Religion & Spirituality

New Dynamic English. Level 1: Modules 1 & 2. Instructor s Guide

Description
New Dynamic English Level 1: Modules 1 & 2 Instructor s Guide Version 2.3 Copyright , DynEd International, Inc. January, 2003 New Dynamic English: Instructor s Guide Table of Contents Scope and
Published
of 84
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Related Documents
Share
Transcript
New Dynamic English Level 1: Modules 1 & 2 Instructor s Guide Version 2.3 Copyright , DynEd International, Inc. January, 2003 New Dynamic English: Instructor s Guide Table of Contents Scope and Sequence, Level Introduction to Level Module 1 Lesson Map Names and Places... 7 Learning Points...8 Classroom Activities and Extension...9 Key Sentences...11 Focused Listening...13 Practice Exercises Jobs and Family Learning Points...21 Classroom Activities and Extension...22 Key Sentences...24 Focused Listening...25 Practice Exercises Numbers and Times Learning Points...32 Classroom Activities and Extension...33 Key Sentences...35 Focused Listening...36 Practice Exercises Review Exercises Dictations Fill-Ins Speech Practice Exercises 5. Video Interactions w/sr Introductions At a Party, At an Office Telephone, Interview Hot Seats w/sr Module 1 Summary Module 2 Lesson Map Family Schedule...44 Learning Points...45 Classroom Activities and Extension...46 Key Sentences...48 Focused Listening Tasks...50 Practice Exercises Matrix Vocabulary...55 Learning Points...56 Classroom Activities and Extension...57 Key Sentences...59 Focused Listening Tasks...61 Practice Exercises Likes and Dislikes...68 Learning Points...69 Classroom Activities and Extension...70 Key Sentences...72 Focused Listening Tasks...73 Practice Exercises Review Exercises Dictations Fill-Ins Speech Practice Exercises 5. Video Interactions w/sr Telephone: Let s Meet on Thursday Business Telephone w/sr An Interview w/sr Hot Seats w/sr Module 2 Summary Answer Key Scope and Sequence, Level 1 Scope and Sequence, Module 1 Module 1, Unit Main Learning Points Comments 1. Names and Places Hello, Max and Kathy! Where is France? Who Speaks English? Question Practice w/sr Focus Exercises Personal information: name, where from, languages spoken, nationality Introductions (Hi, my name is ) Countries and cities of the world Relative location (here, left, right) Demonstratives (that, this) Pronouns (personal, possessive) be, do, Contractions, Negation Subject-verb agreement Present Simple tense (She speaks Spanish.) Yes/No and Wh- question formation. Students learn to give and elicit basic information about themselves and others. Builds recognition of simple words and phrases in context. Introduces the most basic structures in English. 2. Jobs and Family Richard Chin Sara Scott Henry Thornton Word Practice Questions Presents the jobs, families and living arrangements of three characters. Extends personal information: age, spelling of name, job, salary, marital status. Present Simple verbs: have, live, work, etc. Subj/Verb/Object (He teaches science.) Object Pronouns (him, her) Adjectives and Prepositions of Location Students learn to ask and answer basic questions about each other in an interview format. Introduces useful verbs and daily vocabulary. 3. Numbers and Time One to One Hundred Time Numbers Clock times and fractions Telephone numbers Prepares students for later Units which use time and numbers. 4. Review Exercises Dictations Fill-Ins w/sr Speech Practice w/sr Gap-filling and speech recognition exercises review key grammar and vocabulary. Develops fluency and reading skills. These lessons review Units 1-3 and focus on key points such as Subject-Verb agreement. 5. Video Interactions w/sr Introductions At a Party At an Office Telephone Interview Hot Seats Shows basic introductions, greetings, and use of the telephone. Students may interact with the actors through Speech Recognition (SR) activities. Language review. Provides a model for roleplays. 3 New Dynamic English: Instructor s Guide Scope and Sequence, Module 2 Module 2, Unit Main Learning Points Comments 1. Family Schedule The Harris Family Bob and Sandra s Schedules Collette and John s Schedules Questions Focus Exercises Family relationships (father, mother, etc.) Days of the week and weekly schedule Time and Duration (when and how long) Frequency (every day, on Mondays) Means (by bus, drives his car to work) Time expressions (after dinner, at night) Prepositions of Place and Time Sequence (before, after) Subj/Verb/Object: (She practices the violin.) Adverbs of Frequency (usually, never) Students learn how to ask and answer questions about their daily routines. Focuses on specific times, frequency, and duration of habitual activities that make up daily life. 2. Matrix Vocabulary Seasons Times of Day Weather Times of Life Types of People Matrix Game Introduces basic vocabulary in five subject areas: seasons, times of day, weather conditions, times of life, and types of people. Adjective and Adverb phrases Word relations/analogies (hot is to cold as summer is to what?) Indefinite/Definite Reference Superlatives (the coldest time of year) Students learn to describe the phases of life and the basic conditions in which people live out their lives. 3. Likes and Dislikes: A Survey Food and Sports What Can You Do? Video Hot Seats w/sr Classification (what kind, such as) Adverbs of Manner (how well, well, a little) Quantification (a lot, some, any) Ability (can/can t, know how to) Useful phrases (let s see, for example, I mean, not really) Students learn to express personal preferences and abilities. Presents an interview about favorite foods, sports, hobbies and other interests. 4. Review Exercises Dictations Fill-Ins w/sr Speech Practice w/sr Gap-filling and speech recognition exercises review key grammar and vocabulary. Develops oral fluency and reading skills. Provides language practice and review activities. 5. Video Interactions w/sr Telephone: Let s Meet on Thursday Business Telephone An Interview Hot Seats Presents language useful for making an appointment, suggestions, and using the telephone for business. Students may interact with the actors through Speech Recognition (SR) activities. Short videos illustrate the use of the language with a variety of characters. Provides models for classroom role-play and interviews. 4 Introduction to Level 1 Introduction to Level 1 New Dynamic English, Level 1 (Modules 1 & 2), introduces students to English. The main focus is on understanding and expressing basic information about oneself and the natural framework within which we live and describe our lives, such as times of day, the seasons, and weather conditions. In the first lessons, students develop basic listening comprehension. The emphasis is on presenting language in short phrases rather than isolated words, since isolated words seldom occur in real communication. Text and Glossary support provide additional examples and explanation. The use of icons throughout is especially important for students who are unable to read. These icons serve to support the student s memory and also provide a framework for showing concepts and phrases. Once the language is introduced and basic comprehension is achieved, a limited number of exercises require students to read simple words and short phrases. These exercises help reinforce oral comprehension. and provide another form of language input. The record feature, along with the speech recognition (SR) exercises, allow students to practice speaking. In this way, we proceed from listening to speaking and reading -- and the three skills reinforce each other. The Classroom Activities and Practice Exercises provide additional written activities as well, but these should not overwhelm the student. They should be fun and easy to do. Their purpose is to reinforce and follow up, not frustrate. Content for Level 1 The material presented in Level 1 provides the basis for hours of study, depending on the language background of the students, which may vary considerably. This estimate assumes that the language presented in each level is used as a model that is systematically extended and personalized in classroom activities and follow-up assignments as suggested in this manual. The usual order is as follows: 1. Preview each lesson with a focus on general comprehension. 2. Analyze and practice the language in each lesson with a focus on the key language structures. 3. Extend and personalize the content of each lesson via student generated language, including roleplays, pair practice, written exercises, and group activities. 4. Review on a regular basis, (at least until the Completion Percentage is 80%) and then test. General Language Specifications for Level 1 New Dynamic English Level 1 develops a useful spoken vocabulary of over 500 high-frequency words that provide students with the ability to understand and communicate basic information about themselves. Level 1 covers basic language structures required to understand and express basic personal information and provides a foundation for preintermediate work. In addition, the video lessons provide useful language models for the telephone and for other social situations. Detailed Language Specifications for Level 1 The language focus for Level 1 is on the basic verb and phrase structures of English, as well as the construction of Wh- and Yes/No questions. Key language structures include personal, possessive, and object pronouns, verb-subject agreement, the verb be, negation, the use of do, the present tense, prepositional phrases for expressing time and place, and adjective and adverb phrases. Please see the Scope and Sequence for Level 1 and the Learning Points at the beginning of each Unit for additional information and examples. The Index is also helpful in locating where specific topics or structures are presented or developed in the course. 5 New Dynamic English Module 1 Lesson Map Unit 1: Names and Places Hello, Max and Kathy Where is France Who Speaks English? Question Practice w/sr Focus Exercises Unit 2: Jobs and Family Richard Chin Sara Scott Henry Thornton Word Study Questions Unit 3: Numbers and Time One-Ten Eleven-Twenty Ten-One Hundred Time Unit 4: Review Exercises (for Units 1-3) Dictations Fill-In Exericses w/sr Speech Practice Exercises w/sr Sentence Reading Answering Questions Speech Quiz Unit 5: Video Interactions w/sr Introductions At a Party At an Office Telephone w/sr Interview w/sr Hot Seats w/sr 6 Module 1: Unit 1, Names & Places 1. Names and Places Hello, Max and Kathy; Where is France? Who Speaks English? Question Practice; and Focus Exercises Lesson 1 introduces the most basic structures in English. It is intended for beginners, with or without basic reading skills, and also for students who have some knowledge of English but whose listening ability is underdeveloped. Topics include giving and asking for personal information (name, place of origin, sex, and languages spoken) and talking about different countries and nationalities. The Question Practice lesson reinforces the language of the Unit. It focuses on Wh- questions and the use of do in questions with who and where. Though most of the questions do not require the ability to read, a number of comprehension activities help students see the relationship between spoken and written words. Students who need to develop their reading skills should use the record feature together with the ABC button to practice reading aloud the text throughout the lessons. In the Focus Exercise lesson students practice constructing sentences by arranging words in the correct sequence. As in all lessons, the Help Screens provide instructions if needed. Goals: To be able to understand short phrases spoken at near normal speed. To be able to read and understand short words, such as yes, no, name, and does. To be able to identify themselves in English. To be able to ask and answer simple Who, Where, and Yes/No questions regarding basic identity. Objective 1: To understand that in English there is subject verb agreement. Objective 2: To be able to use demonstrative and personal pronouns with the verb be. Objective 3: To be able to express negation with do and be. Objective 4: To be able to use do when asking a Yes/No question. 7 New Dynamic English Learning Points be I am from New York. He is from Paris. They aren't from France. France is in Europe. Who is from France? contractions (I'm, you're, she's, he's, we're, they're) He's from France. She s from New York. We re not from France. demonstratives (that, this, these) This is Max. Who is that/this? That/this is Pierre. This is a map of Europe. What s this? do with questions and negation Does she speak English? No, she doesn't. Where do they come from? They don't come from France. Who doesn t speak Japanese? I don t speak French. negation with be and do He isn't from Japan. She doesn't speak Spanish. They don't come from France. They aren't from France. I m not from the US. I don t come from the US. He doesn t speak Japanese. He s French, not American. personal pronouns (I, he, she, we, they) I come from San Francisco. She comes from New York. They come from the US. They don t come from France. I m from Paris, France. She s from New York. possessive adjectives (my, your, his, her) What is your/her/his name? prepositions (in, from, of) He's from France. It's in California. Here is a map of France. Paris is in France. Where does he come from? Where is she from? subject-verb agreement I am/come from France. She is/comes from New York. They are/come from the US. This man speaks English. I speak two languages. wh- questions (what, where, who, which) Where does she come from? What is your name? Who comes from France? Which of these three people comes from France? 8 Module 1: Unit 1, Names & Places Classroom and Language Extension Activities Step 1: Presentation (Day 1, minutes) Begin with Hello, Max and Kathy. Present the first part of the lesson in class. Focus on the first few sentences only, and have the class practice repeating each sentence. Point out that each sentence has a subject and a verb. Introduce the personal pronouns: I, you, he, she, my, your, his, and her. Step 2: Oral Practice (5 minutes) In pairs, or small groups, have students practice the following dialog: What s your name? My name is... What s his name? His name is... What s her name? Her name is... Step 3: Listening Focus Assign students to do Listening Focus 1 in the lab or at home. Step 4: Presentation and Oral Practice (Day 2, minutes) Review the first few sentences. Focus on subject/verb agreement with come from, be and pronoun contractions (I m, he s, she s). In pairs, or small groups, have students practice introducing Max, Kathy, and each other. Step 5: Listening Focus Assign students to do Listening Focus 2 in the lab or at home. Step 6: Presentation and Oral Practice (Day 3, 10 minutes) Introduce Where is France? Focus on negation with do and be. Then focus on location: in, on the left, between (North America and Europe), and the names of countries. In pairs, or small groups, have students practice introducing Pierre. How is Pierre different from Max and Kathy? Step 7: Listening Focus Assign students to do Listening Focus 3 in the lab or at home. Step 8: Presentation and Oral Practice (Day 4, 10 minutes) Introduce Who Speaks English? Focus on the verb speak and question formation (Yes/No and Whquestions). In pairs, or small groups, have students practice asking and answering questions about Max, Kathy, Pierre, and each other. Step 9: Listening Focus Assign students to do Listening Focus 4 in the lab or at home. Follow-up Once the presentation lessons of the Unit have been presented, introduce the Question Practice and Focus Exercises lessons. Students should do these on their own, in the lab or at home, regularly. As homework, assign the Practice Exercises. Then, once students attain an % Completion percentage, have them take the Mastery Test. 9 New Dynamic English Language Extension Once the lessons have been introduced, have the students personalize and extend the language with two or more of the following classroom activities. If further preparation is necessary, have the students work in pairs or groups first. Classroom Activity 1: Introductions From Unit 5, view the first two video interaction lessons, Introductions and At a Party. Have students work in small groups of 3-5 to practice introducing each other. Classroom Activity 2: Writing Practice Write the name of a man on one side of the board and the name of a woman on the other side (or on two different sheets of butcher paper). Invite students to come to the board and write sentences about the two characters. Ask students to comment on similarities and differences between the two (e.g., Max and Kathy are American. Max comes from San Francisco but Kathy comes from New York. She doesn t come from San Francisco). Write ten questions and answers, such as: Which one comes from...? Where does... come from...? Is the person on the left a man or a woman? What language does the person on the right speak? What country does... come from? Is... French? Does... speak Chinese? Does... come from Brazil? Classroom Activity 3: Places around the World Post a map of the world in the classroom. Ask students to point out their home country or city on the map. Practice the English names of cities and countries of the world. Write the names of the continents across the top of the board and elicit from students countries located on each continent. Write the countries in list form under the correct continent. When the lists are fairly full, practice pronunciation by having the class repeat the countries out loud. What languages are spoken in each country? Classroom Activity 4: Crazy Questions Model and then have students practice asking questions that will elicit negative answers. For example, Are you from the moon? Does Sakae come from Mexico? Does Pierre come from Japan? Is this woman's name Max? Is the US president from Argentina? Classroom Activity 5: They, They, They If possible, pair students with similar nationalities, languages, gender. Have one pair interview another pair. Have pairs report back to the class about the pair they interviewed using plural affirmative and negative sentences, e.g., They aren't girls. They don't come from San Francisco. They speak Japanese, but they don t speak English. Classroom Activity 6: What s that? It s mine! Take objects, such as textbooks, and give them to each student. Review possessive pronouns, and have students work in groups to practice the following: What s that? It s a book. Is it yours? Yes, it is. It s my book. Is that your book? Then have students exchange books so that the answers become: No, it isn t. This is her book, not mine. No, it isn t. This is (name s) book. 10 Module 1: Unit 1, Names & Places Key Sentences (Partial Transcript) Hello, Max and Kathy This is Max. Hello, my name is Max. Max comes from/is from the United States. Yes, that s right. I come from/i m from the United States. This is Kathy. Hello, my name is Kathy. Kathy comes from/is from New York. I come from/i m from New York. This is Pierre. Pierre comes from France. He s French. He doesn t come from/isn t from the United States. My name is Pierre. I come from/i m from France. I don t come from/i m not from the United. States. What is your name? My name is Kathy. What is your name? My name is Max. Max? Yes, that s right. My name is Max. Where do you come from, Max? I come from/am from San Francisco. San Francisco? Yes. San Francisco, in California. How about you? I come from/i m from New York. Who is that? His name is Pierre. Does he come from the United States? No, he doesn t. He comes from/is from France. Hello, my name is Pierre. I come from/i m from Paris, France. I don t come from/i m not from the United States. I m French, not American. Max and Kathy come from/are from the US. They don t come from/aren t from France. Max comes from San Francisco, and Kathy is from New York. That s right. Kathy and I don t come from France. We re not from France. Yes, that s right. I come from/i m from New York. Pierre comes from/is from France. He doesn t come from/isn t from the US. I come from/i m from France. I don t come from the US. I m French, not American. Here are three people, two men and a woman. The person on the
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks