ELEMENTARY TEACHER'S BOOK with Resources DVD Multi-ROM -, EMMA SZLACHTA , Harlow MOCKBa Pearson Education Limited « BeHTaHa -rpacp» 2013 CONTENTS Introduction ii Students' Book Contents 2 Teacher's Notes Get Ready Module 6 Module 1: Lifestyles 15 Module 2: At Home 23 Module 3: Downtown 31 'Module 4: Memories 39 Module 5: Fitness 47 Module 6: Age 55 Module 7: Cinema 63 Module 8: Food and Drink 71 Module 9: Countries 79 Module 10: Gadgets 87 Irregular Verbs 95 Culture Choice 96 n1A Skills Builders 106 Pairwork, Scores and Results 111 Word list 113 Language Choice 118 Students' Book Audioscript 130 Workbook Audioscript 142 Workbook Answer Key 146 INTRODUCTIO 1 THE COURSE • language Review/Self Assessment: Students do lang revision exercises. listen and check their answers and us' Choices is a five-level course for secondary students. a feedback guide to choose what they need to practise n taking learners from Elementary to Advanced level. Choices • learning Links: There are ref erences throughout the be Elementory offers eighty lessons of core material but to extra activit ies whi ch provi de a further element of ch( because of the in-built flexibility of the course.
this could be At the end of each module. students are directed to furt! extended considerably. cultural input (Culture Choice at the back of the book) an, extra revision. practice and self assessment (in the Work 2 WHY CHOICE? MyLab).
Choice for learners • Culture Choice: These optional lessons at the back of th When you have an element of choice in what you do. you are book include cultural input. songs and projects more likely to be motivated. and motivation is fundamental for They are related to pairs of modules but can be done at a teenage learners.
The extensive read ing can also be done by student People have different learning styles and need to work in ways their own and is a good way of introducing students to g best-suited to them. The ability to make choices when learning is an important • Sound ChOice (Workbook): Different language learners t strategy in itself and is a crucial element of life-long learning different problems according to their own language and skills which will become more and more important in the 21 st • according to their own personal difficulties. A short diagr century as technology and jobs change rapidly. exercise is followed by a choice of exercises on problem sounds.
Choice for teachers Teachers work in very different contexts (e. number of hours. equipment) with very different groups of learners In addition to the learner-development features of Choi (e. numbers in classes.
previous learning experience. that are related to the central concept of choice, the COl Every teacher has his/her own ideas about learning and contains other key elements: teaching. a Educational Content 3 CHOICE IN CHOICES The strong content syllabus covers the key areas in the Con European Framework of Reference (CEFR), has systematic c In an educational context. choice must be guided to avoid curricular input and includes up-to-date and challenging top chaos in the classroom.
Choices introduces these elements Each topic-based module is introduced in the Topic Talk. the of guided choice: lessons include input on different thematic strands related ' • Ciet Ready: This section gives teachers the choice of teaching the main topic. key starter language before beginning the core modules. b Cultural Input • Topic Talk Networks: Using a language is a creative activity and involves constant choice and options.
Vocabulary Choices not only provides systematic cultural input about English-speaking and other cultures but gives frequent networks provide guided choice by marrying functional exponents with lexical items. opportunities for students to talk and write about their own culture, thus strengthening their own cultural identity. • Vour Choice: These exercises give students the opportunity Additionally, in several main lessons. Your Culture spots rela to choose between different topics to discuss.
the topics to the students' own culture. The five Culture Chi • Cirammar Practice: Grammatical structures are first at the end of the coursebook have input about English-spea compared and contrasted. then student's are trained in culture and cultural awareness. literature (poems and storie choosing forms that best express given meanings or and songs.
and My Culture Projects allow students to reseal intentions. information about their own culture and then talk or write • Listen or Watch: Target functional language is presented about it. through dialogues which can be watched ImI or listened c A Broad Approach to language to ID. depending on the equipment available.
Rather than establish a false dichotomy between vocabular • Listening Choice: The teacher can choose between two the one hand and grammar on the other, the language syllat levels of difficulty in the listening COs. One is slower (ID). in Choices integrates different strands of linguistic input in without accents. The other is faster and more natural (Ill).
both grammar and skills lessons through a comprehensive f( with different regional accents. This feature gives the teacher on morphology, syntax. lexical features, tex' a choice. depending on the level of the students.
and the grammar. functions, conversational grammar and phonolog~ option of listening to the more difficult version after students Features in Choices that enable the course to cover this broi have listened to the easier level. scope of language are: • language Choice: This booklet. which provides options • Vocabulary Networks: They combine key functional for extra practice related to new language.
additional exam language with useful lexical sets and enable students to practice and language reference. comes in a convenient. fold- about common exam topics in a personal way. out section at the back of the book.
The exercises can also be used for homework. • Sentence Builders: They focus on difficult areas of synt which often cause students problems and systematically • CiID Skills Builders: Teachers and learners have the choice cover written linkers. of using this section while doing communicative tasks and when revising; it gives support in terms of both strategies and • Word Builders: They look at lexical features such as plur language. with examples of linkers.
explained text models and and multi-part verbs. These materials can be used for preparation • Text Builders: They cover text organisation and style in for other exams. apart from CiID. ii Integrated Skills At the back of the Students' Book, there are the following: in real life, where communication usually involves more than • mD Skills Builder (a section of support strategies and e channel at a time, skills in Choices are always developed model language and texts) ogether.
For example, in the main skills lesson, there are always • Culture Choice (optional lessons which present reading texts, a least three out of four of the main skills: and songs with projects related to the students' own culture) • Oral Production: Every Topic Talk has an activity in which • language Choice booklet (which provides further language learners can talk about their own lives. There are other such practice of both vocabulary and grammar and also has a task s in the main skills lessons and Speaking Workshops. reference section for each language point that is presented) • Oral Interaction: There are interactive speaking activities throughout the book, especially in the oral skills lessons and 2 Workbook the Speaking Workshops. The Workbook gives further practice of the language introduced in the Students' Book.
Each module directly reflects the content • listening (Watching): There are four or five listening tasks of the corresponding module of the Students' Book. At the end in each module with a wide variety of text types: monologues, of each module, there is a revision section followed by a Module stories, dialogues, interviews and radio documentaries. Diary where students assess their progress. Watching tasks centre on functional dialogues in realistic situations.
Pronunciation activities involve intensive listening After every second module, th~re is an mD Exam Choice zone with tasks to develop learners' ability to distinguish sounds, with practice tests for reading, listening, use of English and words and expressions. There is further listening in the writing. The Sound Choice section allows students to work on Culture Choices and there is one song. • Reading: There is one major reading text per module and 3 MyLab other shorter ones in the grammar lessons and the workshops.
This online resource allows teachers and students to interact Text types include articles, book reviews, adverts, letters, beyond the classroom. It has all the practice exercises of the notes, a postcard, websites, magazine interviews, a magazine Workbook, which can be automatically graded, and instant letter page and blogs. There are also five further reading feedback can be sent to the student. Teachers can use MyLab t exts in the Culture Choice sections (one review, one article to assign homework and see their students' progress in the and three stories).
• Writing: There is writing in every module. In even-numbered modules, there is a focus on written syntax, reference and 4 Teach',s Handbook lin king followed by a short writing task: descriptions, advert, The Teacher's Handbook contains reduced pages from the blog post and instructions. In odd-numbered modules, there Students' Book, along with teaching notes, answers, teaching tips, are more text types in the Writing Workshops : an invitation, suggestions for extra exercises and background information about an informal letter, a formal email, a postcard and short notes. the contents of each spread.
It also contains the Students' Book Cl ear models are provided and there are staged tasks, plus tapescript. the Workbook tapescript and the answer key. work on text organisation and style. Further models of text types are given in the Skills Builder, which illustrates target S ActiveTeach f eatures and language.
This DVD-ROM is a teaching resource, providing everything needed both for the classroom and for preparation. It contains: e Critical Thinking and Information-handling • an interactive whiteboard of the Students' Book with em ents of critical thinking are introduced in reading and integrated audio and DVD, interactive activities and zoom able ening tasks: inference of non-explicit information, analysis of areas textu al elements such as author's style or context, evaluation of cont ent or arguments in the text, application and discussion of • photocopiable activities to use in the classroom owl edge or ideas from texts. • teacher development workshops on different element~ of language teaching Communication Strategies • a comprehensive mapping of Choices to the CEFR. ere is a systematic focus on communication strategies in e Skills Builders for both receptive and productive skills.
6 Class Audio COs reading and listening, there are both general processing The Class Audio CDs contain all the listening activities recorded strat egies such as working out the meanings of new words, in the two levels of difficulty, plus recordings of all the reading exam task strategies such as doing matching or multiple- texts. Writing strategies are embedded in the tasks in the • ing Workshops and explicit speaking strategies appear in the 6 CHOICES AND THE COMMON EUROPEAN S:>eaki ng Workshops. fRAMEWORK Of REfERENCE Ciuided and Staged Production Choices covers most of the descriptors of the Common th shorter and longer productive tasks are guided in Choices. European Framework of Reference (CEFR) at each level, - example, in main skills lessons Your Choice tasks contain except some of those related to work and other adult 'ef preparation stages.
In the longer Writing Workshop and contexts: S ak ing Workshop, there are explicit stages followed by ~b ack activities to enable students to reflect on or react to Choices CEFR UClES ir partners' writing or what they have said. The Skills Builder Elementary A1-AZ as a back-u p when learners are doing these tasks, providing el texts and dialogues.