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    Methodology - Book 01 To 09-1

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    METHODOLOGY Teen/Adult Course Levels 1-9 ; ‘CcLSMEMCOOLOGY — TEEWADULT COURSE 1989 Mae For Levels 1 through 9 of the TEEN/ADULT COURSE, there are four types of teaching techniques inthe GOLS Methodoloay —COLS Base Teaching Technique BTT rox Level + though 8) COLS Abbreviated Teaching Technique ATT (Kom Levelt through $) q ~ CCLS Cioze Teaching Technique (rom Level 7 on) 3 — CLS Print Teaching Techrique (rom Level 8 on) ‘The Basic Teaching Technique (BTT) isthe foundation of the CCLS Methodology. but because lessons vary in content, some lessons use «a variation of the Basie Teaching Technique, ether the Abbreviated Teaching Technique (ATT), the Claze Teaching Technique (CTT), or the Print Teaching Technique (PTT). The Lesson Pian (LP) will indicate atthe beginning of each lesson which teaching technique the teacher isto follow. ‘The BTT's dived into wo pats —The Oral Phase The Written Phase Each language has its own unique sound system, Most students who speak English witha foreign accent usually do so because they have. | not had suficiant exposure to the oral form. in other words, they have been prematurely introduced to tne writen form. In the absence ofa secure knowledge ofthe English sound system, these students tend to apply their native sound system to English words. Tiss called interference, that is, the inhibiting eflect of nate language habits on the acquisition ofa foreign language. In view ofthis problem, a basic rule of CCLS language teaching is that students have fo master the material ofthe Oral Phase before they begin the Writen Phase. If stucents orally assimilate new vocabulary and structures in English (wth heir corect pronunciation and intonation) before they see them in the waten form, there is less interference trom their native language. Therefor, the probiem of interference can be ‘minimized the teacher helps his or her students master the material ofthe Oral Phase before beginning the Wien Phase. 1) © cassevenncey—reewourcoeess B _ seterne nti ian sina oy exme nec NA oe oye cw Praesent er amr paaney ainieeahins Adina iwnearriarretiraeel so oh be he cemcos emery rorsnine cea pe eT ee ee Srrriaitinend Searen etapton ewe nawsateey ana Eee ee eee teaching techniques used for Levels 1 through 9 of the TEEN/ADULT COURSE, but also that he or she carefully study the complete Lesson Plan ofeach Set No matter mhich sec leaching technique he tacner is equtod tous, though, acing quesons one ofthe rings he or she wil be | ing most of hetine. |When asking questions, the teacher should pay carelul attention tothe following eacemmendations: A008) + Insist that stucents speak loud enough so that eveyone can hea, + Aak the question before selecting a student answer i. ‘This ensures that all students pay altenion to the question, The system is always question-student, never student. question. ‘+ Ask the question only once betore selecting @ student to answer i. Im everyday conversation is not common to repeat questions belore people even have a chance to answer them. Nether should it be Inthe classroom, + Speak in a normal tone of voice, with natural intonation and pronunciation. ‘Students should be able to understand English spoken at normal speed without unnatural emphasis. ‘+ Accept only answers which are completely correct ‘+ Comment on students’ answers trom time fo time by saying “excellent, very good, good, OK," etc ‘These comments wile stucents know how they are progressing, which will encourage ther to keep working hard (cCLS METHODOLOGY — TEENADULT COURSE 13 —81 + Donot repeat a student's answer no mater itis corrector incorrect. Repeating students" answers is nota natural forn of communication. + Donot ook atthe LP while asking questions. Look atthe class instead. “The teacher who keeps his or her head buried in the LP creates an extremely artifical situation in the classreom. tthe teacher carefuily studies the LP of he lasson and prepares his or her class in advance, a simple glance atthe Lesson Plan wil be enough to rein him or her ofthe questions that shovia be asked. + Donot accept weak answers Identical or similar questions wil be asked in subsequent lessons. I the student does not answer a question with @ certain degree (of contidenca, he or she i likely to make mistakes later on. + Donnot avoid students who have diicully answering questions. It's part of the teacher's job to help these students, In any case, i's important to keep in mind that when asking questions, as wall as carrying out any other actives indicated inthe LP. the teacher should aiways be dynamic and show enthusiasm so as to encourage students to actively participate in class. An enthusiastic teacher | ‘Generates enthusiasm in his or her students, which, elong withthe appropriate teaching techrique, will certainly resuit in a pleasant and sucoesstu English-learing exparionce. f “The four techniques used in Levels 1 through 9 of the TEEN/ADULT COURSE are described on the following pages ofthis manual B casence—rovew coma ee : Ee GES Dec ‘ ‘The BTT is used in Levels 1 through 8 of the TEEN/ADULT COURSE. The Oral Phase and the Witten Phase inthis technique consist ofthe folowing stops: BASIC TEACHING TECHNIQUE Review X. READING A. General Review 8. Provious Review XL GRAMMAR H.WORDS IN ACTION (way MiL_ WRITTEN EXERCISES I, PRESENTATION Xl, LISTENING COMPREHENSION PRACTICE (LCP) NM. EXPLANATION, REPETITION A. Individual Repetition B. Continuous Repetition VL_ INTERNALIZATION THROUGH ROLE PLAY VIL_EXTENSION Vil. OFILL PRACTICE ; IK CONVERSATION 1 ‘A Teacher's questions 8. Teacher's answers: f ©. Teacher's requests D. Students ask questions using d CceLs METHODOLOGY — TEEWADULT COURSE 19— 99 'An overal view of the procedure for each step folows, "THE ORAL PHASE (iBtep: Review i “The teacher has stucents review the material taught in previous lessons through questions or suggested activities, ‘Stop iE Words in Action (WIA) “The teacher shows the Words in Acton vdeo to the class and has students repeal what they hearin chorus, Notalllessons present ‘AWA video. [Step IIE Presentation “The teacher presents the lesson situation tothe class. ‘Stop IV: Explanation “The teacher explains and/or helps students understandidiscover the meaning ofthe new vocabulary and structures inthe lesson “situation, When indicated in the LP the teacher also has students recognize words, expressions, or numbers, "Step V: Repetition “The teacher has students individually repeat the word groups (WG) in he lesson dialogue Inthe Explanation and inthe Repetition, the dialogues ofa lesson are divided into word groups. A word group isa unit of speech ‘that may coneiet of an entire sentence or part ofa sentence, depending on what is needed to facilitate students’ understanding and repetition ofthe new vocabulary and structures. "Step VE Intomaization Trough Role Play ‘Te teacher has stots memoreheeson allgue a way to emaze {94 CCL METHODOLOGY — TEENADULT COUREE 19 ‘Step Vil: Extension ‘Students extend their bites to use the new vocabulary and structures that they have acquired from the lesson to diferent kinds of situations. ‘Step Vil: Dri Practice Students do oral exercises that deal wth structures that may present dificult in the lesson inorder to achieve automatism, ‘Step IX: Conversation ‘Students learn to use the new material ina varity of situations THE WRITTEN PHASE ‘Step X: Reading ‘The teacher nas students read the Reading Text ofthe lesson 50 they have the chance to associate the spoken word and the written word. Inthis step, students also practice the correct pronunciation of words and intonation of sentences, ‘Step Xt: Grammar ‘The toacher explains the grammar points that have aeady been taught inductively during the Oral Phase of he lesson, ‘Step XI: Written Exercises ‘Students do the writen exercises inthe Call Workbook (CIN) in order to practice the writen form ofthe vocabulary and structures earned in the lesson. | Step XII Listening Comprehension Practice (LCP) ‘Students do the listening exercises in the Listening Comprehension Practice Book (LCP) in order to improve the accuracy and speed in Istening and responding ‘2018 METHODOLOGY — TEENADULT COURSE 19 —05 ‘A dotallod explanation of each step of the Oral Phase follows. (CHE ORAL PHASE Stop I: Review ‘This step Is vided into General Review and Previous Review. In some lessons, video clips may be used in ether the General or the Previous Review. ‘A. General Review Inthe LR rom the thir lesson on, the General Review contains a set of questions about new material covered in previous lessons, except for the lesson that immediately precedes the one being taught. ‘8. Previous Review Inthe LP from the second lesson on, the Previous Review presenis a set of questions about new material covered in the lesson which limmediataly precedes the one being taught [At the end of the Oral Phase of each lesson, the teacher select five students and asks each of them to prepare three questions at home to bo used inthe Review Step of the next lesson. In this case, the teacher should make sure students understand they are supposed to use in ther {questions the vocabulary and structures learned in previous lessons. ‘The Review Step also includes suggested activites that may replace review questions. Procedure for Review I students have prepared questions for the Review Step, the teacher has ther ask and answer these questions. If not, the teacher asks the questions in the LP or has the students do the suggested activites according to the instructions in the LP. The teacher can also do both it time permis. i) 60 CLS METHODOLOGY — TEENADUAT COURSE 19 asides folowing the general recommendations for asking questions, which have already been mentioned inthis manual, the teacher should ‘also remember to select students rancomy. This will help maintain their interest and attention at a high level, ‘As variation, the teacher can ask the same student more than one question, even ifthe student's answer to the previous question was ‘correct. Another aternative is 1 ask the same question to more than one student, even when the frst students answer was correct. Itis also important to point out that the sequence of questions and answers in the Review Step should proceed at reasonably rapid rate. ‘Thé slower the pace of the class, the greater the oppartunity for students to thinkin their native language, which is precisely the kind of interference. | the teacher should tr to avovd ‘Another important thing to remember is thatthe Review is nota tezching step. t's designed to test students’ assimilation of what has been taught. For this reason, now isnot the time for detailed explanations of what students have not understood. HWastudent cannot come up with an answer tothe teacher's question ina few seconds, the teacher should first repeat the question. Maybe ‘he student was a ite distracted anc dic not pay attention tothe question. This kind of situation can also happen in everyday conversation, By tepeating the question, the teacher gives him or her one more chance to answer However the student stil cannot answer a question after the teacher has repeated it once, then the teacher should ask anather student the ‘same question. After the second student answers the question, the teacher goes back tothe fst student and repeats the question so he or she can = answor it. |Step I: Words In Action (WIA) New concrete or abstract vocabulary that can be easly represented in pictures is usually intoduced in the WIA video. This vocabulary is always presented in context Whenever possible, the WIA video also includes vocabulary previously taught co that students constanly review what was learned. In this ‘case, only the WIA section in the LP, but not the one inthe TB, reproduces the words or expressions already taught along withthe numberof the lesson in which each word or expression was presented. n the Interactive Classroom Program (ICP), these words or expressions are not recorded Students are expectes to come up wth the correct words or expressions as they see the pictures. These words ar expressions are always related to the new vocabulary ofthe lesson. For example, in alesson where students learn the word apartment, the word house, laught ina previous lesson, : ‘may be included in the WIA video. Nota lessons have WIA, since some lessons have no vocabulary which can be represented by a picture that is clear to students without the ‘help ofthe teacher's explanation. In this case, the teacher moves direct fom the Review to the Presentation Step. (6C18 METHODOLOGY — TEENADULT COURSE 1997 Procedure for Words in Acton *f) The teacher shows the WIA video containing the pictues that ilustrate the new vocabulary. As students see each picture, thoy will hear the corresponding audio. 2) The teacher has students repeat what they hearin chorus immediately after the recording. ‘This step can be done once or twice, depending on the dificuity of the vocabulary and the students’ performance. Insome levels, definitions for some ofthe words and expressions inthe WIA Step are provided inorder to help students improve thet vocabulary ‘As students move onto more advanced levels, detionary definitions for most targeted vords wil be provided instead of just single words and simple ‘sentences In this case, the defntions will appear on the screen inthe ICP to help students repeat the sentences recorded onthe video. ‘Seeing the pictures and repeating the corresponding audio help students accelerate their assimilation ofthe new vocabulary. Working wth the WIA video also creates a certain evel of anticipation in students, which makes them more recente to learning the new materia, | Note In some lessons, there's only one WIA video forall situations, In this case, the teacher has students work with the WIA video before the Presentation ofthe fist situation. In other lessons, since there i a specific WIA video for each situation, this work is done betore the Presentation cof each stuation, S zs In Levels 1 through 9 of the TEEN/ADULT COURSE, most lessons are made up of two or more shorter unrelated situations instead of just ‘one extended situation about a single topic. For these mutiple-situation lessons, the Presentation, the Explanation, the Repetiton, and the Internalization Through Role Play are done separately for each situation, as indicated inthe LP. From the Extension on, the teacher will work with the material of al stuations together, according to the instructions inthe LP ‘Stop Ill: Presentation Inthe Presentation Step, students have thei first contact with the situation in the lesson, At this point, they should be able to understand the new vocabulary already presented in the WIA video, as well as vocabulary and structures Jearned in previous lessons. PHT LITT PLES = ‘8 — cOLs METHODOLOGY — TEENADULT COURSE +9 Procedure for Presentation 41 The teacher shows the frst picture ofthe situation and asks questions about. The LP contains suggested questions 2 The teacher shows the pictures of the same situation twice while playing the dialogue, without interuption, and without making any ‘comments between the fist and the second showing. Students wil also hear the tite ofthe situation, By asking the questions suggested for the frst picture inthe Presentation Step, the teacher is able to increase students’ interest in the 'stuation because they will probably want to find out what is going to happen, ‘These questions also make students examine the first picture carefuly. They examine the characters, the location of the situation, andthe various items in the picture. By carefully analyzing the frst picture, students glean information which helps them anticipate the outcome of the Situation. In adeition, they will be motivated to study the subsequent picture(s) more careluly. AS a result, they wil probably assimilate the new vocabulary and structures more easly, The more they understand from the pictures, the less dificully they wil have understanding the language. Presenting the situation twice gives the students an opportunity to discover as much about tas they can by themsaives. The second showing allows them to discover details tha they missed the fst tie. At this point, they should be able to identi words they already know ang to recognize | the fact that some words are net ‘Step IV: Explanation ‘The Explanation Step is the most important step in the CCLS Methodology. Its the foundation of each lesson. Ifthe teacher's explanation is buried or unclear, oriffor any reason the students alo understand i, then all future work in that lesson, and the lessons that follow, willbe seriously Jeopardized. The teacher will have to constantly re-explain material he or she thought students already knew. In addition, he or she wil fall behing in the schedule and have to give extra classes to make up for lost time. And for the students, learning English will become a dull and frustrating ‘experience instead of a pleasant, rewarding one. For these reasons, besides mastering the procedure for this step, the teacher should also pay Caroful attention tothe suggestions and instructions given inthe LP The explanation sections ofthe LP include suggestions for explaining andior helping students recognize/dently the new vocabulary and ‘structures. What needs to be explainedirecognized identified is writen in bolctace type. ‘cus METHODOLOGY — TEENADLLT COURSE 1.969 If The teacher shows the fist picture of the jesson situation and plays the commesponding word group three times. It there is more than one word group for the fst picture, the teacher plays all the word groups before playing the frst word group ‘three times. "2! Then the teacher explains the meaning ofthe new vocabulary and structures, mostly by asking the questions or folowing the instructions ‘Given in the LP These questions/nstructions wil either help students reinforce thei racent acquisition ofthe vocabulary already intraduced In WIA or lead them to understandiaiscover the meaning ofthe vocabulary and structures nat presented in WIA, ‘When incicated Inthe LP the taacher also has students recognize words (HSRW), expressions (HSRE), or numbers (HSRN), playing the WG if necessary, '8! After students have understood the meaning of the new vocabulary and structures, the teacher plays the word group and gets three students to individually repeat. The teacher should not repeat the word group with his or her own voice or students will pay lass attention to the recorded model ‘These three repetitions give the teacher a sample of the students’ understanding ot the word group, ‘Aer these three repetitions, the teacher plays the word group once more to lnk it tothe folowing word group. Nobody repeals, and he ‘or she goes to the next pictur. This system can be represented as follows: (AWG = recorded word group; S = student; NP = next picture) RWG —s,— RWG —s,— RWG S,— RWG —NP i) The teacher follows the same procedure described so far for each of the pictures ofthe lesson situation, 15! When there is more than one word group toa picture, each word group should be treated separately. Then the teacher plays all the word ‘Groups of the picture before going to the next picture, ‘Alter the explanation ofthe last word group of the last picture ofthe lesson stution is done, the teacher shows all he pictures while playing the lesson dialogue ance more. 100 —CCLS METHODOLOGY — TEEN/AOULT COURSE 1.2 Note ] From Loves through 6, there may be ananiration called opening scene tatilusates tho of holessonstuaton Tho teacher shows the video ofthe oping one and asks students which tie, among te les suggested in the LR, more appropato for that esoonatuation, ‘Ato tudes express heir cpinion, the teacher shows he video ofthe opening scone wih the recorcod te. | __From Leval 7 on, there may be an exra picture witha final scene atthe end of the lesson situation. This final scene shows one or more | characters a a diferent moment from the one seen in the orginal lesson stuation. At the end ofthe Explanation, the teacher shows the lesson | Situation while playing the lesson dialogue once more. Then, he or she folows the instructions given in the LP and asks stucents to use theit | imaginaton to come up with an explanation of how the characters) got into the situation illustrated in the final scene. Students wilfind the same [extra picture in theic Cs, wher they will be asked to do the same activity, this time using the writen form ofthe language. 1 so ‘The following Q8A (Questions and Answers) should help the teacher understand why its extremely important carefully folow the procedure ‘recommenced forthe Explanation Step. The teacher wil also find addtional suggestions on how to anvich his or her work during this step. \Wny shoutd the teacher get three sample repetitions afer the explanation work of each word group? ‘These repetitions will give the teacher the chance to partially evaluate students’ understanding. i they understand the word group, they should have no diffcuty repeating it. However, if he sample repetitions are very weak (which indicates partial or no understanding). the teacher _ ‘should either increase the number of students repeating or explain the word group again ina diferent way, ‘The three repetiions also help stucents fx the association between what they see and what they hear, tht is, between the lesson situation iystratec by the pictures and the explanation work, ‘Another reason the Explanation Stepis so important is that students who repeat without comprohension wil probably econ forget what they ‘sald, whereas those who repeat with full comprehension wil in it easy to remember what they said. The second group of students wil also be able to use the word groups in ether situations. The fist group wil iid it extremely cificut to do co. There is a clear correlation between stucents lnderstancing ofthe vocabulary and structures and their ability to reproduce them in diferent situations, What t students’ repetitions of word groups are not perfect in the Explanation Step? Itis not a good idea for the teacher to spend too much time on these three repetiions. Three quick, good repetitions or reasonably good ‘ones, are sufcient. There wil be plenty of time fora dotalled correction of students’ pronunciation and intonation inthe next step: Repetition. inthe Explanation Step, stuxients should concentrate on understanding the word group. At this point, tis more important for he teacher to help students Understand wat they hear than have them repeat the word group perfectly — (CCLS METHODOLOGY —TEEMADULT COURSE 16104 Why sit important that students see the entre lesson stvation again at te end ofthe Explanation Step? During the explanation wor for each picture, the lesson situation is dissected, Showing the pictures and playing the lesson dialogue again atthe en of this work pus the lesson situation back together. This time students wll enjoy the lesson situation while completely understanding what they see and hear. Often, certain elements of the lesson situation, which were not very clear to students during the explanation work, become totally clear a this point, So, this final showing is a further aid to global comprehension of the lesson situation, Why ist mportant to work withthe context ofthe lesson situation? ‘Some new words in certain structures cannot be explained in isolation, They must be explained in elation to other words in the word group {and in elation tothe lesson situation inthe pictures. This contextual explanation gives the students global comprehension of the new material. The dea is to show students how the new vocabulary and structures are used rather than giving them isolated meanings. When students understand how word groups are put together into a meaningtul whole, they develop ther abilly 0 communicate effectively How can the teacher explain or help students understandidiscover the meaning of a word group? In ne LR, there are suggested questions andlor instructions forthe explanation work of each word group. These suggestions/instructons include, but are not imitad to, the folowing: ‘+ Declarations — These are statements the teacher makes in order to give students speeifc information ‘+ Information Questions — These are questions the teacher asks and then answers in order to provide students with information in a natural way. ‘+ Discovery Questions — These are questions the teacher, using known vocabulary, asks students to answer, which lead them to discover the meaning of the new vocabulary and structures. ‘+ Testing/Contro! Questions — These are quostions the toacher asks to check if students have understood the meaning of the new vocabulary and structures. + Reconstruction Questions — Those are questions the teacher asks te have students reproduce t also facilitate the Repetition Step, tire word group. These questions —- e 102 COL METHODOLOGY —TEEWADULT COURSE 1 For example, ithe teacher s explaining the word German inthe word group Bob's father is German, this fs what he or she might do: (6% the map in the balloon) This country is Germany. (Declaration) What's Bob's father's rationality? His father Is German. (oformation) (63 Bob's father in the map in the baloon,) is Bob's father American? (Wiscovery) 1s Bob's father Spanish or German? (esting!Controt) Js (a famous German actor) American or German? (Testng/Controt) What's Bob's father’s nationality? (Reconstruction) teacher shoul’ get a negative answor GCA is used when the teacher Is supposed to get a complete answer Word group: No, i's French, Jacques is from France. Bes (4 the frst part ofthe lower balloon) Is Jacques en American name? France — (WIA) (€& the map of France, Is this he U.S.A, or France? 8, a8k 8,, Are you from France? , now answer 8, (63 Jacques inthe picture and the second part ofthe lower balloon) Is Jacques from the US.? (GNA) | Jacques from the U.S. or fom France? (€0.8 METHODOLOGY — TEENADULT COURSE 9 103 French — (Wid) (6 the socond part of tho lower balloon.) Is Jacques an American name, orisitFrench? 's Jacques an American namo? (GCA) (63 Josh and his balloon) | Jacques rom the U.S. or trom France? What's Josh saying? (One of the advantages of getting students to actively participate Information/knowledge in their long-term memory, which will make it easier for them to memorize the lasson lalogue in the Intemalization Through ole Play Step. Memarizing the lesson dialogue isthe best way to internalize it the Explanation Steps that this kind of work helps students store the new Although the LP is full of suggestions/instuctions thatthe teacher can use to help students understandiciscover the meening of a word ‘gr0Up, there may be times when the LP does not provide enough questions to meet the needs of a particular group of students, A good teacher shouls detect students’ problems anc use his oF her creativity to formulate addtional questions in order to help students achieve perfect comprehension, As a final not, i's important to point out that mime, facial expressions, gestures, and other forms of nonverbal communication can help ‘make the explanation work more interesting, INely and etlective. Als, t ‘eels they might be useful during the Explanation Step. teacher is tre to bring any additional visual aids to cass ithe or she "Step V: Repetition ‘This stop is divided into Individual Repetition and Continuous Repetition 104 CLs METHODOLOGY — TEENADULT COURSE 1.9 A Individual Repetition “The teacher shows the first picture ofthe lesson situation again and follows this procedure, Procedure for individual Repetition ‘The teacher gets three individual repetitions, playing the recorded word group (RWG) once belore each student's repetition, as indicated below. Students should be selected randomly. The symbols §,, 8, and S, stand for three diferent students. RWe—s, AWG —s, AWG —s, From the fourth repettion on, the teacher can increase the numberof repetons fom a single playing ofthe RWG provided that those Inchdcua raptors were good RWG —s,—s, AWG —s,-s,—s, FWE—S,—S,—S,— Here is an overall representation ofthe Individual Repetition procedure RWG —s, AWa—s, AWG —s, AWs—s.—s, ANG —s,—s.— AWG —S,—S,—S,.—S, RWG —S,,S,,-S,, 8,5, ‘The number of students repeating after each playing of the FIWG must not excead five. If this number is exceeded, students may start Imitating each other instead of the recorded model Afterall students have incivigually repeated the word group, the teachor plays it once mora in order to link it to the next word group of the "ext picture (orto the next word group ofthe same picture if there is one). ‘COLS METHODOLOGY — TFENADIAT COURSE 1-9 — 105 Final, the teacher repeats the procedure described so far for each ofthe pictures in te lesson. ‘As a vaition, whon there is a question and answer forthe same picture, the Individual Repettion can be done with pairs of students, The + teacher plays the RWG corresponding tothe question and asks a student o repeat. Then, he or she plays the RWG cortesponcing the answer and has another student seated near te fist student repeat i Hero's another simple technique which can be used occasionally to inject new ie into the India Repetition Step ‘Aer having fished the Inaviual Repetition of two pictures, he fst of whic contains the question and the second the answer, the teacher can then get students fo ask each other the same question and gve the same answer asin the pictures. In this technique the teacher doesn use the recorded word groups, as inthe following exemple: ‘Question: (8 he a good beseball player? ‘Answer: Yes, he is. As a matfor of fact, ho's a great player. “The teacher does the Individual Repetition for each sentence and then selects one student to ask the question, another to answer, Student 1: Is he a good baseball pleyer? ‘Student 2: Yes, nei, As a matter of fact, he's @ great player E Student 3: Is he @ good baseball player? Student 4: Yes, he fs. Asa mater of fact, he's @ great player ‘Student 5: Is he a good basebal player? ‘And s0.0n, uni ll students have participated. “To add variety and keep students attentive curing the Individual Repetiion Step, the teachor ean sometimes ask the question or give the answer 50 that the next student must be prepared to either ask the question or give the answer Student 1; 1s he a good baseball player? ‘Student 2: Yes, he is, As a matter of fac, he's @ great player ‘Student 3: fs he @ good baseball player? “Teacher: Yes, he is. As a matter of fact, he's a great player. Student 4: 1s he @ good baseball player? Here Student 4 is asking the question; nthe previous example he was answering it 100 —oLS METHODOLOGY — TEENADULT COURSE +9 ‘The above technique has special value because it puts new life into the Repetition Step. It also practices direct communication and serves _as a preparation for the internalization Through Role Play Step. ‘Sometimes the word group tobe repeated isa short ansmeristatement/question, etc. (such as "Yes, | do,” Sure,” or‘Why?"). In this case, the teacher can have students repeat the word group in chorus. In any case, the teacher should take as long @s necessary to make sure that students repeat the word group with perfect pronunciation and Intonation. Some useful correction techniques for Individual Repetition fllow, Correction techniques for invidual Repettion ‘Where studentincorecy pads «word rou, he aacher shou! nyo peti or hero elacover sore oman by hang hi or her compar what he o she si with he recorded mode. This canbe done nth allowing way Fit the eachor lays the ING again ard giveth student actor chance to corey tte the recorded mode wo 3X —rwa—s, it that doesn't work, the teacher plays the RWG once more, has another student repeat and then asks the fist student to repeat ater his or s her classmate. After that, the teacher plays the RWG again and gets one more repetition from the student who had dificult. anc XA —s,—8, R08, Thetactrcan dsohavemorehaone suet pete word grup adheres athe sent who had ily as dene blow: AWG X(— RWG —s,—AWG—s,—s,—AWG—s, (001 METHODOLOGY — TEEWADULT COURSE 12 — 197 AAs a last resort, the teacher can use his or her own voice to help students. This technique should be used only with students who have ‘extreme difficulty in repeating the RWG, Here are two possible scenarios: «ine tos an oer mc WS 8! A in erm es inp rtatime ve uuatrogattan That wa Gansnneel go erence eee ree in roe Han ttc’ gon ean niga coe peep es RETR TOTO Xs pera po tn epg he wr gp few meri Hs ee te eh onnain sntominasenge er pop: ogo mtn er uta Tracer nee cy ea wi ss Persea Sere Sn er ol * the student cannot repeat most of the words in the word group, the teacher can start by saying the last word of the word group ‘and having the student repeat it. Then, the teacher continues by adding one or two words, working from the and of the word group 10. the beginning. In this way, the student will gradually reconstruct the word group. Finally, the teacher has the student repeat the word group after playing the recorded model Here is an example of the last case: Word group: You forgot to fasten your seat bet ‘The student has extreme difficulty repeating most of the words in the word group. Procedure: Teacher: belt ‘Student: deit ‘Teacher: your seatbelt Student: your seat belt ‘Teacher: fasten your seat belt ‘Student: fasten your seat beft ‘Teacher: You forgot to fasten your seat beit. ‘Student: You forgot to fasten your seat belt. RWG —s, 100 — CCS METHODOLOGY — TEENIADULT COURSE + Besides mastering the procedure for Individual Repetition, as well as the techniques for correcting students’ pronunciation and intonation, the teacher should also pay special attention to the recommendations that follow. ‘Addtional recommendations for Individual Repeiition ‘To minimize the problem of interference from students’ native language, the teacher should do the following: «+ Have stucionts repeat the word group immediately after playing the RWO. + Indicate the student who is going to repeat by simply pointing to im or her. + Avoid saying anything, such as the student's name or “Repeat, please.” ‘Students should understand the importance of listening attentively to the RWG which reproduces the correct pronunciation and intonation of native speakers of English. In adaition, to help students achieve native-tke pronunciation and intonation, the teacher should keep this in mind: ‘+ Never accept a weak repetition of the word group. ‘+ Only accept perfect pronunciation and intonation, B. Continuous Repetition ‘After the Indivicual Repetition is done, the teacher follows this procedure for the Continuous Repetition, Procedure for Continuous Repetition ‘The teacher returns to the fist picture and first word group ofthe lesson situation, then selects a student to be the fist character, and starts replaying the word groups ofthe lesson situation, That stucent repeats the word group ofthe fst character. Each time a new character appears, the student nest in line repeats. The student continues to be that character until another character speaks. Then the students change, and the next student in line becomes that characte. The teacher does not stop the playing of the word groups during the Continuous Repetition (unless a student makes a serious mistake or doesn't repeat) eemeenanenestiatiiniaaiaieiiaiaiiiia ees (CCLS METHODOLOGY — TEENMADULT COURSE 1.0 — 109 ‘The following illustration shows the system for the Continuous Repetition: CCharacterin the situation: Son Son Daughter Father Student: Student! Student 1 Student2—— Student 3 Ittwo characters both speak in the same picture, then, as expectad, the students change also. s Character the situation: Son Son Daughter —_Father/Daughter Student Student Student 1 Student2——Student /Student 4 | stopping the playing of the word groups is necessary to correct a student, the teacher plays the word group again and gives the student ‘one more chance to repeat if the student sil can't repeat the word group correctly, then the teacher moves to the next student who will play the role of the student who couldn't repeat. ‘The teacher should be careful not to stop the recorded mode! too often so as not to create gaps in the Continuous Repetition ‘The Continuous Repetition should be done uni al students have participated so as to prepare them for the next step: Internalization Through ole Play. *Step(Vi: Internalization Through Role Play {ts important that students memorize the lesson dialogue as a way to internalize i. Internalization is the best way to achieve autornatism in the language. Memorizing the lesson dialogue is the first step to Internalization, as the students are able to recall the everyday vocabulary and structures —the building blocks ofthe language. They need to know these building blocks in order to achieve native-ke fluency, Memorization and, ‘eventually, internalization are a stimulus to keep learning because students can see that they are making real progress in the new language. \Without internalization, students speak the new language haltingly, stopping to think of the next word or words. They are also more likely to cee ‘make mistakes in structure, In addition, the subsequent steps of the GGLS language approach are dependent on the students having memorized the lesson dialogue as they continue the process of internalization. Consequently, the teacher should pay close attention to this step. ene ene TIPE: ! ‘10 CCLS METHODOLOGY — TEENADULT COURSE 19 Procedure for Internalization Through Role Play 1! The teacher plays the recorded audio of the entire lesson situation twice without stopping, No pictures are shown at this point. It is important that students only listen and try to memorize what they hear 2! The teacher divides the class into two groups and chooses students from the frst group to play the role ofthe characters in the lesson | situation. The students in the second group just follow the work of the first group. ‘3 The teacher shows the pictures of the lesson situation and gets the students from the fist group to speak thei ines. ita student can't remember his or her line, a student from the second group can help him or her. ‘4. The teacher assigns roles to students in the second group, and they reproduce the lesson dialogue. Ia student in the second group | Cannot remember his or her lines, a student from the frst group is asked to help. This part ofthe Internalization Through Role Play Step. should be repeated unti students can fluently reproduce the lasson dialogue, '5) The teacher reassigns roles to students in pictures 1ch group and has them reproduce the lesson dialogue again, this time without the aid of the The Internalization Through Role Play Step isa transition between the Repetition and the Extension Steps. Belore students begin to expand ‘heir usage of the new material, the teacher musi be sure that they can reproduce the lesson dialogue on their own. In the Iniernalization Through Role Play Step the teacher should be concerned with eliciting from students the word groups which correspond to each picture, When students ‘memorize the word groups, they are atthe same time memorizing the basic vocabulary and structures of the new language. Memorization leads to internalization, which will result in automatism—a necessary step on the way to natve-lke fluency. lithe teacher discovers that students are having trouble reproducing the lesson dialogue as they look atthe pictures, i's advisable to replay the recorded model once or twice. students are having rouble reproducing the lesson dialogue without seeing the pictures, it may be a good idea to have them practice with the pictures again. I students are having a ot of trouble inthe Internalization Through Role Play Step, then the class may ‘need to do the Continuous Repetition Step again. ‘Sometimes the teacher discovers that some students have already memorized the lesson dialogue before the class even begins the Internalization Through Role Play Step. This is a good indication thatthe teacher did a very good job inthe Explanation and Repetition Steps, ‘Step Vil: Extension ‘The Extension Step provides the practice for students to begin extending their abilly to use the new material. They see how the material presented in a fixed situation can be used in other situations, and they practice the new vocabulary and structures in their answers. Once they are ‘able to manipulate the new material in similar situations, it isa sign that they are assimilating not only the new vocabulary and structures but also the system of the language, (ccLs METHODOLOGY — TEENADULT COURSE Procedure for Extension : “The teacher shows the pictures and asks the questions or has students do the activities suggested in the LP. First, students use the new vocabulary and structures to answer questions about the lesson situation. Then they use the new material to answer questions or do activities retated to other contexts. ‘Some useful recommendations for helping students who can't answer the questions at this point follow. Holping students who can't answer the questions Ita student cannot come up with an answor to the teacher's question in 2 few seconds, the teacher shoul frst repeat the question. Maybe the student was a litle distracted and did not pay attention to the question. This kind of situation can also happen in everyday conversation. By repeating the question, the teacher gives him or her one more chance to answer. However if the student sil cannot answer a question aftr the teacher has repeated it once, then the teacher should ask another student the ‘same question, After the second student answers the question, the teacher goes back to the first student and repeats the question so he or she can answer it. ‘To keep up the pace of the Extension Step, the teacher may sometimes prompt the student to answer. Usually the student can finish the answer. Then the teacher repeats the question, and the student gives the complete answer. ‘Teacher: Where are you from? ‘Student: (No answer) ‘Teacher: I'm trom. Students... Brazil Teacher: Where are you from? ‘Student: m from Brazil ‘Also, one of the best ways to help a student answer a question is to ask a series of discovery questions. Teacher: Where are you from? ‘Student: (No answer) ‘Teacher: Are you from the United States? Are you from Germany? Whore are you from? ‘Student: m from Brazil ‘To make it even easier for the student to discover the answer, the teacher can include the answer in one of the discovery questions. 112 —CCLS METHODOLOGY — TEENADULT COURSE 1-2 ‘Teacher: Where are you from? Student: (No answer) ‘Teacher: Are you from the United States? Are you from Germany? Are you from Brazil? Where are you trom? ‘Studont: from Brazil Note ‘Some lessons contain Additional New Vocabulary, which is always introduced in the Explanation or the Extension Step. The teacher should ‘explain his vocabulary according tothe instructions in the LP. ‘Step Vill: Drill Practice “The exercises included in the Drill Practice Step help students increase their automatism on structures that might present a certain level of difficulty. They also contribute to reinforce language mechanism. There are two basic types of exercises inthis step. In some, students make simple substitutions; n others, they are given key sentences to help them manipulate the vocabulary ang structures. ‘The exercises inthis step are ilustrated with pictures andlor animations in the ICP. Procedure for Dri Practice 4. The teacher plays the fist set of drils from beginning to end without stopping, selecting a different student for each response by silently pointing to him or her immodiataly ater the students have seen the picture and heard the beep. 2) Afterall the exercises inthe fist set of drills have been done individually, the teacher repeats them, and the class does the entire set again, this time with al students ging their responses in chorus. 23) The teacher begins the second set of dis, repeating the procedure described so far for this set and all other sets of drs in the lesson. "When the class has completed all ofthe dls, the teacher proceeds to the Conversation Step. CCcLS METHODOLOGY — TEENADULT COURSE 19 — 119 Having all students reepond in chorus during the repetition of each set of drills gives al students a chance to respond, not just the few who wore chosen individually. The work in chorus improves automatism and creates more participation. Each set of drills uses this procedure. ‘Some useful correction techniques for the Drill Practice Step folow. Correction techniques for Dri Practice ‘When a selected student can't give a response, the teacher may do one or all ofthe folowing: ‘+ He or she plays the model again, then plays the tem once more and gives the student another chance, E ‘+ He or she plays the item once more and selects a different student to give the response. in this case, the student who failed to give a | response should be selected to do the nest item. teens If two or more students fail to give a response forthe same item, the teacher should replay the model and begin the entre set again. For students who have extreme difficulty doing some of the sets of dill, the teacher can use the following technique: + Ho or she plays the modo! and has the students listen. + He or she plays the first tem and does it himself or herselt, + Ho or sho plays the rest ofthe items and gets the students to respond. ‘The following example ilustrates how this is done: Recorded Model: Listen: Give Jason a Fshirt for his birthday. ‘Reply: Good idea. He wants a Fshirt Directions: Now listen, reply and check. Listen: Give Shei a puppy for her birthday. Teachor: Good idea. Sho wants a puppy. Check: Good idea. She wants @ puppy. LUsten: Give Jemry a watch for his biahday. Student: Good idea. He wants a watch. Check: Good idea. He wants a watch. 114-0048 METHODOLOGY — TEENADULT COURGE 1-9 Speeds also importantin developing the automatism o listening, comprehending, reasoning, and responding correctly within an acceptable time limit. The natural thythen of conversation requires this speed. For this reason, the teacher should net stop the exercise in order to give students extra time to answer. This interferes rectly with one of the main goels ofthis type of exercise: 1 improve automatism, ‘Step IX: Conversation ‘The Conversation Step is subdivided into the folowing activites: A Teacher's questions. ‘The teacher asks a question, then chooses a student to answer it. Most ofthese questions can be answered in many ways, o the teacher ‘should accept any correct answer, This actity should be done at a pace that keeps students attentive ‘The teacher may help students who can't answer the questions by folowing the recommendations presented in the Extension Step, The teacher gives an answer, and the students have to find a question which will generate this answer. There is no one correct question for each answor. The student can ask several questions which ft the answer So, # @ student asks @ question which correctly fits the ‘answer, then the teacher should accept it. After the student asks the question, the teacher should answer it. The system is the following: Answer — Question — Answer Wa student has citiculty formulating question, the teacher uses an answer similar tothe criginal one and makes up the question himself ‘or herselt. Then, the teacher asks the same student to make up a question forthe original answer once more. . Teacher's requests ‘The teacher makes a request to a student, for example, “S,, ask , where he or she lives,” &, needs to rearrange the request into a direct ‘auestion, asking, “S,, where do you live?" Then 8, answers the question. Sometimes the student has to rearrange the indirect request into a direct ‘one. For example, the teacher says, 'S, tell S, to stand up.” S, then turns to S, and requests, °S, please stand up.” a student has ciffcuty performing the request, the teacher should pick a good student to perform it and then return tothe fist stunt, DB. Students ask questions using... Belore the teacher asks students to make up questions that include specific information, he or she gives them one or two examples, as | indicated in the LP. Then the teacher asks about fe students to make up questions with the new vacabulary and structures inthe LP. For each ‘question a student asks, someone else wil answer it.The teacher can answer these questions or can designate different students to do so. These ‘questions should never be left unanswered, || Ir-some lessons, thre is Dialogue Practice at the end of the Conversation Step. This kind of practice may involve a number of diferent ‘activities. n one of these actives, students wil be presented with situations they are likely to encounter ven traveling in English-speaking | |_ counties. Dialogue Practica is intended to reinforce previously learned vocabulary and communication skis. ‘The teacher should follow the instructions given in the LP for Dialogue Practice. In most cases, the teacher will be asked to do the folowing: ‘+ Show the sots of pictures in the ICP for this activity. '+ Have students work in pais *+ Ask each pairto imagine what the people in each set ofthe pictures are saying + Give the students about ten minutes to perform this activity and then have each pair present ther dialogues tothe class. ‘Students wil find the same sets of pictures with possible dialogues inthe TBs, THE WRITTEN PHASE ‘Aftor the Oral Phase of a lesson has been completed, the teacher starts the Written Phase. All of the work in this phase uses the same vocabulary and etrueturee that the students learned in the Oral Phase. ‘The Writon Phase is divided into four stops. Since they follow the nine steps of the Oral Phase, they are numbered from ten to thrtoon, During the Written Phase, students will use the TB, the CW and the LCP book. ‘A detailed explanation of each step ofthe Weiten Phase follows. 116 CCLS METHODOLOGY — TEENADULT COURSE 19 ‘Stop X: Reading ‘The Reading Stop is a natural link botwoen the work done in the Oral Phase, in which the focus ison the spoken form of the language, and the work done inthe Writen Phase, in which the focus is on the writton form. Besides giving the students the opportunity to associate the spoken words and expressions they have already internalized in the Oral Phase with their corresponding writen forms, the Reading Step also helps prepare students for the wiltten exercises they will do late. ‘The texts used inthe Reading Step ae not the ones stuciens have already internazed during the work in the Oral Phase. Instead, students will {ind one or more diferent texts that use the new vocabulary and structures learned inthe lesson. This holps koop students intorastod in what they aro {doing since they don’t yet know what happens inthe story or stories presented for reading Procedure for Reading 41) The teactier plays the reading text twice without stopping while students read along set in thet TBs, 2) The teacher chooses one student to read approximately half he text. A second stucent reads the second half a thitd one reads the fst halt, and 50 0n, with the majorly of students reading (all ofthe students if time porrits) until they demonstrate accuracy in pronunciation and intonation, as well as fuency equivalent to that desired in the spoken language ‘As a vatation, when the reading text is a dialogue, the teacher can assign roles and have diferent students read the lines of diferent characters. This will make the reading actvity flow more smoothly and naturally Inany caso, the teacher shouldalways correct students’ pronunciation andintonation when hey makemistakes, Some usetul recommendations {or this kind of correction follow. Recommendations for conecting stufents” pronunciation and intonation ‘The teacher should use his or her own voice and correct a student's mistakes at the most appropriate moment. For example, instead of interupting a student in the midsle of @ sentence, the teacher should let him or her finish the sentence an then make the necessary corrections. Ican be frustrating for the student tobe constantly interrupted while he or she is reading the txt. {ts important fo point out that corrections should always be done tactily in order to minimize any sense of frustration ‘ccLs METHODOLOGY — TEENWADULT COURE 19 — 117 In this stop, students wil use thei TBs. The corresponding section in he TB can appear under the following ties: The Grammar You Need, Tools for Communication, or Rules of Thumb, It extremely important that the teacher caretully exolain the grammar points ofthe lesson during this step because mastery of grammar Increases students’ confidence in using the language. Prococie for Grammar 4 Tho teacher roads the grammar points as explained inthe TB. ‘Tho teacher develops the explanations given in tho TB by providing addtional exams. ‘The teacher asks students to make up sentences illustrating each grammar point that was jus explained In some lessons, after each grammar point, there are exercises in the TB to be done and corrected inthe classroom, After the grammar points have been explained completely and, when this isthe case, the exercises in the TB ha Corrected, the taacher els students to do their written exercises in the CW as homework. c {900d idea for the teacher to write on the board the correct examples students come up with in order to let them know that they have contributed to this activity with their own exiginal grammaticaly correct sentences. This simple procedure will go along way toward giving students ‘confidence in using the language. Ita student comes up with an example that is grammatcaly incorrect, the teacher should exptain why it is not correct and what the correct form is and then should get this same student to come up with another example that correctly ilustrates the grammar point. Note In some lessons, after the explanation ofthe grammar points, students wil find sections such as Just for Fun and For Your Information (FY) | = ie cowsmemieoo.00y— ren course 19 Sometimes afterall the activites in students’ TBs have been done, there isan activity called Oral Correction Practice (OCP) in the ICR. The objective of this activity isto have students identy errors in the sentences presented. The teacher should use the folowing procedure for each ‘sentence presented: ‘+ Have students look a the sentence with an error. + Have students identiy the error ‘+ Have students listen tothe correct form ofthe sentence. In some cases, this sentence uil be followed by brief explanation ofthe targeted grammar point ‘+f there is no explanation, stucents wil immediately repeat the correct form ofthe sentence in chorus. ‘+ When there an explanation, students wl isten to the correct form of the sentence a second time eter having heard the explanation, and only then repeat it in chorus, ‘After ll he sentences have been corrected and repeated orally, the teacher should have students do the written exercises fortis lesson and the Written Correction Practice (WCP) activity in their CWs as homework ‘Step Xil: Written Exercises ‘The students wl do the written exercises in the CW either with the computer or without, Those working on the computer wil be abie to print | their answers tothe exercises after they complete the section or lesson. there fs a new type of exercise that students may not be familiar with, the teacher should do tis exercise inthe classroom in orcer to make sure that they understand what is requited of thom. ‘A briot description of three common sections students wil ind in mast lessons follows. Vocabulary ‘This section is designed to reinforce students’ comprehension ofthe meaning of the vocabulary learned in the lesson, to teach the meaning of the vocabulary in case students have not understood it, and to teach the spelling of the new words. This is done through the settteaching technique called programmed learning, In this technique, students will nd an explanation of the meaning of the new vocabulary followed by one or more exercises. Both the ‘explanation and the exercises are presented in such a way as to lead stuconts to use the targeted word or expression in ther answers. The idea is ‘o facilitate an erroless response. When using the computer, students can check if the answers are correct or not immediately after doing each ‘exercise. When students don't use the computer, the teacher will co-rec their answers. Whether students choose to use the computer oF not, in Certain types of exercises, i their answers are incorrect, they wil get extra help, usually futher explanations and then some more testing. (co1s METHODOLOGY — TEENADULT COURSE 19 — 119 Not only does programmed learning stimulate students to continue working, it ais allows them to work at their own pace, Those who have fully assimilated the vocabulary will complete the vocabulary section much faster than those who haven't. Another advantage of this technique | that It loaves no student unattended. Even those who have missed classes are givan a chance to familarize themselves with the vocabulary ofthe lesson, Grammar ‘This section can appear in the CW under the following titles: The Grammar You Need, Tools for Communication, or Rules of Thumb. iis, designed to teach and reinforce the grammar structure introduced in the lesson. The exercises inthis section are also presented in the form of programmed learning Note In some lessons, students do not practice the grammar structures introduced inthe lesson through programmed leaming inthe Grammar ‘section, but ina cifeent section that may present some question types commonly used in standardized international tests. Further Practice This section can also appear in the CW under the title Further Use of English itis designed to help students further practice the vocabulary ‘and structures of the lesson. In some exercises, students follow models. In others, they analyze problems and form answers on thelr own Open-ended exercises in this section are preceded by this symbol: /*/, Students who do their exercises on the computer will have hele ‘answers to the open-ended questions printed in he space provided, and corrected later by the teacher. Practicing for the TOEFL This sacton i included in some loves and Contains exercises similar to those found onthe Test of English as a Foreign Language (TOEFL), the most widely recognized international test that evaluates nonnative speakers! lve! of compotonce in English. Those exercises are specicaly designed to prepare students to ake the TOEFL in the future Useful recommendations for correcting students’ written exercises inthis step follow. | 7 120 coLs METHODOLOGY — TEENADULT COURSE 19 ‘Recommendations for correcting students wien exercises ‘The teacher should not overfocus on the negative aspects of students’ work so as nol fo make them feel frustrated or lose interest, The teacher's job isto identity students’ mistakes accurately and help them understand what to do to correct these mistakes. In addition, the teacher should praise the pesitve aspects of students’ work in order to build ttust and confidence. Students who have a ‘conficent attitude are likely to do better on their exams. Note In order to practice for the exams, students should also do the Practice Tests in ther Gis. The Practice Tests contain the same types of questions, including listening comprehension questions, that students wil find on the actual tests. Besides providing practice forthe actual tests, Practice Tess are also a great opportunity for students fo judge thelr assimilation ofthe contents ofthe lessons which wil be tested on the [As a final note, after students have completed the written exorcises in their Cis, they are ready to begin the Listening Comprehension Practice (LCP). any students have skipped the writen exercises, they are likely to do poorly on the LCP That's why students need to know ow imponant the writian exercises are. ‘Stop Xill Listening Comprehension Practice (LCP) ‘Students will do their LOP exercises in their LCP book. During the Listening Comprehension Practice, etudents ate exposed to diferent types of listening exercises in which vocabulary and structures previously leamed are used. These exercises will help them develop their capacity to distinguish sounds, to comprehend instantaneously ‘what they hear, and! to give appropriate writen responses without hesitation. ‘The level of diticulty of exercises inthe LCP gradually increases from lesson to lesson and from level o level. Sentences become longer and more complex, and students have less time to do the exercises. This helps create sa cisciplined listening, since all activiies require active student Participation, ‘Some levels present exercises similar to those found on the Test of English as a Foreign Language (TOEFL) In some of these exercises, students will be introduced to controlled note taking since candidates for the TOEFL” IST (Internet-based Test) are encouraged to take notes during the listening sections ofthat test. (6015 METHODOLOGY —TEENADLAT COURSE 18— 128 {some loves, students wil find the aucio scripts of the listening comprehension exercises immediately after the exercises forthe last lesson In the LCP book. The audio scripts are provided so that students can consult them, i necessary, but only affor they have completed the LOP ‘exercises. Students can use the audio scripts to see how well they understood the recordings and to check anything they may not be sure about The audio scripts may be used for further study and wil help students review the vocabulary and structures they have leamed. They wil also allow students to see how much their English skills havo developed and will show students tha they are capable of understanding challenging texts on a wide variety of topics. In most levels, the LCP also includes Video Comprehension Practice (VCP). Each VCP exercise is based on a video clip, andthe teacher wil fing instructions for its use in the LP. The VOP gives students the opportunity to improve their understanding of spoken English through the use of authentic materials, Once students realize they can understand what a native English speaker says ina sitcom, movie, or commercial they fee! highly motivated. n adcition, authentic videos also provide cultura information, which helps keep students interested in Anglo-Ameican cut LCP exercises are to be done as homework. Some VCPs, however, can only be done in the classroom due to copyright restrictions, It's important to point out that i there is @ new type of exercise that students may not be famikar with, the teacher should do this exercse in the classroom in order to make sure that they understand what is required of them, Proceaure tor cP “Tho teacher pays he recording without stopping while students do the exercises, ‘As a final note, the teacher should keep in mind that students’ success in listening comprehension exercises greatly depends on the ‘orientation he or she gives them. Fortis reason, the teachar should instruct his or har students fo do the following: + Liston cart to the instructions for each exercise. + Quickly tad the possible answors forthe fst tem before the question, statement, or dialogue is played ‘+ Complete the item as quickly as possible so they can look over the next set of options. Be = -ccusuencociooy—rowsoroune 4 c PCE enn eae “The ATT is used in Levels 1 through 9 of the TEEN/ADULT COURSE. The Oral Phase and the Witten Phase inthis technique consist ofthe | ‘following steps: E ABBREVIATED TEACHING TECHNIQUE { | b BAY NM. READING : ‘General Revi Brevis Revow v orawMan 1. WORDS IN ACTION (WIA) Vi. WRITTEN EXERCISES ll, PRESENTATION, EXPLANATION, EXTENSION, REPETITION, AND DRILL PRACTICE PRACTICE (LOP) “The diferences between the ATT and the BTT are ‘+ The ATT doesn't have an internalization Through Role Play Step or a Conversation Step because itis primarly used to teach lessons that cithor presenta simple grammar point, review one already taught, or complete one that the students have been learning, ‘+The grammar points that are presentedinalesson using the ATT co not require the kind ofin-cepth treatment that those presented in lessons. using the BTT do. + The ATT combines the Presentation, Explanation, Extension, Repetition and Drill Practice to make a single step (eee chart above). ‘cc1s METHODOLOGY — TEENADULT COURSE 19 — 128 Procedure for the Presentation, Explanation, Extension, Repetiion and Dri Practice Step “The teacher shows the first picture, asks the suggested questions in the LP. introduces the first situation, and plays the recorded word ‘groups ofthe whole situation twice. "2! The teacher retums tothe fist picture ofthe situation and plays the fst word group three tes. It there is more then one word group forthe frst picture, the teacher plays all the word groups before playing the fst word group three times. &) Then the teacher explains the meaning of the new vocabulary and structures, using the same techniques that are used in the BTT. 44) The teacher gets five students to individually repeat the word group. Students hear the recorded word group before each repetition, as ilustrated below: (RWG = recorded word group; $ = student) RWG —8,—RWG—S, —RWG—S, FING —S,— AWG —S, ‘The techniques for correcting studenis' pronunciation and intonation are the same used in the BTT. The teacher proceeds to the next word group and follows the procedure described in items 2,3, and 4 above for each of the pictures of the station. 6! Ateralltne word groups of that situation have been explained and repeated, the teacher shows allthe pictures while playing the dialogue cof the situation once more. 7 When this is the case, the teacher has students do the sets of Dill corresponding to that situation, using the same techriques that ere Used in the BTT. 1B! Finally, the teacher repeats the procedure described in items 1 through 7 for each of the situations. ae 104 CGLS METHODOLOGY ~ TEENADULI COURSE 19 Peer cnn a ‘The CTT is used to teach lessons that are based on video cli in Levels 7,8, and 9 ofthe TEEN/ADULT COURSE. The Oral Phase and the \Writan Phase inthis technique corsist ofthe following steps: CLOZE TEACHING TECHNIQUE Le REVIEW XL GRAMMAR AA General Review 8. Provious Review XL WRITTEN ExEROISES 1h. WORDS IN ACTION (ia) Xl, LISTENING COMPREHENSION PRACTICE (LCP) Coneetning the Sill Pictures: Ii, PRESENTATION, EXPLANATION, EXTENSION AND REPETITION IM. DRILL PRACTICE Vv. READING Concerning the Video ips: VL. PRESENTATION (of he Video Lesson) Vil. REGOGNITION, FILLING IN AND EXPLANATION. ‘Vil, READING DX. DRILL PRACTICE X._ CONVERSATION + Some tessons utilize actives instead of stations forthe wacabulary and/or structure work. When this ects, the escher should follow he inebuctions in tho uP. (2CLS METHODOLOGY — TEENADUL COURSE 19 — 125 Since the procedures for Steps Ito V have already been described inthis manual, the explanations forthe CTT will begin with Stop VI Concerning the Video Clips: ‘Stop Vi: Presentation ofthe Video Lesson) & During the Presentation othe vide ep, stunts shoul be able to enty the new vocabul an structures whien were already taught. | Words in Action and inthe subsequent work with the Sil Petre (rhe activities done instead of the work wt the Stl Pitre). & g Procedure for Presentation (ofthe Video Lesson) 1. The teacher introduces the video by asking the questions in the LP These are usually general questions relatad to the topic of the | Video clip. 2 The teacher shows the video clip without subtitles once, 5 3) Betore showing he video clip again, the teacher expands on the original introduction according to suggestions given in the LP. These suggestions include specific questions about the video clip as wel s instructions for students to pay special attention to certain parts of the video clip, "4! The teacher shows the video clip without subtitles once more. ‘5. The teacher asks more questions about he video clip, as suggested in the LP including those about the parts ofthe video clip students ‘wore supposed to pay particular attention to, ‘Step Vil: Recognition, Filing In and Explanation In this stop, students will open their CWs, where they wil ind an incomplete script ofthe video clip. As they listen tothe recording of the ‘ideo clip in the classroom, they are supposed to identily the words that are omitted in their vdeo script and then fil inthe corresponding blanks in their CWs. : Bic: 125 — COLSMETHODOLOGY — TEENIADULT COURSE 19 The LP contains the complete script ofthe video clip. The new vocabulary and structures are in boldface type, and underlined words indicate ‘the omited parts ofthe script in the students’ CWs. The LP also indicates how the script has been divided ino sections and presents questions tobe asked during the work with each section. ‘The CW and the LP also contain a vocabulary lst, which presents the defintions of the new vocabulary In the CW, the new words and | expressions are listed in alphabetical order. In the LP they are listed in the order in which they appear in the script. Students should reler tothe ‘vocabulary ist as they filinthe blanks. Procedure for Recognition, Filing In and Explanation "Hl The teacher plays the word group containing the words omitted in students! CWs a reasonable number of times so that students can entity the omitted words. "2! The toacher asks a student to say the omitted word(s). If the student's response is correct, then all the students fl n the blanks), consulting the vocabulary list necessary to check the speling and meaning of the new vocabulary. 13! The teacher explains the new vocabulary, refering to the definitions in the vocabulary list n students’ CWs, ® THe teacher asks thp coresponcing questions inthe LP. These quostons are specially designed to lead students to ftal comprehension ofthe new material 'B) The teacher plays the next word group which contains omitted word(s) and repeats the procedure described in items | through 4 above. ‘6! Aor the students have filed in all the blanks of all the sections in the video scrip, the teacher plays the video clip with subtitles once. ‘The teacher should make sure that students do not shout out the omitted words inthe scrptn case the selected student falls to identity ther, Instead, another student should be selected ‘Also, the teacher should avoid selecting only the best students to identily the omitted words. Itis extremely important that every student be ‘called on during the lesson to participate in this process. (OGL MEMIODOLOGY ~ TEERUADILT COURS D9 — 27 ‘The Reading Step in the CTT is part of the Oral Phase. This will give students the chance to ¢o further work with the new vocabulary and structures, which will prepare them for the Dill Practice Step and the Conversation Step. Procedure for Reading ‘The teacher selects a student to begin reading the frst section ofthe script in the CW. Then another student proceeds trom the point where the first student stopped, then another student, and s0 on, until all students have participated. ifthe script is short, then it should be read more than ones. ‘As a variation, ithe video clip presents dialogues, the teacher may solect diferent stucdonts to read the lines of diferent charactors. Step IX: Drill Practice ‘The teacher follows the procedure of the BTT for this stop. In this step, students practice the new vocabulary and structures through different types of activities, such as Teacher's Questions, Class Discussion, and Oral Summary ofthe Video Clip. The teacher follows the instructions given in the LP for each activity. Inthe Written Phase of the CTT, the teacher follows the same procedures of the BTT for Grammar, Written Exercises, and LCP. There's no reading in this phase because this is done during the Oral Phase. 2 7 128 GCLS METHODOLOGY — TEENADULT COURSE 1.8 CCLS PRINT TEACHING TECHNIQUE (PTT) The PTT is used to teach lessons that are based on newspaper or magazine articles in Levels 8 and 9 of the TEEN/ADULT COURSE ‘The Oral Phase and the Written Phase in this technique consist of a prefminary work and the following steps: PRINT TEACHING TECHNIQUE bang i = tt oa A. General Review B. Previous Review Vill. GRAMMAR I. WORDS IN ACTION (WIA) 1X, WRITTEN EXERCISES IIL SILENT READING X. LISTENING COMPREHENSION PRACTICE (LCP) IV. DRILL PRACTICE \V. CONVERSATION Vi. FURTHER DRILL PRACTICE (0015 METHODOLOGY — TEENAOULT COURSE 19129 [Preliminary Work ‘The Preliminary Work is divided into two parts: In Class Preliminary Work and At Home Preliminary Work. ‘The In Class Preliminary Work of a lesson is done at the beginning of the previous lesson. For example, i the Print Lesson is Lesson 6, at the beginning of Lesson 4 students do the In Class Preliminary Work for Lesson 5. Instructions as to when and how to carry out this activty are found the Le Procedure for in Ciass Preliminary Work °F! The teacher does the WIA work in the same way as in a BTT lesson. However, during the In Class Preliminary Work, WIA is done only ‘once. 2! The teacher has students open their TBs to the article and asks the pre-reading questions suggested in the LP before playing the recording ofthe article. 3! The teacher plays the recording of the article once while students follow along in thelr TBs. Betore the teacher plays this recording, though, he or she should tel students not to worry i they don't understand everything they hear and not to stop listening and reading to think about individual words or expressions. The teacher should remind students that this frst reading is to help them get a general idea ‘of what the article is about and that they will study the article in deta later in the classroom. "Immediately after playing the recording of the aticle, the teacher asks students the questions suggested in the LP 1B! Alist of some of the new words and expressions in the lesson is recorded right after the text. The teacher plays this recording once without stopping, tells students to follow along in their TBs, and has them repeat each word or expression one time in chorus. 1B) The teachor asks students to place a numbor nthe let-hand margin besida each fh ine of the text (5 — 10 — 15, 0). 7 The teacher tls students todo the Vocabulary Section of the leson in their Gs at home before studying the article for cscussion ‘At Home Preliminary Work "FP Students do the Vocabulary Section of the Print Lesson in their CWs. 2! Students study the article in detail for discussion in the classroom. 150 — CLS METHODOLOGY — TEENADULT COURSE 1-9 The teacher should explain to students that their successiul participation in class in @ PTT lesson greatly depends on the quality of their ‘At Homo Proliminary Work. To be truly effective, this work requires the use of @ good English-o-English dictionary. Students should also refer tothe

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