production stage. Learners at Levels 3, 4 and 5 should spend a significant amount of time demonstrating their skill at this stage. (0 inlingua English 2 Step 4 IntoductionReview Within the programs there are builtin opportunities for reviewing and recycling vocabulary and structures. However, trainers should also offer every opportunity at each stage for learners to use the language they have encountered previously. EE Presentation Elicit known vocabulary and structures with: a) b) °) d) °) f Questions Brainstorming Mime Visuals and realia Listening to identify new vocebulary or structures in context Reading to identty new vocabulary or structures in context Feed new vocabulary and structures with: a) b) Co) 9) e) f) 9) hy YesiNo questions Or questions Negative build-up Wh questions (who, what, which, where, when, why) Mime Visuals Contents Examples Descriptions Local examples and examples of famous people Opposites and synonyms ‘Scales of meanings Cognates " PRACTICE In training sessions: a) b) o d) e) (0 inlingua English 2 Step 4 Individual and choral repetition Dring Chaining Weaving Pair work with information-gep activities IntioductonLanguage cued by charts, maps, diagrams and other realia Listening for details, Listening for differences between spoken and written texts Listening for gist Listening to improve pronunciation (Questions cued by statements Answering questions about texts or visuals, Asking questions about texts or visuals ‘Amending model dialogues Stating opinions Speling vocabulary outloud Grouping vocabulary according to categories Making grammatical transformations Discussions cued by Resource Sheets or trainer Personal study outside training sessions: a) b) °) ¢) °) Li} 9) h) a) b) °) d) e) f 9) h) dD ) Reading for detail Reading for gist Reading for main points in more extended texts Making notes Writing sentences Writing linked texts Writing messages, notes, memos and leters Consolidating grammatical awareness Ea PRODUCTION Involvement in conversations which move between topics Personalization of new language The abilty to initiate and sustain a conversation Description of people and places The adaptation of known language to fit new situations Copying with unfamiliar language in writen and spoken texts Engaging in continuous writing Redrafting written work Taking part in open-ended discussions Engeging in debates Making presentations (0 inlingua English 2 Step 1 Trainer Resource Pack Intioduction4, The 10 Principles Use target language only. Leam through speaking Exempliy rather than explain, Keep LTT high, TTT low. Get the atmosphere right and focus on the leaming process. Handle leamers' language mistakes with care. Check before you train new language — elicit before feeding new language Give leamers opportunities to experiment. Have variety in your training Use the three key techniques (ask questions, have leamers practice new language, use the Course Book selectively). 0 inlingua English 2 Step 1 Trainer Resource Pack Intioduction5, Focus on English 2 The intial warm-up stage of each training session consists of a discussion about the functional objective, related to leamers' own circumstances and views. Often, this discussion hes a predictive element, where learners are invited to share their existing knowledge and opinions on specific issues. The issues they raise will be compared, later in the session, with factual or subjective information in the Reading andior Listening material. During this discussion, learners should begin generating some target language as a natural consequence of the topic of conversation. ‘The process of eliciting and presentation is then pursued in a more targeted manner, though in a conversational context, Frequently, leamers are invited to brainstorm language that relates tothe theme under discussion. The aim is not to elicit or present every single target word, as this would be tadious and time-consuming, Instead, the trainer collects language that leamers generate themselves and expressly elicits or presents any particularly important items, The trainer then refers learners to the Reading or Listening material in the Course Book. This material contains the target language, some of which will have been elicited in the preceding stage, and some of which may not have been generated previously. Sometimes, texts are handed out on Resource Sheets inthe form of a task to be completed by learners ~ e.g. a blenk-fl. After completion, this text can subsequently be compared with the model version in the Reading section of the Course Book. In terms of thematic content, the Reading and Listening material develops the topic ofthe session. The Reading ‘material is exploited orally, based on questions asked by the trainer (working from instructions in the TRP). Articles often end with a question which generates further conversation. The material therefore provides fuel for discussion. This discussion then leads into the practice stage: a focused and controlled discussion, andlor drills and weaves. The session concludes with the production stage, generally in the form of a more open discussion based on personalization, For homework (consolidation and reinforcement), there is @ Follow-Up exercise and a Language Practice exercise after every session, and an Extra Practice task can be completed at the end of each unit In order to correspond with the prescriptions of the CEF, the four skills of speaking, reading, listening and writing must be practiced. As the Course Book is built on the communicative approach with emphasis on oral practice, the TRP contains six supplementary writing sections. These six sessions practice the necessary writing skils at level Bi and can be integrated into the course ifrequired by leamers. How does the training approach at level 2 differ from that at level 1? ‘The approach at level 2 remains fully anchored in the inlingua method. Compared with level 1, however, GPP2 places more emphasis on some aspects of the method, and less on others. Below are the key differences. + More emphasis is placed on discussing the functional topic of the session in the form of a warm-up at the beginning. This reflects the increased depth of target functions at level 2. Leamers’ wider language knowledge also makes such discussions feasible. + Eliciting, as a core principle of the iningua method, remains a key stage of GPP2 training sessions. However, language is elicited in a conversational context, rather than in mechanical, itern-byitam fashion. The warm-up discussions at the start of each session are designed to steer the conversation seamlessly into the eliciting phase, i. as learners make important points during the discussion they will naturally begin generating and 0 inlingua English 2 Step 1 Trainer Resource Pack Intioduction 18“searching for" the target language themselves. This approach helps to emphasize the relevance of the language. Eliciting in conversational contexts is often complemented with brainstorming activities. To cover any language that would be very diffcut to elicit, leamers are exposed to the target language through reading or listening material, and then invited to interpret and discuss its meaning, orally. * Controlled practice differs from the level 1 in that drills such as weaving are used less frequently. Instead, the sessions are punctuated with short, focused discussions which require the use of the target language, + Talking Points exzand on the topic of each unit, offering extensive free practice that allows leamers to produce: target language in varying discourse situations. Prominence is given to discussions which draw on learners’ real opinions, insights and experiences, allowing them to activate their passive knowiedge as well as experimenting with and consolidating target items 0 inlingua English 2 Step 1 Trainer Resource Pack Intioduction 162 Step 1 and Step 2 6.1. Overview of the Material The Course Books The Audio Material The TRP The Writing Sessions 0 inlingua English 2 Step 4 Trainer Resource Pack Introduction 7The iOL ingua online learning The Tests The Progress Checks The Progress Test at the end of English 2 Step 1) The Achievement Test (atthe end of English 2 Step 2) 0 inlingua English 2 Step 4 Trainer Resource Peck Intoducton6.2. The Course Book Each six-page unit ofthe Course Book comprises: 1 double-page spread a striking photo to cue the unit topic + 3 reading texts 2" double-page spread left page: 3 listening activites (scrits in back of book) right page: 3 Follow-up exercises + AmE / BYE Box ‘3° double-page spread left page: 3 Language Summaries right page: Talking Point Back of book Language Practice exercises Extra Practice exercises Scripts for listening activities Solutions Maps Index Each unit has material for 4 training sessions. The first 3 sessions present new language. The 4° Talking Point session takes the form of a discussion or extended simulation, based on the unit topic. It recycles language already covered in the unit Every five units there are two pages with a Grammar Summary, one page with a Vocabulary Summary and one page with a Skills Summary The Extra Practice section provides supplementary exercises replacing the old Workbook. The Progress Checks after every five units are in the TRP. Throughout the program, after every 15 units, there are Prograss- and Achievement Tests to assess the leamer’s progress. inlingua Online Learning (]OL) blended leaming tool provides supplementary material for self-study and reinforcement Writing Practice is offered with six sessions including several Resource Sheets Style of material The content and visual style ofthe material is sophisticated, making it suitable forall ages from student to post- retirement. This differentiates GPP from many General English courses, which are predominantly aimed at teenaged leamers. GPP explores numerous work-related issues from a non-business perspective. This means that the material can also be used by professional English learners in non-management jobs, who have no interest in discussing business issues. 0 inlingua English 2 Step 1 Trainer Resource Pack Intioduction 196.3. Audio Material Listening material fr the Listening activities are on the CD accompanying each Course Book. This audio material is also on the Intranet of inlingua Intemational where it can be downloaded onto the laptops ofthe trainers, 6.4. Writing Material In order to integrate the writing skil which is preserbed by the CEF, there are in total 6 writing sessions which are in a separate folder of the TRP. 6.5. iOL Material For each unit thete are 6-10 online exercises some of them with aucio material and pictures. These exercises can be done as homework and have the function of reinforcement and going futher. The total number of 300 activities allows the leamers to repeat what they have learned and to go a step further into some of the topics. This blended solution offers a great opportunity for learners who like to combine the benefits of the classroom and the online training 6.6. The Trainer Resource Pack General Remarks The Trainer Resource Pack is the backbone of the whole material. Itis absolutely vital forall trainers to have the corresponding TRP going with the Course Book The Treiner Resource Pack provides guidance forthe whole spectrum of inlingua trainers ~ from newly qualified to experienced. It clearly delineates a path from the presentation stage to free production The Overview page at the beginning of each unit should be studied in advance of the training session, to enable trainers to define the aim of the session, the sequence and to prepare the resources needed. The Insights also offer Useful information How to use this TRP The TRP follows the sequence of the Course Book. Every unit starts with the overview box mentioned above, Next You wil find the training session pian, guiding through a warm-up discussion, presentation ofthe target language, practice and free production. Instructions and remarks addressed to the trainer are printed in italics, New words to be presented are listed in the lefthand column and printed in bold ‘Suggestions for presentation are shown on the right. Substitution items for practice weaves are listed on the right hand side in a box. Resource Sheets ar inccated by an icon [_]. They canbe used in many diferent ways by the einer andthe leamer: to create a context, to elit vocabulary, for role plays, pair- or group-work, to cue minipresentations, ets Activities aiming to give leamers the opportunity is their newly acguired language freely are listed in grey boxes and marked by the symbol for production Loudspeaker icons |!) mark suggestions for the use of the listening material, which is designed to be used during the training session. This material can also be used by leamers at home, for consolidation 0 inlingua English 2 Step 1 Trainer Resource Pack Intioduction 26.7. A sample double-page of the TRP Unit 1 Breaking the Ice 1.4 Greeting people Overview box featuring the lesson's main topics. Overview Functions Target Language Material Insights + This session includes review of simple greetings from GPP1 — e.g. Hello and Hi. The focus here is not on teaching this basic language, but on understanding usage conventions. This is an important consideration, as many learners at this level know common greetings but are unsure about how formaVinformal they are and therefore lack understanding of their appropriateness in different situations. (This issue cannot be discussed in detail in GPP1 due to language level constraints.) ‘Some learners may also have outdated notions of usage based on distant recollections of learning English at school. Using polite greetings appropriately Review and extension of formal and informal greetings Course Book Reading 1.1, Listening 1.1 Resource Sheet 1A Choosing the best greeting co Listening 1.1 WARM-UP (0 inlingua Introduce yourself very briefly — give your name, say that you're an English trainer with iningua, and say where you're from (originally), Invite learners to introduce themselves to each other in a similar manner. Keep things brief, and ensure that the atmosphere is friendly and relaxed. Tell earners that the tile ofthis first unit is "Breaking the Ice". + What does "breaking the ics" mean? (Discuss the literal and idiomatic meanings, and how they/re linked) What kinds of things do people say when they break the ice? (Refer back fo examples of things people said in the previous introductions.) ‘Say that this frst session will fcus on greetings. invite leammers to explain what a greeting is, and to give some examples Engish 2 Step 1 Trainer Resource Peck Intoducton 2HELLO. Hi NICE TO MEET YOU. PLEASED TO MEET YOU, NICE TO SEE YOU. GOOD TO SEE YOU. GREAT TO SEE YOU HOW DO You D0? HOW ARE YOU? HOW ARE YOU DOING? HOW IS IT GOING? ea Key vocabulary is listed in capitals in the left-hand column. ‘Suggestions forthe use of Resource Sheets are marked by the below icon inthe left- hand column, / 14 an 2 ‘Suggestions forthe use of the audio exercises are marked by the above icon in the lef hand column. HI THERE THIS IS (PERSON) Production activities are marked by the the below icon and are printed in a grey box. © inlingua Brainstorm examples of greetings more extensively, elicting/presenting the target language. How are these greetings different? What do you have to think about before you choose the right greeting to use? (You use some greetings when you meet people forthe first time, some when you 86 people you know, and you can use some for both. Also, some are more formal Iiscuss the meaning] and some are informal ) ‘Ask learners to give some examples of how some of the greetings are used (e.g. when meeting for the fist time, in informal situations). Allow learners to choose selected words and phrases themselves. At this stage, dont discuss whether suggestions are correst or incorrect. For detailed analysis, hand out RS1A. (Note that the completed table isin the Course Book, so books should be kept closed.) Working in pairs, learners should try to complete the table using the target language. Hold a group discussion to compare answers. Encourage debate Refer learners to the completed table in the Course Book for comparison Refer learners to Listening 1.1. Play the recording and have them complete Part A istening 1.1 Part A Solution’ 1. The women, Petra and Louise, know each ether 2. Petra and Louise greet each other informally. 3. Petra greets the man, lan, auite informally Ask learners for examples of greetings, used in the conversation, that helped them to answer questions 1-3. Then have them try to complete Part B. Play the recording and check answers, Listening 1.1 Pert B Solution t.Hithere. 2.How are you doing? 3. Great thanks. 4. This is Max Tell learners to imagine they/re arriving for their next session with inlingua — e.g. tomorrow or next week. Invite them fo greet each other using suitable language. Review the language used. How formal/informal were the words and phrases Jeamers chose? Engish 2 Step 1 Trainer Resource Peck Intoducton 26.8. The Progress and Achievement Test There are two other means of assessing learner progress andlor echievernent; namely, by using the Progress end Achiavernent Tests, Progress Test The test cen be administered after the frst 15 Units. The test has 5 parts and takes about 50 minutes. 15 multiple-choice questions Time: 10 minutes 2 texts with each 5 multiple-choice questions Time: 10 minutes 10 True or False questions based on a recorded text Time: 10 minutes 11-2 topics provided (one to choose) Time: 15 minutes Choice of 2 - 3 topies forthe trainer Time: 5 minutes i Engish 2 Step 1 Trainer Resource Peck Intoducton 2Achievement Test The testis intended to be used after 30 Units. The test has 5 parts and lasts about 75 - 90 minutes. 40 multiple-choice questions Time: 20 minutes 2 texts with each 5 multiple-choice questions Time: 20 minutes 15 True or False questions based on three recorded texts, Time: 20 minutes 1-2 topics provided (one to choose) Time: 25 minutes Choice of 2 - 3 topies forthe trainer Time: 5 minutes i Engish 2 Step 1 Trainer Resource Peck Intoducton Pn