To the teacher
Textbooks are essential tools in the classroom but their effectiveness in making learning
experiences successful is greatly dependent on the way in which they are implemented. All
classes are made up of learners having different profiles and needs, and it is necessary to take
these into account while teaching. Teacher’s notes are interspersed in the Teacher’s book in
order to provide specific guidelines where required. This section details the various components
of the textbook and provides more comprehensive information to better support the teaching
process. Nevertheless, it must be brought out that the suggestions regarding teaching strategies
have to be considered and adapted in the light of the learners’ needs.
Communication Skills
The development of the listening and speaking skills are catered for through two or more
activities in each unit. These are entitled Communication skills: Listening activity,
Communication skills: Speaking activity, and Communication skills: Listening activity
and Speaking activity.
During the listening activity, pupils listen to an aural text that has been recorded - or that may be
read aloud by the teacher - and carries out a while or post listening activity. In the pre-listening
phase, introduce the text and pre-teach difficult vocabulary. It is recommended that pupils listen
to the text three times- the first time to familiarize themselves with the content, the second time
to carry out the while listening activity and the third time to check their answers. However, the
number of times they listen to the text may vary according to their needs. The duration of the
listening phase may also be determined by the teacher: if the text is deemed to be too long, it
may be tackled in two parts. Transcripts are provided in the Appendix in the Teacher’s Book.
The speaking activity requires pupils to express themselves on specific topics or in specific
situations. It is important to scaffold pupils by pre-teaching vocabulary and language structures,
as well as brainstorming on the topic/situation so that pupils can carry out the activity successfully.
It must be pointed out that communication skills are also developed through a spectrum of oral
activities in the other components and we strongly recommend that these be carried out as
indicated. It is understood that teachers with big classes face the challenge of ensuring that all
pupils have the opportunity to participate in oral activities. It is suggested that these activities
be staggered over several days, when required, so that a few pupils at a time carry these out
while their peers are engaged in reading or writing tasks.
Reading
The development of reading skills takes place through reading comprehension texts entitled
Reading for understanding and texts that are meant to be read silently and/or aloud for
pleasure and appreciation.
Reading comprehension texts are accompanied by pre, while and post reading activities.
Through these activities, the development of different reading strategies are targeted. It is to
v