SECTION B Teaching English Form 1

Section B Teaching English Form 1 9

SECTION B

SECTION B Teaching English Form 1

Aims and objectivesThe learning and teaching of English language at Form 1 level focuses on the following macro skills and their sub skills: • Listening/observing• Speaking/signing• Reading/signing• Writing/Brailling• Supporting language structures.

The English learning area enables learners to study other learning areas and it offers opportunities for life-long learning and communicating on a wide scale. The teaching of English needs to be learner-centred and hands-on, with learners taking an active role in their learning experiences. A communicative and functional approach to teaching will help learners to develop and understand linguistic concepts and use them in everyday life. It will also help them to develop the skills and abilities described in the learner exit profiles.

The Premier English course has been carefully planned and developed with all the above-mentioned things in mind. For example:• Themes have been chosen to ensure careful progression from Junior school to

Secondary school.• A syllabus coverage plan has been carefully worked out to ensure that all skills are

covered in a progressive way.• All the skills have been carefully integrated in each unit. • A wide range of practical activities are provided for learners.

PlanningPlanning, like assessment, is an essential part of teaching. You will need to study the objectives and content of the syllabus and then plan what you are going to do and how you are going to do it.

Plan the work for the whole year and then plan each two-week cycle in detail. The Learner’s Book is structured to help you with your planning. Each of the units in the Learner’s Book is organised to provide work for a two-week cycle. All the five main skills are covered in each cycle to ensure sufficient coverage.

9780190416270_ Premier_Zim_English_Form1_TG_Masterset.indb 9 2017/02/23 7:50 AM

Sample

Section B Teaching English Form 110

We suggest you follow these steps:STEP What to do How Premier English can help

Step 1 Study the English Language Syllabus (Forms 1-4) 2015−2022 and look at how the work in Form 1 links with the work that will be done in higher classes.

Look at the syllabus coverage grid in this Teacher’s Guide on pages 15–19.

Step 2 Look at your resources. Look at the Premier English Form 1 Teacher’s Guide and Learner’s Book. Study the themes that have been carefully planned for the form and look at the skills covered in each topic.

Step 3 Draw up your own lesson plans. Plan how long each lesson will take.

Look at the example lesson plan on pages 10–11 of this Teacher’s Guide and the planning notes at the beginning of each unit in this Teacher’s Guide for guidance about time allocations.

Step 4 Think about the needs of the learners in your class.

Study the given support and extension activities that you can use.

Step 5 Collect any additional resources that you will need.

There are suggestions in the teaching guidelines.

Step 6 Plan for continuous assessment and think about what you will use to record your assessment.

Look at the notes on assessment with each activity in the Teacher’s Guide. Look at the photocopiable assessment sheets in Section D of this Teacher’s Guide.

How this course assists teachers with planning

The syllabus coverage grid in Section B of this Teacher’s Guide shows you, at a glance, how the syllabus has been covered.

The opening section of each unit in the teaching guidelines provides an overview of the objectives of each unit. It also suggests additional resources you can use in the lessons.

Time allocationsThe table below provides a guideline for the approximate time you should spend on each part of the syllabus each week. This means that you will have one additional period per week for remedial and extension work, if you feel it is necessary.

Skill Minutes Periods

Listening/observing 35–40 1

Speaking/signing 70–80 2

Reading/signing 35–40 1

Writing/Brailling 35–40 1

Supporting language structures 35–40 1

An example lesson planYou can use and adapt this example lesson as a guide to plan and structure your lessons according to the needs of your class(es).


Sample


SECTION B

SUBJECT: ENGLISH LANGUAGE

Component Listening and speaking

Sub-topic Oral communication skills

Time 40 minutes

Teaching and learning resources Learner’s Book pages 13–14(No additional resources needed)

Aspects Registers

Objectives Use appropriate language in given situations

Attitudes, skills and knowledge Introductions; greetings

Suggested notes and activities Introducing oneself and others; exchanging greetings

LESSON DEVELOPMENT

Introduction Outline a few different scenarios and ask learners to suggest how they would address, for example, an uncle, when meeting him for the first time; your girlfriend’s/boyfriend’s parents when meeting them for the first time. They must pay attention to tone of voice and level of language. Link to cross-cutting issue of collaboration.

Focus Model examples of different tone and register e.g. Register: Good afternoon vs Hi! Tone: angry vs excited greeting.

Conclusion Learners work in pairs to practise dialogue in textbook and make up their own dialogue.

Continuous assessment Observe pairs as they work; make notes.

Homework Practise informal and formal greetings in English at home.

Methodology Premier English Form 1 will help you to meet all the aims and objectives set out in the Secondary School English Language Syllabus. The course will help you to plan, to teach and to assess learners in a continuous way.

Active learningLearners need to develop different skills in a language, but they will learn best if these skills are taught and practised in an integrated way. For example, learners can become familiar with a new language structure by reading a passage in which the structure is used. They can practise the new structure while role-playing a scene or by using the structure in a composition.

Listening and speakingLearners need to acquire listening and speaking skills to be able to communicate effectively both inside and outside school classrooms. To do this, they need to learn how to: • communicate effectively in different situations• pronounce English sounds • pronounce words and sentences with the correct stress and rhythm so that others

understand what they are saying.


Sample


Listening comprehensionListening skills are vital in further education and in the world of work. Activities are provided in the Learner’s Book and in the Teacher’s Guide but there are many other ways in which you can help learners to develop these skills. For example:• Read a recipe to the class and ask learners to complete a list of the ingredients

required. • Bring a radio to class if available. Let learners listen to a programme. Then ask

questions to see how much learners have understood.

ReadingThe reading syllabus is divided into three sections: intensive reading, extensive reading and referencing.

Intensive readingLearners need to develop skills in skimming and scanning texts to find information, answering questions, recalling details, drawing inferences from texts, making notes and summarising texts read. Different types of texts have been provided in each unit of the Learner’s Book to help learners to develop these skills. There are notes and tips to guide learners. Learners are also encouraged to develop dictionary skills.

Extensive readingThis part of the syllabus requires learners to identify plot, themes, characters and setting in texts read. The Premier English Form 1 Learner’s Book provides a variety of text types such as magazine articles and stories for learners to develop these reading skills.

ReferencingThis part of the syllabus requires learners to identify different parts of a book, find information from a variety of sources (such as dictionaries and thesauruses), and to use the Internet ethically.

SummaryAn important skill that learners develop in Form 1 is learning to summarise a text they have read. In Form 1, they develop these summarising skills:• Identify topic and supporting sentences. • Write a sentence that summarises a main idea.• Rearrange and expand short points to summarise a text. • Write simple summaries in point and prose form.• Summarise information in the form of tables and graphs.

Learners need a lot of practice in summarising. For this reason, Premier English has provided a summary activity in each unit of the Learner’s Book.


Sample


SECTION B

WritingCareful guidance is provided in the Learner’s Book to help learners to arrange ideas in a logical way, to use paragraphs, and to express personal ideas. In Form 1, learners develop a variety of writing skills:• Writing sentences and coherent paragraphs• Using appropriate register in different situations• Connecting ideas in logical paragraphs• Writing different types of compositions and demonstrate creative writing skills by

composing poems and short stories • Writing letters and short reports.

Supporting language structuresIn Form 1, learners will benefit from learning more about the rules of grammar. For this reason, notes are included in the Learner’s Book to help learners understand a selection of language structures that are appropriate for their level. A rich variety of activities has been provided to give learners plenty of practice in using these different structures. While learners need to practise writing structures correctly, it is very useful to allow time for oral practice as well.

There is a Language Tools section at the back of the Learner’s Book. This is a reference section that learners can use when they want to consolidate what they have learnt or when they need further information. They can also use this section to satisfy their own curiosity and to teach themselves something new.

Group work and pair workYou will usually introduce and teach a new unit or concept to the whole class. But it is also necessary to divide the class into groups or pairs for some activities. Group and pair work will allow you to work intensively with one set of learners while the other sets are completing other activities. Group and pair work will also allow you to move around and observe what all the groups or pairs are doing. This will allow you to assess learners continuously and to address any needs that they have.

Group work is good for discussions, role plays and projects. It teaches learners to respect one another and to share ideas. It also helps learners to participate actively in their learning. You will need to monitor this, however, to make sure that all learners are taking an active part in the activities. For some activities, like working out the meanings of words, pair work is better, as it allows learners to engage closely with the text and help each other grasp the meanings through discussion.

Teaching aidsTry to make your classroom as interesting and stimulating as possible. The walls of the classroom should talk to learners. You can display interesting magazine and newspaper articles for learners to read when they have completed their work. Learners’ own work should be displayed. Collect stories and poems for learners to read as well. Change the display as often as you can to keep learners interested.


Sample


Playing gamesForm 1 learners are not too old to play games. They can improve their skills by playing oral games and word games. Some word games, such as word jeopardy, have been included in the Learner’s Book.

Assessing English in Form 1Assessment is an essential part of teaching as it shows what has been learnt and how successfully you have performed as a teacher.

ObservationObserve learners on a day-to-day basis as they participate in activities in pairs and groups. Ask them questions about what they are doing. Record your observations as short notes on an observation sheet or class list. These notes will help you to report back on the progress of learners and to provide support and extension work, as is necessary. You do not have to observe the whole class in one lesson. You can observe one group of learners on one day and another group of learners at another time when they practise the same skill.

QuestioningMake sure that you ask different types of questions and use different levels of questioning. Start by asking simple questions to test knowledge and content. After that, ask questions that require learners to apply their knowledge and analyse what they have heard or read. Train learners to listen carefully to questions so that they can give accurate answers.

TestsYou should conduct tests at the end of each term and at the end of the year. You could use the Revision and Assessment exercises at the end of each term in the Learner’s Book or the Example Test at the back of the Learner’s Book as a guide for how to structure the tests.

Record keepingIn Section D of this Teacher’s Guide, you will find examples of observation and record sheets that you could use. For formal reporting on assessment, use the forms as required by the Ministry of Primary and Secondary Education or your school.


Sample

Section C Unit 1 School and education20

SECTION C Teaching guidelines for the units

UNIT 1 School and education LB pages 1–15

Learner’s Book pages 1–15

Syllabus coverage See the syllabus grid at the end of Section B in this Teacher’s Guide.

Objectives

Listening • Listen to and repeat directions.• Listen to a story.• Listen to a daily routine.• Listen to words with primary cardinal vowels.Speaking• Discuss sections of a book.• Give directions.• Make and respond to informal and formal greetings.• Tell a story.• Describe a daily routine.• Recognise and accurately make cardinal vowels sounds.Reading• Skim and scan text.• Identify sections of a book.• Do reading comprehensions.• Identify important narrative elements.• Use context to get meaning of words.• Identify and understand main ideas (topic sentences).Writing• Write directions.• Write simple and compound sentences.• Write well-organised paragraphs with topic sentences, topic sentence developers

and terminators.• Identify main ideas from three to four sentence paragraphs.• Create one sentence from supporting details.• Write a point-form summary.Language • Use the simple present tense.• Use simple and compound sentences.• Use personal pronouns. • Revise and use punctuation: full stops, commas, capitalisation.

Cross-cutting issues • Children’s rights and responsibilities• Collaboration

Suggested teaching time Approximately 2–3 weeks

Additional resources needed

• Newspapers, magazines and books to create a reading corner, if possible.


Sample

Section C Teaching guidelines for the units 21

SECTION C

Introduction to this unitThis unit provides opportunities for learners to think about school and their interests and gives them a chance to address the challenges they face at secondary school. It helps them to get to know their new classmates. The reading comprehension texts in this unit provide you with the opportunity to introduce the cross-cutting issue of Children’s rights and responsibilities. All the pair and group activities require learners to work in a collaborative fashion (Collaboration). The table in the Learner’s Book lists which outcomes in the syllabus are covered in this unit. It shows learners which skills they will acquire when doing the activities. This teaches them to start with the end goal (outcome) in mind.

Starter activity LB page 1

The aim of this activity is for learners to introduce themselves to one another in groups that share similar likes and interests. Walk around the classroom and listen to learners as they speak to one another. This provides you with a good opportunity to assess learners’ speaking skills. Help learners who might be struggling.

Teaching guidelines

SUB-UNIT 1.1 My first day at secondary school

A Reading and speaking: sections of a book LB page 2

• Before learners open their books, ask them what they know about the various sections of a textbook. They can say what information they would expect to find in each of the sections. Then let them open the Learner’s Book at page 2. Ask different learners to read the notes to the class. Compare their earlier answers to the information in the textbook, correcting any misunderstandings.

• Then work through the activity with the whole class or let them answer the questions in small groups.

• Discuss the value of how looking at a new book in this way allows the reader to get a good idea of the content of a book.

Answers 1. Premier English Form 1. 2. first, leading, foremost, etc. 3. Eunice Muchatifunga Pfende and Mary-Louise Peires 4. It gives a brief summary of the book and its key features. 5. in the glossary and Unit 15; entrepreneurs start and run their own businesses

rather than work for someone else. 6. the contents page; page iii 7. pages 229–234 8. no 9. irregular verbs: page 227, language tools: page 223, study skills: page 228; appendix 10. They help you find information quickly; they help you know where to find

relevant information.


Sample

Section C Unit 1 School and education22

B Listening and speaking: directions to the classroom LB page 3

• Texts for listening comprehensions are provided at the back of the Learner’s Book (see pages 229–234). Learners should not read these texts beforehand nor should they have their book open while they listen to you read.

• Give learners time to look at the map in their textbooks. • Explain that you are going to read the dialogue to them twice. Instruct them to

listen attentively. Pace your reading carefully. • As this is the first time learners are doing a listening activity, let them read

through the questions on their own before you read them the dialogue again. This will help them with their note-taking as they will be listening for specific information.

• Learners work in pairs and use their notes to help them answer the questions.• Thereafter, let two learners read the dialogue to the class. Learners then work in

pairs to repeat the directions that Tendai gave Danai. They should use the map to help them.

Answers 1. a) Danai is polite. She uses these phrases: “Excuse me” and “Can you please

tell me …” b) Tendai is also polite. She says “Welcome to our school” and then goes on

to give clear directions. c) She is in the office. d) The first direction is to walk down the path to the red building. e) Then she tells Danai to use the front entrance and turn left at the end of

the corridor. f) At the end of that corridor she must turn right. g) five minutes 2. Learners take turns to repeat Tendai’s directions with the aid of the map.

Continuous assessmentWalk around and listen to learners as they work (teacher assessment). This will give you a good idea of the listening skills of learners in your class. It will also help you to identify learners who might need remedial attention. Make notes and observations on a sheet like the one in Section D of this Teacher’s Guide.

C Language: the simple present tense LB page 4

• Learners will revise the simple present tense. Explain that we use this tense to describe things that we do all the time or things that happen often. A common mistake learners make is to use the present continuous tense instead of the simple present. Example: School is starting at 8.00 a.m. Remind learners that the third person generally needs an -s added to the verb in the simple present tense. Example: Tendai gives Dania directions. Go through the answers orally with the class. Learners can assess their own work (self-assessment) or the work of another learner (peer assessment).


Sample

Documents

SECTION B Teaching English Form 1