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    Summit 2 Teachers Book

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    Moad Barbari

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    SECOND EDITION, SUMMIT 2 Teacher's Edition and Lesson Planner with ActiveTeach Joan Sa: slow e je allen Ascher Daria Ruzicka PEARSO! PTE Academic - testing real-life English skills ‘As educators we spend much of our time and eneray preparing scents far the rigors study {workin an snglsiespeaking setting We design our curses ang cose our materials {arf o that we cam teach students how to communicate efecively fm Engen, When ames to assessing Engish skis, we have realized that meny high-stakes texte are SMB 2 ‘means to an end in wench students dadcate valuable tine vo paseng the test without veloping a eal ality to communicate in Eels, ‘Tere is an academic test of English, however, that mates ou tort nthe cassroom, PTE Zeademie i recognized by nsttutons around the word ands aporoved by the UK Border ‘Agency and the Austalan Deparemen of Immigrtion and Ctenshp (DIAC) forse via {sppleatons eis endorsed by, and isthe prefered Enis language test of MACE, the (Gaduete Menagerent Admissions Coun ny are seuestore 29 excited about the tat? Ths state-of-the-art test breaks many ofthe armors in testing, butte key concer to teacher that eu hape students to become Sective communists in Engi {PTE Academic score dats on the enabling language sis such 3s fuency, grammar, vocabulary ‘and pronunciation, gives us # great too! Co assess the language ables of Incoming MGA ‘pplcants to ensure they can interact atthe levels expected n smal, experianced grep of ‘roessonals on the Asildge MBA program ‘ay armstong, iedor of Narktng, Ashridge Business Schoo Relevant tasks Comprising of 20 diferent and often innovative items types, PTE Academic assesses the ommunicaive sls festering, reading, speaking and wrtng ne numberof ways. It Bssseses a range of enabing sls suchas gremmar oa eercy pronuncinon, apelin, Vocabulary and writen dscouse to create deta raf of tat takers Nrengte 300 Many ofthe 20 iter ypes integrate these communicative ara enabling sks to provi a rel- Me measure of teat takers sty to deal with academic Engiah language in commie, {International English bre academe efects te intematone world in which we ive Measures have been taken to ‘heute that te materia inthe testi representatve of ternatonal neagemc gh NOt only ‘ge test development professionals based in sever region, Incusing the United Kinggom, Ausvali, and the Unites States, but test ems ore internation cose valated to enaue hae thee sno regional bas ‘Targated proparation for test takers ‘variety of deleated test preparation material are avaible forts takers, These Incude + Practice tests with some answers {Aires PTE Academie Tutorial proweing an overview ofthe test, inst-etion on each tem {ype thot the tet taker il encounter and tps on how to nswgate trough te ost +The omcia! Gude to PTE Academic proving éetaledInfrmatien on suminstraton, escriptins of alte types, analysis of sample answers, test aking Sateen ond & ‘weal of pric tems onthe accompanying cb:ROM ‘The sls that stugerts acquire in preparing For PTE Academe wil serve them greatly cnce they ave at thar hgher educauoninsuatons, or professional and government arganizates, "As we evaluate candidate, PTE Academic wil give us an important tol for measuring ther ait to study in an academe enconmen wher Engish isthe priory onguage of instruction ‘Randal Sawyer, Director of Admissions Comal University, The Johnson Schoo! For more information on PTE Academic, visit www.pearsonpte.com Contents METHODS HANDBOOK ‘Whats Summit — ceseeeestes TW Methodology fora communicative easstoom = Savi CCommonsense testing and evaluation ens Ter Summit unit format. oe . Teil ‘Applied methods: Howto teach 3 Summit unit Tex How to use AciveTeac “Dexix LESSON PLANNER UNIT 1 Dreams come rue - os n UNIT 2 charactercounts... is aaatns oT UNIT 3 Dealing with adversity quae TS UNIT 4 Personality and ite. vo rs UNIT 5 fesallinyour mind. ..seeesee fesse TSO UNIT 6 Travel hassles and experiences, 62 UNIT 7 winds at wor, secs TH UNIT 8 Humor. cose coves TO UNIT 9 Whatlies ahead? 188 UNIT 10 Aninteconnected world... cevnee THO APPENDICES. regula vero En ooh Vers flowed bya gerd pressions that can be followed by 8 gerund ‘ets followed ect by an if ers folowes by an objet before an nine. Verbs tha canbe followed by a gerund or ann ive Adjectives felowed by an infniive Partial adectves Stave verbs “Teanstive phrasal vets Intranstve pasa vrs. Three word pasa vas Verb forms: ove Pronunciation bi... Audios arava te eevee AST ‘Summit TV teaching noes en MI ‘AateTeseh 6s : Inside back cover METHODS HANDBOOK Instructional levels Summa two-ovel high intermediate to aivanced communicative sere for adults and young adults that Sutell any atermedine course book Smit is designed to flo the Top Noth series, forming the op two eves of sieve eourse Top Notch Fundamentals: fr tue beginners or very wea alse beginners Top Nath sor false beginners or for stents who have completed Tp Noch Fundamental Top Noth 2:frpre-intermediate students op Notch :foritermediatestadets ‘Suni fo high-interest students 1 Smmit2:foradvanced students Thetllowingchart shows the correlation of Sumit and Top Neh. ternational Standards and Tests For deta oreasons he “Can do statements the Common European Framework (CEFR) and 0 US Teer an state standards, please consul the Suni website at pearsanlangman com/ sim METHODS HANDBOOK Correlations to International Standards and Tests earn Toreepe | roeren one Rishi rmaara - — ED | Rnbegemet | Es aan amos a8 20 a 5-0 we | tee Titers a = ed er | onmantrepesn ange ons Courant [Gamemeten’ || counter | Sarena TopNotch Fundamentals Topratcrrondaneas |) tenegme varasenowgn || teebeomen “le betegien Iehebemne Tooter? | macett Twp note? Beimemesas | || toermamesito | | ey temette cae emeaine =| inavanet) ene tage SORES Scope ‘ach evel ofthe Sunni course conan enough ‘materia foe60 190 hours of lastroor nsraction, Solitediconsare also evalabie. wide choice of ‘ipplementary components makes easy tlle Swmmira the needs of diverse clases and programs fortoexpund the total number ofr, Goat ‘The goal of he course to make English unforgetable enabling postintemediate earners {wunderstand speak rend, and write English sccurtely, confident and faery Three key features ae emblematic ofthe Summi couse ‘+ Mulpleexposures anew language + Numerous opportunites to race + Deliberate andintensiv reeling Anessetl gal ofuostoheppostintermediae sods move par the plea tat typical curs smong student at that vel, Language content ‘Summit nas aclassie sequential grammatical syilbus. Grammar, vocabulary and soca lnguage ateintgrated within opel, communicative units Offering abalance of prctca and information ‘opis, the content isdesignedto be consciously ppeatingto the student earning agli, ‘Academic skills and strategies Each nitin the Suomi cours contains exercises ‘har build ey reading stenting writing. and éritcal thinkingskls and strategies. These ace identified ataglanee on every page ofthe Stents Book Aeompletelistcan be eemin the Learning ‘Objectives char on pages ivi, Conversation syllabus Experience has shown tha post-iotermediat students continue to need itensive practice of ‘poten communication. Tothisend Summit Porides ten essential convesstion adele that embed croil conversation stateies and ‘opportunites to persavalize. In ado to ‘conversation pretce and extension, Summ ‘concues every two-page lesson with ee ‘communiaton activist eneute adequate practice ofspeaking sills, anguage’ Instruction: ‘The followingisasynopsisof the Summit Instrstional design ‘A communiation goa for aches session, Each fen ur numbered two-page lessonsina Summit ‘ts designed fo ane css session of 9-60 mits, sndhasa deat Stated communication gol Thee reasons forhavingacommnsation goal sreto make each class purposeful to demonstate progress in each class session, anda enable more focused evaluatln. When teachers and students tre unaware othe purpose ofeach son, hey ten just go through the motions” Convey, when teachers and students know the purpose of thelesson, they se valve nad ae motvated to schieves nucenstl outcome. Intgraton of shat ae conto ese as confined hat when sens encourter ew Ibnguage only ance or twice nd fle tomsteror even remember Forth eon ne ‘ocebulary and grammarare cede neste ‘conversation models pl werk actives ntening ‘comprehension ext reas and oe tivities ‘omaketham unforgetable In each lesson new languageisexamine, explained integrated. ‘expundedon and appliedso that stents cee ‘mukiplexposurestohelanguage as wells ‘mumerousoppetiniioo pact tinal sil acas. Contain of progress. The culmination ach ofthe fouressonsisacarefiy constructed ged ‘ommunistion act called Now You Can acho ‘hese actives saconersaton, discussion dae ayn which students demonstrate hr ocievement afthegolotheleson, Stadents are motte by theless, alin keping wt the aims of the “Can 6" satemensofthe Common Enropean newer, ‘omtnually Sethe practical vale ofthat nstracton, Expt prosentations ot vocsbusry,gramms, and social language. In order tollowthe Sumit Studen’s Books to double as both teaching and ‘reviewing ton langusges presented expliy Expletepresentarions ake the guesswork out of Understanding meaning form, anduse an provide ‘concrete reference fortes f review For those ‘who prefer an Inductive presentation af gamma, there are printable “Inductive Grammar Charis" ‘onthe AciveTeach dsc atthe bark ofthis Teacher Ein. These charts provide an alternative (inductive! approach each grammar presentation Inthe Stents Book, ‘Asystematc approch to ree expression Every lesson culminates inafrespeakingeetiiy wih MOOSGNVH SGOHLaW METHODS HANDBOOK sequential steps to increase quantity and quality ‘exprsson Planning sees suchas bea ‘Ramingandnoteadding lead stadentso confident roucive discussion androle ply Presentations {chutes and projects also provide opportnies or ‘stunts to devel ther speken expression. -Astrategy-based focus on roading and listening ‘Comprehension. In ation otherigorous practice afeadingand isteniog, thee san Emphasis on learning staegien The strategies Include understanding meaning from context ‘itnguishingmain ideas rom deal ‘comparing and contrasting, deermining points trie, drewing conckasons, rephrasing nd ‘Summarizing allo whichensich students as Tears and ox communiestr. systematic wetingsytabus. The Summit students ‘Bookonains writing sllabus thet includes clear ‘model und egoros pretie of rmportant rhetorical ‘and mechanical esay writing skills uch 5 Dales sunaricng and punctation. Each [son poviespratice nthe wating proces. om prewrtingto revision ‘complete course. Summuitisacompletecourse ‘nihaweaih of supplementary eompenents {nda simpl intogreted technology, allowing the ‘xin fei focall teaching sty, earning, ‘tags and core neds For apctria presentation ofall componensof ‘he Sumi coute, please te Sadents ook Methodology for a Communicative Classroom. "he goal ofany pstintrmediate communicative language course spo be enablstdes express themsehes confident, aecuratly and Buena speaking and witingtoundertandauthente spoken ‘tadwten Eng and funtion soil inEnglish ‘na varay of etengy bth fal una Mic pracice needed to rec thse gals case the typeal student has ited opportunites to obseveand practice English tute of las, the goal a the classroom must be {o providerich sources of inp for observation as ‘well as intensive opportunites for communiation Practice, ile pal ofthis section andthe oa of the Summircourse to seggest methodology which ‘makesthet possible Permitting active observation of language “The word ie saturated with English (through ‘he tere films ius, an television) Post Inermediat talents shuld be encouraged to seek ‘our and observe English outside of lass whenever ‘nthe other hand, stdents benef greatly and learn easly from exposureto modals of spoken and ‘writen English at theirown productive lve or Tenguage js above tet eel, The evel of eallenge that benefits stents masts often called it” (Grashenand Teel 1965) oF "compretensible {pst Compreneasble input islanguage that ‘inttnssome unknown words or structures, Dat iraillae leveltha stents eam understand, Suchlanguage expecially when x authentie Ieextremely vahubleorstadent progress ands sundant nthe Summiteourse. "We balove that each clas session should provide students with an opportunity to observe language Uyrmadingitand bearings wel order benefit fmm the oberon process, students shouldbe encourage to look st andoristen to reangandisteningimateval for several inatesin ‘onde for thom to press tanto make connections beeen what they know and what ew Alter Students have had ample opportunity o immerse themeelvesin the obuervaion process they should begin dscusing he ext or answering questions shout Ando maximize the vale of ebservation ‘we strongly sages that students soppor thir ‘Sscrved texto listening they got the information ‘hey needed to answer or toform an pinion. Inthis ‘vay, observation becomes an ative process aher than simply ureceptive acti. Encouraging repetition of new language Some peop eleve hat epetin oflanguagels Indl ofan uted bev audo-ngl spprosch sn ified tal nly appropriate tthe lowers Consegoently recent ends nlangage teaching endo de-emphasize or discourage epetion language beingleared. However wht dbserved ‘hat repeating nw languages alubleasiongasitis notorerased ad dest interfere with varanees ftneaningRepetion hp sdetsintemalize ferret pronunciation ses and onan 5 ‘recommended tht studentstisen oad eps ne Tanger prostaction. Fortis eason, when stents are learning ee ‘wocabularyor new soci language, they sould be ‘encouraged olsen ort read andliste, and thento | sin again and epeat When using ad matcale asmodes, students appreciate the opprtunity 0 Compare thei prononcatin, tess andintnation th hos of he speakers on he audio, We ‘ecommend that repetison bea regu feu ofthe Presentation oforsbulary and model conversions Foractvities requiring students tisten and ‘repeat. we suggest having stadents iste he ist lime while looking at he vite form nthe textbooks Thisllows students oink the weten formin te textbook othe sounds they hear Next, as studensareashedolistenand repent, have ‘hem doit with their textbooks closed This serves toreduce distractions and laws stunts te fecus exclusively on isteningand repeating, athe than reading Kalo reduces thecontusing fect of Engl spelingon pronunciation, Tesalraysbeneficll ovary the method and sequenceat repetition. Using alternative spproaches ‘doesnot dish the vale of repetition the sporoaches ad variety and hep malatain terest, ‘spetll for post Inarmedite students tts best tokeep the pace of epetiin vy so tat the greater amber ofstdentshave a chance © participate, maximizing the memorably ofthe "ress andintonetion patterns Ilsalso benef ovary the number of people boing bed to epeat Sometimes itself have ‘stdents repeat indi dually ater ines the woke las hal he das al hema al he females et fanbeasked w repeat ara group The gol easy ‘ered nomatterhow the repetition esr. "isimporant, however, ha 1 exaggerate the amount af class te devoted to repeiion. A lively paceanda short ime perio will achieve the desired ees; then is time to move onto mare ‘brantve atv, Ensuring that students use learning strategies lusimportantto provide opportunities for students ‘owork ward goals to access prior knowledge. and topraicesrareies sucha planning selfassessng, rdicting ee These strategies have been proven 0 have postive resus on students earning Knowing Tearlngstrategiss ot enough however Research has sown that unless stents are evar fhe vale strategies they are unlikely neorprate them Into ther wn acing iiiatves* Woring toward gos. A the beginning ofeach term, before beginning instuction, probe seadens Individual personal goss in learn English (Common goats could befor ther profession travel, scalemic toy, et Help students become tare othow ther course andr eet textbook ll lp {hem reach those oa forexample by bling ‘hem earn tounderstand and communicate in Sspokenand writen English also worthwhile ‘o encourage students to brainstorm aspect what they wantto beable to do in Engi in racial or specie ems. Far exam want arn Eli cause want: © read academic journal or articles © tite emai or eters © alicusenewsandcurenterents, © have socal conerations. © sete meet acu controverstal ope poi avestudensokthrogh theirtetbooka se twill ‘ul any ther oats Ask thes to patos lessons or ‘utstha they fret eae rom, Make got setting or gl awarenes an important partofeach unit nd ieen,Beforbeginning unit frlesso, have students okt ver and brainstorm ‘what they willbe sbleto dost the end oft Such “awareness bulls expectation ofresults focuses stent atetionon the purpose ofistruetion, and ‘ess in rete satisfaction wn each elas Specie ‘echniquesorusngthe goals in las are covered InApplid Method: Howto Teach a Snel Ui on page, ‘Observing progres nd sntassessing When Inset aiscasion of oats takes place ate begining sacs sesso, then becomes easy fer stents toahsorwe ad conte ther progres that day: One ‘imple way toensitthissto ak" you len, how to deseo consumer shoppnghais? “What id you arn oday” andsoan-When stodents ‘onfrm thatthe essa’ gal hasbeen achieved. ‘hey value instration, Sma ely deacnnveoasae ree MOOSGNVH SGOHLAW METHODS HANDBOOK review rogressattheendof each ll uit In ‘ger cumulative postive enorement of thee Sy motivates leurert persevere ‘Being aware ofthe Instructional press. Make students avare that presentations and activites in ‘aes aswell a thos assigned for work outside of ‘ase homework, projets, sboratory actin), Jnaves definite purpose and arenotrandom or "Effective lessons offer students presentations and setivtes that integrate target conten. However, rmecly offering students such lessons is often not enough, The lesson wil be mote effective students te engl aware ofthe value ofeach section at ‘he lesson in achleving the lesson goals "When fnishingtass, projects and homowrk tahoe momento review thelanguage students sed ‘theta for example ask Where di yous the passe voice with ovals today” Wien students thcome aretha they atl used he pase ‘ice wth nodal inher conversations, practicing it comes valuable to hem rssurpsiighow often Suen arenotawnreof the way in which eis peice what dey are learning. They often see aconversaton practice session slated om [rsimarorwnesblary content viewings just fan something tod ton ime. Reflecting on one's learning. Anumberofhurdes {ust he overcome inleeringa foreign or second Tanguage. One such hurl sconfusing the Aiferense between understanding werd nd being ‘ble anclte tino one's wm native) language eenpos-intermediate learners sometimes emp transit everything they edo ear ‘woo word. Tis ite or wo reasons ist oone can possibly translate wird frond uicly enough follow aspeakerspeaking ata natal pice Second, wordforword ansistons re {rpossletor idioms, expressions, metaphors oF ther gurtve angus Tn onde to ull students awareness ofthis fac, we must elp them eect onthe meaning of “ngerstanatng” Help them to see thet they ean {act derve both general nd specie meaning rom Spoken an writen texts contain words they Mavent heard orscen before, students say they fo otunderstand the meaning of new word being lenred help them a describe ts meaning rather than totrysoransiatlt Askstudnssolook atthe ‘suntounding ontetto determine connotation— boreense—o the wordin order o understands feral mening Help them to vecogolze that aot Telagabletoranlne a words ferent om not tderatanding ‘Thisisa profound awareness on which every leaner ofa new language needs to eet. This ‘waren cess the desire and need depend ‘Suconter tine meaning, remoting the evelopment fone ofthe most importansrateies for languagelearnersundersanding meaning Managing pair, group, and Collaborative activities Callabortive ative, aswel apa and group ‘wok falta teraction in English andare = ballmark of communicative language eating. These activites encourage studentato wether own language sesouces, whieh in turn makes the lesson ‘mote pesonal and meanlngfl. They also ensure {hat sdent itil as wells respondin English ‘Also, by working together stents et to know ech ‘ther fster and become more Independent they riya the teacher less forguidance ad ulinaely take more responsibly fr ther own learning, We recommend thefllawingapproaches for acts {featuring par and group work. ‘creating student-centered envionment. Some “stadens particulary thor accustomed totencen Centered esons in wich ener pend alot fine explaining, may not immediatly see the bene of working in paso groups. Remind Students that workingtogether allows them ore "imetopeatce helt English and allows you to listen to more students individually Reassure students that you wil creat give the individual attention and tha ths wl mae you ware ofany point that need explanation Encouraging cooperative ering and ealaborton. Bheoeage students total aad eam rom each other inher words ereatea community af learners inthe classroom, Stents an collaborate ‘ont execs wa pariner or group, eer ‘bycompleting te ectivityopether ory comparing theirsnswers Whenever possible, yt lit answers rom ther tents beloe answering ‘question yousel Fecttatng soul seating srangement To ensure thar stunts interact wth variety of partners hare them stn adierent eatin foreach dass When ‘iin clas into pals or group, yt match ‘udentsofelifeent ables, One method of forming troupe i tohave students counoffeccardngto the Thame of roupe needed. The“I'swork together, the "2s woek tet andsoon, ontoring active. During pial group work setts, montor tents by moving around the ‘work yourself as this wil imi¢yeu ably to onoe And oferassstancetotherestofthedass. feu are faced with an odd numberof student creates rap ofthrestudents The third tudentcan work ar helper to encourage eye contet and other socally appropiate behavior and correct mistakes Managing ine To hee student on ask, kisbest 9 sattime miso each act. End ati wen Toostfthe clas has naked to avoid "ded tine” uring which students are waiting for others tosh Forstadenswho finish aconverstian activity eae, Inve dhesn witeout the conversation they created. If youuse supplementary activites, tsa goodidea have some of have photenpid and on hand. Correcting errors purposefully In general language earners particularly ade lke feedback apd expect abe corrected when ‘hey ake amistake However recent research (Brown, 207") suggests that coeectingerors Instudents speech nd writing my not be as elective in promotingcorectlanguage ue ass ‘common believed. Infact esearch indicates that feacessve covrecion ina communeative couree can fmbecrasor dishearten student and dscaage ‘hem rom atempringthe experimentation and practice that erential for language acquisition, Tne of these findings, werecommend tring abalance beeen the ned fr correction ae ‘nalcalningfeings of sucess Thefllwing are pproaches a povideesective ae pone each, Prometing accuracy. For activites where accuracy Isthe focus address mistakes shorty after they ‘evr Student ed guidance ashy ater to ‘senew words, phases ad grammar: immediate cone important Ask steno ncorpaate ‘he ooections as they continue he atv Prometing fluency. Forfreer and more challenging ‘tires where eney and tee expression are ‘he focus (scusion andro ply retrain from stopping the flow of ren dlcusslon wih corections.Inthess atv, accuracy iene Iimporanthan communicating des, improvising, an temambering and using the fll range of Tanguage students have learned. Developing the ability to retrieveand use previouslylearned Tanguage seta students are to conver the Engi hay hae eared inte laseoom nt the English they ned in theron ves. ne students with eorecton discourage th experimentation. instead, take notes on common student mistakes andthe review thove eros with {he ene ass tthe end a the act Encouraging secretion. Students, especialy t the upper levels are often ble to correct hr mn Inltaes. Fist et the dene nih the hougl, then indicate by sound or gerture that heehee ‘been amistae, Ty to poine out where the mistake vas oie thestudent an opportu to sll ‘Some techniques forelicting self correction Include pausingat the sistas, orepesting the stdeac’ sentence and pasing at thems, or ‘xampl, "There were mich people” "There wwere"S1"There were many eople> ‘eas intusive eho st correct the student sista by reformulating whtthe tude said ‘without stopping the Now fcanverston for ‘example Say of them bas finished”. "Oh, ‘any othe har finshed?” "Yes ay of the hve finshed” Notethat those techniques often rompe the student io sel comet. selective. Dono tro caneetevery mistake. aig so could lscouraye or vertelm eudents Instead, focus coreetions onthe sil that ae eng aught in chat parila lesson oon astakes ‘hac interfere with comprehen. Providing emotional suppert. Above al. be ‘carefulnot to embarras student Be aware that postintermediate students in particular may be Sensitive tertism infront of thelr pees nd ray prefer moe private fedback Give stents ‘oul time to think before they answer to avoid making them feo pressured. Theres nating ‘more effective in promoting student participation ‘han seinforcing ther belie that you aren ‘her side" To that end, we suggest that You show approval or student experimentation, even when languages naceurate Correction ean com ate. Experimentation ean essential stop a the oad to Choking and managing homework. Maximizing theampuat oftime students have interact tnd practice English essential in classroom ‘environment. is best limit the amount alas ‘ime devoted to checklng answers andcoreting homework For exerlses done n cls have students check her answers witha parter. This Increases teraction time, ensures that eros getcomectod and encourages tent to comect, MOOSGNVH SGOHLAW METHODS HANDBOOK thelr own mistakes. als help student avd the posible embarrassment of giving inortet answers fn tont of de entieclass. ‘When the clash nshed comparing answers review the comet answers as alas either by ‘Alcking the answers rom individual students orby | Jnving volunteer write ther answers on the boar Inclasses with hme constraints, we recommend thatyou write the answers onthe Bard, his method ie faster. "We surest that you follow a similar approach with omewock by qulcly reviewing corect, snswersInlarge classes, you may prefer Systematially eect which papers to review out teas inorder to give individual feedback and ‘hedk progress. five o ten papers are callectod tvery ssson each student wil cave nda feedback several times prtora, Actively developing free expression ‘One fhe rests challenges inthe pos Intemediate clstoom sees engaging learersinfreedvcusions and role plays Students sec rstated bythe sparc inlve between fhe complex thought they wish o express and be language theyaveattbetr comand. There are ‘pthloglealand psychosocial hurdles as wall. Adult nyoung adres often wory thatthe will bejaiged by theirteachers swells teirpees. ‘Tetollowing fortes fem part ofa proves apprecht discus andare recommended Tomitgatethe challenge offre discussions and ole | plays. They supportlearnerconBdence and increase unity, quaityandeomplexiy expression. dea framing, When students are presented — Unpeepared witha diseusson ope they typically tppeoach narrowly for example, you propose | ‘Nseussion abou community service, students tmayony think about ope particular aspect of the ‘opie Worse, students often worry about what you ‘onside appropriate to neidein the dkeusion Providing stidentswithastimulussuchasan online ormagazine rey orquestonnaizecan lp | them rae thee eas by inde seggestng ops totiineladedinthedseussion fallow Surveys tnd questionnaizes you provide also reduce student tnt by cating yu expectations of whats ‘ppropiteofncade in the discussion. Notepadding. Givingscadents an oportity to wre ots lp them consider ho they willexpres their ‘dss Here gin tensa ar wna narOw® ‘iw of what include nthe dscason, but when {hey regen preparation tne efrehend ey wil ‘onde herds and plan bow they want express them, Netepadingbullds confidence aes ‘more complexsaemens than dlscusion waht repration does, “ext-minng. Atthoughlanguage textbooks usually contain readings tat provide students with an ‘pportunity to confront eI” compyehonsble mpage sing these reading sll forseading ‘comprehension etn bee sed opportunity: One {ray eke the most ofatertboak reading sto {nk stadetsto notin adele anguage fom t (Cminingits ex”) that the ean sen discusson or role ay, Permitstudensto circle undeding,orcopy “ined nguage plot classroom dscssons ‘Texcinininggreaty enhances students aby to sequie and use more sophiscated language. ordposting. Another huge challenge to students Jstemembering own anguage—eve receily eared language—and using iti scssionsand tole plas. But when stents do noruse and reuse eared language, the inevitably forget. “Tense that students secyle previously tought language we suggest that you forthe tents thease make andeep-"wordperts™—rte of relvantreyeablelanguage Wardposts canbe ‘writen an the bard ox photocopied and dsb “encourage the use ofthe worst during ‘he discussion, you or yourstaentscanvrite a ‘checkmark ros ot or cele each word phrase ‘ssitisused Wordpostngisone elective eyeing technique that makes English unforgetable, | Teaching the receptive skills: reading and listening Reading listening ae sometimes thought of receptive sls, Ina communicative classroom, however eadlng endlistening activities ea restly feahane speaking and weltng provide growth ‘feomprebension. and help students ee with tuthentie language containing unknown words and ‘complexiens The following sre suggestions fr Spproaching eading andlstening in erdee ogi “Atenrending ands paseges wilabeys conaina quay of unknown language Wek ‘hat tent can understand mavelanguage han ‘heyean produce, btheyareoen estat ihe readings stoning aces that inci unkowe Iangunge (Sethe ear discussion ofthe valueot I" ‘omprensbieinpuiton pape) Readings andlstning activites shoul represent real language. However, st isimportantto avoid Tanguage that asso ferabove comprehensible level dat students ca'tearn omit Ientiying Asstudntsroad and encounter unknown words, V zone of omprehensbiityenabies readings ad listening acute to maximize the bulding of compreiension skills and vocabulary. ‘Assated aie. tisimportanttorecopnize | ‘hat anguagelosrnersinainetiny ty totem ‘every word as they ud and are frustrated by he Inablity wo ereatea one-to-one correspondence of the English words to their native language. Adopting ‘anapproach that respects the amount of challenges ‘eating listening activity present, discouraging ‘oansation, and teaching readingand listening skllsandstraepescan help students tead ud lstn accel Reading strategies and apie comprehension sis. Reading skills and satgles that hep Students cope with the challenge of frelgn- or Second: Language readings prepare therto ‘confront sueh readings with confidence Some are practiced before, some during and oherslter the fetal reading Before reading activity, encourage students to explore thelr dss about the ope ofthe reading ‘To pique their interest inthe reading get them to access any knowledge they already have about ‘htop Another strategy that ieips stents ope with readings identifying ts source or ‘example sta magazin atic a websie,¢ Series oflettrs, an svertiserent et? These pe reading stratees wil help students approach a reading withthe confidence that they know whats ‘coming and vil discourage them fram focusing on ‘very unknown wor. ‘Some strategies and skills thar help students while they read are skioningseanning aed focusing tn the contstin whieh unknown words oes, ‘obalp students understand mesningGratead of eying translate those words). Encourage stents to quickly read the passage from beginning io end Wienoustpplngtor deta. Oneway each ‘Simmingisto have students read the fs sentence ofeach paragraph andthe first few sentences atthe Deglnningand te end of te passage. ‘Scanning forspecifeinformation another holpl kil Before students eadline or lise, ‘hey canbe asked to find information about date, names ages time, ete. Such information usually ‘Sdntfis sly format—nurbers,soated words, fats andthe like. Keepin mind, though, that not allreadings lend themevesnstarall to skimming forscanning- Only chose skimming or scanning ‘nth readings that naturally lend themes to that {ort of examination. ‘help them to find the context clus that “xpi” the meaning of hose words Inthe folowing centenc®, the general eaningof the woré doug can be ‘understood rom te context: “Songhanisa wild ‘nd wonderful festival in which people flag hae fun deusingeach ther with water fr thre soit aye" Many stents would instinct reach for ‘the lingual deonar look up dowsing or siply ecite the reading was too hard Butaskingtbom ‘olook or the meaning nthe surrounding ext the “conten where they wil nd "with te’) lps ‘bull the habit of searching for context cues and ‘akingeducatedgueses ‘good way lo elp student seo the vale of searthingorcontxciesisto asthe toexplia ‘hal easns fr guessing meaning of wo Ask therm to gost the texto provide suppor forte opinions tnthe case above, students would ete" ‘water tsupprt her opinions. Nove hata reise Seine testtion not neces the goal. Sadents should also be encouraged oes the “sense” ofa word forexampl, whether Fis postive or eptve, male ores, romethingyou ea wea, ‘efthisi done gully, stents devel the ‘abi oflokingformeaninginthe context. ‘After reading, stmariinga text ia valuable applied reading comprebension ski, When ‘Students aeableto summarizes reading it Indicates that they ave identified themain den and ‘an distnguls trom random fes o details that, srelneided inthe atele ‘One way provide practice in dtnguishingiain eas fom deta toskstfante to takeeteras ‘hey ead ado organize or separate the nates a ‘teres for example, nazeadingabout he ie ot ‘famous composer stidentscan be asked take ots about the key evens tht pean i In reatingabouttbe effets lobalzaton, students fanbe asked tot down intmaton about he pos ‘Leone. tinge cargoes p des Decewthe deals that support thera ides ‘ealingaadean provide aframeworkoraloial ant article expres summary After way to hlp ‘Sent underand thermal eu forthe poi of ‘ew exposed inareadingisto ak themtotry arahrazewat th shores Athy ed sk ‘Student pte authors wards he cn wor ‘Te putas When asking comprehension ‘questions aboutareading(aralistening stv; ‘Sc below ts plo kepin mind he late het ofthe ra et very halnging fandbas alto diet or unten and MOOSANVH SGOHLAW ‘Complies, quewtonr nd take shoul erelatey METHODS HANDBOOK ‘anyand receptive such s determining genera or ‘main ides fs tet iselatively easy, che tasks and ‘questions shouldbe commennurately more dil, ‘productive and inferential and should require ore ‘al thinking Inher wads, tefl othe taskshouidbeinversly roporana tothe difelty tthe tat this tat srespected even very felt | ters canbeused by students at lower levee stein sls ane stratogis. Listening soften ‘raring stadentsbeease of factor such speed accent background interference and the fact, that inthe eal word alistener usualy has only one ‘opportunity tounderstand. In contrast, areading text_evenififficult canbe explored, studied, {drevead athe learner's pace, Tormosearnrs, understanding spoken language can be ery diel, expel wen tbe | spenkr is norsen, a during ephone conversation orwhen isteningt headin «podcast or {classroom audio program. Development af Tnening lls ad sraragles can help reduce the natural panic that occurs when students stan fhallengingspeec.Iwewantposntermediate | Stent to beable cope wit eal spoken language, Ielecrucal to oxpose ther subeatilistening stages corded ata normal ate of peed snd ina ‘arity of acre slangunge editors, itis important fous toaskourulveswhatthe purpose alisening | ‘comprehension exercises sin ecommunieatve ftastoom. sito getstuenso understand every ‘word they bear ina comprehension excise csi hsipthem lear howto suceessully understand eal ‘poten English inthe word outside the eassoom [Although weknow the answer thelater we ‘teuggle with our oe etings of een post ntermedate tadnts are unable‘ easy “ndersand everything in helsing texts we ring todars | ‘oerourown earsasedvexorsitisimporant | toexpsintostudentsthe vale of challenging lsteningexperences ano easste thet the ‘rerio not testo whether rant they understood ‘veythingthe est ie Besure students uncerstan ‘hathe purpose ofthis practice st lp ther obtain ‘mesning een fom somathng thas ot completly Lndersood. end na simpiyo anewer questions "a presenting stening comprehension practice {in class. beste students have several opportunites tolistentoeach passage Focus students attnton ‘byhaving her isten fora diferent purpose each tim they listen. Bald up the progression of as {rom easlerto more challenging Obes. ddan extra Iistening opportunity again after other tassin der toler dents check thelr work. "The nputtaskratoespeiallyapplieso constructing stnlng activities in the soon. {Seepage Tei the listening passages far stand orothersig dca present ese shallingingor receptive ask. such esunderstanding ‘main ides ordetying the global purpose On tbe ‘es and, the itening passage sow orthernise ‘sy present mare productive or eficul execs, ‘convenient way fo apply cheinpuvtaskration> lineringeomprenension execiaesis to compare them tothe readings skimming ndscaning er ‘more dficuTistening passages, expectstudens to skin” by stningandpting the ain ies bar ew deal nfrences or completes. For etsieristening ‘passa, expert them 0 "scan or deta make {nferencs, and drew concusionsbased on hase Imalleases, however make sure students elie | thatthe exereines ae meant tofnecease thet bilty tw cope with nturalspoken speech, nota means to judge what they ean understand on nelistenig Improving written expression iekingtash perform a number of woul functions ina commutative classrooms + Bist, thy offer yet another vehicle for students ‘o remember, practice, and consoldte language ‘thoy ar leering einforlng vocabulary and ‘gammatcal conventions. + Second they promote the development of sccuracy because students and instructors read ndedi the writing eros arevisleandean Demeiculously corrected, + Third. they can pepar students othe real writing they wil do tn ee work and ‘ocallies leer, mall reports aries sessages andthe ike. + Fourth tasks based on «wating sylabusean teach students the convention of standard \welten expression, such as sentence and paragraph development, we aftoplesencences, tnd waten rhetorical devies These cannot be learned though speaking activites. w.reasonable expec incessin both

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