How the Hyperlinks Function

An explanation of how the hyperlinks work.

If teachers are now reading the single file of the digital resource book and are looking for some verb review fill-ins, they only need to click on the hyperlink Review_of_Tenses_1-6.doc and six different exercises will appear ready to be printed for class use either in a booklet or separately. To do the correcting, they click on Review_of_Tenses_1-6_Key.doc to get all of the keys together. They also exist in separate files. It is best to teach the students to use the "active pairwork correcting technique,"

If teachers are interested in a short introduction to the English course, in that case, they can click on an "adaptable" file cf. Yr1_Course_3p_Expl.doc, and they will see on their screens a 3-page document they can download, modify as they wish and then print up for their students. I have included a version of the same file in French cf. Yr1_Course_2p_Expl_Fr.doc if teachers need to explain to their French-speaking administration the course they are planning to set up.

There is another more detailed explanation of the course to be found in a document intended for students cf. Yr1_Course_4p.doc, which is "modifiable." A two-page curriculum for the 1st year course might inspire teachers needing to write out a syllabus cf. Yr1_Curriculum_2p.pdf. The latter is a "pdf" document, but there is also a "modifiable" one-page curriculum for the 1st Term of the 1st year course cf. Yr1_Curriculum_T1.doc where teachers add, take away, or modify any parts. In a different section, there is a one-page curriculum for the 2nd Term of the 1st year course cf. Yr1_T2_Syllabus_Curriculum.doc that again teachers may use for inspiration and modify to meet their requirements.

I recommend that readers take a look at the suggested calendars available both as examples (PDFs) cf. and as work documents to be used as digital calendars cf. Yr1_Calendar_V1.doc and Yr1_Calendar_V2.doc. Teachers will quickly understand how to change the dates by copying the numbers of a column and replacing them starting with the right day of the week. In a nutshell, an updated calendar and study program can be produced in less than a quarter of an hour. Finally, readers are invited to watch one of several PowerPoint presentations. The first one is on the "Quality Time Concept" and can be accessed by clicking on the hyperlink that follows cf. QualityTime.ppt.

Teachers may wish to have their students do projects using PowerPoint. They can read the chapter on oral presentations in the classroom and click on the numerous hyperlinks that are offered. First, they will see an example they I have concocted myself based on information concerning the global warming threat that is endangering the environment cf. Project_Global_Warming.ppt. Secondly, teachers can look at presentations put together by some of my former students. Here are two examples among so many interesting ones cf. Project_Rabbit_Robot.ppt and Project_Palm_Island.ppt.

Teachers can also go directly to the tree structure and choose the examples they like the best. They can search for all the .ppt files available and select the one they would enjoy showing their students. Of course, it is best to refer to the chapters where I explain how I introduce this activity and to prepare the students linguistically for their classroom presentations during several sessions by using documents such as:

  • 1_Project_Assignment_HPO.doc
  • 2_Project_Requirements.doc
  • 3_Project_PP_Instructions.doc
  • 4_Project_PP_More_Instruc.doc
  • 5_Project_PP_Extra_Advice.doc

These instructions should be combined with the oral comprehension exercise below, which is composed of a fill-in exercise, a key for self-correcting and file with the audio recording file:

  • The_Iceberg_Arrives.doc (worksheet)
  • The_Iceberg_Arrives_Key.doc (Key to fill-in exercise)
  • The_Iceberg_Arrives.mp3 (audio recording)

And a written gap-filling exercise:

  • Will_Deserts_Drink?.doc
  • Will_Deserts_Drink?_Key.doc