· New Interlink takes students from beginner level ... unique opportunity it gives the learners to build up their lexical repertoire more quickly, which is very much in tune with

MariaAliceAntunes

EditedbySueliBüsmayer

TEACHER’SGUIDE

NEW Interlink2

TG_Introduction_02_pag_caps_3a r1 1 17.11.08 16:18:52

f Course aimsNew Interlink is a six-level course specially designed for adults and young adults whose first language is Portuguese.

The results of a special market research carried out by Cultura Inglesa indicated that Brazilian adult learners usually look for a course that will provide them with linguistic skills in English to express themselves orally, to understand what they hear, and to be able to operate comfortably in business and social situations. They value a good range of vocabulary and aim at a level of comfortable intelligibility. They also expect the process of learning English to take place “quickly”. New Interlink attempts to meet these expectations by making use of principles and techniques that speed up the learning process, focus on essential language for immediate communication, help learners to overcome their psychological barriers and develop a sense of achievement.

f Course structureEach level of New Interlink consists of 24 complete lessons grouped into 4 sections. Each of the six levels of New Interlink is a single volume which integrates Student’s and Activity Book. Each volume provides 40 hours of core work, with additional materials in the Teacher’s Guide which can extend the course to approximately 60 hours.

New Interlink takes students from beginner level (zero or false beginners) up to intermediate level (Common European Framework Level B1, leading into B2).

f SyllabusThe expectations of Brazilian adult learners towards the linguistic content and skills of an ideal course, or what they call “a comfortable level of English”, can be interpreted as a level of linguistic competence equivalent to the Common European Framework Levels B1-B2. The syllabus design in New Interlink was then based on the Association of Language Testers in Europe (ALTE) Level 2 and Cambridge ESOL PET examination syllabus and specifications. However, some adaptation was necessary to meet the needs of the Brazilian market. Some elements were prioritised and others de-prioritised so as to respond more accurately to the Brazilian adult learners’ profile in terms of their perceived needs, specific linguistic difficulties and strengths, general knowledge and cultural background.

LexisFrom the Cambridge ESOL lexical syllabus, some topic areas were reduced or expanded in New Interlink so as to match the needs and interests of Brazilian learners better. Areas such as ‘animals’ include slightly fewer items, whereas others such as ‘technology’ and ‘telecommunications’ have been added to. Also, the fact that Brazilian Portuguese and English share a lot of true cognates allowed the list of lexical items to include words that are usually considered advanced for a Common European Framework Level B, but which would present no difficulty for the Brazilian learner. A positive consequence of the inclusion of such words is the unique opportunity it gives the learners to build up their lexical repertoire more quickly, which is very much in tune with their expectations.

1 Introduction

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GrammarAlthough no grammar areas present in the Cambridge ESOL syllabus were discarded, more emphasis was put on some rather than on others, based on how difficult they might be for the target learner to master. This difficulty depends on the degree of similarity or difference between English and Brazilian Portuguese as to the form, concept and use of each particular item. For example, Brazilian Portuguese has verb tenses which are basically the same as the present and past continuous in English, sharing with them both form and concept in most contexts. So these two English verb tenses could be dealt with more lightly and faster than is usually done in international coursebooks, as Brazilian learners can grasp their concept and form much more easily than, for instance, speakers of German or French. On the other hand, it is usually quite hard for Brazilian learners to use ‘there to be’ correctly, because Brazilian Portuguese expresses this concept in a totally different way from English. Therefore a differentiated approach was used when presenting and practising it, so as to provide the learner with activities that were appropriate to the specific sort of difficulty they usually face.

PhonologyThe list of phonological aspects to be dealt with in New Interlink contains only those segmental and suprasegmental elements that are especially difficult for the Brazilian learner to master, and that might affect their comfortable intelligibility. For example, Brazilian learners tend to confuse the phonemes /r/ and /h/ in initial positions, so special emphasis is given to the contrast between them. By the same token, there is no focus at all on the production or contrast between the phonemes /b/ and /v/, as they do not represent a problem for Brazilian Portuguese speakers.

TopicsThe common cultural background shared by the prospective users of New Interlink – learners and teachers – allowed the team of authors to select topics which are seen as relevant for Brazilian adult and young adult learners and provide an ideal basis for presentation of language and skills development. Work and study, family, entertainment, travelling are some of the topics most Brazilians would want to talk about in English.

f Course components

Student’sBookThe Student’s Book consists of 24 lessons divided into 4 sections (A, B, C and D). Lessons are presented on a double-page spread covering different topics and presenting a range of structures, vocabulary and pronunciation points that meet the specific needs and characteristics of Brazilian learners. At the end of the book, students can find the following special sections and materials:f an interactive word bank (Vocabulary Pack)f information-gap activities (Chat Pages)f a Revision Section containing a set of activities for each section of the book to be done in class at teacher’s discretionf an Activity Book fully integrated with the Student’s Book f separate answer keys for the exercises in the Revision Sections and Activity Bookf separate Language Reference Cards, to be used at any time in class or at home for language support.

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f a CD for student’s use, with essential recorded audio texts and a ROM feature with interactive activitiesf audioscripts of listening texts and a list of CD tracks

ActivityBookThe Activity Book is fully integrated in the Student’s Book – not a separate book. It provides an opportunity for learners to consolidate and expand the language presented in the 24 lessons. There is one set of Activity Book exercises for each lesson. Most of these are practice exercises designed for homework use, but some may also be done in class, as further consolidation practice (see Link Exercise below).

The Activity Book also includes a list of core words and expressions in each lesson, as well as preparation for writing activities and self-evaluation exercises (see Writing Helpdesk and Stop & Check below).

New Interlink 1, 2, 3 and 4 Activity Books also offer study tips to help learners develop learning and studying strategies.

New Interlink 5 and 6 Activity Books also include exam practice tips and exercises for the Cambridge ESOL Preliminary English Test (PET).

Teacher’sClassroomCDsandStudent’sCD-ROMNew Interlink provide different audio CDs for the teacher and for the students. The two Teacher’s Classroom CDs include all the recorded listening material available for the book.

The Student’s CD-ROM includes the main recordings that can be used by learners at home, in a car or on a personal stereo or computer for extra listening practice for both the Student’s Book and the Activity Book. The audioscripts at the end of the book offer extra support for this self-study. The Student’s CD-ROM also features interactive activities.

Teacher’sGuideThe Teacher’s Guide provides detailed plans for all the lessons in the Student’s Book, tips and ideas on classroom management, language features, cultural notes as well as suggestions and materials for extra activities. It also includes full answer keys and a Resources Pack with printed photocopiable materials to be used in the classroom. The pack comprises OHTs, information-gap cards, role-play cards and other materials.

MultimediaCD-ROMA special component of the material, the Multimedia CD-ROMs are an optional resource for teachers which can be used for language presentation and practice in the classroom. It presents a number of short computer-based materials that integrate recorded texts (words, expressions, sentences or dialogues) and images (drawings or photographs) – often animated and interactive. These activities provide the teacher with a tool to motivate the learners and focus their attention, organise their learning and enhance their speaking opportunities in the lesson. This technological device, when put to sound pedagogic use, creates ‘memorable moments’ in the classroom. It also meets the needs of a great number of learners who use computers in their offices and homes on a regular basis, and would expect this type of technology to have a role in the learning process.

The Multimedia CD-ROM also includes special materials designed for the interactive white board.

Because not all schools using New Interlink have access to classroom computers, non-multimedia alternatives are suggested in the Teacher’s Guide. Integrated OHTs, handouts, flashcards and recordings on CD – among other possibilities – can replace the material designed for the computer in classrooms which do not have the technology.

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Aim(s) of the lesson:f Talking about obligations

VoCaBUlarY

NOUNS: obligation, customers, meetings, a light bulb, the laundry, the washing-up, the dishes, gadgets, the dentist’s, the doctor’sADJEctivES:best-selling, cool, professionalEXpRESSionS:Housework: change a light bulb, cook (for the family / lunch), do (the laundry / the shopping / the washing-up / the dishes / the housework), fi x electrical gadgets, iron the clothes, lay the table, tidy up a room, clean the house, walk the dog, water the plants, take care of / look after (the children), take children (to school)At the workplace: attend meetings, see customers, travel on business, work late

grammar

Have to / don’t have to (obligations)

PronUnCiation

Connected speech – have to / has to

skills

Listening to an interviewSpeaking about obligations

rECYCling

Adverbs of frequency

D1 Somewomenhavetoweartwohats.

vocAbulARy&READinG 15Min

1 TS Books closed. Tell sts they have to say man or woman after some words you say. Ask sts what makes them relate specifi c words to man and others to woman. (Suggested words: beer, house, driving, children, teacher, offi ce, football.)Books open. Get sts to go to Vocabulary Pack 9 (page 64). Encourage sts to look at the pictures and elicit a few phrases sts already know. Read the phrases to sts.

PW Get sts to match the phrases and the pictures. Monitor closely and help with pronunciation. Classcheck by saying the phrase while sts say the letter. Quickly drill pronunciation.

kEY: A 4 B 8 C 2 D 6 E 5 F 9 G 11 H 10 I 1 J 3 K 12 L 7

2 TS Read the sentences to sts and ask Do you agree?

PW Get sts to talk about the obligations of men and women. Monitor closely and encourage all sts to contribute with their opinions. Elicit some at the end.

3 TS Refer sts to the picture and elicit a quick description. Read the questions to sts.

PW Have sts to read and answer. Monitor closely and help, if necessary. Classcheck.

kEY: 1 A chat show. 2 A best-selling author. 3 Women’s obligations in the modern world. 4 F(amily); P(rofessional).

4 TS Refer sts to the activities and elicit pronunciation. AskIs “attend meetings” related to family life or to professional life? and get sts to write F or P in the space provided.

PW Have sts write F or P, as appropriate. Monitor closely for pronunciation. Classcheck.

kEY: 1 P 2 F 3 F 4 F 5 F 6 P 7 F 8 P

liStEninG 15Min

5 CD2track17

TS Read #1 to sts, elicit sts’ guesses and write notes on the B.

PW Play CD track for sts to listen and tick. Play track again, if necessary. Classcheck.

TS Encourage sts to ask you how often you do the activities. Refer sts to the Recycling box and revise frequency adverbs. Answer sts’ questions using frequency adverbs.

PW Have sts ask each other how often they do the activities. Monitor closely and encourage sts to use frequency adverbs appropriately.

TS Refer sts to the list of activities and ask Which of these are obligations?

kEY: 1n 2n 3n 6n

6 CD2track18

TS Focus on the sentences and elicit sts’ guesses.

PW Play CD track for sts to listen and answer / check. Play track again, if necessary. Classcheck.

kEY: 1 don’t have to 2 have to

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Interlink TG_D_12_pag_caps_3a re54 54 21.11.08 16:50:15

GRAMMAR 10Min

7 BookTrack TS Give sts some time to go over the Organizer. Elicit affirmative and negative sentences to express obligation from sts.

TS Refer sts to sentence 1 and elicit the correct answer.

IND Get sts to look at the Organizer and make true sentences. Classcheck and elicit some activities sts have to / don’t have to do.

MulTiMediaTrack MMD1.7-8

TS Refer sts to sentences and elicit the correct answers. Click on ACTION to show the answers.

TIP: Make sure sts’ notice the similarity between English and Portuguese. Also, take the chance to make sts’ aware that Portuguese can also help them learn English.

pRonunciAtion 10Min

8 BookTrack CD2track19

TS Play CD track and elicit the pronunciation of weak forms. Play track again for sts to listen and repeat.

MulTiMediaTrack MMD1.7–8

Click on ACTION again to show weak forms. Click on the audio icon for sts to listen and repeat.

PW Use these photos and prompts for sts to make sentences about the people and their obligations.

If extra controlled practice is necessary, get sts to do Activity Book page 111 #2.

D1 Somewomenhavetoweartwohats.GRAMMAR 10Min

9 TS Talk about your own family and tell sts what their obligations are. Refer sts to the pictures and elicit what they have / don’t have to do. Ask How many people are there in your family? Who has to do the housework?Read the questions to sts.

GW Have sts talk about their family. Monitor closely for fluency and make notes of sts’ mistakes.

Englishatwork

rP2D1.E@w

CD2track21

TS Give out handouts and refer sts to #1. Play CD track.

PW Get sts to check their ideas with their partners.

TS Play CD track again and tell sts to check their answers and to pay attention to each person’s obligations. Classcheck.

kEY: 2–3–4–1

PW Refer sts to #2 and have them talk about what the people have / don’t have to do. If necessary, play CD track again and have sts take notes. Monitor closely and help, if necessary. Take notes of sts’ mistakes for debriefing later. Elicit a few sentences to round off. Carry out debriefing on sts’ mistakes.

IND Get sts to work on the first part of #3 individually.

GW For #4, divide the class into groups and have a st read their sentences to the others. They have to guess the person’s job. To round off, ask sts Which is the best job?

MGL Refer sts to #5. Tell them they have to find someone in the class who has similar obligations at work. Have sts mingle and talk about their obligations using the prompts given. Round off by asking volunteers to talk about themselves and others, e.g. Marcos has to ... but I don’t. / I have to ... but he doesn’t.

EXtRA

f Followup

Suggest a project on citizenship. Each st should produce a sentence beginning A good citizen has to… Sts’ production may be displayed on the corkboard or posted on the class blog.

HoMEwoRkActivity Book D1, page 111.

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3 TS Encourage sts to ask you what you usually have forbreakfast. Use as many words in your answer as possible. Get two sts to act out the model dialogue.

PW Have sts ask each other what they usually have for breakfast, lunch and dinner. Monitor closely for pronunciation and help, if necessary. At the end, elicit some examples from sts.

READinG&SpEAkinG 10Min

4 TS Refer sts to the pictures and elicit sts’ guesses. Read the text below to sts (the different words are in capital letters – the correct words are between brackets). Get them to read the text in the book and circle the differences. Classcheck.

kEY: 1 The book is right.

BREAKFASTAROUNDTHEWORLDWhatdo people usually have for breakfast? Well, that of course depends on where they’re from.

InFrance, for example, people don’t usually eat much in the morning. They have some BISCUITS (bread) or croissants, with jam or butter, and a cup of TEA (coffee) or hot chocolate. The Japanese have soup (soybeans and vegetables, or fi sh) and TOMATOES (eggs). In Nigeria they also have soup, made with peppers, CEREAL (vegetables) and meat or fi sh. The Turkish breakfast usually includes cheese, cucumbers and POTATOES (olives), and bread with honey or BUTTER ( jam). And they usually drink tea. Breakfast in North America, Australia and Britain is usually very large, with a lot of calories. They eat toast, CHEESE (cereal), eggs, and some meat (sausages, bacon or steak). The Americans also like their waffl es or pancakes, and the British have fried FISH (tomatoes) or mushrooms and APPLES (beans) on toast. In Australia they also eat fruit. YOGHURT (Milk) is a favourite breakfast drink in North America and Australia.

It’sabsolutely wonderful how different we all are around the world. But one thing we have in common – we all get hungry for breakfast in the morning!

PW Have sts complete the captions under the photos. Classcheck and ask Which is your favourite breakfast? Why?

kEY: 2Britain Turkey

5 TS Ask What do Brazilians have for breakfast?

GW Get sts to compare breakfast in Brazil with other countries. Monitor closely and help as necessary. At the end, elicit some ideas from sts.

SpEAkinG&vocAbulARy 15Min

1 TS Books closed. Elicit what meals sts have every day. Ask What’s your favourite meal? Books open. Read both questions with sts. Refer to the Tip box and teach the difference between do the shopping and go shopping.

PW Get sts to answer the questions. Monitor closely and encourage follow up questions. At the end, ask Who goes shopping every day?

TIP: Highlight that go to the shopping is not an example of correct English!

2 BookTrack

TS Refer sts to Vocabulary Pack 10 (page 64). Elicit words sts already know. Have sts match words and pictures. Monitor and help. Classcheck by saying the word while sts say the letter. Quickly drill pronunciation.

PW Elicit differences between countables and uncountables and have sts write C or U next to the words. Classcheck.

MulTiMediaTrack MMD2.2

TS Books closed. Click on ACTION for a photo. Click on ACTION again to see a list of words. Click on the word that corresponds to the photo. Click on ACTION for new prompts.

kEY: A 5 B 16 C 20 D 8 E 15 F 12 G 9 H 6 I 1 J 18K 19 L 2 M 4 N 10 O 14 P 13 Q 11 R 7 S 3 T 17

kEY: 1 C 2 C 3 U 4 U 5 U 6 C 7 U 8 U 9 U 10 C 11 C 12 U 13 U 14 U 15 U 16 U 17 U 18 C 19 C 20 U

Aim(s) of the lesson:f Talking about food and drink

VoCaBUlarY

NOUNS:bread, toast, cereal, biscuits, cookies, eggs, honey, jam, waffl es, pancakes, soup, peppers, soybeans, apples, beans, carrots, potatoes, tomatoes, vegetables, cucumbers, olives, fruit, fi sh, chicken, sausages, bacon, meat, steak, butter, cheese, yoghurt, milk, orange juice, tea, beerADJEctivE:friedEXpRESSionS:How about you? / have (something) in common / All right!

grammar

Determiners: a / an, any, some with countable and uncountable nouns

skills

Listening to conversationsReading an articleSpeaking about food and drink

rECYCling

Quantifi ers

D2 Doyouwantsomecookies?

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liStEninG 15Min

6 CD2track22

TS Refer sts to the pictures and elicit quick descriptions. Read the questions to sts and elicit their guesses.

PW Play CD track for sts to listen and answer. Play track again, if necessary. Classcheck.

kEY: Situation1 1 Tim and Steve. They are having breakfast. 2 Steve has half an apple.

Situation2 1 Ron and Ana. Ron is helping Ana with her shopping list. 2 Circle the cheese. (There isn’t any cheese in the fridge.)

GRAMMAR&liStEninG 10min

7 CD2track23

TS Talk sts through the Organizer and elicit other examples from sts.

PW Get sts to look at the Organizer and complete the dialogues. Play CD track for sts to listen and check. Play track again for sts to listen and repeat.iftimeallows, get sts to act out the dialogues.

kEY: 1 some 2 any 3 an 4 any 5 some 6 any


SpEAkinG 15Min

8 TS Refer sts to the Vocabulary Pack and quickly revise vocabulary. Ask sts to work in pairs, A and B. Refer sts to Chat Page – sts A go to page 55 and sts B go to page 56 and make sure they know what to do. PW Have sts A offer sts B food and drink. Monitor closely for accuracy. iftimeallows, get sts A to choose two items in the Vocabulary Pack. Get sts B to offer and A to answer. Monitor closely for accuracy.

TIP: Don’t hesitate to interrupt and conduct a quick grammar drill if sts show difficulty using determiners accurately.

9 TS Choose three things from the items in the lesson and put them in your basket. Have sts read the model questions and answers. Get sts to discover the contents in your basket in one minute. If you have a highly motivated group you can make this into a fun game by telling the sts that they have to think of a reason (however crazy they might be) to choose the three items. After guessing what A has in his / her basket, B should try and guess the reason they had in mind to make his / her choices.

PW Have sts choose three things and discover the contents in the baskets. Monitor closely for accuracy. Elicit some examples at the end.

EXtRA

f Followup

Encourage sts to find out what footballers / fashion models have for breakfast, lunch and dinner on the days they play / do the catwalk. Have sts visit http://en.wikipedia.org/wiki/Breakfast and find out about breakfast in different parts of the world. Invite them to report their findings the following class.

MMD2.extraTeams take turns to answer the questions. Click on ACTION for questions. The first team to answer 10 questions correctly is the winner.

HoMEwoRkActivity Book D2, pages 112 & 113.

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SpEAkinG&READinG 15Min

1 e-BoardMGL Books closed. Write food, drink, shop on the B. Get sts to ask each other What’s your favourite…?

TS Books open. Explain street market and read the questions to sts.

PW Have sts answer the questions. Monitor closely and help, if necessary.

TIP: Bring a picture of a street market and elicit a quick description of the place and of the people who go and work there.

2 TS Refer sts to the pictures and elicit a quick description. Ask Would you like to go there? What would you buy? Read the questions to sts and refer them to the fi rst answer.

PW Get sts to circle and number the answers to the questions. Monitor closely for accuracy and help, if necessary. Classcheck and explain vocabulary. Write new words on the B and drill pronunciation, if necessary.

kEY: 2 21, 35, 40, 133, 343, 381, RV1.3 London Bridge.4 Thursdays – 11am to 5pm; Fridays – 12pm to 6pm; Saturdays – 9am to 4pm.5 Free range eggs, fi sh, fruit and vegetables, pork chops, bread and cheese.6 Wine and cheese tasting.

liStEninG 10Min

3 CD2track25

TS Read the questions to sts and encourage sts to predict answers.

PW Play CD track for sts to listen and answer. Play track again, only if absolutely necessary. Classcheck.

kEY: 1 At a supermarket. 2 They’re shopping for food. 3 To Borough Market.

4 CD2track25

TS Refer sts to the sentences and have sts read them. Elicit guesses about the order the sentences appear in the listening text.

PW Play CD track for sts to listen and number / check. Play track again, if necessary.

5 CD2track26

PW Play CD track for sts to listen and check. Play track again for sts to listen and repeat.

kEY: A 4 B 7 C 8 D 5 E 6 F 1 G 2 H 9 I 3

GRAMMAR 15Min

6 TS Refer sts to the functions and elicit meaning of the phrases.

TIP: Accept answers in Portuguese at this stage.

PW Have sts match the sentences from #4 with their function. Monitor closely for accuracy. Classcheck.

kEY: 1 B G H I 2 D 3 E 4 C F 5 A

Aim(s) of the lesson:f Inviting, accepting, refusing and giving excuses

VoCaBUlarY

nounS:street / fruit and vegetable / antique / fi sh /fl ower market, antiques, bus routes, tube station, pork chopsADJEctivES:convenient, principal, available, limitedvERbS:build, occupy, accept, refuseEXpRESSionS:What kind of…? / per person / That would be great! / Sure, I’d love to. / That sounds terrifi c! / Give an excuse. / Ask for a reason. / Would you like (a biscuit)? / We could (see a fi lm).

grammar

Structures used for inviting, accepting, refusing and giving excuses

PronUnCiation

Intonation

skills

Listening to a conversationReading an adSpeaking: making invitations, accepting, refusing and giving excuses

rECYCling

Have toHouseworkQuestions

D3 Sure!I’dloveto!

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7 TS Give sts some time to go over the Organizer and explain meaning, if necessary.

PW Get sts to complete the headings with the functions in #6. Monitor closely for accuracy. Classcheck and elicit examples of invitations and excuses from sts.

kEY: Accepting / Refusing / Asking for a reason / Giving an excuse.


pRonunciAtion 5Min

8 BookTrack CD2track27

TS Refer sts to the sentences and elicit the meaning of the pink arrows. Play CD track for sts to listen and repeat. Elicit pronunciation of other sentences in #4.

MulTiMediaTrack MMD3.8

TS Click on ACTION to show sentences. Click on the sentences to play audio and show pink arrow. Elicit the meaning of the pink arrow. Click on the word again for sts to repeat. Repeat procedure for the other two sentences.

PW Click on ACTION to show sentences and prompts. Click on ACTION to show pink arrows and have sts work in pairs. Tell them to ask and answer questions using the prompts and copying the intonation.

SpEAkinG 15Min

9 TS Refer sts to the mapped dialogue and elicit possible structures for inviting, accepting, refusing, giving reasons. Refer sts to the lists of activities, A and B. Get two sts to act out a dialogue, as a model.

PW Have sts invite each other to do things. Monitor closely for pronunciation. Elicit a model from sts at the end.

Weblink Encourage sts to go to www.boroughmarket.org.uk and find out about events they would like to go to. Get sts to talk about the events at the beginning of the following class.

EXtRA

f Followup

Get sts to prepare a dialogue between a man and a woman. The man wants to go out with her but she doesn’t want to go out with him.

HoMEwoRkActivity Book D3, pages 114 & 115.

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Documents

· New Interlink takes students from beginner level ... unique opportunity it gives the learners to build up their lexical repertoire more quickly, which is very much in tune with