Welcome to Teaching at Hainan Winter 2026
This guide provides teaching-specific information for educators delivering lessons in the Hainan Winter 2026 program (6 days: 9–14 February 2026).
1. Teaching Approach and Academic Content
1.1 What Makes a Hainan Winter Lesson
Teachers are expected to deliver lessons that align with the program's premium, immersive model:
Core teaching principles:
- Communicative approach – Students doing things in English together, not just studying English
- Maximising speaking time – Pair work, group work, presentations, discussions
- Task-based learning – Real-world tasks that require English to complete
- Immersion focus – Create natural opportunities for students to speak: in corridors, at meals, during transitions, in lessons
- Building confidence – Experiment with language, make mistakes safely, stand up and present
- Integrating the "4 Cs" – Communication, Collaboration, Creativity, Critical Thinking
What we don't do:
- Coursebooks (bespoke materials only)
- Grammar drills disconnected from real communication
- Passive, teacher-centered lessons
Volunteer support:
You'll have volunteer assistants (Chinese language students from UK universities gaining teaching experience). Use them to support individual students, manage materials, facilitate group work, and help maintain the immersive environment.
1.2 The Three Courses
Three parallel courses run simultaneously, differentiated by age and level:
Survival English
- Target: Younger or lower-level learners
- Focus: Practical, functional English for daily life
- Approach: High scaffolding, games, songs, TPR (Total Physical Response), lots of visuals
- Activities: Short blocks (10-15 minutes), frequent transitions, high energy
SDG x Public Speaking
- Target: Mid-level learners
- Focus: UN Sustainable Development Goals as content, public speaking as skill development
- Approach: Task-based lessons around presentations, discussions, speaking in front of others
- Activities: Building presentation skills, structuring arguments, confident delivery
Advanced: Sustainable Future Cities
- Target: Higher-level learners
- Focus: Deep project work on sustainability, urban design, future cities
- Approach: English as working language for complex content
- Activities: Research, debate, design projects, extended presentations
1.3 SDG Curriculum Framework
The UN Sustainable Development Goals provide thematic structure across all courses (adapted to level).
Why SDGs work for immersion:
- Meaningful, real-world topics students care about
- Natural contexts for authentic language use
- Connection points for excursions and activities
- Something substantial to present about
- Develops global citizenship alongside language
How to teach with SDGs:
- Facilitate discussion and exploration (don't lecture)
- Make it age-appropriate (adapt depth and complexity)
- Connect to students' lives: "How does this affect YOUR city?"
- Use authentic materials: news, videos, infographics
- Encourage critical thinking and multiple perspectives
- Balance problems with solutions (optimistic but realistic)
Example SDG topics:
- Clean Water & Sanitation
- Sustainable Cities & Communities
- Climate Action
- Life Below Water
- Quality Education
- Good Health & Well-Being
Resources provided: Curated articles, videos, vocabulary lists, discussion prompts, project scaffolding materials.
1.4 Immersion in Practice
The core aim is getting students speaking English in natural environments as much as possible:
In lessons:
- Maximize pair/group speaking time
- Use authentic tasks requiring communication
- Create information gaps and problem-solving scenarios
- Prompt, don't correct obsessively (fluency over accuracy)
Outside lessons:
- Chat with students during transitions between the triangle (accommodation → canteen → classrooms)
- Speak English at meals and during supervision
- Use the 15-minute walks between locations as conversation time
- Model natural, relaxed English use in informal contexts
The goal: Students should leave feeling they've been surrounded by English and used it successfully in real situations, not just "studied" it.
2. Your Students
2.1 Student Overview
- Total: Approximately 80 students (numbers may fluctuate)
- Age range: 6–15 years
Booking types:
- Individual direct bookings (expect personalized attention)
- Large agency bookings with Group Leaders traveling with students
2.2 Group Leaders
- External agents or parent representatives (not staff)
- Know students and parents personally
- Primary welfare contact for their student groups
- Keep them informed about student progress, behavior, and any issues
- Respectful collaboration essential—they're valuable partners
2.3 Student Age and Course Distribution
| Age Band | Approx. Numbers | Course | Presentation Format |
|---|---|---|---|
| 6-8 years | ~16 students | Survival English | Group presentations |
| 9 years | ~13 students | SDG x Public Speaking | Individual/pair |
| 10-12 years | ~21 students | SDG x Public Speaking or Advanced | Individual/pair |
| 13-15 years | ~9 students | Advanced Sustainable Future Cities | Individual/pair |
Note: Numbers provisional and subject to change as bookings finalize.
2.4 Student Levels
Within age bands, proficiency varies:
| Level | CEFR | Description |
|---|---|---|
| Beginner | A0 | Minimal English, heavy scaffolding needed |
| Elementary/Low | A1-A2 | Basic survival English, practical language |
| Pre-Intermediate/Mid | B1-B2 | Simple conversations, confidence building needed |
| Intermediate+/High | C1+ | Strong foundation, ready for authentic materials and abstract topics |
Important: Avoid labeling students with "levels" explicitly—it can demotivate.
2.5 Class Formation (Day 1)
Testing process:
- Writing test + multiple-choice grammar (auto-marked)
- Initial provisional grouping by age
- Test results sort students by level within age bands
- "All hands on deck" to finalize classes before evening GTKY session
Formation priorities:
- Age grouping (maximum 3-year spread)
- Nationality split where possible (for immersion)
- Level (within age bands)
Class size: Maximum 1:20 ratio (teacher:students), with volunteer support in classroom.
2.6 Chinese Learning Culture Considerations
Your students may:
- Be initially shy about speaking (accustomed to teacher-centered instruction)
- Have strong grammar knowledge but weaker spoken skills
- Value grades and measurable progress highly
- Need explicit permission and encouragement to experiment with language
Your role: Create safe, encouraging environment where mistakes are learning opportunities and speaking is valued over accuracy.
3. Classroom Management
3.1 Day One with Your Class
Learning names:
It's imperative you and your volunteer remember student names on Day 1. The personal touch and ability to address students individually sets the tone for the entire 6 days.
Establishing the vibe (Carrot + Stick):
- Carrot: Make things as fun as possible—show students this will be enjoyable, engaging, and different
- Stick: Be firm and come down hard on anything you don't like: disrespect, inappropriate L1 use, lack of motivation, unkind behavior
Goal: Establish boundaries and limits immediately while backing it up with charisma, great activities, and evidence of learning. Avoid igniting rebellion while maintaining clear standards.
3.2 Working with Volunteers
You'll have 1 volunteer per class—Chinese language students from UK universities gaining teaching experience.
How to use volunteers effectively:
- Classroom management: Circulate during activities, keep students on task
- Materials management: Distribute/collect, prepare activities
- Individual student support: Work one-on-one with struggling students
- Small group facilitation: Lead one group during group work
- Translation when necessary: Bridge language gaps (use sparingly)
- Behavior support: Redirect off-task students
What volunteers should NOT do:
- Lead instruction (that's your job)
- Make academic decisions without consulting you
- Be solely responsible for student safety
Building the partnership:
- Brief volunteers before lessons (5-minute overview)
- Assign clear roles during activities
- Give feedback and appreciation
- Include them in classroom routines
3.3 Seating and Groupings
Dynamic seating:
Constantly move students around and regroup throughout the program. This:
- Distributes challenging students fairly
- Keeps things active and dynamic
- Gives everyone exposure to different opinions and language
Mixed nationality groupings (when applicable):
When you have multilingual groups, try to alternate nationalities to maximize immersion and reduce L1 use.
Establish this from Day 1 so students expect movement and don't get territorial about seats.
3.4 English Use (L1 Policy)
100% English use is unrealistic, but it's the direction we're heading.
Call out inappropriate L1 use, but use judgment:
Acceptable L1 use:
- Innocently checking instructions or translations
- Quick clarification while actively working on task
- Brief chat during natural breaks in work
Unacceptable L1 use:
- Speaking badly about you or others
- Trying to say rude words thinking you won't understand
- Full-blown conversations unrelated to task
- Extended L1 conversations in presence of non-L1 speakers
Questions to ask yourself before correcting:
- Have they been told to speak English?
- Have you given them the scaffolding language they need?
- Have you provided phrases to complete the activity?
- Is this happening in a multilingual group?
- How often is this student using L1?
- Have they had a break recently?
Balance: Encourage English without discouraging natural communication.
3.5 Classroom Space and Setup
Freedom to arrange:
You have freedom to organize your classroom to suit communicative, task-based lessons. Make it look like a learning space conducive to fun, active language use.
Look for:
- Noticeboards to pin up student work
- Flexible seating arrangements for pair/group work
- Space for movement activities and presentations
4. Teaching Beyond the Classroom
4.1 Outdoor Lessons
Use Hainan's outdoor spaces strategically when appropriate:
When to consider outdoor lessons:
- Students restless or losing focus after prolonged indoor work
- Activities requiring physical space (TPR, games, role-plays)
- Weather comfortable and suitable
Key points:
- Must have clear academic purpose (not just "fresh air")
- Always maintain visibility—never let students wander out of sight
- Count students before leaving classroom and upon return
- Define physical boundaries clearly at start
- Brief volunteers on supervision role
- Plan transitions carefully
- Have backup indoor plan if weather changes
4.2 Evening Intensive Sessions (19:00-21:00)
Evening sessions provide 90-minute supervised consolidation time, differentiated by age:
Young learners (6-10):
- Language games
- Sports and outdoor activities
- High energy, staff actively participate
Older students (11-15):
- Finishing workbooks
- Presentation preparation
- Guided independent work
- Staff circulate and are available for questions
Key principle: English use encouraged but not strictly enforced—evenings are lower pressure while maintaining immersion focus.
Your role: Rotate between age groups, provide developmentally appropriate support, keep students engaged and safe.
5. Daily Responsibilities
5.1 Always On
For 6 days, this program is very intensive. You are effectively always on—everyone shares responsibility for student welfare, behavior, and engagement, not just during formal lessons.
Planned rotations will give you short breaks to catch your breath, but expect a very hands-on, highly present six-day period.
5.2 Core Teaching Tasks
Daily:
- Plan and deliver high-impact, communicative lessons for your course
- Maximize speaking opportunities: pair work, group tasks, presentations
- Create casual conversation opportunities before/after lessons and during transitions
- Coordinate with volunteers for materials, group work, and media capture
- Know where your students are at all times and communicate movements clearly
Ongoing:
- Liaise with Group Leaders regarding student performance/behavior (they inform parents)
- Compile observations for student reports (volunteers log, you add academic detail)
- Promote learning outcomes and evidence of work in books to take home
- Keep attendance
- Write lesson dates and evidence of new language/production in student books
5.3 The Campus Triangle Challenge
The campus functions as a triangle of three main locations:
- Accommodation
- Canteen
- Classrooms
Challenge: Each leg takes around 15 minutes to walk.
Your role:
- Plan ahead so classes and groups aren't late
- Use transitions as immersion time (English conversation on the move)
- Communicate clearly in the group chat when moving students or if delayed
- Always know where your students are
5.4 Knowing Where Students Are
At any point, you should be able to say where your students are and who is responsible for them.
When moving between locations:
- Count and visually check students before leaving
- Confirm again when arriving at next location
- If numbers don't match, stop and resolve immediately
- Communicate movements in WeCom/WeChat group
This is critical: Student safety depends on always knowing their location.
6. Media and Marketing Support
6.1 Why Media Matters
Photos and videos serve two purposes:
- Parent proof – Evidence their children can actually speak English in authentic contexts
- Program marketing – Showcasing quality for future bookings and upselling Cambridge summer/online classes
6.2 Video and Photo Activities
Your role:
- Facilitate video activities using provided question packs
- Create supportive environment where students feel comfortable speaking
- Don't force reluctant students
- Connect video activities to academic content
- Support daily photo capture of classroom activities and student engagement
- Cooperate with media plans and help volunteers/Group Leaders collect content
6.3 Graduation Ceremony and Scholarships
The program culminates in a final graduation ceremony:
- Students showcase work (mini presentations, project highlights)
- CSIA certificates awarded to all students
- Four scholarships worth £500 each towards Cambridge summer school
Your input matters:
Scholarship candidates identified based on participation, attitude, progress, and potential benefit from summer experience. Your observations across the 6 days will inform these decisions.
This is a key marketing moment: Position Cambridge summer as the natural "next step" and reinforce that this week is part of a longer learning journey.
7. Working in China (Brief Notes)
7.1 Communication Style
- Indirect communication: Chinese colleagues may avoid direct "no"
- Hierarchy: Respect for seniority and position
- Face (面子): Avoid public criticism, maintain dignity
- Building relationships (关系): Personal connections matter
7.2 Tips for Success
- Be patient—things may move differently than you're used to
- Show respect to local staff, customs, and cultural norms
- Stay flexible—plans may change, adapt positively
- Ask questions—better to clarify than assume
- Use translation apps when needed
- Learn basic Mandarin phrases (hello, thank you, sorry)
This is a 6-day sprint. Bring energy, flexibility, and your best teaching. The goal is creating a premium experience that parents see value in and want to continue through Cambridge summer and online programs. Let's make it excellent.