| if Teacher’s Book Jim Scrivener & Celia Bingham Additional Material by DCSE Nae CCUM Lg ACSC Straightforward Ret ce ee Ee OM nara CEU OCCU mu rtd Learning Teaching 3" Edition ie Second edition BBC and ITN video content for the Creer) ST eee Ree a MACMILLANUpper Intermediate | Jim Scrivener Celia Bingham Adrian Tennant Steve Wasserman Straightforward Upper Intermediate Teacher’s Book -A MACMILLANMacmillan Education Between Towns Road, Oxiord OX4 3PP. A division of Macmillan Publishers Limited ‘Companies and representatives throughout the world ISBN 978-0-230-42339-8 ‘Text, design and illustration ® Macmillan Publishers Limited 2012 ‘Written by Jim Scrivener and Celia Bingham ‘Additional material by Mike Sayer ‘This edition published 2012 First edition published 2007 All rights reserved; no part ofthis publication may be reproduced, stored In a retrieval system. transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers Designed by eMC Design Limited Ilustrated by Celia Hart Cover design by eMC Design Limited Cover photographs by: Corbis/Gerolf Kalt (Main); Getty Images/Doug Chinnery: Alamy/Robert Handing Picture Library Ltd; Corbis/Roger Tidman; Corbis/ Lois Ellen Frank; Alamy/Images & Stories Fall credits for photographs in the facsimile pages can be found in the Student's Book, ‘Workbook, CD-ROM, Teacher's Resource Disc and Digital. Authors’ acknowledgements Jim Scrivener This book is dedicated to Noemi, Mike Sayer {would like to thank Nicola Gardner and Louise Fonceca for their support on this project. The publishers would like to thank all the teachers from around the world who provided invaluable comments, suggestions and feedback on the first edition, ‘The publishers would also like to thank the following people for their help and contribution to the second edition: Tatiana Baytimerova (Russia), Lenka Boehmava (Czech Republic), Dr Manuel Padilla Cruz (Spain), Svetlana Elchaninova (Russia), Jennifer Diaz Green (Dublin), Elena Mokeeva (Romania), Lynn Thomson (freelance editor), Amany Shavrkey (Macmillan Egyp%), Maria Teresa Rius Villaplana (Spain), Natalia Vorobyeva (Russia) ‘These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites, Please use care when accessing them, Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. If contacted we will be pleased to rectify any ‘errors or omissions atthe earliest opportunity. Printed and bound in Thailand 2016 2015 2014 2013 2012 10987654321| Contents Student’s Book contents map Introduction 4A. Consuming passions 1B Unusual pastimes 4¢ Autograph hunters 1D Collectors Answer key: | Review answers 2a Wildlife 28 Animal rights 2¢ Companions 2D Working animals Answer key: 2 Review answers 3A Fashion statements 38 The right look 3¢ Mirror images 3D Model behaviour Answer key: 3 Review answers 4a Living in fear 48 Bullying 4¢ The land of the brave 4p Southern snakes Answer key: 4 Review answers 5A Modern art 5B. Priceless! 5c A good read 50 Bookworm Answer key: 5 Review answers 6A The vote 6B Women in polities 6c Politically incorrect 60 Politically correct Answer key: 6 Review answers page iv page viii page 1 page 4 pages page 11 page 15 age 16 age 19 page 23 page 26 page 29 page 30 page 33 page 37 age 39 page 43 page 44 page 48 age 53 page 56 page 60 page 61 page 65 page 69 page 72 age 75 page 76 page 80 page 85 age 88 page 91 7A Green issues 78 Green houses 7c Lifestyle changes 70 Trends Answer key: 7 Review answers 8a Cold comfort 85. Billofhealth 8c Alternative therapies 8D Let’s dance Answer key: 8 Review answers 9a Celebrity heroes 98 Local hero 9c Villains 9D Hate list Answer key: 9 Review answers 10A Good deeds 10¢ Aid worker 10D A good job “Answer key: 10 Review answers 11A Globetrotting 118 South is up 11¢ Positive psychology 110 Perfect locations Answer key: 11 Review answers 12A Loot 128 Bounty hunter 12¢ Scam 12p Dollar bill Answer key: 12 Review answers Writing page 92 page 95 page 100, page 103, page 105 page 106 page 109 page 113 age 117 page 121 page 122 page 125, page 128 page 131 page 135 page 136, page 138 page 143 page 145, age 148 page 149 page 152 page 156 page 159 age 164 page 165, page 168, page 172 age 175, age 177 page 178 iitLesson Conn erring Functional language | Pronunciation 1A Consuming passions 6 | Verb forms review ‘Speaking & vocabulary: leisure 8 Unusual pastimes pS | Negatives & questions 1C Autograph hunters p10 1D Collectors pi2 What clauses [ine aerate | | Expressions with thing | | | | | Emphatic stress ecoeees 2A Wildlife pie Present habits. | Speaking & vocabulary: : i ie Patecheteoeerte ae 2 Animatrights pis | se Lv 2C Companions p20 | Pasthablis | Strong reactions 20 Working animats p22 | Be/Get used to Collocations with get | Expressing opinions Sounding angry. percanes 3A Fashion statements 926) Compound agjectives, 3B Therightlock p28 | Defining & non-defining Expressions with look relative clauses _ Partciple clauses 30 Model behaviour p32 slang. ‘Consonant clusters ae 4A ving n fear p36 Wore building Explaining reasons (50 that, ae In order to, incase, otherwise) 18 Bullying p38 Present perfect & past simple | “Ae The land ofthe brave pao) | Sean oe wn | . 42D Souter snakes pi? | Present pert imple | Homophones Word sess continues ESE 5A Modern art p46 Narrative tenses At pee S| caerwods Beating Se Aguodead p50 | Pastpefec continuous Tong vowels SD Bookworm p52 == Phrasal verbs 1 ic / 6A Thevote p56 Real & unreal conditions: GB Women in politics p58 | swish & ifonly ‘Speaking & vocabulary: ‘Word stress in clections word families “Speaking & vocabulary: om : ‘embarrassment ED Politically correct p62 isms ‘Asking for & giving clarification ec ‘GC Politically incorrect 960) Should hoveReading & Listening erry aa|R ws Talking about hobbies and interests is ‘Storm-hunting Diseussing quella gardening and Ss urban exploring IC | R The autograph Man Discussing signatures TD | L Five people talk about theircollactions | Talking about collections Endangered Birds Did you know? Car boot sales Discussing personality Radio debate about foxes Discussing animal rights ‘Animal Crackers Comparing pet owners Interview with 2 guide dog trainer The Lost bes of London Two dialogues discussing clothes Comparing working animals Did you know? Dog lovers inthe UK interviewing each other about dress style id you know? Nike® Talking about a makeover Interview with 2 model Fears & Phobias FAs Discussing male beauty Discussing phobias Roleplay: phobias scussing assertiveness id you know? Stiff upper tip Discussing equality a R v ® v "Radio programme about ~ Discussion about a sacking Damien Hirst: is he getting away with i? Interview with an art curator Girl with a Pearl Earring Radio programme about Oprah Winfrey ‘The compulsory vase ‘women in potics Gloystein & Prescott scribing and ordeving a picture story Describing Frida Kahlos life Discussing a painting Discussing reading preferences Did you know? The Nan Booker Prize Discussing involvement in polities "Did you know? The vote for women Talking about embarrassing situations Roleplay: a meeting with the boss Er ot ‘job application p26 composition pis Cor Workbook Applying fora job (): capital letters, useful phrases & speling Applying fora job (2): writing a covering letter iting 3 composition (1) paragraphing,tople sentences & useful phrases Wiring 2 composition (2) writing about a hero iting a review (3): dependent prepositions, useful phrases, present simple fornarative tenses Wiring a review (2): review of aTVeee enn aoa TA Greenissues 956 Speaking & vocabula 3 ees __| the environment 7B Greenhouses p68 Futures review Expressions with make Zi TE Lifestyle changes p70. | Future perfect & future & continuous 7D Trends p72 Nouns & prepostons Giving examples BA Cold comfort 975 Speaking & vocabulane . a is sympcoms Ee: oi 88 ill ofheatih p78 ‘Modats oF speculation Speaking &vocabulane Weak forms heath iioms. 8 contractions ‘BC Alternative therapies p80 | Modais (pemmission, obligation & prohibition) ‘BD Let's dance p82 Phrasal verbs with objects ‘Changing the subject 9A Caley ves p86. Actin rer es pang aicaapege RIReNG ipa ete | QE Villains p90 | Adjectives & modifying adverbs | Speaking & vocabulary: | 9D Hatelstp92 | ree. ‘Speaking & vocabulary: Contrast eo Intonation — ee 10A Good deeds p95 Reflexive verbs 108 Giving poe Reporting Collocations with give ‘TOC Aid worker pi00 | Reporting verbs @ patterns | Speaking & vocabulary: 10D Agood job pi02 Job interviews Intonation 16 South sup pi0e | ~ cia Vege ngage aa ‘die Positive psychology p110 | Articles: the ‘Lib Perfect locations pi2 | So& such ‘Speaking & vacabular desebing landseape 12A Loot pi16 Passives review: ‘126 Bounty hunter p128 | Passive reporting structures | Speaking & vocabulary: Sentence stress Idioms (money) 12¢ Scam pi20 Causative | Speaking & vocabulary: e ee oe phrasal verbs 2 /12 Dollar bill px : : = US &UKEnglish Generalizing - Communication activities p138 Audioscripts p150 Unit reviews p64PS Peers ey Ta | R ecochat Persuading others to make lifestyle |. changes ss 78 | _L_Dlalogue about home improvements Judging a green lifestyle competition — Te | R closeup: tife coaching Roleplay: lif-coaching session 7d | L_ Three expert’ future predictions Did you know? Martha Stewart ira co too Anemalltoafriend Writing toa fiend (1) p132 opening & closing emails, Inviting, register 8a | R Howto...haveaheavy cold Talking about Il health ‘waiting toa fiend (2): Roleplay: heath problems L Radio programme about health insurance ~The Office Doctors: an eliemative approach to fighting stress i you know? Ausal's ying docs ‘Discussing creating a healthy evieonment TAdialogue about dancing R_Adicle about Celebrity Worship Syndrome Discussing lifes changes Talking about rle madels TL Two radio news items about Monkey Man R- Win 100 vos Inventing a superhero id you know? Wonder Woman Talking about sereen villains Radio programme about ajob survey Discussing annoying situations shortnotes & messages ‘story piss Wieitinga story (2): avoiding repetition, punctuating ivect speech 10a | _R Whyere humans good? Talking abost altism BOB | <1 Oislrwasbata charycop eters cited | bidyou know? Chatity-evingin th UK 10¢ | R Adayinthelfeot. | Desebingjob responsbiltes 00 | inane ~~) ob interview: advising fiend — ting a story (2): story with atwist in the tale 11a | R 1421: Theyear China discovered Talking about anitineraryfora crulse | Areport Wiiting a report (3): america? 118 | L Twe rend aking abouts map Choosing ve important laces LAC | R Aric about hapoiness hroustout Ranking heppnessfectors | thoword | TID | Liners with location scout ‘id you know? Universal Studios 42m | R cocosiiond Discussing pirate fms Be a ae s 128 | L Racio programme boutDomino Haray | Reporting a news story ~~ A2E | R Aricleaboutscambaiing —*| ‘Talking about personal expeences 420 | Radio programme aboutthe dolarbil | Discussing money Did you know? Crecit cards 7136 beginning and ending a report, describing a place inking words ‘ling report (2): a report abouta meeting vil| Introduction STUDENT'S BOOK — STRUCTURE AND APPROACH For ease of use and practicality Straightforward Second Edition is structured to provide one lesson per double- page spread (A/B/C/D), each taking around 90 minutes tocomplete, All lessons are interlinked to promote better and more memorable learning, at the same time offering the teacher the flexibility to pick out key sections in order to focus on particular language points. Additionally, each unit provides extra material in the form of relevant communication activities as well as unit reviews, saving the teacher valuable time. LessonA ‘STRUCTURE - Clear signposting of each lesson allows both the teacher and the students to feel comfortable and familiar with the progression through the course. Fach lesson fs linked around different areas of a similar unit topic, VOCABULARY ~ Collocations/associated patterns are drawn out of the language and highlighted to students, vil Each unit contains * two to three grammar sections. ® two to four vocabulary sections. * one functional language section. * two pronunciation section * four to seven speaking skills sections. * two reading skills sections. * two listening skills sections. © one Did you know? section. READING — Putting language into context and encouraging, students to understand the structure and skeleton of the text builds more confidence in their language. VOCABULARY - Difficult and out-of context ‘words from the reading text are given in a dictionary extract or a glossary so students are not distracted by these lexical hurdles. READING - Lengthier and ‘more challenging texts from a variety of different sources/contexts open the unit atthe higher levels.Lesson B STRUCTURE - The second of the unit lessons takes the topic one step further, allowing students to build on what they have learnt in the frst lesson and enabling them to really feel comfortable around the wider topic. 108 | Giving LISTENING ~ Language is best ‘understood when itis seen or heard in context, and every lesson in Straightforward contains either a reading ora listening text, Introduction VOCABULARY — Collocations/associated patterns are drawn out of the language and highlighted to students. ‘SPEAKING - Opportunities to participate in interesting and motivating speaking activities arise naturally as the unit topic develops, giving students the chance to put their language into practice and improve their fluency. GRAMMAR - Deciuctive approach to grammer gives students guidance and scaffolding for learning. Wee.suun:colaator win she <¢_—— ‘CULTURAL INFORMATION - Students are ‘not expected to learn in a vacuum, and their interests and curiosities are met with ‘id you know? sections. This not only ppulls together the language they have ‘been focussing on in a realistic and fresh context, but exposes them to cultural information they may not already know. GRAMMAR - Associated patterns and language areas are presented ‘through reading and listening, and then developed through clear and straightforward ‘grammar explanations.| Introduction Lesson € GRAMMAR - Inductive or Discovery approach is used as students progress. The teacher provides the framework and the students discover the language themselves, guided by their teacher. STRUCTURE - A natural progression in the topic subject introduces new vocabulary and language areas, 10¢ | Aid worker BORE Pa Ss Rout eran Sistemas VOCABULARY - By looking READING - Different reading ‘GRAMMAR — Students are always at the context to help them ssub-skills are developed, such as supported by the Language reference deduce meanings of words, reading for gist and for detail. pages at the end of each unit, students practise a practical allowing them a further opportunity and valuable skill used to clearly see and understand the every day in the eal world, language they have just learnt.Lesson D ‘STRUCTURE - The final 90-minute lesson of the unit consolidates everything leamt previously with a focus on the communicative skills and. functional language. It aims to bring ‘out the situational element of leaming English. 10D | A good job Introduction | FUNCTIONAL LANGUAGE - PRONUNCIATION - Extracting ‘This section helps students to details from the realistic listening deal with common, everyday texts focusses students’ attention situations in an English-speaking on the importance of natural environment - what we might think of as ‘survival language’ intonation and other elements of pronunciation, and gives them an ‘opportunity for guided practice Pronunoeo ens uae Ste SPEAKING ~ Communicative activities for pair or group work at the back of the Student's Book offer stuclents opportunities {0 put new language into practice through information-sharing or opinion-based interactions. x| Introduction WoRKBOOK ‘STRUCTURE ~ Each lesson from the Student's Book | TRANSLATION - Students are | READING ~ Extra reading material hhas a corresponding single page in the Workbook | given the opportunity to ink | is provided in the form of a new that builds and consolidates the same vocabulary. | the language learnt with their | text at the end of each Workbook Italso explicitly highlights what language function | own language and explore _| unit. Thisis accompanied by the students have been learning. both linguistic and cultural | helpful activities that support and similarities and differences. | promote understanding. 108 |Good deeds 08 [Giving ‘A 10 [Reading DICTATION ~ To provide students with integrated listening _[ READING & LISTENING - All Workbook and writing practice, there is also a series of dictations for _| texts are ead aloud on the accompanying ‘them to check their understanding, As students are usually _| CD, offering students further listening ‘working alone on the Workbook, they are able to work at _| and pronunciation practice, their own pace and practise key language further. WRITING - A special section in the back of the Workbook elec on eook provides realistic examples of writen texts With ee corresponding comprehension and analysis exercises. These ete eenerelat guide students o produce their own written work, covering ean a wide varie Se atu. EySLegnies aeuimcatio th s their language outside of the everyday classes and engage 14 |Wemne Applying for a job (1) 18 |Writine Applying for a job (2) | recaue en ron DRILES omePORTFOLIO The Portfolio is like a diary, In it students find ‘2 place to keep their own personal record of the work they do during their course, ‘= a place to write down their thoughts and feelings about, the work they do, * questions to encourage them to think about their English and their studies. * some puzzles, cartoons, jokes and interesting quotations. ‘The Portfolio consists of three sections: 1 Before the course: ‘The introductory pages help students to analyze what they can already do in English andl to set targets for the future |My grammar | Diary 2 During the course: ‘The diary sections give students the opportunity to record their thoughts as they work through their Student's Book. ‘There is one diary page for each lesson in the Student's Book. Now | can 3 After the course: Atthe end of the Portfolio there are some pages to guide students to analyze the progress they have made and co help them assess their English at the end of the course. Introduction eI) PORTFOLIO THE CEF (COMMON EUROPEAN FRAMEWORK) The Straightforward Portfolios are based on ideas in the Common European Framework (CEF) which bring out the functional element in learning a language. Using the Portfolio will help your students to think mare deeply about their learning and to become clearer about the progress they are making in English. Completing the diary sections in the Portfolio can help your students learn the language better. They not only provide the students with writing practice, but also encourage them to reflect on what they have learnt and how they have learnt it. By reflecting on the language, the students are likely to understand things in ‘more detail and to remember them better. ‘The Portfolio is designed for students to use on their own as a personal book and diary. However, some teachers may like to include a weekly Portfolio stot in class time, xxi| Introduction STRAIGHTFORWARD DIGITAL ENHANCING THE TEACHING EXPERIENCEIN THE CLASSROOM = Straightforward Digital is a digital component designed for classroom use. t can be used ‘with an interactive whiteboard or with a computer and projector. NAVIGATION PANE — ‘The navigation pane allows you to select a age from anywhere in the Student's Book. “nsmus good ? Frenne cone Romero means inact sees Ses salghforvard xiv ‘THEDIGITAL BOOK - The Migital book allows the teacher to access and display an interactive version of any page from the Student’s Book in front of the class. All of the relevant audio, video and reference materials are instantly accessible right on the page. Pen Hightonter Stopwatch Reveal Note ZOOMING IN AND OUT - ‘The Zoom tools allow you to zoom in either on pre-defined areas or any part ‘of the page that you choose. TOOLBOX. The toolbox provides a number of tools which enable you to interact with the Digital book page.‘THE TEACHER'S AREA - The Teacher's area can be used to create your own material either before or during the class, You can insert and edit text and images, add links {o pages from the Digital book and insert audio and website links. Introduction NAVIGATION PANE - The navigation pane displays thumbnails of the pages you have created in the Teacher's area. Select Pon Highlighter Eraser Text Shape fale |>|%[s[N]7]- mage 2 Audio Hypertink Stopwatch Reveal Copy Paste Background Undo ‘le> |a[a)o}-alalo ‘GAMES SECTION - The games section provides interactive game templates to which you can add ‘your own content. TOOLBOX - A toolbox with a different set of tools enables ‘you to make annotations and create and edit materials. ~~[Introduction STRAIGHTFORWARD DIGITAL Student’s Site ‘straightforward ractice Online © Straightforward Practice Online geo Places to live Complete the text with the correct words. (Ga Geer) Gi) Cet (a) Cat (ie) Ce) (My sisterisa nurse. Shelves inasmall[ in Scotiand, here re only 3 houses anda rary Shetvesin al house thas five bedrooms, twobthrooms andtwo ving rooms. Her houses very[ __shesays it's from 1688. Herstreet is very[ at night because thereis no tafe, Shehasa[ garden. it srt very bigbut there arelots of flowers andabigappe tree. Straightforward Practice Online provides numerous additional resources for students. Accessed through a unique code in the back of the Student's Book, it provides interactive homework and extra practice of the language from the Student’s Book and Workbook. ‘Straightforward Practice Online offers over 130 resources for students, including .. ** bonus interactive listening, vocabulary, reading, grammer, functional language and promunciation activities to consolidate learning from the print components. « self-assessment checklist. + reading worksheets. * video + interactive word ists with pronunciation and ‘email-me-ptactice’ functionality. ‘Accessing language materials online allows students to take their learning anywhere, anytime, in order to better fit their timetable and learning style. aiIntroduction | Teacher's Site Straightfo: rwa 1d Teaching made simple ition Welcome to Straightforward Practice Online a pa a a Ti New User? Whereis my token? Rewuming User? fe’ your dtl here ya ne enetrancont Login ere Teachers of Straightforward Second Edition have the benefit of a dedicated resource website, which supports them with, teaching tips, CEF material and extension materials. Included on the site are: * Teaching Tips from Jim Scrivener * CEF checklists and information guides. «Teaching Made Simple guides ~ PDF manuals from Straightforward authors detailing how to use and understand different ELT methodology areas such as learner autonomy and roleplays. extra unit-hy-unit reading activities from Philip Kerr with a more business-oriented approach. * author videos + photocopiables such as tests, worksheets and companions, Italso acts as a portal to the Interactive Wordlist and Straightforward Practice Online where teachers can monitor their students’ progress in this online component. This is all accessed using a unique cade from the Teacher's Book. wil[Introduction TEACHER’S BOOK ‘The Teacher's Book offers extensive teaching notes and extra ideas for every lesson, Short lesson summaries with answers to all exercises (including the Writing. activites in the Workbook) and audioscripts. > |Unusual pastimes Suggestions for exira ‘asks offer ways to extend the material in the Student’s Book. CLass Aupio CDs ‘The two CDs contain recordings of all the listening and pronunciation exercises in the Student's Book. The track number for each recording is indicated in the Student's Book rubric. For example, ‘1.35’ means CD1, track 35. vill develop further as profes: expanding their range of teaching activities 3d technique reachers anu eae Straightforward [Supplementary Cultumat | Supplementary notes give information and insights into the different cultures of the English-speaking world. : i i FI ef Tent See See!Introduction TeACHER’s Resource Disc }ETHODOLOGY BUILDER VIDEO MATERIAL - acl Teacher's ok is accompanied by a Teacher’s Resource Disc with five short new videos from Jim Serivener’s Learning Teaching id Edition that link to the Straightforward Methodology a as a ea lder sections. They show experienced teachers smonstrating the techniques cutlined. Accompanying nrksheets promote further discussion about teaching Straightforward nehsser bse BBC/ITN VIDEO MATERIAL — New class video material from the BBC and ITN (with accompanying worksheets) provides exciting and engaging insights into aspects of contemporary British and ‘world culture and up-to-date tends | 100 [Doyou preferto workat night? are also available, together with access to the Straightforward Practice Online ‘website for students, These all provide ‘students with the ability to monitor their [progress and work creatively. xx[introduction METHODOLOGY BUILDERS ‘You will find Methodology Builders sections throughout this Teacher's Book. They introduce you to a number of essential teaching techniques and give practical, immediately usable ideas that you can try out in class to extend the range of your teaching. These sections aim to be both informative and inspiring. They can help you find new ways to really exploit material and get the most out of your learners. 1 Upper Intermediate! Is my teaching good enough? pages 2 Admitting ignorance page? 3 Three-sentence stories page 10 4 Using intonation to bring grammar alive page 18 5_ Intonation & emotions page 21 6 New vocabulary! Old vocabulary! page 32 7 Can you stil use realia with higher levels? age 36 8 Chunks & chunk hunting page 45 9. Exploring shades of meaning page 48 10 Generalized guidelines are sometimes more helpful than detailed rules page 51 T1_ Using a word-building table page 53 12 What comes before & after the verbs? age 55 13. Using visuals to help record lexis page 62 14 Marketing the mind map (part 1) age 66 15_ Marketing the mind map (part 2) age 74 16 What ean do with a quote? page 61 17 ‘Text treasure hunting page 86 18 Students as teachers (part 1) age 98 19, Students as teachers (part 2) page 101 20, Recognizing & using irony page 108, 21 Encouraging students to take more responsibilty for ther learning page 114 22 Reading & listening outside the classroom —=—=~*~*~*~*~*~*S~S*S*«é OTT 23. Template worksheets for study out of class Page 134 24 Running a simulation (part 1) job interviews page 147 25. Running a simulation (part 2) ~ creating a simulation from scratch. page 150 26 Writingpoety SS SSCSCSCS*~*~*S~S*«é UO 27 Whiting in the worl writing inthe classroom (part 1) page 178 28 Writing in the world; writing in the classroom (part 2) ‘page 180 xDISCUSSION STARTERS - This section suggests a range of possible ideas for using Discussion starters in class. je-class mod the questions randomly around the class. ‘+ Make sure you pay more attention to the meaning. of what students say rather than focussing too much on accuracy. ‘« Respond to the ideas and views students state. As far as possible, turn it into a conversation. Get them interested and involved. Encourage students to listen to each other and respond to each other ~ rather than having all interaction going via you. Pairs/groups: Choose one question or statement that you think is particularly interesting, Write it on the board. Put students into pairs or small groups to say what they think about it. Aiter a few minutes a spokesperson from each pait/group reports back to the whole class. Starting with individuals: Choose a number of the ‘questions and write them on the board (or prepare handouts with them printed on). Ask students to work on their own and write two or three sentences in response to each question/statement. After sufficient chinking and ‘writing time, gather students together in small groups to compare ideas. Ba BOOKS-CLOSED PRESENTATIONS - This Teacher's Book includes a few ideas for books-closed presentations. These can be used before you proceed to using the printed material as usual - though in a few cases you might decide to completely substitute the books-closed idea for the Student's Book work. ‘Using books-closed presentations can help focus the class, offer variety and allow you to notice individual difficulties more clearly and quickly. WEB RESEARCH TASKS - This Teacher's Book includes many ideas for extension tasks using the internet. They are presented in the following way: (1) a Web research task (2) alist of Web search key words. All web tasks provide ‘work on relevant reading skills. Setting up Web research tasks ‘To allow all students to work simultaneously, you will ideally need to have enough intemet-connected computers so that a maximum of three students work per computer. Ifthis isnot possible, you will need to allow some students to work on the task while others do other work, eg allowing a six-minute time slot at the computer for each pair of students. Running Web research tasks + The tasks usually give suggestions of useful web searcit key words. We have given these (rather than actual internet addresses) because web addresses tend to change suddenly, whereas these search words are likely to produce good results at any time, ie |MeTHODOLoGy GUIDELINES Introdu ‘TEST BEFORE YOU TEACH - At the start of many units, the Teacher's Book suggests some optional Test before you teach tasks. Firstly, they are diagnostic, ie they allow you to get an idea of how much the students can already do with the items you plan to teach. This may lead you to change ‘what you do later in some ways. For example, if you realize that students know a lot about one aspect but lite about another, you might decide to plan alesson that spends more time on the latter. Secondly, they are motivational, ie they help students to realize for themselves what they can or can't do. By asking students to do a task which they perhaps can’t ‘yet achieve with full success, they may realize that there {s some language that they don’t yet have full command of, This may help them to see the purpose of the language items when they come to study them. GRAMMAR BOXES - In every lesson of the Student's Book in which new grammar or functional language is introduced, you will find a Grammar box. This section suggests a number of typical ideas for using these boxes, as well as a few more unusual options, ‘= Ask one or two students to read the information aloud to ‘the rest of the class. ‘* Ask students to work in pairs and read the information aloud to each other. ++ Ask students to workin pairs, read and then discuss or ask each other questions about the contents. ‘* Ask stuclenis in pairs to drill each other. ++ Books closed: Before students look at the Grammar box, read it aloud to them. At various key points, pause and elicit what the next word or words might be. Clearly confirm right answers. When you have finished, allow students to open books and read the information through quietly ‘* Books closed: Write the information from the Grammar box on the board, trying to keep the same layout as the hook. Leave gaps at key places, Ask students to either copy the diagram and fll tin, or come to the board and fill in the information there. Allow students to discuss. the suggested answers before they check with the printed version.