Pre-Departure Training Workbook

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Quick tips to make things easer as you complete your workbook:
  • If you aren't able to complete all of Part 1 in one sitting, you can just click the Save + Resume button (at the top of the page). That will allow you to choose a username and password so that you can log back in later and pick up where you left off!
  • Each section is labeled according to the corresponding video, so for example, while you're watching video 1-6, section 1-6 should be a the top of the page in this online workbook. 
  • We've also got things broken down into page numbers (that correspond with a printed version that we'll provide once you're in country so that you have the notes from training), so if the video says make sure you're on page 6, that's just another touchpoint to make sure you're in the right spot.
  • The answer to each question is covered in the video, either visually in the slides or audibly in the notes (usually both).
  • Each fill-in-the-blank must be answered exactly right before it will allow you to move on. Watch out to make sure you're not adding an extra space in the answer (which would trigger a wrong answer). And if you're stumped on one of the questions, reach out to us at ILP so we can help you out.  
  • Submitting your workbook is a requirement to show that you've completed training. You'll need to fully complete the fill-in-the-blanks (with the right answers) before it can be submitted.

Part One: Intro To The ILP Method

Page 1
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1-6 Rules of the Language

Rules of the Language
1. Write the name of an object:
Write the color of the object:
Write a word for the size of the object:
Order all three words as you would naturally say them:
2. Native speakers
the rules without ever having them explained.

1-7 Language Learning

Language Learning Methods
1. Traditional language teachers teach the language
while ILP teachers teach the language
.
2. Traditional language teachers focus on
the language,
while ILP teachers focus on students
the language.
3. Traditional teachers focus on pre-
language objectives
while ILP teachers focus on spontaneous,
- like speech.

Teaching Levels and Progression
1. Progression through the different levels is based on
and
.
2. The only difference between the children in the Beginning program and the children in the Catch-up programs is the children's
.
3. We start to teach the children to
no sooner than their 2nd year in the program.
4. Children in the Elementary levels attend classes no less than
hours each week.  
Children in Primary levels attend 10 to
hours each week.

Page 2
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1-8 Create a Context

The ILP Teaching Model
The 4 core elements of the ILP Teaching Model are:
  • Teachers create a context with activities.
  • Teachers model the language while teaching the activities.
  • Children practice the language during the activities.
  • Teachers engage the children throughout the process.
Create a Context
1. Activities should be broken into task segments with a
not related to teaching English.
2. Teachers add a variety of
that are also known as "visual referents".

1-9 The ILP Teaching Model (1)

Model
1. The teacher should say, or
what each child needs to say.
2. The teacher should
or "expand the language" needed to go through the activity.
3. Teachers should keep the activity
- centered.

Page 3
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Practice
1. Teachers should get the children to speak (or "utter") constantly, at least once each
.
2. Teachers should get the children to practice the
language concepts and vocabulary.
3. Teachers should get the children to
to each other in the target language.

1-10 The ILP Teaching Model (2)

Engage the Children
1. Hold regular
with other teachers.
2. Understand the perspective of the
.
3. Make the
more interesting than the
.
4. Teachers should engage in a continual process where they
, 
, and
.
5. Teachers should implement and require a strict, mechanical
.
6. Teachers should engage at all steps of the
.
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