The document discusses the importance of learning English as a second language. It outlines several reasons why communication and English proficiency are important, such as for academic, career, and social opportunities. It also discusses strategies for learning English, including focusing on grammar, vocabulary, usage patterns, and practicing through reading, writing, speaking, and listening activities. The goals of learning English as a second language are to communicate effectively, achieve academic standards, and use English appropriately in social and cultural contexts.

1. Learning English as a
Second Language
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2. Why is Communication Important?
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• Part of our intelligence is ability to
communicate effectively.
• Languages play a great role in
thinking.
• Major aspect of your social life &
interpersonal relationships.

3. Effective Communication
(Academic aspects)
• Learning and understanding depends
on effective listening, reading and
comprehension (thinking) skills.
• Passing exams and getting good
result for assignments need effective
writing and oral communication.
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4. Why is English important?
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• Most widely used international language
o Though Chinese is used by more people, it is localizedto
China.
• In countries like UK, USA, Canada,
Australia, it is the official language
• The bulk of new knowledge is
documented in English
• The business language of the world

5. Why is English important? (Cont.)
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• Learning a second language expand your
thinking capacity
• English is very methodical & simple
language that promote logical thinking
• Express your ideas & opinions to the world
• Travel & work anywhere in the world (career
opportunities)
• More opportunities for relationships,
entertainment and enjoy your life

6. Not good reasons !!!
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• Use as a sword to suppress others
• For mere boasting (show off)

7. Things to remember
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• You learn and use English as a
second/business language
• No need to speak in the accent of a
British or American
• Neutral or your natural accent is just fine
• You may make occasional mistakes
• English is just another important tool to
use, not an ornament to boast or weapon
for envy !

8. Plan
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• Psychological & Sociological aspects
• Acquire competencies
• Practice
• Get the benefits

9. Psychological Aspects
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• English is not your mother tongue
• Do not be afraid to make occasional
mistakes
• Others listen or read to get the
information or your idea, and they are
not looking to find mistakes
• Your natural accent or neutral accent
is fine as long as it is clear

10. Sociological Aspects
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• This depends on the culture you live.
• People in some cultures are jealous.
• Only those jealous people will laugh at
mistakes.
• They are fear of loosing their opportunities.
• Just ignore them, it is there problem.
• There will be plenty of others who help and
understand your learning curve.

11. Tactics
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• Grammar
• Words
• Usage patterns

12. Grammar
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• Fairly small number of rules
o Easy to learn
• Less room for error

13. Grammar
(What you should know?)
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• Anatomy of Sentence
• Nouns & Verbs
• The Tenses
• The Voices
• Auxiliary verbs
• Adjectives &Adverbs
• Conjunctions
• Prepositions

14. The words
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• You can not learn all the words.
• Learn;
o Commonly use words
o Words related to your education/career
o Any word that you encounter frequently
• Play the guess (using context) game
effectively in listening/reading.
• Use the words what you know in
speaking/writing.

15. Usage Patterns
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• Use right words and grammar
rules in right contexts
• Formal vs. Informal
• Casual vs. academic or business

16. Practice
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• Read news papiers and watch
English programs in TV
• Read story books written in simple
English with limited vocabulary
• Watch English films and documentary
with English subtitles till you are
familiar with accent.

17. Practice (cont..)
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• Write blogs or post in social media
• Chat and talk with others in English
wherever you get a chance
• Prepare reports, send emails etc. in
English

18. "We are what we repeatedly
do. Excellence, then, is not an
act, but a habit."
~ Aristotle.
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19. STRANDS OF ESL
The four strands identified in ESL are interdependent and
interrelated and describe the ways in which learners
communicate in Universal Language.
LISTENING
refers to ESL learners’ development in understanding
spoken Universal Language. It focuses on the ability to
actively listen for a purpose and involves learners being
able to select and apply strategies to make meaning in a
wide range of contexts.
SPEAKING
refers to ESL learners’ development in using spoken
Universal Language for communication for social and
school-based learning. It involves developing learners’
control over Universal Language phonology, word and
sentence stress, rhythm and intonation and the
information conveyed by these systems.

20. READING
refers to ESL learners’ development in reading,
understanding and responding to a wide range
of spoken, written and visual English texts. It
involves learners’ developing understandings of
how texts are organised and how language
varies according to situation, social and cultural
contexts, purpose and audience.
WRITING
refers to ESL learners’ development in writing a
range of texts for interpersonal, informational
and aesthetic purposes. It involves developing
writing skills including spelling, punctuation and
grammatical structures.

21. The ESL Outcomes and Strands are organised
into four ELEMENTS:
1. Communication
2. Socio-cultural understandings
3. Language structures and features
4. Learning how-to-learn
The language and concepts that students learn
about at school may not necessarily match those
of their first language and culture. These elements
help teachers to program and make explicit the
language and cultural understandings needed to
effectively communicate in Universal Language.

22. 1. COMMUNICATION
refers to how learners interact with the English-
speaking environment and communicate in
Standard Australian English . It also focuses on
the development of learners’ ability to produce
and respond to spoken and written text.
2.SOCIO-CULTURAL UNDERSTANDINGS
refers to the development of learners’
understanding of and ability to use Standard
Australian English appropriately in various
contexts. It focuses on the need for ESL learners
to be aware of the relationships between text,
context, purpose and audience.

23. 3.LANGUAGE STRUCTURES AND FEATURES
focuses on the Standard Australian English
language forms typically used in spoken and
written communication. It explores Standard
Australian English language in terms of
patterns of text structure and organization
(genres), textual and grammaticalaspects of
language, print elements, pronunciation and
non-verbal elements of communication.
4. LEARNING HOW-TO-LEARN
refers to the explicit teaching of learning
strategies that enable learners to develop and
use Standard Australian English in a range of
contexts.

24. THE ESL LEVEL
The word ‘LEVEL’ is used in the ESL to give
emphasis on the difference between learning
English as a second language and a learner’s
stage of schooling, age or cognitive ability.
Students can demonstrate, the outcomes are
similar in the Early Childhood/Primary and
Secondary ESL Pathways, the indicators
provide teachers with more age specific
information to meet the needs of the ESL
learners within their class.

25. Students who have concepts about literacy
in their first language begin their ESL
progression at this Level in reading and
writing. Concepts of literacy include:
•understanding that print and writing carry a
message
•understanding that illustrations and
pictures can convey information and add
meaning to the text
•ability to identify parts of the book and
handle books appropriately
•knowledge of print conventions, e.g., left to
right, word spacing, knowledge of sound
symbol relationship.

26. PROGRESSION THROUGH THE LEVELS
ESL learners of average learning ability, social
and physical health and with uninterrupted
schooling will develop the same level of
academic English language proficiency as their
English language speaking peers. This results
suggest that ESL learners will take between five
to 10 years to acquire the same level of
academic English language proficiency as their
English language peers.

27. Generally, ESL learners, after initial progression through
the Beginning Levels, progress through each level of the
ESL outcomes within about 18 months. This progression
depends on a range of inter-related factors including
• language background
• cultural knowledge
• age
• cognitive ability
• social, emotional and physical health
• school attendance
• previous schooling experience
• experience with English
• experience with the culture of school
• language of peers in classroom and school
• level of English use in the community
• socio-economic status of family and community
• support from family and community
•expertise of teachers, schools and communities to
meet the needs of ESL learners.

28. Goals of the ESL
The over-all focus of English as a Second Language
is to provide opportunities for ESLs to reach full
English-speaking
peers. The three broad
parity(equally) with their native
goals set forth in the
Teachers of English to Speakers of Other
Languages, 1997 (TESOL) ESL Standards for Pre-
K- 12 Students provide the foundation for the design
of English as a Second Language. Through English
language instruction, the ESL works toward
attainment of these ESL proficiency standards and
goals, achievement and realization of long term
personal, social, and economic success in an
English speaking society. The goals are to:

29. 1. Use English to communicate effectively in a social setting.
a. Use English to participate in social interaction;
b. Interact in, through, and with spoken and written English for
personal expression and enjoyment; and
c.Use learning strategies to extend communicative
competence.
2. Use English to achieve academic standards in all content
areas.
a. Use English to interact in the classroom;
b.Use English to obtain, process, construct, and provide
subject matter information in spoken
and written form; and
c.Use appropriate learning strategies to construct and apply
academic knowledge.
3. Use English socially and in culturally appropriate ways.
a.Choose appropriate language variety, register, and genre
according to audience, purpose and setting;
b. Vary non-verbal communication according to audience,
purpose and setting; and
c.Use appropriate learning strategies to extend their social-
linguistic and social-cultural competence.