Amendments

Amendments to the CCLS Methodology Manual

INDEX INTRODUCTION

TECHNIQUES

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1. PHRASAL VERBS .............. ................ ................ ................ ...........

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2. INSIDE THE ENGLISH LANGUAGE ............... ................ ............... .

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3. WRITING PRACTICE – A NEW WAY TO EFFECTIVE WRITING .... .. .. .

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4. NEWSPAPER HEADLINES .............. ................ ................ ..............

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4.1 PRELIMINARY WORK ............... ................ ................ ..............

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4.2 PRELIMINARY WORK – IN CLASS/ AT HOME .............. ...........

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5. FOLLOW-UP LESSONS ................ ................ ................ ............... .

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6. STRUCTURAL LESSONS .............. ................ ................ ............... .

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7. DRILL PRACTICE .............. ................ ................ ................ ...........

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8. GENERAL NOTES .............. ................ ................ ................ ...........

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9. ON-LINE DICTIONARIES ............... ................ ................ ............... .

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Index — Version 1.4 — 20/06/2014

INTRODUCTION These amendments consist of some teaching techniques and procedures, each designed for a different type of lesson, which have not been included in the CCLS Methodology Manual yet.

Introduction — Version 1.4 — 20/06/2014

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TECHNIQUES 1. PHRASAL VERBS In some lessons (WA-TT – OWCC 1, 2 and 3), teachers will use the ICP (Interactive Classroom Program) to introduce the phrasal verbs which do not appear in the lesson texts but are presented in the students’ Textbooks (TBs) in a section also called Practicing Phrasal Verbs before the Grammar. In Abbreviated Teaching Technique lessons, these phrasal verbs are to be taught after the Presentation, Explanation, Extension and Repetition Step and before the Drill Practice. In Basic Teaching Technique lessons (BTT), they are to be taught after the Extension Step and before the Drill Practice.

Note: The Lesson Plan (LP) and the students’ Textbooks (TBs) contain all the necessary information about the Phrasal Verbs.

Technique: The teacher shows the picture which illustrates the meaning of the phrasal verb

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being presented and asks the first set of questions in the LP to lead the students to discover which phrasal verb is used in the situation presented. Then, when indicated in the Lesson Plan (LP), the teacher plays the word group

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(WG) and gets three individual repetitions. 

After the repetitions, the teacher asks the second set of questions in the Lesson Plan (LP) for the students to further practice the use of the phrasal verb(s) they have just learned.

Note: Definitions of the phrasal verbs are found in the students’ Textbooks (TBs), after the reading text. These definitions will be used in the Written Phase. The students will also practice the phrasal verbs in the CALL Workbook (CW), in the Listening Comprehension Practice exercises (LCP), and in the Drills for Success. The phrasal verbs presented will be considered vocabulary learned in the lesson and may be tested on the exams.

Amendments to the CCLS Methodology — Version 1.4 — 20/06/2014

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2. INSIDE THE ENGLISH LANGUAGE The Written Phase may present additional reading material, such as Inside the English Language (WA-TT – OWCC 8 and 9 / ME 4 / EFHAS 1, 2 and 3) and Inside the USA (ME 4 / EFHAS 2 and 3). The section called Inside the English Language, the audio of which is recorded on the DVD, should be played, commented on, or explained in class after the teacher has finished the Grammar in the written phase of the lesson. The teacher should also elicit examples from the students using the new material presented in this section. Tell the students that the material presented in this section will be considered vocabulary learned and may be tested on the exams. The section called Inside the USA can be normally read and enjoyed either in class or at home. However, in Lesson 148 (ME 4), there is a video with a comedy sketch from the program Saturday Night Live that should be shown in class and discussed with the students.

3. WRITING PRACTICE – A NEW WAY TO EFFECTIVE WRITING In EFHAS 1, 2 and 3 there is a Writing Practice section in some lessons. This section should be done in class after the Review Step, as indicated in the LP. The explanations and the exercises can be found in the CW. Below you will find a series of guidelines for teaching this section:

a. Have the students open their CALL Workbooks (CWs) to the Writing Practice section.

b. Go through the information in the CW with the students. c. Answer any questions the students might have about vocabulary and/or content. d. Give the students a few minutes to do the exercises that follow, either individually or in pairs.

e. Check the students’ answers. f. Repeat the above steps if necessary. Tell the students that they are to hand in this section with the rest of the exercises for the lesson.

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4. NEWSPAPER HEADLINES Newspaper headlines form the content of Lesson 3 (EFHAS 1), Lessons 1, 4 and 7 (EFHAS 3) and Lesson 150 (ME 4). You will also find the guidelines to teach Newspaper Headlines in the Lesson Plan of EFHAS 1, Lesson 3. Newspaper Headlines lessons have been designed to introduce English usage specifically as it appears in headlines in order to improve the students’ comprehension of a certain type of journalistic English. Making sense out of headlines in newspapers and magazines can sometimes be difficult because of the way language is used. The headlines which are found in the textbooks were taken from a variety of wide circulation American newspapers/tabloids. The accompanying story for each of the headlines has been summarized and recorded on the DVD – Interactive Classroom Program. Since students are supposed to come up with imaginary stories for each headline, the summaries presented in the Lesson Plan (LP) have not been included in the students’ textbooks. However, students do have in their textbooks the Dictionary Entries which consist of the definitions of some of the new words which appear in the summaries. In the Lesson Plan, these words are printed in boldface type. Not all of the summaries have dictionary entries though. Also, a list of the new words and expressions is recorded on the DVD – Interactive Classroom Program right after the Newspaper Headlines under Silent Reading. Below you will find a series of guidelines for teaching this type of lesson:

4.1 PRELIMINARY WORK ORAL PHASE I. REVIEW A. General Review B. Previous Review II. SILENT READING III. CONVERSATION For Each Headline A. Presentation of the story (Pair-work) Amendments to the CCLS Methodology — Version 1.4 — 20/06/2014

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B. Recorded summary C. Dictionary Entries D. Lesson Text Questions E. Structural Drills (All Headlines Together) F. General Questions

WRITTEN PHASE IV. READING V. GRAMMAR VI. WRITTEN EXERCISES VII. LISTENING COMPREHENSION PRACTICE

4.2 PRELIMINARY WORK – IN CLASS/AT HOME In Class Preliminary Work: It is done at the beginning of the previous lesson. 

Have the students open their textbooks, then play all the headlines. Students follow silently in their books.

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Right after the headlines, the new words and expressions are recorded. Have the students repeat as a group each individual word recorded.

Note: The Lesson Plan (LP) will call the teacher’s attention to when and how to do the In Class Preliminary Work. 

Tell the students to do the Vocabulary Section in their CALL Workbooks (CWs) at home before studying the headlines for discussion. (At Home Preliminary Work)

ORAL PHASE I. REVIEW The General Review in ME 4 and in some lessons of EFHAS 2 and 3 is composed of a commercial and a set of questions related to it. The teacher shows the commercial and asks students the questions about the commercial and the general questions found in the Lesson Plan (LP).

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II. SILENT READING The teacher plays all the headlines once while the students follow them in their Textbooks (TBs).

III. CONVERSATION Note: The students’ answers to the exercises in the Vocabulary Section of the workbook (At Home Preliminary Work) are to checked and corrected at this point. The Conversation Step contains various types of exercises for the students to practice the material. A/B/C/D – Presentation of the story/Recorded Summary/Dictionary Entries/Lesson Text Questions:

1. Divide the class into pairs. Assign each pair the first headline. 2. Allot adequate time for each pair to discuss the headline and to come up with an imaginary story that would fit that headline.

3. When the time allotted is up, select one pair to present orally its imaginary story for the headline to the rest of the class.

4. After the pair has given its story, play the recorded summary of the actual story for the headline. (The recorded summary may be played as many times as necessary during this step.)

5. The new words that appear in the summary have been recorded as dictionary entries immediately after each summary. Make sure the students understand the meaning of these words.

6. After the headline has been discussed, ask the corresponding Lesson T ext Questions found in the Lesson Plan (LP).

7. Repeat each of the above steps for the remaining headlines.

Variation: The steps listed below are a variation of the ones above.

1. Divide the class into pairs. Assign each pair a different headline. If you consider it necessary, you may assign more than one headline to each pair of students.

2. Allot adequate time for each pair to discuss the assigned headline(s) and to come up with an imaginary story that would fit that (those) headline(s).


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3. When the time allotted is up, have each of the pairs present orally its imaginary story(ies) to the rest of the class.

4. After one pair has given its story, play the recorded summary of the actual story for the headline. (The recorded summary may be played as many times as necessary during this step.)

5. The new words that appear in the summary have been recorded as dictionary entries immediately after each summary. Make sure students understand the meaning of these words.

6. After the headline has been discussed, ask the corresponding Lesson Text Questions found in the Lesson Plan (LP).

7. If necessary, steps 3, 4, 5 and 6 may be repeated in order to cover the remaining newspaper headlines.

E – Structural Drills The teacher follows the procedures in the Basic Teaching Technique (BTT) for this step and any suggestions in the Lesson Plan (LP).

F – General Questions The teacher asks the questions in the Lesson Plan (LP). These questions are designed to lead the students to talk about the topics presented in all the headlines.

WRITTEN PHASE IV. READING The students read the headlines in their Textbooks (TBs).

V. GRAMMAR The teacher follows the procedures in the Basic Teaching Technique (BTT) for these steps.

VI. WRITTEN EXERCISES The teacher follows the procedures in the Basic Teaching Technique (BTT) for these steps.

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VII. LCP The teacher follows the procedures in the Basic Teaching Technique (BTT) for these steps.

5. FOLLOW-UP LESSONS After some Video Lessons in ME 4 and from EFHAS 1 to EFHAS 3, we find Follow-up Lessons. The DVD – Interactive Classroom Program contains a reduced version of the video shown in the previous lesson. It focuses on important scenes from that Video Lesson.

Technique: 

Use the same techniques described for the Structural Lessons, Abbreviated Teaching Technique – ATT, bearing in mind that there is a difference in the Presentation Step. 

Show the video once.

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Show the pictures twice, and then start the Explanation step.

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After the explanation of the last picture, show the video once again.

6. STRUCTURAL LESSONS Use the Abbreviated Teaching Technique (ATT) to teach this type of lesson. (CCLS Methodology Manual, pages 25 and 26).

7. DRILL PRACTICE In the CCLS Methodology Manual, the Drill Practice Step of the Basic Teaching Technique is divided into two types of drills. These two types of drills are presented differently in ME 4 and from EFHAS 1 to EFHAS 3:


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Substitution Drills or Overall Substitution and Transformation Drills The first set of drills is NOT recorded, so the teacher has to do this exercise using her/his own voice. The teacher may use the following procedure to do this kind of exercise:

1. The teacher reads the model two or three times and the students repeat it in chorus once after each sentence.

2. The teacher says the first item and does the first substitution, if necessary. 3. Then the teacher reads the next item(s) and selects a student by pointing to her/him to do the drill. The following example illustrates how this is done:

Teacher: This house is driving me crazy. All students: This house is driving me crazy. Teacher: This house is driving me crazy. All students: This house is driving me crazy. Teacher: music

Teacher: This music is driving me crazy. Teacher: traffic Student 1: This traffic is driving me crazy. Teacher: weather Student 2: This weather is driving me crazy.

4. After all of the exercises in the first set have been done individually, the teacher repeats them, and the class does the entire set again, this time with all the students giving the responses in chorus. 5. The teacher begins the second set of drills, and repeats procedures 1 to 4 above for all sets of drills in the lesson.

1. I’m hooked on comic books, which

3. The president is concealing some

I think are great.

very important information.

(classical music) (horror movies)

(witness) (reporter) (driver)

(video games) (baseball) 2. I’ve been told you’ve been on your own for over a year now.

4. The recital was absolutely astonishing. (play) (movie) (lecture) (speech)

(they) (Susan) (Mona) (Tom)

Structural Drills The second set of drills is recorded and the teacher should follow the Basic Teaching Technique (BTT) found in the CCLS Methodology Manual. This exercise forms a separate step. Amendments to the CCLS Methodology — Version 1.4 — 20/06/2014

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8. GENERAL NOTES The General Review in ME 4 and in some lessons of EFHAS 2 and 3 will be based

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on TV commercials containing vocabulary already known to the students. These commercials are to be used as a starting point for class conversation. In the Lesson Plan (LP), the teacher will find the text of each commercial followed by a set of questions about the commercial and a set of general questions. Below the teacher will find some guidelines (which may be used at his/her discretion) for student conversation during this step: 1. The teacher shows the commercial twice.

2. The teacher calls on students individually to answer the Questions about the Commercial.

3. After finishing answering the Questions about the Commercial, the teacher asks S1 one of the questions given in the General Questions.

4. After S1 has given his/her answer, the teacher has two or three other students discuss it.

5. If time permits, the teacher may repeat steps 3 and 4 for each of the questions given in the General Questions. As a variation, the teacher may have the class do steps 3 and 4 in pairs. The Words in Action Step does not exist in ME 4 and from EFHAS 1 to EFHAS 3.

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9. ON-LINE DICTIONARIES http://www.ldoceonline.com/dictionary/ http://dictionary.cambridge.org/ http://www.merriam-webster.com/ http://idioms.thefreedictionary.com/

FOR QUESTIONS CONCERNING THE AMENDMENTS TO THE CCLS METHODOLOGY MANUAL, PLEASE CONTACT THE TEACHING DEPARTMENT AT: [email protected]


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Amendments

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