Teacher Book 's Teacher's Book 1 Dirección editorial: Jorge Muñoz Rau Gerencia editorial: Alicia Manonellas Balladares Edición: Lina Alvarado Jantus y Ly-Sen Lam Díaz Corrección de estilo: Diana Finch Higgs Diseño de la serie: María Jesús Moreno Guldman y Cristina Sepúlveda Aravena Diseño de portada: María Jesús Moreno Guldman y Cristina Sepúlveda Aravena Diagramación: Cristina Sepúlveda Aravena Ilustración de interiores: Venus Astudillo Vera Fotografía: Banco de imágenes Ediciones Cal y Canto Imágen en Portada: CONACULTA-INAH-MEX, reproducción autorizada por el Instituto Nacional de Antropología e Historia Producción de audios: Rodrigo González Díaz Gerencia de producción: Cecilia Muñoz Rau Diseño y coordinación editorial: Equipo Editorial Cal y Canto, LTDA Primera edición: agosto de 2012 Texto: Gloria Caro Opazo Teens Club 3˚ Secundaria Teacher's Book D. R. © 2012, Ediciones Castillo, S. A. de C. V. Todos los derechos reservados Castillo ® es una marca registrada Insurgentes Sur 1886, Col. Florida, Del. Álvaro Obregón, C. P. 01030, México, D. F. Tel.: (55) 5128-1350 Fax: (55) 5128-1350 ext. 2899 Ediciones Castillo forma parte del Grupo Macmillan www.grupomacmillan.com www.edicionescastillo.com infocastillo@grupomacmillan.com Lada sin costo: 01 800 536 1777 Miembro de la Cámara Nacional de la Industria Editorial Mexicana Registro núm. 3304 ISBN de la serie: 978-607-463-448-8 Prohibida la reproducción o transmisión parcial o total de esta obra por cualquier medio o método o en cualquier forma electrónica o mecánica, incluso fotocopia, o sistema para recuperar información, sin permiso escrito del editor. Programa Nacional de Inglés. Para alumnos en educación básica. Proni La producción de estos materiales fue hecha por encargo de la Secretaría de Educación Pública, para usarse como material didáctico en escuelas públicas. Distribución gratuita · Prohibida su venta CONTENTS PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . 4 DESCRIPTION OF THE COURSE . . . . . . . . . . . . . . 6 SOME METHODOLOGICAL SUGGESTIONS FOR SKILL DEVELOPMENT . . 22 Main Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Developing Listening Skills . . . . . . . . . . . . . . . . . . . 22 Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Developing Reading Skills . . . . . . . . . . . . . . . . . . . . 22 Task-based Methodology – Projects . . . . . . . . . . . . 8 Developing Oral Expression . . . . . . . . . . . . . . . . . . 23 Skills Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Developing Written Expression . . . . . . . . . . . . . . . 23 Communicative Skills . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Language Structure . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 False Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Learner Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Classroom Management . . . . . . . . . . . . . . . . . . . . . 11 Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Mixed-ability Classes . . . . . . . . . . . . . . . . . . . . . . . . . 11 Pair Work and Group Work . . . . . . . . . . . . . . . . . . . 11 Adapting Materials and Activities . . . . . . . . . . . . . 12 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 EVALUATION INSTRUMENTS . . . . . . . . . . . . . . 13 Advantages of Using a Variety of Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Applying Evaluation Instruments . . . . . . . . . . . . . 13 THE INTERNET IN THE LANGUAGE CLASSROOM . . . . . . . . . . . . . . . . . 25 Tips to Develop Safe Internet Lessons . . . . . . . . 25 CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . 26 SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . 27 DETAILED TEACHING NOTES. . . . . . . . . . . . . . . 32 Unit 1 – Emotionally Involved. . . . . . . . . . . 32 Extra Test Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Unit 2 – Please Tell me How to Do it . . . . 56 Extra Test Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Unit 3 – Language and History. . . . . . . . . . . 82 Extra Test Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Unit 4 – Drama or Real Life? . . . . . . . . . . . . . 106 Extra Test Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Unit 5 – Let´s Agree to Disagree . . . . . . . . 132 Extra Test Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Using the Evaluation Instruments Provided in this Section . . . . . . . . . . . . . . . . . . . . . . 13 PHOTOCOPIABLE EVALUATION INSTRUMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Description of Each of the Evaluation Instruments . . . . . . . . . . . . . . . . . . . . . . . 14 Evaluating Listening Comprehension . . . . . . . . 160 COURSE COMPONENTS . . . . . . . . . . . . . . . . . . . 16 Evaluating Projects . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Student’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Teacher’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Evaluating Oral Presentations . . . . . . . . . . . . . . . 164 CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Index of recorded material. . . . . . . . . . . . . . . . . . . . 19 thematic BIBLIOGRAPHY . . . . . . . . . . . . . . . 166 Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . 168 SOME BASIC TEACHING REMINDERS . . . . . . . 21 SOME WEB SITES . . . . . . . . . . . . . . . . . . . . . . . . 168 Evaluating Reading Comprehension . . . . . . . . . 161 3 4 5 To the teacher Teens Club has been designed to provide help and support in your teaching tasks. In Teens Club you will find step-by-step guidance for the development of the lessons, additional material and background information. We sincerely hope this book is a valuable tool for you and your students. DESCRIPTION OF THE COURSE Main Characteristics Teens Club has been written for teenagers in their first year of secondary education and follows the guidelines for educational materials designed by the Secretaría de Educación Pública. • It covers all the contents in the program. • It contributes to the achievement of the goals established in the program. • It applies the teaching / learning approach established in the program. • It gradually and logically develops the contents of each unit and of the topics of the program. • The depth to which the contents are developed is in accordance with the requirements of the subject and of this level, and in relation to their difficulty, methodological requirements, and time available. • The activities proposed and the information provided are accessible to students of different socio-economic backgrounds and from different regions of the country. • The contents are developed following the rules of appropriacy. • It offers indications, examples and specific models that allow clear understanding of the book. • It favors the development of observation, analysis, and critical thinking skills as ways of acquiring knowledge. • It includes an appropriate proportion of texts, pictures and activities that are adequately linked. • It links the reading and listening texts with the learning activities so that they are clearly associated with the social practices of language established in the program. Teens Club recognizes that the purpose of foreign language teaching in basic education is for students to acquire the necessary knowledge that will allow them to engage in social practices with spoken and 6 written language, to interact with native and nonnative English speakers using specific activities with the language. This entails using activities that involve the production and interpretation of spoken and written texts — of family, academic, and literary nature — so that students will be able to satisfy basic communication needs in different everyday, familiar situations. Teens Club helps students learn how to use language in order to organize their thoughts and their speech, to analyze and solve problems, and to gain access to different cultural expressions from their own and other countries, identifying the role language plays in building up knowledge and cultural values, and developing an analytical and responsible attitude to face the problems that affect our world. Teens Club provides plenty of individual and collective experiences that include different ways to participate in oral exchanges and in text reading and writing. Learning Objectives Following the guidelines for this level in the program, the activities and tasks in Teens Club are aimed at helping students: • acknowledge the central idea and some details from a variety of oral and written texts, by using their knowledge of the world; • understand and use information from different text resources; • produce coherent texts, which respond to personal, creative, social, and academic aims; • adapt their language to unexpected communicative needs; • acknowledge and respect differences between their own and foreign cultures; • express opinions and judgments about relevant and everyday matters; • approach appropriate communicative styles for a variety of situations; • look for cohesive elements to understand the relationship between the parts of a sentence or a text; • edit their classmates’ or their own texts; • use grammar, spelling and punctuation conventions; • take part in formal communicative situations; • maintain communication, identify ruptures and use strategies to re-establish it when required. An important objective of Teens Club is to appeal to teenagers by providing them with materials that reflect their own reality. Besides, the book takes into account that teenagers are going through a challenging period of their lives, with great physical, social, and psychological changes. Teens Club includes a variety of resources – recordings, pictures, reading and listening texts – that are appropriate for students’ age and level of knowledge of the language. It uses imaginative and exciting topics, introduces up-to-date language and expressions, increases confidence through learner independence activities, provides regular opportunities for review and self assessment, and deals with different learning styles. For the teacher, it offers materials and tools for successful lessons, with full support at every stage. The language is clear and progresses along the course, and its aim is to enable students to read, listen to, and express what is relevant and of interest to them at their particular age, so that they enjoy the language learning process. It provides a broad range of materials to engage students in challenging, but achievable tasks. The different topics that have been included give students the opportunity for cross-curricular and cross-cultural work so that they can learn about life and the world at the same time as they learn English. Through guided questions and simple discussions, students are encouraged to express and hold their opinions on issues that concern their lives and the world around them. Cultural aspects are also highlighted at relevant points. Aspects of Englishspeaking countries, such as information related to school life and subjects, historical and geographical facts, cultural heritage and teenage styles are meant to raise students’ awareness of the target culture, and at the same time develop a richer perspective of their own culture. As it is important for students to ‘learn how to learn’, Teens Club provides opportunities to experiment and revise learning styles. It also aims to develop language learning strategies which suit each of them. At this stage, students will acquire the competences they need in order to use English effectively, by participating in specific activities with the language, defined from social practices in different learning environments. The activities suggested in the book have the following characteristics: • they are varied, they are related to the contents of the program, and they follow the approach suggested in the program; • the information the activities include can be adapted by teachers according to their experience and resources available; • they promote and make use of students’ previous knowledge and experience in order to develop the skills, attitudes and values stated in the program; • they preserve the formal aspects and functions of English in social life; • they encourage attitudes that create interest, foster reflection and promote research according to students’ cognitive level; • they have clear instructions, which students can follow adequately; • they present situations that can be developed individually, in pairs, or in groups; • in the case of practical activities which may present difficulties for students of different socio-cultural or geographical backgrounds, alternative materials and activities are suggested; 7 • the recorded activities are numbered in the order they appear in the book and in the recording, and are accompanied by clear instructions for the teacher. The complete script for these recordings is provided together with step-by-step suggestions for the teacher. Besides, there is an index of the recorded material, provided in this book. • participate successfully in the interactions that involve production and interpretation of oral and written texts in English, in different social learning environments: family and community, literature and games, academic and formative; • understand the characteristics of the foreign language appropriately; • accept more responsibility in their learning process. Task-based Methodology - Projects Teens Club helps students develop language learning skills to carry out a final project related to the contents of the unit. In every lesson, there are tasks which consolidate the linguistic and thematic content, and the activities are designed to provide students with the language and skills they will need to complete the final project successfully. This approach helps students see language as a necessary tool, and gives the grammatical and lexical content a clear purpose, reinforcing the concept of focusing on what the expert practitioners of the language do during the performance and production of oral and written texts, sustaining the social function of those communicative actions; social practices of the language constitute the key reference in the contents. Since English is not present in most of the students‘ social environments, school is quite often the only space where they have a chance to learn it. Because of this, it is fundamental that teachers make their best effort to use English in the classroom as much and as often as possible. The preparation to participate in social practices of the language implies actively taking part in different contexts through the development of the four language skills: listening and reading comprehension, and oral and written production. For this reason, the book offers a repertoire of linguistic and meta-linguistic strategies that allow students to act competently as more autonomous users of the language. However, the teacher‘s intervention is fundamental and is implicitly or explicitly stated in the Student’s Book and / or in the Teacher’s Book. Teachers are expected to recognize what students already know about and do with the language after having studied English in preschool and primary school, so they are able to participate in real-life or life-like social practices of the English language. These practices should now allow students to recognize and acquire the tools to: 8 Skills Development Cycle 4‘s environments focus their attention on a single communicative ability, without implying the rest are not acknowledged in the development of specific activities with the language. Therefore, the approach to abilities related to oral language (speaking and listening) is emphasized in the lessons related to the family and community environment; reading comprehension is particularly developed in the literature and games environment, while written production is emphasized in the academic and formative environment. This approach to skills development requires the construction of learning social environments that include, on the one hand, students‘ interests, and on the other, the unique cultural interaction of English. From this perspective, the contents worked in these environments are approached in a cyclical manner, which guarantees their learning not only from the social context they were set in, but in a variety of contexts. The contents included are fairly flexible, since their management depends on the specific characteristics of the groups learning them, thus giving the teacher the liberty to decide which contents to approach and to what extent, in order to make their learning meaningful, focused on common goals, and fulfilling the cycle‘s goals. For this reason, it is necessary that teachers make the classrooms interesting places, so that all the students can have the opportunity to share their experiences and knowledge about reading, writing, and oral exchanges, both in English and in their native language. By doing so, they will recognize linguistic aspects and uses of the language, as well as similarities and differences between English and their native language. The methodology towards skills development in Teens Club adopts a three-phase approach, with before, while and after listening and reading activities. The Before Reading / Listening activities provide a setting, motivation and linguistic preparation; they activate students’ previous knowledge of the topic of the lesson, present key vocabulary, motivate students to read or listen and encourage them to predict and anticipate information. The Reading / Listening activities focus students’ attention and teach them to look for specific information, find clues and discriminate between essential and non-essential information. Besides, they strengthen their confidence and show them that it is not necessary to understand every single word in a text to obtain the information needed. The After Reading / Listening activities connect the text with students’ own reality, give practice on specific grammar points and help develop writing and speaking skills, which students will then apply in the preparation and presentation of their final projects. Communicative Skills Communicating successfully involves a complex process, which implies using the language with different purposes in different social environments. Since English is not present in most of the students’ social environments, school is quite often the only space where they have a chance to learn a nonnative language. From this point of view, the purpose of English language teaching is for students to consolidate the mastery of the English language applying it to basic communicative situations. Teens Club helps students develop language and learning skills to communicate effectively, carrying out sequences of tasks. In each unit, there are two projects towards which students work throughout the lessons in the unit. The lessons based on a reading text develop a project which emphasizes a written product, while the lessons based on a listening text focus on an oral product. Students work in teams to explore real-world problems and create presentations to share what they have learned. Therefore, the role that the final projects play at the end of each unit is fundamental; they give students the possibility to plan and roleplay the communicative situations which articulate, in a sequenced manner, the specific activities with the language in each of the specific social practices that pose a challenge to them. Some advantages of this task-based learning: • 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. Besides, working in groups develops several very important skills, including collaboration, error correction, and respect for other people’s opinions. Apart from completing the task at hand, you may ask students to evaluate how well they worked as a group using the simple instruments provided. This approach also has many benefits for the students, including: • deeper knowledge of subject matter; • increased self-direction and motivation; • improved research and problem-solving skills. 9 Additionally, it gives the teacher the grounds for evaluating what students have learned and how they apply that knowledge to real-life situations, and an excellent opportunity to observe these components of group / team dynamics: • the ‘natural forces’ at play – who is the leader, who lags behind, who needs encouragement or ‘pulling back’; • real group / team behavior (cooperation, respect, support, encouragement, responsibility); • need for interventions to make the effect of those dynamics more positive. Most students evaluate their language ability by how well they can speak. Speaking activities are present in Teens Club right from the start and they are integrated with the other skills to encourage communication. Even in the first stages of learning, with only a limited knowledge of vocabulary and structures, students want and are able to communicate. The speaking tasks give students additional opportunities to use new language in the context of a real life task, carried out in pairs or with a group of classmates, and following models provided. Writing activities are also an integral part of each lesson, with a variety of tasks students must accomplish during the class or as homework, with varying degrees of support and guidance. Language Structure In Teens Club, grammar is approached in a clearly structured yet meaningful way. Students are presented with an inductive task in a section called Language Spot, in which they have to figure out how the structure works in English, discovering both use and form from examples taken from the reading or listening texts. Then they do controlled practice exercises where they apply the target structure in communicative situations. Vocabulary In most lessons, there are vocabulary activities through which students develop effective strategies for learning new words. A systematic use of dictionaries is encouraged throughout. 10 Words that students need to understand in order to perform a task and have not been presented in the before reading or listening activities are highlighted in the texts and their meaning given at the bottom of the page in the form of a glossary. Cognates Cognates are words in different languages related to the same root. The lessons in Teens Club provide students with exercises to help them notice and recognize them, helping them increase their selfconfidence by discovering how much these words contribute to their understanding of a text. The teacher should encourage students to find the cognates whenever they face a new text. False Cognates Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. Most of them are indicated in the Teacher’s Book, either in the teacher’s notes for the activity or in the Avoid this Mistake section of the Teacher’s Book. Here are a few examples of false cognates: • Actually = really, not actualmente (at present, currently). • Embarrassed = avergonzado/a, not embarazada (pregnant). • Approve = aprobar = agree with something, not aprobar un examen (pass an exam). • Lecture = conferencia = a talk about a topic, not lectura (reading). • Politics = la política, not los políticos (politicians) • Library = biblioteca, not librería (bookstore) • Familiar = estar familiarizado con, not familiar (relative) • Parents = padres, father and mother, not parientes (relatives). Learner Training Learner training is about developing students’ awareness of how they learn and how they develop their learning strategies to become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about the problems they have faced and how they could improve their performance. This is supported in Teens Club with a section called Reflection Spot. Classroom Management In most cases, the teacher is the only direct contact students have with English. Therefore, it is important that the teacher tries to communicate with students in English as much and as often as possible. Teachers can also use gestures or mime to help understanding. Instructions for all the activities in Teens Club are given clearly and simply, and teachers should encourage students to read and interpret them on their own, and support them whenever necessary through demonstration and examples. Discipline Teenage students are going through a difficult period of development in their lives, so the teacher might face discipline problems, disruptive behavior, or unwillingness to do the tasks assigned. One of the reasons for bad discipline is usually students’ inability to cope with the tasks. To avoid these problems, two preventive strategies are suggested: • Careful planning. Students realize there is a purpose in every task the teacher assigns, together with strict time-keeping; this keeps their attention on the task. • Clear instructions. Instructions must be given clearly, concisely and assertively, including time limits whenever possible, so that students know what to do and when they should finish the task. Mixed-ability Classes Large mixed-ability classes are a reality teachers have to face every day. Grouping is one technique that is used to reduce the negative effects of this situation. When the class is divided into smaller blocks, many learning activities can be undertaken. This implies a different role for the teachers; this does not mean that they will become less active in the classroom, but that they will not be the center of the activities. Teachers who monitor, encourage and participate in different classroom groups are even more active than traditional teachers. By re-organizing the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to practice and acquire the foreign language. Pair Work and Group Work One of the ways of giving students the time they require to practice a language in class is by forming groups or pairs. This helps teachers individualize their learners, provides opportunities for sharing experiences and it may also help teachers accommodate learner differences by varying student roles. Teachers must bear in mind that this type of work encourages students to share their skills and knowledge, and to learn from each other. It also increases students’ involvement and active participation, and develops positive attitudes. It is important to share with students the importance of these activities, which give them an opportunity to reinforce social and communicative skills required to work with other people. The teacher should take an active role in group and pair formation, and students should take different roles each time. Pair and group formation also gives the teacher the opportunity to accommodate the contents of the lesson to different backgrounds, levels of English, personal interests, etc. The lessons in Teens Club have many more activities than those required to cover the contents of the program; this gives teachers several flexibility tools to use in mixed-ability, mixedbackground classes. • They can choose activities for different groups that work at the same time, with the same content, in the same lesson, but with requirements that suit their characteristics. 11 • They can select the activities to develop in the class depending on the level of achievement of students – slower groups do a few, faster groups do more. • If they think the reading or listening texts are not appropriate for their students, they can choose their own texts and adapt the activities to them. • If they like the texts, but feel the activities are not appropriate for the class, they can use their own activities with the same texts. Adapting Materials and Activities No reading or listening text is too difficult to work in class; what makes the text more or less approachable is the activities teachers choose to use to help and guide students’ comprehension. When choosing or adapting materials for their classes, teachers should follow this advice: • do not get tired of reminding students they do not need to understand every single word in the text to get the information they are looking for; • during the pre-reading or listening stage, bring the text closer to students by highlighting similarities with their own reality and previous knowledge; • present vocabulary that will be essential for students to do the tasks or find information, but do not overwhelm them with too many words. • draw students’ attention to cognate words; they will help them understand quite a bit of the text, and by doing so, reduce the anxiety unknown texts may produce; • make sure every time students read or listen to a test, there is a clear task to perform: read the instructions with them, explain or get a classmate to explain what they are expected to do; if necessary, give an example, and do not change or increase the task while they are doing it; • if you feel there are keener students who require a further challenge, add further instructions only for them on the board; once they have done the more challenging task, they can share answers with their classmates. 12 Assessment Assessment is one of the most valuable sources of information about what is happening in the classroom. The involvement of students in this process makes their attitudes towards their learning change significantly and they start to feel more responsible for their progress. In Teens Club, assessment is ongoing. Teachers assess continuously, in every activity, in every lesson, to see how far a student is making progress in line with the objectives. They use the information obtained to help students with specific problems. In each lesson, there is one activity to evaluate one particular aspect of that lesson, in the section called Let’s Check. There is also overall assessment, periodically, at the end of each unit, with test format, the Unit Check, which includes evaluation activities of all the skills and language studied in the unit. Teachers should encourage students to correct and mark their Unit Check themselves, either on their own or in small groups. Finally, at the very end of each unit there is a Final Reflection section, which guides students to analyze their performance in the whole unit. All these forms of assessment complement each other. Self-assessment In Teens Club, self-assessment takes place in each lesson, so that students have the opportunity to reflect on their progress and their main problems. This type of assessment helps students become more efficient learners, as well as make them feel more responsible for their own learning. This is done lesson by lesson through the Reflection Spot, where students are asked to think about their abilities to perform the tasks, how well they did and the difficulties they encountered. In the Let’s Check and Unit Check sections, students evaluate themselves to become aware of their progress, and in the Final Reflection section they analyze their performance and make decisions concerning steps they can take to improve. EVALUATION INSTRUMENTS These are additional assessment tools you can use to measure students’ work. They are scoring guides to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score. These instruments differ from traditional methods of assessment in that they examine students in the process of learning, clearly showing them how their work is being evaluated. They communicate detailed explanations of what excellence is throughout a task and provide clear teaching directives. The instruments’ strength is their specificity, which means that individual students can fall between levels, attaining some, but not all standards in a higher level. While scores can be translated into final grades, you should remind students that not every score “counts.” These instruments are meant to inform and improve teachers’ instruction while giving students the feedback they need to learn and grow. These instruments can also be used in peer assessment and then used to provide feedback. Prior to assessment, the evaluation instruments can be used to communicate expectations to students. During the assessment phase, they are used to easily score a subjective matter. After an instrument is scored, it should be given back to students to communicate them their grade and their strengths and weaknesses. Students can use them to see the correlation between effort and achievement. Sharing the instruments with students is vital, as the feedback empowers students to evaluate their own work. Advantages of using a variety of instruments • Teachers can improve their direct instruction by providing focus, emphasis, and attention to details as a model for students. • Students get explicit guidelines of teacher expectations. • Students can use the instruments to develop their abilities. • Teachers can reuse these instruments for various activities. • Complex products or behaviors can be examined efficiently. • They are criterion referenced, rather than norm referenced: (“Did the student meet the criteria for level 1?” rather than “How well did this student do compared to other students?”). • Ratings can be done by students to assess their own work, or by others (peers, teachers, instructors, etc.). Applying Evaluation Instruments The evaluation instruments provided can be used for the following purposes: Self- assessment Give copies to students and ask them to assess their own progress on a task. This should not count towards a grade; the point is to help students learn more and produce better final products. Always give them time to revise their work after assessing themselves. Peer assessment This takes some getting used to. Emphasize the fact that peer assessment is also intended to help everyone do better work. You can then see how accurate their feedback is, and you can ask for evidence that supports their opinions when their assessments do not match yours. Giving time for revision after peer-assessment is crucial. Teacher assessment When you assess a student’s work, use the same instruments that were used for self- and peerassessment. When you hand the marked instrument back with students’ work, they will know what they did well and what they need to improve. Using the Evaluation Instruments Provided in this Section • Identify the maximum number of points for achieving the highest level of quality and assign a number to students’ performance. 13 • The gradations increase/decrease in 1 point. • The last column shows the actual score assigned to this particular student, based on his / her performance. • The overall total score is assigned by adding together the scores. Once you have worked out students’ scores, you can express them in gradations. Gradations are the descriptive levels of quality starting with the worst quality up to the best quality. • Always bear in mind that, however you use them, the idea is to support and to evaluate student learning. Description of Each of the Evaluation Instruments Evaluating Listening Comprehension Use this instrument two or three times in a semester to assess where students rank within the four categories and to determine where the strengths and weaknesses of the class lie. After applying the instrument, ask students to get into groups and analyze their results. As a class, discuss important points that may help improve listening skills. To work out the score of each student, identify the maximum number of points for achieving the highest level of quality and assign a number to students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his / her results: 1 = Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Evaluating Reading Comprehension The goal of this reading assessment instrument is to determine if students have improved their reading comprehension skills. Use this instrument once a month. Once you have applied this instrument, make students identify their strengths and weaknesses and brainstorm ideas that could help them improve their performance in the future. 14 This instrument also gives the teacher the opportunity to focus diagnostic attention on students whose performance is below standard. You must take into account that the maximum score corresponds to the highest expected results conceived by this teaching proposal for this level. To work out the score of each student, identify the maximum number of points for achieving the highest level of quality and assign a number to students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his / her results: 1 = Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Evaluating Projects Use this instrument every time students do a project. Each student is evaluated along three dimensions, each having to do with student’s contribution to the work, the final product and other aspects the teacher considers important to assess, for example, how effectively the student accomplished his / her responsibilities as a member of the team or the quality of his / her interactions with the other team members. These dimensions are assigned a score of 1 through 7; these values represent increasing degrees of achievement in each dimension. The last column is the actual score assigned to the student, based on his / her performance, along the three dimensions. The overall total score is assigned by adding together the scores corresponding to the three dimensions. Writing Rubric You can use this instrument two or three times in a year; it is a simplified way to grade a writing assignment. It is important to show students the instrument beforehand so that they get better quality work, they know what they are supposed to produce, and it saves problems afterwards, as they can see where they can have points taken off. This instrument should also be used after the task is complete, to evaluate the product, and to engage students in reflection on the work they have produced. NOTES To work out the score of each student, identify the maximum number of points for achieving the highest level of quality and assign a number to students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his / her results: 1 = Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Evaluating Oral Presentations Use this instrument two or three times per student during the year. Students will be evaluated in non-verbal skills, vocal skills and content areas. You can give each student a copy of the instrument and then read it with them. Students will improve their performance if they know what they are expected to produce and the areas they have to focus their attention on. To work out the score of each student, identify the maximum number of points for achieving the highest level of quality and assign a number to students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his / her results: 1 = Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent 15 COURSE COMPONENTS Teens Club consists of a Student’s Book, a Teacher’s Book, a CD, and a Reader. Student‘s Book The Student’s Book is divided into five units, based on the topics proposed by the syllabus for this cycle and grade: Unit 1: Emotionally involved Unit 2: Please tell me how to do it Unit 3: Language and history Unit 4: Drama or real life? Unit 5: Let’s agree to disagree Each unit begins with a table of contents, where the main objectives, activities and projects of the unit are presented. In the section GET READY, there are two or three short activities, accompanied by attractive and colorful pictures that present the main topics, invite students to activate their previous knowledge, and motivate them to get involved. Each unit has two reading and two listening lessons, which are organized into before, while and after reading / listening activities, and incorporate attractive materials that help students understand and develop the contents, purposes and social practices of the language established in the syllabus for the fourth cycle. In all the lessons, grammar is approached in a clearly structured yet meaningful way. Students are presented with an inductive task in a section called Language Spot in which they have to figure out how the structure works in English. They discover both the use and the form and then do controlled practice exercises in order to apply the target structure in different situations. In each lesson, there are Reflection Spots to allow students to reflect on their achievements and weaknesses, and there is also a Let’s check section, the purpose of which is to allow students to evaluate their progress on a particular aspect of the lesson and, at the same time, to provide information to the teacher about any points that the majority of the students have problems with. 16 The lessons also include a Glossary of new words that are essential to understand the texts, and small capsules that provide extra information or attractive details related to the contents of the lessons. They are special boxes that show students the differences between American and British English in spelling, vocabulary, or pronunciation American v/s British English. The purpose of this capsule is to show students that both varieties of English are perfectly acceptable. Make it clear that they can use either way, but they should try to stick to one way only throughout their oral or written production. To provide additional information on interesting vocabulary items, there is a box called Word Spot. Teachers should encourage students to take advantage of these spots and find further information or connections with the topics. Teens Club includes games in many of the lessons. Games are highly motivating since they are amusing and at the same time challenging for students; they provide an opportunity to use language in real contexts and they also encourage and increase cooperation. They create the motivation for learners of English to get involved and participate actively in the learning activities, bring real world context into the classroom, and enhance students’ use of English in a flexible, communicative way. Games are used in the classroom not only for mere fun, but also for the useful practice and review of language they provide. Thus, the meaning of the language students listen to, read, speak and write will be more vividly experienced and therefore better remembered. In each unit there are two Final Projects, which constitute the end product of the teachinglearning process. In Teens Club, the approach to each project is developed following the same pattern, going through three consecutive stages: Warm up stage, Building stage and Closure stage. In the Warm up stage the activities are designed to activate students’ previous knowledge and raise interest in the topic of the lessons. The teacher introduces the topic and clearly explains what students will have to do to develop their project. This gives students a clear idea of what will be expected of them. During the Building stage, an item of language is presented in a clear context to allow students to improve their use of English, creating awareness of the form of the language. This is done in a variety of ways: through reading texts, recordings, situations, etc. In the Closure stage, students carry out controlled practice activities, where they may have to repeat chunks of language, fill in gaps or match halves of sentences. All of this practice demands that students use the language correctly and helps them become more comfortable with it. Finally, the activities move on to the production stage – the Final Projects. Students complete a task in pairs or groups using the language resources they have learned, as the teacher monitors and offers encouragement. In Teens Club, each project is designed to allow students to interact in English and to improve their performance in both productive and receptive skills: speaking – writing / reading – listening. Each unit includes a project which is focused on developing and improving listening and oral production skills, and a project which is closely related to the reading and writing skills, though the four of them are necessary to complete the tasks. Additionally, this approach gives students the opportunity to develop their social skills through work organization, task distribution, and respect for everyone’s ideas and opinions. There are two sections at the end of each unit: A formal final test, Unit Check that covers the four skills and the language studied in the unit. It helps students revise contents and evaluate their performance in the whole unit. A summary of what students have learned in the unit is included in the Final Reflection, which allows them to consider their strengths and weaknesses, and helps them make decisions concerning actions to take in order to improve. At the end of the Student’s book, there is some additional material: Your English in Action Fun activities meant to stimulate students’ development and self-study skills. This part of the book is ‘owned’ by students and the role of the teacher is simply to guide, but not to intervene, reward or punish for exercises done or not completed. However, be willing to answer questions as they arise and invite students to share answers. List of irregular verbs A list of the most important and most frequently used English irregular verbs. Refer students to this list any time they need to use different verbs. Bibliography & Web sites The Student’s book offers a list of printed and electronic bibliographical references for students, which they can use to consult, complement, and practice, together with a brief explanation on how and when they should use each one of them. Teacher’s Book This component has been written to support teachers’ daily work and help them make adequate use of the other components: the Student’s Book, the CD, and the Reader. It shows the teachers the didactic perspective that underlies the syllabus, and, therefore, the Student’s Book. It establishes and clearly explains Teens Club’s approach, so that the contents and the methodology suggestions can be easily identified and related to the syllabus requirements. The contents in the Teacher’s Book are organized and distributed according to the syllabus and are closely linked with the rest of the course components. 17 The Teacher’s Book provides clear step- by-step lesson notes and suggestions, including ideas to start each lesson, as well as follow-up activities and suggestions for homework, that help teachers understand and apply concepts that may present difficulties. It offers examples, models and methodology suggestions that allow teachers to use the different course components appropriately. These examples and models constitute a basic orientation for teachers to organize the activities and to adapt them to different social and learning students’ environment. The Teacher’s Book uses the same icons as the Student’s Book: Icons to indicate the language ability to be developed: reading Listening Other icons used in the Student´s Book. LanguaGe Spot Project Reflection Spot Word Spot ✔ ✔✔ Let’s Check The Teacher’s Book also includes: • A Suggested Year Planning that establishes the relationship between the contents and the expected learning outcomes, suggests a tentative time distribution, and indicates resources and types of evaluation. 18 • A description of the Reader: characteristics, content, function, and suggestions to use it adequately. • Background information related to the content of the different texts, to help the teacher deal with students’ questions. • Avoid this Mistake, a section that helps the teacher with information about mistakes students can make, together with additional exercises to practice these specific points. They are shown in the Teacher’s Book as part of the guidelines for the activities in which they may occur. • Suggestions and different alternatives to approach the contents, considering socioeconomic and cultural diversity of teachers and students. • The answers to all the activities in the Student’s Book and in the tests. • The full transcripts of the recorded material: listening texts, oral practice activities, listening tests, and classroom language. • An index of all the tracks included in the CD. • One Extra Test per unit. • Photocopiable evaluation sheets for the teacher and students, according to the teaching approach underlying the syllabus for the fourth cycle and to the different types of evaluation that are established in it: continuous, formative and summative evaluation. • The Teacher’s Book offers a selection of rubrics and evaluation sheets that the teacher can use in different situations, with different purposes and with different students. The labels and criteria can be adapted to the class situation, the topics covered, the number of students, etc. The evaluation sheets and rubrics can be used by the teacher to evaluate students, or by students to evaluate themselves and / or their peers. • As with all evaluation instances, these sheets and rubrics must be used to inform the teacher and students of the progress made, the areas that need revision and the level of achievement of the learning goals. The teacher may use the results of these evaluation instances as part of the final mark of students; students must be informed of the system applied. The teacher must give students the instrument so that they can analyze it, draw conclusions and make decisions. • A complete list of printed and electronic bibliographical references for the teacher. CD This component includes all the material for the listening tasks in the lessons, the exercises for oral practice, and the listening component of all the tests - Unit Check and Extra Tests. It is quite easy to identify and find the tracks, and is presented in a format that does not require the installation of additional programs. The CD includes listening texts related to the social practice of language established in the syllabus for the fourth cycle, according to different learning environments and related to one of the final products of each unit. These texts present adequate pronunciation and enunciation, appropriate for the level of students, together with a variety of accents and speakers. They provide correct models of oral language with understandable pronunciation, and reflect authentic and native uses of language in national and international contexts. This is the icon used in the Student’s Book and in the Teacher’s Book to indicate that recorded material is used; it includes the corresponding track number. INDEX OF RECORDED MATERIAL Classroom Language 5 The date 6 The weather 7 The time 8 Some commands and instructions 9 Turn taking and permission Unit 1 Emotionally involved 10 Lesson 1 - Listening – I have a complaint to make 11 Lesson 1 - Listening – Oral practice 12 Lesson 2 - Reading – Oral practice 13 Lesson 3 - Listening – Unhappy with the service 14 Lesson 3 - Listening – Oral practice 15 Lesson 4 - Reading – Oral practice 16 Unit Check Unit 1 - Listening – Computer troubles 17 Extra Test Unit 1 - Listening – Applying for a job Unit 2 Please tell me how to do it 18 Lesson 1 - Reading – Oral practice 19 Lesson 2 - Listening – Hands on the buzzers 20 Lesson 2 - Listening – Oral practice 21 Lesson 3 - Reading – Oral practice 22 Lesson 4 - Listening – How do you feel about it? 1 Greetings 23 Lesson 4 - Listening – Oral practice 2 Moods and feelings 24 Unit Check Unit 2 - Listening – TV program 3 Asking for clarification 25 Extra Test Unit 2 - Listening – Welcome to the art show 4 Encouragement 19 Unit 3 Language and history 26 Lesson 1 - Listening – Changing language 27 Lesson 1 - Listening – Oral practice 28 Lesson 2 - Reading – Oral practice 29 Lesson 3 - Listening – It’s great fun! Readers 50 A walk through Mexico 31 Lesson 4 - Reading – Oral practice Readers The objective of this component is to consolidate students’ reading skills, focusing on their ability to understand main ideas. 32 Unit Check Unit 3 - Listening – The Morse code The reading texts and the activities have the following characteristics: 33 Extra Test Unit 3 - Listening – Generation gap • they contribute to the teaching objectives by including relevant textual and graphic resources; 30 Lesson 3 - Listening – Oral practice Unit 4 Drama or real life? 34 Lesson 1 - Listening – Embarrassing moments 35 Lesson 1 - Listening – Oral practice 36 Lesson 2 - Reading – Oral practice 37 Lesson 3 - Listening – Eyewitness reports 38 Lesson 3 - Listening – Oral practice 39 Lesson 4 - Reading – Oral practice 40 Unit Check Unit 4 - Listening – A mystery 41 Extra Test Unit 4 - Listening – Getting out of poverty Unit 5 Let’s agree to disagree 42 Lesson 1 - Reading – Oral practice 43 Lesson 2 - Listening – Photographic safari 44 Lesson 2 - Listening – Oral practice 45 Lesson 3 - Reading – Oral practice 46 Lesson 4 - Listening – First trip abroad 47 Lesson 4 - Listening – Oral practice 48 Unit Check Unit 5 - Listening – Traveling in South America 20 49 Extra Test Unit 5 - Listening – The tour schedule • they take into account students’ cognitive level and consider their social, emotional, psychological, and linguistic situation; • they reflect the contents of the program; topics, grammar, and vocabulary are closely related to the expected outcomes of the level; • they are divided into narrative and informative texts; • there are comprehension questions related to the contents of the texts and to the new vocabulary; • there is an introduction with suggestions for use and where the main characteristics are explained; • abbreviations used are explained in this section; • the level of difficulty and the number of words in the texts increase as students move from one level to the next; • the meaning of new words is provided in the form of a glossary at the bottom of the corresponding page; • one of the texts is recorded and the corresponding Track number is clearly indicated. SOME BASIC TEACHING REMINDERS • Start every lesson in a way that focuses everyone’s attention. This creates expectation and prepares students for what is to come. For example, with books closed, write the topic of the lesson on the board and ask some questions about it, show a poster / picture related to the lesson, ask who can remember what they did the previous class, etc. NOTES • Students should not open their books until everyone is paying attention. • End an activity before students get bored with it. Equally, do not hurry students or end the activity too soon if they are obviously enjoying it. • Ask students to express their opinions. • Don’t assume that if one student says they understand, everyone else does. • Ask (elicit) rather than tell. Students get bored of listening to the teacher explaining; someone in the class will probably know the answer. • Don’t ask students to explain difficult things, such as definitions of words, in English. • Don’t interrupt students during pair / group speaking activities to correct their English. It is better to note the main, common mistakes, write them on the board, and correct them with the class at the end. • Don’t insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information for the teacher. • Give praise and encouragement, especially to weaker students. Write positive comments on their work. Let them know what they are doing well, as well as what they need to improve. • Remember that you are the main motivator in the classroom! 21 SOME METHODOLOGICAL SUGGESTIONS FOR SKILL DEVELOPMENT Developing Listening Skills Follow the organization of activities into before, while and after listening. Before listening • Introduce and get students involved in the topic of the text and the final product of the lesson. • Elicit what students know about the topic and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own. • Use this introduction of the topic to present key vocabulary and structures, and write them on the board. • Invite students to predict the content and to formulate hypotheses of what will appear in the text. • Do these activities quickly and take advantage of the interest created to continue with the listening activities. Listening • Play the recording once or twice for students to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea. • Remind students of cognate words, which they can identify more easily when they listen, and which help comprehension and consequent task realization. • Read and clarify instructions with the class, and do the different listening activities one by one, concentrating on the task assigned and checking answers after each successive listening. • Every time students listen to the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. • Help students recognize different supporting elements in the spoken texts: intonation, voice pitch, pauses, emphasis, background noise, atmosphere, etc. 22 After listening • Help students summarize the text orally and / or in writing using the models provided. • Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts. • Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality. • Draw students’ attention to the activities that help them prepare the final project of the lesson. • Make students evaluate their own performance in the lesson. a. Did their predictions help them understand the text? b. How did they do in the different listening activities? c. What new words, expressions or structures did they learn in this lesson? Can they use them in other situations? Developing Reading Skills Follow the organization of activities into before, while and after reading. Before reading • Introduce and get students involved in the topic of the text and the final product of the lesson. • Elicit what they know about the topic and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own. • Use this introduction of the topic to present key vocabulary and structures, and write them on the board. • Invite students to predict the content and to formulate hypotheses of what will appear in the text. • Always ask students to give a quick look at the text and identify the cognate words and the words they already know. This will help them formulate more informed hypotheses and also help them feel less insecure when facing a new text. • Draw students’ attention to the structure of the text: layout, punctuation, titles, subtitles, etc., to identify the type of text they will be reading, all of which will also provide clues that will help them understand the text. • Do these activities quickly and take advantage of the interest created to continue with the reading activities. Reading • First, ask students to read the text quickly to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea. • Remind students of cognates words, which they can identify easily, and which help comprehension and consequent task realization. Present false cognates if there are any in the text. • Read and clarify instructions with the class, and do the different reading activities one by one, concentrating on the task assigned and checking answers after each successive reading. Every time students read the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. • Help students recognize different supporting elements in the written texts: text organization, reference markers, letter types, graphic support, punctuation marks, illustrations, etc. • Remind students of some general characteristics of text organization: main ideas are usually at the beginning of each paragraph, connectors give important clues -and indicates addition, but, however indicate contradiction, because indicates a reason, or indicates alternatives, etc. After reading • Help students summarize the text orally and / or in writing using the models provided. • Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts. • Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality. • Draw students’ attention to the activities that help them prepare the final project of the lesson. • Make use of the projects and of the Extra Tests in the Teacher’s Book to provide further practice in a freer context, either for the whole class or for faster, keener students. Invite them to make comments on the contents and share them with the rest of the class. • Encourage students to make use of the Final Reflection section to evaluate their own performance in the lesson. Developing Oral Expression • At the beginning of the course, prepare a poster / posters with the class, showing the expressions they must use as part of the classroom interaction. You may use different colors to classify them (see section CLASSROOM LANGUAGE, at the end of this Introduction) • Encourage students to use English to do the different speaking activities that show comprehension. • Choose relevant parts of the listening texts, especially dialogues, for students to listen to, repeat, try to memorize and present in front of the class. • Draw students’ attention to the speaking activities that help them prepare the final project of the lesson. • Create a positive atmosphere in the classroom to facilitate students’ participation in oral exchanges. Developing Written Expression • Always provide a model for students to follow. Go from simple, very guided activities to more complex ones: just words that students use to fill in blanks, or exercises in which they put words in order to form sentences, short answers to simple questions, using a pattern given and substituting some elements, etc. 23 • Make students aware of punctuation marks and connectors to be used. • Check written work while walking around the classroom, by collecting notebooks, or by providing the correct versions on the board, on a transparency, on a piece of craft paper, etc. • Draw students’ attention to the activities that help them prepare the final project of the lesson. Feedback Here are some phrases that are useful for giving feedback and make comments to your students at asny stage of the lessons. • You are developing a better attitude towards your classmates. • You can be very helpful and dependable in the classroom. • You have strengthened your skills in ___. • You are learning to be a better listener. • You are learning to be careful, cooperative, and fair. • You are very enthusiastic about participating. • Your work habits are improving. • You have been consistently progressing. • You are willing to take part in the classroom activities. • Your attitude towards school is excellent. • You work well in groups, planning and carrying out activities. • Your work in the area(s) of ____ has been extremely good. • You can do better in the area(s) of ____. • You would improve if you developed a greater interest in ___. 24 NOTES THE INTERNET IN THE LANGUAGE CLASSROOM Nowadays, in the era of information revolution and the widespread use of the Internet in almost all spheres of life, this tool can serve as a teaching medium, a rich source of materials of any kind, and also as the basis for lessons instead of texts from the course book only. NOTES Internet-assisted lessons may supplement teaching by adding an additional dimension to the classroom. Students can use it to gather information on different topics or search for additional exercises to practice a particular language item. The Internet gives great possibilities for students to work with materials they choose themselves and offers an attractive and interactive learning environment. This is achieved by the use of communication tools such as e-mail, chat, or forum groups, which students can use to communicate with people from different parts of the world and therefore practice their English in a meaningful and motivating way. Tips to Develop Safe Internet Lessons • Never start lessons by having students use search engines on their own. • Ask students to find specific information, not just surf the web. • Always tell students to write down the URLs of the sites they use for reports in bibliography format. • Try to preview sites before students visit them. 25 CLASSROOM LANGUAGE Present these expressions to the class at the beginning of the year and explain when to use them and what they mean. Then make students listen and repeat all of them. During the year, go back and practice them whenever necessary. 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. 26 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. Some commands and instructions 8 • Answer the questions. • Look up these words in • Be quiet. the dictionary. • Check your answers. • Make a list. • Check your predictions. • Make some notes. • Close the door. • Match the pictures. • Come to the board. •Name three activities. • Compare your answers. • Open your books. • Complete the • Pay attention, please. paragraph. • Put the pictures in • Copy the instructions. order. • Discuss the ideas in • Read the instructions. your group. • Select the correct • Do exercise 1. answer. • Silence, please. • Do not write in your book. • Sit down. • Fill in the blanks. • Stand up. • Find examples in the • Talk to your partner. text. • That’s all for today, • Find the cognates in thank you. the text. • Work in groups of four. • Listen to the recording. • Work with your partner. • Look at the pictures. • 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. SUGGESTED YEAR PLANNING Unit Unit 1 EMOTIONALLY INVOLVED Pages: 6 – 37 Expected Learning 8. 9.10.11.12. 13 • I have a complaint to make. 10 • Oral practice. 11 • Notes with additional information. State oral complaints about a health service. 20. 21.22.23.24. 25. • Unhappy with the service. 13 • Oral practice. • Notes with additional information. Read and understand different types of literary 14.16.17. texts distinctive of English-speaking countries. 18. 19. • Books, authors, reviews. • Oral practice. 12 • Notes with additional information. Read suspense literature and describe moods. • The magical world of Eva Luna. • Oral practice. 15 • Notes with additional information. Pages 10.16. 12.18.25.30. 37. Formal Evaluation Unit Check Extra Test Unit 1 Resources Understand and convey information about goods and services. Informal Evaluation • Reflection Spot • Let’s Check • Final Reflection Pages 34.35.36. 16 (Teacher’s book) 50.51.52.53 17 26.28.29.30. 31. Product Pages Telephone complaints voice mail. • Warm up stage • Building stage • Closure stage Evaluation 8.9.10. 11.12.13.20.21.22. 23.24.25. 32 An ‘emotionary’. • Warm up stage • Building stage • Closure stage Evaluation 14.16. 17.18.19.26.28. 29.30.31. 33 27 Unit Unit 2 PLEASE TELL ME HOW TO DO IT Pages: 38 – 71 Expected Learning 40.41.43.44.45. 46. 47. • How does it work? • Oral practice. 18 • Notes with additional information. Interpret and write instructions for a simple experiment. 54.55.57.58. 59. • The technology of living things. • Oral practice. 21 • Notes with additional information. Interpret and convey information published in various media. 48.49. 50.51. 52. 53. • Hands on the buzzers. 19 • Oral practice. 20 • Notes with additional information. Share emotions and reactions caused by a TV program. 60. 61.62.63.64. 65. • How do you feel about it? 22 • Oral practice. 23 • Notes with additional information. Pages 49.59.62. 47.53.58.64. 71. Formal Evaluation 28 Resources Understand and write instructions. Informal Evaluation • Reflection Spot • Let’s Check • Final Reflection Pages Unit Check 68.69.70. Extra Test Unit 2 (Teacher’s Book) 76.77.78.79. 25 24 Product Pages An instruction album • Warm up stage • Building stage • Closure stage Evaluation 66. 40.41.43. 44.45.46.47.54.55.57. 58.59. 66. An oral presentation • Warm up stage • Building stage • Closure stage Evaluation 67. 48.49.50. 51.52.53.60.61.62. 63.64.65. 67. Unit Unit 3 LANGUAGE AND HISTORY Pages: 72 – 107 Expected Learning 74. 75.76.77.78. 79. • Changing Language. 26 • Oral practice. 27 • Notes with additional information. Participate in language games to understand and write irregular verb forms. 88.89. 90.91. 92. 93. • It’s great fun! 29 • Oral practice. 30 • Notes with additional information. Read and rewrite informative texts from a particular field of knowledge. 80.81.84.85. 86 87. • If in doubt – just google it. • Oral practice. 28 • Notes with additional information. Write a short report about a historic event. 94.95.98.99. 100. 101. • When the wall fell down. • Oral practice. 31 • Notes with additional information. Pages 77.81.90.98. 78.86.92.101 107. Formal Evaluation Unit Check Extra Test Unit 3 Resources Participate in language games to work with specific linguistic features. Informal Evaluation • Reflection Spot • Let’s Check • Final Reflection Pages 104.105.106. 32 (Teacher’s Book) 101.102.103. 33 Product Pages A memory game • Warm up stage • Building stage • Closure stage Evaluation 102. 74.75.76.77.78.79. 88.89.90. 91.92.93. 102 An anthology of reports on historic events • Warm up stage • Building stage • Closure stage Evaluation 103. 80.81. 94.95.98.99.100.101. 84.85.86.87 103. 29 Unit Unit 4 DRAMA OR REAL LIFE? Pages: 108 – 147. Expected Learning • Embarrassing moments. 34 • Oral practice. 35 • Notes with additional information. Interpret and offer descriptions regarding unexpected situations in an oral exchange. 126. 127. 128. 129. 130. 131. • Eyewitness reports. 37 • Oral practice. 38 • Notes with additional information. Understand and express differences and similarities between cultural features from Mexico and English-speaking countries. 116. 117. 118. 119. • TheatER around the world. 120. 121. 122. 123. • Oral practice. 36 124. 125. • Notes with additional information. Read plays in order to compare attitudes and behaviors adopted by English speaking and Mexican persons. 132. 133. 134. 135. • Fiddler on the roof – A Broadway hit. 136. 137. 138. 139. • Oral practice. 39 140. 141. • Notes with additional information. Pages 113.123.129.138 115.124.131.139. 147 Product A testimonial • Warm up stage • Building stage • Closure stage Evaluation Formal Evaluation 30 Resources Understand and elicit oral exchanges regarding 110. 111. 112. leisure situations. 113. 114. 115. Informal Evaluation • Reflection Spot • Let’s Check • Final Reflection Pages Unit Check 144.145.146. Extra Test Unit 4 (Teacher’s Book) 128.129.130. 41 40 A performance • Warm up stage • Building stage • Closure stage Evaluation Pages 142. 110.111. 112.113.114.115. 126. 127.128. 129.130.131. 142. 143. 116.117.121. 122.123.124.125.132.133. 134.136 137.138.139.140 143 Unit Unit 5 LET´S AGREE TO DISAGREE Pages: 148 – 187 Expected Learning Resources Produce texts to participate in academic events. 150. 151. 152. 153. • Preventing climate change. 154. 155. 156. 157. • Oral practice. 42 158. 159. • Notes with additional information. Write arguments in favor or against a subject to take part in a debate. 166. 167. 168. 169. • Planet saving technology. 170. 171. 172. 173. • Oral practice. 45 174. 175. • Notes with additional information. Interpret and convey instructions found in everyday life. 160. 161. 162. 163. 164. 165. • Photographic safari. 43 • Oral practice. 44 • Notes with additional information. Understand and offer instructions to plan a field trip. 176. 177. 178. 179. 180. 181. • First trip abroad. 46 • Oral practice. 47 • Notes with additional information. Informal Evaluation • Reflection Spot • Let’s check • Final Reflection Pages Pages 154.152.174.181. 158.165.175.180. 187. Formal Evaluation Unit Check 184.185.186. Extra Test Unit 5 (Teacher’s Book) 153.154.155.156. 49 48 Product A debate • Warm up stage • Building stage Pages • Closure stage Evaluation 182. 150.151. 154.155.156.157. 158.159.166.167. 171. 172.173.174.175 182. An activity schedule • Warm up stage • Building stage • Closure stage Evaluation 183. 160.161.163.164. 165. 176.177.178. 179.180.181. 183. 31 UNIT DETAILED TEACHING NOTES Emotionally involved Learning environment • Family and community Social practice • Understand and convey information about goods and services Specific activities • State oral complaints about a health service Achievements • Can establish the motive or purpose of an oral text • Can infer central meaning in explicit information • Can distinguish main ideas and some details within oral texts • Can detect specialized information within oral texts • Can use strategies in order to understand the meaning of an oral text Final product • Telephone complaints voice mail Warm up stage • Relate expressions of complaint to visual elements Building stage • Identify expressions of complaint in the recording Closure stage • Distribute among teams the instructions needed to create telephone complaints • Select and read information to create the complaint • Create sentences to express the complaint • Check that the complaint is understood when spoken and listened to • Practice the enunciation of a complaint • Perform the telephone complaint 32 UNIT 1 Learning environment • Literature and games Social practice • Read and understand different types of literary texts distinctive of English-speaking countries Specific activities • Read suspense literature and describe moods Achievements • Can use various strategies to understand narratives • Can infer central meaning and main ideas from details • Can ask and answer questions in order to infer information • Can give opinions regarding emotional states • Can organize paragraphs in order to create texts Final product • An 'emotionary' Warm up stage • Identify specific information about fantasy Building stage • Classify specific information about writing or publishing a book Closure stage • Distribute among teams the instructions needed to create an 'emotionary' • Select a suspense narrative from various sources • Read the selected narrative in silence • Choose and make a list of the emotions found in the narrative • Propose and compose examples of the situations that describe these emotions • Check, through independent reading, that the examples comply with grammar, spelling, and punctuation conventions • Organize an event to read and present the 'emotionary' Emotionally involved PAGE 6 Invite students to examine this table of contents, identify elements they are familiar with, say what they think they will listen to, read, talk and write about, and what they imagine the final products are. PAGE 7 Getting Ready The purpose of this section is to prepare students for the linguistic and extra-linguistic contents of the lesson, cross checking with other curricular areas, identifying weak and strong points to draw upon or reinforce during the course of the lesson. 1 Ask students to form small groups and read and answer the two questions. Tell them to write their answers down, then compare with another group, and finally share with the rest of the class. What kind of books do most students read? Are there any students who do not read at all? Why not? 2 Students look at the eight book covers and match the type of books with the words in the box. Ask them which book they would definitely read and which one they would definitely not read. Why? Answers: 1. Biography, 2. Detective story, 3. Children’s fairy tale, 4. Science fiction stories, 5. Fantasy. 6. Historical romance. 7. Horror story, 8. Chronicle. 3 Review with students the expressions used to express feelings such as surprise, pleasure, anger, etc. and then ask them in what other ways people express their feelings and emotions. Make a list. Tell them to look at the pictures and guess what those people are feeling. You can follow up with a mimic game where students use gestures and facial expressions to express their feelings. Answers: 1. Shock, pain, surprise. 2. Anger. 3. Anger, indifference, worry. 4. Annoyance, anger, surprise. PAGE 8 Lesson 1 Lesson 2 I HAVE A COMPLAINT TO MAKE Listening Background information Complaint: noun / a reason for not being satisfied; a statement that somebody makes saying that they are not satisfied. The most common complaint is about poor service. Nowadays most of the companies or public services have a complaints department. BEFORE Listening Warm up stage During this stage, the activities will allow students to activate previous knowledge and to get involved with the topic of the final project. Give them a few minutes to revise the characteristics and instructions for Final Project 1, on page 32. Analyze with them the activities of the warm-up stage and how they relate to the topic and objective of this project. 1 In small groups or pairs, students read the sentences and match them with the pictures. Answers: a. 3. b. 1. c. 4. d. 2. 2 Students choose one of the options provided (a – d) . Ask them to justify their choices. Answers: b. 3 Tell students to form small groups and read and answer the two questions. Ask them to give examples of good and bad customer service. Word Spot Draw students’ attention to this spot, which provides additional and useful information on another use of the word complaint. 33 PAGE 9 4 Students read options a – f and tick the ways people usually complain. You can also ask them to rate the options from the most to the least common. Answers: a. 3, c. 3, d. 3. 5 Tell students that these key words will appear in the recording and that it is important that they know their meaning before they listen. Go through the words with them; you can also let them use a dictionary, correct their pronunciation and then ask them to match the words with the pictures. Answers: Picture 1: cast. Picture 2: bill. Picture 3: toothache. Picture 4: nurse. Listening 6 10 Ask students to look at the table before playing the recording. Clarify the instructions. Ask students to justify their choices. We use various ways of communicating with each other; the most effective are speaking and gestures, but these types of communication require people to be present in front of each other. The problem arises when two people are at a distance. The invention of the telephone makes it possible to communicate even when people are far away from each other. Unfortunately, this channel only allows us to use our voice, but not images. However, the invention of computers helps us share a huge amount of information through other types of data, such as written messages, photos and even videos. Answers: The participants are The participants are at a distance facing each other Conversation 1 3 Conversation 2 3 American v/s British English Draw students’ attention to the different words used in each variety of English. 34 UNIT 1 7 10 In this exercise, students apply their personal criteria. Ask them to read the four titles and choose two that would best fit the dialogues. Ask them to justify their choices. Answers: Conversation 1 – d. Conversation 2 – b. PAGE 10 8 10 Before doing this exercise, give examples of some of the information asked for, such as pause, tone, and attitude. Remind students that correct English is not only knowing grammar and vocabulary; they must pay attention to pronunciation, pauses, intonation, and patterns of emphasis–no matter how good their grammar and vocabulary, if their pronunciation is unintelligible, no one will know what they are saying. Tone is a pitch element added to a syllable to convey grammatical or lexical information, for example, expressing sadness, happiness, etc. Attitude is a settled way of thinking or feeling, typically reflected in a person’s behavior: “she took a tough/positive/negative attitude toward other people’s errors.” Answers: a. b. c. d. Receptionist/ Impatient/ Dialog 1 3 Negative patient criticizing Telephonist/ Impatient/ Dialog 2 2 Negative patient criticizing Reflection Spot The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own, but you may help and guide the work when necessary. Students read the statements and assess their ability to: • detect the tone and attitude of a text; • identify non-verbal characteristics. Emotionally involved PAGE 11 9 10 Play the recording again (and more times if necessary) and ask students to fill in the gaps. Check orally. Answers: Dialog l: a. bill. b. prescription. c. Head. Dialog ll: a. terribly. b. appointment. c. repeat. TRANSCRIPT – I HAVE A COMPLAINT TO MAKE I Patient: Clerk: Patient: Clerk: Patient: Clerk: Patient: Clerk: Patient: Clerk: Patient: 10 What’s taking you so long? I’ve been waiting for my bill for ages. I’ve almost finished. Could you hurry up, please? There! Here you are. The bill says: medical assistance and cast plus medicines, but I didn´t get any medicines. What do you mean? I just got a prescription and had to buy my own medicines. I won’t be paying for this. It says here you received some medicines. Could you check that, please? OK; I will call the Head Nurse and ask her what may have happened. Thank you. It’s just that I don’t want to pay more than I have to. II Receptionist: Los Angeles Health Center, can I help you? At last! I’ve been trying to get through for more Patient: than an hour. Receptionist: I´m sorry, sir; we´ve been terribly busy. I´d like to see a dentist tomorrow. Patient: Receptionist: Tomorrow? Umm, I´m afraid there are no free slots for tomorrow. But I have a toothache! Patient: Receptionist: I understand, but unfortunately, our appointment schedule is full. What do you think I should do? Patient: Receptionist: I can give you the phone number of a different doctor. OK, I guess that’ll be fine. Patient: Receptionist: Please write down the details. Dr. María Phillips, telephone number 543 89 98. Right. María Phillips. 543 8… . Could you repeat Patient: the last three numbers? Receptionist: 998. Patient: 998 89 98. Thank you very much. Receptionist: You’re welcome. after Listening Building stage Draw students’ attention to the information in this spot. Tell them that during this stage, the activities will allow them to study and practice language structures and vocabulary necessary to complete Final Project 1. 10 Ask students to form small groups and read and answer the three questions. Tell them to compare their answers with other groups. Answers: a. In the first case, it is overcharging for medical services; in the second, the long wait on the telephone and no appointments available. b. The first one is a face-to-face situation and the second is a telephone complaint. c. They use pauses, tone, and pitch of voice. LanguaGe Spot The Present, the Past, and the Future tense This section deals with three tenses and their most common uses: the Present Simple, the Past Simple and the Future Simple. This is a review of the tenses seen in earlier years. Give students plenty of examples of each tense and ask them if they feel comfortable using them. Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers. You can search for additional information at http://www.englishpage.com Answers: 1. a. Present, b. Future, c. Past. 2. The Present Simple Indicates the action is general. Shows that the action happens all the time, or habitually, in the past, present and future. Expresses that the statement is always true. The Simple Past Expresses an action in the past that took place once, not several times. Indicates actions taking place one after another in the past. Shows an action in the past taking place in the middle of another action. The Future Tense Expresses a voluntary action in the future. Indicates a promise. 35 PAGE 12 AVOID THIS MISTAKE To make the Past tense form of most regular verbs, we simply add –ed at the end. Examples: walked, danced, arrived, etc. Irregular verbs are not that simple; we sometimes need a dictionary to help us write their different form. To make the Future tense, we simply add will in positive sentences or won’t in negative sentences. Additional exercises There is a mistake in each of these sentences. Find it and write the correct sentence. a. I didn’t celebrated New Year’s Eve. b. They didn’t invited me. c. So, I were very sad and lonely. Answers: a. I didn’t celebrate New Year’s Eve. b. They didn’t invite me. c. So, I was very sad and lonely. Write correct sentences in the Future tense following the clues provided. a. I / promise/ I / drive / too / fast / (negative) b. Tomorrow / it / rain / a lot / (affirmative) c. He / believe / you/ (negative) Answers: a. I promise I won’t drive too fast. b. Tomorrow, it will rain a lot. c. He won’t believe you. Word Spot Draw students’ attention to this spot, which provides additional and useful information on the use of the word taxi. 12 Ask students to read the jumble words, establish the tense (for example, the adverb of time or the verb structure, such as will indicating Future tense, the Past tense form of the verb, etc), and then write the sentences in the correct order. Check orally. Answers: a. Veronica didn’t cook lunch yesterday. b. The Browns will visit us tomorrow. c. Do you play football at the weekend? d. Jennifer studied English in the UK two years ago. ✔ ✔✔ Let’s Check 13 This type of activity allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Whenever students do an exercise where they have to use visual information, tell them it is very important to pay attention to the pictures as they often provide the clue and part of the answer. Check answers and help students work out their scores. You may ask students to keep track of their progress and then evaluate overall performance in the Let’s Check sections every two units. Answers: a. i. We often go to the seaside on our vacations. ii. Last year, we went to the mountains. iii. We hope next summer we will go back to the beach. b. i. I always arrive at school at 8 am. ii. Yesterday, I arrived late. iii. Tomorrow, I will arrive on time again. c. i. Tammy usually plays tennis on Tuesdays. ii. Last week, she played with her brother. iii. She has promised her best friend she will play with her. PAGE 13 11 Refer students to the Language Spot before doing this exercise. Answers: a. Present Simple, b. Present Simple. c. Past Simple. d. Future Simple. e. Past Simple. 36 UNIT 1 14 11 Ask students to read both columns and match the complaints with the responses and with the pictures that illustrate them. Explain any words they might not know. Tell Emotionally involved them to write the short dialogs in the spaces provided. Answers: See transcript TRANSCRIPT – ORAL PRACTICE Project 11 Customer: Waitress, this is not what I ordered! Waitress: Err… I’m sorry sir, my mistake. Your pizza’s on the way. Customer: Do you realize I’ve been waiting to get through to you for 20 minutes? Secretary: I’m sorry for the inconvenience, but we are terribly busy. Patient: Ouch! I have a terrible stomachache. Doctor: Let´s check what´s wrong with you. Customer: Excuse me, but the change you gave me is not right. Cashier: I’m sure I gave you one ten and two five dollar bills. Could you please check again? Word Spot Draw students’ attention to this spot, which provides additional and useful information on the word waiter. 15 11 Play the recording for students to check their answers in Exercise 14. Play it again with pauses for them to practice and then role-play the dialogs. Remind students of the Readers that are part of the course and invite them to have a quick look at the text on pages 6 – 10. Tell them to copy and complete points a – d of this chart in their notebooks. Then they can continue reading the text, complete the rest of the chart and do the activities that go with the text, in their own time, just for pleasure. a. Name of text: b. Name of caller: c. Number of transfers before getting through to the right person: d. Purpose of call: e. Doctor’s name: f. Date of problem: g. Problem: Answers: a. Health Service, b. Rodolfo Pérez, c. Two, d. To file a complaint, e. Dr. Castrejón, f. April 23rd, g. The doctor saw his son 7 hours after the appointed time. Readers Refer students to the instructions of Final Project 1 on page 32. Assign some time to analyze and reflect on how Exercise 14 will help them organize and prepare it. PAGE 14 Lesson 2 Lesson 2 reading BOOKS, AUTHORS, REVIEWS BEFORE READING Warm up stage Explain to students that, during this stage, the activities will help them get involved with the topic of the final project for Lessons 2 and 4, an ‘emotionary’. Give them some minutes to revise the instructions on page 33, and then brainstorm some ideas on how to begin the preparation for it. At this stage, you may allow Spanish, if necessary. 1 Students discover what it takes to write and publish a book. In preparation for this lesson, talk to them about the people who write books and who publish them. What are their roles? What does it take to get a book into the market? After the discussion, students read the instructions and use different colors to circle the requested information. Answers: Book 1. Title: The Elf Hunter. Author: Sigried Muller. Publisher: Kindle Books. Book 2. Title: Jungle, A Harrowing Story of Survival. Author: Yossi Ghinsberg. Publisher: Publishers Incorporated. Book 3. Title: How Computers Work. Author: Ron White. Publisher: Textbook Editors. 2 Students quickly look at the texts they are going to read and decide what type of text they are, from the options provided. 37 Answers: a. Text II – A biography. b. Text III – A book review. c. Text I – Part of a book. 3 Here are a few tips you can give students when learning new vocabulary, as in this exercise. a. It will be easier to expand vocabulary if they write down not only the words alone, but the whole sentences, to give them some context. b. When they have time, they should look up the words they do not know in the dictionary. c. They should pay attention to words with the same root; after they understand the meaning of a noun, it will be easier to learn adjectives and verbs from the same word family. Answers: a. compelling. b. farewell. c. gloomy. d. feature (v.). e. creepy. Word Spot Draw students’ attention to this spot, which provides additional and useful information on the use of the word review. 4 It is important for students to interact with a text before, during, and after reading, listening, or viewing by setting a purpose, previewing the text, making predictions, asking questions, locating information for specific purposes, and making connections. Students talk in small groups. Tell them to think of a review they have read before and the information they found there. Ask them to compare their answers with another group. Do not check students’ answers at this point. PAGE 15 American v/s British English Draw students’ attention to the different words used in each variety of English. 38 UNIT 1 PAGE 16 READING 5 Students read the three texts and check their predictions in Exercise 4. 6 Ask students to highlight all the words written in capital letters and then list them in their notebooks. What kind of words are they? Ask them to explain why certain parts of the text are written in italics. Answers: a. All the words written with capital letters are proper nouns. b. The parts written in italics are titles; italics are used to distinguish the titles from the rest of the information. 7 Tell students to first read the options before they and them go back to the text to find the correct answers. Answers: Text I Text II Text III a. A description of Forks. 3 b. The name of the author. 3 3 c. The name of the main character. 3 d. The publisher of Twilight. 3 e. The reason why Bella is going 3 to Forks. f. The year the book was written. 3 Word Spot Draw students’ attention to this spot, which provides additional and useful information on the use of the word character. 8 Students read the words highlighted in grey in the text, find out their meaning, and then under the correct heading. Answers: a. characters, novel, protagonist, plot, fiction. b. literary agent, slush pile, publishing company, paperback. Emotionally involved American v/s British English Draw students’ attention to the different spelling of the word words used in each variety of English. 9 Clarify the term description with students: a spoken or written representation or account of a person, object, or event. Ask them to write the descriptions of the three required points. Answers: a. Twilight is a book with a lot of tension and creepy terror. b. Bella is an extremely compelling character. She is down to earth, but consumed with her crush on a vampire. c. Kids who read fantasy and darker fiction, but also kids who like more realistic fiction . Reflection Spot The purpose of this activity is to help students reflect on their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. They should work on their own, but you may help and guide the work when necessary. Students read the statements and assess their ability to: • follow instructions; • identify the type of text. PAGE 17 10 Students read the statements and decide whether they are true or false. Ask them to correct the false statements. Answers: a. False. She wants to go to Forks. b. True. c. False. She had three children. d. True. e. True. f. True. Word Spot Draw students’ attention to this spot, which provides additional and useful information on the word realism. AFTER READING Invite students to have a quick look at the text on pages 40 – 42. Tell them to do this activity in their notebooks. Then they can continue reading the text and do the activities that go with it, in their own time, just for pleasure. Read the beginning of this story and write the names of these people: a. The parents: . b. The sons: . c. The sons’ friend: . Answers: a. Mr. And Mrs. Miranda, b. Carl, Eddie, c. Mario. Readers LanguaGe Spot Reflexive pronouns This section deals with reflexive pronouns and their use. When doing this section of the lessons, make sure you give the students lots of examples. Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers. You can search for additional information at http://www.englishclub.com/grammar/pronounsreflexive.htm Answers: 3. Reflexive, same, preposition, same, subject. Additional exercise Read these sentences and choose the correct alternative. a. Robert made this T-shirt . i. herself ii. himself b. Lisa did the homework . i. himself ii. herself c. We helped to some cola at the party. i. ourselves ii. themselves 39 d. Emma, did you take the photo all by ? i. herself ii. yourself e. I wrote this poem . i. myself ii. yourself f. The lion can defend . i. himself ii. itself g. Tim and Gerry, if you want more milk, help . i. themselves ii. yourselves h. Alice and Doris collected the stickers . i. yourselves ii. themselves Answers: a. ii. b. ii. c. i. d. ii. e. i. f. ii. g. ii. h. ii. Building stage Draw students’ attention to the information in this spot. Tell them that during this stage, the activities will allow them to study and practice language structures and vocabulary necessary to complete Final Project 2. American v/s British English Draw students’ attention to the different spellingsw used in each variety of English. PAGE 18 11 Explain to students that connectors are used by native speakers to make sentences more interesting and to join several ideas in one sentence. The connectors in this exercise are a revision of what students would have seen in earlier years. Answers: a. and. b. although. c. but. d. because Word Spot Draw students’ attention to this spot, which provides additional and useful information on the difference between the words homework and housework. 40 UNIT 1 ✔ ✔✔ Let’s Check 12 Refer students to the Language Spot before doing this exercise. Help them students work out their scores. Answers: a. herself. b. yourself. c. yourselves. d. themselves. e. myself. 13 12 One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities learners have to use their spoken English. Through pair work, for example, in dialogs, learners revise what they have understood from a reading or listening text. They get the chance to role-play a situation and interact with another student, while at the same time using their communication skills. Always give students time to practice the dialog before they role-play it for the rest of the class. Answers: See transcript. TRANSCRIPT – ORAL PRACTICE 12 A: So, what’s the book about? B: It tells the story of Bella, a girl who leaves a big city and goes to live in a small town. A: And what happens there? B: She meets a special boy and falls in love with him. A: Is it a romantic story, then? B: Not really, I think it’s romantic fantasy. A: Why do you think it’s so popular? B: I think it’s because it appeals both to kids who like dark movies and to those who like romantic fiction. 14 12 Students adapt the dialog to their own experience, talking about a book they have read and then role-play it for the rest of the class. Invite volunteers first, and then get a few other pairs to role-play. If the students haven’t read any books lately, invite them to talk about a film, a soap opera or a song. PAGE 19 15 This exercise gives the student an opportunity to talk about their own Emotionally involved experiences and their likes and dislikes. Try to make it as much a free-flowing conversation as possible, with little intervention from you. 16 Ask students to read the instructions really carefully and then read all the words on the cards. Tell them to check the meanings of the words they don’t understand in a dictionary. The exercise will prepare your students for the final project for this unit – an ‘emotionary’. This activity may take up quite a long time, so it is not a good idea to start it near at the end of a lesson period. PAGE 20 Lesson 3 Lesson 2 Listening UHAPPY WITH THE SERVICE BEFORE READING Building stage Draw students’ attention to the information in this spot. Tell them that during this stage, the activities will allow them to study and practice language structures and vocabulary necessary to complete Final Project 1. 1 Students get familiar with expressions used to make complaints. Ask them or give them examples of situations in which they can use these expressions. Tell them to practice their pronunciation and intonation. Answers: b. 3. c. 3. d. 3. e. 3. f. 3. g. 3. 2 Tell students to first look closely at the pictures and then choose some of the expressions from Exercise 1 to write a complaint in each case. 3 Students read the responses to complaints and classify them into positive and negative replies. You can discuss the importance of tolerance and trying to solve conflicts when you have a complaint to make. Answers: Positive: a, b, e. Negative: c, d. PAGE 21 4 Students use the responses in exercise 3 to respond to the complaints they wrote in Exercise 2. Ask them to practice the mini-dialogs in pairs. Check pronunciation and intonation. 5 If there are no hardcopy dictionaries available tell students to use one of the free on-line dictionaries. Some of them even have the word word recorded, to provide a model for pronunciation. It may be that your school prefers the use of one particular dictionary. This is for reasons of maintaining a consistent style and understanding among everyone using them; make sure you use the right one for your assignments. Answers: Appointment: / `p ntm nt / noun / an arrangement for a meeting at an agreed time and place, for a particular purpose. Bandage: /`b nd d3 / noun / a long narrow piece of cloth which is tied around an injury or a part of someone's body that has been hurt. Pain: /pe n/ noun / a feeling of physical suffering caused by injury or illness. Schedule: /`skedjul / noun / a list of planned activities or things to be done showing the times or dates when they are intended to happen or be done. Sick: /s k/ adj./ physically or mentally ill; not well or healthy. Voice mail: /`v s me l / noun / an electronic telephone answering system used especially by organizations and mobile phone users. American v/s British English Draw students’ attention to the different pronunciation used in each variety of English. Listening 6 13 Before you play the recording once or twice tell students to carefully read the instructions and sentences a – f. Answers: a. 3. c. 3. e. 3. 41 Word Spot Draw students’ attention to this spot, which provides additional and useful information on the use of the words appointment and date. 7 13 Play the recording again. Check answers orally. Answers: a. to the hospital. b. a car. c. doctor. d. to call him back. e. a waiting room. f. low. PAGE 22 Word Spot Draw students’ attention to this spot, which provides additional and useful information on the use of the word doctor. 8 13 Ask students to familiarize themselves with the pictures before you play the recording again. Ask them to compare their answers with another student. Answers: a. ii. b. iii. c. i. d. i. e. i. American v/s British English Draw students’ attention to the different words used in each variety of English. 13 TRANSCRIPT – UNHAPPY WITH THE SERVICE I Woman: I told the doctor that it really hurt. I could hardly move my arm because the bandage was too tight, so he sent me back to the hospital to have it taken off and changed. Now, it’s much more comfortable. II Man: I have a complaint to make. I called for an ambulance about 30 minutes ago. Could you hurry up, please? Yes, I told you before. There’s been a car accident right in front of the fast food restaurant in Bellevue Avenue. III Woman: Excuse me. There seems to be a problem with your appointment schedule. You told me to come here at 9.15 and it’s already 10.10 and I am still waiting. Could youcheck when the doctor will see me? It has to be today. IV Man: Yes, hello. It’s Paul Stanton again. I need to talk to the 42 UNIT 1 dentist, Dr. Melanie Jefferson. It´s about my daughter, Ruby. She has a terrible toothache. Last night she could not sleep from the pain. I’ve left several messages on your voice mail since this morning, without getting any reply so far! Could you please call me back? PAGE 23 after Listening Closure stage Read this spot aloud. Inform students that the activities in this stage are meant to help them complete the final project of Lesson 1 and Lesson 3, telephone complaints voice mail. 9 Tell students to work on their own on the first part of the assignment; then, ask them to form small groups and check and compare their replies. Please bear in mind that students will have different opinions. Tell them it is very important to respect their classmates’ opinions. LanguaGe Spot The modal verb Could This part of the unit deals with and explains the different uses of the modal verb could. Make sure that your students understand this section well before moving on to the exercises. Always keep in mind that the activities are meant to promote independent learning, so help, guide, and check, but do not tell them the answers. You can search additional information at http://www.englishpage.com/modals/could.html Answers: 3. The modal verb could is used to express possibility or past ability and to make suggestions and requests. 4. a. Last night Emily could not (couldn’t) sleep from the pain. (past ability, negative) b. If they eat all that chocolate, they could get sick. (possibility) c. Could you please call me back asap? (request) d. The music is too loud; you could turn it down a little. (suggestion) e. I could hardly move my foot after Frank stepped on it. (past ability, negative) Emotionally involved Additional exercise Complete these sentences using could or couldn’t. a. Last week, we go swimming; this week we can’t. b. When I was five, I swim. c. Dennis play the trumpet after four months. d. For three weeks, I speak to him on the phone. e. They were so busy; they write me a text message. Answers: a. could. b. couldn’t. c. could. d. couldn’t. e. couldn’t. Word Spot Draw students’ attention to this spot, which provides additional and useful information on the word acronym. 10 Refer students back to the Language Spot section before they do this exercise. Answers: a. suggestion. b. past ability. c. request. d. possibility. e. past ability (or lack of ). American v/s British English Draw students’ attention to the different pronunciation used in each variety of English. PAGE 24 11 This exercise works well in pairs. Students discuss what they see in the pictures and come up with different ideas. After they write a short description of the pictures using the modal verb could/could not, tell them to compare their work with another pair. Check answers orally. Possible answers: Picture 1: They could have an accident (possibility). They could leave some parcels behind (suggestion). Could somebody help these men? (request) Picture 2: You could try to get the bike out of the mud (suggestion). The bike could get damaged (possibility). Could you help me get the bike out of the mud? (request). Picture 3: You could put the ice cream in a cup. (suggestion). You could stain your clothes with the melting ice-cream (possibility). Could you give me a paper napkin to hold tthis ice cream? (request). Picture 4: They could visit some art gelleries. (suggestion). The could be lost. (possibility). Could you tell them how to get to the museum? (request). PAGE 25 12 14 Again students work in pairs. You should always remember that language is co-constructed and social in character. We don’t learn language to think to ourselves in a foreign tongue. We learn it to learn how to communicate to and with others. That is why you should always encourage pair or group work wherever possible. After they finish their work they check with the recording. Answers: a. ii. b. iii. c. i. American v/s British English Draw students’ attention to the different words used in each variety of English. 13 14 English is considered a stressed language while while Spanish is considered syllabic. This means that, in English, we say certain words more loudly, while other words are spoken quickly. CONTENT WORDS are normally stressed: • Nouns, e.g. kitchen, Peter. • Main verbs, e.g. visit, construct. • Adjectives, e.g. beautiful, interesting. • Adverbs, e.g. often, carefully. FUNCTION WORDS are normally unstressed. • Determiners, e.g. the, a, some, a few. • Auxiliary verbs, e.g. don’t, am, can, were. • Prepositions, e.g. before, next to, opposite. • Conjunctions, e.g. but, while, as. • Pronouns, e.g. they, she, us. Intonation is also called the melody of the whole sentence; it can be either falling or rising. Periods, question marks, and other punctuation marks in a written story help the reader to know about the melody. 43 Pauses can be used in or between sentences. For example: “What I want to say is quite … difficult.” “I will tell you just between you and me. … And please, do keep it a secret.” Answers: See transcript 14 14 Students work in groups of six which they then divide into three pairs. Each pair chooses one dialogue to practice imitating the recording. You might have to play the recording a couple of times before giving the assignment. After students practice for a while, they role-play it for the other two pairs. Tell students that a good performance in this exercise will help them compete Project 1 better. Project Refer students to the instructions of Final Project 1 on page 32. Assign some time to analyze and reflect on how Exercise 14 will help them organize and prepare it. TRANSCRIPT – ORAL PRACTICE 14 I. Customer: I bought this television set here about three months ago, but the sound and picture quality are awful. Besides, there’s an annoying hissing sound in the background. Assistant: We can repair it, but I’m afraid it isn’t our policy to give refunds, sir. II. Customer: I’d like to make a complaint about my vacation in Hawaii last week. It was a complete waste of my money. Assistant: I do apologize. I’d like to offer you a 20% discount on the price of one of our spring breaks as a gesture of goodwill. III. Customer: Excuse me; I think you’ve given me the wrong change. I gave you $20, not $10. Assistant: So sorry, madam; it was my mistake. 44 UNIT 1 PAGE 26 Lesson 1 Lesson 2 reading THE MAGICAL WORLD OF EVA LUNA BEFORE READING Building stage Draw students’ attention to the information in this spot. Tell them that during this stage, the activities will allow them to study and practice language structures and vocabulary necessary to complete Final Project 2. 1 Talk to students about fantasy and reality. Ask them to define both words. Ask them if they used to read or had their parents read fairy tales to them when they were small. What was their favorite fantastic character? Can they name a few others from films and books? After the discussion, tell them to look at the pictures and say which ones depict real life and which ones fantasy. Answers: Pictures 1, 3 and 4 depict fantasy. Picture 2 depicts real life 2 Write the words on the board and read them aloud. Ask students to repeat and correct their pronunciation. Explain the meaning of the words they do not understand or tell them to use dictionaries. Answers: adventure – enchanted – fantastic - imaginary nightmare 3 Spanish and English share a large number of cognates – words that look or sound very similar in both languages. Cognate words share a common origin; however, the meaning of a word can be different – such words are commonly known as false friend or false cognates. For example, ‘sensitive’ in English is not the same as ‘sensitivo’ in Spanish, even though they originate from the same source. The word ‘sensible’ in Spanish and ‘sensible’ in English do not Emotionally involved mean the same, either, even though they look exactly the same. Students learning English should check with in a dictionary or with their teacher to make sure that a given cognate word has the meaning they expect. Cognates are of great help when pursuing afaster and efficient learning of English, asthey make the sometimes tedious process of learning vocabulary an easier and more enjoyable task. You can apply the following formulas to many other English words to find their equivalents in Spanish. However, warn your students that it is not always true. Spanish -a problema -o paraíso -ado/ada complicado -ario diccionario -ción nación -dad humanidad -fía geografía -ia farmacia -io matrimonio -ista artista -mente personalmente -orio dormitorio -oso fabuloso – – -ed -ary -tion -ty -phy -y -y -ist -ly -ory -ous English problem paradise complicated dictionary nation humanity geography pharmacy matrimony artist personally dormitory fabulous Answers: Cognates: adventurer – baptized - firmament jungle - melancholy - oasis Not cognates: canopy = dosel. grow = crecer. monkey = mono. False cognate: ancient = antiguo/a, not anciano (elderly). READING Background information Isabel Allende Writer and novelist. Born in Lima, Peru, on August 2, 1942. The niece and goddaughter of Salvador Allende, the former president of Chile, she started her writing career as a journalist. Several months after her uncle’s assassination and the overthrow of Chile’s coalition government in 1973, Allende left Chile and found refuge in Venezuela. Her first novel, The House of the Spirits (1985), which arose directly out of her exile, became a worldwide bestseller and critical success. Her works include: The House of the Spirits (1982), The Porcelain Fat Lady (1984), Of Love and Shadows (1985), Eva Luna (1987), The Stories of Eva Luna (1989), The Infinite Plan (1991), Paula (1995), Aphrodite: A Memoir of the Senses (1998), Daughter of Fortune (1999), Portrait in Sepia (2000), City of the Beasts (2002), My Invented Country: A Memoir (2003), Kingdom of the Golden Dragon (2004), Zorro (2005), Forest of the Pygmies (2005), Ines of My Soul (2006), The Sum of Our Days: A Memoir (2008), The Island Beneath the Sea (2010), Maya’s notebook (2011). Source: http://www.biography.com/articles/Isabel-Allende-9181801 PAGE 28 4 Before reading the texts, talk to students about the writer, Isabel Allende and the genre, magic realism. Mention that Mexican writer Juan Rulfo with his book Pedro Paramo, is considered the original father of magic realism and a great influence on Latin American magic realism writers such as Allende and Colombian writer Gabriel García Márquez. Later, ask students to read the text on page 27 and answer the questions. Answers: a. first person. b. informal. c. beginning. d. adults. e. to inform. 5 Students read the text again and assign one title per paragraph. Answers: Text I – d. Text II – a. Text III – c. 6 In pairs, students look at the pictures and describe them in detail. Then they find the paragraph where the information illustrated by the pictures can be found and write the corresponding information. 45 Answers: Picture 1 - Paragraph II: “they put a diaper to cover her shame.” Picture 2 - Paragraph III: “The Mission was an extremely beautiful oasis in the heart of voluptuous vegetation.” Picture 3 - Paragraph III: “twisting from the banks of the river to the feet of the fantastic geologic towers that rose toward the firmament.” Picture 4 - Paragraph I: “the green things that grow in the jungle.” PAGE 29 7 After reading the text once more, students find supporting information, which they write in the spaces provided. Answers: a. I was born in the back room of a really dark house. b. My father came from a place where the hundred rivers meet. He smelt of green things that grow in the jungle. c. Missionaries took Consuelo in before she learned to walk. She appeared one day, a dirty naked baby crawling across a footbridge. d. The mission was an extremely beautiful oasis…. The heat was oppressively hot… Closure stage Read this spot aloud. Inform students that the activities in this stage are meant to help them complete the final project of Lesson 2 and Lesson 4, telephone complaints voice mail. AFTER READING 8 Refer students back to Exercise 3. Then, they fill in the gaps in the sentences with the corresponding words. Answers: a. ancient, b. jungle, c. baptized, d. oasis. 46 UNIT 1 LanguaGe Spot Adverbs This section deals with adverbs of time and degree. Make sure that you provide plenty of examples apart from those taken from the text. Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers. You can search for additional information at http://www.englishclub.com/grammar/ adverbs.htm Answers: 1. a. The words are adverbs. b. Time: always, already, later. Intensity: really, quite, extremely, oppressively. Additional exercise Fill in the gaps in these sentences with an adverb formed from the adjectives in the box. • careful • easy • loud • quick • terrible a. Frank read the book before the test. b. The class is loud today. c. You can open this tin. d. Gladys drives her father’s car . e. The dog barks. Answers: a. Frank read the book quickly before the test. b. The class is terribly loud today. c. You can open this tin easily. d. Gladys drives her father’s car carefully. e. The dog barks loudly 9 Refer students back to the Language Spot before doing this exercise. Make sure that your students know the subject well before completing the task. Answers: a. already – time. b. soon – time. c. last year – time. d. deeply – degree. e. extremely – degree / badly – manner. f. immensely – degree. Emotionally involved PAGE 30 c. A: B: 10 After students complete this exercise, check orally. Answers: a. already. b. tremendously. c. afterwards. d. almost. e. practically. d. A: B: e. A: 11 Explain again that first and finally are adverbs of time, but they denote sequence. Ask students to put the pictures in the correct order and describe them using the adverbs provided. Possible answers: a. First, the cars prepare for the race. Then, they all drive along the race-track. Finally, one of them finishes first. b. First, the athletes prepare for the race. Then, they all run along the track. Finally, one athlete wins the race. c. First, you make the batter for the cake. Then, you put it in the tin and bake it. Finally, you eat it. PAGE 31 12 Tell students to follow the instructions. Make sure that they do not write the answers yet before listening to the recording. 13 15 Students compare the answers they thought of in Exercise 12 with a partner and choose the best to write them down. Then, they listen to the recording and compare. Answers: See transcript 14 15 Give students a copy of the transcript, or write it on the board. Play the recording again, for students to imitate stress, pronunciation and intonation. TRANSCRIPT – ORAL PRACTICE a. A: B: b. A: B: 15 Did Eva feel melancholy in the house where she was born? On the contrary, the memory of the jungle she was born with made her feel optimistic and joyful. How can you describe Eva’s father? He was a cheerful person. In my opinion, he was relaxed and satisfied. B: What was Consuelo’s childhood like? I have the impression that it was sad and lonely although her daughter says she had a happy childhood. How did the missionaries feel when they discovered that the baby they had taken in was a girl? I’m sure they were astonished at first, but then they were delighted. How can you describe the mission: the place, the climate, and the noise? I feel the place was fantastic and enchanted. I’m sure the climate was oppressive. I have the feeling that the noise was terrible. 15 Students practice the dialogs in groups of four taking turns to ask and answer the questions. Then, they master the dialogs they role-play them for the rest of the class. 16 Mood is the way the viewer or author feels about a certain situation or work of art. Mood can be detected from the choice of words, gestures, facial expressions, etc. Answers: Students can finish the sentences any way they want. a. Negative. b. Positive. c. Negative. d. Positive. e. Negative. Project Refer students to the instructions for Final Project 2 on page 33. Assign some time to study the instructions carefully. PAGE 32 FINAL PROJECT 1 Telephone complaints voice mail One of the challenges facing second language teachers is how to provide students with opportunities to show what they can do with the target language. Teachers must design application tasks (projects) that link the learning of English with the whole curriculum and other classroom and outside classroom practice. Projects must generate language samples with enough depth and breadth so that teachers can make judgements as to how students are doing and provide them with meaningful feedback on their performance. 47 1. Ask students to work in groups of six to describe the pictures. 2. In pairs within the group, students prepare a telephone complaint considering the points provided. 3. Check that they include the points suggested when preparing the telephone conversation. Correct grammar and pronunciation if they interfere with communication. 4. Help them practice the telephone conversations in each group. 5. Set a date and time for the oral presentations. After each presentation, give students time to evaluate their performance. Evaluate students’ performance and give them feedback. words in the correct places, the presenter explains the ‘emotionary’ to the rest of the class, etc. 3. Ask students to read the step-by-step instructions carefully. Remind them to use multiple colors throughout the ‘Emotionary’, for visual stimulation and also to encode or group the words. 4. Help and correct the content of the ‘emotionary’ as students prepare it, and pronunciation, accentuation and intonation when they are rehearsing the presentation. 5. Assign a place in the classroom to display the ‘emotionaries’ and a time for the presentations. Encourage students to evaluate their performance using the prompts provided. PAGE 35 Unit Check PAGE 33 FINAL PROJECT 2 An 'emotionary' Students tend to perform best when they are motivated by real reasons to use language— reasons that would be plausible in their lives outside of the classroom. These considerations suggest a need for performance-based assessment. This type of assignment focuses on simulated real-life situations in which learners must have minimal functional competence in using the target language in order for real communication (speaking, listening, writing, and reading) to take place. The approach is studentcentered, and hence, the learner’s context serves as one of the organizing elements in the development process. 1. Ask students to work in groups of six and discuss what an ‘emotionary’ is. An ‘emotionary’ is a diagram whose central idea is emotions and feelings. 2. Help the groups distribute tasks and roles within the group, and, if necessary, explain what each person is expected to do: the word collector writes down all the words the group thinks of; the word organizer puts them in order following the suggestions provided, the illustrator chooses appropriate pictures, the designer decides the type of diagram to use, the layout artist puts the 48 UNIT 1 Before beginning the test, explain to students that the purpose of this section is to help them revise contents and evaluate their performance in the whole unit. Read the instructions and make sure they all understand what they are expected to do in each activity. Encourage students to give honest answers in order to detect their strengths and weaknesses. Check students’ results and revise any points that the majority of them had problems with. For more information on this section, see the Introduction. Answers 1 Paragraph I – d. Paragraph II – c. Paragraph III – b. Paragrah IV – a. 2 c. 3 a. False. b. True. c. False. d. True. 4 a. Maps help the reader see relationships between nations and also show distances. b. Elvish language. Emotionally involved 5 TRANSCRIPT – COMPUTER TROUBLES – UNIT CHECK 16 or Face-to-face Speakers Polite rude? Reason or distance? Solution? Two: buyer/ Polite. client and telephonist. 6 Computer Distance. has not arrived. Yes, telephonist will check. 16 a. He is a manager. b. A computer. c. On Tuesday. d. Thursday. 7 a. nearly. b. extremely. c. really. d. next week. 8 a. will visit. b. boils. c. lived. d. will the package arrive. 9 a. themselves. b. myself. c. himself. d. herself. 10 Answers will vary. Assign points according to the following criteria: • Students speak with a minimum of hesitation and correct pronunciation.10 – 7 • Students hesitate and make some pronunciation mistakes. 6–4 • Students hesitate a lot and make a lot of pronunciation mistakes. 1– 3 11 Answers will vary. Assign points according to the following criteria. • Students write all the appropriate information well and without or with only a few spelling errors. 10 – 8 • Students write most of the appropriate information well and with only a few spelling errors. 7–6 • Students write some appropriate information, but with several spelling errors. 5–4 • Students write inappropriate information, with several spelling errors. 1–3 A: B: A: B: A: B: A: B: A: B: A: B: A: B: 16 Columbus High-Tech, can I help you? Hi, could I speak to the manager, Mr. Green, please? I’m afraid Mr. Green is not in at the moment. When will he be back? Not today, I’m afraid. He’s attending a sales conference in Ohio. Would you like to try again tomorrow? Oh, no; it takes ages to get through to you. Can I help you, then? Yes, I’d like to make a complaint. All right. What’s your name, and what’s your complaint? My name’s Pamela Andrews. I ordered a new computer from your company two weeks ago, and it was supposed to arrive on Tuesday. Yes? Well, it’s Thursday now, and I still haven’t received it. I’m really sorry to hear that, Ms. Andrews. Can you give me your dispatch number and I will check the order for you. Dispatch number; yes, here it is: 535 51 (voice trails off) Final Reflection The purpose of this section is to allow students to reflect on their strengths and weaknesses. Make sure all the students understand what they are expected to do and give enough time to answer the questions. Encourage students to give honest answers and show interest in their results. For more information on FINAL REFLECTION, see the Introduction. 49 Extra Test Unit 1 By Lea S. Twilight– based on the first book in the bestselling series by Stephanie Meyer – is a faithful adaptation that will captivate fans and new audiences. Photocopiable material The film follows the story of Bella Swan (Kristen Stewart), a normal girl who moves into a secret supernatural world when she falls in love with her mysterious classmate, Edward Cullen (Robert Pattinson), who just happens to be a vampire. This is not a typical vampire tale; if you are looking for clichéd stereotypes with fangs, coffins, and stakes through the heart, this is not the film for you. Director Catherine Hardwicke and screenwriter Melissa Rosenberg stay true to Meyer’s vision and show a story of the . ultimate 50 The film also has an outstanding supporting cast: Billy Burke as Bella’s father, Ashley Greene as Alice Cullen, and Michael Welch as Mike Newton offer excellent interpretations. The film itself is visually dynamic; it is shot in crisp blue tones and the costumes are pallid, not the traditional vampire attire. Filmed in Portland, Oregon, the film features stunning views and beautiful landscapes. Using extreme close-ups and unusual angles, the camera work gives the film an intimate, Hardwicke once again proves her knack for realistic feel. The music ties in to the story portraying raw teenage experiences, as she did perfectly; consisting of moody rock songs, in Thirteen and Lords of Dogtown. She directs a the soundtrack fits the tone. young cast of phenomenal talent. The book and the film are equally satisfying, Kristen Stewart gives a fresh, honest take on but in different ways, and neither is better. Bella. Her simple interpretation allows While you can imagine the detailed story viewers to live vicariously through Bella and unfolding in your head when reading the experience what she does. Pattinson conveys book, the film creates a sweet condensed Edward’s inner troubles really well; his version for the big screen. Both allow you complex perception of the character creates a to lose yourself in this passionate, believable Edward. unorthodox romance. Source: Teen Ink, a review written by Leah S, from Peoria, http://www.teenink.com/Movies/article/65635/Twilight fangs, coffins, and stakes : colmillos, ataúdes y estacas forbidden love : amor prohibido UNIT 1 Emotionally involved 1 Read this movie review. What is the writer’s general view of the movie? a. Positive b. Negative c. Neutral 2 Read the review again and match the names in column A with the roles in column B. Bella Swan Billy Burke Catherine Hardwicke Melissa Rosenberg Robert Pattinson Stephenie Meyer B Author / Writer Movie director Main female character Main male actor Screenwriter Supporting actor 3 Read the review once more and answer these questions. a. Is the movie a typical vampire story? Why / why not? b. Where was the movie shot? c. What is the reviewer’s opinion of the music of the movie? 4 5 6 pts. 17 Listen to a woman talking on the phone about a job she is applying for. Choose the correct option. a. What is the woman’s job? i. She is a pediatric nurse. ii. She is a pediatrician. b. What is her situation at the moment? i. She is working in another hospital. ii. She is unemployed. c. What does she say about money? i. She would like to earn 420 dollars a week. ii. She used to earn 420 dollars a week. 17 Listen to the woman again and tick the questions you believe she is asked according to the information she gives. a. How old are you? b. Do you have a mobile phone? c. Where do you live? d. What school did you go to? e. Could you give me the job code number, please? f. When could you start working? 3 pts. 3 pts. 3 pts., ½ each Photocopiable material A 1 pt. 51 6 17 Listen once more. Fill in this form with the information the woman gives. 4 pts., ½ each JOB APPLICATION FORM Personal Information a. Name: b. Address: c. Phone number : d. Job code: Employment history e. Last Position: f. Where: g. Worked from: to: 7 Fill in the gaps with the appropriate form of the verbs in brackets in the Present Simple, Past Simple or Future tense. a. On weekends I at half past seven. (get up) b. This morning Lisa to the zoo with her sister. (go) c. I what to do for Jamie’s birthday last year. (not / know) d. They late tonight because there’s a huge traffic jam. (arrive) e. Water at 100º C degrees. (boil) f. She me she me tomorrow. (promise / call) Photocopiable material 8 Choose the most suitable reflexive pronoun in each case. a. Lucas made this T-shirt itself / himself. b. We helped themselves / ourselves to some coffee after the meeting. c. It’s strange the way she talks to herself /yourself. d. I don’t believe you did that myself / yourself. 52 9 Are the following adverbs used correctly or incorrectly? Write correct or incorrect next to the sentences. a. In my opinion, you dangerously drive. b. Yesterday, I went to a rock concert with my friends. c. I immediately am going to write a letter to the manager. d. I would like to see you soon. UNIT 1 3 pts.. ½ each 2 pts. , ½ each 2 pts, ½ each Emotionally involved 10 Put the words in order to make sentences. a. back / come / Could / morning / tomorrow /you / ? b. could / free / grandparents / have / I / if / some / think / time / visit / you / you / your. c. could / eight / guitar / he / James / play / the / was / very / well / when . 3 pts. 11 Work in pairs. Create a short dialog about a customer complaining to a shop assistant about a faulty product that he/she has bought. Practice the conversation and role-play it in front of the class. 10 pts 12 Choose a fantasy film you have seen or a book you have read recently and write a paragraph about what you felt while and after seeing/reading it. Use adjectives to describe your feelings. 10 pts Total Score 50 pts. 13 - 25 Good! 26 - 38 Very good! 39 - 50 Excellent! Photocopiable material 0 - 12 Keep trying! 53 Answers Answers to to Extra Extra Test Test Unit Unit 1 1 Hello, is this the Personnel Department? (Pause) I’m calling about the ad in yesterday’s paper. I would like to apply for the position of nurse. 1 a. (Pause) Do I have an application form? No, sorry; I don’t. Could I just give you the details on the phone? 2 A: Names Bella Swan Billy Burke Catherine Hardwicke Melissa Rosenberg Robert Pattinson Stephenie Meyer B: Roles Main female character Supporting actor Movie director Screenwriter Main male actor Author / Writer (Pause) Yes? Great! OK, I’m ready. (Pause) Jennifer. Jennifer Grant. (Pause) Here, in Montreal. The address is Montreal, 235 Oak Street. Phone number is 359-6279. 3 a. No. There are no clichéd stereotypes with fangs, coffins and stakes through the heart. b. In Portland, Oregon. c. It ties in to the story perfectly; the soundtrack fits the tone of the film (with its moody rock songs). 4 17 b.√. c.√. e. √. 6 17 Personal information: Name: Jennifer Grant. Address: Montreal, 235 Oak Street. Phone number: 359 62 79. Job code: 1223. Employment history: Last position: nurse. Where: Montreal Children’s Hospital. Worked from: May to: November. TRANSCRIPT – APPLYING FOR A JOB Jennifer: Thank you. I will hold. (Pause) 54 UNIT 1 (Pause) Fully qualified pediatric nurse. (Pause) Code? I’m sorry. What code? (Pause) Oh, just hold on a minute. I will look. Here it is. Nº 1223. (Pause) Yes, of course I can give you my employment history. I’m unemployed at the moment, but my last job was at the Montreal Children’s Hospital. I was replacing a nurse on maternity leave. I started in May and finished in November. (Pause) That’s right. The last day of November. (Pause) Salary? 420 dollars a week. It was just part-time and I was replacing someone. (Pause) Excuse me? Could you repeat that, please? I think there’s something wrong with the line. (Pause) When do you think you’ll be calling for an interview? 17 Hello, is this Royal Victoria Hospital? I am calling about the advertisement in yesterday’s paper. Could you put me through to the Personnel Department, please? (Pause) No, I have no mobile phone. (Pause) 17 a. i. b. ii. c. ii. 5 (Pause) (Pause) Sure, no problem. I do hope you call me. Yes. Thank you so much. Bye. 7 a. get up. b. went. c. didn’t know. d. will arrive. e. boils. f. promised / will call. 8 a. himself. b. ourselves. c. herself. d. yourself. Emotionally involved 9 a. Incorrect. b. Correct. c. Incorrect. d. Correct. NOTES 10 a. Could you come back tomorrow morning? b. I think you could visit your grandparents if you have some free time. c. James could play the guitar very well when he was eight. 11 You can assign points according to these criteria: 8 – 10 points: Student can participate in a conversation expressing complaints, with correct pronunciation, no hesitations and without grammar mistakes. 5 – 7 points: Student can participate in a conversation expressing complaints, with correct pronunciation, and a minimum of hesitations and grammar mistakes. 3 – 4 points: Student can participate in a telephone conversation expressing complaints with acceptable pronunciation but hesitates and makes grammar mistakes. 0 – 2 points: Student can’t participate in a conversation expressing complaints; pronunciation interferes with comprehension, hesitates a lot and makes a lot of grammar mistakes. 12 You can assign points according to these criteria: 8 – 10 points: Student can write a coherent paragraph including the required information, using correct adjectives and without grammar or spelling mistakes. 5 – 7 points: Student can write a coherent paragraph, including most of the required information, using a few adjectives and with a minimum of grammar or spelling mistakes. 3 – 4 points: Student can write a coherent paragraph, including some of the required information, but he / she makes no use of adjectives and makes some grammar and spelling mistakes. 0 -2 points: Student can’t write a coherent paragraph, does not include the required information, and he / she makes a lot of spelling and grammar mistakes. 55 Our components: • Student's Book • Teacher's Book • Reader • Class Audio CD Teens Club 1 Código sep: Z8463 isbn: 978-607-463-449-5 Teens Club 2 Código sep: Z8466 isbn: 978-607-463-453-2 Visite el Centro de Recursos Digitales para docentes en donde encontrará la guía del maestro en español y recursos digitales. www.edicionescastillo.com/CRD_secundaria/ Teens Club 3 Código sep: Z8469 isbn: 978-607-463-457-0
