Teaching Guide 1.Pdf

1 i Contents LESSON TITLE PAGE INTRODUCTION To the teacher v Key sections and teaching suggestions vi Lesson planning x Sample lesson plan – Lesson 6 xii 1. ‘The Mouse Deer and the Tiger’ 1 2. ‘The tower’ from Kidnapped by R. L. Stevenson 7 3. ‘The Doone Valley’ from Lorna Doone by R .D. Blackmore 14 4. ‘Air and wind’ from Watching the Weather by J. M. Branson 18 5. ‘The war’ from Tales from Gulliver’s Travels by Jonathon 24 Swift 6. ‘The golden touch’ from Old Greek Tales by J. M. Merson 30 7. ‘Princess Aubergine’ from Folk Tales of Pakistan 35 8. ‘A narrow escape’ from The Cloister and the Hearth by 40 Charles Dickens 9. ‘Gliders’ from The Story of Transport by Colin Wise 45 10. ‘Scrooge’ from A Christmas Carol by Charles Dickens 50 11. ‘The scholars and the lion’ from The Tiger’s Whisker edited 55 by Harold Courland 12. ‘The escape’ from The Count of Monte Cristo by Alexandar 61 Dumas 13. ‘The battle’ from King Solomon’s Mines by H. Rider Haggard 68 14. ‘Secrets’ from Little Women by Louisa M. Alcott 74 15. ‘Building a house’ from Building and Bridges by J. M. 79 Branson 16. ‘The match’ from Tom Brown’s Schooldays by Thomas 84 Hughes 17. ‘Scientific method’ from Insects and Disease by E. B. Edney 90 1 iii LESSON TITLE PAGE 18. ‘Sea serpents’ from Sea Routes by R. J. Hoare 96 19. ‘The merchant of Venice’ from The Stories of Shakespeare’s 102 Plays retold by H. G. Wyatt and David Fullerton 20. ‘The smugglers’ revenge’ from The Customs Officer’s Story 108 by Isabella Harwood 21. ‘The electric telegraph’ from Man Sends a Message by 112 Thomas Insull 22. ‘Jungle journey’ from Stories of Adventure by Sir Hugh 118 Clifford, K. C. 23. ‘The wizard of Menlo Park’ from Men, Medicine, and 124 Machine by R. J. Hoare 24. ‘The first man to fly’ from Skyways by R. J. Hoare 130 25. ‘Lightening’ from Weather by R. C. Ellis 135 26. ‘Rescue’ from Fire in the Forest by John and Alison Tedman 139 27. ‘The ghosts’ mountain’ from The Elephants of Sargabal by 145 Rene Guillot 28. ‘Dr. Sheppard at the breakfast table’ from The Murder of 151 Roger Ackroyd by Agatha Christie 29. ‘What to look for in a zoo’ from Look at Zoos by Gerald 156 Durrell 30. ‘Tom whitewashes the fence’ from The Adventure of Tom 163 Sawyer by Mark Twain 1 iv To the Teacher Aims Welcome to the Teaching Guide for Guided English Book One. The Teaching Guide you are now holding aims to help you, as a classroom teacher, build on the time-tested success of the series by introducing updated techniques and approaches to working with the content. The guide provides step-by-step instructions to help you make the most of the material without the need to spend hours in preparation for each class. General approach In every lesson, suggestions are given in the guide to help make the topic relevant to the interests and background of the learners. Discussions are meant to draw on students’ real-life knowledge, experiences, and understanding of their society. Whenever possible, reference is made in the teaching notes to local traditions and institutions. Since classes can be large and therefore may exhibit wide ranges of student preparedness, in most instances it is more effective to encourage pair and group work. In this way, weaker students get plenty of opportunity to participate and practice in order to improve their performance, while at the same time stronger students can serve as role models to other students in the group. Students are encouraged to help one another with written work before turning it in, which develops good habits for both readers and writers. Note: It is suggested that teachers use dictionaries as frequently as possible to help conduct classes at par with the students’ level of understanding and increase their own ‘word bank’ (vocabulary) 1 v Key Sections and Teaching Suggestions Reading Texts The reading texts in the Student’s Book are drawn both from literary classics and reproduction of practical topics. The approach taken in the Teaching Guide with regard to the reading texts is to first introduce the general theme to the class before going on to work through the reading text itself. This introduction to the theme will activate students’ background knowledge as well as help to create expectations and curiosity about what they will be reading. The teaching notes suggest breaking the reading into manageable segments, combined with follow-up tasks and preparation for the next segment. The aim here is to relate the material to students’ interests, backgrounds, and life experiences. Reading a text in this manner helps the students to realize that the act of reading represents a collaboration between the text and the reader. It is this relationship between the text and the reader that makes reading a meaningful activity. Teaching suggestions for reading texts: • Build student interest by going through the introductory discussions suggested for each lesson. • Break the reading into manageable segments, as suggested in the teaching notes. • Have students read silently. • After each segment, check for comprehension. Detailed suggestions for checking comprehension are provided in the teaching notes. • Follow up with an extension discussion of some aspect of the topic. Suggestions are provided in the teacher’s notes for each lesson. Comprehension and Vocabulary The approach taken in the Teaching Guide is that the Comprehension and Vocabulary exercises should never be used to test students’ knowledge, but should be seen as a means of encouraging students to work from what they know and remember. Initial answers to the questions should come from memory; students can later check their responses against the text. While conducting these tasks, allow students to help one another. This practice gives them the opportunity to learn from each other. Teaching suggestions for vocabulary tasks: • Have students find the vocabulary items in the text and try to work out the meanings initially without using a dictionary. • Then allow them to confirm their answers by comparing their responses with classmates and by checking a dictionary. • Follow up with the whole class, encouraging students to explain their answers. Teaching suggestions for comprehension tasks: • Encourage students to work initially from memory and discuss their responses, going back to the reading text for confirmation later. • Praise students who rephrase their responses in their own words rather than copying/repeating word-for-word from the text. • Discuss students’ reasons for answering as they did, particularly when some variation in response is possible. Language Structure All grammar topics in the Student’s Book are presented by way of substitution tables without explanations. Classroom presentations should aim to rectify this lack of explanation by providing various ways of stimulating students’ understanding of the grammatical structures and their meanings. 1 vi The approach taken in the teaching notes shifts the grammar presentation from a rote-memory model to an inductive-grammar-presentation model or a model which allows students to work out grammar rules by themselves. This approach helps students to develop observational skills, enabling them to link form and meaning. Occasionally, suggestions for explicit explanations of key points relating to the grammar topic are given, but the general approach remains one of leading students to draw conclusions about the rules of grammar based on careful guidance by the teacher. By implementing the suggestions in the guide, teachers will avoid the temptation of giving grammar lectures, and learners will be exposed to the information in an interactive, engaging way. Finally, it is always a good idea to dedicate time for additional fun and interactive communicative activities that will encourage more speaking. Learning grammar without applying what has been learned orally doesn’t effectively improve language skills and is easily forgotten. Teaching suggestions for oral grammar practice: • Have students practise in groups or pairs rather than repetition by the whole class so that learners have more opportunity to speak. • When students work on exercises in pairs or when they check their work with their neighbours, instruct them to read their sentences to each other. • Ask them to make silly sentences, or to make ones that are entirely illogical. Have them explain why these sentences are silly or illogical. • Have students make mistakes intentionally. When peer-checking, their partners should find the mistakes and offer solutions. • In exercises where students are instructed to write full sentences, they could read their sentences to their partner or neighbour who should ask follow-up questions to encourage mini- conversations. • Follow up with fun and interactive activities. Activities of this sort are available in supplementary texts and websites. Spelling The various spelling lessons found throughout the book are supplemented by a spelling rules appendix at the back of the book. Whenever new vocabulary or spelling rules are introduced, it is helpful for the students to have additional practice using the words in real communication as opposed to just memorizing rules. Students should always understand the meaning of the example vocabulary. Teaching suggestions for the spelling practice: • In pairs, have the students orally make complete sentences using the vocabulary. • Have partners write what they hear. • Prepare a written text with various spelling mistakes for students to edit. • Instruct the students to individually, find and correct these mistakes. • Have students trade papers and discuss their different answers. Punctuation Practice The guide treats the exercises in this section of the Student’s Book as editing tasks Teaching suggestions for oral punctuation practice: • Ask students to review the portion of the reading passage in question and make note of the punctuation that is the focus of the exercise.

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