Session Details

🟣 SESSION 5 — STRUCTURED TEACHING (AMERICAN EMI APPROACH)

Clarity is structure.

Focus

• Organizing explanations for understanding
• Teaching with clarity and purpose
• Structuring information progressively in real time

Core Elements

• Advance organizers
• Why–How–What explanation model
• Signposting and transitions
• Chunking information for comprehension
• Making explanations meaningful and convincing

Language Integration

• Teaching phrases:
  • “Today we will…”
  • “The key idea is…”
  • “This is important because…”
  • “Let’s break this down…”
  • “First… then… finally…”

EMI Principles in Action

• Structured delivery
• Comprehension checking
• Scaffolding for understanding

Outcome

• Structured explanation template
• Structured explanation framework for EMI teaching
• Clearer and more effective teaching delivery
• Improved organization, pacing, and instructional clarity

🟣 SESSION 5 DETAILS — STRUCTURED TEACHING (AMERICAN EMI APPROACH) 

Clarity is structure.
From ideas to organized teaching

Review Exercises (As Needed)

EXERCISE 1 — EMI INTELLIGIBILITY CHALLENGE

Read the following sentences aloud.

Focus on:

• stress
• rhythm
• problematic sounds
• listener-friendly pronunciation

1. Knowledge develops through experience and reflection.
2. We must pursue continuous improvement.
3. Communication problems often occur during complex explanations.
4. Let me repeat the main idea.
5. Do not assume students already understand.
6. Students must possess strong analytical skills.
7. Academic communication requires clarity.
8. Please listen to the recordings before next week.
9. The consequences can be significant.
10. Curiosity promotes deeper learning.
11. The curriculum should support understanding.
12. Let us examine the evidence carefully.
13. Expertise develops over time.
14. I insist on clear communication.
15. This thesis examines student engagement.
16. Several theses were submitted this year.
17. Every crisis creates opportunities.
18. The analyses revealed important findings.
19. The criteria are clearly defined.
20. This criterion is essential.

EXERCISE 2 — WORD STRESS CHALLENGE

Underline the stressed syllable before reading aloud.

1. knowledge
2. pursue
3. occur
4. repeat
5. assume
6. possess
7. academic
8. recordings
9. consequences
10. curiosity
11. curriculum
12. examine
13. expertise
14. psychological
15. eligible
16. conscientious
17. evaluate
18. categories
19. diligent
20. attitude

EXERCISE 3 — ADVANCED PRONUNCIATION DRILL

Read the word pairs aloud.

1. colleague – college
2. advice – advise
3. content (noun) – content (adjective)
4. use (noun) – use (verb)
5. increase (noun) – increase (verb)
6. exercise (noun) – exercise (verb)
7. record (noun) – record (verb)
8. present (noun) – present (verb)
9. conduct (noun) – conduct (verb)
10. process (noun) – process (verb)

Discuss:

• Which pronunciation changes?
• Which syllable receives the stress?

EXERCISE 4 — SINGULAR OR PLURAL?

Choose the correct form.

1. The data _____ convincing.
   a) is
   b) are
2. The criterion _____ important.
   a) is
   b) are
3. The criteria _____ important.
   a) is
   b) are
4. This thesis _____ well written.
   a) is
   b) are
5. These theses _____ well written.
   a) is
   b) are
6. The analysis _____ complete.
   a) is
   b) are
7. The analyses _____ complete.
   a) is
   b) are
8. The diagnosis _____ confirmed.
   a) was
   b) were
9. The diagnoses _____ confirmed.
   a) was
   b) were
10. The basis _____ clear.
    a) is
    b) are
11. The bases _____ clear.
    a) is
    b) are
12. This information _____ useful.
    a) is
    b) are
13. The advice _____ helpful.
    a) was
    b) were
14. A number of students _____ absent.
    a) is
    b) are
15. The number of students _____ increasing.
    a) is
    b) are

EXERCISE 5 — COMMON EMI COLLOCATIONS

Choose the correct expression.

1. make / take a decision
2. make / take an exam
3. pass / succeed an exam
4. responsible for / responsible of
5. insist on / insist to
6. jealous of / jealous from
7. based on / based in
8. on time / in time
9. eat on the table / eat at the table
10. contribute to / contribute in
11. benefit from / profit from
12. transfer knowledge / transfer a knowledge
13. pieces of advice / advices
14. make progress / do progress
15. pay attention / make attention
16. do a mistake / make a mistake
17. do the bed / make the bed

EXERCISE 6 — TEACHER LANGUAGE REPAIR

Correct the following sentences.

1. I insist to arrive on time.
2. We are responsible of the project.
3. I am not jealous from my colleagues.
4. Students made an exam yesterday.
5. The students succeeded the exam.
6. Please give me some advices.
7. The informations are useful.
8. We arrived at time.
9. The books are at the table.
10. I took a decision yesterday.
11. The report is based in recent research.
12. We need to transfer knowledges.
13. The patient was nauseous after surgery.
14. The teacher contributed in the discussion.
15. The professor insisted to continue.

EXERCISE 7 — CHOOSE THE CORRECT FORM

1. The professor gave excellent __________.
   a) advice
   b) advise
2. I would like to __________ a different approach.
   a) advice
   b) advise
3. This doctoral __________ examines EMI communication.
   a) thesis
   b) theses
4. Several master's __________ were submitted this year.
   a) thesis
   b) theses
5. The __________ for admission is clearly stated.
   a) criterion
   b) criteria
6. The admission __________ are clearly stated.
   a) criterion
   b) criteria
7. The dentist confirmed the __________.
   a) diagnosis
   b) diagnoses
8. The researchers compared several __________.
   a) diagnosis
   b) diagnoses
9. The statistical __________ supports the conclusion.
   a) analysis
   b) analyses
10. Several __________ were conducted.
    a) analysis
    b) analyses
11. The theoretical __________ is clearly explained.
    a) basis
    b) bases
12. The argument rests on several theoretical __________.
    a) basis
    b) bases
13. Her __________ helps her become a better researcher.
    a) curiosity
    b) curious
14. She is very __________ about educational technology.
    a) curiosity
    b) curious
15. His __________ of educational theory is impressive.
    a) philosophy
    b) philosopher
16. He is a famous educational __________.
    a) philosophy
    b) philosopher
17. Students must __________ strong communication skills.
    a) possession
    b) possess
18. The university is in __________ of extensive data.
    a) possession
    b) possess
19. Place the __________ on the key findings.
    a) emphasis
    b) emphasize
20. We should __________ the importance of clarity.
    a) emphasis
    b) emphasize
21. My __________ helped me redesign the course.
    a) colleague
    b) college
22. My son attends a Jesuit __________.
    a) colleague
    b) college

EXERCISE 8 — DENTISTRY EMI PRONUNCIATION PRACTICE

Read aloud.

1. The diagnosis was confirmed after examination.
2. Several diagnoses were discussed during the conference.
3. The patient suffers from periodontal disease.
4. Hypoglycemia may occur during treatment.
5. The consequences can be severe.
6. The methodology was carefully designed.
7. The criteria for evaluation are clearly stated.
8. Professionalism is essential in dentistry.
9. The curriculum includes clinical practice.
10. Students should evaluate the results carefully.

EXERCISE 9 — STRESS & RHYTHM SENTENCES

Read naturally and emphasize the bold idea.

1. The KEY IDEA is patient safety.
2. The FIRST STEP is diagnosis.
3. The MOST IMPORTANT THING is prevention.
4. The MAIN CAUSE is bacterial accumulation.
5. The CRITERIA are clearly defined.
6. The CONSEQUENCES can be serious.
7. The RATIONALE is explained in the article.
8. The METHODOLOGY was carefully selected.
9. The DATA support the conclusion.
10. The CURRICULUM focuses on practical application.

EXERCISE 10 — EMI COMMUNICATION DETECTIVES

Whole-Class Challenge

Many English words change pronunciation, stress, grammatical function, and meaning without changing spelling.

Let us analyze the following sentence pairs.

For each pair, we will discuss:

1. What changed?
2. How did the pronunciation change?
3. How did the meaning change?
4. Which form do EMI teachers use most often?
5. Create a dentistry or teaching example using both forms.

Pair 1

A. The students received useful advice.

B. I would advise students to review the material.

Pair 2

A. His belief influences his teaching philosophy.

B. I believe students learn best through practice.

Pair 3

A. Take a deep breath before speaking.

B. Please breathe slowly.

Pair 4

A. Technology has many practical uses.

B. We use technology to support learning.

Pair 5

A. There was a significant increase in participation.

B. Active learning can increase participation.

Pair 6

A. Regular exercise improves health.

B. Students should exercise critical thinking.

Pair 7

A. The present situation requires action.

B. I will present the results tomorrow.

Pair 8

A. The record was updated yesterday.

B. Please record your explanation.

Pair 9

A. Professional conduct is essential.

B. Teachers should conduct regular reviews.

Pair 10

A. The manufacturing process is complex.

B. Students need time to process information.

Pair 11

A. The main object is student success.

B. Some students may object to the proposal.

EXERCISE 11 — THE / /ðiː/ OR /ðə/ ?

Read aloud.

1. the university
2. the article
3. the explanation
4. the examination
5. the evidence
6. the objective
7. the student
8. the teacher
9. the curriculum
10. the idea
11. the umbrella
12. the union
13. the unprofessional artist
14. the onion

EXERCISE 12 — EMI RAPID-FIRE CHALLENGE

Read each sequence smoothly without stopping.

1. knowledge → pursue → occur → repeat
2. assume → possess → academic → recordings
3. consequences → curiosity → curriculum → examine
4. expertise → insist on → evaluate → categories
5. diligent → colleague → methodology → careful
6. psychological → eligible → conscientious → attitude
7. diagnosis → diagnoses → analysis → analyses
8. thesis → theses → crisis → crises
9. professionalism → professionally → performance
10. philosophy → cognitive → scaffolding → facilitator
11. variables → relevant → diseases → hypoglycemia
12. contribute → constantly → possession → success
13. process → consent → rationale → criterion
14. cognitive → suppression → lemonade → salmon
15. shrimp → lamb → vowel → historical → threshold

EXERCISE 13 — CHALLENGING WORDS FOR FRENCH SPEAKERS

Read aloud and mark the stressed syllable.

1. knowledge
2. pursue
3. occur
4. repeat
5. academic
6. consequences
7. curiosity
8. curriculum
9. expertise
10. psychological
11. conscientious
12. methodology
13. professionalism
14. diagnosis
15. analyses
16. criteria
17. facilitator
18. cognitive
19. rationale
20. hypoglycemia

EXERCISE 14 — EMI MICRO-TEACHING CHALLENGE

Explain the following concept to a first-year student in 30 seconds.

Use:

• First...
• Then...
• For example...
• The key idea is...
• Finally...

Topics:

1. Hypoglycemia
2. Professionalism
3. Patient consent
4. Diagnosis
5. Curriculum design
6. Academic integrity
7. Data analysis
8. Evidence-based practice
9. Critical thinking
10. Cognitive load
11. Dental plaque
12. Gingivitis
13. Periodontal disease
14. Oral hygiene
15. Dental caries
16. Local anesthesia
17. Infection control
18. Patient-centered care
19. Lifelong learning
20. Artificial intelligence in healthcare

Whole-Class Challenge

Choose one topic.

You have 30 seconds to explain it to a first-year student using the required structure.

As you listen, identify:

• Was the explanation clear?
• Was it logically structured?
• Was the language easy to understand?
• Were examples used effectively?
• Did the speaker reduce cognitive overload?

EMI Reflection

After each explanation, discuss:

• What made the explanation easy to follow?
• Which signposting phrases were used effectively?
• How could the explanation be simplified further?
• What would help a multilingual learner understand more easily?

Key EMI Principle

Great EMI teaching is not demonstrating how much the teacher knows.

Great EMI teaching is helping students understand what they need to know.

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