|
| Combined English |
|
|
| Part A - Textbook / Workbook |
| Section A1 |
|
| Teacher Page |
|
| Teacher guidelines |
|
| Method of teaching: |
|
| Oral coverage of all compulsory
modules is suggested before written expression. |
|
|
|
|
|
| Combined English |
|
| Picture Recognition |
|
| Poetry |
|
| Literature Prose – Values Consistent |
|
|
| Comprehension Questions |
|
| Oral and Written |
|
|
|
| Student Friendly Worksheets |
|
| Student friendly worksheets |
|
| In short modules |
|
| Increasing difficulty level |
|
|
| Theory at the bottom reaffirms concepts |
|
| Compulsory modules are followed by |
|
| Optional modules |
|
|
|
| Use of Multiple Intelligences
Is Integrated In The
Introduction Of Each Topic |
|
• |
Combines the objectives of teaching both language and literature*. |
|
• |
Accelerated and interactive techniques incorporated within the book focus a class on the development of oral / spoken English skills.
*There are plenty of short literature pieces and poetry in the MAXIM. We suggest, however, that literature be supplemented with a reading programme combined with the study of one or two classics a year. |
|
|
| Part A - Textbook / Workbook
Combined With Teacher Notes |
|
| Students colour a piece of My Log of Completed Work as they complete each module |
|
|
| Textbook Workbook |
|
| Teacher Reference Student Reference |
|
|
|
| MY LOG OF
COMPLETED WORK |
|
Each MAXIM English ClassBOOK provides ideas for the use of multiple intelligences with the use of, for example, interactive / kinesthetic methods that bring a lesson alive for the students. Language is taught through picture recognition of grammar concepts, patterns in poetry and prose and through exercises in short creative modules. Short stories are used to reinforce reading and communication and to develop both written and oral comprehension and expression. |
|
 |
|
| Benefits |
|
| Allows students to move at their own pace. Faster students are not held back. Minimum materials at the class level are clearly specified in compulsory modules.
Extra work is given in optional modules. Short modules build confidence at each step. |
|
|
| Provides |
| Differentiation within a topic |
|
| – a student who has understood a concept can do extra work in that topic |
| |
| Differentiation across topics |
|
| – does not classify students as overall “good” or “weak”. Focus is instead on details of topics in which a student is strong and or in which s/he needs to improve. |
|
|
|
|
