GUA DIDCTICA DEL DOCENTE

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN PROHIBIDA SU COMERCIALIZACIN

INGLS

Lina Alvarado Jantus

bsico

GUA DIDCTICA DEL DOCENTE INGLS

Lina Alvarado JantusTeacher of English Instituto Profesional Chileno-Britnico

bsico

Travelers 8 bsico - Gua Didctica del Docente

Original text Lina Alvarado Jantus. Teacher of English Instituto Profesional Chileno-Britnico.

Reimpresin 2013 Ediciones Cal y Canto Ltda.N de Inscripcin: 171.756ISBN: 978-956-8623-54-8

Reimpresin 2012 Ediciones Cal y Canto Ltda.N de Inscripcin: 171.756ISBN: 978-956-8623-54-8

Reimpresin 2011 Ediciones Cal y Canto Ltda.N de Inscripcin: 171.756ISBN: 978-956-8623-54-8

Reimpresin 2010 Ediciones Cal y Canto Ltda.N de Inscripcin: 171.756ISBN: 978-956-8623-54-8

2009 Ediciones Cal y Canto Ltda.N de Inscripcin: 171.756ISBN: 978-956-8623-54-8

Methodological support Ana Manonellas Balladares. Postgraduate Diploma of Education Monash University - Melbourne Australia.

Original illustrations Ediciones Cal y Canto Ltda.Design Ediciones Cal y Canto Ltda. General Manager Jorge Muoz Rau.Senior Editor Alicia Manonellas Balladares.English Editor Gloria Caro Opazo.Designed by Mara Jess Moreno Guldman.Cover designed by Mara Jess Moreno Guldman.Layout by Mara Jess Moreno Guldman.Proofreading James Doo.Illustrations Edgardo Contreras. General Production Cecilia Muoz Rau.Production Assistant Lorena Briceo Gonzlez.Recording Producer Rodrigo Gonzlez Daz.Photos Banco de Fotos Ediciones Cal y Canto.

N de Inscripcin: 171.756ISBN: 978-956-8623-54-8

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

Impreso RR Donnelley ChileSe termin de imprimir 8.500 ejemplares en el mes de diciembre de 2012.

3 UNIT 1: CULTURAL ELEMENTS . . . . . . . . . . . . . . . . . 26-67Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60Complementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

UNIT 2: SELF - CARE . . . . . . . . . . . . . . . . . . . . . . . . . . 68-107Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Complementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . 103Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

UNIT 3: DIFFERENT LIVES . . . . . . . . . . . . . . . . . . . 108-151Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Complementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . 146Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

UNIT 4: PEOPLE AND PLACES . . . . . . . . . . . . . . . . 152-192Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Error alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Complementary activities . . . . . . . . . . . . . . . . . . . . . . . . . . 190Extra test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192

Plan of the book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Description of the course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Students book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Unit Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Learning Progress Maps as support material for teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Some basic teaching reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Some methodological suggestions for skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

The Internet in the language classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Classroom Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Using the TB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

TRAVELERS MAGAZINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195-205

EVALUATION INSTRUMENTS (Photocopiable) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206

LANGUAGE REFERENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .219

IRREGULAR VERBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .227

THEMATIC INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .229

GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .230

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231

TEST QUESTION BANK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232

CONTENTS

4PLAN OF THE BOOKPLAN OF THE BOOK

GETTING READY .......................................................................................................... 9 PREPARATION FOR THE UNIT ............................................................................ 10 LESSON 1 - LISTENING

Holidays and celebrations ....................................................................................... 12Language focus - Frequency adverbs ...................................................................... 14Written production Letter about Independence Day .......................................... 14Pronunciation Ordinal numbers .......................................................................... 14Oral production Dialog about celebrations .......................................................... 14

LESSON 2 - READINGA Chilean celebration ............................................................................................... 15Language focus - Connectors ................................................................................... 17Written production Paragraph about a celebration ............................................. 17Pronunciation Years .............................................................................................. 18Oral production Dialog about Independence Day ................................................ 18 MINI-TEST ................................................................................................................. 19

LESSON 3 - LISTENINGTop of the pops ......................................................................................................... 20Written production An interview ......................................................................... 21Pronunciation / b / ............................................................................................... 21Language focus - The Past Continuous .................................................................... 22Oral production Dialog about favorite singer ....................................................... 22

LESSON 4 READINGMyths and legends .................................................................................................. 23Language focus - Used to ........................................................................................ 25Pronunciation The diagraph th ............................................................................ 25Oral production A dialog about a legend ............................................................ 26

MINI-TEST ................................................................................................................ 27 LESSON 5 LISTENING

Chiles national dance .............................................................................................. 28 Language focus - Adverbs of sequence ................................................................... 30 Pronunciation Some vowels ................................................................................ 31 Oral production Dialog about a traditional dance ............................................... 31 Written production To complete a short paragraph ............................................ 31

KELLY HARDROCK, SCHOOL REPORTER. EPISODE 1 .................................................. 32 SYNTHESIS ................................................................................................................ 34 TEST YOUR KNOWLEDGE ........................................................................................... 34 SELF-EVALUATION .................................................................................................... 35

UNIT 18

UNIT 1UNIT 1

GETTING READY ........................................................................................................ 37

PREPARATION FOR THE UNIT .................................................................................... 38

LESSON 1 - READINGHow fit are you? ....................................................................................................... 40

Language focus - How much? / How many? ............................................................ 42

Written production To complete a short paragraph ............................................. 42

Pronunciation Questions with How much / How many ........................................ 43

Oral production Dialog about routines ................................................................. 43

LESSON 2 LISTENINGWhos in control? ...................................................................................................... 44

Language focus Indirect object pronoun.............................................................. 45

Pronunciation Numbers 13 / 30, 14 / 40, 15 / 50, etc. ......................................... 46

Oral production Dialog about a computer addict ................................................. 46

MINI-TEST ................................................................................................................. 47

LESSON 3 READINGLearning to learn ...................................................................................................... 48

Language focus The Future tense ......................................................................... 50

Pronunciation Accentuation and intonation ........................................................ 51

Oral production Dialog about feelings ................................................................. 51

LESSON 4 LISTENINGHelp for you! ............................................................................................................. 52

Language focus - Possibility Obligation - No obligation ...................................... 53

Pronunciation - / t / ............................................................................................... 54

Oral production Dialog about everyday situations .............................................. 54

MINI-TEST ................................................................................................................. 55

LESSON 5 READING ...................................................................................................

Bullying - you are not alone ..................................................................................... 56

Pronunciation / b / ............................................................................................... 58

Language focus If clauses (1) ............................................................................... 58

Oral production Dialogs beginning with What can I do if.... ................................ 58

KELLY HARDROCK, SCHOOL REPORTER. EPISODE 2 ................................................... 60

SYNTHESIS ................................................................................................................ 62

TEST YOUR KNOWLEDGE .......................................................................................... 62

SELF-EVALUATION .................................................................................................... 63

UNIT 236

UNIT 2UNIT 2UNIT 1 UNIT 21UNIT 2UNIT

CULTURAL ELEMENTS SELF-CARE 368

5 GETTING READY ........................................................................................................ 65 PREPARATION FOR THE UNIT .................................................................................... 66 LESSON 1 LISTENING

Experiences in a foreign country .............................................................................. 68Language focus Superlatives ................................................................................ 69Pronunciation Superlatives................................................................................... 70Oral production Dialog expressing opinions ........................................................ 70 LESSON 2 READINGInternational English ................................................................................................ 71Language focus Languages .................................................................................. 73Pronunciation Languages ..................................................................................... 74Oral production Dialog about the English language ............................................ 74MINI-TEST ................................................................................................................. 75 LESSON 3 LISTENINGDo you like jokes? ..................................................................................................... 76Language focus Requests and permission ........................................................... 77Oral production Dialog about funny jokes............................................................ 78Pronunciation Dates ............................................................................................. 78 LESSON 4 READINGFestivals around the world ....................................................................................... 79Language focus Superlatives ................................................................................ 82Pronunciation - / i, / .............................................................................................. 82MINI-TEST ................................................................................................................. 83 LESSON 5 LISTENINGDo you study hard? .................................................................................................. 84Language focus Conditionals ............................................................................... 86Written production To complete sentences .......................................................... 87Pronunciation Part of a poem .............................................................................. 87Oral production Dialogs about future situations .................................................. 87 KELLY HARDROCK, SCHOOL REPORTER. EPISODE 3 ................................................... 88 SYNTHESIS ................................................................................................................ 90 TEST YOUR KNOWLEDGE ........................................................................................... 90 SELF-EVALUATION .................................................................................................... 91

UNIT 364

UNIT 3UNIT 3UNIT 3

GETTING READY ........................................................................................................ 93 PREPARATION FOR THE UNIT .................................................................................... 94 LESSON 1 - READING

Folk heroes ............................................................................................................... 96

Language FOCUS - Connectors ................................................................................. 99

Pronunciation Dates and times ............................................................................ 99

Oral production A ballad ...................................................................................... 99 LESSON 2 LISTENING

A magic role ........................................................................................................... 100

Language focus - Imaginary situations................................................................. 101

Pronunciation Tongue twister with / w / ........................................................... 102

Oral production Dialog of invitation ................................................................... 102

MINI-TEST ............................................................................................................... 103 LESSON 3 READING

Florence Nightingale - A woman out of her time .................................................. 104

Language focus - Prepositions of place ................................................................. 106

Oral production Dialog about biographical data ................................................ 107

Pronunciation A limerick .................................................................................... 107 LESSON 4 LISTENING

People that changed people .................................................................................. 108

Language focus Adverbs of manner ................................................................... 109

Pronunciation Professions .................................................................................. 110

Oral production Dialog about a quiz game ........................................................ 110

MINI-TEST ............................................................................................................... 111 LESSON 5 READING

A special place for children .................................................................................... 112

Language focus Prepositions of place ................................................................ 115

Oral production Dialog about an interesting place ............................................ 115

Pronunciation Tongue twister with / j / ............................................................. 115 KELLY HARDROCK, SCHOOL REPORTER. EPISODE 4 ................................................. 116 SYNTHESIS .............................................................................................................. 118 TEST YOUR KNOWLEDGE ........................................................................................ 118 SELF-EVALUATION .................................................................................................. 119

UNIT 492

UNIT 44UNIT

UNIT 4

ANSWERS ................................................................................................................... 120THEMATIC INDEX ......................................................................................................... 134GLOSSARY ................................................................................................................... 135

BIBLIOGRAPHY ........................................................................................................... 136TRAVELERS MAGAZINE ............................................................................................... 139

3UNIT 4UNITDIFFERENT LIVES PEOPLE AND PLACES64 92

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Travelers has been specially written for teenagers in the eighth year of primary school. The English program for the level and the concepts and guidelines of the Chilean educational reform have been considered throughout its preparation.The course aims to:developreadingandlisteningcomprehensionskills,providing

students with techniques that will allow them to understand oral and written texts not only in English, but also in other subjects and in their everyday life.

allowstudentstocommunicateorallyandinwritingatveryelementary levels.

improvelearningskills.helpstudentsrealizeEnglishisanimportanttoolforgetting

and exchanging information, knowledge and culture. educateinabroadersensebyprovidinginformationabout

Chile, South America, the English-speaking countries and the world at large, encouraging students to think, analyze and question.

Travelers consists of a Students Book, a Teachers Book and a CD.

Students Book

The course is topic-based and contains a conductive thread.The text has a conductive thread represented by children of the same age and level of the intended readers. They are present in different situations according to the topics of the unit. These children include English native speakers related to Chile, and also Chilean children. They interact throughout the book among them and also with other people. Special emphasis has been made on presenting girls and boys participating in similar ways and occasions.At the end of each unit there is an illustrated cartoon strip whose main characters are the same as those in the lessons included in each unit.This kind of resource has been included mainly because children of all ages enjoy this material and also because the visual aspects effectively help the comprehension process.

It also has other advantages, such as: topresentlanguageinasignificativecontext;toallowstudentstointernalizelanguagepatternsthattheymayuselateron;

tohelpdevelopcriticalthinking;toprovidevisualelementstoimprovestudentsreading

comprehension skills.The Students book contains four units based on the Englishprogram for the level and the concepts and guidelines of theChilean educational reform.UNIT 1: CULTURAL ELEMENTS.UNIT 2: SELF - CARE.UNIT 3: DIFFERENT LIVES.UNIT 4: PEOPLE AND PLACES.Unit StructureEachunitbeginswithatwo-pagespreadshowingadiagram

of the objectives of the unit, attractive illustrations to set the theme and motivate students, and a few short activities meant to introduce the topic, activate previous knowledge, and raise students interest.

ThePreparation for the unit section identifies and practices language and skills that the students will need to have mastered in order to move on to the new contents of the unit.

Thetasksineachunitareindicatedwiththefollowingheadings: Reading, Listening, Language focus, Reflections, Synthesis, Test your knowledge, and Self-evaluation.

Thetaskstodevelopreadingandlisteningskillshelpstudentslearn strategies to improve their understanding of written and spoken messages. The methodology adopts a three-phase approach with before, while, and after reading / listening tasks.

The Before reading / listening activities provide a setting, motivation and linguistic preparation, and activate previous knowledge;theWhile reading / listening activities focus students attention on specific tasks that guide their reading / listening, providing different points of view for the same text, and the After reading / listening activities connect the text with their own reality, give practice on a specific grammar

structure, clarify points that may be useful later on, and / or enlarge vocabulary areas.Language focus. Travelers deals with grammar only after a certain structure has appeared in a reading or listening text

and it is likely to be encountered again in other texts. Students are asked to find or revise the example(s) of the

DESCRIPTION OF THE COURSE

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structure in the text and analyze how it works, going through a guided process of discovery.

The activities are meant to promote independent learning, and to make students figure out grammar, word formation, and vocabulary rules by themselves.

Reflections is a special section that helps students think about their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. It also enables students to become independent learners as well as independent thinkers. Teachers are strongly recommended to train and help students to reflect on their learning process and should encourage their students to keep tidy notes of the activities in class, of any extra work done, of tests, quizzes, homework, handouts, vocabulary records, etc., so that they can have easy access to all this information whenever they need to use it again, when they study at home or when they revise for tests.

Synthesis is a section that plays an important role. It can be a useful tool for clarifying particular problems, and for creating a

more comprehensive, overall perspective on a specific subject. It gives students a chance to revise what they have learnt and done in the unit, connecting the activities and the skills

developed.Evaluation is an ongoing process in Travelers, and an integral part of learning. It takes the form of both student evaluation and teacher evaluation. This is done informally after Lessons 2 and 4 in each unit, through the Minitest section. It helps students revise their performance in the reading, listening,

and language activities and also allows teachers to make further use of the reading and listening texts.

More formal evaluation is done at the end of each unit through the Test your Knowledge and Self-evaluation sections.

In the Test your Knowledge section students revise contents and evaluate their performance in the whole unit. The Self-evaluation section allows students to reflect on

their strengths and weaknesses. It provides feedback on how much they have learnt, putting them in a position to make an assessment of their work. Learners, by getting involved in their evaluation, come face to face with their learning problems and consciously try to tackle them. Students are asked to evaluate their performance, their participation, their products, and the working arrangement.

Learning styles. Travelers considers that there are different learning styles in a classroom, so different kinds of activities have been included.

- Visual learners need visuals in the classroom, for example: posters, realia, flash cards, visual organizers, etc.

- Auditory learners learn better by listening, and like working in pairs and small groups.

- Kinesthetic learners learn through physical activities like competitions, board games, role-plays, etc.

- Tactile learners like board and card games, projects, etc. Values. Value-enhancing topics such as equality, health, respect, the environment, etc., appear explicitly throughout

the course. Through guided questions and simple discussions, students are encouraged to reflect about and form opinions

on broader social issues concerning their lives and the world around them. Cultural differences are also highlighted at relevant points in the course as well as particular aspects of English-speaking countries such as information related to historical and geographical facts, cultural heritage, teenage lifestyles, etc. in order to raise students awareness of the

target culture, and develop a richer perspective of their own culture.

Thereareothersmall,butinterestingsectionsintheunits.- Did you know that ? The aim of this section is to provide

more information on the main topic of the lesson and interest students in finding more information on their own.

- Throughout the book students and teachers will also find website-based resources to expand their knowledge of specific subjects.

- American v/s British English. Special notes that show students the differences between American and British English in writing, pronunciation, and vocabulary. Students are frequently confused with the different spelling or pronunciation and the idea of this explanation is to show them that both ways are perfectly acceptable.

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Teachers Book

This component includes:ThewholeminimizedversionoftheStudentsBook,togetherwith

instructions and orientations that will help teachers work with contents , resources, and activities proposed throughout the book.

Anintroductionwithadescriptionofthecourse,themethodology used, suggestions for classroom management, general methodological suggestions for the activities and to deal with big classes, description of the course components, etc.

Detailedteachingnotesforeveryunit.Thecognitiveabilitiesimpliedineveryactivityofthelessons.Backgroundnotesfortheteacherrelatedtotheinformation

content of the different texts.Erroralert!Asectionthathelpstheteacherwithinformation

about the most common errors students can make. However, teachers must be very careful as to when and how to correct errors, always having in mind to avoid interrupting students while they are doing communicative activities.

Idiomaticexpressions.Whenidiomaticexpressionsappearinthe texts or in the activities, they are explained, defined, and an example is given. Idioms or idiomatic expressions are those that cannot be immediately understood by analyzing the literalmeaningoftheircomponents;literaltranslationwillsound odd. This section will help teachers to include them naturally in different exercises.

Complementaryactivities(photocopiable)thatprovideextrapractice on the contents of the unit.

Observationandevaluationsheetsfortheteacherandthestudents (photocopiable, in Appendix at the end of the book).- Listening comprehension.- Reading comprehension. - Extended response reading rubric.- Behavior rubric.- Beginners writing.- Project evaluation.

AnswersforallthetasksintheStudentsBookandinthetests.Thetranscriptoftherecordedactivities.Acompletebibliographyfortheteacher.Alistofusefulwebsitesfortheteacherandthestudents.Fourextratests.Thelevelofdifficultyoftheactivitiesincludedinthebook. This is shown with the following icons: Low= + Medium= ++ High= +++

CD

The CD contains all the material for the listening tasks, includingPronunciation, Listening, and Listening test material. It also includes useful expressions for the classroom. The transcripts of the recordings are at the end of each unit.

Methodology

Task-based learningTravelers helps students develop language and learning skills tocarry out sequences of tasks.These are some advantages of task-based learning.Increasedmotivation-learnersbecomepersonallyinvolved.Allfourskills,reading,writing,listening,andspeaking,are integrated.Autonomouslearningispromotedaslearnersbecomemore responsible for their own learning.Therearelearningoutcomes:learnershaveanendproduct.Authentictasksandtherefore,moreauthenticlanguageinput.Interpersonalrelationsaredevelopedthroughworkingasa

group.Abreakfromroutineandthechancetodosomething

different.

Collaborative workIn project-based learning, students work in teams to explore real world problems and create presentations to share what they have learned. This approach has many benefits for students, including:deeperknowledgeofsubjectmatter;increasedself-directionandmotivation;improvedresearchandproblem-solvingskills.

Additionally, it gives the teacher the grounds for evaluating whatstudents have learnt and how they apply that knowledge to real life situations.The book has projects for students to carry out in the Synthesis section. Each relates to the unit and asks students to try and answer a question or solve a problem - one that has relevance for them and that they might have to face one day in real life.Let students choose their own group there is nothing worsethan being stuck with someone you do not get along with. Givethem enough time to prepare the project. Praise and rewardgood presentation and extra effort made.

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Learner trainingThis concept has to do with developing students awareness of how they learn and how they develop their learning strategies so that they become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about their learning, what problems they have and how they could improve their performance, so that they can take the appropriate steps to optimize their learning. Special attention should be paid to the training of students in pair and group work, emphasizing the importance of everyones contribution and the respect for the ideas of classmates.

Mixed abilityTravelers caters for mixed-ability classes in a variety of ways. The teacher needs to develop techniques which allow students of all levels to benefit from the lesson. Individual feedback is advisable in any class, but in a mixed-ability class, this attention to detail can increase student satisfaction. The teacher should always try to make some mental, if not written, notes about each student in such classes. As the course progresses and opportunities arise, the teacher should congratulate individual students on their improvements and make tactful suggestions on areas to work on. A few sentences during general monitoring are better than nothing. These details show that the teacher is aware of individual needs of students.Additionally, each lesson in Travelers offers at least one activity that can be done by fast learners, while the rest of the class is finishing a task.

GamesGames are important when learning a foreign language because they are motivating and help students to sustain the effort of learning. However, games are the means and not the end they are a way of making learning more entertaining and should not be treated as time fillers. Each game in this book is there for a purpose and needs teacher supervision and sometimes prior preparation. CognatesCognates are words in different languages related to the same root, eg, education (English), educacin (Spanish).The different lessons in Travelers provide students with a question to help them notice and recognize cognates. The teacher should encourage students to find the cognates whenever they face a new text.

False cognates Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning.Here are a few examples of false cognates.Actually=realmente, not actualmente (at present, currently).Embarrassed=avergonzado/a, not embarazada (pregnant).Realize=darse cuenta, not realizar (carry out, fulfill).Approve=aprobar (agree with something), not aprobar un

examen (pass an exam).Lecture=conferencia (a talk about a topic), not lectura (reading).Try=tratar de hacer algo, not tratarse de (be about) or tratar

con (deal with).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).

Evaluation and assessmentIn Travelers, evaluation is ongoing and an integral part of the learning process. It takes the form of both student evaluation and teacher evaluation.

Student evaluationAs well as making students feel more responsible for their own learning, the process of evaluating themselves and evaluating classmates actually helps them to learn and remember. Students are asked to evaluate the following aspects: their performance, their participation, their products, the working arrangement. This is done informally through the Reflections and the Mini-tests, and more formally at the end of each unit through the Test your Knowledge and Self-evaluation sections. The teacher must help by organizing correction of the activities, but students themselves must check their own performance and assign marks. At the end of this activity, students are asked to add up their marks and use a Progress chart to find out their level of achievement. Many students may be new to the process of self-evaluation and at the start teachers will need to give guidance. Informal evaluation should also take place on a regular basis at the end of lessons through short discussions about the lesson, carefully guided by the teacher.

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Teacher evaluationTeacher evaluation combines formative and summativeinstruments. The following suggestions could be considered toreach a final mark for each student.

A mark should be given to each of the three components below.The final mark should be the average of these three marks.1. Classwork. Taking into account general attitude,

participation, cooperation with classmates, and work done.2. Projects (Synthesis section). A project evaluation sheet

(photocopiable) is provided in the Evaluation Instruments appendix.

3. Tests. There are two mini-tests, one final test, and one extra test per unit. These tests assess listening and reading comprehension, as well as specific language items studied and practiced in the units.

Further suggestions for evaluationAs evaluation is an ongoing process, apart from the formal tests provided in the Students Book, remember to evaluate students performance in every activity they carry out, making notes of their problems and achievements, keeping a record of their participation, giving them informal marks that you can put together and average at the end of a term, using the evaluation instruments provided in the Evaluation Instruments Appendix, at the end of the book. You may also agree with them to consider their self-evaluation at the end of each unit, monitoring their performance and using the marks they give themselves as part of their official marks.

Additionally, here are a few suggestions that you can adapt for different contents and use at different moments of your lessons, and that you can mark according to the level of difficulty, time students spend preparing and presenting, etc.- Mini-presentations by small groups of students. Give them

time to gather information, suggest they use patterns you provide or that have appeared in the lesson, help them rehearse the presentation, correcting pronunciation, and invite two or three groups to present. This activity can be used in all the units in connection with projects and activities, or with contents the students find interesting in the lessons.

- Role-plays. Choose any of the dialogs, give groups time to practice and invite two or three groups to present.

- Questionnaires. Prepare a short questionnaire at the end of a unit on the content of the different texts. Assign it for

homework or use it as an informal test, which they can answer looking at the texts they do not need to know the information by heart, but should know how to find it!

- Bulletin board displays. Ask students to collect photos, pictures, cutouts on a chosen topic, add a short text about them following a model you can provide, and assign a place in the classroom or the school for them to display their work.

- Written quizzes based on the written or oral texts used in class, that may include: fill in the blanks with or without words given, put words in order to form sentences, correct the mistake (grammar or information), etc.

- Contests and games. Bingo with vocabulary words or verb tenses, find as many words as you can in x minutes under different categories, find information in the dictionary, how much do you know about ...?

Introducing Travelers to your studentsBefore starting Unit 1, introduce students to the course, the components and methodology. Explain the importance of their participation, the work organization into individual, pair and group work, the role of self-evaluation, etc.

Travelers magazineAt the end of the book there is a magazine with attractive articles and challenging activities to be used by the students on their own, whenever they feel interested. They are meant to provide students with fun, general information, and useful training in study skills.

BibliographyBoth the Teachers book and the Students book offer suggestions of materials that can be used for reference. Some of these materials can be found in the Centro de Recursos de Aprendizaje (CRA) in each school.

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What we have in common makes us human. Our differences make us individuals. In a classroom where there is very little or no differentiated teaching only the similarities among students seem to be the focus of attention. In a differentiated class the common areas are acknowledged and exploited, and the differences among students also become important elements in the teaching learning process.

Carol Ann Tomlinson 12

The Chilean Ministry of Education has presented the community with a new curricular tool, the Learning Progress Maps. It is possible that the teachers may have a lot of information about them, from different and probably more complete sources than those provided here13. This brief and concise document does not intend to be exhaustive nor replace any of those sources. It only intends to present the Maps in a very specific context, that of a particularly specific training in evaluation for learning, as it is in that area that they can be very useful in the different steps of that training.

This is a brief introduction to the Maps that considers the inclusion principle that guides them, the way in which they are presented, an example, and some details to understand their pedagogical and evaluative usefulness. Rather than theoretical or conceptual details, special importance is given to the elements that facilitate their use by teachers.

IntroductionThe Learning Progress Maps have been developed to show teachers, students, and parents the way in which learning progresses along school life, and especially the expected direction for each of the areas of the curriculum. They are neither a new curriculum nor a curricular alternative, but are based on the existing Curricular Framework. Their objective is to describe the types of learning promoted by the Fundamental Objectives and the Obligatory Minimum Contents, and to indicate the characteristics of their development from 5th Year of Primary Education to 4th year of Secondary Education. The Maps can be used in the day-to-day classroom work to establish students position, their differences, and their learning needs. Once this reflection and awareness task is done, it is possible to design a variety of teaching strategies to cater for students needs.

Learning progression and diversity Childrens learning as shown every day in the teaching process - shows progressive development as they move up from one level to the next. Older students generally know more about a subject and show more complex cognitive abilities than youngerstudents;whencomparingabilitiesandknowledgeofa student in the 4th Year of Secondary Education with those of a student in the 1st Year of Primary Education, it can easily be noticed that the former is much more competent than the latter in all the learning areas. Between these two students, who represent the extreme levels of achievement during the school cycle, it is possible to distinguish several intermediate stages.

On the other hand, children at a particular level make use of different abilities to understand the same topic, and have different ways to explain what they understand. There is progressionnotonlyfromoneleveltothenext;itisnormalthatin the same class, students are at different levels and show different degrees of understanding and achievement of the required abilities.

However, not all students progress in the expected direction.

Inadequate attention to differences can produce delay in students learning. This delay, in turn, has a cumulative effect, it tends to increase in the upper levels, and when this happens, its effects are more difficult to revert. Therefore, it is important to clearly understand the state of students learning.

The Learning Progress Maps are a support instrument to diagnose achievement and differences among students to help them move on in their school work according to the expected outcomespromotedbythenationalcurriculum;theyoffercommon criteria and language to observe learning.

Evaluation for learning in practice It is important to distinguish Evaluation for Learning as a particular model that is different from the traditional interpretations of evaluation. Here is a summary of its main characteristics. In this conception, evaluation:isconsideredanintrinsicpartofteachingandlearning.

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11

Please note that this document has been translated directly from the document prepared by the Unidad de Currculum y Evaluacin oftheMinistryofEducation;the superscript references have been kept the same as in the original document.11 Document prepared by the Unidad de Currculum y Evaluacin, Ministry of Education, Chile, 2007.12 Tomlinson, C. A. (2005). Estrategias para Trabajar con la Diversidad en el Aula. Madrid: Editorial Paidos.13 The full Maps are published on the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.

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requiresthatteacherssharewiththeirstudentsthelearningachievements expected from them.

helpsstudentsknowandidentifythestandardstheymustreach.involvesstudentsintheirownevaluation.providesfeedbackthattellsstudentswhattheyhavetodo,

step by step, to improve their performance.assumesthateverystudentcanimprovehis/herperformance.involvesbothteachersandstudentsintheanalysisand

reflection on the data provided by the evaluation.

This model contrasts with the type of evaluation that, in practice, means adding evaluation procedures or tests at the end of the programmed units of work. These procedures or tests are separable and independent from the teaching of the unit.

The feedback is to get a mark. Although, according to this model, evaluation is a teachers issue (the State, for example, does not get involved), it tends to have a summative rather than formative objective.

However, the term formative can have several interpretations: very often it only means that evaluation is frequent in a period of time and has been planned together with the teaching. In this sense formative evaluation does not necessarily consider all the features identified as characteristic of Evaluation for Learning.

Evaluation can be formative because it helps the teacher identify areas where more explanation or training are needed. From the point of view of students, although their final mark and the comments written on the margins of their work may signal their weak and strong points, they do not give them clues as to how to progress towards the achievement of more and better learning.

The concept of learning underlying this model is another distinctive feature. Todays approach to learning suggests that, eventually, it is students themselves who are responsible for their own learning (nobody can learn for them). Consequently, Evaluation for Learning must necessarily involve students in the evaluation process so as to provide information on their performance and guide their efforts to improve. An important part of this information is the feedback the teacher gives students, but another part must be the result of the direct participation of students in this process through self evaluation.

In the context of promoting life-time learning, it is more and more important to develop in the students the capacity to know how much they have learnt and the ability to guide and manage their own learning.

So, what actually happens in the classroom when evaluation is used to improve learning? To begin with the more obvious aspects, teachers are involved in the collection of information about their students learning and can motivate them to revise their work critically and constructively.

The methods to obtain information about the learning are well known and they are mainly:toobservestudentsandlistentothemwhentheyreasonand

describe their work.toaskstudentsopenquestions,invitingthemtoexploretheir

ideas and reasoning.toproposeideasthatrequirestudentstousecertainabilities

or to apply ideas.Toaskstudentstocommunicatetheirideasnotonlyinwriting,

but also through drawings, artifacts, actions, dramatizations, and concept maps.

Todiscusskeywordsandanalyzehowtheymustbeused.

Of course, teachers can collect this information through the methods identified above, and then use it to improve learning. The use of this information requires that teachers and students make decisions and act: they must decide on the next steps in the learning process and help students to get started. It is of the utmost importance to remember that it is students who must dothework;consequently,bybeingmoreinvolvedintheprocess, students will better understand how to extend and improve their learning. A plan that involves students in the judgment of their own work instead of being passive to face their teachers judgment has higher probabilities of raising learning and achievement standards.

This is a different conception of feedback. The food the teacher offers is a portrait of the objective to reach, of the standard or goal towards which students must aim at, and which, in this way, constitutes a point of comparison for their work. The role of the teacher and what constitutes the core of teaching is to provide students with the skills and strategies required to take the steps they need to improve their own learning.

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Key principles of evaluation for learningEvaluation is a process that allows the collection of evidence on the learning achieved by students at a given moment. The object of the evaluation is the work produced by the student, never the student.

Thekeydimensionsoflearningfromthepointofviewofthelearning area and the learning level of students constitute the criteria used for the evaluation of learning.

Thecriteriamustbesharedwithstudentssothattheyknowand understand them, and can then direct their work accordingly.

Self-evaluationandpeer-evaluationmustbedoneusingpre-established criteria. If this does not happen, their validity will

be questionable, because different individuals naturally evaluate according to their own personal criteria.

Itmustberememberedthatevaluationnecessarilyinvolves value judgments. This happens when a teacher assigns a numerical qualification to a students test, and also when concepts are used, for example poor or excellent to indicate a students level of achievement at a certain moment.Theteachermusttakeresponsibilityfortheevaluationinstrumentshe/shedevelopsanduseswithstudents;this means that he / she must make sure that they really let him / her collect information about the learning outcomes defined

in the pre-established evaluation criteria.

How many Maps have been prepared?Each area of the curriculum has sub-divisions that represent topics or abilities that must be developed during school life. A Map has been designed for each of them.

EnglishOur countrys active participation in different areas of the international sphere, together with the changes produced by globalization, make the learning of English essential to successfully face the demands of society in the XXI century.

Learning English is a challenging and attractive activity at any age, but particularly for young people who see it as a tool to access information and technology and as a means of communication with other realities and cultures. Learning English, or any other foreign language, contributes to the understanding of the mother tongue and, at the same time, it widens the opportunities to access information in other areas of study.

Presentation of the mapsThe Maps are organized in seven levels that cover students learning life from 1st Year of Primary Education to 4th Year of

They are materials for each area of the curriculum that describe the usual road followed by students in their learning. They assume that progress is the result of maturity and exposure to learning opportunities in specific stages of school life.

They do not state that learning is lineal (a sum of specific learnings) nor do they propose an exact description of the learning progress that all students experiment.

They express knowledge and abilities, that is to say, the competences that students typically reach at certain moments of their school life.

They are not an expression of all the knowledge and abilities students can achieve at a specific level.

They indicate what we value as learning goals and the sequence in whichtheyareachieved;theyprovideaframeworktomonitorprogress and communicate results.

They are not a new curriculum and they do not assume that all students in the same class should be in the same level of learning.

They are presented as concrete descriptions of learning and offer examples of possible achievements in each level.

They are not checklists for test correction.

They provide a guiding framework for teaching: they let users elaborate evaluation tasks that will indicate the level of each student, and organize teaching strategies accordingly.

They are not an instrument to classify students and they do not support a specific teaching model to achieve learning.

What Learning Progress Maps are What Learning Progress Maps are not

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Secondary Education. Each level describes the expected learning outcome for two school years. For example, Level 1 corresponds approximately to 1st and 2nd Year of Primary Education, Level 2 to the next two years, and so on. The last level (7) describes a student whose outcome when finishing school is outstanding.

All this information can be found on the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.

Relevant aspects of the reading mapsIn concordance with the curricular emphasis aimed at the development of the abilities and the use of language with the purpose of acquiring information and gaining access to other cultures and technological advances, grammar is not the focus of attention of the Reading Map. Its role as facilitator of understanding and communication is acknowledged, but the role of grammar will become more evident in the Writing Map.

The Reading Map emphasizes the importance of working with authentictextsasearlyaspossible;theirdegreeofcomplexityincreases as students move from one level to the next. By the end of their secondary school education, students should be able to read authentic texts of intermediate complexity, which implies beginning their learning using simple authentic texts.

The Reading Map does not reject the use of the mother tongue as a resource to monitor learning when the situation requires that students show evidence of comprehension and interpretation rather than oral production. It is a well-known fact that students of a foreign language can understand much more than they can express orally or in writing. For this reason, the answers to the tasks presented as examples in the Map are in Spanish. This does not mean that students are not allowed to express comprehension in English or that there is an intention to work these abilities separately.

In the following pages, you will find the Reading Progress Map. It begins with a synthetic presentation of all levels. Then each level is presented in detail, beginning with its description, some examples of performance that illustrate how that level of learning can be recognized, and one or two examples of work done by students of subsidized schools, with the teachers comments that justify what criteria is used to decide that the student is within the level. In an appendix, you can find the complete version of the tasks from which students work was collected. In the case of English, there is a description of an initial level, before level 3, that describes a starting situation of knowledge of this language which can be a

useful point of reference to describe the learning of children who do not reach Level 3 by the end of the 6th Year of Primary Education. No examples of students work at this level are included.

Reading progress mapThe aim of the English curriculum is to get students to use and apply the language in different tasks that imply they can understand oral and written texts, and solve simple communicative situations orally or in writing. From this point of view, four English Learning Maps have been designed, around the following linguistic abilities:

ReadingListeningWritingOralExpression

The Maps of English have been designed using the international standards of the Common European Framework (CEF) for teaching, learning and evaluating languages and those of the Association of Language Testers of Europe (ALTE). CEF Level A2 and ALTE 1 (Waystage User) are associated with Level 4 which describes the expected learning achieved by the majority of the students by the end of the 8thYearofPrimaryEducation;LevelsB1andALTE2(Threshold user) are associated with Level 6, which describes the expected learning achieved by the majority of students by the end of the 4th Year of Secondary Education.

To describe progress in reading comprehension, the Reading Map is organized around two dimensions:a. Text-types. In this dimension, the progression is given by the

complexity of the topics students read about and the complexity of the language used in the texts. There is progression from concrete to abstract topics, and from language expressed in simple sentences to language expressed in compound sentences of intermediate complexity.

b. Reading abilities. This dimension includes students capacity to extract specific information, to infer information, and to show global comprehension of what they have read. The Map describes how these reading abilities become more complex from one level to the next, also in relationship with the increasing complexity of the texts read.

In the light of these dimensions, the Map describes a students reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences, and to state the main topic of a very short, simple text (in Level 3), to end up being able to reach a higher level of inference and a deeper understanding of linguistically and conceptually more complex texts. (Level 6).

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English progress map

How can one recognize the level of learning? Examples of performance.When a student has reached this level, he / she can do the following activities:statesthecharacteristicsofaperson,placeorobject;followsinstructionstoplayagamethatinvolvesasequenceofdifferentactions;

inferstherelationshipamongcharactersormoods,whentheyarenotevident;

identifiesinthetextthesentencethatbestrepresentsthemainidea(s);

identifieswordsthatgivecohesiontothetext.Forexample:the most frequent connectors and, or, but, because;

recognizesthecommunicativefunctionofcompoundverbforms present in the texts. For example, perfect tenses, modals;

relatesawordfromthetextwithasynonym,antonymordefinition;

identifiestherootsofwordsandtheiraffixesinthetextsread.

In our teaching proposal for 7th and 8th Year of Primary Education, evaluation is conceived for the following

Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections of the text.

Level 4

Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related to personal interest topics.

Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, and attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium complexity structural patterns and are related to well-known or personal interest topics.

Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium complexity structural patterns and are related to well-known or personal interest topics.

Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.

Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences, and are related to concrete topics of the students immediate environment.

Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short sentences, and are related to concrete topics of the students immediate environment.

Level 7Outstanding

Level 5

Level 3

Level 6

Level 4

Initial level

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Classroom management has to do with methods used by the teacher in order to establish harmonious class organization and discipline. The following components play an important role in the achievement of these goals.

The teacherA classroom where learning takes place is a pleasant environment;theteacherisenthusiasticandactiveandencourages student participation.

In most cases the teacher is the only direct contact the students have with English. It is therefore important that she / he tries to communicate with the students in English as much and as often as possible. Some students may not be used to this, and teachers should explain, in Spanish, that they may find it difficult to understand at first, but it will gradually get easier. Teachers can also use gestures or mime to help understanding. Instructions for activities should be given as clearly and as simply as possible, through demonstration and examples. If it is clear that many students have not understood, the teacher can ask a stronger student to translate for the class.

The studentsThe main objective of the English classes is the development of reading, listening, speaking, and writing skills, so the teacher may insist and encourage students to use English in class as much as possible to show understanding of the reading and listening texts. The teacher must provide patterns and clear examples for them to do so, following these patterns and examples. The teacher must also emphasize the importance of everyones participation in and contribution to the activities, giving clear explanations of their purpose and the role of the individuals, the pairs, or the groups carrying them out.

Teenage students are going through a difficult process of development in their lives, so the teacher might face discipline problems, disruptive behavior, or unwillingness on the students part to do the different tasks they are assigned. The topics in Travelers have been carefully selected to attract and keep students attention.

The responsibility for building a positive learning atmosphere lies not only in the good relationship the teacher and her / his students develop, but also in the one the students have among themselves.

Travelers helps the teacher in this task through a number of carefully designed exercises, very clear tasks, and opportunities for the students to check and evaluate their own work.

DisciplineOne of the reasons for bad discipline is usually students inability to cope with the tasks. The noisiest students will demonstrate their frustration by means of loud outbursts and disruptive behavior, while the rest of the class may remain passive. To avoid discipline problems, these preventative strategies are suggested:- careful planning, so that students realize there is a feeling of purposewhichkeepstheirattentiononthetaskinhand;

- clear instructions, given very simply and assertively so that students know exactly what to do.

Working with big classesThese ideas may help you deal with a big class and allow you to put into practice the suggestions for activities in the lessons.

Atthebeginningoftheyear,discussandestablish,togetherwith the class, a few class rules. Ask different groups to write them on pieces of poster board and display them permanently on a wall. They may be written in Spanish and little by little turned into English, or they may be written in English and accompanied by pictures illustrating them.

Involvethewholeclasswhengivinginstructions,explanations, or when checking answers, but try to use pair and group work as often as possible.

Trainyourstudentstoworkinpairsorgroupsfromtheverybeginning, little by little, first only in pairs, doing simple tasks such as making lists of words, looking up words in a dictionary, preparing a couple of questions, etc., then move on to more complex tasks, and finally start asking them to work in groups.

Animportantpartofthetrainingperiodshouldbetoaskthem to move quickly and with as little noise as possible. Do not ask the whole class to form groups or pairs at the same time, but do it by rows and praise the row that does it best.

Tryanduseavarietyofworkingarrangements:pairswiththestudent next to them, with the student behind, with the student in the row opposite, etc., or form pairs with simple action games, such as forming two big circles, asking them to move in different directions and stop when you say so: their partner is the person they are standing opposite to at that moment, etc.

Atthebeginning,askstudentstoformpairsorgroupswiththe people near them, but eventually ask them to move around more. When they have been trained in pair and group work, you may ask the whole class to leave their seats and move around the classroom to work with different partners, gathering information or opinions, carrying out a survey, etc.

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Applydifferentcriteriatoformpairsandgroups:sometimesput together students of similar levels and assign different tasksaccordingtotheirlevels;atothertimes,formmixed-ability pairs or groups, so that stronger students may help weakerones;takeanactivepartintheformationofgroups,but occasionally, let students choose who they want to work with. Take these opportunities to emphasize the importance of cooperation and respect for everyones ideas, abilities, and contributions.

Giveshort,clearinstructions,andalwayscheckthatstudentshave understood what they have to do by asking them to repeat your instructions in Spanish if necessary. You may ask the best students to write short reminders of the steps of the activity on the board.

Provideaclearmodelofwhatpairsorgroupshavetodowithone or two students in front of the class before they begin working on their own.

Assignacleartimelimitforeachactivityandkeeptoit!Donot ask Are you ready? as most probably the answer will be a loud NOOO!, even if they are ready.

Afteryouhavegivenandcheckedinstructionsfortheactivities, start walking around the classroom, going from group to group as quickly as possible. Repeat the instructions if you see that most of the students have not understood or are not doing what they are supposed to be doing.

Agreewiththeclassonacodeyouwillusetoindicatethatthey have to stop doing the activity, stop talking and get ready to check results. For example, you may stand in a particular placeintheclassroom;oryoumayraiseyourhandandasstudentsseeyoutheyhavetodothesame;oryoumaycountfrom five to one, etc. In general, avoid shouting, as loud noises tend to generate louder responses.

Occasionally,askeithertroublesomeorfasterlearnerstoactasyour assistants, writing things on the board, walking around the classroom checking that all groups are doing the activity, taking notes of the work in progress, keeping the time, distributing and collecting worksheets, etc. It is better if these assistants are not always the same students.

Attheendofeachactivitycheckanswers,correctgeneralmistakes you may have detected while walking around the class and do something that clearly indicates that the activity has finished: some final examples, choral repetition of key words, phrases and sentences, congratulations and praise for the good work done, etc.

Ifyourstudentsareusedtogettingmarksfortheirwork,agreeona system of marking pair and group work as well: give and accumulate points for participation, good behavior and results. (Examples of observation sheets and class evaluation are provided).

Dealingwithtroublesomestudentsmaybedifficult.Thismaybe made easier if you ask all students to write a suggestion for punishment of these students on a piece of paper. Check that the suggestions are acceptable, put them in a box and ask troublemakers to get a piece of paper from the box and do whatever is indicated there whenever they misbehave.

Group learning: pairwork and groupworkThis type of work encourages students to share their skills and knowledge, and learn from each other. It also increases students involvement and active participation, as well as developing positive attitudes. It is important to share with the students the importance of these activities which will give them an opportunity to learn the social and communicative skills required to work with other people: acceptance of other ideas, responsibility, commitment, cooperation, respect for turn - taking, etc. The teacher should take an active role in group formation, so that the students do not always work with the same people, to take full advantage of the variety of learning styles and abilities. Students should assume different roles each time (coordinator, secretary, researcher, presenter, artist, writer, etc.).

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Students learn best when they are actively involved in the process. Researchers report that students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other formats. Students who work in collaborative groups also appear more satisfied with their classes.

Informal learning groups are temporary clusterings of students within a single class session. Informal learning groups can be initiated, for example, by asking students to turn to a neighbor and spend two minutes discussing a question you have asked. You can also form groups of three to five to solve a problem or answer a question. You can organize informal groups at any time in a class of any size to check on students' understanding of the material, to give students an opportunity to apply what they are learning, or to provide a change of pace.

Formal learning groups are teams established to complete a specific task, such as write a report, carry out a project, or prepare a presentation. These groups may complete their work in a single class session or over several weeks. Typically, students work together until the task is finished, and their final product is formally evaluated.

Study teams are long-term groups (usually existing over the course of a semester) with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments.

Study teams also inform their members about lectures and assignments when someone has missed a session. The larger the class and the more complex the subject matter, the more valuable study teams can be.

General StrategiesPlan for each stage of group work. When you are preparing for the course, decide which topics, language contents, or projects might lend themselves to formal group work. Think about how you will organize students into groups, help groups negotiate among themselves, provide feedback to the groups, and evaluate the products of group work.

Carefully explain to your class how the groups will operate and how students will be graded. Explain the objectives of the group task and define any relevant concepts. In addition to a well defined task, every group needs a way of getting started, a way

of knowing when its task is done, and some guidance about the participation of members.

Give students the skills they need to succeed in groups. Many students have never worked in collaborative learning groups and may need practice in such skills as active and tolerant listening, helping one another in mastering content, giving and receiving constructive criticism, and managing disagreements. Discuss these skills with students and model and reinforce them during class.

Consider written contracts. Some teachers give students written contracts that list members' obligations to their group and deadlines for tasks.

(Adapted from: Gross Davis, B. (1993). Collaborative Learning: Group Work and Study Teams. Retrieved July 18, 2012 from http://teaching.

berkeley.edu/bgd/collaborative.html

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SOME BASIC TEACHING REMINDERS

Starteverylessoninawaythatfocuseseveryone'sattentionto create expectation and prepare students for what is to come. You can write the topic of the lesson on the board and ask some questions about it, show a poster or picture related to the lesson, ask who can remember what they did the previous class, etc.

Donotallowstudentstoopentheirbooksuntileveryoneispaying attention.

Endanactivitybeforestudentsgetboredwithit,butdonothurry them or end the activity too soon if they are obviously enjoying it.

Askstudentstheiropinion.Dontassumethatifonestudentsaystheyunderstand,

everyone else does.Ask(elicit)ratherthantell.Someoneintheclasscanprobably

give the information.Dontaskstudentstoexplaindifficultthings,suchas

definitions of words, in English.DontinterruptstudentsduringpairorgroupspeakingactivitiestocorrecttheirEnglish;notethemain,commonmistakes, put them on the board and correct them with the class at the end.

Dontinsiston100%accuracyallthetime.Mistakesareanormal part of the learning process, and a valuable source of information.

Givepraiseandencouragement,especiallytoweakerstudents.Writepositivecommentsontheirwork;letthemknowwhatthey are doing well and what they need to improve.

Rememberthatyouarethemainmotivatorintheclassroom!

Some methodological suggestions for skill development

Developing listening skillsFollowtheorganizationofactivitiesintobefore,whileand

after listening.

Beforelistening- Introduce the topic of the text and get students involved.

Elicit what they know about it and help them relate it totheir own experiences. Make use of pictures.

- 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 details at this stage.- Remind students of cognate words, which help

comprehension and consequent task realization.- Read and clarify instructions with the class, and do the

different listening activities one by one, concentrating on the task assigned and checking answers after each successive listening.

- Every time students listen, 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 listening texts: intonation, voice pitch, pauses, emphasis,

background noise, etc.

Afterlistening- Help students summarize the text 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 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 skillsFollowtheorganizationofactivitiesintobefore,whileand

after reading.

Beforereading- Introduce the topic of the text and get students involved

Elicit what they know about it and help them relate it to their own experiences. Make use of pictures.

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- 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 give a quick look at the text to find the cognates and the words they already know. This will help them formulate more informed hypotheses and also 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.This will also provide clues that will help them understand the text.

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

Reading- 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.- Remind students of cognates, which they can identify easily, and which help comprehension and consequent task realization. Present false cognates if there are any in the text.- Read and clarify instructions with the class, and do 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 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.

Afterreading- Help students summarize the text 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 FL (Fast learners) activities or the cartoon strip episode in the Students book and of the complementary activities in the Teachers book to provide further practice in a freer context, either for the whole class or for faster, keener students. Invite them to make comments on the contents and share them with the rest of the class.

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

Developing oral expressionAtthebeginningofthecourse,prepareposterswiththeclass,

showing the expressions they must use as part of the classroom interaction (See Classroom language on page 22.)

You may use different colors to identify their function.TeachthemtoaddressyouasMr./Miss/Mrs.plusyoursurname.EncouragestudentstouseEnglishtodothedifferentspeaking

activities that show comprehension.Chooserelevantpartsofthelisteningtexts,especiallydialogs,

for students to listen, repeat, and try to memorize and present in front of the class.

Createapositiveatmosphereintheclassroomtofacilitatestudents participation in oral exchanges.

Makeuseofthepronunciationactivities to help students practice pronunciation, accentuation and intonation.

Please note that the icon uses the symbol / / - the most frequent vowel sound in English - to indicate the type of exercise, but it does not represent the sound to be practiced.

Developing written expressionAlwaysprovideamodelforstudentstofollow.Gofromsimple,

very 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.

Makestudentsawareofpunctuationmarksandconnectors.Checkwrittenworkwhilewalkingaroundtheclassroom,or

collect notebooks, or provide the correct versions on the board or on a transparency.

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In this age of information revolution and the widespread use of the Internet in almost all spheres of life, using computer technology in the teaching process is more and more accepted and widespread.

The Internet can serve as a teaching medium and as a rich resource of materials (texts, pictures, sounds, music, films, etc.) You can use these as a basis for your lessons instead of texts from the coursebook only. In this way, Internet-assisted lessons supplement teaching, adding an additional dimension to the classroom.

Students can use web resources to gather information on various topics or prepare to present a project. The Internet gives great possibilities for students individual work, allowing them to work at their own pace, with materials they choose themselves, giving them variety and choice, and offering an attractive and interactive learning environment. This is largely achieved by the use of e-mail, chat, or discussion groups. Due to these widely accessible and inexpensive tools, students can communicate with people from different parts of the world.

How useful is the Internet in the classroom?Studentsdoonlinereading,listening,writing,orspeakingand

thus improve their skills.Studentsencountergrammaticalstructuresinrealcontexts.Thepotentialofcommunicationtoolsmaybeexploited

through e-mail, chat, discussion groups, or video-conferencing.

Activitiesdemandingcollaborationcanbedeveloped.Internet-assistedinstructionfosterslearnerindependence.Individualstudentsfindpartnersandexchangee-mails.Collaborativeworkbetweenschoolscanbedeveloped.

How does the Internet help the teacher?Teacherscangatherinformationaboutdifferenttopics:facts,figures,andformulas;bookreviews;historicalarchives;authors;collaborativeprojects;lessonplans.

Communicationtoolscanservethegoalsoftheteacherreinforcing structures and lexis, enlarging their knowledge of the world and practicing the conventions of writing.

Teacherscaneasilyfindopportunitiesforprofessionaldevelopment through up-to-date resources and seminars.

Information collection and analysisThe use of the Internet allows students to practice and develop web searching techniques, as well as analyze and critically evaluate online sources. Make sure students not only look for required information, but also understand the materials and use their own words to paraphrase the web sites. In this way, students use all their learning skills and favorite techniques to collect, organize, and present information found on the web. Web searches help students develop analysis and synthesis skills, and stimulate them to think critically.

Students should be taught to evaluate sources and discriminate between good and bad ones, and they should be given constant guidance so tha