Transcript What’s new: 2009 - Macmillan Education ELT

Macmillan
English Language
Teacher Training
Get Ready 2
Shagra 9 – 10th February, 2013
Taif 11th February, 2013
www.macmillanenglish.com/GRSA
Wendy Arnold
[email protected]
Jonathan Hadley
[email protected]
Grade 4
DISCUSSION POST DEMO LESSON
Teacher’s Book
• Does the lesson have clear and relevant
learning objectives for the students?
• Does the lesson have a clear and logical
structure?
• Does the teacher follow the Teacher’s Book?
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 2
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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 find they have a free lesson
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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
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Grade 4 – Term 2
C = CORE
Identifying useful phrases
C = CORE
Identifying the grammar focus
C = CORE
Cognitive skills of labelling
and matching
C = CORE
Practising letter formation
Recognising letter shapes
Linking the initial sound in
a noun to a letter
D = DESIRABLE
Cognitive skill of identifying
Phonemic awareness
NEW
E = EXTENSION
GAMES
NEW
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.
Using the Teacher’s Book as your
LESSON PLAN
PREPARING FOR SUCCESS
PHONEMIC AWARENESS
MEMORIZING THE TRICKY WORDS
BLENDING
SOUNDS TO
DECODE TEXT
LEARNING TO WRITE PROPERLY
GAMES
LESSON PLANS IN THE TEACHER’S
BOOK
A STEP BY STEP GUIDE TO SUCCESS!
ALL YOU NEED TO KNOW TO PREPARE
FOR SUCCESS
TEACHING FOR SUCCESS!
Useful websites
http://www.macmillanenglish.com/grsa/
PASSWORD: ELDP
[Please don’t give to students!]
http://app.macmillanksa.com/
http://app.macmillanksa.com/
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?
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Reviewing
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The contents and components
Get Ready 2 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
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Understanding the teaching approach
Aim
To get an idea of teaching methods and lesson
structure
Materials
Teacher’s Book, Pupil’s Book
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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
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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
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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
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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.
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Discussion points
Do you
1 ... look at the Teacher’s Book?
2 ... understand the Teacher’s Book?
3 ... find the Teacher’s Book gives clear information?
4 ... use the Teacher’s Book notes when you teach?
5
Why? Why not?
6 ... check the workbook exercises when and after students in class?
7 ... give marks for the workbook exercises?
8 ... find the CORE, DESIRABLE, EXTENSION codes useful?
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The Teacher’s Book is YOUR lesson
plan
It contains:
aims language materials
exercise notes homework
core materials
desirable materials
extension materials
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Discussion points
Compare: Please look at TB pages CHECK
1
Was the approach in the lesson different to the Teacher’s
Book or the same as the Teacher’s Book?
2
Was the teaching approach practical for your class? Why?
Why not?
3 What, if anything, would you change from the Teacher’s Book
when you teach your class? Why?
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