DZSecurity
المدير العام
البلد : الجزائر
 
 تاريخ الميلاد : 02/02/1994
 الْمَشِارَكِات : 573
 السٌّمعَة : 103
 الإنتساب : 11/04/2011
 |  موضوع: خاص بكتاب الانجليزية BAC 2011 27/5/2011, 1:45 pm | |
| The People’s Democratic Republic of Algeria
Ministry of National Education
خاص بكتاب الانجليزية
NEW PROSPECTS
TEACHER’S BOOK
SECONDARY EDUCATION, YEAR THREE
S.A. ARAB M. BENSEMMANE B. RICHE
The National Authority for School Publications
Blanche
Contents
ERRATA ………………………………………………………… 04
KEY FEATURES OF THE COURSEBOOK ……………..…. 09
ANSWER KEY: UNIT 1 ………………..………………..…….. 22
ANSWER KEY: UNIT 2 ……………………………………….. 42
ANSWER KEY: UNIT 3 ………………………………………..55
ANSWER KEY: UNIT 4 ……………………………………….. 69
ANSWER KEY: UNIT 5 ……………………………………….. 82
ANSWER KEY: UNIT 6 ……………………………………….. 98
ERRATA IN STUDENT’S BOOK
Due to technical problems beyond our control and the tight publication deadline, a number of errors have inadvertently slipped into some of the texts of the coursebook.
p.23 Read Africana the Encyclopedia of the African and African American Experience instead of The Encyclopedia of Africana.
p.24 Read it exerted instead of it exert, and on the Numidians instead of on that of the Numedians.
p.25 Read the sentences that express concession and time instead of sentences that express time and concession.
p.30 Read Polyphemus, the Cyclops.
p.49 Read You think that the government… instead of You think that government…
p.50 Read guilty instead of gulity, in some of the departments, instead of in some of the department, Which is the odd one out? instead of Which is the Odd one? and sweetener instead of sweetner.
p.52 Read Then as a group, review … instead of Then as, a group, review, …
p.57 Read who say that counterfeiting is … instead of who say
counterfeinting is…
p.58 Read from the least to the most important instead of from
the list to the most important.
p.74 Read Designing an educational prospectus instead of
Designing an educational prospesctus.
p.75 Read training for citizenship instead of creating good citizens.
p.77 Read enrolment instead of enrollment.
p.80 Read from age five to age sixteen instead of from age five to age eleven.
p.81 Read I wish my parents would accept my choice instead of I wish my parents would accept .
p.85 Read students’ characters instead of student’s character.
p.87 Read it provides the minimum (train) … for (function) instead of it provides the minimum (train) …for function.
p.90 Read write your draft letter. Delete the rest.
p.91 Read There should be one only instead of There should only be one only.
p.92 Read homepage instead of home page.
p.94 Read leave out and not leave.
p.110 Read when they do their shopping instead of when they do the shopping.
p.111 Read commerce (n.) rather than commerce (v.).
p.112 Read the number of shopaholics instead of the number shopaholics.
p.113 Read An insufficient amount of food instead of a very small amount of food,and encounter a financial problem instead of meet a financial problem.
p.118 Read shoppers/sellers instead of buyers/sellers.
p.119 Read could you get me some flour? instead of could you get some flour and the main stress in each of the sentences instead of the main stress in the sentences.
p.122 Read Civil Protection officer instead of Civil Protection Officer.
p.124 Read James is for advertising whereas Jenny is against it instead of Jenny is for advertising whereas James is against it.
p.125 Read beneficial to them instead of beneficial for, and delete
but in Though ___________.But ________ .
p.147 Read Well, because now I am understanding astronomy instead of Well, it is because now I am understanding that astronomy.
p.161 Read it is true but… instead of it is true that but.
p.169 Read makes them softer instead of makes it softer.
p.174 Read they prefer to cry rather than retain their tears instead of they prefer to cry than retain their tears.
p.176 Read What form are the verbs which follow rather and it is better? instead of What form are the verbs which follow rather and better?
p.181 Read with the feelings on the left instead of with the feelings left.
p.185 Read agree with the author’s opinion about the way of making friends instead of agree with the author’s opinion about how the ideal way of making friends.
p.187 Read which part of the public statement was irrelevant? instead of which part of the public statement is irrelevant? and Stay focused on the act of writing and on the topic until the time is up instead of Stay focused on the act of writing and the topic until the time is up.
p.188 Read Predicting the content of the body of a text instead of Predicting the content of a body of text.
p.191 Read What makes you smile or laugh? instead of What makes you smile or laugh in this famous story?
p.192 Read Study the following interpretations of the story. Then… instead of Study the following interpretations of the story that you have read above.Then…
p.197 Read the foundations of civilization were first laid by farmers instead of the foundations of civilization were laid by the first farmers.
p.199 Read And I must add instead of and I must add.
p.200 Read conforming instead of confirming.
p.202 Read Dozens of them are hovering… instead of Dozens of them hovering , and she attended a chemistry course instead of she has attended a chemistry course.
p.203 Read passed or elapsed instead of passed by.
p.207 Read What we do in our laboratory is try to … instead of What we do in our laboratory is trying to… .
p.208 Read I remember teaching her when she was a little girl instead of I remember seeing her when she was a little girl.
p.218 Read harder instead of hard, and a wish instead of wish.
p.225 Read I propose Miss Ford should be appointed secretary of the committee.
p.231 Read we use inverted commas/ quotation marks instead of we use quotation marks, Neil instead of Nel, and “that’s
p.240 Put a full stop after astronomy.
p.243 Read the Romans’ civilizing of ‘barbarous’ Britain instead of the Romans’ civilizing of the ‘barbarous’ Britain.
p.255 Read shelves instead of sheflves, and omit of these products in each.
p.256 Read who have bought something that instead of who have bought something that that.
p.259 Read eating instead of earting;
p.264 Read many listeners tuned in instead of many listeners turned in.
p.267Read Sport and Friendship Among Peoples instead of Sport and Friendship Between Peoples.
Key features of the coursebook
I. Pedagogical principles
New Prospects is
the last of a series of three coursebooks designed for the teaching of
English to secondary school students. As one would expect, the
procedures followed here are similar to those adopted for the making of
the first two books. They comply with the recommendations issued in the
official syllabus set down by the Ministry of National Education (2006).
Its main principles rest on communicative language teaching, which
engages learners in real and meaningful communication. By real, we mean
that the learners are given opportunities to process content relating to
their lives and backgrounds, and to develop both fluency and accuracy.
In this coursebook, we view
language learning as a developmental process through which the learners
make errors as a natural part of that process, and self-correct. We also
regard the mastery of grammar as the cornerstone of a good
command of English. This is the reason why we have deliberately
foregrounded it in this book. This being said, we haven’t made of it an
end in itself, but a means to an end particularly through a constant
‘translatating’ of grammar rules into language functions, thus ensuring the learners’ competencies.
New prospects
provides a large number of effective learning tasks through which
students are brought to notice, reflect and analyse how English is used.
The tasks devised provide ample opportunities for learners to interact
in the classroom and negotiate meaning. Most of these tasks involve the
use of ‘discovery learning’ (inductive learning), and are intended to
enhance individual learning as well as learning with peers.
These tasks are devised
in such a way as to encourage students to use more complex utterances,
more fluently and more accurately than in previous years of education.
The cumulative effect of the diversity of tasks will enable students to
gradually automatize their knowledge and recall the language acquired
with greater control and ease during production. It is naturally up to
the teacher to opt for the most appropriate tasks, in accordance with
the needs of the classroom(s), i.e. whether the emphasis should be more
on vocabulary building and on grammatical structures, or on reading and
writing skills.
In this pursuit, there
will be necessary returns to previously studied aspects of language, to
skills and strategies approached during the first and second years.
Teachers will expect their students to revise, practise and consolidate
their knowledge in so doing. On the other hand, the present coursebook,
with its six thematically based units, will be geared to raising more
awareness of the complexities of the English language in terms of lexis and discourse.
Thus the texts selected present language in different types and styles:
radio interviews, dialogues, news reports, encyclopedia entries,
newspaper and magazine articles, excerpts from works of fiction, poems,
etc. The students will thus be preparred to interact with various
language situations they will encounter in real life.
II. Organisation of the coursebook
New Prospects
progressively develops in students the three competencies of
interaction, interpretation and production that cover all areas of
language (syntax, morphology, vocabulary, pronunciation, spelling)
through six graded units. In addition, the graded tasks are of the type
to be found in the English paper of the Baccalauréat examination,
and thus provide the students with a gradual familiarisation with the
examination requirements for English. The different task types will be
dealt with subsequently.
- Each unit in New Prospects
includes the presentation and practice of grammar, vocabulary and
pronunciation/spelling with the four skills. This practice is related to
the theme discussed in the unit.
- Each
unit is followed by an evaluation grid to check on the learner’s
progress. It reviews students’ knowledge of the language items presented
in the unit and tests their ability to use the skills and strategies
through reading passages/texts that appear at the end of the coursebook.
- At the end of New Prospects, we have included the following items:
a. Listening scripts
The listening scripts for all listening tasks in the units can be used by the students in class to correct their own work.
b. Grammar reference
This is a rubric to which
students are referred throughout the book. They should use it for
revision and for checking when they are not clear on a grammar point.
Checking grammar for themselves will foster autonomy and will make it
easier for them to keep on learning after classes.
c. Resources portfolio
This section aims at making
learners maximise their language learning experience. Working through
the texts and the activities that follow will help students to
consolidate the language and skills presented in the coursebook. The
resources portfolio contains a number of texts which correspond
thematically to the texts in the units and present topic-related reading
tasks for both skimming and scanning purposes. The portfolio can be
used in class as a means to providing immediate follow-up work for
language practice, skills and strategies.
III. Unit description
This coursebook caters to the needs of the major Baccalauréat streams.
We have tried to strike a balance between topics related to science and
technology and others related to language and humanities. In each of
the six units, we focus on an area of knowledge whichdevelops a specific
use of English. New Prospects is designed in such a way that each stream of students preparing their Baccalauréat will be able to choose (with their inspector/teacher) the four mandatory
units which will be more directly related to their field, which means
that the students needn’t work on all six units. The themes in the
coursebook are as follows:
A. Ancient civilizations
B. Ethics in business
C. Education in the world: comparing educational systems
D. Advertising, consumers and safety
<tr>
E. Astronomy and the solar system
F. Feelings and emotions
Each unit is structured as follows:
q Presentation of the project outcome ;
qTwo parts: Each part contains two sequences subdivided into rubrics;
q Take a break, a section wherein students are invited to relax to better start the second part;
q Research and report, a
section in which students individually or in groups will start
re-investing what they have learnt in the first part. It provides a
training ground for the project proper;
q Project outcome
q Asssessment
q Time for…
In Part One the sequences are as follows:
1. Listen and consider
2. Read and consider
These two sequences are patterned in a more or less similar way, and contain the following rubrics:
q Language outcomes states the linguistic objectives
q Getting started
q Let’s hear it (for the Listen-and-consider sequence)
q Taking a closer look (for the Read-and-consider sequence)
qAround the text (This rubric comprises grammar and vocabulary
tasks preceded by grammar explorers and vocabulary explorers.)
q Pronunciation and spelling
q Think, pair, share
Part Two contains two other sequences:
3. Listening and speaking
4. Reading and writing
These two sequences are also patterned in a more or less similar way, and are subdivided into the following rubrics:
q Skills and strategies outcomes (which states the communicative
objectives)
q Before listening (or before reading)
q As you listen (or as you read)
q After listening (or reading)
q Say it in writing ( or writing development)
Part Two ends with the project outcome announced at
the beginning of each and every unit and signposted at strategic
points of the unit. Apart for offering guidelines about how to
concretise the assigned project, it offers project alternatives and
useful web sites.
The project outcome is followed by an Assessment section. It
is devoted to language and skills and strategies assessment. Having
seen how each part is planned, let us now consider how each of the two
sequences is articulated.
IV. Sequence description
Sequence One (Listen and consider)
As announced above Listen and consider begins with Language outcomes,
which involves no task but is a preview of the language objectives to
be achieved by the end of the sequence. Thus grammatical structures,
vocabulary items, idioms and features of pronunciation such as word and
sentence stress, are meant to be understood and used, and also being
assessed in the Assessment section of Part Two at the end of the unit.
This first sequence deals
with listening comprehension. Its purpose is to lead the students to
listen intently to an aural message/text, paying particular attention to
features of language use described in the Language outcome
preview. It will also make the students respond to the message orally or
in writing. This type of focused listening (followed by a response) is
meant to help the student develop an ability to listen for a purpose
(understanding the gist of the text or the details). It is also to help
him respond to an aural message orally or in writing with accuracy and
appropriateness (for example, answering comprehension questions,
re-ordering sentences, etc).
This listening task is realised in a two-step procedure: Getting started and Let’s hear it.
The student will first look at the thematic pictures, discuss the topic
with peers and answer the related comprehension questions. This
activity is meant to access and activate her/his background knowledge of
the topic and prepare her/him for the next listening phase, Let’s hear it,
for which a number of exercises/tasks (Listen + re-order, listen +
answer questions, etc.) are provided. E.g. Listen + re-order: the
teacher reads the text while the students try to remember and re-order
jumbled-up sentences. Listen and answer questions (orally or in writing)
The students listen again to the whole text as it is read by the
teacher and answer comprehension questions.
Around the text
exploits the same text for language work and focuses on its grammatical
and lexical content. Here the students are requested to look at language
with a magnifying glass, as it were, and to focus on specific features
of grammar, vocabulary, pronunciation and spelling.
A variety of tasks have been
provided in this connection. These tasks are typically intended for
matching statements, identifying the functions of words, reflecting on
word order and morphology, using content and function words correctly,
filling gaps with appropriate items.
Pronunciation and spelling
is a rubric which is devised to increase the student’s understanding of
the sound-spelling relationships that characterise English. We are not
expecting students to become phoneticians or linguists, but simply
aiming to ‘train their ears’ to be more perceptive apropos the
subtleties of English pronunciation, stress and intonation. Spelling is a
goal still worth pursuing at this final level of secondary education.
The more acute the reception of an auditory message, the better its
interpretation; likewise, the more intelligible the pronunciation the
more effective the transmission of the message.
Communication in a foreign
language relies crucially on a good listening ability. Discriminating
between sounds in various utterances is the ultimate stage of
compretence before performance. Therefore, tasks such as ‘listen for
stress’ and ‘listen for syllable division’ are provided to this end.
<table class="tborder" id="post306507" align="center" border="0" cellpadding="6" cellspacing="1" width="100%"><tr><tr><td class="alt1" id="td_post_306507">
E. Astronomy and the solar system
F. Feelings and emotions
Each unit is structured as follows:
q Presentation of the project outcome ;
qTwo parts: Each part contains two sequences subdivided into rubrics;
q Take a break, a section wherein students are invited to relax to better start the second part;
q Research and report, a
section in which students individually or in groups will start
re-investing what they have learnt in the first part. It provides a
training ground for the project proper;
q Project outcome
q Asssessment
q Time for…
In Part One the sequences are as follows:
1. Listen and consider
2. Read and consider
These two sequences are patterned in a more or less similar way, and contain the following rubrics:
q Language outcomes states the linguistic objectives
q Getting started
q Let’s hear it (for the Listen-and-consider sequence)
q Taking a closer look (for the Read-and-consider sequence)
qAround the text (This rubric comprises grammar and vocabulary
tasks preceded by grammar explorers and vocabulary explorers.)
q Pronunciation and spelling
q Think, pair, share
Part Two contains two other sequences:
3. Listening and speaking
4. Reading and writing
These two sequences are also patterned in a more or less similar way, and are subdivided into the following rubrics:
q Skills and strategies outcomes (which states the communicative
objectives)
q Before listening (or before reading)
q As you listen (or as you read)
q After listening (or reading)
q Say it in writing ( or writing development)
Part Two ends with the project outcome announced at
the beginning of each and every unit and signposted at strategic
points of the unit. Apart for offering guidelines about how to
concretise the assigned project, it offers project alternatives and
useful web sites.
The project outcome is followed by an Assessment section. It
is devoted to language and skills and strategies assessment. Having
seen how each part is planned, let us now consider how each of the two
sequences is articulated.
IV. Sequence description
Sequence One (Listen and consider)
As announced above Listen and consider begins with Language outcomes,
which involves no task but is a preview of the language objectives to
be achieved by the end of the sequence. Thus grammatical structures,
vocabulary items, idioms and features of pronunciation such as word and
sentence stress, are meant to be understood and used, and also being
assessed in the Assessment section of Part Two at the end of the unit.
This first sequence deals
with listening comprehension. Its purpose is to lead the students to
listen intently to an aural message/text, paying particular attention to
features of language use described in the Language outcome
preview. It will also make the students respond to the message orally or
in writing. This type of focused listening (followed by a response) is
meant to help the student develop an ability to listen for a purpose
(understanding the gist of the text or the details). It is also to help
him respond to an aural message orally or in writing with accuracy and
appropriateness (for example, answering comprehension questions,
re-ordering sentences, etc).
This listening task is realised in a two-step procedure: Getting started and Let’s hear it.
The student will first look at the thematic pictures, discuss the topic
with peers and answer the related comprehension questions. This
activity is meant to access and activate her/his background knowledge of
the topic and prepare her/him for the next listening phase, Let’s hear it,
for which a number of exercises/tasks (Listen + re-order, listen +
answer questions, etc.) are provided. E.g. Listen + re-order: the
teacher reads the text while the students try to remember and re-order
jumbled-up sentences. Listen and answer questions (orally or in writing)
The students listen again to the whole text as it is read by the
teacher and answer comprehension questions.
Around the text
exploits the same text for language work and focuses on its grammatical
and lexical content. Here the students are requested to look at language
with a magnifying glass, as it were, and to focus on specific features
of grammar, vocabulary, pronunciation and spelling.
A variety of tasks have been
provided in this connection. These tasks are typically intended for
matching statements, identifying the functions of words, reflecting on
word order and morphology, using content and function words correctly,
filling gaps with appropriate items.
Pronunciation and spelling
is a rubric which is devised to increase the student’s understanding of
the sound-spelling relationships that characterise English. We are not
expecting students to become phoneticians or linguists, but simply
aiming to ‘train their ears’ to be more perceptive apropos the
subtleties of English pronunciation, stress and intonation. Spelling is a
goal still worth pursuing at this final level of secondary education.
The more acute the reception of an auditory message, the better its
interpretation; likewise, the more intelligible the pronunciation the
more effective the transmission of the message.
Communication in a foreign
language relies crucially on a good listening ability. Discriminating
between sounds in various utterances is the ultimate stage of
compretence before performance. Therefore, tasks such as ‘listen for
stress’ and ‘listen for syllable division’ are provided to this end.
In the last rubric, Think, pair, share, the students will work individually, then in pairs, and lastly with other peers in a group.
The think, pair, share
tasks call for an interaction with other students and their teacher,
and each student will produce a piece of writing: a dialogue, a short
article, a description, a narration, a poem, etc. This will be presented
orally to the class.
Sequence Two of the unit is Read and consider.
This sequence includes six
rubrics, just like the previous one. We have paid particular attention
to the development of the reading skill, one of the most demanding
achievements not only for this final year of English study at school,
but also for future studies at university. To this effect, we have
included a large number of additional material for extensive reading in
the resources portfolio.
The first rubric is Language outcomes.
Just as in section 1, this rubric contains no tasks but reminds the
student of the linguistic objectives to be achieved by the end of the
section. These language outcomes can also be assessed in the assessment
rubric at the end of the unit.
The second rubric, Getting started,
invites a brainstorming session during which the topic under focus is
debated; by the same token the students background knowledge is
activated when some aspects of language are previewed (vocabulary,
language structures, etc).
Through this pre-reading activity, the students will build schematic knowledge necessary to understand the text.
The third rubric, Taking a closer look,
involves reading the text silently and individually, and answering
comprehension questions. They may be referential or inferential
questions, or they may open up a discussion on comparing native
situations with non-native ones. This rubric involves not only looking
at its content, but also at its form. Two types of exploring activites
are provided stemming from the text studied in the Around the text rubric: Grammar explorer and Vocabulary explorer. Grammar explorer
comprises up to three levels of activities (I, II, III) of graded
difficulty, and its main purpose is to study the grammar of the text:
the students will be involved in awareness-raising activities related to
tenses, prepositional verbs, etc. They will also be given an
opportunity to produce messages in correct English. These accuracy-based
activities end with a production task which is also meant to focus the
learner’s attention on grammatical correctness.
Vocabulary explorer
(I, II, III,…) caters for the student’s vocabulary building skills, and
deals with word formation, the practice of idiomatic formulae, etc.
The fourth rubric, Pronunciation and spelling
also deals with language-related tasks, specifically pointing to the
phoneme-grapheme correspondence in English. The student’s attention is
drawn here to the discrepancies existing between the pronunciation
system and the spelling system in English. The students are invited to
note down these while the teacher is reading the text aloud.
The fifth rubric, Think, pair, share,
focuses on individual work, pair work and group work, and generates
interaction between group members. The teacher will act as a facilitator
and guide intervening in the class when necessary.
Take a break brings to an end the Read-and- consider
sequence. It brings a lighter note to the activities carried out up to
this point by introducing light jokes, proverbs, songs, etc. An
intercultural dimension is added to this rubric, as a means to pointing
to other people’s experiences in their own milieus. This is a moment for
students to relax before moving on to the next sequence.
Research and report
deals mainly with learners’ outcomes i.e., behavioural outcomes. The
tasks are assigned to students to work on (individually, in pairs, or in
groups) outside the classroom, either for feedback to a subsequent
lesson, or lead-in to a classroom activity. A number of written/oral
tasks are suggested: newspaper articles, short stories poems, speeches,
public statements on a specific topic, etc. Just like Think, pair, share, the Research and report
section encourages interaction/negotiation of meaning, and it is a good
preparation for the final major task, i.e. the project.
Sequence Three
Listening and speaking includes four main rubrics. The first one Skills and strategies outcomes is a preview of the communicative objectives to be achieved by the students.
In this rubric, a number of
receptive strategies are activated. They should be the focus of the
students’ attention throughout the second sequence. Indeed now we are
moving from language-based study to discourse-oriented learning, and the
student is accordingly requested to move from language analysis to
discourse analysis. In this sequence, the aim is to ‘unlock’, or
‘unpack’ texts to look into relations of cohesion and coherence, at
lexical chains, etc. It is the examination of the logical relations
between sentences in a text that will make students discover the
connotative import of discourse (E.g. mood, tone) and trace ‘underside
meanings’.
Before listening is a
rubric that prepares the students for the understanding of an aural
text through pre-listening activities, and thus allow her/him to predict
content through a set of questions. These activities prepare for note
taking as well.
As you listen is a
rubric which includes activities requesting learners to listen for gist,
for detail, and to check their expectations/inferences, confirm them or
reject them.
After listening is a
post-listening stage which involves activities of a more intensive
nature. Unlike pre-listening activities which focus on top-down thinking
through prediction of content (from a picture, for example),
post-listening activities deal with bottom-up listening and help
students to give shape and significance to the texts. Thus, they can
construct a plan from notes and summarize the content. After listening
activities, other skills such as speaking, reading and writing can be
practised.
Saying it in writing
This is the natural
follow-up of the previous, receptive stage, as it allows learners to
build confidence through the production of material related to the
listening content. This rubric prepares the students for the next
section Reading and writing, a stage that follows logically from this one.
Sequence Four
The Reading and writing sequences start with Skills and strategies outcomes,
a rubric which defines the objectives to be achieved by the students
(linguistic, communicative, cognitive), and the levels of reception and
production of a message expected.
Before reading, As you Read, and After reading focus
on the students’ use of their skimming and scanning skills to make
sense of authentic and semi-authentic materials. The students will first
activate their pre-existing knowledge to make predictions about the
topic. In many cases, they will also be required to identify the
structure of the text, to infer meaning and to pinpoiint inferences from
context and follow up abstract ideas.
Writing development:
This is the last skills rubric in which the students will have
opportunity to express opinions, give reasons, present arguments: they
will have now sufficient vocabulary and grammatical command as well as
the required skills and stragegies to do the writing tasks. Here, the
students will demonstrate their sense of organisation, cohesion and
coherence, and will draw on appropriate registers to communicate their
main message.
The writing activities
that we have suggested reflect real-life tasks, such as writing simple
reports, brief articles, formal and informal letters, etc. Let us focus
now on the ultimate learning-and-doing outcome, namely the project.
IV. About the project
As said in the foreword
to the Student’s Book, ‘the project designing procedure runs in parallel
with the unfolding of the unit’. It is the visible and assessable
manifestation of the students’ competencies, i.e. the end result of
their command of language and of the skills and strategies they have
acquired throughout the unit.
The project is signalled seven times in
the unit: at the top of the first page, five times throughout the unit
(Brainstorming - Fact finding – Organising - Writing up – Assessing)
and a seventh time – in a more
detailed
way, towards the end of the unit. These are flash-points, so to speak,
designed to chart the students’ progress in giving shape and
consistency to their project. This charting should take the form of
monitoring sessions (twenty minutes at the end of a class meeting)
during which the students will discuss and sort out the ways and means
that apply to their project. The follow-up between two sessions is
assumed to be done by the students, as a group, outside the classroom.
BRAINSTORMING is the
first of such sessions, with the teacher acting as facilitator. The aim
is to get the students to envisage and agree on the tasks involved, the
possible sources of information and the format and content of the end
product.
FACT FINDING
Most of the activities at
this stage take place outside the classroom. The students enquire about
where and how they will get the information they need (the Internet, a
survey, an interview?…) and about the equipment they may want to use
(cassette recorder, picture camera, drawings?…) as well as the places (a
museum, a business company?…) they may have to visit. They may not have
to meet in class at all.
ORGANISING
This is where the feedback
of the students is made use of in a rational and efficient way. Divide
the class into groups (5 studens per group to the maximum). Get each
group to appoint a spokesperson who will make the final report to
the class at the end of the project. Get all groups to agree on the
tasks assigned to each of them. Otherwise leave it for each group to
decide who does what and in what sequence. All the ensueing work will be
done outside the class, or even outside the school.
WRITING UP
This activity will
preferably take place between school hours provided each group manages
to find a time and a place of its own. Otherwise, devote a whole class
meeting to this session – time permitting, of course! – with each group
working separately. This will involve writing (in correct English) but
also editing (what colours to use, how much space will be devoted to
illustrations, how much to text…) and negotiating (with possible opinion
clashes). The teacher’s role at this stage is one of soft monitoring.
Move from one group to another, giving advice whenever necessary.
ASSESSING
At this stage the work of each group is assessed by a board of assessors (one
from each group) chaired by the teacher, or by a student elected by his
peers. Make it informal however. The session starts with the
spokesperson of each group reporting to the class about the work done
and presenting the ‘product’ realised for appreciation. The same
operation is repeated for each group. The board of assessors will
eventually award the First Prize to the best project.
Naturally, the
indications above should, by no means, be regarded as gospel truth. It
is up to you to adapt the pedagogical route which you think to be the
most suitable for your class.
Finally, it may be of
interest for you to note that we have proposed alternative projects, of a
‘lighter’ kind, designed for students who want to work on their own, as
well as pertinent and helpful websites (to be complemented if need be).
VI. Conclusion
New prospects
has been thought out in such a way as to instill in learners ease and
confidence in their communicative use of English. The units of this
coursebook offer a variety of activities reflecting real-life situations
and prompting the students to practise English in creative ways. Their
consolidation of skills, whether oral or written , is to be realised
through a number of activities stemming from the competency-based
approach. The objectives of such activities are clearly identified and
explained at each stage of learning/teaching.
The tasks in question
have cognitive aspects elaborated in accordance with Bloom’s taxonomy of
educational objectives. The surface levels involve knowledge,
comprehension and application while the deeper levels of cognitive
processing appeal to analysis, synthesis and evaluation. Every unit
contains a number of tasks which have been designed to provide
subject-matter knowledge, lower and high order thinking skills, reading
strategies and compositional skills. These will enable the students to
achieve proficiency in the three competencies, namely interaction,
comprehansion/interpretation and production.
At all events, we hope that
this coursebook will be a pleasant pedagogic tool, and a useful
document to help our students in their progress towards success at the Baccalauréat examination.
UNIT ONE: EXPLORING THE PAST (pp. 14-44)
Use the pictures as an entry to the theme of the unit.
E.g. What do the pictures represent/show?
Where are these monuments located? etc.
Get the students acquainted with the project outcome by referring
them to page 42 so as to set them thinking about it.
LISTEN AND CONSIDER (pp.15-20)
Language outcomes (p.15)
Go through the language
outcomes with your students so they will have a clear understanding of
what the learning objectives of the section are.
Getting started (p.15)
1. The civilizations represented on the map are (from left to right) :
Ancient Greek, Ancient Egyptian, Sumerian, Babylonian and Indus Valley civilization.
You may try to elicit the names of the civilizations that later flourished in the same areas.
2. The
right answer is the Sumerian Civilization. There is no need to confirm
or infirm the hypotheses made by the students at this stage of the
lesson since the objective of the question is to raise interest and to
make hypotheses. Students will check their answers by listening to the
script in the Let’s hear it rubric.
3. Just as for the first question, the aim here is not to test the students but to get them involved in the lesson.
4. The
students will give their own definitions. The important point here is
to make them think about the theme of the unit. Have some students jot
down the words they associate with civilization (E .g. sculpture,
literature, astronomy…) on the board and justify their choice.
Let’s hear it (p.16)
Task 1 (p.16)
Ancient Greek civilization: 4,000 years ago
- Ancient Egyptian civilization: 5,000 years ago - Sumerian
civilization: 5,500 years ago
</td></tr></tr></table>
| </tr>
|
|
