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What equipment do I need to run this course?
Your computer must be equipped with at least Word 2000 and Power Point 2000
or better and either Internet Explorer or Netscape Navigator. You must have
the Flash player installed. If you do not have this then go to Macromedia's
website to download it.
To hear the audio extracts you will need a player such as Windows Media Player, RealPlayer, Quicktime player as well as a pair of speakers.
This course contains a significant amount of animation, so the more powerful
your computer the better these will run.
Things to do before delivering the lesson - Cue cards and Pupil book.
Cue Cards:
These can be accessed by clicking on these characters on the introduction page
to each unit, which links to a Word document that contains the cue cards.
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Print off the cue cards as indicated above. Once printed off successfully, laminate the page and cut out the cards. These will be used in the exercises.
Pupil's Book:
These can be accessed by clicking on this image on the introduction page
to each unit, which links to a word document that contains guidance and answer
sheets. Each pupil will require a photocopy of this.
The outline of the lesson, and order of activities is shown below:
| Section order | Accessed
via: |
Duration
in minutes |
Notes: | ||||
| 1 - The Presentation |  |
20 - 30 |
This is a powerpoint presentation. A mouse with a wheel is useful as it facilitates going forwards and backwards. If you do not have a wheel, then a left click takes you forward, and right clicking and selecting 'previous' allows you to go back. Firstly bring on the visual clue with the recorded message with a mouse click (or wheel notch) and get the pupils to repeat. Start with group repetition and proceed with some individual repetition. Once satisfied with a good pronounciation, click to bring in the text to show the sound-spelling link. |
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| 2 - Role play | |
5
- 7 |
These should have already been prepared. It may be useful to have the presentation on screen as a help. Give out one card per pupil and instruct pupils to practice the dialogue with one partner contained in the pupils' book. Once finished, pupils must swap their cards and find a different partner. What is important in the role-play is to 'fix' the structures in the pupil's mind. Each pupil must swap partners at least 5 times. Example:
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| 3 - Listening |   |
10
- 15 |
The pupils will require the copies of their book, which should already be prepared to write in their answers. To help explain the exercises, you may want to bring up the pupil's book up on the screen. These listening exercises are a series of numbered spoken extracts relating to the unit. Listening activity 1- simple exercise. The ability to complete the paper exercise is based on the pupils understanding of the spoken extracts. Clicking on the characters should start up your media player in a separate window. The extracts should start to play automatically. First time around, pause between the extracts. Second time, play the extracts without pausing. |
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| 4 - Marking |  |
5 |
By clicking on these characters, the answers for the listening activities will be displayed. You may chose to involve the children in marking each other's work. A suggested mark scheme could be:
In case of letter writing a mark out of 20 is given, comprising:
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Up
to 50 minutes of the lesson has been used at this point. However, there
are further activities that can be done to reinforce the learning. It
is entirely up to the teacher how long these can take. |
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Reading |
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All the reading tasks are in the pupil’s book. It is at the discretion of the teacher how much time he/she wants to allow for each tasks. As for the listening, the teacher can use the correction sheet on screen. Reading can be set as homework and corrected the following session. |
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Writing |
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All the Writing tasks are in the pupil’s book. It is at the discretion of the teacher how much time he/she wants to allow for each tasks. As for the listening and reading, the teacher can use the correction sheet on screen when appropriate or use the letter writing marking scheme. Writing can be set as homework and corrected the
following session. |
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Singing |
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There are 5 songs in this course. They are in units 1, 2, 3, 4 and 8. Each song has a karaoke version. Songs and karaoke versions can be accessed directly from the main menu of the unit. The words for the songs can be found in the corresponding pupil book, and can be brought up on the screen. They are found on the last page. If you sing a song at the end of a unit, it will help the children finish on a “high note” and keep a happy memory of the lesson. The words of the songs are mostly from the lesson taught, and should help reinforce the vocabulary. Nevertheless, you could use the songs for singing
practice during a music lesson. A good cross-curricular excercise. |
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Games |
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The games are found in units 5, 10 and 12. The games in unit 5 and 10 require the use of a dice and some counters.These 2 games can be played from 2 to 6 players. Please print these games out in colour and laminate. This is essential for the game for unit 10 - eye and hair colour. The game for unit 12 requires sets of text, question and answer cards to be printed in colour. These can then be laminated. The games’ rules are printed with the games or are written in the pupil’s book for the given unit. |
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The speaking task must not be seen as a test, but rather as a warm up session at the beginning of the following lesson. It allows the teacher to check if the lessons are remembered. It is useful to refresh the pupil’s memory before the build up of new vocabulary and structures. If you wish to use the speaking task presentation as a way of testing formally, say every 4 units for instance, then here is a suggested marking system with differentiation. |
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