Think THINK English ENGLISH The Curriculum Project

Think Think English English The Curriculum Project-Free PDF

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US AND THIS BOOK,This book is published under Creative Commons. license CC Atribution NonCommercial,NoDerives ShareAlike CC BY NC ND SA. ShareAlike is only possible upon a written,permission from Thabyay Education Foundation. For more information about our copyright policy,and Creative Commons licenses please visit. http www thabyay org creativecommon,Published 2015.
We value feedback If you have any comments,corrections or suggestions for improvement. please contact us at educasia thabyay org and,info curriculumproject org. For more information about our services and,products or to order our books please contact us. or visit our websites www educasia org and,www curriculumproject org. Graphic design and layout by Katherine Gibney www accurateyak carbonmade com. Introduction i,Placement Test viii,Course Map xiii.
Unit 1 Names and Countries 1,Unit 2 Family and Jobs 18. Unit 3 People and Things 36,Unit 4 Times and Activities 56. Unit 5 Food and Numbers 74,Unit 6 Houses and Directions 92. Pairwork 110,Revision 114,Language Reference 130,Grammar and Usage 130. Phonetic Alphabet 137,World Map 138,Audio Scripts 139.
Resources 156,Progress Tests 162,Units 1 2 Test 162. Units 3 4 Test 166,Units 5 6 Test 171,Answers 176,Introduction. Think English Elementary information about the main language and. is the first half of a 12 unit English course grammar points covered in each unit a. designed for adult learners from Myanmar phonetic chart and a world map. It is useful for Myanmar people who want to Audio Scripts. communicate in English including,2 Teacher s Book, People who work with English speakers The Teacher s Book 1 6 contains detailed. University students who want to teaching instructions and answers to exercises At. supplement their English studies appropriate points Language Culture Notes. Post secondary students who want to explain specific linguistic and cultural features of. improve their English English speaking countries and Extra Idea boxes. Adult learners in education courses and suggest activities for further practice In addition. programmes the Teacher s Book includes,Teachers who want communicative. teaching ideas for their classes advice on how to use the course most. Teachers who want locally relevant material effectively ways to adapt it to suit your class. to supplement a commercial English course ideas for extra practice exercises and activities. People who travel abroad explanations of frequently used terms and. suggested extra materials to supplement the,It is designed for adult and young adult course.
students of English around 16 Some of the a Placement Test to check whether Think. topics and functions are not appropriate for English Elementary is the right level for your. primary middle or high school students students,a Resources section with classroom activities. you can photocopy or copy by hand, Components of Think English three Progress Tests one for every three. Think English consists of a Student s Book a units to let you know how well students can. Teacher s Book and audio recordings for the understand and use the language and skills. listening activities All these components and covered in the course. other additional material can also be downloaded a CD including audio recordings in MP3. from our websites www educasia org and format,www curriculumproject org. What s different about Think English, 1 Student s Book Think English is written for Myanmar people. The Student s Book 1 6 has 6 units each with a and context Most other commercially published. structural functional and skills focused syllabi courses are written for Europeans or Latin. Americans who want to live or travel in the, Every unit includes a Learning Strategies section UK or North America Teachers and learners in.
where students look at ways they can improve their Myanmar and throughout Asia often find that. own language learning and a Practice section the topics and functions in these materials have. covering language studied in that unit little in common with their lives experiences and. At the back of the book there are, a section of Pair Work activities for Partner A Think English focuses on the specific needs. and Partner B context and learning environment of Myanmar. two Revision sections where students review learners while also including a lot of world. the language covered in Units 1 3 and 4 6 knowledge content. a Language Reference containing, i THINK ENGLISH ELEMENTARY TEACHER S BOOK INTRODUCTION. Think English teaches mostly British English as this the language within the course For classes with. is more familiar to Myanmar students However less time we provide guidance on what parts to. we highlight potentially confusing differences skip. between British English and other dialects such as. American and Australian English A wide variety of At the end of each unit is a short optional. accents both native and non native are used in Learning Strategies section This encourages. the audio recordings students to reflect on their own language learning. and suggests practical ways to improve,A module for your context. Think English was developed to meet Myanmar Methodology. people and classrooms needs It focuses on the Learning a language requires both input listening. language and skills that Myanmar people need to and reading and output speaking and writing. communicate effectively in English Vocabulary and grammar are part of these. Learners need to understand vocabulary and, Think English has a world knowledge social grammar when they listen and read and use. awareness and critical thinking focus Topics them when they speak and write. include social environmental and developmental, issues International settings are fully explained Think English includes a lot of interaction.
for teachers or students who are not familiar with activities as many Myanmar learners get few. Western cultural norms opportunities for English language interaction. outside class During interaction they get both, There is a little more emphasis on speaking and exposure to the new words and structures. listening than reading and writing Middle and reading and hearing them and practice using. high schools in Myanmar tend to focus on reading them speaking and writing This makes it easier. and writing so students speaking and listening for them to learn the language. skills are often weaker and require more practice,Many Myanmar teachers are familiar with a more. There is more structural detail about the traditional approach to teaching English that. English language than you may find in most focuses on grammar translation and memorising. communicative textbooks as Myanmar students This is a communicative course focusing on. and teachers are often interested in this the skills and language needed for real life. Teachers are not expected to be fluent in English communication However communicative activities. and the Teacher s Book has clear step by step are explained step by step for teachers without. instructions and explanations without too much much experience of communicative classrooms. complicated language and there are opportunities to use more traditional. learning methods where appropriate,Learning tasks for classrooms are designed for. low resource settings The only equipment that,teachers need is a board pens or chalk and an. audio CD or cassette player A few activities,require text to be copied from the back of.
the book but this can be done by hand if a,photocopier is not available. Think English is cheap to photocopy or print as,there are no colour images inside The student s. material is all in one book not separate classroom. book and workbook to reduce expense,The course is longer than other elementary. courses Many Myanmar learners have few,opportunities to practise English outside the. classroom so there are more opportunities to use, THINK ENGLISH ELEMENTARY TEACHER S BOOK INTRODUCTION ii.
How do I use Think English 5 I don t have a tape player CD player. Elementary electricity photocopier,Most of the listening exercises are easy to make. 1 Is it the right level for my students into reading exercises using the Audio Scripts. This is an elementary course It starts at a high You can read out the scripts yourself or get. beginner level and the final few units are at an students to read them to the rest of the class. early pre intermediate level If you are not sure There are only five activities that require copying. whether students are at the right level to study text see pages 156 160 and you can do it by. this give them the Placement Test hand if you don t have a copying machine. If it is much too difficult students should study a 6 How can I check that they are learning. beginner course If it is much too easy students As you are teaching ask students questions using. should study a pre intermediate or higher course the functions and structures they have been. studying see point 3 above,2 My students find this quite easy but they. are not ready to study a pre intermediate Observe students performance of the activities in. course the book See if they are mostly getting exercises. Before you start teaching a part of the book you correct and are completing tasks without. can give students the Progress Test Practice difficulty Pay particular attention to how well they. section or Review section to find out what they complete the Practice exercises at the end of. are good at and what they are not so good at each unit and the Revision exercises after every. Then you can focus on the language and skills three units. they most need to improve and skip the rest, Teach it quickly Skip activities that take a lot of Use the six Progress Tests These test. time and sections covering language that your understanding and use of the language from. students already know well Supplement the Units 1 2 3 4 5 6 7 8 9 10 and 11 12. material in the book with more difficult material, see Supplementary Resources 7 I don t have much time in class This course. is too long, 3 My students find this quite difficult but Teach it quickly skipping sections and exercises.
they don t need an elementary course that are time consuming too easy too hard. Teach it slowly Explain points carefully and give or not very useful Use the Progress Tests and. detailed feedback on common errors As you Practice and Revision sections to decide what to. teach add extra exercises and activities both in focus on Give lots of homework Many parts of. class and for homework this course e g most of the writing Practice and. Revision sections can be done outside of class,Supplement the course with other materials Use. graded readers vocabulary and grammar books, and other skills focused material to help students. understand and use the language they are,looking at. 4 I have a mixed level class Some students,are beginner and some are pre intermediate. level Most are elementary,In the classroom use pairwork Pair a weak.
student with a strong one for some tasks and,pair stronger and weaker students together for. other tasks Give weaker students extra material, providing simple practice of target structures and. functions Give stronger students extra harder,material that builds on the target structures and. functions to extend their knowledge, iii THINK ENGLISH ELEMENTARY TEACHER S BOOK INTRODUCTION. Extra activities and exercises, Vocabulary and Grammar Exercises or vocabulary with definitions.
Below are some simple adaptable exercises for 1 big liquid that makes motors work. use with vocabulary and grammar items either 2 petrol to cook in water. in class or for homework You can use them to 3 boil large. check students understanding of language, provide extra practice and review points covered 3 Order the sentence. previously This exercise gives practice with sentence. There are many more in Activities for the 1 doesn t bicycle Daw Lay a have. Language Classroom available from our 2 Japanese speak don t I. office and at www educasia org and www 3 chickens bedroom The sleep in my. curriculumproject org,4 Word snake, At the back of the book there is a Language Prepare a list of words you want students to. Reference section and at the end of each unit remember Write them down without gaps or. there is a page listing key vocabulary from the punctuation Students have to find the words. unit You may like to use these to decide what Comfortablefryborrowpacketattendslowly. language to put in the exercises,5 Substitution drill. 1 Gap fill Students practise using grammar structures Write. These are exercises where students write missing a sentence on the board using the target structure. words in a sentence or paragraph I don t like swimming. Students repeat Write a word on the board or, 1 My sister in a factory say it e g dogs Students say the new sentence. 2 I bananas I don t like dogs, 3 Ali and Ko Oo don t pork Continue providing new words so students.
continue changing the sentence You can change, To make it easier and more controlled give the target structure too. students clues e g eat I don t eat dogs,My mother My mother doesn t eat dogs. My sister in a factory work,6 Correct the sentence. To make it harder have gaps where there are a lot Students identify mistakes and write correct. Think English teaches mostly British English as this is more familiar to Myanmar students However we highlight potentially confusing differences between British English and other dialects such as American and Australian English A wide variety of accents both native and non native are used in the audio recordings A module for your context Think English was developed to meet Myanmar people

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