Pacing progress

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Pacing progress

  1. 1. “Pacing your progress through the book” Rocío Zúñiga Teaching Primary June 3rd, 2014 University Santo Tomás
  2. 2. • Some coursebooks tell you how fast you have to move through them. • But many times you have to make your own decisions. • What happen if your students get bored quickly? • Some teachers take little time to see the lessons of the coursebook, as an sketch.
  3. 3. • Otherwise, some teachers want to see and ear how students play and explore each zone of the student book. • Teachers do not tend to move on until the children have fully mastered on a section.
  4. 4. • However, if students continue the programme with someone else next year or change course, you will not help them if you pass the content so fast or methodically or exhaustively that you have not completed the course. SCHEDULE!
  5. 5. • It is not a rigid schedule, but you have to respect the learning rhythm of your students. You may decide what children need longer. Unit 6 December 6th If covering is faster than you expected Integrate language work and other subjects.
  6. 6. Initial time allocation • How long the book suggests you take over each unit. How many weeks or lessons. • Divide the book into the number of school terms you have. DO NOT FORGET! Elements usually suspend serious study as: • school events • religious festivals • exams
  7. 7. Term 1 Units 1-7 Term 2 Units 8-16 Term 3 Units 17-20 The rough allocation over a three-term year for a book of 20 units.
  8. 8. 1-2 3-7 8-12 13-16 17-19 20 For each half of the term
  9. 9. You have to make a schedule or a rough allocation with the coursebook’s units throughout the year. Choose: • The school • The course • The number of students and their performance. Taking into account: School events: Easter, Mother’s day, festivities, etc.

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