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TG Questionnaire for Oxford Discover Replacement

Thank you for reviewing our Teacher’s Notes and answering this questionnaire. You have been
provided with:

 Sample Teacher’s Guide 1st page proofs (for Level 3, Unit 4)

For reference only:

 Sample Teacher’s Guide Introduction notes (for methodology reference)
 Student Book pages for Level 3, Unit 4 (sample)
 Workbook pages for Level 3, Unit 4 (sample)

Task:
 Please look through the Sample Teacher’s Guide 1st page proofs, then answer the questions
below. Please note:
o you DO NOT need to review the Take Action section at the end
o the teaching notes are still in draft form so there will be some technical errors. You
do not need to comment on these.
o the CPT activities aren’t ready, so we don’t expect you to feedback on those in any
detail.

__________________________________________________________________________________

About you

NAME: Stella Palavecino

COUNTRY: Argentina

GRADE YOU TEACH: all forms

AVERAGE SIZE OF CLASS: 30/40

DO YOU TEACH A MIXED ABILITY CLASS? (Please give details): Yes There are children who suffer from
autism

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Please highlight your answers and elaborate where you can.

Navigation & Structure

1. How clear were the notes to read and understand? (Think about layout, colours, icons,
feature boxes, language) (1= very unclear; 6 = very clear)

1 2 3 4 5 6
If you answered 1, 2, or 3 for question 1, please explain what was not working well.

2. How clear was it from the icons and text when to use the Student Book and/or the CPT? (1=
very unclear; 6 = very clear)

1 2 3 4 5 6
If you answered 1, 2, or 3 for question 2, please explain why it was unclear and what could
be improved.

3. Where would you prefer to have the following:

a. Audio & video scripts WITHIN LESSON NOTES SEPARATE SECTION

b. Song lyrics (and actions) WITHIN LESSON NOTES SEPARATE SECTION

Please add any additional thoughts about navigation and structure below:

The book is so attractive!! The photographs, the learning to think sections, etc. I think the
unscramble sentences or words is not in keeping with the approach of the whole book.
These latter activities will pull the motivation down.

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Support with methodology

4. Based on your understanding of Concept-based-Inquiry (Ref: Introduction notes p2) and the
Student Book, do the Teacher’s notes provide you with enough support to:

a. Bring out children’s initial ideas about the concept in the Module Opener (for
example SB p41, Activity C)

YES NO

b. Discuss the concept and main takeaways from each investigation (for example SB
Lesson 2 p45, Activity C)

YES NO

c. Formulate the Big Idea within the Connect lesson (SB Lesson 6, p51)

YES NO

Please elaborate on your answers and suggest what additional support, if any, would be
helpful.

I think some guidance on pronunciation should be done. The book is fantastic. It helps
children to construct knowledge. However, the grammar goes back to an structural approach
where pronunciation is neglected.

5. Currently the teaching notes refer back to the Introduction (Ref: Introduction notes) for
more information regarding the Concept-Based-Inquiry stages (e.g. Organize, focus, reflect
etc.). This is to save space and streamline the notes. Are you happy with this approach?

YES NO

If you answered NO to question 5, what would be your preferred approach?

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Differentiation
6. How happy are you with the amount of differentiation activities in the unit?

a. There aren’t enough.

b. There is just the right amount.

c. There are too many.

7. How helpful is it to have one idea for less-confident students and one idea for more-
confident students?

HELPFUL NOT NECESSARY

8. Please highlight how useful differentiation activities would be for the following parts of the
lessons (1= not useful; 6= very useful):

a. For discussion activities relating to the concept (for example Activity B on the
Module Opener or the Connect lesson)

1 2 3 4 5 6

b. For group-work activities (for example the Explore or Expand activities)

1 2 3 4 5 6

c. For speaking activities (for example Listen. Discuss activities within each
Investigation)

1 2 3 4 5 6

d. For heads-down activities in the Student Book (for example comprehension or

concept-related activities following an input)

1 2 3 4 5 6

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Please add any additional thoughts about differentiation activities below:

As I mention before, if I think of my classes oral tasks, Spanish sounds and intonation interfers
all the time. If we asked students to tell a story in a sequence or express their ideas or ask
questions, they need to have some focusing on this area of communication . Otherwise, we
are leaving too much work on the teachers’ shoulder. Especially when there are extended oral
practice. Children know that English sounds different and they want and need to work on this.

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Workbook
For the Workbook, we’re proposing only including answer keys in the Teacher’s Guide without any
accompanying notes (although we would include general notes within the Tour of a Unit).

9. From looking at the Workbook sample, would teaching notes be:

HELPFUL UNNECESSARY

10. If you answered HELPFUL to question 9, would you prefer the Workbook notes & answer
keys to be:
a. Within main notes (following each SB lesson)
b. Within their own section

If you answered UNNECESSARY to question 9, would you prefer the Workbook answer keys
to be:
a. Within main notes (following each SB lesson)
b. Within their own section

Please add any additional thoughts about the Workbook Teaching notes below:

Teachers do not need to read so much. It takes up so much time and we are always busy. Notes
should help us to correct. If they are short and sweet the better. That is the reason why I think
including answer keys in the Teacher’s Guide without any accompanying notes is perfect and
practical.

THANK YOU

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