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    4 views22 pages

    Global Begginer Teacher

    Uploaded by

    Delot3344
    k

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    5-5/5) teacher’s book oT ate Ua aT PS oe) LCR Col CL Teaching notes, extra ideas, background information, language notes, answer keys, tapescripts Essays by Lindsay Clandfield Why Global? David Crystal The future of Englishes: going local ONO it) Developing study skills and encouraging learner autonomy CST uirey Blended learning Orn ae) How we can develop as teachers ecg Different kinds of beginner learner Cera Teaching beginner learners in class-centred ways Torr crC) Teaching new words versus teaching lexicol chunks Jamie Keddie Words and pictures: flashcards and flash images Nee cr Building confidence through dialogues MACMILLAN with Teacher's Resource Disc SOURS vno=—sS Coursebook contents map Course overview Specialist essays Teacher's notes Name & Address Me & You Them & Us Big & Small Work & Play Day & Night Places & People In & Out Here & There Ancient & Modern Life & Times Questions & Answers Business & Pleasure Arts & Technology Language & Learning Grammar Focus answer key Introduction to the Teacher's Resource CD 10 18 25 32 39 47 54 62 69 85 92 100 108 116 9 Coursebook contents map [Meme Fentrptratroreicn) | teodrpyort i — Commen ngahwort 7) Tatton 2a poet Teac oe Sou ner 60 Carmen Et wot Qs eves B reca acon on Address vets Nea 11068 Naren 308) Brow oe 768 pe Poe 6 Farginatomte Orwonsemen dpe mn (a on Me | Serctomarapin —Carwnsndrotcnaten | Cartrnsraratenstes | Cte cyeeno amstora press es ea oo) Fe ermamnaiy |e sanmtm onndte Brecaxeo yorut 619 Og peu Oo naire amstor614 © Pencrat ns 89 es ow ee wn Them | Pome seca) Fares O18 Fane ursrg sors 516 we Owcreng ata Be Fm owcrerg seo ES Pome 620 Foray 62 Faye Farrer 62 PamzD Ounsore ence g2t) | Atmoy oregon sexta 6 Beecaery cece at tg oo Gatco ro Tane/ evan ec — Sexorgnrmewnggs) | Newton 70100400 | Soma Ovwerengsreias | Secon nae 20 ‘Aural sep row my ree: | Pree 626) Pres 2 ecnesezh Asrat sep rw myname @ieancp 620 Ot eco 1m yar. a ye om Gate wn Taran ara 690 | SO 6 ss sexe) 6 ira mone 32 | Roars son Tatmanicebot | Margeacwombse | Oe ns td ee oo doe so Preset sree 37) Dadyrotea-have and go | Dolyrorn mw ndgn | Tryin re 596 0 0) ‘Asay my ees?) Orson ee cs. Nghe Preset aie nega 909) | Sarvcn 207 90) Te rw 698) Ot tre. ns se 038 Yow tata tee ay Yor toute oy 9) Borg ercoren 9 1 000 «te ot 8) Ca ag wo Catan oe Piss) | Oronvens ot) | UNESCO Wont Metape ates | Pacasinratve p2) | Ouatn wor i) 2 OAvocrycurronpcg 12 oe Git Sey Meee ] NteraPox bc People Prsertsrck pastors Onsufripte) Peco yuieowiets) | Aperenyoukrow we 5) os pone a4 Geb wo oh ee wo 7A y ey @)-Promttn =rting tend ape to EmrgnOxtensye ig Foodies tones Om Aowtnlbeamrcyost) Te Oa) Das cte wok 6 e000 Qternasess) 1 coer 60 Gladwin 05m) Cabal rete os Here] Proomrnct ace 688) | rounders) | Reems ttn sow Tee rome con ee a) 6 Prreeaneenena porasnnadnen ir) ree o- ie wn decent costes 25 nee pes 68) Ovsnverasicon apc = jc cao 9 ie ws Onc ectartcr5e) | anand om Geo epee ot fcn we Orrore/ Senco ben 0166) m8 ad om te * Past see qusions 79) The Sovtwrn Day Frog 672) Aral 572) Ore 60 To wr ees B78 8 imo 670) Tho TV sre Tides 678) el dg oo aoe wn Prometconinow 67% Exatrnrintes (pr Tonsing tx bates 78) Rewis 78) Grose n meter 78 Preset conics negiive oncom 680) Taem 680) sd eters 68) Abustou of Moacow 681) Orrerait>averser) ed oe ro Gao ro Devcrong rons p88} Wa paring 904) oso 688) Too pantegs 85) Corrente) Ore tcp pr cs 686) | Tetnaay 5H Ossi were 87 hd on, aoe wn ‘Be 90g fo RA E91) sey 009 Ways ct aye nares 00) (Bec oa) Uroaqreimeea Unga een worse Tre Urtad Kingdom of rage barrars 605) hl ag wo, ad eee ws, Comme hines Ada Mat (19) Gromer tee (9108) 38) Ste (8) Sika 1) heey od dpa 165) Food as Oconee cusp 48) xeng aban sve Bowera 049 Dos ot wk 80) ‘Gen conions 86) Types ct varapo 86) © serwece ses 57) @ Meng recormensioons 57) ‘pect cnt 900) Qs we ert 66 arg et 0 Orroser post serge 67) Teig tot st your 0 peers at descoee 27) eng acne ou 075) Osi0s 0 aren 75) Aoki soo 302679) Terry tor bases 678) Borger Mowcom 0) Oireraton n antons 80) wo pats 685) © 470009 «73 csayoarg 685) at worn 868 Oear/earrvsn Desconreg trp. 6) QA Papen Gunes ong.age on urging targa a woes oe, ing a preset 605) ager 26) onents for th CET ld Coursebook {we poges vib rd iTS Components for the teacher Teacher's book & Teacher's Resource disc se poge x7 Class Audio CDs s8e poge xvi Global Website 80 poge xi eral global Digital Coursebook: lessons 1 and 2 of a unit tg Brass eres Ree etd Pers Perens oor teet eet) ae) Beeler eees ener oer tated Coon eerie Cece tesson, PT Crd Ce Celta Ct ed Pett Sten Rene Td es LY Cnet Cone chat Epona CU Ce Cele aa Se ad teeta Cea es eer trot corer bees Grea Pere eed a ee pee rac ire) Renate Pee eae Cotes ery Coney errs ao ty ene een rr) Crete nary eee reas extra cultural knov Cees aera ens Peer) ro Lair TaN bid house Vente Reta am with clea tetra Tat Rt Coursebook: extra material at the end of a unit clr games, RnR Pale eet tnd Cees Peele cor ‘that cover the main grammar poeiarens Global review Perc) Sled er Te ta) Exevossen tnt Coursebook: lesson 1 of a unit Topics Dias Ute Creer sees re Ms Perc Petal See Cetera! Se eed eter tee) Cen read enereat Cec Pe CuL ry) een erie? Payee een nee emer Prete reeinrr? world. Coursebook: lesson 2 of a unit Prd ELECT PEE SILT prion Comoe at Pettey teu Seen Ce eens Settee reg tad LeU) Derren Seer enn Aor eneee) Creatas) ieee ey eee ets ened eet Pees) Dec = Tear ent} Cree eet Perens Eater Coursebook: extra material at the end of a unit ce PTS oer eared Teen penne Penrenennvenenenieere a Sum) Beno cid ene etre rent sy PTT) eee renee] Cee ent David Crystal, wich provides Presta haere corey ro eee Ree eed eee ee eer ee eea pas Fle) of Derr Perea era try ence rn Ld font ad tT erry arr ed Crystal: The hare of Englishes: ageing local Wodk & Pot 2 Global Digital Course overview uous) ecu r) Creer rent) Cee Dent el perenne Cee et cece Cal Peter ces Tere ty omic! Eieracad Sots Cr eee Le oy Sena eters coe ens Sees secures Aird Perit d ees Veta end tog Per) Peers ‘The Zoom tootsatlow you eee ee reneten Ciel Coes > [ex] > [ease [lao] ss. 8] 7] = Toolbox Sree entree) Seer betel Se ao aur Bro Tad very DE eed urd Eee eer read Deechaii eek liasaadlaedonied paren rertenee ens ecrere pores eetee rg poate: pelaiod en pantera ty Hyper ‘Stpwatcn Reveal Paste Bachorouns a[o)o/-a\c] 4] + [ela] > hed vite CTT Sg erred Cera Cet) oe Peete tty of eee gee) eerie! on pererer brats | 38 poge 6 Common English words | Introducing yourself Spelling words | Pronunciotion | Usering ond Speaking Functional | Word stres | The alphabet Meeting people | Geommor | Regular plural nouns Port 2 Vocobulory and listening Reading ond Lisening Functional $3 poge 8 Numbers [-10 Porters Haz are you? Gromer iting ond Wats Filing in form | ‘Gabel game | Boor pane Wr bv har of Eg? ‘8 poge 10 Globol review. ‘Ondering words in a conversation $8 poge 11 Number dictation Additional resources ‘eWorkbook / iterative and printable grammar vocabulary, lstcnng and pronunciation practice sera eading and writing practice _ Additional dow londabe listening and aio material TB resource CD | Commonication activi worksheet to print and photocopy Go global Name x ] ‘Ideos for further ‘Look for ‘international English’ words in the street, both, har, tari. Find three more words and tell | research ‘your teacher. | ‘Address | Ask suns to find the postodes for these famous buildings: the White Howse 10 Downing Sect | (rsh Prime Minister the European Param: the Intentional Red Cros and Red Crescent, | Geneva. | Name & Address ‘You may wish todo some basic invoductions before stating ‘the book. Make eye contact with the clas, smile, wave and, ‘say Holo, 7m... Greet dtferet students alternating Helo and HH. Then choose a student and ask And you? Ask afew more students in this way, then gesture fr the students to stand up and mingle, introducing themselves to other students f space {is imted, they can remain seated, introducing themselves to students siting nearby. listening and Speaking (SB page 6) 1 The firs listening require students to Write page 6 on the ‘board, then hold up your book so students can check as they open their books to the correct page. Point to the photos and read aloud the names. Write Hi / Hello on the board. Then play the example part ofthe listening and. ‘demonstrate underlining the answer. Gesture and demonstration are essential in the early stages of teaching beginners, when students lack the language to understand verbal instructions. Students continue and complete the exercise. At this tage they ignore the part about I'm from. Ask (and gesture) ‘students to check their answers in pairs before doing. uthole class feedback. This is an important way to boost sent confidence and avoid them feeling exposed in front of the clas. om 1 Hallo, 'm Tom. Hi rm. Hallo, Fin At, Hi. tim Stove, Hit Sasha. Hello, Pam, 2 3 4 5 2 € varPoint to exercise 2, ead the cities and ask students to repeat them. On the board write Hello, nt Tim. Pm from —_. Then play the recording, stopping after the first sentence, elicit the answer (London) and complete the sentence. Gesture for students to continue, working in pairs, and play the rest of the recording. Then go through the answers with students. (on | 1 tin Poin fbr enon, 2 Hi. I'm Liz. I'm from Sydney. 3 tanta orto Siamacciasclase nel 5 taateon akcmaoe wa ¢ this Pon nom mone Extra activity ‘ek a er i a a seat comicad pce ol tas pecs tan ert and ask students to identify them. You could also use the opportunity to teach I don't know, eg: “inet Londo? Sl ntinon Yes, it's London. / No, it's Toronto, Language note In Engfsh, names of peopl, places, counties, ote have an Intl capital attr, 09 Tor, London, Austral. FEES Extra activity you have students who use a ditferent script or have. eee ree eee Sone eee res Bees ie es will know and write them on the board, mixing in some ‘names, but writing all the words in lower case (og pizza, san francisco, photo, steve) and ask students to capitalise where ee 3. Copy the sentences on the board and complete them for yourself. Ask students todo the same, monitoring carefully as they work. 4 Gesture to students to workin pairs. Ask them to read and compare, Listening and Speaking (SB page 6) 1 © Los ither use the recording, or say the letters yourself, giving stadents time to repeat. Pronunciation extra Before continuing, you may want o do some mor aihabat Bractice. One idea I to say two or thee ltrs in sequence, then pause o elt the next ete After demonstrating. students can do the same activity in pas or small groups. Aternatively, prepare individual cards for each letter and hold ‘them yp at random to ait the pronunciation. 2 © 1.0 The conversation focuses on a name with ‘to potential spellings and to place names which could ‘be confused dive to similarities in pronunciation. Draw two faces on the board. Under one write Pedro = Madrid, under the other write Lee / Lesley ~ Torquay / Toyo. Pedeo= Mokke ese = Trung To Play the conversation; student listen forthe correct spelling. Let them checkin pairs before doing cass feedback. rane naaeenioss @ | Name & Address Fes | $ 107 Tell students they will hea four conversations 108 Him Lesioy. Lesley? Can you spelt that? | wL-E-S-L-E-Y B L-E-S-L-E-¥ ‘A: That's right. 'm from Torquay. 18: Can you spelt that? A T-O-R-Q-U-A-¥ 8: T-O-R-Q-U-A-¥ ‘A: That's right. | 8: I'm Pedro, 3 Draw a speech bubble, with a question mark coming from Pedro’ mouth. Ply the frst part ofthe ‘conversation again, stopping after Cen you spell that? and clicit the question. Play again and ask students to repeat. Now ask two students to read the dialogue on page 6. ‘Then demonstrate the activity with students asking you. Put students into groups and ask them to do the same, ‘writing their partners’ names and cites. Vocabulary and Listening (SB page 7) 1 5 145 Point atthe pictures. Pay the recording and ask students to ay the words. Note: students are not ‘expected to know this vocabulary, though the words are all international words which have close equivalents in ‘many languages. If your students are unlikely to know the words, move straight to exercise 2. Check that students ‘understand that café and bote! are places (not cvffee and fe). 2 © 196 Play the recording and ask students to read the conversation while they listen. After that, ask them to read it in pairs. Then ask them to close their books and see if they can remember the dialogue. ‘3 Pur studems into pairs and ask them to choose three of the words illastrated by the pictures to spell to each other, ‘sing the conversation in exercise 2 as a model You could practise this with a student yourself first as an example. Language note \Winen spling, we tend o say double for repeated laters, 09: ‘cotloo = C=O = double F= cable 4 Demonstrate the activity with a stronger student. Say Lam Student A and (Olea) is Student B. (Olga), trite the ‘pond. 1 Pasport etc. Remind students they can ask Cen your spell that? and put this question on the board to remind / help them. Divide students into As and Bs. On the board write 4 ~ ‘page 96 and B— page 100. sk students to find the page and check they all ave the right one. As students work in pairs, monitor to check and help. Name & Address where someone is spelling his or her name. Write the word Brrem on the board. Play the first dialogue as an cxample, ask students what is different and underline the incorrect letter o, Then play the whole recording. ou 1A Name? 8: Brown. B-R-O-W-N, 2 & Name? 8: Bak. B-A-L-L. 3A: Canyou spell spelt that? B C-L-A-R=K. 4K Canyou spell your name? 8: Barker. B-A-R-K~E-R. 5 A: Canyou spell that, please? 8 J~A-N-E-S. Janes. number of sllables and to identify the main stress. Its a sg001 idea to copy the table on the board and number the three columns. 1 © 148Do the example together. Then you can cther ask students to listen and tick directly, or give them a Le 6 LY helo cotton phone Lv camera Vi jake) ‘eae v hott Sa sWs bus Vee | passport Tv 2 Check answers, then listen and repeat. | Name & Address Grammar (SB page 7) Here the focus is on regular plural forms. Language note ‘Most nouns form the plural with ~s. Nouns ending -ch, «5, -sh croadies. Nous encng in consonant sy change oi. ‘Note that the same rules apply to the formation of the 3 (person singular of regular verbs. Read the roles with student, then ask them to complete the exercise individually. Give time for students to check thr answers in pairs before doing class feedback. Functional language (SB page 7) ‘This section focuses on introducing yourself. 1 Here students listen and order two separate sgrecting conversations. Give students time to read the conversations before listening to number them in the correct order. [pmo |e Ht tt tes | | Tam: Noe to meet you, Lz. ease | | 2 sasne: Heto.tmsssha ae ede HiSasha. tm AML Sens Sasha: Noo to meet you, ALL 2 Draw students’ attention to the Ufa pre | © Grammar focus Teuton a calipiai mage eremcee ‘Show students the icon. Write page 106 on the board and ask them to find it. Show students the language summary You can use exereise I on page 107 for: 2) extra practice now ') homework «© review a couple of lessons from now, ‘The answers are on page 116 ofthe Teacher's Book. themselves and greeting other students, re bal teacher’s book PCMark ere Mi

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