Teacher Training - Shagra 9–10th February 2013 & Taif 13th

Report
Macmillan
English Language
Teacher Training
Lift Off 2
Shagra 9 – 10th February, 2013
Taif 12th February, 2013
www.macmillanenglish.com/LOSA
Wendy Arnold
[email protected]
Jonathan Hadley
[email protected]
Grade 7 – Term 2
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
Lift Off 2
10
Lift Off Level 1-2
Lift Off Level 3-5
Lift Off Training Resources on website
Useful websites
http://www.macmillanenglish.com/losa/
PASSWORD: ELDP
[Please don’t give to students!]
http://app.macmillanksa.com/
http://app.macmillanksa.com/
Course components of Lift Off 1-6
Student’s Book and
Workbook
Teacher’s Book
Flashcards
Website:
www.macmillanenglish.com/losa
Posters
Understanding the teaching approach
Differentiation in materials:
Lift Off 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
17
Understanding the teaching approach
Differentiation in materials:
Lift Off icons will appear in the following materials
-
Unit 1 Lesson 1 – 3 CORE
Saudi Review 1 DESIRABLE
Unit 2 Lesson 1 – 3 CORE
Saudi Review 2 - DESIRABLE
18
Grade – Term 2
C = CORE
Pronunciation corner
C = CORE
Useful tips on difficult language
C = CORE
Useful tips
C = CORE
Cognitive skills of matching
and identifying
C = CORE
Gap fills
Choosing correct words
True or False activities
C = CORE
Re-ordering words
Personalizing
Choosing correct words
C = CORE
Personalizing
Correcting
errors
Writing answers
D = DESIRABLE
Grammar study
NEW
A bilingual dictionary helping the learners to
make meaning by linking English and Arabic
text – learners could also make their own visual
dictionary by adding small pictures.
SPECIAL FEATURES
LOOK box to highlight tricky
language points
PAIRWORK
CHECK – learners check
each other’s work
REVIEW – with GRAMMAR
STUDY box. Learners study in
class and copy for homework.
Covering the syllabus of Lift Off 2
• How fast should you teach?
• Lift Off 2 is designed be covered completely in the second semester of
Grade 7, the first year of the Intermediate Stage. In order to ensure that
you cover all the teaching material, please use a calendar to check how
many teaching weeks there are in that particular semester. Then carry out
this calculation:
Number of weeks x 4 (the number of class lessons per week)
10 (the number of units in Lift Off 2)
• The result of the calculation will tell you how many class lessons you can
devote to each unit of Lift Off in order to cover all ten units of the
Student’s Book in the first semester [your students should do most or all
of the workbook activities as homework].
What should you do if you work more
slowly than you intended?
• You should aim to cover all parts of the materials.
However, in some circumstances, for example if
books arrive late in your school or you work with
a slower than average class, you might find you
are short of time. If this is the case, please
consult the chart below. The chart will help you
choose which are the most important parts of the
book to cover [Core materials] and which parts of
the book are not so important [Desirable
materials] and [Extension materials].
GAMES
GAMES contd/...
Rubrics in materials
Using the Teacher’s Book as your
LESSON PLAN
C=CORE
C=CORE
C=CORE
D = DESIRABLE
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?
40
Reviewing
41
The contents and components
Lift Off 2 Summary
• There are 40 teaching lessons
Getting
to
Know
the
Materials
• There are 10 units with 3 lessons in them
• There is a revision lesson every unit
•InThe
Pupil’s
Book and
are
pairs,
please
use Workbook
your Student’s
combined
Book
and
Activities
Books
to
answer
• There is a Teacher’s Book
the
questions
on Handouts One and
•
There
are flashcards
•
There is a CD
Two
42
Understanding the teaching approach
Aim
To get an idea of teaching methods and lesson
structure
Materials
Teacher’s Book, Pupil’s Book
43
Understanding the teaching approach
Review lessons [every unit]:
• revise the vocabulary of the previous unit
• revise listening, speaking and pronunciation
of the previous unit
• revise reading and writing from the unit
44
Understanding the teaching approach
Important points:
• Lift Off stresses use of language more than
teaching grammar BUT it does highlight Grammar
Study in the Saudi Review.
• Lift Off highlights useful phrases in LOOK.
• Lift Off stresses literacy.
• The Pupil’s Book presents new language.
• The workbook practises new language.
• The teaching notes have a clear structure and are
easy to use.
45
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 codes useful?
46
The Teacher’s Book is YOUR lesson
plan
It contains:
aims language materials
exercise notes homework
core materials
desirable materials
47
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?
48

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