TEACHER’S BOOK Jolanta Polk Reyes EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN TEACHER’S BOOK Jolanta Polk Reyes Teaching English as a Foreign Language, Dublin, Ireland. Teacher training, translation and English literature, University of Silesia, Poland. 2016 © Ediciones Cal y Canto Global English 3 medio Teacher’s Book 2016 Reedición Nº de Inscripción: 197.518 ISBN: 978 956 339 196 1 Original text Jolanta Polk Reyes Teaching English as a Foreign Language, Dublin, Ireland Teacher training, translation and English literature, University of Silesia, Poland Original illustrations Ediciones Cal y Canto® Design Ediciones Cal y Canto® General Manager Jorge Muñoz Rau English Editor Gloria Caro Opazo Assistant Editor Marián González del Fierro Design María Jesús Moreno Guldman Cover design María Jesús Moreno Guldman Layout Cristina Sepúlveda Aravena, Marcia Gutiérrez Pavez Proofreading Nicholas Gunn Illustrations Venus Astudillo Vera General Production Cecilia Muñoz Rau Production Assistant Lorena Briceño González Recording Producer Rodrigo González Díaz Recording Engineer Ignacio Arriagada Maia Photos 123RF Stock Photos 2015 © Ediciones Cal y Canto Global English 3 medio Teacher’s Book 2015 Reedición Nº de Inscripción: 197.518 ISBN: 978 956 339 196 1 2014 © Ediciones Cal y Canto Global English 3 medio 2014 Reimpresión Nº de Inscripción: 197.518 ISBN: 978 956 339 073 5 2013 © Ediciones Cal y Canto Global English 3 medio 2013 Nº de Inscripción: 197.518 ISBN: 978 956 339 073 5 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Impreso RR Donnelley Chile Se terminó de imprimir 4.300 ejemplares en el mes de octubre de 2015.
CONTENTS Plan of the student’s book. 6 The Student’s Book. 10 Common european framework of reference for languages. 12 Teaching strategies for skills development.
13 Integrating the four skills in the english classroom. 16 Orientations to develop critical thinking. 17 The teacher’s book. 18 The sounds of english.
20 Suggested Year Planning. 22 UNIT 1: ADVICE AND SUPPORT. 34 Photocopiable Additional Activities. 57 Photocopiable Additional Reading Texts.
59 UNIT 2: TWO OF THE ELEMENTS. 62 Photocopiable Additional Activities. 88 Photocopiable Additional Reading Texts. 94 Photocopiable Additional Activities.
115 Photocopiable Additional Reading Texts. 119 UNIT 4: BEING ACTIVE. 122 Photocopiable Additional Activities. 148 Photocopiable Additional Reading Texts.
152 UNIT 5: AT WORK. 156 Photocopiable Additional Activities. 180 Photocopiable Additional Reading Texts. 188 Answers to workbook activities.
200 Test question bank. 215 3 PLAN OF THE STUDENT’S BOOK UNIT 1 UNIT 2 UNIT 3 TWO OF THE ELEMENTS 28 PROFESSIONS ADVICE AND SUPPORT 6 52 GETTING INTO GETTING INTO THE UNIT .53 GETTING INTO THE UNIT. 29 GETTING READY GETTING READY GETTING READY FOR FOR THE UNIT. 54 FOR THE UNIT.
30 LESSON 1 LESSON 1 LESSON 1 Reading Reading Reading Preparing a CV Letters to Aunt Anne Earth (school newspaper (article, tips, model CV). 32 Language Note Language Note Language Note Recommendations Linking words .13 The First Conditional. 61 Application Task – Writing Application Task – Writing Application Task – Writing A letter of advice.15 A school earthquake plan .62 LESSON 2 LESSON 2 LESSON 2 Listening Listening Listening Embarrassing Moments Water (TV programme). 38 Advertising for jobs (TV interview) .64 Language Note Connectors of condition to link Language Note The First Conditional.
40 Had better versus should .66 Application Task – Speaking Application Task – Speaking Application Task – Speaking A role play describing Description of pictures in detail. 41 Role play of a job interview .19 CONSOLIDATION CONSOLIDATION CONSOLIDATION ACTIVITIES .20 JUST FOR FUN. 44 JUST FOR FUN. 70 JUST FOR FUN .23 TEST YOUR TEST YOUR TEST YOUR KNOWLEDGE .75 SYNTHESIS TEST UNITS 1 & 2.
50 4 PLAN OF THE STUDENT’S BOOK UNIT 4 UNIT 5 BIBLIOGRAPHY FOR THE STUDENT .138 BEING ACTIVE WEBSITES FOR 76 AT WORK 106 THE STUDENT .138 SUGGESTIONS FOR EXTRA READING .139 MATERIAL USED IN THE PREPARATION OF GLOBAL ENGLISH .140 GETTING INTO THE UNIT. 77 GETTING INTO THE UNIT .141 GETTING READY GETTING READY GLOSSARY .143 FOR THE UNIT. 78 FOR THE UNIT .144 LESSON 1 LESSON 1 UNIT 1 .144 Reading Reading UNIT 2. 80 Volunteering (website, e-mail, UNIT 3 .151 magazine article, forms) .110 Language Note UNIT 4 .154 Language Note Prepositional phrases .157 The Present Perfect Application Task – Writing Continuous .160 An itinerary for a two-day trip.
87 Application Task – Writing VERB TENSES .166 Listening LESSON 2 A competition CONDITIONAL SENTENCES. 88 Applying for a job (interview).170 Language Note Language Note RUBRICS FOR Adverbial phrases. 91 The Present Perfect SELF-EVALUATION .172 Application Task – Speaking Continuous with for/since .172 Application Task – Speaking Role play of a quiz show .172 Introduce yourself CONSOLIDATION at an interview .123 Synthesis test ACTIVITIES .173 JUST FOR FUN. 97 JUST FOR FUN .174 TEST YOUR CHILEAN CONNECTION.129 Synthesis Test KNOWLEDGE.
98 TEST YOUR Units 1 to 4 .133 Synthesis Test SYNTHESIS TEST Units 1 to 5 .175 SYNTHESIS TEST UNITS 1 – 4. 134 PLAN OF THE STUDENT’S BOOK 5 INTRODUCTION A message from the author Global English has been developed taking into account Indeed, it is through dialogue and interaction that the patterns and activities most relevant to the effective curriculum objectives come alive. Collaborative learning processes suitable for 3º medio students. learning offers students enormous advantages not available in more traditional forms of teaching What was most taken into consideration was how to because a group - whether it be the whole class or a keep students’ interest in the contents of the book, i.
learning group within the class – can accomplish subjects and themes of special relevance and meaningful learning and solve problems better than attraction to young people of this age group. any individual can alone.” Youngsters are often criticised for their apparent lack of The majority of the listening and reading texts have interest in contingent issues. We firmly disagree with this been taken from authentic sources. Where this was not idea.
It is true that they show certain disenchantment possible, they were specially written trying to make with some aspects of the globalised world, but time them as real as possible. and time again the younger generation has shown that they are interested in what goes on around them. All our cartoons are original and the result of many That is why the units in the book have been developed hours of thinking, the extra sections have been around key issues that interest our students. included to provide additional information in different forms, and both the book as a whole and each To quote M.
individual page have been carefully designed to Bakker, C. Pierce, 1990: contribute to the establishment of a pleasant learning environment. “It is primarily through dialogue and examining different perspectives that students become Finally, the purpose of the book, apart from providing knowledgeable, strategic, self-determined, and learning contents, is to offer fun and diversion in the empathetic. Moreover, involving students in real-world sometimes dry and arduous knowledge acquisition tasks and linking new information to prior knowledge process.
requires effective communication and collaboration among teachers, students, parents, and other actors in We hope that both students and teachers will enjoy the educational process. Global English and use it to its maximum extent. The Author 6 INTRODUCTION THE STUDENT’S BOOK Global English consists of five units. stated to anticipate what, where, why, how, who Unit 1: Advice and Support and if.
Developing students’ abilities to make Unit 2: Two of the Elements reasonable predictions helps to sharpen their Unit 3: Professions inferential thinking. Make sure that you tell Unit 4: Being Active students that their various predictions, though Unit 5: At Work thoughtful and well-founded, may still turn out to be incorrect. Each unit has been divided into two lessons of gradually increasing complexity and level of The Reading tasks focus students’ attention, show difficulty, both of them with Before, While and them how to look for specific information, locate After reading or listening activities. Each unit clues, and separate essential from non-essential contains the following sections: information, and teach them that it is not necessary to know and understand every single Introduction word in the text to accomplish the tasks and get There is an attractive, motivating photo that the required results.
illustrates the main topic of the unit and accompanies the learning objectives of the unit, The After you Read tasks connect the text with the presented on the same page. students’ own reality, give practice on specific grammar points extracted from the reading texts, Getting into the unit and provide opportunities for oral and written Short activities that have a double purpose: to expression. motivate and create interest, and to evaluate how Listening much students already know about the topic(s) to be covered. The tasks to develop listening skills in Global English help students to learn strategies that will Getting ready for the unit improve their understanding of spoken messages.
This section identifies and practises language and The same as for the development of the reading skills that the students will need to have mastered skills, its methodology adopts a three-phase in order to move on to the new contents of the approach with Before, While and After listening unit. tasks, to provide a setting, motivation and Reading linguistic preparation, as well as activate previous When students have a purpose for reading, they knowledge, focus students’ attention on specific can adopt different reading strategies to suit tasks and reduce anxiety produced by unknown different types of texts and different reasons for messages. For example, students may need to skim Writing and speaking one type of text to identify the main points it The development of these two skills is carefully covers, but scan another text to locate specific guided and always based on the content of a text, information. making use of a variety of activities and strategies.
The Before you Read activities motivate students to In each Reading lesson there is a section called read and encourage them to predict and anticipate APPLICATION TASK - WRITING, in which students information. They are essential for reading skills are asked to develop a written text imitating what development. Making predictions is a core strategy they have read in the lesson and following clear for reading comprehension; proficient readers steps and instructions. constantly attempt to ‘read ahead’ of an author, In the Listening lessons, there is an APPLICATION picking up clues and predicting what might unfold.
TASK - SPEAKING, where students participate in a Predictions are a category of inference: when we speaking activity imitating models and following predict, we are going beyond what is explicitly clear instructions. THE STUDENT’S BOOK 7 Additionally, there are JUST FOR FUN activities to Learning tip stimulate students’ development and self-study This is an additional tool we have provided to skills. An important component of this section is make learning more accessible and contents the CHILEAN CONNECTION, which explicitly easier to understand. Learning tips can be done relates the topic of the unit to the Chilean by the students on their own or you can analyse context.
This part of the book is ‘owned’ by the them with the whole class, helping the students students and the role of the teacher is simply to to understand and put them into practice. guide and answer questions, but not to intervene, Writing target strategy reward, or punish for exercises either done or not This tool has been designed to raise awareness of completed. the strategies students need to use when tackling a The four following parts of the book respond to writing task. Depending on the specific task Bloom’s Taxonomy of Cognitive Domain.
