Connectivity LEVEL 3 CONNECTING PEOPLE THROUGH ENGLISH TEACHER’S BOOK AND LESSON PLANNER Joan Saslow Allen Ascher F01 RFI Connectivity Teacher Book FM 34601.indd 1 17/08/21 10:31 AM Connectivity 2 Copyright © 2022 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Education, 221 River Street, Hoboken, NJ 07030 USA Text composition: Straive Library of Congress Cataloging-in-Publication Data: A catalog record for the print edition is available from the Library of Congress.
Printed in the United States of America ISBN-13: 978-0-13-683460-1 ScoutAutomatedPrintCode pearsonenglish.com/connectivity F01 RFI Connectivity Teacher Book FM 34601.indd 2 19/08/21 10:06 PM CONTENTS Learning Objectives. Key to cons in the Student’s Book. To the Teacher. xi About the Authors/Acknowledgments.
Using the Teacher’s Book and Lesson Planner. Using the Presentation Tool. The Global Scale of English. Pearson Practice English App.
Warm-Up Activity Bank. Lesson Planner Unit 1 Becoming Culturally Literate. Unit 2 Getting Help. Unit 3 What We Read.
Unit 4 Taking Care of Yourself. Unit 5 Coping with Disasters and Emergencies. Unit 6 Plans and Choices. Unit 7 Holidays and Traditions.
Unit 9 Discussing Global and Local ssues. Unit 10 The Natural World. Soft Skills Booster. Student’s Book Audio Script.
Keep Talking Video Script. Connectivity TV Video Script. iii F01 RFI Connectivity Teacher Book FM 34601.indd 3 18/08/21 3:40 PM LEARNING OBJECTIVES Unit COMMUNICATION GOALS VOCABULARY GRAMMAR 1 ● Introduce people who ● Manners and etiquette ● Modals must, may, and might may have something in ● Tag questions: use and form common ● Make small talk GRAMMAR EXPANDER Expressing possibility with maybe Becoming ● ● Develop cultural awareness ● Drawing conclusions with probably and most likely ● Discuss gender and culture Culturally Literate ● Modals: common errors ● Can and be able to: present and past page 1 ● Be able to: present perfect ● Tag questions: short answers (expansion) 2 ● Ask for and offer to do ● Services ● The causatives have and get favors ● Service businesses ● Passive causatives ● Arrange to get something done GRAMMAR EXPANDER The causative make to indicate obligation Getting Help ● ● Recommend service ● Let to indicate permission providers ● Persuade someone to use ● The passive causative: by phrases (review) page 13 your services 3 ● Recommend a good book ● Genres of books ● Noun clauses that function as direct objects ● Talk about a newspaper or ● Ways to describe a book ● Noun clauses: embedded questions magazine article ● Some formats for reading ● Describe tastes in leisure GRAMMAR EXPANDER Verbs followed by noun clauses (expansion) What We Read ● reading ● Adjective complements ● Discuss formats of ● Embedded questions with whether page 25 educational materials ● Embedded questions: usage and common errors ● Embedded questions: punctuation 4 ● Explain why you can’t come ● Medical procedures ● The past perfect to work or class ● Symptoms and conditions ● Wish to express regrets and desires ● Express wishes and regrets ● Types of medications ● Recommend treatments GRAMMAR EXPANDER Verb usage: present and past (overview) Taking Care of ● and medications ● Wish versus hope ● Compare approaches to Yourself health care page 37 5 ● Warn of a dangerous ● Emergency supplies ● Indirect speech: imperatives situation ● Disasters ● Indirect speech: say and tell—tense changes ● Start a conversation about ● Natural disasters a disaster in the news GRAMMAR EXPANDER ● Emergency readiness and Direct speech: punctuation rules Coping with ● ● Discuss epidemics supplies ● Indirect speech: optional tense changes ● Prepare for an emergency Disasters and Emergencies page 49 IV 34670_book.indb F01 4 Teacher Book FM 34601.indd 4 RFI Connectivity 14/07/2021 17/08/21 10:31 10:31 AM CONVERSATION STRATEGIES LISTENING / PRONUNCIATION READING WRITING / SOFT SKILLS BOOSTER ● Express enthusiasm for a happy discovery Listening Skills Texts Task ● Write a formal and an ● Express pleasure to discover a connection with ● Listen for main ideas ● A questionnaire about “What a coincidence!” ● Listen to summarize formality informal email message ● Acknowledge a minor error ● An illustrated conversation telling someone about your ● Politely introduce a correction to someone’s ● A questionnaire about your country assumption with “Actually, .” culture WRITING HANDBOOK ● Ask about proper address ● Letters asking for advice ●Formal email etiquette ● Talk about the weather to begin a conversation ● A graph about paid and with someone you don’t know Pronunciation unpaid work SOFT SKILLS BOOSTER ● Use question tags to encourage someone to Rising intonation of tag ● ● Creativity: Provide a make small talk questions Skills / Strategies ● Understand from context hypothetical scenario to ● Answer a “Do you mind …?” question with ● Falling intonation of tag stimulate imagination ● Activate language from a “Absolutely not” to indicate agreement questions text ● Introduce a request for a favor with “I’m sorry to Listening Skills Texts Task bother you” ● Listen to infer ● A questionnaire about ● Write recommendations for ● Politely turn down a request or favor ● Listen to summarize solving problems businesses and services ● Express gratitude for an offer to help with “I’d ● An illustrated conversation WRITING HANDBOOK appreciate that” ● A section of an employee ●Supporting an opinion with ● Check if something’s possible with “I’m wondering training manual personal examples if .” ● Politely insist Pronunciation Skills / Strategies SOFT SKILLS BOOSTER ● Identify main idea ● Make a tentative promise with “Let me see what I ● Emphatic stress to ● Communication: Use express enthusiasm ● Understand from context can do” verbal cues to focus attention ● Express strong surprise by beginning a question Listening Skills Texts Task with “You mean .?” ● Listen for main ideas ● A self-test ● Write a review of something ● Introduce statements of common belief ● Listen to take notes ● An illustrated conversation you’ve read ● Say “I actually don’t know” to admit that perhaps ● Paraphrase ● A questionnaire about WRITING HANDBOOK you should reading tastes ●Summarizing ● Use actually to express a surprising fact ● An article about the formats ● Say “Duh” to admit you should have thought of Pronunciation of educational materials SOFT SKILLS BOOSTER ● Sentence stress in short something earlier ● Active listening: Encourage ● Acknowledge someone’s good idea with “Why answers with so and not Skills / Strategies others to elaborate ● Understand main idea didn’t I think of that?” ● Understand details ● Agree to do what someone suggests with “Will do” Listening Skills Texts Task ● Write a comparison of two ● State your willingness to help with “Don’t hesitate ● Listen for main ideas ● A questionnaire about to ask” ● Listen for details medical procedures approaches to health care ● Express remorse for an error with “I could kick ● An illustrated conversation WRITING HANDBOOK myself” ● An article about alternative ●Comparisons and ● Reassure someone who regrets a mistake options for health care contrasts ● Encourage someone to look on the bright side with “It’s not the end of the world” Pronunciation Skills / Strategies SOFT SKILLS BOOSTER ● Find supporting details ● Intonation of lists ● Teamwork: Be supportive ● Apply real-world knowledge while politely offering alternatives ● Introduce shocking information with “You won’t Listening Skills Texts Task believe .” ● Listen to infer ● An emergency checklist ● Write about how to prepare ● Ask someone to wait ● Listen for details ● An illustrated conversation for an emergency ● Express shock with “Oh, wow!” ● Listen for main ideas ● An article about deadly WRITING HANDBOOK ● Express disbelief with “No way!” ● Listen for instructions outbreaks ●Organizing detail ● Begin a conversation about something ● Paraphrase statements by order of ● Express extreme dismay with “What a horror!” Skills / Strategies ● Understand from context importance ● Ask for confirmation of someone’s shocking Pronunciation ● Confirm facts SOFT SKILLS BOOSTER information with “You’re kidding” ● Direct and indirect ● Decision-making: Politely ● Ask to see something with “Let me have a look” speech: rhythm ask others to explain their ● Say “Here you go” to indicate you’re handing reasoning something to someone V 34670_book.indb F01 5 Teacher Book FM 34601.indd 5 RFI Connectivity 14/07/2021 17/08/21 10:31 10:31 AM Unit COMMUNICATION GOALS VOCABULARY GRAMMAR 6 ● Express resolutions for ● Making resolutions ● The future as seen from the past: was / were going to creating a better life ● Employment qualifications and would ● Examine past actions ● Perfect modals ● Discuss factors that GRAMMAR EXPANDER Plans and promote success ● Expressing the future (review) ● Prepare for a job interview Choices ● The future with will and be going to (review) ● Regrets about the past: should have, page 61 ought to have, and wish + the past perfect 7 ● Exchange holiday ● Types of holidays ● Adjective clauses with relative pronouns who and that greetings ● Ways to celebrate or ● Adjective clauses: subject and object relative ● Ask about local traditions commemorate a holiday pronouns ● Compare holidays ● Describing the purpose of GRAMMAR EXPANDER Holidays and ● Describe wedding customs an event ● Adjective clauses: common errors Traditions ● Reflexive pronouns ● By + reflexive pronouns page 73 ● Reciprocal pronouns: each other and one another ● Adjective clauses: whom in formal English 8 ● Describe new kinds of ● Adjectives for describing ● The unreal conditional (review and expansion) products products, processes, or ● The past unreal conditional ● Imagine a different past ideas outcome ● Archaeology GRAMMAR EXPANDER Real and unreal conditionals (review) Innovations ● ● Describe inventors and ● Unless in conditional sentences their inventions ● Consider the impact of ● The unreal conditional: variety of forms page 85 historical inventions 9 ● Agree and disagree politely ● Controversial issues ● Verbs followed by an object + an infinitive ● Ask about political views ● Stating a position on an ● Non-count nouns that represent abstract ideas ● Debate different sides of issue GRAMMAR EXPANDER an issue ● Political points of view Infinitives and gerunds (review) Discussing Global ● ● Discuss solutions to global ● Political and governmental ● Infinitives: passive forms and local problems systems and Local Issues ● Count and non-count nouns (review and expansion) page 97 10 ● Ask about a location on a ● Adjectives for warnings ● Some geographical features map ● Compass directions ● Warnings with had better ● Warn about possible ● Dangers in the outdoors dangers in the outdoors GRAMMAR EXPANDER ● Geographical features Prepositions of place (expansion) The Natural World ● ● Recommend a destination ● Proper nouns: capitalization of natural beauty ● Describe a country’s ● Proper nouns: use of the page 109 geography ● Suggestions and advice with could, should, ought to, and had better Reference Charts. page 122 Grammar Expander.
page 126 VI 34670_book.indb F01 6 Teacher Book FM 34601.indd 6 RFI Connectivity 14/07/2021 17/08/21 10:31 10:31 AM CONVERSATION STRATEGIES LISTENING / PRONUNCIATION READING WRITING / SOFT SKILLS BOOSTER ● Start a new topic of conversation asking a Listening Skills Texts Task question with “So, .?” ● Listen to infer ● A job aptitude test ● Write a profile of yourself ● Encourage someone’s effort with “I wish you luck” ● An illustrated conversation WRITING HANDBOOK ● Express empathy that someone didn’t reach a ● An article about factors ●Dividing an essay into topics goal with “I’m sorry” that promote success ● Encourage someone to persevere Pronunciation SOFT SKILLS BOOSTER ● Introduce a statement of regret with “I should ● Reduction of have in Skills / Strategies ● Enthusiasm: Validate others’ ● Understand from context have .