Language Lecturer's Guide NCV 2

Language Hands-on Support Lecturer’s Guide

TOTHE LECTURER Dear Colleagues It’s good to be back with you again!

We’re the same team of authors that brought you the previous Future Managers NCV 2 book. Tank you for your incredible support in colleges all over the country. Tank you also for your input. We’ve listened to your suggestions and we have implemented changes. For example, you asked for more activities. Well, you’ve got them!

E-learning We’ve given you even more: this book is out in e-format! If you have the technology, make sure your college buys a lecturer’s copy. Imagine being able to call up a page of text on the big screen and zoom in, using a pointer to show the class how pronouns work. Imagine clicking through to a YouTube link where body language is illustrated in ways you can only dream of. Imagine the future, where every student will have the e-book as an app on her/his cellphone …

A new book for new requirements New, simplified national guidelines are out for NCV 2 First Additional Language. Te lecturer’s main brief is clear: we must give our students the linguistic skills necessary for them to master their core subjects. A far more structured approach than before is required for our subject. Tis new book has had to reflect that, and therefore this is 90% new material. It is not a rehash of the previous book.

We urge you to read the new user-friendly guidelines for yourself. Especially, the Subject Guidelines on pp.1–13 should be compulsory reading for all lecturers. Tere is also an extremely valuable glossary of terms on pp. 60–78 of the Subject Guidelines. Te Assessment Guidelines on pp. 17–21 are very clear on formats, text lengths and mark allocations for the final exam. A useful suggested ICASS plan is given.

More hands-on Te guidelines also point out that our students are overwhelmingly mother- tongue speakers of languages other than English. We need to scaffold more; provide more stepping stones to get to the end goal; be even more hands-on. We have applied our minds to doing this, particularly where correspondence, reading and language are concerned. Te Language Desk at the end of the book collates all language aspects alphabetically. Tere are explanations and practice activities, all with mark allocations. Contextual learning occurs via boxes along the way and through a Language-in-Practice grammar activity at the end of each module.

Boring? NO! One thing hasn’t changed: we still believe firmly that no student will learn from a book that’s boring. We’ve come out in colour. Tey’re going to love it and so will you! We’ve also kept most aspects of our winning layout, including the sidebar boxes with vocabulary and language notes, comments and definitions. More than that, the book has many more pictures, diagrams and, of course, e-links.

FutureManagers

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