New Challenges 1 Teachers Handbook

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New Challenges 1 Teachers Handbook
  Conens Introduction iiStudents’ Book contents pages xTeacher’s notes 4Student A/B activities 87Questionnaire scores and answers 88Time Out magazine 89Time Out answer key 95Picture Dictionary 96Student evaluation form 110 = Students’ Book material Workbook key 102Workbook audioscript 107 NEW Challenges Teacher’s Handbook 1 Patricia Mugglestone  ii Introducion to New Challenges  How to use this Handbook  This Handbook contains reduced pages from the Students’ Book, together with teaching suggestions, background information on the content of the Unit, pronunciation guidance for difficult names and places, tapescripts, ideas for extra activities, and answers to exercises which are written either on the reduced Students’ Book page (in red) or in the teacher’s notes.The Handbook will help you plan your lessons and is handy for easy reference during lessons. Module objectives The module objectives are listed at the top of the first page of each Module. When starting a Module, read through the objectives with the students and check that they understand any new vocabulary, e.g. talented (young people)  in Module 1 (page 14). If appropriate, ask students to discuss any of the activities they have done, using their own language or English, e.g. completing a questionnaire (Module 1). Encourage students to say what they remember about any of the grammar points they have studied in the past, e.g. question words (Module 1). Students can predict which of the objectives they think they will find interesting, easy or difficult.At the end of a Module, ask students to read the objectives again. Help students assess how well they have achieved the objectives and to say which objectives they found easy or more difficult. Using the ‘Background’ information The ‘Background’ sections provide information about aspects of the social and cultural content of the Units. It is intended primarily for the teacher rather than the students. You can refer to the Background if, for example, students want to know more about events, people and places mentioned in a Unit, e.g. the FACE programme (Module 1 Get Ready page 14), sports men and women (Module 2 Unit 4 page 24), the Jorvik Viking Centre (Module 4 Unit 11 page 44).Not all of the Background information will be of interest or relevance to your students. It is up to you to decide what, if any, of the Background information to pass on to your class. The ‘Time Out’ magazine At the back of the Students’ Book there is the Time Out   section, a set of fun activities and puzzles in a magazine format. There are 24 activities in the magazine, one for each of the 24 core units in the Students’ Book. Students can do the activities working individually, in pairs or in small groups. The magazine activities are designed to be used when there is time after students have completed a related activity in the Unit, at the end of a Unit or at home. The magazine recycles the language and topics of the Units in new contexts and through authentic, motivating activities such as puzzles (e.g. Activity 5 page 91), quizzes (e.g. Activity 2 page 89) and stories (e.g. Activities 16–18 pages 96–97). The Picture Dictionary The Study Help on page 32 gives advice to students on using the Picture Dictionary and the Study Help on page 22 gives advice on vocabulary books.The Picture Dictionary on pages 101–110 of the Students’ Book groups together and illustrates sets of words relating to topics (e.g. animals, page 110) and functions (e.g. describing appearance, page 101). Students use the Picture Dictionary to check the meaning of Key Words (  picture dictionary  ) when they are first presented in a Unit. Later, students can use the Picture Dictionary as a revision and testing aid, working as a whole class, in pairs or individually. For example, students cover page 104 (Interests and abilities) with a sheet of paper, leaving just the top row of pictures visible. Students look at the top row of pictures and say (and/or write) the words. Students then move the paper down the page, repeating the activity for each row of pictures and checking their answers.Towards the end of the course, when students have studied most of the pages in the Picture Dictionary, have a competition. Students work in teams, finding the words you say in their Picture Dictionary. The first team to find the word gets one point. For example, Teacher: Where is a (doctor)?   Students: Page 106.  Teacher: Where is the word (opposite)?   Students: Page 109.  Teacher: Where is (a big man and a small girl)?   Students: Page 101. Students can then play the game in groups.  iii   iii Introducion to New Challenges  Tips Ways of checking answers Students can work in pairs or small groups, comparing answers before checking answers as a whole class. Try to vary how you check students’ answers. ã If spelling is important, ask students to spell the words for you to write on the board or invite students to come to the board and write the answers on the board. ã Alternatively, ask students to read aloud the answers. If necessary, correct any serious pronunciation problems.ã At times, you may prefer to write the answers on the board yourself for students to check their own answers.ã Students self-check the answers to some exercises, such as pair activities (e.g. page 27 exercise 10) and quizzes (e.g. page 19 exercise 6) by referring to the answers given in their book. Extra activities Short extra activities can be used if there is time in the lesson. These activities develop from the content of the Students’ Book and are intended to give a change of focus and help student motivation and concentration. Extra activities include:ã quick activities to start a lesson (e.g. Module 1 Unit 2 page 18) or end a lesson (e.g. Module 1 Get Ready page 15)ã activities developing from a reading text, e.g. Module 4 Unit 10 after Exercise 2 page 42ã activities developing from a listening text, e.g. Module 2 Get Ready after Exercise 3 page 23ã activities practising a grammar point (e.g. Module 2 Unit 4 after Exercise 5 page 25) and the vocabulary from the lesson (e.g. Module 1 Unit 1 after Exercise 1 page 16)ã out-of-class activities, e.g. at the end of Module 6 Unit 16 page 61 Fact or Fiction? The short Fact or Fiction?   texts extend the language and topics of the Units to new, real-life contexts. Students decide whether they think the information is true or false. Sometimes students can use their general knowledge (e.g. page 53 What is the minimum recorded temperature?). Sometimes students have to guess (e.g. page 19 How many instruments can the man play at the same time?). Encourage students to discuss and give reasons for their guesses. As a follow-up activity, students can write their own Fact or Fiction? puzzles for the rest of the class to answer, e.g. What is the maximum recorded temperature? (page 53). Digital components New Challenges   offers teachers digital material to support learning in a variety of different ways. ã New Challenges   ActiveTeach: an interactive version of the Students’ Book suitable for using with any IWB or simplywith a computer and projector. Using the touch-sensitive screen of the interactive whiteboard, you can easily integrate audio, video and interactive activities into your lessons to motivate your whole class. Includes games, all the audio for Students’ Book and Workbook, the New Challenges   DVD, the word list, Picture Dictionary and more teacher’s resources – in short, all the New Challenges   resources at the click of a button!ã New Challenges   Teacher’s Resources Multi-ROM: includes Teacher Development Workshops, photocopiable resources, a DVD and DVD worksheets. It also contains print ready tests and easily customisable tests with answer keys.
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