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Skillful

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Developing essential skills for academic success

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Academic success requires so much more than memorizing facts. It takes skills. This means that a successful student needs to both learn and think critically. Skillful helps teachers prepare their students for academic work in English by teaching not only language—vocabulary and grammar—but the necessary skills to engage with topics, texts, and discourse with classmates.

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Skillful gives students:• Engaging texts on a wide variety of topics, each examined from two different academic disciplines• Skills for learning about a wide variety of topics from different angles and from different academic areas • Skills they need to succeed when reading and listening to these texts • Skills they need to succeed when writing for and speaking to different audiences • Skills for critically examining the issues presented by a speaker or a writer • Study skills for learning and remembering the English language and important information

Teachers using Skillful should:

• Encourage students to question and interact. Learning a language is not passive. Many of the tasks and exercises involve pairwork, groupwork, and whole class discussion. Working with others helps students solidify their understanding and challenge and expand their ability to think critically.

• Personalize the material. Help students make connections between the texts in their book and their own world—home, community, and country. Bring in outside material from local sources when it’s relevant, making sure it fits the unit topics and language.

• Provide a lot of practice. Have students do each exercise several times, with different partners. Review exercises and material from previous units. Use the Skillful Digibook to develop the skills presented in the Student’s Book. Have students complete the additional activities on a computer outside of class to make even more progress. Assign frequent manageable review tasks for homework.

• Provide many opportunities for review. Remind students of the skills, grammar, and vocabulary they learned in previous units. Have students study a little bit each day, not just before tests.

• Show students how to be independent learners. Point out opportunities to study and practice English outside of class, such as reading for pleasure and using the Internet in English. Have them find and share information about the different unit topics with the class. The study skills page in every unit gives students valuable tips for successfully managing their own learning.

Learning skills, like learning a language, takes time and practice. Students must be patient with themselves as they put in the necessary time and effort. They should set and check goals. Periodic assessments the teacher can print, such as the unit tests, progress tests, and end test on the Digibook let students see their own progress and measure how much they’ve learned, so they can feel proud of their academic and linguistic development.

Dorothy E. ZemachSkillful Series Consultant

www.macmillanenglish.com/skillfulwww.macmillanenglish.com/skillful

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ABOUT THE COURSE

Every student needs top class reading, writing, listening and speaking skills to succeed at an academic level. Skillful focuses on each of these skills to give presentation, instant practice and complete immersion in that language skill. It offers students the opportunity to develop language skills by presenting them with ideas from today’s world, while building critical thinking skills that are vital for academic success.

Skillful is a brand new five-level course taking students from foundation to advanced. Each level includes both a Listening & Speaking and Reading & Writing coursebook that complement each other through parallel topics and features. Skillful not only provides the tools for academic success but creates an interactive learning environment which encapsulates student debate.

Skillful is an arena for intelligent thinking.


Something a little bit different.

Discussion pointDiscuss these questions with a partner.1 Do you help others? Describe a helpful thing you did for someone

else recently.

I do / don’t help others because … Recently, I helped … by …

2 Name some international aid organizations. How do they help improve people’s lives?

Some international aid organizations are … They help improve people’s lives by …

3 Look at the picture and read the saying. What do you think the saying means? Do you agree?

I think this saying means … . I agree / disagree because …

LiSTeninG Listening to storiesListening for past and present time signals

VoCaBuLary Identifying word families

SPeakinG Asking for more information

PronunCiaTion Pronouncing -ed endings

stuDyskiLLs Using listening notes for tests

Getting startedDiscuss these questions with a partner.1 How many days before a test do you usually begin to study? 2 Do you usually study alone or do you have a study partner?3 How do you usually use your lecture notes when you are studying for a test?

Are your notes useful?

Scenarioread this scenario. Think about what kei is doing right and what he is doing wrong.

Consider itread these eight tips for using listening notes to study for a test. Discuss each one with a partner. Which do you think are most useful? Why?1 Begin reviewing your lecture notes a few days to one week before the test.2 Review your notes for a half-hour on several different days, rather than for

a long time only once or twice.3 Review your notes in the daytime between classes, not only at night when

you are tired.4 Print out your notes on paper in a large easy-to-read font, and keep them

with you so you can review them.5 Rewrite your notes neatly by hand on note cards and use them to study.6 Highlight key terms, facts, and ideas with colors or symbols to indicate

which ones are most important, or most difficult to remember for the test.7 Try to predict questions that you think will be on the test and write

them down.8 Arrange a test study session with one or two classmates so you can share

your notes and quiz each other with your predicted test questions.

Over to youDiscuss these questions with a partner.1 Which of the tips do you already follow?2 Which suggestions do you want to try before your next test?3 What other suggestions would you give Kei to help him get a better test grade?

Kei began looking at his lecture notes the evening before a test. He remembered the information from recent lectures, but not so much from earlier lectures. He read all his notes from beginning to end on his computer, then closed his computer and tried to remember everything. He did that three times, and each time he remembered a little more. However, he did not understand some main points and he had no idea what questions would be on the test. After a few hours, he got tired and went to bed. Unfortunately, Kei was not satisfied with his grade on the test.

“Give a man a fish and you feed him for a day. Teach the man to fish and you feed him for a lifetime.”

Chinese proverb

Unit 9Life

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There would be no surprise to find out that Skillful follows a skills-based approach. What is refreshing however, is that each unit has been carefully compiled to encourage students to think more laterally about the English language, their studies, and the world around them.

The students are first exposed to the unit topic through a more familiar, or global passage with approachable vocabulary to ensure they’re composed and confident with their task. The second, and longer text has more detail so necessitates the student to think more, requiring them to engage fully with the associated tasks.

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Skillful learners aren’t just engaged by the text, the striking images help store information and ideas generating a springboard for class discussion. Teachers can use these to introduce or close the topic, or just to aid class progression throughout the unit.

www.macmillanenglish.com/skillful www.macmillanenglish.com/skillful

Skillful Listening & Speaking Student’s Book, Level 1

Speaking skill

We often have to ask for ideas and examples when we are brainstorming with other people about a topic. This is because the goal is to get as many ideas as possible. Therefore, it is very useful to ask our speaking partners to share their ideas and examples.Do you have any (more) ideas?Can you give another example?Can you think of something else?Can you add anything?What else can we say / come up with?Are there any other ideas / examples we can add?

aSkinG for iDeaS anD examPLeS

1 match the topics with the ideas and examples.

1 The uses for graphology 2 Reasons why graphology is not reliable 3 Important Japanese customs 4 Examples of swarm intelligence 5 Ways swarm intelligence can help us

a To make sure a signature is real b Our mood changes the way we write c Bees work together to make honey d To control car traffic jams e Take off your shoes in the home

2 Work with a partner. Take turns asking for ideas and examples for the topics in exercise 1.

Pronunciation skill

In multi-syllable words, the stress or emphasis falls on one of the syllables. In words with three-syllables the stress is often on the second syllable.examineconNECtedHowever, there are many three syllable words that have the stress on a different syllable.HaNDwritingDOCument

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Developing critical thinking1 Discuss these questions in a group.

1 Do you think the animals in the picture follow the rules of flock behavior? How?

These animals do / don’t follow the rules of flock behavior, for example …

2 Is it useful to study the behavior of animals and insects?

I think it is / isn’t useful to study their behavior because …

2 Think about the ideas from Graphology and Flocks, schools, and swarms and discuss these questions in a group.

“Creativity involves breaking out of established patterns in order to look at things in a different way.” (Edward de Bono, author)

1 Do you think the quote is true or false? Why?

I think the quote is … because …2 Describe some patterns in your life. Is it possible to change your

patterns? Why or why not?

Some patterns in my life include … . It is / isn’t possible to change them because …

Vocabulary skill

aDDinG THe SuffixeS -OlOGy anD -OlOGIST

Thesuffix-ologymeansthe study of(the subject).Thesuffix-ologistmeansthe person who is an expert in a subject.Forexample,graphmeanswriting,therefore:

· graphologymeansthe study of writing

· graphologistmeansan expert in graphology.Inthepronunciationofwordswiththesuffix-ologyor-ologist,thestressisonthefirsto.

1 Complete this chart.

Root suffix-ology suffix –ologist subject

1 bio a b life

2 eco a b environment

3 geo a b earth and rocks

4 socio a b society

5 zoo a b animals

2 read the definitions and write the -ologist words.

1 Studies rocks to see how the earth was formed 2 Studies the structure of all living organisms 3 Works in a zoo to study animal behavior 4 Studies how people behave in groups and society 5 Works to protect our planet’s forests and oceans

3 role play with a partner. ask and answer questions about the experts.

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The skills boxes that appear throughout the coursebooks signal the topic focus to the teacher, while to the student it provides information on the skills, how to do the skill and the words and phrases that they need to look out for.

SKILLS BOXES

To support the engagement with the texts and to encourage the students to think more widely around a subject area, Skillful provides regular opportunities for students to stop and think more critically about what they’re learning, through class or small group discussions.

Both coursebooks, within every level, have developing critical thinking sections, positioned to aid reflection. Subtle changes to their approach of subsequent academic texts will prepare them for university life.

Critical Thinking




The essence of academic life is study.

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Skillful provides a strong focus on study skills supplying students with practical guidance and support, touching on new life skills such as time management, organization and preparation, while building confidence for independent learning throughout their university career.

studysKiLLs making the most of your dictionary

Getting startedDiscuss these questions with a partner.1 How many dictionaries do you own?2 What kinds of dictionaries have you used?3 What is the main thing you use a dictionary for? How often do you use one?

ScenarioRead this scenario. Think about what kwame is doing right and what he is doing wrong.

Consider itRead these six tips for how to make the most of a dictionary. Discuss each one with a partner. Which ones do you do?1 Choose carefully Not all dictionaries are the same. Decide which type

would best serve your needs. For example, do you want a bilingual or English-only dictionary? There are specialist dictionaries to consider as well, such as learner’s dictionaries, academic vocabulary dictionaries, and idioms dictionaries.

2 Get familiar with your dictionary The best way to familiarize yourself with a dictionary is to read the introduction. This explains how entries are arranged. It also contains useful information on the key abbreviations and pronunciation symbols used in the dictionary.

3 Be effi cient Try to look up works quickly. Be familiar with alphabetical order and use the guidewords at the top of the page to save time. If you cannot fi nd a word, do not give up. You may need to check other possible spellings of the word.

4 locate the correct defi nition When you look up a new word, think about how the entries relate to the word. Look for the correct part of speech for the word and decide which defi nition is correct. The most common meaning is usually placed fi rst.

5 Study the entry in detail Besides one or more defi nitions, a word’s entry may include the pronunciation, example sentences, synonyms and antonyms, and other words derived from the same word.

6 Use the dictionary for other things You may also fi nd photos and illustrations, maps, lists of famous people, lists of countries and their capitals, fl ags of countries, and weights and measurements tables.

over to youDiscuss these questions with a partner.1 Which of the tips do you follow?2 How else can you fi nd the meaning

of new words?3 What is one advantage and one

disadvantage of electronic dictionaries?

Kwame has been studying English for two years. He uses a bilingual dictionary when he does his homework. He only uses a dictionary to look up words he does not understand. When he looks up a word, he uses the guidewords at the top of the pages to help him fi nd the word quickly. He reads every defi nition until he fi nds the correct one. He does not usually check the pronunciation because he is not familiar with the symbols his dictionary uses. He likes to check the example sentences to make sure the defi nition he chose is the right one. Kwame keeps his dictionary in his study space, but he also keeps a smaller pocket dictionary in his book bag.

Dictionary /ˈdɪkʃəˌneri/NouN [C]

abookthatgivesanalphabeticallistofwordswiththeirmeaningsortheirtranslations

Discuss these questions with a partner.

How else can you fi nd the meaning

disadvantage of electronic dictionaries?

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In order to successfully implement these skills, at the end of every unit in both the Listening & Speaking and Reading & Writing coursebooks there is a dedicated study skills task. In every other unit, the last page presents an example scenario about a student, and asks the reader to think critically about whether they demonstrated success or showed a need for improvement.

The stages of the task help Skillful students reflect constructively on their own performance.

Skillful Reading & Writing Student’s Book, Level 1

studysKiLLs Using computers for effective study

Getting startedDiscuss these questions with a partner.1 What do you use computers for?2 Do you enjoy using a computer? Why or why not?3 What are some benefi ts of using a computer to write your assignments?

ScenarioRead this scenario. Think about what ingrid is doing right and what she is doing wrong. What would be the advantages to ingrid of using a computer instead?

Consider itRead these seven tips for using a computer for studying. Discuss each one with a partner. What other tips can you name?1 Formatting Learn how to format your work, and how to create charts,

tables, and graphs. A typed document with an attractive font, neat margins, and page numbers can make a better impression than a handwritten one.

2 editing A computer allows you to revise your work easily. Add, rearrange, remove, or replace information. Do not rewrite the whole text for each draft.

3 Word count Learn to use the word count function to save time. 4 Grammar and spelling The grammar and spell check functions are

helpful, but should not be relied on entirely.5 Dictionary and thesaurus Use the dictionary and thesaurus functions to

help you be more precise in what you are trying to communicate.6 Researching Use the Internet for research purposes. The Internet can also

help with fact checking.7 Saving your work Back up your work regularly. When you fi nish, save your

work for future reference.

over to youDiscuss these questions with a partner.1 What is something related to computers that you would

like to learn more about?2 Can you name any drawbacks to using a computer for

studying?3 Do you think computer literacy is important? Why or

why not?

When Ingrid has a writing assignment, she always writes her fi rst draft on a piece of paper. She then revises her draft on a diff erent piece of paper. She oft en adds, rearranges, removes, or replaces text as she rewrites. Aft er that she edits her work. She uses her dictionary to check her spelling and then checks to make sure her grammar is OK. She sometimes notices and corrects sentence fragments. When she is ready to create her fi nal draft , she writes it carefully and neatly on a piece of paper and gives it to her teacher. Ingrid’s teacher has said her students are free to write their assignments like Ingrid does, or use a computer.

What is something related to computers that you would

Can you name any drawbacks to using a computer for

Do you think computer literacy is important? Why or

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All of the other end-of-unit skills pages are taken directly from the bestselling author Stella Cottrell’s The Study Skills Handbook. Stella does what she knows best and provides students with essential tips, along with short, fun activities to drive them towards academic success.

Learning from the Expert

STELLA COTTRELL is Director for Lifelong Learning at the University of Leeds, UK. She is author of the bestselling The Study Skills Handbook, The Palgrave Student Planner, The Exam Skills Handbook, Critical Thinking Skills and Skills for Success, all published by Palgrave Macmillan.

Check your memory style

by Stella Cottrell

What helps you remember things? Here’s a simple way to find out. Color in ten words on the word chart below. Read through the chart for two minutes, then cover

it completely. Write down all the words you can remember. Read the following section as you check your results.

What helps you remember?

Look at the words you remembered. Did you use any of the strategies below? If so, you can see how to arrange the information you want to remember.

Any or all of the following may help your memory.

Recency effect

You may remember best the words you learned last.

Primacy effect

You may remember best the words you learned first.

Sound

You may remember rhyming words, strange-sounding words, or words that you heard together in your head.

Place

You may have linked a word with a place you know.

Real names

You may have a particularly good memory for names.

Visual features

You may notice the look of a word (such as the words in capitals or those with shapes around them).

Visual association

You may link words with pictures or mental images.

Visual arrangement

You may remember where items are on the page. (If so, you may find it easy to remember flowcharts or pattern notes, or find visual spacing or making links with a picture helpful.)

Semantic association

You may remember words with meaningful associations, such as bread, butter, sandwich.

Being unusual

You may notice strange things, such as the words “pong” and “glink”, which stand out. (If you did, you may find it helpful to link ordinary things with strange images or sounds.)

Stories

You may link unrelated items so that they make a story. (This can help with the letters of a difficult spelling.)

Color and activity

You may notice color, or perhaps you benefit from doing things with information you are learning.

sea cog kitchen LOG PINK chair

car glink green Spain hobby butter

cheese walnut student jog essay sandwich

windy Fred pong doctor Gandhi plate

sick happy sneeze sad maybe holiday

JAM lost tutor INDIA hand bandage

fog bread table book see room

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Writing for the fearful

by Stella Cottrell

If you need to improve your writing skills, try some of the following short exercises.

Get the writing habit Write out a story you enjoyed as a child. Write to a friend saying what you hope to get

out of being a student. Write down ten English words you like the

sound of. Write a short piece which includes all those words. Be as crazy as you like.

Play “Just a minute”: give yourself one minute to write about one of the following:

(a) The worst thing I ate …

(b) The most embarrassing thing that ever happened …

(c) I’m lucky because …

(d) What annoys me is …

(e) Anything you like.

Write for five minutes1 Choose any subject.

2 Do not stop to think. The idea is to get used to writing continuously, whatever the content. Just write as much as you can.

3 When you can write for five minutes, extend the time to ten minutes and build up your limit.

Write from prompts

If you need to improve your writing skills, try

Make a life chart Include important events in your childhood,

family, education, interests, work, and so on. Write a few lines about each item. Choose one item and write about this in more

detail. Describe what happened, how you felt about it at the time, how it affected you in the long term, whether what happened was unusual, and so on.

1980–born

1989 – came to England,by plane

1985 –started

school – &cried all day

1990 – wegot a telly!

Feb. 2010 –became an

ambulance driver

pictures photographs

things you see in the street

conversations with friends

dreams

Write about what you see, hear, think, or dream.

LIFE CHART

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In your notebook, consider how well you listen to others. Do you:

take in what other people say? give other people time to speak? let other people finish before you start? use encouraging non-verbal signals? “switch off” when bored or if you dislike

the person?

Could you do anything differently to put others more at ease when they are speaking?

Which non-verbal communication do you find encouraging? What do you find discouraging?

Talking and listening skills

by Stella Cottrell

Good communication is a two-way process. It takes good listening skills and participation in the discussion.

Do you talk to people, or at people, or with people? People who talk at you are listening to

themselves. They leave no space for a response.

People who talk with you are keen for you to join in.

People who talk to you consider you, and your response, carefully.

Non-verbal communication

We show people how well we are listening through our verbal responses, and also through non-verbal communication, such as:

How well do you listen?

Ask someone to watch you while you are listening in a group.

Ask for comments about your non-verbal signals to group members.

Are you surprised at this feedback? Do you come across to others in the way you

imagined? If not, what would you like to change?

Better listening

Some of these techniques may help: consider the speakers’ feelings find ways of encouraging them focus on the content – think of some way this

could help you listen for key words and write them down think of a question you could ask (when they

finish speaking) link what they are saying to something you

already know find one positive comment you could add.

smilingeye contact expression

reassuring nods and gestures

sniffing, snorting or fidgeting

the way we stand

the way we sit

silences

position – who has to “look up to” someone to listen?

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Close listening54 Listen again and complete these notes.

Extreme environmentsExamples of extreme environments:Sahara, Death Valley up to °C; Atacama (Chile) mm rain per yrMt. Everest (Nepal) = above sea level (little O2); Antarctica = °CGrt Salt Lake, Dead Sea, Assal % salt = times > oceanMarianas Trench: ≈ kms deep & dark: little sunlightTypes of extreme environs.• hot & dry • w/ low O

2 • cold• • deep & darkMore extreme environsedge of volcano °C; in solid rock kms undergrnd; frozen lakeCan life survive there?Extremophiles = organisms can survive where other life can’tEg: Tardigrades (means ) = called water bears mm long; can survive cold °C & hot °C; & no water for yrs.


1 Which of the extreme environments described would you like to visit? Think about the things in the box on the right.

I’d prefer to visit … because …2 Do you think environments on Earth are becoming more extreme? Why

or why not?

I think environments are / aren’t becoming more extreme because …

2 Think about the ideas from Ultimate memory and Exploring environments and discuss these questions in a group.1 Why do you think scientists study extremes? Is it useful? Think about

the things in the box on the right.

I think scientists study extreme environments because … It is / isn’t useful because …

2 Which extremes would you like to be at: hot—cold, clever—stupid, rich—poor? Or would you rather be in the middle? Why?

I would like to be very … because … I would like to be in the middle because …

THink aBouT:

activitiesadventurecomfort

distancesafetywildlife

THink aBouT:

competition personalinterestfunding relevance

Developing critical thinkingDiscuss these questions in a group.1 Which example of extreme memory impresses you the most? Why? Use the

useful words in the box on the right.

I’m most impressed by … because …2 Would you like to have extreme event memory? Why or why not? Think

about the things in the box on the right.

I would / wouldn’t like to have an extreme event memory because …3 Do you think it is possible to train your memory to become better?

I think it’s possible / impossible to train your memory because …

Listening2 exploring environments

Before you listen1 Describe the places in the pictures using the useful words in the box on

the right. Do you think anyone can live in these places? Why or why not? Discuss with a partner.

The place in the picture looks … . People can / can’t live in these places because …

uSefuL WorDS

amazingdifficultimpossible

intelligentunbelievableuseful

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examshobbies

vacationswork

uSefuL WorDS

cold hotdark lightdry wet

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For each level of Skillful there is a Listening & Speaking Student’s Book, carefully structured to comprehensively practice each of these skills.

Listening

In order to maximize student output, the listening sections provide regular opportunities for discussion and interaction. Before you listen sections introduce the topic area by creating interest and capturing initial reactions whilst Developing critical thinking sections require students to examine the issues presented in the texts.

The global and close approach is mirrored across both listening texts in every unit.

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Vocabulary preview1 Read these sentences. In each set of four, match the words in bold with

their meanings.

1 In an average week, I spend around ten hours watching TV. 2 I often lie awake at night worrying about things. 3 Blind people often develop a very strong sense of hearing. 4 Learning English is a very complex task, so it will take a long

time.

a (adj) not sleepingb (adj) usual or ordinaryc (adj) has many small parts or details, so it is diffi cult to understandd (adj) not able to see

5 Seeing the Egyptian pyramids was the best experience of my life. 6 Coffee is one of my favorite fl avors. 7 My sense of sight is not very strong. I have to wear glasses. 8 I do not like food with a creamy texture.

e (n) the particular taste that food or drink hasf (n) the way something feels when you touch or eat itg (n) natural physical abilities: to see, hear, smell, taste, or feelh (n) something that happens to you / a situation you are involved in

2 Work with a partner. Which of the sentences are true for you?

LISTENING1 Our world, our senses

Before you listen1 Look at the pictures. Which of the animals do you think has the best

eyesight? Why? Which do you think has the worst eyesight? Why? Discuss with a partner.

I think … has the best eyesight because …… probably has the worst eyesight, because …

2 Predict if these sentences are true or false. Write T (true) or F (false).

1 The human eye has six parts. 2 Our eye muscles are less active than other muscles in our body. 3 Women blink their eyes more than men. 4 Eagles have much better eyesight than humans. 5 Owls have poor night vision. 6 Bats cannot see.

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There are activities to practice global listening skills and close listening skills, as well as opportunities to critically examine the ideas in the texts.

actIvItIES




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BRAInSTORM

Work with a partner. You are anthropologists. Add one more type of custom to the word map. then choose a country and brainstorm ideas and examples for the customs. Use expressions for asking for ideas and examples.

PLAn

Look back at your brainstorm and choose three customs. Plan a podcast giving advice to an overseas visitor. Use expressions for giving advice.

SPeAK

Practice your podcast. Pay attention to your pronunciation of multi-syllable words.

SHARe

Form a group. take turns presenting your podcast and give feedback. tell the class something you learned from the podcasts.

1 33 Listen and notice the stressed syllables. Then listen again and repeat.1 ADjective 6 conNECted 11 inCLUding2 aNOther 7 DOCument 12 introDUCE3 arRANGEment 8 exAmine 13 PERfectly4 auTHENtic 9 eXAMple 14 SCIentist5 comPUter 10 HANDwriting

2 34 underline the stressed syllables. Check your answers in a dictionary. Then listen and repeat.1 together 5 following 9 manager2 behavior 6 direction 10 stadium3 perfectly 7 production 11 efficient4 factory 8 discover 12 evidence

speakingtaskread this podcast. notice the expressions used for giving advice. underline multi-syllable words and circle the stressed syllables.

Welcome to Custom Consultant. Today I’m going to tell you about three customs in Spain that you should know when you visit. First, it’s polite to shake hands when you greet people. And when you’re invited to someone’s home for dinner, it’s OK to arrive a few minutes late. Finally, it’s a good idea to bring a gift of chocolates or cake when you visit someone’s home.

Customs Food

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Speaking

Speaking is split into three main parts; grammar, punctuation skills and speaking skills. This progressive order culminates in a final, realistic, productive task that gives students the opportunityto use their new skills in a meaningful exercise.



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To complement the Listening & Speaking Student’s Books from Skillful, the Reading & Writing coursebooks have a parallel structure.

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Reading

Mirrored in the Before you read section and followed by global and close analysis, the students find the parallel structure from the Listening & Speaking books familiar so allowing them to grow in confidence. The reading section also offers similar opportunities to examine ideas through the Developing critical thinking passages within class or individual discussion groups.

Reading2 Super Sherpa

Before you readlook at the picture. What do you see? Where do you think the picture was taken? Why do you think the trash is there? Discuss with a partner.

In the picture I see … I think the picture was taken …Perhaps the trash is there because …

Global reading

Texts can come from a variety of sources, each with its own writing style. Identifying the source gives you important information about the writer and his or her message. Possible sources include …

· scientifi c journals: texts have academic vocabulary and long sentences

· newspapers: texts have simpler language

· opinion columns and blogs: texts have an informal writing style.The layout of a text can also help you quickly identify the source.

iDenTifyinG The SouRCe

Skim super sherpa. Check (✓) the source.

1 Scientifi c journal on climate change

2 Newspaper article in travel section

3 Environmental newsmagazine

Close reading1 Read super sherpa. Write M (main idea) or s (supporting detail).

Paragraph 1: He campaigns against climate change and helps to improve the lives of many people in his native Nepal. Paragraph 2: Apa is from a village in Nepal called Thame, which is also the hometown of another famous Sherpa—Tenzing Norgay. Paragraph 3: Apa never planned on becoming a famous mountain climber. Paragraph 4: That year the team displayed a sign that said “Stop Climate Change” at the top of Everest. Paragraph 5: As Apa became more well-known for his environmental work, he started to turn more attention to the people of his native Nepal. Paragraph 6: Melting ice clearly makes climbing more dangerous. Paragraph 7: Above all, he wants to convince everyone to change the way we treat the Earth.

2 Write the answers to these questions.1 What are Sherpas known for?2 What year did Apa climb Mount Everest for the fi rst time?3 What did the Eco Everest Exhibition sign say?4 What did Apa found in 2009?5 Why is Apa known as the “Super Sherpa”?

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1 Why are superhero comics, movies, and video games so popular?

I think they’re popular because …2 Do you agree with the article’s defi nition? How would you defi ne a superhero?

I do / don’t agree. I would defi ne a superhero as …

2 Think about the ideas from Are you a natural leader? and The hero within and discuss these questions in a group.1 Can an everyday hero be a superhero? Think about the things in the box on

the right.

I believe that an everyday hero can / can’t be a superhero because …2 Do you think superheroes are natural leaders? Why or why not?

In my opinion, superheroes are / aren’t natural leaders because …

Vocabulary skill

uSinG examPleS To finD meaninG

Whenyoufindanewword,contextcluessuchasexampleshelpyoudiscovertheword’smeaning.Sometimesthetextwillgiveanexamplethathelpsyoutounderstandaword’smeaning.Wordsthatsignalexamples:for example,for instance,such as,like

1 Read these sentences from The hero within. Circle the correct meaning of the words in bold.1 Nearly all fi ctional superheroes have super-human powers. For example,

Superman can fl y and Wonder Woman can talk with animals. a something all humans have b beyond what humans have2 Some superheroes also have secret headquarters, like Batman’s Batcave. a the leader of an organization b administrative center of an organization3 Some costumes also have an emblem, such as Superman’s S or the

4 for members of the Fantastic Four. a a sign that represents something else b any costume decoration

2 Read these sentences about superheroes. Circle the correct meaning of the words in bold.1 There have been several sequels to the original 1989 Batman fi lm,

such as Batman Returns, Batman and Robin, and The Dark Knight Rises. a movies that continue a previous story b movies that are better than the original2 Sometimes a superhero’s senses are enhanced. For instance,

a superhero may be able to hear noise from a great distance. a weakened b strengthened3 Superheroes are popular in several genres, like comic books and movies. a things that young people enjoy b literary categories

Think aBouT:

intelligence strengthmoney villainspowers weakness

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Key academic vocabulary is presented on the page so students can view the essential words they will need to learn within the unit, while the Think About boxes lend support to discussion questions.

Vocabulary skills also give you the chance to develop the ways in which you learn and remember vocabulary from the listening texts.

vOcaBuLary




Skillful 11

WRiting Describing your futureyou are going to learn about using parallel structure and using future forms. you are then going to use these to write a paragraph describing where you see yourself in five years.

Writing skill

Parallel structures have the same patterns of words in a sentence to show that two or more ideas have equal importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with and or or.Tomorrow i think i’ll take a long nap, go fishing, or swim in the river.Paolo spent the next month staying out late, sleeping until noon, and spending time at the river with his lazy friends.These sentences do not have parallel structure:Tomorrow i think i’ll take a long nap, go fishing, or swimming in the river.Paolo spent the next month staying out late, sleeping until noon, and spent time at the river with his lazy friends.

uSinG PaRallel STRuCTuRe

1 Read these incorrect sentences about robots. each has three structures that should be parallel. underline them in each sentence.1 In 1939, a robot named Elektro was able to walk,

count on its fingers and spoke words.2 Most robots today are used to doing jobs that are

repetitive, mundane, or danger.3 Robots are also used in factories to build things

like cars, appliances, and make electronics.4 Some robots are designed to explore underwater,

go down into volcanoes, and traveling to other planets.

5 Robots have been sent to Mars to collect soil, rock and atmosphere samples, analyze them, and then will send the data back to Earth.

6 Another reason we use robots is because they never get sick, take a day off, or complained!

7 Most robots usually have at least three main parts—the “brain” that is run by a computer program, mechanical parts that make the robot move, and sensors to tell the robot about its surroundings.

8 Unlike in TV programs, robots are unable to think, feel, or makes decisions.

2 now correct the sentences in exercise 1 to make them parallel in structure.

elektro

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Writing

The writing section has two main parts: grammar and writing skills. Essential information is given on these skills in boxes on the page. At the end of this section is a writing task for students to put ideas from the texts and the skills from the writing section into practice.




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Both student and teacher facing, the Skillful Digibook provides the course with an additional, digital resource, which can be accessed through a code found in either the Student’s Book or the Teacher’s Book.

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What’s included?

The student Digibook contains:

Welcome to Skillful Digital Interactive practice for users of Skillful. Enter your token or login below to access your Skillful Digibook and Skillful practice.

New user? Enter your token details here

Where is my token?You’ll � nd your token inside the back cover of your Skillful Student’s Book.

Returning user?Login here

Forgot password?

Enter your token details Username

Password

Login

Skillful

Legal notice | Terms and conditions | Privacy policy | Cookie policy | Credits | HelpCopyright © Macmillan Publishers Limited 2012

· A digital version of the Student’s Book, complete with hotspots that contain embedded audio

· Audio files for all of the listening activties and reading texts

· Useful language to support discussion activities

· Dictionary definitions for the academic vocabulary

· Checklists so you can monitor how well you are progressing through the course

· Skillful Practice, with extra interactive activities for you to review what you have learned, including video-based activities.

A markbook is also included to track progress.

Screenshots from Skillful Digital


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Skillful Practice

For those students who want to get ahead, having a digital resource encourages practice away from the classroom. You can either complete the extra activities as you go through the student’s Digibook via the interactive icons, or you can find them all in one place in the Skillful Practice area. Here you will find a variety of activities to practice all the new skills and language you have learned in the Student’s Book, including vocabulary, grammar and skills-based activities.

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There are also additional productive tasks and video activities linked to the unit topics. If you complete

any of the extra activities while you are online, your score will be recorded in your markbook so that your

teacher can track your progress. If you work offline your scores will be stored and transferred to your

markbook the next time you connect.

Whether online or offline, in the classroom or on the move, the Skillful Digibook allows you to access and use its content while encouraging interactive learning and effortless self-study.

Screenshot from Skillful Digibook


Skillful Video Worksheet

Skillful Level 1 Digibook. This page is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2012. 1

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Unit 9: Life

Saving the beeSBefore you watchWork with a partner. look at the words in the box. how do you think these words relate to the life of a bee?

beekeeper cereals disappear flowers honey pollinate research seeds

While you watchWatch the film about saving the bees. complete the notes with the words you hear.

BeesThere are 1 species of bee.Bees eat 2 and nectar which they move from the 3 part of a flower to the 4 part = fruit and seeds grow.Honeybees — dying because of viruses; pesticides, building of 5 and 6 .7 % of what we eat is pollinated by bees. For example, oranges, nuts, 8 plants.Governments – doing research. People – growing 9 - plants and becoming 10

After you watchWork with a partner. answer the questions.1 If bees die out, how will the world change? 2 What do you think governments should do to help bees?3 What other animals or insects do you think governments should protect?

Why?



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Unit 6: Speed

a need for sPeedBefore you watchWork with a partner. look at the forms of transportation in the box. can you put them in order of slowest to fastest? how fast do you think each one usually travels in kilometers per hour?

bike bus car horse kayak on foot plane skateboard speedboat train

While you watchWatch the film about the speed records for different types of transport. circle the correct answer to complete each sentence: a, b, or c.1 The fastest runner ran the 100 meters in

a 9.58 seconds b 9.68 seconds c 9.78 seconds2 The average speed of a Tour de France cyclist is

a 25 kph b 40 kph c 51 kph3 The fastest downhill cyclist reached

a 121 kph b 133 kph c 222 kph4 Formula 1 cars race at around

a 222 kph b 350 kph c 1,223 kph5 High-speed trains travel at

a 300 kph b 380 kph c 575 kph6 The fastest world speed record on water is

a 511 kph b 512 kph c 513 kph7 Space shuttles have a speed of

a 19,690 kph b 28,000 kph c 40,000 kph

After you watchWork with a partner. answer the questions.1 How fast do you think a human will run in future? Why?2 Why do you think people try to break speed records?3 Do you think transportation will get faster or slower in future?

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Unit 10: Work

Work and motivationBefore you watchWork with a partner. answer the questions.1 What is your dream job? What job do you never want to do? Why?2 Why do people work? What motivates them?

While you watchWatch the film about why people work. complete the blanks in the diagram with the words you hear.

Be the best: be 8 , solve problems

6 : achievement, get 7 from others

4______ needs: friendship, 5 relationships

Safety needs: health, employment, 3

Physical needs: air, 1 , water, 2

Maslow’s HierarcHy of Needs

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After you watchWork with a partner. answer the questions.1 How does your dream job motivate you, according to Maslow’s theory above?2 If Maslow’s theory is correct, what should companies do to motivate their workers?3 What companies do you know that are good at motivating their workers? How?

Approachable digital

The digital student’s book and interactive features provide the teacher with an engaging presentation and teaching tool. The embedded features mean a class full of students can learn from just one screen.

Concurrently, the Skillful teacher can use the Digibook to monitor student progress. In the Skillful Practice area there is a markbook for easy grading and a group functionality to cluster their class students together.

For those teachers who are new to the course, they are also provided with a Skillful methodology overview which allows them to understand the great features, benefits and flexibility of the Skillful series.

In addition to the Digibook videos that the students have access to, the teachers are provided with video worksheets, which can aid lesson planning around topics.

vIdEO wOrKShEEtS

While students get to manipulate their coursebook digitally and utilize their extra activities, the teachers get a plethora of extra information and worksheets to make their teaching life a breeze.

Screenshot from Skillful Video

Skillful Video Worksheets, Level 1


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Progress tests audio

Unit tests Progress testsPlacement tests

End test

Quick test

Quick test answer key

Full test

Full test answer key

End test

End test audio

Unit tests 1–10 audio

Unit tests answer key

Unit tests 1–10 (editable)

Unit tests 1–10 Progress tests 1 and 2

Progress tests 1 and 2 (editable)

Tests Guide to using the tests

Progress tests answer key

End test answer key

Listening&Speaking

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My productsMain menu My profi le Exit

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Skillful Level 1 Listening & Speaking

Tests are also provided for the teacher and include:

· Two placement tests· Two progress tests· Unit tests· End test.

Teacher’s Books

As well as online, Skillful offers the traditional paper option teacher resources too, but with more than just the traditional content. The Skillful Teacher’s Books give presentation ideas, notes on each language skill and equip teachers with explanations on how to develop language skills through texts by presenting ideas from today’s world, while building critical thinking skills that are vital for academic success.

Screenshot from Skillful Digital

Along with access to the Digibook which has tests, video resources and methodology notes, the Teacher’s Books also include:

• Specialist essays on key issues surrounding the teaching of study skills• Additional ideas and support for busy or inexperienced teachers • Photocopiable task sheets to help with grading of assignments• At-a-glance reference to the answer key and audio scripts for exercises• Background information boxes and ‘Supporting critical thinking’ features to help teachers feel more comfortable with the content areas.


Reading&WritingSkillful

Author: Stacey H. Hughes

Series Consultant: Dorothy E. Zemach

Essays

The Skillful blend

by Dorothy E. Zemach

Teaching study skills by

Stella Cottrell

Teaching academic vocabulary

by Pete Sharma

Educational culture

by Stacey H. Hughes

Connecting reading and writing

by David Bohlke

Teacher’s Book

1

With Digibook access

Skillful_TB Level 1 Cover_samples_2p.indd 2 10/09/2012 12:41


Author: Pete Sharma

Series Consultant: Dorothy E. Zemach

Essays

The Skillful blend

by Dorothy E. Zemach

Teaching study skills by

Stella Cottrell

Teaching academic vocabulary

by Pete Sharma

Critical thinking

by Dr Sara Hannam

Teaching listening skills

by Lida Baker


Listening&SpeakingSkillful

Teacher’s Book

1

With Digibook access

Skillful_TB Level 1 Cover_samples_2p.indd 1 10/09/2012 12:41


Skillful

www.macmillanenglish.com/skillful

David Bohlke David Bohlke David Bohlke Lida Baker & Steven Gershon

Louis Rogers &Jennifer Wilkin

David Bohlke &Robyn Brinks Lockwood

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Mike Boyle & Ellen Kisslinger

Mike Boyle & Lindsay Warwick

Lindsay Clandfield & Mark McKinnon

This brochure has been produced by Nicola Wood, Marketing Executive for Exams, Skills, Grammar and the Middle East. If you need any further information on the products mentioned here, you can contact Nicola through [email protected]

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Student’s Book Pack 9780230443433Teacher’s Book Pack 9780230443853










* Listening and Speaking Student’s Book Pack contains: Student’s Book + Digibook

* Listening and Speaking Teacher’s Book Pack contains: Teacher’s Book + Digibook + Audio CD

* Reading and Writing Student’s Book Pack contains: Student’s Book + Digibook

* Reading and Writing Teacher’s Book Pack contains: Teacher’s Book + Digibook