Teacher Book

Acadsoc New Classic English Series

阿卡索新经典综合英语系列

©Acadsoc Ltd. All Rights Reserved.

 Contents
1. Introduction 3. Course structure – 2A & 2B
a) Course features a) Knowledge lesson (A)
b) Scope & Sequence b) Practice lesson (B)
c) Trial lessons c) Review lesson
2. Course structure – 1A & 1B
a) Dialog lesson
b) Grammar lesson
c) Review lesson
d) Speaking practice lesson
 Back to
Contents

1
Introduction

The Acadsoc New Classic English is a series of major courses

to consolidate and improve comprehensive English ability in the
adult curriculum system of Acadsoc.
 Back to
a) Course features Contents

The Acadsoc New Classic English Series provide standard American pronunciation
with audio recordings for students.

▲ Acadsoc New Classic English 1A & ▲ Acadsoc New Classic English 2A &
1B 2B
 Back to
a) Course features Contents

In Acadsoc New Classic English, language points are integrated into contextual
dialogs and texts in a way that students are able to construct meaning based on
their own experiences.
Language points are explained in detail in each lesson, with both English and
Chinese explanations provided.

▲ Acadsoc New Classic English 1A & ▲ Acadsoc New Classic English 2A &
1B 2B
 Back to
a) Course features Contents

Throughout the series,

students are trained Listening Reading, Learning
adequately in all four and Understanding
basic language skills:
listening, speaking,
reading, and writing.
According to theories in
second language
acquisition, language
input includes listening
and reading, while
language output
includes speaking and
writing. Therefore, each
lesson is organized in the Writing
Speaking
input-output order.
b) Scope & Sequence Back to
Contents

Acadsoc New Classic English Series

Course 1A 1B 2A 2B 3A(Planning) 3B(Planning)
Dialogs 124 / /
Texts 20 96 60
Vocabulary About 600 About 800 About 1000
Phrases/Sentences About 300 About 400 About 350
Grammar points About 36 About 36 About 40
Discussion topics 144 192 120
Pre-intermediate students who Intermediate students who
Beginners who want to
want to consolidate and have a good command of
Target population accumulate basic English
improve their integrated English English and want to develop
knowledge in a short time
ability fluency

Acadsoc L1-L3 Acadsoc L4-L6 Acadsoc L7-L9 Acadsoc L10-L12

Difficulty
CEFR A1 CEFR A2 CEFR B1 CEFR B2
 Back to
c) Trial lessons Contents

Acadsoc New Classic English 1A/1B

Acadsoc New Classic English 1A/1B each has three trial lessons.
Trial lessons don’t differ much from VIP lessons, except for fewer contents.
Therefore, you may spend more time on knowing the student and interacting
with him/her during trial lessons.

Course Trial Lesson Topic

Trial Lesson 1 Excuse me!
Acadsoc New Classic English 1A Trial Lesson 2 Is this your...?
Trial Lesson 3 Which book?
Trial Lesson 1 The way to King Street
Acadsoc New Classic English 1B Trial Lesson 2 What did they do?
Trial Lesson 3 Carol's shopping list
 Back to
c) Trial lessons Contents

Acadsoc New Classic English 2A/2B

Acadsoc New Classic English 2A & 2B each has two types of trial lessons: Mixed
Lesson (A)+(B) and Knowledge Lesson (A).
Mixed Lesson (A)+(B) engages both knowledge and practices in one lesson. The
content of Knowledge Lesson (A) don’t differ much from VIP lessons, except for
fewer contents. Therefore, you may spend more time on knowing the student
and interacting with him/her during trial lessons.
Course Trial Lesson Topic
Trial Lesson 1 - Mixed Lesson (A)+(B) Do you speak English? (A)+(B)
Acadsoc New Classic English 2A Trial Lesson 2 - Knowledge Lesson (A) Always young (A)
Trial Lesson 3 - Knowledge Lesson (A) One man in a boat (A)
Trial Lesson 1 - Mixed Lesson (A)+(B) A pretty carpet (A)+(B)
Acadsoc New Classic English 2B Trial Lesson 2 - Knowledge Lesson (A) Taken for a ride (A)
Trial Lesson 3 - Knowledge Lesson (A) Reward for virtue (A)
 Back to
Contents

2
Course structure – 1A & 1B

Acadsoc New Classic English 1A & 1B each consists of 80 lessons

in 6 units. There are three types of lessons in each unit: dialog
lesson, grammar lesson and review lesson, along with two speaking
practice lessons.
 Back to
a) Dialog lesson Contents

A. Warm up

Dialog lesson begins with a brief introduction question with illustrations related to the
class topic.
 Back to
a) Dialog lesson Contents

Teaching instruction 1
According to Krashen’s Affective Filter Hypothesis, negative emotional responses
like anxiety and boredom prevent efficient processing of the language input.
Therefore, you can start the lesson with small talk about students’ daily life to
build a relaxing and positive learning environment. Please do not spend too
much time on warm-up. The suggested time is given on the top right of each
page.

To better prepare students for further learning, you can then lead them to talk
about the question given on the page.
 Back to
a) Dialog lesson Contents

B. Words
This part presents key words of the text with their K.K phonetic symbol, part of
speech, and Chinese meaning.
 Back to
a) Dialog lesson Contents

Teaching instruction 2
When you teach the new words, please enunciate them and show the motions
of your mouth/tongue/breath for students to imitate. You can also zoom in the
window of your webcam and use gestures to show your students the
techniques in pronouncing the words. Besides, you can remind them to
memorize the pronunciation of each syllable.

If necessary, you may make sentences with new words to help your student
learn the use of each word. As for the exercise, the words in red will disappear
one at a time when you click the Exercise button. Students are expected to
say the missing words based on their phonetic symbol, part of
speech, and Chinese meaning to examine their understanding.
 Back to
a) Dialog lesson Contents

C. Dialog – Listen & Read

This is where the main content of dialog lesson is delivered. First, a listening
objective is provided by setting a question related to the dialog.
Then the full dialog is given on the next page.
 Back to
a) Dialog lesson Contents

C. Dialog – Learn & Practice

In this part, the major language points are given. Teacher reads, explains and
encourages student to make new sentences with the language points.
Then there is an exercise for student to rethink about what they have learned.
 Back to
a) Dialog lesson Contents

Teaching instruction 3
According to the theory of Communicative Approach, learning language
successfully comes through having to communicate real meaning. For adult
students, learning a foreign language is for self-improvement and practical use,
therefore, the main focus of this lesson is to develop their English communication
skills through a large amount of speaking practice. To increase their language input,
authentic materials are provided to simulate the situations students may encounter
everyday.

To help students to consolidate the knowledge points, interactive exercises are

provided. Please try to be patient with your student when instructing him/her to
do exercises. If the student is not familiar with the tool bar in ClassIn, you could
refer to the picture on next page and make timely and direct corrections.
 Back to
a) Dialog lesson Contents

How to use tool bar in ClassIn

 Back to
a) Dialog lesson Contents

D. Review
Students are expected to recap what they have learned in the lesson.
 Back to
a) Dialog lesson Contents

Teaching instruction 4

A brief summary is very important for students to recap what they have learned
before finishing the lesson, so please lead them to read the language points
AFTER CLASS.

Compared to students under 18, adult students are more certain about their
language level and learning goal. Therefore, it is necessary for you to talk to
them about their doubts and expectations for the course in order to give them
useful advice on improving their language proficiency. Besides, please carefully
listen to their feedback and remind them to leave five-star reviews if they are
satisfied with the lesson.
 Back to
a) Dialog lesson Contents

Teaching instruction 5
Content-based instruction(CBI) is a significant approach in language education. Learners
are exposed to a considerable amount of language through stimulating content. Central to
CBI is the belief that learning occurs not only through exposure to the teachers' input, but
also through the interations. Accordingly, it is important for teachers to give students
voice to express their thoughts.

Besides, Keeping students motivated and interestd are two important factors underlying
Content-based instruction. Teachers can use stimulating content instruction and materials
to keep learners interested and motivation high which help them make greater
connections with learning materials. For example, teachers can stimulate the classroom as
the train carriage to make a conversation between passenger and the conductor in order
to practice the dialogues in Trial Lesson 1 of Acadsoc New Classic English 1A.
 Back to
b) Grammar lesson Contents

Similarities and Differences with Dialog Lesson

Grammar lesson and dialog lesson takes turn to appear in the course, with the
exceptions of review lesson and speaking practice lesson.
Grammar lesson and dialog lesson are highly similar, but major language points in
the "Learn" section are much more grammar-based in a grammar lesson.
The order of "Read" and "Learn" is reversed in the grammar lesson, so students can
learn the grammar knowledge before reading the related text/dialog.
The "Words" section is incorporated into the "Listen" section in a grammar lesson.
 Back to
c) Review lesson Contents

The review lesson is at the end of each unit. It is divided into four section: Texts,
Words and Expressions, Grammar Points, and After Class.
In the "Texts" section, selected texts from dialog lessons in the unit are presented,
with major language points and key words being highlighted.
The "Words and Expressions" section also consists of selected texts from dialog
lessons in the unit, with the addition of corresponding audio and key words in
blanks (answers are provided).
 Back to
c) Review lesson Contents

The "Grammar Points" section includes all grammar knowledge taught in the unit.
In the "Texts" section, selected texts from dialog lessons in the unit are presented,
with major language points and key words being highlighted.
The "After Class" section is a collection of every key word and major language point
(grammar knowledge in grammar lessons appear in the "Grammar Points" section
instead). This section is designed for students to read after class, so it is not
included in the 25-minute class period.
 Back to
d) Speaking practice lesson Contents

In the speaking practice lesson, students will improve speaking skills by going
through different situations.
There are two speaking practice lessons in total: one Mid-term Speaking Practice
(Lesson 38) and one Final Speaking Practice (Lesson 80).
 Back to
Contents

3
Course structure – 2A & 2B

Acadsoc New Classic English 2A & 2B each consists of 100

lessons in 4 units. There are three types of lessons in each unit:
knowledge lesson (A), practice lesson (B) and review lesson.
 Back to
a) Knowledge lesson (A) Contents

A. Warm up
Knowledge lesson (A) begins with a brief introduction to each text, an illustration,
and several questions in order to help students to know the situation.
Teaching instructions refer to Page 11.
 Back to
a) Knowledge lesson (A) Contents

B. Words
This part presents key words of the text with their K.K phonetic symbol, part of
speech, and Chinese meaning.
Teaching instructions refer to Page 13.
 Back to
a) Knowledge lesson (A) Contents

C. Text
This is where the main content of knowledge lesson (A) is delivered. First, a listening
objective is provided by setting a question related to the text. Then in the next page,
[2A] language points are extracted from the text and are explained both in English
and Chinese; [2B] long sentences are analyzed with examples.
Teaching instructions refer to Page 16.
 Back to
a) Knowledge lesson (A) Contents

D. Summary/Comprehension
A list of summative questions are provided for students to improve their
information-extracting ability and help them consolidate vocabularies and language
structures.
Four text-related questions are provided for students to check students'
undersatnding of the story, and improve their ability to structure complete sentences.
 Back to
a) Knowledge lesson (A) Contents

E. Review & Extra exercise

Students are supposed to recap what they have learned in lesson (A). They may
take an extra exercise if time permits.
 Back to
a) Knowledge lesson (A) Contents

Teaching instruction 1
In the review part, go over the words and expressions students first, and kindly
remind them of knowledge review and exercises AFTER CLASS.

For some students with good English proficiency, you can have them do extra
exercise if time permits. In order to prevent grammatical errors like *Where he
went?*, Ask me if… exercise is exclusively designed as two kinds of questions:
yes/no question & wh-question in Unit 1&2. From Unit 3 onwards, students can
enhance their ability to join simple statements into compound ones through
composition exercises. Retell and writing excercises aim at improving students'
speaking and writing ability.

Before finishing the lesson, you can give comments with constructive advice on
students’ learning performance and encourage them to leave five-star reviews if
they are satisfied with the lesson.
 Back to
b) Practice lesson (B) Contents

A. Recall
Practice lesson (B) begins with a recall exercise to draw forth the text from
Knowledge lesson (A).
 Back to
b) Practice lesson (B) Contents

Teaching instruction 2
Since the students taking this lesson have already learned the text in lesson (A),
there is no need for further explanation. You can encourage your students to
complete the story in their own words. Their answers do not need to be exactly
the same as the original text.

To better prepare students for the following practices, you can then lead them
to read the text, or ask questions related to the topic. It’s advised to start the
lesson with small talk about students’ daily life to build a relaxing and positive
learning environment. Please do not spend too much time on warm-up. The
suggested time is given on the top right of each page.
 Back to
b) Practice lesson (B) Contents

B. Vocabulary
Various exercises are designed to help students consolidate their vocabulary and
language structures.
 Back to
b) Practice lesson (B) Contents

Teaching instruction 3
The purpose of vocabulary exercise is to train students to use these words in
real-life situations. For adult students, learning a foreign language is for self-
improvement and practical use, therefore, the main focus of this part is to learn
vocabulary fast and effectively.

The blank-filling exercise is based on the text from lesson (A) and is designed to
test students’ comprehension for specific language points, while sentence-
making exercise is to examine their ability to put what they learn in use. It is
important to induce them to give answers and make timely and direct
corrections if any errors occur.
 Back to
b) Practice lesson (B) Contents

C. Key structures/expressions
This part is a brief explanation of the main grammar points/key expressions in
the text. Simply mention the technical term and focus more on sample sentences
and exercises.
 Back to
b) Practice lesson (B) Contents

D. Retell
This section consists of a list of numbered notes which form a summary of the
text from lesson (A).
 Back to
b) Practice lesson (B) Contents

Teaching instruction 4

Present the numbered notes and ask the student to retell the story. Give your
student one or two minutes for preparation. This offers the student semi-prepared
practice in speaking.

Since this part mainly develops students’ speaking skills, fluency should be the
primary learning focus, it is preferable not to interrupt students’ speaking for error
correction. You are expected to show your enthusiasm and facilitate students to
answer in giving complete utterance. Also, you could remind them of the minor
mistakes in an indirect way to encourage self-correction.
 Back to
b) Practice lesson (B) Contents

E. Discussion
In this part, students need to express their own opinion in a conversation on
relevant topics.
 Back to
b) Practice lesson (B) Contents

Teaching instruction 5
Students are supposed to express their own ideas in a free talk. It is acceptable
if they can only make one or two statements about the topics in the beginning.
The complexity of utterance should grow with the development of their
speaking skills.

In order to promote students’ opportunities for extended oral discourse,

teachers are advised to ask more ‘Initiation-Response-Feedback/Follow-up (IRF)
Questions’, such as some open-ended/referential questions: ‘In what situations
will you feel under pressure?’ These kind of questions have a positive effect on
classroom discourse and allow students more chances to express his/her own
opinion.
 Back to
b) Practice lesson (B) Contents

Teaching instruction 6

• The picture on the right shows Bloom's Taxonmy of

Congnitive Domain, which involves knowledge and the
development of intellectual skills.
• As you can see, among all the stages, teachers need to
play the lead role and provide help for the students to
find out some detailed information in the first two stages.
• But as the students' language level goes up, you should
have the students take initiative and give them more
chances to apply and analyze the knowledge.
• One way that helps students of different levels improve
their thinking skills is to ask apporpriate follow-up
questions. Questions for each stage are listed for your
reference.
 Back to
b) Practice lesson (B) Contents

F. Review
The review page is provided to recap key structures/expressions from practice lesson (B).
Teaching instructions refer to Page 19.
 Back to
c) Review lesson Contents

There is one review lesson in each unit. It wraps up tenses, grammar points, and
glossary of the whole unit. It is designed to test students’ mastery of vocabulary
and key structures learned from the previous (A) & (B) lessons.

Note: Detailed descriptors of supportive teacher-student talk are listed on the next page.
 Back to
Contents
Teaching Tips For Online English Teachers
1. Get to know your student.
It's important to get to know your learners to find out what their interests are, what they want to learn,
and what they are good at in English and what they are not good at. This will help you to plan lessons to
meet your learners' needs.

2. Planning is key but have a back-up plan.

Make sure that you plan thoroughly and that you anticipate possible problems so that you are prepared
when things go wrong or don't work as you planned.

3. Plan fully and make sure there is a variety of different materials.

In the classroom, a teacher can be dynamic and learners can move around, maintaining a good pace to
the lesson. In the digital classroom this isn't possible, so a teacher needs to plan to fill every minute of the
lesson and to make sure there is a good variety of activities and materials to help vary the pace.

4. Review the teaching materials beforehand.

Make sure you're familiar with the teaching material, so you exploit it in a way that ensures you achieve
the learning goals.
 Back to
Contents

Descriptors of supportive teacher-student talk

1. Extend teacher-student exchanges by asking follow-up questions that can lead to active
student participation and negotiation of meaning.

2. Give student time to think and hold back from immediately providing the desired
wording.

3. Use the student’s wording as a basis for modeling and reformulating new language to
make his/ her language more complete and explicit.

4. Have student explain orally how he/ she solved a problem to check on the reasoning
process and recast what the student has said.

5. Listen to what the student is saying (not only for the “prescribed” answers you have in
your head) and respond accordingly.

6. Keep a good balance between “open” and “display” question.

 Thanks for reading!
Acadsoc New Classic English Series
阿卡索新经典综合英语系列

©Acadsoc Ltd. All Rights Reserved.