IMPACTUS SHARING

WORKSHOP
Hanoi 20th January
WORKSHOP
GOALS
1. Clarify Impactus’s concepts
2. Share experience in solving
common class issues
COACHING SESSIONS

Part 1 Understand Impactus’s core values

Part 2 Impactus’s concept of products

Part 3 Teaching methods

Part 4 Q&A
https://impactus.com.vn/
IMPACTUS C.A English language skills + working skills  career orientation

STUDENTS Senior students + workers

LECTURERS ???

Note: C.A stands for Competitive Advantage

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IMPACTUS COACH (English skills + working experience)

 IMPACTUS CONCEPT OF PRODUCTS
CORE AREAS OF BUSINESS ENGLISH COURSE
Language
Modern Linguistics:
- Vocab: Business Terminologies (NOT vocabulary) LANGUAGE
- Grammar: Business Phrases & Collocations (NOT (Business English)
traditional grammar)
- Pronunciation: Phonetics, Intonation, Accent…
- Sociolinguistics: the study of how social factors relate
to language variation and change
- Psycholinguistics: the study of how the human mind
learns and processes language
Language skills: L – S – R – W – Discourse management
Mindset PRACTICAL
- Self-study - Design Thinking
- Researching - Business mindset
- Logical Thinking
TRANSFERABLE
MINDSETS
SKILLS
- Critical Thinking Skills
- Communication: Telephoning, Presentation, Pitching, Practical:
Public Speaking, Negotiation, Debate, Meetings - Learn and practice via Real Projects, Business Cases, Business Situations, Real Working
- Socializing: Networking, Culture Difference Documentaries
- Business Writing - A session is organized as a internal training at company
- Career Skills: Interview, Project management,… - 20% new knowledge – 80% big teamwork practice activities
 KEY
TEACHING
METHODS
• Student-center assessment
• Droplet impartation
• Flipped Classroom/ Project-based learning &
Problem-based learning
DPD Model: Discussion – Presentation– Debate
• Interactive Lecture
Student-centered assessment
(SCA)

SCA involves the active engagement

of students in setting goals for their
learning and growth, monitoring
their progress toward those goals,
and determining how to address any
gaps.
At 1st session: What’s your goal?
Why you want to learn English?
What’s your expectation?
 Remind of goals
Impactus can help

S.O.S
FRUSTRATED?
 English for laws
Vocab

Intonation English for laws

Introvert

Grammar S T D K sounds

Not only goals, but also each student’s problem

 Droplet Impartation
Traditional Class Impactus Class

- Half theory (grammar and vocab), half - Learn via common terms, phrases and
practice chunks of words that are practical at
- Too much input work, in line with speaking activities
- Teacher explains, students note down - Followed by interactive method
or just listen (correction, feedback, etc)
- Teamwork/pairwork
Flipped Classroom
DPD Method
Debate
Group Discussion Presentation/ Pitching Student must dig deeper into their
Student brainstorm and discuss in a Student make an individual viewpoints and debate advanced
group. presentation. arguments of Teacher and other
teams.

Research
Pratice Feedback
Students do a researh at home then
Activities designed as a Workplace Students do seft-assessment and
deliver a presentation about the
Activity. gives feedback on other students.
learning units.
Teacher gives feedback, and deliver Teacher follow and give their
Teacher gives feedbacks and expand
the advanced knowlege. assessment.
the knowledge.
Project-based learning & Problem-based
learning
 Interactive Lecture
Interactive lectures are classes in which the instructor breaks the
lecture at least once per class to have students participate in an activity
that lets them work directly with the material.
Online Class Offline Class

- Ask questions, should pick a certain
one to answer, not ask for all
- Pairwork/teamwork in breakrooms
- Lecturer to join each breakroom and
supervise the performance, correct
mistakes if any
- Ask questions, should pick a certain
one to answer, not ask for all
- Pairwork/group work
- Lecturer to move around all groups
- Pay attention to students’ body
language and language skills as well

It is recommended that lecturers should not explain/speak continuously more than 5 minutes.
It is better to break the lecturing into small parts, ask questions after each part to check students’ understanding, or to ask them give some examples.
Q&A