GUA DIDCTICA DEL DOCENTE

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TEENS CLUBLina Alvarado Jantus

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACINPROHIBIDA SU COMERCIALIZACIN

PEFC/29-31-75

9 789568 694302

ISBN: 978-956-8694-30-2

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EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACINPROHIBIDA SU COMERCIALIZACIN

Lina Alvarado Jantus

Teacher of EnglishInstituto Profesional Chileno-Britnico

GUIA DIDCTICA DEL DOCENTE

TEENS CLUB

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

DESCRIPTION OF THE COURSE ............................................... 6 Students book ..................................................................... 6 CD ........................................................................................ 7 Teachers book ..................................................................... 7 Reading booklet ....................................................................7 Workbook .............................................................................7

TEENS CLUB METHODOLOGY .................................................. 9 Skills development ............................................................... 9 Communicative skills ........................................................... 9 Language structures............................................................. 9 Vocabulary ........................................................................... 9 Cognates .............................................................................. 9 False cognates ...................................................................... 9 Learner training ................................................................. 10 Classroom management .................................................... 10 Discipline ........................................................................... 10 Large classes ...................................................................... 10 Pairwork and groupwork ................................................... 10 Assessment ........................................................................ 10 Self-assessment ................................................................. 11 Photocopiable evaluation instruments .............................. 11 Avoid this mistake! ............................................................ 11

SOME BASIC TEACHING REMINDERS ................................... 12 Some methodological suggestions for skill development ... 12

THE INTERNET IN THE CLASSROOM ..................................... 14 Tips to develop safe Internet lessons .................................. 14

USING LITERATURE IN THE LANGUAGE CLASSROOM ......... 15

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

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

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

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

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

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

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

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

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

CONTENTS

4PLAN OF THE BOOK

ANSWERS 100ANSWERS 100 THEMATIC INDEX 108

6 - 27

Getting Ready ..................................................................6Before you start .............................................................8Lesson 1: Teenage talk ............................................. 10Listening: An interview ................................................................... 11Language Spot: The Present Progressive for future plans ............. 12Oral Practice: A short interview .......................................................... 13Reading and writing: Two posts in a chat forum ......................................... 13Lesson 2: Typical teenagers .................................. 16Reading: Teen poems .................................................................... 17Language Spot: Addition, alternative and contrast ......................... 19Listening and Speaking: Teen poems .................................................................... 20Writing: A short poem ................................................................. 20Take Action!: A poetic description .................................................... 21Your English in Action .............................................. 22Unit Check ..................................................................... 24Final Reflection ........................................................... 27

28 - 51

Getting Ready ............................................................... 28Before you start .......................................................... 30Lesson 1: Technology Update ............................. 32Listening: A piece of news ............................................................. 33Language Spot: Linking Words ................................................................ 34Oral Practice:A short description ...................................................... 35Reading and writing: A short story extract: The Bicentennial Man ....... 35Lesson 2: Popular teenage inventions ............. 38Reading: Information about two teen inventors ................. 39Language Spot: Expressing reasons ...................................................... 41Listening and Speaking: A dialog expressing opinions ................................... 43Writing: A description of a new device.................................. 44Take Action!: An original invention .................................................. 45Your English in Action .............................................. 46Unit Check ..................................................................... 48Final Reflection ........................................................... 51

UNIT UNIT

TEEN LIFETECHNOLOGY AND

INVENTIONS

5ANSWERS 100 GLOSSARY 109 BIBLIOGRAPHY 110

78 - 99

Getting Ready ............................................................... 78Before you start .......................................................... 80Lesson 1: You can beat them! ............................... 82Listening: An oral presentation.................................................... 83Language Spot: Expressing possibilities (may / might) .................. 84Oral Practice:A dialog about bullying ............................................. 86Reading and writing: A personal story about bullying ............................. 86Lesson 2: Why am I in such a bad mood? ........ 88Reading: Letters to an advice column ..................................... 89Language Spot: Giving advice and recommendation (should / shouldnt / ought to) ................................................... 91Listening and Speaking:Expressing advice and suggestions ....................... 92Writing: A letter to an advice column .................................... 93Take Action!: Expressing possibility ................................................. 93Your English in Action .............................................. 94Unit Check ..................................................................... 96Final Reflection ........................................................... 99

52 - 77

Getting Ready ............................................................... 52Before you start .......................................................... 54Lesson 1: New Stars................................................... 56Listening: A TV show ........................................................................ 57Language Spot:Expressing quantity ..................................................... 59Oral Practice:A dialog about necessities and obligations ........ 60Reading and writing: Song lyrics ....................................................................... 60Lesson 2: We want you to read! ........................... 64Reading: A novel extract: The Wonderful Wizard of Oz ..... 65Language Spot: The Passive Voice .......................................................... 68Listening and Speaking: A dialog about the content of a story ................... 70Writing:A book review ................................................................ 70Take Action!: A chat with a star .......................................................... 71Your English in Action .............................................. 72Unit Check ..................................................................... 74Final Reflection ........................................................... 77

UNIT UNIT

BODY AND MINDMUSIC AND LITERATURE

6DESCRIPTION OF THE COURSE

Teens Club has been written for teenagers in their first year of secondary school. It aims at appealing to teens through imaginative and exciting topics, introduces up-to-date language and expressions, increases confidence through learner independent activities, provides regular opportunities for review and self-assessment, and deals with different learning styles. To the teacher, it offers materials and tools for successful lessons, with full support at every stage.

The book takes into account the fact that teenagers are going through a challenging period in their lives, with great physical, social, and psychological changes.

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

Although the language is clear and progresses along the course, the objective is to enable students to read, listen to, and express what is relevant and of interest to them at their particular age, so that they can enjoy the language learning process. It provides a broad range of materials to engage students in challenging but achievable tasks.

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

Through guided questions and simple discussions, students are encouraged to express and hold their opinions on issues that concern their lives and the world around them. Cultural aspects are also highlighted at relevant points. Aspects of English-speaking countries, such as information related to school life and subjects, historical and geographical facts, cultural heritage and teenage styles are meant to raise students awareness of the target culture, and, at the same time, develop a richer perspective of their own culture.

As it is important for students to learn how to learn`, Teens Club provides opportunities to experiment and revise learning styles, and it also aims at developing language learning strategies which suit each of them.

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

Students BookAt the beginning of the book there is a list of contents and an explanation of the symbols used. At the end, there is a glossary, a bibliography, websites and a thematic index for the students.

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

Each unit has a lesson focused on reading and a lesson focused on listening. In some lessons, a Reflection Spot can be found, to allow students to think about their achievements and weaknesses, and there is also a Lets Check section, so that students can evaluate their progress on a particular aspect of the lesson. At the same time, this section provides information to the teacher about any points with which most of the students have problems.

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

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

Final Reflection. It offers students a summary of what they have learnt through the unit, guidance concerning the actions they should take in order to improve their performance, and also allows them to reflect on their strengths and weaknesses.

Real Life Spots. They allow students to make connections between the topic of the lesson and the real world, and may bring a bit of humor to the class. They also provide them with useful additional information. Teachers should encourage students to make the most of these spots and search for further information or connections with the topics on their own.

Teens Club also includes a Game Spot section in some of the lessons. Games are highly motivating, since they are amusing and, at the same time, challenging for students; they provide an opportunity to use language in real contexts, and they also encourage and increase cooperation. They create the motivation for learners of English to get involved with the tasks and participate actively in the learning activities, bring real world` context into the classroom, and enhance students use of English in a flexible, communicative way. Games are used

7in the classroom not only for mere fun, but more importantly, to practice and review the language. Thus, the meaning of the language that students speak, listen to, read and write, will be more vividly experienced and, therefore, better acquired.

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

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

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

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

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

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

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

each lesson. Step-by-step lesson plans and suggestions, including ideas

to start each lesson, as well as follow-up activities and suggestions for homework.

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

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

Photocopiable observation and evaluation sheets for the teacher and students.

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

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

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

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

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

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

Reading BookletExtra reading texts are presented in a beautiful booklet, to encourage students to read at home or outside of the classroom. The booklet also includes open questions for each text, as a means of developing critical thinking. It can be also be used as complementary reading during the class.

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

8Icons used in the Students Book:

Section designed to help you revise or discover a particular grammar structure. The activities are meant to promote independent learning.

LANGUAGE SPOT

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

READING WRITINGAND

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

LISTENING SPEAKINGAND

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

PRACTICEORAL

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

LEARNERSFAST

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

SPOTLIFEREAL

Interesting bits of information on the topics of the lesson.

SPOTGAME

Section designed to motivate you with different games.

LETS CHECK

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

Key Word Spot

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

Reflection Spot

Statements to help you reflect on your learning process and to raise your awareness of how you develop your own learning strategies.

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

9Teens Club helps students develop language learning skills to carry out tasks related to the content. In every lesson, there are tasks which consolidate the linguistic and thematic content. The activities are designed to provide students with the language and skills they will need to complete the tasks successfully. This approach helps students to see language as a necessary tool, and gives the grammatical and lexical content a clear purpose.

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

The methodology adopted through the lessons is a three-phase approach consisting of before, while and after listening and reading activities.

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

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

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

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

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

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

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

CognatesCognates are words in different languages related to the same root. The lessons in Teens Club provide students with activities related to these words, so that they can notice and recognize them, helping them increase their self-confidence by discovering how useful cognates are when trying to understand a text. The teacher should encourage students to find the cognates whenever they approach a new text.

False CognatesStudents might get confused because there are several words in Spanish that are similar in English, but have a different meaning.

They are indicated in the section Error Alert! of the Teachers Book.

Here are a few examples of false cognates: Actually = really, not actualmente (at present, currently). Embarrassed = avergonzado/a, not embarazada (pregnant). Approve = aprobar = agree with something, not aprobar un

examen (pass an exam). Lecture = conferencia = a talk about a topic, not lectura

(reading).

TEENS CLUB METHODOLOGY

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Politics = la poltica, not los polticos (politicians) Library = biblioteca, not librera (bookstore) Familiar = estar familiarizado con, not familiar (relative) Parents = padres, father and mother, not parientes (relatives).

Learning styles Learning styles is about developing students awareness of how they learn and how they develop their learning strategies, to become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about the problems they have faced and how they could improve their performance. This is supported in Teens Club in a section called Reflection Spot.

Classroom managementIn most cases the teacher is the only direct contact that students have with English. Therefore, it is important that the teacher tries to communicate with the students in English as much as possible. Teachers can also use gestures or mimicry, to help understanding.

Instructions for all the activities in Teens Club are clear and simple, and teachers should encourage students to read and interpret them on their own, and support them, whenever necessary, through demonstration and examples.

DisciplineTeenage students are going through a difficult period of development in their lives, so the teacher might face discipline problems, disruptive behavior, or unwillingness to do the tasks they are assigned.

One of the causes of bad discipline is, usually, the students inability to cope with the tasks. To avoid these problems, two preventive strategies are suggested: Careful planning. Students realize there is a purpose which

keeps their attention on the task. Clear instructions. Instructions must be given clearly and

assertively, including time limits whenever possible, so that students know what to do and when they should finish the task.

Large classesLarge mixed-ability classes are a reality teachers have to face every day. Grouping is one technique that is used to reduce the negative effects of this situation. When the class is divided into smaller units, many learning activities can be undertaken.

This implies a different role for the teacher; this does not mean that he / she will become less active in the classroom, but that he / she will not be the center of the activities. Teachers who monitor, encourage and participate in different classroom groups are even more active than traditional teachers.

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

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

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

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

It is important to share with the students the importance of these activities, because they give them an opportunity to reinforce social and communicative skills required to work with other people.

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

AssessmentAssessment is one of the most valuable sources of information of what is happening in the classroom. The involvement of the students in this process makes their attitudes towards their learning change significantly, and they start to feel more responsible for their progress.

In Teens Club, assessment is ongoing. The teacher assesses continuously, in every activity, in every lesson, to see how far a student is making progress, in line with the objectives. He / she uses the information obtained to help students with specific problems. In each lesson there is one activity to evaluate one particular aspect of that lesson, in the section Lets Check.

There is also an overall assessment, periodically, at the end of each unit, with a test format, called Unit Check, which includes evaluation activities of all the skills and language studied in the unit. Teachers should encourage students to correct and mark

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their Unit Check themselves, either on their own or in small groups. Finally, at the very end of each unit, there is a section called Final Reflection, which helps students analyze their performance in the whole unit. All these types of assessment complement each other.

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

This is done through the Reflection Spot, where students are asked to think about their abilities to perform the tasks, how well they did and the difficulties they encountered. In the Lets Check and Unit Check sections, students evaluate themselves to become aware of their progress, and in the Final Reflection section, they analyze their performance and make decisions concerning steps they can take to improve.

Photocopiable Evaluation InstrumentsThe Teachers Book offers a selection of rubrics and evaluation sheets that the teacher can use in different situations, with different purposes and with different students. The labels and criteria can be adapted to the class situation, the topics covered, the number of students, etc. They can be used by the teacher to evaluate students, or by students to evaluate themselves and / or their peers. As in all evaluation instances, these instruments must be used to inform the teacher and students of the progress made, the areas that need revision, and their level of achievement. The teacher may use the results of these evaluation instances as part of the final mark of students, as long as they are informed of the system applied. The teacher must give students the instrument so that they can analyze it, draw conclusions and make decisions.

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

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SOME BASIC TEACHING REMINDERS

Start every lesson in a way that it catches everyones attention. This creates expectation and prepares students for what is to come. For example, with books closed, write the topic of the lesson on the board and ask some questions about it, show a poster / picture related to the lesson, ask who can remember what they did in the previous class, etc. The idea is that students can relate to the topic, and see it reflected in their everyday lives.

Students should not open their books until everyone is paying attention.

End an activity before students get bored with it. Equally, do not hurry students or end the activity too soon if they are enjoying it.

Create instances in which students are able to give their opinions.

Dont assume that everyone understands your lesson only because one student says he or she does.

Ask (elicit) rather than tell. Students usually get bored of listening to the teacher explaining endlessly. Someone in the class will probably know the answer.

Dont ask students to explain difficult things, such as definitions of words, in English. Keep your explanations simple as well.

Dont interrupt students during pair / group speaking activities to correct their English. It is better to note the main, common mistakes, write them on the board and correct them with the class at the end.

Dont insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information for the teacher.

Give praise and encouragement, especially to weaker students. Write positive comments on their work. Let them know what they are doing well, as well as what they need to improve.

Remember that you are the main motivator in the classroom!

Some methodological suggestions for skill development

Developing listening skills The organization of the activities should always consider

before, while and after listening activities.

Before listening:- Introduce and get students involved with the topic of the

text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use some of your own.

- Use this introduction of the topic to present key vocabulary and structures, and write them on the board.

- Invite students to predict the content and to formulate hypotheses of what will appear in the text.

- Do these activities quickly and take advantage of the interest created to continue with the listening activities.

Listening:- Play the recording once or twice for students to check their

predictions and hypotheses. Accept other information they may have gathered, but do not go into detail at this stage, just concentrate on the general idea.

- Remind students of cognate words, which they can identify more easily when they listen. They will help with comprehension and, consequently, will help them complete the activities.

- Read and clarify instructions with the class, and complete the different listening activities one by one, concentrating on the task assigned and checking answers after each successive listening.Every time students listen to the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required.

- Help students recognize different supporting elements in the spoken texts: intonation, voice pitch, pauses, emphasis, background noise, etc.

After listening:- Help students summarize the text orally and / or in writing

using the models provided.- Consider reinforcement of vocabulary and grammar that

appeared in the text, always using the context and providing further examples or similar contexts.

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- Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality.

- Make students evaluate their own performance in the lesson.a. Did their predictions help them understand the text?b. How did they do in the different listening activities?c. What new words, expressions or structures did they learn

in this lesson? Can they use them in other situations?

DEVELOPING READING SKILLS The organization of the activities should always consider

before, while and after reading activities.

Before reading:- Introduce and get students involved with the topic of the

text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use some of your own.

- Use the introduction of the topic to present key vocabulary and structures, and write them on the board.

- Invite students to predict the content and to formulate hypotheses of what will appear in the text.

- Always ask students to take a quick look at the text and identify the cognate words and the words they already know. This will help them formulate more informed hypotheses and also help them feel less insecure when facing a new text.

- Draw students attention to the structure of the text: layout, punctuation, titles, subtitles, etc., to identify the type of text they will be reading, all of which will also provide clues that will help them understand the text.

- Do these activities quickly and take advantage of the interest built, to continue with the reading activities.

Reading:- First, ask students to read the text quickly to check their

predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea.

- Remind students of cognates, which they can identify easily. They will help with comprehension and, consequently, will help them develop the activities. In addition, present, false cognates in the text.

- Read and clarify instructions with the class, and complete the different reading activities one by one, concentrating on the task assigned and checking answers after each successive reading. Every time students read the text, they should have a clear purpose and task, provided in the instructions,

which will help them focus their attention and identify the information required.

- Help students recognize different supporting elements in the written texts: text organization, reference markers, letter types, graphic support, punctuation marks, illustrations, etc.

- Remind students of some general characteristics of text organization: main ideas are usually at the beginning of each paragraph, connectors give important clues; and indicates addition, but, however indicate contradiction, because indicates a reason, or indicates alternatives, etc.

After reading:- Help students summarize the text orally and / or in writing,

using the models provided.- Encourage reinforcement of vocabulary and grammar that

appeared in the text, always using the context and providing further examples or similar contexts.

- Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality.

- Make use of the activities for fast learners (FL) or of Your English in Action in the Students Book and of the Extra Tests in the Teachers Book to provide further practice in an open context, either for the whole class or with faster, keener students. Invite them to make comments on the content and share them with the rest of the class.

- Encourage students to make use of the Reflections section to evaluate their own performance during the lesson.

DEVELOPING ORAL EXPRESSION At the beginning of the course, prepare a poster / posters with

the class, showing the expressions they must use as part of the classroom interaction. You may use different colors to classify them into:

a. Greetings: Good morning, good afternoon, hello, hi, good-bye, bye. How are you today? Im (not) very well, thank you. And you? Teach them to address you as Mr. / Miss / Mrs. plus your surname.

b. Asking for help or clarification: How do you say / spell / pronounce ...?, Can you help me, please? Can you repeat, please? Can you play the recording again, please? Can I / we use the dictionary / the computer? Can I work with ...? Can you tell / give me ...?

c. Expressing feelings: Im sorry / happy / impressed / tired / ill / worried. Id be happy to ... . I like ... . I dont like ... . I liked ... . I didnt like ... .

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Encourage students to use English to complete the different speaking activities that show comprehension.

Choose relevant parts of the listening texts, especially dialogs, for students to listen to, repeat, try to memorize and present in front of the class.

Create a positive atmosphere in the classroom to facilitate students participation in oral exchanges.

DEVELOPING WRITTEN EXPRESSION Always provide a model for students to follow. Go from

simple, strictly guided activities to more complex ones: just

words that students use to fill in blanks, or exercises in which they put words in order to form sentences, short answers to simple questions, using a pattern given and substituting some elements, etc.

Make students aware of punctuation marks and connectors to be used.

Check written work while walking around the classroom, by collecting notebooks, or by providing the correct versions on the board or on a transparency.

Nowadays, in the era of the information revolution and the widespread use of the Internet in almost all spheres of life, the web can serve as a means for teaching, and be a rich source of any kind of material. It can also serve as a basis for lessons, instead of relying on texts from the course book only.

Internet-assisted lessons may supplement teaching by adding an additional dimension to the classroom. Students can use it to gather information on different topics or search for additional exercises to practice a particular language item.

The Internet provides students with unlimited opportunities to work with materials they choose themselves and offers an attractive and interactive learning environment.

This is achieved by the use of communication tools such as e-mail, chat or forum groups, which students can use to communicate with people from different parts of the world and, therefore, practice their English in a meaningful and motivating way.

Tips to develop safe Internet lessons Never start lessons by having students use search engines on

their own. Ask students to find specific information, not just surf the web. Always tell students to write down the URLs of the sites they

use for reports, in bibliography format. Always preview sites before students visit them.

It is essential that you give students a very specific goal when you let them surf the net, because it is very easy for them to lose concentration and use the access to the web for other purposes. Thorough supervising and monitoring here is a must.

THE INTERNET IN THE CLASSROOM

15

Literature has proved to be a resource that takes students beyond the elementary level of intensive language instruction, to a level which enables them to function effectively in the target language. Numerous scholars believe that literary heritage should not be avoided with students who are intellectually and emotionally ready to examine literary works.

According to the research, the successful comprehension and use of authentic literary texts gives learners experience in real reading in L2 and will be confidence-building and motivating for students.

The value of literature in language learning is that it helps to develop the learners interpretive skills and it can provide a basis for extending language usage (Byrne, 1997).

Another benefit of using literature in the EFL classroom is that it will enhance students own creativity and invites them to see the world from another perspective.

When students are faced with reading literature, an extensive list of a variety 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.

Since literature is language, the exploitation of literary texts in the classroom is a valid and relevant resource for approaching language learning.

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

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

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

group work, in order to achieve more self-sufficiency.

When dealing with literary texts, teachers should keep in mind that activities involve a constant reference back to and interaction with the text and that facilitate interaction between and among students.

Three-stage framework proposed as a working model for the presentation of literary texts in the language classroom

Framing (thematic preparation): turning students attention to the content or theme of the text. Also, it will focus on distinguishing prose from poetry.

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

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

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

USING LITERATURE IN THE LANGUAGE CLASSROOM

16

CLASSROOM LANGUAGE

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

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

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

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

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

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

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

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

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

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

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

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

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

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

8 Some commands and instructions

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

9 Turn taking and permission

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

17

Notes

UNIT 118

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

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

Didactic resources

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

Methodological suggestions

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

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

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

Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.Unit Check Reading: Students find specific information and discriminate between correct and incorrect information.

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

Final reflection Students analyze their performance through the whole unit.Extra Test Reading: Students find specific information and discriminate between correct and incorrect information.

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

TEEN LIFE

UNIT

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

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

Listening discriminate between correct and incorrect

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

and preferences. recite a poem about teen life.

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

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

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

international communication tool.

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PAGE 6

GETTING READY

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

PAGE 8

BEFORE YOU START

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

TEENAGE TALKLESSON 1

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

1 Students read the list of predictions for the year 2050 and complete them with the affirmative or negative future form of the verbs in the boxes, according to their ideas.Invite them to share their answers with their partners and talk about how they imagine life in the year 2050. The answers will vary according to students opinions and predictions.

2 Students answer questions using the structure going to + verb, based on the information in the schedules.

Answers

a. He is going to play tennis with Linda. b. She is going to have her first driving lesson. c. They are going to meet Cristina. d. She is going to go to the gym. e. They are going to study math.

More! After they finish, students can work in pairs and practice, asking and answering the questions orally. Make sure they change roles to ask and answer. You may also ask them to use the pattern provided, to exchange information about their own fixed future arrangements.

PAGE 9

TYPICAL TEENAGERSLESSON 2

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

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

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

UNIT 120

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

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

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

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

PAGE 10

LISTENING

TEENAGE TALK

LESSON 1

Time 6 class hours.

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

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

Evaluation Reflection Spot, Students Book, p. 11.

BEFORE LISTENING

1 + Brainstorm students ideas about things or activities that are related to teen culture.Motivate them to find seven words related to this topic in the Word Search puzzle. You can divide the class into groups or pairs and organize a competition, setting a time limit.

Answers

C N C W H K M Y N N J Z T S SN S B G I Y Q I O S I P E S YS E M A G O E D I V P I D M MS S E H R X U J H F T O E J QQ R C X L L K I S R L Z R K WR Z N S I U I S A M P K I T KW P T E R O B P F F R X S K SV F N B A E P Z D O Z Z Q S RS O W O Z B T W J Q Z N K P KV A M U U F F U B X J I B Y LF R I E N D S M P X H Q F I YY W X X J V B U I M T Y G K XQ Z D Z O B U S U K O B B H DF Y V B G T X I O U E C U Y WS C J P O S K C H K U K P R K

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

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

4 +++ Have students read the words in the Key Word Spot, taken from the listening text, and then identify their meanings in the list. Allow them to use bilingual or monolingual dictionaries if necessary.

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

TEEN LIFE

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PAGE 11

LISTENING

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

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

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

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

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

Make sure you assign enough time of your class to allow students to reflect on their achievements and weaknesses. They have to read the statements and assess: their ability to use visuals aids to make predictions. their ability to distinguish sounds.For more information on the Reflection Spot, see Page 8 of the Introduction.

Key Word Spot

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

Additional informationIn corpus linguistics, a collocation is a sequence of words or terms that co-occur more often than it would be expected by chance. A collocation is two or more words that often go together. These combinations just sound right to native English speakers, who use them all the

time. On the other hand, other combinations may be unnatural and just sound wrong.Examples:Do homework; make the bed; give a presentation; pay attention; have a bath; have a drink; have lunch; do a favor; do the shopping; make money; break the law; take a chance; catch a bus, etc.

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

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

TRANSCRIPT 10

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

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

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

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

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

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

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

must stop the destruction of our planet!

UNIT 122

PAGE 12

AFTER LISTENING

The Present Progressive for Future Plans

LANGUAGE SPOT

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

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

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

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

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

9 + Refer students to the LANGUAGE SPOT to copy and complete the dialogs, using the Simple Present or the Present Progressive of the verbs in brackets. Then, ask them to match each dialog with a picture.

Answers

a. does, do, He / She plays. (3)b. is, doing, is organizing. (2)c. do, eat, drink (1)

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

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

PAGE 13

PRACTICEORAL

10 ++ 11 Tell students to work in groups and complete the extract from the interview, in their notebooks. Then, play the recording and ask them to compare their answers.

TRANSCRIPT 11

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

birthday party.

TEEN LIFE

23

11 +++ Tell students to ask and answer the questions in the interview with their partners. Then, encourage them to practice and act it out in front of the class.Motivate them to participate actively in these kinds of activities, which are, in most cases,the only opportunity they have to use English.

READING WRITINGAND

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

Answers

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

Brummie Bex

Chicago Benton HarborSports; chatting on the Internet

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

LET S READ!

TRANSCRIPT 12

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

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

PAGE 14

13 + Invite students to complete the third row of the table in Exercise 12 with information that is true for them.

14 ++ Now, students have to use the information they provided to complete the post to introduce themselves to a Student forum chat.

15 +++ Read the Editing Checklist aloud and make sure all students understand its purpose. Make students revise and check their work with the Editing Checklist, and then write a final version of the posts on a sheet of paper. Ask them to exchange posts with their partners.

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

LETS CHECK

16 The purpose of this section is to allow students to check their progress and to provide the teacher with information about any points that most students may have problems with. Make sure they understand

UNIT 124

what they are expected to do, and give them enough time to answer individually.Then, check on the board to allow students to correct their work and assign a mark according to the scale.For more information on LETS CHECK, see Page 8 of the Introduction.

PAGE 15

LEARNERSFAST

Play the Dont Answer Back game

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

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

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

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

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

SPOTLIFEREAL

The objective of this section is to provide a bit of humor to the class. All the jokes and cartoons are related to the topic of the lesson.Give students some time to read and then invite them to share their comments to make sure they understood the joke. At this point, you may allow the use of Spanish to check comprehension.For more information on the REAL LIFE SPOT, see Page 8 of the Introduction.

PAGE 16

READING

TYPICAL TEENAGERS

LESSON 2

Time 6 class hours.

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

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

Evaluation Reflection Spot, Students Book, p. 11.

BEFORE READING

1 + Start the lesson by drawing students attention to the pictures, and ask them if they can recognize any of these situations. You can also ask students if they have ever experienced one of them, and share it with their classmates.

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

Answers

Answers may vary.

PAGE 17

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

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

TEEN LIFE

25

5 +++ Draw students attention to the words in the Key Word Spot. Tell them to look them up in a dictionary, and then copy them in their notebooks. Check orally.

Answers

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

13READING

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

Answers

TRANSCRIPT

Speaker 1: ComplaintsHappy, sad, sleepy, mean,Feelings often change;A common act of a typical teen,I find it rather strangeTalking to a friend, or sending them a text.They talk for hours on end, whatll they think of next?Theyll leave their room a messAnd give cleaning it a miss,But yes, I must confessTo also doing this.They think their folks are ancient,And utterly unfair, the result is to ignore themBefore they start to swear.Their music cracks the ceilingAnd makes their parents fume,Emotions always reelingAnd more time in their room.Being a teen may be pretty bad,But from experience I can tellIts much worse for mum and dad;For them its living hell!

Speaker 2: Getting OlderWhen you cannot find your pencilAnd your purse has gone astray;When youre feeling rather tiredFor it has been a hectic day.When the morning comes too quicklyAnd you just cant cope with rush;When everyone is shoutingAnd youd rather have some hush.Perhaps youre getting older,For this happens, we are told,But no, this isnt how it is;Youre only thirteen years old!

PAGE 18

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

Answers

a., d., f.

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

Possible answers

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

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

UNIT 126

Answers

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

Background informationParts of poemscanto: a section of a long poemcouplet: two lines of poetry that are next to each other foot: a section of a line of poetry that consists of one syllable (=part of a word) that you emphasize when speaking and one or more syllables that you do not emphasizeheroic couplet: two lines of poetry that rhyme and use iambic pentameterhexameter: a line of poetry that has six metrical feetiamb: a unit of rhythm in poetry, consisting of one short or weak beat followed by one long or strong beat, for example in the word mistakepentameter: a line of poetry with five strong beats quatrain: a group of four lines in a poemrefrain: a group of lines in a poem or a song that are repeated regularlystanza: a section of a poem consisting of a group of lines that form a unit in a pattern that is repeated through the whole poemverse: a group of words or sentences that form one section of a poem or songSource: http://www.macmillandictionary.com/thesaurus-category/british/Parts-of-poems

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

LET S READ!

PAGE 19

AFTER READING

10 ++ Tell students to work in pairs to complete the dialog with facts that are true for them.Let them know that several possibilities are correct. Then, check, orally.

More!Students can also practice the dialog as homework and act it out the following class.

Possible answers

A: Do you recognize yourself in the poem?B: Yes, because my feelings often change, I talk to

friends for hours, and my room is a mess. What about you?

A: Well, I dont recognize myself because my room is always tidy, I dont think my parents are ancient and my music is never too loud.

Addition, alternative and contrast

LANGUAGE SPOT

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

poem, paying special attention to the words in bold.

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

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

4. Ask students to copy all the sentences from the poems that include the words in the Language Spot, and to identify what they express.

TEEN LIFE

27

Answers:Poem 1:Theyll leave their room a mess and give cleaning it a miss, (addition)They think their folks are ancient, and utterly unfair (addition)Poem 2:When you cannot find your pencil and your purse has gone astray. (addition)When the morning comes too quickly and you just cant cope with rush; (addition)When everyone is shouting and youd rather have some hush. (addition)For this happens we are told, but no, this isnt how it is. (contrast)

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

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

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

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

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

time in their rooms.

PAGE 20

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

LETS CHECK

13 The purpose of this section is to allow students to check their progress and to provide the teacher with information about any points that most students may have

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

For more information on LETS CHECK, see Page 8 of the Introduction.

Answers

a. or. b. and. c. but. d. but. e. and.

WRITINGTell the students that, in this section, they will write a poem like the ones they read during the lesson. Before starting, explain to them that writing activities always entail a process that includes: careful planning, drafting, editing, and publishing. Students should not be panicked at the task, as writing a poem is all about observing the world around. You may need to share some additional information with them.Additional informationSome tips on writing a poem: A poem might start with just a line or two that seems to come out of nowhere.

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

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

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

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

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

A lot of spoken English is based on iambic pentameter, in which speech follows an alternating pattern of stressed and unstressed

UNIT 128

syllables for a total of 10 syllables. A lot of poetry written in iambic pentameter, such as that of Shakespeare, begins with an unstressed, one-syllable word such as an or the to start the alternating pattern.

14 ++ Read the words in the boxes with the class, and check that students understand their meaning. Ask them to use the words to complete the verses of the poem below. afraid = feeling fear / temeroso/a; ashamed = feeling shame or embarrassment /avergonzado/a; blunt = very direct / muy franco/a; bold = brave and confident / audaz; brave = courageous / valiente; loud = making a lot of noise / bullicioso/a; quiet = tending not to talk very much / callado/a; shy = nervous or embarrassed about meeting and speaking to other people / tmido/a.

Answers

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

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

Answers

I AMJames Born

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

16 +++ Encourage students to write a short poem about their everyday life as a teenager. Suggest them to revise the

vocabulary and the ideas in the lesson, and to include connectors such as and, but and or. Organize a poetry reading session, inviting all the students to recite their poems in front of the class.

TAKE ACTION!The activities in this section are meant to provide students with the opportunity to synthesize, consolidate, and revise what they have learned in the unit. They allow them to reflect on their achievements. Explain to the students that the task to be completed is a poetic description of a typical teenager. Read the instructions aloud and make sure everybody understands them.Invite them to work in pairs and revise all the poems in the lesson again, including those in the reading booklet. Before starting to write, recommend students to think on the topic they are writing about and who the intended audience is. Suggest them to use concrete imagery and vivid descriptions, and to save their most powerful message for the end of the poem.

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YOUR ENGLISH IN ACTION

This section provides students with additional exercises that represent a good opportunity for them to consolidate topics and language structures of the lessons. You can assign these activities at the end of each lesson, or as homework and give them an extra mark.

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

TEEN LIFE

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

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

Answers

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

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

Answers

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

TRANSCRIPT

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

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

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

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

Interviewer: Why did you start dressing like this?Sonia: My best friend started to dress like this and I

thought she looked really cool.Interviewer: What do your parents think?Sonia: My mother thinks it is awful. She doesnt like

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

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

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4 Motivate students to answer the quiz, so that they can find out if they are typical teenagers. Tell them to answer it and calculate the scores.Then, ask them to compare their results with their classmates, and elicit their comments.

5 Ask students to compare their results with their partners and then answer the questions. Encourage discussion and promote respect to other students opinions. Check orally.

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UNIT CHECK

Explain to students that the purpose of this section is to help them revise the contents and evaluate their performance through the whole unit.Read the instructions and make sure all the students understand what they are expected to do

UNIT 130

in each activity. Encourage them to give honest answers, in order to detect their strengths and weaknesses.Check students results and revise any points in which most of them may have problems with.

Answers

READING - TWO CULTURES 15

1 a. The girl lives in Shanghai, in China. The boy lives in Seattle, in the USA.b. She goes to her sports club to do judo or

play baseball and tennis. He plays video games.

c. She takes the subway.d. He gets up at 7:00 in the morning.e. Snoop Dogg is his favorite singer.

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2 a. True. b. False. c. True. d. False. e. False.

3 Answer will vary

TRANSCRIPT 15

Bao-yu: Hi! My name is Bao-Yu. I want to make friends with people all over the world. I live in Shangai, in the east of China. Im 15 years old and I live with my parents. I dont have any brothers or sisters.

On school days, I always get up at 6 a.m. I take the subway to school and usually meet my friends on the train. We have six classes a day.

After school, I often go to my sports club, where I do judo and play baseball and tennis. When I get home, I do two hours of homework and then I usually watch TV. I also like reading.

On the weekend, I meet my friends and I go shopping. Sometimes we go to the park and play baseball. Tell me about you! What is your life like?

Kenny: Hi, Bao-Yu! My name is Kenny. I am fourteen years old and I live in Seattle, in the USA. Wow, your life is really different to mine. I always get up at 7 in the morning on weekdays. I have eight classes a day. I like to play basketball, video games and see my friends. What about music? Whos your favorite singer? I really like rap music - Snoop Dogg is my favorite singer.

LISTENING - DIAMOND LAMOURS LIFE

4 16 a. False. b. False. c. False. d. False. e. True.

5 16 a. fourteen. b. meets. c. Jake. d. excited. e. world.

5 16 1 d. 2 a. 3 c. 4 b. 5 e.

TRANSCRIPT 16

Interviewer: Hi, Diamond. Can I ask you a few questions?Diamond: Sure.Interviewer: How old are you?Diamond: Im fourteen.Interviewer: Where do you live?Diamond: In Lansing, Michigan.Interviewer: What do you usually do on weekends?Diamond: I meet my friends downtown, we go window

shopping, and have a soda or an ice cream. And I often go to parties on Saturday night, not to discos, but to friends houses.

Interviewer: How often do you go to the movies?Diamond: About once a month.Interviewer: What are you reading right now?Diamond: Nothing right now, because Im studying for

several tests.Interviewer: What are your favorite school subjects?Diamond: Spanish, history, and art.Interviewer: What do you and your friends talk about?Diamond: Clothes, TV, and boys.Interviewer: Do you have a boyfriend?Diamond: Yes. Hes called Jake and hes 16.Interviewer: What are you wearing today?Diamond: A blue top, a denim skirt, and boots.Interviewer: How are you feeling?Diamond: Excited, because Im 15 tomorrow.Interviewer: What are you doing next Saturday night?Diamond: I have my birthday party!Interviewer: What do you care about?Diamond: Politics. I want to change the world!Interviewer: What do you worry about?Diamond: I get really nervous about exams.Interviewer: What are your plans for next week?Diamond: Im studying for all my exams.

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LANGUAGE

7 i. am playing. ii. am buying. iii. am working. iv. are visiting. v. am helping. vi. is getting / are having.

SPEAKING

8 In pairs, students use the questions in Exercises 1 to exchange personal information. Make sure that they change roles. You can assign a mark according to these criteria:

Task Score Language Score Interaction Score YourScoreAppropriatequestions and answers to exchange personal information.

3 Practically no language mistakes.

1 Fluid interaction, good pronunciation, no hesitation.

1

Mostly appropriate questions and answers to exchange personal information.

2 Very few language mistakes.

1 Fluid interaction, some pronunciation mistakes, some hesitation.

1

A few questions and answers to exchange personal information.

1 Some language mistakes.

1 Fluid interaction, some pronunciation mistakes, some hesitation.

1

Very