Henry & Lucy Teacher's Guide - Book - Page 11
Pupils who are in need of more intensive phonics instruction use the supplementary
material by English Adventure - Practice Pages Book 1 for basic phonics and Practice
Pages Book 2 for advanced phonics and basic reading texts.
ix.
Sing a Song
Original songs as well as adaptations of traditional songs that relate to the storyline are
sung together to reinforce the vocabulary. Sometimes pupils are required to substitute
words within the song, creating new lyrics.
x.
Do and Show - Performance Tasks
Performance Tasks appear in each unit of study. These enable learners to demonstrate
the knowledge they have learned by applying that knowledge in the form of a creative
authentic task. Some tasks require pupils to work independently while others require
pair or group work. Checklists are provided for pupils to monitor their work.
xi.
Let's Practice
Practice exercises appear at the end of every lesson. These provide pupils with an
opportunity to practice new vocabulary and language structures independently. These
exercises can be done in class or as homework. The listening and phonics activities must
be done in class, as part of the lesson procedure. It is of extreme importance to check the
Let's Practice exercises in class with pupils before going on to the following lesson.
xii. Reflection
The teacher asks pupils to stop and reflect at the end of every lesson. The teacher leads
a discussion of issues that occurred in the lesson and which are relevant to pupils'
personal experiences.
VI. TEACHING NEW WORDS AND LEXICAL CHUNKS
•
New words and lexical chunks that appear in the reading and listening passages are
presented to the class explicitly using visual aids when possible. Some words are glossed
(marked with *) in order to make the text more accessible to the learner. These words are
not taught explicitly. The words to be taught explicitly for production appear under the
line at the bottom of the page and in the tables of objectives in every lesson.
•
Words and lexical chunks are always taught within the context of the stories or texts
in the lesson. Practice of the newly acquired vocabulary is provided through re-entry
throughout the book, so that pupils have opportunities through reading, speaking, writing
and listening activities to actively use the new language. Pupils become aware of language
patterns through these experiences and multiple exposures to authentic language.
11
