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B1 Intermediate Level – “Fun English” Book #4 – Sound it Out!

35 hours

OUTCOMES: This book starts to introduce more complicated grammatical functions in English, while continually increasing the student’s vocabulary and the ability to communicate. We use different situation-based stories to introduce the grammar system in context, which represents the rules for how words are connected and can be used in sentences to make meaning. The philosophy in this book is that grammar can best be learned in context. This means that grammar is observed by the student in usage and then with a little explanation helps the student to create the same connections in his or her own communication (written or oral). We are aware that students will start first by learning morphemes and then go on to using simple, compound and complex sentences. This book offers grammar knowledge in an organized but “disguised” way, starting from less difficult to more difficult grammar rules. Of course, grammar can be broken up in a lot of different ways. We encourage teachers or the parents, who help the student, to create grammatical lists and a vocabulary list and encourage the student to keep those notes until she or he finishes book 8 of “Fun English” series. These notes will create the “English Language Bank” where the students can turn to for future reference if they do not remember something.  We believe that good note taking and note keeping are crucial for language learning and beyond.

B2– Upper Intermediate Level – “Fun English”Book # 5 – Special People, Special Deeds

40 hours

OUTCOMES:  In book #5 we start giving tasks to perform in English. Tasks engage our English language learners in a meaningful and purposeful language use. At this stage, they are required to work with the language rather than learn and memorize rules about the language. In order to achieve this, we have prepared a Teacher’s Bank of Tasks which accompanies each Teacher’s Manual. Successful use this book requires teachers to improve their own fluency in communicating in English and avoid translation in class so, students will create the mindset that in this class they will perform only in English. To this end, ESL teachers need to make their teaching exciting, give clear direction and assess the outcomes in a well-organized plan.  However, in order to save time, we encourage the ESL teachers to use translation when teaching difficult, abstract words or concepts or when presenting concepts that are culturally different. Many teachers may argue that they are already using different activities in class. Even though that might be the case, we would argue that activities are different from tasks. Activities teach ABOUT the language, while tasks require the students to USE the language and are assessed to measure the outcomes. Here are some key differences between tasks and activities as described by Dr. Hetty Roeisingh of the University of Calgary in her website Learning by Design.  In describing the difference between tasks and activities in a language class, she observes that:

Tasks Activities
  • active involvement in negotiating meaning, problem solving, etc.
  • designed to “work” and manipulate core curricular goals (language, concepts, strategies)
  • monitored for outcomes, success
  • implies busy work, but often without a distinct purpose
  • open ended
  • unpredictable

Dr. Roeisingh argues that “while activities keep our learners busy, tasks have purpose and intent built into them” ( This is a new approach which helps us make learning meaningful and helps students “produce” language rather than memorize vocabulary and grammar rules.  This requires a contextualized, team-teaching approach.

 B2 – Upper Intermediate Level-”Fun English” Book #6 – Poetry and Novel Study

40 hours

OUTCOMES: Language learning does not just happen; it develops and improves through lots of work and practice. Learning a language is a long process.  We have been studying English for 35 years and still are learning things that we did not know before. There are two levels of knowledge in language learning: a) everyday spoken and b) academic language. Dr. Cummins of University of Toronto uses two level of language mastery, the Basic Inter Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) to explain these two levels of language proficiency.  These acronyms refer to a distinction between basic interpersonal communicative skills – (“Fun English” books # 1-3) and cognitive academic language proficiency- (“Fun English” books #4-8). This distinction is intended to draw attention to the very different time periods and registers typically required by ESL learners to acquire conversational fluency in their second language as compared to school grade-appropriate academic proficiency in the target language. Dr. Cummins argues that conversational fluency is often acquired to a functional level within about two years of initial exposure to the second language; whereas, at least five years is usually required to catch up to native speakers in academic aspects of the second language.  Academic language proficiency is the focus of this book.Book #6 is the first in the “Fun English” series that starts seriously dealing with the CALP level of English. As a result. this book will enable students to start using academic language, CALP instead of BICS level.  In order to illustrate the difference between the conversational (BICS) type sentence and an academic (CALP) type, look at the following example: Basic Inter Communicative Skills (BICS) level – I will go to the shop to buy pens, a ruler, paper, markers and a pen.Cognitive Academic Language Proficiency (CALP) level – I intend to take a trip to the commercial center to purchase the necessary school supplies.In this book students will learn how to enrich their vocabulary with academic words, how to find the sequence of events, how to understand rules, regulations, structures, and social conventions in communication how to compare and contrast, how to argue and defend an opinion, especially in writing.  They will learn the requirements of writing a topic sentence, paragraph structure, conclusion and considering the audience, and other mechanics of writing.

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Adriana Bejko

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  • Instructor Adriana Bejko
  • Duration 115 hours
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  • Enrolled 10 student
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