I Heinemanney Heinemann English Language Teaching A division of Heinemann Publishers (Oxford) Ltd ‘alley Court, Jordan Hill, Oxford OX28E CyPORD MADRD ATHENS FAR RORINCS PRAGUE Shoratna CHCACO NECDGURNE AUSELAND SOVATORS TOKYO IDADAN EABOROND JOHANNESDURG FORTSIOU (SH) ssanro4ssa9ass1 © Colin Granger andDighy Beaumont 1993 First published 1995 Allsght reserved no pit ofthis publication may be ‘eprovuced, storedin areblevalsystem aramid nary {on orby any mato, leczonic mechanical, photocopying, recatding or thesis, without the prio wniden pelpasok ofthe pbliehers Designed by Gecko Limited Cove illustration by Tzefold Design Iisstsatedby Gecko Limited otto teachers Pages 108 and 181-150 may be photocopied for we in dass ‘wlout the poor writen penssion of Heinemann Bngish Eanguoge Teaching However siasonote that copyagt law, which doesnot normally permit multiple copying of ‘published material, applies tothe rest of his book. ‘Student's Book Acknowledgements Designed by KAG Design Ltd, Basingstoke Ilustrated by Sophie Allsopp pp. 56.57; Joha Gikes pp. 19, 37,5, 73,93 Donald atoy pp 2-54 62-85 Geolones pp 56.67, £AG Design Ltd Basingstoke pp. 5,16, 18,25,55, 48, PaullcCatrey pp. 401; Colin ep. 6; Mark Oldzoyd pp. 67,22 S001, 42-5, 81-81; Oxford Mustators pp 37, Fi 7S Jon Richardson pp. 89,44 45 Jacky Rough pp. €8, 24 95; Paul Rael pp. 2434 39, 58-5961, 8885, Pat Sulvanp ©; Greg Sweetnam po 11104 115,18, 19; Ruscell Weob p. 21 Tray Wilson pp 90-9; Cai Wikchasd pp 1, 48-19, 50. Bi John York pp"2, 26.27, 86-87 ‘The publishers would like to thank the following for their kind permission tozeproduce copyright material: Enterprise ‘Holidays, Mars Confectionary, Pepsi Cols, Qualcast, Zanussi. ‘Theauthors and publishers would ike to thank the following, for permission to reproduce theie photographs: Action Plus pp. 37, 73; All Spox p. 55; Andes Press Agency p.14; Animal Photography Sally Anne Thompson & LT. Willi. ‘Ardea Lando p. 64; Art Directors p. 10; ASAP p. 14; Britstock IFA pp. Ié, 15,78; Bubbles Photo Library p.78; Camera Press London p.75/Mary Bvans Picture Libary pp 94,35, 36; Greg Evans International p. 14; Glasgow Herald pp. 62, 3; The [Ronald Grant Archive p. 68; Impact Photos. 14; The Image ‘Bank. 70; Images Coloux Library Limited p. 34; The Fulton Deutch Collection pp. 3462; Lupe Cunha p. 78; Natural History Photographic Agency p. 16; Oxford Scientific Films 1pp.1617; The Photographers Library p.10;Pictor International, London pp.37, 47,55, 77,93; Rex Featores Limited pp 14,62, 68, 72; Spectrum Colous Library p. 55;StlL ‘Pictures Exvizonumental Picture Library /Mark Bwards pp. 18,73; The Telegraph Colour Library p.7% ZERA p. 15. ‘Commissioned photography by Simon Chapman p. 40; Paul Freestone pp. 5, 10,11,19, 29,34, 85,68, 73; Chris Honeywell ‘pp. 15,47, 68,75,76,77,84and Alexander Macintyre p. 79. Wewould lke to thank the following for their co-operation: Flaggs, Oxford; Frevds, Oxford; Partners, Oxford: Bxeter College, Oxford; Cherwell Radio at The Churchill Hospital, (Oxfords Gosford School 6th Form Centre, Kidlington: Svan School, Oxford; Mrand Nrs Chapman, Richard Gil, Sam Laverty, John Major, Dawn Treadwell and Aileen Welch. ‘The authors and publishers would like to thank Patricia Lodge and Beth Wright-Watson forthe Skills section, Pilar Gaxcia Ramos and Bienvenido Fienandez for their contributions to the project, David King for the pronunciation section and Margot Gramerfor her Contribution tothe Helen Keller story Printed and bound in Spain by Mateu CromoS.A., Madrid 9394.95 969798 10987654321Contents Introduction iv ‘Contents Map (Student's Book) 2 Teachingnotes Teacher's Book Lesson 1 PARRRTEMON #6 Tapescripts 100 Guide to phoneticsymbols. 108 ReferenceGrammar 109 Wordlist 122 Fregees Tew upescipnadioy: 120 Progress Tests 131 Workbook key 141Introduction Who is Generation 2000 for? Generation 2000 is designed for secondary school and young adult students learning English in their own country, What level is the course? The course takes eamers from beginner or false beginner tointermediate level What components has it got? Each level of Generation 2000 has gota Student's Book, a Workbook, a Teacher's Book and Cassettes, How is the Student's Book organised? ‘The Student’s Book contains 50 lessons divided into five ‘units of ten lessons. See the chart below for the organisation of each unit Units A B Cc DE General 1 ou om oa at lessons 2 2 2 3 BR 3 0B Bo BB Pn ee Skillslessons 515253545 General 6 6 2% 3% 46 lessons 7 7 wo Readinglessons 8 18 28-3848 Projectlessons 99 «1929 39a) Consolidation 10 20 30 4050. lessons ‘The section at the back of the Student's Book consists of the following: Pronunciation section This contains exercises which focus on aspects of pronunciation, stress and intonation related to particularlessons, Information gap material The material for information ‘gap activities appears in this section ‘Tapescripts This section contains transcripts of selected listening material which doesn't appear on the Student's Book pages, Reference Grammar This contains information on all, important grammatical areas dealt with in Generation 20002. Wordlist This ist fnew vocabulary is organised alphabetically lesson by lesson and is accompanied by a phonetic transcription. What language does Generation 2000 2teach? Inordertogetan overview of the main grammatical and functional language items covered, see the Contents spread on pages 2 and 3 of the Student's Book. How long will a lesson take? ‘The majority of lessons in Generation 2000 2 are either one cor two pages long. Asa rough guide, itis envisaged that each page of material will take approximately one lesson tocomplete. What is recorded? Allactivitiesin the Student's Book marked with acassette symbol () are recorded. When a number appears after the cassette symbol (101), it means that the tapescript appears on pages 100-107 of the Student's Book and ‘Teacher's Book. ‘The texts of the reading lessons arealso recorded and there isa listening section in each of the Progress Tests. ‘These lessons are infegrated skills lessons and therefore reading, writing, listening and speaking are practised through connected activities. Each lesson includes semi- authentic material as a basis for the development of the fourskils Do students meet new structures in the reading lessons? ‘The reading texts are designed to consolidate the structures previously studied and also to preview new items which are practised more intensively later. Preview items are simply meant tobe pointed out tothe students at this stage. What do the students do in the project lessons? Each project lesson contains a model project which students study through guided activities. They then choose an area of interest within the topic as a whole and develop their own material. The final stage of the lesson involves the students in presenting their projects to their ‘classmates and finding out more about their classmates’ work. How should the Reference Grammar be used? ‘The Reference Grammar at the back of the Student's Book is an integral part of the course. Itis divided into five sections which correspond to the five units of lessons in the Student's Book. There re entrieson all the main language areas introduced in Generation 2000 2(see the Reference Grammar contents list on page 109) andiitean bbe used by the teacher and student working together orby thestudents on their own,How is pronunciation dealt with? Particularly problematic areas of pronunciation, stress or intonation are dealt with through specific exercises in the Pronunciation Section in the Students Book. The ‘Teacher’ sBook indicates when itis appropriate to do these exercises, In this section the students are encouraged toform and check their own ideas about an aspect of pronuciation. They then practise what they havelearnt by applying the rules to other words or sentences. Students will come across phonetics in these exercises, A photocopiable guide to phoneticsymbols is included in this Teacher's Book on page 108. You could display afew copies of thisaround the classroom as a permanent reference for thestudents, - How important is the Workbook? Generation 2000 Workbook plays an important role in ‘consolidating and recycling the language presented in the Student's Book. The Workbook exercises are designed to bbe done for homework or self-study, but they can also be used by the teacher for more practice in class. The Workbook Key appearsat the back of the Teacher's Book and is photocopiable, ‘What about homework? In addition to the exercises in the Workbook, a number of activities within the Student's Book can be done as homework. These are indicated in the teacher's notes. ‘What does the Teacher's Book contain? Generation 2000 Teacher's Bookis interleaved with the Student s Book pages so the teacher can easily relate the teacher's notes tothe lesson material. Together with detailed step-by-step teacher’snotes, there are also suggestions for lead ins, language checks and further practice activities Has Generation 2000 2 got its own tests? ‘There are five photocopiable Progress Tests (one foreach _unit ofthe Student’s Book) on pages 131-140 of the ‘Teacher's Book. These tests can be used in conjunetion ‘with the Student's Book consolidation lessons which review and consolidate all the main language items in ‘each unit