CAMBRIDGE ENGLISH for schools Starter Teacher’s Book ANDREW LITTLEJOHN & DIANA HIcKS CAMBRIDGE UNIVERSITY PRESSPUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE ‘The Pitt Building, Trumpington Street, Cambridge CB2 1RP, United Kinggiom [CAMBRIDGE UNIVERSITY PRESS ‘The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA, 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Pres 1996 First Published 1996 Reprinted 1997 Printed in the United Kinggiom at the University Press, Cambridge ISBN 0 521 567939 Teacher's Book ISBN 0 521 56795 5 Student's Book ISBN 0 521 567947 Workbook ISBN 0 521 567920 Class Cassette ISBN 0 521 367912 Workbook Cassette Copyright “The pages in this book marked “Language worksheets, © Cambridge University Press 1996, Phococopiable' or ‘Say it clei! worksheess, © Cambridge University Press 1996, Photocopiable’ may be photocopied fice of charge for elasrooms use by the purchasing individual orinsiution This permission to copy docs not extend to branches oF addtional school of| an institution. All other eopyingissubjec to permision from the publisher.Contents Map of Cambridge English for Schools Starter Introduction.everen.n Rationale Aims, Syllabus, Methodology and Evaluation Cambridge English for Schools Starter ata glanc enn. Using Cambridge English for Schools Starter The purposes of the different Units and how the course can be lengthened or shortened ‘What's in Cannidge English for Schools Stare? Theme _1 INTRODUCTORY UNIT Learn Englisht A New friends .... 2 TOPIC Around the ‘world 8 Lancuace rocus.. : @ ACTIVITY English in our world. Where we live....... 5 topic Your country. & Lanavace Focus. 7 Revision & Animal world coo rE 8 ToPIC Animal fact... @ LANGUAGE Focus. 10 Revision, The circle of life . 41 ToPIC Natural food... 42 Lanouace Focus. FB REVISION. nonnonnnnnnennnnn [EB North and south... ee 14 ToPIC The clothes we wear... 15 Lanauace Focus a 16 ACTIVITY A class calendar... In the sun 47 topic What's the time? 48 LANGUAGE FOCUS. 19 rewsion 20 QUESTION TIME! A revision game.. An EXE of methodology. Notes on the Workbook and Workbook answers ‘Supplementary worksheets, (Classcoom language... Acknowledgements.. 07 114 130 132Map of Cambridge English for Schools Starter UNIT 1. Learn English! 8 ‘Ways to learn English; some basic verbs and ‘nouns; social language; the alphabet and numbers 1-20. THEME TOPIC New friends (Curriculum links: Gevgnphy— countries; Communication std use of English, ES Where we live Curriculum links: Geography — countries, continents and physical features; Social studies housing, languages. Animal world Curriculum links: Biology aid Environmental science ~ animal life and habitat. ‘The circle of life (Curriculum links: Biology — food chains; Gegguaphy — facts about the world. North and south (Curriculum Tinks: Sconce ~ Northern/southern hemispheres; capillary action; Social studies ~ the climate and how icaffects our lives, In the sun Curriculum links: Scicwce ~sun, shadows and time, 20 Question time! 86 ‘A game to revise the Topic and Language focus units.‘UNIT UNIT LANGUAGE Focus REVISION/ACTIVITYIntroduction * Who is the course for? Cambridge English for Schools (CES) is a course in English for young students. It has four fall levels, plus this Starter level for students who have not done any English before. For what type of teaching situations is it intended? CES has been designed with a variety of possible situations in mind — &om small classes with flexible farnivare arrangements to fairly large classes with farnisure fixed to the ground, ffom schools with considerable resources to schools with limited fands. The realities of many classes — with learners of varying abilities and varying levels of motivation and cooperation — have been given serious consideration and have shaped the approach and philosophy ofthe course (see Rationale, page 7). ‘What does it aim to do? CES Starter contains four different syllabuses. 4. Acthe centre of the course is the language syllabus. ‘Through it, students develop their knowledge of | English and their abilities to use English in various ways. 2 Complementing this, the course has an education syllabus. The materials aim to broaden the students’ Knowledge of the world and to build on what they are learning in other areas of their school life. Topics presented in CES Starter, therefore, contain curriculum links with Science, Geography, Social Studies and so on. The materials also aim to develop ‘aoss-curricilum attitudes and abilities, such as working independently, working with others, tolerance, appreciating the environment and so on. 3 Ar the same time, a learner involvenrent syllabus aims, to help the learners to take more responsibility for their own learning and to feel that their classes are ‘their own’. 4. Imaddition to these aims for the learners, CES also aims to offer suppor for teachers in 2 number of ways: + Detailed practical suggestions in an easy-to-use A fo Zof methodology (see page 80). + Easy-to-use Unit notes (see page 20). + Additional Unit notes on teaching classes with mixed abilities (see any Topic or Language cus Unit). 6 Introduction + Photocopiable language and pronunciation, ‘worksheets (fee page 114). + Advice on how the course may be lengthened or shortened (ee page 18). + A list of useful classroom phrases (see page 130). How long does the course take? CES Starters intended for approximately 40-60 hours of classroom work, with Levels 1-4 intended for approximately 80-100 hours. However, the course has a exible design enabling it to be made either shorter or longer (see page 18 for more details). What does the course consist of? CES Starter has five components: A Student's Book A Teacher's Book ‘A Workbook A Class Cassette A Workbook Cassette See CES Starter ata glance, page 13, for more details of each component, For Levels 1 and 2, there are also two videos available: Welcome to English and A World of English, This Teacher’s Book contains: + A detailed rationale for the course (see pages 7-12) + CES Starter ata glance: 2 visual overview of the course (see pages 13-16) + Some introductory notes on using the course (ee pages 17-18). + AnA to Z of practical suggestions for teaching (ee pages 80-106) + Guidance on sing the Units and planning lessons (see page 20 onwards) + Supplementary photocopiable language and pronunciation worksheets (ee pages 114-129). ‘+ Alist of useful classroom language phrases (see pages 130-131). Please turn to the section which interests you most!Rationale Summary Cambridge English for Schools has been based on a reconsideration of the possibilities of English language teaching with secondary aged students and the part that teaching materials can play. It offers a new approach in which wider educational goals, student involvement and support for teachers combine to provide a significant step forward in English language teaching. This introduction describes the aims, syllabus and methodology of the course and the role of vation English, language learning and education For many teachers, the teaching of young adolescents poses some of the greatest and most rewarding challenges. For the students, a new school, new circles of friends, new interests and new experiences can all combine to make the period both exciting and demanding. Itis also a time when the basis of their approach to learning, perhaps for the rest oftheir lives, is formed. This is especially true in the learning of foreign languages, where their first experiences define, for them, what language learning is all about and ifitis something at which they can succeed. In many classrooms all over the world, the initial experience of learning English is one of tremendous energy and imagination, in which the students feel chat a whole new world is opening up for them as they learn to express themselves in another language. It is, however, also a sad fact that for other stucents itis sometimes @ time of failure and disappointment in which they gradually feel left behind, often resorting to misbehaviour in the classroom and a gradual rejection of the work that, the teacher is doing for them. [tis thus important for everybody involved in teaching adolescents to try to decermine the routes to success. In the pages which follow this introduction, we have set out what we believe, in our experience, is the basis for success in teaching and learning English and the basis on which Cambridge English for Schools is built. We will describe this under four main headings 1 Aims, which describes the purposes of the course. 2 Syllabus, which describes what the students will be learning about. 3. Methodology, which describes the types of activities included, 4. Evaluation, which describes how learning and learning activities will be assessed, eee A 1 AIMS Summary ‘The main aims of CES are: + to develop the students’ abilities to use and understand English. + to broaden the students’ understanding and knowledge of the world. * to involve the students and to develop their abilities to manage their own learning, + to support teachers in developing their own teaching abilities and their own understanding of language learning, 4.1 Learning English and learning abont the world ‘At the centre of the course is the aim of developing the students’ abilities to use and understand English. For the vast majority of students, however, whether of secondary or adult age, language itself is simply not interestiyg enought to command their continual atention. Many courses hhave thus drawn on what are seen as exciting teenage topics (pop music, fashion, discos, fast food and s0 on) in order to try to motivate the students, [tis our view, however, that there is a much greater potential for language teaching, For secondary aged students, this period in their lives is one when they have a great hunger for knowledge, want to learn about che world and want to learn to be able to do different things for themselves. ‘Asasubject without a cleazly defined ‘body of knowledge’ (apart from grammar, words, etc), learning, English thus presents a unique opportunity to meet this ‘eagerness to learn by offering both a broader educational approach to teaching the language and a rich variety of topics from which the students can learn. It is precisely this which CES aims to provide. Example: the topics and the Themes in the Student's Book. 1.2 Student involvement One of the keys to successil learning, however, is involvement. Whilst interesting topics and richer, ‘meaningful content are very important, the vital element Rationale 7in Jearning anything is that the students feel that the learning is thers, and that they feel that they are a part of what goes on in the classroom. Without this, it is very difficult for the students to sustain any motivation they may have or which the teacher or course materials may tty to bring, All too offen, we see the results of lack of involvement: bored, seemingly tired students, some of whom resort to misbehaviour and make teaching an uphill struggle. In Canubridge English for Schools, we lave thus given carefal thought to ways of involving the students. Throughout the course, there are points at which they can make decisions, think about what they have just done, and gradually take more responsibility for their own learning. Examples: Unit2, Ex. 4; Unit 3, &x.2.1; Us Ex.§; Unit 19, Ex. 3. Introduction and 1.3 Support for teachers English language teaching, however, offers opportunities not only for the students to learn, but for teachers to develop their own teaching. Through the couse, therefore, we aim to provide both clear guidance in using, the materials and support in understanding and thinking about some key areas in language teaching. Our purpose in doing this is to assist teachers in understanding why particular ways of working in their classes appear to succeed or fail and thus to make their teaching a more rewarding expetience for both the students and themselves. Examples: the AtoZ of methodology, nates on mixed-ability classes in the Topic and Language focus Units, the ‘overview sections before each Theme and Unit, and the subsequent deieiled Teaching Notes. 5 2 SYLLABUS Summary CES contains four principal syllabuses: i) a language syllabus, mainly of structure, vocabulary, reading and writing; ii) an educational syllabus of educational topics and abilities; ii) a learner-involvement syllabus Which requires students to make decisions about learning; iv) a teacher support syllabus which provides ideas for teaching and for classroom research. From the outline of the aims of the course, one can see that four different syllabuses underlie the structure of CES. They are: i) a language developmen syllabus; ii) an educational syllabus; iii) a learner-involvement syllabus; and iv) a teacher support syllabus. 2.1 The language development syllabus At the heart of the language syllabus in CES lies a structural progression. The course moves, in the familiar way, from the present tenses, through to the past tenses, future tenses and so on. All of this is made explicit, to the students in the Lauguage focus sections in the Units, with students cither being presented with explanations or being encouraged to work out their own rules for forming and using language. We have chosen to use a structural language syllabus fora number of reasons. In our view, it provides a systematic ‘mapping out’ which enables students to generate an infinite number of new utterances and eventually use language to express what they wish to say. Its also a familiar means of organising language which allows teachers and learners either to comie to CES fiom other courses or to go on to other work. The language syllabus, however, is not a narrow 8 Rationale ‘step by step one, Our aim is not that students master each new structure the first time it appears but that they note it, since the course returns to each language point several times with numerous opportunities to learn Atthe same time, however, the course stresses vocabulary development right from the start, continually recycling vocabulary items through new texts, exercises and record pages. At the end of each Topic Unit, the students can dra together the vocabulary they have learned and record the meanings on a Language Record page. In addition, the student's Workbook contains farther work on vocabulary and a picture dictiouary. In termis ofthe ‘four skills’, CES draws on each of the skills in as natural a way as possible. Writing, for example, ray be used as a means of preparing for a spoken task, listening and reading asa basis for sharing reactions and ideas. Writing, in particular, features quite a lot in CES since, in our experience, used appropriately, writing can give students the chance to plan, to reflect and ask for help. Spoken, ‘social’ English, however is also highlighted in special Out and about sections and drawn together in a shore phrase book section in the Language Records. In the initial stages of the course, listening is mainly treated as a means of consolidating language already presented ro students, rather than as “listening comprehension’ in the traditional sense. We have approached it inthis way as, in our experience, the circumstances in which many teachers teach (with classroom and outside noise, and limited audio facilities) frequently make listening work very difficult to undertake, ‘Listening comprehension’ work is thus postponed until che students have developed some basic abilities in producing language and in understanding the language of the coursebook texts and of the classroom.Examples: the Map of CES Starter, pages 4-5; Language Records pages 18 and 23; Qut and about, page 33, Workbook page 24. 2.2 The educational syllabus In addition to the language aims of the course, CES also aims to make a-direct contribution to the students’ general educational development. The course therefore also has an educational syllabus which has three main aspects: curricular links with other subject areas, coss- curricuurs abilities and attitudes and, from Level 1 ‘onwards, cross-cultural topics. In terms of curriculums tinks, the topics in CES have direct connections with the work the students will do in other school subjects, but in a fresh, innovative way. These links ‘mean that students are given the opportunity to broaden their knowledge and understanding of the world and to contribute what they already know. There is therefore a natural, real reason for communicating and for working with the language. Examples: Topics in Themes A-F in the Student's Book. In connection with cross-cursiulun abilities and atccudes, the course contributes in a number of different ways ‘Through the presentation of different kinds of texts (such as maps, diagrams, plans, descriptive texts, letters) the students become familiar with understanding and presenting ideas in a variety of modes. The course also shows the students how they can gather, develop and organise their own ideas through, for example, ‘brainstorming’ aspects of topic. Later in the course (Level 1 and beyond), the ability to work independendy is supported through Help yourself Units which give practical advice on how they can help themselves learn, Broader concerns such as health education and animal welfare also then feature as topics for language work. Examples: text presentation: Unit, Ex. 1.1; Unit6, &. 1.4; Unt 8, Ex. 5.1; Unit, Ex. 4; brainstorming: Unit 16, Ex. 4 ‘The third element in the educational syllabus is cross-altural awareness. In CES Starter, there are plenty of opportunities where you can focus the students’ attention on cross- cultural aspects revealed by the pictures in the Student’s Book. For example, the use of uniforms in UK schools, how towns look, traffic systems, currency, housing and so on, In Level 1 and beyond, however, this is taken a stage farther where Cinlture matters Units in the Student's Book aim to develop the students’ understanding of life in ‘Britain and how this compares with their own country. A further feature introduced in Level 1 is the Parcel of English scheme, which is intended to bring students in different parts of the world into contact with each other. (See Pavel of English in the A to Z of methadolegy,) Examples: pictures in the Starter: Unit 1, Ex.9; Unit3, Ex. 13 Unit 414, Ex. 8, See Level 1 for Culture mattars Units andthe Parcel of English. 2.3 The learner-involvement syllabus In CES, che direct, personal involvement of the learners plays a very important part, An important element of the course is the involvement of the students in decisions over at they will work on and how they will work. The intention with this, as explained earlier, isto give the students a greater sense of ownership in language learning, such that they feel that what they learn is ‘theirs’. Recognising, however, that students may not have experience in thinking about such things, the course approaches this very gradually. In each of the ‘pic Units, Decide tasks ask the stucents to make a choice over what they will do next. As the course progresses, however, students become involved in making their own exercises, (and, in Level 1, in building up an Exercise Bax for the class) and, later in devising their own tests. In addition, self-assessment tasks te-oceur at various points in the course, asking the stucents to consider what they did in particular tasks (see section 4 below) A farther aspect of the course is that topies have been chosen which give the possibility for students to contribute their own personal ideas and experience. ‘The crss-curriculuna aspect of this is important, as we have said, but farther examples are in relation to details of themselves and their homes, their previous contact with English, their country and so on. Examples: Unit 2, Ex. 3; Unit 4; Unit 5, Ex. 9 2.4 The teacher support syllabus ‘As was mentioned in 1.3 above, an important aim of the course isto support teachers in working with a particular ass aiid in developing their teaching abilities. To a certain extent, any coursebook will help teachers learn more about teaching by introducing them to types of exercises and ways of approaching classroom work which they have perhaps not met before. In CES, however, this, is taken one step further. Atthe back of this Teacher's Book, there is an A to Z of methodology, outlining some of the main aspects of teaching and giving practical clasroom suggestions. Cross-references to this A to Zare given in the Teaching Notes for each Unit but we hope that teachers will consult the 4 to Zat their leisure as means of refreshing or developing their knowledge of teaching. In addition, at the beginning of the Tepicand Language focus Units in Level 1 onwards, there are some questions to stimulate your thinking about aspects of teaching. Additional support is also given for teaching classes of mixed-ability students. [n the Teaching Notes for the ppicand Language foeus Units, there are ideas for how to give more support for particular exercises or how to make Rationslo 9them more demanding, For students who requite farther practice, there are Supplementary worksheets which you may photocopy. Examples: the A toZ of methadology, pages 60-106; DPhotoconiable worksheets pages 114-129; mixed abilities! notes pages 44 anc 47, ee 3 METHODOLOGY Summary ‘Tasks in CES aim to encourage the students to use English creatively, not only reproducively, and co contribute their own ideas and experiences. The instructions in the Student's Book provide clear indications for both the teacher and the students, In general, ‘larger’ tasks are included in order to give the students more ‘space’ and more control over their work. Tasks allow students with different levels of ability to work on the same topic and additional support is aso provided for classes with mixed abilities. Initially, an active role for the mother tongue is also sugpested. A number of aspects of CES come under the general heading of methodology’ which we will briefly describe here. They are: 1) creative approach to language learning; 2) personalisation; 3) transparency; 4) learning centredness; 5) catering for classes with mixed abilities; and 6) use of the mother tongue. Te would probably be fair to say that language teaching generally emphasises what we would call reproductive approaches to language learning. These include various forms of repetition (choral, substitution, reading aloud and so on) and other tasks where students are expected to reproduce the information and language presented to them (or example, traditional comprehension questions) as in the traditional ‘Presentation-Practice-Production’ model of teaching. There is no doubt reproductive tasks are an important part of classroom language learning, and CES certainly contains these types of tasks. We believe, however, that if we want students to develop the ability to express what they wish to say in English, then we also need to provide tasks which encourage the students to use the language creatively and not simply reproductively. This means that classroom tasks need to provide opportunities for the stuclents to contribute their own ideas and share experiences and reactions. In CES, therefore, we have included tasks throughout the course which aim to do this, for example, by encouraging them to give their personal opinion or ideas about something, to write short texts for other students to read, and to design their own practice exercises, without following 2 tightly controlled model. Examples: Unit 2, Ex. 8; Unit 5, Ex. 6.2; Unit7, Ex. 3; Unit, Ex, 7.13 Aatiity Unt 16. 10 Rationale Creativity as an aspect of methodology is also closely related to personalisation. By personalisation we mean the process of bringing about ‘ownership’ which we referred to earlier. This happens in two main ways in CES. Firstly, wherever possible, students are asked to contribute their own ideas and content (for example, accounts of personal experiences, photos and so on). Secondly, as the course progresses, the stuclents are brought further and farther into making decisions about their learning, within the clear constraints laid down by the teacher and the coursebook. As we mentioned earlier, this includes tasks where students have to decide what they will do next. In Levels 1-4, ‘evaluation’ tasks ask the students to think back over what they have done and how they can improve it next time. Examples: Personalisation: Your Language Record after each Topic and Language focus Unit; Unt 2, Ex. 1 end Ex. 3; Unit ; Unit 5, £x. 3; Decision-making: The Decide exercises in each Topic Unit Time to spare? exercises; making exercises in Unit 8, Be 7.4; Unit 11, Ex. 4.1. A third aspect of the course in terms of methodology is what we call transparency. ‘This means that it should be clear to everyone (teacher and students) what the materials are suggesting. This, we believe, is particularly important for the students, since greater learner involvement depends on understanding what is going on in the classroom. In addition, experience tells us that itis difficult -if not impossible — for many students to maintain 100% concentration 100% of the time. For this ‘reason, the Student's Book includes full instructions for each task, stich that both the teacher and the students, have the same information. At the Starter level, of course, the students’ language level will mean that they are not always able to benefit from this, but as the course develops we hope that this enables them to have a clearer understanding of what they are doing and why. Examples: the instructions for tasks in the Student's Book, In general, CES includes few of the conventional ‘paced” oral activities, such as drills and choral repetition, that ‘one often finds in course materials, In contrast, the tasks, in the course centre on ‘learning’ (rather than ‘teaching’). In addition, they are generally ‘larger’, in which, for example, stuclents have to write something, read something or share ideas with a neighbour, before being called upon to produce language to the whole class. Our purpose in designing such tasks isto allow students more time to think, plan and ask questions, andthus approach language learning in a more relaxed fashion. Examples: Out and about exercises in the Language focus Units; Unit 14, Ex. 1.2; Unit 4; Unit 16; Unit 17, Ex. 8.3; Unit 18, Ex. 2.3. Langer tasks also make it easier for students to respond at their own level of ability. In addition, however, CES includes farther support for classes with mixed levels of ability. Some students may require more practice than the Student's Book and Workbook provide, and for these students additional Supplementary language worksheets are given at the back of this Teacher’ Book. ‘We recognise, however, that using one particular Unit of materials in the same way with an entire class may not always be appropriate and, for this reason, the Teaching, Notes for the Tepicand Language focus Units include suggestions for how more support can be given to students or how the tasks can be macle more demanding, ‘The Time to spare? sections also offer further support for students. Examples: Language worksheets, pages 114-128; tinted ‘Mixed abilities’ boxes in the Teaching Notes forall Topic and Language focus Units; Time to spare? sections at the end of every Topic ‘and Language focus Unit. A final aspect of methodology is the use of the mother tongue. In CES the mother tongue plays an important role in two main ways, Firstly, a number of tasks, particularly in the Language focis Units, ask the students to think about the structure of their language and to compare it with English. Secondly, as the Teaching Notes rake clear, we anticipate that some of the initial casks wall take place in the mother tongue, particularly in the early stages of the course. There are a number of reasons why ‘we have designed the course in this way. ‘When people are learning they always try to make sense of ‘what is new" by comparing it with what they already know. This means that, whatever the teacher or the coursebook says, students will translate the foreign language into their own language and it is therefore best if this is done explicitly so that misconceptions can be avoided. In addition, we believe that many students feel completely powerless and lost in language classes, especially in the initial stages, and thus the use of the mother tongue can ease them into language learning. Use ofthe mother tongue also gives the students an, opportunity to participate more fully in making decisions, over their own learning, Examples: Unit 12, x. 9.1; Unt 15, Ex. 2.1; the Language Record pages after the Topic Units and Language focus Units. 4 EVALUATION Summary ‘At the Starter level, evaluation of the students" learning takes the form of self-assessment tasks and a student-produced test. Additionally, Levels 1-1 include tests in the Workbook and evaluation tasks focusing on how the students are working, As we have already suggested, evaluation plays an important part in CES, There are two main ways in which it does so: evaluation of how much language the students have learned and evaluation of the actual process, of learning, In terms of evaluation of language, the Starter level includes self-assessment tasks in the Student’ Book. Later levels of the course provide an initial test (in Unit followed by optional revision exercises) and self-tests in the Workbook. In the Starter level, students are introduced to the idea of producing their own tests. We hhave included student-designed tests since we feel that self-assessment isa vital part of successful language Iearning. Too often students view tests as a very negative experience in which someone else makes judgements about them, Making tests available to the students and involving them in designing their own class tests is intended to reduce this fear and encourage them to view tests asa potentially usefil part of their learning. Examples: self-assessment exercises at the beginning of each Fvision Unit; Unit 19 ‘Maka test" In terms of evaluation of how the students are learning, Levels 1 include tasks (particularly at the end ofa ‘Theme and a large Activity) which ask the students to think about how well they worked, the problems they’ had and how they might do it better next time. As suggested earlier, the purpose of doing this isto raise the students’ awareness of how they are learning and to make them feel more involved in their language course and able to participate in making decisions over both what they need and would like to do. Pationale 14‘We hope that you enjoy using Cambridge English for Schools and that both you and your students find ita rewarding course to work with. We welcome any comments on the materials — whether negative or positive. Please write to us: Andrew Littlejohn and Diana Hicks /o English Language Teaching ‘Cambridge University Press ‘The Edinburgh Building Shaftesbury Road Cambridge CB2 2RU England ‘You can also senda fix to: +44 1223 325984 Oryou can send an e-mail message to: aldh@eupeam.ac.ik ‘There is also a World Wide Web site where you can get continuing information on the course: hetp://wrww.cup.cam.ac.uk/pubgroups/elt/ces/cestop.html 12 RationaleCambridge English for Schools Starter at a glance THE STUDENT'S BOOK ‘The course contains six ‘Themes. Heme Heme THEME = Animal The circle North and In the sun wold = oflif = south Each theme contains three Units, with approximately the following number of lessons. TOPIC UNIT LANGUAGE FOCUS © REVISION/ACTIVITY i UNIT Z Blesons 23lesons 1-2 lessons In each Theme, there isa TOPIC Unit which focuses on different aspects of the Theme. Students read, write, listen and talk about the topic. There is particular emphasis on vocabulary. Each Topic Unit includes a song. ‘The notes at the top of the Unit tell you what the Unit is about and how it links with other school subjects. a Following each Tapic Unit, there is a LANGUAGE FOCUS Unit. Here the scudents focus on grammar, functions and social English Exerc ele sree een iy Atthe end of the Tepicand Language forts Units there is 3 LANGUAGE RECORD. Here, the students can note down the meanings of the words and phrases they have Eenguege Hecerd learnt and complete some examples of the gramunar points. Wintemetesite mi ame: (Cambridge English for Schools Starterstagiance 13‘There are also TIME TO SPARE? exercises at the end of each Tepicand Language focus Unit. These provide extra work for students who finish ahead of the others, or who find the exercises in the Unit too difficalt or who need extra practice. At the end of each Theme, there is usually a REVISION Unit. This asks the students to think about /iow much they have learned and revises the language they have covered. In the last Revision! Unit they can also make a test for themselves. ©) apt ‘Chase one of Hae exerts, fine spare? Possatnton y!sodp Hocadan ae = et easy Revision Make a test yan ae ‘There are also two ACTIVITY Units, These involve the students in working with other students to share their ideas for a larger piece of work. 14 Cambridge English for Schools Starter ata glance‘THE TEACHER'S BOOK ‘The ‘Teacher's Book contains a RATIONALE for the course. This explains why the course is the way itis, the aims, the content and the methodology of the course and the way in which evaluation is treated, Rationale Fees ream fetta ‘Some notes on the Units are included in USING CES STARTER. This also explains how the course can be lengthened or shortened, and how it develops in later levels. SESS inant a ‘epee Using Cambridge English for Schools Starter | ‘Aut A t0.Z of methodology Detailed guidance on teaching English with CBSis provided in a handy 4 TO Z OF METHODOLOGY. ‘This gives practical ideas and explanations. clothes we wear ERUPT Sica nariaamcetenreh aires, en For every Unit, there are detailed Seta tl pi TEACHING NOTES, giving suggested timings and notes for the exercises, These also give cross~ references to the A to Zsection and ideas on how to use the course with mixed-ability clases. ‘The Teacher's Book also contains ideas on how to use the ‘Workbook and answers for Workbook exercises. ‘Supplementary worksheets ESE ronan Notes on the Workbook and Workbook answers At the back of the Teacher's Book, there. are SUPPLEMENTARY WORKSHEETS. These give additional practice in the main grammar points from the Language feus Units and in pronunciation, ‘There is a CASSETTE to use in the classroom. ‘Cambridge English for Schoois Starter at a glance 18THE WORKBOOK The Workbook has the same structure as the ‘Student's Book. Topi. i clothes we wear Langiiage focus = 1 Wier amparaae ane @ © aes i ae a ‘There are four Units that give extra REVISION and ewo Units which revise vocabulary through PUZZLE PAGES. vision a At the back of the Workbook, there are LANGUAGE, SUMMARIES and a summary of the Out and about sections from the Student's Book. ‘There is also a WORKBOOK CASSETTE. This contains extra listening passages, ‘open dialogues’ to talk to, pronunciation exercises and all the songs from the Student’ Book. 18 Cambridge English for Schools Starter ata glance ‘There are also four PICTURE DICTIONARY pages where students can record the meanings of words. Language summariesUsing Cambridge English for Schools Starter ‘This section gives an overview of what the different Units do ard sone ways ir which the course ean be shortened or extended, and culines how the course develops in Level 1. What do the different Units do? As the ‘at a glance’ section shows, there are four types of Units in the Students Book: six Topic Units, six Language _foous Units, four Revision Units and two Activity Units. Topic Units In the six: Topic Units (Units 2, 5, 8, 11, 14, 17), the focus is on an aspect of the Theme, each one taking, very approximately, three fifty-minute lessons, The principal intention with the Topic Units isto build up the students’ vocabulary whilst at the same time developing their understanding and knowledge of the Theme, as far as language level permits. The focus is not on the fort of the language itself but on using language to understand and express ideas, While the students work on the Topic Units, we anticipate that they will be trying to use language they have not yet fully learned or of which they have only a hazy idea, The teacher’ role in this case ‘would be to help the students co express their ideas (e.g by explaining, rephrasing, supplying vocabulary as needed, translating, ctc.). The accuny of the students” Janguage is thus not of vital concern here, The important point to get across to the students is that they can be “English language users’ Language focus Units In the six Longiage focus Units (Units 3, 6, 9, 12, 15. 18). the focus moves from the topic to the language itself. We anticipate these Units taking approximately two to three fifty-minute lessons each. In these Units, the students have the opportunity to look closely at the language they have been using in the Topic Unit, what they have been reading about or saying (or trying to say). The focus is thus on the students’ understanding of how the language works and, as far as is possible, to ‘get it right’ in their own speech or writing, Although the emphasis is on accuracy in these Units, we do not expect students to Jeam everything first time: language learning is a slow process. However, CES has an open structure such that, the same Jangnage will reappear in later Units. Revision Units In the four Revisiow Units (Units 7, 10, 13 and 19), students get the chance to check and revise what they have learned. We anticipate these Units taking one or ‘wo fifty-mninute lessons, depending on how much revision the students require. Each Unit opens by asking the students to self-assess what they have learned. Three Units (Units 7, 10 and 13) then provide revision exercises, which you can either direct them to do ot let them choose, depending on where you think they need further work. Returning to the self-assessment after they have done the revision exercises should help them to see if their own estimations are correct. Revision Unit 19 asks the students to design their own test for the whole class. “Test-writing is a very effective way of developing the students’ understanding for three main reasons + Firstly, it requires them to do some investigation, to focus carefully on the structure of the language and to use it + Secondly, it also helps to break down the fear of tests which many students have and instead ‘encourages them to see tests as an apportunity to find out how much they know. + Thirdly it helps to integrate the class as it provides 1 means of students challenging each other. ‘The evaluation part of these Units gives the students an opportunity to look back at the Units in the Theme and. to consider the level of difficulty of the tasks. This will provide useful feedback for you. Activity Units In the two Activity Units (Units 4 and 16), the students work cogether to produce a larger piece of work. Unit 4 involves them in collecting and categorising examples of English in their own country, and Unit 16 asks them to produce a calendar with descriptions of the months of the year. We anticipate these Units being spread over two lessons, giving the students time to prepare or collect things before the second lesson, (For notes on che Workbook Units see page 107.) Using Cambridge Engish for Schools Starter 47How can the course be extended or shortened? ‘The open and flexible design of the Starter level makes it relatively straightforward to shorten or extend the course. Each Unit is self-contained and there is no continuing, story-line which forces you to do particulzr Units, Although the Units are placed in a logical order, its possible to omit particular Units or change the order for your particular classes. Bearing in mind that a shorter course will not be able to take fll advantage ofall that CES contains, its possible to shorten the course in the following ways: + omit the Activity Units. + ask the students to do the Revision Units at home, * omit Theme A if your students already know the language which ic covers. + omit Unit 20 Question time, + omit some of the exercises in each of the Topic and Language focus Units. In terms of extending the course, the topic-based nature of the course provides an ideal basis for additional project work, supplementary reading, investigations, drama, etc. and for working with other subject teachers. The A to Z of methodology gives many practical suggestions in this respect. ‘The Teaching Notes for each Unit also provide suggestions for additional exercises, in particular for making tasks more or less demanding. In addition, the ‘Workbook provides further practice in all the topics and language, which can be incorporated into class time. How does the course develop in Level 1? Level 1 develops the approach of the Statter level in a number of significant ways: + Topic areas include work on maps, wild animals, health and food, stars and space, the weather and prehistoric people. 18 Using Cambridge English for Schools Starter + The Student’ Book includes a short initial test and optional revision exercises which cover the language presented in the Starter level. This mean that the course has a flexible starting point. *+ Main areas in the language syllabus aze the Present simple, Present continuous, countables/ uncountables, somte/ uy, possessives and the Past simple. + Student involvement in managing their own earning is supported in a number of important ‘ways. In Unit 5 an Everise Box shows students how they can design more exercises for themselves and each other, using an Idens list. Three Revision Units involve them in test- writing. Regular evaluation tasks ask them to think back on how they have worked and how they could improve it next time. The Workbook includes six Help yourself Units which show students ways they can get extra practice with vocabulary, fluency, grammar, spelling, etc. + Culture matters Units present aspects of English speaking societies and compare these with the students’ own culture, + Six Activity Units provide opportunities for students to produce larger pieces of work in English and to work together. + The Parcel of English is introduced. This isa Kink up scheme offered by Cambridge University Press, Teachers using CES can register their class with Cambridge University Press and receive details of another teacher in another country using the course. Unit 8 of Level 1 shows how the students can put together a first Parl of English to send to their ‘twin’ class.What's in Cambridge English for Schools Starter? Before you begin Unit 1, itis usefll to Jet the students 3 Jook through the book. You can do this by using pages Students will need to look carefully at the Workbook. 6-7 in the Student’s Book. Students can work in pairson | Ack chem how they think the cassette can help them. Exercises 1-3. It can help chem with pronunciation (Say it clearly! exercises), speaking (Talk to Tom /Cathy exercises) and 1 listening comprehension. ‘As you get answers, ask the students ifthey can see what, ~ in addition to English, they will learn about in the book Answers (countries and geography, what animals can do, animal ano byes yes dno e yes food, climate, time, the sun and seasons). Answers. ‘A New fiends (map) B Where we lve (symbols for ‘mountains, etc.) © Animal world (kangaroo) D The circle of life (utterly) E North and south (T-shirt) F Inthe sun (clock) Give the students five minutes to see how many pictures, they can find. As the students give you answers, point out the ‘types’ of Units — Topic (where they can leamn about a topic), Language focus (where they can practise grammar, exc.), Activity (where they can make or do something), Revision (where they can check and revise what they have done). Answers Topieft: Unit8 Top right: Unit17 Centre: Unit2 Bottom eft: Unité Bottorn right: Unit 16 ‘What's in Cambridge English for Schools Starter? 19Learn English! Learning English; some basie verbs Note: A word with the symbol EXE shows that you can find more information and ideas in the AroZ of methodology | (pages 80-106). A symbol like this = means that you need the cassette. TEACHING NOTES FOR UNIT 1 Overview of the Unit Unit 1 teaches the students some basic verbs (speal, read, listen, etc.) and introduces them to some of the various things they will do in the book. They can also learn how to say the alphabet in English and the numbers 1-20, Timing Here are some suggested timings for the exercises. These are very approxiate and they will vary a lot fom class to class, student to student. You will also need to allow time for settling the students down, moving them from exercise to exercise, etc. 1 How ean you leara English? 0 Have fin! 24 Playa game 10 22 Apuade 3 3. Think! 10 4 Practise! 41 Whoesetey? 10 4.2 Practise with youreeacher 5 43. Practise in pais 3 5 Lean the alphabet 5.1 The English alphabet Hea 5.2 Whats the word? 10 53. Phy game! Letter Bingo 1 6 _Singa songl 8 7__Leam the numbers 7-4 One, avo, three : 8 20 Unit Learn Engi) 72 Think 10 73 Playa game! What the word? 15 8 Your Language Record 15 What you need ‘The Class Casseite for Exercises 4.1, 5.1, 8.3 (optional), 6 (song) and 7.1 (optional). Workbook Workbook Unit 1 practises the following: + Exercises 1-2: vocabulary. + Exercise 3; pronunciation and fixed phrases. + Exetcise 4: writing and speaking. + Exercise 5: the alphabet. + Exercise 6: singing a song in English. + Exercise 7: numbers. Guidelines 1 How can you learn English? ‘Read through the picture captions with the students and then give them a few minutes to write yes or no by each cone. As you go through their answers, ask them to read the caption aloud, ‘This exercise aims to teach some basic verbs and also to raise the students’ awareness of how they can learn English and what they need to do to learn. A discussion in the students’ mother tongue could usefully introduce some important points: + Learning a language requires an active approach. Students will need to practise a lot and look for opportunities to practise.‘They can help each other by practising together a¢ school and at home, by testing each other, and by doing things in English together. + Sleeping (either at home or in class!) will not help them learn English. + Playing games with a computer may help in a small ‘way, but the language that they learn through. computer games is unlikely to be useful and will be very repetitive. + Singing can improve pronunciation and fluency. Reading, writing, speaking and listening can all help alotin learning English. With this course, they will bbe using all four of those skills + WE Ex 1-2: a vocabulary puzzle. Exercises 2-4 show the students the different kinds of things they will be doing in the course. 2 Have fun! 2.1 Playa game [EXE Prysicat Movement ‘To play the game, first mime each word as you say it ‘Then ask the students to stand up and mime as you say each word. ‘You could play it as a competitive class game (students sit down if they make a mistake) or a team game (a team Joses a point ifsomeone in the team makes a mistake). 2.2 Apuzzle Answers 5 7 (w a alnle ve LL Tstal A ote D ojele kK] [A K 3. Think! Alot of exercises in the book ask the students to work things out themselves. Here, students can work in pairs to make alist of the words they can understand, with the meanings. 4 Practise! ‘The following three exercises show the students how they can get practice: 4.1 through listening, 4.2 practising with you, the teacher, 4.3 practising in pairs 4.4 Where are they? =I EA ustenna Play the cassette two or three times, The students are just listening for where they think the people are, FI rarescriet 1 Ima park Houme Hello, Pam. How are you? Pn: Ob, fine thanks, fine, How are you? Wom: Not too bad. Pun: Oh good. Hows... (fade) 2 Ina town Boy: Hello, Mrs Brown! Hello, Mr Brown! How are you? Homa: We're fine, thanks. How are you? Boy, Fine! Bye! Woman: Goodbye! 3 Ina school ‘Teacher. Flelio, Steven. How are you? Boy: Fine, thanks, How are you? ‘Bacher. Fine. Goodbye! Buy: Bye! 4 Ina factory Man: Good morning, Jane. How are you? Woman: Fine, thanks, John. Hlow are you? Mar; Not too bad, thanks, Jane. Bye! Woman: Bye. 4.2 Practise with your teacher ‘Ask students around the class so that they know what to do in pairs. 4.3 Practise in pairs PAIRWORK + WEExs.9 and 4: extra speaking practice. 5 Learn the alphabet 5.1 The English alphabet [= Students may already know the English alphabet. If you write the alphabet on the board, you can check if they know it. Some letters have similar sounds. Ask the students to say the letters in groups, either after the cassette or after you. Unit? Leamenglisht 215.2 What's the word? ‘The students can look at pages 8-10 and choose words to spellin pairs. 5.3 Play a game! Letter Bingo I IEA cames ‘Weite che letters of the alphabet down and call them out in any order. Cross them off your list as you say them. Students have to cross the letters off their cards. The first person to cross offall his/her letters is the winner. + WBEX.5: practice with the alphabot. 6 Sing a song! Hello, friend (How are you?) =i soncs Play the cassette first and then ask the students to sing along with it. + WBEx.6:the song ison the Workbook Cassette 7 Learn the numbers 7.4 One, two, three ... EZ] Ask the students to say the numbers either after you or after the cassette, You could do it in sections, e.g. 1-5, 6-10, 11-15, 16-20, repeating each section. Next, you can write numbers on the board and point ro them so that the students say the name in English. 7.2 Think! Students can also write some number patterns for their neighbour to complete. Answers: a eight (increasing by two) b twenty (increasing by five) ninateon (adding 3, then 4, then 5, then 6) fourteen (decreasing by two) seven (decreasing by three) 7.3 Play a game! What's the word? Explain the game to the students. Ask them first to choose four words from the Language Record, and secretly write them anywhere on the squates, For example: (NT TeTa rE TST ner PE Ten sire In 22 Unit Loam Engisn! ‘They then take turns in pairs to ask each other the letters and try to guess the words. For example: = What’ number 3? = Nothing. — What's number 172 -s. + WBEX.7:extra number practice. 8 Your Language Record EEE Laneuace reconp ‘There are Language Records after each Topic and Language _foaus Unit in the book. These give the students a summary and an easy way to reftesh their memory. Later, the students can complete the Language Records at home, but it is better to do the first Language Records in class. Read through the words in the vocabulary list and the phrases and ask the students what each one means. Tell them to write the meaning in their language. ‘Time to spare? EXE time to sane? Acthe end of each Topicand Language focus Unit, there are Tite to spare? exercises for students who finish before the thers or who need extra practice, Answers Peter: Hello, Susan. How are you? Susan: Fine, thanks, How are you? Peter, Fine. Byel Susan: ByOVERVIEW OF THE THEME Units 2-4 together form Theme A. The theme focuses on people and places. Unit 2 teaches some language for talking about yourself znd where you live, Unit 3 focuses on the use of ‘this’ and ‘that’, the verb ‘be’ and some asstoom language. Unit 4 is an activity Unit in which scuclents can collect and classify English words used around them. ‘Before the students begin Unit 2, you can help them get an overview of what they will be doing, On the blackboard, write (in the mother tongue): Find: a amap of the world b apicture of some fiats in Rome ¢ aBingo game ‘Where can you learn: d the numbers? @ howto use ‘this’ and ‘that’? {names of things in the classroom? What can you do in Unit 4? Give the stuclents 5~10 minutes to see how many answers, they can find from Units 2~+. ‘Answers a Tand2t; b 16 © 1%; d 17; e 19; £22 InUnit4 they can make. poster of Engjish words around them. EX overviewinc zafe fop ic Around the world Leaming English; some basic verbs nya nn raeiprperptasmpeeneenennenereneeeee TEACHING NOTES FOR UNIT 2 Overview of the Unit Unit 2 first teaches the use of I’, ‘he’, and ‘she’ with names and ages. Students can make a poster about themselves and where they live. The Unit contains the first Decide exercise where students can choose between a vocabulary and writing exercise. They can learn the numbers 10-100 and also sing a song, Timing Here ate some suggested timings for doing the exercises. These are very approximate and chey will vary a lot from class to clas, student to student. 1 tm 1 What’ your name? 10 1.2 Practice 3 1.3 Foursudents 8 2 Around the world 241 They vein 5 2.2. Paula ad Sstons - 8 3 Aphoto poser A picture of you 15 3.2. Yourtown 1s 4 Decide. 15 5__Singa song! 5 6 _Leam some more numbers 6.1 Tea, owenty, they. 5 6.2. ‘Thirteen or thir? 5 6.3. Twenty-one, ewenty-10 10 64 Phy Bingo! 8 7 Your Language Record 6 (Gee also EXSEA rns.) 24 GEERT unit2 Topic What you need ‘The Class Cassette for Exercises 1.1, 1.3, 3.2, 5 Gong), 6.1, 6.2, and 6.4 (optional). Students will need drawing paper and coloured pens for Exercise 3. Supplementary worksheets Say it dearly! worksheet 1: pronunciation of numbers, ‘he, ‘she's! ‘we'e’, etc, Workbook Workbook Unit 2 practises the following: *+ Exercise 1: usefal social phrases. + Exercise 2: reading and writing, + Exercise 3: use of ‘he’, ‘she’ and ‘it’. + Exercise 4: pronunciation and fixed phrases, + Exercise 5: speaking in an open dialogue. + Exercise 6: vocabulary + Exercise 7: pronunciation of numbers. + Exercise 8: singing a song in English. Guidelines Play the cassette two or three times and then ask the students if they can tell you in their mother tongue what they think Carolina and Filippo are saying, ‘You can then ask around the class ‘What's your name?" “How old aze you?" 4.2 practice GROUPWORK and MONITORING AND GUIDING Students can now continue practising in small groups. 4.3. Four students PROCESSING TIME You could go through the answers orally before you ask the students to write. They can listen to check their answers,Tapescript ‘My name's Carolina. I'm twelve years od. ‘Mynname's Marek. I'm thirteen years old || My name's Paula. I'm eleven years old. | My name's Satoru I'm fourteen years old. + WB Ex. 1-4:turther practice with, ‘he, ‘she! and ths! 2 Around the world 24 They live in... Read through the texts with the students and then ask them to join them to the correct country. Point out the use of ‘she’ (che is), ‘hes’ (he is), and ‘this is. Answers Carolina Italy. Marek ~ Poland. 2.2 Paula and Satoru Itis probably best to start by going through orally what the students can write, They will need to turn back to page 1-4 for information about Paula and Satoru. Answers ‘This is Paula. She's eleven years old. She's from Braz ‘This is Satoru. He's fourteen years old. He's from Japan. + WBEx. 1-4 further practice with', he, “he? and "this Say t Clearly] worksheet 1: pronunciation of he's, ‘she, ot. 3 A photo poster DISPLAYING STUDENTS’ WORK 3.4_A picture of you Exercises 3.1 and 3.2 together build a photo poster about each student, You could ask the students to do this on. large pieces of paper which you can put on the classroom, wall 3.2 Your town Before the students begin writing, you can play the cassette Ifsome students finish early, you can ask them to work on their Language Record and the Time to spare? exercise. Answers har jatoru; Rome in + WE Ex. 5:an open dlalogue to practise speaking about yourself. 4 Decide... XE] vecipe Exercises In pairs, the students decide which task - vocabulary or ‘writing — they would like to do next. Go through Exercises 4.1 and 4.2 first so that they see what the choices are. While they are working, go round and give individual help and advice. Ifsome students finish early you can get them to start work on their Language Record and on the Time to spare? exercises on pages 17 and 18. 4.1 What's the word? The key point here is to encourage the students to make another puzzle for other students. Answers [mlz[>[2 EEG Ele 4.2. Some more countries Example answers | Chiles along country. Russiais a big country. New Zealand Is a small country. Australia is a big country. Norway's along ‘+ WBEx 6: vocabulary practice. 5 Sing a song! Hello, hello! [=i EM sonas Play the cassette first and then ask the students to sing along with it. + WBEx.6:the songis on the Workbook Cassette. 6 Learn some more numbers 6.1 Ton, twenty, thirty... [i ‘Ask the students to say the numbers either after you or after the cassette. Next, you can write numbers on the board and point to them so that the students say the name in English. Ensure that they pronounce the ending ‘-ty" clearly. 6.2 Thirteen or thirty? I Before playing the cassette, remind the students of the ‘teen’ ending of the numbers 13, 14, 15, etc. Practise with some numbers on the board, unit2 Topic 25Answers 15 60 19 30 90 14 70 13 6.3 ‘Twenty-one, twenty-two ‘Writing numbers beyond twenty is quite easy in English. The only point to make is the use of the hyphen, e.g. twenty-one, Students can then write some numbers for other students to write in full. (Ask them to write their answers fist) Answers: ‘twenty-one, thirty-two, forty-seven, fity-four, shty-seven, sseventy-four, a hundred and one, eighty-ight, two hundred and twenty-five, 6.4 Play Bingo! Si You can either play the cassette or read the tapescript. ‘Tapescript 22 15 76 1 45 11 49 14 67 93 9 90 83 44 100 18 19 80 77 41 ‘+ WB Ex. 7: pronunciation and recognition of numbers; ‘Say t cleariy! worksheet 7: pronunciation of aumbers, 26 REEEERY unit2 topic 7 Your Language Record LANGUAGE RECORD ‘Time to spare? Answers 1 This is Akis. He's twelve years old, He's from Graaca, This is Dave. He's eleven years old. He's from the United States of America. This is Susi. She's twoive years old. She's from ‘Colombia. This is Cem. He's thirteen years old. He's from Turkey. 2 22361 JOD 88464550 12453320Ear guage focus Advance warning! “this that "be's classroom vocabulary Students will need to collect English words from newspapers, posters, etc. for Unit 4. While you are working on this Unit, it will be useful to do Exercises 1 and 2 of Unit 4. ‘TEACHING NOTES FOR UNIT 3 Overview of the Unit Unit 3 teaches ‘this'/‘that’, Students try to make a rule to explain when to use ‘this’ or ‘that’, then test out their rule and get further practice. Practice of ‘be’ and making questions with ‘be’ then follows. An Ii the classroom section teaches the names of some common classroom, objects, Timing Here are some suggested timings for doing the exercises. ‘These are very approximate and they will vary lot from class to cass, student to student, 1 Anew school and new fiends 1A What are they saying? 1.2. Are you new hese? 18 2 What's this? What's th 1 “This ot hae’? Make a rule 5 22 Tesyournile 5 2.3 Introduce someone 5 3. Here weare 3.1 The verb ‘bet 8 3.2 Where are they? 2 3.3 Playa game! Memory 2 + Gass 5 5 Inthe classroom 5.1. Things in your classroom 5.2 Ask your neighbour 6 YourLanguage Record 1 (See also EXE viwins.) ‘What you need The Class Cassette for Exercise 1.2. Supplementary worksheets Language worksheet 3.1: ‘be’, ‘this/that’ and new vocabulary Language worksheet 3.2: ‘be’ question forms and new vocabulary Say it lealy! worksheet 1: numbers, ‘he’, ‘she’, ‘we're’, etc. Workbook ‘Workbook Unit 3 practises the following: + Exercise 1: ‘this’ and ‘that’, + Exercise 2: ‘he’, ‘she’, wwe! + Exercise 3: pronunciation and fixed phrases. + Exercise 4: speaking in an open dialogue. + Exercise 5: vocabulary. + Exercise 6: numbers above 20. + Exercise 7: pronunciation of pronouns + ‘be’. Guidelines 1 Anew school and new friends 4.1 What are they saying? Explain the situation to the students (Susan is ata new schoo)) and then ask the students what they think Susan, Kate and Tony are saying to each other. Example answers What's yourname? My name's ... What class are you in? I'm in class: Unit Language fecus a1.2. Are you new here? i [EEE] LISTENING, MONITORING AND GUIDING A suggested procedure is: + Play the cassette once (students can have their books open or closed as they prefer) and then ask them what, Kate, Susan and Tony are talking about (ie. a general understanding). + Play the cassette again. You could put some questions in the mother tongue on the board: Are Kate, Susan and Tony in the same class? Are Tony and Kate new at the school? Where is Tony going after school? + Play the cassette again, pausing in sections to check: that the students understand in their mother tongue. Then, put the students into groups of three to read the conversation together. + WBEEs. 4:2n open dialogue about te students? school 2 What's this? What's that? 2.4 “This? or ‘that’? Make a rule ERE inpuctive Grammar Students can work alone or in pairs. Give the students a few minutes to try to work outa rule, Also point out that “that ¥’is short for ‘that is! Answer “This' Is usually used for objects near the speaker; ‘that! for objecis further away. (Note, however, ‘that’ used in phrases such as ‘That's £2, That's right) 2.2 Test your rule Answers Thisis myhouse. That's my house. Thisis Steven and ‘that's Isabel, This is your sandwich. That's my sandwich, 2.3 Introduce someone Ask the students to introduce two other students to the class, Insist on the correct pronunciation of th’. You can show the students how they should put their tongue between their teeth + WBEs. 4 and Language worksheot 3. this! that’. 3 Here we are 3.1. The verb ‘be” (EG Grammar, PRocessiNe TIME Read through the table with the students and then give them some time to try to complete the table before you go through the answers. Encourage them to look baek at Unit 2 for examples. Check for the correct pronunciation of each answer. 28 Unita Language focus Answers I'm, You're, We're, You're, They're, He's, She's, Its; Wheream |? Where are you? Where are we? Where are you? Whereare they? Wherelshe? Where is she? Whereis it? 3.2 Where are they? Before the students write their answers, you could go through them orally ‘You could also encourage them to work in pairs and to help each other. Answers 2 He'sin Brazil, 9 They're in Thailand. 4 He'sin lily. 5 They'rein Greece. 6 She'sin Argentina. 7 She'sin Colombia, 8 They'einJapan. 9 They'rein Poland, 10min : 3.3 Play a game! Memory HR cames moles ‘You could play this asa game around the class in small {groups or in teams. Alternatively, you could give the students a few minutes to look at the map and then ask them to close their books. Then, call outa name (Akis, ‘Maria, etc.) and ask the students to write a full sentence about where that person is. When you have finished all ten names/places, go through the answers, Students can give themselves 1 point for correct information and 1 point for correct language. You can go through the answers of the person who says he/she has the highest points “+ WBEX. 2nd Language worksheet .1:'bo' and personal pronouns; Language workshectS.2 ho! question forms. pronunciation of he's’, 4 Guess In this game, students have to draw a boat,-a train, a bus, ora plane arouid pictures of Jack and Linda, Susi, Paco and Anali, and Konrad. (They can copy this into their exercise books so they don’t have to write in their books.) ‘You can go through an example on the board first. Students can now work in pairs to discover what their partner has drawn. The fist person in each pair to guess all four locations and people is the winner. 6 In the classroom 5.1 Things in your classroom Students can do this alone or in pairs. You could encourage dictionary use to check the answers.5.2. Ask your neighbour ( Painwonk ‘You could ask the students to put some objects on their desks first, so that they can use ‘this’. Before che students, work in pais, you can go through a few examples with chem, 6 Your Language Record BM Lanauace recon Time to spare? TIME TO SPARE? Reminder! Remind the students to bring examples of English words that they have found for their next lesson (Unit 4). Unit Language focus 2ivity English in our world Mating a poster of English in your ife TEACHING NOTES FOR UNIT 4 Overview of the Unit In this Unit, students collect English words that they see around them, divide the words into categories and then make a poster. The purpose of this isto daw the students’ attention to how much English they already know, how. ‘much they can learn from the English around them and to see how English has entered into their own language. The Unit also gives the students the opportunity to organise and plan their own work in groups. Timing ‘The Unit needs to be done in two parts, ‘Before your lesson’ is a short discussion stage about where they can find English around them. They then collect words, phrases, pictures etc. and bring them to the next lesson to ‘make the posters ‘in your lesson’. The timings given here are very approximate, Before your lesson 1 _ English in your language 2 2 English is everywhere! Tryon 3. Your English words 25 4 Makea poster 5 What you need The students will need poster paper, scissors, glue and coloured pens. You could also bring some examples of English words that you have found in newspapers, magazines, advertisements, etc. in case the students don’ bring enough. Mixed-ability classes Students can work at their own level of ability in this unit. Workbook Workbook Unit 4 isa puzzle page to revise some of the language covered in Units 1~3: vocabulary, ‘he/she’, and numbers. 2 Unité Activity Guidelines Before your lesson 4 English in your language EM viscussion Before putting the students in pairs, you could ask the class for suggestions of English words in their language. Build up a short list on the blackboard and then ask students to continue in pairs. 2. English is everywhere! ‘This is intended as a class discussion (in the mother tongue), about here exactly students can look for English words and phrases. Some more questions you cant ask to stimulate their ideas: + Where exadly at home can you look for English? (e.g, instruction leaflets, packaging, CD boxes, record sleeves, cassette boxes, newspapers) * Where exactly at school? (e.g. notices, the computer room, in the library) + Where exactly in the shops? What shops? (e.g. restaurants, electronics shops, tourist shops, music shops) + Where exactly in the town? (e.g. trafic signs, advertisements, posters, tourist shops, signs on buses and trains, bus stations) + any other places (e.g. offices, barks) Snudents can also bring some pictures that they have found with the words and phrases. In your lesson 3. Your English words GROUPWORK, MONITORING AND GUIDING Students now sit in small groups and collect their words and phrases together. They then try to put the words in groups: e.g, sport, music, technology, computers, business, food and drink, tourism. While they are working, you can go around the groups. You could help‘with words they don’t understand and stimulate their thinking about how to categorise them. ‘You could ask the students where they think English has ‘most influence (and perhaps whether they think that is a good/bad/unimportant thing). ‘The students will inevitably bring in many words that they don't understand. The aim of the activity is not that they understand every single word, but that they become actively involved in thinking about English, Ask them where they found the words. Does that give any clue about the meaning or the topic? 4 Make a poster [EE visptavine stuvents: work Their collections of words, phrases and pictures should make a colourful poster that you can put on the classroom wall, in the school corridors or in an album. Encourage the students to use their imagination in the design of their posters. You could allow some class time for students to look at each other's posters. You can make this into a language task by making a quiz about the posters in the mother tongue. Students then have to look at the posters to find the answers, For example: (nother tongue) Find the English word: ‘Samdun sells cofour televisions. Aplace where you can park your car, ‘Acomputer uses a mouse. ‘Somewhere you can eat. Unit4 Activity atOVERVIEW OF THE THEME Theme B (Units 5-7) focuses on different countries in the world. Unit 5 teaches the names of countries, languages and some geographical features, The students can make a poster about their country and play a miming game. There is a Decide exercise where students choose between two tasks. Unit 6 teaches and practises the use of ‘a/an/the’ and language for shopping. Unit 7 revises the language covered in Units 1-6. Before the students begin Unit 5, you can give them another task to overview what they will be doing. On the blackboard, you can write (in the mother tongue): Look through Units 5~7. Find the answers: ‘a Where do Shoko and Satoru live? bb Inwhich exercises can you play a game? © How many rooms are there in Kate's house? 2 Gna Find the picture: d ashop fe abedroom f amapof Britain Give the students 5-10 minutes to see how many answers they can find. Answers a Japan; b Unit 5, Ex. 4, Unit6, Exs. 13 and 2.4; © sixrooms; d pegeS4; e pages7; f page sé. HM overviewineTopic Your country ‘Names of countries ant continents; curricular links with geography TEACHING NOTES FOR UNIT 5 Overview of the Unit ‘Unit 5 first shows the students how they can talk about different countries: the continent, the size and the language and what physical features each country “has got’ (mountains and rivers, etc.). They can then make a poster about their own country. The unit includes a miming game, a song and a Decide exercise ‘Timing Approximate timings (which will vary considerably ffom class to class, student to student) are: 1_ Where ae you? 14_The continents @ 1 2° Some more countries 2a Where are they? 30 3__ Come wo my country! 3 Playa gamel What's the counay? 10 5 _ Singa songl io 6 Decide 20 7 Your Language Record 5 ‘What you need “The Class Cassette for Exercises 1.1 (optional), 1.2 {optional}, 5 (song). Stacents will need drawing paper and coloured pens for Exercise 3 (make a poster) Mixed-ability classes and supplementary worksheets Exercises 1.2, 3 and 6 have additional notes for mixed~ ability classes. Say it clearly! worksheet 1: pronunciation of ‘-teen’ and ty’; plurals /5/ /2/ /rz/. ‘Workbook Workbook Unit 5 practises the following: names of continents, : writing about countries and people. : vocabulary. pronunciation and fixed phrases. reading. speaking in an open dialogue. : pronunciation of //, /i/ /e/ /20/. + Exercise 8: singing a song in English. Guidelines 4 Where are you? 4.4 The continents 1 curricutum uinks Students will need co draw on what they have learned in geography co complete the labels. They could work in pairs or small groups to share ideas. As you check answers, insist on a clear pronunciation of the vowels, Answers a Europe, b NorthAmerica, ¢ Asia, d Attica, Austala, f South America, g Antarctica, Read through the example text with the students, checking that they understand. Then, ask them what they can say about their country. For further practice, ask them what the people in some other countries would say: the United States of America, Brazil, Japan, Italy, ete ‘+ WBEx. ts names of continents; WB Ex. 7: pronunciation of names: ‘of languages. 1.2 People and places writing Before the students begin to write, itis a good idea to go through heir answers orally first. Students can work in’ small groups or pairs to help each other. Units Topic 33-APESCRIPT Lais and Maria live in Brazil. Brazil is in South America, It isa big country. ‘They speak Portuguese, Isabel and Carlos live in Uruguay. ‘Uruguay is in South America. Itisa small country. They speak Spanish. Mario and Valentina live in Italy. Italy isin Europe. Its along country. ‘They speak ftalian, Yoshi and Shoko live in Japan, Jopanis in Asia. It isa small country. ‘They speak Japanese ‘+ WBEx.2: more writing about people and places. 2 Some more countries 21 Where are they? Note: This exercise requires the students to use ‘has got’. However, this is simply a ‘fixed phrase’ here. “Have got’ is taught fully in Unit 18, ‘This exercise prepares the students for the poster making activity in Exercise 3. After the students have labelled the continents, read through the key to the symbols. You can then ask the students what each country has got. Answers Chile and Brazi: South America; Italy and Greece: Europe; Mexico and the United States: North America; India and Japan: Asia. a Greece has got mountains and beaches. ey Unit Topic b Italy has got rivers, beaches and mountains. © Brazil has got forests, rivers and beaches. 4 Chile has got beaches and mountains, @ Japan has got mountains. | { India has got mountains, rivers and forests. 4g The United States has got beaches, rivers and mountains. hh Mexico has got mountains, rivers, beaches and forests, + WBEx 3: vocabulary puzzle. + WBEx 5: come fied phrases. 3 Come to my country! ( Posters ‘Students can work in pairs or small groups on this task. ‘Asan alternative to a poster, students can make a postcard of their country. MIXED ABILITIES ‘More sipuot ea be given by “The task ean be inade more demanding by _ slang students to write more about thelr county + WO. 6:an open dlogue about the students county. 4 Playa game! What’s the country? GAMES, PHYSICAL MOVEMENT ‘To support the game, you can puta list of points to mime on the blackboard: continent, ithas got ..., big/small? + WBEx.5: reading about countries. 5 Sing a song! There is a country sonas + WBEX.6 the songis onthe Workbook Cassette. 6 Decide... (EY DecIDE EXERCISES, STUDENT INVOLVEMENT Asin Unit 2, itis best to go through the two exercises first, so that students understand what they have to do. Both exercises focus on writing, (See BREE wrenactive wane.) MIXED ABILITIES ‘Saudents will probably find Exercise 6.1 easier than | Beercise 6250057 6.1. Answering and asking Answers 2 They'reinAsia. 9 it's in South America. 4 Wt’sin Europe,Note: Students should also write the answers to the questions that they write, so other students can check their answers. 6.2 What countries are they? 7 Your Language Record IGE Lancuace RECORD Time to spare? (EE time To spare? Answers a Canada. b tay. © Switzerland, d Brazil aoe ACTALWEHKFE@PEAR ATRUF RTOAWIWWL ENGLISHDRWFTAHY HJUAGIWUGPANTSH HJOUEENGLANDS OY ERTIWERTUETMN BV GWM EXTCO)O UNG FON SU LVeEo FEUROFE)S GSTAH TGR FERENCE). Units Topic 35Rooms; avanvth's plurals; shopping ‘TEACHING NOTES FOR UNIT 6 Overview of the Unit Unit 6 teaches the names of rooms ina house and some common objects at home. The students form a rule to explain when to use‘ and ‘an’ and also practise the use of ‘the’ and plurals. The Out and about section (Exercise, 4) teaches how to ask for things in shops. ‘Timing Approximate timings (which will vary considerably from class to class, student to student) are: 1 Susan visits Kate 1A Aplin ofthe house 8 1.2 In the howe 5 13. Phys game! Where am 2 10 2 _Indhe living room 2.1. Label the pieare 15 2 Make a rule "Test your mle Phy Bingo! : 5 Where's the ct? 5 3 _ Seven pitores 15 4 Outand about with English 4a Whats th 3 2. Kate and Suan in the shops 10 43. Ask for things 5 5 _ Your Language Record 5 What you need ‘The Class Cassette for Exercises 1.2, 2.4 and 4.2. You could also tale some objects for students to role play buying things in shops (see Exercise 4.3) 3 Units Language fous Mixed-ability classes and supplementary worksheets Exercises 1.2 and 4.2 have additional notes for mixed- ability classes Language worksheet 6.1: "9, ‘an’, ‘che’ and new vocabulary. Language worksheet 6.2: plurals and the language of shopping. Say it clearly! worksheet 1: -teen and fy, plurals /8/, /2/, fal. Workbook ‘Workbook Unit 6 practises the following: + Exercise 1: names of rooms and ‘be’ cercise 2: describing your own house + Exercise 3: use ofa" or ‘an’. + Exercise 4: plurals and ‘the’ + Exercise 5: speaking about your house in an open dialogue. + Exercise 6: pronunciation and fixed phrases. + Exercise 7: pronunciation of /s/, /2/ and /r2/ in plurals. Guidelines 1 Susan visits Kate 1.1 A plan of the house INE processine TIME Give the students some time to look carefully at the house plan before you go through the answers. You could go on to ask the students what rooms they hhave in their houses/flas Answers Kate's house has got six rams. Ithas got three bedrooms, ‘one living room, one bathroom and one kitchen. Ithas got twelve windows. + WBEX 1: more practice with names of rooms and bt * WB.Ex 2: planof the students! own housesitiats.,4.2 In the house LISTENING Ei ‘You could ask the students to close their books the first, ‘time you play the cassette, to see how much of a general, understanding they can get. Allow the students time to read through the conversation before you ask for the names of the rooms they see, ‘You could then go through the conversation, checking their understanding, before you ask them to read itin groups of three. ‘Answers ‘They see: the living room, the kitchen, the bathroom, Kate's bedroom. | MIXED ABILITIES | More support ca be given by. asking the students to read through the conversation swith partner, checking that they understand itn their mother tongue. giving the students.a translation ofthes SeMtENCES | Or, key phrases in the conversation which ‘thatch to the text in the book. 1g only. o11 4 Small section of the (e.g from 'Here we are! to ‘There’ the school’) h ‘The task eait'be rade snore demanding by i * giving the sudents sentences from the conversation 0 separate pieces of paper. They have to Pe =in the right order, _ Rate, Susin and Toy go into the garden, ve = hey see from the garden? ‘+ WB.Ex.5: an open dialogue about the students! own hhousesitias, 4.3 Play a game. Where am I? GAMES, PHYSICAL MOVEMENT 2 In the living room 2.1 Label the picture Students can work in paits to label the picture, 2.2 ‘A? or ‘an’? Make a rule (EA nouctive cRamman Ask the students to make a list of ‘a’ and ‘an’ words. Then give them a few minutes to try to work out when we use ‘a’ and when we use ‘an’ Answer ‘an’ is used before a vowel sound (usuelly the letters a, e, |, 0, ‘ais used before consonants (ll other letters). Note: ft is the sound which is important, not the letter itself (e.g. ‘an umbrella’ but ‘a uniform), The number of cases where & vowel letter makes a consonant sound is not large, soit is nat necessary to tll the students about this now. 2.3 Test your rule Answers ‘an aeroplane, a ball a bank, a park, an egg, an exercise book, abus, a football, a schoo', an alarm clock, an orangutan, computer, a house, ataxi, an insect + WB Ex. Sand Language worksheet 6.1: more practice with ‘a’ or 2.4 Play Bingo! =] You could play the cassette or read the tapescript yourself, Alternatively, you could write each item on a piece of paper and choose them at random. (The order on the cassette ensures that the three cards are completed only with the last three items in the list.) TAPESCRIPT am aeroplane an exercise book an orangutan anegg analarm-clock ahouse aball a computer afootball abank ataxi abus apark aschool an insect. 2.5 Where's the cat? EEE] MoTHER TONGUE, TRANSLATION ‘The use of ‘the’ may not present any problems for your students, depending on their mother tongue. In English, ‘the’ is generally used when the speaker is thinking ofa specific thing or if there is only one. For example: “Is the window open?’ (= the window we can see now, oF the window we are talking about) ‘Isa window open?” (= any window in this house) Before you ask the students to work in pairs, ask che class questions about the pictare in Exercise 2.1. For example: ‘Where’ the telephone? (It on the table.) ‘Where's the elephant? (Ie on the television.) ‘Where’ the cat? (Its on the sofa.) Where's the umbrells? (Its on the table.) ‘Where's the radio? (Its on the table.) Insist on the correct pronunciation of ‘the’ /83/. (The plural form comes in Exercise 3.) ‘+ Wi Ex. 4:mora practice with the’. Units Language focus 373 Seven pictures As you go through the answers, point out the three different pronunciations of s’: plants /s/, pictures /2/, oranges /t2/. Insist on the correct pronunciation as they answer the questions ‘Where are the pictures? etc. Answers ‘wo apples, two windows, three oranges, five plants, six books, seven pictures + Language worksheet 62: plurals. + WB Ex. 7 and Say clearly! worksheet hal. 1: pronunciation of hi, /2h, 4 Out and about with English ‘The Out and about with English sections offer listening, reading and speaking practice in the use of social English. 4.41 What's this? Answers missing labe's are: 2 pencil, a ruler, a pen. 4.2 Kate and Susan in the shops EI Read the conversation with the students, checking that they understand it. They can then read it in pairs or groups of three. Notice the use of ‘this’ and ‘chat’ in ‘this magazine’ (= the one Kate has near her) and “that packet of sweets’ (the one away from her), and in the fixed phrase ‘That’ 50 pence’ 38 Unité Language focus _» alternatively, a moze difficult task is to put an outline that the students have to recreate. For example: = ‘MAN: Hello. ‘You caus reczeate the conversation arouind the class, befote they work in pairs/aroups of three. 4.3. Ask for things [Ed rove PLay ‘This can be more fun if you use real objects, money and perhaps some items of clothing (hat, coat, scarf, etc) Students can act out the dialogue in pairs before you ask some students to actit for the class. ‘+ WB Ex.6: pronunciation of fixed phrases; Say it clearly! worksheet 1:-teen, and-ty. 5 Your Language Record IE Lanauace rEcoRD ‘Time to spare? IME time To spare? Answers 2 The pictures are on the wail ‘The oranges are on the table, “The cats on the sofa. The radio is on the table. “The umbrellas on the table,Revision Revision of Units 1-6 ‘TEACHING NOTES FOR UNIT 7 Overview of the Unit Unit 7 revises some of the language covered in Units 1-6 The students are first asked to reflect on how well they think they know the language covered. Exercises then follow to revise and check. The last exercise (Exercise 4) asks them to reflect again, and indicate where they still need more practice. Timing “Approximate timings are as follows: How well do you know 1 Where are they from? 1.1 Heve are my fiends 1.2. Some more fiends 2 Whatsin the picnre? 0 3. Wires loner 5 4 More pmedce 5 ‘What you need No extra materials required, Mixed-ability classes and supplementary worksheets Language worksheet 3.1: This’, ‘that’ and numbers ‘Language worksheet 3.2: ‘Be’ ‘Language worksheet 6.1: ‘A’, ‘an’, ‘the’ and new vocabulary, ‘Language worksheet 6.2: Plurals and shopping Say it clearly! worksheet 1: Units 2 and 3 *-teen’, ‘ty’; “he’s, ‘she¥’, Swe'te', ete Units 5 and 6 A/, /12/, /e/, Feels [8/, fal and Mal. (See also EYRE noxeo asus.) Workbook ‘Workbook Unit 7 practises the following: + Exercise 1: personal pronouns and ‘be’. + Exercise 2: plurals + Exercise 3: talking about yourself, your home, your age, ete. Guidelines How well do you know it? AUTONOMY ‘The purpose of the self-assessment chart is to encourage students to think about their learning and decide where they need extra practice. Give the students a few minutes to tick the chart. They can compare with other students or discuss it with you before they do the exercises that follow. Encourage them to look back through Units 1-6 to reffesh their memory {particalarly Units 3 and 5). Students should be able to work on all the exercises alone or with a partner. IEyou go through the exercises fist, they can then work at their own pace. (See BREE tasks in stocks and EXE ovenviewne.) 4 Where are they from? 4.4 Here are my friends Answers 4, 013, 5, 1, 2, 6 1.2 Some more friends Answers Yousuf: He's from Manchester Danial and Fiona: They're from Lancaster. Mary: She's from Dover. Mike: He's from Edinburgh. ‘Sam and Nina: They're from Stoke-on-Trent Sujta: She's from York, nit? Revision2 3 ‘What's in the picture? ‘Answers five pens, twelve books, thrae radios, four eats, seven plants, five pictures, four telephones, four magazines ‘Write a letter EY] waiting Students can use the letter from Sarah as a model: 40 Dear Sarah ‘Thank you for your letter. 'mfine. My name's tm years old. | live in _. —~«Itisa country. (Sometimes) it is _. .. here, We speak 118 0 oe « My house Matis Ithas got Bye! Unie? Revision 4 mone practice ‘Ask the students to look back on their work in this Unit, and to put a cross where they think they need more practice. Workbook Unit 7 provides extra revision in each language area.OVERVIEW OF THE THEME In Theme C students can learn about the animal world, ‘where animals live and what they can do. The negative form of ‘be’, use of ‘can’ and ‘can't’ and useful classroom, phrases are tanght in the Theme. A Revision Unit (Unit, 10) revises work done in Units 8 and 9. Before starting Unit 8, allow time for the students to look, through the next three Units. You can help them get an ‘overview by putting the following task (in the mother tongue) on the board. Find the answers: 1 Can the animal in Unit 10 Exercise 2.2 tly? 2 How far can a tiger jump? 3 Where are Tony and Kate? 4 What is on page 47? What are they for? ‘5 What song can you sing? [EE ovenvewms Game «4 Topic Animal facts ‘Animals; curricular links swith Biology ‘TEACHING NOTES FOR UNIT 8 Overview of the Unit This Unit introduces the names of some animals and revises the names of the continents. The present simple negative form of "be" with ‘can’ and ‘can't’ are introduced through asking about where different animals live and the things they can do. Reading and writing practice is given in Exercise 5. A Decide exercise gives a choice berween farther reading practice and vocabulary work. Timing Approximate timings for each exercise are: 1 Animals around the world 4.1 Where are they fom? 10 1.2. Are you right? 5 2 Animal fess 2.1 Right or wrong? 10 2.2 Write some animal iets 15 3 WhoamP 5 4 The things animals can do 4.1 What can they do? 6 4.2. Can penguins 8y2 8 5 Kangwoormddges SA Kangwoorcanjompl COD 52 Tgenanwn SS 6 Singasng SSCS 7 Decide 15 8 Your Language Record 10 (See EXE ronnc.) What you need ‘The Class Cassette for Exercises 1.2, 2.1, 5.1 (optional) and 6, Ifyou have an encyclopaedia with information and photographs of animals, this would be a usefl additional resource for answering questions. ry Unit Topic Mixed-ability classes and supplementary worksheets Exercise 5 has additional notes for mixed-ability classes. Say it clearly! worksheet 2: ‘can’ and ‘can’ and syllables in words. (See EXEEQ muxeo asuimes.) ‘Workbook ‘Workbook Unit 8 practises the following: + Exercise 1: vocabulary. + Exercise 2: reading. + Exercise 3: pronunciation and fixed phrases. + Exercise 4: reading and writing about animals + Exercise 5: reading about chimpanzees. + Exercise 6: speaking in an open dialogue about what you can do, + Exercise 7: pronunciation of /ken/, + Exercise 8: singing a song in English. Guidelines 1 Animals around the world 4.1 Where are they from? [EE BRAINSTORMING AND PROCESSING TIME Before you do this exercise, you can ask the stadents (in the mother tongue) ifthey know the names of any animals in English and where they come fom Make a shortlist on the board. Allow plenty of time for the stuclents to look at the map and the animal pictures and to join them up. When they have finished, students can tell the class their ideas. Write the answers as fill sentences on the board. 4.2 Are you right? EI LISTENING Play the tape for the students to check their answers. This isa listening and checking task: you may want to pause the tape after each sentence to allow time for checking.i tarescrier 1 Tigers ate from Asia, 2 Penguins are from Antarctica. 3 Zebras are from Africa. 4 Kangaroos are from Australia. 5 Black bears are from North America. 6 Toucans are from South America, = WBEx. 2 Animal facts 2.41 Right or wrong? I [EYE WRITING and MONITORING AND GUIDING ‘Make sure the students understand what they have to do before they work together. They can look back at Exercise 1 for information. This exercise introduces ‘aren't’. The students will understand fom the sentences that ‘aren’ i the negative of ‘are’. An explanation of how the negative of ‘be’ is formed is not needed here because the focus is on meaning rather than on form. (The fill form is taught in Unit 9.) ‘You could go through the exercise orally frst, or ask the students to do it orally in pairs first, before they write their answers, Go round and give help if necessary. ‘The answers are on the cassette for students to listen and check their answers. Sirarescrier 4. Wrong! Tigers aren't from Europe. They're from Asia, 2 Right! Penguins are from Antarctica 8 Wrong! Kangaroos aren't from South America. ‘They're from Australia. 4 Wrong! Toucans aren't from Antarctica, They're from South America. 5 Right! Zebras are ftom Affica. 6 Wrong! Black bears aren't from Enrope. They're from North America 2.2 Write some animal facts EM waiting Students can look back at the map in Exercise 1 and the sentences in Exercise 2 and write some more ‘right and ‘wrong’ sentences. You could agree a time limit for this exercise with the students, say 5 minutes, so they know ‘how long they have. They can exchange with their neighbour or across the classroom, orally. + WBEx.2: more reading and writing practice. 3 Whoam I? BREA cames and PHYSICAL MOVEMENT ‘This game should fit well at the end of the lesson. Start the game by miming an animal ~an elephant for ‘example, Students say "You're a ...” and you reply ‘No, Tmanot’, Yes, Lam’. ‘They are learning these as ‘fixed phrases’ here and will, ‘understand what they mean fiom the situation, ‘When the students understand the game, ask one of them to start. The student who guesses correctly takes the next turn, Ifa student is shy and does not want to mime, itis best not to force them, however. 4 The things animals can do 4.4 What can they do? IME MoTHER TONGUE and TRANSLATION Check students understand the vocabulary — this can be done in the mother tongue, although the pictures should make the meaning clear. Put the circles on the board with the verbs, Ask students to think ofa few animals for each circle to make sure they understand what they have to do. Allow time for them to look back at the animals in ‘Exercise 1 and to think of any others which may have been mentioned during the brainstorming session in Exercise 1. They can work alone or in pairs. Fill in the circles on the board with their answers when they have finished. + WB Ex 4.1:more reading and writing practice, 4.2. Gan penguins fly? HM speakina ‘Ask questions to the class and get them to answer with: “Yes, they can!” ‘No, they can't’ or ‘Tdon't know!" Insist on the correct pronunciation of /keen/ and /ica:nt/ in students’ answers. Notice that in the question form the pronunciation of Can will be the weak form /kan/. Tdeas for questions: Can penguins climb? No, they can't. Can tigers swim? Yes, they can. Can toucans swim? No, they can't. Can beats fly? No, they cant. Can penguins &y? No, they can’ Can zebras swim? I don’t know! Can bears swim? Yes, they can. ‘When you have finished, you could ask the students, individually, to write down as many questions as they can, about animals in three minutes. Then divide the class into Unit Topic “atwo teams: the students take itn turns to ask questions. Keep a note of the right answers and the team with the most cortect answers is the winner. + WB Ex.3 and Soy t clearly worksheet 1: more practice with pronunctation of can’ and “car. + WBEX-G:an opendiaiogue. § Kangaroos and tigers 5.1 Kangaroos can jump! HA Reavina Start by allowing time for the students to look at the picture of the kangaroos and to discuss —in mother tongue ~ the information they know already and what they don’t know about kangaroos. Put some key words and phrases on the board in English. ‘The text is on the cassette. You could ask the students if they would like to listen to the texe before or while they read the text or after they have read it. Students read the text quietly to themselves and underline the information which is new to them. They can then compare their ‘new’ information in pairs/small groups o discuss it with the rest of the class MIXED ABILITIES” | ore support ca be given by a i Toki at tie photog with the student) festand | asking them what they can say about kangaroos. You an put soi sentences on the board that come hom the text. asking the students to. think about i) doiet Iii about kangatoos before reading thie text. Have large piece of paper you can sick on the wall owallpaper is ideal) Students can then think of some ‘questions about kangaroos to which they would like to know. the answers. Write these in English on the Jasge piece of paper. This then gives a clear purpose = for reading the text — to see ifthey can then answer ‘oF the questions on the wall askirig the stiidehis to tead the textin pairs and to try ‘to translate it orally together. One student can read and ty wo tandate unt‘. they cantsee!, The ‘other student starts at ‘They can sce when ., ie task can be made more denvavding by asking students to make a gap fil exercise from the text for their partner. Ask them to copy four or five sentences fiom the text. They can eliminate either 1 ‘the verbs ‘can’ and ‘can't’ oF ee iy humnbers or spt can‘and 'can't They can thelvgive their text to die partner who” = does the exercise and checks their answers with the text E : “ Unit Topic * asking students to write some questions about the text using ‘Can...?' eg, ‘Can kangaroos jump?” They cart give these questions to a parmer to answer * asking the stuents-to read the text about kangaroos and then ove stright on to Exercise 5.2. ‘+ WBEx.5:more practice with reading. 5.2 Tigers can run! (EA wrrrina Students can work alone or in pairs for this writing task. Allow time for the students to look at the pictures and remind them that they can use the kangaroo text in Exercise 5.1 asan example, Allow plenty of time and go round and help where needed, Encourage the students to help each other. ‘MIXED ABILITIES ‘More support ca be given by + asking the students frst what they know already about Hgers. Write key words and phrases on the ‘board in English. ‘= puthing ¢ complete text on the: board for them to ead throiigh firs. "You can then remove it before they write + askihg students to write a sentence about tach photo in the book + asking stadenss to wwrite their own five sentences as a _draff frst, then to give them to a partner to discuss and check, Students then write the final version, At the bottom they can write “Written by X and discussed with Y" + asking students co write (in the mother tongue) at the bottoin of the text to say what they "found difficult about writing the sentences, or what they don’t know: spelling, grammar, vocabulary, etc. | The asl can be made nvore demanding by asking students to write a text which compares " Kangstoos and gers. For example: 5 ‘Ranguroos live in Australia bar tigers live in Asia, Baby Kasigtoos re very sill Bul baby tigers ae from Exercise 4.1 + WBEx, 4: more practice with wring. 6 Sing a song! I can’t do what a toucan can [Ed soncs + WBEx 8: the song is also on the Workbook Cassette.7 Decide EEA oecipe EXERCISES and OVERVIEWING Go through the two exercises with the students first so they know what they have co do. While students are working go round and help where necessary. TA A puzzle EMEA vocasutary Point out to the students that this tsk has two parts: first they complete the puzzle, and then they snake up one of their own. Remind them that they can draw clues if they prefer, When they have done their puzzle, they can give it to someone else in the class who has finished or you can keep it asa Time to spare? exercise. Answers 7.2 Who is it? READING ‘Students read the sentences/clues and follow the lines to guess at the end what is hidden in the picture. Ifthey finish before the others you can ask them either to + do Ex, 7.1 or + make a puzzle like this for a partner or + doa puzzle written by one of the others or + do an exercise ffom the Tine (0 spare? section or + start their Language Record. Answer Atthe end is a picture of azebra, hidden in the trees. 8 Your Language Record EMEA LanGuace RECORD ‘Time to spare? [BEd time to spare? Answers, Black bears can climb trees. They can run. They can't read. They cant write, Unite Topic FERS 45‘be’ negative; ‘can’, ‘can't TEACHING NOTES FOR UNIT 9 Overview of the Unit ‘Uni 9 presents the negative of ‘be’ and ‘can’ and ‘can't while maintaining the animal context. In addition to the grammar presentations there isa listening for information activity at the start of the Unit followed by three short reading texts. More classroom phrases are introduced at the end of the Unit. ‘Timing Approximate timings for the exercises are: 1_Arthezoo 1A What isi? 1.2 Areyou sgh? 10 13. The dee bears 2 2 isn'ta panda beat! 2.1 In your language 22 ‘Nor 10 3. What can you do? B.A The things you can do 15 3.2 ‘Can’ and-ean'é 5 4 Inthe chssroom 4.1. Some chings your teacher ays 5 4.2 Some things you can ay 8 5 Your Language Record 15 (See EMEA tens.) What you need ‘The Class Cassette for Exercises 1.2, 1.3 (optional) and 4.2 (optional). 6 Unit Language focus: Mixed-ability classes and supplementary worksheets Exercise 1.2 has additional notes for mixed-ability classes. Say itclealy! worksheet 2: gives practice with /s/, /2/ /i2/ in plurals Language worksheet 9.1 has more exercises on ‘be’ negative. Language worksheet 9.2 has more exercises on ‘can’ and ‘can (See EYE woren aciumes,) Workbook ‘Workbook Unit 9 practises the following: + Exercise 1: writing ‘can’ and ‘can't’. + Exercise 2: reading (‘be’ negatives). + Exercise 3: reading and writing about ostriches (be negatives) + Exercise 4: Say it clearly! Syllables. + Exercise 5: Pronunciation and fixed phrases. Guidelines 1 At the zoo 1.1 What is it? Ask for ideas about what lives in the trees, but don’t give the correct answer. (The students get farther information in Exercise 1.2.) 1.2 Are you right (EEE LisTeNING and READING ‘You could ask students to read through the dialogue first in pairs before you play the cassette. (You could also ask students whether they would like to listen to the cassette and read at the same time, listen first or read first.) Students then work in pairs and practise the dialogue together. Some pairs may like to perform their dialogue in fiont of the class.Answers. Ciess 2M zoowisiT Name of animal: Koala bear Number of adult animals: 1 Number of bables: 1 “They come from: Australia “The task ait be mide store ae oe asking snidents not to look at the text oz ead it Iyefore listening to: + asking students to waite down the key words they. remember after listenin 1.3 The three bears =) READING “The texts provide niore examples of the negative of ‘be’. ‘You could provide further comprehension work on the three texts. For example, put the following on the board. (in the mother tongue): 1 How heavy is an adult panda? 2 Where do koalas live? 3 What weighs 1.5 kilos? 4 What comes from the Arctic? 5 What are black and white? Answer ‘koala bear 2 Itisn’t a panda bear! 2.1 Inyour language (EYE MOTHER TONGUE, TRANSLATION and TASKS IN BLOCKS Read the sentences with students and ask them how they say the sentences in their language. Point out low ‘are not’ is shortened to ‘aren't’. The students have already had examples of this in previous Units ‘You can then ask them to move straight on to Exercises 22and 2.3, + WB Ex.2: practice with wring ‘b' negatives. 2.2 ‘Not’ There are examples of negative ‘be" sentences in Units 8 and 9. ‘Answers Pmnot You aren't (You are nat) He isnt (He is not) She isn't (She is not) {isn’t (itis not) We aren't We arent) They aren't (They are not) apanda bear! from China. ‘As you go through their answers, check for the correct, pronunciation, + WBEx.3.t: practice with reading be! negatives. 2.3 What is it itd warrine Students can first work alone and then compare answers with their neighbour Students who finish early can make a similar exercise for other students, Answers 1 Itisn't a bag! It’s a football 2 They aren't pens! They're books. 9 They aren't zebras. They're cats. 4 Itlsn'ta table. I's a telephone. 8 Hein from Paris. He's from London. 8 They aren't pencils. They're plants. 7 Itisn'ta window. It's a door. 8 They aren't vary old, They're {very} new! ‘+ WB Ex, 3:further practice with ‘be’ negatives: writing and speaking. 3 What can you do? 3.4 The things you can do Hd writine You can do this exercise orally around the class first, before the students write. Give students time to look through the pictures frst so that they have time to chink. Unit Language focus a3.2 ‘Can’ and ‘ean’? GRAMMAR 4 In the classroom 4.4 Some things your teacher says S Your Language Record (A Lancuace Recorp ‘Time to spare? [XA time To spare? Before reading out the sentences, allow time for the Answer students to look at che pictures, Read out the sentences a@LTMBDeuxesunwek /ly while students match the sentence with the pi ‘ ) slowly wi ts ence with the picture AGEEMBEUKE SHWak Answers GAN @IvYHDAREADH Y HJUGR®UNWUSWAEIRH oe eer teemeier efeteciebt HJQUEEFLOAEDSGY EWTJHEKTUGWIMB V 4.2, Some things you can say = QWMYUWRITEHGFOH Check thar the students understand the sentences, Allow GLISEEDFWUIOPFS Cee time for them to look at che pictures and match the C@1STENGAFFWUKCH sentences to the pictures. They can check their answers swith each other. You may want to put these sentences on a big piece of paper on the wall Answers. top left Can | have a dictionary, please? bottom left Can you play the cassette again, please? top right Gan you say that again, please? bottom right | don't understand this word, ‘WB Ex. 5: pronunciation and fixed classroom phrases. a Une Language focusFevision of Units 8 and 9 ‘TEACHING NOTES FOR UNIT 10 Overview of the Unit ‘The Unit opens with a chart which asks students how well they think they know the language points from Units 8 and 9. Revision exercises then follow. Students can do some orall of these exercises depending on time and how much revision they think they need. Timing Approximate timings for the exercises are: Hew wall do you know it? 5 1 Find the word 10 2 This animal ean. What can they do? 15 Wit can a tortoise do? 15 3 Iseright?| 12 4_Inthe classroom 3 5 _ More practice 3 (See (EA twwnc.) ‘What you need No extra materials are required. Mixed-ability classes and supplementary worksheets Language worksheet 9.1: more practice with ‘be’ negative. Language worksheet 9.2: more practice with ‘can’ and ‘can’. (See EXE wen assis.) Workbook ‘Workbook Unie 10 practises the following: + Exercise 1: vocabulary. + Exercise 2: spealking in an open dialogue and writing, + Exercise 3: ‘be’ negative’; writing. + Exercise 4: classroom phrases. A picture dictionary summarises the vocabulary presented in the Theme. Guidelines How well do you know it? Encourage the students to look back at Units 8 and 9 and at their exercise books and Workbooks. They can then choose the exercises cither to test themselves or revise. Go round and give help if necessary. [EEE] ovenvIEwING, TASKS IN BLOCKS Students who finish before the others can: *+ work on exercises in the Workbook, or + write some more vocabulary puzzles like the ones in Exercise 1, or + look ahead to the next Theme and prepare some “Find out about the Theme’ questions for you to tse with the class next lesson. 4 Find the word answer HK OALABEABDLASHM @EBAACVAGFEKOLM DUSGPANDABEARNL HY@LACK BS EARRDWG JUHG@ENGUINFDOT ZX CVENMLO@TGERKH KANGAROOCSTUP BU HeDsc@OUCANMTYN + WB 5c 1:further practice with vocabulary. 2 This animal can ... 2.1 What can they do? Students are fiee to make up their own sentences. ‘Unit 10 Revision 492.2 What can a tortoise do? 4 In the classroom Answers 17 27 3F 4F SF Answers 1d, 20, 31, 4b, 5a, 6e + WB Ex 2and Language worksheet 9.2: further practice with ean’ and‘ean't 3 Isit right? Answers. 1 That's right. 2 Itisn'ta pencil It's a book. ‘8 Thay aran't penguins. They're cats. 4 He sn’tan astronaut. He's a teacher. 5 She isn't very old. She's a baby. 6 That's right. 7 That's right. 8 Student's choice! ‘+ WB Ex dnd Language worksheet negatives. further practice with 60 REE] unit10 Revision + WB Ex, 4:further practice with classroom phrases. 5 mone practice ‘Ask the students to look back on their work in this Unit and to put a cross where they think they need more practice. Workbook Unit 10 provides extra revision in each language area. You may want to discuss their reactions in class.OVERVIEW OF THE THEME ‘The topic moves fiom the details of particular animals in the previous Theme to ecology in this Theme. Students ccan learn abont life cycles and food chains. The Theme also introduces the Present simple and ‘there is/there are" and more phrases for asking for things in shops. The theme concludes with a Revision Unit, Before you begin Unit 11, you can help the students to get an overview ofthe Theme. Possibly as a homework activity, you could ask them to make a short list of things to find in the Theme, as they have done with Themes A and B. On the board, put the following as examples of what they can writ Find: (a picture, a song, etc.) Where can you learn about ...? Find the answers, What can you do in Unit .../Exercise .. Sendents can then exchange lists with each other. Alternatively, you could put your own ‘Search’ task on the board, HEE overviewinc commsi 1 pic Natural food Te Food chains; the lire cycle TEACHING NOTES FOR UNIT 11 Overview of the Unit This Unit opens by asking the students to think abou ‘what animals eat. Food chains as. vital aspect of nature then follow in Exercise 2. Exercise 3.3 looks at life cycles ~ in particular that of the lnrgest butterfly in the world. Through these texts and exercises students are exposed to both the Present simple and ‘there is/there are’, which are dealt with more fully in Unit 12, Exercise 5 is a Decide exercise which givesa choice between further writing practice and vocabulary work. Timing Approximate timings for each exercise are: all animals 1 Big and 1.1 In your councry 10 What isi? 10 1.3 Three more liss 10 2 Bigorsmnall, they are all important! ‘What do they eat? 10 Write about a food chain 10 3 Acitele offi 3.1_A beautiful buttery 10 62 EEE] units Tonic ofabuterty 3.2. Words 10 The lif ofa buterfiy 10 4 Decide 10 5 _ Singavong! 10 6 YourLanguage Record 10 (See FREER mans.) ‘What you need ‘The Class Cassette for Exercises 1.2, 3.1 (optional), 3.3 and 5 (song). IF you have an encyclopaedia with information on more ‘facts about the world’ (in English ‘or mother tongue) this would be a useful additional resource, Mixed-ability classes and supplementary worksheets Exercise 3.1 has additional notes for mixed-ability classes. Say it clearly! worksheet 2: /s/ and /2/ in third person singular verbs. (See [ERE mixeo animes.)Workbook ‘Workbook Unit 11 practises the following: + Exercise 1: vocabulary puzzle, + Exercise 2: reading and writing about animals. + Exercise 3: reading and writing: animal facts. + Exercise 4: pronunciation and fixed sentences. «+ Exercise 5: reading and writing about food chains. + Exercise 6: speaking in an open dialogue. + Exercise 7: pronunciation of /s/ /2/ and /rz/. + Exercise &: singing a song in English, Guidelines 4. Big and small animals 4.4 In your country EMEA viscussion ‘After the students have decided if these animals live in their country (and where they can be found), ask them to work in pairs and make three lists. Write the titles of the lists on the blackboard and ask for an idea for each one first to check that the students understand what to do. Allow time for them to work in pairs and go round and give help where necessary. “Answers, They can ily: buttery They can't walk: buttery, snake, whale, frog, seal, ish. ‘They can swvim: penguin, sel, snake, polar bear, whale, fish, frog. + WB Ex.1: more vocabulary practice. 1.2 What is it? SI EXE usrenine pee ee ee Answers. 1 penguin 2 whale 8 frog 4 snake 5 polar bear 4.3 Three more lists Before the seudents make the three lists, tell them that each animal should go in one list only (e.g. whales eat ‘meat (shrimaps and small fish) ard plankton, so they ‘belong in the list ‘They eat meat and plants’) Answers Thay eat meat: a snake (snakes eat small mammals and reptiles and eggs), a penguin (penguins eat fish), a seal (seals ‘at fish), a polar beer (po'ar bears eat seals), a frog (rogs eat insects}, They eat plants: abuttrily(butterles eat flowers and plants) ‘They oat meat and plants: a fish (sh eat smaller fish and sea plants), a whale (whales eat shrimps, small fish and plankton). + WB Ex. 4:more practice with speaking. 2 Big or small, they are all important! 2.1 What do they eat? PAIRWORK and SPEAKING ‘This part of the unit focuses on food chains. Ie may be worth spending a couple of minutes quickly explaining in ‘mother tongue what a food chain is with some examples. ‘Students may be able to offer some of their own ideas in mother tongue, and they are likely to have studied food chains in other parts of the school curriculum. ‘Ask them first to draw a line between each section of the chart, showing what each animal eats. Answers 1 Avwhale-penguins big fishes ~ small shes and sea plants 2 Asnake-frogs ~ butterflies and insects ~ plants 3 Apoler bear - seals - big fishes plants. small fishes and sea ‘Once the students have joined up the various levels of the chart, zead through the example text with them: A whale eats penguins. A penguin eats big fishes. Aig fish eats small fishes aud sea plauts. “Then ask them what they can say about a snake and a polar beat. Point ont the ~sat the end of the verb when they are talking about ‘a snake’, ‘a fiog’, etc Answers, Asnake.eats rogs. A frog eats butterflies and insects Abutterfy eats plants. Apolarbearestasecis. Aseal eats bigfishes. Big fishes eat smal fishes and sea plants 2.2 Write about a food chain EG warning Students can work alone or with a partner for this task. Encourage them to share their ideas and check each other’ writing, + WBEExs. 2 and 5:more practice with writing. 3 Acircle of life ‘You could show the students what they have to do in each exercise and then set them working at cheir own pace, while you go around mowrTonine aNo GuDING. You could then go through the answers when the students have done Exercise 3.3. 3.1 A beautiful butterfly =) TEE reaoine Answers te 2d 3b 4a = WB Ex Si more practice with reading. Unit Topic 53| MPXED ABILITIES | More support ca be given by. lenis to lookat che pictures before they” ide text and to brainstorm the wows for exh 3.2 Words ‘When students have made their lists, encourage them to guess the meaning of words from the context. (Before they read the text, you could note down the words you think they won't be able to understand: compare the lists afterwards, How many are the same?) 3.3 The life of a butterfly I READING ‘Before reading the texts, you could first ask the seudents in the mother tongue what they know about the life cycle of a butterfly. Write the words in English on the board and then ask them to write the words next to the appropriate picture. Students can then find the texts which include those words. Answers 3 Acaterpiliar comes from the egg. 4 teats the plant. 6 Itflesin the forest. 7 teats flowers. 4 Decide .. EWE] vecipe exercises Go through the two Decide exercises with the students so they can make an informed choice. Discuss with the students how much time they may need. For both exercises students can work alone or in pairs. cy Unittt Topic 4.1 What's the word? Encourage students to look in their Workbooks and in. previous units to find some ideas for different puzzles they can make. Try to leave time for the students to be able to. exchange puzzles so that their partners can try to do them. Answers ‘A caterpillar comes from an egg. ‘Snakes eat frogs and small animals, Abutterily can fy, Plcwures:aplantmeat_attog_abuterty 4.2 We EYE waitin and DISPLAYING STUDENTS! WORK Temay be usefil to have some reference books on animals available for this exercise. Go round and check students’ writing, Encourage students to write a draft, show their ‘writing to a partner for help with spelling and grammar and then rewrite their text, The texts and pictures could be displayed on the classroom or school corridor walk. about an animal 5 Sing a song! There's an animal in my pocket [=I HEA soncs Play the cassette while the students read the words and then they can sing along, looking at the words. + WB.Ex.B:the songs also on the Workbook Cassette, 6 Your Language Record FREY Lancuace necono Time to spare? EME time to spare? Answers 1 Afoxeats chickens. A chicken eats insects. An insecteats plants. 2 Thisisawhite sherk, Itlivesinthesea. teats fishes, seals and people! itis very big. White sharks lve in ‘Asia, Africa, South America and Australia,ge focus Present simple; there ielthere ere’ TEACHING NOTES FOR UNIT 12 Overview of the Unit Unit 12 concentrates on the Present simple of some common verbs and ‘there is/there are’. There is also farther work on asking for things in shops. Timing Approximate timings for the exercises are: 1 Anew pet Ta Your pets 10 1.2 Kate has gota new pet 10 1.3. Read the conversion 8 14 Your pet 5 2 The Present simple 2.1 Whacis diferent? 8 2.2 Complete the able 5 2.3. Talk to yourneighbour 5 2.4 More practice 10 3 _ Pres about the word 3.3, Test your cule i 8 2 3.4 What's wrong 4 Outand about with English 4.2 Practice In the shop 10 5 Your Language Record 15 (See EXE twanc.) What you need ‘The Class Cassette for Exercises 1.2 and 4.1. Ifyou have an encyclopaedia with information on more “facts about the world’ (in English or mother tongue) this ‘would be a useful additional resource. Some pictures of animals from magazines would be useful for Exercise 1.4. Mixed-ability classes and supplementary worksheets Exercises 4.1 and 4.2 have additional notes for mixed- ability clases. Language worksheet 12.1: further practice with the Present simple. Language worksheet 12.2: farther practice with ‘there is/there are’. Say it cleanly! worksheet 2: /s/ and /2/ in third person singular verbs. (See EXE wxen asiues.) Workbook ‘Workbook Unit 12 practises the following: + Exercise 1: reading, + Exercise 2: speaking in an open dialogue. + Exercise 3: practice with the Present simple. + Exercise 4: practice with ‘there is/there are’. + Exercise 5: pronunciation and fixed phrases, + Exercise 6: asking for things in shops. Guidelines 4 Anew pet 4.4 Your pets (EE viscussion ‘Ask the class as a whole who has got a pet at home. Encourage the students to use the structures given in the Student’ Book. They can tell the class about their pets. 1.2 Kate has got a new pet i ERE ustenina Give students time to read through the dialogue first, either silently or in pairs. Let them guess the answer fo the question. Play the tape through: some students may Unt12. Language fous sslike to listen without looking at their books, others may like to read at the same time, Encourage students to guess the answer from the dialogue and the photo. Answer asnake + WB Ex. 1: reading about pets, ‘+ WB Ex. 2:an open dialogue. 1.3 Read the conversation 1.4 Your pet EEE wrrrina ana vispLayine stubents’ WoRK You may prefer students o do this as a homework task as itis quite time-consuming. The pet posters could be put on the classroom wall, Instead of drawing an animal, some students may prefer to write a dialogue either about pets or pethaps two pets or other animals talking to each other. Ifyou have some pictures of animals from magazines this may help them, ‘Ask them to use their imagination! They can read their dialogue to the class afterwards. 2 The Present simple 2.1 What is different? GRAMMAR and INDUCTIVE GRAMMAR, ‘Make sure that the students know what they are looking for: a difference in the verb. They can work alone or in pairs. Let them tell you the difference in mother tongue. ‘You could ask the students to find some more examples of third person ‘s' sentences in the dialogue in Exercise 1 2.2 Complete the table ‘Make sure the students understand the two main uses of the Present simple, You could make comparisons with their mother tongue. 2.3 Talk to your neighbour EME sreakine ana PAIRWORK “You may want to start by telling the class about your day and then about a friend’/brother's/sister’s day so the students hear the difference between the ‘I’ form and the ‘Iie/she' form of the verb, ‘You can then ask individual students to talk about their day before they work in pairs. Students then describe their neighbour’ day to the class + WBEx. 6: furthor practice with speaking, 56 Units? Language focus 2.4 MORE PRAcTICE Students can work alone or in pairs to do this exercise. Answers goss beats clive d play © come f speak g sings h walks ‘+ WB Ex 3: further practice withthe Present simple and third person + Language worksheet 12:1: Present simple. 3 Facts about the world 3.4. Read about the world [EE Processine time Students read the ‘Facts about the world’. Then allow some time for them to think of other facts about the world, their country or region. They can work in pairs or alone. You can write the facts on the board “There is/are’ at first may present problems to some students if there is no direct translation in their mother tongue. Encourage students to think about how they ‘would say the same sentences in their mother tongue. 3.2 Make a rule EEG iouctive Grammar Give students time to work out when we use ‘there is” and ‘there are’: some will probably recognise immediately the singular and plural forms. ‘There isis the singular form (e.g. “There is a river). “There are’ isthe plural form (*There are seven continents). The ‘there is/there are" structure has no direct equivalent in many languages. Itis usually used to describe the existence or presence of something in a particular place, rather than to describe something, (Compare: ‘There isa pen on the table’ and ‘Ieis a pen’,) 3.3 Test your rule Anowors 4 Theresa very high waterfall in Venezuela. 2 There are eighteen types of penguins. 3 Theres avery high mountain in Nepal 4 There aratty types of kangaroos in Austraka, 3.4 What's wrong? ED waiting Students can work alone or in paits. You may want to tell ther there are eight things to look ont for and each partner can find four things and then compare. Remind them to use ‘there is" and ‘there are’. Collect the answers from the students and write them on the board under the headings ‘there is’ and ‘there are’.Answers. 1 There's an elephant on a desk. 2 There's a telephone on the door. 3 There's @ penguin on a chai. 4 There'sa lion on a table. 5 Thereare two cats ina bag. 6 Thereare two kangaroos in a box. 7 Thereare three fishes on a chair. 8 Thoreare two butterties on the picture. ‘+ WB Ex. 4nd Language worksheet 122: further practice with “there Ishere are’. 4 Outand about with English 41 In the shop ER uistenine Allow time for the students to look atthe picture before playing the recording, They can suggest what kind of shop Susan is in and what she is buying. Write suggestions in English on the board, Students can read through the dialogue silently or in pairs before hearing the cassette. ‘You could play the cassette through once and encourage students to guess new vocabulary fiom the context Answer 'No, she hasn't got the right money. She has got only £2.50 Instead of £7.50. MUXED ABILITIES ‘More support can be gh Hjeliag i be i oa dike eal oPiGi the key words before the students start to listen, = + Jetting stidents take contol ofthe cassette player so they can listen 0 difficle phirases more often. ig the students to work in paiss: one listens for | Susan's sentences, the other for the assistant’s. They “Gan then discuss in paits what they have heard. + encotitaging students to read the dialogue in pairs together afterwards.” 4.2 practice IEEE SPEAKING, MONITORING AND GUIDING and PAIRWORK Before the class starts to work in pairs, ask for suggestions of some ideas from the class of other kinds of shops they can go into and other things they can buy. Write them on the board, Students then work in pairs to practise the dialogue, ‘When they are ready, ask some pairs to volunteer to act out their dialogue in front of the class. Don’t force them if they are not ready! MIXED: ABILITIES == ‘More support ean be given by * asking snidents to look at dhe dialogue in Exercise 4.1. Copy out the seritences of either Susan or the assistant on small pieces of paper leaving one word ‘out in éach line, They can then reconstruct the dialogue and fil in she missing words. ‘The task can be niade more demanding by “+ asking students to talk to each other back to back. + edcouriging scudents to think off reil life shopping situation (mother tongue) and to base thee datogue on that + WBE. 6:turther practice with inthe shops’ 5 Your Language Record FRE Lancuace Reconp Time to spare? [EA time To spare? Answers 2a twenty thiry-two c forty-eight d twenty-seven Unit12 Language focus a7Revision of Unite and 12;self-assessment TEACHING NOTES FOR UNIT 13 Overview of the Unit ‘This Unit opens with a chart which asks students how well they think they know the English from Units 11 and 12, Revision exercises then follow. Students can do some orall of these exercises depending on time and how much revision they think they need. Timing ‘The Unit is intended for one fill esson with students doing Exercises 1-4 selectively. You may want the students to do all the exercises, in which case you can split the Unit up over a number oflessons — or ask some of the students to do some exercises for homework. Approximate timings for the exercises are: How well do you know i 5 1 Apuzalel 10 2 What's wrong? 10 3 Describing things 3.1. Deseribe a shark 10 3.2 Describe Ninislife 10 4 More practice 10 Gee ‘iwina.) ‘What you need No extra materials are required. Mixed-ability classes and supplementary worksheets Language worksheet 1 simple, Language worksheet 12.2: more exercises on ‘there is/there are’ and asking for things in shops. Gee EXE wxeo asiumes.) more exercises on the Present 88 Unie13. Revision Workbook ‘Workbook Unit 13 practises the following: + Exercise 1: vocabulary. + Exercise 2: Present simple, + Exercise 3: Present simple, + Exercise 4: Present simple: writing, + Exercise 5: "Thére is/there are’ + apicture dictionary. Guidelines ‘How well do you know it? (EEE oveRVIEWING, TASKS IN BLOCKS Encourage the stuclents to look back at Units 11 and 12 and at their exercise books and Workbooks. They can then choose the exercises either to test themselves or revise. Go round and give help if necessary. Students who finish before the others can: + work on exercises in the Workbook, or + write some more vocabulary puzzles like the ones in Exercise 1, or * look ahead to the next Theme and prepare some “Find out about the Theme’ questions for you to use with the class next lesson, 1 A puzzle! EEE Tasks IN stocks Answers 1 butterfly 2 caterpillar 3 forest 4 penguin 5 river 6 mountain 7 kangaroo2 What's wrong? 8.2 Describe Nina’s life Answers 1 There's a polar bear inthe river. 2 There's a whale in the river. 8 There's a kangaroo on the root. 4 There's a penguin on the table. 5 Thereare four tigers on the chairs. 6 Thereare two fishes in the tree, 7 There are three seals on the wall. 8 There are two elephants in the house. 3 Describing things 3.4 Describe a shark Answers ‘Sharks fv in all parts of the world. There are 260 different sharks. All sharks eat meat, A vite sharkisa't very nice. Itis very big6 metres ong. iteats fish, small sharks, seals and people! t'swims very fast -65 kilometres an hour. People only swin 6 kiometres an hour. A remorais a smal fish~ ‘only 45 centimetres long. Itves on a shark. tteats food from ‘the shark and swims with the shark. Answers 1 Nina tives in avery big house. 2 She goes to school by helicopter. 3 She comes home by jet aeropiane. 4 She eats @ lot of food for dinner. 6 She plays on a very big computer 6 She sleeps in avery big bed. 4 mone practice ‘Ask che students to look back at their work in this Unit and to pata cross where they think they need more practice. Workbook Unit 13 provides extra revision in each language area. You may want to discuss their reactions in class. Unit13. Revision 50OVERVIEW OF THE THEME ‘Theme E is about the weather and climate and how it affects the way we live. Students learn the names of clothes, and about the differences in seasons between the northern and southern hemispheres. Students ako Jearn how to use the possessive 5, the names of the colours and Janguage for making plans with friends. The Theme inclades a second Activity Unit, where students can make a class calendar. © Before starting Unit 14, you could ask the students if they have any information or pictures at home about life in the opposite hemisphere that they could shaw the class. ‘You could also asi the students to make an EXE ‘overviews task for other students, so that they see what will come in the next few lessons. You could perhaps ask them to do this for homework and exchange tasks for the next homework. (See previous Topic Units for ideas.)Topic ‘The clothes we wear Weather and clothes; months of the eur links with geography ‘TEACHING NOTES FOR UNIT 14 Overview of the Unit This Unit introduces the months of the year and the clothes we wear in the winter and summer. Students Jearn about the differing climates in the northern and southern hemispheres. Timing Approximate timings for the exercises are: 1 The months 1A. Acalendse 5 1.2 Your year ECP ree HPP ePeeH a0: 21 Clothes in winter 5 2 More clothes 10 2.3 Play agamel 10 3. The weatherin Britain 18 4 Onthe otherside ofthe world 4.1 Where are they? 10 42 NewZelondandBicin IS 7 YoulangngeRecord 1S. (See ‘Tinns.) ‘What you need ‘The Class Cassette for Exercises 3 (optional), 4.2 (optional) and 5, Ifyou have a large map of the world ora globe this would be a useful additional resource. Mixed-ability classes and supplementary worksheets Exercise 3 has additional notes for mixed-ability classes. Say it cleanly! worksheet 3: /w/ and ’s possessive. Workbook ‘Workbook Unit 14 practises the following: + Exercise 1: reading and vocabulary: months of the year. + Exercise 2: pronunciation and fixed phrases. + Exercise 3: names of clothes. + Exercise 4: speaking in an open dialogue about the weather. + Exercise 5: pronunciation of /wW/. + Exercise 6: singing a song in English. Guidelines 1 The months 1.4 A calendar Some students may know the names of the months already, With their books shut, put the first letter of each month on the board. Ask them ifthey know the name of each month. Don't worry too much about corzect pronunciation of the months at this point. 4.2 Your year MONITORING AND GUIDING Students can work together on the list of questions and decide what answers (in English) they can give. First, check that they know the vocabulary in the questions. Go round and help where necessary. Let the students share their answers with the rest of the class at the end. + WBEEx 1: further practice withthe names of the months. 2 What can you wear? 2.1 Clothes in winter and summer Read through che names of the clothes with the students. Answer Window A: winter Window B: summer Unit14 Topic 12.2 More clothes Read through che names of the clothes with the students, and then allow them time alone, in pairs or in their groups to decide where they should go. This pairwork discussion may be in their mother tongue, but as you get answers, insist that che students say their answer in English: in window Peanut ‘Answers Picture A: gloves, scart, sweater, coat Picture Bt T-shirt, shorts 2.3 Play a game! EMEA caes Thisisa whole class game. Make sure the students know tha they have to say the name of one of the students first and then the fixed phrase "We can wear ...’ and then the name of an item of clothing. The student nominated replies with the name ofa month and then says the name of another student. You could write the sequence on the board: 4 (Name), we can wear... in 2 (Month). (Name), we can wear...in... This is not a memory test, so encourage students to keep their books open at the page with the months and clothes. Don't worry too much about pronunciation at chis point. Ifthere are misunderstanding, encourage the students to say ‘Sorry?’ to show that they didn’t understand or ‘Can you say that again?", As this isa lively game, you may prefer to do it cither at, the beginning of the second lesson or at the very end of the first lesson, possibly after Exercise 3. + WB Ex. 8: more practice withthe vocabulary of clothes. 3. The weather in Britain IME READING and wartinG Allow time for the students to look at the pictures first and to react. On the board, you could put up any words that they suggest in the mother tongue that are in the texts, with the English equivalent. For example: winter, cold, very cold, wet, windy summer, warm, hot, wet Then ask the students to read the texts silently: On the board, you could put up a chart and ask them to help you complete it. 2. unit14 Topic Britain Our country November — winter December cold, very cold January wet, windy. People wear sweaters, June July “August, Then using, the chart, the students ean write about their country. ' ae students to think of as wnany words as they can (ionths and clothes) which they associate with 4 On the other side of the world 4.1 Where are they? XE discussion and TASKS IN BLOCKS. Allow time for the students to look at the map in their ‘Student's Book (page 90) and find New Zealand and Britain, Check that they understand that they are in different hemispheres divided by the equator.Asyou look at the pictures with the students, you can ask them ivhy they think the pictures are of Britain/New Zealand, Encourage answers such as: Because it is cold in Decentber. Because itis hot in December. ‘You can put their ideas on the board, but don't say if they are right or wrong — that comes in Exercise 4.2 Answers. a NewZealand b Britain ¢ Britain d NewZealand ‘+ WBEx. 6: Say it clearly! more practice with pronunciation of weather words, 4.2 New Zealand and Britain Ei EXE reavine ‘Ask students to work in pairs and read the text to check their ideas from Exercise 4.1. These extreme differences ‘of climate between Britain and New Zealand are because the two countries are in the far north and the far south, Ask the students to look at the map and find some other country ‘opposites’ like this. ‘You can put list of countries, months and adjectives on the board, They can look at the lst and choose a different country and adjective for each month, Each country must bbe either in the far north or the far sonth. For example: Find a country thatis: a hot in December. b coldin December, (eg, Australia) (eg. Sweden) 5 Sing asong! Go south, go north! = EM sonas ‘+ WELEx.6:the songis also on the Workbook Cassette. 6 Decide... EXE] DECIDE, MONITORING AND GUIDING Check that the students understand the two alternatives: a vocabulary puzzle in 6.1 and a reading and writing exercise in 6.2. 6.1 Find the words Answers, 1 summer 2 winter 3 snow 4 windy 5 shorts 6 coat 7 dress 8 March 9 June 10 August 11 December 12 holidays Sentence: In New Zealand, in surnmer, itis warm, People can swim inthe sea. Allow time for the students to make their own puzzle and to draw and write some clues. Encourage them to give the puzzle to another student or pair to do. You could collect all the puzzles and put them in a file so that students who finish a task early can choose a puzzle to revise vocabulary from previous Units. This will also make the students feel very proud! 6.2 Where is she from? EEG READING ana warring Students can draw a picture of themselves here or stick in some photographs. Go round while the students are working, Some students may like to write more about their ives and will need some help with vocabulary. Answer Ingrid is from New Zealand. 7 Your Language Record (HB Lanauace reconp ‘Time to spare? (EE time To spare? Answors, 1 28/29 days: Februety 30 days: Apri, June, September, November 31 days: January, March, May, July, August, October, December Unitt4 Topic 6Language focus Possessives; colours TEACHING NOTES FOR UNIT 15 Overview of the Unit Unit 15 presents the possessive and the names of some colours in the context of clothes and a visit to an aunt ina different country. There is also an experiment to do at home with colours. The Out and about section focuses on the language of meeting friends and the lexis of places in town, Timing Approximate timings for each exercise are: 1 Holidays! 1.1 Your holiday 2 Kare vss her 2 Carol’scloches 2.1 In your langage 10 2.2 Whose things are they? 2 3 Lox property 2.4 Playa memory gumel 10 3. Colours and clothes 3.1 What colourisit? 3.2. Colours in your elssroom 1 3.3, Who is who? x 4 Queand about with English 4.1 With your friends 4.2 Fireworks comorrow! I 43 Prctice 2 ‘Your Language Recard 1 (See EX mma.) ‘What you need ‘The Class Cassette for Exercises 1.2, 2.3, 3.3 and 4.2. ‘Magazine pictures of people wearing different kinds of clothes for Exercise 3.3 (optional). 04 Unit18 Language focus Mixed-ability classes and supplementary worksheets Exercises 3.3 and 4.2 have additional notes for mixed- ability classes. Language worksheet 15.1: possessive Sand new vocabulary. Language worksheet 15, friends. Say it clearly! worksheet 3: /W/ and possessive '. (See [XE mun asiumes.) colours, clothes and meeting Workbook ‘Workbook Unit 15 practises the following: + Exercise 1: posessive : writing. + Exercise 1.2: inductive grammar: possessive 's and third person ‘s' + Exercise 2: speaking in an open dialogue. sercise 3: promunciation and fixed phrases. + Exercise 4: colours, clothes and possessive. cetcise 5: language for meeting friends + Exercise 6: pronunciation of /s/ and /2/. Guidelines 41 Holidays! 1.1 Your holiday DISCUSSION Ifyou havea large class, you may want the students to work in small groups first for this task and then share their information with the class. You could draw a grid on the board and fill tn with their ideas. 1.2 Kate visits her aunt = LisTenine ‘You could ask the students to read through the dialogue quietly first in pairs, They can then try to answer the questionsAnswers 1 ablue T-shirt, dad's red scarf, mum's gloves, winter hat 2 Carol's T-shirt 8 Inthe southern hemisphere: Austrae, New Zealand, for example + WB Ex. 1: further practice with possessive’s: writing. 2 Carol's clothes 2.1 In your language EGEA motHer TONGUE and TRANSLATION Allow time for the students to work alone or in pairs to try to translate the sentences and to work out how the possessive is used in English. ‘+ WBEx 1 and Language worksh possessive’s. 161: further practice with 2.2 Whose things are they? EYE PAIRWORK and SPEAKING Before the students work in pairs, ask some students about the picture, Make sure students understand ‘whose’, Whose books is this? It's Peter's ete. ‘As you go through their answers, insist on a clear pronunciation of 's. Answers. 1 Peter’sbook 2 Rigo'splate 9 Matt'spen 4 Karen's dog § Paul'scup 6 Chris'scomputer 7 David's bird 8 Jane's picture. ‘+ WB Ex. 2: open dialogue: further practice with listening, speaking ‘and writing. 2.3 Lost property EX] vistenine "Translate ‘lost property’ for the students first. Make sure that the students understand what they have to do. They hhave to match the items on the teachers desk with the students as they listen. Check also that they know the words for each of the items on the desk: pen, book, sweater, casette, coat, bag ‘This is one of the first times that the students listen to the cassette without the words in front of them. After you ‘have played the recording once, they can compare answers with their neighbour before they listen again. TE rarescriet Teacher: Hello everyone. There isa lot of lost property today. Please listen careflly and come and take your things. This is Kathy’ pen and Sam's book. Come on girls. (‘Thank you, Miss’) I've got Davids sweater here and Tom’ cassette, Here you are. (‘Thank you, Miss Johnson’) And this is Anna's coatand Tara’ bag ("Thank you, Miss}. Please write your name on your Answers Kathy's pen, Sam's book, David's sweater, Tom's cassette, ‘Anna's coat, Tara's bag. + WB Ex. 3: pronunciation and fixed phrases. 2.4 Play a memory game! HE cames Thisis quite a lively game, so it is probably better to play ita the end ofa lesson, Nominate two students to go round the class collecting the items. Ifyou have a ‘arge clas, ask the students to divide into pairs or threes: each, pair or three provides one item. Hold the things up, ask “Whose is this?” and get the class to tell you. Then do it again, but this time they have to write down their answers without talking. Remind them to write a number for each one. Make alist as you go along! 3 Colours and clothes 3.1 What colours it? + WBEEx. 4: further practice with colours and clothes. & 3.2 Colours in your classroom =z EXE croupwonk £ ‘Students work in groups and make a list of different a coloured things in the classroom. They can share their ei = ideas with the rest of the class. 3.3 Who is who? I [ EXE ReapING Encourage students to look carefully at the pictures of the four people before reading the texts ‘MIXED ABILITIES wan thelr exercise Books the names andeeolous ‘of the clothes for each number: Fill in the lists on the: Board. They ean thea réad and mate i &The task can be made nore dificult by — + providing the saidents with a choice of diferent ‘magazine pictures of people, Each student car choose four pictures and write a description of one of thei, Go round and help with spellingand- grammar. ‘They then give the pictures-ind the text to | Aieieneighbour who has to match the correct peture aid text. Answer Helio, my name's Jo. I've gota blue T-shirt and a red skirt, (ve got a green sweater and bleck shoes. ‘+ WBEx. 4and Language worksheots 16.1 and 15.2: further practice with possessive's, colours and clothes. 4 Outand about with English 4.1 With your friends HEE viscussion Encourage the students to give you suggestions of where they can go in English. Check that they understand the vocabulary oftthe places in the pictures. 4.2 Fireworks tomorrow! I LISTENING In pairs, the students read through the dialogue together. Let them help each other with new vocabulary and encourage them to guess new words, Students can choose whether to listen to the cassette with their books open or closed. Answers. 1 fireworks 2 AtKate's mother's office 8 Atseven o'clock 66 © EEEEEIS) unit 15. Language focus MIXED ABILITIES ‘The task can be miade more dewanding by = aaking saident 06 read throsgh the dialogue again in ‘pats “Then one of them closes their book and the~ other prompts with sentences from the text. The -aeplies do not have to be exact but this will give: | stadents an opportunity to respond creatively toa ‘prompt. z : 4.3 practice EEE] SPEAKING and PAIRWORK Let students suggest in groups or in the class some ideas about where they can meet and what they can do. The students work in pairs and prepare their dialogue. They can write it down first and then those who are ready can act it out for the class, Encourage them to try to do this without reading from their papers. ‘+ WB Ex. Sand Language worksheet 15.2: further practice with the language of meeting fends. 5 Your Language Record EMEA Lanauace reconD ‘Time to spare? Ed time To sparc? Answers 4 July 2 May 3 April You could give students some ideas of different kinds of word puzzles they can make with the names of the colours. (Word search, crossword, two halves of the word, etc)~A class calendar Make a calendar; discussing, reading, ‘writing and drawing TEACHING NOTES FOR UNIT 16 Overview of the Unit In this Unit, the students work in groups to produce calendars which show the clothes and events for each ‘month of the year. This involves them in writing short descriptive texts. At the end of the activity there isa short evaluation discussion, (See also FYI posters.) Timing ‘Unit 16 would normally take about one fall lesson, but you may decide to split t up over a number oflesons. Approximate timings are: 1 Think about dhe months ofthe year 1 2 Teche case 1 3 Workin groups 20 4 Makea das calendar 10 at home (ee also REE tmva.) ‘What you need ‘The students will need some large sheets of paper (eg. ‘A3) and some smaller sheets (e.g. Ad). Different colours would be good. Some seasonal picmnres of different local, events ~ carnivals, celebrations, weather would also be usefl (in case students don't have enough ideas or are not keen on drawing). Coloured pens, glue, scissors. Mixed-ability classes Exercise 3 has additional guidelines for mixed-ability classes, (See also EXZEA wuxen aciumes,) ‘Workbook ‘Workbook Unit 16 contains different puzzles to revise vocabulary. Guidelines 1 Think about the months of the year EEA crourwonk, BRAINSTORMING Before putting the students into pairs, explain that they will be making a class calendar for the classroom wall or to take home, ‘Ask the students to discuss in their pairs which months they can work on and to brainstorm ideas. 2 Tell the class ‘Write the months of the year on the board and ask the students to give you their ideas for each month. Write all the ideas on the board. 3 Workin groups 9 wrrnine The best number of students in a writing group is usually three, Encourage students to write in rough first and to show it to each other to check spelling, vocabulary and grammar. Remind students that they should all write ~ each one of them must have a copy of what they agree to write. ei te iene aisupt ins nse f “sudden abilities in each group. Bach stident car ‘wnite and sae ‘yeting sewith then. ‘The task ca be made iiore deniuiding by ©) + asking students to mike @ School calendar with the ites of the holidays, exams, national holidays, etc. anidalitile description of each one: : Unit 16 Activity 74 Make a class calendar {2 bispLavine stuENTs' WoRK ‘The calendars can be produced asa large wall calendar for the classroom or school, or as calendars to take home. As a well calendar ‘Write the names of the months on large pieces of paper and a grid of the dates and days. The students’ pictures, and writing can then be put under the appropriate month, 68 EERE uner6 Activty As a calendar to take home Alcernatively, the students can produce their writing and drawing on smaller paper (A4) to make a calendar to take home. The top half of the paper can be a picture of one month and some writing; beneath it, they could put the dates and days of three months, so the calendar has four pages. They could write three more texts or they could copy three texts that the other students have produced. Ifyou give the students « photocopy of the dates and days for each month, it will make it much faster for them.OVERVIEW OF THE THEME ‘Theme F focuses on time as a general topic. In Unit 17, simple. [n Unie 19, students can do a simple test before students earn about the movements of the sun, shadows, | _ they go on to design their own test. The final Unit, Unit sundials and time zones, Language presented in Unit 18 20, is a board game to revise the language presented in and in the Theme covers telling the time, ‘have got’, the whole book, classroom phrases and more work with the Present cd‘The sun, time and ‘shadows; curricular links with physies and ‘geography TEACHING NOTES FOR UNIT 17 Overview of the Unit ‘The Unit practises telling the time first in the context of shadows ftom the sun, sunrise and sunset (‘o'clock’ only; minute intervals are taught in Unit 18). A miming game practises some basic verbs of daily routines and a Decide exercise offers a choice between vocabulary or reading and writing work. The Unit includes basic instructions on how to design your own sundial. Timing Approximate timings for the exercise are: 1 Onasumny day 5 2 Inthesua 2.1 ‘Tom's shadow 10 2.2 Time fom the son 15 3 Howlongis your day? The day in England 15 3.2 What ime isi 5 3.3. Write about your couney 20 4 Play game! What do you da? 10 5 _Sing a song! 10 6 Decide 20 7__ Your Language Record 5 (See also [EH nnawe.) ‘What you need The Class Cassette for Exercises 2.1, 3.1 and 5 (song) ‘You could also take to class a small torch for Exercise 2. If ‘you want to make a sundial in class (Student’ Book page 77), you will need polystyrene, paper, a pencil and glue. Mixed-ability classes and supplementary worksheets Exercises 3.1 and 3.3 have additional notes for mixed~ ability classes. 70 REE unt17 Topic Say it clearly! worksheet 3:"'s got’, ‘'ve got’; days of the week. (See also EXE moe asiumes.) Workbook Workbook Unit 17 practises the following: + Exercise 1: vocabulary for activities and the time. + Exercise 2: telling the time (o'clock), + Exercise 3: pronunciation and fixed phrases. + Exercise 4: vocabulary. + Exercise 5: speaking in an open dialogue about free time activities. + Exercise 6: pronunciation of ‘-s' (comes, goes, et). ixercise 7: singing a song in English. Guidelines 1 Ona sunny day Before you begin, you could discuss with the students (in the mother tongue) what things they can do on sunny day near where they live. As they give you suggestions, you can pat some on the blackboard in English (e.g. “We can go to the beach. ‘We can play in the park’, etc). * When you have built up a short list, you can then ask the students again in English, before they do the first part of the exercise in the book. Answers (from efttoright) ridea bicycle swim playa game go for awalk playonabeach haveapionic playin apark 2 Inthe sun 2.4 Tom’s shadow Before you turn to the book, you could put a few clock faces on the board to teach ‘o'clock’ (Its six o'clock’, etc.). Next, check that the students understand ‘long’ and ‘short’. (Ifyou ask a student to stand a pencil up ona book, you can use a torch to ask the students ifthe pencil, will have/has got along shadow ora short shadow as you ‘move the torch around the pencil.)‘You can play the cassette for the students to check their answers. Note: the sun rises in the east and sets in the west, so ashadow fiom the sun falls on the left in the morning and on the right in the afternoon. At 12 o'clock, when the sun is overhead, there is very litle shadow, iB) rarescrirr At8 o'clock Tom has gota long shadow. At 10 o'clock Tom has got a short shadow. At 12 o'dlock Tom has got a very short shadow, At3 o'elock Tom has gota short shadow: At5 o'clock Tom has got a long shadow. 2.2 ‘Time from the sun [EEE PAIRWORK and MONITORING AND GUIDING Before the students work in pairs, go through the times on the sundials with the students. Then ask them to draw some shadows on the other sundials. They can then work in pairs on both sections of the exercise. ‘You could, at this point, look at the instructions for making a sundial on page 77 in the Student’ Book. (See farther details below.) ‘+ WBExs. 1 and2: more practice with telling the time. ‘+ WB Ex. 3: pronunciation of phrases for talking about dally routines. 3 How long is your day? ‘3.4 The day in England i EY reaoine Before the students read, you could draw the two faces for June on the board, and show them what you can about them: ‘In June, the sun comes up at 4 o'clock in the morning, It goes down at nine o'clock in the evening’ Then draw the faces for December, and ask them what they can say about the faces. Give the students a few minutes to read through the text, before you go through it with them. Then ask them what they can say about the sun in their country, using the text asa guide, MIXED ABILITIES | ‘More siwpport cai be given by, discussing sunrise/sunset in the students’ coun first. You can then putsome shore sentences i ‘English on the boatd, simlarto the sentences in the text: [eis generally easier to move from ‘personal _ Experience’ to ‘new:informaton’,) "+ asking the students to read the text in pairs helping © eachother to understand itin the mother tongue. giving the students 2 lst (on the board) ofsome of | + WB Ex 7: pronunciation of -s (comes, goes, tc). 3.2 What time is it? ‘The main purpose of this exercise isto practise ‘morning’, ‘afternoon’, ‘evening’. Answers (iam left to right) o'clock in the morning, 9 o'clock in the morning, {2o'clockin the afternoon, 3 o'clock in the aftemoon, So'clock in the afternoon, 8o’clock in the evening 3.3 Write about your country ERE waiting Before you ask the students to write, it is best to go through what they can say frst, using the phrases in the book. Unitt? Tople n4 Play a game! What do you do? IEE PHysicat MovemENT, GAMES ‘This game is similar to ‘Simon Says’ (see EXBEA eaves) First, go through the various miming actions for ‘get up’, ‘eat’, ‘work’, etc. Ask the students to stand up. Then, when you say a time of the day, students have co mime what they usually do, “To make this into a competitive game, you can tell the students that they must mime only if you say “The clock says ...” (eg. ‘The clock says two o'clock in the morning’). Ifthey mime when you haven't said “The clock says ...’, they have to sit down. 5 Sing a song! Round and round =i EMA sonas ‘+ WB_Ex.7: the song is also on the Workbook Cassette. 6 Decide ... IME DECIDE EXERCISES, OVERVIEWING 6.1 What's the word? Answers a4 PTR] s citi. A[D[O |W YIEINA {elt K zZ[e[o]- [2/9] =]@]= 6.2 What time is it? Answers When itis 12 o'clock in London, itis: 2 o'clock in the afternoon in Cairo, 9 o’clockiin the evening in Tokyo, 1 o'clock in the afternoon in Mactid, 4 o'clock in the moming InLos Angeles, 8 o'o!ock'n the evening in Baling, 6 o'clock in the morning in Mexico City. 72 BREN unit17- Tonic Make a sundial ‘The students can make the sundial at home o, alternatively, they could make one as part of the English lesson. This will give you the opportunity to use English to do something. Ask the students to bring in the ‘materials that they need: a polystyrene square (or polystyrene packaging, or any ‘material that is hare and can be easily cut— even a stale loaf of bread). white paper along pencil glue a. compass or something to draw an 8,5cm semi-circle. Asyyou go through making the sundial with the students, (sce instructions in the Student's Book), you can use English to give short, clear instructions: Draw a semi-circle. Cat ont the semi-circle. ‘Write the numbers. and.so on. Note: the making of the sundial is stightly different in the northern and southern hemispheres: Step 2 Northern hemisphere: write the numbers 6,7, 8, 9, 10, 11, 12, 1,2,3,4,5,6. Southern hemisphere: write the numbers 6, 5, 4.3, 2,1, 12, 11, 10,9, 8, 7. 6. Step 4 Northern hemisphere: point the sundial to the south. Southern hemisphere: point the sundial to the north. 7 Your Language Record LANGUAGE RECORD Time to spare? (EMEA Time To spare?‘ave got tolling the times classroom phrases, ‘TEACHING NOTES FOR UNIT 18 Overview of the Unit ‘The Unit opens with a listening passage and follows with work on ‘have got’. Students then learn to express the time in 5-minute intervals (e.g, twenty-five past three), and talk about daily rontines. The Unit inclades a ‘Bingo’ game and some more usefil classroom language. Timing Approximate timings for the exercises are as follows What have you gow 1A Tayour bag 5 es bintday 5 2 Tvegor 2.4. “Have got or ‘has got? Make anule 2 Practice ‘has gor 12 Practice ‘has gor 3 What time isit? 3.2 Yourday 15 4 20 5 10 6 _ Inthe casroom 6.1 Some things your teacher sys 5 6.2. Some things you can sy 10 7 Your Language Record 15 (See also EYEE rane.) ‘What you need ‘The Class Cassette for Exercises 1.2, 5 and 6.2 (optional). Mixed-ability classes and supplementary worksheets Exercises 1.2 and 4 have additional notes for mixed- ability classes. Language worksheet 18.1: ‘have got’ and new vocabulary. Language worksheet 18,2: time, days of the week and daily routines, Say it clearly! worksheet 3: 5 got, ‘ve got, days of the week. (Gee also EXE smo asi mies.) Workbook “Workbook Unit 18 practises the following: + Exercise 1: ‘have got’. + Exercise 2: pronunciation of ‘have gor’ + Exercise 3: reading and days of the week; 3rd person verbs. + Exercise 4: telling the time. + Exercise 5: classroom phrases. Guidelines 4 What have you got? 4-1 In your bag Read through the names ofthe items in the pictures and. then ask the seudents what they have got. As the students show you things, get them to say a complete sentence in English. Toe got. 1.2 Kate's birthday Zl (Ed usteninc Acsuggested procedure is as follows: + Ask the students to close their books. + Phy the cassette recording through once or twice (ask the students if they would like to hear it again). Ask them first how many people are talking, (Three) Then ask them what they are talking about. Put any key vocabulary or phrases that they mention on the board. + Students could now read silently through the conversation before you play it again. Ask chem why ‘Tony and Susan say “Oh nol’, + Read through the conversation with the students, checking if there are any language problems. UUniti8 Language focus B+ Students could then read the conversation in pairs or ‘groups of three. Answer ‘Susan and Tony say ‘Oh no!’ because they have both gat the ‘same present for Kate, and Kate has got the came present 2 T've got. 24 *have got’ or ‘has got"? Make a rule EMA inoucive GRAMMAR Read through the sentences with the students and then ask them to complete the table, perhaps in pairs. As you check through their answers, check for correct pronunciation of "'s got/"ve got’ 2.2 PRACTICE ‘has got” EMEA Painwonk 2.3 PRACTICE ‘has got” and ‘have got’ ‘You coald ask the class asa whole first about the things thar they have got at home, Then ask them to work in pairs to write a short list that contains some things that aren't true, You could then ask students to say two sentences—one about themselves, and one about their partner, ‘You could play this as a game with groups or teams. If they guess correctly, they get one point, Ifthey guess incorrectly, they lose a point, The first team/group to get five points is the winner. + Wee. andLanguage weraheot + Wits 2 and soy tcteary worksheot 3: pronunciation ove get and eg ‘extra practice with ‘have 74 GEERIESEY unit 18 Language foous 3 What time is it? 3.1 Around the clock EM Painwork Before you ask the students to complete the sentences, daw the clock face as itis in the book (Le. showing the words ‘5 past’, “10 past’, etc.) on the board. Draw in some hhands and ask some students what time iti Answers 1 Nina gets up at eight o'ctock. 2 She goes to school at quarter to nine. 8 She has lunch at one o'ciock. 4 She goes home at quarter to four. 5 She goes to bed at half past nine. ‘+ WBEx.4 and Language workshest 18.2:more practice with tolling the timo, 3.2. Your day EMA writine Ask the students to write five sentences about their day (see Exercise 3.1). They can compare with their neighbour and then tell the class. 4 Your week Read through che names of days of the week with the students, checking pronunciation of each one. Students can copy the timetable into their exercise books and then write in some things that they do. They ean then tell their neighbour (i.e. not simply compate diaries), using the phrases in the book (‘On Monday, I play football at...” etc). “goes to bed at 1! o'dlocl + WB Ex. 3: reading; wriling about the students' own week, 5 Play Bingo! =i Students write a day ora time (in words) in each square. ‘You can play the cassette or read the tapescript aloud.6 Inthe classroom 6.1 Some things your teacher says Note: if you have already been using the four phrases given here, please omit this exercise. Read the four sentences to the students and then ask them to match them to the pictures. Answers ‘a Compare with your neighbour. b Lookat page 56, ‘© Ask your neighbour. d Whocan answer the question? 6.2 Some things you can say i ‘The phrases are also on the cassette. You could play each phrase on the cassette and then ask the students what it means in their language. Encourage the students to use these phrases when the situation naturally arises + WBEx, 5:more practice with classroom phrases. 7 Your Language Record ERE] Lanauace RecornD Time to spare? EME time ro spare? UUnit18. Language foous 6Rovision of Unite 1418 TEACHING NOTES FOR UNIT 19 Overview of the Unit ‘Unit 19 firsrasks the students to assess how well they think they know what they learned in Units 14-18. A simple test then follows and students can check cheir own answers, The main purpose of the testis to give a ‘model’ for students to write their own test (see notes on Exercise 3 below). The final exercise asks students to reflect again ‘on how much they have learned, before they do the material in the Workbook. Timing Approximate timings for the exercises are as follows. The most important part of this Unit is Exercise 3, where students write part of test for their class. The test in Exercise 2 is meant to be done fairly quickly. 1 __ Flow well do you know 3 2 Tetyourele 15 3. Waite your own ex! 20-25 4 More pracice 3 (See also EXE tm.) What you need No extra materials are required. Mixed-ability classes and supplementary worksheets Language worksheet 18.1: ‘have got’. Language worksheet 18.2: time, days of the week and daily routines. ‘Workbook ‘Workbook Unit 19 practises the following: + Exercise 1: vocabulary. + Exercise 2: telling the time. + Exercise 3: possessive adjectives. + Exercise 4: ‘have got’, 79 UBER unit 19. Revision Guidelines 1 How well do you know it? [EMEA autonomy 2 Test yourself ‘This testis not intended as an assessment of the students? Jearning so far. Its purpose isto give a simple example of how a test can be designed. The answers are on page 92. Explain to the students that they are going to write their own test and that the test provided here is only an example. Point out where the answers are, but encourage them to try the test without looking. (After doing the test, they can look back at Exercise.) The students can check their answers as they do each section or when they have finished ~as they choose. There is no need to go through the answers or for you to check them. You could simply ask them how many they got right, The intention, is for the students to move on to Exercise 3 as soon as possible 3. Write your own test! id tests “Tests are usually seen by students as something very negative. In this exercise, students can hopefilly see that they can learn a lot from tests ~ particularly if they design 2 test for each other. The process of doing this is useful fora number of reasons: 1 In onder to write their part of the test, students need to look back through what they have done and revise new vocabulary and structures. 2 Writing the test will encourage the students to think mote deeply about the language. 3 Students are often terrified by tests, Showing them how they can write tests can help to break down this fear so that they can see tests as being another way to learn ~ rather than simply something imposed on them ‘from above’. Divide the class into small groups (three is probably the best number) and ask each group to choose which of the four sections they want to prepare. The students canprepare a test section asin the example test, or they might | 4 mone practice think of other ways to make a test. Workbook Unit 19 provides extra revision in each ‘Once the students have prepared their section, collect it Janguage area. in, Over the next few days, you can put the sections together to make a complete test. (You will need to ensure that the test is in correct English.) The test can then be given back to the students as ther test, which they can do in class or for homework. (Experience shows that students aso learn a lot from seeing the parts which they have written in fully correct English.) Unit19 Revisionme! A revision game TEACHING NOTES FOR UNIT 20 Overview of the Unit ‘This final Unit is an optional game to revise the language the seudents have learned during the book as well as the topic information. Timing ‘The game is designed to last one lesson but may be played for half a lesson if time is short. Ifyou have more time, you may want to suggest to the students that they design their own board game—a different shape or size ~ with different revision questions and, perhaps, different rules. What you need Each student will need a counter or button of a different colour from the rest of the group and one dice for each ‘group (owo or three students can play together). Workbook Workbook Unit 20 revises much of the language from Units 1-19 by asking students to ‘make a record’ of their life by filling in information about themselves. Guidelines EMEA cames 1 Preparation ‘Check that the students know what they have to do before they divide into their groups. You may need to explain the rules in the mother tongue to speed the lesson up and ensure that everyone understands. Before they start playing, each student in each group has to write two questions. (See ‘How to play’ step 3 in the Student's Book.) 76 —Unit20 Question time! 2. The aim of the game ‘The aim is to move round the board answering the questions “The first person to answer a question correctly on. ‘Home’ is the winner. 3 How to play 41 Students rake it in curns to be the Questioner. Each student chooses a colour. 2 Each student puts their counter on the ‘Start’ space of | their colour and they take it in turns to play. 3 The first student rolls the dice and moves the counter the same number of squares. Ifthere isa “Go back’ or “Go forward!’ instruction they must do what it says. If there isa? they must answer a question. 4 The Questioner asks the student the question for the squares. Ifthe student gets the answer wrong he or she misses a turn next time. 5 The students go round the board until they reach ‘Home’, 6 The first person to answer a question from ‘Home’ is the winner, Answers Yellow questions: 1 personal response 2 personal response 3 scudent’s question 5 fifty-five, eighty-eight, ninety-four, thirty-six 7 personal response 8 personal response 14 No, they can't. 42 penguin, polar bear, seal 19 personal response 44 personal response 16 See page 62 in the Student’ Book. 48 ‘Can I have a dictionary, please?”Red questions: 1 personal response 2 personal response 4 student’ question 6 ‘They are students’ 7 an apple, a pen, an orange, a car 8 ‘Can I have a/your pen, please?" 10 twenty, thirty, forty, a hundred 12 personal response 19 zcbra, lion, elephant, snake 18 personal response 17 personal response 18 ‘Can you say that again, please?” Blue questions: 1 personal response: can include desk, chair, students, teacher, books, pens, pencils 3 Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday 4 bedroom, bathroom, kitchen, living room 5 student's question 6 ‘T'm ten/eleven/twelve/thirteen years old” 9 personal response 40 personal response 14 Australia 49 personal response 16 See page 11 16 ‘Can T have ... . please? How much is it?” 48 watch television, talk, sleep, read, write, play the piano/guitar, play on the computer Unit20 Question time! — 79AnA 10 Z of methodology ‘This section contains details of some key areas in language teaching, particularly in relation to teaching with Cambridge English for Schools, Staterand Levels 1 and 2. You will find references to this section in the Teaching Notes for each Unit (for example: EXE motHen ronaue). However, it is not intended that you should read all of the relevant references just to prepare one lesson or that you should read the entire section all at once! This section is for reference: for you to read at your leisure, as and when you wish. Cross-reférences to other entries in the section are also shown in small capitals, ume THs. (J AUTONOMY ‘What and why? Autonomy has two main aspects in Ianguage teaching. The first concerns the students’ use ofthe language. The ultimate goal of most language teaching is to develop the students’ autonomy in their own language use. That is, to develop the ability to use the language as they need or want to. This has direct implications for the kind of tasks that students are asked to do. Tfstudents are only asked to do ‘closed tasks’, they are unlikely to develop the ability to use the language with ease, OPEN-ENDED TASKS are much, ‘more important in this respect. ‘The second aspect of autonomy, however, concerns how the students learn, Ifall the decisions about learning are always taken by the teacher, the students will not have the opportunity to decide things for themselves, This means that they will not develop the ability to learn by themselves or to work out what works best for then as individuals. In 2 rapidly-changing world, however, these abilities are increasingly important as people are continually required to learn new skills and absorb new information, Learning how to learn should thus be 2 vital component in any educational course. Practical ideas + CES incorporates numerous tasks which require students to decide things for themselves, to plan and to evaluate. You can discuss these tasks with the students so that they understand the value of them in helping them to learn without your direct supervision. + The Workbook Cassette provides a good support for the students to exercise autonomy in learning. You can spend some time discussing with the students how they use the cassette, when they listen to itand so on. + In Levels 1 and 2, the Help yourself Units in the ‘Workbook offer practical support in developing the students’ autonomy in learning. Once the students have done one of the Units, you can return to it after a week or so and ask how many of the techniques they have used, why/why not and so on. + In Levels 1 and 2, the bo m vounsenr exercises ask students to make decisions. You can increase the number of these in order to encourage the students to take more responsibility. In Level 2, the ‘Open Plan’ sections after the Revision and evahation Units can also he incressed in frequency. + After the students have decided something and then carried it out, itis important to evatuaTe what they have done. You can discuss what they did, how it ‘went and how they could improve it next time. + Stress to the students that there are a number of vital tools for learning, They need to have a bilingual dictionary, a grammar, notebooks and a cassette player. + You can discuss with the students different ways in which they can get practice (see also the Help yourself Units in Levels 1 and 2). (4 BRAINSTORMING ‘What and why? ‘Brainstorming’ is the name given to a number of techniques used for generating and gathering ideas. The basic principle is that the students suggest ideas which may be collected, for example, on the blackboard. 80 An EXE ot methociotogy During the collecting of ideas, ALL ideas suggested are noted down — only after the brainstorming is finished are the ideas discussed, grouped or eliminated, Brainstorming can encourage students to speak out and share ideas. Italso gives the teacher an immediate impression of how much the students already know aboutsomething, At the Starter level, brainstorming can take place in the mother tongue, as a way of introducing a topic (e.g, animals or food chains). In Level 1 and beyond, brainstorming can be done in English, Practical ideas ‘There are a number of different ways you can approach brainstorming. # Write ‘What do we know about (name of the topic)?" in big leters on the blackboard, Place a circle round it and some lines out from the circle. Ask the students what they know about the topic. As they say things, ‘write them around the circle. If their suggestions come in the mother tongue, you can write them up in simple English, Students can then see theirideas in English. + Write ‘What do we know about (name of the topic)?” in big letters on the blackboard. Give the students a few minutes to note down ideas by themselves. Then, collect their ideas on the board. + As above, but students work in small groups. + As above, but play some soft music while they are thinking/ discussing + Students work in groups to generate ideas and then cross-group (sce GROUPWORK) to compare. You can use different types of wuste during these stages. + ‘The brainstorming can be put up on a Poster and, referred to and added to over a number of lessons. + Brainstorming doesn’t have to be about things they know. It can be about things they would like to know. Students can build up a question Posten, Eee CHECKING ANSWERS ‘What and why? ‘After students have done an exercise, itis important that they have an opportunity to check what they have done. This will give them reepeack on their work. There area number of ways in which you can do this. Practical ideas + You can go through the answers while the students look at their own work. + Students can work together and then sit with another pair to check the answers. + Small groups of students can go through their answers together. During this time, you can circulate around the class, helping and checking. + You can provide an ‘answer sheet’ for students to check their own answers. (This can be circulated around the class while they are doing some other activity, pinned up on the board for students to check after the lesson, or written on the blackboard) + Afstudents have incorrect answers, you can give hints or clues rather than simply give the correct answers. ‘This can help them think through the task again and learn more (See ERROR CORRECTION). et CURRICULUM LINES ‘What and why? One of the main features of CBS is that it makes direct Lnnks between English language learning and the school curriculum, This happens in two ways. Firstly, there are links with broader educational aims, such as developing PROBLEM-sOLMING abilities, AUTONOMY, aUESTIONINg, ‘cooperative learning, and so on. Secondly, there are direct links with school subjects, such as Science, Geography, Language and so on. There are a number of reasons why this is important. Language teaching isa part of education, and needs to take its fll educational responsibility. A cross-curricular approach also offers students an ideal opportunity to reftesh and revise what they have done in other subject areas and to make links ‘with what they have learned so that their knowledge ‘becomes more active. This makes both learning and teaching English more interesting and more memorable. ‘Working with subject knowledge that is important and interesting in its om right makes it more likely that students will remember the language associated with it. Finally, whether language teaching has explicit links with the curriculum or not, it is clear that it can have a role in shaping the broader attitudes and abilities of students. Ie thas makes sense to take this Fic into account and build it into our language teaching methodology. Practical ideas + Teaching English through a cross-curricular approach can mean that your role asa teacher changes. Many teachers report that cross-curricular teaching is more interesting, since it involves their learning as well. However, you are an Bnglist teacher and you cannot be expected to know all about Science, Geography and so on. Your role as2 teacher, then, is to stimulate she students to find the information/answers/ explanations that they require for themselves. ‘An EXE of methodology 81+ In the notes to the Units, you will find some background information on some of the topics covered in CES. + You may find it useful to talk to teachers of other subject areas. As you approach a new Theme, you could find out what work the students will do or have done in that area. + Ttmay be possible to teach some lessons together with another subject teacher. For example, with some (iq DECIDE EXERCISES What and why? The Decide exercises come in each Topic Unit. They give the students a choice of what they can do next, (There is normally a choice between two exercises, but in Levels 1 and 2 there is an additional option for students themselves to decide what they want to do, see bo m yoursets.) The students can do the Decide exercises alone, in pairs or in small groups, The exercises are designed asa first step in the students’ taking responsibility for their own learning (Gee STUDENT INVOLVEMENT), (iq DISCIPLINE ‘What and why? One difficulty frequently encountered by teachers of secondary aged students is the problem of maintaining discipline. There are wo main aspects to consider in this, ‘The firsts to ask ‘What kind of discipline do L want?’ ‘The key should be to maintain a purposeful but relaxed atmosphere in the classroom, where certain students don’t disturb other students. This may mean that some so-called discipline problems are not real problems at all. As long as the overall atmosphere is conducive to learning, it may not be worth making an issue out of minor acts of ‘misbehaviour’. [fstudents were 100% ‘compliant, we would have reason to be worried! On the hand, discipline can, at times, become a serious problem. ‘The important question to consider here is ‘Why are they behaving like that”. The cause of discipline problems may lie in difficulties at home, in school, or with friends ‘These are likely to be beyond your control. Some causes, of discipline problems, however, may lie within your classroom and you may be able to resolve them, Practical ideas + Lf the problem reoccuts, try to discuss it with the students, Approach the issue as their problem 2s well as youts (‘We've got a problem. Our lesson/groupwork, etc. is not working, is it? What can we do about it?). This can give them a feeling of responsibility. For this, 82 An EYE of methodology advance preparation, students could do Science experiments, Maths, Physical Education and so on in English. You could choose a new topic area together. + As you begin a new Theme, you could start with a question Posten. You can ask the students questions such as: ‘What questions from History connect to this? How does Geography connect to this? Is Maths important for this topic? How?" and so on, Practical ideas + Explain the choices clearly to the class before they start. Allow enough time for them to decide which task to do and how to work (alone/in pairs, etc) *+ Make sure thete is enough time left in the lesson to make a start, *+ While the class is working go round and offer help if needed (see MONTTORING AND GUIINC), If students finish before the others they can use the TiMe ‘To SPARE? or the LANGUAGE RECORD, you will need to listen to their views and be ready to make changes + [Eyou have tance ctasses, discipline problems may be caused by students who feel left out or who don't understand what is happening. Using erourwori can help them feel more involved, + Discipline problems may occur during listening activities. This may be because some students cannot hear the cassette very well. They may be ‘lost’ before the lesson really stars. Tell them to look at the words in the book while they listen if the room is noisy. + LEthe students are restless or tired, you could stare with some PHYSICAL MOVEMENT. + The pace and mina of the lessons may be too fast for some of the students and so they get lost, feel they can never catch up, and then begin to misbehave, These slower students may prefer to work individually. + Make suze that the work of the weaker students has equal feedback. + Try to bring about more sTupenr mvoLveMenT, especially from those students who are causing disruption. + Tosettle students down when they come into the class, you can use music or regular journal writing. A Journal is the student's own book which you do not correct of look at unless invited to do so. The students may write anything they like about their day,their feclings, the things they have done, the things they have learned and so on. Initially, this will be in the MoTHER ToNGUe but you can encourage them to try to write in English as the course goes on. During group or pairwork: + Give extra help to the troublesome students + Get the troublesome students to work on something you know they are good at and which will give them a feeling of achievement. You can give them some other individual responsibility for a term. For example, collecting in womework, helping with the pisptavs, leading the singing in sons. + Try not to give extra English homework as a punishment; it can create the view that English is boring or difficult or both! TE Eq DISCUSSIONS ‘What and why? Discussions can allow students the opportunity to give their own ideas and, in the later stages of the cours, to practise using English to say what they want to say. They can also form a way into a topic which can stimulate the students’ imagination and give the teacher an indication of how much che students already know. It is important, however— particularly when discussions are done in English ~ that the emphasis is always on the ideas which are being expressed, not on the accuracy of how itis expressed (graminar, pronunciation, etc.). A heavy focus con form can block a discussion and prevent ideas emerging. Practical ideas + In the initial stages of the course, brief discussions can be in the movieR Toxaue. The importance of this is that it can give the students the feeling that their ideas and contributions are valued. + Discussions in the mother tongue can be used as @ ‘way to raise the vocabulary that they will meet in English. After a brief discussion, you can put words on the board and ask if they know how to say those things in English. + Discussions can be appronched through BRANSTORMING. + Asthe students’ abilities in English develop, you can encourage them to express their ideas in English. If the students show resistance, you might ask them “Would you like to know how to say that in English?” and show them how they can express the same idea in English. + Discussions of abstract topics do not usually work swell with students of this age. Discussions need a clear, concrete focus— for example, what they know about something or what they think about something, with which they are very familia + Discussions are probably best kept short (maximum. 10 minutes). Beyond that students may lose interest or the discussion may lose its focus. + With a clear, concrete focus, students can work briefly in small groups. Some groups can then feedback to the whole class. et RR Eq DISPLAYING STUDENTS’ WORK ‘What and why? ‘Many tasks in CES ask students to produce a lange piece of work, such 2s posrers, or in Levels 1 and 2, poems, ‘booklets and work for the Parcel of English. To give students a sense of purpose about their work itis a good idea to display it. Practical ideas + Pin work up on the classroom wall for a week or so and then change it. Perhaps you can display work in the corridors, in the school hall, in the school foyer, in the canteen, in the staff room or in other subject rooms (for cross-curricular links). (You can also ask. students for display ideas.) + Take a photograph of the display for reference. + Make sure you write on the display the students’ names, their class, the subject of the work anda description of the purpose of the work (in MoTHER Tonave).. + When you take the work down the students can cither Keep their work in their own ‘English file’ or put their work in a large scrapbook. + Encourage students to help you display work. + Display pictures as well as the writing; some students may be better at art than English! + Some students may be sensitive about showing their ‘work to others: it may be best to ask them if they want to. + Ia display is put up in the classroom or put out on the class tables, allow time for the students to walk around to read it. One member from each group can stand by their work to explain and talk about what they have done (See also posrens) An EEA ofmathodology 83InN ESSrnrpenenpeereneneen ene eee EM] DO IT YOURSELF What and why? ‘Do it yourself" is an important idea that occurs throughout CES, Encouraging students to do something shenselves, rather chan simply using the exercises in the book, is to encourage them towards autonomy ~ the ultimate goal of education. This also allows students room for their own individual interests, needs and abilities. At the Starter level, students are involved in making puzzles and exercises for each other and in making a test, In Level 1 students are given the option of deciding what they want to do in each Decide exercise. In Level 2, this is taken one step further, where the DIY exercises in the Language oats Units require planning for what they will do in the ‘Open Plan’ sections. The main aim of these exercises is to create a greater sense of sTupent invo.vement and a feeling of ‘ownership’ of what they are learning. Practical ideas + Itis important that any suggestion that the students snake and which they actually do is followed up by some kind of evaLuanion. This can be simply asking, the students how useful they found what they did ‘One or two lessons before the students come to a Decide exercise, point out the option for them to decide for themselves. ‘You could also allow some time for students to tell other students (either in small groups or to the whole class) what they have been doing. Ifyou wish to give the students the opportunity to decide for themselves, you can propose something. Have a list ofideas ready. For example: do some reaping, look back through the previous Unit, do something from the Workbook, do a 1iMe To spare? exercise, play one of the Games in the book, write some GrAMAR rules on a Posten, listen to a song. You will need to insist that what they decide to do is related to learning English! ce i eee ‘What and why? ‘Making errors isan inevitable and necessary part of language learning, It is only through making errors, and hearing the correct forms, that students can develop their own understanding of how English works. Iris ehus important that students have as much opportunity as possible to produce language and, with the focus on using, English creatively (rather than simply repeating language), the number of errors that students make will inevitably rise, Teachers thus need to chink carefully about how they will respond to these errors. ‘The process of absorbing a new language structure takes considerable time, Teachers cannot, therefore, expect that simply correcting an error will produce immediate results, Some errors can remain even up to very advanced levels (such as the ‘sin site lives, he goes, etc.). A strong emphasis on error correction cannot be expected £0 produce students who make few errors. In fact, an over- emphasis on error correction is likely to be counter- productive as students become deterred from using — and experimenting — with new language and vocabulary. But students do need to have their errors pointed aut to them. ‘The key is to limit correction to a small number of points ‘ata time and to judge when the right moment for correction is. 7 84 An EYE ofmethodctogy ERRORS AND ERROR CORRECTION Practical ideas + Correcting students when they are in the middle of saying something may produce students who are affzid to talk, You can make a note of the errors students make and go through them at the end of the discussion/lesson. Limit yourselfto correcting only 2 few errors in written work or after the students speak. For errors in wrmne, students can be encouraged to build up a short list of their most common errors. ‘The list can be arranged to form a mnemonic of things to check (e.g, PATTIBS = Plurals, Articles, ‘Tenses, ‘there is/are’, '-ing’ form, ‘Be’, Spelling, etc.). In monolingual classes most students will make the same errors, You may want to have ‘an error of the week’ game, Choose an error which most students ‘make, tel them what itis and write the correct version on. piece of paper on the wall. This raises the students" consciousness about this particular error, Students then have to try not to make this error all week, The student who succeeds can choose the ‘error of the week’ for the next week.a (id EVALUATION What and why? There are two main ways in which evaluation is amportant in learning. The first way is in relation to what and how nich students have learned — such as through -ests and quizzes (see Tests). The second way, however, is «n relation to how the students have been learning ~ whether groupwork, for example, is effective, whether they receive enough guidance and so on. The first aspect of evaluation is the most common in language teaching. The second aspect is not often considered in much depth, although it is obviously extremely important. In CES, this second aspect of evaluation is introduced more fully in Level 1 and beyond. However, itis possible for you to involve the students in thinking about iow they are learning at the Starter level also. The aim through this kind of evaluation is to encourage them to take more control over their learning and to give you, the teacher, an insight into how the students see their English clases. Practical ideas «+ For practical ideas in the what and how much aspects of evaluation, see TESTS. + Avoid, initially at least, asking the students questions such as “What things did you like?" ‘What things didn't you like? Negative questions tend to produce negative answers. It is better to ask “What do you think about ...?" + You can ask the students to give you feedback in ‘writing (in the mother tongue), anonymously. You can ask them, for example, to lst exercises in order of difficulty (e.g. mark exercises on line from easy — difficult), to say where they think they need/would like more practice, to say how fast/slow they think things are going, what problems they think they have ‘with English, or what things they would like explained again. + Evaluation by the students requires the teacher to be open to listen and discuss, and make changes if necessary. + Initially, itis likely thar the students’ evaluation of how they have been learning will be very superficial. Jast like learning itself, evaluation requires practice. "The more they do is, the better they will become at it, and the more able they will become to accept responsibility. * You could place a Suggestion Box in the classroom: for students to put in their own ideas of what it would be usefl to do in class. ne EIenaEEEeeen [Wd EXERCISE BOX What and why? ‘The Exercise Box is introduced in Unit 5 in Level 1 and in Supplementary Unit B in Level 2. However, you could introduce the idea at the Starter level if you wish. Each class can have its own Exercise Box (a small cardboard box or shoe box with cardboard dividers) which, ideally, should be kept in the classroom or taken to every lesson. ‘The purpose of the Exercise Bas is to encourage students to write their own exercises which they keep in the Exercise Box for other studenis to use later, particularly if there is TME To sPane in a lesson. Students learn a great deal from writing exercises for each other. Practical ideas + The measusr in Levels 1 and 2 gives examples of kinds of exercises that students can write, At the Starter level, where the exercise types are generally quite simple, once the students have done an exercise, ‘you can ask them to make a similar exercise for other students. Once you have checked and corrected it, students can write a neat, correct version of their exercise on a blank postcard. They should put the answers on the back. + The Time To span? section offen gives students a chance to write an exercise + You can use the smdent-produced exercises ifsome students finish a task before the others. They can also ‘be useful in building up a source of revision and/or remedial work. + For easy reference, label the exercises, showing what Unit they come from. You can divide the box into sections for each Unit. You may want to colour code the exercises for difficulty + You can add your own exercises to the box, of course. ‘An ERE ot methodology 5Cannas Unereeneeemmneneeeeeen Ij FEEDBACK What and why? In Iearning, one of the most important factors isa feeling that you are getting somewhere. For some students, earning at school can seem like an endless list of exercises, in which they move fiom one task to the next. This can Tead to a lack ofa sense of direction in their learning ora feeling that there is no value in it. Itis important, therefore, that students receive feedback on what they have done and that their effort is recognised and valued. Feedback may focus on the form of what they have done (spelling, grammar, neatness, etc.) or on its content (ts message, the opinions and ideas expressed). As teachers, ‘we typically respond to the form aspect, but its only through the content aspect that we can really recognise ‘our students as individuals with their own ideas. Practical ideas + Feedback can come from other students as well as from the teacher. Allowing time for students to show their work to each other (ifthey wish this may be a sensicive point) can allow them an opportunity to have pride in their work, ask questions about things they are unsure of, and share ideas. Ifthe students are engaged in a large activity, such as in the Adtivity Units, allow some time at the end for them to DISPLAY THEIR WORK. Feedback between students is best done in pairs or threes with students who are friends with each other, Feedback between students can be given a clear focus by asking them to produce a single re-written version of their work which draws on what each of them has done. For example, if they have completed a guided piece of writing, they can produce a new version which has corrected spellings, grammar, extra ideas, etc. In feedback to each other, students may be over critical ot focus only on the form aspect. One way to overcome this is to insist that they make positive suggestions for improvement. Comments may also be limited to two or three points. * Feedback to you, as the teacher, can be gained through the EVALUATION activities, ana gsSISSSESNS SERRE eee ee Ti] FLUENCY What and why? ‘Many language learning tasks focus on accuracy: These are often ‘closed! exercises in which there is only one correct answer. Fluency tasks, on the other hand, are more open. They encourage the learners to take risks and be more creative with the language because there is no ‘right’ or ‘wrong’ answer (sec OPEN-ENDED TASKS). At lower language levels, language teaching has traditionally emphasised accuracy, believing that finency comes once the grammar has been mastered. In CES, however, both accuracy and fluency are emphasised right fom the beginning. Developing fluency is important in building up the student's confidence and maintaining a sense of achievement in being able to say something meaningfil ‘Many students also learn more naturally through tasks which focus on using the language, rather than learning about che language. The Topic Units and Activity Units and (Gn Levels 1 and 2) Culture matters Units in the Stadent’s Book all aim at developing fluency. The Language focus ‘Units, Revision Units and exercises in the Workbook aim at developing accuracy. Inall four sills, confidence and fluency are linked and make the students more receptive to learning. Confidence and fluency in READING and UsTeNING help students to deal with language without feeling the need to understand every word, encourage them to guess new 28 An ERED otmethodoogy words, and enable them to understand che main message, including the speaker/writer'sattinrde, Confidence and Auency in wama and sreakine allow scudents to get cheir ideas across without being restricted by an over-concern with form, Practical ideas + There are numerous fuency activities throughout CES. Compare, for example, the exercises in a topic Unit with the accuracy exercises in a Language focus Unit. In fluency exercises, the focus is on developing and expressing ideas, There is nothing wrong with correcting language enRons as they arise, but don't let this stop the main focus. Make a note of significant Janguage errors and return to them later. ‘There is only one way to become fluent and accurate at the same time: through using the language to express/understand ideas. This takes time, so you will need to expect and tolerate language errors as students develop this ability. In fluency focused exercises, try to react to what the students say, not how they say it. For example, if you are marking their written work, you can add something about what you think about what they have said, your opinion on the topic and so on.SSS [td GAMES ‘What and why? With young stadents, games ire a lively way of maintaining student interest in the language. Games in CES are an integral part of the course. They are fun but also part of the learning process and students should be ‘encouraged to take them seriously. In general they need not be compulsory ~ students may prefer to do something else while another group plays a gume. Most of the games in CES expect students to create some input ‘before they play. This gives a sense of ‘ownership’ and extends the language learning clement. Practical ideas + As with all groupwork, the success of the game depends on clear instructions to the students. Make sure that they understand the aim of the game and the rrules before they start. (Initially, these are probably best explained in the MOTHER TONGUE) + You will need to make sure that you have a supply of dice and counters permanently available. + The best number of students for a game is probably four (six maximum) otherwise the game will move too slowly and the others will get bored while waiting for their turn, + Smdents can choose a ‘leader/referee' for the game before chey start, to decide on disagreements. + While they are playing you can be monrrorina Ano uno. + Make sure they know how much time they have to play the game: 10-15 minutes is probably enough for most of the games in CES. Don't start a game five minutes before the end ofa lesson! You can give students a ‘five-minute warning’ before the time is over so they can work towards the end. + As the course progresses, you can get the students to invent their own games and design their own board. ee [ia GRAMMAR ‘What and why? An understanding of the grammar of English is crucial to the development of the stuclents' language learning. By the time students reach secondary school age, they are able to handle and understand grammatical rules and descriptions. With the limited amount of time which the classroom provides for language learning, grammar can bbe a vital tool in speeding up the students’ ability to produce ‘correct’, meaningful English. In order to see how the langnage ‘jigsaw’ fits together, itis also important that students learn to use words such as ‘noun’, ‘verb’, ‘adjective’, etc, This will enable the students to work things ont for themselves (see INOUGTIVE GRAMMAR) and you, the teacher, to explain things to them. Practical ideas + The Language Record pages summarise the grammar points for the students. As che students fill them in, they provide a self-created reference for revision. + The Revision Units give students an opportunity to reflect on grammar points which they may still be ‘uncertain about. In the Starter Unit 19, and in Levels and 2, they can write their own tests as a creative practice to check their understanding. + To make sure that students understand the metalanguage, they can write the main words — noun, verb, adjective, personal pronoun, ete. — ona poster on the wall with examples underneath to act as a reminder. + Asthey discover the main grammatical rules and structures, students can construct a posteR for the wall with example sentences underneath each main rale. + The main rules can be written on a sheet by some of the students and placed in the class exencis= 80x. Ed GROUPWORK ‘What and why? Groupwork in CES is based on the idea that students can learn language and information from each other. The principle of cooperative learning is basic to classroom education. It also allows teachers the opportunity to help with individual problems, stronger and weak students to ‘work at their own PACE (see MoNTORING AND Guomia) and more students to get more practice. Practical ideas + Before students begin groupwork, make sure they know exactly what they are expected to do, Make the An EXE ot metnacolosy 97focus clear with a definite outcome (for example, to write something, make alist of something). * During the lesson note which students are working together so that you can encourage them to work with different people next time, + After working in groups, students can be cross~ grouped. This involves groups re-forming with representatives of the other groups (for example, if students are labelled A, B, C and D in their groups, cross-groups can be formed by all the As coming together, all the Bs, all the Cs and so on). In their cross-groups, students can compare ideas. + Three or four are probably the best numbers for groupwork. + There are many ways to set up groups. Try to vary the basis on which you group students: j) students can choose who to worik with; i) they can turn round and ‘work with the students behind/in front of/next to them; ii) they can be grouped according to ability; iv) they can be grouped alphabetically, according to birch months; v) they can be grouped to maintain a balance of boys and girls; vi) chey can be grouped by numbering students 1, 2, 3, 4 around the class; vii) you can cut up some postcards and distribute the pieces round the class, Students have to find who has the pieces which go with theirs and thus form a group: vii) you can give out cards with names of animals (four of each). Students have to walk around the class making the noise of the animal to find out who is in their group. a tia HOMEWORK ‘What and why? In CES, homework gives students time to absorb, process and practise what they have leaned at school (see also Notes on the Workbook, page 107). It also keeps the students involved between lessons and maintains their commitment to learning English. In most courses, the amount of time available in class is simply not sufficient for language learning to take place fast enough. Extra work outside clas is essential. Practical ideas + Before you set homework make sure that the students know which exercises they have to do and how long they are expected to spend on their homework. (No ‘more than halfan hour is recommended.) + There are no answers in the Workbook so their homework will have to be checked in the next lesson, You will need to allow some time for this and to build it in as part of the lesson, + There are a number of ways in which you can correct homework. See Notes on the Workbook, + TEyou sec homework, but find that students do not do it, you need to consider why this is happening. These may be a number of possible reasons. It may be too Gifficult or too easy. They may not have time because of other commitments. They may not see the point fit. They may not have the book! They may have ther personal problems. You may be able to resolve these problems by talking to the students about it, agreeing with them when they can do their homework, discussing whether they find it too easy/difficult and so on. Perhaps they can sometimes stiggest something to do for homework. (Everybody doesn't always have to do the same thing.) Serer rt (iq INDUCTIVE GRAMMAR ‘What and why? ‘oRaMMAR may be approached in two main ways: deductively, in which students are given a rule which they then practise (that is, they work using other peoples deductions about the language), or inductively, in which they work out rales for themselves. Inductive grammar teaching is usefill for a number of reasons. It can involve the students more filly as thinking people with ideas of their own and increase motivation. [¢ can involve them more fully in understanding the language as they work out different rules for forming and using English and ic can also help clear up misconceptions they have and make it clear to you, the teacher, what ideas they have about how grammar works. CES includes a number of inductive grammar tasks in the Language fecus Units 88 An EYEE of methodology Practical ideas + Some aspects of English grammar may be similar in| the students’ worker TONGUE. Students can be asked to think about how things are expressed in their MoTHER ‘onave and when they use certain words, etc. before they are asked to think about English Before presenting a grammar area, you can give the students some example sentences with the grammar item encircled, and ask them to work out when itis used. For example, you can give the stuclents example sentences of present simple verbs, some including the third person -s, The students can then be asked to work out when the -s is used. Students can be given simple tables and asked to complete them (for example, sentences with ‘isn't’and ‘aren't’ missing). They can then look through the ‘Unit in the book to discover which word belongs with which subject pronoun, + Sendents can work briefly in small groups/paits to work outa rule before you ask for their ideas. If their ideas are incorrect, you can then present the correct rule or give some more examples which make them think about the rule further. ee SS (id INTERACTIVE WRITING What and why? Most often, the writing that students do in school is simply for the eyes of the teacher. Interactive writing involves students writing fo and with other students. There are a number of reasons why this might be useful Firstly, writing to other students can give the students a clear sense of purpose and an audience for their writing — they can get FEEDBACK from the reader on how far their message has been understood. Secondly, writing with other seudents can give the students a clear focus for their ‘work. Interactive writing will involve the students in asking each other about grammar, spelling, vocabulary, phrasing, etc, and so give them the chance to learn in a non-threatening atmosphere. Practical ideas + While students are working in groups, you can circulate around the class, reading what they have written and helping with any problems, + Discussion during interactive writing tasks may be in the moTien Tonave. This may not be a problem since one of the purposes of interactive writing is to enable students to exchange ideas. An ‘English only" rule may prevent this. The important point isto insist that the writing that they produce is in English. + Writing can be a sensitive area and some students may not want to write with other students or want theit work to be seen by other students. In this case, students should be entitled to work alone if they wish, oy [a LANGUAGE RECORD ‘What and why? There are Language Record pages at the end of the Topic and Language focus Units. ‘These provide a record and easy reference of the language the students have covered, ‘They are designed to be completed by the students in their own time either in class or at home. Practical ideas + As students finish the Topic Units and Language focus Units, direct them to the Language Record atthe end of the Unit. + Initially, allow time in class for students to complete it. They can also do it for HOMEWORK. + Suidents don't have to wait until the end of the lesson to fillit in. Ifthey have tive to spare, they can fill it in, + While they are working on the Language Record, you ‘can go round MONITORING ANO GUID + Encourage students to think of their own examples for the sentences. This will support the pice dictionary sections in the Workbook. eet TS Wid LEARNING STRATEGIES What and why? Learning strategies are the techniques individual stadents, use to help themselves learn, Classroom research has identified chree main types of strategies: Meta-cognitive strategies, such as planning, evaluating and monitoring Tanguage use; cognitive strategies used in actually ‘doing the learning’, such as guessing words, repeating, learning things by heart and working out rules; and seca! strategies, such as working with others, asking for help and so on. All students come to their English lessons with their own learning strategies. They learn many of these through their other schoolwork, through watching people, and by being told what to do. Learning strategies are very personal ~ what works for one person may not swork for another person. Since the strategies stuclents use are influenced by teaching and by others, students may not be using the best strategies for them. Teaching tends to emphasise particular approaches to learning (e.g. an emphasis on working from examples). Seudents are unlikely to be aware of what the alternatives might be and may assume that the way they learn and are taught is the only way. “Learning about learning is part of the process of education and provides an understanding which is transferable to other subjects, other areas oflife and beyond school. Itis ako important in bringing about stUbeHT NVOLVEMENT. ‘An EYEE of methodology 99Practical ideas + CES includes exercises which use various kinds of learning strategies. Meta-cognitive strategies are involved in the peome (and, later, in the Do m Younseur exercises). Cognitive strategies are developed all through the materials and, in particular, in Levels 1 and 2 in the Help yourself Units in the Workbook. Social strategies are involved in the numerous ‘enouPWonK and individual tasks, the encouragement to ask others and share ideas, and to use resources from outside the classroom. + Before giving test, discuss with che students how they will revise. + When they choose a Decide exercise ask them why they chose that one. + There ae few ‘right’ or ‘wrong’ ways to learn a Ianguage, Some students may feel happier, for example, looking at a model before they write, while others prefer to ‘write from the top of their heads’, ‘The important point is that students are aware of the possibilities. Every now and again, discuss with che students how they are going to do an exercise and allow a variety of learning approaches. In some cases, this may include looking at the answers fist, for example. + In Levels 1 and 2, as you introduce a Help yourself Unit from the Workbook, discuss with students the strategies that they use. Encourage them to try a new: strategy and discuss the results with them a few lessons later. + You could make a Help yourself posren with ideas from the students about how they revise for tests, how they do their homework, how they check their work, what they do to learn English in their free time and so on. en ene LISTENING ‘What and why? In common with the other skills of warm, READING and SPEAKING, there ate two main roles for listening in language teaching, The first iss a goal of teaching. Ieis important for students to develop the listening skill in order to understand spoken English, whether on TV, radio or in speaking to people. The second role, however, is as a means of learning. Listening can provide further sources of input and can help the students remember the words, phrases, grammar, etc. that they are learning. By working on listening tasks, smdents can become closely involved with the language and, in doing so, develop their general language proficiency. Handled well, listening can thus form a very important element in the course. Practical ideas + In the early stages, the emphasis is probably best placed on listening as a means of learning rather than 384 goa! of learning. This means that rather thant treating listening as ‘comprehension’ exercises, students can listen to texts chey have read and discussed as a way of consolidating th i learning, ‘They can also look at the text while they are listening. + For listening to work wel, students have to be able to hear! If you are in a noisy classroom, close doors, windows, turn off fans, etc. while you are playing the cassette, *+ With larger clases, stadenss can listen in smaller groups while the otherstudents are doing something else. + Unless you are conducting a test, you cam allow the students to listen again if they wish or to pause the tape to check the meaning, Listening in this case will bbe useful for leaning English generally. + Control of the cassette player can be passed to a student, Other students may then fee! freer to ask for things to be replayed or paused + Before the end ofa lesson, you can play the listening passage again as a way of recapping what you have done. * Ifthe students are doing a listening comprehension exercise, they can work in pairs with one of the seudent listening for answers to some of the questions and the other student listening for answers to the other questions. They can then compare afterwards. tS (d MIXED ABILITIES What and why? All classes are ‘mixed-ability’ classes. All classes consist of individual students with different personalities and interests. All students aso, themselves, have ‘mixed abilities’. For example, some students may find writing easier than speaking or vice versa. Some students find one 90 An EXEE ot metnodotogy particular task or approach more appealing than other tasks or approaches. It is also important to distinguish two, aspects of ‘ability’ language ability and language learning ability. The first aspect refers to how much language the snidents actually know/understand at a particular point in time. The second aspect refers to their ability to Tear. Astudent may be weak in English, for example, but given appropriate support may be able to learn quickly. This suiggests that some ‘mixed-ability’ classes may be the result of particular approaches to teaching (the ability to learn or the ability to be taught?). For this reason, teachers need to adopt a flexible methodology that allows fora variety of Jearning styles and abilities (see uearnina stRarecies). Practical ideas + One key principle in teaching mixed-ability groups is transparency. Try to make sore that aff students understand what is happening in the lesson, for example, by overwewine before beginning the lesson ora new task. + There are a number of ways in which you can approach teaching groups of mixed language and learning ability: i) stronger/average/weaker students can be given completely different tasks at different levels of difficulty; i) students can be given tasks on the same topic at varying levels of difficulty (see below); ii) students can be involved in OPEN-ENDED ‘tasks which allow them to respond at their own level of ability: In principle, approaches ii) and ii) are better, since they avoid students feeling left out. Approach iii), additionally allows a student to develop more freely without being restricted by the tasks themselves, + To provide tasks at varying levels of difficulty on the same topic, text, etc. think about how a task can be ‘made more challenging or how more support can be given. In the Teaching Notes for all the Topic and Language focus Units there are ideas for making these kinds of adjustments to the key exercises in the Units. « Acthe back of this Teacher’ Book, there are additional, photocopiable Language worksiteets for each grammar point in the Language fecus Units + The TIME To spane? exercises at the end of each Topic and Lauguage focus Unit provide further tasks for varying levels of ability. + The exercises in the Decide boxes encourage stuclents to make choices about what they need to do and to work at their own pace. + Tn Groupwonk, try to mix students so that students of all abilities can work together. + See farther ideas under UsTENING, SPEAKING, READING and warn, MONITORING AND GUIDING ‘What and why? In many of the activities in CES, students will be working, in small groups o pairs. This way of working has many advantages, in that it gives students a chance to work at their own pace, to ask each other for help, to share ideas and to get more language practice. Small group and PainWoRK, however, can cun-the danger of students ‘wasting their time together as they become distracted, talk about or do things other than requested, or produce ‘work which is fall of errors. For this reason, monicoring and guiding by the teacher is very important. Practical ideas + Before setting students to work in pairs/groups, check that they understand fully what they are going to do. You can go through one or two examples with the whole class first. + While they are working, go round the class. You can check whether they are having any problems, check the work they have done, give extra ideas where necessary, and generally keep them on the task, + While going round the class, you can also note down common errors that you notice. You can then spend a short time at the end of the lesson going through a few of these, + You can also make a note of which students seem to be working well togetherand which seem to be having problems. Next time, you can vary the way ‘you set up GRoUPwoRK accordingly. + Before students start working, you can put some TASKS Locks. Where students have finished the work, they can move on to the TIME To sPanE? exercises. (A MOTHER TONGUE ‘What and why? ‘The mother tongue plays an important role in all Janguage learning. Firstly, itis an imporcant tool for the teacher to clarify explanations, give instructions and. provide translations. At the beginning of the course, many of the instructions about classroom activities will need to be given in the mother tongue to make sure that the students know what they are expected to do. Secondly, the mother tongue is a primary learning tool for the students. As with all other kinds of leaning, a Jarge part of language learning involves relating what you are learning to what you already know, in this case the mother tongue, Studies show that all beginning students An EE otmetnodology 91use the mother tongue as a resource consciously and subconsciously in language learning activities. Thus, the tasks and activities in CES provide opportunities for the students to TRANSLATE sentences and texts into the mother tongue so that they can compare the form and meaning of the two languages and ensure that the correc meanings are learned. Practical ideas + Smdents may also use the mother tongue because they feel embarrassed about speaking English in front of the whole clas. In these cases, you can give them time to prepare what they are going to say (ee PROCESSING TIME). + Ifyou feel the students use too much of the mother tongue (for example, in enoupwork), you will need to consider why this situation is arising and what you can do about. It may be that the task is too difficult for them, not interesting enough, not clear to them, or too unstructured. You could try to discuss the problem with them, give clear examples of what they have to do, or ask for suggestions from them. + Asyou gradually introduce more English into your classroom management, encourage the students to reply in English to questions like: ‘Where is Peter today?" or ‘Are you ready?" + You will need to decide when you will use the mothe! tongue. You might, for example, limit yourself to explanations of grammar and vocabulary and to wher ‘YoU are MONITORING AND GUIDING. + You will also need to decide when you will accept the mother tongue from the students, For example, you may accept use of the mother tongue in BRawsTORMNG activities in which you translate their ideas and put theni on the board, Eg Music ‘What and why? Potentially, music can have an important role in the classroom. The use of soues is already very familiar to ‘most teachers. Music, however, plays a major role in ‘many parts of our lives. We may, for example, listen to the radio while we are working, while we are driving or ‘waiting for something, There may be background music while we are eating or reading. We may use music to relax or to mark a change of activity (such as ‘coming ‘home from work’) and so on. In similar ways, music can be used to help make the classroom more welcoming. Practical ideas * Choose music for the atmosphere you want to create: soft calm music if you want to calm the students down, energetic music if you want to wake them up and so on. + You can play music as they come into the classroom, This can help ‘bring them into’ English again, and relax them ready for work. * You could use music regularly at set phases in your teaching — for example, when they are working on the Activity Units. Students could then suggest or bring in appropriate pieces of music. « IE there are a number of steps or phases in an activity, you can use music to mark the transition. For ‘example, some fast music for a BRANSTORMANG phase anda slow, gentle piece of music for a writing phase, Eid OPEN-ENDED TASKS ‘What and why? Open-encied tasks are tasks to which there is nota single absolutely correct answer or where a variety of answers are possible, They can be distinguished from ‘closed tasks’, where students have to answer in a particular way. ‘An example of an open-ended task might be where the students are asked to imagine a person standing in a pair of shoes which they are shown and then to write a description of that person. A closed task using the same type of language might be one where they are given a description with certain words missing, which they have to supply. Both closed tasks and open-ended tasks are usefil in language teaching. Where students are working in groups, for example, closed tasks can force the students to discuss more in order to find the correct answer. 82 An EXE of methodology ‘Open-ended tasks, however, are also very valuable fora number of reasons. Since there is no single correct answer, the students can often answer at the level of their ability. This means that in wuxeo-assry classes, students can be working on the same tasks atthe same time. ‘Open-ended tasks also allow for more STUDENT INvoLWEMENT since the students are asked to contribute more of their own personal ideas. This means that the outcomes of classroom work will be richer — there will be a variety of ideas expressed which students can forther compare and discuss. In this way, the students" auronomy in their own use of English can be developed. Open~ ended tasks also allow you, the teacher, to geta good idea of what the students are capable of producing.Practical ideas + If, at the start of a course, you are uncertain how much English the students know, you can use an open-ended task. For example, you could put some circles on the board with different areas: at home, at school, with friends, things in shops, etc, Students can then work in groups to see how many English ‘words or phrases they can think of connected to each area. The results are often very surprising, + Later in a course, you can set the students some open- ended writing tasks by asking them to write their {ideas about some educationally broad auesmions, particularly ones which require paostem sotnG. + For Level | and beyond, the students’ answers to ‘open-ended tasks can be included: in a pancet oF Nous. They will give the school or class that you send the parcel to a good idea of the range of abilities and interests in your class. * Instead of asking the students conventional ‘closed comprehension questions about a text they have listened to or read, you can ask open-ended questions. For example, you can ask ‘Do you like X? ‘Why/Why not?’ ‘Is X a good/happy person, do you think?’ ‘Where does X live, do you think?” ‘What does X like?" and s0 on. Wi OVERVIEWING What and why? ‘A. common experience of some students is that they offen do not have a very clear idea of where they are in a lesson ~ they may have very litde idea of what has just happened, an unclear idea of what they are supposed to be doing now, and no idea at all of what is going to happen next. As one teacher put it, for many students boeing in classroom is rather like being put in a taxi without being told where you are going or what landmarks to look out for on the way. Overviewing is a technique which helps to give students clearer idea of where they are in the lesson. That way, if they lose concentration for a short time, they won't lose their grip on the whole lesson (100% concentration during a whole 40-50 minute lesson requires a lot of mental effort!). Practical ideas + Atthe beginning of each Theme, there are suggested tasks (in the Teaching Notes) that are intended to give the students an overview of what they will meet in the coming Units. The tasks require the students to look through the Theme and so familiarise themselves with its content. * Before moving into an activity which has several steps, you can give the students an overview of what they will be doing. It will chen be easier to move them on fiom one step to the next, once the activity has begun. * You can place an overview of the lesson on the board atthe start of the lesson, showing what they will be doing, + You can give an overview of your next lesson, leaving ‘open some period of time. They can then be asked to suggest ideas of things they would like to do (you could use a suggestion box for this). This will help create a feeling of sruoewr mnvoLveMeNT in the lesson. (Have something planned, just in case) RG PACE What and why? The tau and pace of any lesson are linked together. rina is concerned with the management of the time available for each clas, that is, uten certain things happen. Pace is more concerned with the rate at which, the students work. All students work at a different pace and they thus need to be allowed to work ata rate at which they feel comfortable. CES provides a number of ways of preventing some students from falling behind because the pace is too fast and of preventing others from getting bored because the pace of the lessons is too slow. Different types of classroom activities will naturally have a different pace. For example, oral discussion with the whole class may be experienced as ‘faster’ than individual writing. pamwork may be experienced as more relaxed than teacher's questions and answers, These differences in pace can be used to give variety to the shape of the lesson and thus sustain interest. Practical ideas + In Jarge wxeo-asuusry classes, different students can work on different tasks at the same time at their own, pace. + For most of the exercises, students can work at their ‘own pace (3€€ MONITORING AND GUIDING). + Certain parts of the course will alow students more opportunity to have direct control over their learning, and thus their pace: the time To spane? sections, the DECIDE ExeRcisES, the Do mr YounseLe exercises (in Levels 1 and 2) and the use of enourwonk and PAIRWORK. An ‘efmethodology §— 93.+ Tfcertain students are working at a very slow pace, ‘you will need to ask yourself why this is and if you can ot should do anyching about it. For example, they may be tired, they may be confused, they may not understand the task, they may be bored, they may have things on their mind. You will then need to decide ifyou should intervene ~ for example by encouraging them to work faster or by explaining things to them again. (a PAIRWORK ‘What and why? Pairwork involves students working in pairs simultaneously. The reasons for the use of pairwork are similar to those of GROUPWORK. Pairwork allows more students to get more practice. It also provides a change of pace to a lesson and helps to sustain motivation. Students ‘working in pairs are able to share ideas and help each other. However, pairwork can fail iit is not set up well. ‘This can lead to students getting distracted, disenchanted with English, and, eventually, misbehaving. Practical ideas + Ensure that the students know exactly what chey have to do before they begin any pairwork activity. Rum through a few examples with the whole class, Initially at least, pairwork tasks need to have a clear, concrete focus, for example on completing an exercise, doing PATTERNED PRACTICE, preparing some INTERACTIVE wama, preparing questions and so on. + For variety different students can be paired together. Students can be moved around the 100m or they can. be put into pairs with students to their left or right, in front or behind. + Give the students a time limit so that they know when they have to finish. + Students can work in pais to produce questions, exercises, etc. for other pairs to do, + Ifthe task does not actually require pairwork, the students can choose whether they want to work in pairs or alone. PARCEL OF ENGLISH ‘What and why? A Parcel of English isa collection of pieces of work which the students can produce and send to another class (perhaps in another country) or display in their school. Tt is introduced in Unit 8 of Level { and Supplementary Unit A of Level 2. Cambridge University Press offers a link-up scheme for classes to make contact with classes in other countries of the world, For farther details see Levels 1 and 2. (ME PARTICIPATION ‘What and why? Particularly in large classes, some students may seem reluctant to participate orally and contribute to the Jessons. There may be a number of reasons for this. There may, for example, be a number of negative factors such as being affaid to make mistakes in front of others, eeling, that they will appear stupid, fearing that they will be corrected, or otherwise lacking confidence in front of a Jarge group. On the other hand, many students naturally say very litte. They may feel that they learn best through listening and observing — silence is their preferred LEARNING sTRATEGY. Before you insist on students participating orally in the lesson, it is best therefore to think about why they are not participating. What may seem a problem to you may not, in fact, be a problem to them. Itis important to respect the personal preferences that different students may have. There are, however, 2 ‘number of things that you can do to improve the chances of students participating. 94 An EXE of metnodotoay Practical ideas + Tfthere are one or two students chat are persistently quiet, you could talk to them after a lesson to find out what they think about it. Alternatively, you could make up a questionnaire which all students can answer Ifpossible, try to arrange the seating so that all the students can see you clearly and so that they can see each other, A horseshoe arrangement or circle is best, or try to push the desks together into pairs or groups. + Accept that some students are quiet and may feel happier contributing in a less obvions way — perhaps by producing exercises and puzzles for others or bringing in pictures and ‘realia’ for other activities + Some students may dominate the class by being over- noisy or always answering questions first. Ifthis is problem, you could divide the class into four quarters and say that you will accept an answer fiom each group in turn.+ Some students may be reluctant to ‘act out’ in class, ‘They may prefer to record a conversation on tape at home for you to listen to later. Don't force students to speak out loud if they are not willing or ready. + Make sure that the students understand that many of the activities in CES are open-ended so that variety of answers are acceptable and ‘right’. Iris what they think chat is important. + Encourage students to understand the importance of everyone's contribution in GRourwork and that the ‘work that the quiet students do often supports the work of the more dominant ones. * Allow students to work at their own pace (sce also ‘TASKS IV BLOOKS). This will give the more apprehensive students an opportunity to work without pressure, + The pecive exercises also allow students freedom to choose what chey prefer to do, Give the quieter students encouragement while they work to build up confidence. + You could make a particular point of praising weaker or quieter students and of accepting what they say (even if this contains many errors) in an effort to build up their confidence. CNN GH] PATTERN PRACTICE ‘What and why? ‘A key part in language learning is having the opportunity to use the language creatively to say real things. However, there is also an element in language learning which involves practising particular structures or forms so that the students can produce them effordessly: One way in which this can be done is through pattern practice. Students produce sentences following a particular pattern, and in doing so develop their ability to control the mechanical aspects of language production, Over-used, however, pattern practice can produce students who become bored and who find it difficult to use the language actually to communicate. For this reason, CES includes relatively few patterned exercises. Practical ideas + Pattern practice exercises can be done in small groups or pairs so that students get more opportunity to speak without having to wait for the rest of the class + The focus of pattern practice activities is on the form of what is said. This is the appropriate time to ensure that chings are said accurately + Before getting students to work in paits/groups on 2 patterned exercise, go through a few examples with the whole class so they know what is expected. * While they are working, you can be MONITORING AND cuine. * Oral pattern practice exercises can also be done in writing, cnranemeenreenneseeeeeeeeemeereeeeeeene eS PHYSICAL MOVEMENT What and why? Students in the early secondary years need physical activity. In school, they may often spend many hours confined to a desk as they have one lesson then another: ‘This can lead to boredom and restlessness (with ies effece ‘on piscipune). Physical movement can also be inaportant for other reasons. Ifstudents can be physically involved with English, it can lead to deeper, more long lasting learning as the language becomes more ‘concrete’ to them and involves them as whole people. Practical ideas ‘Simon Says' games, in which students have to carry out actions upon the orders of the teacher/a student, can be fimn, Students must only do the action if the teacher/scudent says ‘Simon says’ first (for example: “Simon says sit down’, ‘Simon says clap your hands). ‘Basic verbs can be taught in this way, with the teacher fist saying the verb and the students following the action and then the students doing the action as the teacher says the verb again, + Students can also represent something in a group. For example, they might together form the shape of their country. They can then move to where they would like to be in their country and talk about why they ‘want to go there. They could ask each other across the map: ‘Peter, where are you?’, ‘I'm in Barcelona in the north east’ Why?’ ‘Because it hot’, Students can similarly form maps of their town, maps of a jungle, and maps of their school. *+ Mime is also useful, Students act out a word and the others have to guess what it is. + You could have various items of clothing available such as hats, gloves, etc. to make role plays, acting, out, mime, ete. more fin * Physical activity doesn’t have to be related to language learning. You might starta lesson or break up a long lesson by getting the students to do something, For example, shake their arms, change the shape of their face, or stand up and turn round few times, You could combine this with must. An EXBEA of methodology 95POSTERS ‘What and why? At various places in CBS, students are asked to produce posters of their ideas. The production of posters is a ‘usefull technique in language teaching for a number of reasons, It gives the students a concrete focus for their ‘work and also ensures that English (rather than only the MoTHER TONGUE) is produced as a result of their anouPworK. Poster production can also be a lively way of working, Students can design their posters, spend time on how they look and express their ideas graphically. They can form a welcome break from a linear presentation of ideas in which groups Feepeacx, one after the other, to the whole class. Posters allow all groups to FEEDBACK simultancously, thus using the time more effectively. ‘They also form a permanent record of the work that has been done that can be pisptaved, Practical ideas + For poster production you ~ or the students — will need to have available supplies of large sheets of paper, coloured pens, scissors, glue or adhesive tape, and something to affix them to the wall. Coloured sheets mounted on a white background can make posters more attractive to Look at. Students can be asked to work on parts of th posters for Homework, once they have decided in their group what they want to write, + Encourage them to produce a draft before they put their writing on a poster. (Once the students are ready with their posters, you can put them up on the wall or lay them out on the desks. Seudents can then walk around the class, looking at the posters. You could ask one member of cach group to stay by their poster to explain what they have done. + Posters can be photographed for permanent reference. A class photograph can be taken with their poster display. [id PROBLEM SOLVING ‘What and why? Learning how to approach and solve problems, and accepting that there is offen more than one answer toa ‘question or more than one way of dealing with itisa key part of both education and language learning, ‘The ability to determine the essence of problem, and indeed to see that there és problem, isa vital ingredient in learning. In CES, therefore, many tasks require the students to think things through not only in relation to the structure of the Tanguage but also by drawing on their existing knowledge to help understand new situations. For example, some exercises in which the students are asked to establish their own rules for a new grammatical structure require this kind of cognitive effort, Ocher exercises require students to think through why certain things happen or to work out an explanation for natural phenomena. ‘The benefits of problem-solving approach to teaching and learning can be significant for a number of reasons. Firstly, involving the learner in thinking things through requires more involvement and produces greater depth of understanding. This kind of ‘experiential knowledge’ (Chat, the knowledge gained through the experience of doing something) often lasts longer and is more significant to the learner than knowledge which is simply ‘cransmitted’ by the teacher or the book. The students become involved in constructing their own individual systems oflearning and understanding, Secondly, some 98 An EME ot matnodoiogy recent research has suggested that where students are involved in using language to understand and formulate meanings, then language may be acquired more naturally in much the same way as infants learn their first language. Practical ideas + When students ask you questions, you can, ffom time to time, insist that they find out for themselves, by using books, asking other people or figuring it out. + Give hints or clues in answer to their questions rather than direct answers. ‘You can set a ‘problem of the week’ for the students. Talk to other subject teachers in your school and ask for ideas about questions you could pose. For example “Can tigers “tall” to other tigers?" “What countries have got oil”. Later in the course, ‘What if questions and “How can ...” questions are often usefill in stimulating thought. For example: ‘What would happen if we had only three hours of ight each day?”, “What would happen if we started teaching Chinese instead of English in school, “How can we make our classroom lighter and quieter?” Even: ‘How can we best learn a language?” Ifyou set such questions, you can discuss them at a specified time later. + You can present ‘language learning’ asa ‘problem to be solved. Encourage students to think of their own ways of recording and learning new vocabulary. Let students discuss and compare in class the different‘methods they have tried. Encourage students to discuss grammar areas which they find difficult or easy to learn and use. Encourage the students to think about and investigate haw they go about doing exercises, reading, how they revise for a test, etc. + Smdents can be encouraged to bring puzzles and problems into class for egch other. id PROCESSING TIME ‘What and why? Learning — whether it isa foreign language or any other subject offen requires great mental effort. In any 40-50 minute lesson, students may be required to absorb a lot of new information, make connections with what they already know, and then be required to use it. Each of these processes takes time, Often, when students are asked a question and they fail to answer correctly the problem is not that they don’t know or haven't understood, itis simply that they haven’: been given enough time to process the question and process an answer. Ifscudents are questioned with the whole class listening and waiting, there may be pressure on them to answer as quickly as possible. This can block their ability to process the question and an answer — that is, to think, ‘The teacher may then feel under pressure to keep the lesson moving and so turns to another student. The same situation may repeat itself several times, until finally, a student who has not been put under this direct pressure and who has chus had enough time to process the question, is able to produce a satisfactory answer. This problem may be avoicled by allowing all students processing time before you call for answers. Practical ideas + Allow students time to do an exercise by themselves/in pairs before you call for answers, *+ Give students time to plan out what they are going to say, their ideas on a topic, etc, in writing before you discuss things with the whole class. + Tell the students in advance what they will be doing, ‘They can then prepare at home for the lesson. + Choose ‘larger’ tasks which can be done in a large space of time (such as the majority of tasks in CES) rather than short ‘item’ tasks which require immediate responses (uch as comprehension questions, gap-filling exercises) EYE] PRONUNCIATION ‘What and why? Correct and clear pronunciation is obviously of considerable importance in language learning. Without it, students may not be understood and may be poorly perceived by other English speakers. However, good pronunciation is something which takes time to build up as there are many factors involved. Students need to hear alot of English before they can develop a ‘fee!’ for the sounds of English. They need to have confidence in their abilities, not feel shy and be ready to make a fool of themselves as they try to get their tongues round the different sounds. Pronunciation is thus probably best dealt with a little ata time and in the context of learning new words, structures, etc, rather than in isolation Practical ideas + The Say it clearly! reminders in the Student's Book are intended to draw attention to some sounds that the students may have difficulty with. There are additional photocopiable Say it clearly! worksheets at the back of this Teacher’ Book. + Ie is better to spend very short periods running through pronunciation examples and exercises rather than one long session, Perhaps the same pronunciation exercise could be done in three or four different lessons for three minutes at a time. + Teis worth discovering which are the main pronunciation problems for students of your MoTHER ‘oncue. You can then spend alitle time focusing on them. A little pronunciation practice at this level goes along way! + Students may find stress and intonation practice easier and more interesting to respond to by doing some Jazz chants or clapping as the words are stressed om the tape. This can be done in small groups if they have the tape recorder or briefly with all the students together. + Scudents can be encouraged to do pronunciation practice at home. The Tepicand Language focus Units in the Workbook contain pronunciation exercises and phrases to repeat and learn, + READING aloud is a technique which is offen used to check pronunciation. In our experience, however, reading aloud has very litle effect in improving pronunciation, In the classroom, students typically rake siore mistakes when they read aloud than they ‘An EME ot methodology 97