r                          (Лplus Test Master CD-ROM                                              (/ )                    ...
Pearson Education Limited,                              A u t h o r ’ s a c k n o w le d g e m e n tsEdinburgh Gate, Harlo...
CA              <0             AdvancedTeacher’s Support Book
Contents    Introduction    Course description...............................................................................
IntroductionWelcome to Success. This introduction                      Special features in the Success Workbook such as• d...
For very able students, more challenging exercises on     2. Student and teacher motivation    vocabulary (Extend your voc...
Introductionand their unique character motivate the students and        in the opening spread is recycled in the Reading,h...
Skills strategies training                                  task types, both for single answer, true/false, text    Skills...
Introductionexam situations. These include letters, notes,             able to remember the words. By covering themessages...
Components    Success Advanced Students’                               Success Advanced Workbook    Book (160 pages)      ...
ComponentsFrom the Pre-Intermediate level, at the end of theVocabulary Workbook section, there is a special               ...
Success Advanced Testing and                          SUCCESS the channel o f choice Evaluation Programme                 ...
Evaluation and testingsystem in SuccessFrequent testing and evaluation gives studentsa sense o f achievement and prepares ...
4   Projects. There are twelve class projects              ingredients needed for that plan. Teachers can mix     to be pr...
Success examspreparationCOMMON EUROPEAN                                             CAMBRIDGE EXAMSFRAMEWORK              ...
Map of educational content - index People                                            Roosevelt, Theodore                 S...
Map o f educational content - indexBartleby, the Scrivener                 SB   130-132; ТВ 140   Science and TechnologyBB...
Pleased to meet you                                 Read, listen and talk about relationships, dating, personality types. ...
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  1. 1. r (Лplus Test Master CD-ROM (/ ) Advanced Teacher’s Support Book »5 iii PEARSON Longm an Rod Flicker
  2. 2. Pearson Education Limited, A u t h o r ’ s a c k n o w le d g e m e n tsEdinburgh Gate, Harlow Rod Fricker would like to thank Iza, MarcelinaEssex, CM20 2JE, England and Jan for their patience.and Associated Companies throughout the world The author and publishers would like to thankwww.pearsonlongman.com the following people for their help in the development o f this course:©Pearson Education Lim ited 2009 Krystyna Choromańska, Grzegorz Chyliński,A ll rights reserved. N o p a rt o f this publication Beata Gromek, Anna Klukaczewska-Gotlib,may be reproduced, stored in a retrieval system, Katarzyna Lukasiewicz, Monika Sadowska, Tomasz Siuta, Roksana Sobieralska,or transmitted in any form o r by any means,electronic, mechanical, photocopying, recording Joanna Stołecka-Wojtera, Katarzyna Tobolska, Anna Włodarczyk, Ewa Zalewskaor otherwise without the p r io r written perm issiono f the copyright holders. The publisher would like to thank R e x F e a tu re s / C h ris B a lc o m b e for their kindThe right o f Rod Fricker to be identified as theauthor o f this work has been asserted by him in permission to reproduce their photograph (198).accordance with the Copyright, Designs and Front cover images supplied by: Corbis/KenPatents Act, 1988. Kaminesky; Punchstock/Photodisc; Punchstock/ Digital Vision; StockbyteFirst published in 2009 E very effort has been made to trace theSet in 10.5/11.5pt IT C Century, Century copyright holders and we apologise in advanceSchoolbook EU for any unintentional omissions. We should be pleased to insert the appropriatePrinted in Slovakia by Neografia acknowledgement in any subsequent edition o f this publication.Teacher’ s Support Book ISBN:978-0-582-85296-9Teacher’s Support Book Pack ISBN:978-0-582-85573-1Test M aster CD-ROM ISBN:978-0-582-85572-4Illu s t r a te d b y: Aleksander ZawadaP h o t o c o p y in gThe publisher grants permission for the copyingo f those pages marked ‘photocopiable’ accordingto the following conditions. Individualpurchasers may make copies for their own use bythe class they teach. School purchasers maymake copies for use by their staff and students,but this permission does not extend to additionalschools or branches. Under no circumstancesmay any part o f this book be photocopied forresale.
  3. 3. CA <0 AdvancedTeacher’s Support Book
  4. 4. Contents Introduction Course description......................................................................................................... 3 Description of Success components................................................................................ 8 Evaluation and testing system in Success ....................................................................... 11 Success exams preparation............................................................................................ 13 Map of educational content - index................................................................................ 14 Teaching notes Unit 1 ............................................................................................................................ 16 Unit 2 ............................................................................................................................ 26 Think Forward To Exams Revision 1 (Units 1 - 2 )............................................................ 36 Unit 3 ................................................... :........................................................................ 38 Unit 4 ............................................................................................................................ 48 Think Forward To Exams Revision 2 (Units 3 - 4 )............................................................ 58 Unit 5 ............................. ............................................................................................... 60 Unit 6 ............................................................................................................................ 70 Think Forward To Exams Revision 3 (Units 5 - 6 ) ............................................................ 80 Unit 7 ............................................................................................................................ 82 Unit 8 ............................................................................................................................ 92 . Think Forward To Exams Revision 4 (Units 7 - 8 )............................................................ 102 Unit 9 ............................................................................................................................ 104 Unit 10 .......................................................................................................................... 114 Think Forward To Exams Revision 5 (Units 9-10) .......................................................... 124 Unit 11 ........................................................................................................................... 126 Unit 12 .......................................................................................................................... 136 Think Forward To Exams Revision 6 (Units 11-12) ........................................................ 146 % Culture Shock 1 ............................................................................................................. 148 Culture Shock 2 ............................................................................................................. 149 Culture Shock 3 ............................................................................................................. 150 Culture Shock 4 ............................................................................................................. 151 % Photocopiable resources , Contents .................................................................................................................................. 152 Instructions ..............................................................................................................................154* Resources ................................................................................................................................ 166 Extra ta p escrip ts..................................................................................... , ................. 206 - Workbook answers ................................................................................... ............................ 214 Workbook ta p e s c rip t................................................................................. ........................... 2192
  5. 5. IntroductionWelcome to Success. This introduction Special features in the Success Workbook such as• describes how the course meets the needs of exam tips and self-assessment tests also help students and teachers students deal with exam tasks.• outlines the principles on which the materials The tests included in the Testing and Evaluation were developed Programme are designed to give students a sense of• describes the course and its components. progress and achievement.SUCCESS FOR STUDENTS SUCCESS FOR TEACHERSSuccess is a six-level course for upper secondary Although the course has been designed for use instudents, taking learners from zero beginner to an state-sector schools, it is also suitable for use inadvanced level o f English competency. It is aimed at private language schools and the activities will workfourteen to twenty-year-old students. The age range well with both small and large groups - o f up to thirtyhas been fundamental in defining the most important students.features o f the course. Lesson preparationStudents at this age are at the peak of their The format o f the units in the Students’ Bookcognitive development. guarantees successful lessons. Clear headings and theThey learn best when they are encouraged to use logical sequencing of exercises ensure that Successdiscovery techniques and engage with interesting will be very easy for you to teach from with littletopics related to their age. In common with learners preparation.in all age groups, they need a lot o f recycling tointernalise and acquire the new grammar, vocabulary The fact that the order of sections changesand functional language input, but they can also deal in every unit makes the lessons varied andwith big chunks of new material. interesting. Further support is given in the Teacher’s SupportStudents at this age want to learn about Book with ideas for warm-ups, extra activities andthe world. photocopiable activities while the Workbook offersSuccess has a highly educational content. It not only additional flexibility to the pattern o f the unit. Extrateaches English but also provides students with material (eg Culture Shock sections) provides idealinformation about the culture o f English-speaking material for special one-off lessons.countries and the world at large. It provides The Workbook offers further exercises forinteresting and engaging exercises and texts that deal homework. As the exercises strongly reflect themeswith citizenship issues, literature, history, geography, and language from the Students’ Book input, you doart, science and technology as well as the challenges not need to spend too much time explainingo f everyday life. homework tasks to your students.Students at this age are young adults who want Evaluation and assessmentto be independent in their learning. Monitoring students’ progress is particularlySuccess promotes maturity in its approach to learning important in the light o f exam preparation. Studentsthrough self-assessment strategies, topics and tasks need to be confident that they can pass the relevantwhich encourage the learner to think about what they exams at each stage of their learning.read, rather than just respond to it. Success provides you with a unique testing andSuccess provides everything students o f English need evaluation system that includes different types ofto cross the border between their school life and the tests as well as help with the grading and planning ofoutside world. the entire school year. The Test Master CD-ROMSuccess is designed for learners who are at a critical provides all the testing materials in an electronicpoint in their education. The exams they take, version, making it easy for you to customise it to yourwhether school-leaving/university entrance exams or particular classroom situation.public exams such as those o f CambridgeAssessment, will determine their future. Dealing with mixed-level classesAll exams now follow Common European Placement tests in the Testing and EvaluationFramework requirements, which means that they are Programme help you to place your students in groupsskills-oriented with a special emphasis on according to their level, and allow you to make thecommunication. Success has a very strong skills right choice o f book from the six levels o f Success forsyllabus and task types from different exams are your class.practised throughout the course. 3
  6. 6. For very able students, more challenging exercises on 2. Student and teacher motivation vocabulary (Extend your vocabulary) are included in The Success course was designed to help you the Workbook from the Pre-Intermediate level motivate students and also be very rewarding to onwards. These students should be encouraged to teach from. do more projects suggested in the Testing and One of the key ways of achieving this is that Evaluation Programme as they give students the throughout the course there is a clear direction for opportunity for freer language production. learning. Unit objectives are clearly stated at the They will allow all students to contribute to the class beginning o f each unit. Lessons and tasks have irrespective o f their abilities. Even the weakest carefully-prepared stages leading up to clear students can participate and enjoy a real sense communicative outcomes. . of success. The varied unit structure, the liveliness o f the presentations and exercises, and the sheer interest PRINCIPLES BEHIND THE COURSE of the texts make the material extremely engaging. There is often an element o f puzzle-solving which, Success is an ELT course written specifically for added to the high quality o f photos, illustrations and secondary school students. It draws from the most audio material, will add to students’ motivation and cutting-edge developments in ELT methodology and desire to learn. practice and is clear, accessible and novel. Most importantly, many o f the presentations in The ten most important features of the course Success are amusing and thought provoking, which concept are the following: we hope will make the material memorable, thus • A controlled environment for teaching and promoting acquisition and learning. You and your learning. students will often find yourselves smiling at a funny • Student and teacher motivation. cartoon or a humorous text. The topics covered are • An interactive approach to learning. usually familiar but with a fresh and interesting angle, • Thinking training. eg Intermediate Unit 6, ‘Amazing animals’ shows how • Memorisation techniques. our favourite pets perceive their owners rather than the other way round. Grammar presentations, texts • An equal emphasis on skills and grammar. and exercises often contain an unexpected • A strong focus on vocabulary input and practice. twist at the end which will surprise students and • Expanding general knowledge. engage them further on the road to learning, eg in • Building cultural awareness. Advanced Unit 4 students are introduced to gadgets • A principled testing and evaluation system plus essential in student life, only to discover in the exam preparation. listening task why some o f them turned out to be The above features make Success a very well rather unsuccessful. balanced course which gives you security, and a real We are sure that studying from Success will be a very sense of progress to students. enjoyable experience! 1. A controlled environment for teaching 3. An interactive approach to learning and learning We believe that the unique feature of Success is the One o f our most important aims was to publish fact that students are much more actively involved a course where learning is very carefully monitored. in every stage of the learning process than in other A problem sometimes encountered in course books is courses. The involvement is particularly transparent that o f un-previewed language and grammar. It can be in the following sections o f the book: frustrating for both you and the students when, for Grammar: the inductive approach makes the example, an elementary lesson on the Present Simple grammar presentations in Success particularly also contains examples o f the Past Simple or even interesting and memorable. Students analyse Present Perfect. Your assurances that ‘this will be examples o f language and arrive at the grammar rules covered later’ can stifle the students’ own sense of themselves: this helps them understand and achievement. We have been very careful to avoid this remember the rules better. in Success. We have carefully monitored the language Skills strategies: while other courses offer language progression and have avoided using new grammar in tips about skills strategies, we give students the the skills sections. Each speaking exercise is well opportunity to experience the strategy through doing guided through the use of prompts and examples. exercises that illustrate them. Students can then The same approach has been carefully implemented understand the strategies boxes ( Train Your B rain) throughout all the components. much better, and even help create them. The second important aim was to create materials Reading and listening skills: we believe that these that provide methodologically sound lessons on the sections are developed in a very involving way. They page. You do not need to adapt the material and no very often work like puzzles where students have to extra preparation or input is required. In other words, complete the reading with the missing paragraph or if you teach from Success, you will be very successful title, or guess the ending of the listening before they with little effort. listen to the last part o f it. The variety o f exercises4
  7. 7. Introductionand their unique character motivate the students and in the opening spread is recycled in the Reading,help them remember the material. Listening and Writing sections.Speaking: as in most courses these sections include 3. There are references to the language students havea box with the functional language highlighted. already come across in the course, which are calledHowever, what is unique in Success is the fact that all Think Back! Students are encouraged to find thethe exercises are constructed in such a way that information they need in the sections o f thestudents have to either complete the box themselves Students’ Book that they have already covered.or refer to it many times, so by the end o f the lesson This activates the knowledge students already have.they can use the new phrases almost effortlessly. 4. The Revision sections after every second unit helpVocabulary sections: These are not just a selection consolidate the material in all its aspectsof exercises based around a particular lexical set. (grammar, vocabulary, pronunciation and skills).They are mini lessons which very often finish with 5. The material from the Students’ Book is reviseda speaking exercise in which students have to use and consolidated in the Workbook.the vocabulary they have just learnt. 6. The Teacher’s Support Book provides exercises which refer to the material covered in the previous4. Thinking Training unit or section ( Warm-up in the Teacher’s SupportThe key to all the techniques described above is the Book). The bank o f photocopiable activities helpsfact that Success is designed in such a way that it not to revise material in a communicative way.only teaches English for daily communicationpurposes and exams, but also helps students become 6. An equal emphasis on skills and grammarmore independent learners. In keeping with current trends in language teaching,It is particularly important for the students who will we provide very solid skills training but at the sameuse Success, as they are at the very important stage of time, we are aware that skills cannot be practisedtransition from structured and controlled school without a solid base in grammar. They have thereforeeducation to more independent university studies. been given equal emphasis.Success provides what we call Thinking Training, Grammar presentation and practicewhich consists of:• Training in drawing conclusions connected with Success provides a structured and thorough grammar grammar. syllabus which will not create unforeseen problems or surprises. The specific contents o f the syllabus are• Training in skills strategies. organised in a logical way, which makes grammar• Training in social skills (emphasis on easier to understand. communication, register, intonation). Depending on the level and particular unit, there• Training in exam skills (exam strategies are up to three grammar points presented in a unit. in the Workbook). Grammar is always presented in context. The• Training in self-evaluation (self-assessment tests in presentation usually opens the unit, particularly the Workbook). at the lower levels, and the language is then• Training in planning the goals for the year consolidated and practised in all other sections, (Evaluation semester/year plans in the Testing and which is very important from the point o f view Evaluation Programme). of recycling and remembering new structures.We believe that this training is fundamental for The grammar presentation uses a variety o f text typesbuilding students’ confidence and thus for their future (dialogues, short reading texts, cartoons, famousdevelopment. quotations). Students first analyse examples from the presentation ( Work it out section), then check if they5. Memorisation techniques were right by looking at the Check it out sections.The Thinking Training would not be complete M ind the trap! boxes draw students’ attention towithout memorisation techniques which make it areas of special difficulty and help to pre-empt errors.possible for students to remember their own This particular way of teaching grammar encouragesconclusions about the language as well as new students to analyse and come to conclusions aboutvocabulary and structures. The course has been grammar patterns and rules. The course deals withdeveloped in the light o f knowledge about how the this important area effectively, yet without labouringbrain works. To help students remember grammar, the point.vocabulary and new phrases, the following principles Grammar analysis is followed by controlled practicehave been taken into consideration: exercises, which provide a focus on accuracy, before1. New language is always presented in context. moving on to freer practice exercises. Learners remember the interesting context, which Grammar is consolidated and practised in the then helps them remember the new structure or Revision sections after every second unit. vocabulary. There are more grammar exercises in the Workbook.2. Exposure leads to acquisition so new language is constantly revised within the unit and within the course. For example, the new grammar introduced 5
  8. 8. Skills strategies training task types, both for single answer, true/false, text Skills training in Success is organised in the following completion, table completion etc, and more extensive way: and freer note taking, with opportunities for students to compare their answers or report their findings. 1. The Students’ Book covers general skills strategies Listening texts mainly include standard British such as identifying speculation or text types and English and regional British accents, but some reading or listening effectively. These are ‘life contain accents of other English-speaking countries skills’ students will need in different situations such as the USA and Australia, all properly marked in outside the classroom, regardless o f whether they the Teacher’s Support Book. are taking any language exams or not. Additionally, there are special Listening sections 2. The Workbook introduces exam skills which help which cover all the listening tasks students are likely students deal with specific exam task types such as to come across both in real life and in exams. They multiple choice, true/false and matching. introduce strategies for listening which are then used Skills strategies training is not limited to simple rules repeatedly in the book. in a box. Students first ‘experience’ the strategy and For listening strategies see the Students’ Book then complete the Train Your B rain box with the contents page. Listening is consolidated and information they already have about the given practised in every other Revision section. Listening is strategy. One example of the approach is the teaching practised further in the Workbook. There are also of prediction for reading in Unit 5 o f Success photocopiable activities for practising listening skills Elementary. Students only read part o f the text at in the Teacher’s Support Book. a time and are encouraged to guess what will happen on the basis of titles, pictures and their knowledge of Teaching Speaking the world, as well as clues within the text. The Speaking is often the area with which students sequence o f exercises leading up to the Train Your experience the most frustration. They need B rain box shows how the strategy works in a very considerable help and guidance to improve their practical way. This inductive approach to teaching accuracy, but not at the expense of fluency. Success skills is unparalleled in Success. aims to give a wide range of speaking tasks to cater Teaching Reading for all student types and give ample, regular practice. Speaking exercises in the classroom have to be The Reading sections present topics and language in particularly easy to administer, but also be worth the a wide variety of text types such as notices, signs, effort you put in. They should have a very high pay­ text messages, website pages, questionnaires, off with a sense of satisfaction for both you and the reports, brochures, advertisements, letters, emails, students. literary extracts and semi-authentic or authentic journalistic material, all written in a lively style. There are speaking activities in all sections o f the course. The special Speaking sections introduce Each reading passage is accompanied by a wide functional language (Speak Out), either connected range of exercises to encourage students not only to with situations (eg buying goods in a shop) or understand what they read, but also to notice the everyday phrases (eg expressing interest). Students language used. They analyse the text in detail, learn how to use these phrases in context and focusing on new vocabulary while reinforcing and practise them meaningfully in dialogues. At the building on the grammar and vocabulary they have higher levels, students are introduced to speaking . recently learnt. strategies which will help them to express themselves Reading strategies are introduced and practised in a more sophisticated way as well as prepare them systematically and thoroughly throughout the book. for various exams. For reading strategies see the Students’ Book In addition to this, there are speaking activities in contents page. every lesson o f Success. These exercises have been Reading is practised further in the Workbook. carefully designed so that they progress from guided There are also photocopiable activities for practising to more open ones. • reading skills in the Teacher’s Support Book. There are extra speaking tasks in the Revision sections. In the Teacher’s Support Book there are up Teaching Listening to three photocopiable communicative activities for Listening is probably the most extensively practised each unit. They provide extra speaking practice for skill in Success. There are special Listening sections each lesson. in every unit, and shorter listening tasks in all the Speaking is practised further in each unit o f the other Students’ Book sections, including the Revision Workbook where there are exercises which practise and Culture Shock sections. the language from the Speak Out box. The skills o f listening are developed in Success through a wealth o f listening text types, including Teaching Writing radio (reports, phone-in, interviews, quizzes), Writing is an essential part o f the student’s dialogue, monologue, announcements, speeches and competence and requires special emphasis. Success mini-lectures, and songs. There is a wide range of addresses key text types, especially those required in6
  9. 9. Introductionexam situations. These include letters, notes, able to remember the words. By covering themessages, emails, discursive and descriptive essays, exercises (or folding the word list), they can checkreports and summary writing. The course provides if they remember them all.both appropriate guidance and opportunities for freerpractice. All types of writing are covered and there is 8. Expanding general knowledgea strong focus on micro skills such as punctuation, Success has a highly educational content. Studentslinking words and avoiding repetition in order to learn, for example, about history, geography, music,build and develop the overall writing skill. Success the environment, developments in science andalso focuses on the communicative value of writing technology, as well as about people who have playedby making students aware o f who they are writing to. an important role in politics, art and culture.There are writing tasks in every unit including seven It encourages students to discuss contemporaryto ten extended Writing sections in each book, social issues which are relevant to their age.depending on the level. Tasks move from controlled For a map of educational content see pages 14-15 inwriting activities to longer writing exercises. Students the Teacher’s Support Book.analyse the specific features of a model text by doingthe exercises. This leads up to a summary o f the 9. Building cultural awarenessfeatures in a Train Your B rain box. Students then The content of Success is designed to representwrite and check their own text using the Train Your the culture of Britain and other English-speakingB rain box to help them. countries that are multicultural and multiracial. TheWriting is practised further in the Workbook where course also introduces characters from the countriesthe Writing section contains model texts for students where students are likely to use the book so that theyto follow. can relate to the issues easily. Culture Shock sections focus on specific cultural7. A strong focus on vocabulary input and practice facts and issues which provide further informationThe activation, extension and enrichment of and background about Britain and other Englishvocabulary is an essential element o f Success. The speaking countries.course pays attention to the revision and recycling oflexis in the belief that students at this level have 10. A principled testing and evaluation system plusparticular difficulty in maintaining their fluency and exam preparationneed help in developing strategies for learning Testing in Success is very carefully planned andvocabulary in context. There is a strong focus on the includes a strong link between the Revision sectionspractice of fixed and semi-fixed phrases, based on in the Students’ Book with the self-assessment testsrecent research showing that we acquire language in the Workbook as well as the tests in the Testingmore quickly and effectively by learning in chunks and Evaluation Programme. The fundamental rule israther than single items. that there should be no surprises for the students,New vocabulary is presented where relevant through which means that they should know the format o f thegrammar and reading lessons, as well as in separate test well in advance.Vocabulary sections. The separate Vocabulary Successful evaluation involves planning thesections include word formation exercises, word distribution of different test types during the year.webs, and exercises on prepositions and phrasal We help teachers in this by providing templates forverbs. From Pre-Intermediate onwards, M ind the year plans and spreadsheets for grading students.trap! boxes here focus students’ attention on any Teachers can adjust the templates to their ownexceptions to the rule and areas of special difficulty. teaching situation by working on the documentsVocabulary is consolidated and practised in the provided in Word format on the Test Master CD-ROM.Revision sections.The new vocabulary from the Students’ Book is We hope that you will enjoy working with Success.revised in the Workbook in special sections called the Authors: Jane Comyns Carr, Bob Hastings, StuartVocabulary Workbook. The exercises included in this McKinlay, Jenny Parsons; Publisher: Teresa Pelc.section practise all the vocabulary from the word listand help students remember the words they have justbeen introduced to.From the Pre-Intermediate level, at the end o f theVocabulary Workbook section, there is a specialexercise called ‘Extend your vocabulary’ wherestudents practise the vocabulary they know as wellas learn new meanings o f familiar words orexpressions.The word lists in the Workbook are presented ona grey panel next to the exercises. Students shouldfirst do the exercises and refer to the word list. Afterthey have completed the exercises, they should be 7
  10. 10. Components Success Advanced Students’ Success Advanced Workbook Book (160 pages) (120 pages) with audio CD Authors: Bob Hastings, Stuart McKinlay Authors: Lindsay White, Rod Flicker and Rosemary Nixon Organisation The Students’ Book contains 12 thematic units, The Success workbook has unique features which each consisting o f 10 pages. Each unit is clearly were developed to help students with taking exams. divided into sections, i.e. Grammar and Listening, It activates the language needed for exams which Reading and Vocabulary, Vocabulary, Listening and was introduced in the Students’ Book. Speaking, Writing. Each unit follows its own pattern As well as the grammar and vocabulary practice and the sections differ in length according to what which is common to find in the workbook for other the particular topic/grammar point/vocabulary set courses, the Success Workbook provides skills requires. practice. Every two units are followed by a 2-page Revision The unique features o f the Success Workbook are as section called Think Forward To Exams which draws follows: students’ attention to the material they have covered. The majority o f the task types in this section are Exam Strategies exam oriented and help students prepare for the exams. As the Workbook provides a lot of exam task types, students’ attention is drawn to how these tasks End matter contains: should be approached so that they use the same techniques in the actual exam. Next to each exam tip - Student Activities for information-gap exercises. there is a list of exercises it relates to and students - Culture Shocks - four lessons based around are encouraged to use the strategy with these different aspects o f British culture. particular exercises. - Grammar Check it out section. Grammar Class CDs The grammar exercises are graded and go from easier, controlled tasks, to more challenging, The recorded material is a very important feature of contrastive exercises. At the back o f the Workbook Success. There are usually four CDs for each level of there is a section called Exam English in Use which Success (only the Intermediate level has three CDs, offers CAE Use o f English type tasks as well as error and the Advanced level offers as many as five CDs), correction tasks. - which is more than any other course in this segment. Skills Class CDs include: The units provide further practice o f Reading, - Dialogues and listening activities from the Listening, Speaking and Writing. Most o f the tasks Students’ Book. which go with these sections are exam oriented. - All the reading texts from the Students’ Book. Reading texts are recorded on the Workbook CD to provide further listening and pronunciation practice. - Songs from the Students’ Book. Speaking exercises help students memorise the functions introduced in the Students’ Book. Writing sections include a model text which students follow in their homework assignments. Vocabulary The new vocabulary from the Students’ Book is revised in the Workbook in special sections called the Vocabulary Workbook. The exercises included in this section practise all the vocabulary from the word list and help students remember the words they have just been introduced to.8
  11. 11. ComponentsFrom the Pre-Intermediate level, at the end of theVocabulary Workbook section, there is a special Success Advanced Teacher’sexercise called ‘Extend your vocabulary’ where Support Book (224 pages)students practise the vocabulary they know, as well Author: Rod Frickeras learn new meanings o f familiar words orexpressions. Success Teacher’s Support Book is a uniqueThe word lists in the Workbook are presented on publication which contains a wealth o f additionala grey panel next to the exercises. Students should materials for teachers. The Teacher’s Support Bookfirst do the exercises and refer to the word list. After mirrors the Students’ Book in its organisation andthey have completed the exercises, they should be thus is very easy to navigate.able to remember the words. By covering theexercises (or folding over the word list), they can The Introduction provides information about uniquecheck if they remember them all. features o f the Success Students’ Book as well as the other course components. It describes how theSelf-assessment sections course prepares students for exams. The map o fAfter every second unit there is a self-assessment educational content in the form o f an index lists alltest with language and skills tasks. It is related to the names o f people mentioned in the course as wellThink Forward To Exams sections in the Students’ as geographical names, cultural events, film or bookBook and is designed to prepare students for the titles. It is an easy reference for teachers who aretests provided in the Testing and Evaluation looking for specific information in the book.Programme. The teaching notes for each lesson start withAs the key to the tests is provided in the Workbook, information on how a given unit prepares studentsstudents can assess their progress and decide if they for exams. It is followed by a box which outlinesneed further practice. what materials are available for the given unit. It is very often the case that teachers may expect difficultOrganisation questions from students about the particular grammar, vocabulary, pronunciation, etc. Teacher’s- Exam strategies tips related to the exercises in the Support Book Special difficulties section provides Workbook. answers to the anticipated problems. Culture notes- 12 units with further practice o f the key grammar, provide a wealth o f information connected with the vocabulary, and skills lessons from the Students’ people, history and photos in the Students’ Book. Book. Warm-up activities refer back to the material- Cumulative self-assessment tests after every other covered before and provide a nice start to a new unit with an answer key included in the lesson. Optional activities offer suggestions for the Workbook. exploitation o f the Students’ Book material.- Success Workbook CD with listening exercises and The bank of photocopiable activities contains reading texts. 36 activities (three per unit) and it includes skills oriented activities. Organisation - Introduction - Components description - Evaluation and Testing system in Success - Success exams preparation - Map of educational content - index - Lesson notes with tapescripts - Grammar and skills photocopiable resources - Workbook answer key and tapescript 9
  12. 12. Success Advanced Testing and SUCCESS the channel o f choice Evaluation Programme Success Elementary with Test Master CD-ROM and Pre-Intermediate DVDs Author: Rod Fricker (2 x more than 70 minutes) Author: Jonathan Lloyd The Success Testing and Evaluation Programme is more than just a collection o f tests. It offers SUCCESS the channel o f choice is an entertaining, a coherent system o f evaluation and grading which amusing and informative video drawing on a mix of covers a wide range o f test types. TV programme formats performed by a small group The Testing and Evaluation Programme includes: o f actors who aim to be a success on a shoestring! 1 Presentations They aim to give us a slice o f a normal day’s TV 2 Visual material discussions viewing - news, drama, documentaries, quizzes and 3 Written assignments even sport or reality TV! We also watch the 4 Projects characters’ everyday struggle with keeping the TV station going as well as with their complicated 5 Language tests emotional lives. 6 Skills tests There are seven episodes on each (Elementary and 7 Mid-of-the-book test Pre-Intermediate) DVD. Each episode revises the 8 End-of-the-book test grammar from the two units it follows. As well as the wide variety o f tests, the Testing and Evaluation Programme includes: 1 Tips on administration o f the tests SUCCESS the channel o f choice 2 Evaluation year/semester plans DVD Workbook (88 pages) 3 Suggestions about grading scales 4 Spreadsheets for grading students Author: Rod Fricker 5 The Success Advanced Test M aster CD-ROM which includes everything that is in the test The DVD Workbook provides grammar, vocabulary book but in an editable format. and speaking exercises for each episode. Viewing the episode and doing the exercises from the DVD Workbook gives enough material for an entertaining 45-minute lesson. The DVD Workbook contains notes on both levels of the SUCCESS the channel o f choice DVD.10
  13. 13. Evaluation and testingsystem in SuccessFrequent testing and evaluation gives studentsa sense o f achievement and prepares them for COMMUNICATIVE APPROACHdifficult exams in the future. It is also a source of TO TESTING VOCABULARY,information for teachers as to whether remedialteaching is necessary. The evaluation and testing GRAMMAR AND SKILLSsystem in Success comprises: The self-assessment tests in the Success Workbook and the tests in the Testing and Evaluation Programme help to assess students’ progress in A. R e v is io n section s in th e S tu den ts’ B o o k such areas as: vocabulary, grammar, writing, After each two units in the Students’ Book there reading, listening and speaking. The year plans and is a Revision section (Think Forward To Exams) scales o f grading have been constructed in such which checks vocabulary, grammar and skills for a way that the weight o f the final grade consists the two units. o f the following: 65% skills + 35% gra m m a r and v o c a b u la ry It reflects the communicative concept o f Success B. Self-assessm ent tests in th e Success as well as current trends in testing and evaluation. W orkb ook The grading sheets show very clearly what areas a The self-assessment tests in the Success student is good at and help teachers come up with Workbook are linked to the Revision sections more detailed evaluation o f the student’s progress. in the Students’ Book and prepare students It also helps with remedial teaching. For example, for the Skills tests in the Testing and Evaluation students who consistently fail to deliver good Programme. writing should be advised to do more writing and perhaps should complete all the written assignments contained in the Testing and Evaluation C. S k ills tests in th e T e s tin g and Programme. E va lu a tio n P ro g ra m m e They are directly linked to the self-assessment TESTS AND TYPES OF tests in the Success Workbook and test the skills o f reading and listening on the topics related to ASSIGNMENTS IN THE SUCCESS the two units o f the Students’ Book they follow. TESTING AND EVALUATION + PROGRAMME D. V a rie ty o f o th e r types o f tests in th e The Success Testing and Evaluation Programme is T e s tin g and E va lu a tio n P ro g ra m m e not just a collection o f tests. We are proposing They are linked to speaking, writing, grammar a coherent system o f evaluation and grading which and vocabulary exercises in the Students’ Book covers language and skills tests as well as oral and the Success Workbook. exams, written assignments and class projects. To make the most o f our proposal, different tests should be carefully planned over the semesterThe two main reasons for giving students regular or school year. In order to help teachers with thistests are: the need to be able to assess their difficult task we provide examples o f evaluationprogress and the need to give them the confidence semester/year plans linked to the grading system.to continue learning. Therefore, our tests appearregularly: after every two units o f Success and test The Testing and Evaluation Programme includes:only the material that has been presented in these 1 Presentations. There are twelvetwo units. What is more, we test it in such a way presentations, which correspond to thethat the students should get most o f the answers Students’ Book units.correct i f they have studied the material adequately. 2 Visual material. There are six sets, three forThe purpose is not to trick students or show them each semester.how much there is still to learn but to demonstratethat systematic work brings benefits. I f they work 3 Written assignments. There are twelve topics . o f written assignments, which correspond tosystematically during the semester, most students the Students’ Book units.should get high marks on the tests. 11
  14. 14. 4 Projects. There are twelve class projects ingredients needed for that plan. Teachers can mix to be prepared in groups o f 2-3 students. them in the way which is best for their group of 5 Language tests. There are twelve A and B students and according to their own judgement. Language tests, which revise the grammar and All the materials are provided on the Test Master vocabulary presented in each unit o f the CD-ROM and teachers can make all the necessary Students’ Book. adjustments to all the tests and the semester plans. 6 Skills tests. There are six A and B Skills tests Advantages of the plan: which test the skills o f listening and reading, on 1 Motivation - students appreciate that their the topics related to the two units they follow. teacher thought about their learning process 7 Mid-of-the-book test. There is an A and B test and feel cared for. Most o f them pay their that revises vocabulary and grammar from teachers back by being equally well prepared for Units 1-6 o f the Students’ Book. the tests. 8 End-of-the-book test. There is an A and B test 2 Students’ independence - students feel that they that revises vocabulary and grammar from can choose to take the test or skip it as they Units 1-12 o f the Students’ Book. establish the target number o f points they want to achieve for themselves. It makes them feel As well as the wide variety of tests, that they are able to manage their own learning the Testing and Evaluation Programme includes: process. 1 Tips on administration o f the tests 3 Systematic work - students work very 2 Evaluation year/semester plans systematically to score as many points as • 3 Suggestions about grading scales possible without constantly needing to be reminded o f it by teachers. 4 Spreadsheets for grading students 4 Clear and objective evaluation - students, 5 T h e Success A d v a n c ed T est M a ster teachers and parents know the rules for the C D -R O M w h ic h in clu des e v e ry th in g th a t assessment for the year. The rules are the same is in th e test b o o k but in an e d ita b le for everybody, which helps to build trust form at. between teachers and students. Evaluation year/semester plans 5 Comparable grading system - the system can be Among the most important problems all teachers shared between teachers o f the same school. It face in their teaching practice is students’ makes the grades easy to compare within the motivation and systematic work. The key to solving different classes/students of the same school. these two problems is providing interesting 6 Flexibility - the system o f evaluation in points teaching material as well as a successful evaluation can be easily ‘translated’ into grades. system which would help to stimulate students 7 Systematic progress reports - both students and towards achieving top results throughout the parents receive frequent reports about their school year. progress. Success helps to address these issues by providing 8 Exam preparation - the points system helps very interesting lessons in the Students’ Book and students to get used to the way they will be a coherent testing and evaluation system in the evaluated in the exam. Testing and Evaluation Programme. The proposal is based on research which has been carried out over recent years and proved that teachers either use similar systems or would like to use them if they did not involve so much preparation. Teachers asked for a variety o f tests which could be used in a flexible way depending on their teaching situation. As we know, there are many classroom scenarios. Some classes require a lot o f remedial teaching to bring students to the same/similar level. Some classes continue from the course book which they started studying the year before. Some classes cover the Students’ Book in a year and others struggle regardless o f the fact that they have the same number o f hours per week. We cannot provide templates for all teachers/classes but we can give examples o f what a good plan should consist of as well as provide all the12
  15. 15. Success examspreparationCOMMON EUROPEAN CAMBRIDGE EXAMSFRAMEWORK The Success syllabus also takes into consideration the range o f exams from the University o f Cambridge exams suite. Although the level is obviously gradedSuccess and CEF to your students’ needs, you will find all of the taskThe Success grammar, vocabulary and skills types in one or more o f the Cambridge exams.syllabuses are linked to the Council o f Europe’s The table below shows how all o f the levels ofCommon European Framework. The CEF is a Success fit together with both CEF and thedocument created by the Council o f Europe as part UCLES exams:of their policy to promote foreign language learning,cultural contacts and understanding between the Success Common UCLES Mainpeople of Europe. The CEF suggests that learners European Suite Examuse a European Language Portfolio as a record of Frameworktheir language learning experience and progress. Level Beginner Al - Elementary AlLevels within the Common Pre-Intermediate A2/B1 - KETEuropean Framework Intermediate B1/B2 PETDescriptions o f different language levels are phrased Upper Intermediate B2/C1 FCEin the form o f can do statements. They state what Advanced Cl CAEstudents can do at each level. There are six levels:A1 is the lowest, C2 is the highest.Al. Basic User. This is the lowest level which is described within the Framework. It is also SUCCESS AND EXAMS described as Breakthrough Level. Success has two main aims: to help students gainA2. Basic User. This is also described as Waystage a general level o f competence in English and prepare Level. for exams. Success includes all o f the features thatBl. Independent User. This is also described as you would expect to see in a general English course Threshold Level. - listening, reading, speaking and writing tasks andB2. Independent User. This is also described as in addition to this there are a variety of exam-style Vantage Level. exercises which are graded to the students’ level.Cl. Proficient User. Learners at this level are also described as having Effective Operational Exercise types Proficiency. Success includes a varied range o f exercise typesC2. Proficient User. Learners at this level are also which will give students the practice they need in described as having Mastery. order to prepare for exams. True/false, multipleThe Beginner and Elementary levels o f Success cover choice, gap-fill exercises are some o f the many exercise types students will need to be familiar withthe key objectives of level A l. Other levels o f Success and Success includes all of these.fit in across the levels - the Pre-Intermediate level ofSuccess covers the objectives of levels A2 and B l ofthe framework, Intermediate covers levels B l and B2and Upper Intermediate covers levels B2 and Cl. The EXAM STRATEGIESAdvanced level covers level Cl. There are tips and strategies in both the Students’ Book and Workbook to equip students with the tools they need to pass an exam successfully. The Workbook includes a section on how to deal with exam-style tasks. Additionally, the vocabulary is organised into topics to help with revision. 13
  16. 16. Map of educational content - index People Roosevelt, Theodore SB 107; TB 116 Rossi, Valentino SB 62; TB 72 Aristotle SB 52; TB 62 Rouault, Georges SB 16 Bach, Johann Sebastian SB 75 Russell, Bertrand SB 35; TB 44 Beeton, Isabella SB 53; TB 62 Scott, Walter SB 139 Beksiński, Zdzisław SB 17; TB 26 Shakespeare, William SB 115, 139 Bell, Alexander Graham SB 107; TB 116 Simonedes SB 16; TB 26 Berliner, Emile SB 67; TB 77 Simpson, Louis SB 50; TB 60 Berry, Chuck SB 69; TB 78 Smith, Penny SB 69 Bodzianowski, Cezary SB 24; TB 34 Twain, Mark SB 99 Bohr, Niels SB 35; TB 44 Vivaldi, Antonio SB 75 Braque, Georges SB 16 Warhol, Andy SB 97; TB 107 Bryson, Bill SB 88; TB 97 Washington, George SB 148 Caldwell, Stephen SB 25; TB 34 Wells, H.G. SB 49 Castro, Alex SB 69, 70 Wilde, Oscar SB 123 Chaplin, Charlie SB 144 William III SB 139 Chekhov, Anton SB 50; TB 60 Winehouse, Amy SB 77; TB 86 Churchill, Winston SB 140, 144 Conan Doyle, Arthur SB 109; TB 118 Copernicus SB 27; TB 37 Geographical Names cummings, e.e. SB 137 Antwerp SB 24 Da Vinci, Leonardo SB 127, 137 Argentina SB 58 Darwin, Charles SB 109, 148 Auckland SB 99; TB 108 Dawson, Charles SB 114 Australia SB 93 Diana, Princess of Wales SB 112; TB 122 Beijing SB 93 Dick, Philip K. SB 119; TB 128 Bingley SB 25; TB 34 Dylan, Bob SB 69 Birmingham SB 142 Eastwood, Clint SB 8; TB 18 Cardiff SB 93 Edison, Thomas SB 67, 106; TB 77 China SB 58 Einstein, Albert SB 49, 109, 137 Cornwall SB 142 Elizabeth II SB 140, 145 Darwin SB 93 Eminem SB 69 Derby SB 142 Fielding, Helen SB 53; TB 62 Eastbourne SB 46; TB 56 Galileo SB 109 Edinburgh SB 90, 144 Gibson, Mel SB 112 England SB 99, 142 Gormley, Anthony SB 16; TB 26 France SB 99 Hailey, Edmond SB 84; TB 94 Germany SB 49 Harrison, John SB 84; TB 94 Glasgow SB 90, 142 Hatchet, Wilbur SB 139 Greece SB 49 Handel, George Frideric SB 75 Greenwich SB 84, 142; TB ! Hopper, Edward SB 17 India SB 46, 59 Horn, Steve SB 69 Italy SB 49 Johnson, Samuel SB 63; TB 72 Lahti TB 34 Jones, Daniel S. SB 145 London SB 144 Keegan, Kevin SB 139 Lubelszczyzna SB 81; TB 90 Kennedy, John F. SB 35, 36, 108, 112: Łódź SB 24; TB 34 TB 44, 118 Maidenhead SB 45; TB 55 Kettering, Charles F. SB 35; TB 44 Malaysia SB 93 Krause, Jens SB 127; TB 136 Moscow SB 93 Larkin, Philip SB 40; TB 50 SB 52; TB 62 Perth SB 90; TB 100 Lee, Laurie Portugal SB 49 Marconi, Guglielmo SB 140 Rochdale SB 134; TB 144 McGough, Roger SB 96; TB 106 Russia SB 58 McMahon, Mark SB 16 Scilly Isles, the SB 84; TB 94 Melville, Herman SB 130; TB 140 i SB 8; TB 18 Scotland SB 49, 90, 139, : Mencken, H.L. Singapore SB 93 Meucci, Antonio SB 107; TB 116 South Africa SB 58 Michelangelo SB 137 Southampton SB 44; TB 54 Milne, A A . SB 52; TB 62 Spain ■J SB 49 Mitchell, Leslie SB 140 Switzerland SB 49 Monet, Claude SB 17 Thailand SB 93 Moore, Patrick SB 99; TB 108 SB 62 UK, the SB 49, 58, 80 Mozart, Wolfgang Amadeus Mueck, Ron SB 21; TB 30 Ulster SB 139 Napoleon SB 148 USA, the SB 49, 58, 139 Vietnam SB 93 Newton, Isaac SB 137 Nixon, Richard SB 112 Wales SB 49, 93, 142 Orwell, George SB 45, 53; TB 62 Oswald, Lee Harvey TB 122 Popoff, Peter SB 109; TB 118 Places, Arts and Entertainment Presley, Elvis SB 64, 69, 108 1984 SB 45 Raine, Craig SB 104 A M artian Sends a Postcard Home SB 104 Reagan, Ronald SB 71 Atlantis Gallery SB 22; TB 30 Reith, John SB 140 Avant SB 153 Rembrandt SB 98; TB 108 Baroque music SB 75; TB 8414
  17. 17. Map o f educational content - indexBartleby, the Scrivener SB 130-132; ТВ 140 Science and TechnologyBBC " SB 99, 140-141 Apollo moon landings SB 112; ТВ 122Biotoxin SB 45 Carbon footprint SB 30Blackadder SB 141 Carbon offsetting SB 30; ТВ 40Blue Peter SB 141 Cassette player SB 67Bodyworks exhibition SB 22; ТВ 30 Colony Collapse Disorder SB 49Brick Lane SB 22; ТВ 30 Cyberbullying SB 80Cant Help Falling in Love SB 64; ТВ 74 Digital voice recorder SB 42Casablanca SB 98; ТВ 108 Ebola virus SB 36; ТВ 46Celtic SB 25; ТВ 34 Global Positioning Systems SB 84Champions’ League SB 108 Global warming SB 30Champs Elysees SB 82; ТВ 92 Internet SB 102, 103Channel Tunnel SB 99; ТВ 108 iPlayer service SB 141Chocolates SB 50; ТВ 60 iPod SB 67Conspiracy Theory SB 112; ТВ 122 Mosquito ultrasonic deterrent SB 124; ТВ 134Croydon SB 37; ТВ 46 Phonograph SB 67Doctor Who SB 141; ТВ 198 Piltdown Man SB 114Drum’n’bass SB 75; ТВ 84 Projector alarm clock SB 43EastEnders SB 141 Radio podcast SB 96; ТВ 106Eton SB 145 Record player SB 67Enlightenment SB 108; ТВ 118 Slow cooker SB 42Green Day SB 64; ТВ 74 Synaesthesia SB 62Harrow SB 145 Tape recorder SB 67Heartbreak Hotel SB 147; ТВ 78 Trans-Siberian Railway SB 93Hip-hop SB 75 Walkman SB 67House music SB 75; ТВ 84HurortReflector SB 139Ivanhoe SB 139 OtherJ ill SB 40 9/11 attacks SB 112; ТВ 122Jungle music SB 75; ТВ 84 ActionAid SB 59; ТВ 68King Lear SB 115 A-level exams SB 45; ТВ 55La Marseillaise SB 63; ТВ 72 Bowler hat SB 145Lady Godiva SB 115 Bundling SB 9Leicester Square SB 82; ТВ 92 Car-free Day SB 36; ТВ 46Life on Earth SB 141 Compulsory National Service SB 39; ТВ 48Like a R o llin g Stone SB 69; ТВ 78 CouchSurfing SB 82, 150, 153; ТВ 92Little Britain SB 141 DKNY SB 128; ТВ 138Lose Yourself SB 147; ТВ 78 Dolce and Gabbana SB 129; ТВ 138Macarena SB 62; ТВ 72 European Union SB 103Macbeth SB 115 Fan language SB 9Manga comics SB 17; ТВ 26 Five o’clock tea SB 145Martian poetry SB 104; ТВ 114 Fresher ТВ 50Massachusetts Institute of Technology SB 99; ТВ 108 Full English breakfast SB 145Medieval love poetry SB 9; ТВ 18 Gadget Crazy SB 42; ТВ 52M inority Report SB 118; ТВ 128 GCSEs SB 134; ТВ 144Moby Dick SB 130 Grammar schools SB 45; ТВ 55Monty Python’s Flying Circus SB 141, 145 Happy slapping SB 80; Т В 90National Gallery SB 21; ТВ 30 Hot-water bottles SB 145, 149Nemesis SB 73; ТВ 82 Imperial system o f measures SB 145News o f the World SB 99; ТВ 108 Internet troll SB 80; ТВ 90Perivale SB 46; ТВ 56 Irish potato famine SB 55; ТВ 63Pride and Prejudice SB 141 Languages in British history SB 143Queenzieburn SB 25; ТВ 34 Loch Ness monster SB 109Rangers SB 25; ТВ 34 Love spoons SB 9; ТВ 18Roads from Home SB 139 Médecins Sans Frontières SB 36; ТВ 46Robin Hood SB 115 Milk floats SB 145School Days SB 69 NGOs SB 36, 46; ТВ 46Sherlock Holmes SB 109 Panama hats SB 107; ТВ 116Star Wars SB 108 Received Pronunciation SB 145Techno music SB 75; ТВ 84 Roman Empire SB 54The Accidental Tourist SB 88; ТВ 97 Roswell incident SB 112; ТВ 122The Archers SB 141 Routemaster buses SB 145, 149The Coming o f the Fairies SB 109 Salaries in Britain SB 116The Rolling Stones SB 65 Smog SB 145The Sound o f Silence SB 68, 69; ТВ 78 Van trainers SB 128; ТВ 138The Weakest Link SB 141 Voting age in Britain SB 38; ТВ 48University College, London SB 77; ТВ 86 Watergate scandal SB 112; ТВ 122Utrecht University SB 127 World Health Organization SB 62Walking with Dinosaurs SB 141 Yeti SB 108Who Let The Dogs Out? SB 62YMCA SB 62; ТВ 72You Tube SB 141 15
  18. 18. Pleased to meet you Read, listen and talk about relationships, dating, personality types. Practise common problems with tenses, Future Perfect and Continuous. Focus on managing conversations. Write narratives. 1 Ss open their books and look at the cartoons EXAM FOCUS without looking at the idioms. Ask them to describe the situation in each, eg A There are fo u r people in a Topic: Family life and socialising cafe. Three o f them are laughing but one man looks serious. Maybe they are laughing at him and he is Speaking embarrassed or upset. Ss then complete the captions Managing conversations: SB p. 13, ex.6 in pairs and discuss together what the idioms mean. Roleplay: SB p. 13, ex. 7 Elicit the answers and tell Ss that they should be Giving presentations: SB p. 13, ex.8 careful when using idioms if they want to sound Reading natural. In these sentences don’t turn your nose up Gapped text (paragraphs): SB p.9, ex.3 at it, pulling his leg and gave her the cold shoulder may sound less natural than the other idioms. Grammar and vocabulary Verbs in brackets: SB p. 11, ex.9 Answers I E 2 B - to be unable to act calmly and Wordbuilding: SB p.7, ex.6; p.7, ex.7 sensibly 3 F - to stay calm 4 A - to stop oneself from laughing 5 D - to play a joke on someone by Writing making them believe something that isn’t (or is) true A story: SB p. 15, ex. 14 6 C - to reject 2 Ss find the idioms alone. Set a strict time limit for Unit 1 Materials this (one minute) and then Ss work in pairs to think Success Workbook Unit 1 o f the meanings. Tell Ss to write the idioms using the Photocopiable resources 1, 2, 3 pronoun on e(’ )/oneself as in the example. This is s unusual in spoken English, although Prince Charles Testing and Evaluation Programme tests uses it a lot in place o f I/my/myself but useful in formal or impersonal written English. Elicit ideas and correct if necessary. VOCABULARY AND SPEAKING Answers 1 fall head over heels in love - to suddenly feel a very strong feeling of love for someone; laugh This section introduces idioms using body parts one’s head off - to laugh uncontrollably 2 have a mind vocabulary and wordbuilding using prefixes to of one’s own - to have your own opinions; make up make opposites o f adjectives. one’s mind - to think about something and come to a decision; be out of one’s mind - to be crazy 3 see eye Special difficulties: Students often tend to overuse to eye - to agree with someone; cry one’s eyes out - to idioms so it is important to know which are very cry uncontrollably 4 put on a brave face - not show common in everyday language, eg keep a straight that you are upset 5 get something off one’s chest - to face, and which sound a bit old-fashioned, eg give share a problem or secret; keep a stiff upper lip - not someone the cold shoulder. show any emotion, not show that you are upset; under someone’s thumb - controlled by someone, subservient Warm-up Review of tenses. My gram mar problem. Tell to them; tear one’s hair out - to show that you are Ss to write down the area(s) of grammar in English angry or upset; hold one’s tongue - to keep quiet, stop they find most difficult. This should be quite specific, yourself from responding; put one’s foot in it - to say eg future forms, Present Perfect Simple and the wrong thing; a pain in the neck - annoying Continuous, not vague, eg tenses. Ss then mingle and find how many other people have the same problem. 3 Before Ss do the quiz, ask them: Are you easy to Elicit the grammar problems and how many people get on with? Ss discuss this in pairs, giving reasons have problems with each. It is best not to try to deal for their answers. Then they do the quiz and find out with them all at this point but just to be aware of if they were correct about themselves or not. what the Ss see as their main problems for future reference. 4 Ss look at the sentences and decide which idioms would and would not be possible for each. Then they listen to check their ideas.16 Students’ Book pages 6-7

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