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Crescent Teacher's Book 5 Introduction Page Crescent English Course - the Background http://e-learning-moe.edu.ye http://e-learning-moe.edu.ye Republic of yemen Ministry of Education Curricula & Supervision Sector Genral Directorate of curricula EENNGGLLIISSHH CCOOUURRSSEE FFoorr YYeemmeenn Terry O’Neill, Peter Snow and Richard Peacock Teacher’s Book 5 Retyped and designed by hamed al-shaibani Checked by Jassem Alkalby English language Teaching for Arb World/ Oxford University Press 1 CEC 5 Ym http://e-learning-moe.edu.ye Published by Garnet Publishing Limited 8 Southern Court, South Street, Reading RGI 4Qs. Uk Copyright 1999 Garnet Publishing Limited ALL COPYRIGHT RESERVED BY MINISTRY OF EDUCATION 2011–2012 2 CEC 5 Ym http://e-learning-moe.edu.ye Contents Crescent Teacher's Book 5 Introduction Page Crescent English Course - the background .............................................................. 4 Crescent 5 components ............................................................................................. 4 Organization of Crescent 5 ....................................................................................... 4 Features of Crescent 5 ............................................................................................... 5 Teacher's Book 5 ........................................................................................................ 5 Overview of main grammatical areas (Crescent 1 - 5) ............................................. 7 Advice to teachers The classroom ............................................................................................................ 11 Pair and group work ................................................................................................... 11 Mixed abilities ............................................................................................................ 12 Using Arabic .............................................................................................................. 12 Lesson planning ......................................................................................................... 12 Classroom language.................................................................................................... 13 Assessment.................................................................................................................. 13 Teaching techniques and procedures General approach to the skills .................................................................................... 14 Listening: Objectives ............................................................................................ 14 General procedure (TP L1).................................................................. 14 Speaking: Objectives ............................................................................................ 15 General procedure (TP S1) ................................................................. 16 Vocabulary: Objectives ............................................................................................ 16 Procedure for revision and development (TP Vl) ............................... 17 Procedure for working out meaning from context (TP V2) ................ 17 Aids to learning vocabulary ................................................................ 18 Reading: Objectives ............................................................................................. 19 General procedure (TP R1) ................................................................. 20 Procedure for scanning (TP R2) .......................................................... 20 Writing: Objectives ............................................................................................ 21 General procedure for writing exercises (TP Wl) ............................... 21 General procedure for skill writing (TP W2) ...................................... 22 Dictation: Procedure for Dicto-comp (TP D1) ..................................................... 23 Procedure for standard dictation (TP D2) ........................................... 23 Unit summaries Unit 1 ....................................................................................................................... 24 Unit 2 ....................................................................................................................... 33 Unit 2 Arts reader .................................................................................................... 58 Unit 2 Science reader .............................................................................................. 66 Unit 3 ....................................................................................................................... 73 Unit 3 Arts reader .................................................................................................... 103 Unit 3 Science reader .............................................................................................. 109 Unit 4 ........................................................................................................................ 117 Unit 4 Arts reader .................................................................................................... 147 Unit 4 Science reader .............................................................................................. 154 Unit 5 ....................................................................................................................... 161 Unit 5 Arts reader .................................................................................................... 186 Unit 5 Science reader ............................................................................................. 191 Unit 6 ...................................................................................................................... 197 Appendix Crescent 5 Word list .................................................................................................. 203 Glossary of key words used in the teaching Procedures ........................................... 207 3 CEC 5 Ym http://e-learning-moe.edu.ye Introduction Crescent English The Crescent English Course, specially developed for the Course - the teaching of English in Arab schools, was first published in 1977 background after research, conference and seminar discussions over a number of years. It pioneered the communicative approach to language learning and teaching. Since 1977, the Course has been amended from time to time and tailored to meet changing situations in different countries using it. This policy of regular updating has ensured the continued success of the Course throughout the Arab world. This new edition of the Crescent English Course is firmly based on the same theoretical and pedagogical principles as the original. The changes reflect both the wide experience gained by the authors over the years since first publication and the need to provide teachers with something new. A larger format has been chosen for the books to allow a large print size and clear illustrations at the lower levels of the Course and sufficiently large print sizes for the longer texts needed at the higher levels. The new materials continue to provide those features most likely to appeal to learners such as varied text types with attractive illustrations for language presentation and skill development, and games and songs at the early levels. The Course has a combined functional / structural syllabus and the recommended methodology is drawn from a variety of old and new sources. The Workbooks provide carefully graded and systematic practice and consolidation exercises as well as communicative language learning tasks. Although the new Course includes group activities, there is a greater use of pairwork. A system of signposting in the new edition makes the books easily accessible to pupils and teachers. Crescent 5 components The Pupil's Book contains the input material; the Workbook Pupil's Book 5 contains language tasks and practice exercises. Both books Workbook 5 are needed in most lessons. Unit and Step numbers are Teacher's Book 5 indicated in both books as follows: 1.1 (Unit 1, Step 1), Class Cassette 5 3.4 (Unit 3, Step 4). Organization of Crescent 5 contains six core Units, an Arts Reader and a Science Crescent 5 Reader. The core material is intended to be used by all pupils for developing language skills; the Arts Reader is intended for use in Arts classes and the Science Reader for use in Science classes. Sinceboth Readers are printed in one volume, however, pupils and teachers can use the extra material as they wish. Each Reader has 15 texts. The topics are listed on the Contents page of Pupil's Book 5. The texts are intended to be used in class along with core Units 2 to 5. The Units are divided into Steps. There are 100 Steps in total, made up as follows: 4 CEC 5 Ym http://e-learning-moe.edu.ye Unit Topic Core Steps + Reader Steps 1 Revision 5 0 2 Serving the people 15 8 3 The United Kingdom 15 8 4 English-speaking countries 15 8 5 Yemen - future developments 15 6 6 Revision 5 0 Total: 70 + 30 = 100 Features of Crescent 5 Discussion questions These appear on many Pupil's Book pages in boxes headed 'After you read' and occasionally in the Workbook. Talk and listen conversations These practise short, controlled conversations. Because pupils see only their own part of the conversation, they are forced to listen to each other carefully in order to choose appropriate responses. Language work At the end of Units 2 to 5 in the Pupil's Book, there is a Language review of the main grammar points covered
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