DETECTIVES Teacher's Guide - Book - Page 7
THE DETECTIVES - TEACHER’S GUIDE
VIII. Structure of the Teacher’s Guide
The Teacher’s Guide provides comprehensive lesson plans to save you time and make class
preparation easier.
Next to each exercise or group of related exercises from the Student's Book, there is a small text box
with the corresponding domains and benchmarks directly connected to those exercises. This is
presented for your convenience.
The following are the abbreviations used in relation to the domains:
SI: Social Interaction
P: Presentation
AI: Access to Information
ALC: Appreciation of Literature and Culture
AL: Appreciation of Language
There is a Table of Contents in the Student's Book on pages iv-v. You can use this table to help the
students and their parents understand what is being covered in the unit and what they should know
for the tests after each unit. The students can use this table as a basis for their review of the material
in each unit, thereby ensuring that they've learned and internalized all the necessary material.
IX. Using the Teacher’s Guide
A. Let’s Remember
Every lesson in the Teacher's Guide begins with a Let’s Remember section. This section reviews the
previous lesson, thus reminding the students of what was worked on and hinting at what might be
coming up in the lesson.
B. Activities in the Student’s Book and Teaching Tips
i. Let’s Rap
In the Let’s Rap sections, the students are asked to consider different situations that are directly
connected to the unit or the reading passage they are going to read. The Raps enable a discussion,
time to think about what is said, and, in many cases, a chance for the students to present their
thoughts on what is said in a new format.
Ideas for using Raps:
Have one student read the rap while the other student acts it out in mime.
Have the students get into pairs or threes and perform the rap with a tune in front of the
class.
Have half the students rap two lines at a time, and the other half add the words ‘oh no’ after
every two lines, then all together they rap the last two lines. (This works well for the longer
raps.)
Have the students rap in canon, i.e., one group starts and the other starts when the first
group finishes the first line.
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