leap-advanced-listening-and-speaking-teachersmanua

LEAPAdvanced:ListeningandSpeaking1Teacher’sManualCompanionWebsitePlusChapterWalk-ThroughTeacherSection©ERPI.ReproductionauthorizedsolelyforusewithLEAPAdvanced:ListeningandSpeaking LEAPAdvanced:ListeningandSpeakingTeacher’sManualCHAPTERWALK-THROUGHINTRODUCTIONWelcometoLEAPAdvanced:ListeningandSpeaking.Thepurposeofthischapterwalk-throughwilldifferdependingonwhereyouareinyourcareer.Noviceteacherswillappreciatethestep-by-stepadviceonworkingsystematicallythroughthefirstchapteranduseitasatemplateforteachingthechaptersthatfollow.Moreexperiencedteacherswillusethesenotestogleannewteachingandlearningideas,particularlyifitistheirfirsttimeinanEnglishforAcademicPurposesclassroom.Inadditiontothewalk-through,theteacher’smanualfeaturesanswerkeysandteacher’snotesforeachchapterofthetextbook.ANOTEONTIMINGSApartfromsuggestinghowlongtheWarm-UpandFinalAssignmentsshouldlast,therearenoprescribedtimesforteachingandcompletingtasks.Theamountoftimeneededwillvarydependingonthelevelofyourstudents.Iftimedoesnotpermityoutocoverallthematerialsinclass,portionsofachapterand/orrelatedcontentontheCompanionWebsitecanbeassignedashomework.MostCompanionWebsiteexercisesareself-correcting,andyoucanviewstudents’resultsinthegradebook.CHAPTER1WALK-THROUGHTheopeningpagesofeachchapterinLeapAdvanced:ListeningandSpeakingbeginwithatitleandatwo-pagephotospreadintendedtostimulateconversation.Askstudentswhattheyunderstandbythechaptertitleandwhethertheycanseearelationshipbetweenitandtheimage.Invitestudentstospeculateontheprobabletopic,ortopics,ofthechapter.TheIntroduction(page2)givesanoverviewofwhythechaptertopicisimportanttounderstandingdifferentacademic,social,ethicalandbusinessissues.Readanddiscusstheintroductionwithstudentsandelicittheirbackgroundknowledgeonthetopic,findingoutwhattheyknow,whattheydon’tknowandwhattheythinktheyknowbutthatmightbewrong.Inthischapter,youwill…(page2)outlinesthecontenttobecovered.Askstudentstocommentonwhatisnewtothem,whattheyhavealreadycoveredandwhattheythinktheymightneedtostudymore.Ensurestudentsunderstandeachofthebulletedpointsand,attheendofthechapter,havethemrevisitthissectiontoassesshowmuchthey’velearnedandwhattheyneedtoreview.GearingUp(page3)stimulatesdiscussiononatopicbeforestudentshavebeenexposedtotheperspectivesofthechapter’sthreeaudioorvideoexcerpts.Questionsarebasedoninterpretingimagesordiagramsrelatedtothechaptertheme.Inmostcases,questionsareopen-endedtoallowstudentstocomeupwithmorethanoneLEAPAdvanced:ListeningandSpeaking2Teacher’sManualCompanionWebsitePlusChapterWalk-ThroughTeacherSection©ERPI.ReproductionauthorizedsolelyforusewithLEAPAdvanced:ListeningandSpeaking answer.Questionsandanswersarethendiscussed,withapartnerorinagroup,andstudentsmustthinkcriticallytodeterminethebestansweroranswers.Attheendofthechapter,havestudentsreviewthissectionandconsiderwhethertheywouldmodifytheiroriginalanswersbasedonwhattheyhavesubsequentlylearned.VocabularyBuild(pages4–5)preparesstudentsforlisteningbyhighlightingwordsandphraseskeytounderstandingtheaudioandvideoexcerpts.Eachwordislistedwithitspartofspeech,andanasteriskindicatesthosewordsthatappearontheAcademicWordList.Askstudentstocheckthewordsandphrasestheyknowanduseandtolookupthedefinitionsofthosewordsandphrasestheydon’tunderstand.Reviewthevocabularywiththeclasstoensurestudentsproperlyunderstandthewordsandphrasesandareabletouseeachcorrectlyinasentence.Tasksthatfollowreinforcelearningandexpandonthetargetvocabulary.Mostvocabularyworkcanbeassignedashomeworkalthoughitoftenincludespairorgrouptasksthatarebestdoneinclasstomakethemostofpeer-learningopportunities.AsecondVocabularyBuild,followingthesameformat,preparesstudentsforthesecondandthirdaudioorvideoexcerpts.AfterstudentshavecompletedtheVocabularyBuildtasksinthetextbook,havethemtrytheself-correctingVocabularyReviewexerciseontheCompanionWebsite.Choosewhentheyshoulddosobasedontheirlevelandwhethertheyneedimmediatefeedbackorlaterreview.StudentsunabletoscoreaperfectmarkshouldreviewtheVocabularyBuildsectionsagainandthenredotheonlineexercise.Forreference,andasstudyaids,studentscanfindvocabularylistsbychapter,andtheAcademicWordList,ontheCompanionWebsite.FocusonListening(pages5–6)illustratesapracticallisteningskill,oftenwithsampletextfromoneormoreoftheaudioorvideoexcerpts.Thisisfollowedbytaskstohelpstudentsunderstandandpractisetheskill.Whenstudentshavecompletedthetasks,playtheexcerptforthemorinvitethemtodosoontheirown,usingtheaudioandvideofilesontheCompanionWebsite.Askstudentswhetherwhattheyhavereadandlearnedmakessenseintermsofwhattheyhear.Listening1(pages6–8)beginswithabriefintroductiontoitstopic.Listeningtasksaredividedintothreesubsections:BeforeYouListen,WhileYouListenandAfterYouListen.BeforeYouListen(pages6–7)introducesthetopicandspeaker(s)throughasampleoftextfromtheaudioorthevideo.Askstudentstoreadthetextandthenanswerthequestionsthatfollow,andinmanycases,tothenengageindiscussionwithapartner.Recallingpriorknowledgeonthetopicpreparesstudentstolisten.Youmaychoosetohavestudentsworkontheirowntohelpthemfocus,orinpairsorgroupstodeveloptheirspeakin