=> speakout 7° Advanced Teacher's Book with Resource and Assessment Disc 1B] B/C] Damian WilliamsTEACHER'S BOOK Introduction Teacher's notes Resource bank Students’ Book contents at Welcome to Speakout Second Edition 9 Overview of the components 10-11 ‘Aunit of the Students’ Book 12-15 ‘Additional components 16-18 Workbook 16 MyEnglishLab 7 ActiveTeach a Website 18 Speakout Extra 18 Teaching approaches 19-22 The Global Scale of English 23 Index and Lead-in 2 Units 1-10 25-132 Photocopiable activities index 133-134 Photocopiable activities 135-184 Teacher's notes for photocopiable activities 185-194 TEACHER'S RESOURCE AND ASSESSMENT DISC Extra resources Tests Class audio scripts Class video scripts BBC interviews Worksheets for BBC interviews Unit tests Achievement tests Mid-course test End of course test Test audio Test audio scripts Test answer keySTUDENTS’ BOOK CONTENTS Pee ENN [oo ame eae eee eee PPI warsinanamer |trecortovousaspect | phases wth ame unsvessed avai verbs. rad anaricleabout names page 8 TE] what are you ike? —|aeserbing nae Peronainyidemefer |sresedunstesea witvoud | rade questonnare about age it people language ering TEM Piciure perfec |specinine nope canneced sped tnting, [read about photographie page ie ion poate TM Francesco's Venice page 16 Redd a Ody OR en alee Ne luk al ERIM Viords of wisdom? | ivethetia conditional: past [learning andexperence: | double conactions tends rte about page20 metaphors 0 aed bad ace FIC changing your mind | vem paves colecations opinions word ates read an exay about page homelessness FEM viho doyou trust? | nteducing opinions ims of oprion inanationforemphass [read an artcleaboat he pape 26 mos a east tasted, professions EW chess master pase 28 Cees ns ERIM Lonely planet |ounphases anascpes, fra sues:comound nouns” |read dee texts about age orctves memorable haiey moment reas cy gle BEM Home from home |rltve coves Fyedecvesrprefines |loe/shor vowels read about fomovs hott age 35 FRM Welcome to perfect [matings propo aayite hing aren snes read wo ariceabou soatons city page 38 tburan probes EM tondon ge 0 Sete Fight for justice inioductry crime callocatons: pauses and chunking read anartile about a age as exeal chunks | miscarriage of ustice Social issues the perfect aspect socal issues ess pattems page «7 Do the right thing [expressing hypetheucal | decisions | Intonation: adding emphasis | ead about real We hero page 50 preferences oer en Family secrets |modalverbsand elated | iioms: secrets Feonsected speech:etsion ——|readatuestory pase 56 sheases Truth or myth? [the passive ‘Wath or myttemalttward | sess mulirword verbs ead about evenday mas pages verbs Fret menoties __|makinga point Journalism Intonation: appropracy Tead about investigative journalism DVD-ROM: (ovo cies ano scripts EBA INTERVIEWS AND SCRIPTS, (CLASS AUDIO AND SCRIPTSTame) Et talkabout names [on write a personal profile TIsten toa rato programme abouts personaly test seuss the results ofa personaly test listen to dscussion about photograph poral speculate about people based on thelr porate Francesco Venice vach a BAC documentary aout rice ‘deserve a Wesaured possesion wrtea dasepion ofan abject talkabout wonsaf wisdom Tsien 193 ratio programme about a ing library event dacuse controversial eas fwriteaciscureive ey Tsten toa discussion about siworthiness ‘dscussdiemmas at work “The Young chess Master vaich » 88C poarsnine! about a young chess prodigy Take partinapenel asausion fart umimary describe holiday memory write a guidebook enuy listen tan account of homes around the world talkabout an alternate’ home stent proposal for «cy Improvement scheme make a proposal ‘Gre day in Landon vaich a BBC programme aout Landon resent» documentary prapozal rites proposal fore documentary ‘atkabout criminal justice listen to people descibe someone they adnive discuss soca ses writeaproblem-solution essay Tsien to discussion about winessing aime ‘decuse moral dilemmas ‘The Con Artist waic a BAC programme about a con artist Tecoura cme sory witea short article Ist to. rac programme about secrets talkabout secrets fartea arratve debunk myth Tsien 10a conversation about Wikeaks discuss Teedom of information ‘New ¥orks Abandoned Island: watch @ BBC progamime about asecret sand Talk about secet places in your ay ita secrets guideSTUDENTS’ BOOK CONTENTS Future gazing ae 68 EU ecm Proce eeeen fatre forms predictions Eee fons connected speech: usliary verbs fen read about the fer future ‘global language? | concession clauses language Intonation: ancesioncnueee | rend about a rade propramme page 71 Trendsetters page 74 [descrblng cause and effect | rends [connected speechvswallowed [read about how wend spread sounds Tech Trends page 76 Pease aac cel free’ The great escape | cleft sentences cllecations word stress: suffies read anartile about 2 man page a0 ‘who deappeared Switching oft partiple clauses eiome relaxing word stress: idioms ‘ead 3 promotional ieafet page 8 Free tomake exchanging opinions nk polite tone ‘ead anarticle about safety mistakes page 86 nc risk Gandhi: The Road to Freedom age 88 meee EM History ina box |futureinthepast time exressins:proverts.| rythm: proverbs read about time capsules page 92 Fea | remember. ‘Slipsisand subettution | memories connected speech read a personal story page 95 Cg] Time savers iscussng ideas collections with tine | word stress phrases read time-saving tips page 98 ERM What is time? age 100 REM a1 Vile) re ce ee Renee ieee a eons age 106 tenses for unreal sRuations| adjectives: thearts| inegulrspeings| read about ting statues ort Feeling inspired page 101 averbials ideas pronunciation 6 ory Love it or hate it age 110 ‘antingraving express youselh| positve/negativeintonation ‘ead a website enact cvs The Philanthropist page 12 PMO ed st) Ae) yay ae cod rs es ‘On the road inversion collocation stress/unstess| read about an epic car page 116 jourey Dreams come true? | comparative structures, amiton intonation: emphasis rhythm — | ead an exsey about page 19 telebity ‘Making a plan negotiating negotiation pote itonetion ‘ead tips for negotiating page 122 Try Wildest DreamsTene) Ewin [ evaluate Fite inventions listen toa programme about gloslngish seuss rend in language learning eomplete a report listen to descriptions of how ends started describe changes im your country Technology Wends wnich an exvart om ‘eide which rend fund farteabout a wend a programe eau technology tends talkabout an escape plan Teen to people describing how they eax discuss way to estape your routine wrtea promerional eater listen toa discussion about whether chilren are talk about passonal choice over-protected “Gandhi: Watch a ABC dacimentary abou ‘alk about Freedom ait about wha Freedom means yu ohandas Ganchi choose abject that represent you listen ta programme about memory and smell Tatkabout memories write personal story Tsten tan interview about ime management discuss ways to save time “Wonders ofthe Universe: watch an exiracs rom | talkabout a turing point n your ie rite about a major decsion in youre BAC documentary about the role of time fn the teavon ofthe unierse choose sculptures to suit lens’ needs Tsien to people talling about where they get theirideas | talk about boosting creativity witea review Tien to ranishawes Tanvoriave ‘The Vegetable Seller watch an exact froma | nominate someone for an award writeabaut an inspiational eran programme about an unusual philanthropist plan your dream adventure listen tan author reading from his mamir talk about real life success stories writeaYorand against essay Tsien 0 talk about sages ina negotlaton negotiteo plan fora fim festival ‘Wildest Dreams: watch a BEC prograrimeabout | present deas about dream job writzabout your dream jos buen life Fim akersur first priority in writing Speakout Second Ealtion was to find out what people liked about the first edition and what could be improved. To that end, we asked teachers and learners around the world for feedback on every level ofthe course. What did they like? What worked well n class? What changes would they lke to see? We then took a fresh look at every single exercise in the series and improved or updated it based on the feedback weld received. We revised the grammar, vocabulary and skils syllabuses in line with the Global Scale of English, we ensured that there was more recycling and practice of key language, and we included a wealth of up-to-date new materia New BBC video clips - The BBC video clips which accompany each unit are one of the most original features of the course. We've retained the most popular clips and included some wonderful new material from the BBC archive to engage and motivate learners New reading/listening texts — Teachers really appreciated the range of authentic texts in the first edition. We've broadened the range of genres in the second edition to reflect the types of texts learners read outside the classroom. Listening texts are also more authentic and weve included a wider variety of intemational accents. ‘New pronunciation sections - We've developed a stronger pronunciation syllabus. Teachers wanted more support in this area, so we now have a wider renge of pronunciation features in the three input lessons in each unit. Further pronunciation practice can also be found in Speakout Extra New images and clearer design - The overall design is lighter, less cluttered and easier to navigate. We've refreshed the photos and ilustretions completely, and selected dramatic images to introduce each new unit. Great images motivate learners, and provide excellent prompts for language activities. New supplementary material - One thing teachers alvays ask foris'more! More grammar, more \ocabulary, more pronunciation, There's only so much we can fit nto the Students’ Books but, for those who want more practice in specific areas, Speakout Extra provides a bank of additional exercises that can be accessed via the Speakout website. Speakout Extra includes grammar, ‘vocabulary, pronunciation and skills practice as well as ideas and activities for exploiting the ‘BBC clips and interviews. Speakout Extra will be updated regularly so don't forget to check it out. We really appreciate the feedback you've given us and hope you find Speakout Second Editfon even more stimulating and user-friendly than the first edition, From left to right: Steve Oakes, Antonia Clare, j) Wilson and Frances EalesOVERVIEW OF THE COMPONENTS eae + Ten units with 90 to 120 hours of teaching material © Comprehensive Language bank with detailed explanations and extra practice * Vocabulary bank to expand vocabulary ‘Audio material for use in class © DVD content (BC clips and interviews) Audio and video scripts UES » Audio material for use in class. Ween © Additional grammar, vocabulary and pronunciation exercises to complement ‘material inthe Students’ Book Additional functional language practice exercises = Additional reading, listening and writing practice © Regular review sections © With-and without-key versions Were) * Audio material to practise listening, pronunciation and functional language * Visit wwwenglish.com/speakout to downoad the audio Eo A . Learning Management System that provides © Interactive Workbook with instant feedback =x % » Extra practice in grammar, vocabulary and skills ® Unit and achievement tests © Mid- and end of course tests ‘BBC interviews and interactive exercisesLeaneterre un Relea NPs sues © Teacher's notes for every unit with warmers, fillers, alternative suggestions, culture notes and answer keys © Generic teaching tips on useful areas such as grammar, lexis, pronunciation, using video, etc. « Photocopiable grammar, vocabulary, and functional language worksheets for every unit © Class audio and video scripts © BBC interviews, worksheets and scripts * Unit and achievernent tests © Mid- and end of course tests © Test audio, audio scripts and answer keys aia ‘Software for classroom use to help teachers get the most out of the course: * Integrated audio and video content © Answer reveal feature © Large extra resources section * Grammar and vocabulary review games * BBC interviews and worksheets «© Assessment package containing all the course tests * Ahost of useful classroom tools © Information about the course © Sample materials «© Placement test «© Teaching tips and ideas * Free downloadable worksheets provide additional grammar, vocabulary, pronunciation and skills practice (peakout Extra) «© Extra video-exploitation activities to help learners get the most out of the course (Speakout Extro) Speakout Extra and other teacher's resources available at: worw.pearsonelt.com/speakoutSpeakout Second Edition Students’ Book's clearly designed and eas to use. Each unit follows the same pattern with an introductory page, two main input lessons covering grammar, vocabulary, pronunciation and skis work, functional lesson and a skils-conslidtion lesson based on ai rom a {BC programme. The unit culminates wth a page of tookback exercises and there i a detailed Longuoge bank, Vocabulary bankeand Commurication bank tthe back a the book © Striking mages provoke interest inthe topic © Language focus and outcomes clerly stated atthe stat ofeach isson (© BEC interviews provide ‘models’ of authentic language © GGcammar presented in context with clear explanations and plenty of practice © Learners referred to Language bank at the back of the book for further practice © Key vocabulary introduced and practised in context © Vocabulary Pus sections focus on wor-bilding sls and other useful areas suchas collocation, affixaton rmult-word verbs ete. © Special pronunciation sections in each lesson © Focus on reading and/or listening in every spread © Writing sections focus on different genes and subsills ® Use iearing tps included in each unit @ Speskingscthttes encourage eames to personalise ein EESUNIT OF THE STUDENTS’ BOOK ERA Roos uoteSpeakout Second Edition Students’ Book paces particular emphasis on listening ard speaking sls. Each unit has a Functional esson which develops useful communication sks as well as a motivating 838C DUD spread which is designed to revise key language and act, 2383 springboard for further speaking and writing tack. Each unit culminates with a Lookback page that provides a review of key language covered inthe unit. Theresa detailed Language bank Yoccbulary bank and Communication bank atthe backot the book for further practice and consolidation, (© Reading and vocabulary exercises area motivating lead-in to the lesson (© Focus on useful functional areas suchas talking about yourself, making a proposal, et Learn to sections develop listening and speaking skis Learners read about the DVD clpin reparation for viewing Different viewing tasks help learners understand and appreciate the DVD clip © Speakout tasks consolidate language and build leamers’ confidence “Models ar provided to help learners perform the task Key phrases give learners the language they need to perform the task Writeback tasks provide further communicative practice Lookback exercises are an enjoyable ‘test’ of language covered in unit © Longuage bank proves detailed explanations and further practice {© Vocabulary bank focuses on word building and useful areas such as colocation, afxation and mult-wore verbs. aADDITIONAL COMPONENT; E comes the sun W Acide’ po w Easy trips Meer SS = ‘Speakout Second Edition Workbook contains 8 wide variety of review and practice exercises and covers all of the language areasin the corresponding Students’ Book unit, also contains regular review sections to help learners consolidate what they have learned. © Extensive practice of vocabulary and grammar covered in the Students’ Book © Reading and listening texts develop learners’ sills © Witing exercises focus on useful sub-sils ‘Speakout Second Ealtion Workbook Audio is available ontine, Visit wwenglish.com/speakout to download audio ‘material to accompany the pronunciation, listening and functional practice exercises.MYENGLISHLAB MyEnglishLab provides a fully blended and personalised learning environment that benefits both teachers and learners. It offers: ‘© An interactive Workbook with instant feedback and automatic grade book © common error report that highlights mistakes learners are making ‘© Tipsand feedback that direct learners 10 reference materials and encourage ‘them to work out answers themselves Unit and achievement tests Mid- and end of course tests BBBC interviews and interactive exercises ACTIVETEACH Speakout Second Edition ActiveTeach contains everything you need to make the course come alive It includes integrated whiteboard software that allows you to add notes, embed files, save your work and reduce preparation time. (© Answers to exercises are revealed a the touch of a button ‘© Audio and video content fully integrated with time-coded scripting ‘© Shortcuts to the relevant pages of the Language bank and Vocabulary bank make navigation easy Cy SC ope. Extra resources section includes editable scripts, photocopiable worksheets, tests and BBC interviews for ‘every unit with accompanying worksheets Grammar and vocabulary review games Assessment package containing all the course tests Useful tools include a regular keyboard, a phonetic keyboard, a stopwatch and scoreboard,ADDITIONAL COMPONEN WEBSITE ‘Speakout Second Edition’s website provides a wealth of information to support the course including: ‘© Information about the course, components and authors ‘© Introductory videos by the authors of the course ‘Sample materials and free downloadable worksheets Teaching tips Placement test Editable audio and video scripts Global Scale of English mapping documents Visit wwwpearsonelt.com/speakout to check out the range of material available, SPEAKOUT EXTRA Speakout Extra provides a bank of additional downloadable exercises that can be accessed via the companion website: ‘© Downloadable grammar, vocabulary, pronunciation and skills worksheets ‘© BBC interviews and accompanying, worksheets ‘© Additional worksheets to accompany DD clips in the Students’ Books ‘© Updated regularly with new material, Visit wwpearsonelt.com/speakout to check ‘out the range of material available.TEACHING APPROACHES The thinking behind Speakout Second Edition ‘Speakout Second Edition has been significantly updated and refreshed following feedback from students and teachers from around the word. It offers engaging topics with authentic BBC material to reall bring them tolifeAt the sarne time it offers a robust and comprehensive focus on grammar, vocabulary, functions and pronunciation. As the name of the course might suggest, speaking activities are prominent, but that isnot at the expense of the other core skills of reading, vriting and listening, which are developed systematically throughout. With this balanced approach to topics, language development and skills wark ouraim has been to create a course book full of ‘lessons that realy work’ in practice. Below we will briefly explain our approach in each of these areas. PENI In Speakout Second Edition we have chosen topics that are relevant to students’ lives and are global in nature. Where a topic area is covered in other ELT courses we have endeavoured to find a fresh angle on it It's clear to Us that authenticity is Important to learners, ane many texts come from the BBC’ rich resources (audio, visual and print) as well as other real-world sources. At lower levels, we have sometimes adapted materials, by adjusting the language to make it more manageable for students while trying to keep the tone as authentic as possible. We have also attempted ta match the authentic feel ofa text ith an authentic interaction, Every unit contains a variety of fh and authentic input material including BC interviews {himed on location in London, England) and DYD material featuring some of the best drama, documentary and light entertainment programmes that the BBC has to offer Knowing how to recognise and use grammatical structures is central to our ability to communicate with each other Although at first students can often get by with words and phrases, they increasingly need grammar to make themselves understood, Students alsa need to understand sentence formation when reading and listening. and to be able to produce accurate .Brammar in professional and exam situations. We share students’ belief that learning grammars a core feature of learning a language and believe that a guided discovery approach, where students are challenged to notice new forms, ‘works best, At the same time, leaming is scaffolded so that students are supported at all timesin a systematic way. Clear .rammar presentations are followed by written and oral practice In Speakout Second Ealtion you will find: © Grammar in context - We want to be sure that the grammar focus is clear and memorable for students. Grarrmar is almost always taken from the listening or reading texts, so that learners can see the language in action, and understand how and when itis used. ‘© Focus on noticing - We involve students in the discovery of language patterns by asking them to identify aspects of ‘meaning, and form, and complete rules or tables. © Cross-references to Language bank ~ As well as a summary Cf rules within the unit, there are also cross-references to the Language bank at the back of the book which provides further explanation of the grammar point in focus as well as additional practice. ‘© Plentiful and varied practice - We ensure that there is plenty of practice, both form- and meaning, based, in the “Language bank to give students confidence in manipulating the new language. Additional form-based grammar practice is also provided in the Workbook and in Speakout Extra. (On the main input page we include personalised practice, which is designed to be genuinely communicative, and to offer students the opportunity to say something about themselves or the topic. There is also regular recycling of new language in the Lookback pages. Again, the focus here is on moving learners towards communicative use of the language. PEE Developing a wide range of vocabulary is key to increasing, communicative effectiveness; developing a knowledge of high-frequency collocations and fixed and semi-fixed phrases is key to increasing spoken fluency. An extensive understanding (of words and phrases helps learners become more confident when reading and listening, and developing a range of vocabulary is important for effective writing Equally vitatis learner-training, equipping students with the sills to record, ‘memorise and recall vocabulary for use There [sa prominent focus on vocabulary in Speakout Second Eaition. We include vocabulary in almost all lessons, whether ina lexical set linked to a particular topic, as preparation for a speaking activity oF to aid comprehension af a DVO clip or a listening or reading text. Where we want students to use the language actively, we encourage them to use the vocabulary to talk about their own lives or opinions. At lower levels, the Photo bank also extends the vocabulary taught in the lessons, Using memorable photographs and graphics to support students’ understanding, Vocabulary tems have been selected according to their usefulness with a strong focus on the following © Vocabulary ‘chunks’ As well as lexical sets, we also regularly focus on how words Fit together with other warts, cfien getting students to natice haw words are used in a text and to focus on high-frequency chunks’ such as vverb-noun collocations or whole phrases. . Vocabulary systems ~ We give regular attention to word-bullding skill, a valuable tool in expanding vocabulary At higher levels, the Vocabulary plus sections deal with systems such as affixation, multi-word verbs and compound words in greater depth, ‘© Recycling - Practice exercises ensure that vocabulary is ‘encountered on a number of occasions: within the lessons, ‘on the Lookback page. in subsequent lessons and in the ‘Photo bank/Yocabulary bank at the back of the book Additional vocabulary practice i also provided in the Workbook and in Speakout Extra © Learner training - One of the main focuses of the Speakout tips which look at all areas of language learning —is to highlight vocabulary-learning strategies, aiming to build ‘g00d study skills that will enable students to gain and retain new language,TEACHING APPROACHES NSE Naas One thing that both teachers and learners appreciate is the need to manage communication in a wide variety of encounters, and to know what's appropriate to say in given situations. These can be transactional exchanges, where the ‘main focus is on getting something done (buying something iin shop or phoning to make an enquiry), or interactional exchanges, where the main focus ison socialising with others (talking about the weekend, or responding appropriately to .Bood news). As one learner commented to us, Grammar rules aren't enough ~ need to know what to say’ Although it is possible to categorise functions’ under ‘lexical phrases’ we believe it s useful for learners to focus on functional phrases separately from vocabulary or grammar. ‘The third lesson in every unit of Speakout Second Edition looks atone such situation, and focuses onthe functional language needed, Learners hear or see the language used in context and then practise itn min-situations, in bath a written and a spoken context. Each of these lessons also includes a Learn to section, which highlights and practises a useful strategy for dealing with both transactional and interactional exchanges, for example, asking for clarification, showing interest, et Learners wil find themselves not just more confident users of the language, but also more active listeners. ‘The dynamism of most lessons depends on the success of the speaking tasks, whether the task s a short oral practice of new language, a discussion comparing information or opinions, 3 personal response toa reading text, or a presentation where a student might speak uninterrupted for a minute or more, Students develop fluency when they are motivated to speak. For this to happen, engaging topics and tasks are essential, as Is the sequencing of stages and task design. For longer tasks, students often need to prepate their ideas and language ina structured way. This all-important rehearsal time leads to more motivation and confidence as well as greater accuracy, fluency and complexity. Also, where appropriate, students need to hear 1a model before they speak, in order to have a realistic goa In Speckout Second Edition there Is a strong focus on: © Communicative practice ~ After introducing any new language (vocabulary, grammar or function) there are many ‘opportunities for students to use it ina variety of activities \Which facus on communication as well as accuracy. These include personalised exchanges, dialogues, flow-charts and role-plays. Fluency development - Opportunities are included in every unit for students to respond spontaneously. They might be asked to respond to a series of questions, to ‘omyment on a BBC DVD clip, interview or text, oF to take part in conversations, discussions and role-play. These activities invalve a variety of interaction patterns such as pairs and groups. © Speaking strategies and sub-skills— in the third lesson cof each unit, students are encouraged to notice ina systematic way features which will help them improve their speaking These include, for example, ways to manage a phone conversation, the use of mirror questions to.ask for clarification, sentence starters to introduce an opinion and intonation to correct mistakes. ‘© Extended speaking tasks - In the Speakout Second Edition BBC DVD lesson, as wel as in other speaking tasks throughout the course, students are encouraged to attempt more adventurous and extended use of language in tasks such as problem solving, developing a project or telling a story. These tasks go beyond discussion; they include rehearsal time, useful language and a concrete outcome, [SENS For most users of English, listening is the most frequently sed skill. leamer who can speak well but not understand at least as wells unlikely to bea competent communicator or user f the language. We feel that listening can be developed. effectively through well-structured materials. AS with speaking, the choice of interesting topics and texts works hand in hand \with carefully considered sequencing and task design, At the same time, listening texts can act as 8 springboard to stimulate discussion in class. The listening strands in Speakout Second Editon focus on ‘© Authentic material —n Speatout Second Edition, we believe that itis motivating for al levels of learner to try to access and cope with authentic material, Each unit includes a DvD extract from a BBC documentary, drama or ight entertainment programme as well as a BBC Interview filmed ‘on location with real people giving their opinions. At the higher levels you will also find unscripted audio texts and BBC radio extracts ll are invaluable in the way they expose leamers to real language in use as well as different varieties Cf English. Where recordings, particularly at lower levels, are scripted, they aim to reflect the patterns of natural speech, ‘© Sub-skills and strategies - Tasks across the recordings Jn each unitare designed with a number of sub-sklls and strategies in mind, These include: listening for global meaning and more detail; scanning for specific information; becoming sensitised ta possible misunderstandings; and ‘noticing nuances of intonation and expression. We also help leaimers to listen actively by using strategies such as asking. for repetition and paraphrasing. ‘© Texts as a context for new language ~ We see listening as a key mode of input and Speakout Second Eatin includes ‘many listening texts which contain target grammar, vocabulary or functions in their natural contexts. Learners ‘are encouraged to notice this new language and how and where it occurs, often by using the audio scripts as a ‘© Texts as a model for speaking - inthe third and fourth lessons of each unit the recordings serve as models for ‘speaking tasks. These models reveal the ways in which speakers use specific language to structure their discourse, for example, with regard to turn-taking, hesitating and checking for understanding. These recordings also serve as ‘a goal for the learners’ speaking. Reading is @ priority for many students, whether it's for study, \work or pleasure, and can be practised alone, anywhere and at any time. Learners who read regularly tend to have a richer, more varied vocabulary, and are often better writers, which in tum supports their oral communication skills. Nowadays, the internet has given students access to an extraordinary range Of English language reading material, and the availabiltyof English language newspapers, books and magazines is greater than ever before. The language learner who develops skill and confidence in reading in the classroom will be more ‘motivated to read outside the classroom. Within the classroom, reading texts can also introduce stimulating topics and act as, springboards for class discussion ‘The reading strands in Speakout Second Ealtion focus on: ‘© Authentic texts ~ As with Speakout Second Edition listening materials, there isan emphasis on authenticity and this reflected in 8 number of ways. Many ofthe reading texts in Speakout Second Elton are sourced fom the BBC. Where textshave been adapted or graded, there isan attempt to maintain authenticity by remaining faithful tothe text type interms of content and style. We have chasen up to-date, relevant texts to stimulate interest and motivate learners to read. The texts representa variety of genres that correspond to the text types that learners will probably encounter in thelr everyday lives. © Sub-skills and strategies - In Speakout Second Edlvon \we strive to maintain authenticity inthe way the readers interact with a text. We always give students a reason to read, and provide tasks which bring about or simulate authentic reading, including real-life tasks such as summarising. extracting specific information, reacting to an opinion or following an anecdote. We also focus on strategies for decoding texts, such as guessing the meaning of unknown vocabulary, understanding pronoun referencing and following discourse markers. © Noticing new language — Noticing language in use is a key step towards the development of a rich vocabulary and greater all-round proficiency in a language, and this is most easily achieved through reading. In Speakout Second Ecition, reading texts often serve as valuable contexts for introducing grammarand vocabulary as well as discourse features. © Texts as a model for writing - in the writing sections, ‘as well asthe Writeback sections of the DVD spreads the readings serve as models for students to refer to when they are writing, in terms of averal organisation as well as style and language content. Ca Invrecent years the growth of email and the internet has led toa shiftin the nature of the writing our students need to do. Email has also led to an increased informality in written English However, mary students need to develop their formal writing for professional and exant-taking purposes. It is therefore important to focus on a range of genres, from formal text types such as essays, letters and reports to informal genres such as blog entries and personal messages. “There are four strands to-writing in Speakout Second Eaton which focus an: (© Genres — in every unit atthe four higher levels there is a section that focuses ona genre of writing, emails, for ‘example. We provide a madel to show the conventions, ‘of the genre and, where appropriate, we highlight fixed phrases associated with it; We usually then ask the students 10 produce their own piece of writing. While there is aways a written product, we also focus on the process of writing, including the relevant stages such as brainstorming, planning, and checking. At Starter and Elementary, \we focus on more basic writing skills, including basic ‘written sentence patterns, inking, punctuation and text ‘organisation, in some cases linking this focus to a specific genre. ‘= Sub-skils and strategies - While dealing wth the genres, \we include a section which focuses on a sub-skil or strategy that Is generally applicable to al yriting, Sub-skils include paragraphing, organising content and using linking words and pronouns, while strategies include activities lke writing a first daft quichy, keeping your readerin mind and self- editing, We present the sut>skil by asking the students to notice the feature. We then provide an opportunity forthe students to practise © Development of fluency ~ At the end of every unit, following the DVD and final speaking task. we include a Writeback task. The idea behind these tasks is to develop fluency in their writing, While we always provide a model, the task is not tied to any particular grammatical structure. Instead the emphasis is on using writing to generate ideas ‘and personal responses. (© Writing 2s. classroom activity - We believe that writing «an be very usefully employed as an ald to speaking and as. reflective technique for responding to texts akin to the practice of writing notes in the margins of books. also provides a change of pace and focus in lessons. Activites such as short dictation note taking, brainstorming on paper and group stary writing are all included in Speakout Second Edition and additional writing practice Is provided in Speakout Exta. RUN {In recent years attitudes towards pronunciation in many English language classrooms have moved towards a focus on intelligibility if students’ spoken language is understandable, then the pronunciation is good enough. We are aware, however, that many learners and teachers place great importance on developing pronunciation that is more than ‘good enougty, and that systematic attention to pronunciation in a tesson, however brief, can have a significant impact on developing learners’ speech, {In Speakout Second Edition, we have taken a practical integrated approach to developing students’ pronunciation, highlighting features that often cause problems in conjunction with a given area of grammar, particular vocabulary items and functional language. Where relevant to the level, a grammatical Cr functional language focus is followed by a focus on a feature (of pronunciation, for example, the weak forms of auxiliary verbs or connected speech in certain functional exponents. ‘Students are given the opportunity to listen to models of the pronunciation, notice the key feature and then practise it Each input lesson looks ata specific Feature of pronunciation, and the following strands are covered: Sentence stress - We help leamers to identify which words are stressed ina sentence, Thisis particularly Important for helping learers to understand rapid spoken English where the important information is highlighted by the speaker. © Word stress - When dealing with new vocabulary, we ‘emphasise the importance of using the correct ward stress patterns. Ths helps listeners to identify the word being Used and helps the speaker to use the correct vowel sounds.TEACHING APPROACHES "© Intonation - We look at how intonation and the way we deliver sentence can influence its mearing, or how the sentence is received. © Connected speech ~ We help learners to understand rapid spoken English by looking at how the sounds change in fast speech To encourage fluency we also help learners to produce rapid speech, ‘© Individual sounds ~ Sometimes specific individuat sounds can cause problems for learners. We help learners. 10 identify and produce specific sounds where they are important, ‘Additional pronunciation practice is provided in the Workbook and in Speakout Extro, PANE Advanced classes can be extremely rewarding for the teacher. ‘The students are able to express their opinions in greater depth than at other levels, conduct extended discussions and debates, and deal with a wide variety of authentic input. Besides this, advanced students tend to be highly motivated and able to use effective learning strategies ~ both of which explain how they became advanced students in the fist place. Atthe same time, an advanced lass provides areal challenge, particularly forthe less experienced teacher The students have probably studied the most important grammatical structures several times, and they may have discussed certain topics repeatedly, eg work, holidays, hobbies Furthermore, because they are atady so competent inthe language, itcan be aficult for them to see progress. Teachers of advanced classes need tobe flexible and prepared to adopt asightly different approach. At this level, traditional teachercentred presentations of new language may be less appropriate than low-key noticing’ activities, as advanced students can often see patterns and work out rules for themselves, ‘There isals the question of level. Advanced students can be anything from post-Rrst Certificate to Proficiency level, or they may have spent extended period in an English-speaking environment and simply wish to brush up on ther English This variety, as with all mixed-abilty classes, presents a challenge in tse n addition, many students n advanced classes possess what can be termed ‘ase fluency’ ~ thats, they speak extremely fluently about a very narrow range of topics and with a numberof fossilised errs The challenge here is to broaden the students range, have them develop linguistic self-awareness and take them out of thei comfort zone Another key to teaching advanced classes s getting students to interact with the language outside the classroom. This might, Involve cross-curricular projects or internet research or journal keeping All students need to extend their contact with the target language beyond the classtoom, but at advanced level it is amore achievable goal, as they are better equipped to deal with authentic English and the many opportunities offered to them through internet and Web 2.0 tools Here are our top tips for teaching at this level: 4 Doa thorough Needs Analysis at the beginning of the course. Find out what tasks your students need to achleve in English, and then tallor your course to include these tasks. Also Find out the students’ strengths and weaknesses Usually, advanced students ned to focus on refining their output for very specific purpases and audiences While we may be unable, for reasons of time and preparation, to treat an advanced class as an ESP (English for Special Purposes) class, setting personalised homework nd focusing closely ‘on where individuals need ta improve will always be beneficial ‘© Help students to sustain their motivation by showing, ‘them ways to track thelr progress. The students can use vocabulary notebooks, journals, and language portfolios (CEF) that include essays, other written compositions, language projects, audio recordings video podcasts, etc. ‘4 combination of these enable students to document their linguistic achievements. ‘© Bea resource for pointing out useful websites, podcasts, ‘books, magazines and other sources of language input ‘At advanced level, students are able to interact with many authentic materials, eg literature, journalism and film clips. ‘© Work on collocations and chunks Its usually more beneficial to teach interesting combinations of words the students already know (eg. idioms) rather than ‘obscure individual words, Generally, advanced students are independent enough to discover for themselves any ‘obscure lenis that they need for their work or studies. \What is harcerfor them to find without the teacher's help are phrases that use common words in new combinations Help students to focus on the rich nature of natural spoken English with the video podcasts, and use this as a resource for learning new phrases. ‘© Encourage critical engagement, for example with reading tents, Atthis level, students are abe to perceive nuances ‘of tone and language that allow a deeper appreciation ofa speakers ora writers intention For exemple, they may be able to pick up on nuances such as ony, hyperbole and hummous ‘© Learn ways to exploit materials to the full. Advanced students tend to need less time to get through material than lower levels. They read more quickly, and have more resources to fall back on when it comes to dealing with ‘new grammar and lexis. Teachers of advanced students need a number of extension activities in their repertoire ‘These might include text-reconstruction, open-ended questions, simulations, and ‘treasure hunts’ in which students find words or phrases belonging to specific categories, eg. phrasal verbs. In addition, it may be beneficial the teacher views the material asa springboard for explorations of the students’ own ideas, rather than an end in sett Antonia Clare, Frances Eales, Steve Oakes and J) WilsonTHE GLOBAL SCALE OF ENGLISH The Global Scale of English ‘The Global Scale of English (GSE) is a standardised, granular scale that measures English language proficiency. The scale is, part ofa wider GSE ecosystem that includes Learning Objectives or ean do’ statements that describe exactly what a learner can do at each point on the scale, teaching and learning materials ina variety of media, and low and high-stakes tests all aligned to the Global Scale of English. Using the Global Scale of English students and teachers can now answer three questions accurately: Exactly how good is my English? \What progress have | made towards my learning goal? What do | need to do next if | want to improve? Unlike sore other frameworks that measure English proficiency inbbroad bands, the Global Scale of English identifies what a learner can do at each point on a scale from 10-90, across each of the four sil: listening, reading, speaking and writing, This allows learners and teachers to understand a learner's exact level of proficiency, what progress they've made and what they need to learn next. ‘The Global Scale of English is designed to motivate learners, bby making it easier to demonstrate granular progress in their language ability. Teachers can use their knowledge of their students’ Global Scale of English levels to choose course ‘materials that are precisely matched to ability and learning Boals. The Global Scale of English serves asa standard against Which English language courses and assessments worldwide can be benchmarked, offering a truly global and shared understanding of language proficiency levels Visit English.com/gse for more information about the Global Seale of English Ree EES The authors and edtarial team were informed by the GSE Learning Objectives for Adult Leamers during the writing and development of Speokout Second Eton, Revsions tothe grammar vocabulary and sks syllabuses wer influenced by these GSE Leaming Objectives, and they helped to ensure that the outcomes ofeach lesson are clea, meaningful and relevant to learners, The spread below shows how the GSE Learning Objectives for Adult leamers are reflected inthe sills ‘content of typical lesson of Speakout Advanced Second Edition: @ Can understand inferred meaning na formal structured text (Reading GSE 70) © Cantoitow a wide range of factual and creative texts and summarise themes and opinions (istening GSE 7) © Cangive clear presentations highighting significant points wih relevant supporting deta Speaking GSE 70) © Conwrite a detied reasoned argument foro against a case. (Wilting GSE 2) Vist warpearsonetcom/speakout forthe flit of GSE Learning Objectives for Adult Learners covered in each level of ‘Speakout Second Edition.\CHER Focus attention on the title and elicit what Ss think the text willbe about. Give them 1 min toread quickly and check. Ss complete the text alone then checkin pairs (Answers changed “Zaccoding the” @ibeng sieges" tofoget” might “Testhold of Srememberng Slnerestngly 100n B Elicit the fist answer as an example. $s maich the words and parts of speech in pairs before checking answers with the whole class. “Answers: 1according 2changed 3 toforget interestingly Sthe get hold of Tinight Bitsbeing suggested 9 remembering 100n le 2A Explain that there are different kinds of mistakes in each sentence (extra word, wrong, ‘word, etc) $5 carrect the sentences alone then check in pairs. Check answers withthe class. “Answers: 1 One ofthe most interesting ef things about myjob isthe people meet ‘2 havent seen my parents orfive years 3 studied geography at university so Area lat about diferent countries. have told anybody about my hobby. 51 Siku tind work thesedays. 6ive been to Spain many times inthe as few years. 7 Boyouthinkits worn ‘enough Forme ogo without coat? adore dving by the sea. BB Elicit the Fst answeras an example, then $s match in pairs. Check answers wit the class. Answers: a)3 b)7 4 d)2 e)5 Ff) g)6 hl © Demonstrate by teling the class three true sentences for you. Give Ss plenty of time to ‘write ther sentences. Monitor and help with vocabulary, writing any new words/phrases on the board. When they have finished, arrange Ss into small groups to compare ther sentences. 3A Go through the first one with the lass, modelling each word andl eliciting the odd one out. Ss choose the rest in pars. Encourage them to say the words to themselves. B Play the recording for Ss to listen and check their answers, then check answers with the ‘lass Play the recording again for Ss to listen and repeat. “Answers: Useck 2bought 3avare bear ‘Sslisten and tick the words they hear then checkin pairs. Check answers with the class, then play the recording again for Ss to repeat the words. ‘Anon A bdge Eth So Aion Se 6 A Elicit the frst answer as an example, then Ss match the verbs alone and check in pairs. ‘Check answers with the clas, and be prepared to give further explanations if necessary. ‘Answers: get 2come 3look Amiske Scarry Ghoid Twatch Swork B sdiscuss and make alist n pairs. When they are ready, put pals together into groups to compare answers. In feedback, elicit ideas and write a Ist up on the board lit the answers for sentence a) as an example. Ss then answer the questions in pairs, before checking answers with the whole class senile pade book 1 fxmal a sportscountry club or sym fue ringing o fiend wit thee nome in he “B)informal ends chatting Aube ofeople ave at his hase the er hous the marine 4) format meeting at work na report; They agreed to fire him. €) informal two fiends chatting; Do you expect abe present atthe gornon Sate? “@)foformal at arestarent or someone’ house; This fod s delicious. “Formal: contrac: Wel pay you efter you've done the workOVERVIEW SPEAKING | talk about names VOCABULARY | phrases with name READING | read anartice about names GRAMMAR | the continuous aspact PRONUNCIATION | unstressed auxiliary verbs WRITING | 2 personal profile; learn to plan your writing MTOM SPEAKING | discuss statements about language learning GRAMMAR | describing habits PRONUNCIATION | stressed/unstressed wilould VOCABULARY | personality LISTENING | listen toa radio programme about personality test, SPEAKING | dliscuss the results of personality test VOCABULARY PLUS | idioms for people Rata aaa VOCABULARY | images FUNCTION | speculating. LEARNTO | use vague language PRONUNCIATION | connected speects linking, elsion SPEAKING | speculate about people based on their portraits Paes ea Cee DVD | watch a BBC documentary about Venice speakout | a possession writeback | a description ofan object NRT Communicative revision activities INTERVIEWS: How has your family influenced you? This video extends discussion of the unit topic to family, ‘scan view people talking about the role of family and how families influence our personalities. Use this video at the start or end of Unit Lor sett as homework. TEACHER’S NOTES WHAT'S IN A NAME? Introduction Ss revise and practise the continuous aspect inthe context of talking about common names and personality ypes. They also practise writing a personal profile. ‘SUPPLEMENTARY MATERIALS Resource bank: p137 Warm up: vrite the questions below on the board and ‘repare your own answers. Ec 1: prepare your own answers to the questions. x 4B: bring monolingual dictionaries for Ss to use. Warm up ‘rite the following questions on the board: Which names ore ‘popular in your country at the moment for boys and girls? If you were about have a baby boy what names might you sve him/her? Why? Start by telling Ss your awn answers to the questions 5s discuss the questions in pairs In fedback, ‘rominate 5 to share thei answers wth the cass and write the names they suggest onthe board asking them o spel them autioyou 4. The im ofthis activtyisto introduce the topic of names, and help you assess Ss' language and speaking sills Begin by writing your name on the board, and share your answers to {questions 1-2 with the class. Give $s 2 mins to think about thee ‘wn answers tothe questions alone, and make notesif they want. Arrange Ss into small groups to discuss the questions. ‘When they have finished, nominate a student fram each group to share one or two ansuvers with the class Ss at Advanced evel av fen spent mary years studying English ond wl have come seas sar ais and language many ime. In order to make langvaeleaming toc re terete mpetant 0 tte Sein Certo mae tho mos ofthe abies, When Se are speing, courage thom teas ole up questions in ade text ‘peakingacties.Askfellow up questen oust when | cendctingfeedbck an el ssn forth nse snd ‘oltons Aso, 0 make pls appealing by ining Wout Sb Ss) elenacence ta the Sesion where pou WISISTUMIN PHRASES WITH NAME 2A 5s choose the correct words alone then check in pairs. Go through the answers with the class, checking understanding of the expressions in bold as you go thraugh each answer. ‘Answers: after 2upto 3made Ashousehold Sut Gclear Thy Bin 9phen 10maden 'B Answer the fist question together as an example, and make Itclear that there can be more than one possible answer for each question. Ss answer the questions in pairs. Monitor and helo where necessary. When they have finished, check answers with the class ‘Answers: a) surnarne, middle name, given name, meiden name, ‘married name 6) surname, married name live up tomy name, made a name for myself clear her name d) address (someone) by name e) put myname forward f) ahousehald name g)innamecnly h)named afer 11 TEACHER’S NOTES Fist name and forename are synonyms of given name. Similarly, last name isa synonym of surname. Point these out to Ss and \write them on the board, © Ssdiscuss in pairs. When they have Finished, put pais together into groups of four to compare their answers In feedback nominate a student from each group to share ther answers with theclass. ‘When $s ask you for vocabulary, ori mew words and phrases arise naturally during an activity it's important to exploit this as far as | possibieat this lovel. This is whore real leaming takes place, as Sshave a genuine need for the language. Write new words on the board, but also add common coltocations, phrases, synonyms and opposites to explot the new language as far as possible, CNT ‘BAL Ask What are some commen given names in your county or countries? and write $s suggestions on the boar Ss discuss the {questions in pairs In feedback elicit Ss’ answers, and havea brief class discussion, B Ehcit/check the meaning of CV. Give Ss 1 min to skim the ace and complete the sentence. Explain that they willhave a chance to ead again in more detail aRerwards, Stop them after in and give them time to compare their answers in pars, before eliciting ‘ir ideas in feedback. ‘Suggested answer: The main idea of the vt is thatthe nares people are given by thelr parents are less traditional than in the past but that ames are stil important for peoples careers and Ther future When we read in our frst language, we unconsciousiy employ range of subskills, such as reading for gist, reading for detail, reading or specific information and reading to infer meaning. In our frst language, we usually take a top-down’ approach by starting with general understanding ther homing in ar the detail, When $s practise reading. i's important we also encourage this approach by asking them to read quickly for general understanding fist Tis will help them become more fluent readers, © Gothrough the questions with the class and elicit what Ss can remember but dont giveany answers yet. This wil give youa chance to assess how much information they picked up from the first reading Give Ss enough time to read the text again in mare deta before checking their answersin pais Tell Ss nt to worry about new vocabulary for now as they wil have a chance to work on tin €x 48. In feedback eit Ss answers, ‘answer 1 No isnt Norma people are aio hooting range names for thal chdren 2 Some names cary poste asda nd ae keith ‘success, while others carry negative associations. 3 Nour ame right lp you to gel elec am prospective employers. 4 Gee culture and etic cvs ate moking people heen to ‘rake more nda hoes soo rates, 4A Ss discuss the questions in pairs. tn feedback nominate $s to share their opinions with the lass. B ifyouve brought dictionaries to cass, distribute them for Ss to use, Ss find the words and phrases inthe text and discuss the meanings in pals. Encourage thom to use the contaxt and co.text (the words surrounding the wards being focused on) in the atic before referring to the dictionaries. Monitor and help where necessary. In feedback elicit Ss' answers, and be prepared to clarify further if necessary. Answers: 1 choosing 2 becoming strangerand mote unusual 3. teach a positon of power oa top position (eg, professionally) 4 refering to your career 5 settle, decided with tule debate 6 \when a company calls potential employees foran interview ater looking at thee CV 7 Tor people or things such as (VET THE CONTINUOUS ASPECT SA Uiite the following sentences on the board: im thinking about changing mynarme.loffen think about changing my name. Aske Which sentence uses a continuous form? Why does it use ie? (The first sentence. to show that i'san activity in progress during @ pparticular period, though not necessarily at this exact moment) Focus attention an the first sentence, and elicit the answer. Ss read the other sentences then discuss in pairs why the continuous form {s used. ta Feedback, elicit Ss'ideas, but dont gle any answers yet. 1B Ss match the uses and sentences alone, then checkin pais. In feedback elit Ss’ answers. ‘Answers: a)5 b)4 1 a2 e)3 HE By the time Ss reach Advanced lovel, they wail have met most ofthe grammar of English previously, though they will have studied structures separately, At this Level it’ important to buing everything together by looking at common features, eg. the continuous aspect. Therefore, when looking at the diferent ‘ses ofthe continuous aspect, try to highlight simitaritis of ‘ts function asa whole, 12, that it usually focuses onthe action rather than the result and that this is why we don't use state verbs in continuous forms LANGUAGEBANK 4.1 p128-129 ‘Stronger classes can read the notes and do the exercises at home, Othenwise, check the notes with Ss, especialy the Fact that the continuous aspect focuses on the action and its duration, rather than the result. In each exercise, do the fist sentence as an example. Ss complete the exercises alone, then check their answers in pairs. can refer to the notes to help them. answers: ‘A La)isntworking 2b) haventhnished 32) was having 42)sswelghing 5b) dortknow 6a) nasloking To)amtalking Sb) dit ear 9) been studying 100) am doing B 1 Why areyoucring? 2 How long was he working/How lon had he been working, 3 What have you been doing. 4 How long have you ben ving 5 Who were you talking 6 What di you want T Have you been waiting 8 Why diet you finish Sentences 6and 8 nee simple formGA Read the example with the clas. 5s discuss in pairs which verbs would be bette in the continuous form and why. Moritorand help where necessary, but dont give any answers yet B Sslisten tothe recording and check their answers. Be prepared to give further explanations/examples where necessary. Answers: 1 be raving (The action itil in progress) 2 ve been waiting san unfinished action and emphasises the length of time) 3 Correct 4 ‘urying Mts an action in progress at this time) 5 been expecting (Itemphasises the length of time) 6 Conect T Correct 8 "have been ving (kt emphasises the length of time) 9 myorking (The action fl in progress) 10_ es making (talks about something that was in progress when | got home) Play the recording and ask Ss to focus on the auxiiary verbs. Elicit how they'e pronounced (as week forms) and model further if necessary. Pay the recording again and pause after each sentence for $s to repeat. ? Give 553-4 mins to complete the sentences so they are true for them. Monitor and help with ideas, writing any new words and phrases on the board. When they are ready, arrange Ss into small .roups to compare their sentences. In fedack, elicit any common, answers with the class. [IHEINIEN A PERSONAL PROFILE; LEARN TO PLAN ‘YOUR WRITING BA Write on the board « personal profile and ect where $s might see one (a blog a social networking ste, an online course, a job application), Focus Ss’ attention on the personal profile Give them 2 mins to read it and discuss in pairs where they think it appears In feedback, elicit Ss’ answers. ‘Answer: This personal profile Frm the’Nbout page of a personal website or blog. B Reed the guidelines with the lass, and check understanding. ‘5 read the profile again and, in pairs, discuss how far Mira Kaya’s profile follows them. In feedback, elicit Ss’ answers. ‘Answer: ic follows ll ofthe guidelines, 9A Ss categorise the words and phrases from the box in pats Monitor and help with any new vocabulary in feedback elicit Ss ideas ‘Suggested answers: blog/s socal networking site: where you're from family information, ikes/dslkes, hobbies, favourite music/food, eigous ‘orspintual belie, pet peeves, groups you belong to trips and unusual experiences ‘@nekwerking site for professionals/a job application talents ane Skils education/grades/qualificatons goals and plans address, ob, professional achievements B Discuss the question as aclass ‘Suggested answers: You should only include information you are ‘comfortable with and which you think relevant for the purpose. Always consider the reader and what he/she wants to know Its generally best ta avoid certain topics, suchas igious belies, “anything too personal or confidential information about your work TEACHER’S NOTES speakout TIP Read the speakout tip withthe dass and emphasise the importance of cansdering your audience when you wie. Refer thackto the formats discussed so far (a blog/a socal networking site and a networking ste for profesionas/a job application) and answer the questions with the cass for each typeof text. 4A Focus attention on the notes, Give $5.1 min to read through ‘and select anything inappropriate. Elicit answers fram the class. ‘Answer: qualifications B Books closed. Wite onthe boo: planing your wing. In pats $s brainstorm a ist of things they can do when planing to wre In feedback, ect Ss ideas and write them on the board Ask 10 ‘open their books again and say which oF the things in the ist theydo. 24. Give Ss1 minto read the stages and check understanding. Refers back to the speakout tp for stage 1. Encourage Ss to make notes in stage 1, and monitor, helping with ideas where necessary. GGhe Ss enough time to write their profiles, and monitor and hela ‘ith vocabulary, writing any new words and phrases on the board, When they are ready, Ss compare ther profil in small groups and discuss any common features. n feedback, nominate Ss from each ‘70up to share any common features with the class. ‘Many teachers avoid doing writing activities in class as its percelved as a ‘qulet’ activity best done alone. However, doing ‘writing in class allows us to monitor Ss during the writing process, and so help them with ideas, planning, structuring. editing. et, ane not just focus on the finshed product. Homework ideas > x11: wntea final draft of your personal profile = Language bank: 11 4-8, p29 » Workbook: x15 pé-5 llPB Nel aa (e173) WHAT ARE YOU LIKE? Introduction Ss revise and practise describing present and past habits in the content of language learning. They also learn and practise personality adjectives and idioms for describing people. SUPPLEMENTARY MATERIALS Resource bank: 135, p136 and p138 ‘Warm up: write the two headings below on the board, Warm up ‘Arrange the class into two large groups (A and B), and write at the top ofthe board: Good language eames. Bd anguage lames.» Group A makes alist of things good language learners do (eg, read books in English), and group B makes ast of things bad language leamersdo fg always use ther first anguage during clas). When ‘hey nave fished, arrange Ssineo pairs (one from each group to Compare ther ansners In feedback eit Se ideas and bul 9 st on the board under the tw headings. Gefove starting Ex 1A Ss hick read the questionnaire ara ck any of the eas they have already mentioned Aas AA Focus attention on the message board, and check understanding ofthe task by eliciting how Ss mark each staternent If they strongly agree, agree, disagree or strongly disagree. Ss work alone to read the questionnaire and mark each statement. B 5s compare their answers in pairs and discuss the questions. In, feedback, nominate Ss to share their answers with the class ENE DESCRIBING HABITS 2A Write on the boarc: Present habits and Past habits. Elicit what expressions Ss already know to describe them, and write them ‘onthe board, Facus attention on the table. underline verbs land expressions in the message board from Ex 1 and use them to complete the table. In feedback, elicit Ss’ answers and drill the expressions chorally and individually ‘Answers: 2m alnays watching videos, malvays looking for ‘opportunities 4m inclined tobe very analytical happy to take Tisks with language 5 have a tendency to focus on the grammar ‘6Asa rule, tim happy to take risks 7 nine times aut often lust now if somethings wrong 8 did't use tohave the confidence ‘wspeak 9 would spend hours studying grammar rules 41 [kept making mistakes 13 tended to get fustrated, Drilling is sometimes seen as an activity for Ss at lower levels, | vwho have more dificultes with the sounds ofthe language. While {sis tue, dillng new language a higher levels is also important, | particularly with English where the pronunciation and spelling are | 5 different. Drilling also helps us to focus on stress and Intonation, which ate very important in being understood clearly B Sslisten tothe recording and write the sentences, then check inpairs Play the recording a second time if necessary In feedback, elicit $s’ answers and write the sentences on the board, Answers: 1 Hell spend hours on the computec 2 They would complain al the time. 3 Shel disagree with everything you say Before paying the recording asks to pay attention to the pronuncation especialy te sessed words. Play the recording and alt $s"Ideas. ‘Answers: The stress son a different word n the two versions In sentences 2, 4and6 the stess is on wilould and the effect to make the speaker sound iritated or annoyed about the habit. D Pay the recording, pausing after each sentence for Ss o repeat. Elcit which sentence the speaker doesn't sound annoyed in. Answer: Sentence L > LANGUAGEBANK 1.2 pizs-129 “Stronger classes can read the notes and do the exercses at home, Otherwise, check the notes with Ss, and check Ss Understand that we use wil/would to describe habits, not states Ineach exercise, do the first sentence as an example. Ss complete the exercises alone, then check their answers in pats. Ss can refer to the notes to help them ‘Answers: ‘8-1 On Sunday mornings IN getup early and go forarun 2.1 sometimes wat for hours... 3 Mymotherin law will always bake acake for us... 4 Hewil keep botherlog me or my telephone number, 55 The child won! stop fighting 6 Shell'spend the fst half an hour chatting . 7 My parents would take us on camping holidays... 8 My Brandfather would shout, or el you of B Lhasa tendency tocouse 2's inclined to buy 3 prone to arguing 4 keep wondering Sahvays making Ghepcheating Tarule.dontuse would alveys bring, ‘3A Read the first example withthe class. Ss work alone to complete the sentences then check in pais. In feedback elicit Ss’ answers. Answers: 1 have a tendency to sleep in late 2 In» novinclined tobe very laidback. 3. malways looking for new things to learn 4 Asana, ty not to work a the weekend, '5 Nine times out of ten ibe right about my frst impressions 6 Asactild lwould spend hours reading. BB Give Ss one or to examples about yourself frst to demonstrate. $s work alone to choose two or three of the sentences and change them with true information, then compare in pairs In feedback, nominate Ss from each pair to share their ideas with the class. Alternative approach ‘Ss choose four sentences, and change them so that two are ‘rue and two ae false for them In pairs, they read our their sentences and answer fallow-lp questions for their partner to cic which ae true and which are false € Demonstrate by telling the lass about a habit that you or Someone you know has, Give Ss minute or two to think about their own answers and make notes iF they want.Go round and help with vocabulary, writing any new words/phrases on the board. When they are ready, put Ss ito pairs to share their ideas,TEACHER'S NOTES es DEITETAN PERSONALITY 4A write on the board: Adjectives of persona elicit one or ‘wo from the class and write them on the board (eg. kind, rude, intelgent, etc). Atrange Ss into pairs and give them afew minutes to brainstorm and write down as many adjectives as possible. tn feedback elicit Ss’ answers, check understanding and write them ‘on the board, B Focus attention on the words in the box and check/explain any new vocabulary Give Ss an exemple, eg. open-minded (someone who is open-minded likes to consider different points oF view). 1a pairs, Ss glve examples of what each person does. ln feedback, ‘nominate Ss to share their ideas with the class. Ss work alone to match the sentences ta the words in the box from Ex 4B, thea check in pars. In feedback, elicit Ss’ answers, ‘Answers: Lperceptive 2prejudiced apathetic 4 obstinate Srebelliows 6soltary Tneurotle S open-minded D ss work in pais to write ther definitions Monitor and help with vocabulary writing any new words and phrases onthe board. When ‘they've finshed, arrange Ss into small groups to compare thet sentences. n Feedback, nominate $s from each group to share their ideas withthe cass ‘Suggested answers: inspirational does things which encourage other people to have ideas ‘overambitious ties to dotoo much conscientious: works hard insensitive. doesnt notice o think about other people’ feelings ‘mature: behaves ina sensible, adult way Inquisitive fs curious to how more Alternative approach (Once Ss have writen their definitions in Ex 4D, put them ints ‘new pars. 5s read out the definitions only to ther partney, Who guesses which words they aredefining, D> VOCABULARYBANK 148 Personality 1A 5s match the opposites alone, then checkin pairs. In feedback, elicit Ss' answers and be prepared to provide further ‘explenations/examples where necessary. B Ssmatch the adjectives to the statements alone, then check in pairs. tn feedback elicit Ss’ answers. In pairs, 5s describe people they know and/or Famous people \who match the adjectives. Make sure they dor't describe other Ssin the cass, though. ‘Stronger classes car do the exercises at home, ‘Answers: (A considerate/sefsh citcumspecvimpetuous,conservativey Tiberal, temperamental/easy going, gregarious/introverted Baselfish 2temperamental 3 conservative 4 introverted Seay-going Gcicumspect Tiberal 8 impetuous considerate 10 gregarious PaaS SA Introduce the listening by asking Ssif anyone has heard ofthe Myers- Briggs Type Indicator before, $s read the radio programme listing alone then answer the questions in pars. la feedback, elicit, Se’ answers, Answers: 1itisa test of your personality, 2 Anybody can use it, butts widely used by companies for their workers. B Focus attention on the questions and elicit Ss’ predictions. Ss Histen to the recording and answer the questions, then check in pairs In feedback, elt Ss" answers. Answers: 1 the peopleiwe work with 2 all kinds of people, often office workers 3 The interviewer asks questions about Mariella sty, what haright 2: This young guy He looks happy. He looks petty cool actually. Big smile. rah, Nice bright T-shirt rl wonder what hisjob is : Fm pretty sure he's creative of some sont ‘hazard 2 guess i's something todo with computers because he's you know, he surrounded with them, s0 maybe graphic design, something cool 1M: Theres something aout him that says sort of creative, caesrit 1 You know, with the — withthe bags around, Wat Yeah er what do you thinkabout al those bags in the background? 2: Oh yeah | hadi noticed those wonder what those are for, They might suggest that he designs the bags pethaps.| don't kro Wa: Yeah, maybe. Maybe he's ikea creative or something. or ‘marketing or something that invohes computers lke you said, (Me What's thatin the window, right through the back? It looks thea load of bikes, i 2 Wa: Itimakes me think he's ina gyn, which is ealy strange, seth? ‘Cos he doesnt look Yeah, a gyn, Maybe he's th Fm pretty sure ‘What with bags out everywhere and computers? ceptions at ayn. NO dort know though ’m pretty sure he's quite a laugh though. He looks ke a laugh, doesnt he? ‘What about-how old would you put him? Ob, um fd hazard a guess he's about twenty-something, Ordo you think he's older? Me Oh, definitely older. Yeah, reckon he's about fortyish Wi No way, reali? W2: Do you think? WA Idole his hac think t's relly coo Me Yeah, he just looks kind of happy. Sswork in pais to answer the questions from memory Monitor and help where necessary, but dont give any answers et. DD Sslisten again and check their answers. Feedback elicit Ss! answers. Answers 16 2A 3B 4A 5H 6C 3 Focus attention onthe expressions used for speculating, and explain that we can use these expressions when were making, {esses about something Ss find examples of the expressions bing used in the audio script on p165, then check n ais. In feedback, elicit Ss answers and dil the expressions chorally and individual. LANGUAGEBANK 1.3 p1z8-129 ‘Stronger classes could read the notes and do the exercise at home. Otherwise, cil the phrases from the table, checking Ss are using natural intonation. Ss workalone to complete the conversations, then check thei answers in pairs. In feedback, elicit Ss answers. Ss practise the conversations in pairs Answers: ‘reckon locks 2hezard Ssure 4 guess 5 wander 6sxy seems 7g 4 Sswork alone to rewrite the sentences, then check n pars. In feedback elicit $s' answers. Answers: 1 Itseemsto me that she's bittoney. 2 He ives the impression of being anery 5 reckon she’s probably an acess 4 ac to make a guess, Hd say she was happy wit ef 5 pretty sure he not telling us everything. 66 ld hazort a guess thot she's an only chi [RZNINEGON USE VAGUE LANGUAGE 55 Ss read the language nthe table, then discuss the questions in pairs In feedback, elicit Ss' answers. ‘Answers: Vague language sounds casual Also See the speakout tp. speakout TIP Read the speakout tip with the class and explain that using ‘vague language, hedges and filers isa useful strategy to give yourself ime ta think when speaking, $s read the audio script on 'p165 and find examples of these, then checkin pairs GA Ss work alone ta correct the mistakes in the sentences, then checkin pas. In feedback elicit Ss’ answers ‘Answers: Lacoupleofthings “2Atabout eghtish 3 stu ‘A potaplemy of Ssortpf finished | tony orso 1B Focus attention on the descriptions of linking and elision, and bbe prepared to give further explanations/exemples ifnecessary. Ss \work alone to listen and mark the sentences from Ex6X asin the ‘examples, then checkin pairs Play the recording a secand time if necessary In feedback elicit Ss’ answers and dil the sentences choraly and individually. Answers: 1 Mlb there soon. | just havea couple_of things to do 22 Why don't_we meet_at,about eighth? 3 Hea Jat of uf atthe hotel ut ean pek_ up later 4 Don't_worry We've got_plenty of time. 5 Weve sort_of fished, the accounts. 6 Therellbeabout, forty orso people attending