GlobalEnglish 3 TB

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TEACHER’S BOOKJolanta Polk Reyes

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓNPROHIBIDA SU COMERCIALIZACIÓN


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TEACHER’S BOOK

Jolanta Polk ReyesTeaching English as a Foreign Language, Dublin, Ireland.Teacher training, translation and English literature,University of Silesia, Poland.


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2016 © Ediciones Cal y Canto

Global English 3 medio Teacher’s Book 2016 Reedición

Nº de Inscripción: 197.518

ISBN: 978 956 339 196 1

Original text Jolanta Polk Reyes

Teaching English as a Foreign Language,

Dublin, Ireland

Teacher training, translation and English literature,

University of Silesia, Poland

Original illustrations Ediciones Cal y Canto®Design Ediciones Cal y Canto®

General Manager Jorge Muñoz Rau

English Editor Gloria Caro Opazo

Assistant Editor Marián González del Fierro

Design María Jesús Moreno Guldman

Cover design María Jesús Moreno Guldman

Layout Cristina Sepúlveda Aravena, Marcia Gutiérrez Pavez

Proofreading Nicholas Gunn

Illustrations Venus Astudillo Vera

General Production Cecilia Muñoz Rau

Production Assistant Lorena Briceño González

Recording Producer Rodrigo González DíazRecording Engineer Ignacio Arriagada Maia

Photos 123RF Stock Photos


Global English 3 medio Teacher’s Book 2015 Reedición


ISBN: 978 956 339 196 1


Global English 3 medio 2014 Reimpresión


ISBN: 978 956 339 073 5


Global English 3 medio 2013


ISBN: 978 956 339 073 5

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any

means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

Impreso RR Donnelley Chile

Se terminó de imprimir 4.300 ejemplares en el mes de octubre de 2015.


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3

CONTENTS

Plan of the student’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

The Student’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Book Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Common european framework of reference for languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Teaching strategies for skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Integrating the four skills in the english classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Orientations to develop critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

The teacher’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

The sounds of english . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

UNIT 1: ADVICE AND SUPPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

UNIT 2: TWO OF THE ELEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

UNIT 3: PROFESSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

UNIT 4: BEING ACTIVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122


Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

UNIT 5: AT WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156


Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188Answers to workbook activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Test question bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210

Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215


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4 PLAN OF THE STUDENT’S BOOK

PLAN OF THE STUDENT’S BOOK

UNIT 3UNI T 2

T WO OF THE ELEMEN TS 28

UNIT 1

ADVICE AND SUPPORT 6

GETTING INTO THE UNIT ............ 7

GETTING READY

FOR THE UNIT ................................ 8

LESSON 1

Reading

Letters to Aunt Anne

(personal letters) .............................10

Language Note

Linking words ............ ............. .........13

Application Task – Writing

A letter of advice..................... .........15

LESSON 2 Listening

Embarrassing Moments

(TV interview) .................................16

Language Note

The First Conditional ............ ........... 18

Application Task – Speaking

A role play describing

own experiences .............................19

CONSOLIDATION

ACTIVITIES ....................................20

JUST FOR FUN ..............................22

CHILEAN CONNECTION .............23

TEST YOUR KNOWLEDGE ..........24

Final Reflection ........................ 26

SELF-EVALUATION .....................27

GETTING INTO

THE UNIT .................................... 29

GETTING READ Y FOR

THE UNIT .................................... 30

LESSON 1

Reading

Earth (school newspaper

interview) .................................... 32

Language Note

The First Conditional ..................... 33


A school earthquake plan ............ 37

LESSON 2

Listening

Water (TV programme) ................ 38

Language Note

Connectors of condition to link

two ideas ...................................... 40


Description of pictures in detail ..... 41

CONSOLIDATION

ACTIVITIES

................................. 42

JUST FOR FUN ........................... 44

CHILEAN CONNECTION ............ 45

TEST YOUR

KNOWLEDGE ............................... 46

Final Re flection ....................... 48

SELF-E VALUATION ..................... 49

SYNTHESIS TEST

UNITS 1 & 2 ................................. 50

PROF ESSIONS 52

GETTING INTO THE UNIT .........53

GETTING READ Y

FOR THE UNIT .............................54 LESSON 1

Reading

Preparing a CV

(article, tips, model CV) ................ 56

Language Note

Recommendations

and suggestions .............................61


Own CV ...........................................

62

LESSON 2

Listening

Advertising for jobs

(advertisement) ..............................64

Language Note

H ad better versus shoul d ................66


Role play of a job interview ...........67

CONSOLIDATION

ACTIV ITIES ...................................68 JUST FOR FUN .............................70

CHILEAN CONNECTION .............71

TEST YOUR

K NOWLEDGE ...............................72

Final Ref lection .......................74

SELF-EV ALUATION .....................75


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5PLAN OF THE STUDENT’S BOOK

UNI T 4 BIBLIOGRAPHY FOR THE STUDENT ................138

WEBSITES FORTHE STUDENT .........................138

SUGGESTIONS FOR

EXTRA READING ....................139

MATERIAL USED IN

THE PREPARATION OF

GLOBAL ENGLISH ..................140

THEMATIC INDEX ............ .......141

GLOSSARY ................................143

WORKBOOK .............................144 UNIT 1 ........................................ 144

UNIT 2 ........................................ 148

UNIT 3 ........................................ 151

UNIT 4 ........................................ 154

UNIT 5 ........................................ 157

LANGUAJE REFERENCE .......160

VERB TENSES ........................... 160

MODAL VERBS ......................... 166

CONDITIONAL SENTENCES ... 168

PREPOSITIONAL PHRASES .. 170

RUBRICS FOR

SELFEVALUATION ................172

Unit 1 .......................................... 172

Unit 2 .......................................... 172

Synthesis test

Units 1 & 2 ...............................173

Unit 3 .......................................... 173

Unit 4 .......................................... 174

Synthesis Test

Units 1 to 4 ..............................174

Unit 5 .......................................... 175

Synthesis Test

Units 1 to 5 ..............................175

BEING AC TI VE 76

GETTING INTO THE UNIT ......... 77

GETTING READY

FOR THE UNIT ......................

...... 78

LESSON 1

Reading

Flying (personal account, poem) .. 80

Language Note

Prepositional phrases .................... 84


An itinerary for a two-day trip ...... 87

LESSON 2

Listening

A competition

(radio programme) ........................ 88

Language Note

Adverbial phrases ........................... 91


Role play of a quiz show ................ 93

CONSOLIDATION

ACTIVITIES ................................... 94

JUST FOR FUN ............................. 96

CHILEAN CONNECTION ............. 97 TEST YOUR

KNOWLEDGE ............................... 98

Final Ref lection .....................100

SELF-EVALUATION ..................101

S YNTHESIS TEST

UNITS 1 – 4 ...............................102

UNIT 5

AT W ORK 106

GETTING INTO THE UNIT ........107 GETTING READ Y

FOR THE UNIT ........................

108

LESSON 1

Reading

Volunteering (website, e-mail, magazine article, f orms) .............110 Language Note The Present Perf ect Continuous ..................................115 Applic ation Task – Wr iting A composition .............................117 LESSON 2

Listening

Applying for a job (interview) ........118 Language Note The Present Perfect Continuous with for/ since .......... 121 Applic ation Task – Speaking Introduce yourself at an interview ............................123 C ONSOLIDATION

AC TIV ITIES ................................126

JUST FOR FUN ..........................128 C HILEAN C ONNEC TION ..........129 TEST Y OUR

K NOWLEDGE ............................130 Final Reflec tion ....................132 SELF-EV ALUATION ..................133 S Y NTHESIS TEST

UNITS 1 – 5 ..............................134


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6

INTRODUCTION

A message from the author

The Author

INTRODUCTION

Global English has been developed taking into account

the patterns and activities most relevant to the effective

learning processes suitable for 3º medio students.

What was most taken into consideration was how to

keep students’ interest in the contents of the book, i.e.

subjects and themes of special relevance and

attraction to young people of this age group.

Youngsters are often criticised for their apparent lack of

interest in contingent issues. We firmly disagree with this

idea. It is true that they show certain disenchantment

with some aspects of the globalised world, but time

and time again the younger generation has shown

that they are interested in what goes on around them.

That is why the units in the book have been developed

around key issues that interest our students.

To quote M.B. Tinzmann, B.F. Jones, T.F. Fennimore, J.

Bakker, C. Fine, and J. Pierce, 1990:

“It is primarily through dialogue and examining

different perspectives that students become

knowledgeable, strategic, self-determined, and

empathetic. Moreover, involving students in real-world

tasks and linking new information to prior knowledge

requires effective communication and collaboration

among teachers, students, parents, and other actors in

the educational process.

Indeed, it is through dialogue and interaction that

curriculum objectives come alive. Collaborative

learning offers students enormous advantages not

available in more traditional forms of teaching

because a group - whether it be the whole class or a

learning group within the class – can accomplish

meaningful learning and solve problems better than

any individual can alone.”

The majority of the listening and reading texts have

been taken from authentic sources. Where this was not

possible, they were specially written trying to make

them as real as possible.

All our cartoons are original and the result of many

hours of thinking, the extra sections have been

included to provide additional information in different

forms, and both the book as a whole and each

individual page have been carefully designed to

contribute to the establishment of a pleasant learning

environment.

Finally, the purpose of the book, apart from providing

learning contents, is to offer fun and diversion in the

sometimes dry and arduous knowledge acquisition

process.

We hope that both students and teachers will enjoy

Global English and use it to its maximum extent.


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7THE STUDENT’S BOOK

Global English consists of five units.

Unit 1: Advice and Support

Unit 2: Two of the Elements

Unit 3: Professions

Unit 4: Being Active

Unit 5: At Work

Each unit has been divided into two lessons of

gradually increasing complexity and level of

difficulty, both of them with Before, While and

After reading or listening activities. Each unit

contains the following sections:

Introduction

There is an attractive, motivating photo that

illustrates the main topic of the unit and

accompanies the learning objectives of the unit,

presented on the same page.

Getting into the unit

Short activities that have a double purpose: to

motivate and create interest, and to evaluate how

much students already know about the topic(s) to

be covered.

Getting ready for the unit

This section identifies and practises language and

skills that the students will need to have mastered

in order to move on to the new contents of the

unit.

Reading

When students have a purpose for reading, they

can adopt different reading strategies to suit

different types of texts and different reasons for

reading. For example, students may need to skim

one type of text to identify the main points it

covers, but scan another text to locate specific

information.

The Before you Read activities motivate students to

read and encourage them to predict and anticipateinformation. They are essential for reading skills

development. Making predictions is a core strategy

for reading comprehension; proficient readers

constantly attempt to ‘read ahead’ of an author,

picking up clues and predicting what might unfold.

Predictions are a category of inference: when we

predict, we are going beyond what is explicitly

stated to anticipate what, where, why, how, who

and if. Developing students’ abilities to make

reasonable predictions helps to sharpen their

inferential thinking. Make sure that you tell

students that their various predictions, though

thoughtful and well-founded, may still turn out to

be incorrect.

The Reading tasks focus students’ attention, show

them how to look for specific information, locate

clues, and separate essential from non-essential

information, and teach them that it is not

necessary to know and understand every single

word in the text to accomplish the tasks and get

the required results.

The After you Read tasks connect the text with the

students’ own reality, give practice on specificgrammar points extracted from the reading texts,

and provide opportunities for oral and written

expression.

Listening

The tasks to develop listening skills in Global

English help students to learn strategies that will

improve their understanding of spoken messages.

The same as for the development of the reading

skills, its methodology adopts a three-phase

approach with Before, While and After listeningtasks, to provide a setting, motivation and

linguistic preparation, as well as activate previous

knowledge, focus students’ attention on specific

tasks and reduce anxiety produced by unknown

messages.

Writing and speaking

The development of these two skills is carefully

guided and always based on the content of a text,

making use of a variety of activities and strategies.

In each Reading lesson there is a section called

APPLICATION TASK - WRITING, in which studentsare asked to develop a written text imitating what

they have read in the lesson and following clear

steps and instructions.

In the Listening lessons, there is an APPLICATION

TASK - SPEAKING, where students participate in a

speaking activity imitating models and following

clear instructions.

THE STUDENT’S BOOK


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8

Additionally, there are JUST FOR FUN activities to

stimulate students’ development and self-study

skills. An important component of this section is

the CHILEAN CONNECTION, which explicitly

relates the topic of the unit to the Chilean

context. This part of the book is ‘owned’ by the

students and the role of the teacher is simply to

guide and answer questions, but not to intervene,

reward, or punish for exercises either done or not

completed.

The four following parts of the book respond to

Bloom’s Taxonomy of Cognitive Domain. Namely,

there is no complete learning process without

consolidation, (CONSOLIDATION ACTIVITIES),

testing (TEST YOUR KNOWLEDGE), and

self-evaluation activities (SELF-EVALUATION).Did you know that …?

The aim of this section is to provide interesting

bits of information on the main topic of the lesson

and motivate students to find more similar details

on their own.

Internet resources

Global English makes use of information

technology by suggesting Websites to access

resources when the students need to gather

information on various topics or prepare for a

presentation. They provide a good opportunityfor independent work.

Throughout the book, students and teachers will

find website-based resources to expand their

knowledge of specific subjects. Exploitation of

these resources is important, as self-study is part

of many school improvement approaches.

Moreover, when students realise their additional

efforts are seen and recognised, they usually

become more committed to – and interested in -

improving their work.

Language note

This section encourages students to identify

characteristics of a grammar point that has

appeared in the reading or listening texts,

provides more examples, and helps students to

deduce some general rules.

Learning tip

This is an additional tool we have provided to

make learning more accessible and contents

easier to understand. Learning tips can be done

by the students on their own or you can analyse

them with the whole class, helping the students

to understand and put them into practice.

Writing target strategy

This tool has been designed to raise awareness of

the strategies students need to use when tackling a

writing task. Depending on the specific task

objectives, students will find pre-writing or editing

strategies which will help them go through

the writing process and complete different

application activities.

Speaking target strategy

This tool will provide different strategies that

students can use when preparing and planning

speaking tasks. Speaking strategies are useful to

develop oral fluency and to reduce students’

‘speaking anxiety’. Using these strategies, students

will face speaking tasks with a greater sense of

self-confidence.

Reading target strategy

This tool will provide different strategies which

will help students develop their reading skills.Depending on the specific task objectives,

students will find before-reading, while-reading

or after-reading strategies which will help them

improve comprehension.

Listening target strategies

This tool has been designed to raise awareness of

the strategies students need to use when tackling

listening tasks. These strategies will help students

in different stages of the listening process: before,

while and after.

Consolidation activities

They play an important role in the learning

process because:

• they let both teachers and students find out where

they are still lacking;

• they help to correct errors and reinforce strengths;

• they provide an attractive and entertaining new

setting for the contents of the unit.



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9

Formal evaluation - Test your knowledge.

This part of the book provides the teacher with

the necessary elements to formally evaluate the

students’ learning process. There is a strong need

not only for the adequate marking of students’

acquired knowledge, but, most importantly, for

determining the shortfalls and stumbling blocks

on the road to consolidated knowledge.

Therefore, the teacher should not consider this

part as exclusively the rewarding / punishing tool

for acquired / not acquired knowledge, but rather

as the basis for establishing remedial and

reinforcement procedures and techniques.

Synthesis evaluation

There are three synthesis tests in Global English:

Units 1 & 2, after Unit 2; Units 1 to 4, after Unit 4;and Units 1 to 5, after Unit 5. They have the same

format as the tests at the end of each unit, but

cover all the contents in the previous units.

Self-evaluation

By getting involved in their evaluation, learners

come face to face with their learning problems

and consciously try to tackle them. Self-evaluation

requires students to be more aware of the

changes they are experiencing, motivates them to

form a realistic and honest perception of theirown work, and to try to take responsible steps to

solve their problems. Self-evaluation enables

students to become independent learners as well

as independent thinkers.

There are three formal instances of self-evaluation

in Global English.

• Quick self-check . In every lesson, there is a short

testing activity which students must carry out

within a time limit and for which they must assign

themselves points. The teacher is strongly advised

to encourage students to analyse their performance,

identify strengths and weaknesses, and consider

steps to improve.

• Final reflection. At the end of the unit, students

are invited to think about their performance while

doing the different activities. Tips are offered in

order to help them to improve and solve problems

before moving on to the next unit.

• Self-evaluation. There is a final self-evaluation

section at the end of each unit, divided into two parts.

The first part helps students to assign themselves

marks in the final test of the unit (TEST YOUR

KNOWLEDGE). The second part provides the studentswith statements that help them to decide how much

they have learnt, putting them in a position to make

an assessment of their whole work.

Workbook

At the end of the units, there is a Workbook,

which provides additional activities to engage

students in further practice of the Student’s Book

material. It follows and reflects the Student’s Book

organisation and offers exercises that can be done

in class or assigned as homework.

Each Workbook unit practises and consolidates

reading and listening skills, grammar, and

vocabulary. The listening activities are shown by

the audio icon, and their transcripts are included

in the Answers to Workbook Activities section, at

the end of this book.



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10

Task-based learning

Global English helps students to develop language

and learning skills to carry out sequences of tasks.

Some advantages of task-based learning are:

• increased motivation, as learners becomepersonally involved;

• all four skills - reading, writing, listening, and

speaking - are integrated;

• autonomous learning is promoted as learners

become more responsible for their own learning;

• there are learning outcomes, learners have an end

product;

• the tasks are authentic and therefore the language

input is more authentic;

• interpersonal relations are developed through

working in pairs or groups;• there is always a break from routine and the

chance to do something different.

Collaborative work

This approach gives the teacher the grounds for

evaluating what students have learnt and how they

apply that knowledge to real-life situations.

Working in groups develops several very important

skills, including collaboration, error correction, and

respect for other people’s opinions. In addition to

completing the task at hand, you could ask students

to evaluate how well they worked as a group after

each group exercise using this simple instrument:

• Our Effectiveness as a Group

Evaluation scale: 1 – 2 – 3 – 4 – 5 – 6 – 7

Low High

a. The group defined its task. ______

b. All members of the group

i. accepted the responsibility for the

outcome. ______

ii. felt free to state their real opinions. ______

iii. were productive. ______

iv. were respectful at all times. ______

v. feel satisfied about the work done. ______

(Based on: Stopper, R. (2004). Small-Group Discussion,

pp. 299-303. Bloomington, IN: Xlibris)

Learner training

Teachers should constantly encourage students to

analyse their learning process, making them think

about their learning, what problems they have, and

how they could improve their performance so thatthey can take the appropriate steps to optimise

their learning.

Mixed ability

Global English caters for mixed-ability classes in a

variety of ways. The teacher needs to develop

techniques which allow students of all levels to

benefit from the lesson. Individual feedback is

advisable in any class, but in a mixed-ability class, this

attention to detail can increase student satisfaction.

Besides, each lesson in Global English offers at leastone activity that can be done by fast learners while

the rest of the class is finishing a task, and there are

additional activities to cater for a variety of learning

styles.

Learning styles

Research and teaching experience have shown that

students are better motivated and learn more when

their different intelligences and learning styles are

taken into account in the teaching and learning

process. As there are different personalities, thereare also different learning styles in a classroom

(visual learners, auditory learners , kinesthetic

learners , tactile learners) Global English has

considered these important facts and it offers

different kinds of activities to suit the variety of

students’ needs in a class.

Vocabulary

The active vocabulary in each unit is the vocabulary

the students need to carry out the tasks. There is

development of students’ passive vocabularythrough a rich variety of lexis in the reading and

listening texts. There are specific vocabulary

sections and practice activities.

Students should be trained to develop effective

strategies for learning vocabulary and for keeping

clear vocabulary records. When especially difficult

BOOK METHODOLOGY

BOOK METHODOLOGY


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11

words appear in a text or in an activity, their

meaning is given in a glossary section at the

bottom of the page. All these words are presented

together in the Glossary section at the end of

this book.

Grammar

Global English deals with grammar with the purpose

of making it more meaningful and useful for

students.

Structures that are essential for the understanding

of oral or written texts are presented and practised

in the After reading or After listening stages.

In order to activate students’ language awareness,

the course highlights some morpho-syntacticelements in context so students discover their use.

Collocations

When words are used together regularly, rules are

formed about their use not for grammatical reasons,

but because of the association. Some common

collocations in English are:

• verb + noun: throw a party / accept responsibility ;

• adjective + noun: square meal / grim determination;

• verb + adjective + noun: take vigorous exercise /

make steady progress;

• adverb + verb: strongly suggest / barely see;

• adverb + adjective: utterly amazed / completely

useless;

• adverb + adjective + noun: totally unacceptable

behaviour ;

• adjective + preposition: guilty of / blamed for /

happy about ;

• noun + noun: pay packet / window frame.

Prefixes and suffixes

A word can consist of three parts: the root, a prefix,

and a suffix.

The root is the part of the word that contains the

basic meaning, or definition of the word.

A prefix is a word element placed in front of the

root, which changes the word’s meaning or makes a

new word.

A suffix is a word element placed after the root,

which changes the word’s meaning as well as

its function.

Common Prefixes

Prefix Meaning Example

bi- two bicycle

de- not decaffeinated

dis- not dishonest

im- not impossible

mis- not misunderstand

pre- before preview

re- again reactivate

un- not untidy

Common Suffixes

Suffix Meaning Example

-able able imaginable

-er doer teacher

-ful full of wonderful

-ly or -y like heavenly

-ment state of agreement

-ness state of being happiness

-ous full of joyous

BOOK METHODOLOGY


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12 COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

The restructured version of the Common European

Framework of reference for language learning,

teaching and assessment represents the latest stage

in a process which has been actively pursued since

1971 and owes much to the collaboration of many

members of the teaching profession across Europe

and beyond.

The Common European Framework of Reference for

Languages (abbreviated as CEFR or CEF) is a

standard, international scale of levels for language

learning.

One of the aims of the Framework is to help

describe the levels of proficiency required by

existing standards, tests and examinations in order

to facilitate comparisons between different systems

of qualifications. For this purpose the Common

Reference Levels have been developed. Ideally a

scale of reference levels in a common framework

should meet the following criteria. The table below

shows the three bands and six levels of the CEF,

together with the approximate hours required to

achieve each level and what a person is able to do

with the language at each level.

* The levels A2 and B1 correspond to the target levels for 8 th grade and 12th grade in the national Curriculum.

Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European Framework of Reference for

Languages: learning, teaching, assessment . Cambridge University Press.

CEF band CEF level hours level descriptor (ability at this level)

C

Proficientuser

C2 Mastery or

Proficiency

1000+ • Can understand with ease virtually everything heard or read.

• Can summarize information from different spoken and written sources, reconstructing arguments andaccounts in a coherent presentation.

• Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaningeven in the most complex situations.

C1 EffectiveOperationalProficiency orAdvanced

800 • Can understand a wide range of demanding, longer texts, and recognize implicit meaning.• Can express him/herself fluently and spontaneously without much obvious searching for expressions.• Can use language flexibly and effectively for social, academic and professional purposes.• Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of

organizational patterns, connectors and cohesive devices.

BIndependent

user

B2 Vantage

or UpperIntermediate

600 • Can understand the main ideas of complex text on both concrete and abstract topics, including technicaldiscussions in his/her field of specialization.

• Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakersquite possible without strain for either party.

• Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue givingthe advantages and disadvantages of various options.

B1 Threshold orIntermediate

400 • Can understand the main points of clear standard input on familiar matters regularly encountered in work,school, leisure, etc.

• Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.• Can produce simple connected text on topics which are familiar or of personal interest.• Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations

for opinions and plans.

ABasicuser

*A2 Way-stage orElementary

200 • Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g.very basic personal and family information, shopping, local geography, employment).

• Can communicate in simple and routine tasks requiring a simple and direct exchange of information onfamiliar and routine matters.

• Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of

immediate need.*A1 Breakthrough

or Beginner

• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction ofneeds of a concrete type.

• Can introduce him/herself and others and can ask and answer questions about personal details such as wherehe/she lives, people he/she knows and things he/she has.

• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.


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13TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

READING COMPREHENSION STRATEGIES

Comprehension strategies are conscious plans or

procedures that are under the control of a reader,

who makes decisions about which strategies to use

and when to use them to get meaning from text.

Strategies can help students become better readers

if they

• use different strategies before, during, and after

reading,

• use strategies whenever they read

• think about how strategies can help them

Before reading

• Preview the text by looking at the title, headings, and images.

• Recall prior knowledge; think about what they already know aboutthe topic of the text.

• Set goals for their reading. Note the structure, or organization of thetext, and create a mental overview or outline of the text to help decidewhether it is relevant to their goals.

• Predict what the text will be about by using prior knowledge.

While reading

• Evaluate predictions and revise them as needed.

• Connect the meaning of one sentence to the meaning of another; usebackground knowledge to try to clarify the meanings of words andphrases.

• Interact with the text; ask questions about its content and reflectingon its ideas.

• Focus the attention on the reading goals.

• Reread a passage before going on.

• Summarize the content of a passage as they read it.

• Make inferences as they read.

• Create mental images, or visualize a setting, event, or character tohelp understand a passage in a text.

• Monitor comprehension as they read.

• Rephrase a passage in their own words.

• Look up the meanings of difficult words.

After reading After reading• Think about, or reflect on what they read.

• Mentally summarize major points or events in the text.

• Go to other sources to find additional information about the topic ofthe reading.

• Talk with a classmate about which strategies they used and why theyused them.

The following chart shows examples of questions

teachers can use to help students develop reading

comprehension strategies while they read.

M a k i n g c o n n e c t i o n s

Does this remind you of something?

Has this ever happened to you?

Do you know someone like him / her?

Are you like this character?

What do you already know that will help understand whatyou’re reading?

Does this information confirm or conflict with what you’ve readin other sources?

P r e d i c t i n g

What do you think will happen next?

Based on the material you’ve looked over before reading, whatcan you predict…

What does this title / heading / picture make you think?

Although the author hasn’t told it, what do you think about…

Q u e s t i o n i n g

What is the author saying?

Why is that happening?

Why did this character…?

Is this important?

How does this information connect with what you have alreadyread?

M o n i t o r i n g

Is this making sense?

What’s going on here?

What have you learned?

Do you need to reread?

What does this word mean?

What text clues help you fill in missing information?

S u m m a r i z i n g

This story is mainly about…

How is the story organized?

The author’s most important ideas were…

How does the text organization help you?

What are the key words?

V i s u a l

i z i n g

What are the pictures/scenes in your mind?

What do you hear / taste / smell or feel?

What do the characters, the setting, and the events of the storylook like in your mind?

Can you picture this new information?

Adapted from: Capistrano Unified School District. (2003).

Student Reading Comprehension Strategies. Retrieved from:

http://www.readinglady.com/mosaic/tools/Student%20

Reading%20Comprehension%20Strategies%20explanation%20from%20Leslie.pdf


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14 TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

LISTENING AND SPEAKING STRATEGIES

Listening strategies are techniques or activities that

contribute directly to the comprehension.

In the Pre-listening stage, students need to

understand how to recognize the purpose of the

listening message, and make connections about

the topic or tone to tune in as preparation for

processing the information. Teachers can use

directions, vocabulary competition, film watching,

or description of drawing sketches to tune their

brain in the second langue listening.

In the While listening part, the teaching task will

mainly focus on note taking skills. EFL learners need

to be taught and encouraged to actively think

about what they’re listening to. In order to teachEFL learners to think when listening, focusing on

note-taking skills is a good way of helping learners

to concentrate and to look for clues in what they’re

listening to.

After listening, students need to act upon what

they have heard to expand their thinking.

Here are examples of strategies to help develop

students’ listening comprehension.

Before listening• Think of what they already know about the topic of the recording.

• Anticipate what will come.

• Evaluate which listening strategies will serve best in the particularsituation.

• Predict what the speaker(s) might say.

While listening

• Figure out the purpose for listening.

• Listen carefully to the speaker.

• Attend to the parts of the listening input that are relevant to theidentified purpose and ignore the rest.

• Listen for more information that the speaker tells about an idea.

After listening

• Think about what they have listened.

• Monitor their comprehension and the effectiveness ofthe selected strategies.

• Evaluate if they they achieved the listening comprehension goals.

• Evaluate if the combination of listening strategies selected waseffective.

On the other hand. The teaching of speaking

involves more than just providing them with

speaking fluency practice. Teachers need to focus

on skills and strategies that will help students

negotiate meaning and communicate effectively

with other people.

These strategies help all students improve their

language development in a supportive,

encouraging way.

• Model language by saying aloud and writing the

ideas and concepts you’re teaching.

• Have students retell stories aloud.

• Teach choral speaking and reading

• Sing or read songs. Children can bring in a favorite

song to perform alone or as a group, but makesure you have heard the song first and can

approve it.

• Have students read and perform Readers Theater

scripts.

• Correct content, not grammar. To model proper

grammar and syntax, restate or rephrase students’

questions or statements.

• When asking questions, give choices for the

answer.

• Encourage students to describe, summarize,

define, contrast, and compare by modeling. Besure to show and not just tell when teaching a

new concept, idea, or vocabulary.

WRITING STRATEGIES

For a second language learner, writing is an

extension of listening and speaking. Therefore,

students must be provided opportunities to build,

extend, and refine oral language in order to

improve written output.

A great deal of research on writing highlights thefact that this skill is rarely done in isolation, but is

virtually always done in response to source texts

(Cumming, Kantor, Powers, Santos, & Taylor, 2000;

Hale et al., 1996; Hamp-Lyons & Kroll, 1996;

Horowitz, 1991; Leki & Carson, 1997; Weigle, 2002).


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15TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

That is, students are rarely asked to write essays

based solely on their background knowledge;

before they write on a given topic they are expected

to read, discuss, and think critically about that topic

and the type of text they are expected to produce.

Currently there is general agreement that reading

and writing are both fundamental cognitive

processes that depend upon cognitive activities

such as selecting important information, organizing

and retrieving information, summarizing or

consolidating information, and so forth. Thus,

instruction in reading and writing becomes an

important aspect of enhancing students’ skills.

Recently, writing instruction has moved from a

product orientation to a process orientation thatstresses response during writers’ planning, drafting,

revising, editing and publishing.

Fundamental to this process is writing for real

purposes and audiences, students’ sharing of ideas

and written work, students’ ownership of their

topics, frequent writing opportunities, and

opportunities for extended writing.

It is also important for students to view their own

writing published, informally or formally. This

provides them with a purpose to planning theirtexts, as well as purposes for drafting and revising

(since their work will be “public”, they experience

the need to shape the work to best represent their

own goals).

The writing process involves a series of steps to

follow in producing a finished piece of writing.

Every writer follows his or her own writing process.

Here are the five steps in the Writing Process and

some useful tips and instructions to use with

your students.

Step Actions Tips and instructions

1. Prewriting Prewriting is formingideas and planning howto present information.

This is the planning phaseof the writing process,when writers brainstorm,research, gather andoutline ideas, often usingdiagrams for mappingout their thoughts.

• Use brainstorming orcreate a graphicorganizer.

• Observe, imagine,interview.• Gather the information.

2. Drafting Drafting is creating thefirst version of aparagraph. This step turnsprewriting ideas intosentences. Writers createtheir initial compositionby writing down all theideas in an organized way.

• Use three or moreimportant ideas from theprewriting and addspecific, interestingdetails.

• Develop completesentences.

• Add supporting details.• Don’t worry about making

mistakes – just get yourideas down on paper.

3. Revising Revising is changing,taking out, or addingwords to make meaningmore clear. The goal ofthis phase of the writingprocess is to improvethe draft.

• Read carefully to makesure the wording is clearand complete.

• Ask yourself:Is my message clear? Did I include enoughinformation? Did I accomplish my purpose?

4. Editing Editing is correcting

spelling, punctuation,

and grammar errors. At

this point in the writing

process, writers proofread

and correct errors in

grammar and mechanics,

and edit to improve style

and clarity.

• Read it aloud to yourself.• Ask a friend/ peer to

listen to your work.• Use a checklist to check

capitalization,punctuation and spelling.

• Have another writer’sfeedback.

5. Publishing Publishing is making a

final copy. In this last step

of the writing process, thefinal writing is shared

with the audience.

• Submit to the teacher/peers /editors / etc.

• Send it to interested /individual groups.

Adapted from: The 5-Step Writing Process: From Brainstorming toPublishing. (n.d.) Retrieved from: http://www.liferichpublishing.

com/AuthorResources/General/5-Step-Writing-Process.aspx


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16 INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM

Skills integration generally refers to linking thetraditional four skills of language learning: reading,writing, listening, and speaking in the context of alesson. An integrating approach for thedevelopment of communicative skills in the

classroom is highly recommended for acquisitionbecause, as skills are integrated in the classroom, therelevant knowledge of the foreign language istaught in a coherent, meaningful way.

In everyday life, there are many situations in whichwe use more than one language skill. For this reason,integration is concerned with realisticcommunication. When teachers integrate skills in alesson, they are able to teach the foreign languageat a discourse level . At this level, language is presented tostudents through texts which are whole units of

communication (either spoken or written) ratherthan separated segments or parts they must analyzein isolation.

Skills integration allows students to processlanguage by: contextualizing, interpreting,exploring, analyzing, experiencing, challenging,confronting, assimilating, practicing and sharing thenew information. In addition, an integratingapproach has a positive impact on the classroomatmosphere, creating a relaxed environment andfostering motivation and active engagement.

Forms of integration There are two general forms to integrate skills in theclassroom:

• Simple integration. It is the easiest form ofintegration. In this type of lesson, a receptivelanguage skill serves as a model for a productivelanguage skill.Example:

A reading activity which provides a modelfor a writing task, a listening comprehension activitywhich guides students to oral production.

• Complex integration. In this form of integration,

skills are integrated around a theme. The specificdistribution of skills integration in the lesson willdepend on the target topic.Example: A pre-reading discussion of the topic toactivate schemata, followed by listening to a series ofinformative statements about the topic or passage tobe read. While reading, teacher focuses the lesson ona certain reading strategy (for instance, scanning). After reading, students react by writing a paraphrase

of a section of the reading passage and making acomment.

Adapted from: Brown, H. D. (2001). Teaching by Principles: An

Interactive Approach to Language Pedagogy2nd Ed., New York:

Pearson Education.

USING LITERATURE IN THE LANGUAGECLASSROOM

When students are faced with reading literature, anextensive list of reading sub-skills are applied:• deducing meaning and use of unfamiliar words;• understanding explicitly stated information;• understanding information which is not explicitly

stated;• understanding conceptual meaning;• understanding relations between the parts of a

text through lexical cohesion devices;• understanding cohesion between the parts of a

text through grammatical cohesion devices;• interpreting text by going outside of it.

The methodological implications of the use ofliterature in the language classroom are:• EFL classroom strategies such as cloze, rewriting,

prediction activities, role playing are adapted andadopted to teach literary texts in the languagelesson;

• text manipulation (e.g., rearrangement and

dramatization);• two-way channel of teacher-studentcommunication and pair/ group work, in order toachieve more self-sufficiency.

• literature favors students’ development of creativeand interpretative skills.

The following is a three-stage framework proposedas a working model for the presentation of literarytexts in the language classroom:

• Framing (thematic preparation): turning students‘attention to the content or theme of the text. Also,it will focus on distinguishing prose from poetry.

• Focusing (engaging): the designed activities whichlead them to understand the text and to interpretit for the purposes in hand.

• Diverging (moving on): leading students intoparallel activities of various kinds, e.g., role play,transfer to other text-types, creative writing, etc.

Adapted from: Mirzaei, A., & Domakani, M. R. (2008). The Theory and

Practice of Bringing Literature into the EFL Classroom.

INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM


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17ORIENTATIONS TO DEVELOP CRITICAL THINKING

Recent research has shown that, in general, students who develop critical thinking skills are more able to

achieve better marks, become less dependent, create knowledge, evaluate, and change the structures in socie

Teachers’ questions constitute a central aspect to develop students’ critical thinking. These are examples of

questions and tasks that consider the different levels of thinking proposed in the New Bloom’s Taxonomy

(Anderson et al., 2001).

Skill Key words Questions Examples of tasks

Remembering Remember, repeat, identify

match, reproduce

What / How / Where is…?

When / How did …happen?

How would you explain / describe…?

How would you show…?

Who / what were the main…?

What are the …?

What is the definition of…?

Answer questions

Discriminate between true

and false information

Name…

Recite a poem

Understanding Describe, explain, paraphrase,

give examples, infer, interpret,predict, summarize

How would you classify…?

How would you compare / contrast…?How would you rephrase the meaning of…?

What is the main idea of…?

What can you say about…?

How would you summarize…?

Classify the …

Elaborate a list of the main

ideas

Compare two characters of the

story.

Apply Demonstrate, dramatize,

illustrate, show, use

How would you use…?

What examples can you give…

How would you solve the…?

What have you learned about…?

What would result if…?

Read a paragraph.

Check and correct a text

written by a classmate.

Analyze Compare, contrast, critique,discriminate, show in a diagram,

select

What are the parts / characteristics of…?Why do you think…?

What is the theme…?

What conclusions can you draw…?

How would you classify…?

What evidence can you find…?

What is the relationship between…?

Read and identify authors’points of view about global

problems.

Determine the character’s

motivation in a story.

Evaluate Discuss, justify, evaluate, monitor,

check, confirm

What is your opinion of…?

What would you recommend…?

How would you rate / evaluate…?

How would you support the view…?

Evaluate the arguments in

favor / against …

Justify the idea that…

Create Design, create, elaborate,

generate, plan

How would you improve…?

What would happen if…?

What alternative can you propose…?

How could you change the plot / plan…?

What can you predict…?

Write an article about…

Write a song…

Dramatize…

ORIENTATIONS TO DEVELOP CRITICAL THINKING


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18 THE TEACHER’S BOOK

This component includes:

• an introduction with a description of the course and

the course components, the methodology used,

and suggestions for classroom management;

• background notes for the teacher, related to the

information content of the different texts;

• detailed teaching notes for every unit;

• answers for all the tasks in the Student’s Book and

in the Teacher’s Book, for all the tests, and for all the

activities in the Workbook;

• the transcript of the recording;

• one additional photocopiable test per unit.

• one or two photocopiable additional activities per unit.

• a photocopiable additional reading text per unit,

with activities and background information.

Choice of tasks The book includes a great number of varied activities

The teacher should choose the ones which are more

appropriate for his / her group, depending on their

general level The important thing for the teacher to

bear in mind is the final objective of each unit, and

how the different students are advancing towards it.

There are activities for fast learners - exercises for

those students that have started to become

independent users of Global English and have

developed the capacity to work more quickly and on

their own The teacher’s role here is to offer moreinstances to those students who instinctively feel the

need to actively apply the language they have been

practising during the lesson The teacher does not

need to correct or become involved unless students

directly appeal to him / her to do so.

There are ADDITIONAL ACTIVITIES, which the teacher

can use if there is enough time or if students require

further practice, and OPTIONAL ACTIVITIES, which

generally offer a break from the routine, a moment to

relax, or a bit of fun while practising the language.

Information and extra practice is suggested

when there is a chance that students will make a

mistake, in grammar, vocabulary, or pronunciation.

Remember to be very careful as to when and how to

correct errors; avoid interrupting students when they

are doing oral communication activities; instead,

make a note of the common mistakes and then

correct with the whole class at the end of the activity.

Level of difficulty

The activities and texts included in the book are

classified according to their level of difficulty This is

shown in the Teacher’s book with the following icons:

+ = Low ++ = Medium +++ = HighCD

The first 9 tracks of the CD offer examples of

classroom language for the teacher and for the

students It includes all the listening material:

Pronunciation, Listening and Listening test material,

with a variety of accents: British, American, Canadian,

Irish, Scottish, Indian, Chilean, French, Russian, etc , to

expose students to different accents.

Classroom language

The Teacher’s Book offers a selection of usefullanguage that the teacher can use with the students

in different situations, with different purposes They

provide examples for students to imitate, or they are

expressions the teacher can use and which students

need to identify and recognise All of them are

recorded in the first nine tracks of the CD.

Test question bank

This is a set of 75 test questions that the teacher can

use when preparing his / her own evaluation

instruments There is one set for each language

ability and one set for grammar and vocabularyHowever, many of them can be used for other skills,

different contents, a variety of contexts, etc.

Glossary

The meaning of difficult words from the texts appear

in a glossary in the final pages of the Teacher’s Book

The meaning provided has to do specifically with

the context in which the word appears.

Thematic bibliography

There is a list of books where the teacher can

find further information on the contents of thebook, divided into reading, listening, speaking,

writing, and grammar and vocabulary.

Bibliography and websites

Both the Teacher’s Book and the Student’s Book

offer suggestions of materials that can be used for

reference Some of these materials can be found

in the Centro de Recursos de Aprendizaje (CRA) in

each school.

THE TEACHER’S BOOK


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19THE SOUNDS OF ENGLISH

The consonants in the table are the consonant

phonemes of British and American English.

Consonant sounds

/ p/ put, supper, lip/ b/ bit, ruby, pub

/t/ two, letter, cat

/d/ deep, ladder, read

/k / can, lucky, sick

/g/ gate, tiger, dog

/f / f ine, coff ee, leaf

/v/ van, over, move

/θ/ think, both

/ð/ the, brother, smooth

/s/ soup, fussy, less

/z/ zoo, busy, use

/ ʃ / show, washing, cash

/ʒ/ leisure, vision

/h/ home, ahead

/tʃ / chair, nature, watch

/dʒ/ jump, pigeon, bridge

/m/ man, drummer, comb

/n/ no, runner, pin

/ŋ/ young, singer

/l/ let, silly, fall

/r / run, carry

/ j/ you, yes

/w/ woman, way

The vowels in the table above are the vowel

phonemes British English. All long vowels are

followed by colons /: /. Most of the differences

between British and American English are to do

with the quality and length of the vowels. The most

significant differences are explained in the foot

notes.

Vowel sounds

/ɪ:/ eat, sleep

/ɪ/ silly, baby, it, swim

/e/ edge, lead

/æ/ apple, man

/ɑ:/ f ather, calm, *1can’t, *2car

/ ɒ/ *3odd, want

/ɔ:/ or*4, daughter, more

/ʊ/ put, f ull

/ʊ:/ shoe, suit

/ʌ/ under, enough, butter

Br /ɜ/ Am/ɝ/ earn, bird, occur

/ə/ above, support, possible, Africa, mother

*1 In American English, this is pronounced with vowel /æ /.

Before /nt / /f / /s /, as in can’t, half, grass, bath.

*2

In American English, ther

after a vowel is pronounced.*3 This vowel is not found in American English. Instead it is

pronounced as /ɑ /.

*4 In American English, the r after a vowel is pronounced.

/eɪ/ ache, pay ɛə air, dare

/aɪ/ I’m, right ʊə pure, tour

/ɔɪ/ oil, noise aʊ out, cow

/ɪə/ ear, here əʊ own, coat

* In American English, the final r is typically pronounced.

Adapted from: Yule, G. (2010). The Study of Language, Fourth

Edition. New York: Cambridge University Press.

THE SOUNDS OF ENGLISH


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20 CLASSROOM LANGUAGE

Greetings 1

• Good morning. / Good afternoon. / Hello. / Hi.

• Good bye. / See you tomorrow. / See you later.

• Have a nice weekend. / Enjoy your holiday.

Moods and feelings 2

A: How are you today?

B: I’m fine. / I’m great. / OK. / Very well, thank you. /

I’m not very well. / I have a problem. / I’m feeling

down. / I’m sad.

Asking for clarification 3

• Can you repeat that, please?

• Can you say that again, please?

• Sorry. I’m afraid I didn’t understand.• Can you help me with this exercise, please?

Encouragement 4

• Well done! / Good! / Excellent! / Good work! /

Congratulations!

• Do it more carefully. / Say it again. / Try to correct

that, please.

• Not too bad. / You’ll do better next time. /

Keep trying!

The date 5

A: What day is it today?

B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s

Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.

A: What’s the date today?

B: It’s (Monday) March 9th. / It’s (Monday) 9th March.

The weather 6

A: What’s the weather like today?

B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s

nice and warm. / It’s nice and cool. / It’s raining. /

It’s snowing.

The time 7

A: What’s the time? / What time is it?

B: It’s one o’clock. / It’s two o’clock. / It’s three

o’clock. / It’s ten o’clock. / It’s twelve o’clock.


B: It’s quarter past nine. / It’s half past ten. / It’s five

past eleven. / It’s ten past twelve. / It’s twenty

past one. / It’s twenty five past two.


B: It’s quarter to eight. / It’s twenty five to nine. / It’s

twenty to ten. / It’s ten to three. / It’s five to four.

CLASSROOM LANGUAGE

20


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2

Some commands and instructions 8

• Answer the questions.

• Be quiet.

• Check your answers.

• Check your predictions.

• Close the door.

• Come to the board.• Compare your answers.

• Complete the paragraph.

• Copy the instructions.

• Discuss the ideas in your group.

• Do Exercise 1.

• Do not write in your book.

• Fill in the blanks.

• Find examples in the text.

• Find the cognates in the text.

• Listen to the recording.

• Look at the pictures.

• Look up these words in the dictionary.

• Make a list.

• Make some notes.

• Match the pictures.

• Name three activities.

• Open your books.

• Pay attention, please.

• Put the pictures in order.

• Read the instructions.

• Select the correct answer.

• Silence, please.

• Sit down.

• Stand up.

• Talk to your partner.

• That’s all for today, thank you.

• Work in groups of four.

• Work with your partner.

• Write the sentences.

Turn-taking and permission9

• Can I talk to you after the class?

• Excuse me; can I say something?

• Excuse me; can I leave the room for a minute?

• May I go to the bathroom?

• It’s your turn.

• Sorry, it’s my turn.

Websites made available to students

and teachers

http://www.onestopenglish.com

MacMillan Campus site. Videos, chat, news, activities.

http://esl.about.com

ESL / ELT problems, suggestions for solutions,

explanations, examples, and activities.

http://www.eslcafe.com

Discussion forums, chat room, interactive exercises,

online tutorials, teaching ideas, job postings and

extensive web guide.

http://www.pearsonelt.com

Pearson Education site. Articles, classroom

resources, discussions, videos.

http://www.rong-chang.com/

A wealth of ideas to teach, prepare materials, use

the Internet, etc.

http://www.cln.org/int_projects.htmlList of sites that will help teachers who are looking

for Internet projects for their classes.

http://maryglasgowplus.com

Mary Glasgow Magazines plus news, contacts, ideas

for teachers and students.

http://www.holidays.net

Information about various celebrations and

religious holidays, with related recipes, crafts and

fun activities.

http://www.infoplease.comInformation about practically every country in

the world.


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22 SUGGESTED YEAR PLANNING

SUGGESTED YEAR PLANNING

Unit Expected Learning Activities Resources

Unit 1

ADVICE AND SUPPORT

Topics: Teen issues

Pages: 6 - 27 of the Student’s

Book

Time: 21 hours

Answers: Pages 145 - 146

Students show general and specific

comprehension when reading and listening

to different types of texts.

Students consolidate a language point.

• 6. Page 10

7. 8. 9. Page 12

• 5. 6. 7. 8. Track 12, Page 17

• 11. Page 13.

• 10. Page 18

• Reading text: Letters

to Aunt Anne.

Notes with additionalinformation.

• Letters.

Pictures.

• Listening text:

Embarrassing moments.

Notes with additional

information.

• Language Note.

• Sentences.

Students complete sentences using

linking words.

Students write a letter of advice.

• 11. Page 13

• 17. Page 15

• Language note.

Pictures.

Notes with additional

information.

• Notes with additional

information.

Students imitate a spoken model and role

play a dialogue and a monologue.

Students describe own experiences.

• 13. Track 10, Page 14

• 11. Track 13, Page 18

• 13. Page 19

• Oral Practice.

• Notes with additionalinformation.


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2SUGGESTED YEAR PLANNING

Indicators of Evaluation Activities Page

Getting into the unit. Students do activities that introduce them to the topic and to some of

the language that they will study in the unit.

1. 2. 3. 4. 7

Getting ready for the unit. Students do activities that revise their previous knowledge of the

language and skills that are pre-requisites for the new contents.

1. 2. 3. 4. 5. 6. 7. 8. 9.

Track 12

8, 9

Quick Self-Check. Students do a short testing activity within a time limit, assign

themselves points, and analyse their performance.

15.

12.

14

19

Test your Knowledge

• Reading: Students summarise and match information. Students discriminate between correct

and incorrect information. Students find specific information.

• Listening: Students find specific information. Students discriminate between correct and

incorrect information.

• Language: Students use linking words and the First Conditional.

• Writing: Students complete a letter with their own ideas and opinions.

• Speaking: Students role play a dialogue expressing opinions.

1. 2. 3.

4. 5. 6. Track 15

7. 8.

9.

10.

24, 25

25

25

26

26

Final reflection. Students are invited to think about their performance while doing the

different activities. Tips are offered in order to help them to improve and solve problems before

moving on to the next unit.

26

Self Evaluation: Students analyse their performace in the final test and assign

themselves points.

Students reflect on value issues and behaviour while working on the unit.

27

Extra Test (Teacher’s book)

• Reading: Students find and match specific information. Students discriminate betweencorrect and incorrect information.

• Listening: Students discriminate between correct and incorrect information.

• Language: Students use connectors and intensifiers.

• Speaking: Students ask for and give advice.

• Writing: Students write a letter of advice.

(Teacher’s book)

1. 2. 3.

4. 5. Track 16

6. 7.

8.

9.

(Teacher’s book)

6566

66

66 - 67

67

67


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24 SUGGESTED YEAR PLANNING24


Unit 2

TWO OF THE ELEMENTS

Topics: Earth and water

Pages: 28 - 51 of the

Student’s Book

Time: 21 hours






• 4. 5. 6. 7 Page 32

8. Page 33

• 6. 7. 8. 9. 10 Track 19, Page 39

• 9. Page 33

• 10. Page 36

• 12. Page 40

• Reading text:

Earth.

• Pictures.


information.

• Listening text:

Water .

Diagrams.

• Language Note.

• Dialogue.

• Article:

What to do before and

during a tsunami.

• Sentences.

Students complete sentences using the

First Conditional and key vocabulary.

Students complete a security warning with

recommendations.

Students write a school earthquake plan.

• 9. Page 33

• 10. Page 36

• 13. Page 37

• Oral Practice.

Language note.

• Pictures.

• Article:

What to do before and

during a tsunami.

• Pictures.


information.

Students discuss their own and their

school’s earthquake plan.

Students describe a process.

Students imitate spoken models and role

play a dialogue and a monologue.

Students describe pictures in detail.

• 13. Page 36

• 11. Page 40

• 9. Track 17, Page 33

• 13. Track 21, Page 41

• 14. Page 41


information.

• Notes with additionalinformation.

• Chart.


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2




1. 2. 29

Getting ready for the unit. Students do activities that revise their previous knowledge of the

language and skills that are pre-requisites for the new contents.

1. 2. 3. 4. 5. 6. 7. 8. 9.

Track 20

30, 31



11.

13.

36

41

Test your Knowledge

• Reading: Students summarise and match information. Students discriminate between correct

and incorrect information. Students find specific information.

• Listening: Students find specific information. Students discriminate between correct and

incorrect information.

• Language: Students use connectors of condition and the First Conditional.

• Writing: Students turn an interview into a letter.

• Speaking: Students talk about disasters and their prevention in Chile.

1. 2. 3. 4

5. 6. 7. Track 23

8. 9.

11.

10.

47

47

48

48

48




48


themselves points.


49

Synthesis Test Units 1 & 2

• Reading: Students locate information. Students find specific information.• Listening: Students identify speakers. Students find specific information.

• Language: Students use connectors of condition and other linking words. Students match

information to offer advice.

• Writing: Students write a letter of advice on what to do if there is an earthquake.

• Speaking: Students talk about natural disasters, offering advice and tips on how to behave.

1. 2.3. 4. Track 24

5. 6. 7.

8.

9.

5151

51

51

51


• Reading: Students find specific information. Students discriminate between correct and

incorrect information. Students find synonymous expressions.

• Listening: Students discriminate between correct and incorrect information. Students find

specific information.

• Language: Students use connectors of condition and the First Conditional.

• Speaking: Students discuss possible reactions using the First Conditional.

• Writing: Students write an action plan.

(Teacher’s book)

1. 2. 3.

4. 5. Track 25

6. 7.

8.

9.

(Teacher’s book)

98

98

98 - 99

99

99



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Unit 3

PROFESSIONS

Topics: Professional conduct

and job applications

Pages: 52 - 75 of the

Student’s Book

Time: 21 hours






• 5. 6. 7. 8. 9. 10. Page 57

• 7. 8. 9. 10 Track 29, Page 65

• 13. Page 61

• 12. Page 66

• Reading text:

Preparing a CV .


information.

• Listening text:

Advertising for jobs.

• Chart.

• Language Note.

• Pictures.

• Situations.

Students play a word game.

Students give recommendations.

Students write their own CV using a

computer application.

• 11. Page 60

• 13. Page 61

• 16. Page 62

• Game.

• Pictures.

• Link with additional

information.

• Illustrations.

• Microsoft Office Word.

Students role play a conversation.

Students role play a monologue.

Students role play a job interview.

• 12. Track 26, Page 60

• 13. Track 30, Page 66

• 15. Page 67

• Oral Practice.


information.

• Oral Practice.


information.


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2




1. 2. 3. 4. 53

Getting ready for the unit. Students do activities that revise their previous knowledge of

the language and skills that are pre-requisites for the new contents.

1. 2. 3. 4. 5. Track 29 54, 55



14.

14.

61

67

Test your Knowledge

• Reading: Students find and match information. Students find specific information.

• Listening: Students discriminate between correct and incorrect information. Students find and

match information. Students find specific information.

• Language: Students use modals to express recommendations.

• Writing: Students write a job advertisement.• Speaking: Students describe problems and offer recommendations and advice.

1. 2.

3. 4. 5. Track 32

6. 7.

9.

8.

73

73

74

74

74




74


themselves points.


75


• Reading: Students find and match specific information. Students transfer information to agraphic organiser.

• Listening: Students discriminate between correct and incorrect information. Students identify

sequence.

• Language: Students use should, shouldn’t, and had better to give advice and recommendations.

• Speaking: Students ask for and give recommendations and advice to write a CV.

• Writing: Students write a cover letter to introduce a CV.

(Teacher’s book)

1. 2.

3. 4. 5. Track 33

6. 7.

8.

9.

(Teacher’s book)

126

126

126 - 127

127

127



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Unit 4

BEING ACTIVE

Topics: Travelling experiences

and television quiz

Documents

GlobalEnglish 3 TB