Starter a CY-Td tae Book Fran TO Brian Abbs eit: toa rg Ingrid Freebairn esoF Cn ae eR] Snapshot reflects the world of today’s teenagers through real Cetera eel ole ele Me a MA Rel ad er ey Snapshot prings language learning to life with activities, photostories, fk) ee el eel roles RC Tes ga aM eee eS ot a eee ee ee nC ee asc Pee er este ante a eee nay pleasure, Pec ae The Language Booster offers exercises at three levels of difficulty to ensure students are successful whatever their language ability SEG Ge Ree Een ee ee eee Cee ed BSTC ats Language Booster - Workbook with Grammar Builder Teacher’s Book aCe Pelee ry ISBN assz25902-9 me ee ||Pransuor Starter Teacher’s Book Fran Linley Brian Abbs Chris Barker Ingrid Freebairn § LONGMAN» Contents (introduction Background to the course The students The teaching situation Principles behind the course 1 2 a Capturing students attention Holding students attention Giving all students the opportunity to achieve success at their own level Setting goals, providing ways to monitor progress, and encouraging learner independence Course components Students’ Book Language Booster Teacher's Book Class Cassettes Test Book Teaching techniques 1 2 3 a 9 Repetition and choral practice Pronunciation (Questioning patterns Pairwork Groupwork Oral conection Homework and homework correction Classroom language Sequencing Students’ Book Suggested procedures 1 2 a Photographs Learning goals ‘22} Listen and read dialogues Useful phrases eduction) 5 <2s) Soundbite 6 Grammar snapshots 7 Grammar flashes 8 Communication 9. Vocabulary 10 Practice and Over to you 11 Interactions 12.2) Listen 13 Read 14 Write 15 Helplines 16 Photostories 17 Fast rewinds 18 Progress updates 19 Wide angle on the world 20 Projects 21 Take a break Abbreviations used in the Teacher's Book wil Lesson notes Te) Photocopiable Tests | Test 1 (Units 1-5) 125 Test 2 (Units 610) Tras Test 3 (Units 1-15) Tia Test 4 (Units 16-20) m3 (Keys Photocopiable Tests key maa Language Booster key 148 Test Book key T1s9 (Vocabulary and expressions TiaStudents’ Book map emminen Greet people and exchange names ‘Ask someone's age It's great to be here! Introduce people ‘Greet people you know ‘Ask where people and things are “Revision Talk about your nationality and say where you are from I'm French- Canadian. ‘Ask or and give telephone numbers ‘Ask for and give names and addresses Can you spell ; that, please? “Fast rewind: Units 3 and 4 Sa Wide angle: From one country to another Project 1: Snapshot of me 7” Take a break 1: Song ~ Rock around the Clock Crna ‘Verb tobe singular ‘uestion words: What? How fold Who? Demonstrative pronouns: thisthor Indefinite articles: fn ‘Ver tobe singular uestion word: Where? Possesive adjective Genitive apostrophe (5) Your his, ers Prepositions: i, on, of Definite article: the Plurals of nouns Vers tobe plural Vero con (request) ‘uestion word: Hien? Preposition on with days ofthe week Consolidation of language and skills ve got ‘two sisters. Talk about your family Talk about people's appearance ° Talk about likes and dsikes “Do you like | heavy metal? Fast rewind: Units 6 and 7 e Can I come too? ‘Ask for permission ‘Ask and say the time Buy things in shops Welcome to Fak an ye ie o 4 sk and talk about places and facies Brighton. Make suggestions with ets “Fast rewind: Units 8 and 9__Revision Wide angle: Six of a kind Project 2: Snapshot of my town Take a break 2: Song ~ The Git from Ipanema Possessve adjectives: ou your, their Genitive apostrophes: singular (9), plurals) Ver have/has got some and any ‘uestion words: How many? Why? Present simple ‘Adverts of degree very much, aot at all (Object pronouns: me, you him, er ius, them | Revision Present simple wit fixed times Question words: How lng? How much? Prepostion of time: at _Verb can (permission) Prepositions of place infon fa road), next to near, behind, nfo of inthe centre of, nthe comer of opposite, between ond there and there ore Inde Consolidation of language and skillsu ary Common objets and furiture Numbers 1-20 ‘Common adjectives: ‘igh, wrong, big, smoll hot, ofa family in English 1 cols: rungry. thirsty red stem to a dialogue and choose the Titles: Mr Mrs Mls, Ms best answers Revision = - Counties and nationalities Read and write a formal leter Capita eters Ti] English Compass points and places 1:1 Greck Greetings through the day _Usten and write telephone numbers [Ask for help in class 16 / tree Numbers 20-100 Read an advert thirteen ‘The alphabet Lsten to 2 telephone conversation Days of the week __and complete a form _ Revision Family members Listen to 2 personal description 101 this Personal appearance Read and write a etter to a pentiend 161 aay Types of music Write about the favourite musi of family Ask about spelling, Ts 1 6085, ‘and friends ‘pronunciation and meaning doesn't Read an article about @ young musician Write a paragraph about 2 favourite band Lsten to a telephone conversation Revision _ 7 _ oe 7 Clock times LUsten and note what Charlie borrows Record new words Jean Fast food and drinks Vox cant English money Paces in towns LUsten and guess where you ae in the world Find out from a dictionary 20/0, Leisure activities Lsten to a dialogue and note where the how to pronounce new words n't Revision an cont Classroom instructions Listen to a magazine survey Read and write 2 penriend advertisement ead and write sentences about members Ask the names of things group decide to goUnit Commun I never go As and tlk about daily routines straight home. icon Ser stecrene oi 1 Yen iver anaes oe ‘ee! Fost ein Uns an 2 What's Daniel doing? _ Revision Describe whats happening now Give orders What are you Comment on eothes > Make plans going to wear? Fatredtiinis anu toi Wide angle: Born in China, made in Braz moje 3: Sap of my ese Toke» real Song = Donen cen ee ee Revision Present simple for routines Linkers ist, then, ofter that ‘Adverbs of frequency: always, usually often, How often? wit adverbial phrases of frequency Vero can biity) Gerund (-ng form) afte ite, love hate Prepositions in and on with dates Present continuous Positive and negative imperatives “Verb going to for future plans and intentions {00+ adjective Demonstrative adjectives: these/those Consolidation of language and skill Were you out last night? tout pat eves Tak about the past Express opinions Did you talk about me? ‘ee Fast rewind: Unis 16nd 17 Revsion It was a warm evening. ‘As and talk about the weather Talk about past events Narra past events “My joke’s Mate comparisons, > funnier, Fast rewind: Unis 18 and 19 Revision Wide angle: Canada in focus Offer, accept and refuse with would ie Ver fo be past simple Past simple of regular ves Past simple questions with ci ‘Speciat phrase: Wot’ the ike? Past simple of iregular verbs ‘Comparative and superative of short adjectives, Comparative and superlative of goodand bos Question word: Which? Project 4: Snapshot of my country Consolidation of language ad sills Mountin High Take a break 4: Song ~ River Deep, Student B section (Interaction exercises): page 121 ‘Answer key: page 122 Soundbite exercises: page 123 Vocabulary and expressions: page 125Daly acts Isat Wiite paragraph about the Schoot day 171 goes Read about a ratio programme Tic watches ‘Sports and actives Wt paragraph about sports and Sort vocabulary 10am, Month and seasons ofthe year activities Janvary Orcial numbers with dates Read an ate abou young jt ski ‘rampion Listen t conversation. Answer questions a — — Rooms and parts of the house Listen to sounds and gues activities How to learn words 10 / paper Describe your house oF lat HY tennis Tel ate Clothes Listen toa fashion commentary Plan your homework 1 boot Colours Read about people's taste in clothes ToT 09k Write a dialogue about plans a Read about 2 young fashion model i Revision Past ime adverbial: lostright, Read and wite about film Difficult words in reading texts Jb / buy vestry evening, ee Is vey Drinks Is nas Daly actives Listen to ialogue and answer the ‘Sort past simple verbs Ti] workea Adjectives of quality questions 1 istenes Adjectives to oescrive Read and write a letter ta end (bast tense personaly ‘esriting a holiday _ endings) Revision _ _ _ Wester words Usten to telephone conversation about Learn inegular past tense verbs ain 2 holiday Telwst Read an ate sbout storm —L Witea summary _ Te matural envionment Listen ta raio programme about film stars Learn from reading 3 [shone Read an article about a school tip tal 1 the Amazon Basin __ RevisionIntroduction Snapshot Starter is the first level of a course for teenage students of English as a foreign language. The course consists of: ‘+ a Students’ Book ‘© a set of two Class Cassettes a * a Language Booster which contains both a Workbook wich multi-level exercises, and a Grammar Builder with exira grammar reference pages and additional practice exercises * this interleaved Teacher's Book + a Test Book. EEE ROR UCR ress One of the most challenging aspects of writing a language course for (cenagers, is o provide material which genuinely takes into account the needs of the students and teachers who will use the ( The students In some ways teenagers today appear to be dramatically different from the tecnagers of a generation ago. Many of today’s tecnagers live in a world bombarded by sounds and visual imagery. Surrounded by sophisticated equipment which they tase with speed and case, they can sce and do things that would have been inconeeivable twenty years ago. They expect the materials they use in class to reflect this world, Most teenagers have untold energy and enthusiasm for topics in which they are interested, like football, music and fashion. They are well able to absorb fact and detail, and can become experts in their particular field of interest. Consequently, they are sensitive to being patronised and if they feel that a task or text is beneath their intellectual level, they show a marked lack of interest and quickly ‘switch off. All teenagers are in the process of growing up. They are preoccupied by their changing physical appearance and are trying to establish and develop a sense of sell. Many have emotional ups and downs involving conflicts with friends, family and authority. Teaching materials for teenagers need 10 acknowledge their concerns. Low motivation Some students will have had several years of contact with learning a language before they start this course. These experiences may not always have been successful or enjoyable. Consequently, students may bring to the classroom preconceived ideas about whether learning Engfish is fun or not, and whether they are ‘good at languages’ or not. IF their experience of learning English has not been positive, their level of interest and motivation may be low. Large classes In a significant number of schools, large classes are ‘the norm rather than the exception. Large classes make it difficult for teachers to ensure that all students have adequate practice in English and can make significant progress. Multi-level and mixed ability classes Many English classes today are multi-level. Some ‘members of the class will have studied English for several years, some may have studied another foreign language, and some are joining the clas as complete beginners to forcign language learning, Classes are invariably also mixed ability: within one class there will be students who acquire the language quite quickly and others who need much ‘more time to achieve the same level. Not enough teaching hours Classes frequently have only two or three English lessons per week, and itis sometimes difficult for teachers to feel that they are achieving enough in the time available. They may feel unable to cover the work as thoroughly as they would wish, or to censure that all students are making progress. Monitoring progress « Detailed monitoring of students’ progress is increasingly a feature of teaching, in schools today. This results in a heavier workload, as teachers have to prepare and mark tests, give assessments and write student profiles. In addition to this, teachers also need to encourage students 10 take responsibility for their own learning and progress. ieee one ees Taking into account the nature of the students and the characteristics of the teaching situation, four key principles need to be followed if language learning material is 10 be effective for teenagers. 1. Capturing students’ attention The design of the course and the topics and issues that it deals with must capture the students" attention and overcome any initial problems with low motivation which they may have, Snapshot achieves this by: using authentic location photography and magazine articles * introducing a group of teenage characters with ‘whom students can identi * Focussing on situations and emotions whieh students will recognise and respond to © presenting real language and expressions which ‘young British people use in conversation with cach other‘ Including topies which interest students and expand their knowledge, without patronising them, 2, Holding students' attention The learning tasks within the course must involve and challenge students both linguistically and intellectually, 0 sustain their interest and ensure that learning is effective. Snapshot achieves this by: © involving students in the understanding and learning of grammar through problem-solving tasks © providing activities like questionnaires, quizzes and information-gap exercises which stretch the students’ minds as well as thelr linguistic skills ‘© featuring real-life communicative exchanges which students can put into practice immediately ‘© personalising the language which students are learning through open-ended ‘Over to you" tasks that allow the students t0 talk about themselves and give their own opinions. 3 Giving all students the opportunity to achieve success at their own level In classes where students are of mixed levels and mixed abilities, the course material should make it possible for every student to achieve success at his fr her own level of ability. Snapshot achieves this by ‘© providing multi-level exercises in the Language Booster + including regular projects in the Students’ Book which enable both weaker and stronger students to express themselves creatively © giving clear presentation of grammar in Grammar snapshots and Grammar flashes in the Students’ Book andl in the Grammar Builder section of the Language Booste 4, Setting goals, providing ways to monitor progress, and encouraging learner independence The material should contain markers and milestones along the way to enable students 10 monitor their progress, gain a sense of achievement, and develop independent learning strategies. Snapshot achieves this by: «providing clear learning goals so that students, know what their learning objectives are «offering opportunities for students to monitor their own progress through Fast rewind revision pages at two-unit intervals throughout the book ‘© encouraging students fo assess their own. progress through Progress update charts ‘© giving advice on how to study more effectively through regular Helplines in the Students’ Book and Study Comers in the Language Booster. “ Language Booster Students’ Book ‘The Students’ Book consists of twenty units . Each divided into four sections of section follows a pattern: Wie gle on Take 0 a 53" Pome Be i pages: Present and pace new language Protoss Reese language in a communicate content st rewind: Conte evenrogress check Wide ongle fon the mort Sis deelopment with ntrnational hemes Prec: Encourages sll-expresion tft abit eves Teneo bok: Song ‘The Language Booster is divided into two parts: ‘+ a multi-level Workbook ‘© a 60-page Grammar Builder containing, grammar relerence pages and exira grammar practice exercises. ‘The Workbook section is divided into units which correspond (0 those in the Students’ Book. It gives practice in Grammar, Vocabulary, and Communication, as well as providing additional practice in reading and writing, 1 has exercises at three levels: Stay cool (easy), ‘Move on (harder) and Go for it (challenging) and hhas been designed for mixed level/mixed ability classes with the aim that all students ~ whatever their level within the class — will be motivated by doing work in which they are successful, and be challenged to achieve higher goals. Most students will benefit from completing the first two levels of the Workbook exercises and some ‘may wish to attempt all three. Students who already have « good basic knowledge of English, ‘may find they only need to complete the second and third levels. The Workbook section also contains What's wrong? error correction exercises, Study Corners for learning tips and Culture snapshots for cross-cultural comparison,‘As an additional motivating feature of the Workbook, an cight-episode serial story called Starlight Runner appears after every two units, with ‘accompanying comprehension activities. Complete beginners may prefer to begin the story aftr they have progressed some way into the course, or even save the story until they have completed the course. ‘The Grammar Builder section, as well as offering. extra granimar exercises, includes regular grammar reference pages called Grammar highlights. These give further examples of the structures which are presented in cach unit of the Students’ Book, plus helpful additional notes. The units in the Grammar Builder can be used alongside the Workbook units, or at a Tater stage for extra revision, The Language Booster is a flexible resource which. offers self-access material for students in a wide range of teaching situations. It provides substantial remedial work for slower learners, whilst challenging the more able. It is not necessary for students to work through all the material, although they can do so if they wish. ‘The Key to the Language Booster exercises is at the back of this Teacher's Book. _Teacher’s Book Jn addition to the Introduction, this Teacher's Book. contains unit-by-unit lesson notes, interleaved with the relevant Students’ Book pages. The notes include suggestions on how to handle the material, answer Keys 10 the practice exercises, tapescripts of the listening materials and ideas for Extra activities such as games. Follow-up sections give suggestions for extra language practise which may be set for homework. At appropriate places in the lesson notes, an **Alternative procedure is suggested for presenting language to more able students. Photocopiable Tests are provided at the end of every five units. Also at the back of the book is a key to the Photocopiable Tests, a key to the separate Test Book, and a key (o the Language Booster exercises. In addition there is an alphabetical list of Vocabulary and expressions with phonetic transcriptions. “Class Cassettes > ‘The Class Cassettes contain all the recorded material from the Students’ Book, namely the dialogues, the Soundbite speechwork exercises, the scripted and authentic listening passages, the photostories, and the songs from the Take a Break pages. Test Book A separate write-in Test Book with eight Progress Tests, a midway Review and an Exit Test, allows. teachers to keep a thorough and regular check on. their students’ progress throughout the year. Teaching techniques ‘The teacher's choice of teaching techniques obviously depends on the individual classroom situation and the preferred teaching style. The items ‘that follow are suggestions for teachers to select from as appropriate. Experienced teachers may wish to omit this section and go directly to the suggested procedures for the Students’ Book, on page xii 1, Repetition and choral practice Repetition can help to reinforce a sound or structural pattern, and repeating chorally can help students gain confidence before they are asked to perform individually. Some different patterns for choral work are: whole class half the class at a time vertical or horizontal rows groups individuals. As well as doing the Soundbite exercises, students ‘can benefit from extra practice in pronunciation, stress and intonation, One way of doing this isto use the technique of backehaining, in which students repeat an utterance ~ usually a sentence ~ in parts starting from the end and building up to the complete utterance, et. Say after me eversbody: 1 StQrt? ... film start? .. does the film start? What time does the film start? ‘The key to effective backchaining is to keep your intonation consistent. 3 Questioning patterns In any teaching repertoire itis important to build up a sequence of question and answer patterns. One pattern might be: © Teacher to self (11) © Teacher to student (T-S) Student to teacher (ST) Student to student (S-S) Student 1 to Student 2 to Student 3, ete. in a chain (51-82-53) 4, Pairwork Many of the exercises in Snapshot are designed so that students can work in pairs, simultaneously. Tis means that students’ talking time is increased dramatically and extensive practice can be done by all students in a short space of time. Ss can work in closed pairs (side-by-side, talking to each other) or ‘open pairs (side-by-side, talking in front of the rest Of the class). Some patterns are: A 10 B side-by-side ‘© A-AB-B (pairs turn round and face the pair behind them)© AB-B-A (pairs tum round and talk across to each other) ‘© Random pairs across the class. 5 Groupwork For certain kinds of activities, eg. roleplays, discussions, questionnaires, task-based activities, and projects, students can work in groups. Groups. can provide an opportunity for shy students 10 talk ‘more informally and are valuable educationally as a way af encouraging, cooperation, Forming groups Different ways of forming groups can be decided by: + position inthe classroom (one pair can turn Found and form a pair with the group siting behind) + alphabetical order of names (all those with names beginning with the letters A to D in one group ete} * dates of birthday (all those with bithdays in et January to March, in one group) + colour or type of clothes (all those wearing, bluc/black jeans in one group) Working in groups 11s useful to remember these points when setting up sroupwork * give clear instructions and make sure that students have understood them seta time limit for the task and war students a minute or so before the time is up ‘ask students (0 appoint a group reporter if the class requires it ‘when the group work is In progress, withdraw and monitor unobtrusively * contribute only when necessary ‘© take note of students’ errors for a later feedback session, 6. Oral correction There are no fixed rules for oral correction. At the controlled practise stage, where the emphasis is on accuracy, correction can be immediate, but not in rmid-speech. In conversations and group activities, where the emphasis is on successful communication, students should not be interrupted during their work. The teacher can monitor unobirusively, making a note of mistakes to be dealt with later. This can be done in several ways: *# by discussing general mistakes with the whole class * by highlighting students, collating them on the by dealing with them systematically ‘© by referring students to the relevant section in the Grammar Builder. fakes from individual rd and then 7/ Homework and homework correction For homework, itis envisaged that tcachers will set the writing tasks from the Students’ Book, and ‘exercises from the relevant unit in the Language Booster. There are also extra suggestions for homework in the Teacher's Book lesson notes. If ‘open-ended writing tasks are set for homework, it is @ good idea to prepare them in class beforehand by giving help with any new vocabulary or ‘expressions which may be needed. Homework can be corrected in the following ways: ‘© exercises cam be checked orally in class © students can correct their own or their partner's ‘work with the aid of a (photocopied) key * written paragraphs and compositions can be correcied by the whole class. Ask a few students to read out their work to the class. The other students listen, note the mistakes, and help 10 correct them ‘select an individual student’s work and write it (on the board for the class to correct together + mark compositions by using symbols which the students know and understand (sce the Write section on page xv). Students can then think about their mistakes and work out the correction for themselves. 8. Classroom language Essential classroom language is presented in Unit 1 Of the Students’ Book. Here is a fuller list: Classroom instructions Look at this. Listen and say/repeat after me, Say it again, Listen (0 this/the dialogue. Open/Close your books. Read ihis/the text silently. Read it aloud ‘Ask and answer in pairs. Fill in the chart. Put a tick in the right column. Write the answers in your notebooks. Come to the front. ‘Act the conversation. Sit next to (Marco). Copy this Into your notebooks, Learn this by heart Do (Exercise 5) for homework Spell i Make two teams. Work in pairs/groups of three. Change pants. Work on your own, Feedback and encouragement Good.|Very good. Well done! Excellent, That's right/not quite right. ‘Try again,‘Work quiet, please Speak English, please. Don't speak (Spanish). Don't look atthe dialogue. Be quiet, please. No talking Stand up/Sit down, please. 9 Sequencing ‘The teaching sequence suggested in the detailed Tesson notes follows the order of presentation in the Students’ Book. However, many teachers will prefer to adapt the order to suit their own situation. For ‘example, the dialogues can be presented after the main language work. Sree Traces 1 Photographs ‘The photographs which accompany the presentation material at the beginning of cach unit are an important teaching resource. They can be used for scene-setting, revision, prediction, and for presenting new language. Suggested questions for exploiting the photographs occur throughout the lesson notes. As well as prompting oral work, the photographs allow students to make cultural ‘comparisons between their own country and Britain 2/ Learning goals ‘The Learning goals highlight the main points of Communication, Grammar, and Vocabulary in a unit. They are designed to make students aware of ‘the language they are going to learn and thus to encourage learner independence. Discussion of the Learning goals may be conducted largely in LI, if this is most appropriate. : ‘Suggested procedure ‘© Draw students’ attention to the items in the Communication section, e. Talk about your family. Talk about people’s appearance (Unit 6). In LI if necessary, ask what they would want t0 say when talking about these things. ‘© Then refer students to the word groups listed in the Vocabulary section, e.g. Family members, Personal appearance (Unit 6) and ask which words they would expect to occur in the unit, Elicit or remind students of the words they already know. ‘© When the students have completed the unit, refer back 1o the Lcarning goals, including the Grammar section, and ask them to give examples for each of the goals listed. 3> (2+) Listen and read dialogues The dialogues in Snapshot develop the storylin, and present new structures and functions in context. It is advisable to check general comprehension of the dialogue first, without requiring students to use the particular structure in focus. Later on in the lesson, once the students are familiar with the grammar, further comprehension questions which require speci use of the new grammar can be asked. The following guidelines are for handling dialogues in general. Specific suggestions for using dialogues are given in the lesson notes. ‘Suggested procedure Before you play the dialogue © Check the lesson notes for dialogue-specific notes, suggestions for exploiting the picture, and Background notes. ‘© Use the Picture exploitation suggestions in the lesson notes (o ask about the photographs and {after the initial Tesson), revise what the students already know about the characters, such as their names, ages, and relationships. In later units you can ask what the characters are doing, what they look like, what they are wearing and what has happened in the story so far. # Ask a few focus questions of your own eg. Wiere is Daniel from? What nationality is he? Wiere is Chilli from? etc. to prepare the students and to encourage them to listen for gist when ‘you play the dialogue for the first time, ‘© Present any vocabulary and expressions that you think the students may have problems with. While you play the dialogue ‘+ Ask the students to close their books while you play or read the dialogue aloud. After you have played it through once, check the answers to your focus questions. ‘© Students open their books and look at the comprehension task. Play the dialogue a second time stopping. © Check t ‘+ Play the dialogue a third time, stopping at intervals to clarify, if necessary, and (o explain the meaning of any Useful phrases (see below. Explain in L1, any cultural points which may arise from the Background notes. * Iyou wish, play the dialogue again, pausing the tape for students to listen and repeat chorally and individually. answers (o the comprehension task. ‘+ Ask the students to read the dialogue aloud, in paits or groups. One or two can be chosen to perform it in front of the class.‘© To help students memorise all or part of the dialogue, write it on the board with some words crased. See how much the students can remember without looking at the dialogue in their books. Continue, progressively making more gaps, until the students can recite the dialogue from memory. This is an especially useful technique for getting students to ‘memorize the Useful phrases. 4) 25) Useful phrases The Useful phrases are a selected list of words and expressions from the dialogue which are either common collocations or colloquial expressions. The students should learn these as fixed items. Do not attempt to explain the grammar behind the phrases lnless the students ask you specifically for information of this kind, Useful phrases are recycled in appropriate contexts in the rest of the unit or in the subsequent u Suggested procedure © Check that the students understand the meaning, of the expressions, by eliciting a translation in their own language «© Play the tape and ask the students to repeat the phrases chorally and individually, with special attention to pronunciation, stress and intonation. ‘+ Write a gapped version of the dialogue on the board or provide @ photocopy omitting the Useful phrases. See if the students can Allin all the expressions in the right place. ‘© Keep a list of the Useful phrases presented during the course so that you can use them yourself and revise them at regular intervals. 5, (2) Soundbite The Soundbite exercises isolate and practise problem sounds. The particular sounds selected for ceach unit are those that occur naturally in the Janguage practice work in the unit Suggested procedure ‘© Refer the students back to the contexts in which the sound or sounds occur in the dialogue. * Play the relevant Soundbite tape and help students to produce the sound in question if they are having difficulty. Special tips for producing each sound are included in the lesson notes for ceach unit ‘+ Make up other sentences of your own which include the sound in focus, but beware of Introducing too much new vocabulary. 6, Grammar snapshots ‘The Grammar snapshot boxes focus on the main {grammar point of a unit and are presented in ‘abular form for easy access and understanding by the student. The Grammar snapshots are normally used for the presentation of the major verb tense systems. A table is usually followed by a discovery task headed Make a rule, 1o encourage students t0 draw their own conclusions about the grammar rule involved. Students are also encouraged to make comparisons with similar grammar points in their ‘own language. The Grammar snapshots are always followed by practice material, signposted either as Practice of Over to you, ‘Some teachers may wish to start a unit with the main grammar point and then move back to the dialogue. This may be suitable on some occasions, Dut as a general rule students may be demotivated if lessons always begin with a grammar table and a grammar rule, We therefore recommend that the Grammar snapshots are used after the presentation and contextualisation of the new grammar through a dialogue or text. On occasions, itis also possible 10 postpone detailed study of the Grammar snapshot until the end of the unit, Suggested procedure © Prepare a skcletal, blanked-out version of the table on the board and ask different students to complete the missing elements ‘¢ Ask the students to think about the grammar rule or rules involved, inviting comparison with LLL. In carly units, this can be done in the students’ own language. ‘* Point out any particular difficulties which you know your students will encounter. ‘* Ask the students to complete the Make a rule task and to answer any other questions that may be included in the Grammar snapshot box. ‘* Refer the students back to the dialogue or presentation text 10 find examples of the relevant structures. 7 Grammar flashes he Grammar flashes introduce other grammar points. They are usually contextualised in shor sentences and supplement the main Grammar snapshots. Suggested procedure ‘© Remind the students of the context (dialogue or text) in which the grammar was presented ‘© Ask them to study the example, then elicit the tule, inviting comiparison with the students’ own language. * Give further practice, if appropriate, of the point in question using the students themselves and the classroom environment. '* Move on to the practice material immediately. It fs best to do this in class orally rather than set it for homework. This will enable you to detect any problems the students may have with the structure 8/ Communication The Communication sections focus on the important communicative functions to be practised in the unit, The communication exchanges either develop the grammar from the unit in a communicative context eg. Greet people and exchange names (Unit 1) or exemplity