LFO Teacher's Guide - Book - Page 13
The questions in early units (1 and 2) are weighted towards the easier tasks; as students
become more proficient, the questions become more difficult. The Unit 5 and 6 question sets
contain more definitions, as well as new contexts.
In the Check It! stage, teachers can test students’ understanding of a specific word list, or of
the words from a unit. In the Check It! stage students only receive one chance to answer each
question correctly. Again, these questions are randomized, so students can test and retest
their knowledge.
The EA Movie Player is English Adventure’s proprietary digital player for interactive comic
strips.
A range of features provide a customizable and dynamic teaching/learning opportunity.
The EA Movie Player’s features are:
• Playback: Start-to-finish/frame-by-frame
Play the movie from start to finish, or frame-by-frame
• Variable playback speed control
Playback slider allows you to speed up/slow down playback speed for learners of
differing abilities
• New vocabulary highlight and translation On/Off
Turn vocabulary tool ON to highlight new vocabulary words and provide mouse-over
translation
• Audio playback On/Off
Turn audio playback OFF to allow students to predict or narrate the story for
themselves
• Visuals On/Off
Provide aural-only scaffolding of task prior to aural-visual playback
ii. Let’s Think and Talk! / Let’s Talk! / Let’s Rap!
Teaching Oral Language and Speaking Activities
Speaking and practicing oral language is vital to language acquisition. In Let’s Find Out there
are plenty of speaking activities throughout the book. It’s very important to do these activities
and take full advantage of them. Having a variety of speaking activities will encourage all the
students to talk and even the ones who feel shy or apprehensive about speaking up will feel
more comfortable.
Some suggestions:
•
Class discussions: Keep in mind that many times in a class discussion, not all the
students get a chance to talk. Try to keep track of who spoke and to encourage the
others to speak as well. Make sure no one student dominates the conversation. Have
students respond to their classmates’ comments by saying things like, “I agree with… /
I don’t agree with”; I also believe that… / In my opinion… / X said… and I think… . In this
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