Page 16 - BB_Textbook
P. 16

 EXAMPLE OF CHAPTER FLOW
Bending Bamboo moves coherently from grade 10 to 12, and from easier to harder challenges. Each new sec- tion builds upon the preceding section.
And within a grade, exercises are scaffolded. That is, the language and development exercises challenge students to build their knowledge step-by-step.
In the following example that summa- rizes the one chapter, all nine sections relate to a common topic--Health.
From first to last chapter at each grade level, students practice second language acquisition (SLA).
LAYOUT OF HEALTH CHAPTER
Four Continuous Pursuits
COHERENCE
                                                           HEALTH
GRADE 10
GRADE 11
GRADE 12
OPENING PROFILE of Co Mai and Thay Hung GUIDING QUESTIONS for Grades 10 to 12 LEARNING OBJECTIVES of Bending Bamboo,
Tieng Anh & the SDGs
 RECEPTIVE SKILLS
Reading & Listening Development
Knowledge In-class activities
Smoking & Vaping
Motorbikes,
Traffic & Brain Nutrition & Exercise
Injury
PRODUCTIVE SKILLS
Writing & Speaking Applied Development
Skills Out-of-class tasks
INTEGRATIVE SKILLS
Inter-Cultural & Evaluative
Rural-Urban Collaboration
Profiles of Student and Schools
TIENG ANH UNITS
Personal Choice & Social Pressure with Nicotine Marketing
National Policies & Social Adoption of Helmet Laws
Holistic, Purposeful Living & Social Health
Youth (Im)mortality Transition from Teenage Life to Adulthood
Tuck Everlasting
Speed & Stress in an Era of Modernization Singaporean Exam Culture Dead Poet Society
Balance of Mental, Physical & Environmental Health in Kenyan Green Belt Movement Education of Little Tree
  Youth advance from Receptive (reading & listening in-class activities) to Productive (writing & speaking out- of-class tasks) to Integrative (inter- cultural norms) skills.
Through in-class activities, out-of- class tasks, and inter-cultural norms, high schools are encouraged to learn together and compete positively through a Global Classroom network.
The goal of Bending Bamboo is Communicative Approach training
for teachers. They are equipped and challenged to co-author textbooks
for integrated linguistic-development learning that is based on Mekong
Delta context and content. Rural and urban classes learn together via Global Classrooms. The shared result is more than any single student’s score on a High School Exit Exam. It is, instead,
the competence and confidence to engage Vietnam, ASEAN, and the world in research, learning, and action on sustainable development and resilience.
   16 INTRODUCTION
BENDING BAMBOO






















































   14   15   16   17   18