cg intermediate Lindsay Clandfield | Rebecca Robb Benne Lindsay Clandfield David Crystal PUT uiad Peet) DO i Toh ctis Seca Ta Cores Ute Nene eet Ben Goldstein SEE Ce a aWilicwmicclich: teacher s book lindsay Clandfield : Rebecca Robb Benne Aa MACMILLANMacmillan Bduetion Berween Towns Road, Oxford OX 322 division of Macmillan Publishes Limited (Companies and representatives throughout the word 23003305-4 “Test © Macmillan Publishers Limited 2011 Design and illostation © Macmillan Publishers Limited 2011 ist published 2011 All rights reserved; no pare ofthis publication may be reproduced, stored in a retrieval systom, transmitted in any form, oF by any means, tlectronie, mechanical, photocopying, recording, or otherwise, without the prior writen permission of te publishers. Designed by eMC Design Limited Gover design by Mactnillan Publishers Limited “These materials may contain inks to third party websites, We have no control over, and are not responsible for, the contents of such third party ebsites. Please use care when accessing ther. ISBN: 9784 “Teacher's Resource Disc Ihstation by Celia Hart and Stephen Dew. Motion clips kindly provided by [BBC Motions Gallery TIN Souree Printed and bow in Thailand 2018 2014 2018 2012 2011 987654321(@revehusietes Coursebook contents map iv Course overview vi Specialist essays xx Teaching notes 5] Language & Culture 2 22 Lives & Legends 16 53 Hot & Cold 30 24 Friends & Strangers 44 25 Law & Order 58 56° Seen & Heard 72 2] Supply & Demand 86 =8 Lost & Found 100 29° Love & Hate 114 £10 Beginnings & Endings 128 Grammar focus answer key 142 | Introduction to the Teacher's 145 Resource Disc conens @Coursebook contents map Grammer Reading texts Stateandacion The Hato 6) vee 6) Present spl ae present cornu ar unstins tt) abjoo obo: ‘vestons (p12) Toworesadetriton of cu) Fanon belly Meg eommandains Goa Esk: Awe allo Egibos Pat spies pest Wt Tom p20) conto B19) Past snl nd past, peat 21) Moats 922) Grn fy tks testo swous — 23) (os) Logondary pacas modern rans teen ain deal Goneihng od ging sony ‘ltl oes: An inp ane Fut toums:plans Endless energy? (p32) ‘intentions ssi. bo gong to for rdcions 23a) sokewnig%) —— Comegnfomine eal contonls ©9334) ‘wor Wrath ups ane ‘sms 9) onion belly: Ross anoles ba ist: Cite ng Present past and A craton pasts ps2 (a2) Prognt pact with Guacane ofthe era ateadyieae) Kingdom (44) Mochisof deacon Stongars ona tan on ip somabedy, anybody, Average UK Man ot) ‘abou. eveoour og, Foxton buy: Strig 2 anverton lea voles: Agu nd Modis of obigaton Asimov ays of {and prison p55) robctes oS) Pst mocas of bigaion 57 Present pct spe we ontruous. or si 58) ‘Sepa prvasal vets at) eso aly: Ging bond wags a gs: egal protein rungs sma Teacher, or me Onto ee! pS) LUstening texts Vocabulary Gewirgs 15) Engh fora ‘poste purpeas oo Caps o cute io) ‘inten wa is) ‘aghootwnter ow Alay tala 022) (620) (27) Ader ur eer 30) nora suo 22! Ina depart store (6) Stanger Tain) (630) 39) unos erage Nar? oi tareonracy ‘an ce ‘pon (ps0) (on) (059) ren (962 (3) ‘Gecings 0 @ recat ane cto gh spe seenngs 6 purpocc ) Senay ees rn 7) wor anes (p9 Lengua 24 Coteraons or cesctohay Word stesso race o Norns ao 9) ok 10 Tera canton festive (p12) Cutss eo) Weg Gert 13) Art ‘p16) Slay il: Unde yr ig ple ipI7) ngand-osaciecnes resting p18 ow ors 5 (p19) Retsinatips 02) Weak oe tn Eemearctves, Ary 2) tence Hess 929 @)Santone ses 9) Preposiens p24) Cai ay i 52) 1 Wi of ing aout mean 28) Wing Ghswinga peas eps eo — (525) vara 20) Sty stl: agi ag ts (e2) ater 3) Teng about a pot tom ages Ceres Words fatgowin Peni sn pron 8) cox/(naagton 999 Tang about te col 698) Words to cede ass |@)iteraten p28 ‘bss ‘Wag Anon comment ging pis (9331 ‘ts pom (e971 orale (oo) Sto lle Wing ee dry (oat) ‘Aictresutios te, fu, | ©). Conrastne ses (2) om Qwout seas ot Egreasons wth what ying a Wend eu 04 8) om sear er yor rea Orme 40) aking radon outa tn 1 stanger ant ovigne 47) ew ve rue (8 sualand uric Ip} ‘The cass Average Man or Woman om Wing hig or nes osm Std lls ig wt ibs (53) 1 sesend-ooy tt) | Goverment 056) owrmentesocatons | Beara sttons 7) we ecaten compound can compound nouns ar Qs 1 con 058 Crain itch, saa ves Crdorinfiektchen, | whup EO) Sara verbs hue wc) @) Passer, serteren sts on Wag: Cann caps (055) My a yrs (ose) Ging rcs (os Sty sg yr rp es (065)Grammar Reading texts Pave vice p67) Now you seo. now es a you don) (Opt sens 69 Feporad semen ‘an quetons 1} Report equa fav conenens (ors) ‘Ovemear Now Yr om Fest bully: stig far oping opions ‘ltl oes Ganda Dt ot good swap Tash ‘asso 78) orteasue B78) Non dotning tate ausas 08) CCountanie Mostng our cemanes Secunda nouns (35) oes sh 8) Fanci Making orl phone cal lhl tgihs A hb loge rests woul (1) Lie of Pp90) SSecen condtinal Lost in po (p02) (ox “Th condtonal Top two huenons ond (oo) asoowos mae ty Fst motels | Boodont po ed.cion(p27)—_Fdng tease 600) ance daly Exes spay (lh oes: ost ad ond oro patans: verbs A Short Hit of fetovedysing ”—‘Toctrs nUierion fnd'ninive ito. (p08) tbi0s1 CComparates na Sere 08) oro pats Foam 101 (2105) verbs alowed by acc spot Proostions pice) Savas ios Fontbn oly: Gig al acoptingcnpinents Ga gk: Sto logege Veto fermrevew Famous opening nes ey torn) Brroy outome won Foie prorcuns | Unhappy ercngs: he enna) vse fey one Famous ans (pie Festi ally Saying pode ltl oes Afi in Cometic: Steet (p26) Sat (128) Addie mol (910) toed yr welay Praising Listening texts Vocabulary Speaking and Pronunciation ptt tao 88) Photogarty bso) oe ‘aloursne shapes p00) @tho 4 Cour ard shapes 8) Wi feoasking Wey spekerg 70) What ld she (071) 70) tsi anc hear 676) Deserting eget 2) Wt od te ori einen myrony Eee a Aninenew beat re Sat tore) (074) Wate Adiga plae (75) (675) Sais Ded loci sreaking on Tuiprania 8 eactrumbes 79 Baroma Bre) 19 sme 50 ‘he best way to make money Wordulang roe tet) (29 Wer stesso Tyee nen on, Absrac nau 62) ‘Something you wee matte to Agee ld other vaysct seyhg 12859 ‘ee4) firey 8 Drotater ip Joes 8) (086) Wing: Destin bts for tion oa 37 ig ein (9801 Stu kiss wong word anes (091 Sondingcbjacts | Expossonswthiose & _Deeotbng ature 00) so space (9) fax b01) Aqveosing gone) Buinias Eragon ante ran Train e088) Fring west 26) eS) | Gixsherwinouapin spacing as tenets 7) Tease 87) (098) Wing: ow wold yuri hore ender? (995) (099) dnesty (p109) Siu is; Ui yo dna: aig Hud eyes (p10) “horas Strep 9102) Engh ane Foch sata Datwoun thay pmo toe) images 102 Engin ertho Frnen (on Loreto Spons 109) Sentence ses ardmeaing Be Ccatogres 107) Spore tpt06) (p10) Wing — gong steer (6109) em nism on (ona) Stuy ils eprint ile (13) Deocrotons of Bepimngsand —-» @)Stertaters (p14) Powerit) adres ett) Facing quesicrnao (p15) Bia casters (0116) er fom ros 87) Books and wading S118) CCokebratcr 2116) Death nsogeonth Dou (36) ‘A prosertaton (p1 1 tury Enfand ey yee i Simei in o120) (122) Weg Atha tr (ui7) (e123) aowdloed e o (121) Aeget (124) ‘Sd sil: Ug yur itr exlatgymye (9125) ema: (152) Asp (152)Course overview Components for the learner Coursebook See pages viirxi gl bal Eola deeroem Workbook mn : 36 | ern i ICN)Components for the teacher Teacher's Book & Teacher's Resource Disc 826 poge xvi Pes eee ee te Rd . a Class Audio CDs a see page xii Global Website soe page »vii =m reel er ncd fel alors | He SOLUS Digital - © Po |Coursebook: lessons 1 and 2 of a unit irs Raters PEGI Ter Elion nr Sa ied edie in oon are a Cree ea Poteet een eee eer ae Pe ETC [TT ry Bosc) Cony oe ener Enel cil Scones eee Cire Sua ec poate Cec Information atout the author and the Leesa TI) Course overview Perel Cori Ur Tir Se are provided on the page, with @ ‘explanation and practice Soebey Pum ary Pe er] ea Roe eas Ce gare et Clee on Deere ccc mu Teo Coe Reece er) motivating to read. ry toxts in Global include a V dialogues. Cee Cee Brean Ned cee iterate caer esc) Prete cd eee Poe ere et es cee ear) Olam etic) eo leone kc Peerrr Coursebook: lessons 3 and 4 of a unit ae world people eet it) Pree a De Etec people and the real Ces Ecce Ele A eiseo)cer Co Oem Ld e ela inate information rich or excerpts eee ee ot COA CS a rere TRAE Tea Iie set about the book and he author provided rer tec Kan cl TCO g enc Rcd Seer te Seen) eeeueas Srey eee Pr) Pret eis Rogular Extendl your vocabulary Pris} pores ea en antec el Cr) Coen Cue asic ee molcel Enya] acter re eco ay Peet ett eee Coe Ru CE) RL eee nr ues poe Se ee eee relic ti tcl Prreiiiecls thinking. Course overviewBalance Cait Sey Cee nears eel enters Informal language ecient tee cnn Grammar leery Ca rey eee Peo CPE urs) wide Cereeast oe ton Ce crs Deter eee a difforont tasks or questions) This av cee a ese Sree) esCoursebook: extra material at the end of a unit bet) PCC Global rs Cee recs Cesta PIG Ce ee ee ed range of Native and non-native Ber mee eto eet being used around the word today. Serene ened globally section. This contains frequent functional ana ituational language that Paes | cance) ree et an extra reading lesson, called Ce eet) aeons ing information eat language. Gee shy — si Cee ee a Pet] erred eee enn Perotti) Or reels Cae Scn ere een) oe SC BEL Us) Tt) ins) Prerierd See ee nec ete eee iets oes Seon Es of speaking activity so that re or neeCoursebook: extra material at the end of a unit OE) Pees ne eal Besa within a particular genre. Learners ti i ay Cet Ey rend Reece Ihc ee Cerra n cr) Ceca nara een Global review ony etch eat) Cae! eens ety Structured preparation tasks, useful Janguag please ulde students towards Piece et eects Dee iru Peet Rieger learning, The study skills section eerie SG) PCM iit) Poetic’ eee) Bes reese! Consolidate the tanguage from Coneccenc) Coitcy ernie Tee 1CtiVve activite ag ois te q ua SUS) sai forrroUD COA Nk I aaa Ao Porta Pee vn itemeteTee) ee, cet) eee Coe SUC ee cE eer ener e Renate or Pea mtaey nor Lins and Work cai na prefer to work offline. (Rene) eer car) eee Cae enale(eice) erreur) fers ou Perret Tools Test generator Sue a ec roe ee Cay eel ies Cm)acta) Global Think Ltr Teacher's Book See Cosine Cainer! See ee Se Itaiso provides ‘Teach Global Sin ghee eee reed individual teaching Eiteteas David Crystal: The future of Englishes: going local aries RT) See utes 92.01 Scio poe ate eee eer eee CeCe vaner tet uta See Cer) (veces Pe Era Co ATC CTE) peer ae eed ieee oi eee PO aC ek See cme nd eee eee Ice Cees Se eee a) Cie iie monic eres Course overviews ce notes DO ted 8, and od oes "a listening material tom the c Commerce Sey Seen ead 10 ere Paes lies = ber) sity Seed a cssnics Reece ol Pome ns @ Ceci uno) more. orl ere peor Praca ee Pree Come) En roe uy st tha Perey ity ord ae} courssoveriow @Global Digital Sie the teaching Cot Te) Meer ret Pere es ert See EW ero Sere Cees Global Digitalis a digit Pee ec video and reference materials are ecea yy instantly le eric ere (| Teseasecaaaann | rade il Xe | sete er Ler ae este papa ‘ | | rioniionter o Eraser 4 Q| zoom fm cp Zoom 2 Chee Senne Se oe Seer spout ast Foveal : Q | 200m out {9 " ee Note Serol! Undo Cees Navigation Toolbox Reutty Pe) Tho teobox roves fbb apie Boece) Errors Se ae er Prana eee Boe ene ees you to select a page fram EMC ae to zoom in either on pre- ce eens Cre oie ) Course overviewDENT EC) Pent Ses ie oy ee Men Merce cea} eer Games Brat] Serer OW ireomcie The art ey Caer Peer neces Pema Mimer te act Cs erect digital book and insert audio eos Solect Pen Highighter Eraser Text Shape Image Audio Hyportink Stopwatch Reveal copy Paste aya Indo Delete ard lied eos eto icra ook cata ty Cenecrestne) make annotations feSpecialist essays Introduction Ideas about language teaching, like languages themselves, are subject to change. For much of the twentieth century different ‘methods’ were presented as the best way to Jearn or acquire a new language. Some argue that we are now ‘beyond methods’, or in a‘post-method’ condition in the twenty-first century. However, suggestions and. approaches, useful tips, techniques and advice for good teaching practice are still as important as they ever were. We know that language teachers often like to be informed of the newest developments in our field. With current technology we know more about the English language than ever before. Additionally, we as teachers are harnessing technology and the internet in new and exciting ways that help us help our students in ways we could not have imagined twenty years ago. And yet, there are some things that remain the same in the classroom. ‘What follows are a series of short essays, each written hy experts in the field. The aim of these essays is to provide you, the language teacher, with up-to-date information about your subject matter. Like the material in Globa itself, they are thought-provoking pieces. ‘We also believe that learning more about what we do is extremely useful for our ongoing professional development. We hope you find them useful. Lindsay Clandfield Contents lindsay Clandfield Why Global? David Crystal ‘The future of Englishes: going local Amanda Jeffries Developing study skills and encouraging learner autonomy Pete Sharma Blended learning Duncan Foord How we can develop as teachers Jim Scrivener What does it mean to be intermediate? ‘Making the most of learner-generated content Class-centred learning Pronunciation: the right kind and the Images and critical thinkiindsay Clandfield: Why Global? Every book is a product of its times. Nowhere is this truer than in educational materials, Notions of how people learn, of what they learn and of what is important are shaped by the world around us and the period we live through. What then, are the times that have shaped Global? We live in an era of fast communication. More and more people are gaining access to internet and quicker communications technology. ’This means that we are ‘writing and reading more than before, be it emails, text messages, blogs or web pages. ‘Language leamers need to work on quick and unplanned writing (writing for fluency) Justas they do for speaking. We live in an era of information. New technologies enable us to communicate more 2nd with more people, but they have also made more and more information available shan ever before ~ and it is available faster. Much of this information is still in English. Students need to be able to access information and assimilate it quickly. ‘We live in an era of uncertainty. Precisely because so much information is out ‘here, we are often unsure what is accurate and what is opinion or even misleading. ‘To sueceed in an information-rich world one has to learn how to discern, analyse and, saluate what one sees or hears, Fostering critical thinking skills has long been an Snportant goal of educaton. We live in an cra of global English. One of the most important realisations in the Seld of English Language ‘Teaching of the past decade or so is that English is an ‘atermnational language, spoken all over the world, by people with different accents sad different ‘Englishes’ A learner is just as likely, not more likely, to use his or her English with another non-native speaker as with a native speaker. Given all this, he goals of Global are threefold: 1 For your students to learn English. This, as for any language course, is the ‘primary goal of Global, which reflects modern developments in language teaching snd learning. There is a strong lexical focus as well as a complete grammar syllabus, ‘enguage presentation and practice is highly contextualised with many opportunities ‘personalisation, and there is plenty of meaningful communicative practice which ‘© Global extends to mean writing as well as speaking fluency. Glabal includes a wide sariety of reading and listening genres and practises a range of reading and listening ALills. With the addition of sections to develop fanetional language, writing and study stills and review language, we are confident this course provides your students with the ‘ols to become competent users of the language 2 For your students to learn through English. The texts and topics of Global are selected so that in every lesson you and your students will be learning something sew. We have chosen material that is thought-provoking, interesting, intelligent sad above all, real. We have also included tasks that encourage students to examine she information they receive critically, and to find out more about a topic ifthey are ‘xerested. Unlike many other courses, texts and topies steer away from the light ‘Suman interest or celebrity-related story. We use real world information from a wide sariety of domains and the power of literature to unlock students’ self-expression, 3. For your students to learn about English. This course also includes a focus, *hrough extra reading and listening activities, on the English language as a subject ‘self. What is it? How is it changing? What kinds of English are appearing around the ‘world? What are the implications of this? We believe these are important questions, ‘worthy of being touched on in the language class. It is why we asked the foremost ‘world expert author on these matters, David Crystal, co contribute to this new and ‘nnovative thread of Global em @David Crystal: The future of Englishes: going local ‘When people talk about ‘global English’ they are usually referring to the common features which identify the variety we call standard English. Increasingly, however, attention has been drawn to the regional features which differentiate one part of the English-speaking world from another. So today we happily talk about British, American, Australian, South African, Indian, and other ‘Englishes’, and studies are accumulating of the way these varieties make distinctive use of pronunciation, orthography, grammar, vocabulary, and discourse. Much of the distinctiveness resides in the area of lexicology, the linguistic domain which most closely reflects cultural identity, and dictionaries have been compiled of the distinctive lexicons encountered in these regions. It does not take long before these lexicons reach many thousands of words. When a country adopts a language as a local alternative means of communication, it immediately starts adapting it, to meet the communicative needs of the region. Words for local plants and animals, food and drink, customs and practices, polities and religion, sports and games, and many other facets of everyday life soon accumulate a local wordstock which is unknown outside the country and its environs, When someone in South Africa says "The bakkie had to stop at a red robor’, we need to know thata bakkie isa truck and a robot isa traffic-light. There are thousands of such words in a dictionary of South African English. And other parts of the English-speaking world display the same kind of creativity ‘This seems to be the pattern, as English becomes a local alternative language. When a group of people in a country switch into English, for whatever reason, the subject- matter of their conversation inevitably incorporates aspects of their local environment. ‘They talk about the shops, streets, suburbs, bus-routes, institutions, businesses, television programmes, newspapers, political parties, minority groups, and a great deal more. They make jokes, quote proverbs, bring up childhood linguistic memories (such as nursery thymes), and recall Iyrics of popular songs. All this local knowledge is taken for granted, and used in sentences without gloss. Visitors who hear such sentences, or read them in local newspapers, need (o have them explained. Conventional dictionaries will not help, for they do not include such localisms, especially if the expressions are encyclopedic in character (referring to local people, places, institutions, and suchlike). Every English-speaking location in the world has usages which make the English used there distinctive, expressive of local identity, and a means of creating solidarity: From this poinc of view, notions such as ‘Swedish English’ take on afresh relevance, going well beyond traditional conceptions of English spoken with a Swedish accent, ot Saag Goals nonom English displaying interference from Swredish grammar. Swedish English, for example, preencer et nictos at he Tdefine asthe kind of English Ineed to know about when I go to Sweden, otherwise Unversity of Bangor and works will be unable to converse efficiently with Swedish speakers in English. It would {tom his home in Holyhead, North be amazingly useful to have a glossary of the English equivalents of Swedish cultural Ws, a8 a writs, oto, octet, references, but I know of none. This seems to be a neglected area for any language. _ ht broadcaster. He read English «at University College London, ‘We need regional cultural dictionaries or glossaries. Itis something every region can specialised in English language do, and something to which everyone who learns English ean contribute. It takes only studs, then joined academic an hour oF so to accumulate a list of dozens of culturally specific items. And when le asa lecturer in tinguistics, these are written down, in the style of a glossary, it has an interesting effect upon the fst at Bangor than at Reading, participants. They feel they have somehow made the English language their own. T eee = 8 ingultics. He recived an OBE for suspect such projects also add greatly to their linguistic confidence and self-esteem, for {cos tothe enghah language no-one else in the world knows their home-grown variety of English as well as they do. jy 1996, His books includ The ‘And they can take pride in the fact that they have added their own small piece to the Combridge Encyclopedia ofthe global jigsaw puzzle that comprises the English language. English Language and The Stories of Engish, Just a Phrase I'm Going Through: my Lie n Language was published in 2008. ws Whe eh ee FeOHUAKA AY Oreee ee emin of DBE for vage The the Stories n Going eo was Amanda Jeffries: Developing study skills and encouraging learner autonomy Learner autonomy can be defined as the ability of a learner to take charge of their own learning, not only by learning specific strategies or study skills but also by developing an entirely new attitude to learning. A truly independent learner of English is aware of their learning needs and goals, can reflect on how they learn, has a positive and proactive attitude to language-learning, and can make the most of learning opportunities both in and out of class. Study skills are strategies and approaches that can lead to more effective learning. ‘The Global series follows a comprehensive study skills syllabus covering metacognitive ssrategies (thinking about, planning, and evaluating learning) and affective and social strategies (monitoring your attitude to learning and working with others) as well ss dictionary and reference skills, It also develops specific strategies for learning ond practising listening, speaking, reading, writing, vocabulary, and grammar more effectively. All learners are different and research suggests that effective learning depends on choosing the right strategy, or combination of strategies, for the task, the ‘earning contest, or the particular individual. Why deal with learner autonomy in class? Most teachers recognise the importance of learning effectively, but many have ssservations about doing learner training or learning awareness activities in class: “Te wouldn't work with my group’; “Theres already too much to do in class’; oF ‘I ‘ouldn't know where to start’, It is important to remember, however, that a focused snd independent learner is not only more efficent but also more motivated. Moreover, ‘eamer autonomy activities provide a valuable extra practice opportunity. How can I help my learners to develop these skills? ‘You may find some of the following suggestions useful in your teaching situation. * Include short regular learner training slots in your timetable, so that your learners get used to the idea of study skills asa key part of their learning. Offer students a ‘menu’ of possible strategies for, say, panning an essay, or memorising vocabulary to help them choose the strategy that works best for them. Comparing ide in paits or groups can also suggest new and usefal ideas. Suggest they try out a new strategy for a week and report back on how effective they found it. When doing class activities, share your aims with your students and suggest useful strategies; for example, explain that you are asking them to read primarily to understand the gist of a passage and offer good gist reading tips. Ask students regularly to note down or discuss how well they have learned and what they have enjoyed or found puzzling, and make resolutions for how to improve. Find out how your students learn. You could ask them to write you a short letter about their progress and write back with suggestions! Make students aware of the range of practice opportunities and materials available ~ ina library or study centre, online, or in the media. Students can also keep a record of work outside class that they can discuss with you. More advanced groups might find writing learner diaries a good way to reflect an Amanda Jettriesteachas their learning styles and preferences, University students and werks on teacher davelopment prograrnmes Above all, show you are convinced that developing good learning habits isa valuable jn Oxford. She has contioutod to learning focus that way, your own attitude is more likely to rub off on your tho Macrilan Sraightforvaré anc students. Nw inside Ou sere, She has wien tho writing, study skis and review pages for the Global seis ands the co-author of Gcbat Advanced cam ©Pete Sharma: Blended learning ‘The term ‘blended learning’ is a ‘buzz’ term, yet one that means different things to different people. The ‘classic’ definition of blended learning is a course consisting of traditional ‘face-to-face’ language lessons, combined with ‘distance learning’ ic. the opportunity to study ‘beyond the classroom’. Such a course ean provide many benefits for language learners. In our book Blended Learning, we suggest a broader definition, taking blended learning to mean a combination of classroom teaching and the appropriate use of technology. ‘Technology such as an interactive whiteboard can be used inside the classroom to enrich the learning experience. In addition, the students could have 24/7 access to their interactive learning materials, allowing them to study at anytime, anywhere. Principles Whichever definition is used, new technology has had a major impact on language teaching and learning. We describe four key principles for successfully integrating technology into language teaching: * Differentiate the role you play as a teacher, and the role the technology is playing. For example, the teacher can clarify fuzzy’ areas of grammar. The interactive exercises on a CD-ROM could then offer extra practice in ‘crisp’ areas of language, with students receiving feedback from the computer. * ‘Teaching should be principled. In other words, there should be a sound pedagogical reason for using the technology. * ‘The technology should complement and enhance what the teacher does. Itis nota replacement for the teacher. * Ie not what it is, but what you do with it. The interactive whiteboard in itselFis just a ‘tool’. It is how teachers acrually use it, to help provide engaging language lessons, which can lead to better learning outcomes. Integrating technology into language courses ‘There are many ways to integrate technology into a language course. A teacher ean: * support their face-to-face teaching with a Virtual Learning Environment, a web based platform which fearners can access at any time. The VLE can be used, for example, to post language feedback for students to study after a class discussion, rran ‘learner training’ sessions to show students how to benefit from the digital ‘material in the eWorkbook at the back of their course book. For instance, you can download the audio files to their mp3 players to allow learning ‘on the go’; use the “QuickFind? feature on their electronic dictionary, and download the free interactive version of the phonemic chart from the web. use technology before a class. Before a fluency lesson, email students a pre- discussion reading task to get them thinking about the topic. * use technology during a class. If you use an interactive whiteboard, you can save the electronic flip-charts you create. This allows you to build up a bank of personalised digital materials including photographs and sound files to support each of the course book units. + use technology after a class produce an essay using a wi Students focusing on writing can collaborate together to ‘website which contains editable web pages. IF teachers continue to provide pedagogically sound and interesting lessons, and allow the technology to support learning both inside and outside the classroom, then a blended learning approach can certainly enrich the language learning experience of students. References Barret, Band Sharma, P Blended Learniag — usin technology inside and beyond che language classroom (Macmillan, 2007); Jones, C 1986) "Tes not so much the program, more what you do with it the importance ‘of methosllogy in CALL’ System 14/2, 171-178 @ == ete Sharma is an associate University, UK. He has written ‘books on technology in language teaching, and is co-author cf Blenced Learning: using technology in and beyond the language classroom (Macmillan 2007). Pate is a Director of Pato Sharma Associates, which runs / training in educational technology: vrwwin2a.eu.00m, He has edited the CALL Review, the newsletter of the Learning Technologies SIG of IATEFL, and blogs on technology at: www'tedbe.comDuncan Foord: How we can develop as teachers Development means change and change is inevitable. You are not the same seacher (or person) you were a year ago. Working with a new coursebook, new students and colleagues, taking part in in-service training, preparing classes ~ all of these challenging elements of your day-to-day routine have changed you. You are always developing, you just have to decide how. ‘Our choices are framed by the culture we live in, the school we work in, government policy, students’ expectations and so on. Some schools may encourage and support szacher development, others less so, but you will always have choices to make about ‘Sow you teach and how you deal with challenges inside and outside the classroom. Focus on what you can do rather than what you can't. Guiding principles Jest like a lesson, your working life needs some aims to guide your choice of evelopment activities, your development plan, if you like. Here are six which I like. * Take an interest in my students. * Enjoy teaching. * Take on challenges. Manage stress. * Balance work and home life. * Share my enthusiasm with others. Give your teaching a ‘developmental twist’ ‘Here are some ideas for practical activities which are easy to integrate into your teaching soatine and not time-consuming. * Get feedback from your students. Five minutes before the end of the lesson ask: the students to write on a piece of paper three things they liked about the class and | cone thing they didn’t like, or a ‘suggestion’ if they prefer. Thank your students and collect the papers in, In the next class (or via email) respond to the comments. Make a short video of your class. For this you need a small hand-held camera ot | mobile phone with video. Get a colleague or student to video your class for about | 5-10 minutes. Watch the video afterwards more than once. "The frst few times you | will be cringing at your appearance and mannerisms! After that you will notice more interesting things about your choice of language, gestures and facial expressions and get a good idea how your students see you. Try activities out first. Before you use a speaking activity, try it out with a colleague. Afterwards assess how much time you needed, whether the instructions were clea, if you needed preparation time, what language you used, whether your aacan Faomalwnwbwosor oh students would find it easy or difficult and what help they might need. Adjust your he teacher taining notion lesson plan accordingly. Oxford TEFL, He is responsible for Break your routine. This can be a very good way to help you understand your bayesian dic puiseriesalenal teaching better and add an element of surprise and fun to your classes. For example, 2h LSeae let one of your students become the teacher for ten minutes and you become a NO aoe eke caae student, move the seating arrangement, supplement the coursebook text with one jj co-author th ridsy you find which will particularly interest your students... CClanafiald) of The Language Create a staff ‘sharing board’. This is a place where you can share materials Teacher's Survival Handbook and teaching ideas with your colleagues. Once it catches on, the board will help eens eae 1 Developing Teacher (Deka ‘nid staff rapport as well as provide a source of interesting lessons and save you fecgyanTnou rai Bote preparation time, : Duke of Edinburgh ESU English Language Award 2008 fr Bes! Entry for Teachers. e x of am @lr... im Scrivener: Halfway up the mounta | What does it mean to be intermediate? i “The term ‘intermediate’ suggests a place somewhere in the middle, Bur in the middle ‘of what? Does it mean that learners have reached a half-way point? That they have broken the back of the language learning task and will find it increasingly easy from here on? [recall a comment I heard once that ‘Alf students are intermediate’. And, yes, of course, any language learner is always going to be somewhere in the middle of a long route between starting out at the beginning and reaching native speaker-like competence. “The naming of levels suggests that the process of learning a language isa steady path up a mountain, with each new level clearly delineated and signposted as you arrive. Not ‘many will ever reach the peak but there are camps, and even ‘plateaus’ on the way up where students can pause, looking back over the slopes they have climbed and taking stock of their achievements. Think of the pride in some students as they announce 'T am not elementary any more, Now T am pre-intermediate’, Should we talk about a student's level or a student's levels? Icis important for teachers to be clear that shorthand level names may cover up the real level profile a learner has. They are not the whole story, but simply represent a useful simplification, an average. They do not reveal an in-depth portrait. For in fact ‘any learner has many levels rather than one level. A more accurate description of a learner will refer to their knowledge and skills over a range of areas, We could, for example, think about a learner's systems or skills profiles: how much they know of ‘grammar, lexis, pronunciation, functional language and discourse, or how good they are at listening, reading, writing and speaking, Analysing these might reveal significant differences between learners who are nominally at the same ‘intermediate’ level. For example, Student A has a very high level in listening and speaking, is intermediate in reading but has a significanely lower level in writing, With Student B we find a contrasting picture: very weak in listening and speaking, but quite good at reading and ‘writing. Yer these two students are both in the same Intermediate clas! Spiky profiles Imagine that we plot thé four skills levels of each student onto a line graph. We would see some dramatic peaks and valleys as the levels rose and fell. These learners have ‘what are known as ‘spiky profiles’ competencies in some areas that are substantially different from others. Thus, rather than being able to assume that intermediate students must, by definition, resemble each other in level, we may actually find that they can be remarkably different. Their levels average out to Intermediate but when we look closer, we can see that their individual skills may vary dramatically. Within a school where stuclents have followed similar courses, the peaks and lows of such profiles are more likely to resemble each other than when a teacher works with, people who come from different learning backgrounds. When you go in to teach your new class, itis worth remembering this: whatever the level name is on the cover of your coursebook, the learners inside your class actually havea wide range of levels. You cannot assume that all have reached exactly the same point in each skill o system ~ you will find that your learners span a wide range of ‘middle points, varying not just from one person to another, but also from one language area to another. Is this just one more problem for the poor teacher? Or can the learners’ diversity of knowledge and skills bring an extra richness to your lessons, and provide the ‘opportunity and incentive for every student to contribute something useful to the class? © ts ‘Jim Scrivener is Head of Teacher Development for Bell Interational ‘based at Bedgebury Schoo! in Kent, UK, where he developed and runs the Online Delta course, He is the author of Learning Teaching (Mecmitan), Basics: Teaching ‘Grammar (OUP) as well as the “Teacher's Books and Portfolios for the Staightfonvard coursebook series (Macmillan).cher onal d and He ing Scott Thornbury: Making the most of learner-generated content Learner-gencrated content is the language - either spoken or written ~ that learners produce, naturally and often spontaneously, during the course of a lesson, and which constitutes authentic communication. This distinguishes it fom the language that is produced in order to answer comprehension questions and display questions (like ‘What is the past of take’), or to do grammar exercises, or to perform role plays, or to write summaries, and so on. Why use it? ‘Using learner output as lesson input is one way of involving learners more directly in the learning-teaching process. And research suggests that when learners have some control of the topic agenda and of the management of classroom talk, the lesson is more likely to match their particular learning needs, as well as being both more meaningful and more memorable. When? Learner-generated content can emerge at any stage of the lesson, and is often a by- product of some other activity, such as reading or listening. It can be deliberately prompted by personalisation tasks ~ that is, tasks that require students to use a pre- ‘aught language item to talk about themselves — or by opinion-seeking tasks, such ss when preparing learners to read a text, or by questions eliciting their response to the text they have just read. Tt ean occur in the chat that opens a lesson. It ean also be prompted when learners report on group discussions, or on something they have cad or heard prior to the lesson. Asking the learners to come prepared to every lesson with an item of interesting news is one way of formalising this procedure. But learners are more likely to generate original content ifthe classroom dynamic is conducive to informal, personalised talk, and if initiating such talk is weleomed by the teacher, How do you make the most of it? First of all, treat the personalisation stage not as a test of pre-tayght items but as a potential launch pad for classroom talk. Let's say an individual learner has offered an pinion, ot given some personal information, or referred to something going on in the world outside the classroom, and that you feel that this is a comment of general interest, and exploitable for the language ‘affordances’ (ic. learning opportunities) shat it offers, Use questions to encourage the learner to elaborate. Try to do this in as ‘satural and conversational a way as possible. Ifthe learner is stuck for words, supply them. Avoid correcting errors if this might inhibit the speaker. Instead, reformulate shat the speaker is saying in a way that makes it more target-like. Draw other learners into the conversation. When the topic seems to have run its course, ask the learners, ‘working in pairs or groups, to write a summary of what was talked about, as if writing to an absent classmate, Collect the texts and use these as the basis for a subsequent lesson, e.g error correction. This could take the form of extracting a mixture of (onateributed) correct and incorrect sentences and asking the learners frst to sort them, and then to correct the incorrect ones. Scott Thornbury teaches on an MA TESOL program for the New School, New York. and Ives Set up writing activities that replicate online social networking interactions. Learners" Spain. 9's the autho of a «an ‘cha to one moter in small groups using pen and paper This eonversaton ean Me! books on langue then form the basis of a group ‘blog’; these blogs are then passed around the class— or (jyeovering Grammar, Boyond tho posted on the classroom wall ~and commented on, before being returned to their Sentence and An AZ of ELT (al ‘original writers. This material is then available to the teacher for subsequent analysis published by Macmilan). His latest and development. book, Teaching Unplugged (Delia Finally, exploit the texts and the topics in your course book as stimuli for learner ie wesaoe rgiall ite. comment and opinion, Learners may not always respond to the content of a text ~ but 7 series editor forthe Cambridge ‘hey never will if they are not invited to! reas un @Rose Senior: Class-centred learning Class-centred teaching is a framework for understanding the behaviour of effective classroom teachers that can help all language teachers to teach more successfully. As its name suggests, class-centred teaching emphasises the class group and makes the learning and social wellbeing of the class the focal point of the teacher's attention, The holistic notion of class-centred teaching is based on the premise that cohesive classes (characterised by overall feelings of openness, trust, and mutual respect) provide optimum environments for language learning. “The class-centred framework is applicable to all classroom situations, to all teaching, contexts, and to all teaching approaches. Although no teacher has a 100% suecess rate, class-centred teachers have a higher proportion of classes that ‘ge!’ than those who do not. The good news is that all teachers can become class-centred. The starting point involves keeping in mind that each class must sense that itis going on a collective journey towards the achievement of worthwhile learning goals. How do class-centred teachers behave? Class-centred teachers: + develop rapport with their classes, ensuring that their students regard them not only as teachers with a sound knowledge of English but also as integral members of their class groups (who can laugh at themselves or behave spontaneously when something. unexpected happens, for example). * treat all students fairly and with respect, appreciating that leaning a new language is a risky business because of the possibility of making mistakes and appearing foolish. + always maintain their authority while remaining friendly towards their students and establish codes of behaviour that support student learning and enforce them in ways that do not alienate or humiliate individuals. + understand that once social processes that enhance learning have been set in motion, teachers should find it unnecessary to behave in authoritarian ways that enforce the ‘me-versus-them’ divide, How can I teach in class-centred ways? + Encourage whole-clas involvement by engaging your students in a memorable oor meaningful way at the stat of each new lesson. (At intermediate levels this is particularly important, since the initial excitement of learning English may have worn off) Think of alternative, engaging ways of having your classes complete ‘mundane tasks such as grammar exercises, remembering that variety is the essence of good teaching and that there are many ways in which learning activities ean be ‘tweaked’ + Asyou move around your class observing students you will ind yourself naturally hejping small numbers of students on the spot. As the need for additional words ‘or phrases becomes apparent, write these on the board so that other students can benefit from your input. Make a note, too, of what needs to be expanded upon or revised. Then, ata later point, re-teach these items to the class asa whole. ‘+ Remember that although lively behaviour is evidence of student engagement, noisy, Rose Seniors alanguage teacher fun-filled classrooms may not be reliable indicators either of student learning —or teacher ecusaior and classroom of student satisfaction. There will be times when it is more appropriate for students researcher, Author of The to be working purposefully and reflectively, either on their own or quietly with a Experience of Language Teaching (CUP, 2006), Rose prosents a Conferences, runs professional ‘The class-centred framework will help you keep in mind that your classes function as _ development workshops and writes ‘groups ~ and that effective teaching and learning involves keeping every class that you 9” 4range of sspects of classroom teach as unified as possible for the duration of the course. langage teachingin both journals. She has a regular column In English Teaching Professional partner. A collective feeling of whole-class learning will prevail when this happens. BST ®RO Ck BoRrree be ww rerkhawemeunaJonathan Marks: Pronunciation: the right kind and the right time ‘Teachers sometimes feel unsure about what kind of pronunciation learners should be aiming for — British? American? or something else? ~ and about what S the right time in a lesson to focus on pronunciation, I hope this short essay ill give you some pointers in these two directions. What kind of pronunciation should my learners aim for? English isa global language, it obviously needs to be internationally intelligible. But ‘would probably be impossible to deseribe a type of pronunciation that would always -Serantee intelligibility between any two speakers from any two parts of the world. Te, ‘ems that consonant sounds ~ with the exception of the notorious‘th” sounds! ~ may ‘particularly important. A consistent set of distinctions between vowel sounds is Sxportant to0, but the total number of different vowel sounds probably doesn’t need "> be as large a in standard native English. Word stress is probably important for ‘eteligibility, and perhaps at least a basic intonation distinction between fall and ‘There are other factors to consider, too. In some parts of the world there are well- ‘Ssblished and widely-used regional pronunciations of English. In some countries, sere may be prestige attached to British or American pronunciation, and learners may ‘sh to aim for one of these or even be expected to do so in exams they plan to take. Sethe same time, i important forall learners to have experience of listening to, and “Ssning in’ to,a wide variety of different pronunciations from around the world — which is ‘shy Global has introduced its “Global voices’ section. When is the right time to focus on pronunciation? 1 Planned pronunciation activities Sometimes you might want to plan and include an activity to practise a particular “spect of pronunciation. For example, if you notice that yout learners systematically “al to make the distinction between the vowel sounds in pairs of words like ‘cold? and “aalled’ you might devote a 10-minute spot to practising that distinetion. 2 Introducing new language Whenever you introduce new language, you should think about how its pronounced, sod whether learners are likely to need help with saying it. For example, if they're ‘Eaming a compound noun such as ‘reception desk’ they need to know thatthe stress is a the first element, or if they're learning the idiom ‘You mast be joking! they need to ‘cow that it has a standardised stress and intonation pattern, 3 Any other time! A need fora focus on pronunciation ean also arise at any other time. Let say, for example, hat a class discussion about different jobs turns to the topic of having to wear a suit at ‘work, Some learners pronounce the word ‘suit’ correctly, and others say ‘sweet’ or ‘suet, Because ‘suit’ has become, for the moment, a key word in the discussion, it would probably ‘Se useful to intervene and establish the correct pronunciation. Or, let’ say that learners ‘ave trouble understanding part ofa recording which sounds to them like‘A bing go in ‘here for ages’. You could help them by pointing out that: ve" is reduced to /a/, the vowel chor, a ‘sound in ‘been’ is shortened, the last sound of been’ changes to /y/ to make a smooth link ‘with ‘going’, and the ‘-ing’ of going’ is changed to /in/. You could also give them a chance ' ® imitate the pronunciation on the recording — not necessarily in order to learn to speak writes J chis way, but because it will help them to develop an awareness of how words can become room J cisguised in finent speech, and to recognise such ‘disguised’ words. é Every lesson isa pronunciation lesson, because nobody can speak without pronouncing! umn ‘Thinking about ‘the right kind? and ‘the right time” isa first step towards giving learners -ffective help with their pronunciation. al. ‘Jonathan Marks isa freslance teacher trainer, author ant translator based in Poland. His publications include English Pronunciation in Use ‘Blemertary (CUP 2007), He is a founcler member of the IATEFL. Pronunciation Special Interest Group, and currently the group's Joint co-ordinator |Ben Goldstein: Images and critical thinking ‘Using images in the language classroom is something we take for granted. However, images have been traditionally used as ‘pictures’ to stimulate or illustrate language, subservient to the written or spoken word, and therefore not always exploited to their full potential. Rather than asking learners simply to describe images, we can encourage them to reflect more deeply on them, to look beyond the frame and start to see images as cultural artefacts open to diverse readings. We can also allow learners to take a more active role by inviting them to bring their own images to class. What kinds of images? Digital technology has meant that we can now access and manipulate images as never before, Many of our learners have become experts in visualising experience, some communicate more easily through visual stimuli than verbal ~ this may be through photos on social networking sites, emoticons in text messages or avatars in virtual ‘worlds. Alongside such images, it is easy for the ones we present in class to look ‘outdated or irrelevant. Our challenge is to provide images that can truly resonate ‘and motivate learners to take part in classroom tasks. To this aim the images in Global have been selected with the aim of moving away from typical language teaching. representations of reality and to challenge our expectations. This isa fine starting point, but teachers should also be sensitive to local needs and interests when choosing images. Sensible criteria for selecting images might be summed up as: impact (will the images be able to stimulate or engage the learner on an imaginative level?), practicability (how easy is it for learners to access them?), familiarity (how well will the class recognize them or know how to respond?), opportunity for personalisation (how ‘ean the learners make these images their own?) and openness to multiple interpretation (how many different readings can be drawn from a certain image?). Where can you find them? + ‘Try image-sharing websites which allow you to search via key words or tags and. exhibit or edit your own images. * Create your own class page and ask learners to upload files, inviting them to comment on their own work and that of others. * Use key words to seaich for miscellaneous images on the internet. What can you do with them? We can analyse images from three different perspectives: the affective, the compositional and the critical. The first is our emotional response to the image ~ how does it make you feel? The second is how the image can be analysed in terms ofits relationship to text, for example the way it has been framed or captured and presented to the viewer. Finally, the critical perspective asks us to bear in mind the broader context in which an image appears, what messages does it convey and how is it intended to be read? Such an approach emphasises the importance of bringing a social critique to our reading of images. Bon Goldstein isa teacher teacher trainer and materials writ. He For example, imagine that you wanted to focus on a particular country in class. Ome teaches onine atthe Univrstat idea would be to search for images that reflect something about this country’ identity, Oberta de Oatalunyain Barcelona customs, values, ete. Choose icons such as stamps, money, flags. Analyse these in class 84 0n the MA Tesol Program and collect different interpretations, Then set learners the task of finding their own —_forthe New Schoo), New York, visual representations of the place. Finally, source images of the learners’ own country eS Ne max auliorol We new | to find out how it is portrayed in different media. For example, what images are irikaera puseatiatsed site ‘commonly found in tourist brochures of the learners’ country and how representative of a mothodologeal handbook are these in reality? As such, images can be an excellent way to encourage critical for teachers Working with images reading and intercultural awareness and consequently challenge stereotyping. (CUP), His main intoroat in ELT the use of images, Werld Englishes and itercutural issues. OmLanguage & C Coursebook Unit 1 Language Texts ‘Communicative skills Part 1 Listening ond Vocabulary Reading Speaking SB page 6 Greetings The Hobbit, Fantasy stories and fis Pronunciation Tnconation and diferent meanings Grammer State and action verbs resent tenses Part 2 Vocabulary and Pronunciation | Listening Speaking 5B page 8 Eli forspecit purposes | English fora specie purpose | Langmages Grammar resent simple and present continuous Part 3 Bend your vocabulary Listening Speaking ‘8B poge 10 took Capital of Cultare Nominating a town Grammar Questions review Vocabulary and Pronunciation Callacations for describing places, wor stress Port 4 Grommar Reading and Speaking Writing and Speaking $8 poge 12 Subject / object pronouns Fionn a definition of cadre | Culture quiz Function globally | Making recommendations ‘SB poge 14 ‘Talking about advantages and disadvantages Asking for recommendations Global English | A world fall of Englishes SB poge 15 + | Varieties of English around the world ' Writing ‘Areport SB poge 16 ‘Making additional poins Planning Global review | Grammar and vocabulary review $B page 17, Entra spetking practice Study skills ‘Understanding your language syle SB page 17 Additional resources Workbook Inveraetive and prinable grammar, vocabulary, listening and pronunciation practice Extra reading and waiting practice Aaitional downloadable listening and audio material ‘Teacher's Resource | Communication aetvity worksheets o print and photocopy Dise Go global: Language ideas for further | Ask ssudents vo find ewo different fre internet translation programmes acl compare ther Fescomh Culture Aste students to fnd out what the next Cities of Cultute ate going tobe in differen continents and prepare a short presentation about one of them. © eres cote=| Language & Culture {this is one of your first lessons with the class, ask everyone ‘stand up and greet the people next to or around them, Tall first to do this in the own language (if you are working th a multilingual class you can stl do this = you'l just have languages flowing around the classroom). Once they ‘done that, ask them to repeat the activity again, this tme English. Depending on how much your students know each other and ready to have some fun, you could ask them to repeat the ng exercise with the following instructions: teach othor ina language that is 1) not your fist ‘and 2)not English. teach othor with a whisper et each other as loudly as possible, ‘each other using only mime, not words. listening and Vocabulary (SB page 6) 1 Books closed. Ask students to make a list of different ‘=2ys to say Hello in English, Give the following examples ‘ get them started: Hi, Hello... Students do this first “eslividually. ‘Then ask them to compare answers with a seriner. They probably will not be able to make a very “ong list at this stage. Feed back on the answers, but do ‘sot provide extra phrases that the students don't come up with at this stage. 2 © 1.01 Tell seudents they are going to listen to -Sfferent conversations in which people are greeting each ‘ether. Direct their attention to the three questions. Play she first track and go through the questions with the whole class. Possible answers 4 Informal. The speakers know each other and are probably friends, They are in a place where drinks are available, perhaps a cafeteria or bar. ‘More formal. One of the speakers dossn't know the other and is being introduced. It could be a business situation, perhaps at an office or the boginring of a meeting Informal. The speakers know each other. Perhaps they have met on the way to work. Formal. A man is addressing a group of people, perhaps at the beginning of a conference, meating or similar event 3 Play the conversations again and ask students to make notes ofall the ways they hear people greeting each other. Ask how many of these they already had. Write the answers on the board in two columns: Informal and Neutral / Formal. Drill the pronunciation. Informal Hey / Hi / Hiya / How's it going? / Morning! / Hi there / How are things? Neutral or format: Hello / Good evening / Nice to meet you / Good morning Ask what students notice about the lists, using the questions as prompts. Language note In English, shorter expressions and contracted forms for areetings ere generaly considered mote informal. Expressions like Hey or Hiya are considered quite informal and chould only bo used with lend. Te longer fom are neutral, though they can be considered formal in some contexts. At wil have todo withthe Intonation othe greting, vith a higher ‘eal inceating more tiendiness and informally. You could point out the diference betwoon Nie to meet you futable for frattime meeting) and Nice tse you feltabl to greet a {friend or someone you know). 1: Oh, hiyal How's it going? What are you doing here? [finished work early, 60 : Groat, woll sit down then. Would you like something to drink? Good evening. 3: Ah, hello Mr Sim. Mr Sim, this is Ms Parker. Nice to meet you, Ms...? Parker, Nice to meet you too, Morning! : Hi there Jane, How are things? ‘Oh, good. Phew. | can't believe how hot i is today. 3: 1know, wondorful fon it RAPP BROORBERS Good morning. I'm happy 0 many of you could make it this moming, We're already alittle bit late, so | would like to start right now if possible. Lenguage & Culture Ui @j I @ vu Language & Culture Reading (SB page 6) ‘This is an extract from the beginning of the famous English novel The Hobbit, by JRR Tolkein. The encounter takes place in front of Bilbo’ house. 1 Tall students to look at the image of the novel and author on page 7. Ask if they know the book and/or author. Has anyone seen the Lord ofthe Rings films or read the books (in English or their language)? You could elicit different things that students know about this book. Don't worry if students have never heard of The Hobbit. They don’t need to know the background to understand the extract. 2 1.97 Tell students to read the extract once through and answer the questions quickly. 1. They are talking about the weather, and then about the ses of Good morning. 2. Bilbo wants to finish the conversation. 3. Ask students to read the extract again more carefully and tick the meanings of Goad morning that are not mentioned. [anc ar not mentioned as meanings of Good moring. EEE Reading extra ‘To exploit this text further, tell students to pay close attention toall the words and phrases in the Glossary on page 7 when they reac the sacond time, Then ask them to close thelr books. Write the words and the defirtions from the glossary all jumbled up on the board. Students must try and match them from memory and then write an original sentence in English for each one, Pronunciation (SB page 6) 1 © 1.03 Ask students to read the instructions. Then play the recording once all the way through. Play ita second time, pausing after each utterance. Ask students if its friendly or unfriendly. ‘Aand D aro friendly (Ais very friendly); B and C are [csoreeen cnr | 2 Play the recording a third time and pause after each utterance. Ask the students to repeat: 3 Tes best if you demonstrate this activity. For many students, the default intonation tends to be rather neutral, or even unfriendly. Read the first sentence out with completely flat and neutral intonation. Then do the same ‘with a rise-fall intonation, sounding more polite. Finally, say it with a falling intonation and a frown, looking unfriendly. Scudents the practise in pairs. Language & Culture Grammar (SB page 6) 1 Read the pairs of sentences out loud to the students and ask them which one sounds more correct. Elicit possible reasons why this is correct. Ask them to read the information in the grammar box after they have the [ta 2b 2 Ask students to read through the text once quickly and ask them what ie about (the book The Hott) Then tell them to go through and decide if the underlined verbs are correct, and correct those that are incorrect. are believing: believe are understanding: understand are feeling: feel disagree: correct are liking: ike love: correct are now selling: correct (but now sells also correct) are coming out: correct Language note Verbs can refer to events ((e actions, or things that happen) or ‘states (lea general condition or feeling, without any action). ‘We do not usually use ‘state’ verbs in continuous tenses. However, the same verb can be a state of ‘action’ verb. For example, in the sentence He has brown eyes the verb have is stative and cannot be in the continuous form. But in the sentence He's having lunch right now the verb have is ‘expressing an action. ‘This rue isa generalisation, and not a hard-and-fast one. “There are increasingly examples of state verbs being used in continuous tenses. In Indian English, for example, am Understanding you perfectly is quite usual. More common, and, ‘one which your students may have seen, is the advertising ‘campaign for MeDonald's™ which uses fove in a continuous tense J'm lovin’ it. Just so you know, this could be an area of ‘the language which is changing! © Grammar focus Refer students to the language summary on state and action verbs on page 132. You can use exercise 1 on page 133 for: 4) extra practice now by homework ©) review a couple of lessons from now, ‘The answers are on page 142 of the Teacher's Book.