Ict Long

American English

CEF Level: B1 (PET)

Young Adults and Adults

Quick Catalogue ReviewQuick Catalogue Review

CAN DO STATEMENTS FOR LEVEL B1:

-Can understand the main points of clear standard input on familiarmatters regularly encountered in work, school, leisure, etc.

-Can deal with most situations likely to arise whilst travelling in anarea where the language is spoken.

-Can produce simple connected text on topics which are familiaror of personal interest.

-Can describe experiences and events, dreams, hopes andambitions and briefly give reasons and explanations for opinionsand plans.

The courseThe course

4 levels (intro to 3) American English Young adults and adults 70 to 120 hours (full edition) 35 to 60 hours (split edition: A / B) 4 skills instruction

Student's Book with Self-study Student's Book with Self-study Audio CDAudio CD Video/DVDVideo/DVD

Student's BookStudent's Book Video/NTSCVideo/NTSC

WorkbookWorkbook Video Activity BookVideo Activity Book

Teacher's EditionTeacher's Edition Video Teacher's GuideVideo Teacher's Guide

Class Audio CassettesClass Audio Cassettes Lab GuideLab Guide

Class Audio CDsClass Audio CDs Lab Audio CDsLab Audio CDs

Student's Book A with Self-study Student's Book A with Self-study Audio CDAudio CD CD-ROM for WindowsCD-ROM for Windows

Student's Book B with Self-study Student's Book B with Self-study Audio CDAudio CD Whiteboard SoftwareWhiteboard Software

Workbook AWorkbook A Full Contact AFull Contact A

Workbook BWorkbook B Full Contact BFull Contact B

Teacher's Resource BookTeacher's Resource Book Whiteboard Software Network Whiteboard Software Network NEWNEW

Interchange Third Interchange Third Edition/PassagesEdition/Passages

Placement and Evaluation PackagePlacement and Evaluation PackageTest Crafter Test Crafter NEWNEW

COMPONENTSCOMPONENTSwww.cambridge.org/interchangewww.cambridge.org/interchange

Students’ needsStudents’ needs

Engaging activities Clear goals and procedures Opportunities for personalization Flexibility Achievable results Feedback

Key featuresKey features

Real world topics

Conversational language

Grammar in communicative contexts

Task-based listening activities

Student-centered

Complete teacher support

Unit formatUnit format

Units integrate topics, functions, grammar and skills

Two lesson-sequences within each unit

Activities build on each other, culminating in fluency activity

Activities can serve as a springboard for supplementary practice

Unit formatUnit format

16 units

16 communication tasks (interchange activities)

8 Progress checks

Two topical or functional sections

Perspectives

16 projects

16 self-study listening activities

Cycle 1

Cycle 2

Unit contentUnit content Snapshot Word power Conversation Grammar focus Pronunciation Interchange Speaking Arcade: different kinds

of interactive activities on the internet!

Discussion

Fluency exercises

Listening

Writing

Reading

Perspectives

Self-study listenings

Projects

SnapshotSnapshot

Introduces the topic

Provides real world information

Builds receptive & productive vocabulary

Is presented in graphic form (easy to read)

Includes follow-up questions (discussion)

SnapshotSnapshot

SnapshotSnapshot

Teaching Step 1:Books closed. Introduce the new Topic

Teaching Step 2:Books closed. Lead the students through the information in the Snapshot.

Teaching Step 3:Do the follow-up questions in pairs, groups, or as a class.

TEACHING STEPSTEACHING STEPS

SnapshotSnapshot

Should the Snapshot be brief or long?

Why does the Teaching Tip suggest that you keep the Snapshot brief?

How can you make the Snapshot a meaningful activity?

If you were to teach this Snapshot, would you prefer to have your students do the follow-up questions as a whole class, in groups, or in pairs? Why?

SnapshotSnapshot

PERSONALIZATON:The teacher adds more personalized questions that relate to her/his students own lives and culture.

Why is this important?

Word PowerWord Power

Develops Ss´ vocabulary

Is related to the unit

Includes variety of exercises (word maps and collocations)

Is followed by oral and written practice (vocabulary in context)


What is the aim of Word Power?

What skills can be practiced?


How would you introduce the topic neighbourhood? Would you:

IdeaIdea Yes/NoYes/No Why?Why?

1. Show students photographs of a 1. Show students photographs of a typical neighbourhood, and ask them typical neighbourhood, and ask them to tell you about it?to tell you about it?

2. Explain to students what2. Explain to students whata neighbourhood is and what theya neighbourhood is and what theywill find there?will find there?

3. Tell them that the topic is 3. Tell them that the topic is talkingtalkingabout the neighbourhood and about the neighbourhood and translate it into Spanish?translate it into Spanish?..

Word PowerWord PowerTEACHING STEPS

Teaching Step One:Introduce the topic and elicit associated vocabulary. Use vocabulary teaching techniques.

Teaching Step Two: Model the pronunciation of new words.

Teaching Step Three:Explain and model the task.

Teaching Step Four:Students complete the task.

Teaching Step Five:Check answers with class. Individual work, peer correction.


VocabularyVocabulary TranslaTranslatete

MimeMime Elicit a Elicit a definitiondefinition

Give a Give a definitiondefinition

Elicit Elicit an an

examplexamplee

Give an Give an exampleexample

1. Neighbourhood1. Neighbourhood

2. Area2. Area

3. Department 3. Department store store

4. Wash and dry 4. Wash and dry clothesclothes

5. Haircut5. Haircut


Why should we find out what students already know before pre-teaching vocabulary? Suggest a reason why this is a good idea.

Why should students sit in front of each other and look at each other during a speaking activity?

How can you personalize the word power section?

What do you think is better, eliciting definition and examples or giving them? Why?

ConversationConversation

Introduces new function or grammar Creates a communicative and situational

context Serves as a model for conversational

expressions Provides a listening task Focuses on accurate repetition Avoids “reading like” intonation

ModelsModels

Practical

Meaningful

Memorable

Transferable


Which grammar points does the conversation present?

Can you find examples of functions in the Conversation?

Write examples.


MEANING, FORM, AND USEImagine that you are learning a new language (e.g. Swahili). Your teacher gives you a short dialog, which contains a grammar structure you have never seen before (e.g. mimi ninakwenda). What would you want your teacher to explain first? Rank these in order of importance:

•What the structure means•How to form the new structure•How to use the structure

ConversationConversationTEACHING STEPS

___ Check students’ comprehension.___ Books open. Students read silently as they listen

once more.___ Set the scene. Set a focus question.___ Students practice the conversation.___ Books closed. Students listen to the audio program once or twice.___ Explain unfamiliar vocabulary.

1

2

3

6

5

4

ConversationConversationTEACHING STRATEGIES

Look up and say techniqueLook up and say technique Onion RingOnion Ring

Say it with feelingSay it with feeling Stand up, sit downStand up, sit down

Moving dialogMoving dialog Substitution dialogSubstitution dialog

Musical dialogMusical dialog Disappearing dialog Disappearing dialog

Telling the storyTelling the story Predicting Predicting

Looking at the picture for Looking at the picture for ……

Grammar FocusGrammar Focus

Summary of grammar items

Exercises in context

Controlled to freer practice

Communicative exercises

Personal context (often)

GrammarGrammarFocusFocus

Elicit or explain the rules. Inductive or deductive Elicit or explain the rules. Inductive or deductive teaching.teaching.

Present example sentences using the audio Present example sentences using the audio program.program.

Model the task.Model the task. Students complete the task.Students complete the task. Check answers with the class. Peer correction.Check answers with the class. Peer correction.

Grammar FocusGrammar FocusTEACHING STEPSTEACHING STEPS

Two different point of views about teaching Two different point of views about teaching grammargrammar

I avoid turning the Grammar Focus into a heavy I avoid turning the Grammar Focus into a heavy grammar class. Instead, I lead my students into grammar class. Instead, I lead my students into the fluency activity quickly, so they learn to use the fluency activity quickly, so they learn to use the language.the language.

I like to spend a lot of time on grammar rules I like to spend a lot of time on grammar rules and doing controlled exercises until I am sure and doing controlled exercises until I am sure my students know the structures. Then we try my students know the structures. Then we try producing the languageproducing the language..


TechniqueTechnique Yes/Yes/NoNo

WhyWhy??

1. Use a grammar game from the 1. Use a grammar game from the Teacher´s Edition.Teacher´s Edition.

2. Give a handout with 2. Give a handout with grammar rules to your students grammar rules to your students for studying.for studying.

3. After eliciting grammar rules, 3. After eliciting grammar rules, create real sentences about create real sentences about themselves, using the new themselves, using the new structure.structure.

4. Ask your students to go back 4. Ask your students to go back to the Conversation and to the Conversation and substitute their own information substitute their own information in the dialog.in the dialog.


PronunciationPronunciation

Highlights pronunciation features Rhythm, stress, intonation, blending,

reductions, etc.

Is taken from “Conversation” or “Grammar Focus” sections

Improves listening & speaking skills

Builds student’s awareness & confidence

PronunciationPronunciation

PronunciationPronunciationWhich of the following ideas would help your students to recognize the rising-falling intonation? Which one(s) would help them to produce a rising-falling intonation? Check the appropriate column. Then add an idea of your own.

IdeaIdea RecognitionRecognition ProductionProduction

Write sentences on the board and have your Write sentences on the board and have your students draw arrows to show where the students draw arrows to show where the sounds rise and fall.sounds rise and fall.

Have the whole class listen and repeat after Have the whole class listen and repeat after the audio program.the audio program.

Have your students listen to example Have your students listen to example sentences. Tell them to stand up every time sentences. Tell them to stand up every time the sound rises and to sit down when it falls.the sound rises and to sit down when it falls.

Have your students first “hum” the example Have your students first “hum” the example sentences and then say the words with the sentences and then say the words with the appropriate intonation.appropriate intonation.

PronunciationPronunciationTEACHING TIPSTEACHING TIPS

•Introduce the presentation using the audio program/ model intonation.

•Highlight the pronunciation feature.

•Model the pronunciation and have students practice it.

•Check individual responses.

Fluency exercisesFluency exercises

They are: Pair or group work Role plays and class activities Interchange activities

More personalized practice Real-life content in a safe environment Meaningful experience Opportunities for individual participation

Fluency exercisesFluency exercises

Set the scene and review the model.Set the scene and review the model. Explain and model the task.Explain and model the task. Divide the class into pairs or groups.Divide the class into pairs or groups. Students complete the task.Students complete the task. Give students feedback.Give students feedback.

Fluency exercisesFluency exercisesTEACHING TIPSTEACHING TIPS

www.cambridge.org/elt/interchange/www.cambridge.org/elt/interchange/

www.cambridge.org/us/www.cambridge.org/us/

www.cambridge.org/elt/ic3/www.cambridge.org/elt/ic3/

Web supportWeb support

Questions?Questions?

THANKS!!!THANKS!!!

Ict Long

Education

Transcript of Ict Long