Exploring English 1 Teaching Ideas

The purpose of this overview

is to give you guidance on

how to handle Exploring

English 1 2 and 3 each have

the same structure but with

increasing difficulty of

content. This overview covers

Exploring English 1 as the

basic model of usage.

Easy Language and Mission Academy

Exploring English Overview


Exploring English Unit 1

Guidance Point 1

Each unit has a list of

“Topics, Grammar and

Functions,” BUT do not

teach them first. You must

first teach the five

objectives for teaching

beginners1. Syllabication

2. Pronunciation of words and

sentences

3. Spelling

4. Meaning of daily words

5. Verbal usage of learned

words



Guidance Point 1

The book only provides

you vocabulary,

sentences, questions and

images. It doesn’t

provide any information

on how to teach these

things. You must figure

out how to teach them in

line with our five

objectives.

You have 2 days to teach

each unit.


Exploring English Unit 1Guidance Point 2

You must use the

sections of the book to

teach the five objectives.

How to do that is up to

your creativity and vision.

However, you will get basic

training to start you off.

Your initiative and hard

work to improve on this

basic training will be the

measurement of your

performance and

rewards in the company.



Guidance Point 3

After you have taught the

five objectives, you may

now teach briefly the

topics and grammar of the

unit. You may do this

simply by answering the

questions of the book.

There is no need to

master them since they

will all be learned overtime

little by little.


Exploring English Unit 1 example pages

Page 2

Guidance Point 4

The book provides very

little language to work on.

This means that in a class

of 50 minutes you have

very little to read aloud,

spell and define. You will

finish the class in 10

minutes which of course is

horribly wrong.



Page 2

Guidance Point 4

Since the book provides

very little language to

work on, it is up to you to

add more language

putting in more

vocabulary, dialogues,

example sentences that

you created or found in

the internet.



Page 2

Guidance Point 4

Summary

Since the book

provides very little

language to work

on, add more

language.



Page 3

Guidance Point 5

The book has a repetitive

pattern of “Read a text,

then Fill-in-the blanks.”

This means that the book

provides you with very

little variation for 50

minutes making the class

boring to death.



Page 3

Guidance Point 5

Since the book has a

repetitive pattern of “Read

a text, then Fill-in-the

blanks.”.

You must provide and

create new activities that

are exciting and engaging

both for you and your

student.



Page 3

Guidance Point 5

These exciting and

engaging activities must

be easy to do, repetitive

but can provide plenty of

variations.

The most basic of these

variations is the following

technique:



Page 3

Guidance Point 5

First : Dictation

Teacher reads aloud words,

dialogues and sentences

from the book, and the

student writes them down.

The teacher gradually

increases the speed and

American Accent in his

speech to accustom the

student to regular speech.



Page 3

Guidance Point 5

Second : Listen-and answer

Teacher reads aloud

questions, and activities from

the book, the student

answers back verbally. The

teacher writes the student’s.

answer on the student’s

book. The student is forced

to maximize his speaking

time.



Page 3

Guidance Point 5

Summary

Since the book has

boring repetitive

activities, create your

own unique technique

that gives fun and

maximizes student’s

speaking time.


Exploring English Unit 1 Sample Lesson

Page 2Teacher (points at the man’s

clothe and says very slowly

and loud)

•“Coat. Coat. Coat”

•“Neck tie. Neck tie.

•“Say again..

Student: Coat. Necktie

Teacher (writes down the

words on the board and says)

“Write” then points at student’s

notebook



Page 2Teacher (points at the woman’s

clothes and says slowly and

loud)

•“blouse”

•“skirt”

“Say again..

Student: blouse. Skirt

Teacher (writes down the words

on the board and says)

“Write” then points at student’s

notebook



Page 2After the student has written the

words

Teacher says slowly:

•The man wears a coat.



Say again.

Student: The man wear coat.

Teacher: The man wears a coat

The man wears a coat. Say again

Student: The man wear a coat.

Teacher writes down the sentence

on the board “Write notebook



Page 2After the student has written the words

Teacher says slowly:

•The man wears a coat and a necktie.

•The man wears a coat and a neck tie.

•The man wears a coat and a necktie.

Say again.

Student: The man wear coat necktie.

Teacher:

The man wears a coat

and a neck tie.

The man wears a coat

and a neck tie.

Teacher writes down the sentence on

the board “Write notebook”



Page 2After the student has written the

sentences Teacher says slowly:

“I read all, you listen.”

Teacher reads the dialogue aloud

Teacher says: “I read sentence you

repeat same sentence.”

Student listens then repeats.

Teacher says: Good. Now I am Peter

You are Maria.



Page 2In the example we just saw the teacher

was able to hit the five objectives of

teaching a beginner

Point and say

• Meaning of daily words

Through Listen Repeat

• Syllabication

• Pronunciation: words and

sentences

• Verbal usage of learned words

Writing and Copying

• Spelling



Page 2However, this approach using

•Point and say

•Listen Repeat

•Writing and Copying

Only exercises in a light manner the

five objectives. They do not provide

intense focus and reinforcement. The

teacher is advised to sometimes select

two or three days hitting one objective

at a time to ensure their full

development.



Page 2We can also see that the teacher

did not simply read the dialogue and

followed what the image and text

suggest the teacher and student

should do.

Rather the teacher used the images

and text to serve his purpose and

that is to teach the five objectives.

He did this by adding more

language and using his own

techniques and not those of the

book’s



Page 2

Only after the teacher has

achieved his purpose did

he use what was written on

the page. With this

approach it is possible to

spend 25 minutes in just

one page.



Page 3



Page 3



Page 4, 5, 6



Page 7, 8, 9



Page 10



Page 11



Page 12



Page 13



Page 13



Page 17

Education

Exploring English 1 Teaching Ideas