Inglés 1° medio teens club guia del profesor

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Inglés 1° medio teens club guia del profesor

  1. 1. GUÍA DIDÁCTICA PARA EL PROFESOR INCLUYE TEXTO PARA EL ESTUDIANTE Lina Alvarado Jantus EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2010
  2. 2. GUIA DIDÁCTICA PARA EL PROFESOR - INCLUYE TEXTO PARA EL ESTUDIANTE I nglés º Medio Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Británico
  3. 3. 2010 © Ediciones R&B ®Teen Club 1º MedioOriginal text © Lina Alvarado Jantus. Teacher of English Instituto Profesional Chileno-Británico.Original illustrations © Ediciones R&B ®Design © Ediciones R&B ®Publisher Gloria Caro Opazo.Assistant Publisher Ly-Sen Lam Díaz.Designed by Cristina Sepulveda Aravena.Cover designed by Cristina Sepulveda Aravena.Layout by Cristina Sepulveda Aravena.Proofreading Thomas Connelly.Illustrations Fernando Santander Tiozzo.Production Ediciones R&B.Recording Producer Rodrigo González Díaz.Photos Archivos Ediciones R&BNº de Inscripción: 183.657ISBN: 978-956-8694-07-4All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, orotherwise, without the prior written permission of the publisher.La materialidad y fabricación de este texto está certificado por el IDIEM - Universidad de Chile.Impreso RR DonnelleySe terminó de imprimir 9.001 ejemplares en el mes de enero de 2010.
  4. 4. CONTENTSPLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 UNIT 1: TEEN LIFE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22DESCRIPTION OF THE COURSE . . . . . . . . . . . . . . . . . . . 6 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Students Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Teachers Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 UNIT 2: BELIEVE IT OR NOT . . . . . . . . . . . . . . . . . . . . . 46 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67TEENS CLUB METHODOLOGY . . . . . . . . . . . . . . . . . . . . . 8 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Communicative skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 UNIT 3: TECHNOLOGY AND INVENTIONS . . . . . . . . . . 70 Language structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 False cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 UNIT 4: SONGS - MUSIC AND WORDS . . . . . . . . . . . . . 97 Learner training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Large classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 UNIT 5: HOW ABOUT WORKING? . . . . . . . . . . . . . . . 126 Pairwork and groupwork . . . . . . . . . . . . . . . . . . . . . . . . . 9 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Photocopiable evaluation instruments . . . . . . . . . . . . . 10 EVALUATION INSTRUMENTS . . . . . . . . . . . . . . . . . . . 152 Error alert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Applying Evaluation Instruments . . . . . . . . . . . . . . . . 152SOME BASIC TEACHING REMINDERS . . . . . . . . . . . . . 10 PHOTOCOPIABLE EVALUATION INSTRUMENTS . . . . 155THE INTERNET IN THE CLASSROOM . . . . . . . . . . . . . . 12 Evaluating listening comprehension . . . . . . . . . . . . . . . . 155 Tips to develop safe Internet lessons . . . . . . . . . . . . . . 12 Evaluating reading comprehension . . . . . . . . . . . . . . . . . 156 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157LEARNING PROGRESS MAPS AS SUPPORT Writing rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158MATERIAL FOR TEACHING . . . . . . . . . . . . . . . . . . . . . . 13 Working with others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . 18 Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . . . . . . 20 Oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Class participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Extended-response reading . . . . . . . . . . . . . . . . . . . . . . . . 164 Inference from a text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 3
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  7. 7. DESCRIPTION OF THE COURSETeens Club has been written for teenagers in their first year of The Students Book is divided into 5 units, each one based on asecondary school. It aims to appeal to teens through imaginative different topic:and exciting topics, introduces up-to-date language and Unit 1: Teen Lifeexpressions, increases confidence through learner independence Unit 2: Challengesactivities, provides regular opportunities for review and self- Unit 3: Technology and Inventionsassessment, and deals with different learning styles. For the Unit 4: Music and Literatureteacher, it offers materials and tools for successful lessons, with Unit 5: Teen Workfull support at every stage. Each unit has two reading and two listening lessons. In eachThe book takes into account that teenagers are going through a lesson, there is a Reflection Spot to allow students to think aboutchallenging period of their lives, with great physical, social, and their achievements and weaknesses, and there is also a Lets checkpsychological changes. section, the purpose of which is to allow students to evaluate their progress on a particular aspect of the lesson and, at theThe main objective of Teens Club is to appeal to teenagers by same time, to provide information to the teacher about anyproviding them with materials that reflect their own reality. points that the majority of the students have problems with.Although the language is clear and progresses along the course,the aim is to enable students to read, listen to, and express what At the end of each unit, there are three additional sections:is relevant and of interest to them at their particular age, so that • Your English in Action provides additional activities that providethey enjoy the language learning process. It provides a broad a good opportunity for students to consolidate topics andrange of materials to engage students in challenging, but language structures of the lessons.achievable tasks. The different topics that have been included • Unit Check has a test format covering the four skills and thegive the students the opportunity for cross-curricular and cross- language studied in the unit. It helps students revise contentscultural work so that they can learn about life and the world at and evaluate their performance in the whole unit.the same time as they learn English. • Final Reflection offers students a summary of what they have learnt in the unit, allows them to reflect on their strengths andThrough guided questions and simple discussions, students are weaknesses, and guides them to make decisions concerningencouraged to express and hold their opinions on issues that concern actions to take in order to improve.their lives and the world around them. Cultural aspects are alsohighlighted at relevant points. Aspects of English-speaking countries, The units also include Real Life Spots, which aim to allow studentssuch as information related to school life and subjects, historical and to make connections between the topic of the lesson and real life,geographical facts, cultural heritage and teenage styles are meant to or bring a bit of humor to the class together with additionalraise students awareness of the target culture, and at the same time information that may be useful for them. Teachers shoulddevelop a richer perspective of their own culture. encourage students to take advantage of these spots and find further information or connections with the topics.As it is important for students to “learn how to learn”, Teens Club Teens Club includes a Game Spot in many of the lessons. Gamesprovides opportunities to experiment and revise learning styles. are highly motivating since they are amusing and at the sameIt also aims to develop language learning strategies which suit time challenging for the students, they provide an opportunity toeach of them. use language in real contexts and they also encourage andCOURSE COMPONENTS increase cooperation. They create the motivation for learners ofTeens Club consists of a Students Book, a Teachers Book and a CD. English to get involved and participate actively in the learning activities, bring real world context into the classroom, and Student‘s Book enhance students use of English in a flexible, communicativeAt the beginning of the book there is a list of contents and an way. Games are used in the classroom not only for mere fun, butexplanation of the symbols used. At the end, there is list of verbs more importantly, for the useful practice and review of language.and a bibliography for students. Thus, the meaning of the language the students listen to, read,6 INTRODUCTION
  8. 8. speak and write will be more vividly experienced and, therefore • A complete bibliography for the teacher.better remembered. • Classification of the activities in the lessons according to their level of difficulty, indicated with the following icons: CD + Low ++ Medium +++ HighThe CD includes all the material for the listening tasks in the • One activity for fast learners in each lesson (FL).lessons, the oral practice exercises, and the listening component • Icons to indicate the language ability to be developed:of all the tests (Unit Check and Extra Tests). This is the icon used in the Students Book to indicate that recorded material is used. READING LISTENING SPEAKING WRITING 1 This is the icon used in the Teachers Book to indicate that recorded material is used; it includes the corresponding • Other icons used in the Student´s Book. track number. Teachers Book Key Word SpotThis component offers support to the teacher through severalelements:• An introduction with a description of the course, the Reflection Spot methodology used, suggestions for classroom management, general methodological suggestions for the activities and to deal with big classes, description of the course components, etc.• A suggested year planning that establishes the relationship LANGUAGE SPOT between the contents and the expected learning outcomes, tentative time distribution, resources and types of evaluation.• Step-by-step lesson notes and suggestions, including ideas to REAL LIFE SPOT start each lesson, as well as follow-up activities and suggestions for homework.• The cognitive abilities to develop in every activity of the lessons (L.A.). GAME SPOT• Background information related to the information content of the different texts, to help the teacher deal with students questions. LET’S CHECK• An Error Alert! section that helps the teacher with information about mistakes students can make together with additional @ exercises to practice these specific points. They are shown in the Teachers Book as part of the guidelines for the activities in @@ CLICK ON which they may occur.• Photocopiable observation and evaluation sheets for the teacher and the students.• The answers to all the activities in the Students Book and in the tests.• Full transcripts of the recorded material: listening texts, oral practice activities, listening tests.• One extra test per unit. 7
  9. 9. TEENS CLUB METHODOLOGYTeens Club helps students develop language learning skills to form. Then they do controlled practice exercises where they applycarry out tasks related to the content. In every lesson, there are the target structure in communicative situations.tasks which consolidate the linguistic and thematic content. Theactivities are designed to provide students with the language and Vocabularyskills they will need complete the tasks successfully. This The key vocabulary in each lesson is presented in the Key Wordapproach helps students to see language as a necessary tool, and Spot. There are vocabulary activities through which studentsgives the grammatical and lexical content a clear purpose. develop effective strategies for learning and keeping vocabulary records. A systematic use of dictionaries is encouraged.Skills developmentThe methodology adopts a three-phase approach with before, Cognateswhile and after listening and reading activities. Cognates are words in different languages related to the sameThe Before Reading / Listening activities provide a setting, root. The lessons in Teens Club provide students with exercises tomotivation and linguistic preparation; they activate the previous help them notice and recognize them, helping them increaseknowledge about the topic of the lesson, motivate students to their self-confidence by discovering how much these words helpread or listen and encourage them to predict and anticipate them to understand a text. The teacher should encourageinformation. students to find the cognates whenever they face a new text.The Reading / Listening activities focus students attention andteach them to look for specific information, find clues and False Cognatesdiscriminate between essential and non-essential information. Students might get confused because there are several words inThe After Reading / Listening activities connect the text with the Spanish that are similar in English, but have a different meaning.students own reality, give practice on specific grammar points They are indicated in the Error Alert! Section of the Teacher’sand help develop writing and speaking skills. Book. Here are a few examples of false cognates:Communicative skills • Actually = really, not actualmente (at present, currently).Most students evaluate their language ability by how well • Embarrassed = avergonzado/a, not embarazada (pregnant).they can speak. Speaking activities are present in Teens Club • Approve = aprobar = agree with something, not aprobar unright from the start and they are integrated with the other examen (pass an exam).skills to encourage communication. Even in the first stages of • Lecture = conferencia = a talk about a topic, not lecturalearning, with only a limited knowledge of vocabulary and (reading).structures, students want and are able to communicate. The • Politics = la política, not los políticos (politicians)speaking tasks give students an additional opportunity to use • Library = biblioteca, not librería (bookstore)new language in the context of a real life task, carried out in • Familiar = estar familiarizado con, not familiar (relative)pairs or with a group of classmates, and following models • Parents = padres, father and mother, not parientes (relatives).provided.Writing activities are also an integral part of each lesson, with a Learner Trainingvariety of tasks the students must accomplish during the class or Learner training is about developing students awareness of howas homework, with varying degrees of support and guidance. they learn and how they develop their learning strategies to become more effective and independent learners. TeachersLanguage structure should encourage students to analyze their learning process,In Teens Club, grammar is approached in a clearly structured yet making them think about the problems they have faced and howmeaningful way. The students are presented with an inductive they could improve their performance. This is supported in Teenstask in a section called Language Spot in which they have to figure Club with a section called Reflection Spot.out how the structure works in English, discovering both use and8 INTRODUCTION
  10. 10. Classroom management teachers to accommodate learner differences by varyingIn most cases the teacher is the only direct contact the students student roles.have with English. Therefore, it is important that the teacher tries Teachers must bear in mind that this type of work encouragesto communicate with the students in English as much as possible. students to share their skills and knowledge, and to learn fromTeachers can also use gestures or mime to help understanding. each other. It also increases students involvement and activeInstructions for all the activities in Teens Club are given clearly participation, and develops positive attitudes.and simply, and teachers should encourage students to read and It is important to share with the students the importance of theseinterpret them on their own, and support them whenever activities that give them an opportunity to reinforce social andnecessary through demonstration and examples. communicative skills required to work with other people. The teacher should take an active role in group and pairDiscipline formation, and students should take different roles each time.Teenage students are going through a difficult period ofdevelopment in their lives, so the teacher might face discipline Assessmentproblems, disruptive behavior, or unwillingness to do the tasks Assessment is one of the most valuable sources of informationthey are assigned. about what is happening in the classroom. The involvement ofOne of the reasons for bad discipline is usually the students the students in this process makes their attitudes towards theirinability to cope with the tasks. To avoid these problems, two learning change significantly and they start to feel morepreventive strategies are suggested: responsible for their progress.• Careful planning. Students realize there is a purpose which In Teens Club, assessment is ongoing. The teacher assesses keeps their attention on the task. continuously, in every activity, in every lesson, to see how far a• Clear instructions. Instructions must be given clearly and student is making progress in line with the objectives. He / she assertively, including time limits whenever possible, so that uses the information obtained to help students with specific students know what to do and when they should finish the task. problems. In each lesson there is one activity to evaluate one particular aspect of that lesson, in the section called LetsLarge classes Check.Large mixed-ability classes are a reality teachers have to face There is also overall assessment, periodically, at the end of eachevery day. Grouping is one technique that is used to reduce the unit, with test format, the Unit Check, which includes evaluationnegative effects of this situation. When the class is divided into activities of all the skills and language studied in the unit.smaller units, many learning activities can be undertaken. This Teachers should encourage students to correct and mark theirimplies a different role for the teacher; this does not mean that he Unit Check themselves, either on their own or in small groups./ she will become less active in the classroom, but that he / she Finally, at the very end of each unit there is a Final Reflectionwill not be the center of the activities. Teachers who monitor, section, which guides students to analyze their performance inencourage and participate in different classroom groups are even the whole unit. All these forms of assessment complementmore active than traditional teachers. each other.By re-organizing the classroom to allow more opportunities forcommunicative interactions and activities, students will be in a Self-assessmentbetter position to practice and acquire the foreign language. In Teens Club, self-assessment takes place in each lesson, so that students have the opportunity to reflect on their progress andPairwork and groupwork their main problems. This type of assessment helps students toOne of the ways of giving students the time they require to become more efficient learners, as well as make them feel morepractice a language in class is by forming groups or pairs. This responsible for their own learning.helps teachers to individualize their learners, provides This is done lesson by lesson through the Reflection Spot, whereopportunities for sharing experiences and it may also help students are asked to think about their abilities to perform the 9
  11. 11. tasks, how well they did and the difficulties they encountered. In be used to inform the teacher and the students of the progress the Lets Check and Unit Check sections, the students evaluate made, the areas that need revision and the level of achievement themselves to become aware of their progress and in the Final of learning goals. The teacher may use the results of these Reflection section they analyze their performance and make evaluation instances as part of the final mark of the students; the decisions concerning steps they can take to improve. students must be informed of the system applied. The teacher must give the students the instrument so that they can analyze it, Photocopiable Evaluation Instruments draw conclusions and make decisions. The Teachers Book offers a selection of rubrics and evaluation sheets that the teacher can use in different situations, with Error Alert different purposes and with different students. The labels and Teens Club provides the teacher with help in connection with criteria can be adapted to the class situation, the topics covered, common mistakes students might make, together with the number of students, etc. They can be used by the teacher to additional exercises to practice these specific points. They are evaluate the students, or by the students to evaluate themselves shown in the Teachers Book as part of the guidelines for the and / or their peers. As with all evaluation instances, these must activities in which they may occur. SOME BASIC TEACHING REMINDERS • Start every lesson in a way that focuses everyones attention. • Dont insist on 100% accuracy all the time. Mistakes are a This creates expectation and prepares students for what is to normal part of the learning process, and a valuable source of come. For example, with books closed, write the topic of the information for the teacher. lesson on the board and ask some questions about it, show a • Give praise and encouragement, especially to the weaker poster / picture related to the lesson, ask who can remember students. Write positive comments on their work. Let them what they did the previous class, etc. know what they are doing well, as well as what they need to • Students should not open their books until everyone is paying improve. attention. • Remember that you are the main motivator in the classroom! • End an activity before students get bored with it. Equally, do not hurry the students or end the activity too soon if they are Some methodological suggestions for skill obviously enjoying it. development • Ask students their opinion. • Dont assume that if one student says they understand, Developing listening skills everyone else does. • Follow the organization of activities into before, while and after • Ask (elicit) rather than tell. Students get bored of listening to listening. the teacher explaining. Someone in the class will probably know the answer. • Before listening: • Dont ask students to explain difficult things, such as definitions - Introduce and get students involved in the topic of the text. of words, in English. Elicit what they know about it and help them relate it to their • Dont interrupt students during pair / group speaking activities to own experiences. Make use of the illustrations provided and / correct their English. It is better to note the main, common or use your own. mistakes, put them on the board and correct them with the class at - Use this introduction of the topic to present key vocabulary the end. and structures, and write them on the board.10 INTRODUCTION
  12. 12. - Invite students to predict the content and to formulate experiences. Make use of the illustrations provided and / or use hypotheses of what will appear in the text. your own. - Do these activities quickly and take advantage of the interest - Use this introduction of the topic to present key vocabulary and created to continue with the listening activities. structures, and write them on the board. - Invite students to predict the content and to formulate• Listening: hypotheses of what will appear in the text. - Play the recording once or twice for students to check their - Always ask students to give a quick look at the text and identify predictions and hypotheses. Accept other information they may the cognate words and the words they already know. This will have gathered, but do not go into details at this stage, just help them formulate more informed hypotheses and also help concentrate on the general idea. them feel less insecure when facing a new text. - Remind students of cognate words, which they can identify more - Draw students attention to the structure of the text: layout, easily when they listen, and which help comprehension and punctuation, titles, subtitles, etc., to identify the type of text they consequent task realization. will be reading, all of which will also provide clues that will help - Read and clarify instructions with the class, and do the different them understand the text. listening activities one by one, concentrating on the task - Do these activities quickly and take advantage of the interest assigned and checking answers after each successive listening. created to continue with the reading activities. Every time students listen to the text, they should have a clear purpose and task, provided in the instructions, which will help • Reading: them focus their attention and identify the information required. - First, ask students to read the text quickly to check their - Help students recognize different supporting elements in the predictions and hypotheses. Accept other information they spoken texts: intonation, voice pitch, pauses, emphasis, may have gathered, but do not go into details at this stage, background noise, etc. just concentrate on the general idea. - Remind students of cognates words, which they can• After listening: identify easily, and which help comprehension and - Help students summarize the text orally and / or in writing using consequent task realization. Present false cognates if there are the models provided. any in the text. - Encourage reinforcement of vocabulary and grammar that - Read and clarify instructions with the class, and do the different appeared in the text, always using the context and providing reading activities one by one, concentrating on the task assigned further examples or similar contexts. and checking answers after each successive reading. Every time - Discuss the topic of the lesson, help students reflect on the students read the text, they should have a clear purpose and contents and highlight the values presented, making them task, provided in the instructions, which will help them focus notice the connections with their own reality. their attention and identify the information required. - Make students evaluate their own performance in the lesson. - Help students recognize different supporting elements in the a. Did their predictions help them understand the text? written texts: text organization, reference markers, letter b. How did they do in the different listening activities? types, graphic support, punctuation marks, illustrations, etc. c. What new words, expressions or structures did they learn in - Remind students of some general characteristics of text this lesson? Can they use them in other situations? organization: main ideas are usually at the beginning of eachDeveloping reading skills paragraph, connectors give important clues -and indicates• Follow the organization of activities into before, while and after addition, but, however indicate contradiction, because reading. indicates a reason, or indicates alternatives, etc.• Before reading: • After reading: - Introduce and get students involved in the topic of the text. Elicit - Help students summarize the text orally and / or in writing what they know about it and help them relate it to their own using the models provided. 11
  13. 13. - Encourage reinforcement of vocabulary and grammar that the dictionary / the computer? Can I work with ...? Can you tell / appeared in the text, always using the context and providing give me ...? further examples or similar contexts. c. Expressing feelings: Im sorry / happy / impressed / tired / ill - Discuss the topic of the lesson, help students reflect on the / worried. Id be happy to ... . I like ... . I dont like ... . I liked ... . I contents and highlight the values presented, making them notice didnt like ... . the connections with their own reality. - Make use of the activities for fast learners (FL) or of Your English • Encourage students to use English to do the different speaking in Action in the Students Book and of the Extra Tests in the activities that show comprehension. Teachers Book to provide further practice in a freer context, either • Choose relevant parts of the listening texts, especially dialogues, for the whole class or for with faster, keener students. Invite them for students to listen to, repeat, try to memorize and present in to make comments on the contents and share them with the rest front of the class. of the class. • Create a positive atmosphere in the classroom to facilitate students - Encourage students to make use of the Reflections section to participation in oral exchanges. evaluate their own performance in the lesson. Developing written expression Developing oral expression • Always provide a model for students to follow. Go from simple, very • At the beginning of the course, prepare a poster / posters with the guided activities to more complex ones: just words that students class, showing the expressions they must use as part of the classroom use to fill in blanks, or exercises in which they put words in order to interaction. You may use different colors to classify them into: form sentences, short answers to simple questions, using a pattern a. Greetings: Good morning, good afternoon, hello, hi, good-bye, given and substituting some elements, etc. bye. How are you today? Im (not) very well, thank you. And you? • Make students aware of punctuation marks and connectors to be Teach them to address you as Mr. / Miss / Mrs. plus your surname. used. b. Asking for help or clarification: How do you say / spell / • Check written work while walking around the classroom, by pronounce ...?, Can you help me, please? Can you repeat, collecting notebooks, or by providing the correct versions on the please? Can you play the recording again, please? Can I / we use board or on a transparency. THE INTERNET IN THE CLASSROOM Nowadays, in the era of information revolution and the widespread people from different parts of the world and therefore practice their use of the Internet in almost all spheres of life, this tool can serve as English in a meaningful and motivating way. a teaching medium, a rich source of materials of any kind and also This icon indicates a digital resource used / suggested for an activity. as a basis for lessons instead of texts from the course book only. @ Internet -assisted lessons may supplement teaching by adding an @@ CLICK ON additional dimension to the classroom. Students can use it to gather information on different topics or search for additional exercises to practice a particular language item. Tips to develop safe Internet lessons • Never start lessons by having students use search engines on The Internet gives great possibilities for students to work with their own. materials they choose themselves and offers an attractive and • Ask students to find specific information, not just surf the web. interactive learning environment. • Always tell students to write down the URLs of the sites they use for reports in bibliography format. This is achieved by the use of communication tools such as e-mail, • Try to preview sites before students visit them. chat or forum groups, which students can use to communicate with12 INTRODUCTION
  14. 14. LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11What we have in common makes us human. Our differences make used in the day to day classroom work to establish the students’us individuals. In a classroom where there is very little or no position, their differences and their learning needs. Once thisdifferentiated teaching only the similarities among students seem reflection and awareness task is done, it is possible to design ato be the focus of attention. In a differentiated class the common variety of teaching strategies to cater for the students’ needs.areas are acknowledged and exploited, and the differences amongstudents also become important elements in the teaching – Learning progression and diversitylearning process. Children’s learning – as shown every day in the teaching process Carol Ann Tomlinson 12 - shows progressive development as they move up from one level to the next. Older students generally know more about a subject and show more complex cognitive abilities than youngerThe Chilean Ministry of Education has presented the community students; when comparing abilities and knowledge of a 4th Mediawith a new curricular tool, the Learning Progress Maps. It is student with those of a 1st Básica student, it can easily be noticedpossible that the teachers may have a lot of information about that the former is much more competent than the latter in all thethem, from different and probably more complete sources than learning areas. Between these two students, who represent thethose provided here 13. This brief and concise document does not extreme levels of achievement during the school cycle, it isintend to be exhaustive nor replace any of those sources. It only possible to distinguish several intermediate stages.wishes to present the Maps in a particularly specific context, thatof a very specific training in evaluation for learning, as in that area On the other hand, children in a particular level make use ofthey can be very useful in the different steps of that training. different abilities to understand the same topic, and have different ways to explain what they understand. There isThis is a brief introduction to the Maps that considers the progression not only from one level to the next; it is normal thatinclusion principle that guides them, the way in which they are in the same class the students are at different levels and showpresented, an example and some details to understand their different degrees of understanding and achievement of thepedagogical and evaluative usefulness. Rather than theoretical or required abilities.conceptual details, special importance is given to the elementsthat facilitate their use by teachers. However, not all students progress in the expected direction. Inadequate attention to differences can produce delay in theIntroduction students’ learning. This delay, in turn, has a cumulative effect, itThe Learning Progress Maps have been developed to show tends to increase in the upper levels, and when this happens, itsteachers, students and parents the way in which learning effects are more difficult to revert. Therefore, it is important toprogresses along school life, and especially the expected direction know the state of students’ learning very well.for each of the areas of the curriculum. They are neither a newcurriculum nor a curricular alternative, but are based on the The Learning Progress Maps are a supporting instrument toexisting Curricular Framework. Their objective is to describe the diagnose achievement and differences among students to helptypes of learning promoted by the Fundamental Objectives and them move on in their school work according to the expectedthe Obligatory Minimum Contents, and to indicate the outcomes promoted by the national curriculum; they offercharacteristics of their development from 5th Year of Primary common criteria and language to observe learning.Education to 4th year of Secondary Education. The Maps can be11 Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007.12 Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paidós, Madrid, 2005.13 The full Maps are published in the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl. 13
  15. 15. Evaluation for Learning in Practice Evaluation for Learning must necessarily involve the students in It is important to distinguish Evaluation for Learning as a the evaluation process so as to provide information on their particular model that is different from the traditional performance and guide their efforts to improve. An important interpretations of evaluation. Here is a summary of its main part of this information is the feedback the teacher gives the characteristics. In this conception, evaluation: students, but another part must be the result of the direct participation of the students in this process through self- • Is considered an intrinsic part of teaching and learning. evaluation. In the context of promoting life-time learning, it is • Requires that teachers share with their students the learning more and more important to develop in the students the capacity achievements expected from them. to know how much they have learnt and the ability to guide and • Helps students know and identify the standards they must manage their own learning. reach. • Involves students in their own evaluation. So, what actually happens in the classroom when evaluation is • Provides feedback that tells students what they have to do, step used to improve learning? To begin with the more obvious by step, to improve their performance. aspects, the teachers are involved in the collection of information • Assumes that every student can improve his / her performance. about their students’ learning and motivate them to revise their • Involves both teachers and students in the analysis and work critically and constructively. reflection on the data provided by the evaluation. The methods to obtain information about the learning are well This model contrasts with the type of evaluation that, in practice, known and they are mainly: means adding evaluation procedures or tests at the end of the • To observe the students and listen to them when they reason programmed units of work. These procedures or tests are separable and describe their work. and independent from the teaching of the unit. The “feedback” is to • To ask students open questions, inviting them to explore their get a mark. Although, according to this model, evaluation is a ideas and reasoning. teachers’ issue (the State, for example, does not get involved), it • To propose ideas that require students to use certain abilities or tends to have a summative rather than formative objective. to apply ideas. • To ask students to communicate their ideas not only in writing However, the term “formative” can have several interpretations: but also through drawings, artefacts, actions, dramatisations very often it only means that evaluation is frequent in a period of and concept maps. time and has been planned together with the teaching. In this • To discuss key words and analyse how they must be used. sense formative evaluation does not necessarily consider all the features identified as characteristic of Evaluation for Learning. Of course, teachers can collect this information through the Evaluation can be formative because it helps the teacher identify methods identified above, and then use it to improve learning. The areas where more explanation or training are needed. But from use of this information requires that teachers and students make the point of view of the students, their final mark and the decisions and act: they must decide on the next steps in the comments written on the margins of their work, although they learning process and help students get started. It is of the utmost may signal their weak and strong points, they do not give them importance to remember that it is the students who must do the clues as to how to progress towards the achievement of more and walking; consequently, the students who are more involved in the better learning. process will better understand how to extend and improve their learning. A plan that involves the students in the judgement of The concept of learning underlying this model is another their own work – instead of being passive to face the judgements distinctive feature. Today’s approach to learning suggests that, of teachers – has higher probabilities of raising the learning and eventually, it is the students themselves who are responsible for achievement standards. their own learning (nobody can learn for them). Consequently,14 INTRODUCTION
  16. 16. This is a different conception of “feedback”. The “food” the teacher • The criteria must be shared with the students so that they know andoffers is a portrait of the objective to reach, of the standard or understand them, and for them to direct their work accordingly.goal towards which the student must aim and which, in this way, • Self-evaluation and peer-evaluation must be done using pre-constitutes a point of comparison for his / her work. The role of established criteria. If this does not happen their validity will bethe teacher – and what constitutes the core of teaching – is to questionable, because different individuals naturally evaluateprovide the students with the skills and strategies required to according to their own personal criteria.take the steps they need to improve their own learning. • It must be remembered that evaluation necessarily involves value judgements. This happens when a teacher assigns aKey Principles of Evaluation for Learning numerical qualification to a student’s test, and also whenEvaluation is a process that allows the recollection of evidence on concepts are used, for example “poor” or “excellent” to indicate athe learning achieved by the students at a given moment. The student’s level of achievement at a certain moment.object of the evaluation is the work produced by the student, • The teacher must take responsibility for the evaluationnever the student. instruments he / she develops and uses with the students; this means that he / she must make sure that they really let him /• The key dimensions of learning from the point of view of the her collect information about the learning outcomes defined in learning area and the learning level of the students constitute the pre-established evaluation criteria. the criteria used for the evaluation of learning.What Learning Progress Maps are and what they are not. What LPM are What LPM are not They are materials for each area of the curriculum that describe the They do not state that learning is lineal (a sum of specific learnings) usual road followed by students in their learning. They assume that nor do they propose an exact description of the learning progress that progress is the result of maturity and exposure to learning all students experience. opportunities in specific stages of school life. They express knowledge and abilities, that is to say, the competences They are not an expression of all the knowledge and abilities the that students typically reach at certain moments of their school life. students can achieve in a specific level. They indicate what we value as learning goals and the sequence in They are not a new curriculum and they do not assume that all the which they are achieved; they provide a framework to monitor students in the same class should be in the same level of learning. progress and communicate results. They are presented as concrete descriptions of learning and offer They are not checklists for test correction. examples of possible achievements in each level. They provide a guiding framework for teaching: they let users They are not an instrument to classify students and they do not elaborate evaluation tasks that will indicate the level of each student, support a specific teaching model to achieve learning. and organise teaching strategies accordingly. 15
  17. 17. How many LPM have been prepared? of their secondary school education students should be able to Each area of the curriculum has sub-divisions that represent read authentic texts of intermediate complexity, which implies topics or abilities that must be developed during school life. A beginning their learning using simple authentic texts. Map has been designed for each of them. The Reading Map does not reject the use of the mother tongue as English a resource to monitor learning when the situation requires that Our country’s active participation in different areas of the the students show evidence of comprehension and interpretation international sphere, together with the changes produced by rather than oral production. It is a well-known fact that students globalisation, make the learning of English essential to of a foreign language can understand much more than they can successfully face the demands of society in the XXI century. express orally or in writing. For this reason, the answers to the tasks presented as examples in the Map are in Spanish. This does Learning English is a challenging and attractive activity at any age, not mean that the students are not allowed to express but particularly for young people who see it as a tool to access comprehension in English or that there is an intention to work information and technology and as a means of communication with these abilities separately. other realities and cultures. Learning English or any other foreign language, contributes to the understanding of the mother tongue, In the following pages you will find the Reading Progress Map. It and at the same time it widens the opportunities to access begins with a synthetic presentation of all the level. Then, each level information in other areas of study. is presented in detail, beginning with its description, some examples of performance that illustrate how that level of learning can be Presentation of the Maps recognised and one or two examples of work done by students of The Maps are organised in seven levels that cover students’ subsidised schools, with the teacher’s comments that justify what learning life from 1st year of Primary Education to 4th year of criteria is used to decide that the student is “within” the level. In an Secondary Education. Each level describes the expected learning appendix, you can find the complete version of the tasks from which outcome for two school years. For example, level 1 corresponds the students’ work was collected. In the case of English, there is a approximately to 1st and 2nd Básico, level 2 to the next two description of an initial level, before level 3, that describes a starting years, and so on. The last level (7) describes a student whose situation of knowledge of this language, which can be a useful point outcome when finishing school is “outstanding”. of reference to describe the learning of children who do not reach level 3 by the end of 6th Básico. No examples of students’ work at this All this information can be found in the web site of the Unidad de level are included. Currículum y Evaluación, www.curriculum-mineduc.cl. Reading Progress Map Relevant aspects of the Reading Map The aim of the English curriculum is to get students to use and In concordance with the curricular emphasis aimed at the apply the language in different tasks that imply they can development of the abilities and the use of language with the understand oral and written texts, and solve simple purpose of acquiring information and gainning access to other communicative situations orally or in writing. From this point of cultures and technological advances, grammar is not the focus of view, four English Learning Maps have been designed, around the attention of the Reading Map. Its role as facilitator of following linguistic abilities: understanding and communication is acknowledged, but the role of grammar will become more evident in the Writing Map. • Reading • Listening The Reading Map emphasises the importance of working with • Writing authentic texts as early as possible; their degree of complexity • Oral Expression increases as students move from one level to the next. By the end16 INTRODUCTION
  18. 18. The Maps of English have been designed using the international language expressed in simple sentences to languagestandards of the Common European Framework (CEF) for expressed in compound sentences of intermediate complexity.teaching, learning and evaluating languages, and those of theAssociation of Language Testers of Europe (ALTE). CEF level A2 and b. Reading abilities. This dimension includes the students’ALTE 1 (Waystage User) are associated to level 4, which describes capacity to extract specific information, to infer informationthe expected learning achieved by the majority of the students by and to show global comprehension of what they have read.the end of 8th year Básico; level B1 and ALTE 2 (Threshold user) are The Map describes how these reading abilities become moreassociated to level 6, which describes the expected learning complex from one level to the next, also in relationship withachieved by the majority of students by the end of 4th Medio. the increasing complexity of the texts read.To describe progress in reading comprehension, the Reading Map In the light of these dimensions, the Map describes a student’sis organised around two dimensions: reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences and state thea. Text-types. In this dimension the progression is given by the main topic of a very short, simple text (in level 3), to end up being complexity of the topics the students read about and the able to reach a higher level of inference and a deeper understanding complexity of the language used in the texts. There is of linguistically and conceptually more complex texts. (level 6). progression from concrete to abstract topics, and from English Progress Map Level 7 Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the Outstanding main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related to personal interest topics. Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, Level 6 attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium complexity structural patterns and are related to well-known or personal interest topics. Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and Level 5 identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium complexity structural patterns and are related to well-known or personal interest topics. Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or Level 4 information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics. Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly Level 3 stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and are related to concrete topics of the student´s immediate environment. Initial level Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short sentences and are related to concrete topics of the student´s immediate environment. In our teaching proposal for 1st and 2nd year, evaluation is conceived from the following level: Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and Level 5 identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium complexity structural patterns and are related to well-known or personal interest topics. 17
  19. 19. How can one recognise the level of learning? Examples of performance. When a student has reached this level, he / she can do the • Invent a title that represents the main idea of the text. following activities: • Identify words and phrases that give cohesion to the text. For • Select and classify information according to a given category. example: “therefore”, “on the other hand”. • State details used for describing causes and consequences. • Identify in the texts the communicative function of compound • Relate data and ideas to infer attitudes and moods. structural patterns, such as the passive voice, conditional • Extract the main idea(s) of the text and list the arguments that sentences, relative clauses. support it / them. • Identify in the text frequent phrasal verbs. For example: “look after”. CLASSROOM LANGUAGE 17 Greetings: The date Good morning / Good afternoon / Hello / Hi. A: What day is it today? Good bye / See you tomorrow / See you later. B: It’s Monday / It’s Tuesday / It’s Wednesday / It’s Thursday / Have a nice weekend / Enjoy your holiday. It’s Friday / It’s Saturday / It’s Sunday A: What’s the date today? Moods and feelings: B: It’s (Monday) March 9th. A: How are you today? B: I’m fine / I’m great / OK / Very well, thank you. The weather I’m not very well / I have a problem / I’m feeling low / I’m sad. A: What’s the weather like today? B: It’s sunny / It’s cloudy / It’s hot / It’s cold / It’s nice and warm / Asking for clarification (STUDENTS) It’s nice and cool. It’s raining / It’s snowing. Can you repeat that, please? Can you say that again, please? The time Sorry? I didn’t understand very well. A: What’s the time? / What time is it? Can you help me with this exercise, please? B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. / It’s ten o’clock. / It’s twelve o’clock. Encouragement (TEACHERS) A: What’s the time? / What time is it? Well done! B: It’s quarter past nine. It’s half past ten. It’s five past eleven./ It’s Good! ten past twelve / It’s twenty past one/ It’s twenty five past two. Excellent! A: What’s the time? / What time is it? Good work! B: It’s a quarter to eight. It’s twenty five to nine / It’s twenty to Congratulations! ten/ It’s ten to three/ It’s five to four.18 INTRODUCTION
  20. 20. Some Commands and Instructions (TEACHERS) Match the pictures.Add more words. Name three activities.Answer the questions. Open the window.Be quiet. Open your books.Check your answers Pay attention, please.Check your predictions. Put the pictures in order.Close the door. Read the instructions.Come to the board. Read the sentences.Compare your answers. Select the correct answer.Compare your answers in your group. Silence, please.Complete the paragraph. Sit down.Complete the sentences. Stand up.Complete the summary. Talk to your partner.Complete the table. That’s all for today, thank you.Copy the instructions. Work in groups of 4.Cross out the words you do not hear. Work in groups of three or four.Discuss the ideas in your group. Work with your partner.Do exercise 1. Write the sentences.Do not write in ink.Do not write in your book. Turn taking and permissions: (STUDENTS) It’s your turn.Fill in the blanks. Sorry, it’s my turn.Find examples in the text. Excuse me, can I say something?Find out who wrote this poem. Excuse me; can I leave the room for a minute?Find the cognates in the text. Can I talk to you after the class?Go to the board. May I go to the bathroom?Identify the best description.Listen to the recording. Encouragement: (TEACHERS)Listen. Do it more carefully / Say it again / Try to correct that, please. Not too bad / You’ll do better next time / Keep trying!Look. Well done / Congratulations / Excellent / Good work.Look at the pictures.Look up these words in the dictionary.Make a list.Make a list of topics.Make some notes. 19
  21. 21. SUGGESTED YEAR PLANNING TOPIC CMO TIME TEEN LIFE Reading Differentiate sounds. Speaking Development Forum chats. Identify cognates. Find general and specific Exchange personal information Lesson 1 four hours. Diversity of Find general and specific information. Exchange information about Lesson 2 four hours. teenage cultures. information. Identify collocations. personal interests and Lesson 3 four hours. UNIT 1 Infer meanings from the Language preferences. Lesson 4 four hours. context. Use the Simple Present and Express quantities. Consolidation and Locate and match information. adverbs of frequency. Writing evaluation activities Listening Use adjectives of quantity. Write a personal introduction to three hours + home Discriminate between correct Use connectors. a forum chat. assignments. and incorrect information. Use the Present Continuous for Complete a personal profile. Identify correct sequence future plans. BELIEVE IT OR Reading Listening Use conjunctive connectors. Development NOT Scan the text to validate Relate speakers and speech. Use the First Conditional. Lesson 1 four hours. A city on the moon. predictions. Discriminate sounds and words. Speaking Lesson 2 four hours. UNIT 2 Hopes for the Get meanings from cognates. Identify specific information. Ask and answer questions Lesson 3 four hours. future. Find general and specific Language about fixed arrangements. Lesson 4 four hours. information. Use the Simple Future tense to Talk about virtual life. Consolidation and Discriminate between correct express predictions. Writing evaluation activities and incorrect information. Use the Present Write a short report. three hours + home Continuous tense. Complete a paragraphs. assignments. TECHNOLOGY Reading Discriminate sounds Exchange opinions about Development AND INVENTIONS Find general and specific and words. inventions and technology. Lesson 1 four hours. New inventions. information. Identify sequence. Writing Lesson 2 four hours. Technology. Identify the sequence of Language Write a short summary of a Lesson 3 four hours. UNIT 3 events. Use the Simple Past tense. biography. Lesson 4 four hours. Identify type of text. Use linking words. Complete a paragraph about a Consolidation and Listening Use relative pronouns. new invention. evaluation activities Discriminate between correct Speaking three hours + home and incorrect information. Ask and answer questions assignments. Relate speakers and speech. about biographies. SONGS - MUSIC Reading Language Speaking Development AND WORDS Distinguish information. Use would and could. Ask people about imaginary Lesson 1 four hours. Famous young Discriminate between correct Use modal verbs must, situations. Lesson 2 four hours. UNIT 4 artists. and incorrect information. have to, need to. Request information using Lesson 3 four hours. Styles of music. Identify type of text. Use the Passive Voice. polite questions. Lesson 4 four hours. Listening Use the First and Second Writing Consolidation and Infer mood of speakers. Conditional. Write a book review. evaluation activities Relate speakers and speech. Write questions and answers in three hours + home Discriminate sounds. a chat room. assignments. HOW ABOUT Reading Relate speakers and speech. Speaking Development WORKING? Locate missing information in a Extract specific information Ask people about preferences. Lesson 1 four hours. Volunteer text. from a recording. Participate in a telephone Lesson 2 four hours. UNIT 5 organization. Discriminate between correct Language conversation. Lesson 3 four hours. The role of and incorrect information. Use Modal Verbs to express Writing Lesson 4 four hours. volunteer. Distinguish facts and inferences. necessity and preferences. Write a letter of application. Consolidation and Listening Use polite phrases in a Write a leaflet promoting an evaluation activities Discriminate between correct telephone conversation. organization. three hours + home and incorrect information. assignments.20
  22. 22. RESOURCES ATTITUDES EVALUATION LEARNING ABILITIESRead posts to a Develop respect and Reflection Spot Unit Check Evaluation To use pictures toStudent Forum chat. acceptance of age, and Metacognition Listening Instruments formulate predictions.Read a magazine social and cultural Let’s Check Reading Listening To localize specificarticle. diversity. Listening Language Reading information.Listen to an Assess the importance Reading Oral expression Writing To apply/ use a newinterview. of English as an Language Final Reflection Working with others language structure.Listen to two international tool of Your English in Extra testspoems. communication. Action Listening Reading Language Oral expressionRead a web page. Reflect about the Reflection Spot Unit Check Language To relate topic to ownRead a scientific importance of Metacognition Listening Oral expression experience.article. technology Let’s Check Reading Evaluation To infer the meaning ofListen to an development. Listening Language Instruments key words.interview. Develop acceptance and Reading Oral expression Listening To identify and extractListen to an respect for everyone’s Language Final Reflection Reading supporting information.advertisement. opinions. Your English in Extra tests Writing Action Listening Working with others ReadingRead a web page. Assess and appreciate Reflection Spot Unit Check Language To express opinions.Read a biography. the role of technology Metacognition Listening Oral expression To predict topic from theListen to a in everyday life. Let’s Check Reading Evaluation context.conversation. Develop respect and Listening Language Instruments To relate speakers andListen to a radio acceptance of other Reading Oral expression Listening speech.program. people’s opinions. Language Final Reflection Reading Your English in Extra tests Writing Action Listening Working with others ReadingRead a piece of Assess and appreciate Reflection Spot Unit Check Language To discriminate sounds.chat. the value of music and Metacognition Listening Oral expression To predict content fromRead book reviews. literature. Let’s Check Reading Evaluation cognates.Listen to a Develop respect for the Listening Language Instruments To relate previoustelevision program. role of music and Reading Oral expression Listening knowledge with the topicListen to a song. literature as a means of Language Final Reflection Reading of the lesson. communication. Your English in Action Extra tests Writing Listening Working with others ReadingRead a leaflet. Assess and appreciate Reflection Spot Unit Check Language To relate topic to ownRead a letter of the role of volunteer Metacognition Listening Oral expression reality.application. organizations around Let’s Check Reading Evaluation To developListen to an the world. Listening Language Instruments study skills.advertisement. Value the importance of Reading Oral expression Listening To exchange information.Listen to telephone voluntary work for Language Final Reflection Readingconversations. people in need. Your English in Action Extra tests Writing Listening Working with others Reading 21
  23. 23. UNIT TEEN LIFE T EEN In this unit you will: · use adjectives of quantity · Lesson 4: four hours · read posts to a Student Forum chat · use connectors · Consolidation and evaluation activities: 3 hours + · read a magazine article · use the Present Continuous for future plans home assignments · listen to an interview · Speaking Didactic resources · listen to two poems · exchange personal information · Complementary material such as articles You will learn how to: · exchange information about personal interests and magazines, Student Forum chats. Reading preferences · Pictures of teenagers provided by the teacher and · identify cognates · express quantities by the students to illustrate the diversity of teenage · find general and specific information Writing cultures. · infer meaning of words from the context · write a personal introduction to a forum chat · Supporting material such as lists of adjectives, · locate and match information · complete a personal profile dictionaries, glossaries, definitions, printed Listening You will also: handouts, library material, etc. · discriminate between correct and incorrect · develop respect and acceptance of age, and social Methodological suggestions information and cultural diversity · Teachers should prepare the lessons beforehand · identify correct sequence · assess the importance of English as an considering that thorough prior preparation allows · differentiate sounds international tool of communication them to think of and apply some useful ideas. It is · find general and specific information Development their chance to make the class entertaining and to · identify collocations · Lesson 1: four hours involve students in the learning process. Language · Lesson 2: four hours · Teachers are advised to use a variety of resources · use the Simple Present and adverbs of frequency · Lesson 3: four hours throughout the book. Types of Evaluation Indicators Continuous/informal Students do reading and listening activities, take part in conversations, and produce written texts. Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities. Self - evaluation Unit Check Reading: Students find specific information and discriminate between correct and incorrect information. Unit evaluation Listening: Students find specific information, discriminate between correct and incorrect information and identify sequence of information. Language: Students use the Simple Present and the Present Progressive tense. Speaking: Students exchange information about routines. Writing: Students write and reply to e-mails. Final Reflection Students analyze their performance in the whole unit. Extra Test Reading: Students find specific information and discriminate between correct and incorrect information. Listening: Students identify specific information and discriminate between correct and incorrect information. Language: Students use the Simple Present and Present Progressive tense. Writing: Students write a short paragraph describing their best friend. Speaking: Students imitate an interview and exchange information about routines, interests and favorite activities.22 UNIT 1
  24. 24. TEEN LI FE TEE NPAGE 8 2 + GETTING READY Brainstorm aspects and activities that are typical of teenagers in Chile and all over the world. Invite students to write a list of them 1 Introduce the topic of the unit reading the in their notebooks and then write some name aloud. Then, invite some students to examples on the board. read what the young people on page 9 say (L.A.: to relate topic with personal reality). about being a teenager and ask them if they Possible answers agree or not. hang out with friends; listen to music; play video2 Invite the students to work in groups talking games; chat with friends; watch movies; play sports; wear the same kind of clothes; surf the Internet. about “being a teenager”. Encourage them to make some notes and come to an agreement. Then, ask one member of each 3 ++ group to share their comments with the rest Ask students to choose the picture they of the class. think best represents a typical Chilean teenager. Ask them to support their ideas3 First, ask students to copy the chart into their and then to come to an agreement. notebooks. Then, motivate them to interview (L.A.: to relate pictures with personal six of their classmates about their interests experiences). and preferences in order to complete the chart. Elicit students’ ideas about graphs and 4 +++ then explain that they will have to present the Explain to students that they are going to results for each item in a graph. You may read two posts from a Students Forum chat. also give one example on the board. Invite them to make predictions about the two students’ way of life.PAGE 10 (L.A.: to use general knowledge to formulate predictions). LESSON 1 5 ++ READING Tell students to look at the text and find all TAKE TWO TEENS the cognates. Then, ask what information they can deduce from them. You can askBEFORE READING them to write the cognates on the board, but do not check what the students can deduce 1 + from them at this stage. (L.A.: to identify cognates through Draw students’ attention to the pictures and scanning). then ask them to answer the questions in pairs. Check their answers orally. Answers (L.A.: to use pictures to formulate forum, different, traditional, TV, music, computer, chat, predictions). cyber cafe, culture, kilometers, fan, Internet, rest, Answers sports.a. Between 13 and 18 years old.b. They are from different parts of the world.c. They are: acting in a play, answering questions, chatting and doing sports.d. They are wearing costumes, sport and casual clothes. 23

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