We Can! Teacher’s Guide 4 Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2017 by McGraw-Hill Education. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
ISBN: 978-1-5268-1956-7 Series consultant: Mayumi Tabuchi Project manager: Judy MacDonald Development editor: Steve Longworth Editor: Anne Tseng Production manager: Alfonso Reyes Designer: Kate Vandestadt, Vandestadt Design Design supervision: Peter Shaw Exclusive rights by McGraw-Hill Education for manufacture and export. This book cannot be re-exported from the country to which it is sold by McGraw-Hill Education. This Regional Edition is not available outside Europe, the Middle East and Africa.com Contents Introduction iv About the Teacher’s Guide 2 Unit 1 Wild Animals 4 Unit 2 From Here to There 14 Unit 3 My House 24 Unit 4 My Things 34 Unit 5 My Day, Animals, Places 44 Phonics Practice 54 Teaching Tips 59 Audio Script 61 Flashcard and Poster List 81 Picture Dictionary 82 Word List 86 Audio Track Lists 87 Grade 5 Objectives 89 iii Introduction To succeed in English in an EFL environment, there are three indispensable elements: a good curriculum, a good teacher, and good teaching material. A good curriculum takes in the overall structure of the course including goals, pedagogy, methodology, assessment, the syllabus, and day-to-day lesson plans.
To make progress, it is vital to move forward systematically, continuously, and spirally, all the time respecting the development of the child. Good teachers can be teachers in English-language schools, private schools, public schools, or at home. Being a good teacher has nothing to do with age or nationality. We believe that if you can speak English and teach and guide children, you can be a good teacher.
This course has been designed not only with intermediate and experienced teachers in mind, but also takes into account the needs of first-time teachers. We Can! is as teacher-friendly as we could make it, as our wish is that teachers grow alongside their students as they work through the series. Lastly, what makes good material greatly depends on what the goal or philosophy is. This course is based on the belief that good material for children is child-centered.
Children have a totally different energy from that of adults and when children’s imagination is captured, they can use this energy to enjoy and learn, unconstrained by limits. We Can! presents material systematically, continuously, and spirally, with each part able to stand on its own, but also integrating seamlessly into the whole; and the series development closely matches the development of the child. Of course, these elements are fluid and are influenced by many factors, such as the environment, the dynamics in a group, and the ability of the children. But we hope that children and teachers using this course will gain a lot in fun, enjoyment, and education, and will blossom and grow together.
Yoko Matsuka Glenn McDougall iv Six Unique Features of Feature 1. Easy to Evaluate learned language often in order for it to become part of their long-term memory. Students also need to learn Problem: Parents and even students themselves tend the skills necessary for producing meaningful written to wonder if they are making any progress in learning and spoken language. Furthermore, it is useless for English.
students to learn large amounts of vocabulary if they Solution: Two goals per lesson make progress easy to can’t use it to communicate ideas. see! Many courses teach vocabulary in separate “bubbles”. It is difficult for EFL students and their parents, Students quickly forget the language they have learned living in a non-English speaking country, to see their when they move to the next topic or unit. They also progress.
EFL teachers are often asked by parents (who never learn how to combine what they have learned in sometimes cannot speak English themselves or have order to communicate. very limited knowledge of EFL), “How much has my child learned this year?” If students and parents don’t How vocabulary is usually taught. feel as if they are making progress, it is easy to lose motivation to study English. Topic Topic Topic Topic 1 2 3 4 We Can! has solved this problem with achievable and easy-to-understand goals.
Each lesson has two goals: We Can! has a spiral curriculum, so past language is the odd numbered goals are based on what was constantly reviewed and previously learned language learned in the book and the even numbered goals are is put together in a meaningful context. Class lessons a real-world expansion of the odd numbered goals. and suggestions for the use of posters, flashcards, They provide students with the excitement of using and Extension Activities in the Teacher’s Guide give “real-world” English. The goals can also be found in the teachers and students the support they need in order Workbook.
to clearly express themselves in English. How language Students try their best to achieve these goals by is taught in completing clearly defined tasks. Then the goal box We Can! is checked in the Student Book once the goal has been accomplished. Teachers can easily explain to parents what the students can do by showing them the accomplished goals.
Students can feel satisfied that Feature 3. Use English for Real they are making progress with their English in every Communication single class. Problem: Students don’t use English in their As the title suggests, We Can! has a classroom and real- daily lives. world goal for each lesson.
When it comes to making Solution: Creating situations in the classroom where progress with English, teachers, students, and their students can use English for real purposes. parents can confidently say, “We Can!” A big obstacle for EFL students is that they don’t have situations in their daily lives where they need to Feature 2. A Spiral Curriculum use English. Therefore, it is very important to create Problem: Students forget what they have learned or situations in the classroom where students can’t use learned language to communicate.
can use English in a practical way. In most lessons in Solution: A spiral curriculum that constantly reviews Student Books 1 to 6, there is a section for students learned language. to have fun, complete challenging tasks, or exchange thoughts with their classmates in English. What is a spiral curriculum? A spiral curriculum is one that is constantly reviewing and bringing in previously learned vocabulary.
Students must reuse and review v These sections in the Student Book are as follows: foundation for all of the skills in English. Student Books 1 & 2 – Fun Time! Learning phonics also helps promote good Student Books 3 & 4 – Fun Time! pronunciation in EFL. Students can see how to Student Books 5 & 6 – Challenge Time! correctly pronounce the sounds of English and actively learn how those sounds are put together to spell Only through using English can the student’s level English words. Good pronunciation is necessary when progress.
When students have the opportunity to you are trying to make yourself understood in a foreign practice using English for a real purpose in the safe language. environment of the classroom, they will be more willing and able to use it in the real world! Feature 6. Expansion of Discourse Problem: Students can’t express themselves beyond Feature 4. Rhythm and the sentence level.
Pronunciation Solution: We Can! provides training for students to Problem: Students from different backgrounds have express themselves with, and understand, longer a difficult time understanding each other because of material structured with a beginning, body, and rhythm, pronunciation, and intonation differences. Solution: Students can master rhythm and pronunciation skills through the use of chants, It is frustrating for teachers, parents, and the students movement, drama performance, and role-plays. themselves to find out that the children cannot express themselves beyond the sentence level, after several To be a successful communicator, it is not enough to years of studying English. Students have studied basic know vocabulary words or grammar rules.
Rhythm is grammar rules. They have learned enough vocabulary. also an important aspect and one that children enjoy What is missing? learning and quickly master. (Rhythm goes hand- in-hand with intonation, stress, clarity of speech, The answer is training in the development of discourse.
volume, and tempo. All are important to make By discourse, we mean the organization of language yourself understood in a foreign language.) Rhythm is above and beyond the level of the sentence. When the emphasized throughout this course, taking advantage children listen to or read chants, dialogs, cartoons, and of the facts that children have an excellent ear for new stories, they need to be helped to realize that there is words, don’t mind repetition, and learn well through a flow of thought that they need to follow. When they movement.
The English in this course is set at a natural give a short talk, interview people, write a short e-mail, speed. essays, or journals, or give presentations, they should know how to structure them using a beginning, body, and ending. The Balanced Use of Phonics We Can! achieves this discourse training by means of many carefully designed, fun, experience-based Problem: Students have a hard time with reading and activities, and interaction among students and writing. They have difficulty learning sounds and using teachers, because that is the only way the children can good pronunciation.
Solution: Students use phonics to unite sounds with letters. Phonics is an ideal way for EFL students to learn the sounds of the English language, as many of the common sounds do not exist in the student’s mother tongue. In We Can!, phonics is introduced gradually and moves towards the goal of getting students to read and write on their own. Students who can do this are independent learners and do not need to repeat constantly after the teacher.
Moreover, mastering the skills of reading and writing helps promote a firm vi Educational Principles Based on Children’s Growth Age Group Characteristics Early Childhood • Can absorb new language like “sponges” (From about 2 or 3 • Can take in information without knowing the meaning to 6 years of age) • Can “output” information without worrying about making mistakes • Can use language instinctively • Can understand more than what they can say • Don’t mind repetition if it is enjoyable Lower Elementary • Can easily forget what was learned in the Early (About 6 to 8 years Childhood stage if not reviewed of age) • Start to understand meaning • Can follow a rhythm • Pronunciation improves • Begin using words with intent • Can effectively absorb new words in frequently used “chunks” of language Middle Elementary • Full of energy (About 8 to 10 years • Active physically and mentally of age) • More competitive • Relationships with peers becomes more important • Learning how to cooperate with others Upper Elementary (About 10 to 12 • Entering the pre-teen years years of age) • More self-conscious • Critical thinking is developing • Feel the need to understand the meaning of things • Teacher needs to balance students’ skills and motivation • Attitude in class is very important Course Goals for All Ages: • Confidence can be gained by standing in front of others and presenting what they know. • Assessment is based on what they can do, hear, and say in front of others in English. • Being able to communicate in English with others can enrich their lives in this era of globalization. Use lots of facial expression, like big smiles.
Use your body to make big gestures. Talk with a strong voice. Keep eye contact when you speak to someone. 3 4 vii Syllabus Syllabus Unit and Topic Talk Time Rhythms and Listening 1 Wild Animals Look! It’s (a baby monkey, an elephant).