OXFORDOXFORD UNIVERSITY PRESS Sheila Dignen Emma Watkins « Bess Bradfield Teacher’s Book 1English Plus its of the course Book 1 ata glance Vataglance Plus iTools Plus methodology tips ability with dyslexia toCLiL to project work {technology Plus Key competences arid n and testing ‘Common European Framework Self-assessment Checklists ar Self-assessment " 13 15 7 2 23 24 26 27 29 30 32 34 35 39 Contents Teaching notes Starter unit Unit 1 Unit2 Unit 3 Unita Unit 5 Unit 6 Unit7 Unit 8 English Plus Options Vocabulary puzzles key Tapescripts Pronunciation bank key ‘Teacher's Photocopiable Resources 34 74 84 94 104 14 124 148, 149 157 160 Teacher's Photocopiable Resources key 242 Introduction 3reat 1n 5 ca a 2 parE. 4 introducing English Plus Description of the course English Pls is @ four-level course for jower-secondary stucents, It will give students all the skills they need to communicate wath confidence in English. The course has been designed on te basis of extensive reseezch in secondary schools toensute that it realy warks in the classrcom, The core material covers all the requirements of the secondary school curriculum in 9 clear Unit structure, and the extensive Options section at the back of the book provides further variety and challenge. Ex-ra material covering culture, CLIL, communication, and vocabulary practice will motivate, interest and engage studants, and also atlowe teachers to tailor the course to meet students different needs andl abilities. This variety and flexibility extends to wile range of supplementary material, carefully designed to build on wark done in class and alsa to address different abilities Aims of the course ‘To make planning and preparation easy Each unit starts with a clear and detailed summary ofthe Unit contents, recapping the communication, vocabulary and language focus points. I also directs yau to the relevant English Plas Options section, sa you can easily locate the ost appropriate ways 10 extend cach lesson, Each lessor in the Student’ Book is designed to fi into ane lesson in class and takes you through the stages of warming Up, presenting and exploiting the niaterfa, and allowing the students to personalize and apply what they have learnt, Each lesson in the Teaching notes stats by clearly stating the aims ofthe lesson, which extend the fan... statements, The Student’ Book follows a carefully designed system cof colour coding in each section, so both you and your students will recognise the vacabulary, language focus and skills lessons from the very beginning Ifyou wish to support or extend the work, the photocopiable resources are all clealy linked to each lesson, 50 you can find the relevant worksheet straight away. To keep students interested and involved nglish Puss. a topic based course and the themes have bbeen carefully chosin to maintain students’ interest and motivation shroughour the year, The topics and texts ate dasigned both to mativata and ta educate teenage Ioarners, The actWvilies are designed to engage students and encourage participation. The Gptionsar the back of the Student's Book provide variety and enable you to adapt the COUPEE {0 sult students Interests, To give students opportunities to use English ina personal and practical way ‘The Activate and About you exerisesat the end ef essans encourage students to think about English and use it to ako wile about their cwn icess. The Key phrases sections give students language ta se ina communicative and functional way. Students are more ltely o earn anc rememer language if activities are meaningful and teal, and if they ae encouraged ta use itin communicative contents Introduction To be flexible and to cater for all learning needs English Plus has been designed 1a be flexible, so that itcan be used in streamed school systems, mixed-abity classes, and varying teaching loads, With English Plus you can choose the most appropriate materal for your class and for indivicval students, The Options at the back of the Student's Book allow you to give students extra practice of particular skilsanciintroduce variety into your classroom. ifyou have avange of abilities in the clas, the Workbook, Tests ant ‘Teachar’s Phoiocopiable Resources coniail\ three levels of maternal, so that you can select the right material for each student To develop effective reading, writing, listening and speaking skills English Pus places equal emphasis an the development of alffour sil, Each unit contains reading, writing, Istening and speaking sections step-by-step appreach has been taken to speaking ancl writing, which wil ensure chat students ofall abilities il beable to produce their ovm texts and dialogues. There are extra istening and spaaking sections at the back of he Stusent’s Book and the Culture and Curriculum extra pages provide avariety af adzitional challenging reading material To develop students’ ability to understand and apply language rules accurately English Plus presents new language both in context and in tables to ensure that students fully understand usage, 25 well as form. Each new paint s practised in variety of challenging activities to make students think and apply what they have learnt. There is always a Rules section, which ‘encourages students to think about and complete language rules themselves, To set goals and see outcomes Every lesson starts with an Jan .staiement so the alm Is always evident: Lessons finish with an Activate exercise which isthe productive outcome as descrined by the fcan statement. Setting lear, achievable, shart-term goals should Increase students motivation, To review and recycle language thoroughly and systematically Language s recycled throughout the couse A Review section follows every uit and 2 Curnulative review section follows every two units and there are further opportunities o.consofidate and check progess in the Workbook‘@ th Content ancil anguage Integrated Learning (U)ina sructured way ‘Tobe compatible with the Common European Framework E-gish Plus develops Key competences 2s described by European Reference Framework (see page 29). This zacher’s Book contains optional activities that promets 7 ‘ey competences with exglanatory noves Components of the course ett Toiincorporate the latest developments in To provide a comprehensive digital solution ‘teaching methodology English Plus offers the tacit to incorporate interactive 6h Plus follows. tried and tested structure in the ‘eaching and learning in the classroom. The iTools sentation and practice af language, butt alsa ges you package contains digital versions of the Students Book = flexibility to introduce newer teaching methoris into and Workbook, which you can use to bring the Student's x class when you are ready. Forexarnple the Curriculum 90k io lie with fully mtaractive aciities on the interactive ‘2xra sections atthe back ofthe Student's Book and whiteboard, You can also refer students tothe English Mus 12 Cross-currcular extension sections in the Teachers MultiROM, which offers sel study exercises tallored 10 F-otocopiable Fesources will enable you to experiment supolement the content af each unt. ia gs EY es = P = The Student's Book coritzins: ++ a Starter unit to revise basic vocabulary and grammmgt ++ eight teaching units:"! language notes 4 the tapeseripts The Teacher's Photocopiable Resources at i= back ofthe Teaches Book contain + language focus and vocabulary worksheets 1! ()/2e lév2)s basi, vision and extension + communicative pairwork scvities + drama worlsheets, ‘two-page eross-curricular extension vor%sice's for each of the Curnculurn extra topless the SIudetitS Book. ‘he Fools software conta: -* digital versions of three Books: the Student's Book, Workbook and Culture and Curriculum Extra OVD Book + answer keys, net tables that can be launched directly from the pages. ‘+ ¢ wealth of resources including wordlics, gramme tables, auido fas ano scupts, DVD eles worksheets and flashentds, 11/1) For more information about iTools, see page 13. ‘The separate Test Bank MultIROM contains the following tests as editable Wor flesand pars + a Diagnostic test to be used at the beginning of the year. + End-of-unit tests. inciucing listening, vocabulary, garmmar reading. wilting and communication activities at three levels, Basle standard and higher. There's aoa ‘speaking test for enc5 unit + End-of-term anc End-of-year tests at hvce eves bas sandaro anc higher. » Five-minute tests coveriag lanquage fom the vocabulary and language focus iessons, * Parallel (A/B) tests also offered 19 prevent copying. ‘An audio CD sleriert is inched with recordings for ll the Istering tasks, which can be Plaved on a CD player ‘The DVD contains documentaries that reuse the language for al the Units Includinar * culture documentaries hich expand the topics covered in the Culture pages in the Student’ Book. 4 ctoss-currieular documentaries which éxiore the Curiculurniextia topics covered ip the Student's Book * jnterctive on-screen comprehension questions for ease of se inthe clssstoom. + optional subtitles in english * worksheets containing cornprehension,lanquane and speaking activites, slong with teaching notes foreach unit of the DD.Student’s Book 1 at a glance here ars eight units anc = Starter unit inthe Studer Fa Cumulative review. Each losson provides material ich unit has seven lessons, a Review anc 1 classroom lesson of approximately 45 minute: thera Project Core teaching units Lesson 1 «This essen occupies two wages although its sul designedifor one lesson class. + The unitaims explain the language and skils shot stud the The Startthinking qucs* ors encourage students to start thinking about the unt {opicard the Engfish Plus Options = 0 the extra optional material atthe back ofthe snident's Bock ‘The first vocabulary set hich © the topic ofthe unt is presented end practised +S voretyof comprehension e:crses practises the vocabuiay. Where rievanta Key phrases setion provides practice oF the vocabulary in everyday language communication + A quiz. questionnaire. puzzle ci game contextualize the fist vocabulary set Sec Lesson 2 | # Areading text contesiualizes the fist | vocabulary set and models grammati structures which students wil study in Fallon * 4 Build your vocabulary section highlights key vocabulary from the reading text This vocabulary is practised further in the Workbook “+ About you questions provide more personalized practice of h Lesson 3 + The first grammar section pes practises one or more grammat in a guided induct sked! to complete sentences or grammy tables using exemples from the readings or listenings. Then they develop rules or answer questions about rules based on the example nts and structures way, Students may be where th Introductionaa Lesson 4 + The second vocabulary set s resented ane practised. + A variety of comprehension exercises ] practises the vocabulary. + One or more listening activities | comextualize the vocabulary ane model grammatical structures which students wl study in the following section Lesson 5 | + The second grammar section presents and practises one or more grammar structures, Line \here relevanta Key phrases section provides practice af the grammarin everyday language for communication, 2 a E - 3 . Ei 4 5 EB 5 Lesson 6. *» Thete isa double page of skills practice Inevery unit, which further recycles and consolidates language practised in the unit + A whole oaye's devoled to speaking skills vith a functional focus. ‘The speaking model presents the target dialogue and language. Lg The Key phrases box highlights structures ‘which students can use in their own speaking dialague: ‘© Speaking activities lead students step-by- step towards producing their own dialogues. This resentation, practice and production’ approach is suitable for mixedabliny classes and offers achievable goals. Lesson 7, + A whole page |s devoted to writing skills, «© The lesson always begins hy looking at a writing model and studying the language, structure and format, The Key phrases bo highlights stiictures which students can use in their own writing task + The Language point presents and practises useful writing skill and structures, such 3s, punctuation and paragraphs. Som The Writing guide encourages students to thinkand plan before writing a specific task This supported approach increases students linguistic confidence, 8 Introductiono | 6 * eee pla be | Lesson 8 = There isa revision lesson at the end of every = There are vocabulary, grammar, ‘communication 2 listening vitles or Lesson 9 # The Cumulative review a the end of every ‘0 units deals with listening, speaking and writing points covered in allthe preceding unis There isa Project lesson at the end af every {wo units, which includes quizzes, posters and qarmes. i Iso serves aso cumulative review the language the students have covered up) to that point Every lesson has an explicit learning abjective beginning with fear The unit aims seco cof the unit and the English Plus Options section ditects you to the relevant optional lesson making it easy for you to locate the ‘most appropriate ways to extend each lesson, The (elevence to Pronunciation takes students to the Pronunciation bankin the Workbook, which has activities for each pronunciation point. A inal Activate exercise allows students to use the new language in amore productive, personalized, ar creative way. This isthe productive aim of the lesson as described by the eam a. siatement The Study strategy builds students’ study skils and encourages autonomous learning, The Key phrases sections present anc practise communicative and functional language. ‘The Finished? activity provides support for mixed ability classes Intraduction ST2 = ES 2 3 B & bs ci o A Gd 0 English Plus Options The English Plus Options section at the back ofthe Student's Book provides a wealth of optional ‘extra Material There are four extra lessons for each unit which review and extend the language Extra listening and speaking, Curriculum extra, Culture paj2s a" Vocabulary puzzles, ++ There ate cioht Extra listening and speaking paves, ich cive further practice in these skils and focus on, natural, functional language ‘+ Thete ate eight Curriculum extra sections linked 10 the Curriculum for other subjects studled in fewer secondary schools * Subjects such as language and literature, natural science and geography, are addressed through motivating texts and activities. «© These pages allow you to introduce CLIL into your classroom in a stiuctured way. © There are eight Culture sections, which invite cultural comparisons and get students thinking about similarities and differences with their own cutture. Each lesson finishes with a mini-project (Task), Introduction ‘+ There are also Vocabulary puzzles for each unl. ‘+ These provide fun games and activities for each vocabulary paint in the Student's Book.Workbook 7 ata glance © The Workbook includes exercises in grammar vocabulary 210 skills, ich mirror the language and skills workin the Student’ Book pages. «There ore three levels of practice activi one-star activities provide basic revision and language mantnulation: two-star activities involve move procuctive exercises; ard threes star activities are more open and offer more challenge + There isa va-page Progress review at the end of each unit The exercises check understanding ofall the vocabulary, grammar and skis presented in the unit. They also provide a record of what has been leamtin the unit ‘The Self-evaluation fo2t.re encouraces students to think abour their progress. This type of activity is alsa very helpful in students development as leamers because itencourages them to take responsibilty for their own learning, STuTr oc Workbook reference section “The reference section jn the Workbook contains grammar and vocabulary reference ‘material as well as more activites for consolidation and extension + There iso Language focus section foreach Unit, which reviews all of the grammar points Inthe unit, * The left-hand page provides full grammar explanations, covering both form and usage «© The righthand page provides carrespondi ‘exercises to check and consolidate Understanding of each grammar paint. Introduction‘+ The Pronunciation bank contains the pronunciation exercises referred to in the Student's Book There are pronunciation ‘exercises for each unit of the Student's Book. ‘+ The alphabetical Wordlist provides a ist of the words used in every unit ofthe Student’ Book, |A phonetic chart provides asurnimary of the phonetic symbols. A 5 : g is S A A 1+ The Expression bank contains 3 list of Key + The Irregular verbs list provides a quick phrases fpr the Student’ Book reference ta the past simple and past participle forms of irregular verbs used in the Student’s Book 12 IntroductionEnglish Plus iTools Oxford iTools is software that allows you to present and manipulate course ci s fram one oF multiple books, audi flashcards and other resources in an intera Toalsis designed to be projected interactive content, It should be used on an interactive whiteboard, but may also be used! with a computer connected oF a data projector class, To take full advantage of Bessa | [tte [22] ell sa hoor igor oO [eecron apne | cece in Content in English Plus iTools 1 tabs # Books «Resources «© Bookmarks « Flige Books : nglsh Plus Tools contains the complete content of [Expand andcolapse | eee aaa [ sromonst er * Students Book © Workbook Culture and Curiculum Extra 0) uae a =| Lf coroasaee Once you select a book, you can click on a unit and then the page yau want fo display on the screen, Ta move between pages, you can either use the arrows atthe bottom of the screen, o just type in the umber of the page that you want to open. The toggle button at the bottom of the screen wil automatically take you to a corresponding pace in the Workbook and back again to the Student's Book enter spage rnber Conse igieora cS 8 3 3 5 : " in addition to the standard funk 0 interactive whiteboards, every Student's Book, \Workbook and DVD Book page includes the cures that can be launched the pages: ‘© Answer keys fol Stuclent’s Book, Workbook and DVD Book exercises © Full audio content! wing clicking the icons on unched directly from the pages. + Quick page links to thie Qptions pas Student's Book, the relevant Workb¢ Book pages. . + Additional interactive ac lesson in the Student's Book 8 for every core © Videos launctied directly fram the Scudent’s Book Options and DYD Book pages ‘= Flashcards launched fram the Warkbock Words. ‘+ Interactive grammar tables launched from the kook Language focus reference. '* Possiallty of adding your own documents, ne and web links 3 following features are also available: + Fullz00m functionality. * Floating toolbox with the fol 9 tools: Eraser Pen ‘Add nate Screenshade Introduction —, Highlighter | fee oes weenie Audio Video | | age link ‘Web link Resources Full page Clear screen ‘Add wel link fl Spotlight patlight | In this tab you will find a large amount of ‘additional resources that come with Tools, All resources are printable, and can also be jected in class They include the fol tinal materi ack ‘= Areference section witha colour Cf the Workbook Wordlist, 2nd interactive grammar tables. ‘© Allthe Student’s Back and Workbook audio 4 files 290 tapescripts # DVD clips, worksheets, teaching notes and script + Al the worksheets irom the Teacher's Photocopiable Resources, «+ [ntztective alphabet, phonetics snc numbers charts, Flasheards with vocabulary items Bookmarks Bookimarks allow you to plan your lessons selecting specific pages, exercises or reso that you want 10 use in the lesson. You can then save ther in folders and use in future lessons, All your folders are organized in Bookmarks tab, where you can manage and edit them, Flipcharts, Flipcharts are blank pages for you to create and save your ov resources. The Facharts tl allow you to organize and edt your fipchars,English Plus methodology Vocabulary Fao vocabulary sets are pres iBus. Both sets are connected with t pic ofthe unit rd terns have been selected for their ftequency, usefulness nd relevance to the age g lary sets 2 resented through pictures and / or short texts. There is a Nericty of practice exercise types, Students are alten asked to use language eitherin a personalized or creative way, 2nd some exercises have open answers, so student plete the tasks according to their ability The target vocabulary is recycled and reinforced in texts and s throughout the unit, and there are also Cumulative vs after every prions section of Student's Book there isa Vacabulary puzzles section fecycles the unit vocabulary through fun games and activities. You could use these puzzies If yau have more time finisher activities, or set them for homewark. Workbook provides three levels of practice. One-star vities provide basic revision and language manipulation: co-star activities involve more productive exercises; and stat activities are more open and offer more challenge, vocabulary from each unit is also testad in the Progress w The Photocopiable Resources also provide: srocopiable worksheets at three levels to qve further consolidation and extension of the vocabulary sets ‘The Wordlist in the Workbook aravides students with an ensive vocabular + Forreference: ican be used as.a mini-cictionary + For extension: acc picture dictionary sections 10 widen s wed in each unit off fo units. In the ich can be utilized Language focus hy unitof English ls has woor more ection. The splabus divides raramaical 96 manageable chunks to avoid overload, and so that su “ime to assimilate and practise what they have learnt ructures ar always previewed in context ether > listening or eading text. so that students are familar with the meaning and usage ofthe grarmar before manipulating its form. Students remember ules bette if they work them out for themselves. Grammar therefore plesented in a guided-decovery way Students ae asked to dhalse either examples or tabes acing text, and students to engage with the language, help them tovememiaerit “Te grammar presentation is followed by anumber of oaded practice activities The actives are ropc-based and therefore require students to understand the usage and meaning ofthe gramvratical structures, a5 well as the frm, Some activites are mote controlled, and some are more anguage the Language focus ‘od helps ich in turn should fo use the new language structures ina more productive, personalized of ceative way. Where jopriate,a Key phrases section shows students examples fe structure used in everyday communication and enables them to put this into practice, There is also @ Language focus reference in the Workbook This includes a more detaled explanation of the grammar point, You can read through the explanation with your class, and use this section for revision. further grammar practice activities in the As wlth the vocabulary exercises in the Workbook, there are one-star activities which provide basic ‘evision and language manipulation: two-star activities which involve more productive exercises; and three-star Aciivities which are more open and offer more challenge. The Teachers Photocopiable Resources also provide photacopiable Language focus worksheets at three levels, Reading 1 there is a wide range of text types, including amticies, questionnaires, emails, web paces, stories quizzes and interviews. ll txts are carefully graded and aim to provide interesting information in a realistic way. All ofthe Texts are recorded on the Audio CD Reading texts are used in different ighout the book To preview grammar. the main text ineach units used 10 recycle the fist vocabulary set and to preview new grammar points. It's graded ata language level which s slight higher than stuck wally reached, out which is easily attainable, For integrated skills work mode! texts on the skil pages also provide ingut for the speaking and w' activites. They present Key phrases for students to use in 2 ‘communicative and functional way For extensive reading texts in the Curriculum extra and CCultute sections also recycle language from previous unt but are more challenging In ters of length, lexis and / or shave a ‘The main reading text in each unit has comprehension exercises, The first exercise generally helps students to gai agial standing of the text and to develop the skil cof skimming, Subsequent exercises ask students to read the text more carefully and then ask personalized questions on ne same topic, Build your vocabulary sections present key language from the reading tex. The texts on the Curriculum extra pages facus on cross curricular subjects, such as language end literature, technology and natural sclence Each topic area has been carefully selected to tie in with the t je unit. as well as the curriculum for that subject area in lower-secondary schools. While the texts are challenging and introduce new ‘vocabulary, the language has been gtaded ro ensure that students are not faced with too many unfamiliar structures. The Culture pages offera longer text with comprehension exercises. To help students cope with a longer text, look at the background information notes in the Teacher's Book so that you can pre-teach vocabulary iFnecessary, and impt any dificulties. Discuss the photos with the class, eliciting as much key vocabulary as possible, and elicit some general information about the topic before you begin reading. There is more reading practice in the Workbook. peer ey4 3 S = H A a Ss 5 B 6 Listening ‘The listening texts n English Plus follow the second vocabulary Set. They put the new vocabulary in context They provide a range of sneakers in diferent situacions including radio programmes, interviews conversations and announcements, The language used in the recordings i caceully graded! ‘The listening exercises are usually in three stages. Pre-lstening warm-up actives are given in the teaching notes in the Teachers Book. The fist listening exercise then helps students to gain a general understanding ofthe text and develops the skill of listening for gist. The second eercise asks students to listen for specific information. There are eight Extra listening and speaking pages atthe back f the Book which provide adaitionalstening practice in tealistic stuations. They aso provide extra practice in areas that students commonly find challenging, such as understanding longer numbers ‘Most ofthe listening and reading texts have been recorded using a varity of accents Playing the Audio CDas students are reading all help them to become familar with the sound of spoken Engish Speaking English Plus offers a variety of speaking opportunities which are well guided and supported, The Key phrases sections give students language to use ina communicative and functional way. On the speaking page, a dialogue is ‘modelled and the activities range from controlled exercises here students repeat the dialogue with the Audio CD, 10 a more open follow-up exercise, where students make up thelr own dialogue following the model, Students can simply ‘perfor their ov dialogues in pais or they can vatte them down first before reading them aloud. Before students perform a speaking activity, make sure that they understand the task. Do nat expect students to speak immediately. Miodel an example exchange with a stronger student and give written support on the board. Work on short exchanges around the class by nominating different pairs of students to speak while the rest of the class listen, Far longer dialagues, give students time to prepare their ‘conversations in writing before performing in front of the class. The eight Extra listening and speaking pages atthe back of the book offer additional speaking practice with practical ‘outcomes. The page usually culminates ina functional dialogue. Pronunciation ‘There is one pronunciation teaching point in each unit, The teference in the Student's Book wil take you tothe Pronunciation bankat the back of the Workbook These ‘exercises cover individual sounds, word stress, sentence stress and intonation. Thay are recorded on the Audio CD. Introduction Writing {gl Pas devotes 8 page in every unit to guided writing axtivities The final vrtin tasks cover a varie of dfeeat text types such as emals, bios, articles and reports The support aven for these final tasks ensures that even the ss able students wil beable ro produce something ‘Me page begins with a model text showing clear paragraph structure, and uses gtammar fom the unit in simple Sentence pattems. The motel tert also exemplifies a language pon, such as tine expressions conjunctions or punetustion There earactice oF ts anquage pont bone Students move en to the wring guide, vihich pregares them for he wring task Oen students dont know ‘what to write so the Thinkand plan section gives alist of {Questions ornstructons to help students plan thei writing, showing them how to structure thei notes ino paragraphs, and how to begin ech paragraph Final, students are fencouraged 1 check their tien work There is more witing practice inthe Workbook English Plus Options Each unit offers four ofthe following optional pages which can be found at the hack of the book: «© Extra stening and speaking © Curriculum extra © Cunure * Vocabulary puzzles You can choose the options which are best suited to yaur class, according to the time you have avallable and the students level‘ Teaching tips Teaching vocabulary Brainstorming _Checkto ee what wads students aready know before presenting the vocabulary set. ter presentation askstudents t0 think of o find mare words for theset Modelling and drilling Siudentsneed opportunities tahear and say words. Use the Aucia CO or model neve ocabulary yourself and be ooskive about studens'eforts zorepeat words Yar the way in which you dill eve words 28a whisper only boys, only gis, fourstudents together, half the dass together, Student-made exercises Ack tudents 10 make their Siu simple exercises, wich you can compile are copy. Use activities from the Workbook as modes for example ‘dd word-out activities. anagrams wordsearch puzzles and Simple quiz clues, such 25 Tass theqpposte of. / You can Suim bese. / French isthe language here Mini-tests and memorization Stor or end a lesson by giving students 3 quick test of ten words that they have ieamnt or practised recently. Students can aso test each other using the Word. Ateratiely ive students ve minutes ‘to memorize a short list Of words on the board, and then cgodually remove the words and tes therm orally Then ask Students to wtite dovin the words Fem memory. Vocabularynotebooks Encourage students to record nen woids ina notebook They can group words according to the topic or by part oF speech. Encourage them to use variety of ways to ecard the mearings 9. deintions transiatons, example sentences, pictures. Collocations We often learn words in isolation, but a vocabulary tem can be more than one word, e9 ay computer games read magazyes. Make students atare 6 this and encourage them ro ecard pneses as well as individual words You could hep students practise this by asking them 10 ive examples of words which often comiine witha particular word. This can work well with common verbs, ike: hove, go, play. ead, et go shopping, swimming tothe cinema, et have shower, breakfast, fun, er Revision games vocabulary needs constant revision, and itis good idea to incorporate a game into a class at least once 2 meek Here are some simple revision games that you can use # Bingo Choose. set of words you want to workon.e6 jobs Askstudents 10 tll you athe words they know and trie them on the board Then draw a grid wath si boxes Gn the board andl ask students 1 copy itand write one ‘word in each box. Cal out the words in random order Students cies out the yrds when they hear them. The {inst student to cross outall their words shouts Bingo! and wis the game. To make the garne mace challenging instead of simply eating out the words, you could say chem nthe stagentsanquage, or give definitions. # Hangman Choose a word from the set of words that \youwant 10 revise. Virite a dash for each letter of the ‘word on the board, eg. ___ (patient). Students tty tofind the word by calling out letters of the alphabet. Ifa student guesses a letter correctly, wre i in the appropriate place. Ia student guesses incorrectly, write the letter at the bottom af the board and draw one line of the Hangman picture below. The class wins the game if they can guess the word before you complete the picture, They can make a maximum of twelve incorrect guesses before the picture is complete ry 8 = cI 5 wh \w ¢ Wordtennis Choose a set of words you want to practise, Draw an imaginary line through the middle of the classroom, so the students are in two teams, left and right. Tel the students what the vocabulary setis, and choose a student in one team, who says an iter from the set, Then choose a student from the other team, who says ‘another item. Then choose a different student from the first tear, and continue back and forth untila student repeats a word, or cant think of anew one. The other ‘team then scores point. You could vse actual tennis scoting (15-30, etc) 1 increase authenticity. Teaching grammar Modelling and drilling Just as with vocabulary ters ave a cleat spoken model the suctures ae have the students repeat after you Thisalows the studentsto hear what the new language sounds ike end aves them confidence when they're asked to produce it themselves. Postersand photos Make posters with amples of diferent structures to put on the wall ofthe lass. You might ke to take photos of students to llustiate these Practice exercises The Student’ Book exercises usually fave atound stems so the majority of the clas are not involved you simply ask sbcindivdval students to give the rowers Here are some ideas fr involving as many students 3s possible inan exer « Asyougo through an exercise, pause before naming the ‘rudent you war to answer. Ths wil ensure all tuderts think about the answer incase they ae asked 4 skstudents to read through the whole exercise siently are werk but the answers Before oral feedback + skestudents to co the whole exercise oly orn pals before you check the answers + Askthe students to write the answers in their notebooks Introduction 17Personalized reference Encourage students to keep a list ‘of personalized grammar examples For each new structure they should make a heading in their notebooks and think cof two or tree examples which include information about themselves, their famity and friends, and their home or home: tovun. When you want to revise a structure, star: by asking several students for examples fram thek personalized notes. Spotthe-structure |Fyou ar wvising nefovearest or exam, Risalwaysa qaod starting point to ask students 10 find or arovide examples of structures from a texto rom their notebooks. . Substitution ite a sentence on the board and underline {ane or two words which you want students to change. Let them work in pais or groups and accept a suggestion from a group irtheirnew sentence makes sense. Put the new Sentence on the board and underline one or two mare ‘words for stucentsto-change. When you have five or six sentences on the board erase sore ofthe words and ask students to write down the missing words 2 = ct re Example: Paul iswaiching tennis wath Harrah, 2 Baul srt watching football wth Hannah 5 Susan isn playing featbal with Cot 4 They arent plying votleybat with Cart ‘Open-book’tests and self-correction Fo vaiety. give Students atest in which they can use their books. This will give them good practice of using the grammar explanations in the Student’ Book and the Language focus reference. Similarly you can ask students to correct mistakes in their tests if you indicate where the mistakes are. The incentive could be that you will give them extra points foreach mistake they can correct Grammar games Games can offer invaluable grammar practice, as well as increasing students’motivation and enjoyment Here are some games you can use * Bingo See the notes in the Revision games section for teaching vocabulary. Instead of vocabulary items you can put in grammar items, such as prepositions of place, superatve adjectives, interrogate pronouns, etc + Noughts and crosses Draw a arid on the board with a verb in each space, for example: ‘ see | go | have eat |teach| sing drink | do | write 18 Introduction Decide which structure you want to practise, eg. past simple. Civide the class into two teams, allocating noughts (0) to teem A and crosses (x) to team 8. Gne student from team A chooses a verb and wiles a sentence with that ‘werd in the past simple, ifi'S correct, they rub out the word and write a nought there Team 8 tries co do the sane, The winner isthe team to get three noughts.o' crosses in a line, horizontally, diagonally or vertical You could also Use this to practise comparative and superiative adjectives (eriting base adjectives in the grid}, prepositions of place, interrogative pronouns, etc. * Sentence sale Avrange students in pairs orgroups and give each pair ar group an imaginary credit of 50 euros. Write sentences an the board, each with a value ineuros, Some of the sentences should have grammar mistakes. Look at each sentence in turn, and ask students if they want to buy it Then tell the students whether the Sentence is correct or not, Ifthey buy a correct sentence, they score its value. If they buy an incorrect sentence, they lose the maney. Every group must then try 10 correct a sentence ifitis incorrect, Teaching reading Preparing and predicting e(uve starting a Reading section, read the background information about each text and find what vacatuulary needs ta be pre-taught. It's important to create a desire to read, so encourage students to predict the content by asking questions in their own language or in English, Ask students to lock t the pictures and headings, and elicit any information that they already know about the topic, Ask hem for information they know a litte about, but arent completely sure about, and anything they dor‘t know, but would like to find.out. Writeit on the board in a table: oon a Sua {don’t know thie ‘ Then ask students to read and see ifthe text contains any of the ideas on the board Readingrace When students read a text for the frst ime, they usually listen tot atthe same time. You can vary this, approach by setting a time limit for the frst comprehension ‘exercise, and asking students to read the text without listening to the Audio CD. You can also set the reading exercise 2s team competition, Teams write thelr answers ‘ona piece of paper, and hand inthe paper when they finish Make a note ofthe finishing time and give penalty minutes for incorrect answers Autonomy Encourage students to use the Wordlst in the Workbook, ora dictionary, fo check new words. f you ‘can get students into this habit from the beginning, it wil save you and them alot of time and effort. Make sure students realize, however, that they don't need to understand and learn every word, With extensive reading texts, you may want to puta limit on the number of words which they ate allowed 10 look up.Memory game Ask students ta work in pairs and write four sentences about information in the reading text ~ Wo tive and two false, Then ask students to close their books and choose various students to read their sentences, The rest ‘ofthe class decide ifthe sentences are tue or false, and try and correct the fale ones, You could continue the activity asavinole class, allowing al paicsto read thelr sentences, lr get students to continue in groups of four - two pals in ach group. Exploiting the textfurther After completing reading comprehension exercise, leave the ansivers on the board, ask students 10 lose their books, look at the boetd, and then \rork in pais ta reniernber the questions. allernatively, when you have finished the comprehension questions, read the text aloud to the students and stop occasionally for them to give you the next werd or phrase Teaching listening Preparing and predicting This san important stage Ustening to something tulsa easy so prepare the students well Here ate some things youcan do + Engage students by asking them tolookat the pictures and headings, and 0 predict content You coutel use the same table asthe one descibedin the Teaching easing section f0 recor what students knw about the topic: area’ sure about, oF dari knowe + re-teach vocabulary and recoa it on the board Model it for sturtents, 0 they know in vance howit’s pronounced 4 Make sre thar students read and understand the questions they have to answer before they stort listening + Tellstucents how mary people thes hear speakina, whether they ate male or femal, alts ot teenagers, and roughly what they be taking about Playing the recording isnt easy to inten, readthe exercise andite answers at the same te. Tel students youll ply the recording a number oftines ane that they Shouldrit worry they dori get the answers immediately You could insist chat they dont re anything the fst time they isten, to ensure that they listen careully to everything Using thetapescript Asa folow-ue activity. you may want to prepare a photocopy of he tapesrigt fr students to read wine Istering. It may be useful to use gar ofthe tapescrigt to focus on pronunciation ee belo) fless able stunts are demotivated by listening activites, you may iccasionaly want to give them a tapescript at an ea stage Al he tapescrpts can be found in the Teachers Bak and onthe ffook disc Other sources forlistening Acar cm the worded material on the Audio CD students should be exposed to Engist at every opportunity. tis important, therefore, that you use English in class as much as possiole, both for instructions ani for converse. ts aio important thet students pay attention fo what thei classmates say. Ensure that students Isten to their classmates by asking checking questions such 3% Do you agree? Have you got the seme ane? Can you repeat vita (Cor 308? Teaching writing Time and training _ host studerts ced to be teushe the process of iting Use class time especialy hen dealing with the ist ew wing sectons,te show stents how they can use the model ext and preparation questions tohelp them with the own piece of ting, Fr theft tex, for example, yeu could produce a collaborative piece af wrt on the bos, refering to the maxtel and using answers and ideas from the students As students became ccustorned tothe sis of brainstaiming and stueiuting, sou vl be able to devote less cas time ta developing feting storeges Team effort Afterone or two sessions producing & colaboratve piece of writing onthe boar, ask students to ‘ett in pais This means that they help each other ard also makes it easier for you to circulate round the bss. Use 2 model Ensure that students understand that ie text in the Witng lesson serves 2s a model fa thei own vetting Computer time _\fpossile use a session in the computer room for writing Students may prefer to key in rather than vate inlong-hand. so. they save their werk, you can ask them to correct and edit it. They may also be able to add potosta documento ceate materal for aweb page, Correction Thete are Various vay of assessing written work, butalways make very clear to your students that you wil coxect ad nat. Tiss important for students mmothationAlso make tear to students whether you are aseesing em on accuracy oF on content. Fyou Want Students to selF-criet, make sure that you Incicate clearly ‘where they have made mistakes, and what type of mistake they have made You could use the following cadeto help students identity the mistake indicates aspeling mistake |. indicates a missing word GF indicates 2 grammatical error eT ¥ indicatas.an error of vocabulary we indicates incoract ward order | Feedback and display Thy to create an atrosphere of appreciation, whereby students are happy ta hear you tor others read out a piece of written work, Its aso very motivating to display students written wark on the walls, and the more effort that goes into the display, the more students wil eel that their works valued, IFstudents are kegping their written work, encourage them to keep it together in one place Introduction 19Emery s Teaching speaking Motivation Speaking soften perceived as dificult because student feel that hey ck the language or contiderice to express thernselves in English Some students, particulatly teenagers, fee! embarrassed abour spesking in front ofthe cass. ItisImportant heteror, to ensure thatthe experkence of sgeaking Enis is successful Your eeipectations should be both cleat ard reals You can encourage students to speak by showing them that its neither impossible nor penful Tell our students when you expect them to use English for exatnple acing aloud from texts reading out answers to questions, and answering basic questions about theinsehes, lel them that iis easy to score points in evaluation by doing this, Preparation Scudents often need! me to thinkabout what they are going to say. All ofthe speaking activities 10 Foglish Plus are staged and structured in such a way that students should be able to read out answers or prepare a sept Fnecessary. Move able students may need less Supper, and you can encourage them to memorize lines c9r70 lack up from 3 serint before speaking. Note that you should not abandan ‘tee speaking’ (see below). Modelling _|tishepful fr students to have a model when speaking. in Engish Pas the dialogues on the Speaking pages are recorded on the Audio CD. For other speaking ‘excises, model questions and answers with astiong student, or ask two students to ask and answer while the est ofthe dass istens Correction Ge careful not to correct students too frequently. ifthe act they are doing is designed to improve lueny, such as @ discussion a ole pay While Its important to correct mistakes, also vital thar students develop the confidence w speak without nteruption A.useful approach is to make a note of enors that students make dura the activity and only addkess them when they've fished You could write 2 section of erors you heard an the board ene ask students correct them. Conversation Eveiyclassalso presents opportunities For free speating'in he fo of short conversations: How areyou? sthiseasyor dificult? / How was your weekend? {What you thik? \isimportanc that you encourage genuine communication of this type. IF you think that this * type of activity may not work with your class, ask them to dedicarea section in theit notebooks to'Everydy pheeses oF Conversation’ and gradually bull up stock of questions andanswers which students should memovize Teaching pronunciation Revise Remind students of previous pronunciation pobnits as they gc through the cous. n particular ask students to identify word stress and to practise dificult sounds whenever there is an opportunity Conection Pronunciation evorsate best cortected Quickly ut without interrupting, Fors can be corrected by ‘echoing’students who mispronounce: in other words, the word as they did, but wth 2 sing intonation sothat they sel-cortect, Or simply say the sound onward covrectly, and ask them to epeatit again, Mimicry and body language Encourage students to mimic the intonatian ofthe characters on the Audio CD. It helps to exaggerate intonation, and students who like acting cour willbe happy todo this. Also encourage studeris to use gestures — painting, shrugging, owning when they are practising dialogues. twill help them to express thernselves benerin English Reading aloud _fsiudents ate having problems with pronunciation, ask thers to listen to a short piece of text at home, and then to practise reading it aloud. Ths isa good exercise far listening, speaking and confidence bulking FF your students are not speaking class, you could alsa include 2 eading aloud exercise as part ofan evaluation Further practice iter comsleting each pronunciation pointin the Students Book, ask studerts to find mare ‘examples of words or phrares with that particular point throughout the beak. For example, they could look for words that contain a particular sound or stress pattem, oF they could identify weak forms ina sentenceMixed ability Introduction Toacertain extent all classes are nixed ability. Students learn in clferent ways and at diferent paces, and they are individusls with diferent personalities and ineress, Some may be quite extrovert and enjay working in groups, whereas others may be more reserved and preter to work «on thei ovr. One student ray ne motivated by the topic af sport while aiother may be interested in at Studies have identified many diferent ieaming staregies, Varying your techniques for presenting and practising language to “natch students preferred learning stles can help to ensure they benefit mare fram the lesson and thetefote progress mote quickly Practicalissues In some cases, teachers may be able to spit the class according to thei level and have ane graup work with another teacher in a different room, Anather possibility i for different groups to work in diferent areas of the classroam with material specially adapted for thet level However, these options are not open to the vast majorty of teachers, \who have to deal with both stronger and weaker students at the same time. ne way of accommodating the needs of weaker students issto encourage them to participate to the best of ther ability. Engage them in the lessen befi’e they open their books by playing a memory game to revise the grarnmar or vocabulary othe previaus lesson or by brainstorming the topic of the rext Unit. Make sure students know classiaom language in English, so that they can ask questions using the: conrect English expression. {With stronger students, its importante plan whar fast Finishers can usefully do while they are waiting for ather students to finish an activity. Yau can also encourage ther to participate actively In the class by using them as a resource when other students ask questions Below are mare techniques you cen use in the eifferent areas of an English class 10 deal with students both below and abave the average level of our class, Students below the level Grammar Where possible, elcitan LI translation of the new grarninar structure ftom students at the end of each presentation, * Leave a adel sentence on the board for weaker students to refer to when practising grammar seuctures either ‘rally orn writing, + Complete the fist two sentences in a giammar exercise with the whole class, so that students know exactly what they have to do and so feel more confident, + Encourage students to see haw mary sentences they can ‘complete within a certain time limit, so that they don't feel obliged to complete the whole exercise, © |i thete are several grarnmar exercises an ane page, ‘ask the weaker students 10 do the easier ones andthe stronger students ta do the harder anes, «Allow stuclents 19 compate their answers betore you ask for ther. * Letindiv'dual students covtect their own mistakes by iving a prompt to indicate the error. + Encourage peer correction among all the students by using the prompt: Gan anyone fety? Vocabulary ‘+ Make your vocabulary presentations as visual as possible by using pictures from magazines or the internet ‘+ Make sure that studenis ahwoys rake a nete of new ‘vocabulary, with a translation in their own language if spproprate. © Leave the fist few letiers of neve words on the board ‘while students are doing vocabulary exercises. Write blanks forthe rest of the letters. Pronunciation * {ake a nate of pronunciation mistakes and carect them asa whole class after an activity has finished, First, adel the correct pronunciation yourself and then drill the word ‘with the whole class. Finally, ask individual students ta say the wore aska stronger student io go frst then ensure that the student who made the mistake also gets a turn, Be sensitive when correcting pronuncistion. Focus (on correcting serious entors wihich would impede communication by repeating the word correctly yourself and asking students to repeat it Speaking + Be prepared to accept one word answers fom weaker students as long as they are in English, ‘+ Fstudents have to interview each other, get them to interview you fist withthe questions «Allon stuclents to keep their books open during interviews, so that they can see the questions when they askand answer them. «When students have to answer questions about themselves, get thern to write theit answers first. «Slit dielogue phrases and write them on the board ane leave some wards on the boatd 35 prompts, Reading ++ Bead the article aloud withthe class anclask her to Underline any new vacabulaty. Stop after each paragraph and answer any questions students have. Make sure ‘hat students ask about vocabulaty using appropriate ‘expressions in English + Read through the reading task with students and make sure they understand the questions end hat they have todo. + Encourage students to underine the part ofthe text ‘which contains the answers to the questions ‘Divide the lassi to and ask one hal to answer the frst fal ofthe questions and the other to answer the second hatf ofthe questions Introduction 21