Tite ce Lelie teacher book a What do you do? You look much younger than that! Really! What — surprise! I'd rather not talk about it, if you don’t mind. What do you do in your free time? I'd take it easy if eres Cra Do Rea) se0, isn’t there? Where are you going this year? Did you fly? How long have you been interested jazz? I really ce her. | work from home. No, I’m just locking, thank you. I'm a nine. Which one sounds more Eee eeu OCR eae a SY Pee cu) ? Sorry I'm late. There was Cee Cee aL work on my laptop. | haven't played since I was at school. Richard Hallows with Lynda EdwardsThomson Learning ELT International Contact Information UK / Europe / Middle East / Africa ‘Thomsen Learning High Holborn House 50/51 Bedtord Row London WCIR ALR, United Kingdom Tel 44 -207-067-2500 Fax: 4-207-067-2600 Asia Thomson Learning 5 Shenton Way. 01-01 UIC Bullding Singapore 068808 Tel: 65-6410-1200, Fax: 65-6410-1208, info@thomsenlearning.com.sg ‘Australia / New Zealand ‘Thomson Learning 102 Dodds Street Southbank Victoria Australia 3006 Tel: 03.9685-4111 Fax: 03-9685-4199 Brazil Rua Teaipu, | 14 - 3° Andar Perdizes CEP 01235000 Sao Paulo - SP Brasil Tel: 55-1 1-3665-9900 Fax: 55-1 1-3665-9901 Canada Thomson Nelson 1120 Birchmount Road Toronto, Ontario MIK 564 Canada Tol: 416-752-9100 Fax: 416-752-9646 Japan ‘Thomson Learning Nihonjisyo Brooks Bldg 3-F 4-1, Kudankiea Chiyoda-u Tokyo 102.0073 Japan Tel BI Fax: 81-3-3511-4391 Korea Thomson Asia Pre Led, Suite 301 Richemont Building 114-5 Sung San-Dong Mapo-ku Seoul 121-250 Korea Tel: 82-2-322-4926, Fax: 82-2-322-4927 Latin America Thomson Learning Seneca, $3, Colonia Polanco 11560 Mexico DE México Tel: 525-281-2906 Fax: 525-281-2656 Spain/Portugal Thomson Paraninfo Calle Magallanes 25 28015 Madrid Spain Tel: 34 (0)91-446-3350 Fax 34 (0)91-445-6218 ‘ww paraninfo.es Taiwan IF No. 10 Heng Yang Road Taipel, Taiwan, ROC Tol: 886-2-2375-1118 Fax: 886-2-2375-1119 United States Thomson Heinle 25 Thomson Place Boston, MA 02210 USA. el: 800-237-0053 or 617-289-7700 Fave 617-289-7855, Foreign Rights Jean Spurs, Director “Thomson Learning High Holborn House 50/51 Bedford Row London WCIR 4LR United Kingdom Tel: 44 -207-067-2500 Fax: 44-207-067-2600teacher’s book nnovations a course in natural English Richard Hallows with Lynda Edwardsbsseetuecensnbssetsusesseesscetsusesseeseseesssersevenes uwesunuetuueusssicstaussulsbesteteeserleesestsieereel = THOMSON pasepncevtleeeniers Innovations Advanced Teacher’s Book Hallows/Edwards Publisher: Civistopher Wenger Series Edicor: jimmie Hi Director of Content Development: Anita Roducany Director of Product Marketing; Amy Mobley Editorial Manager: Bryan Fletcher Developmental Editor: Soran O'Driso Ezditor: Process ELT (www processor) Production Editor: Maeve Healy Copyright © 2007 by Thomson ELT, part of che Thomson Corporation. Thomson ELT, and the Star logo are trademarks used herein under license, All rights reserved, No part ofthis work covered by the copyright hereon may be reproduced or used in any form or by any means ~ graphic electronic, or mechanical, including photocopying, recording, taping Web distribution or information etorage and retrieval systems ~ without the written permission of the publisher Printed ia Croat 123456789 10 Ii 10 09 08 07 For more information contact Thomson Learning, High Holtorn House, 50/51 Bedford Row, Londan WCIR LR United Kingdom or Thomson ELT. 5 Thomson Place, Basten, Macsachusette 02210 USA.You can visie our websice at clethomzon.com International Marketing Manager: fon Mor Manufacturing Buyer: Maeve Healy Project Manager: Howard Middle!MM ELT Secvces Production Management: Process ELT Compositor: Pecess ELT Cover/Text Designer: Stusio Image & Photographic Art ion stooimage com) Princers Zrinski de For permission to use material from this text or product, submie a request online at; worwthomsonrghts.com [Any additional questions about permissions can be submitted by email to thomsonrights@thomson com ISBN-13: 978-1-4130-2853.9 ISBN-10: |-4130-2853-5 (Teacher's Book)Contents Introduction Features of Innovations 22 27 32 34 38 Writing: Putting your point of view 43 Review: Units 1-6 45 47 52 Writing: Introductions to essays 58 The w 59 64 69 7\ 77 Writing: Anecdotes and stories 82 Review: Units 7-12 84Writing: Book reviews 108 | Writing: Giving instructions and advice 117 Review: Units 13-48 118 120 126 130 132 137 143 @ sitveations 145 150 ing: Giving presentations 156 Review: Units 19-24 158Introduction Innovations, first published in 2000, was created to provide intermediate to high-incermediate students with interesting models of natural spoken English to motivate them beyond the intermediate plateau, Innovations has now been updated and expanded into a full series (Elementary, Presntermediote Intermediate Uppe! intermediate and Advanced) for classes looking for a fresh approach. Iris based on a language-rich, lexical and grammatical syllabus thae stems from che kinds of conversations that learners want ro have, So what's so innovative about Innovations? Innovations Advanced, ike the rast of the series, aims to promote undersanding of natural spoken English and maximise students’ ability co speak English with confidence, It does this not simply by providing students ‘with plenty of opportunities to use language in personal, creative and communicative contexts, but more. importantly. it provides good models of spoken English ‘The language presented in the Jnnovations series is the English commonly used in everyday life by fluent, educated speakers, However, when students reach an advanced level, they need to be stretched and they also need to develop a wider range of registers, including written forms, For this reason, Innovations Advanced has 12 Writing unies as well as a large aumber of motivating texts which present challenging new vocabulary and stimulate discussion in class. How does Innovations Advanced fit in with the rest of the series? Innovations Advanced builds on the work done in previous levels. t revises and extends some of the features and patterns of spoken language that were dealt with in ‘ovations Upperintermediate fe provides a number of global tests on tense through a number of exercises, fr example auxiliaries, passives, conditional, et. also provides students with lots more input of vocabulary, Collocation patterns and idioms, all of which helps to improve their ablity to tlk about diverse topics. The course develops students’ range by looking at grammar and vocabulary in a number of spoken and written registers. In terms of the Common European Framework it aims to take students from 2 B2+ to Cl Organisation Innovations Advanced is divided into 24 units. Each unic is furcher divided into two double-page spreads, each providing self-contained and coherent lessons of around 90 minutes. One spread is based around one or more listening texts and focuses on spoken language and conversation. The other spread is based around a text and focuses more on issues connected with the topic and vocabulary, and develops students’ ability to argue and debate, There are also 12 Writing units, which deal with different eypes of written texts. These units provide models of written texts, activities on relevant aspects of grammar and vocabulary, and advice on improving writing skills, ‘There is a Review after every six units The Tapeseript at the back of the Coursebook features all che listening texts apart from those that are included as gapefill vexts within the unies themselves. The Grammar commentary a¢ the back of the Coursebook provides students with full explanations and examples of the grammar in the course, Other components The Coursebook is complemented by a set of Audio CDs/Audio Tapes, a Workbook, this Teacher's Book, and ‘a separate, photocopiable Teacher's Resource Book. ‘There is also support in the form of a website wich useful links, and the test-creating programme Exam View® Pro, + Audio CDs/Audio Tapes The Audio CDs/Audio Tapes contain recordings of all the dialogues and reading texts, pronunciation exercises and those lexical exercises where stress and intonation are the main focus. + Workbook ‘The Worldbook is for self-study, but any of the exercises in it may be done either in class or as homework. Ie also provides revision and extension of the language taught in the Coursebook. In addicion, there is a writing syllabus running through all che evan units. These exercises focus on linkers and discourse markers common to writing. The odd units also provide a Key words for writing, activity.You may choose to use the Workbook or you ‘may decide thae there is sufficient exercise material in the Coursebook. If you choose not to use the Workbook as part of your course, itis a good idea to recommend it to students as additional practice. + Teacher's Resource Book ‘The Teacher’s Resource Book provides 44 photocopiable activities and games which closely support the material in the Courseboole Getting the most out of Innovations This Teacher's Book provides plenty of detailed advice ‘on how to get the most out of Innovations Advanced, However, there are some general points to make about the special features you will find in the Innovations Advanced Coursebook. These features are highlighted in the section that follows.Advanced students Students who have reached the level of Innovations ‘Advanced are already successful language learners! They have no obvious needs in cerms of language classes. They may have reached a stage at which they would best progress by working in an English-speaking environment, reading extensively in English, or through some other daily contact with the language. However, for many students, cheir commitment to learning English may be limited to dedicating some time to coming to a class where they can speak English and learn a bit mare Tanguage on the way. Scudenes may also want to improve their knowledge of English because they would like to ‘or need to take a public exam in the future. Advanced students of English are generally more mature, educated people. However, they are not necessarily intellectual, o Interested in literature or linguistics. With this profile in mind, the teaching emphasis for any advanced students should not be primarily grammar or detailed linguistic analysis! We think itis useful for students to have some short exercises and tests where they can notice and reflect on grammar usage, but they should be ne more than that ~ regular, ight reviews. Certainly, topics may need to be more serious and less mainstream for students to develop their range of language. However, students at an advanced level still have incerests in ‘lighter’ topics such as humour, films, hair and beauty, shopping and celebrity. Indeed, these topics are often {exically quite rich and ic Is the area of vocabulary where students still have a lot co learn, Most advanced exams test students’ knowledge of vocabulary in relation to collocation, fixed phrases, prepositions and other aspects of word grammar’ Teachers can, therefore, focus on these aspects of the language in lessons. They can ask. questions about the language in the Coursebook activities in order to generate more language from the students. Using vocabulary ‘The aims scated in the Unit overview at the beginning of each unit in the Teacher's Book give you an idea of the activites in the Coursebook, with a particular focus (on vocabulary. However, the Coursebook does not make 2 point of labelling activities as ‘Using vocabulary’, because we believe that at this level «il exercises should be seen as having a vocabulary focus.There will often be new vocabulary in the questions of spealang activities; there will be new vocabulary in grammar activites; there will be new language In reading and listening texts as well as in the comprehension and word check activities that accompany them. To exploit this, the teacher’s notes highlight a lot of the key words, collocations and expressions you will need to draw students’ attention to and explain. The words and expressions highlighted in she Teacher's Book are merely a good guide to what to focus on, not an exhaustive list. Features of Innovations Teaching vocabulary Good vocabulary teaching should ideally involve three parts + an explanation or transtation of the word or expression + one or more natural examples of the word or ‘expression as it is often used + checking that students have understood by asking {questions or eliciting further examples Explanations and examples Ie may seem strange to say this, ut explanations are perhaps the least important part of vocabulary teaching! Especially at high levels i Is easy to get bogged down giving vary precise explanations. Explaining the difference between, say grasp, grab, snatch and clutch is very dificult and is more likely to confuse things than to clarify them for students ts, therefore, better to give a quick, general explanation or translation as a starting point, followed by an example. Good examples that show how similar words collocate diferently are of much greater use to studenes chan mere explanations at any level, bt, particularly at advanced levels. Most of the activities themselves provide these good examples, while the teacher's notes often provide others. Initially, your job as a teacher should be to highlight this usage ~ the collocations, the grammar, getting students to notice fixed expressions, as well 5 certain adtional factors such as pronunciation, connotation (negative or positive, rude or neutral, ete) and register (formal or informal, whether the word or expression is used by older or younger people, etc). You may also want to access other {good examples such as those found in good Englsh-Englich dictionaries in the Cobuild series or by doing a search on the web. Checking and expanding on understanding In many cases, activites in the Coursebook (whether ‘gap-fils, speaking practice or reading and comprahension checks) will serve to check whether students have understood what you have taught. However, it is also. valuable to ask other questions that check students Understanding and possibly expand it further. This can be done quickly as you go through answers to an activity con the board, with students calling out answers. Again, the teacher's notes may suggest specific questions you right ask, but in general you can follow this pactern What ather things can you X? What ather things can you describe as X? What's the opposite of X? What's « positive / negative way of expressing X? If you do X, what wil you do next? If you have done X, what happened before?‘Where would you X? ‘whut do you use an X for? Wt would you reply if someone said X? ‘Notice how these questions will often generate useful fanguage connected to the word or expression (X).This, 4 turn, can provide students with a better idea of how tise word in question differs in usage ~ especially collocation patterns ~ from the same word in their own language. It is also more engaging for students, as you » involving them in the teaching and accessing their urvent knowledge, bw can prepare these questions before class (and obviously re-use them when you come across the word other contexts and classes).You also need co prepare ‘he answers, bearing in mind the fact that students will often give you the wrong one! Note that in many cases studants might understand the meaning, but use the wrong words, Therefore, you won't need to give much further explanation. This new language can also be put ‘on the board, ideally in the form of whole expressions 1s you would use them In speech ‘You may also like to follow up a section of teaching like this by asking students to quickly personalise the new vocabulary you put on the board (Z). For example: Do you know or have you heard about anyone who Z f as Z? When was the last time you Z? Where? What happened? etc, You could quickly put students into pairs to do this kind of activity for five or ten minutes. This is a good way of breaking up the lesson and getting away from the Coursebook for a moment. It encourages students to get to kenow each other better and, unllee supplementary materials, equires lice planning and no fighting with the photocopier! It may take a little time to get used to this style of teaching, and initially students may also need to get used to ie, but ie is worth persisting as it makes for a dynamic and language-rich classroom. Using grammar and the Grammar commentary You wil find many of the familiar ‘advanced’ grammar features such as inversion and cleft sentences in Innovations Advanced. There are also certain patterns such as M5 not as though that have a simple enough meaning and are frequently used in speech, but are not commonly taught. In al cases, we have tried to exemplify these in as natural a way as possible. This sometimes means they are confined to the writing sections, because the grammar is much more commen in a written rather chan in a spoken context. It may also mean that the activities are quite short ~ because a particular piece of grammar has, in fact,a fairly limited range. Features of Innovations Under the Using grammar headings, you will also see general reviews of structures. Again, the emphasis is on natural usage, for example looking at substitution and ellipsis with auxiliaries, or looking at how che structure is used with a range of diferent tenses. These exercises aim to be practical racher than analytical, although the Grammar commentary at the back of the Coursebook, which is signposted in the units, provides chorough analysis and further examples. ‘There is litte else to say on the subject other than to reiterate that the Using grammar sections are also an opportunity for teaching lexis and that, in the end, what wll push studencs beyond the Cl! level is a better command of vocabulary, not a better knowledge of grammar, Listening ‘Most of the listening texts in the Coursebook are ‘conversations, although there are also examples of lectures or radio reports. The conversations exhibit natural use of language and contain many common. ‘expressions that are spoken by educated English speakers in daily life. They are recorded at the typical speed of everyday conversations. Relative to other levels in the Innovations series, there are fewer of the listening texts printed in the main body of the units. They are, however, available at the back of the Coursebook. Nearly all of the comprehension and cother listening activities have a focus on the language in the recordings, soit is a good idea at some point to allow students to both read and listen to the conversations in the tapescripts. Listening to natural spoken English whilst also reading what they are hearing helps seudents to get used to the way language is ‘chunked’: where speakers pause, and, more importantly, where they do not pause. It also helps them to notice other features of everyday speech, such as discourse markers. You can follow up the listening by getting students to read the conversation aloud in pairs ~ either the whole dialogue or just part of it. Reading ‘One double-page spread in each unit is based around reading text. These texts are not included on the CDs. Most of the texts have been sourced from newspaper and magazine articles, websites and other authentic materials. The texts have then been adapted for classroom use. They aim to give opportunities to teach new language around the topic, stimulate discussion in the classroom and allow students to practise and develop their reading sls ‘The texts are dealt with In a number of ways. One way Is to put students into pairs or small groups. Students can simply turn to the person on their left for a first round of discussion and then, if you wish, turn to the person on their right to discuss the texts with a ney partner: This will void a lot of moving around in classroom situations where this is dificult, as well asFeatures of innovations ‘making the discussion between the students more ‘manageable, These tasks also aim to reflect the reality of how we tall about texts, where we sometimes have to ‘explain a text as well as pass comment on it. In general, the tasks try to avoid extensive use of comprehension questions, opting instead for a more naturalist approach where students need to reconstruct or sunvmarise what they have read and/or comment on it “Teachers will need to pay atvention to these discussions for gups in understanding as well as for opportunities £0 highlight new language. There are often vocabulary tasks that encourage students to re-read the text and notice useful ‘expressions and collocations. One question that you can ask is if anyone found an expression or collocation that was interesting or new to them. Suggest that students use a good English-English dictionary, not only to check. ‘the meaning of words, but also to read the examples, which often contain useful collocations and phrases. With both the reading and the listening texts, you could simply ask students: Do you hove any questions about the text? Note that this is a different question to Ave there ‘any words you don’t know? because It allows students to ask about anything. They can ask about words they do know, but which may appear in a new meaning or collocation; they can ask about expressions; they can aske about content; they can even ask you what you think! Encouraging students to ask questions is a good way to ‘encourage them to notice language. It also helps to create a good relationship between students and teacher, Speaking Speaking is an essential part of every lesson. The speaking tasks in the Coursebook are intended to encourage students ¢o use some of the new language that they have mot in personalised ways. They are also inceaded as an opportunity for students to relax and ‘enjoy talking to each ocher! [cis a good Idea to introduce these speaking tasks by calking about yourself and encouraging the class to ask you questions. This serves as a model of what you are asking students to do and is another good source of language input. Also, students generally like finding out more about their teachers, ‘You may wish to use these discussion periods as a chance to monitor students’ spoken performance and to gather student errors to focus on later; or as a chance to listen out for gaps in students’ vocabularies, which can then be addressed later. A good way to give feedback on these sections Is to re-tell what one or two students said, Re-teling what students say ~ sometimes called reformulation ~ is a good technique even at advanced levels because it allows you to correct and introduce useful new language in 2 way which acknowledges that the student has successfully conveyed their meaning At these higher levels, you can also get students to add comments to what you have said or encourage other students to ask further questions, ‘which may in turn lead to further opportunities to notice, correct and teach new language in a whole class situation, Some of this new language should be written on the board, though how much may depend on the pace of the lesson Occasionally, you may wish te just take a back seat and have no feedback. However, on the whole, students like to have opportunities to judge their performance and learn more, Pronunciation ‘There is a lot of value in getting students to listen to and repeat chunks of language. ft can help them to memorise the language as well as giving them practice in getting thelr tongues round an expression. It is a good Idea to draw attention to feacures of connected speech while listening to English in part because this will help them in producing the language. There are also activities throughout the Coursebook on aspects of intonation and showing emetion through how you say words Real English notes There are Real English notes throughout the book. “These nates refer to a parvcular piece of language ~ a ‘word, phrase or a grammatical structure ~ that appears in one of the tasks.The notes contain features of everyday English that many traditional Coursebooks ‘overlook,and so it is important to draw studenes’ attention to the explanations and examples. You can add more examples or asia few related questions to exploit the notes further, Writing units For some teachers and students writing can seem rather