دليل المعلم GENERAL Book اللغة الانجليزية الصف التاسع الفصل الثاني 2021

دليل المعلم GENERAL Book اللغة الانجليزية الصف التاسع الفصل الثاني 2021

 

Introduction to Access Book

The Access Book was developed to build upon a foundation of English literacy and language skills. It is important that the book is supplemented with activities that will engage and involve students in their leaming. It is essential that students are encouraged to become more responsible for their own leaming by assisting them to succeed in building on their current literacy skills

The book folbws lesson patterns over the term, but teachers are not limited to using the activities in the Each lesson should be adapted to the needs of the students in a particular class. Perhaps some will achieve particular skills more readily than others, so teachers need to be flexible and prepared to establish differentiation and peer support in their classrooms

The features of the Access book include

Variety of skNl-related activities — for explicit focus on different skills

Key structures and vocabulary box — makes expectations clear for students and teachers

Explicit grammar practice — focusses on essential grammar structures that may not have been previously understood by students

Group and pair work opportunities — encourages cooperative learning and

Focused and simplified tip boxes — encourage students to use specific reading and writing skills to achieve a higher fluency in language

Level-appropriate language — makes the content more accessible to the students so they have more chance of success in their learning

Review — includes lessons that focus on reviewing content from the unit to reinforce learning
 

Lessons appear in the order Of listening and speaking followed by reading and writing. Additionally, each unit contains two language focus lessons which focus on the rules of language and allow students to develop their use Of language

Language Focus

New language can be presented in many ways. Teachers can decide what works best for their students depending on students’ level of knowledge and their individual needs. Many of the language focus lessons in the Access book facilitate the following approaches: PPP (presentation, practice and production), TTT (test, teach, test) and guided discovery. Lessons can be adapted, and supplementary activities can be used

ppp

This is a widely used approach with clear language aims. The three stages are presentation, practise and production Of the target language

Present This stage is used to introduce the target language. Teachers can use tools such as visual aids, questions, Or drills to present the language. The goal of this stage is to present information, not facilitate immediate understanding

Practice Students carry out controlled practice activities such as question and answer, read and repeat or role plays. Clearly defined correct and incorrect answers allow students to build an understanding of how language is used

Produce Students can practice freely and explore the language. Freer activities include open – ended questions and writing activities. Emphasis is placed on fluency more than accuracy

With a TTT approach the aim is to find out what students do and do not already know. It is likely that learners will often have had prior exposure to the target language. It is beneficial to explore the extent of their knowledge to shape the lesson. Teachers should be prepared to adapt the lesson depending on the outcome of the test stage

Test Start with a test to find Out what students can and cannot do. This usually involves a form Of controlled practice using the target language such as completing a text with the correct verb form Students are monitored to inform the next stage

Teach Teachers clarify the meaning, pronunciation and form of the target language. The test stage is used to inform the extent and coverage required in the teaching stage. For example, if students are able to complete a gap fill activity with the correct past simple verb forms but struggle with negative forms, then more time should be spent focussing on negative forms. It is important to do what the students have shown they need

Test The next test stage is controlled practice similar to the first stage. Students should now be able to do the test stage as a result of the teach stage

Practice Students practice the language through freer practice tasks to develop fluency

 

discovery is an active approach to learning that can be implemented at any level. Students are exposed to language first. They then use inference to understand the meaning. This is then followed by learning explicit rules and practise

1 Expose students to the language through examples. Examples in “Intext are most effective as they facilitate understanding. This can carried out through reading and listening texts or using visuals like photos

2 Teachers guide Observation Of language through guided questions or activities (gap fills, matching examples to rules, etc.). Activities and questions should draw attention to language and allow students to hypothesise, compare and contrast

3 Teachers use the information from 2, to state or elicit the rule from students

4 Apply the rule in practice tasks of varying difficulty. Activities can move from more controlled activities (e.g. gap fills or matching activities) to freer practice (e.g. open-ended discussion questions or writing tasks)

Key Aspects

Language focus lessons are presented in a logical manner to facilitate the teaching of meaning, pronunciation, form and use or application. Meaning addresses the meaning Of the language and / or its
meaning in the context in which it is used. Form refers to the visible and audible parts Of language. Use is connected to meaning and refers to when and why the language is used. Teachers should use the lesson content as a guide for the extent Of coverage required for the key language structure being taught. Knowledge Of every is required to fully understand a Structure, and this will over time

Considerations

It is important to that students do not learn structures one at a time, but with repeated practic and exposure over time, they will improve gradually. It takes time to master all aspects of a structure.
Students at a or lower level are more likely to rely on their native language to inform their understanding of English. Therefore, teachers should try to anticipate potential errors or misunderstandings in advance

Suggested

Thornbury, S. (1999). How to Teach Grammar. Pearson Education Limited Murphy, M, Essential Grammar in Use. Cambridge University Press