Docente 1ø Medio

TEACHERS BOOKLina Alvarado Jantus

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACINPROHIBIDA SU COMERCIALIZACIN

Lina Alvarado Jantus

Teacher of EnglishInstituto Profesional Chileno-Britnico

TEACHERS BOOK

TEENS CLUB

English

Medio

3PLAN OF THE BOOK ................................................................. 4

DESCRIPTION OF THE COURSE ............................................... 6 Students Book ..................................................................... 6 CD - ROM .............................................................................. 6 Teachers Book ..................................................................... 6 Reading Booklet ....................................................................7 Workbook .............................................................................7

TEENS CLUB METHODOLOGY .................................................. 8 Learning strategies ...............................................................8 Skills development ................................................................8 Communicative skills ............................................................8 Language structure ...............................................................8 Vocabulary ............................................................................9 Learning styles ......................................................................9 Large classes .........................................................................9 Pairwork and groupwork ......................................................9 Assessment ...........................................................................9 Self-assessment ....................................................................9 Photocopiable Evaluation Instruments .................................9 Avoid this mistake! ...............................................................9

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES ....................................................................10

TEACHING STRATEGIES FOR SKILLS DEVELOPMENT ...... 11 Reading comprehension strategies .....................................11 Listening and Speaking Strategies ......................................12 Writing strategies ...............................................................13

INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM ..........................................................................14

Using literature in the language classroom .........................14

THE SOUNDS OF ENGLISH .....................................................15

CLASSROOM LANGUAGE .......................................................16

ORIENTATIONS TO DEVELOP CRITICAL THINKING ...........17

UNIT 1: TEEN LIFE ................................................................. 18Extra Test ................................................................................ 32Answers to Extra Test .............................................................. 34

UNIT 2: TECHNOLOGY AND INVENTIONS .......................... 36Extra Test ................................................................................ 51Answers to Extra Test .............................................................. 54

UNIT 3: MUSIC AND LITERATURE ........................................ 56Extra Test ................................................................................ 73Answers to Extra Test .............................................................. 76

UNIT 4: BODY AND MIND .................................................... 78Extra Test ................................................................................ 91Answers to Extra Test .............................................................. 94

QUESTION BANK ................................................................... 96 Unit 1: Teen life ................................................................... 96 Unit 2: Technology and inventions ...................................... 97 Unit 3: Music and literature ................................................. 98 Unit 4: Body and mind ........................................................ 99 Answers to Question Bank ................................................. 100

WORKBOOK ANSWERS ........................................................ 102 Unit 1: Teen life ................................................................. 102 Unit 2: Technology and inventions .................................... 102 Unit 3: Music and literature ............................................... 103 Unit 4: Body and mind ...................................................... 104

THEMATIC INDEX ................................................................. 105

BIBLIOGRAPHY .................................................................... 106 Additional bibliography ................................................... 107 Web pages ........................................................................ 107 Additional audiovisual resources ....................................... 107

CONTENTS

46 - 27

Getting Ready ..................................................................6BEFORE YOU START ....................................................8Lesson 1: Teenage talk ............................................. 10Listening: An interview ................................................................... 11Language Spot: The Present Progressive for future plans ............. 12Oral Practice: A short interview .......................................................... 13Reading and writing: Two posts in a chat forum ......................................... 13Lesson 2: Typical teenagers .................................. 16Reading: Teen poems .................................................................... 17Language Spot: Addition, alternative and contrast ......................... 19Listening and Speaking: Teen poems .................................................................... 20Writing: A short poem ................................................................. 20Take Action!: A poetic description .................................................... 21YOUR ENGLISH IN ACTION ................................... 22UNIT CHECK ................................................................. 24PROJECT ......................................................................... 27

28 - 51

Getting Ready ............................................................... 28BEFORE YOU START ................................................. 30Lesson 1: Technology Update .............................. 32Listening: A piece of news ............................................................. 33Language Spot: Linking Words ................................................................ 34Oral Practice:A short description ...................................................... 35Reading and writing: A short story extract: The Bicentennial Man ....... 37Lesson 2: Popular teenage inventions ............. 38Reading: Information about two teen inventors ................. 39Language Spot: Expressing reasons ...................................................... 41Listening and Speaking: A dialog expressing opinions ................................... 43Writing: A description of a new device.................................. 44Take Action!: An original invention .................................................. 45YOUR ENGLISH IN ACTION ................................... 46UNIT CHECK ................................................................. 48PROJECT ......................................................................... 51

UNIT UNIT

TEEN LIFETECHNOLOGY AND

INVENTIONS

PLAN OF THE BOOK

COMMUNICATIVE TASKS FILE ............................100 THEMATIC INDEX ....................................................... 104

578 - 99

Getting Ready ............................................................... 78BEFORE YOU START ................................................. 80Lesson 1: You can beat them! ............................... 82Listening: An oral presentation.................................................... 83Language Spot: Expressing possibilities (may / might) .................. 84Oral Practice:A dialog about bullying ............................................. 86Reading and writing: A personal story about bullying ............................. 86Lesson 2: Why am I in such a bad mood? ........ 88Reading: Letters to an advice column ..................................... 89Language Spot: Giving advice and recommendation (should / shouldnt / ought to) ................................................... 91Listening and Speaking:Expressing advice and suggestions ....................... 92Writing: A letter to an advice column .................................... 93YOUR ENGLISH IN ACTION ................................... 94UNIT CHECK ................................................................. 96PROJECT ......................................................................... 99

52 - 77

Getting Ready ............................................................... 52BEFORE YOU START ................................................. 54Lesson 1: New Stars................................................... 56Listening: A TV show ........................................................................ 57Language Spot:Expressing quantity ..................................................... 59Oral Practice:A dialog about necessities and obligations ........ 60Reading and writing: Song lyrics ....................................................................... 60Lesson 2: We want you to read! ........................... 64Reading: A novel extract: The Wonderful Wizard of Oz ..... 66Language Spot: The Passive Voice .......................................................... 68Listening and Speaking: A dialog about the content of a story ................... 70Writing:A book review ................................................................ 70Take Action!: A chat with a star .......................................................... 71YOUR ENGLISH IN ACTION ................................... 72UNIT CHECK ................................................................. 74PROJECT ......................................................................... 77

UNIT UNIT

BODY AND MINDMUSIC AND LITERATURE

LANGUAGE REFERENCE ............ 105 VOCABULARY ................................ 107 BIBLIOGRAPHY.............................. 109

6DESCRIPTION OF THE COURSE

Teens Club has been written for teenagers in their first year of secondary school.

The main objective of Teens Club is to appeal to teenagers by providing them with materials related with their own reality.

The different topics in Teens Club have been selected to give students the opportunity for cross-curricular and cross-cultural work so that they can learn about life and the world at the same time as they learn English.

Through guided questions and simple discussions, students are encouraged to express and hold their opinions on issues that concern their lives and the world around them.

As it is important for students to learn how to learn, Teens Club has been designed especially to provide students with opportunities to experiment, use their learning styles and develop a variety of language learning strategies which will suit each of them.

COURSE COMPONENTSTeens Club consists of a Students Book, a Workbook, a Reading Booklet, a Teachers Book and a CD-ROM.

Students BookThe Students Book is divided into 4 units, each one based on a different topic:Unit 1: Teen lifeUnit 2: Technology and inventionsUnit 3: Music and literatureUnit 4: Body and mind

Each unit has lessons that integrate the four skills. In different parts of a lesson, a Useful ExpressionsSpot can be found, which presents commonly used expressionsthat students can employ in dialogs and conversations and there is also a Strategy Spot to help students comprehend and use the language. Together with this, a Lets Check section can be found to allow students evaluate their progress on a particular aspect of the lesson. At the same time, this section provides information to the teacher about any points with which most of the students have problems.

At the end of each unit, there are three additional sections: Unit Check. It is a final test which covers the four skills and the

language studied. It helps students revise contents and evaluate their performance through the whole unit.

Project. It gives students the opportunity to apply what they have learned throughout the unit and integrate it with other school subjects.

Real Life Spots. They allow students to make connections between the topic of the lesson and the real world, and may bring a bit of humor to the class. They also provide them with useful additional information. Teachers should encourage students to make the most of these spots and search for further information or connections with the topics on their own. Finally, students can practice oral communication using a special bank of communicative activities which they will find in the final pages of the book:

Communicative Tasks File. This section is meant to make students practice the vocabulary of the unit and some useful expressions and to improve their fluency through simple picture description.Teens Club also includes a Game Spot section in some of the lessons. Games are highly motivating, since they are amusing and, at the same time, challenging for students; they provide an opportunity to use language in real contexts, and they also encourage and increase cooperation.

CD-ROMThe CD-ROM includes all the material for the listening tasks in the lessons, the oral practice exercises, the reading texts (including the Reading Booklet), and the reading and listening components of all the tests (Unit Check and Extra Tests).

1 This is the icon used in the Students Book to indicate that recorded material is used.

1 This is the icon used in the Teachers Book to indicate that recorded material is used; it includes the corresponding track number.

Teachers BookThis component offers teachers support in several different ways: An introduction with a description of the course, the

methodology of the text, suggestions for classroom management, general methodological suggestions for the activities, description of the course components.

Information on the advantages of using literature in the teaching of English as a second language.

Classroom language (which can also be found in the CD). Indications of estimated time, materials and evaluations for

each lesson.

7 Step-by-step lesson plans and suggestions, including ideas to start each lesson, as well as follow-up activities and suggestions for homework.

Background information related to the information provided in the different texts, to help the teacher deal with possible questions from the students.

A section called Error Alert!, which provides information about mistakes students are likely to make, and additional exercises to practice specific points. They are shown in the Teachers Book as part of the guidelines for the activities in which they may occur.

Photocopiable observation and evaluation sheets for the teacher and students.

The answers to all the activities in the Students Book, Workbook, and tests.

Full transcripts of the recorded material: listening texts, oral practice activities, listening tests.

One extra test per unit. A complete bibliography for the teacher. Classification of the activities in the lessons according to their

level of difficulty, indicated with the following icons:+ Low ++ Medium +++ High

Icons to indicate the language ability to be developed A Question Bank, supporting material for the teacher, to clarify

and encourage reflection and discussion, exercise, monitor, and reinforce the students learning process.

Reading BookletExtra reading texts are presented in a beautiful booklet, to encourage students to read at home or outside of the classroom.

The booklet also includes open questions for each text, as a means of developing critical thinking. It can be also be used as complementary reading during the class.

WorkbookThis includes a selection of exercises divided by unit and lesson, designed for language practice, so that the student will develop problem-solving skills.

Icons used in the Students Book:

TAKE ACTION!Hands-on activities to consolidate the contents covered in the unit.

READING WRITINGAND

A short section with extra practice focused on reading comprehension and writing skills.

LISTENING SPEAKINGAND

A short section with extra practice focused on listening and speaking skills.

PRACTICEORAL

Activities based on a listening text, aimed at practicing oral skills, pronunciation, fluency and intonation.

LEARNERSFAST

Activities for faster students. They can also be used with all students, if the circumstances allow it.

SPOTLIFEREAL

Interesting bits of information on the topics of the lesson.

SPOTGAME

Section designed to motivate you with different games.

LETS CHECK

These short evaluation activities allow you to analyze your performance. You complete the tasks within a time limit and check your points.

Key Word Spot

Special glossary that helps you with the key words in the text you are going to read or listen to.

Useful Expressions Spot

Commonly used expressions that students can use in dialogs and conversations.

Strategy Spot

Strategies that help you comprehend and use the language.

LET S READ!This icon indicates the connection of an activity with complementary work on the Reading Booklet.

8Teens Club helps students develop language learning skills to carry out tasks related to the content. In every lesson, there are tasks which consolidate the linguistic and thematic content.

Learning strategiesIn the field of language learning, there has been a change of paradigm over time: from the early focus on the product of language learning (linguistic or sociolinguistic competence) to a greater emphasis on the processes and the characteristics of language learning strategies. These learning strategies have been defined as those specific actions, behaviors, steps, or techniques that students (often intentionally) use to improve their progress in developing language skills, and that can facilitate the internalization, storage, retrieval, or use of the new language. Training students to use these strategies properly can help them become better language learners.

Along the same line, research evidence has shown that whether it is a specific conversation, reading, writing, or other class, students need to constantly monitor and evaluate the strategies they develop and use; and they need to be aware of the nature, function and importance of such strategies (Graham, 1997, p. 169).

One way to foster strategy use in the classroom is to consider them in the lessons. For this purpose, Teens 1 has incorporated various ways in which students can learn the language by modeling, practicing or presenting different strategies, in order to appeal to a variety of learning styles. These are presented in the Strategy Spot boxes, which highlight specific strategies and guide students to use them for developing different skills and tasks. For detailed information about learning strategies, see Appendix Teaching Strategies for Skills Development on Page 11.

Skills developmentAt the beginning of each unit, the book presents activities aimed at activating previous knowledge (sections Getting Ready and Before you start). The purpose of these sections is that students can know what information they need in order to face the new contents successfully, and also to activate the knowledge previously acquired, and practice it through interesting activities related to the contents that will be covered.

The methodology adopted through the lessons is a three-phase

approach consisting of before, while and after listening and reading activities.

The Before Reading / Listening activities provide a setting, motivation and linguistic preparation; they activate previous knowledge about the topic of the lesson, motivate students to read or listen and encourage them to predict and anticipate information.

The Reading / Listening activities focus students attention and instruct them on how to look for specific information, find clues and discriminate between essential and non-essential information.

The After Reading / Listening activities connect the text with the students own reality, provide them with practice on specific grammar points and help them develop writing and speaking skills.

Communicative skillsMost students evaluate their own language ability based on how well they can speak. Speaking activities are present in Teens Club right from the start, and they are integrated with the other skills to encourage communication. Even in the first stages of learning, with only a limited knowledge of vocabulary and structures, students want and are able to communicate. The speaking tasks give students an additional opportunity to use new language in the context of a real life task, carried out in pairs or in groups, and following models provided.

Writing is approached as a process, so as to make students aware of the steps that need to be taken when writing, such as making lists, drafting, and discriminating between main and secondary ideas. The activities are also an integral part of each lesson, with a variety of tasks students must accomplish during the class or as homework, with varying degrees of support and guidance.

Language structureIn Teens Club, grammar is approached in a clearly structured, yet meaningful way. Students are presented with an inductive task in a section called Language Spot, in which they have to figure out how the structure works in English, discovering both the use and the form. Then, they complete controlled practice exercises, where they apply the target structure in communicative situations.

TEENS CLUB METHODOLOGY

9 VocabularyThe key vocabulary in each lesson is presented in the Key Word Spot. There are vocabulary activities through which students develop effective strategies for learning and keeping vocabulary records. A systematic use of dictionaries is encouraged.

Learning styles Learning styles is about developing students awareness of how they learn and how they develop their learning strategies, to become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about the problems they have faced and how they could improve their performance. This is continuously supported throughout Teens Clubs units and lessons.

Large classesLarge mixed-ability classes are a reality teachers have to face every day. Grouping is one technique that is used to reduce the negative effects of this situation. When the class is divided into smaller units, many learning activities can be undertaken. This implies a different role for the teacher; this does not mean that he / she will become less active in the classroom, but that he / she will not be the center of the activities. Teachers who monitor, encourage and participate in different classroom groups are even more active than traditional teachers.

By re-organizing the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to practice and acquire the foreign language.

Pairwork and groupworkOne of the ways of giving students the time they require to practice a language in class is by forming groups or pairs.

This helps teachers to individualize their learners, provides opportunities for sharing experiences, and it may also help teachers to accommodate learner differences by varying student roles.

Teachers must bear in mind that this type of work encourages students to share their skills and knowledge, and to learn from each other. It also increases students involvement, active participation, and a positive attitude.

It is important to share with the students the importance of these activities, because they give them an opportunity to

reinforce social and communicative skills required to work with other people.

The teacher should take an active role in group and pair formation, and students should take different roles each time.

AssessmentIn Teens Club, self-assessment takes place in each lesson. This is done through the Lets Check and Unit Check sections, where students evaluate themselves to become aware of their progress, and in the Project section, where they analyze their performance and make decisions concerning steps they can take to improve.

Self-assessmentIn Teens Club, self-assessment takes place in each lesson, so that students have the opportunity to reflect on their progress and their main problems. This type of assessment helps students to become more efficient learners, as well as make them feel more responsible for their own learning.

This is done through the Lets Check and Unit Check sections, where students evaluate themselves to become aware of their progress.

Photocopiable Evaluation InstrumentsThe Teachers Book offers a selection of rubrics and evaluation sheets that the teacher can use in different situations, with different purposes and with different students. The labels and criteria can be adapted to the class situation, the topics covered, the number of students, etc. They can be used by the teacher to evaluate students, or by students to evaluate themselves and / or their peers. The teacher may use the results of these evaluation instances as part of the final mark of students, as long as they are informed of the system applied.

Avoid this mistake!Teens Club provides the teacher with help in connection with common mistakes students might make, together with additional exercises to practice these specific points. They are shown in the Teachers Book as part of the guidelines for the activities in which they may occur.

10

The restructured version of the Common European Framework of reference for language learning, teaching and assessment represents the latest stage in a process which has been actively pursued since 1971 and owes much to the collaboration of many members of the teaching profession across Europe and beyond.The Common European Framework of Reference for Languages (abbreviated as CEFR or CEF) is a standard, international scale of levels for language learning.One of the aims of the Framework is to help describe the

levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications. For this purpose the Common Reference Levels have been developed. Ideally a scale of reference levels in a common framework should meet the following criteria. The table below shows the three bands and six levels of the CEF, together with the approximate hours required to achieve each level and what a person is able to do with the language at each level.

CProficient

user

C2 Mastery or Proficiency

1000+ Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and

accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of

meaning even in the most complex situations.

C1 Effective Operational Proficiency or Advanced

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

organizational patterns, connectors and cohesive devices.

BIndependent

user

B2 Vantage or Upper Intermediate

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

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

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

B1 Threshold or Intermediate

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

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

explanations for opinions and plans.

ABasicuser

*A2 Way-stage or Elementary

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

Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

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

*A1 Breakthroughor Beginner

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

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

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

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

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

* The levels A2 and B1 correspond to the target levels for 8th grade and 12th grade in the national Curriculum.Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.

11

Does this remind you of something?Has this ever happened to you?Do you know someone like him / her? Are you like this character?What do you already know that will help understand what youre reading?Does this information confirm or conflict with what youve read in other sources?

What do you think will happen next?Based on the material youve looked over before reading, what can you predictWhat does this title / heading / picture make you think?Although the author hasnt told it, what do you think about

What is the author saying?Why is that happening?Why did this character?Is this important?How does this information connect with what you have already read?

Is this making sense?Whats going on here?What have you learned?Do you need to reread?What does this word mean?What text clues help you fill in missing information?

This story is mainly aboutHow is the story organized?The authors most important ideas wereHow does the text organization help you?What are the key words?

What are the pictures/scenes in your mind?What do you hear / taste / smell or feel?What do the characters, the setting, and the events of the story look like in your mind?Can you picture this new information?

Preview the text by looking at the title, headings, and images. Recall prior knowledge; think about what they already know about the

topic of the text. Set goals for their reading. Note the structure, or organization of the text,

and create a mental overview or outline of the text to help decide whether it is relevant to their goals.

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

Evaluate predictions and revise them as needed. Connect the meaning of one sentence to the meaning of another; use

background knowledge to try to clarify the meanings of words and phrases.

Interact with the text; ask questions about its content and reflecting on its ideas.

Focus the attention on the reading goals. Reread a passage before going on. Summarize the content of a passage as they read it. Make inferences as they read. Create mental images, or visualize a setting, event, or character to help

understand a passage in a text. Monitor comprehension as they read. Rephrase a passage in their own words. Look up the meanings of difficult words.

Think about, or reflect on what they read. Mentally summarize major points or events in the text. Go to other sources to find additional information about the topic of the

reading. Talk with a classmate about which strategies they used and why they

used them.

TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

Reading comprehension strategiesComprehension strategies are conscious plans or procedures that are under the control of a reader, who makes decisions about which strategies to use and when to use them to get meaning from text.

Strategies can help students become better readers if they use different strategies before, during, and after reading, use strategies whenever they read think about how strategies can help them

The following chart shows examples of questions teachers can use to help students develop reading comprehension strategies while they read.

Before reading

Mak

ing

conn

ectio

nsPr

edic

ting

Que

stio

ning

Mon

itorin

gSu

mm

ariz

ing

Vis

ualiz

ing

Adapted from: Capistrano Unified School District. (2003). Student Reading Comprehension Strategies. Retrieved from: http://www.readinglady.com/mosaic/tools/Student%20Reading%20Comprehension%20Strategies%20explanation%20from%20Leslie.pdf

While reading

After reading

12

Listening and Speaking StrategiesListening strategies are techniques or activities that contribute directly to the comprehension.

In the Pre-listening stage, students need to understand how to recognize the purpose of the listening message, and make connections about the topic or tone to tune in as preparation for processing the information. Teachers can use directions, vocabulary competition, film watching, or description of drawing sketches to tune their brain in the second langue listening.

In the While listening part, the teaching task will mainly focus on note taking skills. EFL learners need to be taught and encouraged to actively think about what theyre listening to. In order to teach EFL learners to think when listening, focusing on note-taking skills is a good way of helping learners to concentrate and to look for clues in what theyre listening to.

After listening, students need to act upon what they have heard to expand their thinking.

Here are examples of strategies to help develop students listening comprehension.

On the other hand. The teaching of speaking involves more than just providing them with speaking fluency practice. Teachers need to focus on skills and strategies that will help students negotiate meaning and communicate effectively with other people.

These strategies help all students improve their language development in a supportive, encouraging way.

Model language by saying aloud and writing the ideas and concepts youre teaching.

Have students retell stories aloud.

Teach choral speaking and reading

Sing or read songs. Children can bring in a favorite song to perform alone or as a group, but make sure you have heard the song first and can approve it.

Have students read and perform Readers Theater scripts.

Correct content, not grammar. To model proper grammar and syntax, restate or rephrase students questions or statements.

When asking questions, give choices for the answer.

Encourage students to describe, summarize, define, contrast, and compare by modeling. Be sure to show and not just tell when teaching a new concept, idea, or vocabulary.

Think of what they already know about the topic of the recording. Anticipate what will come. Evaluate which listening strategies will serve best in the particular

situation. Predict what the speaker(s) might say.

Figure out the purpose for listening. Listen carefully to the speaker. Attend to the parts of the listening input that are relevant to the

identified purpose and ignore the rest. Listen for more information that the speaker tells about an idea.

Think about what they have listened. Monitor their comprehension and the effectiveness of the selected

strategies. Evaluate if they they achieved the listening comprehension goals. Evaluate if the combination of listening strategies selected was effective.

Before listening

While listening

After listening

13

Writing strategiesFor a second language learner, writing is an extension of listening and speaking. Therefore, students must be provided opportunities to build, extend, and refine oral language in order to improve written output.

A great deal of research on writing highlights the fact that this skill is rarely done in isolation, but is virtually always done in response to source texts (Cumming, Kantor, Powers, Santos, & Taylor, 2000; Hale et al., 1996; Hamp-Lyons & Kroll, 1996; Horowitz, 1991; Leki & Carson, 1997; Weigle, 2002).

That is, students are rarely asked to write essays based solely on their background knowledge; before they write on a given topic they are expected to read, discuss, and think critically about that topic and the type of text they are expected to produce.

Currently there is general agreement that reading and writing are both fundamental cognitive processes that depend upon cognitive activities such as selecting important information, organizing and retrieving information, summarizing or consolidating information, and so forth. Thus, instruction in reading and writing becomes an important aspect of enhancing students skills.

Recently, writing instruction has moved from a product orientation to a process orientation that stresses response during writers planning, drafting, revising, editing and publishing.

Fundamental to this process is writing for real purposes and audiences, students sharing of ideas and written work, students ownership of their topics, frequent writing opportunities, and opportunities for extended writing.

It is also important for students to view their own writing published, informally or formally. This provides them with a purpose to planning their texts, as well as purposes for drafting and revising (since their work will be public, they experience the need to shape the work to best represent their own goals).

The writing process involves a series of steps to follow in producing a finished piece of writing. Every writer follows his or her own writing process. Here are the five steps in the Writing Process and some useful tips and instructions to use with your students.

1. Prewriting Prewriting is forming ideas and planning how to present information. This is the planning phase of the writing process, when writers brainstorm, research, gather and outline ideas, often using diagrams for mapping out their thoughts.

Use brainstorming or create a graphic organizer.

Observe, imagine, interview. Gather the information.

2. Drafting Drafting is creating the first version of a paragraph. This step turns prewriting ideas into sentences. Writers create their initial composition by writing down all the ideas in an organized way.

Use three or more important ideas from the prewriting and add specific, interesting details.

Develop complete sentences. Add supporting details. Dont worry about making

mistakes just get your ideas down on paper.

3. Revising Revising is changing, taking out, or adding words to make meaning more clear. The goal of this phase of the writing process is to improve the draft.

Read carefully to make sure the wording is clear and complete.

Ask yourself:Is my message clear?Did I include enough information?Did I accomplish my purpose?

4. Editing Editing is correcting spelling, punctuation, and grammar errors. At this point in the writing process, writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity.

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

your work. Use a checklist to check

capitalization, punctuation and spelling.

Have another writers feedback.

5. Publishing Publishing is making a final copy. In this last step of the writing process, the final writing is shared with the audience.

Submit to the teacher/ peers /editors / etc.

Send it to interested / individual groups.

Display it in your

Step Actions Tips and instructions

Adapted from: The 5-Step Writing Process: From Brainstorming to Publishing. (n.d.) Retrieved from: http://www.liferichpublishing.com/AuthorResources/General/5-Step-Writing-Process.aspx#sthash.1xrD4Dgq.dpuf

14

Skills integration generally refers to linking the traditional four skills of language learning: reading, writing, listening, and speaking in the context of a lesson. An integrating approach for the development of communicative skills in the classroom is highly recommended for acquisition because, as skills are integrated in the classroom, the relevant knowledge of the foreign language is taught in a coherent, meaningful way.

In everyday life, there are many situations in which we use more than one language skill. For this reason, integration is concerned with realistic communication. When teachers integrate skills in a lesson, they are able to teach the foreign language at a discourse level. At this level, language is presented to students through texts which are whole units of communication (either spoken or written) rather than separated segments or parts they must analyze in isolation.

Skills integration allows students to process language by: contextualizing, interpreting, exploring, analyzing, experiencing, challenging, confronting, assimilating, practicing and sharing the new information. In addition, an integrating approach has a positive impact on the classroom atmosphere, creating a relaxed environment and fostering motivation and active engagement.

Forms of integration

There are two general forms to integrate skills in the classroom: Simple integration. It is the easiest form of integration. In this

type of lesson, a receptive language skill serves as a model for a productive language skill. Example: A reading activity which provides a model for a writing task, a listening comprehension activity which guides students to oral production.

Complex integration. In this form of integration, skills are integrated around a theme. The specific distribution of skills integration in the lesson will depend on the target topic.Example: A pre-reading discussion of the topic to activate schemata, followed by listening to a series of informative statements about the topic or passage to be read. While reading, teacher focuses the lesson on a certain reading strategy (for instance, scanning). After reading, students react by writing a paraphrase of a section of the reading passage and making a comment.

Adapted from: Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy2nd Ed., New York: Pearson Education.

Using literature in the language classroomWhen students are faced with reading literature, an extensive list of reading sub-skills are applied: deducing meaning and use of unfamiliar words; understanding explicitly stated information; understanding information which is not explicitly stated; understanding conceptual meaning; understanding relations between the parts of a text through

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

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

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

activities, role playing are adapted and adopted to teach literary texts in the language lesson;

text manipulation (e.g., rearrangement and dramatization); two-way channel of teacher-student communication and pair/

group work, in order to achieve more self-sufficiency. literature favors students development of creative and

interpretative skills.

The following is a three-stage framework proposed as a working model for the presentation of literary texts in the language classroom: Framing (thematic preparation): turning students attention

to the content or theme of the text. Also, it will focus on distinguishing prose from poetry.

Focusing (engaging): the designed activities which lead them to understand the text and to interpret it for the purposes in hand.

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

Adapted from: Mirzaei, A., & Domakani, M. R. (2008). The Theory and Practice of Bringing Literature into the EFL Classroom.

INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM

15

The consonants in the table are the consonant phonemes of British and American English.

THE SOUNDS OF ENGLISH

/p/ put, supper, lip/b/ bit, ruby, pub/t/ two, letter, cat/d/ deep, ladder, read/k/ can, lucky, sick/g/ gate, tiger, dog/f/ fine, coffee, leaf/v/ van, over, move// think, both// the, brother, smooth/s/ soup, fussy, less/z/ zoo, busy, use// show, washing, cash// leisure, vision/h/ home, ahead/t/ chair, nature, watch

/d/ jump, pigeon, bridge/m/ man, drummer, comb/n/ no, runner, pin// young, singer/l/ let, silly, fall/r/ run, carry/j/ you, yes

/w/ woman, way

Consonant sounds

The vowels in the table above are the vowel phonemes British English. All long vowels are followed by colons /:/. Most of the differences between British and American English are to do with the quality and length of the vowels. The most significant differences are explained in the foot notes.

*1 In American English, this is pronounced with vowel //. Before /nt/ /f/ /s/, as in cant, half, grass, bath.

*2 In American English, the r after a vowel is pronounced.*3 This vowel is not found in American English. Instead it is

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

/:/ eat, sleep// silly, baby, it, swim/e/ edge, lead// apple, man/:/ father, calm, *1cant, *2car// *3odd, want/:/ or*4, daughter, more// put, full/:/ shoe, suit// under, enough, butter

Br// Am// earn, bird, occur// above, support, possible, Africa, mother

Vowel sounds

/e/ ache, pay air, dare/a/ Im, right pure, tour// oil, noise a out, cow// ear, here own, coat

* In American English, the final r is typically pronounced.Adapted from: Yule, G. (2010). The Study of Language, Fourth Edition. New York: Cambridge University Press.

16

CLASSROOM LANGUAGE

1 Greetings Good morning. / Good afternoon. / Hello. / Hi. Good bye. / See you tomorrow. / See you later. Have a nice weekend. / Enjoy your holiday.

2 Moods and feelingsA: How are you today?B: Im fine. / Im great. / OK. / Very well, thank you. / Im not

very well. / I have a problem. / Im feeling down. / Im sad.

3 Asking for clarification Can you repeat that, please? Can you say that again, please? Sorry. Im afraid I didnt understand. Can you help me with this exercise, please?

4 Encouragement Well done! / Good! / Excellent! / Good work! / Congratulations! Do it more carefully. / Say it again. / Try to correct that, please. Not too bad. / Youll do better next time. / Keep trying!

5 The dateA: What day is it today?B: Its Monday. / Its Tuesday. / Its Wednesday. / Its Thursday. /

Its Friday. / Its Saturday. / Its Sunday.A: Whats the date today?B: Its (Monday) March 9th. / Its (Monday) 9th March.

6 The weather A: Whats the weather like today?B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its nice and

warm. / Its nice and cool. / Its raining. / Its snowing.

7 The timeA: Whats the time? / What time is it?B: Its one oclock. / Its two oclock. / Its three oclock. / Its ten

oclock. / Its twelve oclock.A: Whats the time? / What time is it?B: Its quarter past nine. / Its half past ten. / Its five past

eleven. / Its ten past twelve. / Its twenty past one. / Its twenty five past two.

A: Whats the time? / What time is it?B: Its quarter to eight. / Its twenty five to nine. / Its twenty to

ten. / Its ten to three. / Its five to four.

8 Some commands and instructions

Answer the questions. Be quiet. Check your answers. Check your predictions. Close the door. Come to the board. Compare your answers. Complete the paragraph. Copy the instructions. Discuss the ideas in your group. Do Exercise 1. Do not write in your book. Fill in the blanks. Find examples in the text. Find the cognates in the text. Listen to the recording. Look at the pictures. Look up these words in the dictionary. Make a list. Make some notes. Match the pictures. Name three activities. Open your books. Pay attention, please. Put the pictures in order. Read the instructions. Select the correct answer. Silence, please. Sit down. Stand up. Talk to your partner. Thats all for today, thank you. Work in groups of four. Work with your partner. Write the sentences.

9 Turn taking and permission

Can I talk to you after the class? Excuse me, can I say something? Excuse me; can I leave the room for a minute? May I go to the bathroom? Its your turn. Sorry, its my turn.

17

ORIENTATIONS TO DEVELOP CRITICAL THINKING

Recent research has shown that, in general, students who develop critical thinking skills are more able to achieve better marks, become less dependent, create knowledge, evaluate, and change the structures in society. Teachers questions constitute a central aspect to develop students critical thinking. These are examples of questions and tasks that consider the different levels of thinking proposed in the New Blooms Taxonomy (Anderson et al., 2001).

Remembering Remember, repeat, identify match, reproduce

What / How / Where is?When / How did happen? How would you explain / describe?How would you show?Who / what were the main?What are the ?What is the definition of?

Answer questionsDiscriminate between true and false informationNameRecite a poem

Understanding Describe, explain, paraphrase, give examples, infer, interpret, predict, summarize

How would you classify?How would you compare / contrast?How would you rephrase the meaning of?What is the main idea of?What can you say about?How would you summarize?

Classify the Elaborate a list of the main ideasCompare two characters of the story.

Apply Demonstrate, dramatize, illustrate, show, use

How would you use?What examples can you giveHow would you solve the?What have you learned about?What would result if?

Read a paragraph.Check and correct a text written by a classmate.

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

What are the parts / characteristics of?Why do you think?What is the theme?What conclusions can you draw?How would you classify?What evidence can you find?What is the relationship between?

Read and identify authors points of view about global problems.Determine the characters motivation in a story.

Evaluate Discuss, justify, evaluate, monitor, check, confirm

What is your opinion of?What would you recommend?How would you rate / evaluate?How would you support the view?

Evaluate the arguments in favor / against Justify the idea that

Create Design, create, elaborate, generate, plan

How would you improve?What would happen if?What alternative can you propose?How could you change the plot / plan?What can you predict?

Write an article aboutWrite a songDramatize

Skill Key words Questions Examples of tasks

UNIT 118

Development Preparation for the unit: two hours Lesson 1: six hours Lesson 2: six hours Consolidation and evaluation activities: four hours

Workbook: two hours Reading booklet: two hours Extra test: two hours

Didactic resources

Complementary material such as articles from magazines, and Student Forum chats. Pictures of teenagers provided by the teacher and students, to illustrate the diversity of teenage cultures Supporting material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc.

Methodological suggestions

Teachers should prepare the lessons beforehand, considering that a thorough prior preparation allows them to think of and apply some useful ideas. It is their chance to make the class entertaining, and to successfully involve students in the learning process.

Teachers are advised to use a variety of resources throughout the book.

Evaluation Types of Evaluation IndicatorsContinuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts.

Unit Check Reading: Students find specific information and discriminate between correct and incorrect information.Listening: Students find specific information, discriminate between correct and incorrect information and identify sequence of information.Language: Students use the Simple Present tense to express routine and the Present Progressive tense to express future plans. Speaking: Students exchange information about routines.Writing: Students write and reply to e-mails.

Project Students consolidate their learning through the whole unit.Extra Test Reading: Students find specific information and discriminate between correct and incorrect information.

Listening: Students identify specific information and discriminate between correct and incorrect information.Language: Students use the Simple Present tense to express routine and the Present Progressive tense to express future plans. Writing: Students write a short paragraph describing their best friend.Speaking: Students imitate an interview and exchange information about routines, interests, and favorite activities.

TEEN LIFE

UNIT

In this unit you will: read posts of a Student Forum chat. read poems. listen to an interview. listen to poems.

You will learn how to:Reading identify cognates. find general and specific information. infer meaning of words in context. locate and match information.

Listening discriminate between correct and incorrect

information. identify correct sequence. differentiate sounds. find general and specific information. identify collocations.Speaking exchange information about personal interests

and preferences. recite a poem about teen life.

Writing write a personal introduction to a forum chat. complete a poem.Language use linking words. use the Present Progressive for future plans.

You will also: develop respect for and acceptance of age, and

social and cultural diversity. assess the importance of English as an

international communication tool.

TEEN LIFE

19

PAGE 6

GETTING READY

1 Introduce the topic of the unit, reading the title aloud. Then, invite some students to read what the young people, on Page 7, say about being a teenager, and ask them if they agree with them. Invite students to work in groups, and talk about what being a teenager means to them. Encourage them to make some notes and come to an agreement. Then, ask one member of each group to share their comments with the rest of the class. First, ask students to copy the chart into their notebooks. Then, motivate them to interview six of their classmates about their interests and preferences, in order to complete the chart. Elicit students ideas about graphs, and then explain that they will have to present the results for each item in a graph. You may also give one example on the board.

PAGE 8

BEFORE YOU START

Explain the students that these activities are meant to revise and activate previous knowledge, necessary to understand the content of the unit.

TEENAGE TALKLESSON 1Before starting this unit, you need to know: Future Will / Going to.

1 Students read the dialog about predictions for the year 2050 ignoring the gaps and complete it with the affirmative or negative future form of the verbs in the boxes, according to their ideas.

Answers

A: Can you imagine how life will be in the year 2050?B: I think there will be security cameras everywhere and

cars will fly. Everyone will have mobile phones, even young children. What about you? What do you think?

A: I think people will travel by spaceship and we will have vacations in space!

B: Wow! That sounds great!

2 Students write their own predictions for the year 2050 in their notebooks. Give them some time to practice saying their predictions aloud and encourage them to share them with a partner.

3 Students read the diaries and write two questions they can make about the information in them.

4 Give students some time to ask and answer the questions they created.

5 Motivate students to follow the model in Exercise 3 and write a dialog about their plans for next weekend. Ask them to work with a partner and have a conversation about their plans.

PAGE 9

TYPICAL TEENAGERSLESSON 2

Before starting this unit, you need to know: Different types of texts.

1 Draw students attention to the pictures that show different types of texts. Help them identify the type of each text by looking at their features: organization, visual aids, elements, etc. After that, tell them they have to match the different texts with their corresponding names above.

Background informationExamples of literary texts include: short stories, poems, novels, plays, song lyrics, etc. Each of them is organized in a different way, and is supported by different textual aids, such as speech bubbles (in case of comics), illustrations, rhyme, etc. Prose is a form of language which applies ordinary grammatical structure and natural flow of speech rather than rhythmic structure (as in traditional poetry).A poem is a piece of writing in which the words are arranged in separate lines, often ending in rhyme, and are chosen for their sound and for the images and ideas they suggest.

UNIT 120

A play (or drama) is a piece of writing that is intended to be acted in a theater or on radio or television. A comic strip is a short series of funny drawings with a small amount of writing.

Source: http://dictionary.cambridge.org/dictionary/

Answersa. 4. b. 1. c. 3. d. 2.

2 Elicit students ideas about characteristics of different types of texts. Talk to students about different literary genres and how they can be distinguished.Ask them if they like reading/writing poems, if they ever read comics (which ones), if they have seen a theater/movie script, etc. Ask them to discuss the differences of the genres presented in the exercise.Elements that could help to identify the type of the texts in Exercise 1 are: the speech bubbles and the illustrations in the case of the comic strip, the elements that can be seen in the drama script (narrator, characters), the stanzas and verses of the poem, and the length of the piece of prose.

PAGE 10

LISTENING

TEENAGE TALK

LESSON 1

Time 6 class hours.

Objectives Listen, and identify main ideas and specific information in a street interview about teen life. Read two posts in a Student Forum chat on the Internet. Exchange information about personal interests and preferences.Write a personal introduction to a forum chat. Use the Present Progressive to express future plans.

Materials CD, Tracks 10, 11, 12.Reading booklet, p. 4.Your English in Action, Students Book, p. 22, Ex. 1, 2.Workbook, pp. 2, 3, 4, 5.

Evaluation Lets Check, Students Book, p. 14.

BEFORE LISTENING

Before listening, raise your students interest by talking about what it is to be a teenager. Ask them to continue discussing this in pairs or groups of three. They will have enough ideas to make the list of questions.

Strategy Spot

1 + Ask students to read the text ignoring the gaps. Then, explain to them that they have to circle the words that they think best fits each context. Tell them to pay special attention to the information preceding and following each gap.

Answersvideogames; fashion; sports; music parties.

2 ++ Now, in pairs, tell students they have to make a list of other words related to teenagers. Write the words on the board and check orally.

3 +++ Draw students attention to the photos above and ask them to answer the questions in their groups. Invite one member of each group to share their answers with the rest of their classmates. Check around.

4 +++ Have students read the words in the Key Word Spot, taken from the listening text, and then identify their meanings in the list. Allow them to use bilingual or monolingual dictionaries if necessary.Once you are sure your students have understood the meaning, ask them to get in pairs and categorize the words as emotional states or materials. Tell them they need to explain their answers giving examples. To guide them in this activity, you can give them the following model on the board: We think look forward is an emotional state because we can use this expression in a sentence like Im looking forward to hearing from you.

Answersa. fed up; b. look forward to; c. fleece

TEEN LIFE

21

PAGE 11

LISTENING

5 + 10 Tell students that they are going to listen to an interview with a typical teenager.Explain that, this first time, they dont need to pay attention to details. They must only get the general content to check their predictions in Exercise 3.

Answersa. Yes, he does.b. Hes from Chicago, in the USA.c. He likes skateboarding, playing the guitar and

listening to music.d. He cares about the environment.

This strategy will help your students improve their pronunciation. Once they have finished, have a couple of students say the words aloud for all the class to hear.

Strategy Spot

6 ++ 10 Ask students to listen to the interview once more and identify the correct alternative for each sentence.

Answersa. friends; b. The Amazing Life of Birds; c. older; d. homework; e. one week.

7 ++ 10 Play the recording again. Ask students to listen and match column A with column B. Then, encourage them to find the correct picture for each collocation.

Additional information A collocation is two or more words that often go together. These combinations just sound right to native English speakers, who use them all the time. On the other hand, other combinations may be unnatural and just sound wrong.Examples:Do homework; make the bed; give a presentation; pay attention; have a bath; have a drink; have lunch; do a favor; do the shopping; make money; break the law; take a chance; catch a bus, etc.

8 +++ 10 Play the recording again. This time, students must listen and answer the questions.

Answersa. He lives in the suburbs of Chicago. b. Skateboarding, play the drums, listen to music, go to clubs. c. History, Spanish and computer science. d. Answers will vary.

TRANSCRIPT 10

Interviewer: Danny Evans is 16 and lives in a suburb of Chicago. Danny, what do you usually do on weekends?

Danny: I always go skateboarding and I play the drums. I also often listen to music with my friends and we go to clubs every Saturday night.

Interviewer: How often do you go to the movies?Danny: Once or twice a month.Interviewer: What are you reading right now?Danny: A great book called The Amazing Life of Birds, by

Gary Paulsen.Interviewer: What are your favorite subjects at school?Danny: History, Spanish, and computer science.Interviewer: What do you and your friends talk about?Danny: Girls, sports, and music.Interviewer: Do you have a girlfriend?Danny: No; all the girls like older boys, because they

have cars, and jobs, and money.Anyway, Im not looking for a girlfriend.

Interviewer: What are you wearing today?Danny: Im wearing a fleece jacket, jeans, and sneakers.Interviewer: How are you feeling?Danny: Im fed up with homework.Interviewer: What are you doing on your next vacation?Danny: Im spending a week with my cousins in the

country. I cant wait!Interviewer: What kind of things do you really care about?Danny: I think the environment is really important. We

must stop the destruction of our planet!

UNIT 122

PAGE 12

LANGUAGE SPOT

The Present Progressive for Future Plans

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text.The activities are meant to promote independent learning, so help, guide and check the students, but do not enunciate the answers.1. Students have to read the questions and

answers from the interview, carefully.2. Help them identify which exchange talks

about an event that is happening now and which exchange talks about future plans.Answers:a.- a.; b. b.; c. ii.

3. Now students must copy and complete the general rule in their notebook.Answers:We use the Present Progressive to talk about temporary events and about what is happening now.We can also use the Present Progressive to talk about future plans and arrangements.

4. Invite your students to guess what other plans Danny may have, and write sentences in their notebooks. Check their answers orally and on the board.Answers: Will vary. Accept any coherent ideas, such as: Danny is visiting his family on Saturday; Danny is riding a horse tomorrow morning; Danny is doing sports on the weekend, etc.

9 + Refer students to the LANGUAGE SPOT so they can complete the dialogs with the right form of the verbs in the Simple Present or the Present Continuous and their own ideas.

AVOID THIS MISTAKE!Present Progressive: Im wearing a uniform / He is readinga book (NOT: I wearing a uniform / He reading a book)

Additional exerciseUse the prompts to write sentences in the Present Progressive tense.a. Anna / cook / the meal.b. Bill / play / chess / his friends.c. Diana / sleep / her best friends house.d. Nick and Jill / swim / the pool.e. Bob / read / a novel.f. Jim and Sheila / have / dinner.g. My parents / watch / a movie.h. Ann / help / her mother.i. The plane / take off.j. Tina and Margaret / travel / around the world.For more information on AVOID THIS MISTAKE!, see Page 11 of the Introduction.

PAGE 13

PRACTICEORAL

10 ++ 11 Ask your students to complete the dialogs with their own ideas. Refer them to the Useful Expressions Spot and encourage them to include these phrases. Then, ask them to listen to the recording and compare the conversation with their own dialogs.

TRANSCRIPT 11

Interviewer: How often do you go to the movies?Leonor: Once or twice a month.Interviewer: What are you reading right now?Leonor: A great book called The Golden Compass.Interviewer: What are your favorite subjects at school?Leonor: Drama, Spanish, and computer science.Interviewer: What do you and your friends talk about?Leonor: Sports and music.Interviewer: What are you doing next weekend?Leonor: We are playing volleyball and going to a

birthday party.

TEEN LIFE

23

Students look at the commonly used expressions and include them in their dialogs.

Useful Expressions Spot

11 +++ Ask students to role-play the dialog they created in the previous exercise. You can give them some time to practice before they act out their conversations.

READING WRITINGAND

12 ++ 12 Before doing the exercise, explain the task clearly. Make sure that all students understand what they are expected to do. Explain that writing tasks consist of a process which involves careful planning, drafting, revising and editing, before writing the final version. It is important that students realize that, regardless the type of text they are required to write, these steps have to be carefully followed for the sake of the final product. Make students read and analyze the two forum posts and then ask them to extract the information to complete the first rows of the table.

Answers

Name City School LikesJay Star Boston Saint Joseph Music; playing the guitar

Brummie Bex

Chicago Benton HarborSports; chatting on the Internet

Motivate students to read the posts on Page 4 of the reading booklet, and then compare them with the ones they read. Encourage students to answer the questions that will help them understand the texts.

LET S READ!

TRANSCRIPT 12

Jay Star: Hey! Im new to the forum - So yeah, Im a student in Boston from Saint Josephs; love music and play the guitar and the drums. Im gigging this Saturday at Fenneys. Whats up?

Brummie Bex: Hi everyone! My name is Bex; just finished my first year at Benton Harbor Secondary School. Originally from Chicago. In my free time, I play sports and chat on the Internet with people from all over the world. Next weekend, Im camping on the beach with my friends for two nights. If anyone wants to know anything else, feel free to ask!

PAGE 14

13 + Organizing. Tell students they are going to write a post in a student forum chat. Explain to them that, in order to plan their writing, they have to complete the last row of the chart with their personal information.

14 ++ Drafting. Have students use the information in the chart to write a post in a student forum chat in their notebook. Encourage them to invent a username, introduce themselves and include the suggested points.

15 +++ Writing. Ask students to write a final version of their post on a sheet of paper.

16 +++ Editing. Motivate students to exchange their compositions with their partner and to use the Editing Checklist to check for mistakes.

More! You can encourage students to introduce themselves on an Internet forum and participate in a conversation with students around the world. Check www.interpals.net for ideas.

LETS CHECK

17 The purpose of this section is to allow students to check their progress and to provide the teacher with information about

UNIT 124

any points that most students may have problems with. Make sure they understand what they are expected to do, and give them enough time to answer individually.Then, check on the board to allow students to correct their work and assign a mark according to the scale.

PAGE 15

LEARNERSFAST

Play the Dont Answer Back game

This game guarantees confusion and lots of laughter in the classroom (perfect for teenagers!).a. Ask students to write down questions like

those in the interview and in Exercise 10.b. Form groups of six students and sit them in a

circle.c. d.e. Write a question on the board.

Example: Whats your name?Explain that the aim for each student is to give the answer to the question asked to the student before. To help explain this, get a student to ask you a question (ex: Do you have a sister?), dont answer this question but tell your name (answering the question written on the board).

f. g. Start the game. Each player has 3 lives. If he/she doesnt answer the correct question,or he/she hesitates for too long, he /she loses a life. The winner/s is / are the player/s with most lives at the end of the time limit.

SPOTLIFEREAL

Give students some time to describe the illustration. Then, explain to them that the illustration shows a father and a teenage son talking about their plans for the weekend. Ask them to discuss their own experiences at home about this particular situation. Finally, have them work in groups and encourage them to create a conversation about weekend plans between a parent and a child. Motivate them to use their own ideas and to role-play the dialog in front of the class.

PAGE 16

READING

TYPICAL TEENAGERS

LESSON 2

Time 6 class hours.

Objectives Read, listen, and identify main ideas and specific information in two poems about teens characteristics. Recite poems.Write a short poem about life as a teenager. Use linking words to connect ideas.

Materials CD, Tracks 13, 14, 15, 16, 17, 18.Reading booklet, p. 3.Your English in Action, Students Book, pp. 22, 23, Ex. 3 ,4Workbook, pp. 6 - 9.

Evaluation Lets Check, Students Book, p. 20.

BEFORE READING

1 + Ask your students to look up the words in the boxes the dictionary and take notes of their meaning. Then, have them look at the pictures in Exercise 2. Motivate them to describe the pictures using the appropriate words from the boxes.

2 ++ Ask students to discuss the questions, in pairs. Check orally and on the board. Encourage discussion.

This strategy helps your students approach the poems by anticipating the emotional content they can infer from the titles.

Strategy Spot

PAGE 17

3 ++ Ask students to discuss the questions with their partners. Encourage them to identify the source of the conflict with their parents and to find solutions. Check fluency and coherence.

4 ++ Explain to your students that they are going to read two poems written by teenagers. Encourage students to guess what teenagers usually write about. Do not check answers at this point.

TEEN LIFE

25

5 +++ Have students look up the words in the Key Word Spot in the dictionary and look up their meaning in a dictionary. Ask them: Are they nouns, adjectives, verbs or adverbs? Finally, tell them to find the parts of the poems in which the words are mentioned and encourage them to re-write the sentences replacing the words by their synonyms.

Answers

folks: members of your family, especially your parents.fume: to be very angry about something.mean: angry.swear: to use rude or offensive language.unfair: unjust.utterly: totally, very.

Use this after-reading strategy to consolidate students comprehension of the poems. When working with literary texts, especially with poems, visualization is a useful strategy as it appeals to the construction of images and the decoding of feelings expressed by the poet.Ask your students to go back to the poems,to read them one more time and close their eyes. Tell them to focus on the situations that the poems describe. You can assign this activity as pair discussion or you can also ask students to work individually. Suggest note taking and motivate them to share their images and impressions with the rest of the class, in order to identify similarities and differences.

Strategy Spot

PAGE 18

READING

6 + 13 Ask students to read and check their predictions in Exercise 4.

7 ++ Make students read the first poem carefully again and identify the comments in the list that are mentioned. Have students note that language and vocabulary may be changed, but the meaning of each statement is what matters.

Answers

a., d., f.

8 +++ Motivate students to read the first poem once more and find phrases or sentences to describe each picture. Ask them to write the phrases in their books.

Possible answers

Picture 1: Talking to a friend / They talk for hours on end.Picture 2: Sending them a text,Picture 3: Their music cracks the ceilingPicture 4: Theyll leave their room a mess, And give cleaning it a missPicture 5: Happy, sad, sleepy, mean / And more time in their room.Picture 6: Talking to a friend / They talk for hours on end.

9 +++ Students read the poem Getting Older again. Invite them to identify the stanza in which the ideas in the list (a d) are mentioned. At this point, you may need to make sure students can identify the different parts of a poem clearly.

Answers

a. 7, b. 9, c. 2, d. 3

Background informationParts of poemscanto: a section of a long poemcouplet: two lines of poetry that are next to each other foot: a section of a line of poetry that consists of one syllable (=part of a word) that you emphasize when speaking and one or more syllables that you do not emphasizeheroic couplet: two lines of poetry that rhyme and use iambic pentameterhexameter: a line of poetry that has six metrical feetiamb: a unit of rhythm in poetry, consisting of one short or weak beat followed by one long or strong beat, for example in the word mistakepentameter: a line of poetry with five strong beats quatrain: a group of four lines in a poemrefrain: a group of lines in a poem or a song that are repeated regularly

changed, but the meaning of each

UNIT 126

stanza: a section of a poem consisting of a group of lines that form a unit in a pattern that is repeated through the whole poemverse: a group of words or sentences that form one section of a poem or songSource: http://www.macmillandictionary.com/thesaurus-category/british/Parts-of-poems

Invite students to read more poems, on Page 3 of the reading booklet. Ask them to compare all the poems they read, paying special attention to: topic, mood, structure, vocabulary, length, etc. Encourage some of the students to share their findings with the rest of the class.

LET S READ!

PAGE 19

10 ++ In pairs, students create a conversation in which they give their own opinions about the poems and write it in their notebook. Then, give students time to practice their dialog and say it out loud. Draw their attention to the Useful Expressions Spot and encourage them to express their ideas using these phrases.

Students use these expressions to express their opinions about the poem.

Useful Expressions Spot

Ask your students to choose a particular idea or statement in the poems. Have them discuss why this part of the poem has called their attention and why.

Strategy Spot

LANGUAGE SPOT

Addition, alternative and contrast

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text.1. Students revise the examples from the

poem, paying special attention to the words in bold.

2. Students identify:a. the word that introduces an additional ideab. the word that introduces an alternative ideac. what concept the word but introducesAnswers:a. and b. or c. a contrast

3. Now, students copy and complete the general rules in their notebooks.Answers:We use but when we want to express a contrast between two ideas.We use and when we want to express additional ideas.We use or when we want to express alternative ideas.

4. Ask students to copy all the sentences from the poems that include the words in the Language Spot, and to identify what they express.Answers:Poem 1:Theyll leave their room a mess and give cleaning it a miss, (addition)They think their folks are ancient, and utterly unfair (addition)Poem 2:When you cannot find your pencil and your purse has gone astray. (addition)When the morning comes too quickly and you just cant cope with rush; (addition)When everyone is shouting and youd rather have some hush. (addition)For this happens we are told, but no, this isnt how it is. (contrast)

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More!Faster students may do the same activity with the poems in the reading booklet.

11 + Refer students to the LANGUAGE SPOT to combine the pairs of sentences. Invite some students to write their sentences on the board to check the exercise.

Answersa. Teenagers sleep a lot but they are always sleepy,

anyway.b. Teenagers dont talk with their parents but they talk a

lot with their friends.c. Teenagers like music and sports.d. Teenagers like to be with friends or to spend a lot of

time in their rooms.

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12 +++ 13 Play the recording several times. In pairs, ask students to choose the part of the poem they like most. Then, motivate them to memorize it little by little and then recite it in front of the class.

Consolidate your students comprehension. Have them react to what they have listened to, by summarizing the main message in the poems. Also, motivate them to indicate if they agree with what the poets express.

Strategy Spot

LETS CHECK

13 The purpose of this section is to allow students to check their progress and to provide the teacher with information about any points that most students may have problems with. Make sure they understand what they are expected to do and give them enough time to answer individually.

WRITINGTell the students that, in this section, they will write a poem like the ones they read during the lesson. Before starting, explain to them that writing activities always entail a process that includes: careful planning, drafting, editing, and publishing. You may need to share some additional information with them.Additional informationSome tips on writing a poem: A poem might start with just a line or two that seems to come out of nowhere.

Emotions are what make poems. Its important to have in mind what is wanted to achieve with the poem, e.g. expressing love, commemorating an event, or just completing a task.

Its hard to build a poem using only abstractions. The key is to replace or enhance abstractions with concrete images, things that can be appreciated with the senses: a rose, a shark, or a crackling fire, for example.

Powerful poetry not only uses concrete images; it also describes them vividly, so that the reader can identify with their own experience.

The most well -known poetic device is rhyme. Rhyme can add suspense, enhance meaning, or make the poem more cohesive.

Other poetic devices include meter, metaphor, assonance, alliteration, and repetition.

A lot of spoken English is based on iambic pentameter, in which speech follows an alternating pattern of stressed and unstressed syllables for a total of 10 syllables. A lot of poetry written in iambic pentameter, such as that of Shakespeare, begins with an unstressed, one-syllable word such as an or the to start the alternating pattern.

14 ++ Read the words in the boxes with the class, and check that students understand their meaning. Ask them to use the words to complete the verses of the poem below. afraid = feeling fear / temeroso/a; ashamed = feeling shame or embarrassment /avergonzado/a; blunt = very direct / muy franco/a; bold = brave and confident /

UNIT 128

audaz; brave = courageous / valiente; loud = making a lot of noise / bullicioso/a; quiet = tending not to talk very much / callado/a; shy = nervous or embarrassed about meeting and speaking to other people / tmido/a.

Answers

Bold, loud, blunt, brave, shy, quiet, ashamed, afraid.

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15 ++ Now, tell students to think about feelings, ideas or actions related with teenagers.Ask them to complete the poem and then, share their work with their groups. If you want, you can provide the original poem, for students to compare to their versions.

Answers

I AMJames Born

I am love in the face of hate,I am kindness in the face of ridicule,I am strength in the face of adversity,I am patience in the face of the mule.I will not run away from fear,I will not run and hide.I am bravery, I am pride,I will make a difference in this world, big or small.That is my promise to me, my promise to all.

Make sure your students follow the steps stated in this section. This will help them whenever they need to create a piece of writing. If necessary, model an example on the board with their help.

Strategy Spot

16 + Organizing. Introduce the task and draw students attention to the Strategy Spot.

17 ++ Drafting. Encourage students to follow the example in Exercise 15 and write a draft of their poem in their notebook. Make sure they use connectors such as, and, but, and or.

18 +++ Editing. Motivate students to exchange their drafts and check for mistakes using the Editing checklist.

19 +++ Writing. Ask students to write the final version of their poem on a piece of paper.

TAKE ACTION!Explain to the students that the task to be completed is a poetic description of a typical teenager. Read the instructions aloud and make sure everybody understands them.Invite them to work in pairs and revise all the poems in the lesson again, including those in the reading booklet. Before starting to write, recommend students to think on the topic they are writing about and who the intended audience is.

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YOUR ENGLISH IN ACTION

You can assign the activities in this section at the end of each lesson, or as homework. You can also assign extra mark to these activities if needed.

1 Tell students to search for information about someone that has a very unusual life, and then, ask them to reflect on their similarities and differences. Ask them to write a list of their characteristics and share them with their partner. Encourage discussion and promote acceptance of different ideas and respect. Check orally.

2 Explain to students that they must write a full interview using the prompts given. They must write it on a separate piece of paper. Then, ask them to role play it with their partners in front of the class. Check fluency and pronunciation.

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More!You can also ask them to do this task in pairs and then to role play the interview infront of the class.

Answers

A: What do you generally do on Friday evenings?B: I usually go to the movies.A: How are you feeling right now?B: Im tired. I have so much homework.A: What are your favorite subjects at school?B: I like Spanish and Math.A: What are you doing next weekend?B: I am doing sports and going to a disco with my friends.A: What are you wearing today?B: Im wearing jeans, sneakers, and a fleece jacket.A: What do you like to do with your friends?B: I like to go skating, going to parties and doing sports.

3 14 Students must read the interview about this very extreme new fashion, and then complete the paragraph below and answer the questions. When they finish, play the recording and ask them to check their answers.

Answers

Sonias favorite clothes and accessories are pink mini-skirts, pink tops, platform boots, false eyelashes, glitter and pink lipstick.She likes them because she thinks she looks really cool, but her mother doesnt like the way she looks or dresses.To get money to buy her clothes and accessories she has a weekend job in a supermarket.

TRANSCRIPT

Interviewer: How old are you, Sonia?Sonia: Im 15 years old.Interviewer: I understand you are a ganguro girl; what

does that name mean?Sonia: It means black face girl because I have a very

dark suntan.Interviewer: Can you describe what you are wearing?Sonia: Im wearing a pink miniskirt with a pink tank

top and knee-high suede platform boots. I am wearing false eyelashes, white eye shadow, some glitter on my cheeks and pink lipstick.

Interviewer: Why did you start dressing like this?

Sonia: My best friend started to dress like this and I thought she looked really cool.

Interviewer: What do your parents think?Sonia: My mother thinks it is awful. She doesnt like

the way I look or dress.Interviewer: Do you spend a lot of money on your clothes?Sonia: Yes. I love shopping for clothes and makeup,

and I spend a lot of money at the hairdressers, so I have a weekend job in a supermarket.

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4 Mot