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    9K views94 pages

    English in Common 3

    Uploaded by

    María Esquivel

    Copyright:

    © All Rights Reserved
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    of 94
    in| COMMON visiisees English in Common isa six-level integrated-skils course for adult and young adult learners based on CEFR standards and learner outcomes. English n Common motivates learners through Can Do objectives whch give direction and purpose, ensuing Students know what they are learning, why they ae earning, and how they wil be able to use tn language outside of the classroom, English in Common engages learners’ interest by offering a new twist to familar topics—toples that fleet students needs and interests. This ensures that students will always have something to say about the content ofthe lesson. English in Common encourages active participation in learning by guiding students to use thelr own knowledge! as they observe structures in context to igure out language use and form independently, * Digital Student Book with buit-in * ‘An online learning tol for personalized practice interactive whiteboard tools and audio with automatic gradebook + Authentic video + Test Bank for placement and ongoing assessment ‘+ Printable worksheets and teaching resources \www-peatsonElT.com/Englishincommon Serco 1a ‘ll in|};Common with ActiveTeach Marfa Victoria Saumell Sarah Louisa Birchley RECN I PEARSON English in Common 3 Teachers Resource Book Copyright© aoa by Fearon Eduction, ie ‘Alig tear "No par of this pubation maybe reproduced stored in a eteval sytem, or transite Ina farm ory any meas, electron, mechanical photocopying, oordng, ‘otherwise whoa te prior permission othe publisher Parson Education, 1 Bank Set, Whit Plains, NY 10606, ‘Staff credits: The eral design, production, and manufacturing people who make up ‘he Elis in Common 3 team are Margaret Antonin, Alen Ache, he Boke, Eleanor Ky Barnes, Mike Boye, Meta Callahan, Tracey Catal, Ain Caan, Mindy DePalma, Dave Dickey, Cvs Edmonds, Mike Kempe Jessica Miler Smith suri Nea, Loretta Sieeves, Leigh tle, and Chale Green Tis series decated o Chae Green Without Chats knowledge of pedagogy, strong work ei, sense of humor paence, perseverance, an teat English a Common would never hee existe, ove design Tacey Cataldo Cove phot: © qushe/shuterstockcom Tet design: Tracey Cataldo Text composition: TSI Grapes Test font Metals 'S0N 1: 978.03. 262885-3 ISBN 10: 023-2638856 bray of Congress Cataloging Publication Data Byrave jonathan [Engsh in commen. Books Jonathan Bygave, I30N o5:247003-9—!SBN 019:262725-6ISBN 092627272 ISBN o3:262728-0—!S0N o-9:262729-9—ISBN 033627300 + nals guage Textbooks for foreign speakers. 2. English anguage Gramma 3: English anguage—Spoken Engh, Pen28.8865 3001 e28.24-de29 201024796 stration credits: lstate by | Lls Prd, Pablo Torecit and Pable Velarde, Photo credits: Page 21 op lft) Cnemafestval/Shtterstock.com, opts) ‘inematestnal/Shuterstock-com, mile le) DFee/Shterstack.com, (middle igh) ‘inemafestnal/Shtterstoc-com, (bottom lf) DFve/Shatestockcom, (ttm gM) ‘iemafestal/Shtterstockom: page 46 hutestockcom Printed inthe United States of America 3456789 10-Voos—16 1514 Contents Overview and Scope and Sequence, pepe “ Introduction Seu Box sess a fchingapproncen : Biv coupias Cones aang oso : dow to er astioach are < xv Soe wert abies es erigiaead oe noun me seem a eral Standart: a ra ‘i tnt 1 Unit 12 Pemmeneeo Activity Worksheets ‘Teaching Notes = English in Common 3 has twelve tunis, Each unit hasten pages. steleve cours that helps adult and young-adut English earners develop effective communication skilsthatcorespond to the Common European Framework of Reference for Languages (CEFR). Every level of English in Common Is conelated oa level ofthe CEFR, and each lesson is foxmulated around a specie (CAN 00 objective, + Each Student Book contain an ActIveBook, which provides the Student Book gal ormat. [ActiveBook alo Includes the complete Audio Program and Extra Listening activites. + An optional onine MyEnglishlab provides the ‘opportunity for extra practice anytime, anywhere, + The Teacher's Resource Book contains teaching nates, photocopable extension activites, nd lan ActiveTeach, which provides a digital Student Book enhanced by interactive whiteboard software. ‘etveTeach also includes the videos an video actives, aswell as the complete Test Bank ow much da you know? COE antsy Peay Gece etn oy tnt cs oe wont 1 Sthatapnosh tn roe restora hace ‘ureotpene SS Sea eras Sa bs yr pi suc fend roma set mater ey PRONUNCIATION meats avo A) {Regier athee pop sees (eight pame {Share shut nd tig ns PYRSEST yung oie woman Seon peana pe tga ote pent pte ie soutiecstans ou Veg a we ein oti ce i ts acre day acento Pepe po os eg swt sey ents set cetng mo rman esi carina Introduction Teaching and learing are unpredictable experiences. Learners ‘can be eneigzed and engaged in one lesson and then tired. ‘or demativated the next. The goal of English in Common is. ‘wofeld—first, to set new standards through ls transparency ‘of purpose, interest eve, and teachabilty, second, to address the teality of unpredictable teaching situations thet are experienced everyday ‘Finding direction and purpose Inorder to stay motvated, leamers need to know what they are learning, why they are learning it, and how it canbe applied ‘outside the classroom, Clear goals and objectives ar crucial to this process. English In Common meets these needs by beginning ‘each input lesson with a clearly stated Can Do learning objective and grammar focus. The Can Do objectives give a direction and urpose for leaning. They ensure that students not only koow what they are learning, but also why, and how they willbe able to Engaging learners’ interest ‘Maintaining motivation through engagement equally important for successful language leering. English n Common engages learners interest by offering a new twist to familia topics — topics that reflect students’ needs and interests. This guarantees ‘that students wil always have something to say about the nntont ofthe lston. Students have eauent opportunities to ‘xchange ideas and opinions and engage wit the matril on 3 personal level Activities have been designed to be as realistic as ossibe so learners can see how the language they ae learing ‘can be applied outside the classroom, Developing active learners Effective learning aso requires active participation. Enlsh In Common encourages students to become active participants their ow tearing By using adzcovery aporoath to leing, Engh n Common gles sets ober stares Context and then use ther own knowledge to igure out enguage tse and form. Sina, the series’ approach to tsteing and teading texts develops are of sks and strategies hat further cultivate earners ability to cope wth authentic material independent. Student Book Structure Each unit ofthe Student Book follows a consistent structure that makes it easy to use. The units are structured a follows Warm Up ‘+ Acts asa springboard into the topic ofthe unit and engages students’ interest = + Introduces essential vocabulary elated tothe unit Input Lessons (Lessons 1-3) ae = : offers thematically linked lessons = aa with interesting angles on the unittopic 2 q + Based on a Can Do objective and srammar focus jal -= Contain listening texts and a person | ae “substantial reading element for rich input + Includes grammar, vocabulary, pronunclaton, and skis work ro + Develops students" communicative sah i toupelanes taugh WowTo rein |W line with the CEFR i Unit Wrap Up (Lesson 4) zy Ofesrevew though ange of execs fand a realistic ree communication activi that consolidates the Uni grammar and ° vocabulary + canbe used to check progress, enabling, teachers to identify areas that eed further practice + Provides a measurable goal or outcome for speaking Reference ‘+ Summarizes and reinforces the unit ‘rammar and vocabulary + Provides an essential review tool for Students studying for quizzes or tests + Helps learners catch up if they miss lessons Back of Student Book = Speaking Exchange ~ concrete stimulus for conversation activities 1+ Writing Bank~ min-essons for key writing sls ‘Pronunciation Bank reference forthe sounds of ‘american English + Audioscrpt forall steing activites in the Student Book Teaching Approaches ‘Active Grammar ee sua English in ommon takes 0 ‘Active Grammar discovery” approach to grammar & that invites learners ta think about |) He grew opin Miomi grammar examples and workout He has released over nine albums the rules for themeelves, When was he born? Hes he been In any movies? Eschiesson hasaclear f+ Usethe_______totalkabout an acion or expeience eee ee at a specimen the past ms at the beginning ofthe 2. Use the __to talk about an action or experience lesson, New language items inthe past when the imei not mportant or not known are presented in context, ee through reading and/or See Reference page 26 lstening. Then grammar rules are analyzed and explained through the Active Grammar boxes Inthe lessons ‘Varied, regular practice ‘Once learners have grasped the rules all new language is practiced in various ways so that learners ae able to use the grammar with confidence Practice activities Include form-based exercises designed to help students manipulate new structures, 2s wel as ‘more meaningful, personalized practice. Additional gram practice exercises can be found in the Unit Wrap Up lessons at the end ofeach unit and inthe Workbooks, The Teacher's Resource Books also contain an extensive bank of photocoplable grammar activities designed to practice the language in freer, more communicative contexts, Accessible reference material Im adation tothe explanations in the Active Grammar boxes, a Reference page atthe ‘end of each unit summarizes the rules in greater detail and provides extra information and examples Vocabulary English in Common recognizes the central role that vocabulary plays in successful communication. ‘The emphasis son providing learners with high-frequency, useful vocabulary that s regularly practiced and reviewed. New vocabulary is presented and practiced ina varity of different ways: ‘+ Warm Up pages contain essential vocabulary elated othe unit topic ‘+ Reading and listening texts offer vocabulary in context + Vocabulary sections and related exercises feature word combinations ‘+ Additional vocabulary practic is provided inthe Unit Wrap Up lessons, the Workbooks, ‘and printable vocabulary worksheets in the Teacher's Resource Book. A ne NET Vocabulary | rene media 2 Read the article and check /) the correct adjectives inthe chart any [Ona eng [os ‘Speaking Eee fluency. English in Common supports ‘Exchange opinions with a friend beam! A mean '* Clear models that provide support pean. + How To boxes that teach key ane, arson rmnot so sure discourse strategies ‘AiLlessons Feature pair work and group + work speaking activites. Communication Actives atthe end ofeach uit engage learners ina ‘variety of problem-solving tasks and involve learners in a numberof diferent skls including Speaking. n addition, the Teacher's Resource Book contains printable interactive activities that promote speaking practice. Listening Listening one ofthe most important and difficult skls to master. English in Common pays particular atention to developing confidence inthis area. Listenings range In length and type from short conversations and annauncements to longer conversations, interviews, and excerpts, fom radio shows. Tasks range from simple “Usten and check your answers” activites to more challenging ones such as Uistening fr gist, details, and maklng inferences. The recorded material features avarety ofnative-speaker and non-ative speaker acents. Extra Listening inthe LtiveBook at te hark of each Student Book provides further practice understanding the spoken word Reading There Is ¢ wide variety of readings in English n Common extending from simple forms and ‘advertisements to articles from newspapers and magazines to short excerpts fiom novels. The Tength and complestyof reading texts Increases from level to level. Readings have been chosen for ther intinsic interest and their se ofthe target grammar and vocabulary. Many readings have been edapted from a variety of authentic, real-life sources (magazines, website, etc), and Felated tasks have been carefully selected to develop learner coafidenc in dealing with them ‘Activites include comprehension and vocabulary work as well a practicing different reading sub-skils such as prediction and reading for gist There are also a numberof "jigsaw" readings in which earers read separate material and then work together to shae the information, Pronunciation English in Common pays particular attention to pronundation, whch s integrated int all the input lessons, The pronunciation sllabus Includes word and sentence stress, weak forms; intonation, and eifclt sounds, The Pronunciation Bank atthe back ofthe Student Book includes a Uist of English phonemes and guidance on sound-speling corespondences and weak forms. Writing As interest in globally-ecognized standards and testing increases, writing Is becoming an Increasingly important stl. English in Common acknowledges this by including regular writing tasks in each unt. These carefully structured exercises and examples are designed to ensure that learners actualy carry out the tasks. Models of emall, postcards, and frm and informal letters are provided in the Wrting Bank in the back ofthe Student Book. Also included are ‘ditional edvice and guidance on diffrent writin mechanics such as punctuation, spelling, and paragraph structure. The Cone Course Package Each level of Englfah in Common consists of ‘Student Book with ActiveBook “English in Common Student Books are divided into ether ten ot twelve units and have enough ‘material for approximately 60 to 90 hours of instruction, Each Student Book has a boundin ‘ActiveBook, which contains a digital Student Book withthe entre audio program, Extra Listening practice and activites, and a printable Language Portfolio to help students keep a recrd of helt Progress. Workbook The English in Common Workbook contains further practice of language areas covered inthe ‘Student Book. Spit ettions with a bound.n workbook are also avaliable MyEnglishLab Student Books are also avalable with an online MyEnglishLab that offers personalize, interactive Practice, and an easy-to-use leaming management system with an automatic gradebook, ‘Audio Program ‘The English n Common Audio Program includes ll the listening and pronunciation material from the Student Book, as well s the audio forthe Extra Listening and the Test Bank, Teacher's Resource Book with ActiveTeach The English in Common Teacher's Resource Book provides Teaching Notes Detaled lesson plans that correlate to the elevant CEFR standards Extension Activities ~Photocopiable worksheets fo grammar, vocabulary, and speaking with Teaching Notes ActiveTeach ‘ActiveTeach contains a wide range of resources fot lesson planing and in- SefAsesment 5u covenant Porto | Directions Downoad the Language Portolio fom your | | Acvereoe cathe bak of ths Teachers Resource 001, or hve students download it rom ther ‘Actveok dss (at the ack of the Studer Books). {_ Ask studens to out the Personal Prof + Workbook p.«-9 + Cass Audio COs Tacs 2-7 + AetveBookoigal Student Book pages with Complete unit eudo pus Extra Ustening Activity + AatveTeech interactive whiteboard (WB) software ‘wth video, Test Bank, and est aula ‘OPTIONAL WARM UP ) ‘Do a general review of numbers with students by | playing the game “Bucs Fs.” plain the ls ofthe game: Theyhaveto count one | by one ated the das, but stead sain 3 oF tle 3 they say Bucs, and instead of syne oF Slip fs hey say ize. ithe numbers autiple | ‘ofboth 3 ands they sy Bucks Fe Farexample, | Buck, Fl, Buchs 78, Bucks, 2, Bucks, ‘exa Buck ie, Studer wha gli wrong ate ‘lmnate, Review the days of the wet, ak What dy after ‘Monday Whot ys before Foy? When do you have English clase? When do you go dancing? Witte folloningtines onthe Bost: 8A, 1:30.48, hay 4s Pa shat Ask tess the ies inp, Then check the tines with the cas. 1 Lookat he photos. Tel student to look atthe xpessions inthe ox and match an expression to each ‘Ask diferent students to read aloud the rest ofthe Aetvtes while checking pronuncltion. Check that all ‘dents Understand the meaning ofthe verb phrases. Focus the students atemton on the question and give Some examples about youset. For example: tal on the ‘hone everyday Then elthem to work indiualy and tr an appropiate lle ext o each atv. 2 Mave students compare ther answers with partner to see what they have Incammon. Have a student model the speech balloon ad elt other examples. Rind Students that oiays end never go before the main verb {nd everyday and onthe weekend goat the end athe EXTEND THE WARM UP ‘astute he acti from Exe into two columns acoangto whether they ke eng an sctty or otThen have them compare het with 3 arte, ging the reasons. Have students share thet ow OOOO EE EE ol pp. ‘im 00 tale about personal kes and ses Gaanan hes and dite ‘Summary: nhs lesson, students consider iferent etn that people din the ee time ad take 9 {uz to fin ot they are party animals" “ture tures" "couch potatoes.” Through this context ‘they aan various ways of expressing Ukes and distes, OPTIONAL WARM UP Brainstorm actives tha people usualy don ther ee | te and wate them an the boar. Have stdents ako | spare about whic of hese activites they the ae | wien thy dor ke, Elec dea fom he ls. ome the students appear tobe party animals noduce the exressan by saying Ok KH and Kee paty anints because hey ie... non fhe students Sppear tobe pry animals wie the expression onthe od and the meaning Speaking 11 Have students cecuss wit partner what they can ‘seein eath picture. Encourage thm fo be as detaled 35. sible nite ideas rom a numberof students. ‘Ask students 0 math the 6scripons ana me pire. Point the pictures one by oe and choose a aferent ‘student each ime to red the conespondingeetence aloud Answers: 2.0 3.8 2a. Hav students tke the quiz in pais, helping each ‘other with ny efit expressions. Have Student B close histor hr Book while Stocent asks the questions and ives the options. Student tens and chooses the best option. Student A nots Student 8 ansiers. Then change roles: Student 8 asks the questions while student Nancwers Have students check their results. Ak students what cutture vata an couch potato mean. As: What do You think culture uture end couch pote mean? Ec that eutue vulture and couch porto ae colqulal ‘expressons: a culture vue samebody who very Interested in al types of cultural activites, and a couch otto retro somebody who say and thes to spend Fost of he tne ying onthe couch ot sola watching TV. 1D rec students to tell thelr partner whether they agree with the esl or not and why. nite paleo share thet answers wth he class Reading 3 Have students ea the paragraphs indhvdually and ec what typeof people Nobu ad Lola are. When they have finshed, go ove the answers and ask the tudes ifthere are any expresion they dot understand. Teach the meaning ofthese expressions. Rea from going into eal bout ways of expressing les and sae at this Point. This covered in dealin Exerose 5, ‘Answers Nobu: couch otto Laas cature vale 4. Askstudentsto ask and answer the questons In les. Go oer the ansners withthe eas. ‘OPTIONAL WARM UP Have stants close thei Boks and work in pas to ‘se wich expressions they can remember hat were edt egress dares of kng or dthing Ect answers and wit hem on he Dose 5 _Focasstudents onthe Active Gramm box. Pla ‘out thatthe faces represent diferent degrees of thes Sand distkes Have students work wth «partner and Inte blanks using the undertned expressions inthe Copy the char onto the boar ad ln the answers with thedase. ‘Ansmes ve 2.treaithe3.1ke mint S1dovt mind 6.fm tint 7. (dort the” 8. cart land 9. leans ‘raw students attention tothe note a the bottom of the grammar box and wie these examples rom the Boragraphs onthe board. Noun most inds fat Gerund: ‘eftng uo col Ife to meet fiends, Ask students, {ond more examples of nouns, gerund, an infintvs in the paragraphs andthe phrases that go beloe ther. Ask whieh phrases ake a gerd or init nd which only take a gerund ‘Answers te, hat, cant stand» geund oie ‘dontmind = gerund ony Dect students tothe Reference sation on page 6 OPTIONAL PRESENTATION Use the complete grammar chars and explanations on ‘he reference page to present rere the concep (age 39) 6 Have students workin pis to wit sentences Using the cues. Ack a ow piso sae thei answers vt the class Note any tems that have more than one pasible answer. Answers: ove my jab. 2. nat no dong cosa uals dor he doing / todo cossrdpuzles. 51 relly he swimming / toi nthe ocean. eat ana being od | rely hate beng / 10 be cad ‘dot mind ops 61 Ske going / to oto the movies; Fim imto singe the movies 7.1 ea tan taling on the pone in Entre hat taking 0 akon the hone in Enleh. lave going ogo dancing. Wrethe follwing nouns and pases onthe board lay sace cts, jz, owl cocoate, watch Very hat weather do homework, cook Tel the students talkinpals abut the wor, saying how much hey he or ste each thing Speaking "7 Have students workin groups ofthe o fur tlk bout the typeof person they ar rarer. They should ‘Sve reason using te expressions they have lard. Go ‘ound the class monitoring the conversation. Aska few 8 _ Have students wite a paragraph about their typical Saturday. using the paragraphs in erie 32s models. ‘Go aound the class monitoring the students work and helping them to selecoret where posse, Have student exchange tel paragraphs and read each ‘other’. As students what they have lard abeut theirpartnes, tho tpl Stray The stner an make i notes out what hel prnessying Then have each Etudet wie sot the partes pial Satursy in Glass orforhomewor ‘AN D0 ask and answer questions about daly routines GRAMMAR simple present; verbs of Frequency VOCABULARY verb = noun phases about routine actions ‘Summary In this esson, students listen to aV show about the sleeping habs of aimals an human beings St elfen ages. Through this context they review the form and us ofthe simple present lear avers of ffequency, and talk about thelr own sleep habits ‘OPTIONAL WARM UP Inoduce students tthe tol of seep. Pitot the eure on page andl the ter words om the ‘Stadente el them tober words related a bed sith porte. Give he stent coupe of mites ‘ardent tent cal ou the words, wing ‘hem onthe baad For example sleep, plow, getup ‘noe, seem, lem clock, pajamas. Now athe ‘tora goodnight Ask When do people soy aod lah? Gist betoe pongo be) Contrasts exrssion with {00d evening. Ask: When do people oy good evening? {sa greeting inthe evening anda rip not when we sre gangtobed) Listening ‘La. Read the sentences aloud wth the class and check that everybody understands Then have tent ree {he sentences otha they are ue for them Hae them share ther with 3 parte 1 Telithe students they ae going to Uisten to a7 show about lep habit, Focus thelr ttenton onthe fit ofitems that might be mentioned an ead trough them lth the class. Pay audio 02 and have students check, the ones they heat. aawers cas hase ih babes, den adults 2 Tete students to ead through the questions and ‘Suggest answers foreach one based on what they can remember rom the sudo. Pls asl .02 again and have ‘Students answer the questions. Tel ther to check thei Snare witha partner ana then a 3 as ‘Answers fsh.(pewbor) babies, aus 2 The sleep landing up. 3 They dont ase hl ees ‘5.2688 5. fourorthe B _Askstudensto discuss the questions in pits or ‘all group. Go over answers withthe as. 5 oor Vocabulary “1a, Have students wor in pais to match the questions 1b play audio 1.03 and have students check ther Anomensne 2g ab aa sd Be nf Grammar ‘OPTIONAL WARM UP ) Say the fllovingsetece: You have emp oft lunch. ‘okt stunts say thie entance inthe negate. | Sndinthe question form. Hove stdens wit and say ‘hese sentences wha paste. Ask students ohare thei anamers: Repent with the following sentences ‘She goes tobe ear They getup ateighto”ock. We realy ke she sleeps si hours doy. Now wie treo of reauency nthe oat. ASKthe stents Ithey know wat these ate hey soy how often we (dosometing) a li os many as you can fem the (grouping them eo the board a andom ot. ‘Then fave stdens pu tem noc rom most |_tesst regen. ave student somplte the Active Grammar box Copy the pamimarboxon the boaré ad el the answers Pay attention tothe se ofthe sin the 3d person singular ‘Askstudents how they would change he st sentence iRbegan wth he, se, oe Check carefully that al students have used the base frm ‘the ver inthe negative apd lnterrogatve sentences Point out tat the 3rd perso singular only takes the sin rate Sentences. Answersi2 dort 3.60050 4.00.5: Does Read through the adverb of frequency wit the whole Clas, checking pronunciation. Ask the students to look bckat Eertze to ste what postion adverbs of frequency take In sentence, Et hat normaly they go before the main ver and each the exception ofthe verb be, where they go after the verb, Point out that only affirmative Sentences are used with reverand hardly ever ae double negatives are not used Direct students to the Reference section on page 6 — ‘OPTIONAL PRESENTATION Use the complet rama chars and eolansions on the elrence page fo resent or enforce the anceps tonee0) ) OPTIONAL EXTENSION Dictate the allowing sentences tothe students, Have hem wit them dow, inclaing an adver of frequency inthe cored poriton sal he sentences etre forthe Hl ostep watching TV. ct answers fom 3 umber of tudor 6 Have students circle the cotect form. Check the answers ith the whole cass. Answerei4-D92-do_a.dont 4.80 5:00 6 dent Jegete Bakes 9-Does. 0.6008 at ths edocs Pronunciation "Ta. wite te sw phonetic symbols onthe board ané elicit the cotespanding sound foreach symbol. Give an ‘romple of werd for each sound, such as You and bt Ask students to match the symbols tthe undetned words Ply audio s.04 while students check their answers. Haye students practic the dalog with pare. nome Jul fal 3/0) fol Speaking |B Have students look hack at Exercises 4 and 6 and tellnem task and answer the questions in pls. Pod ee ‘40 wite an email to update someone about your te rasan present contiuoes ‘Summary In this lesson, students read about Titan's jewelry store ad lsten toa survey in which customers ay wht they ae doing there. Though this context dents consider te use and form ofthe preset Eentinvoes. Reading Hove students look atthe photos and describe what they see. let new vocabulary tems and write them on ‘he board Read the questons aloud and have students

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