TOP NOTCH Teaching Tips

Transcription

TOP NOTCH Teaching Tips
for Teaching with ActiveTeach
Joan Saslow and Allen Ascher
What is ActiveTeach?
ActiveTeach is an exciting digital classroom presentation tool. It allows you to display the Student’s
Book pages in front of the classroom and gives you immediate access to a variety of resources and
interactive features in order to create a dynamic multimedia teaching experience. You may install
ActiveTeach on your computer or you can run it from the disc. The software can be used in two
ways in the classroom:
1 run the program on a computer or laptop, using an LCD projector to project it on a conventional
whiteboard, screen, or wall. The built-in interactive whiteboard (IWB) software tools allow you to
use your mouse or touchpad to zoom, write, highlight, erase, save, and more. If using a
conventional whiteboard, you can use dry erase markers to write on the projected Student’s
Book pages.
OR
2 run the program on any brand of interactive whiteboard, with the benefit of being able to use all
the additional software tools that come with it.
The ActiveTeach digital Student’s Book is carefully designed to be simple and flexible, requiring no
special training to use.
Why might I use ActiveTeach?
ActiveTeach is a teaching tool, and it is completely optional. It is not designed to replace the teacher
or the printed Student’s Book. It is designed to help make teaching easier and more enjoyable—to
allow you to customize your lessons so they meet the needs of your class and enhance your
personal teaching style—and to offer more alternatives for how to present or practice new language.
Great Ideas for Teaching with ActiveTeach
Top Notch Professional Development Series
© 2015 Joan Saslow and Allen Ascher
1
Some teachers may choose to keep ActiveTeach turned on and available throughout their lessons in
order to have quick access to it when it is needed. Others may choose to use it only occasionally—
during those lessons when they think it will be most beneficial.
What are some of the benefits of using the digital
Student’s Book in ActiveTeach?

To save time with instant access
To the lessons ActiveTeach presents the complete Student’s Book in clear, full-color, digital form.
Navigation through the Student’s Book pages is easy. You can choose and display any two-page
lesson. You can also access the Learning Objectives charts at the beginning of the book and all the
Reference sections at the back, including the:
•
•
•
•
Grammar Booster (available in all levels)
Vocabulary Booster (available in Top Notch Fundamentals)
Writing Booster (available in all levels)
Top Notch Pop song lyrics (available in all levels)
Select a unit from the tabs at the bottom of the screen. Choose a two-page lesson by
clicking on the thumbnail pages at the top of the screen. You can also view all units and lessons
at a glance by clicking on the Navigation menu
on the bottom right side of the screen.
If you want to jump to the optional Grammar Booster, Writing Booster, or Vocabulary
Booster during a lesson, you can get there instantly by clicking on the
icon on the page. And
when you’re finished, click
to return to the lesson you were teaching.
To the audio When you want to play the audio, clear on-screen audio icons
give you instant
access to each track. You can use the pop-up on-screen audio player to pause, skip, or replay any
part of the track. You’ll never have to search for CDs or audio tracks again. For all Listening
Comprehension activities, you can choose to show the transcript, which automatically highlights
each line as it is spoken, and allows you to click on any line to replay it.
To the videos Play the Conversation Activator video and Pronunciation Coach video by clicking the
icon directly on the digital Student’s Book page. Click on the “Top Notch TV” tab to select any unit
from the Top Notch TV video program. The easy-to-use video player permits you to display a
transcript (for Conversation Activator videos and Top Notch TV), skip or replay any portion, or pause
for discussion.
To the songs In ActiveTeach, both the audio and video versions of Top Notch Pop are instantly
accessible. In the Review lesson at the end of each unit, there are two on-screen icons—click
to
play the video version of the song and click
to play the instrumental-only karaoke video. The
audio-only version of the songs and karaoke are on the Top Notch Pop song lyrics page.
Alternatively, you can access the songs through the “Top Notch Pop Songs” tab.
To the Lesson Plans Instantly access the Lesson Plans for each page from the Teacher’s Edition
and Lesson Planner by clicking
at the top right of every digital Student’s Book page.
2
To the Internet If you have internet access in the classroom, you can enhance lessons by
using the built-in internet link tool to create links to useful web pages right on the digital Student’s
Book page. You can also use this tool to link to resources on the Top Notch teacher website
(pearsonelt.com/topnotch3e).
 To focus students’ attention
Instead of holding up pictures that students can hardly see or trying verbally to direct students where
to look in their books, ActiveTeach provides easy-to-use zoom-in tools that allow you to enlarge any
section of the page for a more effective lesson. Charts, illustrations, or exercises can be displayed—
up close—for a more dynamic presentation, clearer modeling, or whole-class practice.
The built-in ActiveTeach Interactive Whiteboard (IWB) software allows you to save time and avoid
confusion by giving clearer instructions. Instead of having a class of students with their heads buried
in their books, you can focus students’ attention to the front of the class as you—or your students—
demonstrate and model how to do any activity in the book. Using the IWB software tools, you can
underline, circle, highlight, or hide any language you want to emphasize or practice to make your
lesson more successful. You can draw arrows, stick figures, speech balloons, and other symbols, add
internet and media links, or post notes anywhere on the digital Student’s Book pages.

To increase class interaction
The IWB software allows you to use the digital Student’s Book in ActiveTeach as a basis for
creating interactive activities that you might never have thought of trying with the book alone.
ActiveTeach comes with these exciting tools, which provide more options for lesson planning than
ever before:

a writing tool with which you can choose to vary color and line thickness

a highlighting tool with which you can choose to vary color and thickness

an erase tool that allows you to easily remove anything you have previously
written or highlighted; you can adjust the thickness of the eraser

a note tool that allows you to create notes and reminders that refer to specific
activities in any lesson

an internet link tool that allows you to insert links to web pages directly on the
digital Student’s Book page

a media tool that allows you to insert a link to any file on your computer (image,
text, sound) on the digital Student’s Book page

a masking tool with which you can create a black strip or box of any size to hide
text or art on the page

a text tool with which you can write text labels and notes directly on the page
3

an on-screen keyboard that allows you to type text, including phonetic symbols,
on the page

a blank screen tool with which you can open a blank screen with the IWB software
tools or use it as a conventional whiteboard with markers. You can use the blank screen
for brainstorming and other written activities with the IWB software tools or use it as a
conventional whiteboard with markers.
Note: The ActiveTeach IWB tools can be used to customize your own lessons that can be saved
and reused later. To do so, you must choose to save under your own chosen file name when you
open ActiveTeach. See page 16 for how to save your changes. In addition, if you wish to save
individual pages, you may choose to use your own software to capture any pages as an image file
and save it on your hard drive.
How can the Great Ideas guide help me?
It is the purpose of this guide to generate practical ideas for using ActiveTeach. We hope the ideas
you read here will inspire you to play and experiment with the software and create your own ideas.
Following are some ideas you might want to try.
1 Communication Goals
You may choose to point out the communication goals at the beginning of each unit and at the
beginning of each lesson. The emphasis on achievement of goals is highly motivating to students
learning a new language.
IDEA 1: When you begin a unit, zoom in on the unit COMMUNICATION GOALS box at the top of
the page to show students what they will learn in the unit.
IDEA 2: At the beginning of every two-page lesson, highlight the lesson goal at the top of the lefthand page. Remind students that it is one of the goals from the unit COMMUNICATION GOALS
box. At the end of the lesson, zoom in on the NOW YOU CAN activity, call attention to the goal in
the NOW YOU CAN bar, and remind students of the goal for the speaking activity.
IDEA 3: When you have completed a unit, zoom in on the NOW I CAN box at the bottom of the Oral
Review page at the end of the unit. Ask students to assess their own achievement by checking the
boxes in their books. Alternatively, you might want to consider asking them—instead of using a
checkmark—to rate themselves on each goal from 1 to 3 (1 being “not satisfied,” 2 being “satisfied,”
and 3 being “very satisfied”).
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4
2 Preview Lesson: first page (Top Notch 1, 2, and 3)
The Preview page that begins each unit in levels 1, 2, and 3 includes web pages, advertisements,
menus, surveys, charts, etc., which are followed by one or more activities. These can be used to
teach vocabulary or to generate discussion.
IDEA 1: The Preview page often has multiple photos or pieces of art. Zoom in on one photo or
piece of art, or zoom in on one section of a larger piece, to focus discussion.
IDEA 2: After you have presented the Preview page, use your IWB software tools such as the
masking tool or the writing tool (set as thick in a dark color) to block out key vocabulary. Invite
students to use the writing tool to write the vocabulary in the appropriate spots on the page. Or
they can use the text tool or note tool to write what’s missing.
IDEA 3: After you have presented a Preview page that contains vocabulary art or photos, zoom in
on specific items and ask students to classify each by group—for example, parts of a menu
(appetizer, entrée, dessert, etc.) or types of clothing (outerwear, underwear, sleepwear, etc.).
IDEA 4: If the Preview page has a survey or questionnaire, zoom in on it and do it as a class survey
or questionnaire. Invite a student to lead the discussion, and write the number of responses on the
screen. Follow-up with a discussion about class trends, preferences, differences of opinion, etc.
IDEA 5: In the activities at the bottom of the Preview page, invite students to explain their
answers by circling the information in the illustration or text above the activity that supports
their ideas.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3 Preview Lesson: Photo Story (Top Notch 1, 2, and 3)
The Photo Story introduces and promotes comprehension of authentic language.
IDEA 1: To focus more on listening, use the masking tool or the writing tool (set to a thick, dark color)
to cover the text so only the photos show. Then ask the questions suggested in the Teacher’s Edition
and Lesson Planner, or ask general comprehension questions such as Who are the people?, What
are they doing?, Where are they?, etc.
IDEA 2: After you have taught a grammar point in a later lesson, return to the Photo Story and
zoom in on the text. Invite students to use the highlighting tool to indicate any examples of the
grammar in the Photo Story conversation.
5
IDEA 3: After you have presented the Photo Story and the activities that follow it, zoom in on the
Photo Story text. Use the writing tool (set as thick in a dark color) or masking tool to hide key
vocabulary or expressions in the text. Then invite students to the board to complete the
conversation orally, or by using the writing tool (set as thin in a light color) or the text tool.
IDEA 4: When a follow-up activity focuses on idiomatic expressions in the Photo Story, zoom in on
the Photo Story text and invite students to underline, circle, or highlight the expressions in the text.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4 Preview Lesson: Speaking activity (Top Notch 1, 2, and 3)
Each Preview Lesson ends with a Speaking activity that allows students to personalize
an aspect of the Preview topic.
IDEA 1: Zoom in on the chart, survey, notepad, or other visual feature of the activity. Invite a
student to lead the discussion and to summarize his or her classmates’ responses on the board.
IDEA 2: Use the note tool or text tool to provide space for writing sentences, summaries, lists, etc.
Students can brainstorm lists, write sentences, summarize ideas, etc.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5 Conversation Models
These models teach new social language and present grammar and vocabulary in context.
Focus students’ attention on the language.
IDEA 1: To practice listening comprehension, click on the audio icon
to play the Conversation
Model audio and immediately zoom in on the photo that comes with it (so that students cannot see
the text). Students can use the photo for context to aid understanding. Use the comprehension
questions provided in the Teacher’s Edition and Lesson Planner, or ask general comprehension
questions such as What is the topic of the conversation?, Who are the people?, What’s happening?
(or What happened?), What does he or she want?, etc. You may want to use the text tool or the
writing tool to write students’ answers on the page near the Conversation Model.
6
IDEA 2: After you have taught the lesson’s grammar, zoom in on the Conversation Model.
Invite a student to the board to use the highlighting tool to find an example of the grammar in the
model conversation.
IDEA 3: If a Conversation Model contains examples of grammar that have been taught in a previous
lesson, or in a previous unit, zoom in on the Conversation Model text and invite a student to the
board to highlight those examples.
IDEA 4: Create a fill-in activity. Use the writing tool (set as a thick line and dark color) to block out
some text in the Conversation Model. Invite students to use the writing tool (set thin, in a light
color) to complete the conversation. Or use the text tool for students to write the conversation with
the missing parts.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6 NOW YOU CAN
This final activity in Lessons 1, 2, 3, and 4 is an opportunity for students to achieve the lesson’s
communication goal. Encourage students to recycle previously learned language and say as
much as they can.
IDEA 1: If the lesson includes a Conversation Activator, zoom in on the activity, which is always
in the form of a “guide”—the original Conversation Model, but with blank spaces for students to fill
in. To provide an example of what to do and to prepare them for speaking, invite students to the
board to write their own words in the blanks in the guide, using the grammar and vocabulary they
learned in the lesson. Do this numerous times with different students. Ask other students to
assess whether or not language has been used appropriately and accurately. If it hasn’t, invite
other students to the board to make corrections. You may choose to play Scene 1 of the
Conversation Activator Video before this activity to help students prepare OR after the activity to
compare answers.
IDEA 2: If the Conversation Activator activity includes a “Don’t Stop!” box, a “Recycle this
language” box, an idea or word box, etc., zoom in on it. To model what to do, and to prepare
students for speaking, ask students to change or extend the model in the ways suggested in the
box. Play Scene 2 of the Conversation Activator video before or after students practice on their
own, for modeling and comparison.
IDEA 3: If the Conversation Activator includes a “Don’t Stop!” box, ask students to brainstorm more
ways they can extend the conversation. For example, have them think of more questions to ask,
more comments to make, more ways to extend the content, etc. Zoom in on the activity and write
their ideas in the blank spaces on the page around the “Don’t Stop!” box or use the note tool so you
or your students can write ideas on it. Then ask students to use those ideas to extend the
conversation. You can play Scene 2 in the Conversation Activator Video before doing this to generate
ideas OR after to have students compare their ideas with Scene 2 in the video.
7
IDEA 4: To ensure that students are aware of the inclusion of target social language, grammar,
and vocabulary within the Conversation Activator activity, zoom in and use the highlighting tool to
indicate the specific blanks that require students to use this lesson’s target language. Ask
students to recognize and confirm that they need to use the lesson’s grammar, vocabulary, social
language, or pronunciation by asking them to indicate which grammar point, vocabulary words, or
pronunciation points are needed for each line in the guide. Zoom in on the guide and play Scene 1
of the Conversation Activator video. As the video plays, circle or highlight the specific blanks that
require students to use the lesson’s target language. Ask students to call out what changes the
actors made. You may also choose to turn on the transcript for the Conversation Activator Video
to confirm the changes.
IDEA 5: If there is a notepadding activity, zoom in on it. Invite one or more students to complete
the notepad in front of the class, using the writing tool or text tool. The rest of the class can give
suggestions, compare answers, or share comments.
IDEA 6: If there is a survey, a short text, or something visual to consider, zoom in on it. Invite a
student to lead the class in filling out the survey or responding to the reading or visual piece. You
can make note of the number of students who respond in the same way and then have the class
summarize the results.
IDEA 7: If there is a “Recycle this Language” box, zoom in on it. Ask students to actively use that
language during the activity. After the students conclude their Conversation Activator activity,
invite pairs to come to the board to check off all the recycled language from the box they used.
Alternatively, ask students to present the conversations they created in front of the class, while
other students come to the board and check off all the language that was used.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7 Vocabulary presentations
All presentations of vocabulary include defining art, photos, definitions, or example sentences.
Use the art, definitions, or sentences for class practice.
IDEA 1: Zoom in on a vocabulary presentation. Using the masking tool or the writing tool (set as a
thick line), cover the vocabulary words or expressions so students can only see the pictures,
definitions, or example sentences. Say a word or expression and point at a picture, definition, or
example sentence. Ask students to decide whether you have pointed at the correct picture,
definition, or example sentence.
IDEA 2: Zoom in on a vocabulary presentation. Using the masking tool or the writing tool (set as a
thick line), cover the vocabulary words or expressions so students can only see the pictures,
definitions, or example sentences. Say a word or expression and invite a student to point at the
picture, definition, or sentence. Alternatively, invite a student to say a word or expression, and ask
the others to point to it.
8
IDEA 3: Zoom in on one picture and caption and use it as a discussion stimulus. Ask questions
about what’s happening in the picture. Or ask students to describe what’s happening, to express
opinions or preferences, or to share experiences similar to what they see in the picture. As an
alternative, you can also open the vocabulary flash card player to show the pictures one-by-one.
IDEA 4: Zoom in on a vocabulary presentation. Ask students to identify items that belong together in
a group by checking, circling, or writing labels. For example, they could classify by count and noncount nouns, negative and positive meanings, plurals and singulars, things they own and don’t own,
etc. Alternatively, use the text tool or note tool to create one or more places for writing. Write a
heading at the top of each and then have students classify the vocabulary items by writing them in
the correct boxes.
IDEA 5: Use the text tool or note tool to create a space for writing and invite students to write their
own example sentences using the vocabulary.
IDEA 6: If the vocabulary contains adjectives or categories, invite students to write real world
examples in the spaces next to the words, or they can use the text tool for a writing space. For
example, if a presentation describes foods (It smells terrible. / It tastes great. / It’s crunchy. / It’s
chewy. / etc.), students can write examples of foods they know that smell terrible, taste great, are
crunchy, are chewy, etc.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
8 Grammar charts
All grammar charts include both explanations and example sentences. This allows you to teach either
deductively OR inductively—or to use the material for review.
IDEA 1: Create an inductive presentation by using the masking tool or the writing tool (set as a thick
line) to hide the explanations so students can only see the examples. Ask students to look carefully
at the examples. Then ask them questions about what they see. For example, “What form of the
verb is used after will for the future?” (the base form); “What word is always part of an infinitive?”
(to); “What ending do all gerunds have” (-ing); etc.
IDEA 2: After presenting the grammar, use the masking tool or the writing tool (set as a thick line) to
cover the examples so students can only see the explanations or the headings. Ask students to use
the writing tool or the text tool to create their own examples using the grammar.
IDEA 3: After presenting the grammar, cover the target grammar within any example sentences
or phrases (the parts of the example sentences in blue). Ask students to complete the sentences
in their own words, using the grammar.
9
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
9 Grammar or Vocabulary practice exercises
Practice exercises include multiple choice, fill-in, matching, etc. Make them more interactive through
pair or group work.
IDEA 1: Invite one or two students to complete the exercise at the board while others work in
their books. Afterward, invite the class to decide whether the students at the board have
answered correctly.
IDEA 2: Invite a student to the board and ask the class to guide the student to complete the
exercise correctly.
IDEA 3: If the exercise is a fill-in activity with cues, increase the challenge by using the masking
tool or writing tool to hide the cues. This way, students have to think of their own words to complete
the activity.
IDEA 4: After you have presented a grammar chart, zoom in on the unit Photo Story or one of the
Conversation Models so students can search for and highlight examples of that grammar point.
IDEA 5: After you have presented a grammar chart, zoom in on the unit’s Photo Story or one
of the Conversation Models. Use the masking tool or the writing tool (set as thick in a dark color)
to hide any examples of the grammar in the text. Invite students to complete the text, using the
target grammar.
IDEA 6: Click
to open an Extra Grammar Exercise. Invite individual students to come up and use
the keyboard to complete the exercise. After all items have been filled in, click on “Submit Answers”—
this will show at a glance which items are correct (marked with a green checkmark) and which are
incorrect (marked with a red “x”). Invite the class to suggest how to correct any incorrect answers.
Click on “Reset” so that students can try to answer the items again. Finally, click “Show Answers” to
show all correct answers.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
10
10 Listening Comprehension
Provide visual support for the class as they listen to the audio.
IDEA 1: Invite one or two students to complete the exercise at the board while others work in their
books. Then invite the class to decide if the students at the board have answered correctly.
IDEA 2: Invite a student to the board and ask the class to guide the student to complete the
exercise correctly. Invite a new student to the board after each conversation or each part of
the listening.
IDEA 3: If the Listening Comprehension activity involves identifying lesson vocabulary, zoom in on
the vocabulary presentation and play the Listening Comprehension audio. Invite students to use the
writing tool to check or circle the word or words they heard.
IDEA 4: Zoom in on a Listening Comprehension exercise. Invite students to use the text tool or note
tool to write notes as they listen. For example, they could write words they hear or key ideas.
IDEA 5: To support comprehension, zoom in on the exercise. While the audio is playing, use the
writing tool to draw stick figures, or use the text tool to write key words, etc. to support meaning.
IDEA 6: To confirm answers to the Listening Comprehension exercise, you can play the audio with
the transcript visible. You can pause the audio and point out the words, phrases, or sentences that
indicate the answer for each item. You can also invite students to point to the correct information in
the transcript.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
11 Pronunciation
Every unit includes a Pronunciation presentation and practice activity. New to Third Edition
is a Pronunciation Coach video for each pronunciation topic. This extra support features a
coach who models and expands the pronunciation topic, using animated examples, and offers
additional practice.
IDEA 1: For Pronunciation activities, use the masking tool to cover the examples while you play the
audio so students focus on listening instead of reading. Alternatively, use the writing tool (set as a
thick line) to hide only any yellow-highlighted pronunciation point in each example sentence while
students listen to the audio.
11
IDEA 2: Use the white space on the page around the Pronunciation presentation or use the
text tool or note tool to create a place for writing. Invite students to write their own examples
of the pronunciation point and practice saying them aloud.
IDEA 3: Invite students to use the writing or highlighting tool to indicate stressed syllables or
rising and falling intonation in the example sentences.
IDEA 4: After students have practiced the pronunciation exercises, zoom in on a Photo Story,
Conversation Model, or Reading text and have students use the pen or highlight tool to indicate
where the pronunciation point might apply. Then invite students to read their examples aloud,
using the pronunciation they’ve learned.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
12 Rhythm and Intonation
Every Conversation Model in Top Notch is followed by an opportunity to listen and repeat line by line.
Help students focus on the patterns of English rhythm and intonation as they listen to the audio.
Consult the Teacher’s Edition and Lesson Planner under “Rhythm and intonation” to find suggestions
on important pronunciation features to pay special attention to as students repeat.
IDEA 1: Zoom in on a Conversation Model. Play the audio for “Rhythm and intonation” and invite
students to use the writing or highlighting tool to mark syllables that are stressed or to indicate rising
or falling intonation.
IDEA 2: Use the note tool or text tool to create a place for writing. Invite students to write new
example sentences that use the same stress or intonation patterns they learned in the Conversation
Model. For example, when they learn to use rising intonation with yes / no questions, they can write
other yes / no questions and practice saying them aloud.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
12
13 Reading
Use the Readings to increase the memorability of target language, provide models for writing and / or
speaking, accelerate the acquisition of vocabulary, and teach reading skills and strategies. Extra
Reading Comprehension Exercises are available by clicking on
.
IDEA 1: Zoom in on the Reading passage and invite students to use the highlighting tool to
indicate language they think will be useful for the discussion or role play that follows in their book.
Ask students to actively try using that language in their free-speaking practice.
IDEA 2: Using the masking tool or the writing tool (set as a thick line), create a cloze activity by hiding
words or phrases in the Reading. You can hide the unit’s grammar point or key vocabulary, or you
can hide words randomly—for example, every fifth word. Ask students to complete the sentences
orally or to use the note tool or text tool to write words in the places where words have been hidden.
IDEA 3: When reviewing responses to the reading comprehension questions that follow Readings,
invite students to use the highlighting tool to indicate where in the Reading there is information that
supports each response.
IDEA 4: Invite students to circle, underline, or highlight the sentence or paragraph in the Reading that
expresses the main idea. Alternatively, you can ask students to identify the sentence that expresses
the main idea of each paragraph.
IDEA 5: Invite students to circle, underline, or highlight anything in the Reading that expresses a
point of view.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
14 Oral Review
These full-page pictures are designed to provide an opportunity for students to practice all the
language they’ve learned in the unit. For additional oral review, you can click on
to open the
digital Games for each unit. (Each unit has two digital Games.)
IDEA 1: Zoom in on the Oral Review direction lines. Use this to focus students’ attention on what
you want them to do.
IDEA 2: Zoom in on different sections of the picture. Using the instructions in the Teacher’s
Edition and Lesson Planner for “Oral Assessment,” ask questions about each section.
IDEA 3: Zoom in on different sections of the picture. Use the instructions in the Teacher’s
Edition and Lesson Planner to invite students to create activities. For example, they can
name vocabulary, create true / false statements, etc.
13
IDEA 4: Zoom in on one section of the picture and use the note tool to create a place for writing next
to the picture. Invite students to write on the note (for example, describing the picture, identifying
vocabulary, using the grammar, creating a conversation, etc.).
IDEA 5: Invite students to use the writing tool to circle people, objects, or parts of the picture. Other
students identify or describe what they see circled.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
15 Writing tasks and Writing Booster
All levels include Writing tasks and a Writing Booster
IDEA 1: Zoom in on the writing task. Ask students to brainstorm ideas to include in their writing. Use
the white space on the page near the task, or use the text tool or note tool to create a place to write
students’ ideas.
IDEA 2: If the Writing Booster contains a writing model that includes examples of the unit’s grammar,
invite students to use the writing or the highlighting tool to find and indicate the examples.
IDEA 3: In the Writing Booster in levels 1, 2, or 3, use the masking tool or the writing tool (set as a
thick line) to hide a part of the presentation of the writing skill and invite students to complete the
information. For example, you could hide words such as conjunctions or transition words and ask
students to say them aloud. Or you could hide the explanations and ask students to study the
examples, and create their own explanations based on the examples. Conversely, you could hide
the examples and ask students to read the explanations and use the text tool or note tool to write
their own examples.
IDEA 4: If the Writing Booster includes a writing model, zoom in on it and invite students to highlight
and explain those features of the model that include examples of the writing skill taught in the
Writing Booster.
IDEA 5: Invite students to use the text tool or note tool to complete Writing Booster exercises on
ActiveTeach while other students complete them in their books.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
14
16 Top Notch TV1
The video program can be accessed by clicking the “Top Notch TV” tab at the bottom of the screen.
Choose the unit and segment you want your students to watch.
IDEA 1: Play a scene from the video and then pause. Point to a character on the video screen and
ask students questions about that person. For example, “What is she thinking right now?” “What is
he going to say next?” “Why is she so happy?” “Why is he surprised”?
IDEA 2: Zoom in on a Vocabulary presentation from the Student’s Book with words or expressions
that are used in the video scene. Drag the video screen so it is placed next to the vocabulary
presentation. Play the scene and invite students to use the writing or the highlighting tool to circle the
words or expressions in the Vocabulary presentation that are used in the video scene.
IDEA 3: Play the video scene with the transcript. Pause and invite students to point out examples
of unit grammar, vocabulary, or pronunciation.
IDEA 4: Use the note tool or text tool to create a place for writing and place it next to the video
screen. Ask questions about the scene and invite students to write their responses in the space. For
example, “What foods are on the menu?” “What foods does she think are unhealthy?” etc.
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
17 Top Notch Pop
The Top Notch Pop song lyrics are available at the end of the ActiveTeach digital Student’s
Book pages. You can also access all of the Top Notch Pop songs, videos, and worksheets by clicking
the "Top Notch Pop" tab at the bottom of the screen.
IDEA 1: Go to the lyrics page and zoom in on the song. Using the masking tool or writing tool (set as
a thick line), create a cloze activity by hiding words or phrases. You can focus on the grammar point
or key vocabulary, or hide words randomly—for example every fifth word. Ask students to complete
the lyrics orally. You can do this before listening, while listening, or after listening.
IDEA 2: Go to the lyrics page and zoom in on the song. Ask students questions about the song.
Invite students to underline, circle, or highlight the place in the lyrics that supports their answers.
IDEA 3: Go to the lyrics page and zoom in on the song. As they listen to the audio, invite
students to highlight or underline stressed syllables in the lyrics. Alternatively, invite them to
highlight or underline the Unit grammar or vocabulary.
15
MY OWN IDEA:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
How can I create my own pages and save them?
With ActiveTeach, you will be able to prepare and save your own annotations, notes, and links on
the Top Notch digital Student’s Book pages. You can then use those pre-prepared pages again
and again in your lessons. You will be able to change those pages again at any time and save
them under a different file name.
Step 1 When you start ActiveTeach, you will see “What do you want to do?” Select “Save my
work: create a new file” and follow the instructions to name your file. Any changes you make will be
automatically saved when you close ActiveTeach. Note: If you are teaching multiple classes or will
be working on multiple computers, you can save your data on a flash drive. If you don’t want to
make any changes to the ActiveTeach pages, choose “Don’t save my work.” Refer to the “Help” file
in the ActiveTeach for details about saving your work.
Step 2 You can use the built-in IWB tools to alter any digital Student’s Book page, or to create
a new page, using the blank page tool. When you close ActiveTeach, it will automatically save
any changes you have made, as long as you have already selected “save my work” from the
opening screen.
Step 3 When you open ActiveTeach again:
a. Choose “Don’t save my work” if you don’t want to make any changes
b. Choose “Save my work: add to an existing file” if you want to make more changes
Step 4:Remember: If you select “save my work” when you open ActiveTeach in class, then any
changes that you or your students make on the digital Student’s Book pages will be saved, replacing
your original file. If you do not want to save in-class changes made to the digital Student’s Book
pages, simply select “don’t save my work” when you open the ActiveTeach in class.
We hope the ideas in this guide help you get the most out of your Top Notch
ActiveTeach . We look forward to hearing about your own ideas.
Joan Saslow and Allen Ascher
Be a Part of It: Join the Top Notch teacher community at pearsonelt.com/topnotch3e
• Connect with other Top Notch users
• Contribute your views and share ideas
• Attend professional development sessions with the authors
• Download resources and find practical teaching tips
16
About the Authors
Joan Saslow
Joan Saslow has taught in a variety of programs in South America and the United States. She is
author or coauthor of a number of widely used courses, some of which are Ready to Go, Workplace
Plus, Literacy Plus, and Summit. She is also author of English in Context, a series for reading science
and technology. Ms. Saslow was the series director of True Colors and True Voices. She has
participated in the English Language Specialist Program in the U.S. Department of State’s Bureau of
Educational and Cultural Affairs.
Allen Ascher
Allen Ascher has been a teacher and a teacher trainer in China and the United States, as well as
academic director of the intensive English program at Hunter College. Mr. Ascher has also been an
ELT publisher and was responsible for publication and expansion of numerous well-known courses
including True Colors, NorthStar, the Longman TOEFL Preparation Series, and the Longman
Academic Writing Series. He is coauthor of Summit and he wrote the “Teaching Speaking” module of
Teacher Development Interactive, an online multimedia teacher-training program.
Both Ms. Saslow and Mr. Ascher are frequent presenters at professional conferences and have been
coauthoring courses for teens, adults, and young adults since 2002.
17

TOP NOTCH Teaching Tips

Transcription

Similar documents

khwaja shamsuddin azeemi

New Latin Grammar

MOVIE DAY

Hamanasi Resort Native Planed Timbers

Baptism invitation 6

Micropix Macro

ADV1000 - Hayamim Ava

We will knock your socks off at Bearfoot Lodge! We will knock your

6-01-2014webbulletin