Contents€¦ · Contents Student’s Book ... 6c Perfect day page 78 ... 8c Bank robbers page 109 8d Driving page 112 Answer key: 8 Review answers & page 116 …

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ContentsStudent’s Book contents map page iv

Introduction page viii

1a Double lives page 11b Daily lives page 41c Britishness page 81d First impressions page 11Answer key: 1 Review answers & page 15Workbook Writing Sample answer

2a Around the world page 162b Unusual journeys page 182c Down under page 222d Getting around page 25Answer key: 2 Review answers & page 29Workbook Writing Sample answer

3a Dream homes page 303b Unusual homes page 333c Bedrooms page 373d Dinner invitation page 39Answer key: 3 Review answers & page 43Workbook Writing Sample answer

4a Luck of the draw page 444b Twists of fate page 484c Bad luck stories page 51 4d Fancy that! page 53Answer key: 4 Review answers & page 57 Workbook Writing Sample answer

5a Hard sell page 585b Cold calling page 615c The office page 655d Paperwork page 67Answer key: 5 Review answers & page 70Workbook Writing Sample answer

6a Summer holiday page 716b Getting away page 746c Perfect day page 78 6d Travel plans page 81Answer key: 6 Review answers & page 86Workbook Writing Sample answer

7a Moving page 877b Life changes page 907c Happy birthday page 937d Dilemmas page 95Answer key: 7 Review answers & page 100Workbook Writing Sample answer

8a Breaking news page 1018b Protests page 1068c Bank robbers page 1098d Driving page 112Answer key: 8 Review answers & page 116Workbook Writing Sample answer

9a The shopping basket page 1179b Shoppers page 1219c E-shopping page 1259d Phone calls page 128Answer key: 9 Review answers & page 131Workbook Writing Sample answer

10a Secrets page 13210b Fact or fiction? page 13610c Mysteries page 13910d Strictly confidential page 142Answer key: 10 Review answers & page 146Workbook Writing Sample answer

11a Total sport page 14711b Olympic dreams page 15111c Strange sports page 15411d Sport relief page 158Answer key: 11 Review answers & page 162Workbook Writing Sample answers

12a Basic needs page 16312b Money page 16612c Sue! page 17012d Golden moments page 172Answer key: 12 Review answers & page 176Workbook Writing Sample answer

We have left alignment to match the Ele and Pre-int. I hope this is ok – Design

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Lesson Grammar Vocabulary Functional language

Pronunciation 8a Reading & Listening Speaking Writing(in the Workbook)

1a Double lives p6 Stative & dynamic verbs 1a R Liars! (Mad Men) Discussing what people are most likely to lie about

Talking about yourself

A description of a

best friend

1b Daily lives p8 Present simple & present

continuous

Verbs with two meanings 1b L Radio review of TV programme: How Michael Portillo

Became a Single Mum

Describing daily routines

Did you know? British political parties

1c Britishness p10 Subject & object questions Self-image 1c R Are you British enough? Discussing answers to a British culture quiz

Devising a quiz about culture in your country

1d First impressions p12 Describing people Describing people Intonation (lists) 1d L Dialogue about a new flatmate Talking about first impressions

Discussing making a good impression1 Language reference p14

2a Around the world p16 Present perfect & past simple 2a R Lawyer gives up job to cycle around the world Discussing travelling A description of a

town or city2b Unusual journeys p18 Phrasal verbs Word linking 2b L/R Three unusual journeys Talking about a film or book of a long journey

2c Down under p20 Present perfect for unfinished

time2c R Excerpt from a blog about a trip around Australia Talking about Australia

Planning a journey across your country

2d Getting around p22 Verb collocations (travel) Travelling 2d L Three dialogues about trying to get somewhere Talking about daily transport in a city you know well

Did you know? New York & London taxis2 Language reference p24

3a Dream homes p26 Modals of obligation, permission

& prohibition (present time) 3a R Paradise Ridge

L Interviews with residents talking about disadvantages of

living in Paradise Ridge

Discussing where you live Advantages and

disadvantages

3b Unusual homes p28 Make, let & allow Accommodation 3b L Three interviews with people who live in unusual homes Designing a luxury holiday home

3c Bedrooms p30 Modals of obligation, permission

& prohibition (past time)

Verb collocations (sleep) 3c R Six things you probably didn’t know about beds and

bedrooms

Talking about sleeping & dreaming

3d Dinner invitation p32 Requests Intonation (requests) 3d L Dinner party Describing a recent dinner party

Roleplay: dinner party

Did you know? Food in Britain 3 Language reference p344a Luck of the draw p36 Past simple & past continuous Idioms (taking risks) Was & were 4a R Lottery winners and losers Inventing a story about a lottery winner A narrative: lottery

winner4b Twists of fate p38 Past perfect simple Injuries 4b L The world’s luckiest man

R Lucky Luciano4c Bad luck stories p40 Time linkers 4c R Three bad luck stories Inventing a bad luck story

Did you know? Superstitions in Britain4d Fancy that! p42 Both & neither Talking about similarities

& differences4d L Dialogue at work: discussing things in common Identifying & discussing coincidences

4 Language reference p44

5a Hard sell p46 Comparisons 1 Adjectives (advertising) 5a R Catch them young Planning & presenting an advertisement for a mineral

water

An advertisement

5b Cold calling p48 Comparisons 2 Adjectives (negative prefixes) /s/, /z/ & /ʃ/ 5b L Phone call: credit card telesales Carrying out a market research survey

5c The office p50 Comparing nouns Office activities 5c R Office stereotypes Planning an office party

5d Paperwork p52 Office supplies On the phone 5d L Ordering office supplies over the phone Roleplay: phone dialogue ordering office supplies

Did you know? London’s Mayfair and Park Lane districts5 Language reference p54

6a Summer holiday p56 Future 1 (future plans) Holidays 1 6a R Questionnaire: What kind of holiday person are you? Making plans with other holiday makers An extract from a

holiday brochure

6b Getting away p58 Future 2 (predictions) Holidays 2 6b L Six short interviews at the airport Planning a holiday for a family group

6c Perfect day p60 Present tenses in future time

clauses6c R Emerald Tours Discussing the perfect day out

Did you know? Cork – European capital of culture

6d Travel plans p62 Collocations with sound Indirect questions Word stress 6d L Enquiring about flights over the phone Discussing the advantages of booking a holiday online

or through a travel agent’s6 Language reference p64

iv



Pronunciation 8a Reading & Listening Speaking Writing(in the Workbook)

1a Double lives p6 Stative & dynamic verbs 1a R Liars! (Mad Men) Discussing what people are most likely to lie about

Talking about yourself

A description of a

best friend

1b Daily lives p8 Present simple & present

continuous

Verbs with two meanings 1b L Radio review of TV programme: How Michael Portillo

Became a Single Mum

Describing daily routines

Did you know? British political parties

1c Britishness p10 Subject & object questions Self-image 1c R Are you British enough? Discussing answers to a British culture quiz

Devising a quiz about culture in your country

1d First impressions p12 Describing people Describing people Intonation (lists) 1d L Dialogue about a new flatmate Talking about first impressions

Discussing making a good impression1 Language reference p14

2a Around the world p16 Present perfect & past simple 2a R Lawyer gives up job to cycle around the world Discussing travelling A description of a

town or city2b Unusual journeys p18 Phrasal verbs Word linking 2b L/R Three unusual journeys Talking about a film or book of a long journey

2c Down under p20 Present perfect for unfinished

time2c R Excerpt from a blog about a trip around Australia Talking about Australia

Planning a journey across your country

2d Getting around p22 Verb collocations (travel) Travelling 2d L Three dialogues about trying to get somewhere Talking about daily transport in a city you know well

Did you know? New York & London taxis2 Language reference p24

3a Dream homes p26 Modals of obligation, permission

& prohibition (present time) 3a R Paradise Ridge

L Interviews with residents talking about disadvantages of

living in Paradise Ridge

Discussing where you live Advantages and

disadvantages

3b Unusual homes p28 Make, let & allow Accommodation 3b L Three interviews with people who live in unusual homes Designing a luxury holiday home

3c Bedrooms p30 Modals of obligation, permission

& prohibition (past time)

Verb collocations (sleep) 3c R Six things you probably didn’t know about beds and

bedrooms

Talking about sleeping & dreaming

3d Dinner invitation p32 Requests Intonation (requests) 3d L Dinner party Describing a recent dinner party

Roleplay: dinner party

Did you know? Food in Britain 3 Language reference p344a Luck of the draw p36 Past simple & past continuous Idioms (taking risks) Was & were 4a R Lottery winners and losers Inventing a story about a lottery winner A narrative: lottery

winner4b Twists of fate p38 Past perfect simple Injuries 4b L The world’s luckiest man

R Lucky Luciano4c Bad luck stories p40 Time linkers 4c R Three bad luck stories Inventing a bad luck story

Did you know? Superstitions in Britain4d Fancy that! p42 Both & neither Talking about similarities

& differences4d L Dialogue at work: discussing things in common Identifying & discussing coincidences

4 Language reference p44

5a Hard sell p46 Comparisons 1 Adjectives (advertising) 5a R Catch them young Planning & presenting an advertisement for a mineral

water

An advertisement

5b Cold calling p48 Comparisons 2 Adjectives (negative prefixes) /s/, /z/ & /ʃ/ 5b L Phone call: credit card telesales Carrying out a market research survey

5c The office p50 Comparing nouns Office activities 5c R Office stereotypes Planning an office party

5d Paperwork p52 Office supplies On the phone 5d L Ordering office supplies over the phone Roleplay: phone dialogue ordering office supplies

Did you know? London’s Mayfair and Park Lane districts5 Language reference p54

6a Summer holiday p56 Future 1 (future plans) Holidays 1 6a R Questionnaire: What kind of holiday person are you? Making plans with other holiday makers An extract from a

holiday brochure

6b Getting away p58 Future 2 (predictions) Holidays 2 6b L Six short interviews at the airport Planning a holiday for a family group

6c Perfect day p60 Present tenses in future time

clauses6c R Emerald Tours Discussing the perfect day out

Did you know? Cork – European capital of culture

6d Travel plans p62 Collocations with sound Indirect questions Word stress 6d L Enquiring about flights over the phone Discussing the advantages of booking a holiday online

or through a travel agent’s6 Language reference p64

v



Pronunciation Reading & Listening Speaking Writing(in the Workbook)

7a Moving p66 Present perfect continuous 1 Phrasal verbs with live 7a R Redundancy was the best thing that ever happened to me A letter of advice

7b Life changes p68 Metaphor 7b L Interview with a house husband Discussing important life events

Did you know? Legal ages in England & Wales

7c Happy birthday p70 Present perfect continuous 2 Life stages 7c R Florrie prepares to celebrate her 113th birthday Discussing different stages of life

Talking about changes in students’ lifetimes

7d Dilemmas p72 Exclamations with what Giving advice Intonation (feelings) � 7d L Dialogue about a dilemma at work Discussing personal dilemmas

Giving advice about a problem7 Language reference p74

8a Breaking news p76 Would Newspapers 8a L Interview with an investigative journalist Planning the front page for a newspaper

Did you know? Rupert Murdoch

A funny crime story

8b Protests p78 Unreal conditions (type 2) /u/ & /uː/ 8b R Five newspaper reports about protests Discussing three related newspaper articles

8c Bank robbers p80 Unreal conditions (type 3) Law & order 8c R Newspaper article about idiot robbers Talking about films with robberies

Continuing a dialogue from a film

8d Driving p82 Compound nouns (driving) Offers 8d L Two dialogues involving driving problems Discussing the advantages and disadvantages of cars

Discussing the seriousness of driving offences8 Language reference p84

9a The shopping basket p86 Articles & determiners Containers of 9a R Checking out the check out A letter of complaint

9b Shoppers p88 Quantifiers 1 Shopping 9b L Interview with a shopaholic Planning a shopping centre

9c E-shopping p90 Quantifiers 2 Collocations with take 9c R Eezeemall.com Devising a quiz to test whether classmates are

technophobes or cybernauts

9d Phone calls p92 Prepositional phrases Complaints 9d L Two dialogues about problems with phones Discussing mobile phones and their features

Roleplay: a complaint

Did you know? The red phone box9 Language reference p94

10a Secrets p96 Modals of speculation 1

(present time)

Illusions Sentence stress 10a R The tricks of the trade Performing a magic trick A narrative

10b Fact or fiction? p98 Modals of speculation 2

(present time)

Word families 10b L Radio phone-in: The Da Vinci Code Discussing conspiracy theories

Did you know? Glastonbury

10c Mysteries p100 Modals of speculation

(past time)

Verbs followed by infinitive 10c R John Darwin Solving a mystery

10d Strictly confidential p102 Idioms Advantages &

disadvantages10d L Dialogue about the installation of spy software at work Discussing confidential information

Debate about installing CCTV cameras in secondary

schools10 Language reference p104

11a Total sport p106 Passive Sport 11a R Chrissie Wellington Talking about sports & how to play them A description of a

sporting event11b Olympic dreams p108 Verbs with two objects Nouns and adjectives

(describing people)11b L Interview with a psychologist about child sports stars Planning & presenting an Olympic bid

11c Strange sports p110 Causative Services /ɪə/ & /eə/ 11c R Strange sports Interviewing each other about services

11d Sport relief p112 Make & do Question tags (checking) 11d L Five dialogues about a sponsored bike ride Discussing ways to raise money for charity

Did you know? British royal family & charity11 Language reference p114

12a Basic needs p116 Reported speech & thought 12a R I never thought it would happen to me Ordering important things in life Writing a report

12b Money p118 Reported questions Verb collocations (money) 12b R A money survey

L Dialogue about the results of the money survey

12c Sue! p120 Tell & ask with infinitive Reporting verbs 12c R Five newspaper articles Discussing how much compensation someone should

receive

12d Golden moments p122 Social expressions Intonation (social

expressions)12d L Two dialogues about important news Choosing presents for special occasions

Did you know? The US Congressional Gold Medal12 Language reference p124

Communication activities p126 Audioscripts p135 Irregular verb list p147 Unit reviews p148

vi



Pronunciation Reading & Listening Speaking Writing(in the Workbook)

7a Moving p66 Present perfect continuous 1 Phrasal verbs with live 7a R Redundancy was the best thing that ever happened to me A letter of advice

7b Life changes p68 Metaphor 7b L Interview with a house husband Discussing important life events

Did you know? Legal ages in England & Wales

7c Happy birthday p70 Present perfect continuous 2 Life stages 7c R Florrie prepares to celebrate her 113th birthday Discussing different stages of life

Talking about changes in students’ lifetimes

7d Dilemmas p72 Exclamations with what Giving advice Intonation (feelings) � 7d L Dialogue about a dilemma at work Discussing personal dilemmas

Giving advice about a problem7 Language reference p74

8a Breaking news p76 Would Newspapers 8a L Interview with an investigative journalist Planning the front page for a newspaper

Did you know? Rupert Murdoch

A funny crime story

8b Protests p78 Unreal conditions (type 2) /u/ & /uː/ 8b R Five newspaper reports about protests Discussing three related newspaper articles

8c Bank robbers p80 Unreal conditions (type 3) Law & order 8c R Newspaper article about idiot robbers Talking about films with robberies

Continuing a dialogue from a film

8d Driving p82 Compound nouns (driving) Offers 8d L Two dialogues involving driving problems Discussing the advantages and disadvantages of cars

Discussing the seriousness of driving offences8 Language reference p84

9a The shopping basket p86 Articles & determiners Containers of 9a R Checking out the check out A letter of complaint

9b Shoppers p88 Quantifiers 1 Shopping 9b L Interview with a shopaholic Planning a shopping centre

9c E-shopping p90 Quantifiers 2 Collocations with take 9c R Eezeemall.com Devising a quiz to test whether classmates are

technophobes or cybernauts

9d Phone calls p92 Prepositional phrases Complaints 9d L Two dialogues about problems with phones Discussing mobile phones and their features

Roleplay: a complaint

Did you know? The red phone box9 Language reference p94

10a Secrets p96 Modals of speculation 1

(present time)

Illusions Sentence stress 10a R The tricks of the trade Performing a magic trick A narrative

10b Fact or fiction? p98 Modals of speculation 2

(present time)

Word families 10b L Radio phone-in: The Da Vinci Code Discussing conspiracy theories

Did you know? Glastonbury

10c Mysteries p100 Modals of speculation

(past time)

Verbs followed by infinitive 10c R John Darwin Solving a mystery

10d Strictly confidential p102 Idioms Advantages &

disadvantages10d L Dialogue about the installation of spy software at work Discussing confidential information

Debate about installing CCTV cameras in secondary

schools10 Language reference p104

11a Total sport p106 Passive Sport 11a R Chrissie Wellington Talking about sports & how to play them A description of a

sporting event11b Olympic dreams p108 Verbs with two objects Nouns and adjectives

(describing people)11b L Interview with a psychologist about child sports stars Planning & presenting an Olympic bid

11c Strange sports p110 Causative Services /ɪə/ & /eə/ 11c R Strange sports Interviewing each other about services

11d Sport relief p112 Make & do Question tags (checking) 11d L Five dialogues about a sponsored bike ride Discussing ways to raise money for charity

Did you know? British royal family & charity11 Language reference p114

12a Basic needs p116 Reported speech & thought 12a R I never thought it would happen to me Ordering important things in life Writing a report

12b Money p118 Reported questions Verb collocations (money) 12b R A money survey

L Dialogue about the results of the money survey

12c Sue! p120 Tell & ask with infinitive Reporting verbs 12c R Five newspaper articles Discussing how much compensation someone should

receive

12d Golden moments p122 Social expressions Intonation (social

expressions)12d L Two dialogues about important news Choosing presents for special occasions

Did you know? The US Congressional Gold Medal12 Language reference p124

Communication activities p126 Audioscripts p135 Irregular verb list p147 Unit reviews p148

vii


Introduction

For ease of use and practicality Straightforward Second Edition is structured to provide one lesson per double-page spread (A/B/C/D), each taking around 90 minutes to complete.

All lessons are interlinked to promote better and more memorable learning, at the same time offering the teacher the flexibility to pick out key sections in order to focus on particular language points.

Additionally, each unit provides extra material in the form of relevant communication activities as well as unit reviews, saving the teacher valuable time.

Each unit contains …• two to three grammar sections.• two to four vocabulary sections.• one functional language section.• one pronunciation section.• four to seven speaking skills sections.• two reading skills sections.• two listening skills sections.• one Did you know? section.

Lesson A

GRAMMAR – A deductive approach to grammar gives students guidance and scaffolding for learning.

GRAMMAR – Clear and uncomplicated explanations present new grammar elements.

STRUCTURE – Clear signposting of each lesson allows both the teacher and the students to feel comfortable and familiar with the progression through the course. Each lesson is linked around different areas of a similar unit topic.

VOCABULARY – Collocations/associated patterns are drawn out of the language and highlighted to students.

VOCABULARY – Difficult and out-of-context words from the text are given in the glossary so students are not distracted by these lexical hurdles.

READING – Realistic texts are accessible for the relevant level, and are from a variety of different sources/contexts.

Student’s Book – StruCture and approaCh

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Introduction

Lesson B

SPEAKING – Opportunities to participate in interesting and motivating speaking activities arise naturally as the unit topic develops, giving students the chance to put their language into practice and improve their fluency.

STRUCTURE – The second of the unit lessons takes the topic one step further, allowing students to build on what they have learnt in the first lesson and enabling them to really feel comfortable around the wider topic.

VOCABULARY – Less common words are given separately, for example in text notes so as not to detract from students’ understanding and enjoyment.

LISTENING – Language is best understood when it is seen or heard in context, and every lesson in Straightforward contains either a reading or a listening text.

VOCABULARY/FUNCTIONAL LANGUAGE – The Useful language feature packages the lesson language into practical, manageable chunks for the students to take away.

CULTURAL INFORMATION – Students are not expected to learn in a vacuum, and their interests and curiosities are met with Did you know? sections. This not only pulls together the language they have been focussing on in a realistic and fresh context, but exposes them to cultural information they may not already know.

VOCABULARY – More challenging and diverse aspects of vocabulary are addressed.

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Introduction

Lesson C

STRUCTURE – A natural progression in the topic subject introduces new vocabulary and language areas.

GRAMMAR – New language elements are presented through reading and listening, and then developed through clear and straightforward grammar explanations.

GRAMMAR – Students are always supported by the Language reference pages at the end of each unit, allowing them a further opportunity to clearly see and understand the language they have just learnt.

READING – Putting language into context and encouraging students to understand the structure will build more confidence in their language.

SPEAKING – Communicative activities for pair or group work at the back of the Student’s Book offer students opportunities to put new language into practice through information-sharing or opinion-based interactions.

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Introduction

Lesson D

STRUCTURE – The final 90-minute lesson of the unit consolidates everything learnt previously with a focus on the communicative skills and functional language. It aims to bring out the situational element of learning English.

FUNCTIONAL LANGUAGE – This section helps students to deal with common, everyday situations in an English-speaking environment – what we might think of as ‘survival language’.

PRONUNCIATION – Extracting details from the realistic listening texts focusses students’ attention on the importance of natural intonation and other elements of pronunciation, and gives them an opportunity for guided practice.

CEF/SELF ASSESSMENT – Each unit culminates in a self-assessment box so students can check and monitor their own progress and become more independent learners. The checklist is a selection of clear ‘can-do’ statements and therefore links to the CEF (Common European Framework) and Portfolio elements of the course.

VOCABULARY – Lexis that is practical and immediately applicable to the student’s life is drawn out in a natural and engaging way.

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Introduction

STRUCTURE – Each lesson from the Student’s Book has a corresponding single page in the Workbook that builds and consolidates the same vocabulary. It also explicitly highlights what language function the students have been learning.

WRITING – A special section in the back of the Workbook provides realistic examples of written texts with corresponding comprehension and analysis exercises. These guide students to produce their own written work covering a wide variety of genres pertinent to their everyday needs.

TRANSLATION – Students are given the opportunity to link the language learnt with their own language and explore similarities and differences.

READING & LISTENING – All Workbook and some Student’s Book texts are read aloud on the accompanying CD, offering students further listening and pronunciation practice.

READING – Each Workbook includes a partial Macmillan Reader for the relevant level at the back of the book, allowing students to naturally expand their language outside of the everyday classes and engage with English fiction.

READING – Extra reading material is provided in the form of a new text at the end of each Workbook unit. This is accompanied by helpful activities that support and promote understanding.

DICTATION – To provide students with integrated listening and writing practice, there is also a series of dictations for them to check their understanding. As students are usually working alone on the Workbook, they are able to work at their own pace and practise key language further.

Workbook

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Introduction

PortFolioThe Portfolio is like a diary. In it students find …

• a place to keep their own personal record of the work they do during their course.

• a place to write down their thoughts and feelings about the work they do.

• questions to encourage them to think about their English and their studies.

• some puzzles, cartoons, jokes and interesting quotations.

The Portfolio consists of three sections:

1 Before the course:The introductory pages help students to analyze what they can already do in English and to set targets for the future.

The CEF (Common European Framework) The Straightforward Portfolios are based on ideas in the Common European Framework (CEF) which bring out the functional element in learning a language. Using the Portfolio will help your students to think more deeply about their learning and to become clearer about the progress they are making in English. Completing the diary sections in the Portfolio can help your students learn the language better. They not only provide the students with writing practice, but also encourage them to reflect on what they have learnt and how they have learnt it. By reflecting on the language, the students are likely to understand things in more detail and to remember them better.

The Portfolio is designed for students to use on their own as a personal book and diary. However, some teachers may like to include a weekly Portfolio slot in class time.

2 During the course:The diary sections give students the opportunity to record their thoughts as they work through their Student’s Book.

There is one diary page for each lesson in the Student’s Book.

3 After the courseAt the end of the Portfolio there are some pages to guide students to analyze the progress they have made and to help them assess their English at the end of the course.

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Introduction

xiv

NAVIGATION PANE – The navigation pane allows you to select a page from anywhere in the Student’s Book.

ENHANCING THE TEACHING EXPERIENCE IN THE CLASSROOM – Straightforward Digital is a digital component designed for classroom use. It can be used with an interactive whiteboard or with a computer and projector.

THE DIGITAL BOOK – The Digital book allows the teacher to access and display an interactive version of any page from the Student’s Book in front of the class. All of the relevant audio, video and reference materials are instantly accessible right on the page.

ZOOMING IN AND OUT – The Zoom tools allow you to zoom in either on pre-defined areas or any part of the page that you choose.

TOOLBOX – The toolbox provides a number of tools which enable you to interact with the Digital book page.

StraightForward Digital


Introduction

xv

GAMES SECTION – The games section provides interactive game templates to which you can add your own content.

TOOLBOX – A toolbox with a different set of tools enables you to make annotations and create and edit materials.

THE TEACHER’S AREA – The Teacher’s area can be used to create your own material either before or during the class. You can insert and edit text and images, add links to pages from the Digital book and insert audio and website links.

NAVIGATION PANE – The navigation pane displays thumbnails of the pages you have created in the Teacher’s area.


Introduction

xvi

Student’s Site

Straightforward Practice Online provides numerous additional resources for students. Accessed through a unique code in the back of the Student’s Book, it provides interactive homework and extra practice of the language from the Student’s Book and Workbook.

Straightforward Practice Online offers over 130 resources, including …• bonus interactive listening, vocabulary, reading, grammar,

functional language and pronunciation activities to consolidate learning from the print components.

• self-assessment checklists.• reading worksheets.• video.• interactive word lists with pronunciation and

‘email-me-practice’ functionality.

Accessing language materials online allows students to take their learning anywhere, anytime, in order to better fit their timetable and learning style.

StraightForward Digital


Introduction

xvii

Teacher’s Site

Teachers of Straightforward Second Edition have the benefit of a dedicated resource website, which supports them with teaching tips, CEF material and extension materials.

Included on the site are:• Teaching Tips from Jim Scrivener.• CEF checklists and information guides.• Teaching Made Simple guides – PDF manuals from

Straightforward authors detailing how to use and understand different ELT methodology areas such as learner autonomy and roleplays.

• extra unit-by-unit reading activities from Philip Kerr with a more business-oriented approach.

• author videos. • photocopiables such as tests, worksheets and companions.

It also acts as a portal to the Interactive Wordlist and Straightforward Practice Online where teachers can monitor their students’ progress in this online component. This is all accessed using a unique code from the Teacher’s Book.


Introduction

xviii

TeaCher’s BookThe Teacher’s Book offers extensive teaching notes and extra ideas for every lesson.

Class Audio CDsThe two CDs contain recordings of all the listening and pronunciation exercises in the Student’s Book. The track number for each recording is indicated in the Student’s Book rubric.

For example, ‘1.19’ means CD1, track 19.

Short lesson summaries with answers to all exercises (including the Writing activities in the Workbook) and audioscripts.

Supplementary Language notes for tricky grammatical and vocabulary information.

Supplementary Cultural notes give information and insights into the different cultures of the English-speaking world.

Suggestions for extra activities for:• stronger classes.• weaker classes.• younger classes.

Methodology Builder sections help teachers develop further as professionals by expanding their range of teaching activities and techniques. They give teachers extra ideas and inspiration to try new methods.

Web research tasks provide opportunities for extension and project work outside class time.

Elipses asked for in box below does not appear on other levels. They use a colon instead. / Design


Introduction

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TeaCher’s ResourCe DisC

Unit photocopiables, Progress Tests and Self-assessment Checklists are also available, together with access to the Straightforward Practice Online website for students. These all provide students with the ability to monitor their progress and work creatively.

METHODOLOGY BUILDER VIDEO MATERIAL – Each Teacher’s Book is accompanied by a Teacher’s Resource Disc with five short new videos from Jim Scrivener’s Learning Teaching 3rd Edition that link to the Straightforward Methodology Builder sections. They show experienced teachers demonstrating the techniques outlined. Accompanying worksheets promote further discussion about teaching methodology and classroom practice.

BBC/ITN VIDEO MATERIAL – New class video material from the BBC and ITN (with accompanying worksheets) provides exciting and engaging insights into aspects of contemporary British and world culture and up-to-date trends.


Introduction

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Methodology BuildersYou will find Methodology Builders sections throughout this Teacher’s Book. They introduce you to a number of essential teaching techniques and give practical, immediately usable ideas that you can try out in class to extend the range of your teaching. These sections aim to be both informative and inspiring. They can help you find new ways to really exploit material and get the most out of your learners.

1 Turning short texts into question and answer activities page 7

2 Using texts as a jigsaw task page 9

3 Extending exercises by adding a context page 14

4 Backchaining page 21

5 ‘Two-pass’ exercises page 23

6 Turning facts into quizzes page 28

7 Exploiting listening tasks (A) page 28

8 Using a grammar grid to make drills page 35

9 The unreliable teacher page 38

10 Using pairwork speaking activities in different ways page 39

1 1 Reporting back page 41

1 2 Using reading texts to work on ‘small’ items page 45

13 Exploiting listening tasks (B) page 54

14 Making presentations page 60

15 Helping students with problem phonemes page 64

16 Any excuse to move! page 65

17 Student’s Book closed presentations page 76

18 Students control the listening page 82

19 The teacher reads aloud page 94

20 Instant oral repeat of written exercise page 98

21 Exploiting listening tasks (C) page 103

22 Verb dictation for story prediction page 110

23 Students use the board page 115

24 Putting language into a laboratory page 123

25 Say it like you mean it! page 129

26 Idiom stories page 145

27 Using a lesson’s theme to spice up practice page 149

28 Carousel work – a solution for mixed-ability classes page 157

29 Ever-changing pairs page 168

There are 2 page 28s here, is this correct?Also, we were asked for the pages to be left aligned but this is not consistent with other levels which are ranged right.

/ Design


Introduction

xxi

Methodology Guidelines

DISCUSSION STARTERS – This section suggests a range of possible ideas for using Discussion starters in class.

Whole-class mode:

• Ask the questions randomly around the class.

• Make sure you pay more attention to the meaning of what students say rather than focussing too much on accuracy.

• Respond to the ideas and views students state. As far as possible, turn it into a conversation. Get them interested and involved.

Encourage students to listen to each other and respond to each other – rather than having all interaction going via you.

Pairs/groups: Choose one question or statement that you think is particularly interesting. Write it on the board. Put students into pairs or small groups to say what they think about it. After a few minutes a spokesperson from each pair/group reports back to the whole class.

Starting with individuals: Choose a number of the questions and write them on the board (or prepare handouts with them printed on). Ask students to work on their own and write two or three sentences in response to each question/statement. After sufficient thinking and writing time, gather students together in small groups to compare ideas.

TEST BEFORE YOU TEACH – At the start of many units, the Teacher’s Book suggests some optional Test before you teach tasks. It may feel strange to set tasks that are specifically designed to allow students to use language items that are only taught later in the Student’s Book unit. However, these tasks have a number of purposes.

Firstly, they are diagnostic, ie they allow you to get an idea of how much the students can already do with the items you plan to teach. This may lead you to change what you do later in some ways. For example, if you realize that students know a lot about one aspect but little about another, you might decide to plan a lesson that spends more time on the latter.

Secondly, they are motivational, ie they help students to realize for themselves what they can or can’t do. By asking students to do a task which they perhaps can’t yet achieve with full success, they may realize that there is some language that they don’t yet have full command of. This may help them to see the purpose of the language items when they come to study them.

GRAMMAR BOXES – In every lesson of the Student’s Book in which new grammar or functional language is introduced, you will find a Grammar box. This section suggests a number of typical ideas for using these boxes, as well as a few more unusual options.

• Ask one or two students to read the information aloud to the rest of the class.

• Ask students to work in pairs and read the information aloud to each other.

• Ask students to work in pairs, read and then discuss or ask each other questions about the contents.

• Allow quiet reading time and then asks questions based on the material in the box.

• Use material in the substitution tables (which feature in many of the Grammar boxes) to give students simple repetition or substitution drills.

• Ask students in pairs to drill each other.

• Books closed: Before students look at the Grammar box, read it aloud to them. At various key points, pause and elicit what the next word or words might be. Clearly confirm right answers. When you have finished, allow students to open books and read the information through quietly.

• Books closed: Write the information from the Grammar box on the board, trying to keep the same layout as the book. Leave gaps at key places. Ask students to either copy the diagram and fill it in, or come to the board and fill in the information there. Allow students to discuss the suggested answers before they check with the printed version.

WEB RESEARCH TASKS – This Teacher’s Book includes many ideas for extension tasks using the internet. They are presented in the following way: (1) a Web research task (2) a list of Web search key words.

All web tasks provide work on relevant reading skills.

Setting up Web research tasks

To allow all students to work simultaneously, you will ideally need to have enough internet-connected computers so that a maximum of three students work per computer.

If this is not possible, you will need to allow some students to work on the task while others do other work, eg allowing a six-minute time slot at the computer for each pair of students.

Running Web research tasks

• The tasks usually give suggestions of useful web search key words. We have given these (rather than actual internet addresses) because web addresses tend to change suddenly, whereas these search words are likely to produce good results at any time.

• Alternatively, you might like to set the Web research tasks for students to do for homework. Data collected can then be discussed and collated in subsequent class time.


xxii

A straightforward approachDear colleagues

Welcome to the second edition of Straightforward. Only six years have elapsed since the first editions were published, but we wanted to keep up to date, to incorporate some of your suggestions, and to make improvements, that we thought were necessary. You may have noticed, too, that new editions come out more frequently these days. For many people, the most noticeable and welcome change will be the addition of extra features to make teachers’ lives easier, including an interactive whiteboard version and an enhanced website.

Our basic approach, however, has not changed. It remains firmly eclectic, incorporating elements from many different approaches to language teaching. When I meet teachers who are using these books, they sometimes ask me if it is OK to use a slightly different approach (for example, in the teaching of a grammar point) to the one that is suggested in the book. My answer is always an unambiguous ‘yes’. Particular students, particular classrooms and particular schools vary too greatly for it to be possible to provide one way of doing things that will be appropriate to everybody.

The core of the course, the Student’s Book, is intended to be straightforward: teaching and learning material that is reliable and easy to use straight from the page. The lessons share a number of features:

• All lessons include a balance of language learning and language using (language work and skills work).

• There is a stronger than usual focus on vocabulary development. This involves both the learning of words and phrases and attention to how these items are used (ie the grammar of vocabulary).

• The grammatical syllabus will be familiar, but it is also contemporary, reflecting insights from the analysis of language corpora.

• Every unit (up to and including Upper Intermediate level) contains one lesson that focusses on functional or situational English.

• In every lesson, language is contextualized and presented in either a spoken or written text, and every lesson includes opportunities for either reading or listening. Word lists are provided at the end of every unit in the Language reference sections.

• There is a wide variety of types of text, both in terms of content and source (articles, newspaper cuttings, brochures, websites, emails, etc). The topics are varied and the approaches to them are lively.

• Many of the texts focus on aspects of culture in the English-speaking world and encourage intercultural comparison. This work is reinforced by regular Did you know? sections that contain further cultural information.

• Every lesson contains opportunities for communicative practice. There are a wide variety of these speaking tasks, so that students have the opportunity to develop a range of communicative skills.

Beyond the core of the course, I cannot recommend strongly enough that you explore the other components. The best place to start is probably with the Teacher’s Books, perhaps the best series of teacher’s books that I’ve ever seen. I never usually like to carry around teacher’s books (too heavy in my bag!), but I make an exception for these. They form a stimulating teacher-refresher or teacher training course.

If you have a look through the introductory pages here, you’ll discover a wealth of ways of adding variety to your teaching. Ringing changes, sometimes just for the sake of it, has helped keep me young-ish, I hope. Researchers confirm that teachers who experiment with change tend to be the happiest ones. I really hope that you’ll enjoy the second edition, and I wish you all the best for the rest of this academic year.

Philip Kerr

Author’s Foreword

Philip Kerr Ceri Jones Jim Scrivener


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Contents€¦ · Contents Student’s Book ... 6c Perfect day page 78 ... 8c Bank robbers page 109 8d Driving page 112 Answer key: 8 Review answers & page 116 …