Transcript What’s new: 2009 - Macmillan Education ELT

Macmillan
English Language
Teacher Training
Get Ready 4
Shagra 9 – 10th February, 2013
Taif 11th February, 2013
www.macmillanenglish.com/GRSA
Wendy Arnold
[email protected]
Jonathan Hadley
[email protected]
Grade 5
DISCUSSION POST DEMO LESSON
Starting the lesson
• Does the teacher get the students’ attention
at the start of the lesson?
• Does the teacher introduce the lesson clearly?
Classroom management
• Does the teacher interact with the whole
class?
• Are the instructions clear and logically
ordered?
Teaching for success
• Does the teacher prepare the students so they
can achieve the activities?
• How do they do this?
Delivery of lesson
• Is the lesson well-paced?
• Is new language presented clearly?
• Are examples relevant to students’ knowledge
and interests?
• Is there a range of activities?
• Do students participate actively in the lesson?
Finishing the lesson
• Does the teacher summarise the lesson
clearly?
• Are the lesson objectives achieved?
Getting to know the
content and
components of
Get Ready 4
8
Course components of Get Ready 1-6
Pupil’s Book and Workbook
Teacher’s Book
Flashcards
Website:
www.macmillanenglish.com/grsa
Posters
Understanding the teaching approach
Differentiation in materials:
Get Ready includes the following icons to help
teachers deal with less and more able learners within
their classes (this could also be useful for teachers who
lose time in the term for whatever reason and need to
identify core materials to cover in limited time).
- C = core materials, these need to be taught in order to
cover all the syllabus
- D = desirable materials, these could be taught in order
to consolidate learning
- E = extension materials, these may be used for fast
finishers or if the teachers finds they have a free lesson
10
Understanding the teaching approach
Differentiation in materials:
Get Ready icons will appear in the following materials (there
will be two cycles following this pattern in each book)
- Unit 1 CORE
- Unit 2 CORE
- Revision 1 DESIRABLE
- Saudi Stars 1 EXTENSION
- Unit 3 CORE
-
Unit 4 CORE
Revision 2 DESIRABLE
Saudi Stars 2 EXTENSION
Progress Check 1 EXTENSION
11
Grade 5 – Term 2
C = CORE
Identifying useful phrases
C = CORE
Identifying the grammar focus
C = CORE
Cognitive skills of matching
and labeling
C = CORE
Practising writing sentences
Completing sentences
Linking text to visuals
D = DESIRABLE
Phonemic awareness
NEW
E = EXTENSION
NEW
CHANTS
PROJECTS
STORIES
E = EXTENSION
NEW
Picture dictionary helping the learners to make
meaning by linking text to visual – learners
could also make their own bilingual dictionary
by adding Arabic.
ELDP grade requirements check list
Using the Teacher’s Book as your
LESSON PLAN
PREPARING FOR SUCCESS
PHONEMIC AWARENESS
MEMORIZING THE TRICKY WORDS
BLENDING
SOUNDS TO
DECODE TEXT
GAMES
LESSON PLANS IN THE TEACHER’S
BOOK (note GET Ready 4 is being prepared
now)
A STEP BY STEP GUIDE TO SUCCESS!
ALL YOU NEED TO KNOW TO PREPARE
FOR SUCCESS
TEACHING FOR SUCCESS!
Discussion points
The speed of teaching
1 How many weeks are there in the first semester?
2 How many lessons are there each week?
3 What lessons are you doing this week?
4 What should you do if you are going too fast?
5 What should you do if you are going too slowly?
30
Useful websites
http://www.macmillanenglish.com/grsa/
PASSWORD: ELDP
[Please don’t give to students!]
http://app.macmillanksa.com/
http://app.macmillanksa.com/
Reviewing
33
The contents and components
Get Ready 4 Summary
• There are 18 teaching lessons
Getting
to
Know
the
Materials
• There are 8 units with 2 lessons in them
• There is a revision lesson every two units
•
is aplease
SAUDI STARS
everyStudent’s
two units
InThere
pairs,
use your
• There is a progress check every four units
Book and Activities Books to answer
• The Pupil’s Book and Workbook are
the
questions on Handouts One and
combined
•
There is a Teacher’s Book
Two
• There are flashcards and wordcards
• There is a CD and a picture dictionary
• There are posters
34
Understanding the teaching approach
Aim
To get an idea of teaching methods and lesson
structure
Materials
Teacher’s Book, Pupil’s Book
35
Understanding the teaching approach
Recycling lessons [every two units]:
• revise the vocabulary of the previous two
units
• revise listening, speaking and pronunciation
of the previous two units
• revise reading and writing from the previous
two units
36
Understanding the teaching approach
Saudi Stars [every two units]:
• revise the vocabulary of the previous two
units in an interesting fun way
• revise listening, speaking and pronunciation
of the previous two units using different
activities
• revise reading and writing from the previous
two units so it is memorable
37
Understanding the teaching approach
Progress Check [every four units]:
• revise the vocabulary of the previous four
units
• revise listening, speaking and pronunciation
of the previous four units using
• revise reading and writing from the previous
four units
38
Understanding the teaching approach
Important points:
• Get Ready stresses use of language more than teaching
grammar BUT it does highlight the Grammar Focus.
• Get Ready highlights useful phrases in a Phrase Bank.
• Get Ready stresses literacy.
• The Pupil’s Book present new language, letters and
numbers.
• The workbook practises new language, letters and
numbers.
• The teaching notes have a clear structure and are easy
to use.
39
The Teacher’s Book is YOUR lesson
plan
It contains:
aims language materials
exercise notes homework
core materials
desirable materials
extension materials
40