Implementación del material de inglés en su capacitación a docentes en el área de inglés por el Ministerio de Educación de Ecuador. Amplia descripción del material utilizado para la enseñanza de inglés en las unidades educativas fiscales del período 2018.
*Four-book basic phonics series developed for elementary EFL/ESL learners.
*Simple and fun stories to review sounds, letters, and words.
*The charming full-color illustrations and wide variety of activities in each unit of Sounds Fun! engage the learners’ interest while also providing hours of fun.
Compass Club ABC Adventures is an effective and enjoyable three-book series for very young learners. Cognitive and basic motor skills will be developed in the Starter book, providing the necessary skills to learn the alphabet and single letter sounds through analytic phonics in books 1 and 2. Students will become familiar with and learn to love the characters that appear throughout this series!
Key Features:
★ Development and refining of cognitive motor skills
★ Scaffolding and recycling of curriculum
(color, shapes, numbers, vocabulary, letters)
★ Games and activities that promote creativity
★ Educational chants, songs, and mini-book stories
★ Student poster and flashcards
Components:
★ Compass Club ABC Adventures Starter with Hybrid CD
★ Compass Club ABC Adventures 1 with Hybrid CD
★ Compass Club ABC Adventures 2 with Hybrid CD
★ Downloadable Teacher's Guide and other materials available from the homepage
★ Try the app with chants, songs, games, coloring, and more, search Compass Club ABC on your device
Sounds Great is a five-level phonics series developed for young EFL/ESL learners.
-Sounds Great initiates the path to fluency through systematic lessons developing knowledge of the alphabet, vowel combinations, and consonant blends
-Sounds Great Workbooks provide additional support and gives ample opportunities for students who need or desire more practice writing and reading the new letters and sounds
-Sounds Great Readers are 5 carefully-controlled leveled phonics readers that provide fun stories and remarkable illustrations. The readers series provides students with the ability to see the letters and words they just learned incorporated into fun and exciting stories they are sure to enjoy over and over
-Website: www.compasspub.com/SG
*Develops speaking skills related to personal experience, opinions, and preferences on a variety of topics
*Thematically organized speaking prompts presented along with activities for listening, brainstorming, note-taking, pair work, and group work
*Sample responses for all speaking prompts recorded and written to support pronunciation practice and vocabulary development
*Treehouse is an effective and enjoyable three-level course book series for young English learners. Learners join our characters on a different adventure in each unit, and are engaged through a variety of fun and exciting activities.
-A six-level series with each level featuring a student book, workbook, and a teachers guide
-Age-appropriate and in full-color
-Lovable characters are featured throughout the series who children will come to know and love!
-Balanced curriculum with each lesson containing activities that focus on all skills
-Lesson themes include various interesting and engaging topics geared to the interests of young learners
-Audio CD included with all passages for listening, reading-a-long, and repetition
-Workbook provides additional practice and reinforcement of each lesson’s language targets
-Well-structured and comprehensive Teacher’s Guide is available and provides teachers with a wide range of supportive activities, ideas, and resources
-The Teacher’s Guide includes a multi-purpose Teacher’s Resource CD containing MP3 files, a selection of tests, 12 lesson reviews, a placement test, printable flashcards, wordlists, song lyrics and more
*Four-book basic phonics series developed for elementary EFL/ESL learners.
*Simple and fun stories to review sounds, letters, and words.
*The charming full-color illustrations and wide variety of activities in each unit of Sounds Fun! engage the learners’ interest while also providing hours of fun.
Compass Club ABC Adventures is an effective and enjoyable three-book series for very young learners. Cognitive and basic motor skills will be developed in the Starter book, providing the necessary skills to learn the alphabet and single letter sounds through analytic phonics in books 1 and 2. Students will become familiar with and learn to love the characters that appear throughout this series!
Key Features:
★ Development and refining of cognitive motor skills
★ Scaffolding and recycling of curriculum
(color, shapes, numbers, vocabulary, letters)
★ Games and activities that promote creativity
★ Educational chants, songs, and mini-book stories
★ Student poster and flashcards
Components:
★ Compass Club ABC Adventures Starter with Hybrid CD
★ Compass Club ABC Adventures 1 with Hybrid CD
★ Compass Club ABC Adventures 2 with Hybrid CD
★ Downloadable Teacher's Guide and other materials available from the homepage
★ Try the app with chants, songs, games, coloring, and more, search Compass Club ABC on your device
Sounds Great is a five-level phonics series developed for young EFL/ESL learners.
-Sounds Great initiates the path to fluency through systematic lessons developing knowledge of the alphabet, vowel combinations, and consonant blends
-Sounds Great Workbooks provide additional support and gives ample opportunities for students who need or desire more practice writing and reading the new letters and sounds
-Sounds Great Readers are 5 carefully-controlled leveled phonics readers that provide fun stories and remarkable illustrations. The readers series provides students with the ability to see the letters and words they just learned incorporated into fun and exciting stories they are sure to enjoy over and over
-Website: www.compasspub.com/SG
*Develops speaking skills related to personal experience, opinions, and preferences on a variety of topics
*Thematically organized speaking prompts presented along with activities for listening, brainstorming, note-taking, pair work, and group work
*Sample responses for all speaking prompts recorded and written to support pronunciation practice and vocabulary development
*Treehouse is an effective and enjoyable three-level course book series for young English learners. Learners join our characters on a different adventure in each unit, and are engaged through a variety of fun and exciting activities.
-A six-level series with each level featuring a student book, workbook, and a teachers guide
-Age-appropriate and in full-color
-Lovable characters are featured throughout the series who children will come to know and love!
-Balanced curriculum with each lesson containing activities that focus on all skills
-Lesson themes include various interesting and engaging topics geared to the interests of young learners
-Audio CD included with all passages for listening, reading-a-long, and repetition
-Workbook provides additional practice and reinforcement of each lesson’s language targets
-Well-structured and comprehensive Teacher’s Guide is available and provides teachers with a wide range of supportive activities, ideas, and resources
-The Teacher’s Guide includes a multi-purpose Teacher’s Resource CD containing MP3 files, a selection of tests, 12 lesson reviews, a placement test, printable flashcards, wordlists, song lyrics and more
*Three-level course series designed to develop the core reading skills of elementary English learners
*The reading passages and chants are specifically designed to stimulate learners’ interest and encourage them to take an active role in learning new language skills
*Students can practice readings in a controlled and carefully graduated manner
*Reading Lamp comprises the first 3 books in Compass Publishing’s new Reading Series family
*After completing Reading Lamp series the students can progress to Reading Table and Reading Shelf
*Intended for elementary/primary school beginning readers
*Each book includes a pull-out workbook & audio CD
*Speaking Time is a three-level speaking series designed for elementary school students of English.
*Guided practice activities presented in each unit of the books help students expand their basic speaking skills.
*Listening and paired and group work activities provide opportunities for students to hear spoken models and practice their own oral skills in communicative situations.
MEd: EAL pupils and classroom teachers' attitudes to class withdrawal vs main...Kamil Trzebiatowski
ABSTRACT
In the 1980s, the teaching of English to EAL (English as an Additional Language) learners in England moved from the provision of separate programmes to providing language support in mainstream settings. Both The Swann Report (1985) and The Calderdale Report (1986) considered teaching EAL students away from schools as racial segregation. Nowadays, the English government policy in England expects EAL learners to be included in the mainstream as quickly as possible, requiring subject teachers to teach both language and content in their classes. However, many schools still provide some withdrawal-based support to EAL learners, seeing such an approach as the most practical. Whilst, over the years, there have been numerous research papers debating the advantages and drawbacks of EAL withdrawal and mainstreaming, this debate has almost never included EAL children’s opinions themselves.
This dissertation reports on a small-scale study conducted at a secondary school in north-east England into the opinions held by new-to-English EAL pupils and mainstream teachers on whether or not such pupils should be mainstreamed or withdrawn for English language lessons, investigating whether these opinions are aligned or divergent. 5 EAL pupils and 5 mainstream teachers were interviewed for this study. Were EAL pupils’ and their teachers’ views very different, an assertion could be made that schools do not serve this group very well and act directly against their needs – perhaps due to political, historical and social processes. Taking into consideration factors likely to influence the opinions held by the two parties, this dissertation presents its findings, conclusions and recommendations for the future.
Teaching English as a Second Language - Problems and Possibilitiesm nagaRAJU
a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
*Three-level course series designed to develop the core reading skills of elementary English learners
*The reading passages and chants are specifically designed to stimulate learners’ interest and encourage them to take an active role in learning new language skills
*Students can practice readings in a controlled and carefully graduated manner
*Reading Lamp comprises the first 3 books in Compass Publishing’s new Reading Series family
*After completing Reading Lamp series the students can progress to Reading Table and Reading Shelf
*Intended for elementary/primary school beginning readers
*Each book includes a pull-out workbook & audio CD
*Speaking Time is a three-level speaking series designed for elementary school students of English.
*Guided practice activities presented in each unit of the books help students expand their basic speaking skills.
*Listening and paired and group work activities provide opportunities for students to hear spoken models and practice their own oral skills in communicative situations.
MEd: EAL pupils and classroom teachers' attitudes to class withdrawal vs main...Kamil Trzebiatowski
ABSTRACT
In the 1980s, the teaching of English to EAL (English as an Additional Language) learners in England moved from the provision of separate programmes to providing language support in mainstream settings. Both The Swann Report (1985) and The Calderdale Report (1986) considered teaching EAL students away from schools as racial segregation. Nowadays, the English government policy in England expects EAL learners to be included in the mainstream as quickly as possible, requiring subject teachers to teach both language and content in their classes. However, many schools still provide some withdrawal-based support to EAL learners, seeing such an approach as the most practical. Whilst, over the years, there have been numerous research papers debating the advantages and drawbacks of EAL withdrawal and mainstreaming, this debate has almost never included EAL children’s opinions themselves.
This dissertation reports on a small-scale study conducted at a secondary school in north-east England into the opinions held by new-to-English EAL pupils and mainstream teachers on whether or not such pupils should be mainstreamed or withdrawn for English language lessons, investigating whether these opinions are aligned or divergent. 5 EAL pupils and 5 mainstream teachers were interviewed for this study. Were EAL pupils’ and their teachers’ views very different, an assertion could be made that schools do not serve this group very well and act directly against their needs – perhaps due to political, historical and social processes. Taking into consideration factors likely to influence the opinions held by the two parties, this dissertation presents its findings, conclusions and recommendations for the future.
Teaching English as a Second Language - Problems and Possibilitiesm nagaRAJU
a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
"Easy Steps to Chinese for Kids" series is designed for k-4th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
The Introduction of Easy Step to Chinese (English Edition)北语社美国中小学精品教材《轻松学中文》...Shiqi Yuan
1)It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2)Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3)The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4)The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
Este folleto es una actualización del que fue publicado hace un par de año, la finalidad de esta actualización es la propuesta de actividades un poco más enfocadas al buen desarrollo de hábitos de conducta saludables en el entorno escolar.
Dentro del marco de atención educativa en la escuela primaria es importante analizar todos los aspectos que podamos educar en los pequeños estudiantes, actualmente se habla mucho de las habilidades blandas que es el comportamiento y actitud de las personas en sus ambientes laborales.
Cuento con lenguaje inclusivo, incluye imágenes que relacionan las palabras para facilitar en un contexto global la comprensión. Este sistema fue creado inicialmente para la enseñanza en casos de personas autistas, sin embargo en la práctica profesional ha sido de gran utilidad para personas con discapacidad cognitiva y se ha podido introducir la escritura y lectura de mejor forma en casos de dislexia y dificultades del aprendizaje.
un breve relato sobre las adaptaciones escolares para educandos con NEES, o dificultades de aprendizaje. Incluye incluye el formato de planificación curricular.
Una guía general para enseñar a los niños sobre el control de las emociones e identificación de las reacciones correctas o incorrectas. Se espera que los educandos alcancen a desarrollar una inteligencia emocional activa en el ambiente escolar y desterrar elbullying
Planificación con adaptaciones al curriculum de educación inicial para niños ...Consuelo Medina Correa, Mg
ejemplo de una planificación con adaptación curricular para un niño con NEES (necesidades educativas especiales), a quién previamente se lo ha valorado en cada uno de los ámbitos considerados dentro del curriculum. En el currículum con adaptación se debe incluir la adaptación que se realizará dentro de la institución educativa, también debe incluirse el apoyo profesional externo
Medina correa consuelo, adaptaciones curriculares como apoyo educativo a los ...Consuelo Medina Correa, Mg
En el primer congreso de Educación Infantil, presentando la propuesta en lo que a pocos les gusta, las planificaciones para el currículum, he considerado algunos parámetros a ser considerados dentro de las adaptaciones curriculares para niños con NEES en educación regular
una breve descripción sobre las deformaciones y malformaciones musculares y esqueléticas en niños, adolescentes y jóvenes en educación regular. Análisis de caso
FOLLETO BASES PSICOPEDAGOGICAS DE LA EDUCACIÓN ESPECIAL-DIFICULTADES EN EL AP...Consuelo Medina Correa, Mg
Sus autoras, Blanca Sanchez, Irene Pérez, Miriam Aranda, muestran a los docentes algunas destrezas que son importantes de desarrollar en los educando para mejorar sus habilidades de aprendizaje matematico
Una amplia explicación sobre los conocimientos previos que el educando de educación básica debe tener al comenzar el desarrollos de sus habilidades abstractas en matemáticas
En la educación básica se presentan muchas dificultades en el aprendizaje de matemáticas, los niños deben sentir el apoyo de sus docentes para completar satisfactoriamente su proceso de aprendizaje, y continuar a la siguiente etapa
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Welcome to Starship English
2
• Starship English is a language program for primary and
elementary school children learning American English
as a second language developed by Houghton Mifflin
Harcourt Publishing Company.
• Starship English enhances English language learning
with clear goals set in a variety of practical and
achievable learning tasks.
• The student books and supporting program materials
are presented in vibrant and interesting formats.
• Starship English is centered on the needs of both
teachers and students, offering many interesting
resources so teaching and learning are both effective
and fun.
3. Learning English with a communicative approach
3
• The language is functional, enabling students to use
the language appropriately. It is communicative
approach that have students learn through functional
language patterns.
• Students focus on the four skills of reading, listening,
writing, and speaking, both independently and in
combination.
• The language is carefully and progressively
introduced, in keeping with current research findings
on how children learn English as a second language
• Language taught in one lesson is reinforced in
subsequent units and levels.
• Grammar and vocabulary are taught methodically,
but without the unnecessary burden of grammatical
terms that often confuse young learners.
4. Many ways to learn
4
Integrated materials, such as the Student Books, Activity Books, Teacher’s Books,
imaginatively recorded audio CDs, puppets, and flash cards, all help support teaching
and learning in the best ways possible.
.
Starship English features two mascots and four characters. The mascots, Star and Stella,
are visitors from space who introduce innocent questions about the world in natural ways.
These are the questions that students often hesitate to ask. Star and Stella hand puppets
provide countless opportunities for modeling dialog and making learning fun.
Student Book Pre A1.2 introduces four characters — Dan, Emma, Tessa, and Tom — who
are firmly established as real characters with different personalities teach English.
Students learn to identify with them . Over time, the problems they have in communicating,
and the solutions they find, help students overcome their own language problems.
10. 10
Curricular Threads ( Lesson Who do you see and review what’s this?)
Oral Communication
Reading
Communication and cultural awareness
Oral Communication
Reading
11. 11
Phonics Overview Pre A 1.1 ( Alphabet)
A. Look, listen and say
B. Circle the letter
C. Trace and write
Audio Support
17. 17
Teacher Book Overview Pre A 1.2 (LISTEN)
Listen
A. Listen and choose
B. Listen and
check a or b
18. 18
Phonics Short Vowel Overview Pre A 1.2 ( SHORT AND
LONG VOWELS)
A. Look, listen and say
B. Listen, write and read
Audio Support
19. 19
Curricular Threads ( Lesson Who do you see and review what’s this?)
Oral Communication
Reading
Communication and cultural awareness
Oral Communication
Reading
The teaching program of Starship English is based on the latest research into communicative language teaching but also takes the best parts of several other methodologies.
Warm-up activity
All lessons start with a song. The focus in these activities is on introducing students to gestures that reinforce the meaning of the lyrics.
A. Look, listen and say
The opening scenes in the first three lessons introduce students to simple dialogue for getting to know one another. There are directions for first setting the scene, presenting the new language and then practicing it.
6 units per book.
Each units has 2 to 3 lessons plus phonics
6 periods per lesson
Each book is made up by the student book and the activity book
Warm-up activity
Every sing section starts with a review of some of the vocabulary that is used in the song.
F. Sing
There are directions to play the song 4 times. The first time, students simply listen with closed eyes. In the second listening, they show their comprehension by doing actions that accompany the words. In the third and fourth listening, students both sing and perform the actions.
Extra activity
The final activity in these three lessons is one last opportunity to perform the song.
Extension activities
These extension activities are suggestions for how to reinforce the learning in each lesson. In many cases, you can adapt these ideas to suit the language and contexts in different lessons. Where extra classroom work is suggested, choose activities depending on how much time you have and the needs of the students.
Through out the Teacher’s Book you will find the 5 different Curricular Threads:
CT1: Communication and cultural awareness
CT2: Oral Communication
CT3: Reading
CT4: Writing
CT5:Language through the arts
You can identify them by the initials CT
A. Look , listen and say
This exercise presents two anchor words for the first focus letter. An anchor word is a typical example of a word beginning with the focus letter.
B. Circle the letters
This exercise reinforces students’ recognition of the letter shapes for both uppercase and lowercase letters. This is a natural next step for students who have just been introduced to the new letter. Identifying the letters helps reinforce the letterforms, as well as the concept of uppercase and lowercase letters in the minds of the students.
C Trace and write
Following on from the previous exercise in which students practiced recognizing the shapes of the letters, in this exercise they practice forming the letters through writing. The use of motor skills in this activity serves to further cement the focus letters in the minds of the students.
Audio Support
The corresponding audio track is indicated by the CD icon, which shows the track number on the Phonics CD for ease of use.
D,E,F
These exercises repeat A, B, and C for the second focus letter of the unit.
Grammar
The notes in this section summarize the main grammar features in each lesson. In many lessons, there are also ideas for how to address these features,
and potential areas of confusion are noted. The grammar tables highlight and reinforce each lesson’s grammatical structures. Statements, questions, and answers are clearly and simply presented. You could reproduce the tables on a poster before starting a lesson.
Pronunciation
This section draws attention to the important pronunciation features of the lesson’s focus language. There are suggestions for what to watch out for and
ideas for helping students in this area.
Culture notes
Starship English supports an integrated approach to language and culture learning. In Level Pre A1.1, the notes in this section highlight the more obvious
aspects of culture for students to explore and compare. In the early units there is a focus on gestures. With young learners at this level, it is reasonable to allow discussion in their own language.
Each lesson is divided in 5 main categories: Look, Listen and talk; Sing; Listen; Practice and Play and learn.
Warm-up activity
The warm-up activity promotes a positive learning attitude and enables students to immediately begin communicating in English. Students can talk using
familiar language, often from the previous unit. Make these activities fun and minimize corrections. You can use Star and Stella to help prepare students
for these activities.
Look, listen and talk
Throughout Starship English, new language is introduced in the opening dialogs in each Student Book unit. There are directions for first setting the scene, then presenting the new language, and then practicing it through three controlled repetitions of the dialog.
Talk
This activity provides a less controlled opportunity for students to practice a unit’s vocabulary and structures. Students still need a great deal of support, so a lot of the language is supplied, but they get to be a little more independent as they make word choices to fill the gaps in the lines of dialog.
This activity always starts by asking the names of the Starship characters pictured in the modeled dialog. In the earlier units, this reinforces the characters’ names and gives practice in pronouncing them. In later units, the question signals the start of a familiar activity.
Phonics activity
These activities draw attention to pronunciation features of the unit’s focus language. Most units give students practice in producing individual
sounds through activities such as sorting and tongue twisters. In Unit 1, students are introduced to word stress, and in Units 3 and 5, they are introduced to sentence stress. Other opportunities are provided through the song in each unit and in the chants included in the Activity Book.
Extra activities
Depending on the time you have available at the end of your lesson, these extra activities can either be done in class or set as homework.
Warm-up activity
This activity revises vocabulary and sentence structures introduced in the previous lesson. You can use Star and Stella to engage students, by
asking the puppets a question about the previous lesson.
Sing
The Sing section starts with a vocabulary review. Star and Stella can be used to help provide positive feedback. You can make Stella react positively
through nodding her head and clapping her hands. This activity requires students to use sets of game cards in the second and third listenings of the
song. Produce these ahead of time (see “Lessonpreparations”).
Listen
In the three Listen activities, use Star to help you check that your students know what to do. Try these
two techniques: 1. Say, “Star doesn’t know what to do. Can you tell him?” 2. Address questions to Star and have him turn to your students for answers.
A. Listen and choose
Depending on how much time you have, and the needs of your students, you can extend learning through the speaking practice detailed in steps 3 and 4.
B. Listen and check a or b
In step 4, students extend their learning by using their checked pictures to practice writing. Before they start, ask them to suggest an example and
then work with this to provide a written model on the board. Also, tell students to turn to the opening scene and the numbered words on the facing page of the lesson for further help with structure and spelling.
A. Look , listen and say
This exercise presents four anchor words with the short vowel sound. The four anchor words should be said aloud by the students and the teacher..
B. Listen, write and read
This exercise gives the students an example of the anchor words in the context of a sentence. The students listen and identify the words, write out the missing words, and then read the sentence.
Audio Support
The corresponding audio track is indicated by the P-CD icon, which shows the track number on the P-CD for ease of use.
Through out the Teacher’s Book you will find the 5 different Curricular Threads:
CT1: Communication and cultural awareness
CT2: Oral Communication
CT3: Reading
CT4: Writing
CT5:Language through the arts
You can identify them by the initials CT
Through out the Teacher’s Book you will find the 5 different Curricular Threads:
CT1: Communication and cultural awareness
CT2: Oral Communication
CT3: Reading
CT4: Writing
CT5:Language through the arts
You can identify them by the initials CT
Through out the Teacher’s Book you will find the 5 different Curricular Threads:
CT1: Communication and cultural awareness
CT2: Oral Communication
CT3: Reading
CT4: Writing
CT5:Language through the arts
You can identify them by the initials CT
The use of learning aids actively engages students in the learning process, providing opportunities for them to acquire hands-on learning techniques. Letter Squares for spelling games and activities are ideal for such a hands-on approach to teaching, helping students to acquire the skills of spelling words they hear, which further supports the learning of vocabulary.
Progress tests have been designed to asses the acquisition of language according to the unit.
Teacher Resources are included at the end of the Teacher Book, they can be used to work on the skills that each unit proposes.
Alphabet Cards
Picture Cards
Letter cards
Letter squares
Word Hunt Cards
Typhoon Teacher’s Grid
Consonant cluster Die
Domino Cards
Flash Cards