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TEACHER’S BOOKJolanta Polk Reyes
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓNPROHIBIDA SU COMERCIALIZACIÓN
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TEACHER’S BOOK
Jolanta Polk ReyesTeaching English as a Foreign Language, Dublin, Ireland.Teacher training, translation and English literature,University of Silesia, Poland.
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2016 © Ediciones Cal y Canto
Global English 3 medio Teacher’s Book 2016 Reedición
Nº de Inscripción: 197.518
ISBN: 978 956 339 196 1
Original text Jolanta Polk Reyes
Teaching English as a Foreign Language,
Dublin, Ireland
Teacher training, translation and English literature,
University of Silesia, Poland
Original illustrations Ediciones Cal y Canto®Design Ediciones Cal y Canto®
General Manager Jorge Muñoz Rau
English Editor Gloria Caro Opazo
Assistant Editor Marián González del Fierro
Design María Jesús Moreno Guldman
Cover design María Jesús Moreno Guldman
Layout Cristina Sepúlveda Aravena, Marcia Gutiérrez Pavez
Proofreading Nicholas Gunn
Illustrations Venus Astudillo Vera
General Production Cecilia Muñoz Rau
Production Assistant Lorena Briceño González
Recording Producer Rodrigo González DíazRecording Engineer Ignacio Arriagada Maia
Photos 123RF Stock Photos
2015 © Ediciones Cal y Canto
Global English 3 medio Teacher’s Book 2015 Reedición
Nº de Inscripción: 197.518
ISBN: 978 956 339 196 1
2014 © Ediciones Cal y Canto
Global English 3 medio 2014 Reimpresión
Nº de Inscripción: 197.518
ISBN: 978 956 339 073 5
2013 © Ediciones Cal y Canto
Global English 3 medio 2013
Nº de Inscripción: 197.518
ISBN: 978 956 339 073 5
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.
Impreso RR Donnelley Chile
Se terminó de imprimir 4.300 ejemplares en el mes de octubre de 2015.
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3
CONTENTS
Plan of the student’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Student’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Book Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Common european framework of reference for languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Teaching strategies for skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Integrating the four skills in the english classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Orientations to develop critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
The teacher’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
The sounds of english . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
UNIT 1: ADVICE AND SUPPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
UNIT 2: TWO OF THE ELEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
UNIT 3: PROFESSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
UNIT 4: BEING ACTIVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
UNIT 5: AT WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188Answers to workbook activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Test question bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
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4 PLAN OF THE STUDENT’S BOOK
PLAN OF THE STUDENT’S BOOK
UNIT 3UNI T 2
T WO OF THE ELEMEN TS 28
UNIT 1
ADVICE AND SUPPORT 6
GETTING INTO THE UNIT ............ 7
GETTING READY
FOR THE UNIT ................................ 8
LESSON 1
Reading
Letters to Aunt Anne
(personal letters) .............................10
Language Note
Linking words ............ ............. .........13
Application Task – Writing
A letter of advice..................... .........15
LESSON 2 Listening
Embarrassing Moments
(TV interview) .................................16
Language Note
The First Conditional ............ ........... 18
Application Task – Speaking
A role play describing
own experiences .............................19
CONSOLIDATION
ACTIVITIES ....................................20
JUST FOR FUN ..............................22
CHILEAN CONNECTION .............23
TEST YOUR KNOWLEDGE ..........24
Final Reflection ........................ 26
SELF-EVALUATION .....................27
GETTING INTO
THE UNIT .................................... 29
GETTING READ Y FOR
THE UNIT .................................... 30
LESSON 1
Reading
Earth (school newspaper
interview) .................................... 32
Language Note
The First Conditional ..................... 33
Application Task – Writing
A school earthquake plan ............ 37
LESSON 2
Listening
Water (TV programme) ................ 38
Language Note
Connectors of condition to link
two ideas ...................................... 40
Application Task – Speaking
Description of pictures in detail ..... 41
CONSOLIDATION
ACTIVITIES
................................. 42
JUST FOR FUN ........................... 44
CHILEAN CONNECTION ............ 45
TEST YOUR
KNOWLEDGE ............................... 46
Final Re flection ....................... 48
SELF-E VALUATION ..................... 49
SYNTHESIS TEST
UNITS 1 & 2 ................................. 50
PROF ESSIONS 52
GETTING INTO THE UNIT .........53
GETTING READ Y
FOR THE UNIT .............................54 LESSON 1
Reading
Preparing a CV
(article, tips, model CV) ................ 56
Language Note
Recommendations
and suggestions .............................61
Application Task – Writing
Own CV ...........................................
62
LESSON 2
Listening
Advertising for jobs
(advertisement) ..............................64
Language Note
H ad better versus shoul d ................66
Application Task – Speaking
Role play of a job interview ...........67
CONSOLIDATION
ACTIV ITIES ...................................68 JUST FOR FUN .............................70
CHILEAN CONNECTION .............71
TEST YOUR
K NOWLEDGE ...............................72
Final Ref lection .......................74
SELF-EV ALUATION .....................75
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5PLAN OF THE STUDENT’S BOOK
UNI T 4 BIBLIOGRAPHY FOR THE STUDENT ................138
WEBSITES FORTHE STUDENT .........................138
SUGGESTIONS FOR
EXTRA READING ....................139
MATERIAL USED IN
THE PREPARATION OF
GLOBAL ENGLISH ..................140
THEMATIC INDEX ............ .......141
GLOSSARY ................................143
WORKBOOK .............................144 UNIT 1 ........................................ 144
UNIT 2 ........................................ 148
UNIT 3 ........................................ 151
UNIT 4 ........................................ 154
UNIT 5 ........................................ 157
LANGUAJE REFERENCE .......160
VERB TENSES ........................... 160
MODAL VERBS ......................... 166
CONDITIONAL SENTENCES ... 168
PREPOSITIONAL PHRASES .. 170
RUBRICS FOR
SELFEVALUATION ................172
Unit 1 .......................................... 172
Unit 2 .......................................... 172
Synthesis test
Units 1 & 2 ...............................173
Unit 3 .......................................... 173
Unit 4 .......................................... 174
Synthesis Test
Units 1 to 4 ..............................174
Unit 5 .......................................... 175
Synthesis Test
Units 1 to 5 ..............................175
BEING AC TI VE 76
GETTING INTO THE UNIT ......... 77
GETTING READY
FOR THE UNIT ......................
...... 78
LESSON 1
Reading
Flying (personal account, poem) .. 80
Language Note
Prepositional phrases .................... 84
Application Task – Writing
An itinerary for a two-day trip ...... 87
LESSON 2
Listening
A competition
(radio programme) ........................ 88
Language Note
Adverbial phrases ........................... 91
Application Task – Speaking
Role play of a quiz show ................ 93
CONSOLIDATION
ACTIVITIES ................................... 94
JUST FOR FUN ............................. 96
CHILEAN CONNECTION ............. 97 TEST YOUR
KNOWLEDGE ............................... 98
Final Ref lection .....................100
SELF-EVALUATION ..................101
S YNTHESIS TEST
UNITS 1 – 4 ...............................102
UNIT 5
AT W ORK 106
GETTING INTO THE UNIT ........107 GETTING READ Y
FOR THE UNIT ........................
108
LESSON 1
Reading
Volunteering (website, e-mail, magazine article, f orms) .............110 Language Note The Present Perf ect Continuous ..................................115 Applic ation Task – Wr iting A composition .............................117 LESSON 2
Listening
Applying for a job (interview) ........118 Language Note The Present Perfect Continuous with for/ since .......... 121 Applic ation Task – Speaking Introduce yourself at an interview ............................123 C ONSOLIDATION
AC TIV ITIES ................................126
JUST FOR FUN ..........................128 C HILEAN C ONNEC TION ..........129 TEST Y OUR
K NOWLEDGE ............................130 Final Reflec tion ....................132 SELF-EV ALUATION ..................133 S Y NTHESIS TEST
UNITS 1 – 5 ..............................134
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6
INTRODUCTION
A message from the author
The Author
INTRODUCTION
Global English has been developed taking into account
the patterns and activities most relevant to the effective
learning processes suitable for 3º medio students.
What was most taken into consideration was how to
keep students’ interest in the contents of the book, i.e.
subjects and themes of special relevance and
attraction to young people of this age group.
Youngsters are often criticised for their apparent lack of
interest in contingent issues. We firmly disagree with this
idea. It is true that they show certain disenchantment
with some aspects of the globalised world, but time
and time again the younger generation has shown
that they are interested in what goes on around them.
That is why the units in the book have been developed
around key issues that interest our students.
To quote M.B. Tinzmann, B.F. Jones, T.F. Fennimore, J.
Bakker, C. Fine, and J. Pierce, 1990:
“It is primarily through dialogue and examining
different perspectives that students become
knowledgeable, strategic, self-determined, and
empathetic. Moreover, involving students in real-world
tasks and linking new information to prior knowledge
requires effective communication and collaboration
among teachers, students, parents, and other actors in
the educational process.
Indeed, it is through dialogue and interaction that
curriculum objectives come alive. Collaborative
learning offers students enormous advantages not
available in more traditional forms of teaching
because a group - whether it be the whole class or a
learning group within the class – can accomplish
meaningful learning and solve problems better than
any individual can alone.”
The majority of the listening and reading texts have
been taken from authentic sources. Where this was not
possible, they were specially written trying to make
them as real as possible.
All our cartoons are original and the result of many
hours of thinking, the extra sections have been
included to provide additional information in different
forms, and both the book as a whole and each
individual page have been carefully designed to
contribute to the establishment of a pleasant learning
environment.
Finally, the purpose of the book, apart from providing
learning contents, is to offer fun and diversion in the
sometimes dry and arduous knowledge acquisition
process.
We hope that both students and teachers will enjoy
Global English and use it to its maximum extent.
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7THE STUDENT’S BOOK
Global English consists of five units.
Unit 1: Advice and Support
Unit 2: Two of the Elements
Unit 3: Professions
Unit 4: Being Active
Unit 5: At Work
Each unit has been divided into two lessons of
gradually increasing complexity and level of
difficulty, both of them with Before, While and
After reading or listening activities. Each unit
contains the following sections:
Introduction
There is an attractive, motivating photo that
illustrates the main topic of the unit and
accompanies the learning objectives of the unit,
presented on the same page.
Getting into the unit
Short activities that have a double purpose: to
motivate and create interest, and to evaluate how
much students already know about the topic(s) to
be covered.
Getting ready for the unit
This section identifies and practises language and
skills that the students will need to have mastered
in order to move on to the new contents of the
unit.
Reading
When students have a purpose for reading, they
can adopt different reading strategies to suit
different types of texts and different reasons for
reading. For example, students may need to skim
one type of text to identify the main points it
covers, but scan another text to locate specific
information.
The Before you Read activities motivate students to
read and encourage them to predict and anticipateinformation. They are essential for reading skills
development. Making predictions is a core strategy
for reading comprehension; proficient readers
constantly attempt to ‘read ahead’ of an author,
picking up clues and predicting what might unfold.
Predictions are a category of inference: when we
predict, we are going beyond what is explicitly
stated to anticipate what, where, why, how, who
and if. Developing students’ abilities to make
reasonable predictions helps to sharpen their
inferential thinking. Make sure that you tell
students that their various predictions, though
thoughtful and well-founded, may still turn out to
be incorrect.
The Reading tasks focus students’ attention, show
them how to look for specific information, locate
clues, and separate essential from non-essential
information, and teach them that it is not
necessary to know and understand every single
word in the text to accomplish the tasks and get
the required results.
The After you Read tasks connect the text with the
students’ own reality, give practice on specificgrammar points extracted from the reading texts,
and provide opportunities for oral and written
expression.
Listening
The tasks to develop listening skills in Global
English help students to learn strategies that will
improve their understanding of spoken messages.
The same as for the development of the reading
skills, its methodology adopts a three-phase
approach with Before, While and After listeningtasks, to provide a setting, motivation and
linguistic preparation, as well as activate previous
knowledge, focus students’ attention on specific
tasks and reduce anxiety produced by unknown
messages.
Writing and speaking
The development of these two skills is carefully
guided and always based on the content of a text,
making use of a variety of activities and strategies.
In each Reading lesson there is a section called
APPLICATION TASK - WRITING, in which studentsare asked to develop a written text imitating what
they have read in the lesson and following clear
steps and instructions.
In the Listening lessons, there is an APPLICATION
TASK - SPEAKING, where students participate in a
speaking activity imitating models and following
clear instructions.
THE STUDENT’S BOOK
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8
Additionally, there are JUST FOR FUN activities to
stimulate students’ development and self-study
skills. An important component of this section is
the CHILEAN CONNECTION, which explicitly
relates the topic of the unit to the Chilean
context. This part of the book is ‘owned’ by the
students and the role of the teacher is simply to
guide and answer questions, but not to intervene,
reward, or punish for exercises either done or not
completed.
The four following parts of the book respond to
Bloom’s Taxonomy of Cognitive Domain. Namely,
there is no complete learning process without
consolidation, (CONSOLIDATION ACTIVITIES),
testing (TEST YOUR KNOWLEDGE), and
self-evaluation activities (SELF-EVALUATION).Did you know that …?
The aim of this section is to provide interesting
bits of information on the main topic of the lesson
and motivate students to find more similar details
on their own.
Internet resources
Global English makes use of information
technology by suggesting Websites to access
resources when the students need to gather
information on various topics or prepare for a
presentation. They provide a good opportunityfor independent work.
Throughout the book, students and teachers will
find website-based resources to expand their
knowledge of specific subjects. Exploitation of
these resources is important, as self-study is part
of many school improvement approaches.
Moreover, when students realise their additional
efforts are seen and recognised, they usually
become more committed to – and interested in -
improving their work.
Language note
This section encourages students to identify
characteristics of a grammar point that has
appeared in the reading or listening texts,
provides more examples, and helps students to
deduce some general rules.
Learning tip
This is an additional tool we have provided to
make learning more accessible and contents
easier to understand. Learning tips can be done
by the students on their own or you can analyse
them with the whole class, helping the students
to understand and put them into practice.
Writing target strategy
This tool has been designed to raise awareness of
the strategies students need to use when tackling a
writing task. Depending on the specific task
objectives, students will find pre-writing or editing
strategies which will help them go through
the writing process and complete different
application activities.
Speaking target strategy
This tool will provide different strategies that
students can use when preparing and planning
speaking tasks. Speaking strategies are useful to
develop oral fluency and to reduce students’
‘speaking anxiety’. Using these strategies, students
will face speaking tasks with a greater sense of
self-confidence.
Reading target strategy
This tool will provide different strategies which
will help students develop their reading skills.Depending on the specific task objectives,
students will find before-reading, while-reading
or after-reading strategies which will help them
improve comprehension.
Listening target strategies
This tool has been designed to raise awareness of
the strategies students need to use when tackling
listening tasks. These strategies will help students
in different stages of the listening process: before,
while and after.
Consolidation activities
They play an important role in the learning
process because:
• they let both teachers and students find out where
they are still lacking;
• they help to correct errors and reinforce strengths;
• they provide an attractive and entertaining new
setting for the contents of the unit.
THE STUDENT’S BOOK
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9
Formal evaluation - Test your knowledge.
This part of the book provides the teacher with
the necessary elements to formally evaluate the
students’ learning process. There is a strong need
not only for the adequate marking of students’
acquired knowledge, but, most importantly, for
determining the shortfalls and stumbling blocks
on the road to consolidated knowledge.
Therefore, the teacher should not consider this
part as exclusively the rewarding / punishing tool
for acquired / not acquired knowledge, but rather
as the basis for establishing remedial and
reinforcement procedures and techniques.
Synthesis evaluation
There are three synthesis tests in Global English:
Units 1 & 2, after Unit 2; Units 1 to 4, after Unit 4;and Units 1 to 5, after Unit 5. They have the same
format as the tests at the end of each unit, but
cover all the contents in the previous units.
Self-evaluation
By getting involved in their evaluation, learners
come face to face with their learning problems
and consciously try to tackle them. Self-evaluation
requires students to be more aware of the
changes they are experiencing, motivates them to
form a realistic and honest perception of theirown work, and to try to take responsible steps to
solve their problems. Self-evaluation enables
students to become independent learners as well
as independent thinkers.
There are three formal instances of self-evaluation
in Global English.
• Quick self-check . In every lesson, there is a short
testing activity which students must carry out
within a time limit and for which they must assign
themselves points. The teacher is strongly advised
to encourage students to analyse their performance,
identify strengths and weaknesses, and consider
steps to improve.
• Final reflection. At the end of the unit, students
are invited to think about their performance while
doing the different activities. Tips are offered in
order to help them to improve and solve problems
before moving on to the next unit.
• Self-evaluation. There is a final self-evaluation
section at the end of each unit, divided into two parts.
The first part helps students to assign themselves
marks in the final test of the unit (TEST YOUR
KNOWLEDGE). The second part provides the studentswith statements that help them to decide how much
they have learnt, putting them in a position to make
an assessment of their whole work.
Workbook
At the end of the units, there is a Workbook,
which provides additional activities to engage
students in further practice of the Student’s Book
material. It follows and reflects the Student’s Book
organisation and offers exercises that can be done
in class or assigned as homework.
Each Workbook unit practises and consolidates
reading and listening skills, grammar, and
vocabulary. The listening activities are shown by
the audio icon, and their transcripts are included
in the Answers to Workbook Activities section, at
the end of this book.
THE STUDENT’S BOOK
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10
Task-based learning
Global English helps students to develop language
and learning skills to carry out sequences of tasks.
Some advantages of task-based learning are:
• increased motivation, as learners becomepersonally involved;
• all four skills - reading, writing, listening, and
speaking - are integrated;
• autonomous learning is promoted as learners
become more responsible for their own learning;
• there are learning outcomes, learners have an end
product;
• the tasks are authentic and therefore the language
input is more authentic;
• interpersonal relations are developed through
working in pairs or groups;• there is always a break from routine and the
chance to do something different.
Collaborative work
This approach gives the teacher the grounds for
evaluating what students have learnt and how they
apply that knowledge to real-life situations.
Working in groups develops several very important
skills, including collaboration, error correction, and
respect for other people’s opinions. In addition to
completing the task at hand, you could ask students
to evaluate how well they worked as a group after
each group exercise using this simple instrument:
• Our Effectiveness as a Group
Evaluation scale: 1 – 2 – 3 – 4 – 5 – 6 – 7
Low High
a. The group defined its task. ______
b. All members of the group
i. accepted the responsibility for the
outcome. ______
ii. felt free to state their real opinions. ______
iii. were productive. ______
iv. were respectful at all times. ______
v. feel satisfied about the work done. ______
(Based on: Stopper, R. (2004). Small-Group Discussion,
pp. 299-303. Bloomington, IN: Xlibris)
Learner training
Teachers should constantly encourage students to
analyse their learning process, making them think
about their learning, what problems they have, and
how they could improve their performance so thatthey can take the appropriate steps to optimise
their learning.
Mixed ability
Global English caters for mixed-ability classes in a
variety of ways. The teacher needs to develop
techniques which allow students of all levels to
benefit from the lesson. Individual feedback is
advisable in any class, but in a mixed-ability class, this
attention to detail can increase student satisfaction.
Besides, each lesson in Global English offers at leastone activity that can be done by fast learners while
the rest of the class is finishing a task, and there are
additional activities to cater for a variety of learning
styles.
Learning styles
Research and teaching experience have shown that
students are better motivated and learn more when
their different intelligences and learning styles are
taken into account in the teaching and learning
process. As there are different personalities, thereare also different learning styles in a classroom
(visual learners, auditory learners , kinesthetic
learners , tactile learners) Global English has
considered these important facts and it offers
different kinds of activities to suit the variety of
students’ needs in a class.
Vocabulary
The active vocabulary in each unit is the vocabulary
the students need to carry out the tasks. There is
development of students’ passive vocabularythrough a rich variety of lexis in the reading and
listening texts. There are specific vocabulary
sections and practice activities.
Students should be trained to develop effective
strategies for learning vocabulary and for keeping
clear vocabulary records. When especially difficult
BOOK METHODOLOGY
BOOK METHODOLOGY
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11
words appear in a text or in an activity, their
meaning is given in a glossary section at the
bottom of the page. All these words are presented
together in the Glossary section at the end of
this book.
Grammar
Global English deals with grammar with the purpose
of making it more meaningful and useful for
students.
Structures that are essential for the understanding
of oral or written texts are presented and practised
in the After reading or After listening stages.
In order to activate students’ language awareness,
the course highlights some morpho-syntacticelements in context so students discover their use.
Collocations
When words are used together regularly, rules are
formed about their use not for grammatical reasons,
but because of the association. Some common
collocations in English are:
• verb + noun: throw a party / accept responsibility ;
• adjective + noun: square meal / grim determination;
• verb + adjective + noun: take vigorous exercise /
make steady progress;
• adverb + verb: strongly suggest / barely see;
• adverb + adjective: utterly amazed / completely
useless;
• adverb + adjective + noun: totally unacceptable
behaviour ;
• adjective + preposition: guilty of / blamed for /
happy about ;
• noun + noun: pay packet / window frame.
Prefixes and suffixes
A word can consist of three parts: the root, a prefix,
and a suffix.
The root is the part of the word that contains the
basic meaning, or definition of the word.
A prefix is a word element placed in front of the
root, which changes the word’s meaning or makes a
new word.
A suffix is a word element placed after the root,
which changes the word’s meaning as well as
its function.
Common Prefixes
Prefix Meaning Example
bi- two bicycle
de- not decaffeinated
dis- not dishonest
im- not impossible
mis- not misunderstand
pre- before preview
re- again reactivate
un- not untidy
Common Suffixes
Suffix Meaning Example
-able able imaginable
-er doer teacher
-ful full of wonderful
-ly or -y like heavenly
-ment state of agreement
-ness state of being happiness
-ous full of joyous
BOOK METHODOLOGY
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12 COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES
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.
* The levels A2 and B1 correspond to the target levels for 8 th 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.
CEF band CEF level hours level descriptor (ability at this level)
C
Proficientuser
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 andaccounts in a coherent presentation.
• Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaningeven in the most complex situations.
C1 EffectiveOperationalProficiency orAdvanced
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 UpperIntermediate
600 • Can understand the main ideas of complex text on both concrete and abstract topics, including technicaldiscussions in his/her field of specialization.
• Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakersquite 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 givingthe advantages and disadvantages of various options.
B1 Threshold orIntermediate
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 orElementary
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 onfamiliar and routine matters.
• Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of
immediate need.*A1 Breakthrough
or Beginner
• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction ofneeds of a concrete type.
• Can introduce him/herself and others and can ask and answer questions about personal details such as wherehe/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.
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13TEACHING STRATEGIES FOR SKILLS DEVELOPMENT
TEACHING STRATEGIES FOR SKILLS DEVELOPMENT
READING COMPREHENSION STRATEGIES
Comprehension 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
Before reading
• Preview the text by looking at the title, headings, and images.
• Recall prior knowledge; think about what they already know aboutthe topic of the text.
• Set goals for their reading. Note the structure, or organization of thetext, and create a mental overview or outline of the text to help decidewhether it is relevant to their goals.
• Predict what the text will be about by using prior knowledge.
While reading
• Evaluate predictions and revise them as needed.
• Connect the meaning of one sentence to the meaning of another; usebackground knowledge to try to clarify the meanings of words andphrases.
• Interact with the text; ask questions about its content and reflectingon 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 tohelp 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.
After reading After reading• 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 ofthe reading.
• Talk with a classmate about which strategies they used and why theyused them.
The following chart shows examples of questions
teachers can use to help students develop reading
comprehension strategies while they read.
M a k i n g c o n n e c t i o n s
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 whatyou’re reading?
Does this information confirm or conflict with what you’ve readin other sources?
P r e d i c t i n g
What do you think will happen next?
Based on the material you’ve looked over before reading, whatcan you predict…
What does this title / heading / picture make you think?
Although the author hasn’t told it, what do you think about…
Q u e s t i o n i n g
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 alreadyread?
M o n i t o r i n g
Is this making sense?
What’s 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?
S u m m a r i z i n g
This story is mainly about…
How is the story organized?
The author’s most important ideas were…
How does the text organization help you?
What are the key words?
V i s u a l
i z i n g
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 storylook like in your mind?
Can you picture this new information?
Adapted from: Capistrano Unified School District. (2003).
Student Reading Comprehension Strategies. Retrieved from:
http://www.readinglady.com/mosaic/tools/Student%20
Reading%20Comprehension%20Strategies%20explanation%20from%20Leslie.pdf
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14 TEACHING STRATEGIES FOR SKILLS DEVELOPMENT
LISTENING AND SPEAKING STRATEGIES
Listening 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 they’re listening to. In order to teachEFL 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 they’re
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.
Before listening• 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 particularsituation.
• Predict what the speaker(s) might say.
While listening
• Figure out the purpose for listening.
• Listen carefully to the speaker.
• Attend to the parts of the listening input that are relevant to theidentified purpose and ignore the rest.
• Listen for more information that the speaker tells about an idea.
After listening
• Think about what they have listened.
• Monitor their comprehension and the effectiveness ofthe selected strategies.
• Evaluate if they they achieved the listening comprehension goals.
• Evaluate if the combination of listening strategies selected waseffective.
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 you’re 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 makesure 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. Besure to show and not just tell when teaching a
new concept, idea, or vocabulary.
WRITING STRATEGIES
For 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 thefact 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).
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15TEACHING STRATEGIES FOR SKILLS DEVELOPMENT
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 thatstresses 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 theirtexts, 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.
Step Actions Tips and instructions
1. Prewriting Prewriting is formingideas and planning howto present information.
This is the planning phaseof the writing process,when writers brainstorm,research, gather andoutline ideas, often usingdiagrams for mappingout their thoughts.
• Use brainstorming orcreate a graphicorganizer.
• Observe, imagine,interview.• Gather the information.
2. Drafting Drafting is creating thefirst version of aparagraph. This step turnsprewriting ideas intosentences. Writers createtheir initial compositionby writing down all theideas in an organized way.
• Use three or moreimportant ideas from theprewriting and addspecific, interestingdetails.
• Develop completesentences.
• Add supporting details.• Don’t worry about making
mistakes – just get yourideas down on paper.
3. Revising Revising is changing,taking out, or addingwords to make meaningmore clear. The goal ofthis phase of the writingprocess is to improvethe draft.
• Read carefully to makesure the wording is clearand complete.
• Ask yourself:Is my message clear? Did I include enoughinformation? 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 writer’sfeedback.
5. Publishing Publishing is making a
final copy. In this last step
of the writing process, thefinal writing is shared
with the audience.
• Submit to the teacher/peers /editors / etc.
• Send it to interested /individual groups.
Adapted from: The 5-Step Writing Process: From Brainstorming toPublishing. (n.d.) Retrieved from: http://www.liferichpublishing.
com/AuthorResources/General/5-Step-Writing-Process.aspx
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16 INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM
Skills integration generally refers to linking thetraditional four skills of language learning: reading,writing, listening, and speaking in the context of alesson. An integrating approach for thedevelopment of communicative skills in the
classroom is highly recommended for acquisitionbecause, as skills are integrated in the classroom, therelevant knowledge of the foreign language istaught in a coherent, meaningful way.
In everyday life, there are many situations in whichwe use more than one language skill. For this reason,integration is concerned with realisticcommunication. When teachers integrate skills in alesson, they are able to teach the foreign languageat a discourse level . At this level, language is presented tostudents through texts which are whole units of
communication (either spoken or written) ratherthan separated segments or parts they must analyzein isolation.
Skills integration allows students to processlanguage by: contextualizing, interpreting,exploring, analyzing, experiencing, challenging,confronting, assimilating, practicing and sharing thenew information. In addition, an integratingapproach has a positive impact on the classroomatmosphere, creating a relaxed environment andfostering motivation and active engagement.
Forms of integration There are two general forms to integrate skills in theclassroom:
• Simple integration. It is the easiest form ofintegration. In this type of lesson, a receptivelanguage skill serves as a model for a productivelanguage skill.Example:
A reading activity which provides a modelfor a writing task, a listening comprehension activitywhich guides students to oral production.
• Complex integration. In this form of integration,
skills are integrated around a theme. The specificdistribution of skills integration in the lesson willdepend on the target topic.Example: A pre-reading discussion of the topic toactivate schemata, followed by listening to a series ofinformative statements about the topic or passage tobe read. While reading, teacher focuses the lesson ona certain reading strategy (for instance, scanning). After reading, students react by writing a paraphrase
of a section of the reading passage and making acomment.
Adapted from: Brown, H. D. (2001). Teaching by Principles: An
Interactive Approach to Language Pedagogy2nd Ed., New York:
Pearson Education.
USING LITERATURE IN THE LANGUAGECLASSROOM
When students are faced with reading literature, anextensive 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 ofliterature in the language classroom are:• EFL classroom strategies such as cloze, rewriting,
prediction activities, role playing are adapted andadopted to teach literary texts in the languagelesson;
• text manipulation (e.g., rearrangement and
dramatization);• two-way channel of teacher-studentcommunication and pair/ group work, in order toachieve more self-sufficiency.
• literature favors students’ development of creativeand interpretative skills.
The following is a three-stage framework proposedas a working model for the presentation of literarytexts 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 whichlead them to understand the text and to interpretit for the purposes in hand.
• Diverging (moving on): leading students intoparallel 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
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17ORIENTATIONS 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 socie
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 Bloom’s Taxonomy
(Anderson et al., 2001).
Skill Key words Questions Examples of tasks
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 questions
Discriminate between true
and false information
Name…
Recite 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
ideas
Compare two characters of the
story.
Apply Demonstrate, dramatize,
illustrate, show, use
How would you use…?
What examples can you give…
How 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 character’s
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 about…
Write a song…
Dramatize…
ORIENTATIONS TO DEVELOP CRITICAL THINKING
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18 THE TEACHER’S BOOK
This component includes:
• an introduction with a description of the course and
the course components, the methodology used,
and suggestions for classroom management;
• background notes for the teacher, related to the
information content of the different texts;
• detailed teaching notes for every unit;
• answers for all the tasks in the Student’s Book and
in the Teacher’s Book, for all the tests, and for all the
activities in the Workbook;
• the transcript of the recording;
• one additional photocopiable test per unit.
• one or two photocopiable additional activities per unit.
• a photocopiable additional reading text per unit,
with activities and background information.
Choice of tasks The book includes a great number of varied activities
The teacher should choose the ones which are more
appropriate for his / her group, depending on their
general level The important thing for the teacher to
bear in mind is the final objective of each unit, and
how the different students are advancing towards it.
There are activities for fast learners - exercises for
those students that have started to become
independent users of Global English and have
developed the capacity to work more quickly and on
their own The teacher’s role here is to offer moreinstances to those students who instinctively feel the
need to actively apply the language they have been
practising during the lesson The teacher does not
need to correct or become involved unless students
directly appeal to him / her to do so.
There are ADDITIONAL ACTIVITIES, which the teacher
can use if there is enough time or if students require
further practice, and OPTIONAL ACTIVITIES, which
generally offer a break from the routine, a moment to
relax, or a bit of fun while practising the language.
Information and extra practice is suggested
when there is a chance that students will make a
mistake, in grammar, vocabulary, or pronunciation.
Remember to be very careful as to when and how to
correct errors; avoid interrupting students when they
are doing oral communication activities; instead,
make a note of the common mistakes and then
correct with the whole class at the end of the activity.
Level of difficulty
The activities and texts included in the book are
classified according to their level of difficulty This is
shown in the Teacher’s book with the following icons:
+ = Low ++ = Medium +++ = HighCD
The first 9 tracks of the CD offer examples of
classroom language for the teacher and for the
students It includes all the listening material:
Pronunciation, Listening and Listening test material,
with a variety of accents: British, American, Canadian,
Irish, Scottish, Indian, Chilean, French, Russian, etc , to
expose students to different accents.
Classroom language
The Teacher’s Book offers a selection of usefullanguage that the teacher can use with the students
in different situations, with different purposes They
provide examples for students to imitate, or they are
expressions the teacher can use and which students
need to identify and recognise All of them are
recorded in the first nine tracks of the CD.
Test question bank
This is a set of 75 test questions that the teacher can
use when preparing his / her own evaluation
instruments There is one set for each language
ability and one set for grammar and vocabularyHowever, many of them can be used for other skills,
different contents, a variety of contexts, etc.
Glossary
The meaning of difficult words from the texts appear
in a glossary in the final pages of the Teacher’s Book
The meaning provided has to do specifically with
the context in which the word appears.
Thematic bibliography
There is a list of books where the teacher can
find further information on the contents of thebook, divided into reading, listening, speaking,
writing, and grammar and vocabulary.
Bibliography and websites
Both the Teacher’s Book and the Student’s Book
offer suggestions of materials that can be used for
reference Some of these materials can be found
in the Centro de Recursos de Aprendizaje (CRA) in
each school.
THE TEACHER’S BOOK
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19THE SOUNDS OF ENGLISH
The consonants in the table are the consonant
phonemes of British and American English.
Consonant sounds
/ 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 / f ine, coff ee, leaf
/v/ van, over, move
/θ/ think, both
/ð/ the, brother, smooth
/s/ soup, fussy, less
/z/ zoo, busy, use
/ ʃ / show, washing, cash
/ʒ/ leisure, vision
/h/ home, ahead
/tʃ / chair, nature, watch
/dʒ/ jump, pigeon, bridge
/m/ man, drummer, comb
/n/ no, runner, pin
/ŋ/ young, singer
/l/ let, silly, fall
/r / run, carry
/ j/ you, yes
/w/ woman, way
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.
Vowel sounds
/ɪ:/ eat, sleep
/ɪ/ silly, baby, it, swim
/e/ edge, lead
/æ/ apple, man
/ɑ:/ f ather, calm, *1can’t, *2car
/ ɒ/ *3odd, want
/ɔ:/ or*4, daughter, more
/ʊ/ put, f ull
/ʊ:/ shoe, suit
/ʌ/ under, enough, butter
Br /ɜ/ Am/ɝ/ earn, bird, occur
/ə/ above, support, possible, Africa, mother
*1 In American English, this is pronounced with vowel /æ /.
Before /nt / /f / /s /, as in can’t, half, grass, bath.
*2
In American English, ther
after a vowel is pronounced.*3 This vowel is not found in American English. Instead it is
pronounced as /ɑ /.
*4 In American English, the r after a vowel is pronounced.
/eɪ/ ache, pay ɛə air, dare
/aɪ/ I’m, right ʊə pure, tour
/ɔɪ/ oil, noise aʊ out, cow
/ɪə/ ear, here əʊ 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.
THE SOUNDS OF ENGLISH
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20 CLASSROOM LANGUAGE
Greetings 1
• Good morning. / Good afternoon. / Hello. / Hi.
• Good bye. / See you tomorrow. / See you later.
• Have a nice weekend. / Enjoy your holiday.
Moods and feelings 2
A: How are you today?
B: I’m fine. / I’m great. / OK. / Very well, thank you. /
I’m not very well. / I have a problem. / I’m feeling
down. / I’m sad.
Asking for clarification 3
• Can you repeat that, please?
• Can you say that again, please?
• Sorry. I’m afraid I didn’t understand.• Can you help me with this exercise, please?
Encouragement 4
• Well done! / Good! / Excellent! / Good work! /
Congratulations!
• Do it more carefully. / Say it again. / Try to correct
that, please.
• Not too bad. / You’ll do better next time. /
Keep trying!
The date 5
A: What day is it today?
B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s
Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.
A: What’s the date today?
B: It’s (Monday) March 9th. / It’s (Monday) 9th March.
The weather 6
A: What’s the weather like today?
B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s
nice and warm. / It’s nice and cool. / It’s raining. /
It’s snowing.
The time 7
A: What’s the time? / What time is it?
B: It’s one o’clock. / It’s two o’clock. / It’s three
o’clock. / It’s ten o’clock. / It’s twelve o’clock.
A: What’s the time? / What time is it?
B: It’s quarter past nine. / It’s half past ten. / It’s five
past eleven. / It’s ten past twelve. / It’s twenty
past one. / It’s twenty five past two.
A: What’s the time? / What time is it?
B: It’s quarter to eight. / It’s twenty five to nine. / It’s
twenty to ten. / It’s ten to three. / It’s five to four.
CLASSROOM LANGUAGE
20
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2
Some commands and instructions 8
• 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.
• That’s all for today, thank you.
• Work in groups of four.
• Work with your partner.
• Write the sentences.
Turn-taking and permission9
• 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?
• It’s your turn.
• Sorry, it’s my turn.
Websites made available to students
and teachers
http://www.onestopenglish.com
MacMillan Campus site. Videos, chat, news, activities.
http://esl.about.com
ESL / ELT problems, suggestions for solutions,
explanations, examples, and activities.
http://www.eslcafe.com
Discussion forums, chat room, interactive exercises,
online tutorials, teaching ideas, job postings and
extensive web guide.
http://www.pearsonelt.com
Pearson Education site. Articles, classroom
resources, discussions, videos.
http://www.rong-chang.com/
A wealth of ideas to teach, prepare materials, use
the Internet, etc.
http://www.cln.org/int_projects.htmlList of sites that will help teachers who are looking
for Internet projects for their classes.
http://maryglasgowplus.com
Mary Glasgow Magazines plus news, contacts, ideas
for teachers and students.
http://www.holidays.net
Information about various celebrations and
religious holidays, with related recipes, crafts and
fun activities.
http://www.infoplease.comInformation about practically every country in
the world.
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22 SUGGESTED YEAR PLANNING
SUGGESTED YEAR PLANNING
Unit Expected Learning Activities Resources
Unit 1
ADVICE AND SUPPORT
Topics: Teen issues
Pages: 6 - 27 of the Student’s
Book
Time: 21 hours
Answers: Pages 145 - 146
Students show general and specific
comprehension when reading and listening
to different types of texts.
Students consolidate a language point.
• 6. Page 10
7. 8. 9. Page 12
• 5. 6. 7. 8. Track 12, Page 17
• 11. Page 13.
• 10. Page 18
• Reading text: Letters
to Aunt Anne.
Notes with additionalinformation.
• Letters.
Pictures.
• Listening text:
Embarrassing moments.
Notes with additional
information.
• Language Note.
• Sentences.
Students complete sentences using
linking words.
Students write a letter of advice.
• 11. Page 13
• 17. Page 15
• Language note.
Pictures.
Notes with additional
information.
• Notes with additional
information.
Students imitate a spoken model and role
play a dialogue and a monologue.
Students describe own experiences.
• 13. Track 10, Page 14
• 11. Track 13, Page 18
• 13. Page 19
• Oral Practice.
• Notes with additionalinformation.
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2SUGGESTED YEAR PLANNING
Indicators of Evaluation Activities Page
Getting into the unit. Students do activities that introduce them to the topic and to some of
the language that they will study in the unit.
1. 2. 3. 4. 7
Getting ready for the unit. Students do activities that revise their previous knowledge of the
language and skills that are pre-requisites for the new contents.
1. 2. 3. 4. 5. 6. 7. 8. 9.
Track 12
8, 9
Quick Self-Check. Students do a short testing activity within a time limit, assign
themselves points, and analyse their performance.
15.
12.
14
19
Test your Knowledge
• Reading: Students summarise and match information. Students discriminate between correct
and incorrect information. Students find specific information.
• Listening: Students find specific information. Students discriminate between correct and
incorrect information.
• Language: Students use linking words and the First Conditional.
• Writing: Students complete a letter with their own ideas and opinions.
• Speaking: Students role play a dialogue expressing opinions.
1. 2. 3.
4. 5. 6. Track 15
7. 8.
9.
10.
24, 25
25
25
26
26
Final reflection. Students are invited to think about their performance while doing the
different activities. Tips are offered in order to help them to improve and solve problems before
moving on to the next unit.
26
Self Evaluation: Students analyse their performace in the final test and assign
themselves points.
Students reflect on value issues and behaviour while working on the unit.
27
Extra Test (Teacher’s book)
• Reading: Students find and match specific information. Students discriminate betweencorrect and incorrect information.
• Listening: Students discriminate between correct and incorrect information.
• Language: Students use connectors and intensifiers.
• Speaking: Students ask for and give advice.
• Writing: Students write a letter of advice.
(Teacher’s book)
1. 2. 3.
4. 5. Track 16
6. 7.
8.
9.
(Teacher’s book)
6566
66
66 - 67
67
67
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24 SUGGESTED YEAR PLANNING24
Unit Expected Learning Activities Resources
Unit 2
TWO OF THE ELEMENTS
Topics: Earth and water
Pages: 28 - 51 of the
Student’s Book
Time: 21 hours
Answers: Pages 147 - 149
Students show general and specific
comprehension when reading and listening
to different types of texts.
Students consolidate a language point.
• 4. 5. 6. 7 Page 32
8. Page 33
• 6. 7. 8. 9. 10 Track 19, Page 39
• 9. Page 33
• 10. Page 36
• 12. Page 40
• Reading text:
Earth.
• Pictures.
• Notes with additional
information.
• Listening text:
Water .
Diagrams.
• Language Note.
• Dialogue.
• Article:
What to do before and
during a tsunami.
• Sentences.
Students complete sentences using the
First Conditional and key vocabulary.
Students complete a security warning with
recommendations.
Students write a school earthquake plan.
• 9. Page 33
• 10. Page 36
• 13. Page 37
• Oral Practice.
Language note.
• Pictures.
• Article:
What to do before and
during a tsunami.
• Pictures.
• Notes with additional
information.
Students discuss their own and their
school’s earthquake plan.
Students describe a process.
Students imitate spoken models and role
play a dialogue and a monologue.
Students describe pictures in detail.
• 13. Page 36
• 11. Page 40
• 9. Track 17, Page 33
• 13. Track 21, Page 41
• 14. Page 41
• Notes with additional
information.
• Notes with additionalinformation.
• Chart.
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2
Indicators of Evaluation Activities Page
Getting into the unit. Students do activities that introduce them to the topic and to some of
the language that they will study in the unit.
1. 2. 29
Getting ready for the unit. Students do activities that revise their previous knowledge of the
language and skills that are pre-requisites for the new contents.
1. 2. 3. 4. 5. 6. 7. 8. 9.
Track 20
30, 31
Quick Self-Check. Students do a short testing activity within a time limit, assign
themselves points, and analyse their performance.
11.
13.
36
41
Test your Knowledge
• Reading: Students summarise and match information. Students discriminate between correct
and incorrect information. Students find specific information.
• Listening: Students find specific information. Students discriminate between correct and
incorrect information.
• Language: Students use connectors of condition and the First Conditional.
• Writing: Students turn an interview into a letter.
• Speaking: Students talk about disasters and their prevention in Chile.
1. 2. 3. 4
5. 6. 7. Track 23
8. 9.
11.
10.
47
47
48
48
48
Final reflection. Students are invited to think about their performance while doing the
different activities. Tips are offered in order to help them to improve and solve problems before
moving on to the next unit.
48
Self Evaluation: Students analyse their performace in the final test and assign
themselves points.
Students reflect on value issues and behaviour while working on the unit.
49
Synthesis Test Units 1 & 2
• Reading: Students locate information. Students find specific information.• Listening: Students identify speakers. Students find specific information.
• Language: Students use connectors of condition and other linking words. Students match
information to offer advice.
• Writing: Students write a letter of advice on what to do if there is an earthquake.
• Speaking: Students talk about natural disasters, offering advice and tips on how to behave.
1. 2.3. 4. Track 24
5. 6. 7.
8.
9.
5151
51
51
51
Extra Test (Teacher’s book)
• Reading: Students find specific information. Students discriminate between correct and
incorrect information. Students find synonymous expressions.
• Listening: Students discriminate between correct and incorrect information. Students find
specific information.
• Language: Students use connectors of condition and the First Conditional.
• Speaking: Students discuss possible reactions using the First Conditional.
• Writing: Students write an action plan.
(Teacher’s book)
1. 2. 3.
4. 5. Track 25
6. 7.
8.
9.
(Teacher’s book)
98
98
98 - 99
99
99
SUGGESTED YEAR PLANNING
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26 SUGGESTED YEAR PLANNING26
Unit Expected Learning Activities Resources
Unit 3
PROFESSIONS
Topics: Professional conduct
and job applications
Pages: 52 - 75 of the
Student’s Book
Time: 21 hours
Answers: Pages 149 - 150
Students show general and specific
comprehension when reading and listening
to different types of texts.
Students consolidate a language point.
• 5. 6. 7. 8. 9. 10. Page 57
• 7. 8. 9. 10 Track 29, Page 65
• 13. Page 61
• 12. Page 66
• Reading text:
Preparing a CV .
• Notes with additional
information.
• Listening text:
Advertising for jobs.
• Chart.
• Language Note.
• Pictures.
• Situations.
Students play a word game.
Students give recommendations.
Students write their own CV using a
computer application.
• 11. Page 60
• 13. Page 61
• 16. Page 62
• Game.
• Pictures.
• Link with additional
information.
• Illustrations.
• Microsoft Office Word.
Students role play a conversation.
Students role play a monologue.
Students role play a job interview.
• 12. Track 26, Page 60
• 13. Track 30, Page 66
• 15. Page 67
• Oral Practice.
• Notes with additional
information.
• Oral Practice.
• Notes with additional
information.
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2
Indicators of Evaluation Activities Page
Getting into the unit. Students do activities that introduce them to the topic and to some of
the language that they will study in the unit.
1. 2. 3. 4. 53
Getting ready for the unit. Students do activities that revise their previous knowledge of
the language and skills that are pre-requisites for the new contents.
1. 2. 3. 4. 5. Track 29 54, 55
Quick Self-Check. Students do a short testing activity within a time limit, assign
themselves points, and analyse their performance.
14.
14.
61
67
Test your Knowledge
• Reading: Students find and match information. Students find specific information.
• Listening: Students discriminate between correct and incorrect information. Students find and
match information. Students find specific information.
• Language: Students use modals to express recommendations.
• Writing: Students write a job advertisement.• Speaking: Students describe problems and offer recommendations and advice.
1. 2.
3. 4. 5. Track 32
6. 7.
9.
8.
73
73
74
74
74
Final reflection. Students are invited to think about their performance while doing the
different activities. Tips are offered in order to help them to improve and solve problems before
moving on to the next unit.
74
Self Evaluation: Students analyse their performace in the final test and assign
themselves points.
Students reflect on value issues and behaviour while working on the unit.
75
Extra Test (Teacher’s book)
• Reading: Students find and match specific information. Students transfer information to agraphic organiser.
• Listening: Students discriminate between correct and incorrect information. Students identify
sequence.
• Language: Students use should, shouldn’t, and had better to give advice and recommendations.
• Speaking: Students ask for and give recommendations and advice to write a CV.
• Writing: Students write a cover letter to introduce a CV.
(Teacher’s book)
1. 2.
3. 4. 5. Track 33
6. 7.
8.
9.
(Teacher’s book)
126
126
126 - 127
127
127
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28 SUGGESTED YEAR PLANNING28
Unit Expected Learning Activities Resources
Unit 4
BEING ACTIVE
Topics: Travelling experiences
and television quiz