LD BOOKS -Streamline PRESENT BOOK - Life Design and Layout - There are topics with the lists of -Eye catching, attractive as the first glance. content which are not clear and not like a magazine (increase the curiousity of learners, ) easy to follow. - The users cannot know which skills - The structures are clear and easy to follow. would be taught or concentrated in - There are the brief contents of each skill in the unit. each unit. Visualizing the histories, facts, and figures that make up our planet and our species, National Geographic BOOK is as true to the magazine’s original mission as ever―an anchor of knowledge and a wunderkammer of discovery for young and old alike. By encouraging self-expression, global citizenship, and active participation, Impact motivates students to explore who they are and who they want to be, all while learning English! Topic Content -Common content - Variety of content (the books were identified as too far (Each learner is different from all the others in a class and also removed from the refugee student’s varies from day to day increasing Learner attention and life experience to be meaningful and motivation) motivating) Ex: each Ss will be good at each field. feel more interesting to enjoy the books -Novelty of content (Based on novelty, curiosity and the saliency of the information) ( Not just only study about America and England, student can study from over the world increasing Learner attention and motivation) cultural perspective different countries. Ex: very similar to the one with which student are familiar Connect their learning experience in the classroom to their own life outside the course. PICs (Slide 2-5 PPT) VARIETY MATERIAL FOR MORDERN LEARNER Including online workbook encouraging self-expression, global citizenship, and active participation Teaching Points -Unspecific structure -Clarity of structure Points for teaching ( Vocabulary, Grammar, Intergrated skills (4 skills) are arranged in order and logically. easy to follow (both teachers & learners) teacher also can based on the overal and details structure in teaching points to design next activities as well as evaluation forms (tests, exam) for students. TEACHER CENTER Student CENTER Pics (slide 7-9) Comprehensibility texts - Type: Wide sample of genres (news, research…) Daily conversations Replicate feature of real life practice Activities: 1.Credibility of activities: Structure: -It only has some tasks after reading -It has some tasks before and after reading comprehensions predict the context for students. They are able to get the main comprehensions. ideas easily. -Integrated skills (combining 4 skills) -It sometimes combines with listening. -True and false Variety in Form: -Short answers types of question -Matching heading -True and false -Gap filling, -Short answer 2. Achievability of activities: -Pair work, group work, project -Students have a chance to practice -Students have a chance to practice pronunciation, grammar, listening. listening. INSTRUCTION - The instructions are usually given - The instructions are always at the beginning of the contents, after the contents, which leads to the hence the convenience for both students and teachers in using difficulties for students to the books. understand what they should do at - There are clear instructions in each exercise and activity. As a the beginning. Additionally, the result, it is easy for students to learn by themselves. teachers might have to give more Additionally, teachers might not have to spend lots of time on other instructions to guide their preparing the lessons because of the detailed instructions. students at first. - Some exercises without instructions might cause students the when problems for they learn by themselves at home. In terms of teacher, they might have to spend more time on preparing the lessons before class. - There are no instructions about the number of students taking part in activities in the books. Therefore, teachers might have more ways to design the activities for their own classes, but it would take lots of time.
