Language to go int teachers resource book 1

Contents map of Students' Book Introduction A few ideas for classroom procedures The Language to go authors i Language to go and EFL exams Phonemic symbols Teaching notes Photocopiable a

Contents map of Students' Book

Introduction

A few ideas for classroom procedures

The Language to go authors i

Language to go and EFL exams

Phonemic symbols

Teaching notes

Photocopiable activities

Photocopiable tests

Tests answer key

Photocopiable writing bank

144-145

146-152

C o n t e n t s m a p of Students' B o o k

to go:

bulary and and liste

: Present

t d l k i n g :

L a n g u a g e to g o :

V o c a b u l a r y a n d Reading: 100 days a-t Grammar: Second

wilh yet, already;'.:, your life

Get talking: How

This Teacher's Resource Book, containing a

step-by-step guide to every lesson (including

answer keys), photocopiable activities,

t h e n in v i t e d t o w o r k o u t the rules relatinq t o f o r m

philosophy of Language to go, and is the skill most

often practised, both in the Get talking sections and

i n the pair and group work activities T h e r e a c i i n g a n d

a Get writing activity, and further guidance is given in

t h e W r i t i n g bank in this book

Practice exercises or at the end of the main lesson

The exercises in the Practice section can also be set

for homework and have been written so that

,A traditional phrasebook, with its list of useful words

and expressions, is at the core of the concept of

Language to go; in other words, language which is

this introduction, with an overview of the course;

s o m e ti p s on how to make the most of the material;

f u r t h e r t w e n t y to 3 0 m i n u t e s ' p r a c t i c e o f t h e l a n g u a g e

t a u g h t i n t h e l e s s o n T h e te a c h i n g n o t e s o p p o s i t e e a c hphotocopiable activity are for your reference, providing a

g u i d e t o h o w t h e a c t i v i t y s h o u l d b e o r g a n i s e d a n danswer keys where relevant

Photocopiable tesfs and answer keysThese are to be u-sed to check on the students'

T h i s c a n be used at any point in the course w h e n y o u

t h i n k it a p p r o p r i a t e f o r s t u d e n t s ' n e e d s , o r t o h e l pguide them with a particular Get writing activity

The Language to go website

B y c l i c k i n g o n t o w w w l a n g u a g e - t o - g o c o m , y o u will findmaterial of interest to both students and teachers,

So, now it's over to you wilh Language to go We hope

y o u and your students e n j o y it

S i m o n G r e e n a l l

S e r i e s E d i t o r

a a

a

a

a

a

A few ideas for classroom procedures

o f a n e w topic, there is usually a n a p p e a l t o t h e

s t u d e n t t o t h i n k a b o u t h o w much they might know

w o r d s w h i c h they think might be useful t o t h e m ,

o r w h i c h lo o k like words in their language o r w h i c h

s o u n d n i c e , o r w h i c h th e y can place in categories o f

their own choice After a grammar activity,

encourage students to write a couple of sentences

about themselves using the target structure

You don't need to correct these extra activities,

a l t h o u g h y o u may want to ask them to share t h e i r

answers with the rest of the class In this way,

( t h a t is, words which the student should be able to

use in spoken or written work, and not words which

t h e y a r e a b l e to recognise)

M a n y o f the vocabulary i t e m s a r e g r o u p e d i n t o p i c s ;

o t h e r s a r e g r o u p e d a c c o r d i n g t o s o m e o f t h e r u l e s

b e h i n d w o r d f o r m a t i o n o r c o l l o c a t i o n i n E n q l i s h

Encourage students to keep a vocabulary list

c o n t a i n i n g a l l th e i t e m s w h r c h they have learnt.Try to ensure that the list categorises the words in

f a s b , s o r e a s s u r e t h e m t h a t th i s is a l s o q u i t e normal

i n r 6 a l li f e , and that the classroom i s t h e b e s t olace

to be exposed to this type of natural language Theydon't need to speak as fast themselves, but they do

n d b d p r a c t i c e i n u n d e r s t a n d i n g a u t h e n t i c s p o k e n

E n g l i s h T h e fo l l o w i n g g u i d e l i n e s s h o u l d h e l p th e m : Encourage s t u d e n t s t o f o c u s o n t h e main ideas o fthe listening passage and not get distracted by

Play the recording a c o u p l e o f t i m e s ( m o r e t h a n

t h i s w i l l s t a r t to compromise t h e i r m o t i v a t i o n ) ,

e v e n if t h e i n s t r u c t i o n s o n l y s u g g e s t o n c e Try not to play the recording and stop after every

p h r a s e , a s t h i s w i l l n o t g i v e them the important

p r a c t i c e i n l i s t e n i n g t o t h e d i s c o u r s e o f s p o k e n

E n g l i s h

Writing is usually suggested in the Gef writing

sections as a way of showing that students have

m a s t e r e d t h e l a n g u a g e w h i c h h a s b e e n fo c u s e d o n i n

t h e l e s s o n T h e v a r e a l l m e a n t t o b e c l a s s r o o m

v e r s i o n s o f s i t u a t i o n s t h e y m a y e n c o u n t e r o u t s i d e t h e

classroom - letters, e-mails, exam-style essays etc

The Writing bankin this Teacher's Resource Book

p r o v i d e s p h o t o c o p i a b l e m o d e l s o f t h e s e w r i t i n g

g e n r e s w i t h a c c o m p a n y i n g s u g g e s t i o n s o n h o w t o

e x p l o i t t h e m i n c l a s s

Encourage students to practise a form of process

writing: ask them to write down as much as they can

w i t h o u t w o r r y i n g t o o m u c h a b o u t b e i n g a c c u r a t e

T h e n ask them to reread w h a t t h e V h a v e w r i t t e n , o r

maybe even show it to a partner Encourage them to

s t u d e n t s m a y n o t h a v e come across, j u s t like in real

l i f e Many of the accompanying a c t i v i t i e s a r e

w a n t h e l p in what they need to do

Try to avoid correcting students as they are doing

t h e i r ro l e p l a y s , b u t m a k e a n o t e o f m a j o r m i s t a k e s ,

i f y o u w i s h , and discuss t h e m w i t h t h e w h o l e c l a s s

a t t h e e n d of the lesson,

Error correction

I t ' s a good idea to think about what and when you

correct before the lesson begins Make this decision

p a r t of your lesson p l a n

It's best to avoid correction during an activity which

f o c u s e s o n f l u e n c y u n t i l a f t e r it ' s o v e r ; o n t h e o t h e rhand, it may be best to correct students in an activity

w h i c h fo c u s e s o n a c c u r a c y a s t h e y d o i t L o o k a t

e a c h a c t i v i t y i n t u r n , d e c i d e w h a t i t s a i m i s a n ochoose the best strategy

T h i s te c h n i q u e i s a t t h e v e r y h e a r t o f c o m m u n i c a t i v e

l a n g u a g e t e a c h i n g , a s i t i n v o l v e s a n i n f o r m a t i o n g a p( S t u d e n t A k n o w s something t h a t S t u d e n t B d o e s n ' t ,

a n d v i c e v e r s a ) a n d a m e a n i n g f u l e x c h a n g e o finformation during the second stage of the activity,

w h e r e th e s t u d e n t s t e l l each other what they have

l e a r n t

A s l o n g a s t h e s t u d e n t s u n d e r s t a n d t h e i n s t r u c t i o n s ,it's best for the teacher simply to signal the start ofthe two stages of the activity, and listen as thepairs/groups perform it You can finish the activity

s e q u e n c e w i t h g r o u p f e e d b a c k t o c h e c k t h e a n s w e r sare correct

P r o n u n c i a t i o nPronunciation work in Language fo go focuses more

on word End sentence stress and intonation patterns

g r a d u a l l y a d d i n g p a r t s until you have reconstituted

The Language to go authors

w e v e r y m u c h enjoyed h a v i n g t h e o p p o r t u n i t y t o w r i t e th i s b o o k as part of the

s e r i e s a n d w e r e a l l y a p p r e c i a t e t h e c a r e a n d h a r d work of all those involved i n

t h e p r o c e s s W e h o p e y o u enjoy using it

A r a m i n t a C r a c e

R o b i n W i l e m a n

10

T h e table below shows generalequivalences b e t w e e n

the four levels of Language to go and two well-known

E - m a i l : i n f o @ t r i n i t y c o l l e g e c o u kwww.trin itycol lege.co u k

11

c o n t i n u o u s e n r o l m e n t

However, you may find it useful to introduce certain symbols to

s t u d e n t s t o h e l p th e m w i t h t h e i r in d i v i d u a l p r o n u n c i a t i o n n e e d s l f y o u

do, we would recommend that Vou:

only teach a few symbols at a time - little and often;

o get students to practise the sounds, but do not aim for perfection

-a c o m p r e h e n s i b l e a p p r o x i m a t i o n i s g o o d e n o u g h ; relate the symbols to words which Students already know

The example words here are all taken from the Longman definingvocabulary of 2,000 words used in The Longman Active StudVDictionary and The Longman Dictionary of Contemporary English

Consonants

p b t d k

s

f

p e n ; p a p e rboy; tableto; sit

d o ; m a d ecar; make

g o ; bigfour; wifevery; livethink; tooth

t h i s ; o t h e rsay; buszero; nas

s h o p ; w a s htelevision; pleasurehave; aheadcheese; watchjob; bridge

tJds

mn{wIrj

t 1 2

P h o t o c o p i a b l e

m a t e r i a l

Photocopiable activities by Robert Armitage

and Rolf Donald

Photocopiable tests (with answer key)

Vocabulary Adjectives and intensifiersGrammar Past simple and continuousLanguage to go Telling stories and exaggerating events

2 Tell students that they will receive a story in picture form with some

v o c a b u l a r y t o h e l p th e m T h e story is about something t h a t h a p p e n e d

t o t h e m w h i c h th e y want to sell to a tabloid n e w s p a p e r b y m a k i n g

t h e s t o r y a s i n t e r e s t i n g a s p o s s i b l e

3 As an example, write on the board: quite a cold night a littlesnow on the ground Ask the students to make the story sound moreinteresting For example: lt was a freezing night I extremely coldnight and there were three metres of snow on the ground.lf students

t h o m e fr o m the pub / with my

girlfriend / last night /

twenty-m i n u t e w a l k / across t h e f i e l d s

4 c o u l d n ' t s e e w e l l / b u t t w o

eyes / looked like a big black cat

2 no stars I dark I couldn't see

t husband and | / back to Britain

from France I ferry I afler a

good holiday

4 unfortunately / false teeth /

f e l l o u t / into the sea / awful

2 h u n g r y / f i s h a n d c h i p s /restaurant / crowded

5 next day / home / radio Iinterview with a fisherman /

V o c a b u l a r y S l e e pGrammar Subject and object questionsLanguage to go Asking about and describing routines

1 Tell students that they are going to play a question and answer game

in groups of three or four Every student will receive four or fivecards, each one with a sentence written on it connected with thinos

t h a t p e o p l e d o i n t h e h o m e or in their daily lives

2 A s a n e x a m p l e , w r i t e t h e f o l l o w i n g o n t h e b o a r d :Something that people do when they go out in the evening

1 )2)

4 Elicit the question for the example sentence above: What do peopte

do when they go out in the evening?

5 E x p l a i n t h a t e a c h c a r d w i l l h a v e a s i m i l a r s e n t e n c e b e g i n n i n g e i t h e r w i t hsomething or with someone Make it clear to students lhal someonemeans a type of person or the title of a job not a person's name

B S t u d e n t s n o w p l a y th e g a m e In turn, they ask the questions o n t h e i r

1 )

2 l3)What

r J l I

? i w h o

I

1 )2)3)

W h o

S o m e o n e y o u g o to when you have a problem

1 )2)3)Who

S o m e o n e y o u buy presents f o r

1 )

z l J,l

W h o

@ Pearson Education 2002

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Vocabulary AssociationsGrammar Future with willand going toLanguage to go Making decisions and giving reasons for decisions

N a m e i t

A i m

To give students practice at using

willand going to for making

3 E x p l a i n t h e r u l e s o f t h e g a m e T h e sixteen c a r d s a r e s h u f f l e d a n d

p l a c e d f a c e d o w n i n t h e m i d d l e o f t h e t a b l e S t u d e n t s t a k e it i n t u r n s

t o p i c k u p a c a r d a n d r e a d it t o t h e g r o u p T h e fi r s t s t u d e n t t o r e s p o n dcorrectly with willand give a reason gets five points (lf no one

r e s p o n d s w i t h i n te n s e c o n d s , t h e c a r d is p u t t o t h e b o t t o m o f t h e

p i l e ) T h e o t h e r s t u d e n t s t h e n h a v e a c h a n c e t o r e s p o n d , a l s o w i t h

w i l l a n d g i v i n g a r e a s o n , f o r t w o p o i n t s F i n a l l y , t h e s t u d e n t w h o r e a d

o u t t h e c a r d h a s to s u m m a r i s e h i s / h e r g r o u p ' s r e s p o n s e s u s i n ggoing to This student gets one point per correct sentence

4 A s a n e x a m p l e , t e l l s t u d e n t s y o u are going to read them a card

l f t h e y w a n t t o r e s p o n d , t h e y h a v e to c a l l o u t t h e i r n a m e ; t h e f i r s t

p e r s o n t o s a y h i s i h e r n a m e w i l l g e t the first chance t o r e s p o n d S a y :You have a new dogl.cat Decide what to call it Follow the procedureabove, awarding five points to the first correct response and two

p o i n t s f o r o t h e r c o r r e c t r e s p o n s e s T h e n ask students t o s u m m a r i s ethe responses, for example: Laura is going to call it 'Snowy' becauseit's white David is going to

Do you like making decisions quickly or do you prefer to think aboutsomething first? Why?

When should you think about something before making a decision?

60

Decide what to buy.

You're on holiday.

You buy some postcards.

Decide who to send them to.

A friend from another country

It's a really hot day You see an

i c e c r e a m s h o p D e c i d e w h a t kind of ice cream to buy.

a question about history.

Decide who to phbne.

You've won a holiday for two.

Decide who to take.

A friend asks you to recommend a book to read.

D e c i d e w h a t to r e c o m m e n d

You want to relax by

l i s t e n i n g t o s o m e m u s i c Decide what to listen to.

You have a personal problem

w i t h s o m e o n e Decide who to talk to.

You want to take up a new sport Decide what to try.

You want to cook a special meal for your partner.

Decide what to cook.

fflffifififlI ,Tl A Pearson Eoucarnn Zaa2

61

l i : : l ' : '" , ,

-::ii:::ti:''

Vocabulary EducationGrammar Comparatives and superlativesLanguage to go Comparing careers

:il

1 Ask students to write down two jobs, one they would really like to

h a v e a n d o n e th e y w o u l d hate Now write the following s e n t e n c e s o n

t h e b o a r d a n d a s k s t u d e n t s t o w r i t e o n e or two similar s e n t e n c e s

a b o u t t h e i r tw o j o b s :

A film star is better paid than a nurse

A nurse has a more important I stressful job than a film star because

A film star has a more enjoyable life than a nurse because

A nurse needs better qualifications than a film star because

2 A s k i n d i v i d u a l s t u d e n t s t o t e i l y o u the jobs they have written oown

a n d o n e o f t h e s e n t e n c e s c o m p a r i n g t h e t w o

3 Briefly review how to form comparatives

4 Tell students that they will be given a worksheet with five pairs of

j o b s illustrated F o r e a c h p a i r , t h e y s h o u l d t a l k a b o u t th e s i m i l a r i t i e s( i f any) and the differences, u s i n g t h e e x p r e s s i o n s i n t h e t a b l e on the

w o r k s h e e t a n d a n y o t h e r s t h a t th e y w a n t to use

5 P u t s t u d e n t s i n t o p a i r s a n d g i v e th e m each a copy of the worksheet

A s k t h e m t o c h e c k the meaning a n d p r o n u n c i a t i o n o f t h e v o c a b u l a r yfirst They then have about ten minutes to discuss the five pairs of jobs

6 Ask for brief feedback NB For stronger students, see extension below

7 F o r m g r o u p s o f t h r e e , o r f o u r s t u d e n t s t o d i s c u s s t h e q u e s t i o n s i nPart B of the worksheet

Contrasting careers Part A

N A w e l l - p a i d / w e l l - d r e s s e o

n e e o g o o d q u a l i f i c a t i o n s / s m a r t c l o t h e s

@ Pearson Education 2002

63

Vocabulary Levels of difficultYGrammar Modal verbs for abilitvLanguage to go Describing abilities and difficultles

I c a n d o it l

A i m

To give students practice at using

can, could, be able fo and manage

2 T e l l s t u d e n t s y o u are going to read them an advertisement a b o u t a

c o m p a n y W r i t e th e s e q u e s t i o n s o n t h e b o a r d :What does the comPanY do?

How does it do this?

How long does it take?

3 R e a d t h e a d v e r t a l o u d t w i c e S t u d e n t s l i s t e n a n d a n s w e r t h e

o u e s t i o n s C h e c k t h e a n s w e r s

T H E C O N F I D E N C E C O M P A N Y

l m p r o v e y o u r life in seven daYs!

Do you find it difficult t o t a l k to p e o p l e a t p a r t i e s ? Do you get nervous when you have to give a presentation?

t h e c o u r s e T h e s t u d e n t s w i l l e a c h b e g i v e n a s i m i l a r r o l e c a r d T h e yhave to collect two pieces of information about themselves after thecourse and give away the information about the two other people,

b y g o i n g a r o u n d a n d m e e t i n g d i f f e r e n t p a r t n e r s W i t h e a c h p a r t n e r ,

t h e y r e a d a l o u d t h e i n f o r m a t i o n o n t h e i r ' b e f o r e ' c a r d lf t h e y h a v e

i n f o r m a t i o n a b o u t i h e i r p a r t n e r , t h e y g i v e h i m / h e r t h e p i e c e o f p a p e rwith the 'after' information on it^

H a n d o u t a r o l e c a r d t o e a c h s t u d e n t a n d le t t h e m c h e c k t h a t th e y

u n d e r s t a n d t h e i r i l o r m a t i o n o n i t

D i s t r i b u t e s c i s s o r s A s k s t u d e n t s t o c u t u p t h e i r c a r d s s o t h a t th e yhave one 'before' card and two 'after' cards

Have you managed to overcome your problem?

How do you feel now?

l n t h e i r g r o u p s , s t u d e n t s t a k e it i n t u r n s to i n t e r v i e w e a c h o t h e r

T h e y s h o u l d t r y t o a n s w e r w i t h o u t lo o k i n g a t t h e i r c a r d s

1 0

I can talk to people one-to-one, but in

my job I have to give presentations

which make me nervous

o I also find it difficult to answer

questions that people ask me about

the oresentation

AFTER

I really enjoy my job now Two weeks ago

I managed to talk to an audience of fiftypeopre

AFTERThe day after the course I was able tohave my first real conversation with mywife, after five years of marriage

AFTER

I went on my first date last week

After three years, I was able to ask awoman in my office out on a date

AFTER

I don't worry how I look now

Last week I managed to go to the cinemawithout wearing any lipstick

- r - r - r - i

AFTERLast Saturday I invited my parents overfor dinner and I was able to cook athree-course meal without worrying

AFTER

I also managed to decide where to go.

We went to a new French restaurant.

AFTER

I was also able to deal with theirquestions without a problem

AFTER

I got promoted last month and I was at

a meeting in Paris where I managed tocommunicate my ideas clearly

P a u l B o d i n

B E F O R E

o I can't get my message across very

easily For example, it took me three

years to ask my wife out

o I can't get my bosses to listen to and

understand my ideas

Brad de Marco

B E F O R E

o I can't chat up women I just don't

know what to say to them

o I can't make decisions very quickly

For example, last week I failed my

driving test because I couldn't decide

when to turn into the main road

@ Pearson Education 2002

65

V o c a b u l a r y

G r a m m a r

L a n g u a g e t o g o

CrimeAdverbs of purposeDescribing reasons for actions

Be safe not sorry

A i m

To give students practice at using

adverbs of purpose in the context

a n y w h e r e i n t h e w o r l d )

5 A s k s t u d e n t s t o l o o k a t t h e s e c t i o n e n t i t l e d F A O s i n th e m e m o to

s a l e s s t a f f , a n d a t t h e m e e t i n g n o t e s b e l o w E x p l a i n t h a t th e m e e t i n gnotes give the answers to the FAOs, but are not in the correct order

A s k s t u d e n t s t o f i n d th e a n s w e r t o t h e f i r s t q u e s t i o n a n d e x p a n d i tinto a full sentence: We recommend vou install smoke alarms andbuy fire extinguishers in case you have a fire

66

Be safe not sorry

f{lfilftlddlEfilE a Pearson Eoucarnn 2aa2

67

1 Tell students that you are going to give them a job advert to read.

Write the first line of the advert on the board: EDITOR FOR NEWWEEKLY NEWS MAGAZINE WANTED.In pairs, students write down

a n y o t h e r in f o r m a t i o n t h a t th e y th i n k th e y w i l l f i n d in t h e a d v e r t A l l o wtwo or three minutes and then write uo their ideas on the board

2 G i v e e a c h p a i r a c o p y o f S h e e t A A s k t h e m t o c h e c k th e v o c a b u l a r y

a n d th e n s e e if t h e a d v e r t i n c l u d e s a l l th e i n f o r m a t i o n t h e y w e r eexpecting Ask a few students to report back

3 Tell students that, in pairs, they will roleplay two colleagues whowork for the agency that placed the advert in the newspaper They

h a d s o m a n y g o o d a p p l i c a n t s t h a t th e y h a d to i n t e r v i e w h a l f th eapplicants each They will each receive the interview notes of thebest candidate they interviewed They first have to tell their partner

To give students practice at using

the present perfect simple for

experience in the context of

c h o o s i n g t h e b e s t c a n d i d a t e f o r

t h e j o b

M a t e r i a l s

One copy of Sheets A, B and C

per two students

Time

25-30 minutes

Prepa ration

Copy and cut up Sheets A, B and

C oer two students

lns uorked for a loca-l

newspaper (news reporter)

tns vorl<ed as a jcunralist for

several nagazines (Pop Stars,

Qrv^r]_ Crs,z'.t\

has rnritten sports and nusic

arficles for ss,reral- rnticrcl

OTHER RELEVANT EXPERIENCE

has been the nnnagrer of a

youth basketball team

kr,as worked as a volunteer Df

cn a local radio staticr-r

REASONS FOR WANTING JOB

has always been i:rtenested in

ng/VS retrrcrting

PERSONALITY

easrz cro'incr and self-mnfidgrt

N A M E : Anna 3chiavellaMARITAL STATUS:

-3ingle

AGE:

33PRESENT JOB:

Editor of regional newspaper, in charge of a full-timejournalists

has worked for other local

newsPaPers has been a politicaljournalist, sports journalist arts journa list

FURTHER TRAINING

' has taken workshops on people managemenf

OTHER RELEVANT EXPERIENCEhas directed some plays for

an amafeur fheatre group has worked as a volunteer helping people with fheir reading and writing

would like the opportunity

to report on national and infernational news PERSONALITY seerns very ambifious and enfhusiasfic

NEWS MAGAZINE WANTED

E Previous experience essential

tr Must be good at managing teams

tr Must have good interpersonal skills

tr Must be good at working under pressureCompany car, company pension, salary negotiable

Apply to Executive fobs, PO Box 75O, Nalu York

@ Pearson Education 2002

69