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    Face2Face Upper-Intermediate Teacher 39 S Book PDF

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    Fiamma Lorena Lejona

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    © All Rights Reserved
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    of 101
    CAMBRIDGE face2face > . Upper Intermediate Teacher's Book Tal ie With over 100 pages of extra teacher’s resources SBE e sem ELC TE) POMC eM eC EUU) Upper Intermediate Teacher's Book Chris Redston and Tim Marchand with Gillie Cunningham CAMBRIDGE UNIVERSITY PRESS Tests by Anthea Bazin and Chris Redston ‘CAMBRIDGE UNIVERSITY PRESS ‘Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo (Cambridge University Press ‘The Edinburgh Building, Cambridge CB2 8RU, UK worwcambridge org, Information on this ttle: www cambri .org/9780521691656 © Cambridge University Press 2007 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written, Permission of Cambridge University Press First published 2007 Printed in the United Kingdom at the University Press, Cambridge A catalogue recon for this publication is available fram the British Library ISBN 978-0-521-69166-6 Teachers Book ISBN 978-0-521-60337-9 Student’ Book with CD-ROW/Auio CD ISBN 9780.5 ISBN 9; Workbook with Key §-0-521-60541-6 Class Audio CDs ISBN 978-0-521.60345-4 Class Audio Cassettes ISBN 978-0-521-6 re 1-6 Network CD-ROM IN 978-0-521-69167-3 Intermediate andl Upper Intermediate DVD ISBN 978-6-483-23372-6 Students Book with CD-ROM/Audio CD, Spanish Edition SBN 97 78-3-12-539744-6 Student’ Book with CD-ROM/Audio CD, Klett Edition normally necessary for written permission for copying to be obtained in advance publisher. The CD-ROM/Audio CD: User Instructions in the Introduction, he Class Activities worksheets, Vocabulary Plus worksheets, Study Skills works! ogress Tests at the back of this book are designed to be copied and distributed The normal requirements are waived here and it is not necessary to write to Gombridge University Press for permission for an individual teacher to make copies University Press’ may be copied. = use within his or her ow classroom. Only those pages which earry the wording Contents Welcome to face2face!__| Phetocopiable Materials faceatace p4 [Class Activities 7 Vocabulary Plus) face2{ace Upper Intrmediate aeandivvink ue 18 Aaslary dominoes pis2 professions pi7e The O-ROM/Aud GO: stuctons p10 eee eee. ETI me. The Common European Framework eos nara OUR ee sa euins ee (cer pia: ‘2G Where's the stress? piss 4 Descriptive verbs p79. Teaching Tips oral 2D The Big Question pise ‘5 Geographical features, © p180. 3C_Prepositon pelmanism piso 7 Words from other languages pre 4 Alf of earning pat Rae, ps Se ee. owe 4 The book wiz pias ee ee ime oe Gea Pe. 4C Theisiend 10 Nouns from phrasal verbs p185. 3 Ws against the law ps7 ke SRC CBE Sauces psa 6B Nature cossvord pias Rae = B Waking ends meet p76 fee Ue PISO insiuctons pies @ Outand about pea SD Fourinaline pist 1. Speling rues: the finale p190 10 The great divige poz Fre baiinannraie RIES! 2 Word maps pi91 ‘11 Making alving pion paces cgespenictt am bie Silent eters pioz SN ee Gee nee ee 9D Giveaway! pi62 Progress Test 2 p202, Se eae et ae ae ss lee cent aes ee Progiess Test 12 pe22 face2face facodface is a general English course for adults and young adults who want to lear to communicate quickly and effectively in today’ world, facedface is based on the communicative approach and i combines the bes in current methodology with special new features designed 10 make Teaming and teaching “The face2face syllabus integrates the leaming of new language with skis development and places equal emphasis on vocabulary and grammar. facezIace uses a guided discovery approach to learning, first allowing students to check what they Know, then hrlping them to work out the rules for themselves through carelully structured examples and concept questions All new language is imeluded in the interactive Language Summaries in the hack of the face2tace Students Book and is regularly recycled and reviewed There i a sirong focus on listening and speaking throughout face2face Student’s Book with free CD-ROM/Audio CD “The Student’ Book provides 48 double-page lessons in. 12 thematically linked unite, each with 4 lessons of 2 pages. Each lesson takes approximately 90 minutes. ‘The fiee CD-ROW/Audio CD is an invaluable resource for students, with over 200 exercises in all language areas, plus video, recording and playback capability, a fully searchable Grammar Reference section and Word List, all the sounds in English, customisable My Activities and My Test sections, and Progress sections where students cvaluate their own progress. Help stents to get the most out of the CD-ROM/Audio CD by giving them the photocopiable instructions on pl0-pl2. Class Audio CDs and Class Audio Cassettes ‘The three Class Audio CDs and three Class Audio Cassettes contain all the listening material for the Student’ Book, including conversations, drills, songs and the listening sections of the Progress Tests for units 6 and 12. Workbook The Workbook provides further practice of all language presented in the Student’ Book. It also includes a 24-page Reading and Writing Portfolio based on the Common European Framework of Reference for Languages, which can be used either for homework or for extra work in class. Welcome to face2face! Innovative Help with Listening sections help students to understand natural spoken English in context and there are numerous opportunities for communicative, personalised speaking practice in face2face. The Real World lessons in cach unit focus on the functional and situational language students need for day-to-day life “The face2face Student’ Book provides approximately 80 hours of core teaching material, which can be extended to 120 hours with the photocopiable resources and extra ideas in this Teacher’ Book. Each self-contained double-page lesson is easily teachable off the page with minimal preparation. The vocabulary selection in face2face has been informed by the Cambridge International Corpus and the Cambridge Learner Compus. face2face is fully compatible with the Common European Framework of Reference for Languages (CEF) and gives students regular opportunities to evaluate their progress. face2face Upper Intermediate completes B2 (see p13). face2face Upper Intermediate Components Teacher's Book This Teacher's Book includes Teaching Tips, Teaching Notes and photocopiable materials: 35 Class Activities, 12 Vocabulary Plus and 4 Study Skills worksheets, and 12 Progress Tests. Network CD-ROM ‘The Network CD-ROM is a network version of the CD-ROM, ‘material from the Student’ Book CD-ROM/Audio CD for use in school computer laboratories by up to 30 users Intermediate and Upper Intermediate DVD The Intermediate and Upper Intermediate DVD contains all the video sequences from the Intermediate and Upper Intermediate Students Book CD-ROMs. The User Guide accompanying the DVD gives ideas for exploiting the video ‘material in class Website Visit the face2face website www.cambridge orp/eluface face for downloadable activities, sample materials and more information about how face2face covers the language areas specified by The face2face Approach Listening A typical listening practice activity checks understanding ‘of gist and then asks questions about specific details. The innovative Help with Listening sections take students a step further by focusing on the underlying reasons why listening to English can be so problematic. Activities in these sections: 4 focus on how sentence stess, weak forms, linking and extra sounds combine to give spoken English its natural rhythm. help students to recognise features of redundancy, e. filles raise awareness of emphatic stress and back referencing, focus on different native English speakers’ accents. encourage students to make the link between the written and the spoken word by asking them to work with the ‘Reconiing Scripts while they listen. For Teaching Tips on Listening, sce p18. Speaking A the lessons in face2tace Upper Intermediate and the Class Activities photocopiables provide students with numerous speaking opportunities. Many of these activities focus on accuracy, while the fluency activities help students 10 gain confidence, take risks and try out what they have learned, For fluency activities to be truly ‘luent’, however, students ‘ofien need time to formulate their ideas before they speak. This preparation is incorporated into the Get ready Get it right! activities at the end of each A and B lesson, For Teaching Tips on Speaking, see p18. Reading and Writing In the face2tace Upper Intermedia texts from a wide variety of genres Student’ Book, reading used both to present new language and to provide reading practice. Reading sub- skills, such as skimming and scanning, are also extensively practised. In addition there are a number of writing activities, which consolidate the language input of the lesson. For classes that require more practice of reading and writing skills, there is the 24-page Reading and Writing Portfolio in the face2face Upper Intermediate Workbook, This section ‘contains 12 double-page stand-alone lessons, one for each uit of the Student’ Book, which are designed for students to do at home or in class. The topics and content of these lessons are based closely on the CEF reading and writing competences for level B2. Vocabulary faceatace Upper Intermediate recognises the importance of vocabulary in successful communication. There is lexical input in most lessons, all of which is consolidated for student reference in the interactive Language Summaries in the back ‘of the Student’ Book. The areas of vocabulary include: lexical flelds (a review, a critic, subtitled, dubbed, etc.) collocations (make a living, work fieelance, et.) ‘word families (prefer, preference, preferable, preferably, sentence stems (Why on earth... 2, Well, no wonder fixed and semi-fixed phrases (It drives me cray., ete.) phrasal verbs and idioms (make sth up, sleep like log, ete.) ‘When students meet a new vocabulary area, they are often asked 10 tick the words they know before doing a matching, exercise or checking in the Language Summaries. This is usually followed by communicative practice of the new vocabulary. In addition, each unit in face2face Upper Intermediate includes one Help with Vocabulary section, designed to guide stucents towards a better understanding of the lexical systems of English. Students study contextualised ‘examples and answer guided discovery questions before checking in the Language Summaries. For longer courses and/or more able students, this Teacher’ Book also contains one Vocabulary Plus worksheet for each unit, These worksheets introduce and practise new vocabulary that is mot included in the Students Book, For Teaching Tips on Vocabulary, see p18, Grammar (Grammar isa central strand in the fae2face Upper Intermediate syllabus and new grammar structures are always introduced in context ina listening or 2 reading text. We believe students are more likely to understand and remember new language if they have actively tried to work out the rules for themselves. Therefore in the Help with Grammar sections students work out the meaning and form of the structure for themselves before checking in the Language Summaries. All new grammar forms are practised in regular recorded pronunciation drills and communicative speaking activities, and consolidated through writen practice. pls. For Teaching Tips on Grammar, Functional Language facoZiace Lipper Intermediate places great emphasis on the functional language students need to use immediately in their daily lives, Each unit has a double-page Real World lesson. that introduces and practises this language in a variety of | situations, Typical functions include keeping a conversation going, giving your opinion, making polite interruptions, apologising, and making and responding to suggestions. Pronunciation Pronunciation is integrated throughout face2face Upper Intermediate. Drills for new grammar structures and Real World language are included on the Class Audio CD Cassettes and indicated by the icon 9. New Help with Fluency sections also help students to become more fluent by focusing on phonological aspects of spoken English. For Teaching Tips on Pronunciation, see p19. Reviewing and Recycling We believe that regular reviewing and recycling of language are essential and language is recycled in every lesson (Opportunities for review are also provided in the Quick Review sections at the beginning of every lesson, the comprehensive Review sections at the end of each unit, and the 12 photocopiable Progress Tests in this Teachers Book. For Teaching Tips on Reviewing and Recycling, see p20. The Student’s Book Help with Grammar sections encourage students to work out the rules af form and use for thamsaves before ( tesonsA an Bin ech gu baste be ‘vocabulary and grammac in ceed i each the interactive Language {_watscconens lesson. Summary forthe unt. Owpcrai o ! e — aa sameeniones | nea) sear ans tae | srt ron vocabulary nha leocive secre “Sogn may rhe conslate the new unitin the back of the oe |. Sots on EE onsinsea ee AS), Reduced sample pages from face2face Upper Intermediate Student’ Book. The Student’s Book (Quick Reviews atthe begining ofeach lesson recycle previously eared language and get the dass off to@ (( Comte pace eres heck suena ) |. ely, student: centred start understood the meaning and form of revs language New gammar ncaa | Getready.. Get ight sectors ae structured are ava presented in ‘ommarcatie speaking tasks tat focus on context ina titening, | bath accuracy and lent The Gat ead ora eadng tox Stage provides the opportunity fo students to Ci ina plan the langage and content of what tey are fing toy before Get ight when tey de the communicative stage ofthe actvty Reduced sample pages from face2face Upper Intermediate Student’ Book The Student’s Book ‘ep with Vocabulary sections = | encourage students to work out | {Hep wath storing sections focus {Lesson € Vocabulary and Skis essons develop student’) | theres of for and use of new ‘on the areas that make spoken | ange of receptive sills by providing opportunities to work vocabulary themselves before English so dificult to understand ‘with different types ofsemi-authentic text then expering checking inthe interactive and teach students how to stan and developing areas of lexical grammar Language Srmarytrtve nt.) | mere fect 12 estan ieee = 5 (0 >) (The Pairand Group Work section Students are often encouraged to | inthe back ofthe Student's Book refer to the Recording Seip in the provides numerous communicative back ofthe Student's Book to help speaking practice activities. develop their ability in bath listening and pronunciation. Pe eeees eee Reduced sample pages from face2face Upper Intermediate Student’ Book The Student’s Book fealWord sections») stents to analyse the on \ functional language for | (The Review sections tthe end of every D lesson provide) Lesson RaalWerd lessons focus on) | themselves before checking | | revision of key language from the unit These activites can_| thekinoa rgugesidetsreet | | interac lamaage | | bedonein dsr hancwrk and wi estes for day-to-day if Summary forthe unit. |. prepare for the Progress Test forthe un. |\@D) You're breaking up em= O crane ©: =< “The Songs sation on i ‘The (icon indicates (Based on the requirements ofthe Student's Book p102-p103 | | practice actity o& aap panera ae él designed to ference for Languages (ep beset on pope Se improve students the Prgress Pools allow Se ee cal students to monitor he ove pespeteneee language development by checking what they can remember rom the unit. students are then crete to the CD-ROM for further practice of seas they ar sire about help students to become ‘mare fue by focusing fon phonological aspects, cof spoken English, ‘omains fun actties | | Reduced sample pages from face2face Upper Intermediate Student’ Book The CD-ROM/Audio CD: Instructions e + Use the CD-ROM/Audio CD in your computer to practise language from the Student’s Book + Use the CD-ROM/Audio CD in CD players at home ‘or in your ear. You can listen to and repeat the y-today language from the Real World lessons (lesson D in each unit) ‘and Real World language you have learned inthe lessons. {_ You can also de you avn nates (Read. sten and) record youset | epee seeyceeeere phease from the Student's Book — Practise the) language rom the Students Book in over | 200 different. activites eam the phonemic symbols and practise saying the sounds = @ check your rere) Read and listen again tothe rman recordings Bie tens tense ava Veh th noe ngage et inte be sae reaver gg bcc Ee ery How to use My Portfolio Grammar ((Glck onthe Gammar tab to ‘pen the Grammar screen. It When you are working on ves all the information fom an activty, you can dick the Language Summaries a the we (on Grarnar to gat help. ‘Student's Book so you don't Scenestars reed to have the Student's Book |_ohand when you are working {lion the name ofa grammar ) area t find the infermation {you nee o © Cambridge University Press 2007 ((SBERIEE! Phonemes eee ae The CD-ROM/Audio CD Click on the Phonemes tab to open the Phonemic Symbols screen. tt shows all the Phonemic Symbols“ carton ease 2 —| sounds in English the same list as on Newel sence amour aunt th ote hain int, Student's Book p15 Progress Peet My Test Lime 9 b=) 07h eat de (Yu can ck on the sounds to sten to and compare ther, 4 (You can aso record your pronunciation ) / | ofthe words and sounds (~ Click on the Progres tab to open the Progress screen. It shows your percentage Scores for your finished activities. SR rh You can also print you (ck on te Text tao to open te Test) f= screen. You can choose the grammar and ‘vocabulary that you want tobe tested on eee) (You cn set atime iit.) T{_ Glick on stare.) Three screen grabs from face2face Upper Intermediate CD-ROM/Audio CD © Cambridge University Press 2007 @ The CD-ROM/Au cD How to practise new language the main screen for the unt. = a You can seta time mt Sat Feces \ ‘Alteratively, make your ) activities from the main | open one of the activities ( ‘lek onan activity on >) —~ peal iie bevel | 10 A nec reception | and questions for the ieee chy ‘ec grote (ei, ip 2 Ws pas oar eieiitant Pi You can click for help hy Bie igs ie tele Seth hr to do the Soares | check hich answers you activity. aD eso CHD got righthvrorg. a cy Keni, ifnecessary, tart the i eam ew You can o the actnaty recording by dcking sagan and coret your a JX aren pees Os Pe peaeerouere inh ne hr for the activity and find ished the activity, teenater oom the Studer’ Book page yen trek eee meterterde score by dking cn the i tangusge comes rom in chequered fag cn : n |e eetack box a ae " — ‘ou can also see the (Vinecessary you can) XW | where you can ao ee ae the recorded activites, ‘Three screen grabs from face2face Upper Intermediate CD-ROM/Audio CD. © © Cambridge University Press 2007 (/JAGB2Ia08) The Common European Framework (CEF) What is the Common European Framework? (CEF) Since the early 1970s, a series of Council of Europe initiatives hhas developed a description of the language knowledge and skills that people need to live, work and survive in any European county. Waystage 1990", Threshold 1990® and Vantage? detail the knowledge and skills required at different levels of ability In 2001, the contents of these documents were further developed into sets of ‘can do’ statements ot ‘competences’ and officially launched as the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEP). A related document, The European Language Portfolio, encourages learners to assess their progress by matching their competence against the ‘can do’ statements. ‘The face2tace series has been developed to include comprehensive coverage of the requirements of the CEE The table above right shows how face2face relates to the CEF a the examinations which can be taken at each level through University of Cambridge ESOL Examinations (Cambridge FSOL), which is a member of ALTE (The Association of Language Testers in Europe), face2face Upper Intermediate and CEF level B2 The table on the right describes the general degree of skill required at B2 of the CEF Details of the language knowledge retired for B2 ave listed in Vantage. The ‘can do’ statements for B2 are listed in the Common European Framework of Reference for Languages: Learning, teaching, assessment face2face Upper Intermediate completes level B2, which students started in face2face Intermediate. The Listening, Reading, Speaking and Writing tables on pl-+-p17 where the required competences for level B2 are covered in. facezface Upper Intermediate. ace2tace Upper Intermediate also reviews level B1, which students started in face2face Pre-intermediate and completed jn face2face Intermediate. The ‘can do’ statements from B1 that are covered in face2face Upper Intermediate are indicated on pl4-p17 by an asterisk (*) More information about how face2face Upper Intermediate covers the grammatical, lexical and other areas specified by Waystage 1990 can be found on our website: ‘ewnscambridge ong/elfiace face facoziace | cer] Related ‘cunetot (students took |tevel| examinations __| Europe document ig Breakthrough flemertay | - cy i Key engi Test Maysage cle 1 | | remem ° | Priminaryengintes | Teste 2] ianage | rs cotta Eas y In the spirit of The Ewropean Language Portfolio developed from the CEF, face2taee provides a Progress Portfolio at the end of every Student’ Book unit. Students are encouraged to assess their ability to use the language they have leamed so far and to review any aspects by using the CD-ROM/Audio (CD. In the Workbook there is a 24-page Reading and Writing Portfolio section linked to the CEF and a comprehensive list, of ‘can do’ statements in the Reading and Writing Progress Portfolio, which allows students to track their own progress. Listening | {can under extended speech and ecu ol even complex ines of argument provided topics eacnably fala Tan understand most {TV noes and csent af programs. Lea tnderstind the aj fis in standard dialect. ca ead ales and reports consered wth ray probleme which the writers adopt pcr iildes or viewpoints | can understand ntemporaryieray ese Reading Spoken | Tan interac with «degree of fueney and spontaneity Imeraction| hat males regular intersection th nave speakers Gite possible Hea ake an active part in dees fn amir contexts, aceuiing fra sustaining Spoken | team presen ear, deta desrpsons ona wide Production} range of subjects rated to my ld of inert. Lan ‘pain a vicwpint on a opal issue ving the srantages sa Sevaags of varios options. [writing | roan write clear, detailed vxt on a wie range of sects rele to my interes. Tan write a ey ‘epor, psn on information or ging reasons Suppor of oc agaist a putea pont of view: Lean ‘ere eters highlighting the personal significance of + Waysage 1990 | A van Ek and LM Tem, Council of Europe, Caubridge University Press ISBN 978-0.521-567 2 Threshold 1990) A van Ek and J LM Te Council of Esope, Cambridge Uni crsity Press ISBN 978.-0-521-36706.0 + Vimuage JA van Ek and J LM Trim, Council of Europe, Cambridge University ress ISBN 987-0.521-5670523 * Common European Framcwor Stashourg, Cambridge Universty Press ISBN 9780-521-50313-7 of Reference for Longuages Learning, teaching, assessment (200) Council of Europe Modern Languages Division, The CEF — Listening (a language user at level B2 can: ane] I 3 understand in detall what i said to him/her in standard spoken language even n a noisy environment This interactive competence is practised ‘catch much of what is said around him/her by native speakers 38 3C 3D understand the main ideas of complex speech on bath concrete and abstract topics delivered in standard dialect follow extended speech and complex lines of argument provided the topic is reasonably familiar and the direction ofthe talkis signposted by explicit markers Understand most broadcast materials, including radio documentaries, delivered in standard dialect and can identify the speaker's mood and tone | understand plays and the majority of films in standard dialect, 2A 2c | ir ti i ne vouana Use a variety of strategies to achieve comprehension, including listening for main T T 24 2c 20 | 38 3C 3D professional speciality points and checking comprehension by using contextual clues leat | isle ei dees ea ote ore ope \ keep up with an animated conversation between native speakers 2D Reading fa language user at level B2 can: 1 2 ka ier mide cnonen persia vidi ewes opessecie | uC | xc | epee oe wart | ware | wos _| | quickly grasp the content and significance of news, articles and reports on topics 1c 2c weP3, fee e a eneen ad GUT noite | wae 4 aw inogmicnpleniistaigecart | « | 2 | x understand in a narrative the motives forthe characters ections and their consequences for the development of the plot | Gitano ees a hi ote aod cn of aval os Rip cieet oe eu aera ae | Se Ses ches reas ae ro liens Saas | Geiser nal oi vat hie pal «ameter icoencind 7 me Understand specialised articles outside his/her own field withthe occasional help of a dictionary _guess the meaning of single unknown words from their context* © refers to descriptors for 81 1h = facedtace Upper Intermediate Students Book unit 1 lesson A WPI = face2tace Upper intermediate Workbook Reading and ‘Writing Port folio 1 \WBIA = face2face Upper Intermediate Workbook unit 1 lesson A z 5 ¢ Tle throughout the couse 4c 4D 5B 5D 68 6D 7A7D | sAeceD| 9c 9D yoo [1a 11B t1c] 12a SC 5D 6c | | 44 | 10A uD | 6c | 7A F | the course on the interocve co-ROM/Audl CD. 4A 4C 4D | 5B SC 5D 6B 6C 7A 7C 7D | 8A 8C 8D ] 9B 9C 9D |10A 10C 10D]11A 11B 11¢ 124 sc | | - | ie % wef om | med 4 ieee 3 =a 7 2 | wars | wore | 8 eats we | wee | mm | woee | ware | RET worm | wone | ee wars fom | Frere | WBE [anc | 8 [wane Re | | wae wert | 4B 4C | 6A wero | | | worn | | | won | woPI2 [ [ieee a ee so 1° awe 1 eee | | [sees] ————<<— The CEF Speaking (Alanguage user at level B2 can, 1 a A ‘engage In extended conversation ina partiipatory fashion on most general topics | 18 1C 10 | 2a 28 20 | 3a 3¢ a0 | initiate, maintain and end discourse naturally with effective tumn-taking 1A 18 10 | 28 2C 2D [34 3B 3c 3D) |_exchange detailed factual information on matters within his/her field of interest. | 1D ‘account for and sustain hisher opinions by providing relevant arguments, etc 2A 2 20 |_3A 30 ‘express his/her thoughts about abstract and cultural topics such as music and films* take an active part in discussions, evaluate proposals and respond to hypatheses 2a 3C help @ discussion along on familiar ground, confirming comprehension, etc 2D convey degrees of emation and highlight the personal significance of events 2B 3A 3B 3D lse stock phrases to gain time and keep the turn Ey cary out a prepared interview, checking information and following up replies* 1A [ | Take initiatives in an interview and expand and develop ideas 1c 3A aC | summarise and give his/her opinion on a short story, article, talk, discussion or interview, and answer further questions in detail* ive clear detailed descriptions on subjects related to his/her field of interest. | 1B |_ give detailed accounts of experiences describing feelings and reactions 1c 3 | 2c 3c ive detailed presentations and respond to a Series of follow-up questions I explain a viewpoint giving the advantages and disadvantages of various options 2c narrate a story® 3B ‘summarise the plot and sequence of events in an extract from a film or play | summarise short extracts from news items, etc. containing opinions and discussion 2 | Construct a chain of reasoned argument linking ideas logically speculate about causes, consequences end hypothetical situations | 3A 38 3C Use Some cohesive devices to link his/her utterances into clear, coherent discourse Writing (Alanguage user at level 82 can: 1 2 3 | iutite clear and detailed texts on various subjects related to his/her field of interest | _WBP1 | write about events and experiences in-adetaled and easily readable way ware write reports and essays which develop an argument, giving reasons for or against a Point of view, and explaining the advantages and disadvantages of various options weet were. develop an argument, emphasising decisive points and including supporting details ‘wera ‘write letters conveying degrees of emotion, highlighting the personal significance of events and commenting on the correspondent’s news and views ‘express news and views in writing and relate to those of others | [__wers ‘write a review | convey factual information to fiends/colleagues or ask for inforrnation® I make @ note of favourite mistakes’ and consciously monitor his/her work forthem | This competence is practised in all the take notes on important points during a lecture on a familiar topic S FF * refers to descriptors for 81 \WBP1 « face2face Upper Intermediate Workbook Reading and ‘WA fae2face Upper Intermediate Stuent’s Back unit 1 lesson A ‘iting Portfolio The CEF ee 5 6 7 8 Se aw: a 2 aca | 5A585C| 6A | 7A7B7| asc [sAsB9C5| toc 100 | TIC 11D | 128 12¢ 144-48 4C 40/5A 58 SC SD|6A 68 6C 6D|7A 78 7C 7D| BA GBD | 9A 9B |10A 108 10D| 1A 118 | 12A 128 | se «| 77 | ac 8 ia x | 58 5D 6A 7B BA BC 9B 9C 10C 1c 12c 2 | 98. 9C 128 5¢ 5D joc we 11D | _12a 30 96 80 Tic 4c 4D 6B 7A 8A 8B ES 0A 0C 100/114 118 Tee 4c SD 11D 7 e 4B asi SD 98 TA 118 5c 6c 78 a 6B ic @ 7A ma 11D 3A 5 706 AAC | | 38 { | 3D 7e I | a Tips Petes | 6 GA 88 [1s wa u J 4 5 6 7 8 70 ae wera | wars | were ware war70 wari Waa wero | wees ware | c a 1 ‘WBP11 WBP12, | were | | | WBPo Z wer? wari | _warit_| _wariz Workbook Portfolio writing tasks. : a BA ol cies Cacti ac Te Teaching Tips Listening + Make fill use of the Help with Tistening sections in the Students Book, which ate designed to help students ‘understand natural spoken English and develop their ability to anticipate and understand what is being said. + Before asking students to listen to a recording, establish the context, the characters and what information you ‘want them to listen for. * Give students time to read the comprehension questions in the Students Book. Deal with any problems or new language in these questions belore playing a recording ‘+ Be sensitive to the difficulties that students might be having and play a recording several times if necessary + Ifyou use a cassette recorder in class, dont forget to set the counter to zero each time. + When you play a recording for a second or third time, you can ask students to read the Recording Scrips at the back of the Students Book while they listen. This helps them to ‘tune in’ to spoken English and connect what they hear with what they read. ‘+ When students need to listen and write their answers, you can stop the recording after each answer in second and subsequent listenings to give them time to write + Use the activities for the Songs on Student's Book 1p102-p103 at the points suggested in the course + Encourage students to listen again to the classroom, recordings on their CD-ROM/Audio CD on their ‘computer at home. Note that students can only listen to these classroom recordings on a computer, not on a CD player. Speaking Pair and Group Work + Male fll use ofall the communicative speaking activities, in the Students Book, particularly the Get ready. Get it right sections + Try to ensue that students work with a number of diferent pariners daring a class. I ts dificult for students to swap places in class, you ean ask them to work with students in front or behind them as well as on ether side of them, + tis often useful to provide a model of the tasks you expect students to do, For example before asking students to talk about their regrets in pairs, you can tlle aout your regrets with the whole class to give students 4 model of what they are expected wo do, + Remember that students ofen find speaking activities ‘much easier if they are personalised, as they don't need to think of ideas as well as language + Go around the cass and monitor students while they are speaking in their pais oF groups, At this stage you can provide extra language or ideas and correct any language or pronunciation which is impeding communication. ‘+ Avoid becoming too involved in speaking activites urself unless you see students have misunderstood ‘your instructions or you are asked for help. ‘+ When giving feedback on speaking, remember to praise good communication as well as good English, and focus fn the result ofthe task as well as the language used. Correction + When you hear a mistake, itis often useful to correct it immediately and ask the student to say the word or phrase again inthe correct form, This is particulary elective it the mistake relates to the language you have been working con in the lesson, + Alternatively, when you point out 2 mistake to a student you can encourage hinvher to correct it himself/herself before giving hinvher the correct version. ‘+ Another approach to correction during a freer speaking activity isto note down any mistakes you hear, but not comrect them immediately. At the end of the activity write the mistakes on the board. Students can then work in pairs and correct the mistakes. Alternatively, you can discuss the mistakes with the whole class, Vocabulary “+ Give students time to work through the exercises in the Help with Vocabulary sections on their own or in pairs, This gives students the opportunity to try to work out the rules themselves before checking in the Language Summaries. You can then check students have understood the main points with the whole class + Point out the stress marks (*) on all new words and phrases in the vocabulary boxes in the lessons and the Language Summaries. These show the main stress only on words and phrases. + When you write a new vocabulary item on the board, make sure students know the stress and part of speech, + Make sure students are aware of collocations in English (for example make a profit, go bankrupt, etc.) by pointing them out when they occur and encouraging students t0 record them as one phase in their notebooks, Encourage students to build word families with new vocabulary (vandalism, vandal, vandatise, et.) + Review and recycle vocabulary at every opportunity in class, using the Reviews, the Language Summaries and the Class Activities ‘Use the photocopiable Vocabulary Plus worksheets to introduce and practise extra vocabulary which is not included in the Student’ Book. They can be used for self-study in class of as homews classroom lesson. There is one Vocabulary Plus worksheet for each unit in the Students Book, * Use the photocopiable Study Skills worksheets to help students understand other aspects of vocabulary, such as spelling rules, silent letters and homonyn Kk, oras the basis of Grammar + Give students time to work through the exereiss in the Help with Grammar sections on their own or in pats This gives students the opportunity to try to work out the grammar rules themselves before checking their answers in the Language Summaries. You can then check students have understood the main points with the whole las, 2s shown the Teaching Notes foreach lesson. + Teach your students useful grammatical terms (eg. past participle, clause, et) when the opportunity arises. This helps students become more independent and allows them to use grammar reference books more ellectvely. + Use diferent colour pens for different parts of speech when ‘writing sentences on the board (for example passive ver forms) to help students se pattems in grammar structures + Ifyou know the students first language, highlight grammatical differences berween theit language and English. This raises their awareness of potential problems if they try to wanslat. Its also useful to highlighe grammatical similarities to show students when structure Jn English is the same as in their own language Pronunciation + Make full use ofthe pronunciation ills on the Class Audion (DsiClass Audio Cassettes, These ills are marked with the pronunciation icon (@) in the Students Book: and give standard Briish native-speakeer models ofthe language being taught. + Point out the stress marks on all new vocabulary in the vocabulary boxes inthe lessons and the Language Summaries. Note that only the main stress in each new word for phrase is shown. For example in the phrase make a living, the main stress on living is shown, but the secondary stress ‘on make is nat. We feel this is the most effective way of encouraging students to stress words and phrases correctly. + Also point out the example sentences in the StuclentS Book before using the pronunciation drills, Note that in the examples of sentences in Grammar or Real World drills, all stresses in the sentences are shown, + When using the recordings of these drills, there are usually sufficient pauses for students to repeat chorally without stopping the recording, Altematively, you can pause the recording and ask each student to re continuing + For variety, model and dill the sentences yourself instead of using the recordings + Point out the stres, linking and weak forms marked in some of the Reconding Scripts (Students Book p143). + Encourage students to listen to the audio component of the CD-ROM/Audio CD on their CD player. This contains Real World drills from each lesson D in the Students Book Helping students with fluency + Make foll use ofthe Help with Fluency sections in the D lessons ofthe Student's Book. These usually focus on phonological aspects of spoken English which have been highlighted in Help with Listening boxes inthe previous lesson or ealier in the course Teaching Tips + While students are practising the conversations in the Help with Fluency sections, encourage them to copy the sentence stress, weak forms and linking as shown in the Recording Scripts (Students Book pl43) + Before students work in pairs, you can drill each sentence of the conversation with the whole class by playing the recording and pausing after each sentence for students to repeat. + Work on fluency at other points in the lesson by asking students to repeat sentences with natural rhythm and stress, Helping students with sounds + Consider teaching your students the phonemic symbols (Student’s Book p159), This allows students to Took up. the pronunciation of words in a dictionary and record difficult pronunciation in their notebooks. 1t is often ‘easier 10 take a ‘ttle and often’ approach to teaching these symbols, rather than trying to teach them all in one lesson, + Encourage students to use the phonemes section of the CD-ROM/Audio CD at home. This will help them to lear the symbols and allow them to practise the sounds. ‘+ Highlight the phonemic transcriptions in the Language Summaries. Note that transcriptions are given only for vocabulary that is particulatly problematic ‘+ White the phonemic transcription for dificult words on the board and ask students to work out the pronunciation. + For sounds students often have problems with (for example 6) you can demonstrate the shape of the mouth and the position ofthe tongue in front of the class (or

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