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. • Elicit explanations for the use of punctuation and write these on the board as punctuation rules. 1 vii • Have students complete the punctuation exercise, in pairs to if it is done in class. • Always have students self-correct their exercises. Composition The writing assignments give students an opportunity to practise their writing skills and apply the spelling and grammar lessons that have been learned. Since this is quite a time consuming task, it is suggested that students complete at least some part of each writing assignment as homework. Teaching suggestions for composition practice: • Have students brainstorm their ideas in class in order to give them a starting point for their writing. Teachers can assist by giving some guidelines followed by walking around the room giving assistance as necessary. • Provide model compositions for students to emulate by writing them on the board. Depending on the topic, the teacher may simply provide a model and talk through it while writing it on the board, or the teacher may elicit ideas from the class and shape them coherently. • Have students begin the writing task in class, and if time permits they may complete a rough draft during class, or they may complete it as homework. • Have students engage in peer editing. It is helpful to give a list of points to look out for: ◉ Have students tell one another what they liked about the piece of writing. ◉ Have students tell one another what they found confusing or unclear about the piece of writing. ◉ Have students make suggestions to one another for correcting grammar, punctuation, spelling, and word choice. ◉ Have students revise their writing by incorporating the advice of their classmates before turning it in. • Have students revise their drafts as homework to submit in the next class. Pronunciation The exercises in this section present pronunciation contrasts through decontextualized words for repetition. Often the vowels are described as short or long. More useful descriptions of the sounds will point out differences in articulation that students can feel and see. Students must learn to recognize the sounds of English vowels as well as learn how to pronunciate them. Teaching suggestions for pronunciation practice: • Help students understand tongue height for vowel pronunciation. The following sounds generally present few difficulties: /i/ as in ‘bee’, /e/ as in ‘bay’, /o/ as in ‘bow’, /u/ as in ‘boo’ and /a/ as in ‘bah’, so use these as a starting point. • Have students pay attention to the position of their tongues in their mouths by saying a series of three words with only a difference in the vowel—use only words with the five vowels listed above, e.g. ‘bee, bay, bah’. • Have students learn the articulation/pronunciation of the other vowels in relation to these five, e.g. the vowel /I/ as in ‘bit’ is between /i/ and /e/; the vowel /U/ as in ‘book’ is between /u/ and /o/; the vowel /(Ü/ is between /o/ and /a/. • The positions of the tongue, teeth, and lips should also be described for problematic consonant pairs such as /w/ and /v/. • Have students repeat the words after you as you model them. • Create worksheets with pairs of words from the charts. Read the words randomly and have students identify on the worksheet which word you have read. • Have students practise (in pairs) reading words and identify what word was intended. • Have students read aloud, making the sounds correctly in the context of sentences. Follow these 1 viii steps for reading aloud: ◉ Have students read the paragraph silently. ◉ Read the paragraph aloud once to the students. ◉ Read the paragraph aloud a second time, but ask the students to mark the places where you make pauses. When they read the paragraph aloud themselves, they should read the pause groups in the same way and not read word-by-word. ◉ Read the paragraph aloud a third time, but have students repeat after you at the pauses. ◉ Have students practise reading aloud in pairs. Encourage them to listen to their partners carefully, and when they have has finished reading, to comment on things they did right and what they can do to improve. Dictation The dictation exercises are designed to have students practise their spelling and listening comprehension. As such, it is important that the language be presented by the teacher in a way that allows students to write what they hear and to listen to connected speech. Teaching suggestions for dictation practice: • Read through the passage once at normal speed as students listen without writing. • Break the passage up into segments of 5 to 9 words, following natural phrase breaks. • Include punctuation (but not capital letters) as you read, saying, ‘Comma,’ ‘Period,’ etc. as indicated. • Tell students to listen to each complete phrase group before they begin to write. If they start worrying about how to spell a particular word or where a comma goes in the middle of the spoken phrase group, they may miss listening to the words that follow. Have students follow a look-up- and-listen then look-down-and-write procedure. They listen and look up at you as you deliver each phrase group, and when you have finished speaking, they look down and write it. • Read the passage a third time, at a normal pace, so that students can fill in any missing bits. • Give students time to look over their dictation to correct any spelling mistakes and to check their punctuation. • Have students check their dictations by comparing them to the model in the book. Useful Language The entries in this section are difficult to categorize, and they are rarely accompanied by actual exercises. It is the recommendation of the authors that this segment of the lesson be used as a ‘filler’ for when there is extra time in class for a short activity, but not enough to begin a whole new topic area of the lesson. Teaching suggestions for Useful Language: • Elicit additional examples from the class and add them to the list of language items presented. • Create worksheets with crossword puzzles, word searches, and ‘double puzzle’ formats. There are free websites for teachers where these kinds of worksheets can be created with little effort. One such website is: Discovery Education Puzzlemaker: http://www.discoveryeducation.com/free- puzzlemaker/ Answer Keys The exercises in the Student’s Book often allow for a limitless number of responses. Teachers will have to use their judgment as to whether the students’ answers are acceptable or not. The Teaching Guide recommends that any reasonable answer be accepted for these sorts of exercises as long as they are grammatically correct. 1 ix LESSON PLANNING Guided English Book One contains 30 lessons of slightly varying lengths to be covered over one academic year. Therefore, 7–9 class periods can be dedicated to covering the material of each lesson and exploiting it thoroughly. The principles outlined below provide a foundation to the suggestions that follow, with the aim of helping teachers to cover the lessons over the time available. Attention span and the focus of the early part of a class period While it is tempting to dedicate entire class periods or double sessions to extensive sections of a particular lesson, such as Composition, the authors in fact discourage this practice. Current learning theory suggests that adult learners’ attention span (short term memory) at the beginning of a class session is about 20 minutes when they are engaged in tasks in their native language. It is to be expected that their attention span is significantly shorter when they are engaged in tasks carried out in the new language. Thus, one principle of lesson planning recommended is to use the the first 15 minutes of the period to work with the material that requires the most in terms of attention. What to do in the middle of the lesson Furthermore, research shows that after the first break in attention, when a learner loses focus, his or her attention span becomes progressively shorter through the class period unless there is a clear shift in the tasks undertaken. Therefore, we suggest frequent changes in class activities. Following up on tasks Putting the new information to work differently or questioning the students to find out how they responded to the tasks are essential elements for reinforcing information. It is also an excellent method of assessing students’ readiness to move on to a new topic or task. Wrap-ups can consist of interactive corrections of exercises, discussions, games, or simple feedback regarding what students found helpful or difficult. Sequencing classroom activities In order to create continuity from one class session to the next as well as to provide opportunities to revisit, recycle, and increase practice related to a topic, we recommend that some aspect be held back at the end of one lesson and brought back at the beginning of the next lesson. For example, a wrap-up discussion of a reading passage that extends the topic to students’ opinions and experiences can be introduced at the end of one class session and followed up at the beginning of the next, allowing students time at home to consider what they want to say and how they can say it in English. Similarly, brainstorming and writing an early, initial draft of a composition topic can be carried out at the end of one class session with students asked to make a second draft at home. You can follow up this work at the beginning of the next class session in the form of peer editing. In regard to structure practice, once students have gone through a series of exercises and corrections in class, they can complete the corresponding workbook activities for homework. This can be followed up with self or peer-correction of homework and a game or other interactive activity at the start of the next class session. Pronunciation and dictation work can be introduced during one class session with teacher-conducted practice after which students can be instructed to practice on their own at home. This could then be followed up in a subsequent class session with students reading aloud and quizzing one another, in pairs. Note that regardless of the order in which the activities appear in the textbook, it is possible to present them in a different order if the time available or the class schedule allows. For instance, a teacher may begin the composition work on the last day of the school week so that students have the weekend to 1 x