Introduction to the Teacher s Manual

Transcription

1 12376_00_fm.qxd 6/29/07 10:05 AM Page iv Welcome to the Footprint Reading Library. This is the first non-fiction reading series for English language learners to present real-world stories in three formats: print, audio, and video. Accompanied by engaging video material from National Geographic Digital Media, the series takes learners from the Arctic Ocean to the steppes of Mongolia, from the lost city of Machu Picchu to the bustling streets of London. It allows them to expend their horizons, as they explore the world. The Footprint Reading Library contains a broad collection of carefully leveled readers, to help learners develop active vocabulary, reading, and listening skills. This selection of stories is grouped into five themes: Incredible Animals Fascinating Places Remarkable People Exciting Activities Amazing Science The series provides opportunities not only to enrich the learner s knowledge of the world we live in, but also to develop specific skills for reading non-fiction materials. Each reader allows learners to familiarize themselves with a story related to the video and an Expansion Reading which recycles vocabulary and grammar in various non-fiction print and online formats including newspapers, magazines, journals and websites. The readings are often accompanied by key elements of non-fiction writing such as captioned photos as well as charts, tables and graphs. The Footprint Reading Library is comprised of one hundred readers, divided into eight levels ranging from pre-intermediate through advanced. The readers are also categorized according to the Common European Framework (CEF) levels. These are language learning, teaching and assessment guidelines widely used in the European Union and beyond to set international standards for language syllabi, curriculum design and examinations. Each level in the series has 10 to 15 books, and is graded according to a list of carefully selected headwords (the number of different words used) and level of grammatical complexity. This grading ensures that learners are gradually exposed to new vocabulary and grammar structures. The following table indicates the series levels and the number of readers available for each level. Level Headwords C.E.F. Level Number of readers Pre-Intermediate 800 A2 15 Pre-intermediate 1000 A2 15 Intermediate 1300 B1 15 Intermediate 1600 B1 15 Upper-intermediate 1900 B2 10 Upper-intermediate 2200 B2 10 Advanced 2600 C1 10 Advanced 3000 C1 10 Each reader in the series can be used as a stand-alone component, or in close conjunction with accompanying audio, video, and ancillary materials. Each series level is supported by the following components: An Audio Program (available on audio CD) that allows learners to listen to an audio recording of each reader and Expansion Reading to hear proper pronunciation and develop independent active listening skills. A Video Program (available in DVD or VHS NTSC/PAL) that allows learners to interact with stimulating video material that is directly related to the reader content. iv

2 12376_00_fm.qxd 6/29/07 10:05 AM Page v A Teacher s Manual that provides a lesson planner with teaching suggestions, a variety of activities and exercises, and reader quizzes to make the most of each reader and its accompanying audio and video materials. An Assessment CD-ROM with ExamView offers a quick and convenient way to generate tests and quizzes based on the readers. The Series Aims The Footprint Reading Library aims to help learners: improve reading and listening skills develop language proficiency foster independent language learning habits use English beyond the classroom prepare for standard exams Footprint for Reading and Listening Development The Footprint Reading Library is designed to develop the learners reading and listening abilities. They can choose to just read the stories or listen to the audio recording, or both. They can also decide to watch the video alone or while referring to the video transcript. Any of these ways will help students develop better reading and listening skills. Footprint for Language Proficiency The Footprint Reading Library allows learners to develop their language proficiency in several ways. Firstly, each reader introduces learners to new vocabulary, grammar and a set of reading strategies. Secondly, the accompanying grammar presentation and additional exercises and activities in the Teacher s Manual allow learners to extend and deepen their language skills. Reading speed is a crucial aspect of language learning. Improved reading speed helps to enhance language processing speed and comprehension. An Expansion Reading at the back of each reader is specifically provided to encourage learners to monitor their reading speed in order to aid the development of their overall reading fluency. In addition, the audio and video programs allow learners a chance to practice listening comprehension and quickly acquire listening proficiency. Footprint for Independent Language Learning Habits One of the key features of the series is to help learners perform increasingly difficult reading tasks in English. At the pre-intermediate levels, the reading tasks are relatively simple such as scanning for information. At the intermediate level, many tasks require higher order thinking skills such as analysis and synthesis. At the advanced levels, learners are asked to perform more evaluative comprehension skills. This progression helps learners to hone their analytical skills, interact more meaningfully with the readers and foster greater knowledge and insight into the featured subject areas. Footprint for Using English Beyond the Classroom The Footprint Reading Library is the complete solution that prepares learners for reading native texts beyond the classroom. The series assists learners in their development of non-fiction literacy. In addition to offering learners a wide variety of non-fiction reading material, it also allows readers to master reading and understanding graphic aids such charts, tables, graphs, that they will encounter in real-life situations. Footprint for Exam Preparation The Footprint Reading Library prepares learners for the standard tests such as the TOEFL and TOEIC exams. This is done in two ways. Firstly, the reading passages are similar in content and structure to those used in these exams. Secondly, the exam questions in the readers mirror the question types typically found in these exams, including: error recognition, inference, text organzation, sentence addition and others. Thus, the readers enable learners to become familiar with the reading material and the question types to effectively prepare for the exams. For additional practice, the Teacher s Manual offers a photocopiable quiz for each reader. The Assessment CD-ROM with ExamView offers additional test items for practice and preparation. v

3 12376_00_fm.qxd 6/29/07 10:05 AM Page vi The Series Approach The Footprint Reading Library has a unique approach to language learning. Each reader is available in print, audio, and video format, which allows learners to experience the stories in new ways and reinforce their learning. The three formats uniquely contrast the difference between the written and the spoken language and enable learners to acquire a well-rounded linguistic proficiency in four easy steps: READ LISTEN Read. As learners read, they have the opportunity to become familiar with the story and learn new words and expressions. Pre-reading questions ensure complete comprehension of new vocabulary. Throughout each reader, reading skills questions allow learners to anticipate, predict, and analyze the story and fully participate in the act of reading. Listen. Once they become familiar with the story, learners can listen to the audio recording of the reader narrated by a native English speaker. In this format, they will be able to practice their listening comprehension and raise their awareness of English pronunciation. WATCH ASSESS Watch. Once they have mastered their reading and listening comprehension, learners are ready to watch the video that inspired the reader. They expose learners to authentic situations and natural interaction among English speakers from around the world. Learners may use the closed captioning feature to follow the story, as it develops onscreen. Assess. Learner comprehension and language development can be assessed using the photocopiable reader quiz at the end of each Teacher s Manual unit. Reader Quiz questions mirror common standardized test formats and provide learners with an opportunity for exam practice. These Reader Quiz questions plus additional ExamView only test questions can be found on the Assessment CD-ROM with ExamView. Additional these same questions plus additional text questions can also be found on the Assessment CD-ROM with ExamView. More information about each learning mode is detailed below. The Teacher s Manual Overview To help teachers make the most from the series, this comprehensive Teacher s Manual provides a number of ideas for using the readers, audio materials, and videos flexibly in any teaching situation. Every unit in the Teacher s Manual has the following: A Step-by-Step Lesson Planner offers a short summary of the reading and teaching notes for each of the Read, Listen and Watch options. A Teaching with the Reader Worksheet section offers complete teaching instructions for the Reader Worksheet including answer keys, a grammar presentation based on story content and additional research and project work. A photocopiable Reader Worksheet provides questions on reader vocabulary, grammar and storyline to be completed before, while and after reading the story. The worksheet can be used in class, be assigned as homework, or both. A Teaching with the Video Worksheet section offers complete teaching instructions for the Video Worksheet including answer keys, suggestions for reinforcing new vocabulary and grammar structures, and additional group and communicative activities. A photocopiable Video Worksheet tests learners on the video and enhances their viewing experience by offering a series of structured exercises. A photocopiable Reader Quiz offers assessment questions in standard test formats. A photocopiable Video Transcript is available at the back of the Teacher s Manual and can be used as a reference while watching the video or for additional activities. The units in the Teacher s Manual are self-contained and can be taught in any order. You may want to read this section and refer back to it as you teach each unit. It is not necessary to use all the activities for each reader. You may select a few and vary them from reader to reader to keep your learners interested and motivated. vi

4 12376_00_fm.qxd 6/29/07 10:05 AM Page vii Teaching with the Readers The Footprint Reading Library readers are designed to develop active vocabulary and critical reading skills. Each reader opens with Words to Know. This section includes a map that shows learners where the story takes place. It continues with a visual illustration of essential new vocabulary and concepts, a brief introduction to the story and comprehension activities. The stories are also vividly illustrated with photographs and artwork to support reader content. New vocabulary words and expressions are glossed and definitions are provided below the reading for the learner s reference. As learners read the story, Reading Skills Activities reinforce critical reading skills including: inferencing, identifying the main idea, predicting, summarizing, sequencing, skimming and scanning. An After You Read section helps learners assess their mastery of newly acquired language through activities that mirror the questions commonly found in standard English language exams. Following the main reading, a special Expansion Reading section offers learners an additional opportunity to recycle and consolidate the new language. Timed-reading activities create an opportunity to assist the learner in improving reading speed and fluency, while enjoying captivating material. Finally, a full Vocabulary List is provided at the back of each reader for the learner s convenience when referencing new words in different contexts. The readers can be used in many ways: As free, independent, self-selected reading for use in or out of the classroom. When learners select their own readers, they should be encouraged to choose what they would like to read, and bearing in mind their ability and pace. This allows the learners to enjoy their reading experience, as well as build reading fluency and consolidate their knowledge. The main advantage of this method is that it takes very little class time (especially if the reading is completed at home) and it allows for significant exposure to English. As classroom reading, where each learner in the class reads the same book and is led through the reading by the teacher. The aim of this type of reading is to ensure a thorough understanding of the story. It also provides the opportunity to work on some of the reading as a class. The teachers may read a few pages from the reader in each class, using the suggested activities in the Teacher s Manual to guide the reading. This method allows the teacher to closely monitor what the learners are learning and how well they understand the reading. In conjunction with the Reader Worksheet provided in the Teacher s Manual. The worksheet may be considered a free activity or can be assigned as homework in class or at home. Along with the audio program or video to develop active listening skills. As discussion material for the topics featured in the readers to improve the learners speaking skills. Before Reading Activities There are many ways to motivate learners to read the story. Here are a few suggestions: Ask learners to look at the reader title, photos and illustrations and the short summary on the back cover and guess what the story will be about. Ask them to write 2-3 ideas. They can check their guesses after they have finished reading the reader. Ask learners if they can identify the images on the cover. Write some questions on the board from the first few pages of the readers, using the comprehension questions at the back of each reader. Ask them to guess the answers. They can compare their answers with a partner before you go over them. Discuss the topic of the reader with learners to share knowledge about it. Ask them to write 3 questions they want answered in the reader. After reading, they can write the answers, if they appeared in the reader. While Reading Activities While reading, there are many things learners can be doing. Here are just a few suggestions: Point out the glossed vocabulary to learners so they can learn new words. Stop learners before they turn a page and ask them to predict what will happen next. Play the audio CD as they read to improve their understanding of how the text is read and to help them connect the written words with their pronunciation. vii

5 12376_00_fm.qxd 6/29/07 10:05 AM Page viii As learners to read passages aloud after listening to the audio CD. Ask learners to make notes or write questions about the reading to discuss with their peers after reading. After Reading Activities There are many ways to reinforce what they have learned. Here are some suggestions: Learners can consolidate what they learned by completing the Worksheet exercises available in the Teacher s Manual. Ask learners to read (or listen to) the reader again, but faster. This will improve their word recognition, reading speed and fluency. Have learners write a short summary of the story. This allows them to improve their writing skills and gives them a chance to practice using the new vocabulary skills and language. They can then tell this to a partner, which allows for speaking and listening practice). Have learners discuss the events in the reader (e.g. what they liked and didn t like). Teaching with the Audio Program An audio recording of each reader in the Footprint Reading Library offers a useful model of pronunciation and intonation, for use in or out of the classroom. This Teacher s Manual includes suggested listening activities, and provides learners with opportunities to improve their listening and pronunciation skills. The audio program can be used with the following goals in mind: When used with directed tasks in the Teacher s Manual, the audio program can help learners to develop good listening abilities necessary for the listening section of standard exams. To develop sight-sound vocabulary recognition, as they refer to the reader while listening to the audio program To raise awareness of the sound patterns, intonation and pronunciation in English Audio Program Activities Play the audio and let learners read the reader at the same time. This will help them match words with sounds. If this is difficult, pause after each sentence or two. After learners have read the whole story and answered the After You Read questions, ask them to close their books and play the audio all the way through without stopping. This will help their listening fluency. To make listening easier, they can cover the text and just look at the photos and illustrations as they listen. Complete some of the After You Read questions while reading and some while listening. For example, learners can read pages 3 to 5 and answer some of the questions. Learners can then listen to the recording of the next pages and answer the next few questions. For pronunciation practice, choose a section of the reader with spoken dialog. Play the audio and pause after one sentence of the dialog and ask learners to repeat it. Replay the sentence and have learners repeat it again. Do this as a class rather than individually. Teaching with the Video Program Each of the Footprint Reading Library readers has an accompanying video with engaging video material from all around our globe. Featuring voiceover narration carefully adapted for learners of English, the videos reflect the same level of language as the readers, making authentic video fully accessible to learners of different levels of proficiency. The videos range in length from three to thirteen minutes per story, and contain optional captioning for additional viewing support. There are many ways that you can use the videos. The Footprint Reading Library is based on the idea that learners should Read the book, Listen to the audio, and Watch the video. However, this does not have to be a strict recipe. Some teachers may show the video first to orient learners to what they will study. Others may wish to use the Video Worksheet in the Teacher s Manual to help learners build their language ability, grammar knowledge, and reading skills. Whatever you do, it s often wise to break up the viewing into manageable segments. Before showing the video, you should decide what you plan to accomplish with it. Are you planning to improve your learners listening ability? Do you want them to learn about the story? Are you going to focus on the new vocabulary? Do viii

6 12376_00_fm.qxd 6/29/07 10:05 AM Page ix you want them to read the captions as they watch? Each aim involves completing different activities with the video. Video activities, like reading and listening activities, can be broken into pre-, while- and post- watching activities, each with their own goals and objectives. Before Watching Activities Focus on the Words to Know from each reader. Ensure that learners are familiar with the sounds of the new words before they hear them while watching the video. Elicit learners knowledge of the subject and ask them to predict what will happen in the video. Show the title and or the first images and ask learners to predict what is going to happen. While Watching Activities The first time they watch the video, ask learners to just watch and not take notes. Ask them to try to understand what is happening visually, without the captions on. At the end, ask them to write one or two sentences about the main point of the video and then compare notes with others. After several viewings, you may ask learners to write a summary of what they watched. Ask learners to listen for specific keywords, phrases or grammar patterns and say them when they hear them. Ask learners to count the number of times specific words are said. Ask learners to watch and notice something new or particular words said by a specific person. (Replay that segment of the video several times if necessary.) If learners haven t read the book, show the video with no sound. Ask learners to guess what is going on. This can build background for the reading. Ask them to guess what is being said from the context or the body language. Freeze the video (or turn off the sound) at key moments and ask learners to guess who is speaking, what is being said, or predict what happens next. You may also wish to point out new vocabulary items. Ask one learner to watch the video silently and retell what s happening to a learner who hasn t seen it. If the video is difficult for learners, ask them to make notes as they watch, and then compare notes before they watch the video again. Doing this several times offers an opportunity for team work and shared learning experience. Ask learners to mimic the voices on the video. (Be sure they can understand the transcript. If needed, have them read the photocopiable video transcript in the Teacher s Manual.) This can help develop a sense for intonation, pitch and stress. Ask learners to work with the Video Worksheet found in the Teacher s Manual. After Watching Activities Use the questions at the back of the reader to check learner comprehension. Write on the board: What? Where? Who? How many? and so on. Ask learners to make up other questions about the video and ask each other. Ask learners to put pictures, words or sentences in the order they appear in the video. You, or a learner, can retell the video with deliberate mistakes, and other learners can correct them. After learners have watched several videos, ask them to write articles about an aspect of the video for a class or school magazine or newspaper. Alternatively, they could make a presentation, or a wall poster, after doing some further background research on the theme of the video. Ask learners to have a discussion about the content of the video. Some example discussion questions are available in the Video Worksheets in the Teacher s Manual. If the learners feel strongly about a specific topic discussed in the video (for example environmental destruction), they may wish to write a letter to their government. Ask learners to make a list of questions not answered in the video. Use them as a springboard for project work or homework. Assign learners to find the answers. ix