Preface
How to use this book

Introduction


 "The Way Ahead" is a workbook. It is a means of noting, storing and working on ideas, as well as being the initial catalyst for those ideas. There are therefore a number of pages which are left fairly blank, so that they can be used in this way. If students are encouraged to see the book in this way, problems related to lack of note-paper, note-books, last week's handout, etc., can be significantly reduced. On this topic, it can be useful and motivating for students to have a portfolio folder in which to carry the book, writing/editing tools, and Project records, such as the ongoing Cassette Journal, texts, photographs and video-recordings.

Content

 The teacher is the "resident expert" in the classroom, who can diagnose the learning needs and language problems of his/her students. The Project format provides a setting in which this counseling can happen, without the restrictions of having to present prescribed content irrespective of actual student needs. Teachers are therefore free to match their own input to the needs of their learners, and to offer them whatever they feel is appropriate. This might include for example a visit to a language resource such as a Language Laboratory, in order to study a pronunciation tape, to watch a News Video, or to make a personal cassette tape. On the other hand the teacher might feel that a group of students could benefit by performing on-line interactive English exercises on the Internet. Whatever the situation, the teacher is there to offer advice and to suggest ways of coping with problems. 

The Framework

 Students are usually aware of their learning problems, but are often unsure as to how to solve them. The process of involving them in their own learning decisions and helping them to become successful learners therefore needs careful and sensitive preparation on the part of the teacher. The Units in "The Way Forward" are designed to facilitate such an approach, and while keeping the format as open as possible for those who have the confidence to proceed, also provide a more structured approach for those who need more direction and preparation.
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"Introductions"

 The book has two Introduction sections (before Projects 1 and 5) which focus attention on student needs, learning goals and learning strategies. By asking the students to research these aspects themselves (rather than or in addition to the teacher performing a Needs Analysis of the class) it is hoped to raise student awareness of the factors involved in learning effectively and independently. These Introduction sections both lead into a consultation session with the teacher, in which goals, learning problems and study plans can be discussed.

"Evaluation Sessions"

 Interspersed between the Projects are four reflective Evaluation sessions, which are further opportunities for students to assess and talk about their language skills and study plans. They are therefore learning "landmarks"; places at which to stop and take stock of the present situation. As well as performing the required activities, students can also talk to the teacher about their learning goals and achievements, though this will probably be happening more informally during the lessons themselves.

Projects - "Schedules"

 There eight Projects in this book focus on different aspects of English (e.g. Job-applications, Interview English, Business English, Presentation English, Public Speaking, Conversational English, Reporting Events), and use either a performance-based or presentation-based format. Every Project has two plans of action, the first of which ("Project Schedule") is a blueprint, suggesting stages that need to be gone through in the preparation and completion of the Project. Students who possess sufficient linguistic and organizational skills (as well as self-confidence), will be able to proceed with this plan from the start. The second plan ("Alternative Schedule") is more controlled, gradually introducing the idea of Project-work, and providing activities which can be easily developed further and which thus promote the Project approach. These activities can be used in a number of ways: i) as a study-base; ii) to offer new ideas when students find themselves lost for direction; iii) to help students gain confidence in decision-making; iv) to lead into Project work.

1. "Project Schedule"

 Independent Project work requires organizational skills, and students need to appreciate that there is a sequence of stages that they need to go through. The Project Schedules in this book follow a general plan, promoting the development of such skills:

  • introduction;

  • preparation (assignment of roles and responsibilities);

  • data collection (surveys, interviews, questionnaires, research);

  • data arrangement (editing, drafting);

  • rehearsal;

  • performance;

  • assessment.

  • reflection

"Content 1" "Brainstorming"

 "Brainstorming" is an important part of decision-making, and is presented in a number of ways in different Projects. Once students are familiar with this concept, they should be quick to use it productively, as a useful tool in the preparation process.

 "Content 2"  "My Role" Report Sheet

 This is one of the recurring worksheets which provide students with templates for the management of their responsibilities within the group. This one helps the student to make a note of the role assigned to him/her, the things that have to be done, and the results that are to be achieved. From this point on, these items are the student's responsibility, and reflect the focus on learner-autonomy that is behind much of the ethos of Project-work.

 "Content 3" "My Notes"

While being open in format, the book attempts to introduce organization into learning, and this worksheet template (appearing at the end of each Project) helps students to make notes on new language, as well as to continually re-assess their goals and learning plans.

"Content 4" "Project Notes"

This is another work-template (often appearing when "Project Rehearsal" is suggested in the Lessons plan), on which students can make notes about their own contribution to the final performance. This will often involve writing down the actual words that the students will say in the Project, but the purpose is to provide more scope for planning and rehearsing.
"Content 5" "Assessment" Sheets

 At the end of each Project, students are asked to fill in a progress-assessment ("How is my learning?"), to assess each other's performances ("How was the Project?") and to assess their own participation and effort in and out of class ("My Project-Assessment"). All of these sheets are in the "Study Bank" at the back of the Student Book. Some Projects contain additional assessment sheets which can be used in addition to these ongoing items. Within the cycle of "Input/activity/output", it is necessary to have informed feedback on individual performance - "What worked well?" "What didn't work?" "What would I change if I did this again?" "What was my learning problem?" "What do I need to improve?" "What do I need to work on next?" These sheets offer a time for pause at the end of each Project, when students are invited to think about their learning and to make plans for future study and development. 

"My Attendance Sheet" ("Study Bank") is a valuable example of ongoing self-assessment, and should be filled in by each student every lesson. If late or absent, they should write the reason for this on the sheet. It is important that students take responsibility for every aspect of learning and become accountable to themselves, and this can be discussed in the Evaluation Sessions, to which the students will take their books and at which their levels of participation and accountability can be examined and matched against stated learning goals.

"Content 6" "Cassette Journal"

 An aural record of personal impressions concerning the course of study and individual improvement can be a useful learning tool. Students are therefore asked to make a cassette tape of their ideas during the course, and to add items whenever they wish. Each Project also contains a suggestion for an extra addition to the Journal. These tapes can be referred to by the teacher in ways that become appropriate (assessment, counseling, etc.) and students are asked to bring them to the Evaluation Sessions. They are also indicators of progress during the year and can be useful (and diverting) self-assessment tools for the students. For this reason, the tapes should be added to regularly.

 "Content 7" "Homework"

 Every Alternative Schedule contains a number of homework assignments. These have been designed to help students to develop important language skills through self-study and to become accustomed to doing so, on the road to becoming independent learners. Some homework assignments also involve students in working through questionnaires about learning skills and strategies, and are part of the overall emphasis on learner-training. It is recommended therefore that students be directed towards the homework assignments regardless of which schedule they are. Having said that, it can be good for the teacher to "stand back" from rigorously requiring the work to be done, and to view such assignments as "learning opportunities" which the student must decide whether or not to take on.

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