INTERVIEW ENGLISH FOR WORKING PEOPLE Strengths TEACHER S GUIDE SOSO TRAINING TEAM 2013
Table of Contents Objectives 3 51Talk Leveling System 4 Beginner 5 Elementary 5 Intermediate 6 Upper Intermediate 6 Advanced 7 Expert 7 General Flow of the Free Trial Lesson 8 Important Reminders 8 Warm-up 9 Textbook Teaching 10 Lesson Material: Strengths 11 Sample Dialogue: Intermediate 13 Wrap-up 16 Wrap-up Flow 17 Recommended Textbooks according to Levels 18 Appendix: Sample Warm-up and Wrap-up Spiels 19 51Talk TRAINING TEAM 2013
Objectives 1. Learn and understand the 51Talk Leveling System; 2. Demonstrate the proper procedure in conducting free trial lessons; 3. Help the teacher use the learning material effectively; and 4. Convince the students to enroll at 51Talk.
Leveling System 6 main levels or stages 16 levels IELTS - <3 4-5 5-6 6-7 7-9 TOEFL - - 57-86 87-109 110-120 - TOEIC 120-220 255-245 550-780 785-940 945-990 - The 51Talk Leveling System is comparable to the scoring system of popular English exams. For example, this diagram illustrates that a student in our Intermediate stage is comparable to an IELTS examinee who can get a band 4-5 score.
Leveling System BEGINNER English beginners with little or no experience. CAN make simple statements on personal details and very familiar topics; manage very short, isolated, mainly pre-packaged utterances; and search for expressions and articulate less familiar words independently, albeit with much pausing. CAN USE: Be verbs Simple Present Present Continuous Tense Yes-No Questions with Do ELEMENTARY English users who have basic knowledge of grammar, structure, and know some situational conversations. CAN relate basic information on familiar matters using simple terms; make himself understood in very short utterances use some simple structures correctly, but may systematically make basic mistakes. CAN USE: Regular Verbs Simple Past Tense Irregular Verbs Simple Past Tense Simple Future Tense Comparatives
Leveling System INTERMEDIATE English users who have limited expression patterns but can conduct daily conversations with ease. CAN relate comprehensibly the main points he/she wants to make; link simple elements into a connected sequence to discuss familiar subjects within his/her field of interest; and use a general repertoire associated with more predictable situations. CAN USE: Present Perfect Tense Past Continuous Tense Should/ have to/ ought to Verbal Gerund Verbal Infinitive Verbal Participle UPPER INTERMEDIATE English users who can use English expressions and conduct conversation fluently using good grammar. CAN express points of view at length without noticeable strain; interact on a wide range of subjects related to his/her field of interest; and correct his/her communication errors independently. CAN USE: Future Continuous Tense Present Perfect Tense Modals of Obligation Used to Conditionals Conjunctions
Leveling System ADVANCED English users who can communicate in English confidently and have mastered professional and business English. CAN show fluent, spontaneous expression in clear, well-structured speech; and give clear, detailed descriptions of complex subjects with high degree of accuracy and minimal errors. CAN USE: Past Perfect Tense Present perfect Continuous Tense Subjunctive Mood Causatives Mixed Conditionals Adjective + Preposition Pairs EXPERT English users whose skills are the same as those of native speakers skills. CAN convey finer shades of meaning precisely and naturally; interact spontaneously and fluently; and produce clear, smoothly-flowing, well-structured descriptions. CAN USE: Future Perfect Tense Future Perfect Continuous Tense Past Perfect Tense Registers Mixed Conditionals Discourse Markers Subjunctive Mood
Free Trial Lesson Flow 3-minute Warm-up 19-minute Textbook Teaching 3-minute Wrap-up 25-minute Lesson IMPORTANT REMINDERS IMPRESS the student! Be responsive to the student - the experience of the student must be pleasant/good otherwise they won't enroll; and if they don t enroll, you won t have lessons to give in the future. BEFORE THE LESSON MAKE SURE THAT: your internet connection is STABLE enough for QQ and Skype. your background is a SOLID-COLORED WALL (preferably WHITE). your teaching space is BRIGHT and well-lit. your attire is PRESENTABLE (preferably business casual). DURING THE LESSON Video Call is a must. Speak slowly and clearly. Give corrections using the chat box for ALL lessons (including FREE TRIAL IELTS LESSON). DURING THE WRAP-UP Evaluate the student based on his/her PRONUNCIATION; GRAMMAR AND SENTENCE CONSTRUCTION; VOCABULARY; and FLUENCY. Estimate the student s level based on his/her performance during the lesson. Explain how more lessons will help the student become better in English. AFTER THE LESSON Send the lesson memo right after the lesson (especially if you have no succeeding lesson).
SMILE! Start with an enthusiastic, lively voice. Make sure you make a video call. Project a light and positive impression. Sit down properly. Type down your name as you say it. Give an overview on how the lesson will proceed. Establish rapport with the student as you do so. If the student mentions apprehension regarding the lesson, reassure him that you will guide and help him during the lesson. Don t worry. I will help you. Make sure that your rate of speech is adjusted to the student s. Give enough time for the student to respond. Choose words appropriate to the student s level. In general, the simpler the language, the better. 3-minute Warm-up Hi! Good morning, Summer! Welcome to 51Talk English Online School. We are number 1 in China. I am Teacher Bianca and I will be your teacher for today. How are you? First, I will explain what we will do. I will ask you questions to help me give you a good lesson. Then, we will study the textbook you chose. Finally, I will give you my comments about your English skills. Is my English okay? Is it too fast for you? Ensure that your connection is stable enough for QQ and Skype by asking the student. Adjust your video and audio settings accordingly. M a k e the student feels that you are credible enough to teach. Don t mention any other information that s not needed. Can you hear me well? Can you see me clearly? Okay, Summer, I've been teaching English for two years. I've taught students from different countries including China... Ask the following questions one at a time. Pay attention to the student s answer. Why do you want to improve your English with us? Do you want to improve your speaking? Listening? Vocabulary? Pronunciation? Grammar? * Please make sure you give the student enough time to respond. Paraphrase the student s answer to verify your understanding. Tell the student that you will give corrections during the lesson. Before we start our lesson, I would like you to know that I will give corrections when needed. Is that okay with you?
19-minute Textbook Teaching Ensure a good transition from the warm-up to the textbook teaching. Proceed to the lesson that the student has chosen. Speak confidently as you confirm the lesson. You reserved Interview English Strengths, right? Have you opened the textbook? Explain the lesson objectives and stay focused on them. In this lesson, you will learn helpful words, phrases, and sentences that you can use for job interviews. Facilitate the discussion by asking questions that allow the student to talk most of the time. Avoid discussing irrelevant topics for the entire 20 minutes. Let s go to the first part of our textbook, Vocabulary Building. Here we have a dialogue about a job interview. It has important words and phrases for discussing strengths. Could you please read the first question? TIPS: Do not be too mechanical when teaching. Explore and relate the lesson to the student s life. Make sure that the student learns something from the lesson in a fun and interesting way so that you can easily convince him to study in 51Talk.
19-minute Textbook Teaching
19-minute Textbook Teaching
19-minute Textbook Teaching SAMPLE DIALOGUE FOR AN INTERMEDIATE STUDENT VOCABULARY BUILDING Teacher: Okay, Summer. Let s prepare you for interviews. I will read the questions first, then you can read the answers. We can pretend that this is a real interview, okay? Student: Okay, teacher. Teacher: All right. How would you describe your work ethic? Student: I am a typical workaholic. Teacher: Good. Now, in real life, are you a workaholic, Summer? Student: Yes. I busy with many things. Teacher: I see. You should say I am busy with many things. * (student repeats the correction) What keeps you busy? Student: I had my own small business making cloth. Teacher: Do you mean you don t have it anymore? Student: Oh, I have. I still have a cloth business. Teacher: Right, use the present tense for that. So please say, I have my own business making cloth. Can you repeat that? Student: I have my own business making cloth. Teacher: Good job! Let s continue the interview. NOTE: Continue with the rest of the table. Ask your student probing questions regarding the questions and answers in the table by relating the statements to the student s life. Provide additional information that your student can use in the real world. REMINDER *Make sure that you type corrections like this in the chat box and the lesson memo for the student s reference.
19-minute Textbook Teaching SAMPLE DIALOGUE FOR AN INTERMEDIATE STUDENT EXERCISE 2: CONVERSATION Teacher: Let s now do Exercise 2. I will be the interviewer and you will be the interviewee. Student: Okay, teacher. Teacher: You are applying for the post as a journalist. What are your strengths, in your opinion? Student: I think a qualified journalist should have the primary ability to report the news first and as it is. I believe I have this quality myself. Teacher: I see. What are your other strengths? Student: I can find problems and the key to the solutions quickly and then solve them. I think a journalist must have respect for his job. Because of the nature of reporting, the journalists must travel around and report true and fresh news and all these need the relent relentress and unyiel unyierding respect for this job. I never give up easily and I have a strong sense of responsibility. I believe I can make it as a successful journalist. Teacher: Okay, let s try that again. Relentless. Student: Relentress Student: Relentress Teacher: It s supposed to be -less. Relent, then -less. Let me type that in the chat box. Please say -less. Student: Less Teacher: Relentless. Student: Relentless. Teacher: Good! Relentless means non-stop, or steady and persistent. It is used to describe people, so relentless is used in interviews. Non-stop is more general. NOTE: Continue the rest of the dialogue, checking your student s pronunciation and understanding. At the end of the script, ask comprehension questions about the whole dialogue. Make sure to relate the questions to the student s own life by asking appropriate questions. EXERCISE 3: CONVERSATION PRACTICE Teacher: Now, let s answer the questions in Exercise 3: Conversation Practice. Student: Okay. Teacher: Why should any company hire you? Student: I am very hardworking and I work in teams. I am also very patient and I pay good attention to detail. Teacher: Good! But let s correct your answer. First, you should say, I like working in teams or I m a team player. (make the student repeat the correction) Another correction: you pay close attention to details, not good attention, okay? (make the student repeat the correction) Teacher: Where do you see yourself five years from now? Student: Five years from now...i will be an important CEO in your company. Teacher: Okay, you can say that, but we have to be realistic. Please say, In five years, I will be a valuable contributor to the success of your company. Student: That s very long, Teacher. What does it mean? Teacher: It means that you will do your best and help the company succeed. Student: Oh, okay. NOTE: Continue the rest of the conversation with your student. Ask follow-up questions after each answer. Encourage your student to ask questions as well. Give the student advice on interviews and discuss these points (e.g. wearing suitable clothes, having confidence, etc.).
19-minute Textbook Teaching If your student is in the BEGINNER or ELEMENTARY STAGE: FOCUS ON THE PRONUNCIATION AND DEFINITION OF VO- CABULARY WORDS, AS WELL AS HOW TO USE THESE WORDS IN A SENTENCE. DEFINE WORDS THAT YOUR STUDENT DOES NOT KNOW. GIVE ADDITIONAL EXPLANATIONS (SYNONYMS, USAGE, ETC.) CHECK IF YOUR STUDENT UNDERSTOOD YOUR DEFINITION BY ASKING A COMPREHENSION QUESTION. ASK THE STUDENT TO MAKE A SENTENCE USING THE NEW WORDS. If your student is in the ADVANCED or EXPERT STAGE: FOCUS ON THE SENTENCE STRUCTURE AND THE GRAMMAR OF YOUR STUDENT S ANSWERS. CHECK YOUR STUDENT S PRONUNCIATION. DEFINE WORDS THAT YOUR STUDENT DOES NOT KNOW. EX- PLAIN WHEN TO USE THE WORD. CHECK IF YOUR STUDENT UNDERSTOOD YOUR DEFINITION. MAKE YOUR STUDENT USE THE NEW WORDS IN HIS/HER OWN SENTENCES. ASK FOLLOW-UP QUESTIONS TO MAKE THE EXERCISES MORE CHALLENGING AND INTERESTING.
3-minute Wrap-up IMPORTANT! Your WRAP-UP should include: a RECAP of the day s lesson, especially the objectives; SPECIFIC FEEDBACK about the student s pronunciation, grammar and sentence structure, vocabulary, and fluency; an ESTIMATE of the student s level according to the leveling system; RECOMMENDATIONS about future lessons and textbooks*; and SOFT-SELLING of 51Talk programs. *Make sure that you include your recommended textbook in your lesson memo for the reference of the Chinese sales team.
3-minute Wrap-up Go back to the lesson objectives as you evaluate your student. Mention how the objectives were met during the lesson. Give specific feedback regarding your student s performance during the lesson. Tell the student his/her estimated stage based on his/her performance during the lesson. Use the leveling system indicators wisely. Today, you practiced INTERVIEW ENGLISH on strengths. You were able to express your thoughts clearly but you paused a lot between sentences. This is because you were searching for words to express what you mean. You need to learn more words so that you can easily answer other interview questions. Based on our conversation today, I think you are in the intermediate stage because you were able to explain yourself, even if you still needed plenty of time to think. Learning English is a long-term process, so you really need to practice more. I can help you with that, Summer! Ask the student for feedback on the lesson. What do you think of our lesson today? Respond to the student s feedback. I m happy that you liked our lesson. This is a free trial lesson, so enroll now to have more lessons like this. Tell the student exactly how you can help him improve if he enrolls for your next lesson. In our next lesson, we can continue the rest of the textbook. I will help you learn more words and phrases that you can use during interviews. You can also choose another book like... OR For your stage right now, I think you can use OR We can have fun in our next lesson by studying. Would you like that? Great! So join 51Talk and book my next lesson. I ll be waiting for you, okay? See you soon! Goodbye!
3-minute Wrap-up TEXTBOOKS FOR THE LEVELS Go to http://www.51talk.com/course/level2.php to copy-paste the textbook title into the chat box for the student s reference. Include the textbook in your lesson memo.
Appendix: Sample Spiels SAMPLE OPENING SPIELS Hi! Good evening, Summer! Welcome to today s lesson. I am Teacher Bianca of 51Talk and I will be your teacher for today. How is your day? Good morning, Summer! Welcome to today s lesson. I hope you re having a great day. I am Teacher Bianca of 51Talk, the number 1 online English School in China. I will be your teacher for today. How are you? SAMPLE CLOSING SPIELS You did well today, Summer. You learned phrases and sentences that you can use in interviews. You need to work on your verb tenses, though. You need to use the past tense if the action happened in the past. You also need to practice pronouncing the following words: JOURNALIST, QUALIFIED, and REPORTING. Please say them again (makes the student repeat the words) What did you think of our lesson? (responds appropriately) All right, based on today s lesson, I think you are in the elementary stage because of your difficulty with verb tenses. I can continue to help you practice, if you study with me here at 51Talk. For your next lesson, we can continue our interview, if you like. You can also choose another lesson topic to help you prepare for interviews. I hope to see you in my future lessons, Summer! Bye! That was a good lesson, Summer. You were able to use phrases and sentences for interviews correctly. You need to be more consistent with your subject-verb agreement, though. If the subject is plural, what is the form of the verb? (gets the student answer) If the subject is singular, what is the form of the verb? (gets the student answer) Good! I will give you more information about this in your lesson memo, okay? Based on our conversation today, I think you are in the intermediate stage because of your difficulty with sentence construction. You need to practice for 6 months or more if you want to improve. I can definitely help you with that. For your next lesson, we can continue practicing answers for interviews using this textbook. Would you like that? (gets the student s answer) Great! I hope to see you in a future lesson, Summer! Talk to you again soon!