Guide UIF3

7/30/2019 Guide UIF3

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Ingls Segundo Ao de Ciclo Bsico

Gua Didctica

3


2/98

3

Ingls Tercer Ao de Ciclo Bsico

Gua Didctica

Fran Linley

Brian Abbs

Chris BarkerIngrid Freebairn

with

Gabriel Daz Maggioli

Rosario Estrada

Laura Motta

Shirley Romano


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Pearson Education S.A. 2006

Longman es un sello editorial de Pearson Education S.A.

Queda hecho el depsito que dispone la ley 11.723

ISBN-10: 9974 78990 7

ISBN-13: 978-9974-789-90-6

Pearson Education S.A.Casa Juana de Amrica

8 de Octubre 3061

Montevideo 11600, Uruguay

Equipo editorial responsable:Alicia Daz, Silvina Ferrante,

Karina Liste, Enrique Morrone

Diagramacin:Discript, Eclipse Grfica Creativa

Queda prohibida cualquier forma de reproduccin, transmisin

o archivo en sistemas recuperables del presente ejemplar, ya sea

para uso privado o pblico, por medios mecnicos, electrnicos,

electrostticos, magnticos, o cualquier otro, total o parcialmente,

con o sin finalidad de lucro, salvo expresa autorizacin del editor.


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Contents

Introduction . . 4Lesson plan . . 17

Evaluation sheets . . 18

SB Contents map . . 20

Check what you know . . 22

Unit 1 He always looks good.. . 26

Unit 2 Would you like a sandwich?. . 32

Consolidation 1 . . 37

Unit 3 I prefer swimming.. . 40

Themes in focus 1 Natural paradise in Costa Rica. . 46

Unit 4 Do I have to?. . 47


Unit 5 A ghost story. . 54

Themes in focus 2 Bullies.. . 60

Unit 6 Girls cried and screamed.. . 61


Unit 7 I've lost my rucksack.. . 67

Themes in focus 3 Women writers.. . 73

Unit 8 I've hurt my ankle.. . 74


Unit 9 Made in heaven.. . 81Themes in focus 4 The chemistry of love.. . 87

Song 1 . . 88

Song 2 . . 89

Workbook key . . 91

Pronunciation exercises . . 95


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The teaching situation

Our.teaching.situation.in.Uruguay.is.generally.

characterised.by.the.following:.

Learners low motivation

Most.students.consider.learning.foreign.languages.a.difficult.task.Some.of.your.students.may.have.had.English.lessons.before.starting.school.Of.these,.some.may.have.been.successful,.while.others.may.have.not.been.so.The.self-concept.that.teenagers.have.about.themselves.as.learners,.in.general,.and.as.language.learners.in.particular,.may.present.an.important.threat.to.motivation

Large classes

In.a.significant.number.of.schools,.large.classes.are.

the.norm.rather.than.the.exception.Large.classes.make.it.difficult.for.teachers.to.ensure.all.students.participate.adequately.during.class.time,.thus.ensuring.success

Diversity

Each.class.is.a.cosmos.of.different.learning.styles.and.abilities.Learners.will.acquire.language.at.different.paces.and.will.choose.to.do.so.in.many.different.ways.

Monitoring progress

In.order.to.ensure.the.success.of.all.learners,.constant.feedback.must.be.provided.Students.expect.the.

teacher.to.provide.this.kind.of.feedback,.which.is.not.always.possible.Teachers,.therefore,.need.to.encourage.students.to.take.responsibility.for.their.own.learning.and.progress.through.instances.of.self-evaluation

Teaching and Learning Theories

There.is.as.yet.no.theory.that.can.account.for.how.people.learn.languages.However,.most.theories.seem.to.suggest.the.following.conditions.are.necessary.for.the.acquisition.of.languages.to.take.place:

.exposure.to.samples.of.authentic.language.used.in.real-life.communicative.settings

.motivation.to.use.the.language.for.comprehension.to.turn.into.communication

.opportunities.to.use the language.in.realistic.situations.and.in.contexts.which.favour.their.motivation

.focus on how the language works.to.help.consolidate.learning.and.increase.communication

Principles behind the courseTaking.into.account.the.nature.of.the.students,.the.characteristics.of.the.teaching.situation,.and.

the.information.provided.by.theories.of.language.learning.and.acquisition,.four.key.principles.need.to.be.followed.if.language.learning.material.is.to.be.effective.for.teenagers

IntroductionAbout Uruguay in focus

Uruguay in focus.is.a.three-level.English.language.textbook.for.young.teenagers.beginning.to.learn.English.in.Uruguay.It.comprises.a.Students.Book.and.Workbook,.a.Cassette.and.a.Teachers.Book.The.materials.offer.a.balanced.approach.to.language.learning,.which.is.oriented.towards.the.development.of.the.students.as.whole.persons.They.contain.a.wealth.of.age.specific.resources.that.cater.for.different.learning.styles.and.modalities.The.techniques.used.have.been.selected.from.best.practices.in.language.teaching.for.teenage.learners.There.are.also.opportunities.for.cross-curricular.work,.which.is.an.important.motivator.for.the.learners.since.they.can.see.how.English.is.used.in.real-life.academic.contexts.

All.the.materials.have.been.specifically.adapted.to.the.curriculum.guidelines.and.syllabus.specifications.of.Plan.1996

For.each.level,.the.course.has:a.Students Book

a.Class Cassette

a.Workbook.with.multi-level.exercises

this.Teachers Book

Background to the courseOne.of.the.most.challenging.aspects.of.writing.a.language.course.for.the.1216.age.group.is.to.provide.material.which.genuinely.takes.into.account.the.needs.of.the.students.and.teachers.who.will.use.the.course

The students

In.some.ways.teenagers.today.appear.to.be.dramatically.different.from.the.teenagers.of.a.generation.ago.Many.of.todays.teenagers.live.in.a.world.bombarded.by.sounds.and.visual.imagery.Surrounded.by.sophisticated.equipment.that.they.use.with.speed.and.ease,.they.can.see.and.do.things.that.would.have.been.inconceivable.twenty.years.ago.

They.expect.the.materials.they.use.in.class.to.reflect.this.world

Most.teenagers.have.untold.energy.and.enthusiasm.for.topics.in.which.they.are.interested,.like.football,.music.and.fashion.They.are.well.able.to.absorb.fact.and.detail,.and.can.become.experts.in.their.particular.fields.of.interest.Consequently,.they.are.sensitive.to.being.patronised.and.if.they.feel.that.a.task.or.text.is.beneath.their.intellectual.level,.they.show.a.marked.lack.of.interest.and.quickly.switch.off

All.students.of.this.age.group.are.in.the.process.of.growing.up.They.are.preoccupied.by.their.changing.physical.appearance.and.are.trying.to.establish.and.

develop.a.sense.of.self.Many.have.emotional.ups.and.downs.involving.conflicts.with.friends,.family.and.authority.Teaching.materials.for.teenagers.need.to.acknowledge.their.concerns


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1 Capturing students attention

The.design.of.the.course.and.the.topics.and.issues.that.it.deals.with.must.capture.the.students.attention.and.overcome.any.initial.problems.with.low.motivation.which.they.may.have

Uruguay in focus.achieves.this.by:

.introducing.a.group.of.teenage.characters.with.whom.students.can.identify

.focusing.on.situations.and.emotions.which.students.will.recognise.and.respond.to

.presenting.real.language.and.expressions.which.young.British.people.use.in.conversation.with.each.other

.including.topics.which.interest.students.and.expand.their.knowledge

2 Holding students attention

The.learning.tasks.within.the.course.must.involve.

and.challenge.students.both.linguistically.and.intellectually.to.sustain.their.interest.and.ensure.that.learning.is.effective

Uruguay in focus.achieves.this.by:

.involving.students.in.the.understanding.and.learning.of.grammar.through.problem-solving.tasks

.providing.activities.like.games.and.information-gap.exercises.which.stretch.the.students.minds.as.well.as.their.linguistic.skills

.featuring.real-life.communicative.exchanges.which.students.can.put.into.practice.immediately

.personalising.the.language.which.students.are.

learning.through.controlled.Over to you.tasks.that.allow.the.students.to.talk.about.themselves.and.give.their.own.opinions

3 Dealing with diversity

In.classes.where.students.are.of.mixed.levels.and.mixed.abilities,.the.course.material.should.make.it.possible.for.every.student.to.achieve.success.at.his.or.her.own.level.of.ability

Uruguay in focus achieves.this.by:

.providing.a.Workbook.with.three.levels.of.exercises:.Consolidation,.Further Practice.and.Extension.

.including.regular.projects.in.the.Students.Book.which.enable.both.weaker.and.stronger.students.to.express.themselves.creatively

.giving.clear.presentations.of.grammar.in.the.Students.Book

.providing.extra.activities.in.the.Teachers.Book.for.those.students.that.need.reinforcement.(Reinforcement.activities).and.extra.activities.for.more.able.students.that.can.achieve.higher.levels.(Extension.activities)

.providing.instructions.on.how.to.adapt.activities.according.to.the.levels.of.different.students

.providing.one.revision.unit.(Check what you know).and.a.diagnostic.instrument.which.allow.teachers.to.evaluate.their.students.level.and.ability.at.the.beginning.of.the.course

4 Setting goals, providing waysto monitor progress, andencouraging learner independence

The.material.should.enable.students.to.monitor.their.progress,.gain.a.sense.of.achievement,.and.develop.independent.learning.strategies

Uruguay in focus achieves.this.by:.providing.clear.learning.goals.so.that.students.know.

what.their.learning.objectives.are

.encouraging.students.to.assess.their.own.progress.through.frequent.Self-evaluation.tasks.in.the.

Workbook.

.giving.advice.on.how.to.study.more.effectively.through.regular.Learn to learn.exercises.in.the.Students.Book.and.Workbook

.helping.learners.realise.how.much.English.they.already.know.at.the.very.start.of.the.course.through.the.Check what you know.section

Cross cultural topicsNo.language.learning.can.be.totally.separated.from.the.culture.of.the.language.Native.speakers.create.and.shape.cultural.practices.and.imprint.them.in.their.language.Hence,.no.language.learning.is.complete.without.the.learners.gaining.an.understanding.of.the.culture.of.the.target.language.Culture.in.this.conception.is.not.viewed.just.as.literary.or.artistic.masterpieces,.but.as.the.practices,.products.and.perspectives.produced.by.the.communities.of.native.speakers.in.their.different.locations

Course componentsStudents Book

Units

Students.Book..contains.an.Introductory.Unit.and.nine.core.units.organised.in.four.blocks.of.two.units.each.and.one.last.block.of.just.one.unit

Introductory.unit:.Check what you know..At.the.beginning.of.the.book.there.is.an.introductory.unit.which.gives.an.opportunity.for.students.to.revise.some.basic.language.learned.at.previous.levels.It.also.allows.you.to.carry.out.an.initial.evaluation.of.your.class

Each.core.unit.in.the.Students.Book.block.is.organised.like.this:

Unit pages:.Practise.and.present.new.language

Photostory/Games/Projects:.Recycle.language.in.a.communicative.context

Photo-storyUnit Unit pages

Game/Project

Unit Unit pages

Consolidation Wide Angle on the World

Themes Themes in focus


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6

Themes in focus:.There.are.four.extra.units.which.serve.as.a.bridge.to.other.disciplines.in.the.curriculum,.helping.teachers.coordinate.work.with.their.colleagues.from.other.subjects.These.units.help.learners.consolidate.and.expand.their.knowledge.and.use.of.English.in.contexts.they.are.familiar.with.These.units.also.provide.a.link.to.the.different.themes.found.in.the.official.syllabus.for.2nd.Grade

Consolidation:.Reinforces.and.consolidates.language.and.skills.in.communicative.contexts

Additional material

Songs:.On.page.8.in.the.SB.and.on.page.89.in.this.TB.there.are.two.authentic.songs.which.can.be.used.for.further.language.practice.as.well.as.to.provide.an.opportunity.for.students.to.relax.and.take.a.break

Workbook

The.Workbook.has.a.Check what you know unit.plus.nine.units.that.correspond.to.those.in.the.Students.Book.It.gives.extra.practice.in.Grammar.and.

CommunicationIt.has.exercises.at.three.levels:.Consolidation, FurtherPractice.and.Extension,.and.has.been.specifically.written.for.large.mixed.level.classes.(See.Dealingwith diversity.above).All.students.should.do.the.Consolidation.exercises.More.able.students.can.also.do.the.Extension.exercises.while.the.less.able.students.do.the.Further practice.activities.Further practice.activities.are.those.which.provide.additional.practice.on.a.language.aspect.which.has.already.been.worked.on.and.understood.by.most.students.

Extension.activities.are.more.demanding.and.go.beyond.the.minimum.objectives.of.the.unit.These.

are.for.students.whose.knowledge.of.the.language.is.above.average.or.for.those.who.finish.early

The.Workbook.section.also.contains.Self-evaluation.tables.The.key.to.the.Workbook.exercises.is.at.the.back.of.this.Teachers.Book

Teachers Book

This.Teachers Book.contains.unit-by-unit.lesson.notes.The.notes.include.answer.keys,.tapescripts.and.ideas.for.extra.activities.Follow-up.sections.give.suggestions.for.extra.language.practice,.which.may.be.set.for.homework.Where.appropriate,.alternative.procedures.are.suggested.for.presenting.language.to.

more.able.students.At.the.beginning.of.each.unit.there.is.a.box.which.includes.the.learning.objectives,.contents.and.cross-curricular.topics.covered.in.the.unit

Class Cassette

The.Class Cassette.contains.all.the.recorded.material.from.the.Students.Book:.the.dialogues,.the.pronunciation.exercises,.the.listening.exercises,.the.photostories.and.the.songs

Teaching techniquesThe.teachers.choice.of.teaching.techniques.obviously.depends.on.the.individual.classroom.situation.and.the.preferred.teaching.style.The.items.that.follow.are.suggestions.for.teachers.to.select.from.as.appropriate.

1 Repetition and Choral Practice

Even.though.extensively.criticised,.repetition.is.a.technique.which.involves.all.learners.in.speaking.the.language.thus.gaining.confidence.and.fluency.Repetition.can.help.to.reinforce.a.sound.or.structural.pattern,.and.repeating.chorally.can.help.students.gain.confidence.before.they.are.asked.to.perform.

individually.However,.repetition.should.not.be.abused.by.using.it.indiscriminately.or.as.the.sole.teaching.technique.We.suggest.that,.whenever.possible,.teachers.use.the.cassette.as.an.additional.model.for.listening.and.repeating.

See.below.a.suggested.sequence.for.a.repetition.exercise:

.Teacher/Cassette.models-students.listen

.Teacher/Cassette.models-students.repeat.in.chorus

.Teacher/Cassette.models-different.students.repeat.one.at.a.time

.Teacher/Cassette.models-whole.class.repeats

Make.the.technique.fun.by.involving.different.learners.in.the.chorus.repetition,.such.as

.half.the.class.at.a.time

.vertical.or.horizontal.rows

.groups

.only.boys/only.girls

2 Pronunciation

Most.teenagers.perceive.their.success.in.learning.a.foreign.language.by.how.well.they.can.speak.it.In.this.sense,.it.is.fundamental.that.students.are.provided.

with.opportunities.to.learn.the.sounds.of.the.new.language.This.is.no.easy.task.because.it.involves.complex.motor.operations.Again,.repetition.is.a.good.technique.to.help.learners.increase.their.level.of.confidence.in.pronouncing.the.new.language.Pronunciation.exercises.give.students.extra.practice.in.pronunciation,.stress.and.intonation.One.way.of.doing.this.is.to.use.the.technique.of.backchaining,.in.which.students.repeat.an.utterance..usually.a.sentence..in.parts,.starting.from.the.end.and.building.up.to.the.complete.utterance,.eg.Say afterme everybody: start? film start? does the filmstart? What time does the film start?

The.key.to.effective.backchaining.is.to.keep.your.intonation.consistent

The.Students.Book.has.plenty.of.opportunities.to.help.learners.master.the.new.sounds.

3 Questioning patterns

In.any.teaching.repertoire.it.is.important.to.build.up.a.sequence.of.question.and.answer.patterns.One.pattern.might.be:

.Teacher.to.self.(TT)

.Teacher.to.student.(TS)

.Student.to.teacher.(ST).Student.to.student.(SS)

.Student.1.to.Student.2.to.Student.,.etc.in.a.chain.(S1S2S)


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4 Pairwork

Many.of.the.exercises.in.Uruguay in focus are.designed.so.that.students.can.work.in.pairs,.simultaneously.This.means.that.students.talking.time.is.increased.dramatically.and.extensive.practice.can.be.done.by.all.students.in.a.short.space.of.time.Students.can.work.in.closed pairs.(side-by-side,.talking.to.each.other).or.

open pairs.(side-by-side,.talking.in.front.of.the.rest.of.the.class).Some.patterns.are:

.A.to.B.side-by-side

.A-A.B-B.(pairs.turn.round.and.face.the.pair.behind.them)

.A-B-B-A.(pairs.turn.round.and.talk.across.to.each.other)

.Random.pairs.across.the.class

5 Group work

Students.will.often.be.asked.to.work.in.groups,.especially.in.role-plays,.discussions,.questionnaires,.task-based.activities,.projects.and.games.Again,.groups.are.an.excellent.opportunity.for.students.to.increase.their.talking.time.in.class.However,.group.work.must.be.carefully.planned.and.organised.In.large.classes,.the.ideal.number.of.participants.per.group.is.between.three.and.five.Remember.that.the.more.they.are,.the.fewer.opportunities.each.group.member.will.have.to.participate

Forming groups

Give.students.instructions.on.how.to.organise.

themselves.in.groups.Do.not.assume.that.they.can.do.it.themselves.Remember.that.many.classroom.management.problems.can.be.minimised.by.careful.planning.on.the.part.of.the.teacher.

Here.are.some.ideas.on.how.to.set.up.the.groups:

.give.each.learner.a.number.and.get.all.the.students.with.the.same.number.to.form.a.group.(You.can.add.variety.here.by.using.colours,.adjectives,.items.of.clothing,.dates.of.birth.or.any.new.vocabulary.item.to.form.the.groups)

.use.a.deck.of.cards.for.quick.group.formations

.where.it.is.not.possible.to.move.classroom.furniture.around,.have.students.work.together.according.to.proximity.Just.ask.learners.to.turn.around.and.face.the.two.students.behind.them

Some.useful.tips.to.remember.when.setting.up.group.work:

.make.sure.groups.are.heterogeneous.in.terms.of.sex,.language.level,.interests,.etc

.give.clear.instructions.and.make.sure.that.students.have.understood.them

.give.learners.extra.help.in.using.English.for.communication.while.in.groups.by.writing.on.the.board.a.chart.with.expressions.they.can.use.You.

can.also.list.appropriate.non-verbal.behaviour.This.chart.can.be.expanded.as.the.course.progresses.so.that.it.incorporates.more.expressions.and.behaviours.For.example,

When working in groups

.set.a.time.limit.for.the.task.and.warn.students.a.minute.or.so.before.the.time.is.up

.ask.students.to.appoint.a.group.reporter.if.the.task.requires.it

.when.the.group.work.is.in.progress,.withdraw.and.monitor.unobtrusively

.contribute.only.when.asked.to.by.the.different.groups

.take.note.of.students.errors.for.a.later.feedback.session

.provide.feedback.on.the.process.of.group.work.as.well.as.on.the.content.and.the.language

.involve.learners.in.self-evaluating.their.work.and.in.evaluating.their.peers.participation.and.effort

.allow.time.to.discuss.the.answers.to.these.process.questions

6 Oral correction

There.are.no.fixed.rules.for.oral.correction.At.the.controlled.practice.stage,.where.the.emphasis.is.on.accuracy,.correction.can.be.immediate,.but.not.in.mid-speech.In.conversations.and.group.activities,.where.the.emphasis.is.on.successful.communication,.students.should.not.be.interrupted.during.their.work.The.teacher.can.monitor.unobtrusively,.making.a.note.of.mistakes.to.be.dealt.with.later.This.can.be.done.in.several.ways:

.by.discussing.general.mistakes.with.the.whole.class

.by.highlighting.mistakes.from.individual.students,.collating.them.on.the.board.and.then.dealing.with.them.systematically.One.fun.way.of.doing.this.is.to.

hold.a.Mistakes.Auction:

.-. divide.students.into.groups.of.four.or.five

.-. each.group.receives.x.number.of.credits.to.spend.on.mistakes

.-.the.teacher.writes.a.sentence.on.the.board.This.sentence.may.or.may.not.contain.a.mistake

.-. students.bid.to.buy.the.sentence.If.the.sentence.contains.a.mistake.the.group.must.give.a.correct.version.of.the.sentence.If.the.sentence.is.correct,.the.group.must.indicate.so

.-. if.students.fail.to.correct.a.mistake.in.a.sentence,.or.identify.as.correct.a.sentence.that.contains.a.

mistake,.they.lose.one.credit.and.the.sentence.-.the.winner.is.the.group.that.has.the.most.

sentences.when.every.other.group.has.run.out.of.credits

Say

..Can.you.repeat.that,.please?

..Whose.turn.is.it?..Do.you.agree?..Uh,.huh!

...

Do

..Listen.carefully..Interrupt.politely..Nod.to.show.agreement..Keep.eye.contact..Ask.your.classmates.

to.repeat.if.you.dont.understand

..


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7 Giving instructions

It.is.important.to.be.systematic.in.your.use.of.English.in.class.Remember.that.exposure.to.the.language.is.important.in.the.language.acquisition.process.Give.your.instructions.in.English.and.involve.learners.in.using.that.language.to.interact.with.each.other.in.class.The.list.of.Classroom Language.below.is.a.good.

starting.pointWhen.giving.instructions.you.may.want.to.follow.this.procedure:

.make.sure.all.students.are.paying.attention

.enunciate.the.instructions.carefully

.accompany.verbal.instructions.with.body.language.to.make.them.clear

.ask.learners.what.it.is.that.they.have.to.do.They.can.tell.you.in.L1,.if.necessary

.repeat.the.instructions.and.get.students.to.start.working

8 Classroom languageHere.is.a.comprehensive.list.of.essential.classroom.language:

Classroom instructions

Look.at.this

Listen.and.say/repeat.after.me

Say.it.again

Listen.to.this/the.dialogue

Open/Close.your.books

Read.this/the.text.silently

Read.it.aloud

Ask.and.answer.in.pairsFill.in.the.chart

Put.a.tick.in.the.right.column

Write.the.answers.in.your.notebooks

Come.to.the.front

Act.the.conversation

Sit.next.to.(Marcos)

Copy.this.into.your.notebooks

Learn.this.by.heart

Do.(Exercise.).for.homework

Spell.it

Make.two.teams

Work.in.pairs/groups.of.three

Change.parts

Work.on.your.own

Feedback and encouragement

Good/Very.good

Well.done!

Excellent

Thats.right/not.quite.right

Try.again

Discipline

Work.quietly,.please

Speak.English,.pleaseDont.speak.(Spanish)

Dont.look.at.the.dialogue

Be.quiet,.please

No.talking

Stand.up/Sit.down,.please

Student language

Can.I/we.(go.to.the.toilet/work.in.groups)?

Shall.I.clean.the.blackboard?

Can.you.repeat.that,.please?

Me,.please

How.do.you.spell.X?Whats..in.English?

Can.you.help.me,.please?

Can.you.wait,.please?

Sorry,.I.dont.understand

Is.this.correct?

Can.I.borrow.(a.pen)?

9 Homework and homeworkcorrection

For.homework,.teachers.can.assign.the.writing.tasks.

from.the.Students.Book,.and.exercises.from.the.relevant.unit.in.the.Workbook.There.are.also.extra.suggestions.for.homework.in.the.Teachers.Book.lesson.notes.If.open-ended.writing.tasks.are.assigned.for.homework,.it.is.a.good.idea.to.prepare.them.in.class.beforehand.by.giving.help.with.any.new.vocabulary.or.expressions.which.may.be.needed

Homework.can.be.corrected.in.the.following.ways:

.exercises.can.be.checked.orally.in.class

.students.can.correct.their.own.or.their.partners.work.with.the.aid.of.a.(photocopied).key

.written.paragraphs.and.compositions.can.be.corrected.by.the.whole.class.Ask.a.few.students.to.read.out.their.work.to.the.class.The.other.students.listen,.note.the.mistakes,.and.help.to.correct.them.In.this.way.co-operation.and.sharing.is.fostered

.select.an.individual.students.work.and.write.it.on.the.board.for.the.class.to.correct.together.

.mark.compositions.by.using.symbols.which.the.students.know.and.understand.(see.the.Write.section.on.page.12).Students.can.then.think.about.their.mistakes.and.work.out.the.corrections.for.themselves

10 Sequencing

The.teaching.sequence.suggested.in.the.detailed.lesson.notes.follows.the.order.of.presentation.in.the.Students.Book.However,.many.teachers.will.prefer.to.adapt.the.order.to.suit.their.own.situation.For.example,.the.dialogues.can.be.presented.after.the.main.language.work

Students Book suggestedprocedures

1 Photographs

The.photographs.which.accompany.the.presentation.material.at.the.beginning.of.each.unit.are.an.important.teaching.resource.They.can.be.used.for.scene-setting,.revision,.prediction,.and.for.presenting.


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new.language.Suggested.questions.for.exploiting.the.photographs.occur.throughout.the.lesson.notes.As.well.as.prompting.oral.work,.the.photographs.allow.students.to.make.cultural.comparisons.between.their.own.country.and.Britain.

Other.ways.in.which.you.can.use.pictureseither.the.ones.in.the.book.or.those.which.you.or.your.students.prepareare.suggested.below.Remember.the.saying:.

A.picture.is.worth.a.thousand.words

Suggested procedure

.check.comprehension.through.non-verbal,.physical.responses.(TPR).to.commands

.model.the.use.of.target.structure.in.context

.elicit.student.use.of.language

.help.students.predict.what.will.happen.next

.scramble.sequenced.pictures.for.students.to.place.in.order

.engage.students.in.information.gap.A/B.pair.work

.help.students.organise.themselves.in.groups.Each.

student.circulates.with.a.single.picture.which.they.have.been.given.and.seeks.classmates.whose.pictures.belong.to.the.same.set.or.sequence

.involve.groups.in.composing.and.recording.collaborative.stories.about.the.picture

.involve.groups.in.reading.and.comparing.their.stories.about.the.picture

.have.students.choose.two.or.more.unrelated.pictures.and.relate.them.with.an.original.story

.play.Concentration.games.for.matching.pictures.to.words

.create.and.label.photographs.in.personal.or.class.albums

.students.create.their.own.photo.stories.

.help.students.develop.role-plays.in.scenes.suggested.by.pictures.

.involve.students.in.identifying.and.classifying.vocabulary.suggested.by.a.picture,.and.later.in.generating.sentences.and.stories.based.on.it

2 Learning goals

The.Learning goals.highlight.the.main.points.of.Communication,.Grammar,.and.Vocabulary.in.a.unit.They.are.designed.to.make.students.aware.of.the.

language.they.are.going.to.learn.and.so.encourage.learner.independence.Discussion.of.the.Learning.goals.may.be.conducted.largely.in.L1,.if.this.is.most.appropriate

Specific.suggestions.for.presenting.and.exploiting.learning.goals.are.given.in.each.unit.Notice.that.the.approach.of.Uruguay in Focus does.not.give.any.of.these.three.areas.special.priority.It.is.our.belief.that.communicative.competence.can.be.achieved.by.balancing.the.three.components.suggested.here.None.of.them.is.more.important.than.the.others.However,.if.taught.in.isolation,.none.of.them.is.effective.

Suggested procedure

.Draw.students.attention.to.the.items.in.the.Communication.section,.eg.Talk about future

possibility(Unit.).In.L1.if.necessary,.ask.what.they.would.want.to.say.when.talking.about.these.things

.Then.refer.students.to.the.word.groups.listed.in.the.Vocabulary.section,.eg.Months and dates, Sportsand Sports locations (Unit.).and.ask.which.words.they.would.expect.to.occur.in.the.unit.Elicit.or.remind.students.of.the.words.they.already.know

.When.the.students.have.completed.the.unit,.refer.back.to.the.Learning goals,.including.the.Grammar.section,.and.ask.them.to.give.examples.for.each.of.

the.goals.listed

3 Listen and read dialogues

The.dialogues.in.Uruguay in Focus develop.the.storyline.and.present.new.structures.and.functions.in.context.It.is.advisable.to.check.general.comprehension.of.the.dialogue.first,.without.requiring.students.to.use.the.particular.structures.in.focus.Later.on.in.the.lesson,.once.the.students.are.familiar.with.the.grammar,.further.comprehension.questions.which.require.specific.use.of.the.new.grammar.can.be.asked.The.following.guidelines.are.for.handling.dialogues.in.

general.Specific.suggestions.for.using.dialogues.are.given.in.the.lesson.notes

Suggested procedure

Before.you.play.the.dialogue:

.Check.the.lesson.notes.for.dialogue-specific.notes,.suggestions.for.picture.exploitation,.and.Backgroundnotes.

.Use.the.Picture.exploitation.suggestions.in.the.lesson.notes.to.ask.about.the.photographs.and.(after.the.initial.lesson),.revise.what.the.students.already.know.about.the.characters,.such.as.their.names,.ages,.and.relationships.In.later.units.you.can.ask.what.the.characters.are.doing,.what.they.look.like,.what.they.are.wearing.and.what.has.happened.in.the.story.so.far

.Ask.a.few.focus.questions.of.your.own,.eg.Whois Ricky Martin? Where is he from? What do youknow about him?etc.to.prepare.the.students.and.to.encourage.them.to.listen.for.gist.when.you.play.the.dialogue.for.the.first.time

.Present.any.vocabulary.and.expressions.that.you.think.the.students.may.have.problems.with

While.you.play.the.dialogue:

.Ask.the.students.to.close.their.books.while.you.play.or.read.the.dialogue.aloud.After.you.have.played.

it.through.once,.check.the.answers.to.your.focus.questions.

.Students.open.their.books.and.look.at.the.comprehension.task.

.Play.the.dialogue.a.second.time.without.stopping

.Check.the.answers.to.the.comprehension.task.

.Play.the.dialogue.a.third.time,.stopping.at.intervals.to.clarify,.if.necessary,.and.to.explain.the.meaning.of.any.Useful phrases.(see.below).Explain.in.L1.any.cultural.points.which.may.arise.from.the.Background notes

.If.you.wish,.play.the.dialogue.again,.pausing.the.tape.for.students.to.listen.and.repeat.chorally.and.

individually.Ask.the.students.to.read.the.dialogue.aloud,.in.pairs.

or.groups.One.or.two.can.be.chosen.to.perform.it.in.front.of.the.class


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.To.help.students.memorise.all.or.part.of.the.dialogue,.write.it.on.the.board.with.some.words.

erased.See.how.much.the.students.can.remember.without.looking.at.the.dialogue.in.their.books.

Continue,.progressively.making.more.gaps,.until.the.students.can.recite.the.dialogue.from.memory.This.

is.an.especially.useful.technique.for.getting.students.

to.memorise.the.Useful phrases.

4 Useful phrases

The.Useful phrases.are.a.selected.list.of.words.and.expressions.from.the.dialogue.which.are.either.

common.collocations.or.colloquial.expressions.The.students.should.learn.these.as.fixed.items.Do.

not.attempt.to.explain.the.grammar.behind.the.phrases.unless.the.students.ask.you.specifically.for.

information.of.this.kind.Useful phrases.are.recycled.in.appropriate.contexts.in.the.rest.of.the.unit.or.in.the.

subsequent.units

Suggested procedure

.Check.that.the.students.understand.the.meaning.of.

the.expressions.by.eliciting.a.translation.in.their.own.language.

.Play.the.tape.and.ask.the.students.to.repeat.the.

phrases.chorally.and.individually,.with.special.attention.to.pronunciation,.stress.and.intonation.

.Write.a.gapped.version.of.the.dialogue.on.the.board.or.provide.a.photocopy.omitting.the.Useful phrases.

See.if.the.students.can.fill.in.all.the.expressions.in.the.right.place

.Keep.a.list.of.the.Useful phrases.presented.during.the.course.so.that.you.can.use.them.yourself.and.revise.them.at.regular.intervals.Also,.suggest.that.

students.keep.a.section.of.their.class.notebook.to.record.the Useful phrases.

.A.fun.way.of.reviewing.these.useful.phrases.every.once.in.a.while,.is.to.ask.learners.to.write.up.to.

three.of.these.phrases.and.expressions.on.slips.of.paper.and.put.them.all.in.a.bag.Students.then.work.

in.groups.and.take.six.slips.of.paper.from.the.bag.

They.must.improvise.a.dialogue.using.the.phrases.they.have.picked.from.the.bag.The.dialogues.are.

then.role.played.in.front.of.the.whole.class

5 Pronunciation

The.pronunciation.exercises.isolate.and.practise.problem.sounds.

Suggested procedure

.Refer.the.students.back.to.the.contexts.in.which.the.sound.or.sounds.occur.in.the.dialogue

.Play.the.relevant.Pronunciation.tape.and.help.

students.to.produce.the.sound.in.question.if.they.are.having.difficulty.Special.tips.for.producing.each.

sound.are.included.in.the.lesson.notes.for.each.unit.Make.up.other.sentences.of.your.own.which.include.

the.sound.in.focus,.but.beware.of.introducing.too.much.new.vocabulary.

6 Grammar

The.Grammar boxes.focus.on.the.main.grammar.point.of.a.unit.and.are.presented.in.tabular.form.for.easy.access.and.understanding.by.the.student.and.are.normally.used.for.the.presentation.of.the.major.verb.tense.systems.A.table.is.usually.followed.by.a.discovery.task.to.encourage.students.to.draw.their.

own.conclusions.about.the.grammar.rule.involved.The.Grammar boxes.are.always.followed.by.practice.exercises.

Some.teachers.may.wish.to.start.a.unit.with.the.main.grammar.point.and.then.move.back.to.the.dialogue.This.may.be.suitable.on.some.occasions,.but.as.a.general.rule.students.may.be.demotivated.if.lessons.always.begin.with.a.grammar.table.and.a.grammar.rule.We.therefore.recommend.that.the.Grammar boxes.are.used.after.the.presentation.and.contextualisation.of.the.new.grammar.through.a.dialogue.or.text.On.occasions,.it.is.also.possible.to.postpone.detailed.study.of.the.Grammar boxes.until.the.end.of.the.unit

Suggested procedure

.Prepare.a.skeletal,.blanked-out.version.of.the.table.on.the.board.and.ask.different.students.to.complete.the.missing.elements

.Ask.the.students.to.think.about.the.grammar.rule.or.rules.involved,.inviting.comparison.with.L1.In.early.units,.this.can.be.done.in.the.students.own.language

.Point.out.any.particular.difficulties.which.you.know.your.students.will.encounter.

.Ask.the.students.to.complete.the.rule.and.to.answer.any.other.questions.that.may.be.included.in.the.Grammar box.

.Refer.the.students.back.to.the.dialogue.or.presentation.text.to.find.examples.of.the.relevant.structures

.Invite.learners.to.use.the.new.grammar.in.sentences.about.themselves.and.their.own.lives.When.students.are.given.the.chance.to.talk.about.themselves,.they.tend.to.remember.the.language.better

.You.may.also.want.to.write.isolated.words.on.the.board.and.invite.learners.to.come.up.with.different.sentences.by.using.the.grammar.points.in.the.

Grammar Box.and.the.words.on.the.board

7 Grammar flashes

The.Grammar flashes.introduce.other.grammar.points.They.are.usually.contextualised.in.short.sentences.and.supplement.the.main.Grammar boxes

Suggested procedure

.Remind.the.students.of.the.context.(dialogue.or.text).in.which.the.grammar.was.presented

.Ask.them.to.study.the.example,.then.elicit.the.rule,.inviting.where.appropriate.comparison.with.

Spanish.Give.further.practice,.if.appropriate,.of.the.point.

in.question.using.the.students.themselves.and.the.classroom.environment


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.Move.on.to.the.practice.material.immediately.It.is.best.to.do.this.in.class.orally.rather.than.set.it.for.homework.This.will.enable.you.to.detect.any.problems.the.students.may.have.with.the.structure

8 Communication

The.Communication sections.focus.on.the.important.communicative.functions.to.be.practised.in.the.unit.The.communication.exchanges.either.develop.the.grammar.from.the.unit.in.a.communicative.context.or.exemplify.communicative.sentences.without.emphasis.on.the.underlying.grammar

Suggested procedure

.Explain.the.communicative.function.which.is.to.be.practised,.using.L1.if.necessary

.Read.the.exchanges.aloud.and.at.normal.speed

.Practise.the.exchanges.chorally,.using.forward.or.backward.chaining.to.help.students.with.overall.

rhythm.and.intonation.Comment.on.any.points.of.usage.(see.lesson.

notes).and.ask.the.students.to.make.a.usage.rule.if.appropriate

.Ask.students.to.practise.the.subsequent.conversation.in.pairs.or.threes,.first.in.closed.pairs,.then.in.open.pairs.with.the.whole.class.listening.These.exercises.are.best.done.orally.in.pairs.or.groups,.so.that.teachers.can.monitor.the.students.pronunciation.and.intonation.However,.teachers.may.like.students.to.write.the.conversations.as.well,.after.the.oral.practice

.Make.sure.that.the.functions.are.recycled.in.

subsequent.lessons,.in.the.normal.course.of.conversation

9 Vocabulary

Vocabulary.is.presented.in.lexical.fields.and.practised.through.exercises.and.tasks.linked.to.the.grammatical.or.communicative.focus.of.the.unit.Although.Uruguay in Focus is.extensively.illustrated.to.help.students.learn.vocabulary,.other.techniques.for.presenting.new.words.can.include:

.the.use.of.real.objects.in.the.classroom.environment

.showing.flashcards.or.magazine.pictures

.sketches.and.diagrams.on.the.blackboard.or.overhead.projector

.miming.and.acting

.explaining.in.simple.English

.explaining.in.L1.or.translating.certain.words

.asking.the.students.to.use.dictionaries

.encouraging.learners.to.keep.a.personalised.thematic.picture.dictionary.in.their.notebooks

The.choice.of.technique.will.depend.on.classroom.conditions.and.the.type.of.word.or.expression.It.is.essential.to.keep.a.regular.check.on.vocabulary.so.

that.new.words.are.continually.recycled.Students.may.like.to.keep.a.small.notebook.in.which.they.list.new.words,.using.the.techniques.suggested.in.the.relevant.Learn to learn.sections.in.the.Students.Book

10 Practice and Over to you

The.main.language.focus.sections,.such.as.the.Grammar boxes.and.Grammar flashes, are.followed.by.Practice.or.Over to you.exercises.Practice.exercises.are.generally.controlled.and.place.the.emphasis.on.accuracy,.whereas.the.Over to you.exercises.solicit.the.students.own.contributions.and.are.aimed.

at.improving.fluency.and.encouraging.students.involvement.in.the.topic

11 Interaction

Interaction.exercises.are.information-gap.tasks.which.require.students.to.work.in.pairs.The.information.for.one.half.of.the.pair.(Student.A).is.given.at.the.appropriate.place.in.the.unit.The.information.for.the.other.half.of.the.pair.(Student.B).is.in.a.special.section.on.page.8.at.the.back.of.the.Students.Book.The.relevant.page.numbers.are.always.referred.to.in.each.Interaction.exercise.

The.aim.of.these.exercises.is.to.provide.realistic.practice.of.the.language.in.focus,.by.giving.incomplete.information.to.each.half.of.the.pair.of.students.They.have.to.complete.the.information.by.asking.relevant.questions

The.emphasis.should.be.on.the.outcome,.ie.the.successful.completion.of.the.task.by.both.halves.of.the.pair

Suggested procedure

.Divide.the.students.into.pairs.Identify.a.Student.A.and.a.Student.B.in.each.pair.(Make.sure.these.pairs.

are.changed.frequently.during.the.year.to.avoid.boredom.or.frustration)

.Tell.Student.As.to.look.at.the.relevant.exercise.Tell.Student.Bs.to.turn.to.the.page.at.the.back.of.the.Students.Book.on.page.8

.Emphasise.to.the.students.that.they.must.not.show.their.respective.texts.or.charts.to.each.other,.or.there.will.be.no.point.to.the.exercise.To.avoid.this,.you.may.want.to.group.Student.As.and.Student.Bs.separately.at.this.preparation.stage,.so.that.each.group.can.collaborate.on.any.problems.or.difficulties

.Students.read.the.instructions.and.their.part.of.the.

information.Go.round.and.help.quietly.with.any.difficult.words

.Show.how.the.exercise.works.by.taking.the.part.of.Student.A.yourself.and.selecting.a.capable.Student.B.to.work.with.you.

.Give.an.example.of.a.couple.of.exchanges.and.demonstrate.that.students.should.note.down.the.missing.information.

.Point.out.that.it.is.essential.the.students.ask.a.question.to.obtain.the.required.information.They.should.not.just.pause.and.wait.for.their.partner.to.supply.the.missing.information.unprompted.

.Allow.time.in.early.units.for.setting.up.an.Interaction.exercise.Once.the.students.are.familiar.with.the.routines,.the.exercise.will.take.less.time.to.conduct


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.Teachers.may.like.to.go.round.monitoring.the.pairs.and.taking.note.of.any.special.or.recurring.errors.to.

discuss.with.the.students.afterwards

12 Listen

There.are.three.types.of.listening.text.in.Uruguay in

Focus.The.first.type.is.specially.written.to.include.the.structures.and.functions.in.focus.This.may.be.

a.telephone.conversation,.an.extract.from.a.radio.

programme.and.so.on,.and.is.accompanied.by.a.simple.task.such.as.completing.a.chart.or.answering.

comprehension.questions

The.second.type.is.a.recorded.continuation.of.

the.storyline,.featuring.the.main.characters.The.conversation.usually.includes.the.language.in.focus,.

but.the.interest.is.more.on.the.development.of.the.

story,.and.tasks.are.set.with.this.end.in.mind.

The.third.type.features.an.authentic.interview.These.

interviews.are.important.as.they.introduce.students.

at.an.early.stage.to.the.flow.and.rhythm.of.natural.speech.and.encourage.them.to.listen.for.gist.rather.

than.to.listen.at.word.level.

Suggested procedure

.Set.the.context.of.the.listening.text.Ask.general.

questions.to.generate.interest

.Make.sure.that.the.students.understand.what.they.

have.to.do

.Present.selected.key.words.and.expressions

.Play.the.tape.for.students.to.grasp.the.general.gist.

Ask.a.few.simple.comprehension.questions

.Play.the.tape.again,.stopping.where.necessary,.at.key.points,.or.where.students.need.to.record.

information

.Check.the.answers.to.the.task.Replay.parts.of.the.

tape.if.necessary

13 Read

The.importance.of.reading.cannot.be.underestimated.

It.gives.confidence.and.motivates.learning;.it.provides.

the.context.for.new.language.and.acts.as.a.model.for.writing.Most.important.of.all,.it.is.a.stimulus.for.ideas.and.discussion.The.reading.texts.in.Uruguay in

Focus are.varied.in.type.and.length.and.are.mostly.

adapted.from.authentic.sources.such.as.brochures,.newspapers.and.magazines

Suggested procedure

.Ask.a.few.warmer.questions.to.set.the.context.of.

the.reading.text.Use.any.accompanying.pictures.to.help.you

.Present.any.new.words.that.are.essential.to.the.

understanding.of.the.text.From.time.to.time.this.can.be.done.by.means.of.a.brainstorming.activity.in.

which.students.pool.all.the.words.they.know.which.relate.to.the.subject.of.a.text

12

14 Write

Writing.tasks.are.provided.with.a.twofold.purpose:.either.to.consolidate.the.language.in.focus,.or.to.help.students.to.produce.specific.text.types,.eg.an.advertisement,.a.letter,.etc.

Writing.tasks.are.frequently.linked.to.reading.tasks,.

drawing.in.the.reading.text.as.a.model.for.writing.Where.the.writing.task.is.free.standing,.the.teacher.will.need.to.spend.some.time.preparing.the.students.especially.if.it.is.to.be.set.for.homework.

Suggested procedure

.Read.the.instructions.for.the.writing.task.together.with.learners

.Invite.students.to.brainstorm.ideas.about.the.content.of.what.they.want.to.write

.Ask.students.to.read.the.sample.piece.of.writing.and.compare.it.to.their.brainstorming.ideas

.Encourage.students.to.help.you.build.a.plan.for.the.writing.task.on.the.board

.Students.copy.the.plan.in.their.notebooks.and.write.their.own.pieces

.Encourage.students.to.self.and.peer.edit.their.writing.before.handing.it.to.you.for.final.marking.Ask.peers.to.answer.these.questions.about.their.partners.writing:.What do you like about your

partners text?, What do you find difficult tounderstand?, What can your partner do to improvehis/her writing?

.Use.a.marking.code.to.correct.your.students.writing.When.presenting.this.marking.code.to.students,.show.them.examples.of.corrections.so.that.they.understand.the.meaning.of.the.symbols.clearly.You.may.also.want.students.to.use.these.symbols.when.editing.the.work.of.their.peers.Here.is.a.sample.marking.code.for.beginning.writers:

. ww.=.wrong.word

. wo.=.wrong.word.order

. ^.=.something.is.missing.here

. t.=.wrong.tense

. -.=.sentence.is.too.long

. /.=.separate

. ?.=.not.clear

You.may.also.want.to.work.on.mistakes.you.have.found.in.correcting.students.work.We.suggest.you.follow.the.guidelines.suggested.for.Oral correction.on.page.

15 Further tips for the developmentof the four language skills

Skills.development.needs.to.be.carefully.monitored.See.below.the.suggested.-E.Approach.to.Skills.

DevelopmentEngage. .For.comprehension.tasks,.engage.

learners.in.predicting,.suggesting.pre-questions,.or.guessing.titles.


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. .For.expression.tasks.(Speaking.and.Writing).engage.students.in.brainstorming.possible.contents,.listing.expressions.and/or.vocabulary.to.use,.etc

Explore. .Give.learners.time.to.check.their.predictions.and/or.try.out.their.initial.

ideas.At.this.stage,.corrections.should.be.minimal.The.purpose.of.this.stage.is.to.have.learners.interact.with.their.material.or.task

Explain. .Allow.learners.to.ask.you.questions.or.to.consult.their.textbooks.or.notebooks.before.engaging.in.the.task.You.may.want.to.involve.students.in.planning.writing.or.speaking,.for.example

Elaborate.. .Learners.carry.out.the.task,.either.individually.or.in.groups.In.the.case.of.comprehension.tasks,.they.answer.questions,.complete.charts,.identify.pictures,.complete.diagrams,.etc.In.the.case.of.expression.tasks,.they.either.write.or.speak

Evaluate. .Help.learners.evaluate.their.performance.in.the.task.This.is.the.time.to.reflect.not.only.on.the.accuracy.of.the.learners.comprehension.or.production,.but.also.on.the.process.

16 Learn to learn

The.Learning to learn.sections.are.designed.to.help.students.become.better.language.learners.They.cover.areas.such.as.asking.the.meaning.of.words,.different.ways.of.recording.vocabulary,.looking.up.words.in.the.dictionary,.and.so.on.

Suggested procedure

.Explain.the.purpose.of.the.activity,.in.L1.if.necessary.

.Read.any.new.phrases.or.words.aloud.to.the.students.and.practise.chorally.or.individually.

.Revise.the.new.language.at.the.beginning.of.the.following.lesson.

17 Photostories

Photostories.occur.after.every.two.units.They.feature.activities.and.adventures.of.the.main.characters.with.which.teenagers.can.readily.identify.The.purpose.of.the.photostories.is.to.consolidate.previously.learnt.language.and.to.encourage.students.prediction.skills.

Suggested procedures

.Help.students.recall.the.story.so.far.

.Exploit.the.different.pictures.in.the.photostory.using.some.of.the.techniques.suggested.in.the.section.on.

how.to.work.with.pictures.Ask.students.to.read.the.photostory.silently.and.

confirm.their.predictions.about.the.situation.They.should.try.at.this.stage.to.predict.the.missing.

1

language.in.each.gap.Point.out.that.there.may.be.one.word,.several.words.or.even.a.full.sentence.in.each.gap

.Collect.the.suggestions.from.the.class.and.write.them.on.the.board.

.Explain.that.the.students.version.of.the.dialogue.may.be.perfectly.acceptable,.even.if.it.does.not.

match.the.recorded.version.exactly..Play.the.tape.for.learners.to.check.their.predictions.

and.ask.students.to.reflect.on.their.answers

.Play.the.tape.again.and.ask.learners.to.read.along

.This.may.be.a.good.opportunity.to.draw.on.cultural.differences.between.the.students.culture.and.that.of.the.characters

18 Self-evaluation

The.Self-evaluation.tables.appear.in.the.Workbook.at.the.end.of.all.odd.units.and.are.cross-referenced.in.the.Students.book.This.is.an.opportunity.for.students.

to.assess.their.own.progress.based.on.their.perception.of.their.general.performance.

From.time.to.time.the.teacher.should.discuss.the.students.own.rating.with.him/her.and.you.can.compare.your.own.rating.of.the.students.performance.and.any.discrepancies.can.be.discussed.

19 Themes in focus

The.Themes in focus.pages.are.opportunities.for.students.to.integrate.their.learning.of.English.with.other.areas.of.the.curriculum

Suggested procedure.Share.the.materials.in.this.section.with.your.

colleagues.from.other.subjects.at.the.beginning.of.the.school.year.and.plan.with.them.how.and.when.to.teach.these.contents

.Use.the.Research.sections.as.an.opportunity.for.learners.to.learn.more.about.the.content.Again,.discuss.with.other.subject/area.teachers.what.the.best.content.to.concentrate.on.is

.The.lesson.notes.provide.specific.suggestions.on.how.to.better.exploit.the.units

20 ConsolidationThe.Consolidation.sections.in.the.book.present.students.with.opportunities.to.revise.and.consolidate.the.language.they.have.learnt.so.far.and.give.additional.integrated.skills.practice.in.reading,.speaking.and.writing.The.Consolidation.units.consist.of.projects,.games.and.Wide angle on the world.sections.

Projects

The.projects.relate.to.the.overall.theme.of.the.previous.units.They.provide.students.with.an.opportunity.to.produce.a.piece.of.work.based.on.their.own.

input.and.ideas,.while.at.the.same.time.reinforcing,.consolidating.and.expanding.on.the.language.they.have.learnt.Project.work.can.contribute.to.students.general.educational.development.by.fostering.


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creativity,.learner.independence.and.co-operation.with.other.students.

Suggested procedure

.Present.the.theme.of.the.project.and,.if.possible,.create.an.appropriate.and.meaningful.purpose.for.the.project,.eg.an.article.for.a.school.magazine,.a.photo.display.for.other.classes.in.the.school,.or.information.for.pen.friends.or.visitors.from.abroad

.Read.the.text.with.the.students.and.work.on.the.meaning.of.any.difficult.words.or.expressions.It.is.advisable.to.help.students.infer.meaning.from.the.context.rather.than.to.explain.everything.to.them.

.Explain.how.the.project.will.be.carried.out.Projects.can.be.done.individually.or.in.groups,.entirely.in.class,.as.homework.or.as.a.combination,.ie.started.in.class.and.completed.for.homework.

.Discuss.with.students.how.long.they.think.they.will.need.to.complete.the.work.This.way,.responsibility.

is.shared.with.the.students.Help.learners.set.deadlines.for.completion.of.the.project.and.monitor.these.deadlines.so.that.they.do.not.get.sidetracked

.Go.through.the.sample.Project.in.the.Students.Book.and.involve.students.in.discussing.Success.criteria,.ie.what.a.good.project.will.look.like.

.Students.then.produce.finished.drafts.of.their.work.If.students.have.produced.their.work.individually,.they.can.exchange.their.work.with.their.peers.for.comments

.On.the.agreed.date,.have.groups.present.their.project.to.the.rest.of.the.class

.If.possible,.display.all.the.projects.

Wide Angle on the World

This.section.incorporates.further.skills.work.using.short.texts.about.people.and.places.from.around.the.world.The.lesson.notes.provide.suggestions.for.procedure.

21 Songs

Listening.to.songs.and.noting.down.the.lyrics.is.something.that.teenagers.frequently.do.in.their.spare.time.The.two.songs,.which.are.included.in.the.recorded.material,.are.exploited.in.different.ways.for.detailed.listening.practice.

Suggested procedure

.Start.by.doing.some.global.listening.activity.(eg.give.learners.a.few.words.from.the.lyrics.and.ask.them.to.make.a.sentence,.or.fill.in.a.bingo.board.and.then.listen.to.the.song.and.check.the.words.they.hear)

.Ask.students.to.put.stanzas.or.lines.within.a.stanza.in.order,.then.listen.and.check

.Ask.students.to.put.the.lines.of.the.stanza.in.order,.

then.listen.and.check

.Ask.students.to.spot.missing/extra.words.in.a.line

.Spot.extra.words.in.a.line

.Break.up.each.line.in.two,.jumble.the.sentences.and.create.a.matching.exercise

.Write.questions.for.each.line.and.ask.learners.to.suggest.an.answer.(in.full).then.listen.and.check

.Ask.students.to.predict.rhyming.words

.As.a.follow.up,.give.learners.time.to.read.the.lyrics.

in.detail.and.discuss.the.overall.meaning.of.the.song

Off to a good start:further ideas to develop asuper course!

Classroom management

Most.teachers.of.teenagers.experience.problems.with.classroom.management.This.is.mainly.because.learners.are.used.to.working.in.a.certain.way.in.primary.schools.and.the.expectations.in.secondary.schools.are.different.What.follows.are.a.few.tips.to.help.you.manage.your.groups:

.After the bell rings.Make.sure.you.give.learners.something.to.concentrate.on.while.you.get.ready.to.start.the.class.You.may.give.learners.words.for.them.to.form.a.sentence,.a.word.of.the.day.to.illustrate,.a.focus.question.for.them.to.answer,.etc.

.Taking attendance.A.good.way.to.review.what.has.been.taught,.or.even.to.build.learners.confidence.

in.using.the.language.is.to.give.them.a.cue.with.which.to.answer.when.you.take.attendance.Instead.of.using.the.usual.Present!.or.Here!.you.may.ask.learners.to.answer.with.a.colour,.number,.adjective,.or.an.expression.which.you.have.recently.taught

.Rules.Establish.classroom.rules.Start.by.telling.learners.what.you.expect.from.them,.on.the.very.first.day.of.class.Negotiate.with.them.a.set.of.about.five.rules.and.agree.on.possible.consequences.for.not.complying.with.rules.Explain.why.rules.are.necessary,.demonstrate.and.highlight.expected.behaviour,.provide.feedback.and.keep.to.the.rules.firmly.It.is.also.advisable.to.inform.your.principal.and.colleagues.of.these.rules.and.reach.an.agreement.with.them.as.to.their.enforcement

.Misbehaviour I.An.ounce.of.prevention.is.worth.a.pound.of.cure.In.order.to.reduce.behaviour.problems.to.a.minimum,.you.need.to.keep.learners.actively.involved.and.interested.in.classroom.tasks.Keep.seatwork.challenging.and.meaningful,.arrange.for.early.finishers.to.do.extra.activities,.address.learners.interests.in.your.lesson,.be.consistent.about.enforcing.rules,.monitor.the.class.at.all.times

.Misbehaviour II.Misbehaviour.is.bound.to.occur.with.teenagers.in.a.classroom.When.such.a.

situation.arises,.let.learners.know.that.you.are.aware.by.making.eye.contact.or.signalling.for.silence.You.may.want.to.move.closer.to.the.student.or.calmly.remind.the.student.that.a.rule.is.being.


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broken.Always.be.polite.but.firm.You.may.want.to.talk.to.the.student.privately.after.class

.Purpose.Ensure.that.activities.have.a.clear.purpose.and.are.closed.adequately.when.learners.finish.It.is.a.good.idea.to.finish.class.five.minutes.before.the.bell.rings.to.reflect.on.what.has.been.learnt,.and.to.preview.tomorrows.activities.This.is.also.a.good.time.to.remind.learners.of.homework.assignments.You.may.choose.to.close.the.day.with.a.song,.a.short.reading.or.something.learners.like

.Classroom routines and procedures.Teaching.classroom.procedures.from.the.very.first.day.helps.establish.an.adequate.atmosphere.for.learning.Teach.the.procedures,.do.not.just.list.them.You.may.follow.three.simple.steps:.

. -..Explain:.name.the.procedure.and.explain.why.it.is.needed.

. -..Practise:.go.over.the.procedure.with.students.until.they.are.aware.of.the.routine.

. -.Reinforce:.tell.learners.how.they.are.doing.

.Class schedule.Give.the.class.a.structure.by.writing.what.is.to.be.done.on.the.board.As.learners.complete.each.activity.erase.it.so.as.to.give.them.a.sense.of.progress.While.predictability.helps.ensure.safety,.it.can.also.lead.to.boredom,.so.surprise.students.every.now.and.then.by.including.a.Surprise.section.in.the.schedule.The.surprise.may.be.a.short.game,.a.riddle,.or.a.song

.Getting students attention.When.students.are.working.and.you.want.them.to.pay.attention.to.you,.some.of.these.procedures.may.help:.clapping.

hands,.or.raising.your.hand.and.asking.learners.to.do.the.same

.Transitions.Here.are.a.few.suggestions.for.transitions.in.between.activities:.review.the.schedule.for.the.day;.give.students.notice.before.an.activity.ends.(tell.them.how.much.time.is.left,.what.they.are.to.do.once.they.finish.and.how.to.get.ready.for.the.next.activity);.dont.begin.the.new.activity.until.the.transition.is.completed

.Students needing help.If.learners.need.help.while.working.individually,.they.should.ask.a.classmate.before.asking.you.You.can.either.use.the.Threebefore me.technique.(students.ask.three.classmates.

before.asking.you),.or.encourage.them.to.use.helpcards.(fold.a.piece.of.paper.to.make.a.triangle.which.stands.on.a.desk.On.one.of.the.sides.students.write.PLEASE.HELP.ME,.on.the.other.side.they.write.THANKS.Students.put.the.card.on.their.desks.and.turn.it.towards.their.partners.whenever.they.need.help)

Planning your classesIt.is.always.necessary.to.plan.your.classes.This.does.not.only.show.respect.for.learners,.but.it.also.helps.you.by.giving.your.class.a.structure.Whatever.the.

format.you.give.to.your.lesson.plan,.the.following.points.should.be.recorded:

.Your.aims:.what.you.intend.to.teach.in.this.particular.class

.Your.objectives: what.you.expect.students.to.learn.or.be.able.to.do.after.your.class

.The.materials:.what.elements.you.will.use

.A.step.by.step.list.of.classroom.activities

.How.you.plan.to.close.the.class

See.the.photocopiable.lesson.plan.on.page.1

Using graphic organisersGraphic.organisers.have.been.described.as.words.in.pictures.These.graphic.representations.help.learners.explore.their.background.knowledge,.register.new.knowledge.and.match.the.two

Word web/Concept web

This.graphic.organiser.can.be.used.in.teaching.vocabulary.or.in.teaching.new.concepts.It.is.also.useful.as.a.pre-activity.for.skills.development.-.learners.can.brainstorm.around.the.title.of.a.reading.

or.listening.text,.it.can.be.used.as.a.note-taking.device.before.speaking.or.writing.activities.or.it.can.be.used.as.a.summarising.device.after.listening,.speaking,.reading.or.writing.activities

Chain organiser

Chain.organisers.work.well.as.a.pre-,.while-.,.and.post-activity.This.type.of.organiser.helps.learners.sequence.information.in.a.logical.pattern

KEY.WORD

OR.CONCEPT

Related

information,

examples,

etc

Related

information,

examples,

etc

Related

information,

examples,

etc

Related

information,

examples,

etc

Related

information,

examples,

etc

Related

information,

examples,

etc

First,.

Then,.

But,.

However,.

Finally,.


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Venn Diagram

This.well-known.diagram.helps.learners.spot.connections.between.facts,.concepts.or.ideas

Hierarchical organiser

This.organiser.helps.learners.distinguish.between.main.and.secondary.facts,.ideas.or.events

K W H L Chart

Teachers.ask.learners.before.a.reading,.listening,.writing.or.discussion.session.to.complete.the.first.column.with.what.they.know.about.the.theme.or.content.Then.learners.fill.out.the.second.column.with.what.they.would.like.to.learn.about.this.new.content.or.theme.while.also.thinking.about.effective.ways.of.learning.(by.reading,.doing.a.project,.taking.notes,.etc).This.information.is.shared.with.the.class.and.learners.proceed.to.work.with.the.new.theme.or.content.At.the.end.of.the.activity,.learners.complete.

the.third.column.as.a.way.of.reflecting.on.what.and.how.they.have.learntSee.sample.chart.below

Facts

1-2-3

Fact

1

Fact2

Fact

3

Supporting.detail

Main.idea

Supporting.idea.1

Supporting.idea.2

Supporting.idea.

Detail Detail Detail

What do weknow about

.?

What do we wantto learn about..........?

What have welearnt about

........?

How can welearn about

.?

Challengequestions about

. for other

groups to answer.


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Teacher:. Class:. Date:

Aims

Objectives

Materials

Procedure

. What.the. What.students.Comments

.. .teacher.does. .do

Closure

Comments.about.this.class

Reminders.for.next.class

Exercises or activities to be finished/checked next class

Homework assignments, etc.

Pearson.Education.SA.Photocopiable

Uruguay in focus

Lesson plan


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Uruguay in focus

Student evaluation sheet

Name:

Class:

Progresstests

Test Grammar Vocabulary Communication Total Comments

. Initial

. 1

. 2

.

.

.

. 6

Date Mark Date Mark Date Mark

. Reading

. Writing

. Listening

. Speaking

. Grammar

. Vocabulary

. Communication

. Learn.to.learn

. Attitudes

Continuousassessment



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Uruguay in focus

Class evaluation sheetClass:

Name T R W L S Gr. V C LL A

Final

mark

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

Abbreviations: T.=.Tests,.R.=.Reading,.W.=.Writing,.L.=.Listening,.S.=.Speaking,.Gr.=..Grammar,..V.=.Vocabulary,.C.=.Communication,.LL.=.Learn.to.learn.&.A.=.Attitudes



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Check what you know.

1 Listen and read

Background notesLiverpool: This is a large city in the north-west ofEngland. Because of its history as a port, Liverpool itselfis one of the most cosmopolitan cities in the UK. It hastwo universities, two cathedrals and two football teams Liverpool and Everton. Liverpool has a very distinctiveaccent, colloquially called Scouse and is a major culturalcentre with theatres, art galleries and a concert hall.Liverpool has always had strong links with the arts andentertainment (The Beatlescame from Liverpool, forexample). In 1996, the Liverpool Institute of PerformingArts was opened to train young people for jobs in the arts

and entertainment industries.

Ask Ss to look at the picture without reading thetext, and ask these warmer questions: Where arethese people? What are their occupations? Whereare they from?

Ss listen to a tape to check their ideas.

Check the Ss predictions. Ask them if they wereable to spot any other information.

Play the tape again. This time Ss read while theylisten.

Libro del alumno p. 10

ObjectivesStudents will be able to:

Check their linguistic level.

Do some remedial work if necessary.

Teaching pointsCommunication

Talk about personal information.

Grammar

Present simple for routines.

To be(Present/Past).

Have got.

Like.

Questions: What?, How old?, Where?, Who?,How many?

Vocabulary

Family members.

Types of music.

School subjects.

Nationality adjectives.

School subjects.

City/town, places to go.

Learn to learn

Organising and learning vocabulary.

Attitudes

Valuing English as a means of communicationwith people from other countries and cultures.

Being aware of how much one knows.

Showing respect towards differences.

Showing respect to classmates work, especiallywhen they are elaborating hypotheses aboutthe uses and rules governing the L2 forcommunication purposes and taking risks.

Developing a positive attitude towardsovercoming problems linked to the L2 learningprocess.

Respecting different types of families.

Showing interest in communicating in Englishabout ones own life.

Showing interest in ones classmates and the

information they can provide about themselvesand about the language.


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2 Comprehension Use the first true/false question as an example to

illustrate how to answer.

Ss do the rest of the statements in pairs.

Play the tape again. Ss listen and check theiranswers.

They check again in pairs. Elicit the correctanswers from the class.

Answer key

1 F 2 T 3 F 4 T 5 F

3 Useful phrases See the Introduction.

Ask Ss who said these phrases. They discuss inpairs without looking at Exercise 1.

Elicit the answers. Ss can look at the dialogueagain now if they arent sure of the answers.

Play the tape for Ss to repeat the phrases forpractice.

In small groups, Ss invent short dialogues inwhich they have to use as many of the usefulphrases as possible.

4 Vocabulary

Countries and nationalities

With books closed, ask Ss, in small groups, to listas many countries as they can.

Find out which group has the most countries.Check answers with the class, correcting andpractising pronunciation as necessary.

a)

Show Ss the example in the SB.

In pairs, Ss look at the word square and find thenine countries in either horizontal or verticalposition. They then write them with the correct

nationality adjectives. Check answers with the whole class, paying

particular attention to stress.

Answer key

1 Uruguay, Uruguayan 2 Poland, Polish3 Greece, Greek 4 Italy, Italian 5 Spain, Spanish6 Britain, British 7 Brazil, Brazilian8 Turkey, Turkish 9 Argentina, Argentinian

b)

In pairs, Ss add five more countries and

nationalities, using their own original lists. Check answers with the whole class.

5 Communication

Talking about personal details

Ss cover the dialogue. Write Sandra on the boardand ask Ss the questions here to check they canremember the answers.

Using the same example, practise the questionsand answers across the class. Ensure Ss are usingthe appropriate stress and intonation.

Ask Ss if they would make any changes to askfor information about a boy.

In pairs or small groups, Ss talk about three orfour other people in the picture, using the samequestions.

6 Over to you

Introduce yourself to the class first, as anexample. Tell the Ss: Im one of the volunteers.My names Claudia Martnez. Im Uruguayan. Imfrom Fray Bentos.

Ss imagine theyre one of the volunteers. Theypractise introducing themselves in groups of fiveor six.

Reinforcement activity

New identities Give each S a card with a new name, home town

and country written on it. Use as many countriesas you can. The names can be of famous people if

you like. (Alternatively, you could ask Ss to maketheir own new identities.)

Ss walk round the class introducing themselves toas many people as possible and writing down thenames of the people they meet.

In large classes, Ss can be divided into As andBs. Ss A are asked to stand up and ask questionsto five people. To set a limit, you can draw thefollowing grid on the board:

1 2 3 4 5

Name

Nationality

City

When Ss A have completed the grid, they returnto their seats, and Ss B stand up and do the same.

Ask some Ss to tell the class who they met.



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7 Memory bank

Family members

In groups of three, Ss write as many family wordsas they can, e.g. uncle, aunt, nephew, niece,cousin.

Check with the whole class.

Think of a family Ss are familiar with, andask the Ss to describe each member by makingreference to other members of the family, e.g.Mercedes is Alicias daughter. Juan is Federicosfather. Or draw a family tree on the board.

You may teach half-brother/sister, orstep brother/sistersince they may be part of the Ss world.This is a good opportunity to work on respecttowards different types of family.

8 Practice Ask the class Who is Stella?and elicit the answer

(Stella is Davids wife.)

In pairs, Ss talk about the other members of herfamily.

Extension activity

Family quiz

Ss can prepare a family tree with a writtendescription of relationships, or they can prepare aphoto album of their family, with captions for thedifferent photographs.

9 Practice

a)

Ask Ss to read the information about the TeenWork volunteers.

Pre-teach suburbs if necessary.

Fill in the first gap with the whole class as anexample. Ss complete the dialogue using Joes cardto help them. (They may need more than one word.)

Play the tape and give Ss time to check in pairs.Elicit the answers from the whole class.

Ss read the dialogue aloud in pairs for practice,taking turns to be A and B.

Answer key

1 does 2 come 3 comes from 4 live 5 lives6 Whats 7 does 8 like 9 doesnt like

b)

Ask Ss to look at Spike and write the questionsthey need to ask to get the information on herTeen Work card.

Check they are correct. Ss ask and answer thequestions in pairs.

In pairs, Ss ask and answer about the othervolunteers.

c)

Divide the class into groups of three.

Each S makes cards like the ones in the book.

Elicit from the whole class one or two of thequestions they will ask.

Each S interviews the others in their group andcompletes their cards.

Ask some Ss to report back to the whole class,e.g. Eduardo lives in a big house near Rosario.He doesnt like maths but he likes English.

As an optional activity, Ss can read all theinformation except the name for the rest of the Ssto guess who is being described, e.g. This boy/girllives in a small flat near Mendoza. He/She likesrock, but he/she doesnt like tango.

10 Listen Ask Ss to look at the cards again: Who is not

here?(Louise.) Where does she come from?(London, UK.)

Ss listen to the tape and make notes about Louise.They check their information in pairs.

Play the tape again if necessary. Elicit theanswers from the class.

TapescriptListen and note the information for the missingvolunteer.My names Louise Morgan. I come from London. I live withmy parents and my brother Alex in an old house in northLondon. I go to a drama school called the Italia Conti StageSchool. We do ordinary school subjects like maths andhistory and things like that but we specialise in music and

drama. My favourite subject is modern dance. I want to bea dancer. I like all sorts of music - especially classical andballet music. I quite like British pop but I dont like rap at all.

Answer key

Name: Louise MorganTown/City: LondonHome: Old house in north LondonFavourite school subject: Modern danceMusic:- like: Classical and ballet music, British pop- dont like: Rap



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Before you read Ss open their books, cover the text and look at

the photos of Liverpool. Ask Ss to describe whatthey can see, e.g. a port, a ferry, a river.

11 ReadBackground notesThe port of Liverpool dates back to the early thirteenthcentury and has remained an important port becausestrong tides keep the river clear for shipping. It is stillthe main British port for transatlantic shipping to NorthAmerica. There is a statue of Christopher Columbus herewhich has these words carved on it: The discoverer ofAmerica was the maker of Liverpool.

With books closed, ask Ss what they know about

Liverpool: Where is it?(In the north-west ofEngland.) What famous pop group came fromthere?(The Beatles.)

Write on the board: Mersey, port, Jamaica. AskSs: Can you decide the connection between thisinformation and Liverpool?Ss will find theanswers when they read the text.

a)

Note: You may wish to use Exercise 13 here as away of dealing with the new vocabulary in the text.

Ss now read both texts and decide which wordsfill the gaps. Check answers with the whole class.

Answer key

1 population 2 trade 3 emigrants 4 cinemas5 museum 6 ferry

b)

Check/Teach any essential new vocabulary, e.g.seventeenth century, trade, ferry.

Ss copy and complete the notes, reading the textagain as necessary.

They check their answers in pairs. Check the

answers with the whole class.

Answer key

1 Name of city: Liverpool2 Location: In the north-west of England3 Type of city: Industrial, cultural and commercial4 Population: Around 500,0005 History: 17th and 18th centuries: Trade with North

America and Jamaica in sugar, cotton, tobacco andslaves. 19th century: The main port for emigrants tothe USA from Britain, Scandinavia and Germany

6 Tourist attractions: Theatres, concert halls, cinemas,clubs, a maritime museum, an art gallery and The

Beatles Story exhibition7 Popular boat trip: A ferry across the Mersey

12 Write and Speak In pairs, Ss choose the city they will write about.

Make sure Ss choose a variety of cities if possible.

With the whole class, elicit some examples oftypical information, using the headings for the

notes in Exercise 11 b).

Ss discuss and compile their notes. They cancomplete this for homework.

Divide the class into new pairs. They tell eachother about their cities.

Ask some Ss to report back to the class abouttheir partners city.

13 Learn to learn

Learning tips Ask Ss to write a word they want to ask you

about.

With the whole class, elicit and teach as many ofthe words as possible, asking several Ss to repeateach one for pronunciation practice.

Ss read the learning tips.

Allow time in subsequent lessons for Ss to askabout new vocabulary and encourage them towrite it down in their notebooks. Homeworkcorrections can be checked by Ss in small groups

while you go round the class and answer thequestions.



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1 He always looks good.

ObjectivesStudents will be able to:

Talk about daily routines.

Teaching points

Communication

Exchange information about daily routines.

Grammar

Frequency adverbs.

Present simple and present continuous.

Special use ofhave.

Vocabulary

Free-time activities.

Pronunciation

The sounds /sp/, /st/, and /sk/ Spike, Stella,school.

Skills practice

Read about a day in the life of a pop star. Write about a typical week.

Listen to a telephone conversation.

Learn to learn

Using ones memory.

Realising the importance of constructinghypotheses about English and testing them.

Before you read Ask Ss who their favourite rock/pop stars are.Ask: Do they have the same daily lives as you?What do you think are the differences?

Give Ss time to discuss the question in the bookin pairs. Elicit some ideas from the whole class.

Pre-teach essential vocabulary, e.g. hunky,ballads, rock climbing, snore, and/or let Ssask you about vocabulary of their choice afterExercise 1.

Picture exploitation

Ask Ss: What do you already know about RickyMartin? Do you like him? What do the picturestell you about him?

Ask Ss: Do you ever go to concerts?

1 Read Ask Ss to read the text and find two things that

Ricky Martin likes to do in his free time.

They read and compare their answers in pairs.Elicit answers and comments from the whole

class. Allow time for Ss to ask about new vocabulary

and encourage them to write the words in theirnotebooks.



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2 Comprehension Ss read the article again and correct the notes.

They check their answers in pairs. Then check theanswers with the whole class.

Answer key

1 No, he doesnt. He sings both in Spanish and English.2 No, he doesnt. He often works with other famous

singers.3 No, he doesnt. He lives in Florida, USA.4 No, he doesnt. He loves travelling.5 He doesnt go out to discos or parties very much,

but he usually goes to a restaurant after a show.6 No, he doesnt. He likes designer clothes.7 No, he doesnt. He usually goes to a restaurant.8 Yes, he has. He sometimes snores.

Extension activity

Interviews

In pairs, Ss prepare questions they could askRicky Martin about his life.

In new pairs, they act out an interview withRicky Martin, basing their answers on theinformation in the article, and making up anyadditional information as they like.

Ask one or two pairs to repeat their interviewfor the whole class to listen. They can then writetheir interviews for homework.

Alternative procedure

As above, but Ss prepare and act out interviewswith pop stars of their own choice.

Ss, in groups of four, choose a pop star to beinterviewed.

Elicit/Give some ideas for questions (based on thearticle) and write them on the board,e.g. get up?/breakfast?/do in the mornings?

Groups of four decide which two Ss will beinterviewers and which two will be the pop star.

(It might be a good idea for less confident/weakerSs to be interviewers because everything can befully prepared in advance. Pop stars may have toinvent answers during the interview itself.)

In pairs, interviewers prepare questions and popstars prepare possible answers. Make sure theyhave enough time for this.

Ss form new pairs (1 interviewer + 1 pop star)and act out the interview.

If time and interest allow, one or two volunteerpairs can repeat their interviews for the wholeclass.

Follow-up

Ss, in new pairs, (1 interviewer + 1 pop star) canwrite a short magazine article about the pop starbased on the information from the interview.

Finished articles can be put up on the walls for

other Ss to read.

Grammar flash

Ask Ss to find the phrase in the text on page 14.

Provide some examples of the special use ofhaveand elicit some from Ss.

Make use of questions if necessary to help Ss toproduce the new linguistic item.

3 Useful phrases Reinforce the idea of the special use ofhave.

Use flashcards to prompt Ss.

4 Over to you Ss answer the questions in pairs and write one

more of their own. Then they ask and answer thequestions across the class.



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5 Grammar

The present simple with adverbsand phrases of frequency

Write usually/often/always/never/sometimes onthe board and ask Ss, in pairs, to arrange themin order of frequency. Ask one pair of Ss to writetheir order on the board.

Check the order with the class, giving examplesof your own to clarify the meaning wherenecessary. Point out that the t in often is silent(/

fn/).

Ss think of their own examples for each adverb.Elicit some of their examples, checking wordorder.

Write often/English lessons? Three times a week.on the board and elicit/give the question form.

Drill the question for stress and intonation, e.g.How often do you have English lessons?

Ss ask and answer across the class to establishthe correct forms.

Write prompts for several more questions on theboard, e.g. cinema?/see grandmother?/buy CDs?/holiday?

Ss ask and answer across the class. Establish arange of answers, e.g. once a week, twice a year.

Ss read the grammar box. Check understandingwith the whole class.

6 Practice Point out the example. Ss complete the exercise

in pairs, without looking back at the article inExercise 1. When Ss finish they can check theiranswers against the article.

Check the answers with the whole class.

Answer key

1 often goes 2 always has 3 always looks 4 nevergoes 5 usually goes 6 sometimes snores

WB Grammar 5

7 Pronunciation

The sounds /sp/, /st/and/sk/The tapescript is in this TB on page 95.

Follow the suggestions in the Introduction forusing this section. Spanish speaking Ss often findit difficult to avoid adding an /e/ sound before

the /s/ sound. You can help them by asking themto start pronouncing the words like a snake,exaggerating the initial /s/ sound, e.g. Spain -

/ssssspeIn/. Drill some of the words in this way,exaggerating a little less each time.

If your Ss find it difficult to make these soundsexplode enough, they can practise by holding apiece of paper in front of their face saying sp spspas hard as they can. If the paper moves, theyare making the correct sound.

8 Communication

Talking about routines

Ask the class about what they usually do afterschool.

Write the incomplete dialogue in the SB on theboard, e.g.:

What do you do after school?

........ What do you do?

I usually go straight home and watch TV.

... cinema?

Yes, I do.

...............?

Once a week, usually on Saturday.

In small groups, Ss try to complete the dialogue.

Elicit ideas, then ask Ss to read the dialogue inthe SB. Answer any questions.

Ss read the dialogue aloud in pairs for practice.

Ask them to look at the prompts and explain anynew language.

Ss ask and answer across the class for the firstprompt, to ensure they are using appropriatelanguage, e.g. What do you do at the weekend? Isometimes rent a video.

Ss use the remaining prompts to ask and answerin small groups. Ask each S to make notes forone of the other group members. Ask several Ssto report back to the class.

WB Grammar 6



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9 Write Ss prepare their ideas in groups, then write in

class or for homework.

If they write about a famous person, ask oneor two Ss to read their text to the class without

naming the famous person. Ask the class to guesswho the person is.

10 Listen and read

Background notesThe Albert Dock, built in the 1840s and opened byPrince Albert, has many beautiful Victorian buildings.The port of Liverpool expanded greatly in the nineteenthcentury, so many of the public buildings in Liverpooldate from this time. New docks have been built outside

the city and the buildings of the Albert Dock have beenrestored and now house art galleries, museums, shopsand restaurants, as well as the offices of Granada TV.

Ask Ss to cover the dialogue and the large pictureand to look at the small picture. Ask: What doyou think the man in the picture is asking Spikeabout? Why? Where do you think Spike is going?

Play the first part of the tape. Ask Ss:Now whatinformation can you tell me?

Ask Ss to look at the large picture but to keep thedialogue covered. Ask: Where are the volunteers

and Mick? Why are they here? What can you seein the picture? Why is Spike in a hurry?

Play the tape for the whole dialogue. Ss read thetext while they listen and check their answers tothe questions.

Elicit answers from the whole class.

11 Comprehension Ss read and answer the questions in pairs.

Play the tape again while Ss read and check.

Elicit the answers from the whole class.

Answer key

1 Hes looking for Albert Dock.2 Theyre helping to make a youth centre.3 Nine oclock to three thirty.4 Theyre only working until three.

12 Useful phrases See the Introduction.

Language note:Excuse meis used to apologise forinterrupting someone, to get someones attentionand to ask someone to move out of your way. Oh,

really?is often used as a filler to show interest inwhat the other person is saying, as well as beingused as a question.

13 Grammar

a)

Present continuous

Use your own examples on the board to illustratethe tense and check meaning.

Establish (using L1 if necessary) that the presentcontinuous is used to describe events happeningnow, or in a limited period of time around now.

Drill for pronunciation as necessary.

Ask Ss to find examples in the dialogue.

In groups of three, Ss read the dialogue aloudfor practice. Then, with books closed, Ss try toreproduce the dialogue from memory. Encourage

them to use gestures and facial expressions forIts over thereand Good!

This is a good opportunity to work and reflect ontechniques and strategies to memorise language.

Ask groups to act out their versions for the class.

b)

Answer key

Im looking for Albert Dock. Im going there myself.Im working on a project. Were helping to...... were only working until three.

14 Practice Do the first question as an example with the

whole class.

Ask Ss to complete the sentences in pairs.

Check the answers with the whole class. RemindSs of the negative contractions.

Answer key

1 Who are you writing to?

2 The volunteers are staying in a hostel.3 Their records arent selling very well in the USA.4 Is your brother studying at university now?5 Louise isnt feeling very well at the moment.

WB Grammar 7 & 8



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Grammar flash

Present simple and continuous incontrast

Write the examples in the SB or sentences of yourown to illustrate the two tenses.

Ask questions to check the difference, e.g. Ishe playing football now? When? Once or often?When is her lunch?

Ss read the Grammar Flash and complete therules. Check the answers.

Answer key

1 present simple 2 present continuous

15 Practice Ask Ss to look at the example for Leonardo

DiCaprio and make sure they know what to do.

Ss make sentences in small groups. Check theiranswers with the whole class.

Answer key

1 In the picture Leonardo DiCaprio is singing, but heusually acts in films.2 In the picture Elton John is playing a guitar, but heusually plays the piano.

3 In the picture Rubn Rada is playing football, but heusually sings candombe.4 In the picture Martina Hingis is singing, but sheusually plays tennis.5 In the picture Jorge Drexler is playing tennis, but heusually plays the guitar.

WB Grammar 9

16 Over to you

Give Ss time to think about these topics, in classor for homework.

In small groups, Ss discuss the topics. Ask themto make notes for their answers to the first twotopics. Ss report back to the whole class.

17 Listen Ask Ss to tell you what they already know about

Louise. (Shes from London).

Tell them her mother is going to phone with somebad news. Ask them to listen just for the news.

Play the tape and check the answer. (Her dadsout of work). Ss now read and answer thequestions in the SB.

Play the tape again if necessary. Check answerswith the whole class. Teach redundantifnecessary.

Tapescript

Listen to the telephone conversation between Louise andher mother and answer the questions.

Louise: Hello.Mother: Hello, darling. How are you?Louise: Hi, Mum. Im fine.Mother: Is this a bad time to phone?Louise: No, its OK. Were just having tea. We usually have teaabout this time. Hows Dad?Mother: Hes OK. But ...Louise: But what?Mother: Well, thats why Im phoning. Im afraid its ratherbad news.Louise: Bad news? What do you mean?Mother: Its about his job. His company isnt doing well andthere isnt any work for him any more.Louise: What? You mean hes re

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