Inglés 3º medio teacher´s book

Inglés 3º medio teacher´s book
TEACHER’S BOOK Jolanta Polk Reyes EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN Global English ENGLISH 3º MEDIO TEACHER’S BOOK 9 789563 391961 EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN PEFC/29-31-75 PORTADA_TB_ING3.indd 1 12-07-17 11:36
TEACHER’S BOOK Jolanta Polk Reyes Teaching English as a Foreign Language, Dublin, Ireland. Teacher training, translation and English literature, University of Silesia, Poland. INTRO_TB_ING3_(001-033).indd 1 12-07-17 11:46
2018 © Ediciones Cal y Canto Reimpresión Global English 3 medioTeacher’s Book Nº de Inscripción: 197.518 ISBN: 9789563391961 Original text Jolanta Polk Reyes Teaching English as a Foreign Language, Dublin, Ireland Teacher training, translation and English literature, University of Silesia, Poland Original illustrations Ediciones Cal y Canto® Design Ediciones Cal y Canto® General Manager Jorge Muñoz Rau English Editor Gloria Caro Opazo Assistant Editor Marián González del Fierro Design María Jesús Moreno Guldman Cover design María Jesús Moreno Guldman Layout Cristina Sepúlveda Aravena, Marcia Gutiérrez Pavez Proofreading Nicholas Gunn Illustrations Venus AstudilloVera General Production Cecilia Muñoz Rau Production Assistant Lorena Briceño González Recording Producer Rodrigo González Díaz Recording Engineer Ignacio Arriagada Maia Photos 123RF Stock Photos 2017 © Ediciones Cal y Canto Global English 3 medioTeacher’s Book 2017 Reedición Nº de Inscripción: 197.518 ISBN: 9789563391961 2016 © Ediciones Cal y Canto Global English 3 medioTeacher’s Book 2016 Reedición Nº de Inscripción: 197.518 ISBN: 9789563391961 2015 © Ediciones Cal y Canto Global English 3 medioTeacher’s Book 2015 Reedición Nº de Inscripción: 197.518 ISBN: 9789563391961 2014 © Ediciones Cal y Canto Global English 3 medio 2014 Reimpresión Nº de Inscripción: 197.518 ISBN: 9789563390735 2013 © Ediciones Cal y Canto Global English 3 medio 2013 Nº de Inscripción: 197.518 ISBN: 9789563390735 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. Impreso RR Donnelley Chile Se terminó de imprimir xxxxx ejemplares en el mes de noviembre de 2016. INTRO_TB_ING3_(001-033).indd 2 12-07-17 11:46
3 CONTENTS Plan of the student’s book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Student’s Book .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Book Methodology .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Common european framework of reference for languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Teaching strategies for skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Integrating the four skills in the english classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Orientations to develop critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 The teacher’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 The sounds of english. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 UnIT 1: ADVICE AND SUPPORT .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Photocopiable Additional Reading Texts .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Extra Test .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 UnIT 2: TWO OF THE ELEMENTS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Photocopiable Additional Reading Texts .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Extra Test .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 UnIT 3: PROFESSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 UnIT 4: BEING ACTIVE .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Photocopiable Additional Reading Texts .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Extra Test .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 UnIT 5: AT WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Photocopiable Additional Reading Texts .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Extra Test .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Answers to workbook activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Test question bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Glossary .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 INTRO_TB_ING3_(001-033).indd 3 12-07-17 11:46
4 PlAn Of THE STudEnT’S BOOK PLAN OF THE STUDENT’S BOOK uniT 3 uniT 2 TWO Of THE ElEMEnTS 28 uniT 1 AdViCE And SuPPORT 6 GETTING INTO THE UNIT............7 GETTING READY FOR THE UNIT................................8 LESSON 1 reading Letters to Aunt Anne (personal letters).............................10 language note Linking words..................................13 application task – Writing A letter of advice..............................15 LESSON 2 listening Embarrassing Moments (TV interview).................................16 language note The First Conditional .......................18 application task – speaking A role play describing own experiences .............................19 CONSOLIDATION ACTIVITIES....................................20 JUST FOR FUN..............................22 CHILEAN CONNECTION .............23 TEST YOUR KNOWLEDGE..........24 Final Reflection ........................26 SELF-EVALUATION .....................27 GETTING INTO THE UNIT .................................... 29 GETTING READY FOR THE UNIT .................................... 30 LESSON 1 reading Earth (school newspaper interview) .................................... 32 language note The First Conditional ..................... 33 application task – Writing A school earthquake plan ............ 37 LESSON 2 listening Water (TV programme) ................ 38 language note Connectors of condition to link two ideas ...................................... 40 application task – speaking Descriptionofpicturesindetail ..... 41 CONSOLIDATION ACTIVITIES ................................. 42 JUST FOR FUN ........................... 44 CHILEAN CONNECTION ............45 TEST YOUR KNOWLEDGE...............................46 Final Reflection .......................48 SELF-EVALUATION.....................49 SYNTHESIS TEST UNITS 1 & 2.................................50 PROfESSiOnS 52 GETTING INTO THE UNIT.........53 GETTING READY FOR THE UNIT.............................54 LESSON 1 reading Preparing a CV (article, tips, model CV)................ 56 language note Recommendations and suggestions.............................61 application task – Writing Own CV...........................................62 LESSON 2 listening Advertising for jobs (advertisement)..............................64 language note Had better versus should................66 application task – speaking Role play of a job interview...........67 CONSOLIDATION ACTIVITIES...................................68 JUST FOR FUN.............................70 CHILEAN CONNECTION.............71 TEST YOUR KNOWLEDGE...............................72 Final Reflection .......................74 SELF-EVALUATION.....................75 INTRO_TB_ING3_(001-033).indd 4 12-07-17 11:46
5 Plan of the student’S book Unit 4 BIBLIOGRAPHY FOR THE STUDENT.................138 WEBSITES FOR THE STUDENT..........................138 SUGGESTIONS FOR EXTRA READING.....................139 MATERIAL USED IN THE PREPARATION OF GLOBAL ENGLISH...................140 THEMATIC INDEX....................141 GLOSSARY.................................143 WORKBOOK..............................144 Unit 1.........................................144 Unit 2.........................................148 Unit 3.........................................151 Unit 4.........................................154 Unit 5.........................................157 languaje reference........160 Verb tenses............................160 Modal verbs..........................166 conditional sentences....168 prepositional phrases...170 RUBRICS FOR SELF-EVALUATION.................172 Unit 1...........................................172 Unit 2...........................................172 Synthesis test Units 1 & 2................................173 Unit 3...........................................173 Unit 4...........................................174 Synthesis Test Units 1 to 4...............................174 Unit 5...........................................175 Synthesis Test Units 1 to 5...............................175 BEING ACTIVE 76 GETTING INTO THE UNIT..........77 GETTING READY FOR THE UNIT............................. 78 Lesson 1 Reading Flying (personal account, poem)... 80 Language Note Prepositional phrases..................... 84 Application Task – Writing An itinerary for a two-day trip.......87 Lesson 2 Listening A competition (radio programme).........................88 Language Note Adverbial phrases............................91 Application Task – Speaking Role play of a quiz show.................93 CONSOLIDATION ACTIVITIES....................................94 JUST FOR FUN..............................96 CHILEAN CONNECTION..............97 TEST YOUR KNOWLEDGE................................98 Final Reflection ......................100 SELF-EVALUATION ...................101 SYNTHESIS TEST UNITS 1 – 4................................102 Unit 5 AT WORK 106 GETTING INTOTHE UNIT.........107 GETTING READY FOR THE UNIT .........................108 Lesson 1 Reading Volunteering (website, e-mail, magazine article, forms)..............110 Language Note The Present Perfect Continuous ...................................115 Application Task – Writing A composition..............................117 Lesson 2 Listening Applyingforajob(interview).........118 Language Note The Present Perfect Continuous with for/since........... 121 Application Task – Speaking Introduce yourself at an interview.............................123 CONSOLIDATION ACTIVITIES.................................126 JUST FOR FUN...........................128 CHILEAN CONNECTION...........129 TEST YOUR KNOWLEDGE.............................130 Final Reflection .....................132 SELF-EVALUATION...................133 SYNTHESIS TEST UNITS 1 – 5...............................134 INTRO_TB_ING3_(001-033).indd 5 12-07-17 11:46
6 INTRODUCTION A message from the author The Author inTROduCTiOn Global English has been developed taking into account the patterns and activities most relevant to the effective learning processes suitable for 3º medio students. What was most taken into consideration was how to keep students’ interest in the contents of the book, i.e. subjects and themes of special relevance and attraction to young people of this age group. Youngsters are often criticised for their apparent lack of interest in contingent issues. We firmly disagree with this idea. It is true that they show certain disenchantment with some aspects of the globalised world, but time and time again the younger generation has shown that they are interested in what goes on around them. That is why the units in the book have been developed around key issues that interest our students. To quote M.B. Tinzmann, B.F. Jones, T.F. Fennimore, J. Bakker, C. Fine, and J. Pierce, 1990: “It is primarily through dialogue and examining different perspectives that students become knowledgeable, strategic, self-determined, and empathetic. Moreover, involving students in real-world tasks and linking new information to prior knowledge requires effective communication and collaboration among teachers, students, parents, and other actors in the educational process. Indeed, it is through dialogue and interaction that curriculum objectives come alive. Collaborative learning offers students enormous advantages not available in more traditional forms of teaching because a group - whether it be the whole class or a learning group within the class – can accomplish meaningful learning and solve problems better than any individual can alone.” The majority of the listening and reading texts have been taken from authentic sources. Where this was not possible, they were specially written trying to make them as real as possible. All our cartoons are original and the result of many hours of thinking, the extra sections have been included to provide additional information in different forms, and both the book as a whole and each individual page have been carefully designed to contribute to the establishment of a pleasant learning environment. Finally, the purpose of the book, apart from providing learning contents, is to offer fun and diversion in the sometimes dry and arduous knowledge acquisition process. We hope that both students and teachers will enjoy Global English and use it to its maximum extent. INTRO_TB_ING3_(001-033).indd 6 12-07-17 11:46
7 THE STudEnT’S BOOK Global English consists of five units. Unit 1: Advice and Support Unit 2: Two of the Elements Unit 3: Professions Unit 4: Being Active Unit 5: At Work Each unit has been divided into two lessons of gradually increasing complexity and level of difficulty, both of them with Before, While and After reading or listening activities. Each unit contains the following sections: Introduction There is an attractive, motivating photo that illustrates the main topic of the unit and accompanies the learning objectives of the unit, presented on the same page. Getting into the unit Short activities that have a double purpose: to motivate and create interest, and to evaluate how much students already know about the topic(s) to be covered. Getting ready for the unit This section identifies and practises language and skills that the students will need to have mastered in order to move on to the new contents of the unit. Reading When students have a purpose for reading, they can adopt different reading strategies to suit different types of texts and different reasons for reading. For example, students may need to skim one type of text to identify the main points it covers, but scan another text to locate specific information. The Before you Read activities motivate students to read and encourage them to predict and anticipate information. They are essential for reading skills development. Making predictions is a core strategy for reading comprehension; proficient readers constantly attempt to‘read ahead’of an author, picking up clues and predicting what might unfold. Predictions are a category of inference: when we predict, we are going beyond what is explicitly stated to anticipate what, where, why, how, who and if. Developing students’abilities to make reasonable predictions helps to sharpen their inferential thinking. Make sure that you tell students that their various predictions, though thoughtful and well-founded, may still turn out to be incorrect. The Reading tasks focus students’attention, show them how to look for specific information, locate clues, and separate essential from non-essential information, and teach them that it is not necessary to know and understand every single word in the text to accomplish the tasks and get the required results. The After you Read tasks connect the text with the students’own reality, give practice on specific grammar points extracted from the reading texts, and provide opportunities for oral and written expression. Listening The tasks to develop listening skills in Global English help students to learn strategies that will improve their understanding of spoken messages. The same as for the development of the reading skills, its methodology adopts a three-phase approach with Before, While and After listening tasks, to provide a setting, motivation and linguistic preparation, as well as activate previous knowledge, focus students’attention on specific tasks and reduce anxiety produced by unknown messages. Writing and speaking The development of these two skills is carefully guided and always based on the content of a text, making use of a variety of activities and strategies. In each Reading lesson there is a section called APPLICATION TASK - WRITING, in which students are asked to develop a written text imitating what they have read in the lesson and following clear steps and instructions. In the Listening lessons, there is an APPLICATION TASK - SPEAKING, where students participate in a speaking activity imitating models and following clear instructions. THE STUDENT’S BOOK INTRO_TB_ING3_(001-033).indd 7 12-07-17 11:46
8 Additionally, there are JUST FOR FUN activities to stimulate students’development and self-study skills. An important component of this section is the CHILEAN CONNECTION, which explicitly relates the topic of the unit to the Chilean context. This part of the book is‘owned’by the students and the role of the teacher is simply to guide and answer questions, but not to intervene, reward, or punish for exercises either done or not completed. The four following parts of the book respond to Bloom’s Taxonomy of Cognitive Domain. Namely, there is no complete learning process without consolidation, (CONSOLIDATION ACTIVITIES), testing (TEST YOUR KNOWLEDGE), and self-evaluation activities (SELF-EVALUATION). Did you know that …? The aim of this section is to provide interesting bits of information on the main topic of the lesson and motivate students to find more similar details on their own. Internet resources Global English makes use of information technology by suggesting Websites to access resources when the students need to gather information on various topics or prepare for a presentation. They provide a good opportunity for independent work. Throughout the book, students and teachers will find website-based resources to expand their knowledge of specific subjects. Exploitation of these resources is important, as self-study is part of many school improvement approaches. Moreover, when students realise their additional efforts are seen and recognised, they usually become more committed to – and interested in - improving their work. Language note This section encourages students to identify characteristics of a grammar point that has appeared in the reading or listening texts, provides more examples, and helps students to deduce some general rules. Learning tip This is an additional tool we have provided to make learning more accessible and contents easier to understand. Learning tips can be done by the students on their own or you can analyse them with the whole class, helping the students to understand and put them into practice. Writing target strategy This tool has been designed to raise awareness of the strategies students need to use when tackling a writing task. Depending on the specific task objectives, students will find pre-writing or editing strategies which will help them go through the writing process and complete different application activities. Speaking target strategy This tool will provide different strategies that students can use when preparing and planning speaking tasks. Speaking strategies are useful to develop oral fluency and to reduce students’ ‘speaking anxiety’. Using these strategies, students will face speaking tasks with a greater sense of self-confidence. Reading target strategy This tool will provide different strategies which will help students develop their reading skills. Depending on the specific task objectives, students will find before-reading, while-reading or after-reading strategies which will help them improve comprehension. Listening target strategies This tool has been designed to raise awareness of the strategies students need to use when tackling listening tasks. These strategies will help students in different stages of the listening process: before, while and after. Consolidation activities They play an important role in the learning process because: • they let both teachers and students find out where they are still lacking; • they help to correct errors and reinforce strengths; • they provide an attractive and entertaining new setting for the contents of the unit. THE STUDENT’S BOOK INTRO_TB_ING3_(001-033).indd 8 12-07-17 11:46
9 Formal evaluation - Test your knowledge. This part of the book provides the teacher with the necessary elements to formally evaluate the students’learning process. There is a strong need not only for the adequate marking of students’ acquired knowledge, but, most importantly, for determining the shortfalls and stumbling blocks on the road to consolidated knowledge. Therefore, the teacher should not consider this part as exclusively the rewarding / punishing tool for acquired / not acquired knowledge, but rather as the basis for establishing remedial and reinforcement procedures and techniques. Synthesis evaluation There are three synthesis tests in Global English: Units 1 & 2, after Unit 2; Units 1 to 4, after Unit 4; and Units 1 to 5, after Unit 5. They have the same format as the tests at the end of each unit, but cover all the contents in the previous units. Self-evaluation By getting involved in their evaluation, learners come face to face with their learning problems and consciously try to tackle them. Self-evaluation requires students to be more aware of the changes they are experiencing, motivates them to form a realistic and honest perception of their own work, and to try to take responsible steps to solve their problems. Self-evaluation enables students to become independent learners as well as independent thinkers. There are three formal instances of self-evaluation in Global English. • Quick self-check. In every lesson, there is a short testing activity which students must carry out within a time limit and for which they must assign themselves points. The teacher is strongly advised to encourage students to analyse their performance, identify strengths and weaknesses, and consider steps to improve. • Final reflection. At the end of the unit, students are invited to think about their performance while doing the different activities. Tips are offered in order to help them to improve and solve problems before moving on to the next unit. • Self-evaluation. There is a final self-evaluation section at the end of each unit, divided into two parts. The first part helps students to assign themselves marks in the final test of the unit (TESTYOUR KNOWLEDGE).The second part provides the students with statements that help them to decide how much they have learnt, putting them in a position to make an assessment of their whole work. Workbook At the end of the units, there is a Workbook, which provides additional activities to engage students in further practice of the Student’s Book material. It follows and reflects the Student’s Book organisation and offers exercises that can be done in class or assigned as homework. Each Workbook unit practises and consolidates reading and listening skills, grammar, and vocabulary. The listening activities are shown by the audio icon, and their transcripts are included in the Answers to Workbook Activities section, at the end of this book. THE STUDENT’S BOOK INTRO_TB_ING3_(001-033).indd 9 12-07-17 11:46
10 Task-based learning Global English helps students to develop language and learning skills to carry out sequences of tasks. Some advantages of task-based learning are: • increased motivation, as learners become personally involved; • all four skills - reading, writing, listening, and speaking - are integrated; • autonomous learning is promoted as learners become more responsible for their own learning; • there are learning outcomes, learners have an end product; • the tasks are authentic and therefore the language input is more authentic; • interpersonal relations are developed through working in pairs or groups; • there is always a break from routine and the chance to do something different. Collaborative work This approach gives the teacher the grounds for evaluating what students have learnt and how they apply that knowledge to real-life situations. Working in groups develops several very important skills, including collaboration, error correction, and respect for other people’s opinions. In addition to completing the task at hand, you could ask students to evaluate how well they worked as a group after each group exercise using this simple instrument: • Our Effectiveness as a Group Evaluation scale: 1 – 2 – 3 – 4 – 5 – 6 – 7 Low High a. The group defined its task. ______ b. All members of the group i. accepted the responsibility for the outcome. ______ ii. felt free to state their real opinions. ______ iii.were productive. ______ iv.were respectful at all times. ______ v. feel satisfied about the work done. ______ (Based on: Stopper, R. (2004). Small-Group Discussion, pp. 299-303. Bloomington, IN: Xlibris) Learner training Teachers should constantly encourage students to analyse their learning process, making them think about their learning, what problems they have, and how they could improve their performance so that they can take the appropriate steps to optimise their learning. Mixed ability Global English caters for mixed-ability classes in a variety of ways.The teacher needs to develop techniques which allow students of all levels to benefit from the lesson. Individual feedback is advisable in any class, but in a mixed-ability class, this attention to detail can increase student satisfaction. Besides, each lesson in Global English offers at least one activity that can be done by fast learners while the rest of the class is finishing a task, and there are additional activities to cater for a variety of learning styles. Learning styles Research and teaching experience have shown that students are better motivated and learn more when their different intelligences and learning styles are taken into account in the teaching and learning process. As there are different personalities, there are also different learning styles in a classroom (visual learners, auditory learners , kinesthetic learners , tactile learners) Global English has considered these important facts and it offers different kinds of activities to suit the variety of students’needs in a class. Vocabulary The active vocabulary in each unit is the vocabulary the students need to carry out the tasks. There is development of students’passive vocabulary through a rich variety of lexis in the reading and listening texts. There are specific vocabulary sections and practice activities. Students should be trained to develop effective strategies for learning vocabulary and for keeping clear vocabulary records. When especially difficult BOOK METHODOLOGY BOOK METHOdOlOGy INTRO_TB_ING3_(001-033).indd 10 12-07-17 11:46
11 words appear in a text or in an activity, their meaning is given in a glossary section at the bottom of the page. All these words are presented together in the Glossary section at the end of this book. Grammar Global English deals with grammar with the purpose of making it more meaningful and useful for students. Structures that are essential for the understanding of oral or written texts are presented and practised in the After reading or After listening stages. In order to activate students’language awareness, the course highlights some morpho-syntactic elements in context so students discover their use. Collocations When words are used together regularly, rules are formed about their use not for grammatical reasons, but because of the association. Some common collocations in English are: • verb + noun: throw a party / accept responsibility; • adjective + noun: square meal / grim determination; • verb + adjective + noun: take vigorous exercise / make steady progress; • adverb + verb: strongly suggest / barely see; • adverb + adjective: utterly amazed / completely useless; • adverb + adjective + noun: totally unacceptable behaviour; • adjective + preposition: guilty of / blamed for / happy about; • noun + noun: pay packet / window frame. Prefixes and suffixes A word can consist of three parts: the root, a prefix, and a suffix. The root is the part of the word that contains the basic meaning, or definition of the word. A prefix is a word element placed in front of the root, which changes the word’s meaning or makes a new word. A suffix is a word element placed after the root, which changes the word’s meaning as well as its function. Common Prefixes Prefix Meaning Example bi- two bicycle de- not decaffeinated dis- not dishonest im- not impossible mis- not misunderstand pre- before preview re- again reactivate un- not untidy Common Suffixes Suffix Meaning Example -able able imaginable -er doer teacher -ful full of wonderful -ly or -y like heavenly -ment state of agreement -ness state of being happiness -ous full of joyous Book Methodology INTRO_TB_ING3_(001-033).indd 11 12-07-17 11:46
12 COMMOn EuROPEAn fRAMEWORK Of REfEREnCE fOR lAnGuAGES COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES The restructured version of the Common European Framework of reference for language learning, teaching and assessment represents the latest stage in a process which has been actively pursued since 1971 and owes much to the collaboration of many members of the teaching profession across Europe and beyond. The Common European Framework of Reference for Languages (abbreviated as CEFR or CEF) is a standard, international scale of levels for language learning. One of the aims of the Framework is to help describe the levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications. For this purpose the Common Reference Levels have been developed. Ideally a scale of reference levels in a common framework should meet the following criteria. The table below shows the three bands and six levels of the CEF, together with the approximate hours required to achieve each level and what a person is able to do with the language at each level. * The levels A2 and B1 correspond to the target levels for 8th grade and 12th grade in the national Curriculum. Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press. CEF band CEF level hours level descriptor (ability at this level) C Proficient user C2 Mastery or Proficiency 1000+ • Can understand with ease virtually everything heard or read. • Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. • Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. C1 Effective Operational Proficiency or Advanced 800 • Can understand a wide range of demanding, longer texts, and recognize implicit meaning. • Can express him/herself fluently and spontaneously without much obvious searching for expressions. • Can use language flexibly and effectively for social, academic and professional purposes. • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices. B Independent user B2 Vantage or Upper Intermediate 600 • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. B1 Threshold or Intermediate 400 • Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. • Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. • Can produce simple connected text on topics which are familiar or of personal interest. • Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. A Basic user *A2 Way-stage or Elementary 200 • Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. • Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. *A1 Breakthrough or Beginner • Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. • Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. INTRO_TB_ING3_(001-033).indd 12 12-07-17 11:46
13 TEACHinG STRATEGiES fOR SKillS dEVElOPMEnT TEACHING STRATEGIES FOR SKILLS DEVELOPMENT ReaDInG COMPReHenSIOn STRaTeGIeS Comprehension strategies are conscious plans or procedures that are under the control of a reader, who makes decisions about which strategies to use and when to use them to get meaning from text. Strategies can help students become better readers if they • use different strategies before, during, and after reading, • use strategies whenever they read • think about how strategies can help them Before reading • Preview the text by looking at the title, headings, and images. • Recall prior knowledge; think about what they already know about the topic of the text. • Set goals for their reading. Note the structure, or organization of the text, and create a mental overview or outline of the text to help decide whether it is relevant to their goals. • Predict what the text will be about by using prior knowledge. While reading • Evaluate predictions and revise them as needed. • Connect the meaning of one sentence to the meaning of another; use background knowledge to try to clarify the meanings of words and phrases. • Interact with the text; ask questions about its content and reflecting on its ideas. • Focus the attention on the reading goals. • Reread a passage before going on. • Summarize the content of a passage as they read it. • Make inferences as they read. • Create mental images, or visualize a setting, event, or character to help understand a passage in a text. • Monitor comprehension as they read. • Rephrase a passage in their own words. • Look up the meanings of difficult words. After reading After reading • Think about, or reflect on what they read. • Mentally summarize major points or events in the text. • Go to other sources to find additional information about the topic of the reading. • Talk with a classmate about which strategies they used and why they used them. The following chart shows examples of questions teachers can use to help students develop reading comprehension strategies while they read. Making connections Does this remind you of something? Has this ever happened to you? Do you know someone like him / her? Are you like this character? What do you already know that will help understand what you’re reading? Does this information confirm or conflict with what you’ve read in other sources? Predicting What do you think will happen next? Based on the material you’ve looked over before reading, what can you predict… What does this title / heading / picture make you think? Although the author hasn’t told it, what do you think about… Questioning What is the author saying? Why is that happening? Why did this character…? Is this important? How does this information connect with what you have already read? Monitoring Is this making sense? What’s going on here? What have you learned? Do you need to reread? What does this word mean? What text clues help you fill in missing information? Summarizing Thisstoryismainlyabout… Howisthestoryorganized? Theauthor’smostimportantideaswere… Howdoesthetextorganizationhelpyou? Whatarethekeywords? Visualizing Whatarethepictures/scenesinyourmind? Whatdoyouhear/taste/smellorfeel? Whatdothecharacters,thesetting,andtheeventsofthestory looklikeinyourmind? Canyoupicturethisnewinformation? Adapted from: Capistrano Unified School District. (2003). Student Reading Comprehension Strategies. Retrieved from: http://www.readinglady.com/mosaic/tools/Student%20 Reading%20Comprehension%20Strategies%20explanation%20 from%20Leslie.pdf INTRO_TB_ING3_(001-033).indd 13 12-07-17 11:46
14 Teaching Strategies for Skills Development Listening and Speaking Strategies Listening strategies are techniques or activities that contribute directly to the comprehension. In the Pre-listening stage, students need to understand how to recognize the purpose of the listening message, and make connections about the topic or tone to tune in as preparation for processing the information. Teachers can use directions, vocabulary competition, film watching, or description of drawing sketches to tune their brain in the second langue listening. In the While listening part, the teaching task will mainly focus on note taking skills. EFL learners need to be taught and encouraged to actively think about what they’re listening to. In order to teach EFL learners to think when listening, focusing on note-taking skills is a good way of helping learners to concentrate and to look for clues in what they’re listening to. After listening, students need to act upon what they have heard to expand their thinking. Here are examples of strategies to help develop students’listening comprehension. Before listening • Think of what they already know about the topic of the recording. • Anticipate what will come. • Evaluate which listening strategies will serve best in the particular situation. • Predict what the speaker(s) might say. While listening • Figure out the purpose for listening. • Listen carefully to the speaker. • Attend to the parts of the listening input that are relevant to the identified purpose and ignore the rest. • Listen for more information that the speaker tells about an idea. After listening • Think about what they have listened. • Monitor their comprehension and the effectiveness of the selected strategies. • Evaluate if they they achieved the listening comprehension goals. • Evaluate if the combination of listening strategies selected was effective. On the other hand. The teaching of speaking involves more than just providing them with speaking fluency practice. Teachers need to focus on skills and strategies that will help students negotiate meaning and communicate effectively with other people. These strategies help all students improve their language development in a supportive, encouraging way. • Model language by saying aloud and writing the ideas and concepts you’re teaching. • Have students retell stories aloud. • Teach choral speaking and reading • Sing or read songs. Children can bring in a favorite song to perform alone or as a group, but make sure you have heard the song first and can approve it. • Have students read and perform Readers Theater scripts. • Correct content, not grammar. To model proper grammar and syntax, restate or rephrase students’ questions or statements. • When asking questions, give choices for the answer. • Encourage students to describe, summarize, define, contrast, and compare by modeling. Be sure to show and not just tell when teaching a new concept, idea, or vocabulary. Writing strategies For a second language learner, writing is an extension of listening and speaking. Therefore, students must be provided opportunities to build, extend, and refine oral language in order to improve written output. A great deal of research on writing highlights the fact that this skill is rarely done in isolation, but is virtually always done in response to source texts (Cumming, Kantor, Powers, Santos, & Taylor, 2000; Hale et al., 1996; Hamp-Lyons & Kroll, 1996; Horowitz, 1991; Leki & Carson, 1997; Weigle, 2002). INTRO_TB_ING3_(001-033).indd 14 12-07-17 11:46
15 Teaching Strategies for Skills Development That is, students are rarely asked to write essays based solely on their background knowledge; before they write on a given topic they are expected to read, discuss, and think critically about that topic and the type of text they are expected to produce. Currently there is general agreement that reading and writing are both fundamental cognitive processes that depend upon cognitive activities such as selecting important information, organizing and retrieving information, summarizing or consolidating information, and so forth. Thus, instruction in reading and writing becomes an important aspect of enhancing students’skills. Recently, writing instruction has moved from a product orientation to a process orientation that stresses response during writers’planning, drafting, revising, editing and publishing. Fundamental to this process is writing for real purposes and audiences, students’sharing of ideas and written work, students’ownership of their topics, frequent writing opportunities, and opportunities for extended writing. It is also important for students to view their own writing published, informally or formally. This provides them with a purpose to planning their texts, as well as purposes for drafting and revising (since their work will be“public”, they experience the need to shape the work to best represent their own goals). The writing process involves a series of steps to follow in producing a finished piece of writing. Every writer follows his or her own writing process. Here are the five steps in the Writing Process and some useful tips and instructions to use with your students. Step Actions Tips and instructions 1.Prewriting Prewriting is forming ideas and planning how to present information. This is the planning phase of the writing process, when writers brainstorm, research, gather and outline ideas, often using diagrams for mapping out their thoughts. • Use brainstorming or create a graphic organizer. • Observe, imagine, interview. • Gather the information. 2. Drafting Draftingiscreatingthe firstversionofa paragraph.Thisstepturns prewritingideasinto sentences.Writerscreate theirinitialcomposition bywritingdownallthe ideasinanorganizedway. • Usethreeormore importantideasfromthe prewritingandadd specific,interesting details. • Developcomplete sentences. • Addsupportingdetails. • Don’tworryaboutmaking mistakes–justgetyour ideasdownonpaper. 3. Revising Revising is changing, taking out, or adding words to make meaning more clear.The goal of this phase of the writing process is to improve the draft. • Read carefully to make sure the wording is clear and complete. • Ask yourself: Ismymessageclear? DidIincludeenough information? DidIaccomplishmy purpose? 4. Editing Editing is correcting spelling, punctuation, and grammar errors. At this point in the writing process, writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity. • Read it aloud to yourself. • Ask a friend/ peer to listen to your work. • Use a checklist to check capitalization, punctuation and spelling. • Have another writer’s feedback. 5.Publishing Publishing is making a final copy. In this last step of the writing process, the final writing is shared with the audience. • Submit to the teacher/ peers /editors / etc. • Send it to interested / individual groups. Adapted from: The 5-Step Writing Process: From Brainstorming to Publishing. (n.d.) Retrieved from: http://www.liferichpublishing. com/AuthorResources/General/5-Step-Writing-Process.aspx INTRO_TB_ING3_(001-033).indd 15 12-07-17 11:46
16 inTEGRATinG THE fOuR SKillS in THE EnGliSH ClASSROOM Skills integration generally refers to linking the traditional four skills of language learning: reading, writing, listening, and speaking in the context of a lesson. An integrating approach for the development of communicative skills in the classroom is highly recommended for acquisition because, as skills are integrated in the classroom, the relevant knowledge of the foreign language is taught in a coherent, meaningful way. In everyday life, there are many situations in which we use more than one language skill. For this reason, integration is concerned with realistic communication. When teachers integrate skills in a lesson, they are able to teach the foreign language at a discourselevel. At this level, language is presented to students through texts which are whole units of communication (either spoken or written) rather than separated segments or parts they must analyze in isolation. Skills integration allows students to process language by: contextualizing, interpreting, exploring, analyzing, experiencing, challenging, confronting, assimilating, practicing and sharing the new information. In addition, an integrating approach has a positive impact on the classroom atmosphere, creating a relaxed environment and fostering motivation and active engagement. Forms of integration There are two general forms to integrate skills in the classroom: • Simple integration. It is the easiest form of integration. In this type of lesson, a receptive language skill serves as a model for a productive language skill. example: A reading activity which provides a model for a writing task, a listening comprehension activity which guides students to oral production. • Complex integration. In this form of integration, skills are integrated around a theme. The specific distribution of skills integration in the lesson will depend on the target topic. example: A pre-reading discussion of the topic to activate schemata, followed by listening to a series of informative statements about the topic or passage to be read. While reading, teacher focuses the lesson on a certain reading strategy (for instance, scanning). After reading, students react by writing a paraphrase of a section of the reading passage and making a comment. Adapted from: Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy2nd Ed., New York: Pearson Education. USInG LITeRaTURe In THe LanGUaGe CLaSSROOM When students are faced with reading literature, an extensive list of reading sub-skills are applied: • deducing meaning and use of unfamiliar words; • understanding explicitly stated information; • understanding information which is not explicitly stated; • understanding conceptual meaning; • understanding relations between the parts of a text through lexical cohesion devices; • understanding cohesion between the parts of a text through grammatical cohesion devices; • interpreting text by going outside of it. The methodological implications of the use of literature in the language classroom are: • EFL classroom strategies such as cloze, rewriting, prediction activities, role playing are adapted and adopted to teach literary texts in the language lesson; • text manipulation (e.g., rearrangement and dramatization); • two-way channel of teacher-student communication and pair/ group work, in order to achieve more self-sufficiency. • literature favors students’ development of creative and interpretative skills. The following is a three-stage framework proposed as a working model for the presentation of literary texts in the language classroom: • Framing (thematic preparation): turning students‘ attention to the content or theme of the text. Also, it will focus on distinguishing prose from poetry. • Focusing (engaging): the designed activities which lead them to understand the text and to interpret it for the purposes in hand. • Diverging (moving on): leading students into parallel activities of various kinds, e.g., role play, transfer to other text-types, creative writing, etc. Adapted from: Mirzaei, A., & Domakani, M. R. (2008). The Theory and Practice of Bringing Literature into the EFL Classroom. INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM INTRO_TB_ING3_(001-033).indd 16 12-07-17 11:46
17 ORiEnTATiOnS TO dEVElOP CRiTiCAl THinKinG Recent research has shown that, in general, students who develop critical thinking skills are more able to achieve better marks, become less dependent, create knowledge, evaluate, and change the structures in society. Teachers’questions constitute a central aspect to develop students’critical thinking. These are examples of questions and tasks that consider the different levels of thinking proposed in the New Bloom’s Taxonomy (Anderson et al., 2001). Skill Key words Questions Examples of tasks Remembering Remember, repeat, identify match, reproduce What / How / Where is…? When / How did …happen? How would you explain / describe…? How would you show…? Who / what were the main…? What are the …? What is the definition of…? Answer questions Discriminate between true and false information Name… Recite a poem Understanding Describe, explain, paraphrase, give examples, infer, interpret, predict, summarize How would you classify…? How would you compare / contrast…? How would you rephrase the meaning of…? What is the main idea of…? What can you say about…? How would you summarize…? Classify the … Elaborate a list of the main ideas Compare two characters of the story. Apply Demonstrate, dramatize, illustrate, show, use How would you use…? What examples can you give… How would you solve the…? What have you learned about…? What would result if…? Read a paragraph. Check and correct a text written by a classmate. Analyze Compare, contrast, critique, discriminate, show in a diagram, select What are the parts / characteristics of…? Why do you think…? What is the theme…? What conclusions can you draw…? How would you classify…? What evidence can you find…? What is the relationship between…? Read and identify authors’ points of view about global problems. Determine the character’s motivation in a story. Evaluate Discuss, justify, evaluate, monitor, check, confirm What is your opinion of…? What would you recommend…? How would you rate / evaluate…? How would you support the view…? Evaluate the arguments in favor / against … Justify the idea that… Create Design, create, elaborate, generate, plan How would you improve…? What would happen if…? What alternative can you propose…? How could you change the plot / plan…? What can you predict…? Write an article about… Write a song… Dramatize… ORIENTATIONS TO DEVELOP CRITICAL THINKING INTRO_TB_ING3_(001-033).indd 17 12-07-17 11:46
18 THE TEACHER’S BOOK This component includes: • an introduction with a description of the course and the course components, the methodology used, and suggestions for classroom management; • background notes for the teacher, related to the information content of the different texts; • detailed teaching notes for every unit; • answers for all the tasks in the Student’s Book and in theTeacher’s Book, for all the tests, and for all the activities in theWorkbook; • the transcript of the recording; • one additional photocopiable test per unit. • one or two photocopiable additional activities per unit. • a photocopiable additional reading text per unit, with activities and background information. Choice of tasks The book includes a great number of varied activities The teacher should choose the ones which are more appropriate for his / her group, depending on their general levelThe important thing for the teacher to bear in mind is the final objective of each unit, and how the different students are advancing towards it. There are activities for fast learners - exercises for those students that have started to become independent users of GlobalEnglish and have developed the capacity to work more quickly and on their ownThe teacher’s role here is to offer more instances to those students who instinctively feel the need to actively apply the language they have been practising during the lessonThe teacher does not need to correct or become involved unless students directly appeal to him / her to do so. There are ADDITIONAL ACTIVITIES, which the teacher can use if there is enough time or if students require further practice, and OPTIONAL ACTIVITIES, which generally offer a break from the routine, a moment to relax, or a bit of fun while practising the language. Information and extra practice is suggested when there is a chance that students will make a mistake, in grammar, vocabulary, or pronunciation. Information and extra practice is suggested when there is a chance that students will make a mistake, in grammar, vocabulary, or pronunciation. Remember to be very careful as to when and how to correct errors; avoid interrupting students when they are doing oral communication activities; instead, make a note of the common mistakes and then correct with the whole class at the end of the activity. Level of difficulty The activities and texts included in the book are classified according to their level of difficultyThis is shown in theTeacher’s book with the following icons: + = Low ++ = Medium +++ = High CD The first 9 tracks of the CD offer examples of classroom language for the teacher and for the students It includes all the listening material: Pronunciation, Listening and Listening test material, with a variety of accents: British, American, Canadian, Irish, Scottish, Indian, Chilean, French, Russian, etc , to expose students to different accents. Classroom language TheTeacher’s Book offers a selection of useful language that the teacher can use with the students in different situations, with different purposesThey provide examples for students to imitate, or they are expressions the teacher can use and which students need to identify and recognise All of them are recorded in the first nine tracks of the CD. Test question bank This is a set of 75 test questions that the teacher can use when preparing his / her own evaluation instrumentsThere is one set for each language ability and one set for grammar and vocabulary However, many of them can be used for other skills, different contents, a variety of contexts, etc. Glossary The meaning of difficult words from the texts appear in a glossary in the final pages of the Teacher’s Book The meaning provided has to do specifically with the context in which the word appears. Thematic bibliography There is a list of books where the teacher can find further information on the contents of the book, divided into reading, listening, speaking, writing, and grammar and vocabulary. Bibliography and websites Both the Teacher’s Book and the Student’s Book offer suggestions of materials that can be used for reference Some of these materials can be found in the Centro de Recursos de Aprendizaje (CRA) in each school. THE TEACHER’S BOOK INTRO_TB_ING3_(001-033).indd 18 12-07-17 11:46
19 THE SOundS Of EnGliSH The consonants in the table are the consonant phonemes of British and American English. Consonant sounds /p/ put, supper, lip /b/ bit, ruby, pub /t/ two, letter, cat /d/ deep, ladder, read /k/ can, lucky, sick /g/ gate, tiger, dog /f/ fine, coffee, leaf /v/ van, over, move /θ/ think, both /ð/ the, brother, smooth /s/ soup, fussy, less /z/ zoo, busy, use /ʃ/ show, washing, cash /ʒ/ leisure, vision /h/ home, ahead /tʃ/ chair, nature, watch /dʒ/ jump, pigeon, bridge /m/ man, drummer, comb /n/ no, runner, pin /ŋ/ young, singer /l/ let, silly, fall /r/ run, carry /j/ you, yes /w/ woman, way The vowels in the table above are the vowel phonemes British English. All long vowels are followed by colons /:/. Most of the differences between British and American English are to do with the quality and length of the vowels. The most significant differences are explained in the foot notes. Vowel sounds /ɪ:/ eat, sleep /ɪ/ silly, baby, it, swim /e/ edge, lead /æ/ apple, man /ɑ:/ father, calm, *1 can’t, *2 car /ɒ/ *3 odd, want /ɔ:/ or*4 , daughter, more /ʊ/ put, full /ʊ:/ shoe, suit /ʌ/ under, enough, butter Br/ɜ/ Am/ɝ/ earn, bird, occur /ə/ above, support, possible, Africa, mother *1 In American English, this is pronounced with vowel /æ/. Before /nt/ /f/ /s/, as in can’t,half,grass,bath. *2 In American English, the r after a vowel is pronounced. *3 This vowel is not found in American English. Instead it is pronounced as /ɑ/. *4 In American English, the r after a vowel is pronounced. /eɪ/ ache, pay ɛə air, dare /aɪ/ I’m, right ʊə pure, tour /ɔɪ/ oil, noise aʊ out, cow /ɪə/ ear, here əʊ own, coat * In American English, the final r is typically pronounced. Adapted from: Yule, G. (2010). The Study of Language, Fourth Edition. New York: Cambridge University Press. THE SOUNDS OF ENGLISH INTRO_TB_ING3_(001-033).indd 19 12-07-17 11:46
20 ClASSROOM lAnGuAGE Greetings 1 • Good morning. / Good afternoon. / Hello. / Hi. • Good bye. / See you tomorrow. / See you later. • Have a nice weekend. / Enjoy your holiday. Moods and feelings 2 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 down. / I’m sad. asking for clarification 3 • Can you repeat that, please? • Can you say that again, please? • Sorry. I’m afraid I didn’t understand. • Can you help me with this exercise, please? encouragement 4 • Well done! / Good! / Excellent! / Good work! / Congratulations! • Do it more carefully. / Say it again. / Try to correct that, please. • Not too bad. / You’ll do better next time. / Keep trying! The date 5 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 . / It’s (Monday) 9th March. The weather 6 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 7 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 quarter to eight. / It’s twenty five to nine. / It’s twenty to ten. / It’s ten to three. / It’s five to four. CLASSROOM LANGUAGE 20 INTRO_TB_ING3_(001-033).indd 20 12-07-17 11:46
21 Some commands and instructions 8 • Answer the questions. • Be quiet. • Check your answers. • Check your predictions. • Close the door. • Come to the board. • Compare your answers. • Complete the paragraph. • Copy the instructions. • Discuss the ideas in your group. • Do Exercise 1. • Do not write in your book. • Fill in the blanks. • Find examples in the text. • Find the cognates in the text. • Listen to the recording. • Look at the pictures. • Look up these words in the dictionary. • Make a list. • Make some notes. • Match the pictures. • Name three activities. • Open your books. • Pay attention, please. • Put the pictures in order. • Read the instructions. • 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 four. •Work with your partner. •Write the sentences. Turn-taking and permission 9 • Can I talk to you after the class? • Excuse me; can I say something? • Excuse me; can I leave the room for a minute? • May I go to the bathroom? • It’s your turn. • Sorry, it’s my turn. Websites made available to students and teachers http://www.onestopenglish.com MacMillan Campus site. Videos, chat, news, activities. http://esl.about.com ESL / ELT problems, suggestions for solutions, explanations, examples, and activities. http://www.eslcafe.com Discussion forums, chat room, interactive exercises, online tutorials, teaching ideas, job postings and extensive web guide. http://www.pearsonelt.com Pearson Education site. Articles, classroom resources, discussions, videos. http://www.rong-chang.com/ A wealth of ideas to teach, prepare materials, use the Internet, etc. http://www.cln.org/int_projects.html List of sites that will help teachers who are looking for Internet projects for their classes. http://maryglasgowplus.com Mary Glasgow Magazines plus news, contacts, ideas for teachers and students. http://www.holidays.net Information about various celebrations and religious holidays, with related recipes, crafts and fun activities. http://www.infoplease.com Information about practically every country in the world. INTRO_TB_ING3_(001-033).indd 21 12-07-17 11:46
22 SuGGESTEd yEAR PlAnninG SUGGESTED YEAR PLANNING Unit Expected Learning Activities Resources Unit 1 ADVICE AND SUPPORT Topics:Teen issues Pages: 6 - 27 of the Student’s Book Time: 21 hours Answers: Pages 145 - 146 Students show general and specific comprehension when reading and listening to different types of texts. Students consolidate a language point. • 6. Page 10 7. 8. 9. Page 12 • 5. 6. 7. 8. Track 12, Page 17 • 11. Page 13. • 10. Page 18 • Reading text: Letters toAuntAnne. Notes with additional information. • Letters. Pictures. • Listening text: Embarrassingmoments. Notes with additional information. • Language Note. • Sentences. Students complete sentences using linking words. Students write a letter of advice. • 11. Page 13 • 17. Page 15 • Language note. Pictures. Notes with additional information. • Notes with additional information. Students imitate a spoken model and role play a dialogue and a monologue. Students describe own experiences. • 13. Track 10, Page 14 • 11. Track 13, Page 18 • 13. Page 19 • Oral Practice. • Notes with additional information. INTRO_TB_ING3_(001-033).indd 22 12-07-17 11:46
23 SUGGESTED YEAR PLANNING Indicators of Evaluation Activities Page Getting into the unit. Students do activities that introduce them to the topic and to some of the language that they will study in the unit. 1. 2. 3. 4. 7 Getting ready for the unit. Students do activities that revise their previous knowledge of the language and skills that are pre-requisites for the new contents. 1. 2. 3. 4. 5. 6. 7. 8. 9. Track 12 8, 9 Quick Self-Check. Students do a short testing activity within a time limit, assign themselves points, and analyse their performance. 15. 12. 14 19 Test your Knowledge • Reading: Students summarise and match information. Students discriminate between correct and incorrect information. Students find specific information. • Listening: Students find specific information. Students discriminate between correct and incorrect information. • Language: Students use linking words and the First Conditional. • Writing: Students complete a letter with their own ideas and opinions. • Speaking:Students role play a dialogue expressing opinions. 1. 2. 3. 4. 5. 6.Track 15 7. 8. 9. 10. 24, 25 25 25 26 26 Final reflection. Students are invited to think about their performance while doing the different activities.Tips are offered in order to help them to improve and solve problems before moving on to the next unit. 26 Self Evaluation: Students analyse their performace in the final test and assign themselves points. Students reflect on value issues and behaviour while working on the unit. 27 ExtraTest (Teacher’s book) • Reading:Students find and match specific information. Students discriminate between correct and incorrect information. • Listening:Students discriminate between correct and incorrect information. • Language: Students use connectors and intensifiers. • Speaking: Students ask for and give advice. • Writing: Students write a letter of advice. (Teacher’s book) 1. 2. 3. 4. 5.Track 16 6. 7. 8. 9. (Teacher’s book) 65 66 66 66 - 67 67 67 INTRO_TB_ING3_(001-033).indd 23 12-07-17 11:46
24 SUGGESTED YEAR PLANNING 24 Unit Expected Learning Activities Resources Unit 2 TWO OFTHE ELEMENTS Topics: Earth and water Pages: 28 - 51 of the Student’s Book Time: 21 hours Answers: Pages 147 - 149 Students show general and specific comprehension when reading and listening to different types of texts. Students consolidate a language point. • 4. 5. 6. 7 Page 32 8. Page 33 • 6. 7. 8. 9. 10Track 19, Page 39 • 9. Page 33 • 10. Page 36 • 12. Page 40 • Reading text: Earth. • Pictures. • Notes with additional information. • Listening text: Water. Diagrams. • Language Note. • Dialogue. • Article: What to do before and during a tsunami. • Sentences. Students complete sentences using the First Conditional and key vocabulary. Students complete a security warning with recommendations. Students write a school earthquake plan. • 9. Page 33 • 10. Page 36 • 13. Page 37 • Oral Practice. Language note. • Pictures. • Article: Whattodobeforeand duringatsunami. • Pictures. • Notes with additional information. Students discuss their own and their school’s earthquake plan. Students describe a process. Students imitate spoken models and role play a dialogue and a monologue. Students describe pictures in detail. • 13. Page 36 • 11. Page 40 • 9.Track 17, Page 33 • 13.Track 21, Page 41 • 14. Page 41 • Notes with additional information. • Notes with additional information. • Chart. INTRO_TB_ING3_(001-033).indd 24 12-07-17 11:46
25 Indicators of Evaluation Activities Page Getting into the unit. Students do activities that introduce them to the topic and to some of the language that they will study in the unit. 1. 2. 29 Getting ready for the unit. Students do activities that revise their previous knowledge of the language and skills that are pre-requisites for the new contents. 1. 2. 3. 4. 5. 6. 7. 8. 9. Track 20 30, 31 Quick Self-Check. Students do a short testing activity within a time limit, assign themselves points, and analyse their performance. 11. 13. 36 41 Test your Knowledge • Reading: Students summarise and match information. Students discriminate between correct and incorrect information. Students find specific information. • Listening: Students find specific information. Students discriminate between correct and incorrect information. • Language: Students use connectors of condition and the First Conditional. • Writing: Students turn an interview into a letter. • Speaking: Students talk about disasters and their prevention in Chile. 1. 2. 3. 4 5. 6. 7. Track 23 8. 9. 11. 10. 47 47 48 48 48 Final reflection. Students are invited to think about their performance while doing the different activities.Tips are offered in order to help them to improve and solve problems before moving on to the next unit. 48 Self Evaluation: Students analyse their performace in the final test and assign themselves points. Students reflect on value issues and behaviour while working on the unit. 49 SynthesisTest Units 1 & 2 •Reading: Students locate information. Students find specific information. •Listening: Students identify speakers. Students find specific information. •Language:Students use connectors of condition and other linking words. Students match information to offer advice. •Writing: Students write a letter of advice on what to do if there is an earthquake. •Speaking: Students talk about natural disasters, offering advice and tips on how to behave. 1. 2. 3. 4.Track 24 5. 6. 7. 8. 9. 51 51 51 51 51 ExtraTest (Teacher’s book) • Reading: Students find specific information. Students discriminate between correct and incorrect information. Students find synonymous expressions. • Listening: Students discriminate between correct and incorrect information. Students find specific information. • Language: Students use connectors of condition and the First Conditional. • Speaking: Students discuss possible reactions using the First Conditional. • Writing: Students write an action plan. (Teacher’s book) 1. 2. 3. 4. 5.Track 25 6. 7. 8. 9. (Teacher’s book) 98 98 98 - 99 99 99 SUGGESTED YEAR PLANNING INTRO_TB_ING3_(001-033).indd 25 12-07-17 11:46
26 SUGGESTED YEAR PLANNING 26 Unit Expected Learning Activities Resources Unit 3 PROFESSIONS Topics: Professional conduct and job applications Pages: 52 - 75 of the Student’s Book Time: 21 hours Answers: Pages 149 - 150 Students show general and specific comprehension when reading and listening to different types of texts. Students consolidate a language point. • 5. 6. 7. 8. 9. 10. Page 57 • 7. 8. 9. 10Track 29, Page 65 • 13. Page 61 • 12. Page 66 • Reading text: PreparingaCV. • Notes with additional information. • Listening text: Advertisingforjobs. • Chart. • Language Note. • Pictures. • Situations. Students play a word game. Students give recommendations. Students write their own CV using a computer application. • 11. Page 60 • 13. Page 61 • 16. Page 62 • Game. • Pictures. • Link with additional information. • Illustrations. • Microsoft OfficeWord. Students role play a conversation. Students role play a monologue. Students role play a job interview. • 12.Track 26, Page 60 • 13.Track 30, Page 66 • 15. Page 67 • Oral Practice. • Notes with additional information. • Oral Practice. • Notes with additional information. INTRO_TB_ING3_(001-033).indd 26 12-07-17 11:46
27 Indicators of Evaluation Activities Page Getting into the unit. Students do activities that introduce them to the topic and to some of the language that they will study in the unit. 1. 2. 3. 4. 53 Getting ready for the unit. Students do activities that revise their previous knowledge of the language and skills that are pre-requisites for the new contents. 1. 2. 3. 4. 5. Track 29 54, 55 Quick Self-Check. Students do a short testing activity within a time limit, assign themselves points, and analyse their performance. 14. 14. 61 67 Test your Knowledge • Reading: Students find and match information. Students find specific information. • Listening: Students discriminate between correct and incorrect information. Students find and match information. Students find specific information. • Language: Students use modals to express recommendations. • Writing: Students write a job advertisement. • Speaking: Students describe problems and offer recommendations and advice. 1. 2. 3. 4. 5.Track 32 6. 7. 9. 8. 73 73 74 74 74 Final reflection. Students are invited to think about their performance while doing the different activities.Tips are offered in order to help them to improve and solve problems before moving on to the next unit. 74 Self Evaluation: Students analyse their performace in the final test and assign themselves points. Students reflect on value issues and behaviour while working on the unit. 75 ExtraTest (Teacher’s book) • Reading: Students find and match specific information. Students transfer information to a graphic organiser. • Listening: Students discriminate between correct and incorrect information. Students identify sequence. • Language:Studentsuseshould,shouldn’t,andhadbettertogiveadviceandrecommendations. • Speaking: Students ask for and give recommendations and advice to write a CV. • Writing: Students write a cover letter to introduce a CV. (Teacher’s book) 1. 2. 3. 4. 5.Track 33 6. 7. 8. 9. (Teacher’s book) 126 126 126 - 127 127 127 SUGGESTED YEAR PLANNING INTRO_TB_ING3_(001-033).indd 27 12-07-17 11:46
28 SUGGESTED YEAR PLANNING 28 Unit Expected Learning Activities Resources Unit 4 BEING ACTIVE Topics:Travelling experiences and television quiz shows Pages: 76 - 103 of the Student’s Book Time: 21 hours Answers: Pages 151 - 153 Students show general and specific comprehension when reading and listening to different types of texts. Students consolidate a language item. • 5. 6. 7. 8. Page 81 9. 10. 11. Page 84 • 8. 9.Track 37, Page 89 10.11.12.13.Track37,Page90 • 12. 13. 14. Page 85 • 16. Page 91 • Reading text: Flying. • Chart. • Notes with additional information. • Listening text: Acompetition. • Chart. • Notes with additional information. • Language Note. • Notes with additional information. • Sentences. • Dialogues. • Pictures. Students write questions from visual and textual clues. Students write an itinerary. Students complete dialogues with key words and expressions. • 14. Page 85 • 15. Page 86 • 18. Page 87 • 16. Page 91 • Pictures. •Textual clues. Students role play a conversation imitating a model. Students role play a monologue imitating a model. Students role play a quiz show. • 16.Track 34, Page 86 • 18.Track 38, Page 92 • 21. Page 93 • Oral Practice. • Oral Practice. INTRO_TB_ING3_(001-033).indd 28 12-07-17 11:46
29 Indicators of Evaluation Activities Page Getting into the unit. Students do activities that introduce them to the topic and to some of the language that they will study in the unit. 1. 2. 3. 77 Getting ready for the unit. Students do activities that revise their previous knowledge of the language and skills that are pre-requisites for the new contents. 1. 2. 3. 4. 5. 6. 7. 8. Track 37,Track 40 78, 79 Quick Self-Check. Students do a short testing activity within a time limit, assign themselves points, and analyse their performance. 15. 19. 86 92 Test your Knowledge • Reading: Students identify topic. Students find and classify specific information. Students synthesise and locate information. Students find specific information. • Listening: Students match specific information. Students discriminate between correct and incorrect information. Students find specific information. • Language: Students write questions corresponding to adverbial phrases. Students complete sentences with adverbial phrases. • Speaking: Students talk about a favourite activity. • Writing:Students write an itinerary for a class trip. 1. 2. 3. 4. 5. 6. 7.Track 40 8. 9. 10. 11. 99 99 100 100 100 Final reflection. Students are invited to think about their performance while doing the different activities.Tips are offered in order to help them to improve and solve problems before moving on to the next unit. 100 Self Evaluation: Students analyse their performace in the final test and assign themselves points. Students reflect on value issues and behaviour while working on the unit. 101 101 SynthesisTest Units 1 to 4 • Reading: Students identify type of text. Students synthesise information. Students discriminate between correct and incorrect information. Students find specific information. • Listening: Students identify sequence. Students discriminate between correct and incorrect information. Students transfer information into a graphic organiser. • Language: Students use different modals to complete conditional sentences. Students identify prepositional phrases. • Writing:Students write questions to ask at a job interview. • Speaking:Students role play a job interview using the questions they wrote. 1. 2. 3. 4. 5. 6. 7. 8. 9.Track 41 10. 11. 12. 13 14. 15. 103 104 104 104 105 105 105 ExtraTest (Teacher’s book) • Reading: Students find specific information. Students discriminate between correct and incorrect information. • Listening: Students identify type of text. Students identify sequence. Students discriminate between correct and incorrect information. • Language: Students use prepositional and adverbial phrases. • Speaking: Students talk about their last holiday. • Writing: Students write a post to a blog describing an outing. (Teacher’s book) 1. 2. 3. 4. 5. 6.Track 42 7. 8. 9. 10. (Teacher’s book) 156 156 156 - 157 157 157 SUGGESTED YEAR PLANNING INTRO_TB_ING3_(001-033).indd 29 12-07-17 11:46
30 SUGGESTED YEAR PLANNING 30 Unit Expected Learning Activities Resources Unit 5 ATWORK Topics: Different types of jobs Pages: 98 - 127 of the Student’s Book Time: 21 hours Answers: Pages 153 - 155 Students show general and specific comprehension when reading and listening to different types of texts. Students consolidate a language point. • 6. 7. 8. 9. 10. Page 111 11. 12. 13. 14. Page 114 • 8. 9. 10.Track 46, Page 119 • 11. 12. 13. 14.Track 46. Page 120 • 15. Page 115 • 16. Page 116 • 15. 16. Page 121 • Reading text: Volunteering. • Diagram. • Chart. • Pictures. • Listening text: Applyingforajob. • Pictures. • Language Note. • Language Note. Students use the Present Perfect Continuous to: write descriptions of pictures; complete a conversation; write about personal experiences; complete sentences usingfor/since. • 15. Page 115 • 16. Page 116 • 20. Page 117 • 15. Page 121 • Pictures. • Pictures and textual clues. •Textual clues. Students imitate a spoken model and role play a dialogue. Students role play a job interview. Students develop a personal presentation using PowerPoint. • 17.Track 43, Page 116 • 17.Track 47, Page 122 • 21. Page 123 • Oral Practice. • Oral Practice. • Guidelines to create a PowerPoint presentation. INTRO_TB_ING3_(001-033).indd 30 12-07-17 11:46
31 Indicators of Evaluation Activities Page Getting into the unit. Students do activities that introduce them to the topic and to some of the language that they will study in the unit. 1. 2. 3. 107 Getting ready for the unit. Students do activities that revise their previous knowledge of the language and skills that are pre-requisites for the new contents. 1. 2. 3. 4. 5. 6. 7. 8. Track 46 108, 109 Quick Self-Check. Students do a short testing activity within a time limit, assign themselves points, and analyse their performance. 18. 19. 116 122 Test your Knowledge • Reading: Students identify topic. Students discriminate between correct and incorrect information. • Listening: Students discriminate between correct and incorrect information. Students find specific information. • Language: Students use the Present Perfect Continuous.The students use for and since. • Speaking: Students describe a job interview situation.. • Writing: Students complete a job application form and write a job application letter. 1. 2. 3. 4. 5.Track 49 6. 7. 8. 9. 130 131 131 131 132 132 Final reflection. Students are invited to think about their performance while doing the different activities.Tips are offered in order to help them to improve and solve problems before moving on to the next unit. 132 Self Evaluation: Students analyse their performace in the final test and assign themselves points. Students reflect on value issues and behaviour while working on the unit. 133 133 SynthesisTest Units 1 to 5 • Reading: Students match information in different types of text. Students find specific information. Students identify meaning of words in context. Students identify tone of letters. • Listening: Students discriminate between correct and incorrect information. Students identify sequence. Students find specific information. • Language: Students use the Present Perfect Continuous. Students complete sentences with prepositional phrases and with the First Conditional. • Writing:Students write a composition about a personal experience. • Speaking:Students talk about a personal experience. 1. 2. 3. 4. 5. 6. 7.Track 50 8. 9. 10. 11. 12. 135 136 136 137 137 137 ExtraTest (Teacher’s book) • Reading:Students identify purpose of text. Students find specific information. Students discriminate between correct and incorrect information. • Listening:Students discriminate between correct and incorrect information. Students match written and spoken information. • Language:Students complete sentences using the Present Perfect Continuous. Students complete sentences withforor since. • Speaking: Students role play a job interview. • Writing: Students write a job application letter. (Teacher’s book) 1. 2. 3. 4. 5. 6. 7.Track 51 8. 9. 10. 11. (Teacher’s book) 190 190 - 191 191 191 191 SUGGESTED YEAR PLANNING INTRO_TB_ING3_(001-033).indd 31 12-07-17 11:46
32 SUGGESTED YEAR PLANNING 32 WORKBOOK It offers additional practice of the abilities and of the vocabulary and grammar contents in the corresponding units. Unit Reading TextType Listening TextType Grammar 1. Advice and support Pages 141 - 144 Keystoagood friendship Teenmagazinearticle Understanding adolescence Track 14 Conversation Linking words The First Conditional 2. Two of the elements Pages 145 - 147 EarthwatchInstitute Web page invitation to join an organisation InternationalRescue Corps Track 22 Interview The First Conditional Connectors of condition 3. Professions Pages 148 - 150 Coolworksummer adventures Web page job advertisement InterviewwithaDJ Track 31 Interview Modals to express recommendations and suggestions 4. Being active Pages 151 - 153 Whatisparkour? Web page article What’syourquestion? Track 39 Phone-in radio programme Prepositional phrases 5. At work Pages 154 - 156 Ajobwithadifference Extract from a diary Phonehelp Track 48 Interview The Present Perfect Continuous INTRO_TB_ING3_(001-033).indd 32 12-07-17 11:46
33 SUGGESTED YEAR PLANNING Vocabulary Activities Game Answers Words related to friendship, feelings and adolescence Synthesise information. Discriminate between correct and incorrect information. Use connectors. Use the First Conditional. Identify speaker. Find specific information. Complete sentences about the listening text with the First Conditional. Identify synonyms. Use words from the unit to complete sentences. Word Search puzzle Page 170 Words related to the environment and emergency situations Identify purpose of text. Discriminate between correct and incorrect information. Match information. Find specific information. Complete sentences about the reading text with the First Conditional. Identify sequence. Crossword puzzle Page 170 Words related to job descriptions and different occupations Match and synthesise information. Find specific information. Discriminate between correct and incorrect information. Use information from the listening text to offer recommendations and suggestions. Complete sentences with words from the unit. Match words from the reading text and their definitions. Hangman Page 170 Words related to parkour Synthesise information. Identify purpose of text. Put prepositions back into the text. Find specific information. Identify topic. Identify speakers. Discriminate between correct and incorrect information. Identify and correct incorrect information. Match words from the reading text with their definition. Find words from the listening text that correspond to definitions. Find the word Page 171 Words related to job applications, voluntary work, and emotions Synthesise information and relate it to pictures. Identify what words refer to in the text. Identify sequence. Find specific information. Complete sentences from the texts using the Present Perfect Continuous. Classify words from the unit. Find the letters, find the phrase Page 171 INTRO_TB_ING3_(001-033).indd 33 12-07-17 11:46
34 Unit 1 Unit ADVICE AND SUPPORT Didactic resources and methodology tips • If available, use of complementary material such as English language newspapers and magazines with an ‘agony aunt’section, personal letters in English and Spanish, postcards, e-mails, etc. Good online sources are www.teenmag.com and www.seventeen.com. For comparison, you can use Chilean teen magazines so that students can compare and see if the issues that worry / interest them are the same that worry / interest their foreign peers. • Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, and notes. 1 LEARNING OBJECTIVES READING: to read teenagers’letters and an agony aunt’s answers that contain the communicative function of asking for and offering advice, consider the importance of teen issues, include a variety of connectors and introductory expressions, and • identify main ideas by choosing a title for the text. • find specific information by answering questions. • match information by relating letters and replies. • discriminate between correct and incorrect information by correcting wrong information. WRITING: to write a letter of advice that contains the introductory expressions studied and follows the correct pattern of a letter. LISTENING: to listen to a television programme that contains the communicative function of expressing conditions and reflects the acceptance of and respect for different opinions, and • identify speakers by choosing the right names. • discriminate between correct and incorrect information by choosing the right word. • find specific information by answering questions. SPEAKING: to role play a television programme using expressions learnt, correct pronunciation, and the correct structures to narrate an event. U1_TB_ING3_(034-061).indd 34 12-07-17 11:54
35 ADVICE AND SUPPORT PAGE 6 INTRODUCTION Invite students to examine and describe the photograph and relate it to the name of the unit. Form groups and ask them to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Elicit from students what values they think will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. Before you start this unit, please remember: • no student or class is ever the same, so what worked with another group might not work with this class. Get to know your students before you start planning; • identify slow and fast learners so that you can help the former to move forward and get the latter to enjoy a challenge; • use local context as much as possible, so a class located in the regions will not have to deal only with examples based on other realities; • avoid stigmatising your students; each one has a value to add to the class; • remember that repetition is one of the keys to success so, if you repeat things enough times, they are bound to be learnt. PAGE 7 GETTING INTO THe UNIT Explain to students that this page of each unit will contain activities meant to identify and activate their previous knowledge of the topic and related vocabulary, to establish the starting point for the activities that will follow. Give students time to form groups and discuss the exercises that have to be done in groups; encourage them to reflect and be honest to do those that require individual responses. Talk to students about situations where they generally ask for or offer advice.When they offer advice, is it generally from a personal point of view or do they use other people’s experiences?What expressions would they use to offer personal opinions about a situation? Help with these prompts: In my view I believe If you ask me I think In my opinion Personally speaking 1 Ask students to read the statements (a – h) and rank them from the least to the most serious, individually first; then they can compare in their groups. Give them four or five minutes to complete the activity. 2 Ask students to read the examples and then think about what they do when they need advice. They can list possible sources of advice and support their ideas individually or in pairs. Give them two or three minutes to write their lists of possibilities. In this exercise, there are no correct or incorrect answers. Possible answers I read self-help books and articles. I ask a psychologist. I talk to my parents. I talk to someone in my family. I talk to a teacher. I phone a radio programme. I visit a fortune teller. I don’t ask for help and support. 3 Tell students to work in small groups and describe the four pictures, paying attention to details.What are the people wearing?What do their facial expressions show? If students need vocabulary, provide lists (clothes, adjectives, surroundings, etc.) and then ask them to describe the pictures. Ask students to read the four statements and match them with the pictures. Answers a. Picture 4. b. Picture 3. c. Picture 1. d. Picture 2. 4 Ask students to read the comments again and decide what they express: a suggestion, a personal opinion, or certainty. Answers Picture 1 (c.): An opinion. Picture 2 (d.): An opinion. Picture 3 (b.): A piece of advice. Picture 4 (a.): A suggestion. Make notes of any useful information about what students already know that you can use later when developing the lessons. UNIT 1 U1_TB_ING3_(034-061).indd 35 12-07-17 11:54
36 Unit 1 PAGES 8 - 9 GETTING READY FOR THE UNIT Before starting this unit, the students need to know: • characteristics of different types of sentences. • how to find main idea(s) in written texts. • how to use some connectors. • Talk and write about habits and routines. • Talk and write about future events. • how to identify number of speakers in an oral text. • how to adapt and role play a dialogue. 1 Ask students to work in pairs or small groups and read the definitions and examples of different types of sentences. Check that they understand the three concepts and request more examples that would show they have identified the differences. The knowledge of different types of sentences is necessary for students to understand how to use more complex linking words, to be explained further on in the unit. A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought. A compound sentence contains two independent clauses joined by a coordinator such as for, and, nor, but, or, yet, so. (Helpful hint: The first letter of each of the coordinators spells FANBOYS.) Except for very short sentences, coordinators are always preceded by a comma. A complex sentence has an independent clause joined to one or more dependent clauses. A complex sentence always has a subordinator such as because, since, after, although, or when, or a relative pronoun such as that, who, or which. 2 Students use the information provided in Point 1 and your explanations to identify the different types of sentences. Make sure that they understand them and not just automatically insert the name of the type of sentence. Answers a. i. S. ii. Cd. iii. Cx. b. i. Cx. ii. Cx. iii. Cx. c. i. Cx. ii. S. iii. Cd. d. i. Cd. ii. S. iii. Cx. 3 Students identify what the speakers are expressing in each set of sentences in Exercise 2. Answers Set a. – Main idea a. Set b. – Main idea c. Set c. – Main idea d. Set d. – Main idea b. 4 In 3º Medio, students should already be familiar with simple connectors or linking words which will be further explored in this unit. Ask students to do this exercise individually and then compare with a classmate. This activity will prepare them for the Language Note and the exercises following it, where more complex linking words will be explained. Answers and, as, because, but, so, while. 5 This exercise requires students to practise and apply their knowledge in a context. You can personalise the activity asking students to write sentences about themselves using connectors, or you can turn it into a game, asking students to write sentences about themselves on pieces of paper which are then thrown into a hat or a container and read aloud. Other students try to identify the writers of the sentences. Answers a. because. b. and. c. but. 6 This exercise reviews the Simple Future and the Simple Present tenses; students will need to be able to identify and use them together correctly when they learn the First Conditional. You can give these uses of the two tenses and then ask the students which use applies to each sentence in the chart. U1_TB_ING3_(034-061).indd 36 12-07-17 11:54
37 ADViCE AnD SUPPORt Unit 1 The Simple Future We use it: • when there is no plan or decision to do something before we speak; we make the decision spontaneously at the time of speaking. example: This exercise is rather difficult. I will ask Marian to help me. • to make a prediction about the future; again, there is no firm plan, we are saying what we think will happen. example: The forecast says it will rain tomorrow. • when the main verb is be, we can use the Simple Future tense even if we have a firm plan or decision before speaking. example: I will be in London next week. The Simple Present We use it: • for repeated actions. example: I go to the gym every day. • for events that take place as a matter of fact or are recognised general truths. example: Water boils at 100ºC. • for fixed arrangements, scheduled events. example: The supermarket opens at 7.30am. • for actions in the present, one following after the other . example: First I have a shower and then I have breakfast. • with verbs that usually do not have a progressive form. example: I love you. Answers a. P. b. F. c. P. d. P. e. F. f. F. 7 12 Play the recording the students will work with in Lesson 2 of this unit. Students only have to identify the number of speakers, in preparation for what they will be doing during the unit. Answers Three speakers. 8 Students will talk about suggestions and advice further on in this unit. Ask them to work in pairs and match the questions and the answers in their notebook. Invite them to read the dialogues aloud. Answers a. – ii. b. – i. c. – iv. d. – iii 9 Ask students to follow the model in Exercise 8 and create a similar dialogue. Draw their attention to the Useful expressions box and encourage them to use this vocabulary in their dialogue. Then, motivate them to practise and role-play their conversation in front of the class. Useful expressions Students read the suggested expressions and use them in their dialogue, in order to express their opinions. PAGE 10 LESSON 1 - READING LETTERS TO AUNT ANNE ++ Tell students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests. For this lesson, students should be familiar with: • different types of sentences. • simple linking words. • how to find main idea(s). BeFore you reaD 1 + (Learning ability: to connect topic and personal experiences). Ask students if they write letters or e-mails. Who to? Why? Is letter writing in general a skill they think they will need in the future? What for? Ask them to list reasons why people write letters to newspapers, magazines, or radio programmes. Tell students to work in small groups, read the statements in the exercise, and decide which ones they most agree / disagree with. U1_TB_ING3_(034-061).indd 37 12-07-17 11:54

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