2. An internationally recognized teaching qualification from Cambridge ESOL for teachers of English in primary, secondary or adult teaching contexts

3. A three module course aiming to increase teachers' confidence and enhance job prospects by focusing on core teaching knowledge related to language, language use and the background to and practice of language teaching and learning.

4. Language and background to language learning and teaching Describing what language is and language skills Background to language learning Background to language teaching

5. Planning lessons and use of resources for language teaching Planning and preparing a lesson or sequence of lessons Selection and use of resources and materials

6. Managing the teaching and learning process Teachers’ and learners’ language in the classroom Classroom management

8. INSPIRATION

9. When the question is complicated The answer is Simple

10. Describing what language is and language skills Background to language learning Background to language teaching Planning and preparing a lesson or sequence of lessons Selection and use of resources and materials Teachers’ and learners’ language in the classroom Classroom management

11. What language is

12. Are we constantly and consistently helping students to understand what language is? Have we constantly and consistently introduced English as it is a language?

13. Process-Oriented Problem-Solving

14. 班級 :____________ 座號 :___________ 姓名 : ___________ 1. Meg and I love mom very much. She roller-skate with _______ every Saturday. (A) her (B) me (C) us (D) we 2. Kevin plays basketball everyday( 改成被動式 ) __________________________________________________________

15. What are the problems?

16. “I would like to buy a hamburger” ---Sound: Inadequate phonological training “ The moon walking bear” ---Form: Unbalanced formal processing “Basketball is played by him everyday” --- Meaning: Non-functional view of forms “Meg and I love mom very much. She roller-skates with us/me/her on Saturday” --- Message: De-contextualization

17. Do we know what we are thinking? Awareness

18. Through phonological awareness, we learn to associate sounds with symbols and create links to word recognition and decoding skills necessary for reading. http://www.phonologicalawareness.org/ http://www.phonologicalawareness.org/ The Significant Other

19. “What learners notice in input is what becomes intake for learning.” Schmidt, R. (1995). Consciousness and foreign language learning 50 Below Zero http://www.tumblebooks.com/library/asp/full_book.asp?ProductID=2490

20. Since language is fundamentally a tool, it is reasonable to assume that its structures are best analyzed and understood with reference to the functions they carry out. http://en.wikipedia.org/wiki/Functional_theories_of_grammar Historian, Scientist and Fortune Teller

21. Contextual sensitivity was part of our pre-human heritage, and was not relinquished when language developed. (Dan Issac Slobin “Social interaction, social context, and language” p.29) What you think you don’t know, you do