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Teacher Book 6.Pdf 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 ENGLISH COURSE For Yemen Terry O’Neill, Peter Snow and Richard Peacock Teacher’s Book 6 Retyped and designed by Abdul Rahman H. Al-Moharess Checked by Jassem Alkalby All Copyrights Reserved by Ministry of Education 1 CEC 6 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 2 CEC 6 Ym http://e-learning-moe.edu.ye Contents Crescent Teacher’s Book 6 Introduction Crescent English Course- the background 4 Crescent 6 components 4 Organization of Crescent 4 Features of Crescent 5 Teacher’s Book 6 Overview of main grammatical areas (Crescent 1-6) Advice to teachers 11 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 14 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 V1) 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 V2) 20 Writing: Objectives 21 General procedure for writing exercises (TP W1) 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 44 Unit 3 67 Unit 4 89 Unit 5 110 Unit 6 132 Arts reader 150 Science reader 167 Appendix Crescent 6 Word list 181 Glossary of key words used in the teaching procedures 187 3 CEC 6 Ym http://e-learning-moe.edu.ye Introduction Crescent English The Crescent English Course, specially developed for the teaching of course-the back- English in Arab schools, was first published in 1977 after research and ground 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 the 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 coures 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 livels. 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 talks. 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 6 The pupil’s Book contains the input material; the workbook contains Components language tasks and practice exercises. Both books are needed in most Pupil’s Book 6 lessons. Unit and step numbers are indicated in both books as follows: 1.1 Workbook 6 (Unit 1, Step 1), 3.4 (Unit 3, Step 4). Class Cassette 6 Organization of Crescent 6 contains six core Units, an Arts Reader and a Science Reader. Crescent 5 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. Since both Readers are printed in one volume, however, pupils and teachers can use the extra material as they wish. Each Reader has 10 texts/ The topics are listed on the Comtemts page of pupil’s Book 6. The texts are intended to be used in class along with core Units 1 to 5. The core Units are divided into steps, each corresponding to approximately one lesson. Each of the Arts and Science Readers has been allocated two lessons. The total number of lessons in one year is therefore 92, made up as follows: 4 CEC 6 Ym http://e-learning-moe.edu.ye Unit Topic Core Lessons Reader Lessons 1 Describing thinge 12 4 2 Reporting events 12 4 3 Looking for a job 12 4 4 Tables, flow charts and diagrams 12 4 5 Working thinge out 12 4 6 Looking back 12 - Total: 72 + 20 = 92 As Book 6 has been developed for the examination year in Yemen, it has a different format from that used in the previous five levels. Each Unit - with slight variations - follows this pattern: Step 1 vocabulary Step 7 speaking Step 2 speaking Step 8 listening Step 3 listening Step 9 reading Step 4 reading Step 10 language focus Step 5 language focus Step 11 writing development Step 6 vocabulary Step 12 writing practice Variations occur mainly in relation to the mix of skills development. Reading is sometimes given precedence over listening and speaking practice, as the focus in the final examination will be on reading and writing. In Book 6, a clearer division between the pupil’s Book and the workbook has been made to help the pupils with their revision. All input material now appears in the pupil’s Book along with clear explanations of its purpose and use the workbook contains further practice activities that help consolidate the work initiated in the pupil’s Book. Features of Crescent 6 Picture dictionary pages Many of the vocabulary pages in the pupil’s Book are in the form of picture dictionaries. These give the pupils a clear reference for much of the key vocabulary. Structured conversations These appear on the pupil’s Book speaking pages. They contain one or two conversations, focusing on clear functional areas of language in natural settings. The functional areas are highlighted in the text, and the relationship between intonation and meaning is highlighted on the cassette, which is used for repetition practice. Talk and listen conversations These conversations, which appear in the workbook, 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 There are two language focus pages in each Unit. These consolidate the language that has been covered up to that point in the Unit. Most of the grammar that is covered has been studied in previous years. The aim is to give the pupils a broad base of language, which can be tested in the examination. 5 CEC 6 Ym http://e-learning-moe.edu.ye Testing can then take place both on the pupils’ knowledge of grammar and their ability to make use of it. Writing development Each Unit in Book 6 ends with two lessons that aim to develop the writing skill. These lessons make use of the vocabulary and language that has been studied in the previous ten lessons. Again, the reasoning behind the design of these lessons is the final examination. The aim is to give the pupils a selection of writing types in which they can be tested with confidence. Teacher’s Book 6 The contents are listed at the beginning of the book. The Unit teaching notes for the core include the following: • Unit content summaries • Unit lists of the new vocabulary • The script of the cassette sections where these are not in the pupils’ materials. The Appendix contains the Book 6 word list and a glossary of teaching instructions. Abbreviations used PB5 Pupil’s Book page 5 WB7 Workbook page 7 CS3 Cassette Section 3 TB Teacher’s Book TP L1 Teaching Procedure listening 1 T Teacher P Pupil C Class G Grup Using the teaching Each Step of the core material begins with a table at the top of the page containing notes the page containing the following information: Unit and Step number Materials Learning objectives Language focus Vocabulary Only new vocabulary is listed. This table is followed by the recommended teaching plan. It is divided into numbered Stages. The activity taking place at each Stage is stated on the left-hand side of the page and the materials to be used, if any, are listed. The suggested method of teaching this Stage is on the right. One general procedure for the Readers is suggested and there are notes and answer keys for each text. 6 CEC 6 Ym http://e-learning-moe.edu.ye Crescent 6 - Overview of main grammatical areas Numbers in brackets refer to the Unit in which the item first occurs. These are new in Crescent 6. All others were introduced in Crescent 2 to 5. Adjectives - order before nouns a beautiful old Yemeni building - after be It’s fast. - after verbs of perception It tastes delicious. They look nice. - possessive my, your, his, her, our, their Adjective clauses - defining. Jill teaches people who are blind.
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