2 nd Edition ENGLISHFOR THE 21st CENTURY Level3 Teacher's Book Bill Mascull GARNET EDUCATION Level3 Teacher'sBook Contents Introduction 4 Unit 1 Communication 10 Unit 2 Arrangements 18 Unit 3 Travel experiences 24 Unit 4 Faraway places 30 Unit 5 Changing times 36 Unit 6 Technology 42 Unit 7 Teamwork 47 Unit 8 Groups & communities 53 Unit 9 Healthy lifestyle 59 Unit 10 Health & safety 65 Unit 11 Preparing for work 71 Unit 12 Future plans 78 C21 skills 82 Progress test answers 91 Workbook answers 95 Notes 111 ///////////////////////////////////////////////////////////////////////////////////////////////////////////// English for the 21 'Century• Contents - ntroduction The course Coursecomponents C21Englishfor che2111Centuryis a coursethat combines a Eachlevel of the coursecomprises: general Englishsyllabuswith a focuson (21 skills.C21skills • a course book in print and interactivedigital formats are a combination of academicskills,study skillsand • a workbook in print and interactive digital formats 21"century skillssuch ascritical thinking, creativethinking • a teacher'sbook in print and digital formats and collaboration.The aim of the course is to encourage • a website at www.com/c21with learnersto develop their overallcommunicativeability and resourcesincluding audio and slideshows. become independent, autonomous learners. Learnersare askedto takea more active role in the learning Unit structure process.They are given help and guidance in achieving this aim, both through specific notes and activities,and asan Eachcoursebook contains 12units. Eachunit has three approach running through the course.For many activities, sections,A to C.covering a combination of vocabulary, giving simple yes/noanswersIs discouragedand learners grammar and the four skills- listening,speaking,reading and are often askedto explain or support their answers.
It also integratesthe 21"century skills(more on these are also askedto bring their own experiencesand ideasinto below) throughout the unit. There is one general topic per the classroom. unit, which is divided into sub-topics in each section. Learnersare introduced to a wide range of skillsthat will be usefulto them in both their future studies and when they Sections enter the world of work.
Learnersare encouragedto think about ways in which they can think and act more effectively. A unit section is usuallytwo or three pages.A unit section They alsofocus on how to be more creativeand areoften focuseson one particular area,e.,vocabulary,grammar,skills required to produce creativesolutionsto problems similar or a combination of skillssuch as listening and speaking.The to those that they are likely to face themselvesin the future. unit as a whole bullds a complete stage of development by Researchplaysan important part in this process;learnerswill providing a balanceof theseareas.Foreasyreference,the main skillsin each section are indicated by the following icons: • be required to do work between classesand not treat the courseas simply something they do in the classroom. At the same time, learnersare introduced to the various <: Vocabulary [S]Grammar [0] qeading aspectsof collaboration - how to work effectively with other people, respecting their opinions and cultures,whether they be similaror different to their own.
Communicatingin groups [G)]\/riting 1 [(I}]'Jstening [6] '>peaking and teams1schallenging and learnersare given opportunities throughout the course to develop awarenessof themselves Activitiesand flow of the material and the people they work and study with, and to adapt and Activities are designed to be engaging and effective.The develop strategiesthat allow them to work creativelyand activities that require the students to think and prepareare productively whilst avoiding misunderstandingand conflict. carefullybalancedwith activities that requirethem to use their Englishactively and interact with each other. With the aim of developing core (21 skillsof communication, collaborationand critical thinking, each section features activities that encouragestudents to personalizethe target skills,sharetheir experiencesand opinions and/or think critically about the themes in the units. Theseactivities are indicated by a light bulb icon: Q - English for the 21 1 Century• Introduction ////////////////////////////////////////////////////////////////////////////////////////////////////////~ /////////////#/////////U////////////U////////////U///////,W/#//////////////////////U///U///////U/////////////////U/////////////////////////4 Introduction The target section is divided into: Navigation • Vocabulary Pageheadingsare clear and easyto understand,making • Grammar navigation through each unit easy.Hereis an example: Languageskills.
Theseare explained next. -----iiiH,IMIVocabulary Vocabularydevelopment is a key element of each unit. The focus Is usuallyon a group of relatedwords - for example, placesin a town - and there may also be work on word- building using prefixesor suffixes,and noun phrases.The students are also encouraged to use their critical thinking skillsto evaluatethe vocabularyitemsintroduced,for example, •------------- Icons to show the main evaluatingthe advantagesand disadvantagesof usingdifferent skills you work on forms of communication such as email,texts and letters. When new words or phrasesare introduced,you can use the photos and illustrationsto help students understand the meaning and contexts in which they are used.
There are also headersand foorerssignposting the unit and section. The activities in this section encouragethe students to actively use the vocabularythat is introduced. Get the students to use the vocabularyas much as possibleso Opening pages that they can develop an understandingof how the words can be used in varioussituations.Listeningactivities give The opening spreadof each unit starts with a photo or the students clear models of the most typical use of the photos related to the topic. It alsocontainsan overview of vocabulary in everydaysituations.
the learning objectives for the unit. The amount of new vocabulary being Introduced is limited Providesan overviewof the languagecontent of the unit. so that the students havea chance to fully understand the This 1san opportunity for the studentsand teachersto look meaning and to rememberthe words. If some students are ahead lo what 1scoming up or to reviewa unit later.
quicker than others,you can encourage them to explore other words relatedto the topic using a dictionary or I online research. Highlightsthe skills developedIn the unit. I Grammar In each unit, the students look at and practiseone or more grammar or functional language point, learning to put them into practice in specificcontexts.Over the 12units of the book, the grammar points treated in each unit build into a grammar sequenceappropriate for the level. The grammar and functional language is introduced in a typical context, either through a reading or listening text The texts contain examplesof the languageat a level that is accessibleto the students.The texts are based on contemporary topics or issuesthat provide an initial discussionplatform.
Studentsalso have the chance to Quizlet OR codes hnk studentswith extra personalizethe topic and talk about their own experiences exerciseson key unit vocabulary. Focusboxes provide notes on the form and use of the Focusesthe students'attention on the topic of the language.They are followed by practice activities that support unit. Givesthe teacherthe chanceto see what the the students In using the language for themselves.Finally, studentsknow about the mp1c,the vocabularythey the students havean opportunity to use the language more know or don't know,and to engagetheir interest. freely in speakingactivities in pairsor smallgroups.
W///////////////////////////////////////////////////////////////////////////////////////////H////////// English for the 21 1 Century• Introduction ~ Introduction Skills:Listening Skills:Reading Studentslistento audiomaterialand practisetheir listening Readingactivitiesarebasedaroundtextsthat havebeen comprehensionin a sequenceof exercises. Thereisa full written specificallyfor the leveland relateto the topic of the transcriptat the backof the coursebook.Typically,the unit. Readingis an integralpart of the processof learning listeningactivitiesdevelopthe students'abilityto listenin new vocabularyand grammar.It isalsothe meansby which differentways. studentslearnabout contemporaryeventsand issuesrelated Listeningisone of the mainwaysthat studentsgain insight to a wide rangeof areasincludingtechnologyandthe digital into the variousfeaturesof conversational English.Thisis world,healthand lifestyles,the world of work,and various an importantstagein theirdevelopment,asit providesa aspectsof culture.
modelfor them to follow and adaptwhen they communicate Readingskillsaredevelopedin stagesand studentsare themselves. The listeningmaterialin the courseis carefully introducedto the variouswaysin which we read,depending adaptedto suiteachleveland givesexamplesof typlcal on our purpose.SkimmingIsa keysklllthat allowsus,In a Interactionsbetweennativespeakers. slmllarway to llstenlngfor gist,to get the generalmeaning Listeningskillsarealsodevelopedthroughoutthe course. of the text.anning focusesthe students'attentionon only Listeningfor gist is an importantskillbecauseit allows the informationthey need,which meansthat they readmore studentsto get the generalideaof what is beingsaid,rather efficientlyand do not wastetheir effort on unnecessarydetail.
than focusingon detail.Focusingon detailcan meanthat Readingfor detail helpsthe studentsto reada text closelyand studentscannotkeepup with the paceof what is being said. understandthe text at a microlevel- an importantskillfor Similarly,listeningfor specificinformationallowsthe students readingacademictexts,for example. to filter out unimportantinformationand focussolelyon informationthey need. Skills:Writing Listeningactivitiesalsoprovideopportunitiesfor students to hearthe grammarand vocabularythey havelearntIn Studentslearnhow to write connectedtext in a varietyof previoussectionsbeing usedIn differentcontexts.This helps genres.Note-takingisa coreskillthat can be appliedto to broadenand consolidatetheir understandingand also academicstudyandalsoto the world of work.
alsogivenguidelinesasto how to composea clear,concise emailmessage,both in professional and everydaycontexts. Textmessages, reports,personalprofilesand application Skills:Speaking lettersaresomeof the manyareasof writing that arealso coveredin the course. Thecourseprovidespracticein differentmodesof speaking. One importantareais usingfunctionallanguageto do Studentsneedto be able to write in a wa-;that is both somethingspecificwith the language- for example,makea coherentand clear.Thecourseintroducesthe waysin which request,give an opinion,ofrerhelp or exchangeInformation.
we organizeIdeasand usesappropriatelanguageto makethis Studentsaregivenspokenexamplesof the necessary phrases organizationclearto the reader. to performthesefunctionsin typicaleverydayconversations, Markingstudents'writing isan important part of the process whichthey then useasmodelsfor pairworkpractice. and studentsvaluef'eedbackfrom the teacher- both praise Studentsarealsoencouragedto discusstopicsand bringtheir and constructivecriticism.Commentson the students'work own experiences and ideasinto the classroom.Studentinput shouldguidethem asto how to improvetheir work,both in isa valuablepart of eachlessonand the morethey share their useof languageand in the way they constructa text their knowledgeand thoughtswith eachother,the richerthe lessonswill be. Pronunciation CollaboratlonIsan Importantpart of the student'ssklllset, andworkingtogetherto makedecisions,solveproblemsand Pronunciationis highlightedthroughoutthe course,in places achievegoalsIsone of the mostImportantaspectsof the wherethe studentsneedto be ableto producethe correct course.Thisisachievedthrough speakingactivitiesin small pronunciationof individualsounds,individualwordsincluding groups,classdiscussions,posterpresentations and a varietyof word stress,phrasesand completesentences, including otheractivities.Studentsshouldbe encouraged to usethe correctpronunciationin the subsequentspeaking activitiesto reinforcetheir abilityto sayindividualand connectedsoundsaccuratelyand fluently.Spokenmodelsof thesefeaturesareprovidedin the audio material.
~ English for the 21st Century • Introduction ////////////////////////////////////////////////////////////////////////////////////////////////////////~ W//,W///////////////////////,W///,W///////////H///////#////////////////////////////////H//////////H///////,W,W/////////////////#///////#//4 Introduction C21 skills Slideshows Eachunit introducestwo or three C21skills,so 30 skillsareas SectionC of eacheven-numberedunit (Units2, 4, 6, 8, 10and arecoveredper level.Togetherthey encouragestudentsto 12)featuresa slideshowand audio commentaryrelatingto the think activelyand criticallyabout what they readand listen theme explored in the previoustwo units.The slideshowscan to, and provide insightsinto the skillsthey need to master be accessedfrom the interactivecoursebook or the resources in order to function effectivelyin a contemporaryand sectionof the website:www. They provideextensivelisteningpracticeand a set of related The C21skillshavebeen selectedon the basisof their discussionand writing activities.,communication,study The listeningactivitiesare designedto build skillsfor skills)and their importance in preparingstudentsfor life understandingthe main ideasrather than everysmalldetail. and study in the 21"century (e.,critical thinking,creativity, A strong emphasison listeningin pairsencouragesstudents life skillsand collaboration). to sharewhat they understand,ratherthan panicabout what they havemissed.
C21 skills area and sub-skill How to work with the slideshows \ \ You study photos from each sl1deshowto \ predict what the slideshow is about, and the \ key words you'll hear. See page 47 -► j l~L •, You watch each slideshow and Reference to practice activities 1nthe •• •=------------- share ideas about C21 pages at the end of the unit Wl!Cl!lb a -,---------- •=.-=::::----- I ,, II what you hear.--- o-- • - - - - - -- -- - - - questions raised in the slideshow in pairs or small groups and share your ideas with • '::. As an additional activity for Levels4 and 5, encourage studentsto createand sharetheir own slideshowsand commentaries,using appropriatesoftwaresuchas PowerPoint. Practice act1vit1esfrom the C21 skills pages for the untt W/////////////////////////////////////////////#/#/////////////////////////////////////////.#////////H English for the 21 1 Century• Introduction ~ Introduction Support material Focusboxes Notesin Focusboxesprovideessentialinformation to help studentswith activitiesin classor for reviewingunits later.
Theyarecolour-codedto highlight their purpose. Grammar Focus(Green) Providesnoteson the form and meaningof the grammarpoints. ExpressionFocus(Pink) ConLainsfunctional language,useful expressionsand tips to Improve • Transcriptscan be found at the end of the coursebook. students'written and spoken Theseshould be usedsparinglywith studentswith communication.
lower levelsof Englishasthey can reinforcethe idea that studentsneed to catch everyword. • Visualorganizersareavailableon the C21website www.com/c21/student/ assupport for the note-takingphaseof the listeningactivitiesand for PronunciationFocus(Yellow) the follow-up writing tasks. Providesmodelsof pronunciation to suppon speakingtasksand help students to recognizefeaturesof Assessingprogress spokenEnglish,suchasconnected After every unit, there areactivitiesto assessstudents' speechor short forms that can Impede progressand encouragethem to becomeresponsiblefor understanding. their own progressand become independentlearners;one of the underpinningC21skills.
Activities Planningahead activities Forsome more extensivespeakingor writing activitiesin the units,additional materialcan be found in the Activities Units 1, 3, 5, 7,9 & 11 sectionat the backof the coursebook.Thesetake the form Theseself-evaluationactivitiesencouragestudentsto think of prompts suchaschartsor illustrationsor full casestudies about their learning,identifying areasof strength and areasfor and role-playsfor pairworkand sometimesfor smallgroups.Encouragestudentsto answerthe questions Forpairworkactivitieswhere studentsexchangeinformation, honestlyand revisitat regularintervalsso they can seethe separatepagesare provided for StudentA and StudentB so progressthey are makingand update their learningpriorities that they cannot seeeachother'sinformation. and study plans. Transcripts Progresstests after every two units All the listeningmaterialis availablein written form in this Units2, 4, 6, 8, 10& 12 section.Youcan suggestto the studentsthat they readthe The testscoverthe main areasthe classhasstudied in the transcriptsaher the lessonasrevision.Youcould alsoget the previoustwo units.