Components of the course

Transcription

1 Components of the course The Student s Book contains: a Starter unit to revise basic vocabulary and grammar. ten teaching units; each unit has two vocabulary sections and two or more grammar presentations. There is practice of the four skills throughout. In addition, each unit has a whole page devoted to speaking skills and a whole page devoted to writing skills. five Review sections to provide revision of all the language studied up to that point in the book. a Focus on Grammar section to provide detailed grammar reference notes and practice exercises. a Focus on Writing section to provide extra support for developing writing skills. a Focus on Vocabulary section at the back of the book which lists the key words to learn for each unit. The Workbook contains: six pages of additional practice for each of the Student s Book units. This comprises exercises for vocabulary, grammar, reading and writing at three levels of difficulty. a Self-evaluation page after every unit with self-assessments and I can statements. five Project pages to provide a further opportunity for consolidation and collaborative work. The Workbook Pack contains a Student s CD-ROM or Online Practice: five Literature pages to provide extensive reading practice. a Words to learn section with a unit-byunit Wordlist of target vocabulary from the Student s Book with definitions and example sentences. a Vocabulary notebook section with an alphabetical Wordlist of passive vocabulary. an Irregular verbs list. The Class Audio: The Student s CD-ROM is an interactive self-study resource with additional practice. The CD-ROM can be used without access to the internet. The Online Practice is an online self-study resource with additional practice. The Online Practice is compatible for use on computers or some tablets and requires internet access. The Class Audio CDs contain all the listening material for the Student s Book. Selected audio is also available for students to download from The complete audio is available to download from The Teacher s Book contains: an introduction ti with information on mixed ability, project work and assessment and evaluation. Teaching notes and Answer keys for all the Student s Book and Workbook material. ideas for extra optional activities. grammar notes, background notes and cultural information. Audioscripts. five Lesson plan templates to speed up lesson planning. The Teacher s Toolkit disc contains: photocopiable worksheets and tests, provided as printable PDFs and editable Word documents. The itools provides: classroom presentation software for use with an interactive whiteboard or a data projector. There is a video clip for each unit. Introduction 5

2 10 Success Objectives Reading: A website review Vocabulary: Success: expressions and idioms, Phrasal verbs: studying Grammar: Tenses and verb forms: review, Time expressions, pronouns and linkers: review, Question forms: review, Transformations: review Speaking: How to give full answers, How to give yourself time to think Writing: How to write an opinion essay Learning outcomes Improve your exam techniques Consider different types of success and give your opinion Start thinking Read each question in turn to the class. Give an answer yourself if necessary, and then elicit answers from individual students. Encourage students to give their opinions, and to give reasons where appropriate. Then ask other students: Do you agree? Why / Why not? High achievers pages 90 and 91 Aim Understand two book reviews Ask: What would you like to do when you leave school? What would be your dream job? Why? Elicit answers from individual students and encourage them to talk about their own hopes for the future. Ask: Do you think you will succeed in getting your dream job? Why / Why not? Do you think everyone can achieve success if they work hard enough? Why / Why not? Elicit a range of answers. Study focus: Deducing genre 1 Read the Study focus box with the class and check that students understand everything. Students look at the layout of the text and the headings, and answer the questions in the Study focus box. Discuss the answers as a class, but don t confirm or reject them. 2 $ 3 16 Play the audio for students to listen and read and check their answers to exercise 1. Check answers. 1 It s a book review. 2 Description: outline of the book Review 1: positive comments Review 2: negative comments 3 Students read the web page again and choose the best answers. Remind students that for an answer to be correct, it must be stated explicitly in the text, but not necessarily using the same words as in the answer. Check answers, asking students to provide evidence from the web page. 1 d (paragraph 1) 2 c (paragraph 2) 3 c (paragraph 3) 4 a (paragraph 5) 5 b (paragraph 6) 4 Students read the web page again and answer the questions. Encourage students, especially stronger students, to write full sentences and use their own words, rather than copying from the text. Check answers, asking students to provide evidence from the web page. 1 Gladwell believes that family background and where and when you were born affect success. 2 According to Gladwell, older students are bigger and stronger and develop sporting skills more quickly than younger students. 3 Read&Learn is sceptical. We know because he only gives the book 3 stars, and by the language he uses. 4 Penicillin was discovered by accident. 106 Unit 10

3 Culture note Malcolm Gladwell (born 1963) is a Canadian writer, journalist and public speaker. His book Outliers, published in 2008, discusses in detail why he believes certain individuals go on to become extremely successful in life. Gladwell concludes that many factors contribute to this success, including a person s background and environment, the time and place of their birth, and the amount of personal drive and ambition that they have. Optional activity: Critical thinking and collaboration Ask students to all write down their goal or ambition in life. Students then work in small groups and tell each other about their ambitions. They discuss what each person in their group should do in order to give themselves the best chance of achieving their ambitions, e.g. what exams they should take, how much they should practice, what experience they should get. Monitor and help while they are working. Ask some students to tell the class about some of the advice they received from their classmates. More practice Workbook page 78 Reading worksheet, Teacher s Toolkit CLIL 5 worksheet, Teacher's Toolkit Vocabulary 5 Students match the highlighted words with the definitions in the Word check. Check answers, and check that students understand the words. WORD CHECK 1 readable 2 exception 3 suspicious 4 high achiever 5 hype 6 recipe for 7 colleague 8 extraordinary Students then complete the text. Check answers. Stronger students or fast finishers can write their own example sentences for the remaining two words in the Word check. Ask them to read their sentences to the class, omitting the target word. Other students can guess the missing words. 2 colleague(s) 3 suspicious 4 hype 5 readable 6 recipe for 6 Read out the task and elicit some possible words meaning 'very good' or 'very clever', e.g. amazing, intelligent. Students find the words in the web page. Check answers, and check that students understand all the adjectives. 2 bright 3 4 exceptional / outstanding 5 6 accomplished / brilliant Think about it 7 Allow students time to think about their answers individually. Students then work in pairs to ask and answer the questions. Ask some students to tell the class something about their partner. Discuss as a class what the best recipe for success is. Encourage as many students as possible to join in and express their opinions. Unit

4 Vocabulary page 92 Aim Talk about success Success: expressions and idioms With books closed, write the word motivate on the board. Check that students understand the meaning, then ask: What things motivate you to do well? Elicit a few answers, e.g. a desire to do well, get a good job and earn lots of money. Ask: Are there any sayings or slogans that help to motivate you? Elicit a few ideas of sayings that students know in their own language. 1 $ 3 17 Read the heading Motivational slogans, and elicit that motivational is the adjective related to the verb motivate. Students read the slogans and choose the correct words. Tell students they can guess the correct words if they don t know them. Play the audio for students to listen and check their answers. Check that students understand all the slogans. Ask if there are similar slogans in the students own language. 2 with 3 sail 4 get 5 make 6 get 7 have 8 come Talk about it 2 Allow students time to think about their answers individually. Students then work in pairs to ask and answer the questions. Ask some students to tell the class which slogans they and their partner both like, and which they disagree with and why. See which slogans are the most popular and least popular overall. 3 Read through the problems with the class and check that students understand everything. Ask two students to read out the example dialogue. With weaker classes, read through the problems again and elicit one or two pieces of encouragement or advice for each problem, using the expressions from exercise 1. Students then work in pairs, taking turns to explain their problems and give encouragement and advice. Monitor and help while students are working. Ask some students to tell the class some useful advice or encouragement that their partner gave them. Vocabulary builder: Verbs with prepositions 4 Students use their dictionaries to complete the verbs with the correct prepositions. Check answers, and point out that a lot of verbs in English have collocating prepositions. Tell students that dictionaries can help them if they want to check which preposition to use with a verb, but they should also try to learn which prepositions are used with common verbs. 2 on 3 with 4 about 5 of 6 as Talk about it 5 Students complete the questions with the correct verbs and prepositions. Check answers. Put students into pairs to ask and answer the questions. Ask some students to tell the class something they learnt about their partner. Refer Fast finishers to the activity at the bottom of the page. Ask some fast finishers to read their slogans to the class. Discuss with the class which are the best slogans, and elicit other possible slogans from other students. 2 describe as 3 succeed in 4 worry about 5 disagree with 6 depend on More practice Workbook page 79 Vocabulary worksheet, Teacher s Toolkit 108 Unit 10

5 2 Students complete the text with the correct verb forms. Check answers. 2 felt 3 Failing 4 can learn 5 think 6 will know 7 was learning 8 fell 9 would have happened 10 had given 11 have been inspired 12 to be 13 will be describing 3 Students complete the quotations with the correct verb forms. Check answers, and ask students which quotations they like best and why. 2 making 3 were / was, would stop 4 was / is made, will never be 5 have / 've had, had realised Time expressions, pronouns and linkers: review 4 Read through the categories and check that students understand them. Students match words on page 91 with the categories. Check answers, and check that students understand all the linkers. 1 for, today, yet, still, Lastly, ago, tomorrow 2 who, when, whose, which 3 unless 4 because, so, whatever, Furthermore, while, although, and Grammar note The Focus on Grammar on page 120 has more information on linkers. Remind students that there is also information on linkers on some of the Writing pages. Grammar page 93 Aim Talk about my dreams and future career plans Tenses and verb forms: review Write on the board: Our team wins the game. In pairs, give students two minutes to rewrite the sentence using different verb forms. Tell them to think about future and past forms, modal verbs and passive forms. Elicit a few examples first, e.g. Our team won the game. Bring students ideas together on the board and elicit the names of the different verb forms. See which pair wrote the most correct sentences. 1 Students find examples of the verb forms. Check answers and discuss the meaning of the different verb forms. POSSIBLE 1 connects, played, were living, has made, won t succeed 2 putting, to enjoy 3 can 4 A good friend told me that I had to read this. 5 have been described 6 If you work hard, you ll develop better skills. He would never have discovered it if his colleagues had done the washing-up. Grammar note The Focus on Grammar on pages has information on all the tenses and verb forms in this book. Talk about it 5 Students complete the sentences with the correct words. Check answers. Students discuss in pairs which sentences are true for them. 2 until 3 ago 4 while 5 since 6 yet 6 Students complete the sentences with relative pronouns and decide if they are defining or non-defining relative clauses. Check answers. 2 who (D) 3 whose (ND) 4 where (D) 5 when (ND) 7 Students complete the sentences. Check answers. 2 unless you try 3 although I tried hard 4 so I work hard 5 also read motivational books More practice Workbook page 80 Grammar worksheet, Teacher s Toolkit Unit

6 Vocabulary and listening page 94 Aim Understand phrasal verbs related to studying Phrasal verbs: studying Ask: How do you usually prepare for exams? Do you plan your revision in advance, or leave it all until the last minute? Do you find it easy or difficult to motivate yourself? Elicit a few ideas. Students then work in pairs to tell each other how they prepare for exams. Ask some students to tell the class how similar or different they and their partner are. 1 $ 3 18 Read through the headings in the article and check that students understand all the jobs. Ask students to read the article quickly, ignoring the gaps. Ask: Whose advice do you agree with? Why? Students read the article again and complete it with the correct words. Play the audio for students to listen and check their answers. Check answers, and check that students understand all the phrasal verbs. 2 over 3 in 4 down 5 off 6 to 7 behind 8 with 9 with 10 out 11 down 12 up Talk about it 2 Students choose the correct words to complete the questions. Stronger students or fast finishers can write one more question using a phrasal verb from exercise 1. Check answers, and check that students understand all the questions. Ask fast finishers to read out some of their questions. Correct any errors. Students ask and answer the questions in pairs. Ask some students to tell the class something they learnt about their partner. 1 sink 2 put, deal 3 stick, give 4 fallen, work, catch 5 get, copying 3 Focus attention on the posters, and read out the questions. Students discuss the questions in pairs. Ask some students to tell the class something they learnt about their partner. 4 $ 3 19 Read the questions. Then play the audio for students to listen and answer the questions. Discuss the answers as a class. They are talking about the night before. 5 $ 3 19 Allow students time to read through the statements. Play the audio again for students to listen and match the speakers to four of the statements. Stronger students could attempt the matching task from memory, then listen to check and complete their answers. Check answers. Speaker 1 a Speaker 2 e Speaker 3 b Speaker 4 c Optional activity Ask students to write a short paragraph on a piece of paper about how they usually spend the night before an exam. Tell them to include at least two phrasal verbs from exercise 1. Collect in the papers, then distribute them around the class. Ask students in turn to read out the paragraph they have been given. See if students can guess who wrote each paragraph. You could do this as a game, awarding a point to the first student to guess correctly each time. More practice Workbook page 81 Vocabulary worksheet, Teacher s Toolkit 110 Unit 10

7 Grammar page 95 Aim Review and assess my progress in grammar structures Question forms: review Write a selection of question beginnings on the board, e.g. When? Why? Do you? Have you? Are you? Ask students, in pairs, to write questions to ask their classmates, using a variety of verb forms. Ask some students to read their questions to the class. Don t correct errors at this stage, but note down errors to deal with later in the lesson. Invite other students to answer the questions. 1 Read the examples. Then read the rules and elicit the answers. 1 a 2 c 3 d 4 b Grammar note The Focus on Grammar on page 120 has more information on question forms. You could go through this now, before students do the exercises. Remind students that there is information on question forms for different tenses in the relevant sections of the Focus on Grammar. Suggest that students go through the Focus on Grammar to review all question forms. 2 Students write the questions. Check answers, referring back to the rules as necessary to explain the answers. Refer Fast finishers to the activity at the bottom of the page. Ask some fast finishers to read their tips to the class. Correct any errors and discuss as a class which tips are the most useful. 2 Which exam seemed the easiest? 3 Who did you revise with? 4 Did you get down to a lot of revision? 5 Who will send us the results? 6 What are you most looking forward to doing? 7 Have you done your homework yet? 8 Could you tell me where the bus station is? Talk about it 3 Students work in pairs and write four questions about exams. Ask some students to read their questions to the class. Correct any errors. Students then ask and answer their questions in pairs. Ask some students to tell the class something about their partner. Transformations: review 4 Read out the example, pointing out the clue, and elicit another example. Students rewrite the sentences. With weaker classes, students could work in pairs. Check answers. 2 how she could improve her grades 3 've been studying maths for ten 4 had revised, wouldn't have failed all my exams 5 was envouraged to study maths by my uncle 6 not aiming higher in life 7 which is easy to learn, is my favourite subject Study focus: Assessing your progress 5 Read the Study focus box with the class and check that students understand everything. Students discuss the questions in pairs. Discuss as a class which grammar points are tricky and need careful revision. Discuss revision strategies for grammar with the class. Grammar note Remind students that there is information on all the grammar points in exercise 4 in the relevant sections of the Focus on Grammar. Suggest to students that they go through the Focus on Grammar to review all the points. More practice Workbook page 82 Grammar worksheet, Teacher s Toolkit Unit

8 Speaking page 96 Aim Give full answers to questions How to give full answers Ask: What do you have to answer questions about in your speaking exams? Elicit a few answers, then ask: Do you find speaking exams easy or difficult? Why? How well do you usually do? Elicit a few answers, and encourage students to talk about their own experiences. 1 Students look at the photos and discuss the questions in pairs. Discuss the answers with the class. 1 Photo A: The student is answering a question in class. Photo B: The student is in an exam. 2 It is important to give full answers in class because it is a good opportunity to practise your English. 2 $ 3 20 Allow students time to read the questions in the Speaking Exam. Read out the two questions, and then play the audio for students to listen and answer the questions. 1 Ahmed. He gives full answers with examples and a range of interesting expressions. 2 3 $ 3 21 Play the audio for students to listen and read the Key phrases. Students decide on the function of each phrase. Check answers. a 1, 3, 5 b 2, 4, 6 4 Demonstrate the activity by reading out the first Key phrase, changing the underlined part so that it is true for you, e.g. My sister and I both love watching films, so that's why we get on. Students change the sentences so they are true for them. Students compare their answers in pairs. Ask some students to tell the class something they learnt about their partner. How to give yourself time to think 5 $ 3 22 Read the information on needing time to think in exams. Play the audio of the first Key phrase and elicit which syllables are stressed. Play the rest of the audio, pausing after each phrase for students to underline the stressed syllables. Check answers. Play the audio again, pausing for students to repeat each phrase. Encourage them to copy the stress and intonation on the audio. I ve never been asked that before. Let me see That s quite difficult to say. That s a very interesting question. Let me think about that Well, I suppose (my favourite hobbies are sports). Talk about it 6 Demonstrate the activity with a confident student. Ask them one of the questions. Encourage them to use some of the Key phrases to give a full answer or when they need time to think. Students then work in pairs to ask and answer one of the questions. Discuss with the class how easy or difficult students found the task. Discuss how they could improve next time. Optional activity Allow students time to look at all the questions in the Speaking Exam again and think about their answers. Students work in groups of three and take it in turns to ask and answer questions from the Speaking Exam. The third student listens to the answer and gives feedback on how well the student managed to give a full answer, and how they could improve next time. Students swap roles after each question, and continue until they have asked and answered all the questions in the Speaking Exam. Ask some students to tell the class which questions their classmates answered well, and why. 112 Unit 10

9 Other phrases: It s my view that I also believe that I think I would say that Language focus: Error correction 3 Go through the code with the class and make sure that students understand everything. Elicit an example of each kind of error. Students then correct the errors in the essay. Check answers, and check that students understand all the errors. 1 take usually usually take 2 succeed success 3 sunny students sunny, students 4 realy really 5 will be benefitting will benefit Optional activity Ask students to look at the essay again and find: 1 one phrase for introducing a reason (For this reason) 2 two words or phrases to introduce a contrast (However, Despite this) 3 a phrase used to introduce the conclusion (All in all) Check answers, and check that students understand the words and phrases. Elicit other words and phrases that could be used with these functions (1 this is why 2 on the other hand 3 In conclusion). Encourage students to use a range of linkers and other phrases in their writing. Writing page 97 Aim Write an opinion essay How to write an opinion essay With books closed, ask: Do you think that exams are the best way to test students? Why / Why not? What are the advantages of exams? What are the disadvantages? What other ways could be used to test students? Discuss the questions with the class. Encourage as many students as possible to join in and express their opinions. Encourage them to give reasons for their opinions. 1 Students read the essay and answer the questions. Check answers. POSSIBLE 1 Adam doesn t think that exams are the best way to test students. 2 gerund: They shouldn t spend all their time working. modal verb: students should have time to relax non-defining relative clause: they don t sleep or eat enough, which makes them unhappy and ill. passive: work done in class second conditional: it would be much better if students were given a final mark for all their homework 2 Students find the Key phrases in the essay, and find other phrases for expressing their opinion. Check answers, and check that students understand all the phrases. Writing guide A Read the task with the class and check that students understand everything. With weaker classes, do part A as a class, brainstorming ideas about success and making notes on the board. Students can then use the notes for their writing. The Focus on Writing on page 131 has more information on error correction, and more help with the paragraph plan. You could ask students to turn to page 131 now and go through the exercises in class. Students could then complete the writing task for homework. B Students write their essay. Encourage students to read through their writing to look for language errors. Ask some students to read their essays to the class. Discuss any errors as a class and encourage students to self-correct. C Encourage students to read through their writing again and complete the checklist in part C. MODEL ANSWER See page 119 of the Teacher's Book. More practice Workbook page 83 Assessment Grammar, Vocabulary and Skills Tests, Teacher s Toolkit Mid-term Tests, Teacher's Toolkit Unit

10 Review 9 10 Write the following headings on the board: Transport, Lost property, Success: expressions and idioms, Phrasal verbs: studying. Tell students that they are going to test their classmates on one of the categories. Students work individually to choose a category and write five gapped words or expressions, e.g. c n st n (congestion). They can refer to their books to help them. You could allocate different headings to students, to make sure that not all students choose the same vocabulary set. When students are ready, put them into pairs. Tell them to guess their partner s words and identify which vocabulary set they come from. They get a point for each word they identify correctly. Students can repeat the activity with several different partners, to test each other on all the vocabulary sets. See who got the most answers correct overall. Reading 1 Students read the article and write true, false or doesn t say. Check answers. 1 doesn t say 2 doesn t say 3 true 4 false 5 doesn t say 2 Students read the text again and answer the questions. Ask stronger students to answer in full sentences and use their own words where possible. Check answers. With weaker classes, give two points for each correct answer. With stronger classes, give one point for each correct answer and a second point for a correct sentence and using some of their own words. 1 According to the writer, it will be easier to be successful if you are doing something that you love. 2 She has been playing tennis since she could first hold a racket. 3 She won Junior Wimbledon. 4 He first attracted attention when he was four. 5 According to Ben, young people need persistence in order to be successful. Vocabulary Wordlists The Words to learn on pages of the Workbook lists all the vocabulary that students learnt in units 9 and 10. You could ask students to revise and learn all the vocabulary for homework, before you do the review in class. Alternatively, you could allow students to refer to the wordlists to help them with the exercises in class. 3 With stronger classes, you could do this exercise as a test. Set a time limit, and don t allow students to look at the main units. With weaker classes, encourage students to look back at the units to find the correct words. Check answers. 1 congestion 2 carbon 3 walking stick 4 brolly 5 headphones 6 make 7 through 8 true 9 in 10 deal 4 Students complete the conversation with the correct words. Check answers. 1 folder 2 traffic 3 rush 4 down 5 have 6 behind 7 out 8 with 9 pads 10 flops Grammar Focus on Grammar The Focus on Grammar on pages 118 and 120 reviews all the grammar that students have studied in units 9 and 10. Encourage students to use those pages to help them with the grammar exercises. When you check answers with the class, use the Focus on Grammar pages to review grammar that students find difficult. 5 Students complete the sentences with the correct words. Check answers. 1 to have 2 It is 3 carrying 4 worn 5 whether 6 Do you 7 since 8 unless 9 yet 10 Who did 114 Review 9 10

11 6 With stronger classes, you could do this exercise as a test. Set a time limit and don t allow students to refer to the units or the Focus on Grammar. With weaker classes, encourage students to check the rules to help them complete the conversation correctly. Check answers. 1 'm falling 2 studying 3 'll have taken, had started 4 had started 5 to make 6 'd change 7 Have you devised 8 didn t stick 9 will help 10 Was it posted Listening 7 $ 3 23 Allow students time to read the sentences, and then play the audio. Students listen and choose the correct alternatives. Play the audio again if necessary. Check answers. 1 try to stay healthy 2 morning 3 silence 4 it s a good idea to take a break every 30 minutes 5 using different colours for different topics Speaking 8 Students complete the end of the presentation with the correct phrases. Check answers. Then students practise the conversation in pairs. Ask pairs in turn to perform the conversation for the class. Award five points for the correct answers, and five points for students pronunciation and fluency (1 = lots of mistakes, very slow and hesitant, no intonation; 5 = no mistakes, natural speed, some use of intonation to express feeling). 1 d 2 a 3 b 4 c 5 e Writing 9 With stronger classes, do this as a timed activity. With weaker classes, encourage students to look back at the units for help with vocabulary and grammar. Collect students work and give two marks for each point below: 1 organised into three paragraphs and includes opening and closing phrases 2 Paragraph 1 explains how failure can be good 3 Paragraph 2 describes picking yourself up after a failure 4 Paragraph 3 gives motivational tips 5 Uses passive reporting verbs correctly 6 Uses reduced relative clauses correctly 7 Uses indirect questions correctly 8 Uses a range of tenses, verb forms and question forms correctly 9 Uses vocabulary from units 9 and Uses grammar and spelling correctly SUGGESTED ANSWER Hi Lisa, I ve just spoken to Emma, and she told me that you d failed your music exam. I know you re probably feeling pretty upset at the moment, but you must remember that in general failure is believed to be a positive thing. We don t learn much from situations where we re successful. It s our failures that teach us how we need to improve, and so help us to move forward. I remember I was really upset when I failed my driving test last year. I was annoyed, too, because I d spent ages learning lots of facts about green vehicles and carbon emissions. In the exam, I wasn t asked about those things at all, but I made loads of stupid mistakes while I was driving. When I thought about it later, though, I realised that it was the right result I wasn t ready to start driving. I had some more lessons, and two months later I took my test again and passed with flying colours. So don t give up! Keep practising, and I m sure the extra time spent now will eventually help you to achieve your dream of getting into music college! By the way, do you know what s on at the cinema this week? Maybe we could go and watch a film later? Jane More practice Grammar and Vocabulary worksheets, Teacher s Toolkit Assessment Grammar, Vocabulary and Skills Tests, Teacher s Toolkit End-of-year tests, Teacher's Toolkit Review

12 Reading Lesson Plan Teacher Class Unit Lesson Date Aims: The lesson focuses on: presentation of the themes in the unit presentation of vocabulary and grammar in context reading comprehension and reading comprehension skills discussion of the themes in the unit vocabulary practice and vocabulary building Performance Objectives: At the end of the lesson the students will be able to: understand the reading text use the Study focus to improve their reading skills: [Write a summary of the study focus here] give their opinions on the themes of the unit and the reading text topic: [Write the topics the students will discuss including language and vocabulary you expect them to use here] recognise, write and use new vocabulary: [Write the target vocabulary items here] Steps: Start thinking Use the Start thinking questions to encourage students to engage with the topic of the unit: [Write the topic, additional questions you might ask, and answers that you expect students to give] Ask students about the topic of the unit and brainstorm related words: [Write the topic, the questions you will ask the students and words you expect from the brainstorm here] Presentation Before reading: prepare the students for the topic of the text and pre-teach any vocabulary you think they will need: [Write the vocabulary you will pre-teach here] Elicit the type of text it is, e.g. narrative, essay, magazine article, etc. and elicit the topic of the text: [Write the topic, the text type and questions you will ask the students to elicit these here] Focus students on the Study focus. Check that they understand how to use the strategy described. Practice Students answer the reading comprehension questions: [Write the types of comprehension questions here, e.g. multiplechoice, true / false, gist / detail] Students consolidate the target vocabulary in a matching exercise. Production Students discuss and reflect on the text and the ideas and themes of the unit using the questions in the Think about it exercise. The teacher follows up this activity with further questions on the topic and themes: [Write other questions you will ask here] Further practice Give students an extra activity from the Teacher s Book: [Look in the Teacher s Book to see if there is an Optional Activity to do with the students. Write the activity here] Closure Give students the opportunity to feed back on how well they have learnt the lesson. Ask students: If you feel you have done well, raise your hand. On the scale of 1 10 how well have you done? Encourage them to complete the self-evaluation activity at the foot of the Student Book page by ticking the appropriate emoticon; Sad face: I must try this again, Neutral face: Quite good, Happy face: Brilliant. Be sure to praise the students for their participation in the lesson. Give yourselves a clap. You ve worked really hard today. Well done. Self-study / Homework: Review Workbook exercises Writing homework Revision for unit test Extension Vocabulary research Dictionary research Topic research Student s CD-ROM or Online Practice Extra worksheets from the Scope Teacher s Toolkit Differentiation: Adapted the discussion to suit different abilities Selected pairs / groups of students to benefit different abilities Involved all students in different aspects of the class (no students not participating due to ability) Differentiated expected outcomes from lesson for students of different abilities 140 Reading Lesson Plan PHOTOCOPIABLE

13 Vocabulary Lesson Plan Teacher Class Unit Lesson Date Aims: The lesson focuses on: presentation of vocabulary practice of vocabulary in context vocabulary skills listening practice (some lessons) listening skills (some lessons) Performance Objectives: At the end of the lesson the students will be able to: recognise, write and use new vocabulary: [Write the target vocabulary items here] use the Study focus to improve their listening / study skills (some lessons): [Write the listening / study skills here, e.g. listening for gist] Steps: Focus students on the topic of the vocabulary set and ask them a few check questions to see if they are familiar with any of them: [Write the topic and the questions you will ask the students here] Presentation Elicit the meanings of the vocabulary items you think they know by asking concept questions and pre-teach any unfamiliar vocabulary: [Write the vocabulary you expect them to know here] Practice Students complete the tasks in the vocabulary exercise(s), there may be one or more questions for each vocabulary set: [Write the types of vocabulary exercise here, e.g. matching, gapfill] Production Use the Talk about it exercise to get students to practise in a personalised speaking activity: [Write the activity here] Further practice Give students an extra activity from the Teacher s Book: [Look in the Teacher s Book and choose the Optional Activity to do with the students. Write the activity here] Vocabulary building Use the Vocabulary builder exercise to get students to understand how they can increase or improve their vocabulary learning: [Write the vocabulary builder topic here, e.g. verb prefix un-] Functional phrases (some lessons) Use the How to exercise to focus on a speaking function and encourage students to practise the function using Key phrases: [Write the function and phrases here] Listening (some lessons) Before listening: prepare the students for the topic of the text and pre-teach any vocabulary you think they will need: [Write the vocabulary you will pre-teach here] Focus students on the Study focus, if there is one. Check that they understand how to use the strategy described. Students answer the listening comprehension questions: [Write the types of comprehension questions here, e.g. multiplechoice, true / false, gist / detail] Closure Give students the opportunity to feed back on how well they have learnt the vocabulary (and improved their listening skills). Ask students: If you feel you have done well, raise your hand. On the scale of 1 10 how well have you done? Encourage them to complete the self-evaluation activity at the foot of the Student Book page by ticking the appropriate emoticon; Sad face: I must try this again, Neutral face: Quite good, Happy face: Brilliant. Be sure to praise the students for their participation in the lesson: Give yourselves a clap. You ve worked really hard today. Well done. Self-study / Homework: Review Workbook exercises Writing homework Revision for unit test Extension Vocabulary research Dictionary research Topic research Student s CD-ROM or Online Practice Extra worksheets from the Scope Teacher s Toolkit Differentiation: Adapted the discussion to suit different abilities Selected pairs / groups of students to benefit different abilities Involved all students in different aspects of the class (no students not participating due to ability) Differentiated expected outcomes from lesson for students of different abilities PHOTOCOPIABLE Vocabulary Lesson Plan 141

14 Grammar Lesson Plan Teacher Class Unit Lesson Date Aims: The lesson focuses on: formal presentation of grammar which students have already seen in context grammar practice exercises skills: reading and speaking or writing Performance Objectives: At the end of the lesson the students will be able to: understand the meaning and use of the target grammar: [Write the target grammar items here] use the target grammar in a speaking or writing activity: [Write the topic of the speaking or writing activity here] Steps: Elicit or introduce some examples of the target grammar: [Write the questions you will ask the students and words you expect from the brainstorm here] Pre-teach any vocabulary you think they will need: [Write the vocabulary you will pre-teach here] Presentation Elicit what the students know about the target grammar: [Write the target grammar items here] Students read the examples and answer the question given. Students complete the rules. Use the Focus on Grammar section to consolidate the grammar: [Write the sections of the Focus on Grammar section that you will go through in class] Use additional examples on the board to consolidate the grammar: [Write the examples here. There are ideas in the Teacher s Book] Practice Students follow the exercises to practise the grammar in context: [Write the types of exercises here, e.g. multiple-choice, error correction] Production Students use the grammar in a speaking or writing activity: [Write the activity here] Functional phrases (some lessons) Use the How to exercise to focus on a speaking function and encourage students to practise the function using Key phrases: [Write the function and phrases here, e.g. How to say where things are: Where s the?] Further practice Refer students to the Focus on Grammar and give them some exercises from this section of the Student s Book: [Write which grammar points and exercises you give to the students here] Closure Give students the opportunity to feed back on how well they have learnt the grammar: If you feel you have done well, raise your hand. On the scale of 1 10 how well have you done? Encourage them to complete the self-evaluation activity at the foot of the Student Book page by ticking the appropriate emoticon; Sad face: I must try this again, Neutral face: Quite good, Happy face: Brilliant. Be sure to praise the students for their participation in the lesson: Give yourselves a clap. You ve worked really hard today. Well done. Self-study / Homework: Review Workbook exercises Writing homework Revision for unit test Extension Vocabulary research Dictionary research Topic research Student s CD-ROM or Online Practice Extra worksheets from the Scope Teacher s Toolkit Differentiation: Adapted the discussion to suit different abilities Selected pairs / groups of students to benefit different abilities Involved all students in different aspects of the class (no students not participating due to ability) Differentiated expected outcomes from lesson for students of different abilities 142 Grammar Lesson Plan PHOTOCOPIABLE

15 Speaking Lesson Plan Teacher Class Unit Lesson Date Aims: The lesson focuses on: presentation of speaking phrases in context study of Key phrases use of Key phrases in a speaking activity Performance Objectives: At the end of the lesson the students will be able to: recognise, write and use some functional Key phrases: [Write the Key phrases here] use the Key phrases in a speaking activity: [Write the topic of the speaking activity here] Steps: Ask students about the topic of the page and brainstorm related words: [Write the topic, the questions you will ask the students and words you expect from the brainstorm here] Presentation Students focus on the picture and answer a question: [Write the responses you expect and any vocabulary you will pre-teach here] Students read and listen to a conversation and answer the questions: [Write any difficulties you anticipate here] Students study the Key phrases in context: check understanding of the phrases: [Write the way you will check understanding, e.g. questions you will ask] Practice Students complete the tasks in the exercises: [Write the exercise types here, e.g. asking and answering questions] Task Students read the task in the Talk about it exercise. Check they understand what to do. Students prepare to do the speaking activity: [Write how they will prepare here, e.g. make notes, brainstorm] Students do the speaking activity: [Write the activity here] The teacher follows up this activity with further questions on the topic and themes: [Write other questions you will ask here] Further practice Give students an extra activity from the Teacher s Book: [Look in the Teacher s Book and see if there is an Optional Activity to do with the students. Write the activity here] Closure Give students the opportunity to feed back on how well they have learnt the grammar: If you feel you have done well, raise your hand. On the scale of 1 10 how well have you done? Encourage them to complete the self-evaluation activity at the foot of the Student Book page by ticking the appropriate emoticon; Sad face: I must try this again, Neutral face: Quite good, Happy face: Brilliant. Be sure to praise the students for their participation in the lesson: Give yourselves a clap. You ve worked really hard today. Well done. Self-study / Homework: Review Workbook exercises Writing homework Revision for unit test Extension Vocabulary research Dictionary research Topic research Student s CD-ROM or Online Practice Extra worksheets from the Scope Teacher s Toolkit Differentiation: Adapted the discussion to suit different abilities Selected pairs / groups of students to benefit different abilities Involved all students in different aspects of the class (no students not participating due to ability) Differentiated expected outcomes from lesson for students of different abilities PHOTOCOPIABLE Speaking Lesson Plan 143

16 Writing Lesson Plan Teacher Class Unit Lesson Date Aims: The lesson focuses on: presentation of a specific writing type presentation of useful phrases for writing in context presentation of language tips or study tips to help students improve their writing practice of the language in the unit reading comprehension skills: reading and writing Performance Objectives: At the end of the lesson the students will be able to: understand the model text use the Key phrases in context: [Write the specific phrases here] use the Language focus to improve their writing skills: [Write the specific items here, e.g. when, while, as soon as] write a text of a specific type: [Write the text type here, e.g. ] recognise and use useful language for writing: [Write the specific items here, e.g. linking words, time clauses, sequencing words] use the language from the unit in context: [Write the language from the unit you expect them to use in the writing here] Steps: Ask students to look at the text. Elicit the type of text it is, e.g. , narrative and elicit the topic of the text: [Write the topic, the text type and questions you will ask the students here] Presentation Students follow the reading exercises. Focus students on the Key phrases. Check that they understand them: [Write the Key phrases here] Focus on the Language focus. Check that they understand it: [Write a summary of the Language focus here, e.g. and, but, because] Practice Students follow the practice exercises to practise using the useful language for writing: [Write the specific writing language items and exercises here] Use the Focus on Writing page: [Write how you will use this, e.g. work through the exercises in class or set as a separate homework activity] Production Focus students on the writing task. Check they understand what to do by asking questions: [Write the questions you will ask here] Students plan their writing, using the prompts in the Writing guide and the Paragraph plan in the Focus on Writing section: [Write how you will help them, e.g. brainstorm, make notes on the board] Remind students of the grammar and vocabulary which has been presented in the unit so that they can use it in their writing. Students do the writing activity: [Write the activity here] The teacher monitors during the writing stage and provides feedback. There is a model answer and marking scheme in the Teacher s Book for reference. Closure Give students the opportunity to feed back on how well they have learnt the grammar: If you feel you have done well, raise your hand. On the scale of 1 10 how well have you done? Encourage them to complete the self-evaluation activity at the foot of the Student Book page by ticking the appropriate emoticon; Sad face: I must try this again, Neutral face: Quite good, Happy face: Brilliant. Be sure to praise the students for their participation in the lesson: Give yourselves a clap. You ve worked really hard today. Well done. Self-study / Homework: Review Workbook exercises Writing homework Revision for unit test Extension Vocabulary research Dictionary research Topic research Student s CD-ROM or Online Practice Extra worksheets from the Scope Teacher s Toolkit Differentiation: Adapted the discussion to suit different abilities Selected pairs / groups of students to benefit different abilities Involved all students in different aspects of the class (no students not participating due to ability) Differentiated expected outcomes from lesson for students of different abilities 144 Writing Lesson Plan PHOTOCOPIABLE