Amendments to the CCLS Methodology Manual

Amendments to
the CCLS
Methodology
Manual
INDEX
INTRODUCTION ................................................................................
1
TECHNIQUES .....................................................................................
3
1. PHRASAL VERBS .........................................................................
3
2. INSIDE THE ENGLISH LANGUAGE ...............................................
4
3. WRITING PRACTICE – A NEW WAY TO EFFECTIVE WRITING .........
4
4. NEWSPAPER HEADLINES ............................................................
5
4.1 PRELIMINARY WORK .............................................................
5
4.2 PRELIMINARY WORK – IN CLASS/AT HOME .........................
6
5. FOLLOW-UP LESSONS ................................................................
9
6. STRUCTURAL LESSONS ..............................................................
9
7. DRILL PRACTICE .........................................................................
9
8. GENERAL NOTES ......................................................................... 11
9. ON-LINE DICTIONARIES ............................................................... 11
Index — Version 1.4 — 20/06/2014
INTRODUCTION
These amendments consist of some teaching techniques and procedures,
each designed for a different type of lesson, which have not been included in the
CCLS Methodology Manual yet.
Introduction — Version 1.4 — 20/06/2014
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TECHNIQUES
1. PHRASAL VERBS
In some lessons (WA-TT – OWCC 1, 2 and 3), teachers will use the
ICP (Interactive Classroom Program) to introduce the phrasal verbs which do not
appear in the lesson texts but are presented in the students’ Textbooks (TBs) in a
section also called Practicing Phrasal Verbs before the Grammar.
In Abbreviated Teaching Technique lessons, these phrasal verbs are to be
taught after the Presentation, Explanation, Extension and Repetition Step and before
the Drill Practice. In Basic Teaching Technique lessons (BTT), they are to be taught
after the Extension Step and before the Drill Practice.
Note: The Lesson Plan (LP) and the students’ Textbooks (TBs) contain all the necessary
information about the Phrasal Verbs.
Technique:
The teacher shows the picture which illustrates the meaning of the phrasal verb
being presented and asks the first set of questions in the LP to lead the students
to discover which phrasal verb is used in the situation presented.
Then, when indicated in the Lesson Plan (LP), the teacher plays the word group
(WG) and gets three individual repetitions.
After the repetitions, the teacher asks the second set of questions in the Lesson Plan
(LP) for the students to further practice the use of the phrasal verb(s) they have
just learned.
Note: Definitions of the phrasal verbs are found in the students’ Textbooks (TBs), after
the reading text. These definitions will be used in the Written Phase. The
students will also practice the phrasal verbs in the CALL Workbook (CW), in the
Listening Comprehension Practice exercises (LCP), and in the Drills for
Success. The phrasal verbs presented will be considered vocabulary learned in
the lesson and may be tested on the exams.
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2. INSIDE THE ENGLISH LANGUAGE
The Written Phase may present additional reading material, such as Inside
the English Language (WA-TT – OWCC 8 and 9 / ME 4 / EFHAS 1, 2 and 3) and
Inside the USA (ME 4 / EFHAS 2 and 3).
The section called Inside the English Language, the audio of which is
recorded on the DVD, should be played, commented on, or explained in class after the
teacher has finished the Grammar in the written phase of the lesson. The teacher
should also elicit examples from the students using the new material presented in this
section. Tell the students that the material presented in this section will be considered
vocabulary learned and may be tested on the exams.
The section called Inside the USA can be normally read and enjoyed either in
class or at home. However, in Lesson 148 (ME 4), there is a video with a comedy
sketch from the program Saturday Night Live that should be shown in class and
discussed with the students.
3. WRITING PRACTICE – A NEW WAY TO
EFFECTIVE WRITING
In EFHAS 1, 2 and 3 there is a Writing Practice section in some lessons.
This section should be done in class after the Review Step, as indicated in the LP.
The explanations and the exercises can be found in the CW.
Below you will find a series of guidelines for teaching this section:
a. Have the students open their CALL Workbooks (CWs) to the Writing Practice
section.
b. Go through the information in the CW with the students.
c. Answer any questions the students might have about vocabulary and/or content.
d. Give the students a few minutes to do the exercises that follow, either individually or
in pairs.
e. Check the students’ answers.
f. Repeat the above steps if necessary.
Tell the students that they are to hand in this section with the rest of the
exercises for the lesson.
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4. NEWSPAPER HEADLINES
Newspaper headlines form the content of Lesson 3 (EFHAS 1), Lessons 1, 4
and 7 (EFHAS 3) and Lesson 150 (ME 4). You will also find the guidelines to teach
Newspaper Headlines in the Lesson Plan of EFHAS 1, Lesson 3.
Newspaper Headlines lessons have been designed to introduce English usage
specifically as it appears in headlines in order to improve the students’ comprehension of a
certain type of journalistic English. Making sense out of headlines in newspapers and
magazines can sometimes be difficult because of the way language is used.
The headlines which are found in the textbooks were taken from a variety of
wide circulation American newspapers/tabloids.
The accompanying story for each of the headlines has been summarized and
recorded on the DVD – Interactive Classroom Program.
Since students are supposed to come up with imaginary stories for each
headline, the summaries presented in the Lesson Plan (LP) have not been included in
the students’ textbooks.
However, students do have in their textbooks the Dictionary Entries which
consist of the definitions of some of the new words which appear in the summaries. In
the Lesson Plan, these words are printed in boldface type. Not all of the summaries
have dictionary entries though.
Also, a list of the new words and expressions is recorded on the
DVD – Interactive Classroom Program right after the Newspaper Headlines under
Silent Reading.
Below you will find a series of guidelines for teaching this type of lesson:
4.1 PRELIMINARY WORK
ORAL PHASE
I. REVIEW
A. General Review
B. Previous Review
II. SILENT READING
III. CONVERSATION
For Each Headline
A. Presentation of the story (Pair-work)
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B. Recorded summary
C. Dictionary Entries
D. Lesson Text Questions
E. Structural Drills (All Headlines Together)
F. General Questions
WRITTEN PHASE
IV. READING
V. GRAMMAR
VI. WRITTEN EXERCISES
VII. LISTENING COMPREHENSION PRACTICE
4.2 PRELIMINARY WORK – IN CLASS/AT HOME
In Class Preliminary Work:
It is done at the beginning of the previous lesson.
Have the students open their textbooks, then play all the headlines. Students follow
silently in their books.
Right after the headlines, the new words and expressions are recorded. Have the
students repeat as a group each individual word recorded.
Note: The Lesson Plan (LP) will call the teacher’s attention to when and how to do
the In Class Preliminary Work.
Tell the students to do the Vocabulary Section in their CALL Workbooks (CWs) at
home before studying the headlines for discussion. (At Home Preliminary Work)
ORAL PHASE
I. REVIEW
The General Review in ME 4 and in some lessons of EFHAS 2 and 3 is
composed of a commercial and a set of questions related to it. The teacher shows
the commercial and asks students the questions about the commercial and the
general questions found in the Lesson Plan (LP).
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II. SILENT READING
The teacher plays all the headlines once while the students follow them in
their Textbooks (TBs).
III. CONVERSATION
Note: The students’ answers to the exercises in the Vocabulary Section of the workbook
(At Home Preliminary Work) are to checked and corrected at this point.
The Conversation Step contains various types of exercises for the students to
practice the material.
A/B/C/D – Presentation of the story/Recorded Summary/Dictionary Entries/Lesson
Text Questions:
1. Divide the class into pairs. Assign each pair the first headline.
2. Allot adequate time for each pair to discuss the headline and to come up with an
imaginary story that would fit that headline.
3. When the time allotted is up, select one pair to present orally its imaginary story for
the headline to the rest of the class.
4. After the pair has given its story, play the recorded summary of the actual story for
the headline. (The recorded summary may be played as many times as necessary
during this step.)
5. The new words that appear in the summary have been recorded as dictionary
entries immediately after each summary. Make sure the students understand the
meaning of these words.
6. After the headline has been discussed, ask the corresponding Lesson Text
Questions found in the Lesson Plan (LP).
7. Repeat each of the above steps for the remaining headlines.
Variation:
The steps listed below are a variation of the ones above.
1. Divide the class into pairs. Assign each pair a different headline. If you consider it
necessary, you may assign more than one headline to each pair of students.
2. Allot adequate time for each pair to discuss the assigned headline(s) and to come up
with an imaginary story that would fit that (those) headline(s).
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3. When the time allotted is up, have each of the pairs present orally its imaginary
story(ies) to the rest of the class.
4. After one pair has given its story, play the recorded summary of the actual story for
the headline. (The recorded summary may be played as many times as necessary
during this step.)
5. The new words that appear in the summary have been recorded as dictionary
entries immediately after each summary. Make sure students understand the
meaning of these words.
6. After the headline has been discussed, ask the corresponding Lesson Text Questions
found in the Lesson Plan (LP).
7. If necessary, steps 3, 4, 5 and 6 may be repeated in order to cover the remaining
newspaper headlines.
E – Structural Drills
The teacher follows the procedures in the Basic Teaching Technique (BTT) for
this step and any suggestions in the Lesson Plan (LP).
F – General Questions
The teacher asks the questions in the Lesson Plan (LP). These questions are
designed to lead the students to talk about the topics presented in all the headlines.
WRITTEN PHASE
IV. READING
The students read the headlines in their Textbooks (TBs).
V. GRAMMAR
The teacher follows the procedures in the Basic Teaching Technique (BTT) for
these steps.
VI. WRITTEN EXERCISES
The teacher follows the procedures in the Basic Teaching Technique (BTT) for
these steps.
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VII. LCP
The teacher follows the procedures in the Basic Teaching Technique (BTT) for
these steps.
5. FOLLOW-UP LESSONS
After some Video Lessons in ME 4 and from EFHAS 1 to EFHAS 3, we find
Follow-up Lessons. The DVD – Interactive Classroom Program contains a reduced
version of the video shown in the previous lesson. It focuses on important scenes from
that Video Lesson.
Technique:
Use the same techniques described for the Structural Lessons, Abbreviated Teaching
Technique – ATT, bearing in mind that there is a difference in the Presentation
Step.
Show the video once.
Show the pictures twice, and then start the Explanation step.
After the explanation of the last picture, show the video once again.
6. STRUCTURAL LESSONS
Use the Abbreviated Teaching Technique (ATT) to teach this type of lesson.
(CCLS Methodology Manual, pages 25 and 26).
7. DRILL PRACTICE
In the CCLS Methodology Manual, the Drill Practice Step of the Basic
Teaching Technique is divided into two types of drills. These two types of drills are
presented differently in ME 4 and from EFHAS 1 to EFHAS 3:
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Substitution Drills or Overall Substitution and Transformation Drills
The first set of drills is NOT recorded, so the teacher has to do this exercise
using her/his own voice. The teacher may use the following procedure to do this kind
of exercise:
1. The teacher reads the model two or three times and the students repeat it in chorus
once after each sentence.
2. The teacher says the first item and does the first substitution, if necessary.
3. Then the teacher reads the next item(s) and selects a student by pointing to her/him
to do the drill. The following example illustrates how this is done:
Teacher: This house is driving me crazy.
All students: This house is driving me crazy.
Teacher: This house is driving me crazy.
All students: This house is driving me crazy.
Teacher: music
Teacher: This music is driving me crazy.
Teacher: traffic
Student 1: This traffic is driving me crazy.
Teacher: weather
Student 2: This weather is driving me crazy.
4. After all of the exercises in the first set have been done individually, the teacher
repeats them, and the class does the entire set again, this time with all the students
giving the responses in chorus.
5. The teacher begins the second set of drills, and repeats procedures 1 to 4 above for
all sets of drills in the lesson.
1. I’m hooked on comic books, which
3. The president is concealing some
I think are great.
very important information.
(classical music) (horror movies)
(witness) (reporter) (driver)
(video games) (baseball)
2. I’ve been told you’ve been on your
own for over a year now.
4. The recital was absolutely astonishing.
(play) (movie) (lecture) (speech)
(they) (Susan) (Mona) (Tom)
Structural Drills
The second set of drills is recorded and the teacher should follow the
Basic Teaching Technique (BTT) found in the CCLS Methodology Manual. This
exercise forms a separate step.
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8. GENERAL NOTES
The General Review in ME 4 and in some lessons of EFHAS 2 and 3 will be based
on TV commercials containing vocabulary already known to the students. These
commercials are to be used as a starting point for class conversation.
In the Lesson Plan (LP), the teacher will find the text of each commercial
followed by a set of questions about the commercial and a set of general questions.
Below the teacher will find some guidelines (which may be used at his/her
discretion) for student conversation during this step:
1. The teacher shows the commercial twice.
2. The teacher calls on students individually to answer the Questions about the
Commercial.
3. After finishing answering the Questions about the Commercial, the teacher asks S1
one of the questions given in the General Questions.
4. After S1 has given his/her answer, the teacher has two or three other students
discuss it.
5. If time permits, the teacher may repeat steps 3 and 4 for each of the questions given
in the General Questions.
As a variation, the teacher may have the class do steps 3 and 4 in pairs.
The Words in Action Step does not exist in ME 4 and from EFHAS 1 to EFHAS 3.
9. ON-LINE DICTIONARIES
http://www.ldoceonline.com/dictionary/
http://dictionary.cambridge.org/
http://www.merriam-webster.com/
http://idioms.thefreedictionary.com/
FOR QUESTIONS CONCERNING THE AMENDMENTS TO THE CCLS
METHODOLOGY MANUAL, PLEASE CONTACT THE TEACHING
DEPARTMENT AT: [email protected]
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