Jimena Lizalde Fanny Riva Palacio Margarita Prieto liana Alcantara Angela Hewitt English Teacher's Guide a MACMILLANContents Introduction .... page 5 Yearly Planner page 11 Assessment Guidelines .. page 21 (TA Sa ee Seen page 23 teaming Environment 1 Social Practice: Understand and convey information about goods and services. Speciiic Activities: Provide and be provided with information about performing a community service. ® teaming Environment 2 Social Practice: Read and understand different types of literary texts from English-speaking couniries. Specific Activities: Read classic tales and write a short story based on them. Continuous and Global Assessment Chart seeree Page HB B earning envionment 1 Social Practice: Understand and write instructions, Specific Activities: Wiite instructions to use a bilingual dictionary. 3 Leaming Environment 2 Social Practice: Interpret and convey information published in various media. Specific Activities: Exchange opinions regarding the contents of a radio program. Continuous and Global Assessment Chart... page 74 #8 Learning Environment 1 Social Practice: Participate in language games to work with specific linguistic features. Specific Activities: Participate in language games to recognize and understand future tense in forecasts. seaming environment 2 Social Practice: Read and rewrite informative texts from a particular field Specific Activities: Compose notes to describe the components of different human body systems in a chart. Continuous and Global Assessment Chart - page 100 4 rantarandCommuniy 9B tawaryandivse BE teaton and Academie 3Cry Perea) teaming Environment 1 Social practice of language: Understand and incite oral exchanges regarding leisure situations. Specific activities with the language: Exchange likes and dislikes ina dialogue. ® Learning Envionment2 Social practice of language: Understand and ‘express differences and similarities between cultural features from Mexico and English-speaking countries. Specific activities with the language: Read and perform songs in order to recognize human valves in, English-speaking countries and Mexico. Continuous and Global Assessment Chart .osccesesse : : page 126 g © teaming Environment 1 Social practice: Produce texts to participate in academic events. Specific activities: Rewrite information to explain a graphic presentation. 8 Leaming Environment 2 Social practice: Interpret and convey instructions found in daily life. Specific activities: Understand and express ‘warnings relative to public places. Continuous and Global Assessment Chart... page 152 ee page 153, Formal Assessments .. page 154 Audioscripts eee page 164 ‘Answer Key for Reader Comprehension Questions... Page 171 Answer Key for Self-Test... page 173 ‘Answer Key for Formal Assessment... sevsneesene BBGE 17H Bibliography for Teachers .. ... page 175 Tracklist... -page 176Introduction How All Ready! works 7 ‘Components All Readyis a brand new secondary school course which has been designed both in All Ready! 1 as a stand-alone course and to follow on from the mt Ready primary course. All Ready helps students consolidate their knowledge of English and the social For students practices developed in the previous stages oftheir education, and acquire new knowledge and skills to help them take their English to the next level ‘The aim of the All Ready! series is to expose students toa variety of rel life ‘communicative situations specifically selected to reflect the social practices ofthe English language. This approach is very much task-based. It does not simply rely on language analysis, but rather seeks to make learning meaningful by having students apply new language to the completion of tasks or the development of “products.” At the same time, this approach encourages students to not only develop their communication skills, but also the general earning skills or competencies they will need in life. ‘The communicative focus of the All Ready! series is text-based. Students will work extensively on the production of oral and written texts with the intention ‘of improving their knowledge of different text genres, and producing texts for specific communicative situations, that are both coherent and cohesive, and that follow grammar, punctuation, and spelling conventions. In addition to this, students will develop skills to allow them to revise and repair their written and oral texts to help them deal with communication breakdowns. Student Book Structure Alll Ready! 1 consists of five units, each one divided into two social learning environments. Each environment is made up of two lessons of 6 pages each, and ‘For teachers {a product. The product is the final task to the lessons and aims for students to —_ create a linguistic product that shows that they can perform the social practice and specific activities of the learning environment. The product is done over three stages which have students plan, do, and share and are covered in 4 class periods. ‘The lessons themselves are divided into five stages of language development. These stages are not explicitly shown in the Student Book, but are clearly indicated in the Teacher's Guide: Stage 1: | know: Eack lesson begins with an activity designed to activate students’ prior knowledge of the specific topic covered in the lesson. ‘Stage 2: | build: This stage exposes students to the target language of each lesson in a realistic context with realistic activities. Stage 3:| think: This next stage focuses the students’ attention on the target language in an active way, helping them to notice patterns and formulate rules about correct usage. Stage U: | practice: This penultimate stage gives the students the opportunity to test ‘out their conclusions from the previous stage through a variety of controlled activities. Stage 5: | can: Finally, students are given the opportunity to apply and personalize their new language and knowledge in different contexts in order to produce their own language.Each unit begins with an introductory spread which clearly sets out its activities, social practices, and aims so that students have a clear idea of what is expected of them. In addition, there is an a Glossary at the back of the book to supplement the lessons. ‘The Product lessons that come at the end of each learning environment follow a similar format to the lessons themselves: Stage 1: | get ready: Students activate their schemata on the topic. Stage 2: | plan: The initial planning stage where students decide how to distribute tasks, required material, etc. Stage 3: do: This consists of the specific activities needed to develop with the product. Stage 4: Alll ready to share: Students share their product with the class. It includes Check the Chart! or Useful Expressions boxes. At the end of each product, there is an I earn table so students can self-assess their own performance throughout the product's process. ‘To further help guide both teachers and children through All Ready! 1, a series of icons and features visually indicate the different elements present in each lesson. Icons: + Learning environment icons: ‘These show the learning environment that provides the learning context. Bive — Familiar and Community Environment, Pink — Literary and Ludic Environment Yellow ~ Formation and Academic Environment + listening icon: This indicates when there is audio support to accompany the activity. + Competencies icons: As previously mentioned, All Ready!, places great emphasis in developing students’ competencies in tandem with their communication skills. The following icons appear alongside activities so that both teacher and students can see which competency is being promoted. Learn: Indicates activities which promote lifelong learning, learning autonomy, and learning strategies. Think: Indicates activities which develop critical thinking such as analyzing, categorizing, sequencing, and reflecting, Me: Indicates activities which help students understand themselves, their decision-making processes, and promote self-awareness. GF Collaborate: indicates activities which involve cooperative work and develop effective communication and social skills. ‘Act: Indicates activities which create a social and global awareness of the world today. * Reader icon: This icon indicates when to use the Reader which accompanies the Student Book. + Glossary icon: ‘This icon refers students to the glossary at the back of the book and aids them in the learning of new words. The word and meaning will help them understand and remember the new words more effectively. Familiar and Community Environment Literary and Ludic Environment Formation and Academic Environment Audio eFeatures: “There is a Glossary for each unit that gives meanings of key vocabulary items, helping students develop basic bilingual dictionary skills that promote autonomous learning, “The Self-Test section provides an opportunity for students to reflect on their learning in each unit and what they can do with the language they have acquired. It includes an answer key. ‘The Worksheet section consists mainly of graphic organizers and templates for the students to use during class, The teaching notes indicate when and how to use them. For more information, see the Helpful ideas for using All Ready! section on pages 8-9. ‘The Verb list contains a list of irregular verbs found in the Student Book in their infinitive, simple past, and past participle forms, ‘The Audioscript section contains scripts forall the listening activities covered in the Student Book. Refer students to this section whenever you want them to do different activities with the audioscript. ‘The Bibliography for Students provides a list of reference materials for students to research and expand their knowledge on the topics seen in All Ready! Teacher's Guide Teaching notes ‘This guide provides step-by-step comprehensive teaching notes on how to cover the material in the Student Book. Each corresponding unit of, the Teacher's Guide is clearly sub-divided into learning environments, lessons, and even classes, so that the teacher knows exactly what to do and when to do it. ‘The lesson notes follow the previously mentioned five-stage language development plan. Similarly, product lessons are clearly based on the aforementioned four-stage plans. Both of these lesson types begin with ‘box which clearly sets out the lesson’s performance indicators and the required materials before the lessons begin, and the lesson notes contain key features like answer keys and competency icons. Other useful sections in the teaching notes include: Yearly Planner: Five two-page spreads, one for each unit, which clearly se A indicate what the teacher needs to cover in each class period. It lists the Student Book activities, the chapters of the Reader, the competencies to be developed, and the stages covered in each lesson. Lead-In: This section begins every class and serves as a warmer activity to get the students involved and interested before the main part of the lesson begins. Reader box: This is a set of instructions on how to present and carry ‘out the activities related to the Reader (indicated in the Student Book by the Reader icon). These boxes also give ideas for a variety of reading strategies. Altemative Activity box: This offers the teacher an alternative way to conduct an activity.Classroom Management box: ‘This gives methodological or class management suggestions, designed to anticipate problems in the classroom and / or help the class run more smoothly in general Remember: This feature prompts the teacher at the end of a class about the material required for the next class. Cultural Note box: This provides useful cultural information related to the subject being covered or the language being taught. Teacher's Reflection Tool box: This, which appears at the end of each learning environment and lists the learning environment’s achievements in the form of can do statements, and it provides the teacher with an opportunity to reflect on what students have covered in class. Assessment tools: The Assessment Guidelines section at the beginning of the book offers a detailed explanation of the different types of assessment provided in All Ready! 1, including assessment rubrics. After each unit there are Continuous and Global Assessment Charts to record students’ progress, which are linked to the attitudes and values of the language and the social practices. Finally, at the end of this Teacher's Guide, there are two-page Formal Assessments for each unit, which cover the students’ language knowledge and skills. Bibliography for Teachers: This is a list of reference materials for teachers. Glossary: This provides a comprehensive list of ELT terms used in the teacher's notes or that ate essential to the successful implementation of All Ready! 1. Audioscripts: A copy of all of the scripts for al listening activities is provided at the back of the Teacher's Guide. Answer Keys: There are answer keys for the Reader's Comprehension Questions and the Formal Assessments. Other resource material: Audio CD ~ 4D The Audio CD contains the listening activities from the Student Book. The recordings are read by both native and non-native English speakers. The tracks are indicated in both the Student Book and the Teacher's Guide. The Readers “The AU! Ready! Readers are specifically designed to complement the Student Book. Given the text focus of All Ready!, the Readers are an essential tool to help students develop their reading skills and text knowledge. ‘The Readers consist of three main sections: * Narrative texts These are original fiction and provide opportunities for students to read and discuss stories related to cultural, literary, and everyday topics, with illustrations that are closely related to the text, * Informative texts ‘These are non-fiction texts that help student's learn about the world around them. They contain factual texts and support cross-curricular content.+ Comprehension questions and glossary These are found at the endl of each text in both the narrative and informative texts, followed by a glossary designed to help comprehension during the reading process. Helpful ideas for using All Ready! 7 Developing Writing Skills All Ready! 1 focuses heavily on developing students’ text skill, both through their ability to understand different texts and to produce them, ‘Students have begun to develop an understanding of different text types and are becoming aware of concepts such as purpose, structure, genre, and tone, both in their own language and in English. However, if this receptive understanding of written language is to become a productive ability, students will need the help, support, and guidance of their teachers, “The lessons in All Ready! 1 provide activities designed to improve and practice students’ writing skills, but there are a whole host of other activities available to the teacher which can be integrated into classroom activities to further develop students’ knowledge and abilities, many of ‘which require little or no preparation. At word level, drawing students’ attention to spelling patterns and strategies (i before e except after ¢; when to double consonants when adding -ed ot -ing to verbs, etc.), provides students with the tools to construct the basic building blocks of any text. It is also advisable to sensitize students to recognize different parts of speech (nouns, verbs, adverbs, etc) and their syntactic functions, as this will improve their accuracy. One simple but effective activity that can be included in virtually any lesson is. having students find examples of the part of speech being studied in each lesson, for example, prepositions. Another is helping students build word families for high frequency vocabulary which occurs in the lessons, for example, success (n) succeed (v) successful (adi), by having students come up with sentences for each different part of speech in the family. Similarly, there is an abundance of useful sentence-based activities available to the teacher; again, many require little extra work on the part of the teacher. Sentence dictations can be very useful in helping students understand the difference between what they hear and what they write, and can be done collaboratively (with pairs or groups of students comparing after ach listening and peer correcting) so that the focus is on the students learning from each other. In a similar vein, giving students sentences from their written homework and having them work in groups to try and find and correct the mistakes can be a very useful sensitizing activity. To make things easier, the teacher can indicate where the mistakes are and focus on ‘common “global” mistakes made by the students rather than using specific examples from individual students and risking potential embarrassment for the student concerned. With paragraph and complete text activities, once again, noticing exercises, such as identifying all the linking words /phrases in a text can be very useful for building student text knowledge, and simple activities can be created by photocopying texts and deleting the linking words you want to practice. Similarly, giving students individual sentences from a text or paragraph and having them work together to decide on a logical order can promote concepts such as how to produce coherent arguments or main ideas and supporting details.10 Moving on to creativity, itis often at the idea stage where students fall short with writing, Techniques such as brainstorming, using visual aids, collaborative and chain writing (where students take turns to write sentences in a text) are all ways of making sure that students don't get stuck on what to say. In addition, remember that while students may now be able to recognize certain text types, they probably still have very little experience in actually producing them. Make sure that they have the scaffolding they need by always having a model text so that students are clear on what they have to produce. The first few times the students are attempting a certain text type, text templates which clearly show the paragraph structure, with sentences prompts for students to complete (In ‘my opinion, ...; etc.) provide students with a framework to “borrow” for fature texts of their own, Remember that students learn quickly, but also forget quickly, and the best way to ingrain good writing practices in students’ minds is to do activities often so that they become second nature and can be applied by students outside the classroom. Using Songs All Ready! 1 makes use of songs for a number of different reasons. Apart from the “typical” language focus exercises (complete the missing words, guess the new vocabulary from context, put the words or sentences in the correct order, listen and correct the mistakes, mime the actions, etc.), songs can provide a platform for a number of other language and competency-based activities. ‘To begin with, songs can be used as a means of teaching values and provide contexts for looking at social issues, by having students reflect on the themes they cover, such as sadness, friendship, and family. In addition, songs can serve asa platform for speaking and writing exercises. Depending on the song, it may be possible for students to develop role- plays between the different characters in the song or for students to write additional verses or continue the “story” They can even be asked to write letters or e-mails to the people in the song, giving advice, or to rewrite the song into a story. The list goes on and on. ‘One thing is certain, songs are an excellent way to engage students’ interest in English or in a specific topic, and, with a little thought, can often be the vehicle for many interesting activities. Graphic Organizers Graphic organizers, which are found in the Worksheet section of the Student Book, integrate visual and verbal elements of learning. They benefit both left and right hemispheres of the brain, and are designed to help students organize and make sense of information and create a connection between different ideas through visual means. Graphic organizers can be used in all stages of the lesson, for instance, ‘when brainstorming or when organizing information, and they can be used individually or in groups. They are particularly useful in activities that require critical thinking skills and promote creativity by encouraging students to look at information in new ways. They also promote learner ‘autonomy by giving students the means to organize their newly acquired knowledge in ways which are meaningful to them.BT age lala Unit 1 Act clas know no Thal Activiy3 casa sn @« aetviy’s Think Aatvty 6 QV tin class datity? Lets Goto Boulder Activity 8 Page 7-16 | Ap ten = Activity 9 @« ipesctiee ‘Activity 10 class ‘Aetivity 11 Y tine Acti 12 Ian ‘i ee FF cotsbonte fers Lesson Stages eireneey Reader Se know Activity 1 class ‘ativty2 {uid Activity 3 fctviy 4 ’ sets class cus Q tne Actvy 7 Think lets Goto Boulder Activity Pages7-16 | (Y think ciass7 fet 9 ‘Activity 10 Goo Ipratice ‘ctv 11 ciass8 7 Activity 12 FF cotadorae bea Activity 13 Product Sa The Acting - out ofa Dialogue Tgetready Sage cas Tan sage? 1 do stapes Sage 4 Chass 10 All ready to share Tikent Cast Sees page 166 ofthe Sade Book Glass 12 Formative Asessment page 154 ofthe Teacher Guide12 Unit 1 eg [earning Environment 2” " Aehlevementss Uterary and Ludie * Can Ui inown comrehenson stateies. 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