photocopiable resources by Chris Redston Teen ih sarah cunningham peter moor reelIntroduction Teacher's tips {using a discovery approach in the teaching of grammar Using the Study .. Practise ... Remember! ‘and Mini-check sections Working with fexis Responding to learners” individual language needs Making the most of the Mini-dictionary ‘Making tasks work Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 Module & Module 9 Module 10 Module 11 Module 12 Resource bank Index of activities, Instructions Activities Tests Resource bank key pages page page7 page 8 page 10, page 12 page 13 page 18 page 21 page 28 page 34 page 41 page 49 page 54 page 61 page 68 page 75 page 81 page 88 page 94 page 96 page 104 page 161 page 170New Cutting Edge Upper Intermediate at a glance New Cutting Edge Upper ntermedoteis aimed at young aduts sucying general Engish at an Upper intermediate level and provides material for azpreximstely 120 haus of teaching tis suitable for students stucying in ether @ monolingus’ or mutlingua clesscoom situation STUDENTS’ BOOK CLASS CDSICASSETTES worKsooK STUDENTS’ COICASSETTE ‘TEACHER'S RESOURCE BOOK ‘New Guiting Edge Upper Inermediote Siders! Books vided into twee modules, each consisting ‘of approximately ten hours of c'ssraom mater ach adul cont'ns some oral ofthe falowing + reading andlor listening andlor vocabulary ~ an invocucion tote topic ofthe module, end incorporates speaking + grammar ~Inputrevision in two Language focus sections with pracase activities and integrated pronunciation work + vocabulary ~ includes a Wordspot section which focuses on commen words (have get, tke, etc) ge reading) and Useful + task preparation 2 stimulus or mode! forthe tsk ohen I Janguege forthe tsk + task extanded speaking, often with an optional wring component + a Rea ie section ~ (anguage needed in more complax eahlfe Sturters, usually ineiuding lstering and speaking + writing sks + Study .. Practise .. Remember sction~to develop study skle,with pact seltassesimert section for stents to moritor tne progress activities and a [At the back ofthe students’ Book you wil find + a Mink-aletionary which contains definitions, pronuncistions ard pramples of key words and phrases from the Students’ ook + a detailed Language summary covering the gremmat in exch cele + Tapescrpts for material onthe Class COs!Cassttes "New Cutting Edge Upper intermediate Workbook ls chided ta tweha modules, which const Oh + grammar consolidation of the main language peess covered i re Students’ Book + vocabulary ~adeitional practice and input + skis work ~Imgrove your wting and Listen and read secs * pronunciation ~ focus on problem sourds ané wore stress ‘The optional Students’ cD/Cassette features exercises on grammar tad pronunciation ‘There are two versions ofthe WorkSook, ane with ane the other without an Answer key. Tr Eg Fale Upper nto dlataTachors Resource Book corns ot tee secon + Imroduction ad Teacher's tps using cscoveryapproschin teaching of genmae sing te Sty . Prats. Renee ane Moveheck tors - working with xs *responcing 9 learer indi anguge nese “mang the most ofthe Minscicorary “making tats work + stapby stop teachers notes for ach raul, ncuéng aerate suggestions or erent Tenchingitntich ure ary for tas stale onguege notes Ee tegrated rv Key + photocaiabie Resource bon, Icing iarererinng wovaree communicative grammar fracice activites and voeoulary exerson ace. “The teacher's motes section ls cross-referenced tothe Resource bank andthe Workbook,Introduction The thinking behind New Cutting Edge Upper Intermediate Overview New Cutting Edge Upper Intermediate has 2 milayered, top based syllabus which ineludes thorough and comprehensive work on grammar, vocabulary, pronunciation and the ski's of listening, reading, speaking and writing, Structured spesking tasks form 2 central part of each module, New Cutting Edge Upper Intermediate gives special emphasis to: + communication the use of phrases and collocation active learning and study sls revision and recycling Topics and content "We alm to motivate learners by basing modules arcund upto: date topics of international interest. Students are encouraged tolearn more about the world and other cultures thrcugh the ‘medium of English, and personaiisation is strongly emphasised, ‘The differing needs of monocultual ané multicult have been kept in mind throughout. Approach to grammar Learners are encouraged to take an active, systemasc approach to developing their knowledge of grammar, and th {0 use nev language is provided in natura, com way. There are two Language focus sections in e2ch module, In which grammar is presented using reading or listenin: Each Language focus has an Analysis box focusing on te maln language points, in which learners are encourages to work out rules for themselves. This i followed up thorough ctrough: + awide range of communicative and written precice ‘exercises in the Students’ Book + the opportunity to use new grammar naturaly in the speaking tatks (see below) + the study .. Practise .. Remember! and Minicheck sections, in whieh learners are encouraged toe progress and work on any remaining problems + the Language summary section atthe back ofthe Students 00k + futher practice in the Workbook. (See Teacher's tps: using 0 alscovery approach inthe teaching of _gromar on page 8, and Using the Study. Practise Remember! and Miscteck sections on page 9) Approach to vocabulary [Awige vocabulary is vital to communicative success, 50 new lenis introduced and practised at every stage in the course, Particular attention has been paid to the selection of righ- frequency, internationally useful words and phrases, crewing ‘on information from the British National Corpus, Vocsbutery input is closely related tothe topics an tasks in the modules, atlowing for plenty of raturalrecyciing.Furtner practice is provided in the Study .. Practise ., Remember! section at the end of each mode and in the Workbook In order to communicate Mlusnt speakers make excensive use of pretabricated chunks’ of language. Fr this reason, New ‘Cuting Edge Upper Intermediate gives particular emph thelr 6 .ctions and fixed phrases. These ae integrated gh ‘irdspot sections, which focus on high frequency words nas get, have and think the Useful language boxes in the spesking tasks fe sections, which focus on phrases used in common -yday situations such as telephoning or making arrangements tpiebased vocabulary lessons. (see Teachers tps: working with lexis on 2ages 9-10) Inaddiion, more straightforward single-item vocabulary is also ‘excended through the Vocabulary booster sections of the Workbook ‘Usefa vocabulary is partly individual tothe learner. With this)9 mind, the speaking tasks in New Cutting Edge Upper Intarmediate provide the opportunity for students to ask the teacter for the words and phrases they need [gee Teacher’ tips: responding fo learners’ ndlviduel language needs an pages 33-2) “To encourage learner independence, New Cutting Edge Upper diate has @ Mint-dctionary which includes entries for 2°85 and phrases appropriate to the level ofthe learner. are encouraged to refer tothe Atinialctinary ‘throughout the course, and there are study tins to help them to de vis more effectively (See Teachers tis: making the most of ths Wunheletionary on pages 12-13) tn The speaking tasks a Cutting Edge Upper nermediote alms to integrate ‘of 2 task-based approach into its overall methodology. Tree 3 structured sgeakingtesis in each module which interviews, minitalks, problem-solving and storytelling ‘the primary focus is on achieving a particular outcome of 1k rather than on practising specific language. Learners uraged to find the language they need in order to thelr owe ideas, requent performance of such tasks is regarded inthis 26 a central element in lezrners” progress. They provide ts opportunity for realistic and extended communication, nd se learners are striving to express what they want to Say, 2re more likly to absorb the language that they are learning: Much of the grammar and vocabulary Input in each rrodule is therefore integrated around these tasks, which In ‘tum provide a valuable opporturty for the teacher to revisit 7 recycle what has been studied. sn order to make the tasks work eectively in the classroom: hey ae graded carefuly in terms of aiicuty + amadelstimutusis provided for what the student is exzected to do + useful language Is provides to nelp students to express + thinking and planaing time is included. (see Teacher's tis: moking tasks work on pages 13-14, and sonding to learners’ individual language needs on pages 12) fs action to the tasks, New Cutting Edge Upper Incermadiate offers many other opportunites for speaking. FOr ‘exa7ple, through the discussion of tents, communicative practice exercises, and the wide range of games and activities ‘phatacoptabie Resource bank inthe Teacher's ResourceIntroduction Other important elements in New Cutting Edge Upper Intermediate Listening New Cuting Edge Upper Intermeclate places strong emphasis on listening. Ustening material consets of 2 short extracts and pinilelogues to introduce and practi ‘ew language + words and sentences for close listening and to model pronunciation + onger texts interviews, stories and conversations), mary of which are authent often inthe Preparation section a5 3 ‘model or sims forthe tsk + regular Listen and reod sections in the Workbook to further ‘ovelop students confidence in tis ar, Speaking Theres als a strong emphasis on speaking 28 flow 1 The tasks provide a reguar opporturity for extenced and prepared speaking based aroun realistic topics ano Situations (see page 6) + Mucho he practice of grammar anc less is through ral exercises and otis. ‘The topics and reacing tex in each module rovde opportunites fr folovup dicussion + Theres regular integrated work on pronunciation. ‘+ Most of the photocopiable activities in the Resource bank areonl Reading ‘There is awide range of reading material inthe Students’ 800k, Including newspaper articles, factua'scientific texts, stores, quizzes, forms, notes and letters. These texts are integrated in a number of different ways: + extended texts specifically to develop reading sklls + texts which lead into grammar work and language analysis + texts which provide a model or stimulus for tasks and ‘models for writing activities, Note: for elesses who do not have a ot ef ime to do reading in class, there are suggestions inthe teacher's notes section on how fo avold this where approarite Writing Systematic work on wring sls Is developed in New Cuting Upper termediate rough regular wring section inte Stents ook, which focus ‘on writing e mais and letters, wring narratives ang eviews, dating and erating, use of inkes, et. + Improve your wrting section inthe Wore, wich expand onthe aeas covered inthe Students ook + ten flowup sections to many ofthe speaking tasks Pronunciation Pronunciation work in New Cutting Edge Upper Intermediate is Integrated with grammar and lexis, and in the Real fe sections ln special pronunciation boxes. The focus in the Students’ Book on stress, wea forms and intonation, while the 5 focuses on problem sounds and word stress. A ‘ypes ate used in the Students’ Book, including ‘on exercises ane dictation, and an equel emahasis cr understanding and reproducing. tn ation, there re Pronunciation spots In the Study... Practise .. Remember! Sections which focus on prabiem sounds, These actities are intendes 2s quick warmers and files, and can be omitted if not required Learning skills ew Curing Edge Upper intermediate develops learsing skils in anumiter of ways, as folows, The ciscovery approach to grammar encourages iearmers to vent with language and to work out rules for thersehis, . + The csskctased aporoeeh encourages learners to take a proscave ole in their earning. + Look words and phrases up inthe Miniictionary gives constant practice of 2 range of dictionary skills. + The study... sections of Study... Practise .. Remember! focus en useful learning strategies, such as Keeping notes and ress techniques. Learners are encouraged to share atthe most effective ways to learn. ce bank includes five learer-training worksheets 2d 2t developing students’ awareness of the importance n ative ro in the learning process Revision and recycling Recycling is 2 key feature of New Cuting Edge Upper Intermes'ote, New language is explicitly recycled through: ‘extra gractce exercises Inthe Study .. Practise Rercember! sections. These are designed to cover allthe ‘main gremmar and vocabulary areas inthe module. After tryirg ihe exercises, learners are encouraged to return to ‘any 627 of the module that they sti feel unsure about to assess what they have (and have not) remembered from the mod (See Teecker’ ties using the Stucy ‘and Min-check seclons on page 9.) CConsaliation spreads after Modules 4, 8 and 12. These combine grammar and vocabulary exercises with listening ng activities, recycling material from the previous Practise... Remembert fourm + three pratacopiable tests in the Resource bank for use after Modules 4, 8 and 12, In adciton, the speaking tasks oer constant opportunties for learners to use what they have studied in a natural way, and for teachers to assess ther progress and remind them of important pointsTeac! Using a discovery approach in the teaching of grammar [New Cutting Edge Upper intermediate uses a ‘discovery’ approach to grammar, because students at this level will already have some knowledge ofthe glven language area which they ean use to work out further rules for themselves. This often takes the form of ‘test teach’ Introcuctery material, and ‘Analysis boxes consisting of questions to guide student towards forming hypotheses about the language and working outthe rules themselves, This approach is used because we believe that learners absorb rules better this way, and we hope tht this wil provide them with a useful skill te deploy outside the classroom: Get to know the material available Every module of New Cutting Edge Upper Intermediate has two Language focus sections, which nce: 8 short text or ‘test-Leach’ type introductory materi + an analysis box focusing students on the main language points + aLanguoge summary section at the back ef the Students" ‘Book providing mare detailed information about whats covered in the Analysis boxes + oral andlor written practice exercises. ‘These language areas are recycled through + the Study... Practise .. Remember! sections et the end of each module. + the Consolidation spreads after Modules 4 8 and 12. In addition to this, the Workbook includes adctional practice material Inthe Resource bank of this Teacher's Resource Book, there are some games and other activtis designed to further consolidate the grammar areas covered Use a global approach to grammar The approach in New Cutting Ege Upper Interradite is Took at broad ideas of gramirarGuch os conthuous aspect, oF hypothestsing about the pst, enabling student to se gener patterns and rues, rather thane number of etl which do Tet appear to form any overall picture The praiceexcerces {hat follow often focus nore om indvcual pots, however, and this approach is taken further inthe Workbook. © Be prepared to modify your approach Its unlikely thet you wil discover that all students are using he target ianguege perfectly and need no further work anit. However, you may realise that they only need brief revision, or that you can omit certain sections af the Analysis or ga through some or all oft very quickly. Alternatively, you may decide to omit some of the practice activites, of set them for homework (On the other hand, you may discover thet many students know less than you would normally expect at this level. in tis case, spand more time on the basic points, providing extra 8 | nm ues for @ Encourage students to share what they know and to make guesses As diferent stucerts wi now diferent thing, they can share ‘ohat ey know by woking in pas ad groups. M students are Fotused ots aporoee, is wort expling the reasons to them, end you shoul low ume fr them to get uted ot. On the ‘other rand if student a geting frustrated because they want tobe od the answer, hee ino hermin answering indvidua autres, Answers con be compareé asa 358 atthe end © Use the Workbook to deal with your students’ individual problems vfyou fave students in your group whose knowledge is lower thanit shouldbe orf pectic ponts inthe Students ook reed seca grace, you wil ind that mast of the gram bxercans nthe Work cover much narowerare35 than the focus sectors inthe Students Book. your students ng or exams, you wil find many typical examaype inthe Workb 20k, designed to help here. Q Include revision and recycling 12° lots of porns te revise and recycle new langosge inthis couse. You can Use the games and activities in ee pank for consolation as wells the abies in Remember! section. PractiseUsing the Study ... Practise ... Remember! and Mini-check sections ‘These sections are afresh component in New Cu Upper intermediate, replacing and extending the ol6 Do you remember? sections. They occur atthe end of exch modi except Modules 4, 8 and 12, where there is amare extensive Cancolidction section, The Study... Practise. Remember! and Min have the fellowing main aims + to ensure systematic consolidation of new language bef learners move on to the next module + to encourage learners to take responsibil thelr own progress + to cover problem sounds which are not cose 1g Edge ck sec + and ass ‘ad elsewhere O Use the activities as warmers and fillers ‘The actives in the Study. Practise, Reenter! sections are not intended to be used al ogetner. They cen be used es ‘warmers or filers when you hee tie to spare Far example YoU could do the Study. ection at the endo ee ess the Pronunciation spat asa warmer in anche l80n and the exercises nthe Practise. secon ether #5 warmers oF filers in other lessons. The Minkcheck could © Encourage learners to discuss the best ways to learn and to set targets ‘The Study .. sections draw learners’ attention 0 8 number & Important study skills such as using a monoling! dictionary. revision techniques, taking netes, etc. Learners often look at list of suggestions ard discuss which ideas they feel would work best lor them. They are aso asked to contruteIdezs 0! their own, This should be an open discussion, but atthe end it would be useful to pin down a particular suggestion or suggestions that the leamer is golng to try (for example, t speak more during pair and group worl, You could get thers £9 stick a note on the front of their Students’ Book reminding them ofthis target. tis very useful to return to these targets afew weeks later to discuss how well they are geting on © Set homework based on these sections if you are short f time in class, the Practise. ection could easly be set as homework. If you do thi, cra earners attention 1 the Need to check? rubric atthe erd of each exercise, lt might be uselul to explain incase where students should look for exarle inthe Language summary if they ‘need todo further revision, © Set aside time for students’ questions If you set the Practise... Section for homework, nthe next lesson set aside some time for students to ak eny questions they ave, and to complete the Remember! self-assessment section, belare gett tMin-check © Encourage students to take responsibility for their own progress Practise .. Remember! arner independence and The epproscn throughout the Study section is imended to encoura persons! responsiblity for progress, and the Mini-checks should be presented to students in tis light. Of course, it would be pessibie for learners to chest and prepare beforehand faich in tse might be perfectly valid revision!) ‘explain to learners that these checks are for their wn penett end tat Ifthey chest, they are cheating themselves, Of course, itis also 2 good opportunity for you to check informally how well they are progressing Q Select the Pronunciation spots that are useful for your learners ‘More then any other part ofthese sections, the Pronunciation 08 a8 intended (0 Stand afone. They can be used at any time as a wermer or filer, Some areas covered may not be @ problem fer your learners, in whieh case they can easly be omitted Working with lexis @ Become more aware of phrases and collocations yourself Unt reetrtiy relative tte attention was glven tothe thousands ot phreses snd cloetiers that makeup te lexis in Engish song wit the trectional onesword items. necessary, Spend sore tie looking at the folowing lat of phrase sypes ane star rosicing how common these ‘prefebicated chunks fein types of Engish hey go far Beyond areas traionaly dent thin Engishianguage courses ~ phrasal verb, funcional exponents ané the occasional idiom ~ although of ey incorporate al ofthese toe = cama 2 collocations ~ cortman word combinations —ncluding: + verbs «nouns (work ong hours, have a drink) + adjectives + nouns (ld friends, good news) + verts + adverbs (work hard, will probably) + verbs + prepostions/particles, including phrasal verbs tain bout, row ue} + adjectives « prepositions fomous for, jealous of + otter combinations of the above (go out for @ meal, get to know) bb fixed phrases {Never mind! On the other hand... sft were you... Someone know) ¢ semifixed phrases - phrases with variations (a friend of imine/hersimy brother's, bath of usthenvmy parents, the secondthirdtenth biggest Inthe world) 4 whole sentences which act as phrases (How are you? e's gone home. give you a hand. t agree to some extent) Such phrases blur the boundaries between ‘vocabulary’ and "grammar. n teaching these phrases you wil find that you are helping stents with mary problematic areas that are traditicnsly considered to be grammar, from the use of articles 9Teacher's tips — {and prepositions, o the use ofthe passive and the Present perfect. many cornman examples ofthese structures are infact fixed or semifixed phrases. A loreal epproach’ should ot replace the traditional grammatical approach to such verb forms, but itis @ useful supplement. @ Make your students aware of phrases and collocations Students should also know about the importance of such phrases. They may look ata phrase such as leave home end bszume that they know it because the two constituent words look ‘easy’, although in fact they are unable to produce the phrase for themselves when appropriate. Leerrertraiirg ‘worksheet 4 on pages 108-109 ofthe Resource bon sims to develop students’ awareness of such colocation, © Keep an eye on usefulness and be aware of overloading students Itis eagy to 'go overboard! with colocations and phrases as there are so many of them. Also, perhaps because they often consist of such common words, trey can be more dificult for students to retain, so limit your input to highrequency, usei phrases as much as possible. As you teach lexis, ast yourset ‘questions such as: How often would | use this phrase mysell? How often do | hear ather peapie using it? Can | imagine my students needing lt? it t00 idlomoti,culturcly specific or complex ¢o bother with? Feed in phrases ona ‘little but often’ basis To avold overloading students and ensure that you lel inputs useful, teach afew phrases relating to parcuiar acne os you go slong. or example, ina grammar practice Activity instene of snp answers sch a8 Ys, 1 oH, ‘hovent fee in phrases such at depends, dort realy care 1 woul probably ve never red Te same sue of discussions about ceadingfistening texts and wring aces Q Introduce phrases in context, but drill them as short chunks Phrases can be difcuitto understand and specific ocertin situations sis important that they are introduced in context However students may retain them better if you cil ust he phrase (or example, badly damaged, go for ]@ walk rather then 2 ull sentence with problems whieh might disvact fons the phrase itsel. Atternatively, use a very minimal sentence ('s ‘worth visting rater than The Notional Gallery is werh isting The ding of such phrates can bea veuable opportunity to focus on pronunciation fetures suchas week forms ana linking © Point out patterns in phrases Pointing out patterns will help students to remember phrases Many do not fitinto patterns, but you can often show similar phrases with the same construction, ke this 10 @ Keep written records of phrases ‘re simple way to make your students more aware of tions tb get int the hab of wring Word combinations board wherever appropriate, rather than just individual The mote students see these words together, the more teey they are to remember them as aunt Rather than just "up housework or crime, writeup do the housework or Conta erm. In sentences, colocations canbe hishighteg Sur orunderined = thse parla inpertont when the cated worcs are nt actualy next to each other inthe ce Remind students to wrt cown the collocation to, ‘hey know’ the constituent words @ Reinforce and recycle phrases s particle imoortant with phrases which, forthe given above, con be hard fo ramember, Mast revision aces that teachers o wth single ems of ular canbe adaoted and used with phases, You may tolowing useulinadcton. + Make wal posters: many ofthe eiagrams in the rdspot sections in the Students" Beok could be made r0@ wall poster. Seeing the phrases on the wall ke this ry lesson can provide valuable reinforcement. There many other areas for which wall posters would be ive, for example, common passive phrases, ar amon offers with i, Always write the ‘ul phrase on poster [get married not just marred) and remove the 24 posters regulary as they will lose impact f there are 20 many. + Make a phrase bank: copy new words and phrases from lesson onto sips of card or paper (large enough for Frudents to read ifyou hold them up at the front of the Som) and keep them ina box or bag. This is @ good ‘ord for you, as well as the students, of the phrases the class has studied ~ you can get them out ‘never there are afew spare moments at the ‘ning or end of a lesson for some quick revision ald them up, and as appropriate, ask students to give an explanation ofthe phrase 4 translation of the phrase + synonyms: + opposites + the pronunciation + stuations where they might sey this + 3 sentence including the phrase + the missing word that you are holding your hand over ifor example, on inthe phrase get on wel with) + the phrase itself, based on a defiiton or translation that you have given them,Responding to learners’ individual language needs [At appropriate points throughout the Students’ 6 tasks and speaking activities, st : 2 sk i teacher about any words or phrases th to respond to students individual language needs is ce a tasicbased approach, and you may find yourself doin during palrigroupsindividual work and quring preparation, tages. The following suggestions are designed to hea teachers who may feel daunted by the idea ofunplernas unpredictable ing. @ Encourage students to ask about language Students who ta approach to their own {ar mare likely to succeed than those who sitback ar = the teacher 1 60 al fr them. is importa to make students auare ofthis see Learnertaining works 2 104 ofthe Resource bon. are to convey tothe willingness to dea ith their queries. Crculate during Inala work, making i clear tat you ae avaiable > ‘questions, Even Ifyou cannot onswera query on the Students know that you sre nappy to deal wtn © Be responsive, but do not get sidetracked ‘One danger ofthis approach s that teacher may & sidetracked by dominant students who wart athe Jesding to frustration and iritation among eters. = that this is happening, tl these students thei questions later, and nove quick on. Make sure keep moving round during pargrouptnaviual work “bires-eye! view of the clas, moving into hep stude need it ather than spending too much time wth ore pair'groupingividva. © Encourage students to use what they already know ‘There is alse 2 danger that students wil become coverdependent on you, perhaps aking you to tan chun for them, which they are very unlely to ein. ASnays encourage students to use what they know frst, only seg youl they ealy nave noise, Q have strategies for dealing with questions you cannot answer Have at easton bilingual ctianary inthe classroom {especial for specilsedtechrical vocabulary or steers to Fel, although you may sil need to check that they found the right warlotion, students ak or iis fexoresions. mate sure you ep It simple Ih mos We able to come up wth sn adeauate phase even precisely the phrase te studene wanted Fiala promise to find out forthe next ston fal, Noi tasks an: later an ite te errars on the board, and invite students to comet many cases, elaborate practice may be unnece moment its most likely to be retained by the student. With lexis and small points of pronunciation, ¢ may be enough to get students to repeat the word 2 few times and write an example 2a the Board, highlighting problems. Wote down important language points to be dealt with later in ary important language points that come up ssions, and buld in time slats to go over think of a be word, ete, Remember that se motivating (and can be just a5 instructive) to include examples of good language used as well as errors. Feedback slots can ether be at the end ofthe lesson, 07 i time isa he beginning of the next are more ikely to retain a few well-chosen points in these correction slots than a long list of miscellaneous language points. The following are useful things to beatin rind + Usefuiness: many items may only be of intere Individual students - only bring up general language with the whale clas. + Quantityvariety: try to com oints with gmmumber of more specifcirinor luding @ mixture of grammar, vocabulary and prorunciation 35 for as possible + Level: be careful not to present students with points thelr level or which are too complex to cal with in minutes. + Problems induced by studerts' mother tongue: oo 1 excellent opporturity to eal with false friends, pronunciation, etc) not mentioned in generai English courses, + Revision: the correction slots are a very good rity C0 increase students’ know/edge of complex covered previously, as well a to remind them of smaier language point. Q Don't worry if you cannot think of ‘creative’ practice on the spot If students encounter a genuine need for the language as they try to acrieve a particular goal, It is more likely tobe sn its introduced ‘cold’ by the teacher. In = what is that you are dealing with the language atthe @ Try some simple ‘on the spot’ practice activities you feel more work is needed, the box opposite includes ‘onthe spot (you can always provide @ more substantial exercise late). A few examples should be enough for students to see how the structure & formed, and to increbse awareness ofit. Th the Useful language boxes inthe tasks. wellknown activities which are relatively easy to adapt actvitles are also useful for practising phrases in "1Teacher's tips — 4 Choral and incividual diting bb Questions and answers: ask questions prompting | students to use the language em inthe answer For | example, to practise the phrase fomous fr, ask questions | suchas: | What's Monte Carlo fomous far? > Itsfamous for | Its cosinos. | > ItSfomous forthe | | i { What's Loch Ness fomous for? Loch Ness Monster Alternatively, give an example, then prompt stents to askequestons to each other, ike his Monica, osk Henri about Venice, > What's Venice femousfor Nene? «Forming sentencesiptrases trom prompts: for example, fopracibe the constuction i's wor. ng provide te fxample The Notional Galery s worth isting, then sive promis ike tis | ROYAL PALACE / SEE > The Roya Folce is worth seeing. > Tis dcvonaryis worth buying 4 substitutions: give an example phrsersentence, then provide prompts which can easly be subsite into the brigial.Forexample, to practise the romuse of the “rice, tar with/ hate cot, ten prompt a folous: THIS DICTIONARY / BUY Love > ove cats. BABIES > Hove babies. DONT LiKe > I don't ike babies. Transformations: these are useful there isanether construction with almost the same mesning Give one construction and ase students to say the same thing using another. For example, to practise although: He'srich, but he's verymean, > although he's rich, he's very mean, > Although she's over ‘eighty, she's very octive. i Combining shorter sentencesiphrases: give two short Sentences and ack students t9 combine them with a more ‘She's over eighty, but she's very active. complex construction, For example, to practise too .. to: ‘She's very young. She can't > She's too young to 4 this ob. do this job. He's too old. He can't drive. > He's to0 old to drive g Dictating sentences for students te complete: dictate a few incomplete sentences including tne phrase or i structure, which students complete themselves, hen ‘compare with other students. For examale to practise it takes... 10, dicta It takes about three hours to get to minutes to. It took ages to ee i only tokes afew 12 Making the most of the Mini-dictionary Build up students’ confidence with monolingual dictionaries Some students may have never used a monolingual dictionary before. New Cutting Edge Upper Intermediate Minkletionary is designed to help students make the transition fram bilingual to ‘monolingual dictionaries, The explanations are graded te upper Intermediate level, andthe dictionary focuses on the meanings fof words 2s they ae used in the Students’ Boat, so students should have lite difcuty in finding the information they are Fooking for. students lack confidence, the following ideas may he'p. + Discuss with them the value of using a monolingual boxes include structures which have net yet been cover the grammar syllabus. However, the examles used can: taught simaly as phrases ~it snot intended thet you she embark on 2 major grammatical presentstion heret ‘The phrases in the Useful language boxes can be dee' at diferent points inthe lesson + before students ster the Preparation stage + during the Preparetion stage on anindvidual basis + after Task: sneaking i te feedback 338, {See Teacher's tps: responding ta learners ndlvidual le needs on pages 11-12) @ Give students time to ‘rehearse’ For more complicated tasks, or wit less corfidentstudenss ‘makes a big difference. it helps fuency, encourages stude ‘be more ambitious with ther language and rons out some errors. This rehearsal stage can take various forms, + Students tell their story, et. in pais before teling itis groups or to the whole cass. + Students discuss issues in groups before discuss a class. - + students go over what they are going to say ‘silent = their heeds (either during the lessan, or st Home it Is split over bWo lessens gnetas 14 @Q Insist that students use English! may not be realistic to prevent students from using their own ‘anguage completely inthe classroom, but they should Understand that during the performance ofthe task (f not in the planning stage, where they may need thelr mother tongue {t0.ask for new language) they must use English At the beginning ofthe course, it may be useful to discuss the importance of this, and the best ways of implementing it Studerts will be more tempted to use thelr own language if they find the task daunting, so do not be afraid to shorten or simplify tasks if neceesary- However, planning and rehearsal ‘time will make student less Inclined to use thelr fst language. © Increase the ‘pressure’ on students A teacher’ fist priory isto improve students! confidence with the language. atthe beginning of the course, this may mean pulting students under s ile pressure as posible (fr txample, by doing tot In groups ether than in rent of the whol class. As time goes on, owever, a certain amount of pressure can sometimes improve the qualty of language stents produce This canbe done: + by getting students to give thelr tak, report, et, standing Upin rant ofthe whale class + by recording or wdeoing ther performance ofthe task ang replaying to them ter + by making it lear that you wll be correcting any errors they make athe end ofthe tsk © Make notes for further input Before or during the pertormance ofthe task, you may notice errors and geps in students knowledge that you want to look 2 tisusunly best nt to interupt the fw ofthe task, but to make a note of pints to eover later on (See Teacher’ tip: responding to leorers' individual language needs on pages 1112) @ Relate the task to the Language focus sections ‘As you monitor the students during the task, It would be useful to make # note of any important errors or problems relating to ‘the language areas covered in the moduie. These may help you to decide how much time ta spend on the Languoge focus areas, and which points to pay particular attention to. after the Analysis section you con writeup relevant errors your class ‘made, for more personalised, and perhaps more meaningful, reinforcement, Of course, even if you did not notice ary related terrors during the performance ofthe task, you may well decide thatthe Language fecus sections are still worth doing. @ Use the follow-up writing task ‘A mumber ofthe tasks have a writen followup wich could either be done in class or et for home ore. These offer students the opportunity to reseat or carry outa similar task in wtten form, enabling them to consolidate whst they have learnt, an put into practice any suggestions and corrections that you have discusses, encourage students to think about how they ean incorporate what ey have learnt during the performance ofthe orl task. t may help i you at least start the fellowup writing in css