INTRO GUIA ING1M (001-021)

23/10/12

14:42

Página 1

GUÍA DIDÁCTICA DEL DOCENTE - INCLUYE TEXTO DEL ESTUDIANTE

Inglés

...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 2

© Teens Club 1º Medio
Original text

Lina Alvarado Jantus
Teacher o...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 3

CONTENTS
PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . ....
INTRO GUIA ING1M (001-021)

4

19/10/12

15:16

Página 4
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 5

5
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 6

DESCRIPTION OF THE COURSE
Teens Club has been written for teenagers...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 7

speak and write will be more vividly experienced and, therefore
bet...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 8

TEENS CLUB METHODOLOGY
Teens Club helps students develop language l...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 9

Classroom management
In most cases the teacher is the only direct c...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 10

tasks, how well they did and the difficulties they encountered. In...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 11

- Invite students to predict the content and to formulate
hypothes...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 12

- Encourage reinforcement of vocabulary and grammar that
appeared ...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 13

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11
What we...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 14

Evaluation for Learning in Practice
It is important to distinguish...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 15

This is a different conception of feedback. The food the teacher
o...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 16

How many LPMs have been prepared?
Each area of the curriculum has ...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 17

The Maps of English have been designed using the international
sta...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 18

How can one recognise the level of learning? Examples of
performan...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 19

Some Commands and Instructions (TEACHERS)
Add more words.
Answer t...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 20

SUGGESTED YEAR PLANNING
CMO

UNIT 5

UNIT 4

UNIT 3

UNIT 2

UNIT ...
INTRO GUIA ING1M (001-021)

19/10/12

15:16

Página 21

LEARNING
ABILITIES

EVALUATION

RESOURCES ATTITUDES
Read posts to ...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 22

UNIT
TEEN LIFE

In this unit you will:
· read posts to a Student ...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 23

TEEN LIFE
TEEN LIFE

PAGE 8

2 +

GETTING READY
1

Introduce the ...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 24

ERROR ALERT
Cognates are words in different languages related to ...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 25

TEEN LIFE
TEEN LIFE

9 ++
Make students copy the chart into their...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 26

12 +

Reflection Spot

Refer students to the LANGUAGE SPOT to
wri...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 27

TEEN LIFE
TEEN LIFE

check on the board to allow students to
corr...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 28

Answers
look for a girlfriend (1); play the drums (3); talk about...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 29

TEEN LIFE
TEEN LIFE

Presenter:
Danny:
Presenter:
Danny:

How are...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 30

PAGE 19

GAME SPOT

10 ++

3

In groups, students complete the ex...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 31

TEEN LIFE
TEEN LIFE

Answers
The questions should be the same, bu...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 32

PAGE 24

3 +++
Tell students to read statements a – d and
then ch...
U1 GUIA ING1M (022-045).qxd

19/10/12

15:18

Página 33

TEEN LIFE
TEEN LIFE

Answers
a. – v. (3); b. – iii. (1); c. – i. ...
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Inglés   i° medio (gdd)
Upcoming SlideShare
Loading in...5
×

Inglés i° medio (gdd)

2,533

Published on

ingles

Published in: Education, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
2,533
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
52
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Inglés i° medio (gdd)

  1. 1. INTRO GUIA ING1M (001-021) 23/10/12 14:42 Página 1 GUÍA DIDÁCTICA DEL DOCENTE - INCLUYE TEXTO DEL ESTUDIANTE Inglés º Medio Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Británico
  2. 2. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 2 © Teens Club 1º Medio Original text Lina Alvarado Jantus Teacher of English. Instituto Profesional Chileno-Británico. 2010 Ediciones R&B ® Nº de Inscripción: 183.657 ISBN: 978-956-8694-07-4 Reimpresión: 2011 Ediciones R&B ® Nº de Inscripción: 183.657 ISBN: 978-956-8694-07-4 2012 Ediciones R&B ® Nº de Inscripción: 183.657 ISBN: 978-956-8694-07-4 2013 Ediciones R&B ® Nº de Inscripción: 183.657 ISBN: 978-956-8694-07-4 Original illustrations Design Ediciones R&B ® Ediciones R&B ® Publisher Designed by Cover designed by Layout by Proofreading Illustrations Production Recording Producer Photos Gloria Caro Opazo Cristina Sepúlveda Aravena Cristina Sepúlveda Aravena Cristina Sepúlveda Aravena Thomas Connelly/Jolanta Polk Fernando Santander Tiozzo Ediciones R&B Rodrigo González Díaz Archivos Ediciones R&B All 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, or otherwise, without the prior written permission of the publisher. La materialidad y fabricación de este texto está certificado por el IDIEM - Universidad de Chile.
  3. 3. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 3 CONTENTS PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 DESCRIPTION OF THE COURSE . . . . . . . . . . . . . . . . . . . 6 Student's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Teacher's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 TEENS CLUB METHODOLOGY . . . . . . . . . . . . . . . . . . . . . 8 Skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Communicative skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Language structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 False cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Learner training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Large classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Pairwork and groupwork . . . . . . . . . . . . . . . . . . . . . . . . . 9 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Photocopiable evaluation instruments . . . . . . . . . . . . . 10 Error alert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 SOME BASIC TEACHING REMINDERS . . . . . . . . . . . . . 10 THE INTERNET IN THE CLASSROOM . . . . . . . . . . . . . . 12 Tips to develop safe Internet lessons . . . . . . . . . . . . . . 12 LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING . . . . . . . . . . . . . . . . . . . . . . 13 CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . 18 SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . . . . . . 20 UNIT 1: TEEN LIFE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 UNIT 2: BELIEVE IT OR NOT . . . . . . . . . . . . . . . . . . . . . 46 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 UNIT 3: TECHNOLOGY AND INVENTIONS . . . . . . . . . . 70 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 UNIT 4: SONGS - MUSIC AND WORDS . . . . . . . . . . . . . 97 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 UNIT 5: HOW ABOUT WORKING? . . . . . . . . . . . . . . . 126 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 EVALUATION INSTRUMENTS . . . . . . . . . . . . . . . . . . . 152 Applying Evaluation Instruments . . . . . . . . . . . . . . . . 152 PHOTOCOPIABLE EVALUATION INSTRUMENTS . . . . 155 Evaluating listening comprehension . . . . . . . . . . . . . . . . 155 Evaluating reading comprehension . . . . . . . . . . . . . . . . . 156 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Writing rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Working with others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Class participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Extended-response reading . . . . . . . . . . . . . . . . . . . . . . . . 164 Inference from a text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 3
  4. 4. INTRO GUIA ING1M (001-021) 4 19/10/12 15:16 Página 4
  5. 5. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 5 5
  6. 6. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 6 DESCRIPTION OF THE COURSE Teens Club has been written for teenagers in their first year of secondary school. It aims to appeal to teens through imaginative and exciting topics, introduces up-to-date language and expressions, increases confidence through learner independent activities, provides regular opportunities for review and selfassessment, and deals with different learning styles. To the teacher, it offers materials and tools for successful lessons, with full support at every stage. The book takes into account the fact that teenagers are going through a challenging period in their lives, with great physical, social, and psychological changes. The main objective of Teens Club is to appeal to teenagers by providing them with materials that reflect their own reality. Although the language is clear and progresses along the course, the aim is to enable students to read, listen to, and express what is relevant and of interest to them at their particular age, so that they can enjoy the language learning process. It provides a broad range of materials to engage students in challenging but achievable tasks. The different topics that have been included give the students the opportunity for cross-curricular and crosscultural work so that they can learn about life and the world at the same time as they learn English. Through guided questions and simple discussions, students are encouraged to express and hold their opinions on issues that concern their lives and the world around them. Cultural aspects are also highlighted at relevant points. Aspects of English-speaking countries, such as information related to school life and subjects, historical and geographical facts, cultural heritage and teenage styles are meant to raise students' awareness of the target culture, and at the same time develop a richer perspective of their own culture. As it is important for students to “learn how to learn”, Teens Club provides opportunities to experiment and revise learning styles. It also aims to develop language learning strategies which suit each of them. COURSE COMPONENTS Teens Club consists of a Student's Book, a Teacher's Book and a CD. Student‘s Book At the beginning of the book there is a list of contents and an explanation of the symbols used. At the end, there is list of verbs and a bibliography for students. 6 INTRODUCTION The Student's Book is divided into 5 units, each one based on a different topic: Unit 1: Teen Life Unit 2: Challenges Unit 3: Technology and Inventions Unit 4: Music and Literature Unit 5: Teen Work Each unit has two reading and two listening lessons. In each lesson, there is a Reflection Spot to allow students to think about their achievements and weaknesses, and there is also a Let's check section, the purpose of which is to allow students to evaluate their progress on a particular aspect of the lesson and, at the same time, to provide information to the teacher about any points that the majority of the students have problems with. At the end of each unit there are three additional sections: • Your English in Action provides additional activities that provide a good opportunity for students to consolidate topics and language structures from the lessons. • Unit Check has a test format covering the four skills and the language studied in the unit. It helps students revise contents and evaluate their performance in the whole unit. • Final Reflection offers students a summary of what they have learnt in the unit, allows them to reflect on their strengths and weaknesses, and guides them to make decisions concerning actions to take in order to improve. The units also include Real Life Spots, which aim to allow students to make connections between the topic of the lesson and real life, or bring a bit of humor to the class together with additional information that may be useful for them. Teachers should encourage students to take advantage of these spots and find further information or connections with the topics. Teens Club includes a Game Spot in many of the lessons. Games are highly motivating since they are amusing and, at the same time, challenging for students, they provide an opportunity to use language in real contexts and they also encourage and increase cooperation. They create the motivation for learners of English to get involved and participate actively in the learning activities, bring real world context into the classroom, and enhance students' use of English in a flexible, communicative way. Games are used in the classroom not only for mere fun, but more importantly, for the useful practice and review of language. Thus, the meaning of the language that students listen to, read,
  7. 7. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 7 speak and write will be more vividly experienced and, therefore better remembered. CD The CD includes all the material for the listening tasks in the lessons, the oral practice exercises, and the listening component of all the tests (Unit Check and Extra Tests). This is the icon used in the Student's Book to indicate that recorded material is used. 1 This is the icon used in the Teacher's Book to indicate that recorded material is used; it includes the corresponding track number. Teacher's Book This component offers support to the teacher through several elements: • An introduction with a description of the course, the 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 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 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.). • Background information related to the information content of the different texts, to help the teacher deal with students' questions. • 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 Teacher's Book as part of the guidelines for the activities in which they may occur. • Photocopiable observation and evaluation sheets for the teacher and students. • The answers to all the activities in the Student's Book and in the tests. • Full transcripts of the recorded material: listening texts, oral practice activities, listening tests. • One extra test per unit. • A complete bibliography for the teacher. • Classification of the activities in the lessons according to their level of difficulty, indicated with the following icons: +Low ++Medium +++High • One activity for fast learners in each lesson (FL). • Icons to indicate the language ability to be developed: READING LISTENING SPEAKING WRITING • Other icons used in the Student´s Book. Key Word Spot Reflection Spot LANGUAGE SPOT REAL LIFE SPOT GAME SPOT LET’S CHECK @ @@ CLICK ON 7
  8. 8. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 8 TEENS CLUB METHODOLOGY Teens Club helps students develop language learning skills to carry out tasks related to the content. In every lesson, there are tasks which consolidate the linguistic and thematic content. The activities are designed to provide students with the language and skills they will need to complete the tasks successfully. This approach helps students to see language as a necessary tool, and gives the grammatical and lexical content a clear purpose. Skills development The methodology adopts a three-phase approach with before, while and after listening and reading activities. The Before Reading / Listening activities provide a setting, motivation and linguistic preparation; they activate previous knowledge about the topic of the lesson, motivate students to read or listen and encourage them to predict and anticipate information. The Reading / Listening activities focus students' attention and teach them to look for specific information, find clues and discriminate between essential and non-essential information. The After Reading / Listening activities connect the text with students' own reality, give practice on specific grammar points and help develop writing and speaking skills. Communicative skills Most students evaluate their language ability by how well they can speak. Speaking activities are present in Teens Club right from the start and they are integrated with the other skills to encourage communication. Even in the first stages of learning, with only a limited knowledge of vocabulary and structures, students want and are able to communicate. The speaking tasks give students an additional opportunity to use new language in the context of a real life task, carried out in pairs or with a group of classmates, and following models provided. Writing activities are also an integral part of each lesson, with a variety of tasks students must accomplish during the class or as homework, with varying degrees of support and guidance. Language structure In Teens Club, grammar is approached in a clearly structured yet meaningful way. Students are presented with an inductive task in a section called Language Spot in which they have to figure out how the structure works in English, discovering both the use and 8 INTRODUCTION the form. Then they do controlled practice exercises where they apply the target structure in communicative situations. Vocabulary The key vocabulary in each lesson is presented in the Key Word Spot. There are vocabulary activities through which students develop effective strategies for learning and keeping vocabulary records. A systematic use of dictionaries is encouraged. Cognates Cognates are words in different languages related to the same root. The lessons in Teens Club provide students with exercises to help them notice and recognize them, helping them increase their self-confidence by discovering how much these words help them to understand a text. The teacher should encourage students to find the cognates whenever they face a new text. False Cognates Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. They are indicated in the Error Alert! Section of the Teacher’s Book. Here are a few examples of false cognates: • Actually = really, not actualmente (at present, currently). • Embarrassed = avergonzado/a, not embarazada (pregnant). • Approve = aprobar = agree with something, not aprobar un examen (pass an exam). • Lecture = conferencia = a talk about a topic, not lectura (reading). • Politics = la política, not los políticos (politicians) • Library = biblioteca, not librería (bookstore) • Familiar = estar familiarizado con, not familiar (relative) • Parents = padres, father and mother, not parientes (relatives). Learner Training Learner training is about developing students' awareness of how they learn and how they develop their learning strategies to become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about the problems they have faced and how they could improve their performance. This is supported in Teens Club with a section called Reflection Spot.
  9. 9. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 9 Classroom management In most cases the teacher is the only direct contact that students have with English. Therefore, it is important that the teacher tries to communicate with the students in English as much as possible. Teachers can also use gestures or mime to help understanding. Instructions for all the activities in Teens Club are given clearly and simply, and teachers should encourage students to read and interpret them on their own, and support them whenever necessary through demonstration and examples. Discipline Teenage students are going through a difficult period of development in their lives, so the teacher might face discipline problems, disruptive behavior, or unwillingness to do the tasks they are assigned. One of the reasons for bad discipline is usually students' inability to cope with the tasks. To avoid these problems, two preventive strategies are suggested: • Careful planning. Students realize there is a purpose which keeps their attention on the task. • Clear instructions. Instructions must be given clearly and assertively, including time limits whenever possible, so that students know what to do and when they should finish the task. Large classes Large mixed-ability classes are a reality teachers have to face every day. Grouping is one technique that is used to reduce the negative effects of this situation. When the class is divided into smaller units, many learning activities can be undertaken. This implies a different role for the teacher; this does not mean that he / she will become less active in the classroom, but that he / she will not be the center of the activities. Teachers who monitor, encourage and participate in different classroom groups are even more active than traditional teachers. By re-organizing the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to practice and acquire the foreign language. Pairwork and groupwork One of the ways of giving students the time they require to practice a language in class is by forming groups or pairs. This helps teachers to individualize their learners, provides opportunities for sharing experiences and it may also help teachers to accommodate learner differences by varying student roles. Teachers must bear in mind that this type of work encourages students to share their skills and knowledge, and to learn from each other. It also increases students' involvement and active participation, and develops positive attitudes. It is important to share with students the importance of these activities that give them an opportunity to reinforce social and communicative skills required to work with other people. The teacher should take an active role in group and pair formation, and students should take different roles each time. Assessment Assessment is one of the most valuable sources of information about what is happening in the classroom. The involvement of the students in this process makes their attitudes towards their learning change significantly and they start to feel more responsible for their progress. In Teens Club, assessment is ongoing. The teacher assesses continuously, in every activity, in every lesson, to see how far a student is making progress in line with the objectives. He / she uses the information obtained to help students with specific problems. In each lesson there is one activity to evaluate one particular aspect of that lesson, in the section called Let's Check. There is also an overall assessment, periodically, at the end of each unit, with a test format, the Unit Check, which includes evaluation activities of all the skills and language studied in the unit. Teachers should encourage students to correct and mark their Unit Check themselves, either on their own or in small groups. Finally, at the very end of each unit there is a Final Reflection section, which guides students to analyze their performance in the whole unit. All these forms of assessment complement each other. Self-assessment In Teens Club, self-assessment takes place in each lesson, so that students have the opportunity to reflect on their progress and their main problems. This type of assessment helps students to become more efficient learners, as well as make them feel more responsible for their own learning. This is done lesson by lesson through the Reflection Spot, where students are asked to think about their abilities to perform the 9
  10. 10. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 10 tasks, how well they did and the difficulties they encountered. In the Let's Check and Unit Check sections, students evaluate themselves to become aware of their progress and in the Final Reflection section they analyze their performance and make decisions concerning steps they can take to improve. Photocopiable Evaluation Instruments The Teacher's Book offers a selection of rubrics and evaluation sheets that the teacher can use in different situations, with different purposes and with different students. The labels and criteria can be adapted to the class situation, the topics covered, the number of students, etc. They can be used by the teacher to evaluate students, or by students to evaluate themselves and / or their peers. As with all evaluation instances, these must be used to inform the teacher and students of the progress made, the areas that need revision and the level of achievement of learning goals. The teacher may use the results of these evaluation instances as part of the final mark of students; students must be informed of the system applied. The teacher must give students the instrument so that they can analyze it, draw conclusions and make decisions. Error Alert Teens Club provides the teacher with help in connection with common mistakes students might make, together with additional exercises to practice these specific points. They are shown in the Teacher's Book as part of the guidelines for the activities in which they may occur. SOME BASIC TEACHING REMINDERS • Start every lesson in a way that focuses everyone's attention. This creates expectation and prepares students for what is to come. For example, with books closed, write the topic of the lesson on the board and ask some questions about it, show a poster / picture related to the lesson, ask who can remember what they did the previous class, etc. • Students should not open their books until everyone is paying attention. • End an activity before students get bored with it. Equally, do not hurry students or end the activity too soon if they are obviously enjoying it. • Ask students their opinion. • Don't assume that if one student says he or she understands, everyone else does. • Ask (elicit) rather than tell. Students get bored of listening to the teacher explaining. Someone in the class will probably know the answer. • Don't ask students to explain difficult things, such as definitions of words, in English. • Don't interrupt students during pair / group speaking activities to correct their English. It is better to note the main, common mistakes, put them on the board and correct them with the class at the end. 10 INTRODUCTION • Don't insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information for the teacher. • Give praise and encouragement, especially to the weaker students. Write positive comments on their work. Let them know what they are doing well, as well as what they need to improve. • Remember that you are the main motivator in the classroom! Some methodological suggestions for skill development Developing listening skills • Follow the organization of activities into before, while and after listening. • Before listening: - Introduce and get students involved in the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own. - Use this introduction of the topic to present key vocabulary and structures, and write them on the board.
  11. 11. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 11 - Invite students to predict the content and to formulate hypotheses of what will appear in the text. - Do these activities quickly and take advantage of the interest created to continue with the listening activities. • Listening: - Play the recording once or twice for students to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into detail at this stage, just concentrate on the general idea. - Remind students of cognate words, which they can identify more easily when they listen, and which help comprehension and consequent task realization. - Read and clarify instructions with the class, and do the different listening activities one by one, concentrating on the task assigned and checking answers after each successive listening. Every time students listen to the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. - Help students recognize different supporting elements in the spoken texts: intonation, voice pitch, pauses, emphasis, background noise, etc. experiences. Make use of the illustrations provided and / or use your own. - Use this introduction of the topic to present key vocabulary and structures, and write them on the board. - Invite students to predict the content and to formulate hypotheses of what will appear in the text. - Always ask students to take a quick look at the text and identify the cognate words and the words they already know. This will help them formulate more informed hypotheses and also help them feel less insecure when facing a new text. - Draw students' attention to the structure of the text: layout, punctuation, titles, subtitles, etc., to identify the type of text they will be reading, all of which will also provide clues that will help them understand the text. - Do these activities quickly and take advantage of the interest created to continue with the reading activities. Developing reading skills • Follow the organization of activities into before, while and after reading. • Reading: - First, ask students to read the text quickly to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea. - Remind students of cognates words, which they can identify easily, and which help comprehension and consequent task realization. Present false cognates if there are any in the text. - Read and clarify instructions with the class, and do the different reading activities one by one, concentrating on the task assigned and checking answers after each successive reading. Every time students read the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. - Help students recognize different supporting elements in the written texts: text organization, reference markers, letter types, graphic support, punctuation marks, illustrations, etc. - Remind students of some general characteristics of text organization: main ideas are usually at the beginning of each paragraph, connectors give important clues -and indicates addition, but, however indicate contradiction, because indicates a reason, or indicates alternatives, etc. • Before reading: - Introduce and get students involved in the topic of the text. Elicit what they know about it and help them relate it to their own • After reading: - Help students summarize the text orally and / or in writing using the models provided. • After listening: - Help students summarize the text orally and / or in writing using the models provided. - Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts. - Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality. - Make students evaluate their own performance in the lesson. a. Did their predictions help them understand the text? b. How did they do in the different listening activities? c. What new words, expressions or structures did they learn in this lesson? Can they use them in other situations? 11
  12. 12. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 12 - Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts. - Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality. - Make use of the activities for fast learners (FL) or of Your English in Action in the Student's Book and of the Extra Tests in the Teacher's Book to provide further practice in a freer context, either for the whole class or for with faster, keener students. Invite them to make comments on the contents and share them with the rest of the class. - Encourage students to make use of the Reflections section to evaluate their own performance in the lesson. Developing oral expression • At the beginning of the course, prepare a poster / posters with the class, showing the expressions they must use as part of the classroom interaction. You may use different colors to classify them into: a. Greetings: Good morning, good afternoon, hello, hi, good-bye, bye. How are you today? I'm (not) very well, thank you. And you? Teach them to address you as Mr. / Miss / Mrs. plus your surname. b. Asking for help or clarification: How do you say / spell / pronounce ...?, Can you help me, please? Can you repeat, please? Can you play the recording again, please? Can I / we use the dictionary / the computer? Can I work with ...? Can you tell / give me ...? c. Expressing feelings: I'm sorry / happy / impressed / tired / ill / worried. I'd be happy to ... . I like ... . I don't like ... . I liked ... . I didn't like ... . • Encourage students to use English to do the different speaking activities that show comprehension. • Choose relevant parts of the listening texts, especially dialogs, for students to listen to, repeat, try to memorize and present in front of the class. • Create a positive atmosphere in the classroom to facilitate students' participation in oral exchanges. Developing written expression • Always provide a model for students to follow. Go from simple, strictly guided activities to more complex ones: just words that students use to fill in blanks, or exercises in which they put words in order to form sentences, short answers to simple questions, using a pattern given and substituting some elements, etc. • Make students aware of punctuation marks and connectors to be used. • Check written work while walking around the classroom, by collecting notebooks, or by providing the correct versions on the board or on a transparency. THE INTERNET IN THE CLASSROOM Nowadays, in the era of information revolution and the widespread use of the Internet in almost all spheres of life, this tool can serve as a teaching medium, a rich source of materials of any kind and also as a basis for lessons instead of texts from the course book only. people from different parts of the world and therefore practice their English in a meaningful and motivating way. Internet -assisted lessons may supplement teaching by adding an 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. @@ CLICK ON The Internet gives great possibilities for students to work with materials they choose themselves and offers an attractive and interactive learning environment. This is achieved by the use of communication tools such as e-mail, chat or forum groups, which students can use to communicate with 12 INTRODUCTION This icon indicates a digital resource used / suggested for an activity. @ Tips to develop safe Internet lessons • Never start lessons by having students use search engines on their own. • Ask students to find specific information, not just surf the web. • Always tell students to write down the URLs of the sites they use for reports in a bibliography format. • Try to preview sites before students visit them.
  13. 13. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 13 LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11 What we have in common makes us human. Our differences make us individuals. In a classroom where there is very little or no differentiated teaching only the similarities among students seem to be the focus of attention. In a differentiated class the common areas are acknowledged and exploited, and the differences among students also become important elements in the teaching – learning process. Carol Ann Tomlinson 12 The Chilean Ministry of Education has presented the community with a new curricular tool, the Learning Progress Maps. It is possible that teachers may have a lot of information about them, from different and probably more complete sources than those provided here 13. This brief and concise document does not intend to be exhaustive nor replace any of those sources. It only intends to present the Maps in a particularly specific context, that of a very specific training in evaluation for learning, as it is in that area that they can be very useful in the different steps of that training. This is a brief introduction to the Maps that considers the inclusion principle that guides them, the way in which they are presented, an example and some details to understand their pedagogical and evaluative usefulness. Rather than theoretical or conceptual details, special importance is given to the elements that facilitate their use by teachers. Introduction The Learning Progress Maps have been developed to show teachers, students and parents the way in which learning progresses along school life, and especially the expected direction for each of the areas of the curriculum. They are neither a new curriculum nor a curricular alternative, but are based on the existing Curricular Framework. Their objective is to describe the types of learning promoted by the Fundamental Objectives and the Obligatory Minimum Contents, and to indicate the characteristics of their development from 5th Year of Primary Education to 4th year of Secondary Education. The Maps can be used in the day to day classroom work to establish the students’ position, their differences and their learning needs. Once this reflection and awareness task is done, it is possible to design a variety of teaching strategies to cater for the students’ needs. Learning progression and diversity Children’s learning – as shown every day in the teaching process - 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 younger students; when comparing abilities and knowledge of a 4th Media student with those of a 1st Básica student, it can easily be noticed that the former is much more competent than the latter in all the learning areas. Between these two students, who represent the extreme levels of achievement during the school cycle, it is possible to distinguish several intermediate stages. On the other hand, children in a particular level make use of different abilities to understand the same topic, and have different ways to explain what they understand. There is progression not only from one level to the next; it is normal that in the same class students are at different levels and show different degrees of understanding and achievement of the required abilities. However, not all students progress in the expected direction. Inadequate attention to differences can produce delay in the students’ learning. This delay, in turn, has a cumulative effect, it tends to increase in the upper levels, and when this happens, its effects are more difficult to revert. Therefore, it is important to clearly understand the state of students’ learning. The Learning Progress Maps are a supporting instrument to diagnose achievement and differences among students to help them move on in their school work according to the expected outcomes promoted by the national curriculum; they offer common criteria and language to observe learning. 11 Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007. 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. Please note that this document has been translated directly from the document prepared by the Unidad de Currículum y Evaluación of the Ministry of Education; the superscript references have been kept the same as in the original document. 12 13
  14. 14. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 14 Evaluation for Learning in Practice It is important to distinguish Evaluation for Learning as a particular model that is different from the traditional interpretations of evaluation. Here is a summary of its main characteristics. In this conception, evaluation: • Is considered an intrinsic part of teaching and learning. • Requires that teachers share with their students the learning achievements expected from them. • Helps students know and identify the standards they must reach. • Involves students in their own evaluation. • Provides feedback that tells students what they have to do, step by step, to improve their performance. • Assumes that every student can improve his / her performance. • Involves both teachers and students in the analysis and reflection on the data provided by the evaluation. This model contrasts with the type of evaluation that, in practice, means adding evaluation procedures or tests at the end of the programmed units of work. These procedures or tests are separable and independent from the teaching of the unit. The feedback is to get a mark. Although, according to this model, evaluation is a teachers’ issue (the State, for example, does not get involved), it tends to have a summative rather than formative objective. However, the term formative can have several interpretations: very often it only means that evaluation is frequent in a period of time and has been planned together with the teaching. In this sense formative evaluation does not necessarily consider all the features identified as characteristic of Evaluation for Learning. Evaluation can be formative because it helps the teacher identify areas where more explanation or training are needed. From the point of view of students, although their final mark and the comments written on the margins of their work may signal their weak and strong points, they do not give them clues as to how to progress towards the achievement of more and better learning. The concept of learning underlying this model is another distinctive feature. Today’s approach to learning suggests that, eventually, it is the students themselves who are responsible for their own learning (nobody can learn for them). Consequently, Evaluation for Learning must necessarily involve students in the 14 INTRODUCTION evaluation process so as to provide information on their performance and guide their efforts to improve. An important part of this information is the feedback the teacher gives students, but another part must be the result of the direct participation of students in this process through self-evaluation. In the context of promoting life-time learning, it is more and more important to develop in the students the capacity to know how much they have learnt and the ability to guide and manage their own learning. So, what actually happens in the classroom when evaluation is used to improve learning? To begin with the more obvious aspects, the teachers are involved in the collection of information about their students’ learning and must motivate them to revise their work critically and constructively. The methods to obtain information about the learning are well known and they are mainly: • To observe students and listen to them when they reason and describe their work. • To ask students open questions, inviting them to explore their ideas and reasoning. • To propose ideas that require students to use certain abilities or to apply ideas. • To ask students to communicate their ideas not only in writing but also through drawings, artefacts, actions, dramatisations and concept maps. • To discuss key words and analyse how they must be used. Of course, teachers can collect this information through the methods identified above, and then use it to improve learning. The use of this information requires that teachers and students make decisions and act: they must decide on the next steps in the learning process and help students to get started. It is of the utmost importance to remember that it is students who must do the work; consequently, by being more involved in the process, students will better understand how to extend and improve their learning. A plan that involves students in the judgement of their own work instead of being passive to face their teachers' judgement - has higher probabilities of raising learning and achievement standards.
  15. 15. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 15 This is a different conception of feedback. The food the teacher offers is a reflection of the objective to reach, of the standard or goal towards which the student must aim at and which, in this way, constitutes a point of comparison for his / her work. The role of the teacher – and what constitutes the core of teaching – is to provide students with the skills and strategies required to take the steps they need to improve their own learning. Key Principles of Evaluation for Learning Evaluation is a process that allows the collection of evidence on the learning achieved by the students at a given moment. The object of the evaluation is the work produced by the student, never the student. • The key dimensions of learning from the point of view of the learning area and the learning level of students constitute the criteria used for the evaluation of learning. What Learning Progress Maps are • The criteria must be shared with students so that they know and understand them, and can then direct their work accordingly. • Self-evaluation and peer-evaluation must be done using preestablished criteria. If this does not happen their validity will be questionable, because different individuals naturally evaluate according to their own personal criteria. • It must be remembered that evaluation necessarily involves value judgements. This happens when a teacher assigns a numerical qualification to a student’s test, and also when concepts are used, for example poor or excellent to indicate a student’s level of achievement at a certain moment. • The teacher must take responsibility for the evaluation instruments he / she develops and uses with the students; this means that he / she must make sure that they really let him / her collect information about the learning outcomes defined in the pre-established evaluation criteria. What Learning Progress Maps are not They are materials for each area of the curriculum that describe the usual road followed by students in their learning. They assume that progress is the result of maturity and exposure to learning opportunities in specific stages of school life. They do not state that learning is lineal (a sum of specific learnings) nor do they propose an exact description of the learning progress that all students experience. They express knowledge and abilities, that is to say, the competences that students typically reach at certain moments of their school life. They are not an expression of all the knowledge and abilities students can achieve in a specific level. They indicate what we value as learning goals and the sequence in which they are achieved; they provide a framework to monitor progress and communicate results. They are not a new curriculum and they do not assume that all the students in the same class should be in the same level of learning. They are presented as concrete descriptions of learning and offer examples of possible achievements in each level. They are not checklists for test correction. They provide a guiding framework for teaching: they let users elaborate evaluation tasks that will indicate the level of each student, and organise teaching strategies accordingly. They are not an instrument to classify students and they do not support a specific teaching model to achieve learning. 15
  16. 16. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 16 How many LPMs have been prepared? Each area of the curriculum has sub-divisions that represent topics or abilities that must be developed during school life. A Map has been designed for each of them. English Our country’s active participation in different areas of the international sphere, together with the changes produced by globalisation, make the learning of English essential to successfully face the demands of society in the XXI century. Learning English is a challenging and attractive activity at any age, but particularly for young people who see it as a tool to access information and technology and as a means of communication with other realities and cultures. Learning English or any other foreign language, contributes to the understanding of the mother tongue, and at the same time it widens the opportunities to access information in other areas of study. Presentation of the Maps The Maps are organised in seven levels that cover students’ learning life from the 1st year of Primary Education to the 4th year of Secondary Education. Each level describes the expected learning outcome for two school years. For example, level 1 corresponds approximately to the 1st and 2nd Básico, Level 2 to the next two years, and so on. The last level (7) describes a student whose outcome when finishing school is “outstanding”. All this information can be found in the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl. Relevant aspects of the Reading Map In concordance with the curricular emphasis aimed at the development of the abilities and the use of language with the purpose of acquiring information and gainning access to other cultures and technological advances, grammar is not the focus of attention of the Reading Map. Its role as a facilitator of understanding and communication is acknowledged, but the role of grammar will become more evident in the Writing Map. The Reading Map emphasises the importance of working with authentic texts as early as possible; their degree of complexity increases as students move from one level to the next. By the end 16 INTRODUCTION of their secondary school education students should be able to read authentic texts of intermediate complexity, which implies beginning their learning using simple authentic texts. The Reading Map does not reject the use of the mother tongue as a resource to monitor learning when the situation requires that the students show evidence of comprehension and interpretation rather than oral production. It is a well-known fact that students of a foreign language can understand much more than they can express orally or in writing. For this reason, the answers to the tasks presented as examples in the Map are in Spanish. This does not mean that students are not allowed to express comprehension in English or that there is an intention to work these abilities separately. In the following pages you will find the Reading Progress Map. It begins with a synthetic presentation of all the level. Then, each level is presented in detail, beginning with its description, some examples of performance that illustrate how that level of learning can be recognised and one or two examples of work done by students of subsidised schools, with the teacher’s comments that justify what criteria is used to decide that the student is “within” the level. In an appendix, you can find the complete version of the tasks from which students’ work was collected. In the case of English, there is a description of an initial level, before level 3, that describes a starting situation of knowledge of this language, which can be a useful point 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 level are included. Reading Progress Map The aim of the English curriculum is to get students to use and apply the language in different tasks that imply they can understand oral and written texts, and solve simple communicative situations orally or in writing. From this point of view, four English Learning Maps have been designed, around the following linguistic abilities: • Reading • Listening • Writing • Oral Expression
  17. 17. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 17 The Maps of English have been designed using the international standards of the Common European Framework (CEF) for teaching, learning and evaluating languages, and those of the Association of Language Testers of Europe (ALTE). CEF level A2 and ALTE 1 (Waystage User) are associated with Level 4, which describes the expected learning achieved by the majority of students by the end of 8th year Básico; Level B1 and ALTE 2 (Threshold user) are associated with Level 6, which describes the expected learning achieved by the majority of students by the end of 4th Medio. To describe progress in reading comprehension, the Reading Map is organized around two dimensions: a. Text-types. In this dimension the progression is given by the complexity of the topics the students read about and the complexity of the language used in the texts. There is progression from concrete to abstract topics, and from language expressed in simple sentences to language expressed in compound sentences of intermediate complexity. b. Reading abilities. This dimension includes students’ capacity to extract specific information, to infer information and to show global comprehension of what they have read. The Map describes how these reading abilities become more complex from one level to the next, also in relationship with the increasing complexity of the texts read. In the light of these dimensions, the Map describes a student’s reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences and state the main topic of a very short, simple text (in level 3), to end up being able to reach a higher level of inference and a deeper understanding of linguistically and conceptually more complex texts. (level 6). English Progress Map Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the Level 7 Outstanding main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related to personal interest topics. Level 6 Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, and 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. Level 5 Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and 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. Level 4 Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or 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. Level 3 Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly 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: Level 5 Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and 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
  18. 18. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 18 How can one recognise the level of learning? Examples of performance. When a student has reached this level, he / she can do the following activities: • Select and classify information according to a given category. • State details used for describing causes and consequences. • Relate data and ideas to infer attitudes and moods. • Extract the main idea(s) of the text and list the arguments that support it / them. • Invent a title that represents the main idea of the text. • Identify words and phrases that give cohesion to the text. For example: “therefore”, “on the other hand”. • Identify in the texts the communicative function of compound structural patterns, such as the passive voice, conditional sentences, relative clauses. • Identify in the text frequent phrasal verbs. For example: “look after”. CLASSROOM LANGUAGE Greetings: Good morning / Good afternoon / Hello / Hi. Good bye / See you tomorrow / See you later. Have a nice weekend / Enjoy your holiday. Moods and feelings: A: How are you today? B: I’m fine / I’m great / OK / Very well, thank you. I’m not very well / I have a problem / I’m feeling low / I’m sad. Asking for clarification (STUDENTS) Can you repeat that, please? Can you say that again, please? Sorry? I didn’t understand very well. Can you help me with this exercise, please? Encouragement (TEACHERS) Well done! Good! Excellent! Good work! Congratulations! 18 INTRODUCTION The date A: What day is it today? B: It’s Monday / It’s Tuesday / It’s Wednesday / It’s Thursday / It’s Friday / It’s Saturday / It’s Sunday A: What’s the date today? B: It’s (Monday) March 9th. The weather 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 / It’s nice and cool. It’s raining / It’s snowing. The time A: What’s the time? / What time is it? 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. A: What’s the time? / What time is it? B: It’s quarter past nine. It’s half past ten. It’s five past eleven./ It’s ten past twelve / It’s twenty past one/ It’s twenty five past two. A: What’s the time? / What time is it? B: It’s a quarter to eight. It’s twenty five to nine / It’s twenty to ten/ It’s ten to three/ It’s five to four.
  19. 19. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 19 Some Commands and Instructions (TEACHERS) Add more words. Answer the questions. Be quiet. Check your answers. Check your predictions. Close the door. Come to the board. Compare your answers. Compare your answers in your group. Complete the paragraph. Complete the sentences. Complete the summary. Complete the table. Copy the instructions. Cross out the words you do not hear. Discuss the ideas in your group. Do exercise 1. Do not write in ink. Do not write in your book. Fill in the blanks. Find examples in the text. Find out who wrote this poem. Find the cognates in the text. Go to the board. Identify the best description. Listen to the recording. Listen. Look. Look at the pictures. Look up these words in the dictionary. Make a list. Make a list of topics. Make some notes. Match the pictures. Name three activities. Open the window. Open your books. Pay attention, please. Put the pictures in order. Read the instructions. Read the sentences. Select the correct answer. Silence, please. Sit down. Stand up. Talk to your partner. That’s all for today, thank you. Work in groups of 4. Work in groups of three or four. Work with your partner. Write the sentences. Turn taking and permissions: (STUDENTS) It’s your turn. Sorry, it’s my turn. Excuse me, can I say something? Excuse me; can I leave the room for a minute? Can I talk to you after the class? May I go to the bathroom? Encouragement: (TEACHERS) Do it more carefully / Say it again / Try to correct that, please. Not too bad / You’ll do better next time / Keep trying! Well done / Congratulations / Excellent / Good work. 19
  20. 20. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 20 SUGGESTED YEAR PLANNING CMO UNIT 5 UNIT 4 UNIT 3 UNIT 2 UNIT 1 TOPIC 20 TIME TEEN LIFE Forum chats. Diversity of teenage cultures. Reading Identify cognates. Find general and specific information. Infer meanings from the context. Locate and match information. Listening Discriminate between correct and incorrect information. Identify correct sequence Differentiate sounds. Find general and specific information. Identify collocations. Language Use the Simple Present and adverbs of frequency. Use adjectives of quantity. Use connectors. Use the Present Continuous for future plans. Speaking Exchange personal information Exchange information about personal interests and preferences. Express quantities. Writing Write a personal introduction to a forum chat. Complete a personal profile. Development Lesson 1 four hours. Lesson 2 four hours. Lesson 3 four hours. Lesson 4 four hours. Consolidation and evaluation activities three hours + home assignments. BELIEVE IT OR NOT A city on the moon. Hopes for the future. Reading Scan the text to validate predictions. Get meanings from cognates. Find general and specific information. Discriminate between correct and incorrect information. Listening Relate speakers and speech. Discriminate sounds and words. Identify specific information. Language Use the Simple Future tense to express predictions. Use the Present Continuous tense. Use conjunctive connectors. Use the First Conditional. Speaking Ask and answer questions about fixed arrangements. Talk about virtual life. Writing Write a short report. Complete a paragraphs. Development Lesson 1 four hours. Lesson 2 four hours. Lesson 3 four hours. Lesson 4 four hours. Consolidation and evaluation activities three hours + home assignments. TECHNOLOGY AND INVENTIONS New inventions. Technology. Reading Find general and specific information. Identify the sequence of events. Identify type of text. Listening Discriminate between correct and incorrect information. Relate speakers and speech. Discriminate sounds and words. Identify sequence. Language Use the Simple Past tense. Use linking words. Use relative pronouns. Speaking Ask and answer questions about biographies. Exchange opinions about inventions and technology. Writing Write a short summary of a biography. Complete a paragraph about a new invention. Development Lesson 1 four hours. Lesson 2 four hours. Lesson 3 four hours. Lesson 4 four hours. Consolidation and evaluation activities three hours + home assignments. SONGS - MUSIC AND WORDS Famous young artists. Styles of music. Reading Distinguish information. Discriminate between correct and incorrect information. Identify type of text. Listening Infer mood of speakers. Relate speakers and speech. Discriminate sounds. Language Use would and could. Use modal verbs must, have to, need to. Use the Passive Voice. Use the First and Second Conditional. Speaking Ask people about imaginary situations. Request information using polite questions. Writing Write a book review. Write questions and answers in a chat room. Development Lesson 1 four hours. Lesson 2 four hours. Lesson 3 four hours. Lesson 4 four hours. Consolidation and evaluation activities three hours + home assignments. HOW ABOUT WORKING? Volunteer organization. The role of volunteer. Reading Locate missing information in a text. Discriminate between correct and incorrect information. Distinguish facts and inferences. Listening Discriminate between correct and incorrect information. Relate speakers and speech. Extract specific information from a recording. Language Use Modal Verbs to express necessity and preferences. Use polite phrases in a telephone conversation. Speaking Ask people about preferences. Participate in a telephone conversation. Writing Write a letter of application. Write a leaflet promoting an organization. Development Lesson 1 four hours. Lesson 2 four hours. Lesson 3 four hours. Lesson 4 four hours. Consolidation and evaluation activities three hours + home assignments.
  21. 21. INTRO GUIA ING1M (001-021) 19/10/12 15:16 Página 21 LEARNING ABILITIES EVALUATION RESOURCES ATTITUDES Read posts to a Student Forum chat. Read a magazine article. Listen to an interview. Listen to two poems. Develop respect for and acceptance of age, and social and cultural diversity. Assess the importance of English as an international tool of communication. Reflection Spot Metacognition Let’s Check Listening Reading Language Your English in Action Unit Check Listening Reading Language Oral expression Final Reflection Extra tests Listening Reading Language Oral expression Evaluation Instruments Listening Reading Writing Working with others To use pictures to formulate predictions. To localize specific information. To apply/ use a new language structure. Read a web page. Read a scientific article. Listen to an interview. Listen to an advertisement. Reflect about the importance of technology development. Develop acceptance and respect for everyone’s opinions. Reflection Spot Metacognition Let’s Check Listening Reading Language Your English in Action Unit Check Listening Reading Language Oral expression Final Reflection Extra tests Listening Reading Language Oral expression Evaluation Instruments Listening Reading Writing Working with others To relate topic to own experience. To infer the meaning of key words. To identify and extract supporting information. Read a web page. Read a biography. Listen to a conversation. Listen to a radio program. Assess and appreciate the role of technology in everyday life. Develop respect for and acceptance of other people’s opinions. Reflection Spot Metacognition Let’s Check Listening Reading Language Your English in Action Unit Check Listening Reading Language Oral expression Final Reflection Extra tests Listening Reading Language Oral expression Evaluation Instruments Listening Reading Writing Working with others To express opinions. To predict topic from the context. To relate speakers and speech. Read a piece of chat. Read book reviews. Listen to a television program. Listen to a song. Assess and appreciate the value of music and literature. Develop respect for the role of music and literature as a means of communication. Reflection Spot Metacognition Let’s Check Listening Reading Language Your English in Action Unit Check Listening Reading Language Oral expression Final Reflection Extra tests Listening Reading Language Oral expression Evaluation Instruments Listening Reading Writing Working with others To discriminate sounds. To predict content from cognates. To relate previous knowledge with the topic of the lesson. Read a leaflet. Read a letter of application. Listen to an advertisement. Listen to telephone conversations. Assess and appreciate the role of volunteer organizations around the world. Value the importance of voluntary work for people in need. Reflection Spot Metacognition Let’s Check Listening Reading Language Your English in Action Unit Check Listening Reading Language Oral expression Final Reflection Extra tests Listening Reading Language Oral expression Evaluation Instruments Listening Reading Writing Working with others To relate topic to own reality. To develop study skills. To exchange information. 21
  22. 22. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 22 UNIT TEEN LIFE In this unit you will: · read posts to a Student Forum chat · read a magazine article · listen to an interview · listen to two poems You will learn how to: Reading · identify cognates · find general and specific information · infer meaning of words from context · locate and match information Listening · discriminate between correct and incorrect information · identify correct sequence · differentiate sounds · find general and specific information · identify collocations Language · use the Simple Present and adverbs of frequency Types of Evaluation · use adjectives of quantity · use connectors · use the Present Continuous for future plans Speaking · exchange personal information · exchange information about personal interests and preferences · express quantities Writing · write a personal introduction to a forum chat · complete a personal profile You will also: · develop respect for and acceptance of age, and social and cultural diversity · assess the importance of English as an international tool of communication Development · Lesson 1: four hours · Lesson 2: four hours · Lesson 3: four hours · Lesson 4: four hours · Consolidation and evaluation activities: 3 hours + home assignments Didactic resources · Complementary material such as articles magazines, Student Forum chats. · Pictures of teenagers provided by the teacher and by students to illustrate the diversity of teenage cultures. · Supporting material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc. Methodological suggestions · Teachers should prepare the lessons beforehand considering that a thorough prior preparation allows them to think of and apply some useful ideas. It is their chance to make the class entertaining and to involve students in the learning process. · Teachers are advised to use a variety of resources throughout the book. Indicators Continuous/informal Students do reading and listening activities, take part in conversations, and produce written texts. Reflection spot Self - evaluation Unit Check Unit evaluation Final Reflection Extra Test 22 UNIT 1 Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities. Reading: Students find specific information and discriminate between correct and incorrect information. 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. Students analyze their performance in the whole unit. 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.
  23. 23. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 23 TEEN LIFE TEEN LIFE PAGE 8 2 + GETTING READY 1 Introduce the topic of the unit reading the title aloud. Then invite some students to read what the young people on page 9 say about being a teenager and ask them if they agree or not. 2 Invite students to work in groups talking about “being a teenager”. Encourage them to make some notes and come to an agreement. Then ask one member of each group to share their comments with the rest of the class. 3 First, ask students to copy the chart into their notebooks. Then motivate them to interview six of their classmates about their interests and preferences in order to complete the chart. Elicit students’ ideas about graphs and then explain that they will have to present the results for each item in a graph. You may also give one example on the board. PAGE 10 LESSON 1 READING TAKE TWO TEENS BEFORE READING 1 + Draw students’ attention to the pictures and then ask them to answer the questions in pairs. Check their answers orally. (L.A.: to use pictures to formulate predictions). Answers 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. Brainstorm aspects and activities that are typical of teenagers in Chile and all over the world. Invite students to write a list of them in their notebooks and then write some examples on the board. (L.A.: to relate topic with personal reality). Possible answers hang out with friends; listen to music; play video games; chat with friends; watch movies; play sports; wear the same kind of clothes; surf the Internet. 3 ++ Ask students to choose the picture they think best represents a typical Chilean teenager. Ask them to support their ideas and then to come to an agreement. (L.A.: to relate pictures with personal experiences). 4 +++ Explain to students that they are going to read two posts from a Students Forum chat. Invite them to make predictions about the two students’ way of life. (L.A.: to use general knowledge to formulate predictions). 5 ++ Tell students to look at the text and find all the cognates. Then ask what information they can deduce from them. You can ask them to write the cognates on the board, but do not check what students can deduce from them at this stage. (L.A.: to identify cognates through scanning). Answers forum, different, traditional, TV, music, computer, chat, cyber cafe, culture, kilometers, fan, Internet, rest, sports. 23
  24. 24. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 24 ERROR ALERT Cognates are words in different languages related to the same root, ex.: education (English) / educación (Spanish) Students might get confused because there are also several words in Spanish that are similar in English, but have a different meaning. These words are called False Cognates. Exercise: Read the words in the list. Identify the false cognates in it. actual / embarrassed / familiar / introduce / lecture / notice / parents / realize Answers: The false cognates are: Actual = real, not actual (present). Examples: The actual cost was higher than expected. Does anyone know her present address? Embarrassed = avergozado/a, not embarazada (pregnant). Examples: She's embarrassed about her height. My sister is pregnant with her first child. Familiar = conocido, familiarizado, not familiar (relative). Examples: His face looks familiar to me. We saw most of our relatives at the party. Lecture = charla, not lectura (reading). Examples: He gave a lecture on endangered species in Chile. You can understand everything from the first reading. Notice = aviso, anuncio, not noticia (news). Examples: Have you seen the notice on the board? The news of the earthquake arrived two days later. Parents = padres, not parientes (relatives). Her parents got married very young. Most of my relatives live in Santiago. Realize = darse cuenta, comprender, not realizar (carry out). Example: I realized who he was. For more information on ERROR ALERT, see page 7 of the Introduction. 6 ++ Invite students to read the words in the Key Word Spot and then find their definitions in an English-English dictionary. (L.A.: to develop study skills). 24 UNIT 1 Answers Amish: member of an Anabaptist Christian denomination. newbie: slang term for a newcomer to online gaming or an Internet activity. link: a connection between two or more people or things. soaps: (also soap opera) a story which is broadcast everyday or several times a week on television or radio. PAGE 12 READING 7 + Ask students to read the text quickly to check their predictions in Exercise 4. Explain to them that it is not necessary for them to understand every single word. They only have to get the general meaning of the text in order to check if their predictions were right. (L.A: to validate predictions). Answers The students do not have similar ways of life. 8 ++ Now, invite your students to read the text again carefully, and then answer the questions (a – e) in their notebooks. Check their answers orally or ask some students to write the answers on the board. (L.A.: to localize specific information). a. b. c. d. e. Answers No, they are not typical teenagers because they live in very different ways. Josh 95 is American and Pink Sunshine is Australian. Yes, he does, because he can go to a cyber cafe and be in contact with the rest of the world. She has e-lessons. She studies through the Internet. Yes, it is. Because it is the way they can be in contact with people from all around the world.
  25. 25. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 25 TEEN LIFE TEEN LIFE 9 ++ Make students copy the chart into their notebooks and then complete it with information from the text. Invite some of them to write and complete the chart on the board to check their answers. (L.A.: to extract specific information). Answers information that is true for them. Then ask them to answer questions a. and b. Invite some of the students to share their answers with their classmates. (L.A.: to relate topic to personal experiences). Answers Will vary LANGUAGE SPOT Name Josh 95 Pink Sunshine Always Wear traditional clothes Watch soaps or movies Go shopping in the city Read Hardly ever Use a computer Meet friends Never Watch TV or listen to music Go to school Likes / Loves Chat with other people Chat with other people Often 10 +++ Ask students to read the text once more before completing the sentences in their notebooks. Check their answers orally. (L.A.: to identify specific information). Possible answers a. Josh95 and Pink Sunshine’s lives are similar because they both live in a very different way others teenagers do but they both like to know about people from all over the world. They both live on a farm and they use the Internet to communicate with other teens. b. Josh95 and Pink Sunshine’s lives are different because Josh is Amish and never watches TV or listens to music, but he goes to school. Pink Sunshine never goes to school but she always watches TV or listens to music. PAGE 13 AFTER READING Habitual activities and frequency adverbs This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check, but do not enunciate the answers. 1. Ask students to read and analyze the sentences from the text. 2. Now, students answer questions a. – c. Help them to identify what kind of actions the sentences express, the tense that was used and the words that help to identify the frequency in which the action was performed. Answers: a. - iii.; b. – iii.; c. always, every, never 3. Invite students to copy and complete the general rule in their notebooks. Answers: We use the Simple Present tense to talk about activities that are habitual. We use words such as always, never, every…, to express the frequency of the activity. 4. Encourage students to revise the text again and find other examples of this structure. Invite them to write the examples in their notebooks and underline the frequency adverb. You may organize a class competition and offer a prize to the student who identifies all the examples. Answers: I never watch TV or listen to music. I always watch soaps or movies. I hardly ever meet friends or go to parties. 11 ++ Tell the students to add a column to the chart in Exercise 9, and to complete it with 25
  26. 26. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 26 12 + Reflection Spot Refer students to the LANGUAGE SPOT to write sentences about their and their partner’s habitual activities. Invite some of the students to write the sentences on the board to check the answers. (L.A.: to apply/ use a new language structure). Answers Will vary Assign enough time of your class to allow students to reflect on their achievements and weaknesses. They read the statements and reflect about: • their ability to exchange personal information • their ability to write about themselves For more information on the Reflection Spot, see page 6 of the Introduction. 16 +++ PAGE 14 13 ++ Motivate students to read the two posts and answer them in their notebooks. Invite them to compare their answers in their groups. (L.A.: to give personal information in writing). 1 In pairs, students listen and then repeat the conversation. (L.A.: to imitate intonation/pronunciation patterns). TRANSCRIPT ORAL PRACTICE Diana: Steve: Diana: Steve: Diana: Steve: Diana: 1 Hi, my name's Diana. What's your name? Hi, I'm Steve. Nice to meet you. How old are you, Steve. And, where do you come from? I'm 14, and I come from Canada. What do you like doing in your free time? I always do sports or visit my friends. And you? I often do sports too, and I always chat on the Internet with people from all over the world. Answers Will vary PAGE 15 17 15 ++ Encourage students to complete the post to introduce themselves to a Forum Chat. Motivate them to be creative and write as if they were chatting. You can assign this activity as homework and check it orally the next class (L.A.: to express personal information). 26 UNIT 1 FL Invite fast learners to read the posts again and then answer the questions. Motivate them to support their answers and encourage them to share their conclusions with the rest of their classmates. You can organize a debate and then ask students to come to an agreement. (L.A.: to relate topic to personal reality / to consolidate content of the lesson). 14 +++ Motivate students to replace the parts underlined with information that is true for them and then role-play the conversation in front of their classmates. (L.A.: to ask for and give personal information). +++ Answers Will vary LET’S CHECK 18 The purpose of this section is to allow students to check their progress and to provide information to the teacher about any points that the majority of students have problems with. Make sure they understand what they are expected to do and give them enough time to answer individually. Then
  27. 27. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 27 TEEN LIFE TEEN LIFE check on the board to allow students to correct their work and assign a mark according to the scale. For more information on LET'S CHECK, see page 6 of the Introduction. Answers Will vary. Accept any coherent ideas. For example: I always swim in the swimming pool in summer. I hardly ever eat hamburgers or junk food. I never sleep on my stomach. I sometimes talk to my friends on my cell phone. I usually play computer games in the evening. REAL LIFE SPOT This section is intended to allow students to make connections between the topic of the lesson and real life, and at the same time provide additional information that may be useful for them. Make sure you give enough time to read and then elicit their comments. For more information on the REAL LIFE SPOT, see page 6 of the Introduction. LESSON 2 TEENAGE TALK BEFORE LISTENING 1 2 ++ Now, in pairs, students make a list of other words related to teenagers. Check orally. (L.A: to relate previous knowledge to the topic). Answers Will vary PAGE 16 LISTENING Answers COMPUTERS / FASHION / FRIENDS / MUSIC / PARTIES / SPORTS / VIDEOGAMES + + + + + + + + N + + + + S + + + + + + + + + O S + + E + + S E M A G O E D I V P I + + + + + + + + + + + H + T O + + + + + + + + + + + S R + + R + + + + + S + + + + A + + + + T + + + + + R + + P F + + + + + S + + + + + E + + + + + + + + + + + + + + + T + + + + + + + + + + + + + + + U + + + + + + + F R I E N D S M P + + + + + + + + + + + + + U + M + + + + + + + + + + + + S + + O + + + + + + + + + + + I + + + C + + + + + + + + + + C + + + + + + + + Brainstorm students’ ideas about things or activities that are related to teen culture. Motivate them to find seven words related to this topic in the Word Search puzzle. You can divide the class into groups or pairs and organize a competition, setting a time limit. (L.A.: to use previous knowledge to understand new vocabulary). 3 +++ Draw students’ attention to the photo and ask them to answer the questions in their groups. Invite one member of each group to share their answers with the rest of their classmates. (L.A.: to infer information from pictures). Answers Will vary according to students’ ideas. 4 +++ Have students read the words in the Key Word Spot and then identify their meanings in the list. Allow them to use bilingual or monolingual dictionaries if necessary. (L.A.: to infer meaning from the context). Answers a. fed up; b. look forward to; c. wool 27
  28. 28. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 28 Answers look for a girlfriend (1); play the drums (3); talk about music (2); wear a nice jacket (4) PAGE 17 LISTENING 5 + 8 +++ 2 Tell students that they are going to listen to an interview with the boy in the photo. Explain that this first time they don’t need to pay attention to details. They must only get the general content to check their predictions in Exercise 3. (L.A.: to validate predictions). Answers a. Yes, he does. b. He’s from Chicago, in the USA. c. He likes skateboarding, playing the guitar and listening to music. d. He cares about the environment. 6 ++ 2 Students listen to the interview once more and identify the correct alternative for each sentence. (L.A: to identify correct words). Answers a. friends; b. The Amazing Life of Birds; c. older; d. homework; e. one week. Reflection Spot Make sure you assign enough time of your class to allow students to reflect on their achievements and weaknesses. They read the statements and assess: • their ability to use visuals to make predictions • their ability to distinguish sounds For more information on the Reflection Spot, see page 6 of the Introduction. 7 ++ 2 Play the recording again. Ask students to listen and match lists A and B. Then, encourage them to find the correct picture for each collocation. (L.A.: to identify collocations / to relate text and pictures). 28 UNIT 1 2 Play the recording again. This time, students must listen and discriminate between correct and incorrect information. If necessary, play the recording again for them to correct the false statements. Alternatively, you can ask keener students to do this and then to share their answers with the rest of the class. (L.A.: to discriminate between correct and incorrect information). Answers a. False (he lives in a suburb of Chicago). b. False (he goes skateboarding). c. False (he goes to the movies once or twice a month). d. False (he is reading a book about birds). e. True (and he also likes Spanish and computer sciences). f. False (he is not looking for a girlfriend). g. True. TRANSCRIPT - TEENAGE TALK 2 Presenter: Danny Evans is 16, and lives in a suburb of Chicago. Danny, what do you usually do on weekends? Danny: I always go skateboarding and I play the drums. I also often listen to music with my friends. And we go to clubs every Saturday night. Presenter: How often do you go to the movies? Danny: Once or twice a month. Presenter: What are you reading right now? Danny: A great book called The Amazing Life of Birds, by Gary Paulsen. Presenter: What are your favorite subjects at school? Danny: History, Spanish and computer science. Presenter: What do you and your friends talk about? Danny: Girls, sports and music. Presenter: Do you have a girlfriend? Danny: No; all the girls like older boys, because they have cars, and jobs and money. Anyway, I’m not looking for a girlfriend. Presenter: What are you wearing today? Danny: I’m wearing a fleece jacket, jeans and sneakers.
  29. 29. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 29 TEEN LIFE TEEN LIFE Presenter: Danny: Presenter: Danny: How are you feeling? I’m fed up with homework. What are you doing on your next vacation? I’m spending a week with my cousins in the country. I can’t wait! Presenter: What kind of things do you really care about? Danny: I think the environment is really important. We must stop the destruction of our planet! PAGE 18 9 + Refer students to the LANGUAGE SPOT to copy and complete the dialogs using the Simple Present or the Present Progressive of the verbs in brackets. Then ask them to relate each dialog with a picture. (L.A.: to apply a language structure). Answers a. does, do, He / She plays. (3) b. is, doing, is organizing. (2) c. do, eat, drink (1) AFTER LISTENING LANGUAGE SPOT The Present Progressive for future plans This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check, but do not enunciate the answers. 1. Students read the questions and answers from the interview carefully. 2. Help them identify which exchange talks about an event that is happening now and which exchange talks about future plans. Answers: a.- a.; b. – b.; c. – ii. 3. Now students copy and complete the general rule in their notebook. Answers: We use the Present Progressive to talk about temporary events and about what is happening now. We can also use the Present Progressive to talk about future plans and arrangements. ERROR ALERT Present Progressive: I’m wearing a uniform / He is reading a book (NOT: I wearing a uniform / He reading a book) Exercise: Use the prompts to write sentences in the Present Progressive tense. a. Anna / cook / the meal. b. Bill / play / chess / his friends. c. Diana / sleep / her best friend’s house. d. Nick and Jill / swim / the pool. e. Bob / read / a novel. f. Jim and Sheila / have / dinner. g. My parents / watch / a movie. h. Ann / help / her mother. i. The plane / take off. j. Tina and Margaret / travel / around the world. For more information on ERROR ALERT, see page 7 of the Introduction. 4. Invite your students to speculate about two more plans that Danny may have and then write sentences in their notebooks. Check their answers orally. Answers: Will vary. Accept any coherent ideas, such as: Danny is visiting his family on Saturday; Danny is riding a horse tomorrow morning; Danny is doing sports on the weekend, etc. 29
  30. 30. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 30 PAGE 19 GAME SPOT 10 ++ 3 In groups, students complete the extract from the interview in their notebooks. Then play the recording and ask them to compare their answers. (L.A.: to ask and give information). Answers See transcript. TRANSCRIPT ORAL PRACTICE Presenter: Leo: Presenter: Leo: Presenter: Leo: Presenter: Leo: Presenter: Leo: 3 How often do you go to the movies? Once or twice a month. What are you reading right now? A great book called The Golden Compass. What are your favorite subjects at school? Drama, Spanish and computer science. What do you and your friends talk about? Sports and music. What are you doing next weekend? We are playing football and going to a birthday party. 11 +++ Ask students to ask and answer the questions in the interview with their partners. Then encourage them to practice and act it in front of their classmates. Motivate them to participate actively in this kind of activities, which are, in most cases, the only opportunity they have to use English. (L.A.: to ask for and give information). 12 + Using the information from the interview, students complete the description of their partners in their notebooks. Choose some of them to read the descriptions aloud to provide a model for their classmates. You can also assign this activity for homework. (L.A.: to consolidate content of the lesson). 30 UNIT 1 PLAY THE DON’T ANSWER BACK GAME This game guarantees confusion and lots of laughter in the classroom (perfect for teenagers!). a. Ask students to write down questions like those in the interview and in Exercise 10. b. Form groups of six students and sit them in a circle. c.d.e. Write a question on the board. Example: What’s your name? Explain that the aim for each student is to give the answer to the question asked to the student before. To help explain this, get a student to ask you a question (ex: Have you got a sister?), don’t answer this question but tell your name (answering the question written on the board). f.g. Start the game. Each player has 3 lives. If he/she doesn’t answer the correct question, or he/she hesitates for too long, he /she loses a life. The winner/s is / are the player/s with most lives at the end of the time limit. For more information on the GAME SPOT, see page 7 of the Introduction. PAGE 20 LET’S CHECK 13 The purpose of this section is to allow students to check their progress and to provide information to the teacher about any points that the majority of students have problems with. Make sure they understand what they are expected to do and give them enough time to answer individually. Then check on the board to allow students to correct their work and assign a mark according to the scale. For more information on LET'S CHECK, see page 6 of the Introduction.
  31. 31. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 31 TEEN LIFE TEEN LIFE Answers The questions should be the same, but the answers will vary, according to students' ideas. Make sure they are coherent and use the correct language form. a. What are you doing on Saturday morning? I'm / We are …ing … . b. What are you and your friends doing on your next vacations? We are …ing … . c. What clothes are you wearing for the birthday party? I'm wearing ____. 14 ++ FL Motivate keener students to unscramble the words related to clothes and then match them to the correct picture. Invite them to share their answer with the rest of the class. (L.A.: to consolidate vocabulary / to relate words and pictures). Answers a. jacket (3); b. jeans (5); c. sneakers (8); d. top (6); e. boots (1); f. t-shirt (7); g. shirt (2); h. skirt (4) PAGE 21 15 +++ In pairs, students take turns to describe the pictures, saying what the people are doing. Select some students to describe the pictures aloud in order to check the answers. (L.A.: to describe pictures / to use a language structure). 1. 2. 3. 4. 5. 6. Answers The girl is reading a magazine. The boy is watching TV. The boy is playing basketball. The girls are talking about boyfriends / fashion / music, etc. The girl is wearing smart clothes. The boy is playing video games. REAL LIFE SPOT The objective of this section is to provide a bit of humor to the class. Anyway, all the jokes and cartoons are related to the topic of the lesson. Give students some time to read and then invite them to share their comments to make sure they understood the joke. At this point, you may allow the use of Spanish to check comprehension. For more information on the REAL LIFE SPOT, see page 6 of the Introduction. PAGE 22 LESSON 3 THE MYSTERY OF TEEN FASHION READING BEFORE READING 1 + You can introduce the topic of the lesson starting a conversation about teen fashion. Elicit students’ ideas about this issue and make notes on the board. Then ask the students to look at the pictures and describe the clothes the teens are wearing. Finally, ask their opinion about the style they like most. (L.A.: to express opinions / to relate topic with own reality). 2 ++ Motivate students to find out if they are fashion victims. Tell them to answer the questions honestly, calculate their scores and then compare the results with their partners or in their groups. Take advantage of the activity to start a general conversation about the relation between fashion trends and teenagers. (L.A.: to relate topic to personal experiences). Answers Will vary. 31
  32. 32. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 32 PAGE 24 3 +++ Tell students to read statements a – d and then choose the ones they think are true. Do not check answers at this point. (L.A.: to use previous knowledge to formulate predictions). READING 6 + Students read the text quickly and confirm or correct their choices in Exercise 3. Remind them that this first reading is only to validate their predictions; it is not necessary to understand every single word. (L.A.: to validate predictions). PAGE 23 4 + Ask students to take a look at the text and identify all the cognates they can find. Check orally or ask some students to write the list of cognates on the board. Remind them that this first reading must be very quick, only to find key words that may help them understand the text. (L.A.: to identify cognates through scanning). Answers All the statements are true. 7 ++ Now the students must read the article carefully and answer the questions in their notebooks. You can ask some students to read their answers aloud to check the exercise. (L.A.: to identify specific information). Answers fascinating, neon, colored, common, bands, accessories, dictates, companies, specialize, hours, television, different, style, influence, pop culture, shows, music, celebrities, impact, millions, dollars, identify. a. b. ERROR ALERT c. d. False cognates Notice = see, observe, pay attention (NOT: noticia) For more information on ERROR ALERT, see page 7 of the Introduction. 5 ++ Draw students’ attention to the words in the Key Word Spot and tell them to find their definitions in column A. Then ask them to identify their synonyms in column B. (L.A.: to infer meaning of key words). Answers bare: not covered by any clothes; naked household: connected with the house; domestic track down: to find something; detect trend: a general style; tendency 32 UNIT 1 Answers Neon-colored hair; pierced tongues; bare stomachs. They travel all over the world and watch thousands of hours of movies and television. Pop culture. They spend millions of dollars. 8 +++ Students read the text again to insert sentences a – d back in it. Guide them to find the textual clues that may help them, for example: if it is a question, if it is a reason, an additional idea, etc. (L.A.: to localize missing information). Answers (1) – d.; (2) – c.; (3) – a.; (4) – b. 9 ++ Ask students to read the article again if necessary, and form collocations with the words in columns A and B. Then make them relate three of the collocations with a picture below. (L.A.: to infer meaning of words from the context ; to relate words and visuals).
  33. 33. U1 GUIA ING1M (022-045).qxd 19/10/12 15:18 Página 33 TEEN LIFE TEEN LIFE Answers a. – v. (3); b. – iii. (1); c. – i. (2); d. – iv.; e. – ii.; f. – vi. LANGUAGE SPOT Expressing quantity 10 ++ Tell students to copy the chart into their notebooks and then complete it with information from the text. You can copy the chart on the board and then ask some students to complete it to allow the class to check their answers. You can also assign this exercise as homework. (L.A.: to extract specific information). Answers Parts of the body Entertainment Household items tongue TV shows safety pins stomachs movies rubber bands hair music ankle magazines PAGE 25 11 +++ Invite your students to read the text once more and find words in it that correspond to descriptions a – e. Read the descriptions aloud and analyze them carefully. Draw students’ attention to the kind (or category) of word that they should look for in each case. (L.A.: to infer meaning from the context). Answers a. (adjective) cool; b. (noun) trend spotter; c. (noun) accessories; d. (noun) influence; e. (adverb) steadily. Remember that this section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers. 1. Ask students to read the sentences from the text, paying special attention to the words in bold. 2. Guide them to identify what the words in bold express in each sentence. Answers: b. 3. Now, students copy and complete the general rule in their notebooks. Draw students’ attention to the Note in the Language Spot, and make sure they know the difference between Countable and Uncountable Nouns. Answers: We use words such as a lot of, a few, some, many, to express a quantity. 4. Now students go back to the text and identify all the sentences that express quantity. Ask them to copy the sentences in their notebooks and underline the words used to express quantity. Answers: Companies trend spotters watch a lot of hours of movies and television. A lot of TV shows, music, movies, magazines and celebrities have a huge impact on teen style. Clothing companies spend a lot of money trying to identify the next hot trend. AFTER READING 12 + Ask the class to form groups of four or five students to talk about clothes and accessories they wear. Explain that they can use the questions provided to guide the conversation. (L.A.: to relate topic to own reality). 33

×