CAMBRIDGE ENGLISH Worldwide Teacher s Book Two ANDREW LITTLEJOHN &DIANA HICKS An A to Z of methodology is available free of charge to accompany this Teacher s Book. This is an easy-to-use reference guide to language teaching which includes many practical ideas. For your free copy, please contact your local Cambridge University Press representative or write to CUP in England: ELT Marketing, Cambridge University Press, The Edinburgh Building, Shaftesbury Road, Cambridge CB2 2RU, England. Fax: +44 1223 325984 e-mail: aldh@cup.cam.ac.uk
PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, VIC 3166, Australia Ruiz de Alarcón 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org Cambridge University Press 1999 First published 1999 Third printing 2001 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this book is available from the British Library ISBN 0 521 64505 0 Teacher s Book ISBN 0 521 64507 7 Student s Book ISBN 0 521 64506 9 Workbook ISBN 0 521 64503 4 Listening and Speaking Pack ISBN 0 521 64504 2 Class Cassette Set ISBN 0 521 77668 6 A to Z of Methodology Copyright The pages in this book marked Language worksheets, Cambridge University Press 1999, Photocopiable, Say it clearly! worksheets, Cambridge University Press 1999, Photocopiable or Supplementary Unit A Parcel of English, Cambridge University Press 1999, Photocopiable may be photocopied free of charge for classroom use by the purchasing individual or institution. This permission to copy does not extend to branches or additional schools of an institution. All other copying is subject to permission from the publisher.
Map of Cambridge English Worldwide 2... 4 Introduction.. 6 Rationale Aims, Syllabus, Methodology and Evaluation 7 Cambridge English Worldwide 2 at a glance. 10 Using Cambridge English Worldwide 2 13 Special note on A Parcel of English registration scheme and An A to Z of methodology... 14 What s in Cambridge English Worldwide 2?.. 15 THEME A The world encyclopaedia.... 16 1 Welcome back!. 16 2 TEST YOUR ENGLISH.. 19 B C D E F Contents Natural forces.... 24 3 TOPIC The weather.... 24 4 LANGUAGE FOCUS... 27 A good life.... 30 5 TOPIC Sports for everybody. 30 6 LANGUAGE FOCUS... 33 Life on Earth.... 37 7 TOPIC In a rainforest..... 37 8 LANGUAGE FOCUS... 41 Back in time... 44 9 TOPIC Detectives of history.. 44 10 LANGUAGE FOCUS... 48 Below the clouds.....51 11 TOPIC Climates of the world.... 51 12 LANGUAGE FOCUS....... 54 Optional Units..57 A CULTURE MATTERS School in the USA..57 B ACTIVITY Weather around the world....59 C REVISION... 60 D CULTURE MATTERS Living traditions.. 61 E ACTIVITY Discoveries for the future. 63 F REVISION.. 65 Supplementary Unit A Parcel of English 66 Workbook and Listening and Speaking Pack notes and answers.....73 Supplementary worksheets.. 78 Classroom language........ 95
Map of Cambridge English Worldwide 2 THEME TOPIC A The world encyclopaedia Curriculum links: Biology - lives of animals; Science - space. 1 Welcome Back! 8 The people in your class; general world knowledge. B C Natural forces Curriculum links: Music listening to Beethoven; Science laws of physics; water and weather cycles; Geography seasons and weather around the world. A good life Curriculum links: Health Education - sports; types and function of exercise; Social Education - social well-being. 3 TOPIC The weather 16 Impressions of music; weather through the year; how rain and winds happen. Vocabulary areas: types of weather; adjectives; months; frequency adverbs. 5 TOPIC Sports for everybody 28 Sports and health; types of exercise. Vocabulary areas: names of sports; parts of the body; daily routines. D E Life on Earth Curriculum links: Environmental Science - importance of trees and rain; Natural History - trees, dinosaurs. Back in time Curriculum links: History - using historical clues to learn about the past; life 4,000 years ago. 7 TOPIC In a rainforest 40 The importance of rainforests; how they make rain and oxygen; the oldest living things. Vocabulary areas: places; plants and animals; natural processes. 9 TOPIC Detectives of history 52 Important inventions and discoveries; the Iceman discovery; using clues from history. Vocabulary areas: inventions; tools and discoveries; basic verbs. F Below the clouds Curriculum links: Geography - countries and climate types; Social Studies - climate and the way we live. 11 TOPIC Climates of the world 64 Climate and how we live; natural disasters. Vocabulary areas: weather and weather effects; seasons; climate types.
Note: Page numbers refer to pages in Student s Book 2. LANGUAGE FOCUS 2 TEST YOUR ENGLISH 10 The world encyclopaedia A test covering Present tense questions; pronouns; Present continuous; comparatives/superlatives; Past simple. OPTIONAL UNIT A CULTURE MATTERS 76 At school in the USA The school day in the United States; timetables and rules 4 LANGUAGE FOCUS 22 Countables and uncountables; much and many ; comparatives and superlatives. Out and about: making plans; Present continuous for future plans. B ACTIVITY 78 Weather around the world Collecting information about world weather; making a poster. 6 LANGUAGE FOCUS 34 verbs + -ing ; adverbs; expressing likes and dislikes. Out and about: classroom phrases; asking for help. C REVISION 80 Revision of Units 5 and 6. 8 LANGUAGE FOCUS 46 Dinosaurs: how they lived; Past simple with regular verbs; was and were. Out and about: inviting and suggesting. D CULTURE MATTERS 82 Living traditions Multi-cultural celebrations in Britain; celebrations in your country. 10 LANGUAGE FOCUS 58 Village life in the past; Past simple: regular and irregular verbs; negatives and questions. Out and about: reacting to what people say. E ACTIVITY 84 Discoveries for the future Making a booklet for future generations. 12 LANGUAGE FOCUS 70 Helping the environment; going to ; have to ; making plans. Out and about: in a café. F REVISION 86 Revision of Units 11 and 12.
Introduction Who is the course for? Cambridge English Worldwide (CEWw) is a course in English for young students. It has four levels, including a Starter level for students who have not done any English before. How long does the course take? Each level of CEWw is intended for approximately 40 60 hours of classroom work, including the Optional Units. However, the course has a flexible design which allows it to be made either shorter or longer. For what type of teaching situations is it intended? CEWw has been designed for a variety of possible situations, including large classes with limited resources. The realities of teaching learners of varying abilities and varying levels of motivation have shaped the approach of the course. What does it aim to do? CEWw Level 2 contains four different syllabuses: 1 A language syllabus. Students develop their knowledge of English grammar, vocabulary and language use. 2 An educational syllabus. Students broaden their knowledge of the world and make links with other school subjects. They develop cross-curriculum attitudes and abilities, such as working independently, working with others, appreciating the environment and so on. 3 A learner involvement syllabus. Students gradually take more responsibility for their own learning, to feel that their classes are their own. 4 The course also offers support for teachers: easy-to-use Unit notes additional Unit notes on teaching classes with mixed abilities photocopiable language and pronunciation worksheets advice on how the course may be lengthened or shortened a list of useful classroom phrases detailed practical suggestions in an easy to use A to Z of Methdology (supplied separately see page 14) What does the course consist of? Each level of CEWw has five components: a Student s Book a Teacher s Book a Workbook a Class Cassette Set a Speaking and Listening Pack (for students) There are also videos available for the course. For teachers, An A to Z of methodology is supplied separately, free of charge (see page 14). We hope that you enjoy using Cambridge English Worldwide and that both you and your students find it a rewarding course to work with. We welcome any comments on the materials whether negative or positive. Please write to us: Andrew Littlejohn and Diana Hicks c/o English Language Teaching Cambridge University Press The Edinburgh Building Shaftesbury Road Cambridge CB2 2RU England Fax: +44 1223 325984 e-mail: aldh@cup.cam.ac.uk There are also two World Wide Web sites where you can get further support: http://www.cup.cam.ac.uk/elt/ces http://ourworld.compuserve.com/homepages/ A_Littlejohn where you can also download articles, papers or tasks and consult the full A to Z of methodology. 6 Introduction
Rationale Cambridge English Worldwide has been based on a reconsideration of English language teaching with secondary age students and the part that a coursebook can play. It offers a new approach in which wider educational goals, student involvement and support for teachers combine to provide a significant step forward in English language teaching. This Rationale describes the aims, syllabus and methodology of the course and the role of evaluation. 1 AIMS 1.1 Learning English and learning about the world The main aim of the course is to develop the students abilities to use English accurately and fluently. For most students, however, language itself is simply not interesting enough to command their continual attention. Many coursebooks therefore draw on teenage topics (pop music, fashion, discos, fast food and so on) to try to motivate the students. It is our view, however, that there is a much greater potential for language teaching. Since English teaching has very little content of its own (apart from grammar, functions, vocabulary, etc.), it presents a unique opportunity to stimulate the students natural interests by providing a rich variety of topics from which they can learn about the world at the same time as learning the language. It is precisely this which CEWw aims to provide. 1.2 Student involvement One of the keys to successful learning is involvement so that the students feel that they are a part of what goes on in the classroom. Without this, it is very difficult for the students to sustain any motivation they may have. All too often, we see the results of a lack of involvement: bored, seemingly tired students, some of whom resort to misbehaviour and make teaching an uphill struggle. In CEWw, we have given careful thought to ways of involving the students. Throughout the course, there are points at which they can make decisions, think about what they have just done, and gradually take more responsibility for their own learning. 1.3 Support for teachers English language teaching also offers opportunities for teachers to develop themselves as teachers. The course therefore provides both clear guidance in using the materials and support in understanding and thinking about some key areas in language teaching. In this way, we aim to assist teachers in understanding what happens in their classes, and thus make teaching a more rewarding experience for both the students and themselves. 2 SYLLABUS CEWw contains four different syllabuses. These are: (1) a language syllabus, (2) an educational syllabus, (3) a learner involvement syllabus and (4) a teacher support syllabus. 2.1 The language syllabus At the heart of the language syllabus in CEWw lies a structural progression. The course moves, in the familiar way, from the Present tenses, through to the Past tenses, Future tenses and so on, mainly through the Language focus Units. Students are either presented with explanations or encouraged to work out their own rules for forming and using language. We have used a structural syllabus for a number of reasons. In our view, it provides a systematic mapping out which enables students to generate an infinite number of new utterances. It is also a familiar means of organising language which allows teachers and learners either to come to CEWw from other courses or to go on to other work. The language syllabus in CEWw, however, is not a narrow step by step one. The aim is not that students master each new structure the first time it appears, but that they notice it, since the course returns to each language point several times with numerous opportunities to learn. At the same time, the course emphasises vocabulary development right from the start, continually recycling vocabulary items through new texts, exercises, Language Record pages and picture dictionaries. CEWw draws on the four skills in as natural a way as possible. Writing, for example, may be used as a means of preparing for a spoken task, listening and reading as a Rationale 7
basis for sharing reactions and ideas. Writing, in particular, features quite a lot in CEWw since, used appropriately, writing can give students the chance to plan, to reflect and to ask for help. Spoken social English is also highlighted in special Out and about sections and drawn together in a short phrase book section in Language Records in the Student s Book. Listening is also an important element in the course. In the initial stages, listening is featured as a means of consolidating language already presented, whereas in later levels, more traditional listening comprehension work is provided. Reading also takes on a stronger role in the later levels of the course. 2.2 The educational syllabus CEWw also aims to make a direct contribution to the students general educational development. Curriculum links means that the topics in CEWw have direct connections with other school subjects, but in a fresh, innovative way. Students are given the opportunity to broaden their knowledge and understanding of the world and to contribute what they already know. There is therefore a natural, real reason for communicating and for working with the language. Cross curriculum abilities and attitudes feature in the course in a number of different ways. Through different kinds of texts (maps, diagrams, plans, descriptive texts, letters, etc.), students become familiar with seeing ideas presented in a variety of ways. The course also shows the students how they can gather, develop and organise their own ideas through, for example, brainstorming aspects of a topic. Cross-cultural awareness is also a feature of CEWw. The Starter level includes plenty of opportunities where you can focus the students attention on cross-cultural aspects revealed by the pictures in the Student s Book: for example, the use of uniform in UK schools, how towns look, traffic systems, currency, housing and so on. Levels 1 3 of the course include Culture matters Units, about life in English-speaking countries, and the Parcel of English scheme, which brings students into contact with students in different parts of the world. 2.3 The learner involvement syllabus An important part of the course is the involvement of the students in decisions about what they will work on and how they will work. This aims to give the students a sense of ownership in language learning, so that they feel that what they learn is theirs. Most students, however, have little or no experience in thinking about such things, so the course approaches this very gradually. In the Topic Units, Decide tasks give students a choice of what they can do next. As the course progresses, students learn to make their own exercises and to test themselves. In addition, frequent self-assessment tasks ask students to reflect on what they have learnt. 2.4 The teacher support syllabus Detailed guidance on using the course is provided in the Unit notes in this Teacher s Book. The grey panels in the Unit notes give further support for teaching mixed-ability classes. For students who require further practice, there are supplementary worksheets which you may photocopy. In the Unit notes, you will see a symbol like this: AtoZ. This refers to the separate A to Z of methodology (see page 14), which explains some of the main ideas in language teaching and gives numerous practical suggestions. 3 METHODOLOGY Most courses tend to emphasise a reproductive approach to language teaching with, for example, various forms of repetition (e.g. substitution, pattern practice, etc.) and other tasks where students have to reproduce the language presented to them (e.g. traditional comprehension questions). These types of tasks are an important part of classroom language learning, but CEWw in addition gives students many opportunities to contribute their own ideas, to express what they wish or need to say in English, without always following a tightly controlled model that is, to use the language creatively. Creativity is closely related to personalisation in CEWw. Wherever possible, students are asked to contribute their own ideas and content (for example, personal experiences, photos, and so on). As the course progresses, the students are gradually asked to make decisions about their learning. This includes tasks where they have to decide what they will do next, and Evaluation tasks where they think back over what they have done and how they can improve it next time. A third aspect of methodology is transparency. This means that it is clear to everyone (teacher and students) what tasks involve and what their purpose is. This is particularly important for the students, since greater learner involvement depends on understanding what is going on in the classroom. For this reason, the Student s Book includes full instructions for each task and a label that shows its main purpose. 8 Rationale
Every class contains mixed levels of student ability. Some students require more practice than others, some need frequent revision, some work at a different speed from others. For these students, additional supplementary language worksheets are given in this Teacher s Book. It is not always appropriate, however, to use a Unit in the same way with an entire class. For this reason, the notes to each Unit include suggestions for how more support can be given to students or how the tasks can be made more demanding. In the Student s Book, the Time to spare? sections also offer further support for students. Lastly, in CEWw, the mother tongue plays an important role. A number of tasks, particularly in the Language focus Units, ask the students to think about the structure of their language and to compare it with English. Secondly, as the teacher s notes make clear, we expect that some of the initial tasks will take place in the mother tongue, particularly in early stages of the course. There are a number of reasons why we have designed the course this way. When people are learning, they always try to make sense of what is new by comparing it with what they already know. This means that, whatever the teacher or the coursebook says, students will translate the foreign language into their own language and it is therefore best if this is done explicitly so that misconceptions can be avoided. In addition, we believe that many students feel completely powerless and lost in language classes, especially in the initial stages, and the use of the mother tongue can ease them into language learning. Use of the mother tongue also gives the students an opportunity to participate more fully in making decisions over their own learning. 4 EVALUATION There are two aspects of evaluation in CEWw: evaluation of what the students have learned, and evaluation of how they have learned. Evaluation of what : CEWw includes many self-assessement tasks for students. Levels 1 3 of the course also provide an initial test. Students are also introduced to the idea of producing their own tests. The aim of this is to reduce their fear of tests and to encourage them to view tests as a potentially useful way to learn. Evaluation of how : At various points in the course students are asked to think about how well they worked, what problems they had and how they might do things better next time. The purpose in doing this is to raise the students awareness of how they are learning and to make them feel more involved in their language course and able to participate in making decisions over both what they need and would like to do. Rationale 9