Materials development principle

 

 

Criteria for material selection

 

■ Authenticity

■ Variety

■ Relevance

■ Interest value to students

■ Appropriateness of conceptual/language level

■ Exploitability in terms of language/cultural difficulty

 

Reading/Listening skills

 

■ For gist (for general understanding)

■ For specific information (to pick out particular information or facts)

■ For detail (for detailed understanding, to pick out particular feelings or events)

■ For specific words (inferring meaning from context)

■ For interpretation and comprehension

 

Easification vs simplification

 

Ways used to easify reading / listening:

■ glossary/pre-teaching

■ dividing a text into short parts

■ asking comprehension questions

■ manageable tasks

 

Vocabulary in use

■ active vs passive

■ introduction in context

■ activating in context

■ recycling

■ learning strategies (storing techniques, word building, word collocations, verb patterns, translation)

■ additional practice in workbook

■ consolidation in Check your progress

 

Grammar treatment

■ presented in context

■ practised in context

■ ‘Look’ box

■ controlled practice

■ free practice

■ more practice in workbook

■ consolidation in Check your progress

■ Grammar reference section

 

Speaking/Writing

■ integration of skills

■ pair work and group work (building confidence)

■ Language support (functional language and structure)

Assessment vs self-assessment

■ Check your progress

□ English in use

□ Skills in balance

□ Total score

□ Answer к ey in WB

■ Sample tests

■ Evaluation cards

■ Possible answers

 

Express Yourself pages

Unit 1 Designing a website

Unit 2 Make the most of your money

Unit 3 Do you know me? Quiz

Unit 4 Hall of fame

Unit 5 Creativity and innovation day

Unit 6 A room for you

Unit 7 A class agreement

Unit 8 The Agatha Christie club

Unit 9 Water world Unit 10 In the desert (Fantasy game)

 

NME: Translation Policy

Book	What	How to do it	WB
Book 5 Mainly Eng→Rus	a) International words – similarities (spelling, sound) b) Single words (awareness–raising) c) Structures (raising awareness of different concepts and no 1:1 equivalent)	- reading + recognising     - comparing – written and spoken forms - giving information	Rus→Eng translation
Book 6 Basic policy: Mainly Eng→Rus   Have at least two exercises on translation in SB in each unit	The same as in BK5: a) International words– similarities (spelling, sound) b) Single words (awareness–raising) c) Structures (raising awareness of different concepts and no 1:1 equivalent) + new ones: d) More examples of things that can't be translated, i.e. where we translate by ‘borrowing’ a word (e.g. ‘dacha’ (in English) or ‘паб’ (in Russian) or leaving it in the original language (e.g. Снежная Королева or Дед Мороз) e) Letters, post-cards ‘fixed formulas’ f) Summary in Russian of reading/listening text (1–2 sentences) (e.g. Love,...; Dear....; Look forward to hearing from you) g) Awareness-raising of exponents of a function comparison and translation (show how to translate them) (e.g. ‘Shall we...’, ‘Let's...’, ‘Why don't we...’, ‘What about tea’ – ‘Почему бы...’, ‘А что если...’, ‘Налить чаю?’, ‘Давайте приготовимся...’ h) Suffixes/prefixes – awareness raising, comparison and translation i) Words with two translations	- reading + recognising   - comparing-written and spoken forms - giving information   - guessing words from context   - matching - translation - choose a) or b)   - Translation (PP write structures in Russian to translate into English once, but mostly they learn a structure in English, drill it in context and translate some of their sentences into Russian)     - finding words in a dictionary and their translation(s)	Rus→Eng translation
Book 7 Basic policy: Eng →Rus Rus→Eng   In the SB three translation exercises per unit.   In the WB two exercises per unit; not only sentences but bits of texts	From a) to c) as in Bk5 a) International words- similarities (spelling, sound) b) Single words (awareness-raising) c) Structures (raising awareness of different concepts and no 1:1 equivalent) From d) to I) as in Bk6 d) More examples of things that can't be translated, i.e. where we translate by 'borrowing" a word (e.g. 'dacha' (in English) or 'паб' (in Russian) or leaving it in the original language (e.g. Снежная Королева or Дед Мороз) e) Letters, post-cards 'fixed formulas' f) Summary in Russian of reading/listening text (1-2 sentences) (e.g. Love,...; Dear....; Look forward to hearing from you) g) Awareness-raising of exponents of a function comparison and translation (show how to translate them) (e.g. ‘Shall we...’, ‘Let's...’, ‘Why don't we...’, ‘What about tea’ – ‘Почему бы...’, ‘А что если...’, ‘Налить чаю?’, ‘Давайте приготовимся...’ h) Suffixes/prefixes – awareness raising, comparison and translation i) Words with two translations   + new ones, added for Bk 7 j) Mini translations not word for word of language in forms in the lesson	- reading + recognising     - comparing-written and spoken forms - giving information     - guessing words from context   - matching - translation - choose a) or b)     - Translation (PP write structures in Russian to translate into English once, but mostly they learn a structure in English, drill it in context and translate some of their sentences into Russian)   - finding words in a dictionary and their translation(s) - mini texts translations (written, spoken)	Rus→Eng translation
Book 8–9	Basic policy: • Two activities per unit in the SB • Avoid translation of whole texts • Some interpretation activities • Cultural and lingustic interference (e.g. ‘public work’) • False friends • Certain amount of E→R translation