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INTRODUCTION TO
BOOKS 7 AND 8
Books 7 and 8 build upon the foundation laid by Books 1-6 in the series.
While we will revisit all the dialog functions, grammatical structures, vocabulary and pronunciation sounds of the first six books, we will present them in new ways.
Students will engage the above mentioned once more, this time in settings more befitting the higher level of understanding they have acquired through completing Books 1-6.
So, while the general idea is revision, the emphasis is not so much on “re-do”as it is on restock and replenish.
Books 7 and 8 can be seen as a bridge between the standard established in the first six books and what can be expected in advanced High School level English.
Our goal is to ready each student for what lies ahead.
To this end, we will improve upon the resources we have already provided in the previous three years, while imparting new skills and techniques, and always in an easy-to-understand, step-by-step fashion.
In Books 1-6 we laid the foundation and sowed
the seed.
In Books 7 and 8 we harvest and build.
BOOK 7 TOPIC MAP
Each topic consists of three readings relating to that theme.
Each reading contains messages or morals relating to the topi
Unit 1 ~ 3
Units 1~ 3 focus lessons around the theme of honesty. The tales of these three units revolve on integrity, promises, and sincerity.
In unit 1, the story is about a wise man that refuses to give advice to someone until he himself follows his own counsel.
The narrative in unit 2, describes how a princess learns of the benefits of abiding by a promise made. Even if keeping a promise is too troublesome.
And in the 3rd unit, a student realizes her mistake and downfall of telling lies to gain victory during a student election.
The singular message of the 3 tales may enthuse upon the students the principles of honesty and integrity. These lessons may have the benefit of promoting and impressing the importance of genuineness to others in life.
Unit 4 ~ 6
Hard work and perseverance are keys achieving success, but so is sharing and cooperation. The basis of the stories in units 4 – 6 illustrates how success was obtained through
collaboration and benevolence.
In unit 4, a farmer who shared is special corn seed with his neighbors, garnered victory every year at a contest.
In unit5, Two competitors in the Special Olympics with great desires to win collected a different type of triumph when they both helped a fellow competitor that had fallen during a race.
In unit 6, two countries that were ‘enemies’ came together to save the lives of two whales trapped beneath the ice in Alaska.
The intent of the stories of units 4 ~ 6 is to highlight to the students the importance and advantages of cooperation, teamwork, and goodwill. Perhaps this will inspire the students to help one another and work together on the road to success in English.
Unit 7 ~9
The intent of units 7 – 9 is to put across a message of the value of kindness. Generosity and caring towards others will always bring a person immeasurable rewards in his or her life.
In unit 7, a poor orphan girl’s kindness and generosity is
rewarded with the ability to turn stone in to gold.
A caring and philanthropic businessman from Switzerland desire to end the suffering of others resulted in a legacy that is called The Red Cross is the narrative in unit 8. The reading passage in unit 9 is about a study that reveals helping others benefits you. It cures depression and extends lives.
Through the lessons, students may be motivated to volunteer and assist others. The students that are better at English may even be inspired to help others in the class that are having difficulties with the language!
BOOK 8 TOPIC MAP
Each topic consists of three readings relating to that theme.
Each reading contains messages or morals relating to the topic.
Unit 1 ~ 3
Units 1 ~3 focus lessons around the theme of peace. The narratives of these three units center on seeing, creating, and promoting peace, cooperation, and harmony.
In unit 1, the story is about a king that identifies peace in a painting that initially appears violent.
The anecdote in unit 2, describes how a group of students realize the foolishness of disagreements and begin to collaborate in peace and harmony to achieve a singular goal.
And in the 3rd unit, a carpenter builds a bridge to return peace and amity between friends that were separated by a rift due to jealousy.
The singular message of the 3 tales may instill to the students the principles of teamwork, mutual aid, and understanding. This is especially important when learning a new language in a classroom environment because of the different levels of language ability of each student within the class.
Unit 4 ~ 6
Hard work, perseverance, and determination are all important factors in realizing your dreams and achieving success. The premise of the stories in units 4 – 6 describes the pursuit of dreams and the manners in which to attain them.
With hard work and talent, a young man from a poor family realizes his dream of a university education on his way to becoming an engineer
In unit 4, the road to success is never easy, but it isn’t complicated either.
In unit 5, a girl learns the secrets of fulfilling her ambition from someone who has already attained success.
In unit 6, a young woman never gave up on her goal of becoming an Olympic champion even though she was inflicted with a physical disability.
Attaining fluency in any new language is difficult, and as with any aspiration, it requires dedication, resolve, and desire. The intent of the stories of units 4 – 6 is to inspire the students to be tenacious and unwavering in their pursuit to master and command the English language.
Unit 7 ~9
The intent of units 7 – 9 is to convey a message around the principle of attitude. A person’s attitude towards other people and environment is a significant factor in the pursuit of happiness and prosperity in life.
In unit 7, an experienced carpenter, building his last house before retirement, felt cheated. Therefore he developed a bad attitude towards his work and his boss. This caused him to become lazy and careless in his work. In the end, he only deceived himself because the final house he was constructing was a surprise retirement gift from his boss.
People tend to find what they are looking for. If someone looks for the best in people, that is what he or she will find. Conversely, if someone looks only for the worst in people, the worst is what will be found. Unit 8 has a story about a couple that only sees the best in others, so they were happy. While a man saw only the worst, so he remained miserable.
The reading passage in unit 9 is about a study that shows optimists are muchhealthier and successful than pessimists. Optimists lived longer, while pessimists suffered ailments such as heart attacks due to their poor attitude about life.Moreover, people who have optimistic views of the world tend to thrive.
In learning, attitude is an important aspect of gaining proficiency. Through the lessons the students that feel that they will fail in English will be inspired to change their attitude to become optimistic about their prospects of success in obtaining fluency.
HOW DOES A UINT WORK?
WARM-UP
We have chosen pronunciation as the main focus of the warm-up lesson, as we consider the practice of phonics to be like a stretching exercise, before tackling the heavier weights of listening, reading and writing.
Over the 18 units we cover the whole spectrum of sounds made by the English tongue:
- The broad range of vowel sounds —short and long; in digraph and diphthong.
- The consonant sounds falling as they do at the beginning, the middle and the end of words.
- The consonant digraphs and blends.
- Difficult pronunciation areas such as silent letters and contractions.
Pronunciation, however, is not where the warm-up lesson begins and ends. As well as the vocal chords the students' memory bank is called into play as they are asked to recall the large number of words that they already know.
The process is gentle:
listen – repeat – spell – interact – recall - write.
Under the sample pictures and words, there are ten to twelve pictures representing words which contain the day's chosen pronunciation sounds, with hints as to the spelling.
Each word is sounded on the tape, prompting the student to both repeat what he/she hears and spell out the word on the page.
Teacher-student interaction (prepared questions for the teacher to ask) combines with standard tape-student interaction to keep the lesson lively.
Finally, students can reach into their memory banks to pick out words that they have learned over the years, but perhaps don't use too regularly.
Words which have that day's pronunciation sound.
Ample space is provided on the right hand side of the page for their lists.
Lesson 1
Lesson 1 of each unit, entitled "Listen and Speak", focuses on training the student's ear, while advancing thekey dialog functions introduced in the first six books, with the overall view of sharpening students'conversational participation skills.
The key functions are presented in an interactive, step-by–step process which opens students up to real-life situational dialogs.
Each lesson (apart from lessons 3, 6 and 9) has two major dialogs.
The first dialog introduces the correct usage of the lesson's key functions, and is intended specifically as audio-training.
Students have no script for the first dialog, and must concentrate their listening ability on carrying out the TWO exercises related to the dialog.
The second dialog ("Conversations in Context") combines listening and communicative reading.
The "Conversations in Context" showcase real-life situations, and the dialogs are presented in everyday, peer-to-peer conversational language.
These conversations retain the same three characters throughout: Xiaohai and Xiaohong, classmates in Middle School; and Jennifer, a foreigner who attends their school.
Each lesson finds these three friends in situations where the Chinese students encounter different difficulties with their study of English; situations in which Jennifer needs explanation about life in China and aspects of Chinese culture; and everyday situations of regular teenage life.
The script for the "Conversations in Context" dialog is given in the textbook, bringing a communicative reading aspect to the lesson.
In each book, Lesson 1 of three Units (3, 6 and 9) has been selected for theme dialogs.
These dialogs present situations of a slightly different nature than those Xiaohai, Xiaohong and Jennifer encounter.
Immigration Control at the airport, the doctor's surgery, a tea merchant's store and other such environments provide the backdrop for these useful conversations and the exercises that go with them.
The theme dialog exercises concentrate on substitution, where alternative ways of speaking the major conversational functions are given.
Lesson 2 & 3
Lessons 2 and 3 are devoted to Reading (and writing) skills.
However, the layout of Lessons 2 and 3 differs between Book 7 and Book 8.
Book 7 introduces and practices the basic concepts of analytical reading and critical writing, while Book 8 takes those concepts to a higher level.
There are some similarities in layout and focus however.
- Each book is divided into three reading themes.
-The passages throughout the 18 units have been carefully chosen not just for their language-acquisition value, but also their intrinsic messages —of great importance in the development of young minds.
BOOK 7
Lesson 2: Pre-reading; Reading passage.
Lesson 3: Reading Comprehension; Cause and Effect; Basic Writing Skills; Discussion.
Themes
Book 7 contains three reading themes: Integrity, Teamwork and Helping Others.
Each theme comprises three readings, each of which carries a moral message relating to the Theme.
BOOK 8
Lesson 2: Reading Passage; Reading Comprehension.
Lesson 3: Vocabulary and Sentence Building; Guided Writing.
Themes
Book 8 contains three reading themes: Peace, Follow Your Dream and Attitude.
Each theme comprises three readings, each of which carries a moral message relating to the Theme.
LESSON 2 (BOOK 7)
READ AND THINK
Pre-Reading
Before embarking on the reading passage proper, Lesson 2 offers a pre-reading page, entitled "What's It About?"
This gives both teacher and students the opportunity to explore the possibilities of the reading passage in question, in the context of the theme, prior to reading.
Also taken into consideration is new vocabulary and some of the trickier sentence structures that will confront the students in the passage.
The Reading Passage
The nine interesting and meaningful readings (Word Count 260-280), under the umbrella of the three-unit theme, come in both fictional and factual form.
Of the five fictional passages, three are fable-like, while two are from a more modern and real perspective.
The four passages of non-fiction come by way of two true stories, a history, and a scientific report.
Both the non-fiction and fiction passages carry weighty topical messages, but never in a bluntly-stated fashion. The morals are slightly veiled with the aim of enticing students to grasp the deeper meaning by themselves.
A note on post-reading
Immediately post-reading we present a multiple choice question aimed at targeting the students' understanding of the overall meaning of the passage. This question acts both as a tool for the teacher to gauge the level of understanding in the wake of the first reading, and as an opportunity for the students to express themselves.
LESSON 3 (BOOK 7)
READ AND WRITE
Reading Comprehension
Post-reading, students are presented with two comprehension questions of the multiple choice variety.
The three incorrect answers are similar enough to the correct answer to ensure that students must take time in making their choice.
Cause and Effect
The Reading Comprehension exercise is followed by an examination of "Cause and Effect" in the passage.
Three examples of this phenomenon are given in the form of a selection exercise, so students are prompted to work it out for themselves.
Identification of "cause and effect" is a key skill of critical reading and one we hope to have trained students in, by way of this exercise, by the end of Book 7.
Forming Opinion
In an endeavor to stimulate students' minds to form and express opinions both about the passage itself and about topics relevant to the passage, we have included a Guided Writing (based on critical reading) exercise, and an Idea Exchange section, intended as a platform for debate.
Guided Writing
We aim to start developing students' writing skills from the outset of Book 7, and continue honing them right through to the end of Book 8.
We intend the approach to be gentle, easing the students in by showing them examples of other students' written work and asking for a little input.
The scale of input gradually increases throughout the two books.
Exchanging Ideas
At the end of the lesson, we offer the students some discussion starter points in the form of questions or statements, or both. Students will be encouraged to debate the central meaning and moral of the passage as it relates to the world at large and their own lives personally.
LESSON 2 (BOOK 8)
READ AND THINK
A note on pre-reading
Unlike Book 7, no specific pre-reading exercise is presented in the pages of Book 8.
It was felt that, space being at a premium, the other material which we did include was more important as content (than a specific pre-reading page).
This however, does not mean that pre-reading has been eliminated out of hand.
Pre-reading activities, designed to warm the students up for the passage, will be included as suggestions in the Teachers' Manual.
Such material will activate the students' background knowledge of the reading topic, and prime them for the vocabulary and pitfalls that lie ahead.
The Reading Passage
Book 8's nine readings (Word Count 260-280), much like those of Book 7, come in three sets of three- three to each theme.
Again, there is a mix of the real story and the short story.
Of the seven fictional passages, three are in classic fable form, while the remaining four are of a modern bent.
The two non-fiction passages come by way of a biography and a scientific report.
As in Book 7, each tale carries a significant moral message.
Reading Comprehension
Post-reading, students are presented with five comprehension questions of the multiple choice variety.
It was deemed important that the two incorrect choices resemble the third choice in such a way that the right answer is not immediately apparent. In other words, students will have to think twice before making their selection, and will be required to explain why the other two are not suitable answers.
LESSON 3 (BOOK 8)
READ AND WRITE
Building Vocabulary
As the level of reading passage ascends, new and difficult vocabulary becomes inevitable. At this stage of their English studies, students should become adept at dictionary use. We therefore present the passage's new vocabulary in such a way that requires the student to find out the meaning and pronunciation themselves. With the teacher on hand to deal with any difficulties, the intended method is self-study in a controlled environment.
Building Sentences
Coupled with the previous "dictionary assignment" exercise in Building Vocabulary, the Building Sentences exercise requires students to take that new vocabulary a step further. Having discovered each new word's meaning the student should then strive to place it in a relevant sentence. This exercise not only improves students' sentence making ability, but also reinforces the learning of the new vocabulary.
Forming Opinion
We aim to continue the writing skills tutorials we initiated in the "Forming Opinion" page of Book 7.
In Book 8, however, the process of guided writing has been stepped up.
Guided Writing
In Book 7, we gave students a piece of pre-written work (student level) based on the passage, and asked for a small amount of input.
Progressing through Book 7, students gradually discern what is expected in a written piece about a short passage.
Now, we only show them the notes that a student would take in his/her analytical reading of the passage (with a view to critically summarizing).
The student must take those notes and, with some guidance, collate them into a well-organized paragraph.
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