NEW
HELLO
METHODOLOGY
ALADDIN A. BASET, Ph.D. Exeter, UK.
Aims
• Help SS acquire language, thinking and study
skills for communication in speaking and writing
• Help SS use skills effectively in and outside class
• Enable SS become more independent learners by
engaging in CT skills
Approach
• A standards-based, communicative approach and
methodology
• Different interaction patterns e.g. individual, pair
and group work
Learners’ Development
• Extending learners’ linguistic knowledge
• Taking into account individual differences in
learning styles
Teacher Role in a Communicative Course
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Planner
Instructor
Language model
Manager
Controller
Decision maker
Advisor
Monitor
Tutor
Assessor
Mother Tongue or English?
• Ts encouraged to use their discretion.
N.B.
•English should be used as much as possible.
In which language would you
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Give instructions?
Advise SS?
Praise SS?
Explain grammar?
Monitor understanding?
Course Components
2 student’s books (1/term)
2 workbooks (1/term)
A teacher’s book
CD
Student’s Book
Student’s Book:
General Aims :
• Practise target language forms and functions
• Extend SS’ strategies learning skills
• Develop SS’ independence/responsibility for
learning
• Enhance SS’ CT skills
Student’s Book:
Format and Content
• 3 modules covering a wide range of topics
• Each module consisting of 3 units linked
by a common theme
• A total of 18 units, 9 per term
• language introduced in context of different topics
• Photographs/illustrations appealing to SS
• 1st page of each unit has an objectives box for SS
– to check progress
– to revise for exams
• Units cover all four language skills and some subskills e.g. reading for main ideas
• Units contain a variety of tasks for different
learning styles
• Units encourage SS to develop independent
learning strategies and CT skills
• Reader section provides an opportunity for
extensive reading.
• Each story divided into 4 chapters with
vocabulary, comprehension Qs and CT Qs
• Each unit has four pages/lessons and a Review
page.
• The first page presents a reading activity.
• Each unit begins with Qs to discuss in small groups and
activities to read text both for gist and detail
• An Internet Search activity designed to encourage SS to
become independent learners.
• SS are asked to find out information related to unit
theme and to report back to class
• The second page focuses on target language and
grammar
• SS are asked to work out rules with the help of the
Grammar box
• SS practise the new language, in a controlled manner
then freely through pair work
• The 3rd page contains a listening activity
• SS are asked to answer gist and detail Qs or to
complete notes
• The page also focuses on communication skills
and contains a Functions box
• The box focuses on functional language, which
SS are asked to use in real-life situations
• The 4th page extends topic and target language,
and provides additional practice
• It has a Tools for Life box, which encourages
learners to relate learning to the outside world
• In the second unit, SS encouraged to be more
independent by completing a writing Project
• In the 3rd unit of the module, the fourth page has
a different format called Eye on Egypt.
• This includes a long text with comprehension Qs
and provides a theme for a CT activity.
• The texts focus on themes which relate to SS’
environment and personal experiences.
• The page encourages SS to express personal
opinions and ideas.
• The final page of each module is a Review page
• Review focuses on language and structure learnt,
and consolidates target language
• Review contains exercises to complete in various
interaction patterns and covers different skills
• Review ends with a Writing Skills feature on an
aspect of written English e.g. punctuation or style
Workbook
Workbook
• should be used alongside the S’ Book.
• provides additional reinforcement of language and
grammatical structures already studied
• The general aim of the Workbook is to
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Consolidate vocabulary, grammatical structures and
reading/writing skills
Develop students’ abilities to plan, write and proofread
short texts
Format and Content
• Workbook has a practice test after every 3rd unit
• Workbook exercises are to be used in class as a
follow-up to the lesson
Or
• Can be started in class and finished at home
Check your English!
• A diagnostic test to be taken during week 1 of the
academic year
• It will help T measure SS’ abilities and identify
problem areas
• T to identify good SS as well as weaker ones
• T expected to provide remedial work for weak
SS and challenging tasks for the more advanced
• At end of Workbook, there are lists of irregular
verbs and vocabulary, and the unit in which
words first appeared
Unit Format and Content
• Each unit contains three pages, and each module
has two pages for a practice test
• Workbook pages include a variety of grammar
exercises, writing tasks, reading texts and activities
• 1st page of unit in Workbook is to be used after 2nd
lesson in S Book. It contains a vocabulary exercise
and practice for grammar points in S Book
• 2nd page of Workbook unit is used after S Book
lesson 4, and contains practice of functions, skills
and language points of lessons 3 and 4 of S Book
• 3rd page of Workbook unit is used after S Book
Review page, focuses on writing skills, providing
controlled and open writing tasks
• Before SS write, they are encouraged to think
about what info and structures they will include
Course CD
Course CD
• Cassettes contain recorded dialogues/listening
texts
• Full tapescripts included in Teacher’s Guide
• At end of each unit, there is a list of new
vocabulary with a listen and repeat exercise
Teacher’ s Guide
Teacher’ s Guide
Format and Content
• A general introduction to course includes background to
teaching approach
• Main part of guide consists of detailed notes on how to use
material and tasks effectively
• Very early in TG, there is a scope and sequence table which
summarizes language content of the course
• There is a glossary which contains words and phrases used in
TG and their meanings in Arabic
Ongoing Assessment
• Workbook practice tests provide an opportunity for Ts to
assess SS’ progress, and could be given under test conditions
• Ongoing assessment tasks enable Ts to form a fuller picture of
individual learners and help them identify areas of difficulty
• Individual difficulties can be dealt with by talking to SS or by
individual exercises which may improve their confidence
• Talk positively to SS about their progress and mistakes, and
show how they can learn through reflecting on their mistakes
Supplementary Activities
• New language can be reinforced through fun
activities
• The following language games can be adapted for
most of the units
• Team noughts and crosses
• Divide class into two teams, noughts (O) or crosses
(X). Give each team a word to read out loud. If the
member of the team gets the pronunciation right,
they can come and put a nought or cross on the grid
for their team. The first team to get a line of noughts
and crosses wins.
• You can also use language items in this game, e.g.
irregular past. Give each team a verb to read out
loud. One team reads the base verb to the other
team and they have to say what the past form is.
Oral drills
• When you teach pronunciation or new vocabulary it can be useful
to do oral drills. If students chant new words as a class first, this
will give them confidence. Then ask individuals to chant the same
words and hear how well they say them.
Chain drills
• These are useful for practising word groups such as times, months of the
year, etc.
• One student says the first word in the sequence; the second says the
next and so on round the class, e.g.:
• Teacher says: Add 15 minutes. Three o’clock
• Student one: Quarter past three
• Student two: Half past three etc.
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There are different ways of organising this:
students sitting next to each other take turns
students in rows from front to back
students in different parts of the classroom
Encourage students to help each other, and vary the approaches so that
each student has a chance to answer.
Picture dictations
• Using language items learned in the unit, ask students to
draw something you describe, for example, an item of
food. They do this individually, but can swap or compare
their drawings with a partner at the end to check that they
have understood the language.
• NB: This is not a test of their drawing skills; you are simply
using drawing to check their comprehension.
• If necessary, teach some basic skills for drawing stick men,
clock faces, happy and sad expressions, the weather, etc.
Variations on picture dictations
• Get students to dictate to each other in pairs.
• One pupil writes a word or directions for a map
then reads out the word or describes the map to
his or her partner.
• They then check to see if they got it right, and
swap roles.
Memory Games
Pairs:
• Use a set of picture cards and a set of matching cards with descriptions
on them relating to the current unit. They are all placed face down on
the table. Students take it in turns to turn over two cards. When they
turn over a description card and a picture card that match, they keep
them and
have another go. Students gradually learn where pairs of cards are on
the table. The game ends when all the cards have gone. The winner is
the one who has the most pairs of cards at the end.
Kim’ s game:
• Place a number of either objects or word or picture cards which relate to
the unit on a tray. Students look at the content of the tray for a minute,
and commit them to memory. The tray is hidden from view, and
students write down the contents of the tray. The winner is the one who
correctly remembers the most items.
Jigsaw telling tales:
• Using a text from the unit (reading or listening),
students are given a little bit of the text (a couple
of sentences each) that they have to learn by
heart. The students then work either with the
whole class or in groups to reconstruct the
text/dialogue by listening once to everyone’s bits,
then re-reading them aloud (from memory) in the
correct order.