Diapositiva 1 - Macmillan English

Report
Macmillan
English Language
Teacher Training
Flying High Saudi Arabia 2
Shagra 9 – 10th February, 2013
Taif13th February, 2013
www.macmillanenglish.com/FHSA
Wendy Arnold
[email protected]
Jonathan Hadley
[email protected]
Grade 10
Grade 11
Grade 12
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?
A brief review of:
Flying High for Saudi Arabia
Components
Approach
8
Course components of
Flying High for Saudi Arabia 1-6
Teacher’s Book
Student’s Book
Workbook
CD-ROM
Website: www.macmillanenglish.com/fhsa
Flying High for Saudi Arabia
6 levels
Intermediate [B1]
to Advanced
[B2+]
Grade 10: Levels 1 and 2
Grade 11: Levels 3 and 4
Grade 12: Levels 5 and 6
8 units
Student’s Book
Four lessons
Workbook
Three lessons
Useful websites
http://www.macmillanenglish.com/fhsa/
PASSWORD: ELDP
[Please don’t give to students!]
http://app.macmillanksa.com/
Flying High 2013: Approach
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More adult than Lift Off
Raised level of linguistic complexity
New FHSA 1 + 2 = level B1 (CEFR)
New FHSA 5 + 6 get students exam-ready =
level B2+ (CEFR)
Flying High 2013: Approach
•
•
•
•
•
•
•
Integrated skills
Lessons tend to start with speaking
Topic-based
No continuing characters
Grammar and vocabulary strands
More advanced pronunciation work
'look‘ and ‘feel’ for older students
Starts with
speaking focus
Pronunciation
focus
Other skills
integrated
Vocabulary
building skills
Pair and group
work
Grammar and
vocabulary
support
Focus on Saudi Arabia
NEW lesson 4: “Saudi Supplement”
• Enrich course with Saudi culture
• More flexible lessons
• Help mixed ability classes
- Extra support for weaker students
- Stretch more able students
- Group and individual work
Focus on Saudi
Arabia in every
unit
Progress Tests
•
•
•
•
After every 4 units
Grammar focus
Vocabulary focus
3 skills (Reading, Listening, Writing)
Grammar focus
Vocabulary
focus
Skills
assessment
Skills assessment
Learner Training
activities
Help with
Spelling
Understanding the teaching approach
Differentiation in materials:
To help teachers deal with less and more able
learners within their classes
- 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
28
Reviewing
29
Discussion points: Comparing
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?
30
The Teacher’s Book is YOUR lesson
plan
It contains:
aims language materials
exercise notes homework
core materials
desirable materials
extension materials
31
Questions and Answers

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