WHERE THERE IS A TEACHER

*Lessons 1 to 4 are organised differently

PART A: Reading Text
New words
Each lesson contains new vocabulary which can be ‘pre-taught’ (looking up their meaning in a dictionary) or introduced through the texts and conversations (guessing the meaning in context). If the words are pre-taught, let students master the pronunciation of each word before proceeding. Otherwise, proceed to the second part of Part A after one listening to the new vocabulary.

Students should be encouraged to use their dictionaries. Dictionary skills might have to
be taught.

In this part, the student acquires new vocabulary.

Reading text (Module 1)
Students listen to the text and read along silently once. Ask questions to establish how much has been understood. Let them listen and read a second time. Teachers who know the students’ native language may ask the students to translate the general content of each paragraph in turn.

In this part, the student learns how the new vocabulary works.

Reading text (Modules 2, 3 and 4)
Students read the text once, aloud or silently. The teacher asks general questions to establish how much has been understood. Students should then read aloud, paragraph by paragraph. The teacher asks detailed questions on each paragraph. The teacher should encourage students to “think” in English. Explanations by the teacher should be supplied in English only. Translation, if necessary, should be restricted to single words or phrases.

In this part, the student learns how the new vocabulary works.


PART B: Listening Text
New words
As in Part A.

Conversation
The teacher plays the recording while the class listen without looking at the text. General questions can then be asked about the conversation. The class look at the text of the conversation and go through it with the teacher clearing up any points of confusion. Students are then arranged into pairs to practice the conversation, taking both parts. This can be repeated several times until a degree of fluency is attained. In some cases, students may be asked to memorize the conversation and re-enact it in front of the class.

In this part, the student learns speaking skills.

PART C: Comprehension exercise
The teacher reads the questions and students attempt to answer orally without looking at the text. Answers which are generally correct are acceptable at this point. Students then look at the questions as the teacher asks them again. Again, students answer orally. This time, students may refer to the text, with the teacher encouraging both structurally and contextually correct answers.

Students then write their answers to the questions (this can be done as homework). The teacher should correct the answers (or establish peer / self-correction) to establish structural and contextual correctness.

PART D: Vocabulary and/or grammar exercise
First, students go through these structural and lexical exercises orally with the teacher giving the necessary explanations and further examples where needed. The exercises should then be completed in writing and corrected. Common difficulties can be isolated and reinforced by the teacher before the start of the next lesson.

PART E: Memorization exercise
Eight or ten sentences are presented at once. The students read them. Make sure they are understood. Then the sentences appear singly. Students memorize the sentence and then reproduce the sentence in the gaps.

Other ways to study with this course:
• Where there is a self-student
• Where there is a group of students, but no teacher