2 nd Edition ENGLISH FOR THE 21st CENTURY Level2 Teacher's Book Bill Mascull GARNET EDUCATION Contents Introduction 4 Unit 1 Events 10 Unit 2 Planning 17 Unit 3 Products 22 Unit4 Decision-making 29 Unit 5 Turningpoints 33 Unit 6 Now & then 40 Unit? Performance 44 Unit 8 Plans& tasks 50 Unit 9 The world of work 54 Unit 10 Profits& incomes 60 Unit 11 Problem-solving 64 Unit 12 A better world 69 C21skills 73 Progresstest answers 80 Workbookanswers 84 Notes 101 ///////////////////////////////////////////////////////////////////////////////////////////////////////// English for the 21st Century • Contents ~ ntroduction The course Coursecomponents 01 Englishfor che21"Centuryis a course that combines a Eachlevel of the coursecomprises: general Englishsyllabuswith a focus on C21skills.C21skills • a course book in print and interactive digital formats are a combination of academic skills,study skillsand • a workbook in print and interactivedigital formats 21" century skillssuch as critical thinking, creative thinking • a teacher'sbook in print and digital formats and collaboration.The aim of the course is to encourage • a website at www.com/c21 learnersto develop their overall communicative ability and with resourcesIncluding audio and slideshows. become independent, autonomous learners. Learnersare askedto take a 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 as an Eachcourse book contains 12units. Eachunit hasthree approach running through the course.For many activities, sections,A to C,covering a combination of vocabulary, giving simple yes/no answersis 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 studiesand 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 also focus on how to be more creativeand are often focuseson one particular area,e.,vocabulary,grammar,skills required to produce creativesolutionsto problems similar or a combination of skillssuch as listening and speaking.The cothose that they are likely to face themselvesin the future. unit as a whole builds a complete stage of development by Researchplaysan important part in this process;learnerswill providing a balanceof these areas.For easyreference,the be required to do work between classesand not treat the main skillsin each section are indicated by the following icons: courseas simply something they do in the classroom. At the same time, learnersare introduced to the various aspectsof collaboration- how to work effectively with other m C Vocabulary [SJ Grammar toJ ~eading people, respectingtheir opinions and cultures,whether they be similaror different to their own.
Communicating in groups [C!)J 1'\iriting [t}] IJstening tel Speaking and teams is challenging and learnersare given opportunities throughoutthe 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. carefully balancedwith activities that require them to use their Englishactively and Interact with each other.With the aim of developing core (21 skillsof communication. collaboration and critical thinking, each section features activities that encourage students 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 21st Century • Introduction ////////////////////////////////////////////////////////////////////////////////////////////////////////~ /////////////////////////////,W/////////////////////////////////////////////////////,W/////////.,W/////////////////////////#//////////////////////4 Introduction The target section is divided into: Navigation • Vocabulary Pageheadingsare clearand easyto understand.making • Grammar navigation through each unit easy.Here is an example: • Skills. Theseare explained next.
-----+iiH,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 alsoencouraged to use their critical thinking skills to evaluatethe vocabulary items Introduced,for example, Iconsto show the main ·---- skills you work on evaluatingthe advantagesand disadvantagesof using different forms of communication such as email,texts and letters. When new words or phrasesare introduced,you can use the photos and illustrationsto help students understandthe meaning and contexts in which they are used. There are also headersand footers signposting the unit and section.
The activities in this section encouragethe studentsto actively use the vocabulary that is Introduced.Get the students couse the vocabularyas much as possibleso that Opening pages they can develop an understandingof how the words can be used in varioussituations.Listeningactivitiesgive the students The opening spreadof each unit starts with a photo or photos related to the topic. It alsocontains an overview of clear models of the most typical useof the vocabularyin the learning objectives for the unit. The amount of new vocabularybeing introduced is limited Providesan overviewof the languagecontent of the unit. so that the studentshave a chanceto fully understand the This 1san opportunity for the studentsand teachersto look meaningand to remember the words.
If some students are ahead to what 1scoming up or to reviewa unit tater. quicker than others,you can encouragethem to explore other words relatedto the topic using a dictionary or on line research. Highlightsthe skills developed1nthe unit. Grammar In each unit, the students look at and practiseone or more grammar or functional language points, learning to put them into practice in specificcontexts.Over the 12 units 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 \ personalizethe topic and talk about their own experiences \ and ideas. Quiztet QR codes link studentswith extra \ exerciseson key unit vocabulary \ Focusboxesprovide notes on the form and use of the language.Theyare followed by practiceactivities that support Focusesthe students'attention on the topic of the the students in using the language for themselves.
Givesthe teacherthe chanceto see what the students havean opportunity to use the language more freely studentsknow about the topic, the vocabularythey in speakingactivitiesin pairsor small groups. know or don't know,and to engage their interest. W////////#///#/////#/////#/////////////////////////#///#////////////#/////////////////////#///# English for the 21 ' Century • Introduction - lntroductton tr///////////////#/////////////////////#////////////////////////////////#///////////////////##//////////#///////#///#////////////////#///,W/n. Skills:Listening Skills:Reading Studentslistento audio materialand practisetheir listening Readingactivitiesarebasedaroundtextsthat havebeen comprehensionin a sequenceof exercises.
Thereisa full written specificallyfor the leveland relateto the topic of the transcriptat the backof the coursebook.Typlcally,the unit. ReadingIsan Integralpart of the processof learning listeningactivitiesdevelopthe srudents'abilityto listenin new vocabularyand grammar.It is alsothe meansby which differentways. studentslearnabout contemporaryeventsand issuesrelated Listeningisone of the mainwaysthat studentsgain insight to a wide rangeof areasincludingtechnologyand the digital into the variousfeaturesof conversational English.Thisis world,healthand lifestyles,the world of work,andvarious an importantstagein theirdevelopment,asit providesa aspectsof culture. modelfor them to follow and adaptwhen theycommunicate Readingskillsaredevelopedin stagesand studentsare themselves.
The listeningmaterialin the courseis carefully introducedto the variouswaysin which we read,depending adaptedto suit eachleveland givesexamplesoftyplcal on our purpose.SkimmingIsa keysklllthat allowsus,In a Interactionsbetweennativespeakers. similarway to llstenlngfor gist,to get the generalmeaning Listeningskillsarealsodevelopedthroughoutthe course. of the text. Scanningfocusesthe students'attentionon only Listeningfor gist isan importantskillbecauseit allows the informationthey need,which meansthat they readmore studentsto get the generalideaof what is being said,rather efficientlyand do not wastetheir effort on unnecessary detail.
than focusingon detail.Focusingon detailcan meanthat Readingfor detailhelpsthe studentsto reada text closelyand studentscannotkeepup with the paceof what isbeing said. understandthe text at a microlevel- an importantskillfor Similarly,listeningfor specificinformationallowsthe students readingacademictexts,for example. to filter out unimportantInformationandfocussolelyon Informationthey need. Skills:Writing Listeningactivitiesalsoprovideopportunitiesfor students to hearthe grammarand vocabularythey havelearntin Studentslearnhow to write connectedtext in a varietyof previoussectionsbeing usedin differentcontexts.Note-takingisa coreskillthat can be appliedto academicstudyand alsoto the world of work.Studentsare to broadenand consolidatetheir understandingand also alsogivenguidelinesasto how to composea clear,concise aidsmemorization.
emailmessage,both in professional and everydaycontexts. Textmessages, reports,personalprofilesand appllcatlon Skills:Speaking lettersaresomeof the manyareasof writing that arealso coveredin the course. Thecourseprovidespracticein differentmodesof speaking. Oneimportantareais usingfunctionallanguageto do Studentsneedto be ableto write in a waythat is both somethingspecificwith the language- for example,makea coherentand clear.The courseintroducesthe waysin which request,give an opinion,offer help or exchangeinformation.
we organizeideasand usesappropriatelanguageto makethis Studentsaregivenspokenexamplesof the necessary phrases organizationclearto the reader. to performthesefunctionsIn typicaleverydayconversations, Markingstudents'writing lsan Importantpart of the process which they then useas modelsfor palrworkpractice. and studentsvaluefeedbackfrom the teacher- both praise Studentsarealsoencouragedto discusstopics and bringtheir and constructivecriticism.Commentson the students'work own experiencesand ideasinto the classroom. Studentinput shouldguidethem asto how to improvetheir work,both in isa valuablepart of eachlessonandthe morethey share their useof languageand in the waythey constructa text.
their knowledgeand thoughtswith eachother,the richerthe lessonswill be. Pronunciation Collaborationisan importantpart of the student'sskillset, andworkingtogetherto makedecisions,solveproblemsand Pronunciationis highlightedthroughoutthe course,in places achievegoalsisone of the most importantaspectsof the wherethe studentsneedto be ableto producethe correct course.Thisisachievedthrough speakingactivitiesin small pronunciationofindividualsounds,individualwordsincluding groups,classdiscussions, posterpresentations and a varietyof word stress,phrasesand completesentences, including otheractivities.Studentsshouldbe encouraged to usethe correctpronunciationin the subsequentspeaking activitiesto reinforcetheirability to sayindividualand connectedsoundsaccuratelyand fluently.Spokenmodelsof thesefeaturesareprovidedIn the audiomaterial. ~ Englishfor the 21st Century • Introduction ///#///////////#//////////////////#/////#///////////////////////#////////////#///////#///#//////~ W//##///////////////////,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 exploredin the previoustwo units.Theslldeshowscan to, and provide insightsinto the skillsthey need to master be accessedfrom the interactivecoursebook or the resources in order to function effectively in a contemporaryand sectionof the website:www. They provideextensivelisteningpracticeand a set of related The C21skillshavebeen selectedon the basisof their discussionand writing activities.,information literacy, The listeningactivitiesaredesignedto build skillsfor communication,interculturalskills)and their Importance understandingthe main Ideasratherthan everysmalldetail.
in preparingstudentsfor life and study in the 21"century A strong emphasison listeningin pairsencouragesstudents (e.,critical thinking,creativity,life and study skills}. to sharewhat they understand,rather than panic about what they havemissed. C21 skills area and sub-skill How to work with the slideshows You study photos from each slideshow to predict what the slideshow is about, and the key words you'll hear. , See page 23 -+ You watch each , slideshow and Reference to practice activities in the fill i.••i share ideas about C21 pages at the end of the unit •·~.7- II what you hear.
;:ii,' •·--·•-··----··-- I You discuss •:.-=---------~' a-- - - - - - - - - - - questions raised in the slideshow in pairs or small _____ .__ groups and share --------~ your ideas with the class. Asan additionalactivity for Levels4 and 5, encourage studentsto createand sharetheir own slideshowsand commentaries,usingappropriatesoftwaresuchas PowerPoint. Practice activities from the C21 skills pages for the unit W////////#///#/////#/////#/////////////////////////#///#////////////#/////////////////////#///# English for the 21 ' Century • Introduction - Introduction j'y///////////////#/////////////////////#////////////////////////////////#///////////////////##//////////#///////#///#////////////////#///,W/n. Support material Focusboxes Notesin Focusboxesprovide essentialinformation to help students with activities in classor for reviewing units later.
They are colour-coded to highlight their purpose. Grammar Focus(Green) Providesnotes on the form and meaning of the grammar points. I Teachers and students can pause and play back the commentary at any point. Subtitles can also be switched on and off to help students with parts of the sl1deshow ExpressionFocus(Pink) they find tricky to understand.
Containsfunctional language,useful expressionsand tips to improve students'written and spoken • Transcriptscan be found at the end of the course book. Theseshould be used sparinglywith students with lower levelsof Englishas they can reinforce the idea that students need to catch every word. • Visualorganizersare availableon the C21website www.com/c21/student/as support for PronunciationFocus(Yellow) the note-taking phaseof the listening activities and for Providesmodels of pronunciation the follow-up writing tasks. to support speakingtasksand help students to recognizefeaturesof Assessingprogress spoken English,such as connected speechor short forms that can impede After every unit, there are activitiesto assessstudents' understanding.
progressand encourage them to become responsiblefor their own progressand become independent learners. Activities Planningahead activities Forsome more extensivespeakingor writing activlties in Units 1,3, 5, 7,9 & 11 the units, additional materialcan be found in the Activities Theseself-evaluationactivities encourage students to think section at the back of the coursebook. Thesetakethe form about their learning,Identifying areasof strength and areasfor of prompts such as charts or illustrationsor full casestudies improvement.