Relay 3. - Teacher's Book [antikvár]

General IntroductionThe CourseThe course is written for teenagers and young students learning English on short courses of two, three or four weelis.Course componentsThere is a Student's Book, a Teacher's Book and a Cassette for each of the four levels. LevelsThere are four main levels, each covered by one book. However, each book is divided into two Laps so that there are in effect eight levels in the course allowing for a further fine grading of the students if appropriate. Relay One Beginners and lower elementaryRelay Two Elementary and early intermediateRelay Three Intermediate and late intermediateRelay Four Pre-advanced and advancedStructure of each bookRelay is designed in a very flexible format of Laps and Language Areas. LapsThe first half of each book is Lap One and the second half Lap Two. The material in Lap One is easier than that in Lap Two. Thus teachers can choose to do:a Lap One first and then Lap Two, b Lap One or Lap Two only, c a combination of lessons from Lap One and Lap Two.Each lap contains enough material for 30 to 40 hours of teaching so each book has 60 to 80 hours of material. The rationale of the system of Lapsis:1To accommodate two slightly different levels within each book. A teacher faced with a class that is not homogeneous in their level of English needs easier material to suit the weaker students and, on other occasions, more difficult material to challenge the more advanced students in the class.2To cater for the demands of institutions where there is a rolling enrolment policy, for example, new students joining classes every week. The Lap system enables teachers to go over important basic structures for the new intake of students but in fresh contexts and situations.3To give both students and teachersa sense of achievement, often difficult on a short course, where there is not enough time to finish a conventional coursebook. Completing one Lap provides a clear and attainable objective over a short period.The Lap system is useful where some students leave at the end of, say, two weeks and some stay on for a further two. Lap One can be done in the first two weeks and Lap Two in the second two weeks.Language areasEach Lap is divided into language areas; Sfructure, Vocabula^, Listening, Speaking, Reading, Writing and Activities (communicative exercises and games).Because of the different needs of lower and higher level learners, the organisation of the material in Relay One and Relay Two is different from that in Relay Three and Relay Four.The Language Areas can be done in any order to suit the needs of the class. Teachers can choose the skill, topic, or area which they want to work on.Relay One and Relay Two are organised in Laps: Lap One and Lap Two Units: 10 Units in each Lap Language Areas: in each Unit, four or five single page lessons on different Language Areas. The Language Areas are: Relay One: Vocabulary Listening Structure Activities Relay Two: Structure Reading Listening Vocabulary Activities The Units are self-contained and can be done in any order to suit the interests and needs of the class. Equally the teacher can choose to do the Language Areas (lessons) within each Urut in whatever sequence seems most appropriate. He or she can work sfraight through a Unit or change the order.Relay Three and Relay Four are organised in Laps: Lap One and Lap Two Language Areas: consecutive pages on each Language Area in each Lap Lessons: in each Language area, a number of Lessons.The Language Areas are:SpeakingListeningReadingWritingStructureVocabularyActivitiesThe Lessons can be used in any order to suit the needs and interests of the students. For example, the teacher could choose to concenfrate on a single Language Area such as Reading, and do several lessons from that Language Area, from one or both Laps. Alternatively, Lessons can be selected from different Language Areas to make up a balanced programme.For more information on the organisation of Laps and Language Areas and how to use the books, see the Infroduction to each book.TestsThere is a Placement Test on page 7, the results of which will indicate the appropriate entry point to the course for a student. There is also an Oral Grading Lesson.There are two Achievement Tests in each book, one at the end of each Lap.Teaching on short courses What to concentrate onThe problem of selection is particularly acute on short courses. There is little time to find out students' precise needs and current ability; there are few opportunities for consolidation and revision; and there may not be enough time for thorough coverage of a grammar point. The approach must be different from that on a long-term teaching programme. In general the most successful results are achieved when the emphasis is put on:1Activation of passive knowledge Giving students plenty of linguistic challenges so that they are encouraged to use the language they have probably learnt at school. For example, through communicative activities such as questionnaires, quizzes, interviews, making decisions and so on.2Encouraging fluencyDialogues, role-play, discussion, language games, expressing opinions