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The complementary digital Immersion English resource for Schools, Language Ins0tutes and Universi0es 2014

English Attack! for Schools

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Benefits and features of the new English Attack! Teachers and Schools platform: the truly English 2.0 way of helping your learning improve their English.

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Page 1: English Attack! for Schools

The  complementary  digital    Immersion  English  resource    

for  Schools,  Language  Ins0tutes    

and  Universi0es  2014    

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A game-changing complementary resource to teacher-led classroom EFL/ESL instruction

•  Developed in collaboration with Teachers of English, researchers in cognitive neuroscience, and gamification experts

•  Designed to be 100% complementary to teacher-led classroom

instruction of today’s generation of learners

•  Platform focus is on motivation, autonomy, and adoption of English as a cultural enabler

•  Entertaining, effective, and very affordable for your educational

institution

   What      is  it?  

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Regardless  of  teaching  methods,  improvement  in  language  skills  can  only  

come  about  with  frequency  of  exposure  to  -­‐  and  use  of  -­‐  the  target  

language.      

The English Attack Motivational Approach

               

Today’s  generaFon  of  learners  will  only  pracFce  English  language  skills  on  

a  truly  regular  and  frequent  basis  if  they  are  

moFvated  to  do  so.  InteresFng,  current  and  authenFc  entertainment  

content  is  a  key  moFvator.  

               

A  learning  resource  that  features  such  content,  regularly  refreshed  and  packaged  for  learners  of  

all  levels  within  a  moFvaFonal  ecosystem,  creates  the  condiFons  required  for  effecFve  language  learning.  

   How  does        it  work?  

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Pedagogy inspired by cognitive neuroscience

Our  Pedagogical  Principles  Based  on  the  latest  findings  of  cogni0ve  neuroscience  

 1.  SFmulaFon  through  emoFon-­‐generaFng  entertainment  content  2.  Frequency  of  exposure  and  use  via  short,  enjoyable  sessions  3.  RepeFFon  leading  to  long-­‐term  memory  retenFon  via  contextual  

PracFce  Games  4.  MoFvaFon  and  Progress  via  Challenge  and  ConFnuous  PosiFve  Feedback  

and  Reward  loops    5.  CommunicaFve  language  use  within  Global  Social  Network  of  Learners  

   Why  is  it      effec0ve?  

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Teaching English To Today’s Generation of Learners:

Problems & Solutions

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Let’s start by acknowledging some problems: 1. Today’s generation of “digital native” language learners present specific challenges for Teachers of EFL/ESL

•  Today’s “web generation” of learners struggles to focus during traditional lecture-based teaching

•  Low boredom threshold •  Resistance to textbooks •  Lack of motivation •  Occasional negative or hostile

attitude because their attention is simply not engaged

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Problems: 2. Insufficient Input

In most cases, because exposure to English only happens in class, learners are simply not exposed to enough input for effective language learning. Also, unguided input can prove discouraging for learners if it results in a frustrating and only partially comprehensible experience.

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Problems: 3. Need for class time optimization

•  Input •  Presentation •  Content Exercises •  Skills Exercises •  Production •  Drills •  Error Correction

Limited class time is never enough to cover all of the following:

•  Free discussion •  Games •  Group Work •  One-on-one

instruction •  Coaching •  Feedback •  Assessment

Class time is too precious to be used for simple exposure to English

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Problems: 4. Dull and Expensive “E-Learning Platforms”

•  Most E-Learning “solutions” purchased by schools are hardly used at all, thus, by definition, they are ineffective.

•  The reason is that learners find them dull to use, and an uninspiring extension of their classroom obligations.

•  The majority of e-learning content does not address learner interests and tastes.

•  Online material is often linear, unauthentic, dated, and has no social dimension.

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Problems: 5. Publisher Agenda

•  E-learning courses are often created by textbook publishers with little online publishing experience, designed as companion resources to textbooks and using recycled material originally intended for textbooks.

•  Can lead to loss of materials autonomy for the school, as publisher locks it into a textbook + online system based on its materials.

•  Such platforms can be complex to integrate into the curriculum, and expensive to contract.

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An online, self-study resource complementary to the school curriculum, but sufficiently different to it to avoid feeling like extra coursework.

What could be the solution?

Page 12: English Attack! for Schools

A resource created by independent education, entertainment and motivation experts, incorporating the latest learning concepts from cognitive neuroscience and learning games.

What could be the solution?

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An approach in tune with the interests, learning styles, and aspirations of today’s learners

What could be the solution?

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What could be the solution?

 •  Lexical  and  

CommunicaFve  Approaches          

•  GrammaFcalized  lexis        

•  AuthenFc  materials        

•  Everything  is  contextual      

•  MoFvaFon  via  Learner  Autonomy  

A resource design consistent with the latest EFL / ESL pedagogical thinking and teaching best practices

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Introducing  

www.english-­‐aFack.com  

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The largest, most current range of EFL / ESL VIDEO-BASED LESSONS based on authentic entertainment clips

•  Over 1,100 video-based learning units: movie clips, music videos, TV series, news reports…

•  Available as - or even a few days before – new films are released in local cinemas

•  Four difficulty levels •  Fresh content published daily •  Short sessions: 10 – 12 mins. to complete

The largest catalogue of English language learning VISUAL DICTIONARIES

•  Over 250 thematic dictionaries •  Over 4500 vocabulary files •  Each item is illustrated, defined, used in a

sample sentence, and has an audio file for correct pronunciation

Give your learners access to the widest range of audiovisual learning units based on authentic entertainment content

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… within a service creating motivation, repeat use and a sense of progress…

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The only range of quality LEARNING GAMES dynamically driven by every learning unit

•  Practice games covering vocabulary, grammar and listening skills enable learners to consolidate what they have learned in the learning units.

•  All video lessons and visual dictionaries can be practiced via several games: 4500 unit/game combinations possible

The most gamified learning service, for motivation and engagement

•  10 Card types •  50 Achievement Levels •  25 Badges to be earned •  Points for Learning Units completed, and

games played •  Coaching function showing progress •  Global social network and community

activity feeds, friends, messages

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… resulting in very high levels of site use frequency and duration, thus achieving true learner engagement.

87% of English Attack! subscribers learn with it at least once a week

AVERAGE: 3.6 visits per week                  

Average weekly site use duration: 2h 28 mins, of which over 80% on actual

exercises. 9.8 exercises completed per week

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Videogame-like ecosystem for enhanced self-motivation

 IncenFvaFon  of  Effort  rather  than  Ability  

 

Pervasive  Mo0va0onal  Feedback  

Rewards,    not  Grades  

Points scored based on effort and activity, not proficiency level

Interstitial feedback Is always positive and encouraging, like in a Casual videogame

Badges, levels, and contributions displayed on personal profile page

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The English Attack! Coaching Function An  intuiFve  but  sophisFcated  Coaching  FuncFon  helps  the  learner  structure  his  or  her  site  use  and  helps  track  and  reflect  learning  progress.   Coaching  

instrucFon  for  next  acFvity  “Learnometer”  visual    

progress  gauge  

Weekly  “learning  Fme  invested”  tracking  

Learning  unit-­‐specific  memorizaFon  progress  

monitoring  

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Weekly  “learning  Fme  invested”  tracking  

Weekly  “learning  Fme  invested”  tracking  

Per-­‐unit  memorisaFon  progress  tracking    

The English Attack! Coaching Function Visual Dictionaries

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Weekly  “learning  Fme  invested”  tracking  

Weekly  “learning  Fme  invested”  tracking  

Per-­‐unit  memorizaFon  progress  tracking    

The English Attack! Coaching Function Video Lessons

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English Attack! is already a proven solution for prestigious Education Sector decision makers.

Seven Idiomas •  Language learning schools in Brazil •  Yearly license for 900 students

Richmond / Santillana •  #1 textbook publisher in Latin America •  100k+ highschoolers licensed in Ecuador, Mexico and Colombia,

now being extended to other LatAm markets + Spain.

French Ministry of Education •  “English by Yourself” self-study portal – Strategic content partner •  English Attack! deployed across dozens of High Schools Nathan •  #1 High School textbook publisher in France •  English Attack! learning units integrated into new EFL textbook for

students aged 16 - 18 Harmon Hall •  #1 Language Institute Franchise in Mexico •  Service marketed to 10k+ students

Deals in progress Chinese Ministry of Continued Education •  English Learning Portal to be launched early 2014

Tatweer Strategic Education Fund / Saudi Arabia •  Joint English Language Learning proposition with Saudi Telecom

Page 24: English Attack! for Schools

An approach appreciate by both teachers and learners

     

ü  Máté  MaróF,  a  high  school  teacher  from  Hungary:  "My  students  have  enjoyed  English  Aback  a  lot.  They  love  doing  the  tasks  at  home,  and  at  school  on  the  interacFve  whiteboard  too.  It  is  also  great  fun  for  me  because  it  helps  them  enjoy  the  lessons  and  it's  variable."    

ü  Ann  Butosi,  Owner  of  the  Ingles  Personaliizado  school  in  Nicaragua:  "It's  really  easy  to  understand  and  the  site  navigaFon  is  very  straighforward."  

ü  Daniela  Zallocco,  an  English  teacher  and  educaFonal  policy  specialist  at  the  EducaFon  Ministry  in  ArgenFna:  "English  Aback  is  a  fantasFc  website  that  has  helped  me  change  the  pace  of  my  online  lessons.  I  am  from  ArgenFna  and  I  teach  English  to  adults  online.  My  students  find  the  website  user  friendly  with  lots  of  interesFng  tools  to  explore  grammar  and  vocabulary.  Thank  you  for  making  my  lessons  memorable  and  enjoyable!”          

 

 

Actual  Quotes  From  Teachers  

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ü  Debra  Hardstaff,  an  English  trainer  at  several  French  university  insFtutes:  “I’m  sFll  really  happy  with  your  site.  Everything  worked  smoothly.  Anyone  to  whom  I’ve  shown  your  site  has  been  enthusiasFc  to  use  it.”  

ü  Francisco  Nieves,  an  ESL  Instructor  at  Miami  Dade  College:  "I  love  it  so  far.  I  have  used  it  in  some  of  my  level-­‐  three  speech  classes.  They  have  liked  it  too.  I  have  sent  invitaFons  to  all  my  level-­‐two  intensive  English  class,  parFcularly  for  them  to  pracFce  irregular  verbs  playing  the  Verb  Dash  game.  They  are  amazed  at  how  many  verbs  they  sFll  have  to  become  familiar  with,  but  the  challenge  is  good    for  them,  because  they  keep  trying  to  get  higher  scores."    

ü  Shan  Williams,  an  English  teacher  at  the  Université  de  Picardie  in  France:  "Every  student  I  have  ever  shown  the  site  too  has  been  impressed.  I  have  found  the  system  easy  to  use."  

Actual  Quotes  from  Teachers  (cont.)  

An approach appreciate by both teachers and learners

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The English Attack! Teachers and Schools Platform

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•  Premium  Access  to  all  English  Aback  learning  units  and  site  funcFons          

•  Teacher  Tools  •  Create  classes  •  assign  students  to  

classes  •  assign  content  units  

to  classes  •  track  student  acFvity  

&  scores  •  communicate  with  

individual  learners  or  with  enFre  class  

   

   •  Co-­‐branded  site  with  

school’s  name  and  logo  •  School  Administrator  

dashboard  allowing  real-­‐Fme  monitoring  of  learner  sign-­‐up,  most  recent  use,  acFvity  on  site,  scores,  etc.        

•  CRM  tool  for  maintaining  relaFonship  with  former  students              

         

•  Premium  Access  to  all  English  Aback  learning  units  and  site  funcFons  

•  Student  Interface  Ø   assigned  class(es)  Ø   assigned  content  

units  Ø  message  board  for  

communicaFon  with  classmates  and  teacher  

•  Learner  retains  his/her  user  account,  user  profile,  coaching  history  and  points/badges  even  aper  mulF-­‐user  license  expires.  

English Attack! Teachers and Schools Platform: Service Features

Teachers School Administrators Students

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English Attack! Schools Platform Student Activity Report View for School Administrators

Student    User  Name  

Current    EA!  Level  

Task  Badges  Earned  

Ac0ve  Days  (days  when  a  Log  On  Occurred)  

Most  recent  Log  On  

Current  Points  Total  

Visual  Dic0onaries  Completed  

Video  Lessons  

Completed  

Learning  Games  Played  

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Choose  from  a  range  of  mulF-­‐user  license  possibiliFes,  with  full  control  over  duraFon  and  access.  Extremely  easy  to  implement:  no  sopware  to  install  or  download.  

Effective Flexible Affordable

A  complementary,  autonomous  resource  that  is  actually  used  because  it  moFvates  learners  with  current,  authenFc,  fun  content.  

Significantly  discounted  Educa0on  prices  vs.  individual  user  subscripFon  price;  volume  discounts;  complementary  Teacher  passes;  no  set-­‐up  fee  for  standard  packages.  

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In Conclusion: Advantages for Your School

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English Attack! has been specifically designed to increase your learners’ exposure, intake, motivation and communicative use of English.

Purpose-specific design

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A flexible, stand-alone resource

No “integration” with school curriculum required. Instead, an autonomous, complementary resource promoting discovery and self-motivation.

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Autonomy learning approach; no lessons or “courses” which need to be integrated with your curriculum.

A content-focused approach fully complementary with in-class instruction

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For more information:

Or  get  in  touch  with:  Paul  Maglione  Co-­‐founder,  Entertainment  Learning  /  English  Aback!  LinkedIn  Profile:  https://www.linkedin.com/in/paulmaglione"Twiber:  @paulmaglione  Skype:    paulmaglione  E-­‐mail:  paul.maglione@english-­‐aback.com  Phone:  +33  6  12  76  60  23  

For  more  on  our  pedagogical  principles:  Entertainment  English  Blog:  hbp://blog.english-­‐aback.com/      

To  get  a  price  quote  for  your  school  or  organizaFon:    hbp://www.english-­‐aback.com/forms_requests/190672