eS ip pene ee Pat Mugglestone « Ingrid Freebairn * Jonathan Bygrave « Judy CopagePearson Education Lined Eainborg Gate, Harlow sex, CM20 208, England and Associated Companies throughout the world \www.pearsoalongman.com. (© Pearson Education Limited 2010 All rights reserved. No pact of this publication may be reproduced, stared ina retrieval system, or transmised in any form or by any ‘means, electronic, mechanical, photocopying, reconding or otherwise without the prior writen permission of the copyright holders Photocopying: The Publisher grants permission forthe photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies {or their own use or for use by the classes they teach, Insiational ‘purchasers may make copies for use by their staff and students, >but his permission does not extend to additional institutions or branches. Under no circumstances may any part of this book be photocopied for resale ‘The right of Pat Mugglestone, Ingrid Fresbair, Jonathan Bygrave. and Judy Copage to be identified as authors of this work has been assorted by them in accosdance with the Copyright, Designs and Patents Act, 198, First published 2010 ‘Set in Helvetica Neue 9/1 tpt Printed in Spain by Grafieas Estella ISBN 978-1-4082-1710-1 Designed by Peter Simmonett Inlaid Upbeat Intermediate Students Book pages ‘The ght of Ingrid Freebaim, Jonathan Bygrave and Judy Copage to be identified as authors ofthis work ha been asserted by them in accordance withthe Copyright, Designs and Patents Ac, 1983. First published 2010 Set in 10/14pe Helvetica Neue LT Printed in China CTPSCOL ISBN 978-1-4082-1718-4 Designed by Steve Pitcher Location photography by Gareth Boden. At direction by Mik Gates Photo research by Harriet Mills Mlustrated by: David Banks pages 20; 57; 60; 93; 121; 122; 126 left. 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We would be pleased to insert the appropriate acknowledgement in any stibsequeat edition ofthis publication. ‘Special thanks to the following for their help during location photography: Barnwell School, Stevenage; First Capital Connect Lid: the Gates family; H Dent and Sons, Wormley; N Glassos; Highway Cycles, Stevenage; Historic Reyal Palaces, Tower of London; Manor of Groves Golf and Country Club, High Wyeh; Maysons Clothes Shop, Hitchin; Paradise Wildlife Park, Broxbourne; P J Camping Ltd, St Albans; Riverway Musie Studio, Harlow; A Saunders; Srulls Market Stall; Southend Adventure Islnd; Tones Music Shop, Harlow.Contents Students’ Book Contents Introduction Teaching Notes Extra practice Answer Key Word bank Pronunciation Writing bank Word list Irregular Verb list Students’ Book Audio Script Language Builder Workbook Answer Key Language Builder Grammar Bank Answer Key Language Builder Audio Script Quick Tests Quick Tests Answer Key Page 24 134 148 150 152 158 164 165 176 182 185 189 225Students' Book Contents 10 What are you doing here? 1B He's broken ‘twenty-four bones. 1c It's much more rewarding. 4D Across cultures 2 Life stories 28 I didn't recognise ies There won't be any running water. 3B You've got to push yourself. 3c ‘You can’t make me stay at home. 3D Real-life issue Grammar Vocabulary Speak Read Write Liston 2 Present simple and Clothes, styles, present continuous accessories and Question tags patterns Present perfect simple Jobs with for and since Present perfect and past simple Intensitiers much, ‘Adjectives to far, alot, @ bit with describe work comparative adjectives and adverbs (rot) as... a8 Check personal information Pronunciation: Intonation in question tags Function: Shop for clothes Talk about jobs you would Tike to do ‘Say what you would Ike to {do when you leave schoo! Teenage fashion in Britain Consolidation of language and skile Skills focus: Writing Weiting tip: Collect and organise your ideas Past simple Prepositions: during, for Past continuous and Phrasal verbs past simple with while, with up when, as Past simple and past Transport and perfect simple travel afteribefore + gerund ‘Ging form) Roleplay an interview with a ‘skateboarder Pronunciation: Intonation ‘of Wh- questions Function: Show concen and reassure Retel a story from notes Describe an interesting journey Read: Camden Newsletter Read: Dangerous jobs: Rodeo clown Listen: 1 a professional storm chaser Read: Calling al school- leavers! Write: a paragraph for a ‘school magazine Reads: No easy path to success Write: a biography of film star Writing bank: Biographies Read: Travel traumas! Listen: to story of an eventful journey History ~ Milestones in travel and transport Consolidation of language and skils Skills focus: Reading Reading tip: Dictionary skis (1) “Revision: Units 1 and 2 Future tenses: wil, Food and going to, present kitehen Continuous equipment tobe about to-+ infinitive ‘must, need, should, Part-time jobs ‘ought to, have (got to, had better Gerund (ing form) 2s subject ‘make, lt, (not allowed to Pronunciation: Intonation in ists Give reasons why you would(n) apply fora realty Tshow Say vihet kitchen equipment Yyou would take to the island and why Use adjectives to describe jobs Desotibe jobs and responsibiltios Talk about rules and chores at home Function: Invite, accept and refuse with excuses. A refugeo's story Consolidation of language and skills Skills focus: Listening and speaking Speaking tip: Take time to prepare Listening tip: Listen for mood Read: Teen Island Chaitenge Read: an email Read: Looking for Listen: to a conversation between a gil and her younger brotherUnit Skills Grammar _| Vocabulary Cerne 4a The most fun I've had for ages 4B He's been playing for ten years. 4c ‘The website everyone is talking about. 4D Across cultures R2 38 40 42 Speak Read Write Listen 84 Present perfect simple Function: React to good Read: 8 computer game with just, already, and bad news, review before, never, ever, yet Pronunciation: Falling Supetiatives with the intonation in exclamations present perfect simple regent perfect simple Words ‘and continuous with for connected with and since music Listen: to an interview Present perfect simple with a rapper for numbers and amounts Defining and non Phrasal verbs Discuss diferent Read: Entertainment fining relative clauses with on Innovations innovations English literature Consolidation of language and skills Skills focus: Writing Writing tip: Linkers as woll as, What's moro, not only... but also Writing bank: Book reviows Revision: Units 3 and 4 Eetracee + 5A Unless they do something, 5B 48 By the time the rain comes .. 5c 48 In case it gets cold Fist conditional with f, Landscape Roleplay discussion about Read: Plans for rock unless, provided that, as and:natural a rock festival festival worry locals ong as environment ‘Write: an email to a newspaper Future time clauses with Extrome woather Talk about tho future ‘when, unt, as soon as, and natural by the te, before "disasters Ligon ep ravereare about a tornado incase + present simple Camping Function: Make and equipment respond to requests Pronunciation: Rising Intonation in polite requests Geography - Glaciers Consolidation of anguage and skis ‘Skills focus: Reading Reading tip: Dictionary sxils 2) 50 8 54 Ifonly | had my camera! 6c 56 Ifyou keep playing computer games, «. 6D 58 Real-life issue Ra 0 ‘Second conditional with Transitive “alk about imaginary Road: Ifyou were would, might, could phrasal verbs situations invisible Yor a dey, what would you do? wishif only + past Funetion: Ask for and give Write: an informal etter simple advice toa triend Writing banks Informal letters Verb with infritive or Noun suffixes Pronunciation: Word stress Read: Ask the experts! gerund sion, ment, sity inthree-and foursyllable Listen: toa discussion and-y words about computer games Talk about computer games The end-of-yearparty Consolidation of language and skils Skills focus: Listening and speaking Speaking tip: Disagree politely Listening tip: Predict key words Revision: Units § and 6Skills Grammar —_| Vocabulary | nee 7A He asked me if | had a website. 7 64 You promised not to accept a lift. 7 66 In spite of being worried ... Speak Read Write Listen Reported statements Ask and answer about ‘and questions favourite websites and buying online Pronuneiation: Sentence stross in reported speech Function: Phone messages Reported speech with Discuss correct behaviour Read: Quiz: How verbs of reporting assertive are you? Listen: to a conversation about grounding Clauses and linkers of Relationship Discuss three statements Read: Hot topic: Parent- contrast words and about parent-teen teen relationships phrases relationships | oot wonegark ‘account of har relationship with her parents Write: a paragraph about the differonces between you and a ‘member of your family (Communication in the 21st century Consolidation of language and skis Skills focus: Witing Writing tip: Linker firstly, secondly and lastly 68 70 n V'm getting used toit. 8c. 7 Will [be able to 16 Curriculum link Ra Sets 78 Have you had it checked? 9B 82 To get the gold off 9c 84 It sounds like a police siren. 9D 88 Real-life issue 50 + adjective/acverb Adjectives of ‘Talk about some frst ime Read: Snorkelling ~ (hat). emotion experiences hover again! such afan + adjective + Read: My audition noun @hat) nerves ‘50 many/much + noun Write: an email to 2 (that) friend about a first time Verb + 80 much (that. experience used tolbe used to/got Pronunciation: Word stress used to for emphasis Function: Ask for and give expanations be able to Phrasal verbs Ask and answer about your Read: What are you with a life using phrasal verbs alraid of? ‘Tak about things you are Listen: toa report from frightened of phobia cinic Citizenship - Charity work Consolidation of language and sklls Skills focus: Reading Reading tip: Dictionary ski (3) Writing bank: Formal letters of appiication “Revision: Units 7 and 8 Causative have Parts of bike Pronunciation: Sentence rhythm and stress Function: Describe and deal with problems Clauses of purpose: to, Adjective Discuss exciting problems Read: ltalan job: Imorder (no!) t0, so that suffixes with arid solutions in action films. problem solved! ful, -¥ 0s, Write: about a problem “ive, “al station ina film and how it was solved look, seem, sound, feel, Adjectives of Talk about adverts you love Read: The novelty taste, smell+ adjective texture and or hate ‘gadgets catalogue Wonfes if sepa Listen: to three radio adverts Work experience Consolidation of language and skills Skills focus: Listening and speaking Speaking tip: Practise new language Listening tip: Listen for linkersUnit Skills eles | Page Grammar Vocabulary Saar aaa ia 88 should havefought to Funotion: Apologise for have past mistakes 108 He shouldn't have loft it there. 108 It must be a fake! 406 He can't have drowned. 10D Across cultures RS 96 ‘mustican'timighticould Phrasal verbs Pronunciatio Read: Mythical for deductions in the with away consonants creatures: Real or hoax? cena: Comment on photos: are” Listen: to a podcast they real or fake? ‘about hoaxes must have/can't have/ Crime Discuss possible solutions Read: Crossing the river might havefcould have toa puzzle for deductions in the eae Cadel ain pe Writing bank: Stories: (Narratives) Social customs Consolidation of language and skills Skills focus: Writing Writing tip: Mixed linkers On the other har, in spite ofthis, consequently, because of this Revision: Units 9 and 40 nen 118 The photos were sold. 1B They're being followed. 116 It ought to be stopped. 11D Currioulum link. 8 100 102 104 ‘The passive: present Themedia _—_‘Talkaabout how you receive Reed: The peparazz!: simple, past simple, your news wo needs them? present perfect, past Pronunciation: Word stross Read: Online news perfect in compound nouns Lisa eect: discussing the paparazz| ‘The passive: present Function: Give opinions, continuous, past ‘agree and disagree continuous and future simple ‘The passive: modals, Adjective and Choose and discuss an Read: Get involved now! gerund (cng form) and noun formation important issue Write: paragraph giving frente Your opinion on an issue ‘Solence - Nanotechnology Consolidation of language and skils ‘Skills foous: Reading Reading tip: Dictionary skis (4) eae’ 128 If he hadn't been a football fan, 128 Honly we'd had the money! 420 I might not have done so well. 12D Real-life issue R6 108 108 110 12 ‘Third conditional with Verbs connected Discuss a news story Read: Lottery winner would have with money loses everything Read: Teacher gives win to charity Write: an essay for and against winning a lot of ‘money Writing bank: Discursive essays wishif only + past. _—-~Phrasal verbs Talk about your past regrets Read: Sweet success perfect with out Read: Cooking catastrophe Listen: to people taking bout their toonage years Third conditional with Pronunciation: Weak form aight haves fav/ might have Function: Give and accept ‘congratulations: The inheritance Consolidation of language and skills ‘Skis focus: Listening and speaking Speaking tip: Listen carefully to others Listening tip: Use the task to guide you Extra practice p116 Word bank p10 Pronunciation p132 Writing bank p124 Word fist p140 Irregular verbs p44INTRODUCTION Welcome Welcome to Upbeat Intermediate. Ths is the final level of a fourlevel course for teenage students of English. Upbeat takes siucents from beginner or false beginner level to intermediate level. Depending on ther level, students can start the course with Upbeat Starter or Upbeat Elementary, We chose the name Upbeat for the course because we believe that language learning can and should bea positive and rewarding experience for both students and teachers. Our aim when writing Upbeat was to create a course which would stimulate, educate end encourage teenage students of all abiities whist at the same time providing extensive suopart and help for the teacher. We hope that we have achiaved our aim, and that you and your students wll enjoy using Upbeat. Ingrid Freebaim Jonathan Bygreve Judy Gopage Components Upbeat Intermediate has the following components: + Students’ Book * a Language Builder which contains both a Workbook anc a Grammar Bank with extra grammar reference pages and adattional practice exercises this Teacher's Book Class audio CDs a Students’ Multi-ROM a Test Book a Test Master Multi-ROM Interactive whiteboard software (Upbeat Digital) The course also has OVDs Background to the course The students Today's teenagers, just lke previous generations, are varied and fascinating group of individuals. They are changing physically, sometimes at astonishing speed, and are often preoccupied with the agpeerance. They are coping with new and strange emotions and at the same time they are learning to think in a more abstract way which allows them to discuss issues and ideas. Through this whirtwind of change, teenagers are trying to establish their identity and learn who they are. Unlike previous generations, today’s teenagers are surrounded by technology, which they can generally use with ease and efficiency. They lve in a world where sounds, images, words and ideas come at them in a constant stream from many different sources, They Usually think nothing of surfing the net, texting, listening to music and watching TV at the same time. Now technology also gives teenagers inoreased contact \with their peer group — often the most influential group of people in a teenagers life. The need to appear cool and bbe accented by this group can often be the strongest ‘motivating force in a teenager’ Iife. These peer group pressures, coupted with rapid mental and physical changes, mey from time to time lead to confict with family, fends and authority ‘Another pressure on today’s students is the increasing ‘need for qualifications which demonstrate their skils in foreign languages, especially Engish. Given all of the influences above, teenage students of English need teaching materials which reflect their world and broaden their skils to facilitate their goal of gaining qualifications, ‘As wel as aiming for competence in the English language, classroom materials should halp students explore and establish their own moral and ethical values. What is right and wrong can be a challenging area for teenagers and itis important that they have the chance to hear the opinions of others as well as make thelr own opinion heerd, The teaching situation Motivation Many students will have had several years of contact with learning English before they start this course. These ‘experiences may not always have bean successful or enjoyable. Consequently, students may bring to the classroom preconceived ideas about whether learning, English is un or not, and whether they are ‘ood! at languages or not. If their experiance of learning Engish has nat been positive, their level of interest and motivation may be tow. On the other hand, their previous experience of kaming English may have been a positive one, in which case their level of motivation when they join the ‘lass may be quite high. in ether case, itis essential that their new English course contains topics which are interesting to them, and exercises which are intellectually challenging and which have ‘real-world’ value in their ‘eyes. The topics and tasks in Upbeat have all been selected to interest, challenge and motivate students. Large classes Inasigniicant number of schools, large classes are the norm rather than the exception. Large classes make it cificult for teachers to ensure that all students have sufficient practice in Engish to make signficant progress. Furthermore, teachers cannot always pay enough individual attention to students, especially those in greater need of help, ‘The use of painwork and occasional groupwork in Upbeat alows each student to have more practice time in dass end may enable stronger students to help weaker ones. Once paits or groups have been set up, the teacher can then monitor them and provide more individual attention to those students who need the most help.Not enough teaching hours Students frequently have only three Engish lessons per ‘week, and itis sometimes cfficutt 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 ensure that all students are making enough progress. The structure of Upbeat, wth one lesson on every spread, helps teachers and students to have a Clear goal in the time avaliable and a sense of progress a8 they move through the book. Optional components such as the Motivator, the Language Builder and the Students’ Multi-ROM offer extra material for those students who risk faling behind, and reinforcement and revision for those students who are keeping up. Monitoring progress Detailed monitoring af stucents’ prograss is increasingly a feature of teaching in schools today. This results in ‘a heavier worktoad, as teachers have to prepare and mark tests, give asseserments and write student profiles, Upbeat provides plenty of revision and testing material to help in the assessment of students’ progress, Multi-level, multi-lingual and mixed ability classes Many English classes today are muti-level. Some ‘members of the class will have studied English for many years, some may have studiad another foreign language and a few are joining the class es complete beginners to foreign language learning. Some classes ara also ‘muit-ingual in that they contain students from ciferent ethic and linguistic groups. Classes ate invariably also ‘mixed ability. In one class, there will be students who have a natural aptitude for learning languages with excelent skils and strategies, and others whose natural aptitude lies elsewhere, These students will need more time to achieve the sarne level and a lot of teacher patience and encouragement 1o make a relative success ‘of language learning. Upbeat provides plenty of practice materal in motivating formats to occupy faster leammers, as wall as providing extra materia for those who need more practice Learning differences ‘As research makes more advances into the nature cofleaming, more students are being diaanosed with conditions knawn as Speetfic Learning Differences (SLDs) (e.g. dyslexia), These leamers need special attention. teachers fee! that they have any students with an SLD, they will find help and suggestions on page 22. Principles behind the course We believe that four key principles need to be followed if language learning material s to be effective for teenagers. 41 Motivate The design of the course, and the topics and issues it (sels with, must motivate the students from the start Upbeat achieves this by: ‘+ using authentic location photography, magazine articles, website articles and emails, a5 well as material in puzzle formats + introducing a group of teenage characters with whom students can easily entity + fecusing on situations, topics and emotional issues (6ee the Real-life issue lessons) which students will recognise and respond to * presenting authentic functional language and everyday expressions which young British and ‘American people use in conversation with each other (608 the Phrases boxes and the Use your English sections) * including topics which expand students’ knowledge of the world (see the Curriculum link and Across cultures lessons) 2 Maintain interest ‘The leaning tasks in the course must involve andl challenge students both linguistically and cognitively to ‘maintain their interest and ensure that leaming is effective Upbeat achieves this by providing ‘cognitive stimulus through memory exercises and puzzles (sea the Solve it! exercises in the Students’ Book, the puzzle exercises in the Motivator and the ‘Students’ Multi-ROM exercises) ‘+ interesting and varied language exercises to encourage practice of key language (e.g, quizzes and questionnaires) + personalisation of the language to allow the students, to talk about themselves and their opinions ‘+ real-life functional exchanges in the Use your English sections 10 provide reaistic communicative practice of everyday language + arama DVD with a motivating storyline and effective language consolidation 3 Enable all students to succeed The course material should make t possible for every sludent to achieve success at his or her level of abit. Upbeat achieves this by providing ‘+ grammar in clear tables for easy processing of information, and full grammar summaries in the Grammar Bank section of the Language Builder ‘© lear sianoosting of the key language, which is highiighted in red, in the presentation texts ant dialogues ‘+ graded grammar practice tasks with simple language ‘manipulation exercises folowed by more challenging tasks ‘+ Extra practice activities in the back of the Students! Book for learners who need extra challenge or extra support ‘© muit-level exercises in she Language Builder exercises in a variety of entertaining types in the Motivator10 * a Students’ Multi-ROM to enable students to practise at their own pace in an alternative format 4 Set goals and monitor progress ‘The leaming material should contain markers throughout the course to enable stuclents to monitor their progress, gain a sense of achievement and develop independent learring strategies. Upbeat achieves this by providing: ‘* objectives boxes at the beginning of each lesson, enabling students to know what their leerning goals ate © Skills tip boxes containing simple advice to help students develop thelr leaming skis * Revision spreads at two-unit intervals throughout the ‘Students’ Book, and Review sections in each unit of the Students’ Multi-ROM to provide opportunities for students to monitor their own progress extensive photocopiable test materials in the Test Book, the Test Master Multi-ROM and this, Teacher's Book Course components ‘Students’ Book The Students’ Book contains 12 units. Each unit is divided into four two-page lessons, labelled A, 8, C and 1D. (The only exception is Lesson 1, which extends to four pages.) Each A, B and C lesson presents and practises a mix of grammar, vocabulary and functional lenguage (Use your English). Lesson D is focused on skills development. It consolidates and extends the language presented in the preceding three lessons and provides further weeding, Istening, speaking and writing practice. There is a Revision lesson after every two units, making a total of six revision lessons in the Students’ Book. ‘These contain accuracy exercises to revise grammar, vocabulary and communication, and finish with a simole saff-assessmient box to help students to monitor and reflect on theic own progress. ‘The 12 skis lessons (Lesson D) are divided into three cifferent rotating types: Across cultures, Curriculum link and Real-life issue, The Across cultures lessons feature the English-speaking world, viewed from a teen perspective (eg. food, school, festyle). They contain fa particular emphasis on writing, The Curriculum link lessons deal with the sort af topies which students might encounter in their other subjects at school (e.g. Science, Geography). They contain a particular emphasis on reading. The Real-life issue lessons are designed to highlight the moral dilemmas which today’s teenagers may encounter in their everyday ives (e.g. honesty, loyalty to friends, family relationships), They provide material for discussion and contain a particular emphasis on listening and speaking, At the end of the Intermediate Students" Book, there are Extra practice exercises, a Writing bank, a Word bank, Pronunciation exercises, @ unit-by-unit Word list and an Irregular Verb list. The Extra practice exercises ive further practice of the grammer, vocaloulary oF Use your English phrases presented in the A, 6 and G input lessons, These exercises can be used both for faster leamers and for those who need further consolidation. The Writing bank section gives datalled guidance on ‘writing a variety of text types. Each bank is linked to a specific lesson in the Students’ Book and to the relevant language content in that unit. The Writing banks can also be used independent ifthe teacher wishes. Language Builder The Language Builder is a flexible and versatilo. resource which offers self-access material for students inva wide range of teaching situstions, It can be used in parallel with the Students’ Book units in class, or can be used as a resource for homework exercises. Its vided into two parts: + amutti-level 96-page Workbook © a44-page Grammar Bank containing grammar reference pages and extra grammar practice exercises The Workbook section of the Language Builder Is ‘dlvided into units and lessons which correspond to those in the Students’ Book. In the A, B and C input lessons, the Workbook provides practice of phrases, grammar, ‘vocabulary and functions. It contains exercises at to levels of ciiculty, indicated by one or two stars, to cater for mixed ablty classes, This means that all students, \whatever their level of ability, can achieve sucoess, and therefore be motivated to achieve higher goals. Most students will benefit from completing both levels of dificuity in the exercises, but students with a good basic knowledge may attempt just the higher lavel of task ‘Additionally, each input lesson has a Roundup exercise at the end of the page, bringing together al the language taught in that lesson. Each unit also has at least one Extra Challenge exercise which is more open-ended than the others and is labellad with three stars. In the skils (D) lessons, the Workbook provides exercises to practise the three skils of reading, writing and listening. All Workbook skis lessons begin with a reading text. Each lesson has a similar theme and skis focus to the corresponding page in the Students’ Book. “The exercises linked to the sklls focus have two levels of aificulty. The audio CD material for the Workbook exercises is located on the Students’ Multi-ROM. The Grammar Bank section of the Language Builder is divided into units which correspond to the units In the Students’ Book. Each unit begins with a Grammar summary which contains example boxes and simple rules. This is folowed by exercises to provide further practice ofthe individual grammar items in that unit, Teacher’s Book In adeition to this introduction, the Teacher's Bookcontains step-by-step teaching notes arranged around reduced-size Students’ Book pages. n adcition to the teaching notes, there ate boxed Answer Keys for the Students’ Book exercises where relevant, and Background notes for cultural or linguistic points. Suggestions for optional extra activities and further work are also included. At the back of this Teacher's Book are the folowing: Students’ Book Extra practice exercises and keys The Students’ Book Word bank The Students’ Book Pronunciation exercises ‘An alphabetical word ist ‘An irregular verb ist The Students’ Book Audio Sriot ‘The Language Builder keys ‘The Language Builder Audio Script 36 photocopiable Quick Tests (in 2 versions, Student A and Student B, one for each input lesson) = The Quick Tests Answer Key Quick Tests ‘The photocopiable Quick Tests in the Teacher's Book re short tests which provide a quick check on students! grasp of individual language points. There is one for each input lesson (ie. 96 in all). Thay are designed to test specitic Grammar, Vocabulary end Use your English points in the relevant lesson of the Students’ Book. Each ‘test should last fitteen minutes and has a Student A and Student B version, Answer Keys are provided at the back of the Teacher's Book. Motivator “The Motivator is divided into units which correspond to those in the Students’ Book. Each unit contains photecopiable activtios for every A, B and C lesson in the Students’ Book, plus two Roundup acthities which revise the language from these three lessons. The purpose of the Motivator is to provide extra, ively, strmulating material for students to use in class, possibly towards the end ofa lesson. The material is @ mix of puzzles, problern- solving exercises and information-gap activities. Some ‘are designed for the student to do individually and some for pairwork. The exercises are highiy visual and include authentic text types (e.g. maps, menus, notices and. signs). In adcition, at the back, there is a collection of pop songs, each with one or two activities. Teaching notes with integrated Answer Keys are to be found at the back of the Motivator. Class audio CDs ‘The Class audio CDs contain all the recorded material from the Students’ Book, plus the songs from the Motivator. Students’ Multi-ROM ‘The Students’ Multi-ROM ls a self-access resource for each student to use on a computer either at home or in choo. tis an amusing and motivating wey to practise language and may be especialy useful for those students with learning diferences. It contains 12 units to practise the material n the comesponding 12 Students’ Book units, Thare are approximately 10 practice exercises in each unit, covering Grammar, Vocabulary and Use your Englich Each unit fnshes with two Review exercises, revising the key grammar and vocabulary content of the unt Test Book ‘The Test Book provides 12 two-page photocopiable tests, one for each unit. These test the language contained in the input lessons f.2. lessons A, B and C) Of the relevant Students' Book unit, They test Grammar, Vocabulary and Use your English, and phrases from the Phrasas box where possible. The skils of Reacing, ‘Wing and Listening are tested after every two units (ie. there are six skils tests in all. Speaking skils are deatt with in a separate section ofthe Test Book, Six speaking activities are included. They are a mix of photo escrigtion, roleplay and painwork information gap. Each speaking activity relates to two Students’ Book units. \With the exception of the speaking tests, all of the tests in the Test Book are offered in both A and B versions to prevent copying, The Student A and Student B tests contain the same exercise types, the same overall target language and are at the same level. However, the detailed content difers to discourage cheating, The introduction to the Test Book contains information and guidance on the genera value of testing, a lst of the Various types of tests written for the Upbeat course, an explanation of the marking scheme and grids for recording test results. A placement test at the beginning of the Test Book is dasigned to give the teacher an idea of the lavel ofthe class before ha/she starts to teach. Test Master Multi-ROM ‘The material in the Test Book is also available in electronic form on the Test Master Multi-ROM. The audio material for the listening section of each Test Book skils test is also provided on this Test Master Mult-ROM DVDs DVD accompanies Upbeat: i's 8 drama DVD called Five Days which features a group of teenagers who make their own TV programme. Interactive whiteboard Interactive whiteboard software (Upbeat Digital) is available for each level of Upbeat. The software is for uso by the teacher in class. It contains electronic versions of ‘each page in the Students’ Book. Using this software, teachers are able to: — zoom in on any pert of the page "12 = play audio material and display the tapescript while the audio is playing View the related course video material and clsplay the video soript — do related Mutti-ROM exercises — click on a button to make the red highlighted words in the presentation dialogues and texts disappear ‘The software also contains guidanoe for teechers in ‘Show me’ section which explains how to use the different features of the software. Teaching techniques Most teachers find it useful to have a ‘toolkit’ of cfferent teaching techniques that they can call on depending on whether they are presenting new language, getting students to practise a grammar point or encouraging discussion. Choice of technique may also depend on the mood of the stuclents. For example, i the students are lacking in energy, the teacher can change the pace by agstting students out of their chairs and working in groups, Ifthe students have too much eneray, the teacher can uieten the mood with some dictation. The folowing is & selection of core teaching techniques that every teacher should have at their disposal Repetition and choral practice Repettion can help to reinforce pronunciation, grammatical patterns, vocabulary and functional phrases. It is essential for al students when meeting new language. Repeating chorally can help studants increase their confidence before they are asked to perform individually. Choral work can be carried out with the whole class, with naif the class at a time, in groups, in seating rows and with selected indlviduels, Questioning patterns Different question and answer patterns give the teacher the opportunity to demonstrate the language and give students the opportunity to practise it. A variety af patterns is possible: Teacher to sof (to give a model) Teacher to one student (to give a modeVto elicit and demonstrate betore pairwork) Teacher to class (to elicit a choral response) Student to teacher (o allow students to ask as well as answer) ‘Student to student (n pairwork) Student to student to student (ina chain) Pairwork Many of the language exercises in Upbeat can be done in pairs working simultaneously. This means that students’ talking time is increased dramatically and extensive practice can be cone by all students in a relatively short space of time. Some pairwork patterns are: Closed pairs: Student A talks to Student B next to hiny her, or turns round to talk to the student behind. ‘Open pairs: Student A talks to Student B chosen fram anywhere in the class, Pairwork chain: Student A talks to Student B next to him/her; Student B talks to Student, and so on, Cooperative pairwork can also be used. Students can be askad to work together on the answers to comprehension questions and practice exercises, ‘and to prepare speaking tasks together. This helps to build confidence in weaker leainers as wel as alowing rehearsal before giving answers in front of the whole class, Groupwork For certain kinds of activities (@.g. roleplays, discussions ‘and questionnaires), stuclents can work together in groups. Groupwork can provide an opportunity for weak or shy students to practise without fear or embarrassment; Groups can also be used for cooperative wort. Groupwork needs to be set up and organised carefuly Give clear instructions, check that students understand \what to do and train students to move into groups quickly and with as ite fuss as possible, ‘Allocate roles in the group as neosssary or appropriate to the task, One student might be the note-taker, another might be the spokesperson to report back to the class, another might be a time-keeper and tell the group how much time is let. ‘Atways set a time limit and war students when there is one minute lett. ‘Monitor the students, spending a few minutes listening to each group before moving to the next. Take notes on any language errs to give feedback at the end of the activity Don't interrupt unless the students ask for help. Oral correction ‘Most students believe that their teachers should always: correct them, However, oral correction should be caretuly judged. When students are doing controlled practice, the teacher can correct immaciately after the end of the utterance. When students are speaking to develop fluency (in discussions and roleplays, for example}, they should not be interupted. The teacher can listen and ‘make notes of errors to give feedback later. Course features and procedures Photographs ‘The photographs which accompany the presentation material in each lesson in the Upbeat Students’ Book ‘are an important teaching resource. They oan be used for setting the scene, for presentation or revision of grammarand vocabulary, and for presenting other new language. Inthe Teacher's Book lesson notes, there ave specific suggestions for exploiting the photographs in each lesson. In addition, photographs provide useful cultural information. Learning objectives The learning objectives box at the beginning of each input lesson of the Students’ Book contains a lst of the main areas of Grammar, Vocabulary and Functions in that lesson. The list is designed to make students aware of tho language they are going to learn. tis often helpful to ciscuss the learning objeotives in the students’ L1 (first language) ‘Suggested procedure + Draw students’ attention to the Grammar objectives), and tel them that this language is highlighted in the presentation dialogue or text ‘© Ask students to look at the Vocabulary objective(s) and elicit any words they may already know. ‘+ Finally, ask students to look at the Functional objective and elicit any language they already know, or ask them what language they might expect to find in this part of the lesson. ‘+ When the lesson has been completed, ask the students to go back to the learning objectives and dive examples for each objective. Then get them to ‘say which areas they found easy, and which ones: they fee! they need to practise more, Get started Some lessons contain a Get started task to orient students to the topic of the lesson. Encourage students to use English as far as possible. The tasks can be conducted as a whole class or in pairs. It may be useful to write any ideas or vocabulary on the board when students respond. Dialogue The dialogues in Upbeat feature recurring teenage characters in cifferent situations, and present the now language in context. All dialogues contain examples of the kay grammer, vocabulary and functions of the relevant lesson, The key grammar is usually printed in red, and can be used later in the lesson to draw students’ attention to the languace. In the Teacher's Book lesson notes, there are specific suggestions for exploiting each dialogue. The following guidelines are for exploiting lalogues in general Suggested procedure Check the teacher's notes for ideas to exploit the pphoto end introduce the situation. Present any language you think may cause problems, but don't focus explicitly on the grammar yet = Alldialogues are preceded by a focus question in the instructions. Depending on students’ confidence and ability, you could ask them to cover the dialogue in their books and look at the photo while they listen for the frst time, © Play the dialogue and ask for the answerto the focus question. ‘= Students look at the dialogue to check the answer, ‘© Sludents look at the comprehension questions, Check they understand all the questions, Play the lalogue again, then check the answers to the ‘questions. You may need to play the dialogue several times. © Ifnecessary, pause the CD to give students time to ccheok and record their answers, Ask students to look at the phrases in the Phrases box. Play the dialogue. Students find the phrases inthe dialogue, then give other example sentences using the phrases, ‘Suggested further work on the dialogue ‘© Students read the alalogue aloud in pairs or groups: ‘= Some pairs or groups cen act out the dialogue in front of the class. ‘= Wite a skeleton version of the dialogue on the board ‘Students try to remember the missing parts. Slowly increase the number of gaps until students can recite the whole didlogue from memory. Students can then ‘act out the dialogue without help from the Book. Read “Two types of reading texts are found in Upbeat. The fst, shorter type is used to present new language in the A, Band C lessons, The key grammar is usvally printed in red and can be used to practise the language later in the lesson, The second, longer type of reading text is used 40 develop reading skils in the D lessons. These texts are often adapted from authentic sources end cover a range Cf topies which are of interest to teenagers, They are prasented in a veriety of realistic formats such as website pages, magazine or newspaper artic, ete. Specific suggestions for each text are given in the teacher's notes. The following guidalines are for exploiting reading texts which are used for language presentation in the A, B and lessons, (For guidelines on developing reading skis in the D lessons, see the Skils development section on page 15) Suggested procedure © Check the Teacher's Book lesson notes for ideas to introduce the topic andl exploit any photos, Present ‘any language you think may cause problems, but don’t focus exalicily on the grammar yet ‘+ Students look at the focus questian in the instructions. This provides a purpose for reacing. ‘+ Students read the text silently: Encaurage students to skim it quickly fst to get a general idea, and then to scan for the answer to the focus question. Check the answer to the focus question. # Students look at the comprehension questions. Check they understand all the questions, Students 43read! the text siently again to find the answers. f desired, the text can be played on the Class audio CD 0 that stucents can read and lision, + Students can compare their answers in pairs before | you ask the class to give the answers. | Vocabulary Vocabulary is presented in lexical sets, word-builaing groups and in groups of phrasal verbs. Its practised through exercises linked to the grammatical or functional goals of the lesson. At intermediate level, new words can be taught using a variety of citferent techniques: * explain or paraphrase in simple English * Use L1 to translate certain words which are hard to ‘explain in English ‘+ ask the students to use dictionaries ‘lic meaning from the students themselves Suggested procedure + Students look at the vocabulary in the box. Ask them to find some of the words in the text or Galogue. + Play the CD and ask the studlenis to mark the stress in longer words. Students complete the practice exercise ‘Ask the students to use the words in sentences that are personal to them. + Encourage students to keap a vocabulary notebook, ‘After completing the vocabulary section in a lesson, students may record the vocabulary in their notebooks with an English explanation, an Lt translation if desired and an example sentence. + Ask students to revise the vocabulary for each lesson 2 part of ther homework. You can start the folowing | lesson with a quick recall of the previous lesson's words. Recall ‘Some lexical sets in Upbeat Intermediate are recycled from the previous levels, e.g. Unit 1A Clothes, Unit 20 Transport. When this occurs, the vocabulary section starts with a Recall exercise, designed to jog students’ memory and prompt the recall of previously learnt ‘vocabulary, It may simply be an instruction fo try and remember as many words as possible under a given heading or headings, or it may be more structured to prompt specific worcis. Occasionally, students are asked to go directly to the words in the Word bank and use them in an exercise to consolidate their recall Word bank After doing a Recall exercise, students are asked to ccheok the Word bank at the bak of the book where the recycled words are isted, The Word bankis arranged in vocabulary sets corresponding to the lesson in which they occur Extension After « Recall exercise, there is frequently an Extension exercise, which presents a collection of new words in the same topic area. Some of these wards occur in the presentation text or dialogue. The exercise which follows is designed to give active practice of these new words, Suggested procedure + For Recall exercises, elicit or give a few examples of the words which studants are expacted to recall They then work in pairs or individually to complete the exercise, + Ask thei to look at the relevant Word bank at the back of the book to see haw many of the words they have menaged to recall. ‘+ Alternatively, or as a revision activity, dictate the words in the Word benk and ask students to write them with the L1 transiation. * Students look at the Extension vocabulary in the box. ‘Ask them to find some of the words in the text or dialogve. * Play the vocabulary CD. Students listen. (See Suggested procedure for Vocabulary) Solve it! The Solve it! tasks are designed to engage students ‘cognitively through problem-solving questions and activities as a way of maintaining motivation and providing a change of focus between the presentation ‘materials and the language practice. They invite students {0 exercise their thinking skils and use English to solve problems. The exercise is usualy based on the presentation dialogue or tex. It often involves looking at a photo for clues as well as interpreting the written information, Specific suggestions for each Solve it! are given in the Teacher’s Book lesson notes. Suggested procedure ‘© Students read the Solve it! question, Ask all the students to work silently for one or two minutes. Do not allow anyone to shout out the answer. Allow all the students time to find the answer. * Students can compare their answers in pairs before you check with the whole class. Grammar ‘The grammar boxes focus on the main grammar point in a lesson and are presented in tabular form for easy understanding by the student. The grammer boxes are followed by Practice exercises. Some teachers in certain teaching situations may wish to start a lesson with the main grammer point, and then continue with the dialogue or text. However, it can be demotivating for students if this is always the case, and itis important to see the language in a natural context ike a presentation dialogue or text before doing any analytical work on the grammar ‘Therefore we recommend that the Grammar section Is exploited after the presentation,‘Suggested procedure ‘© Students look at the grammar box and read the example sentences aloud. + Students make more example sentences Using the relevant grammar structure ‘Draw students’ attention to the highlighted words in the presentation text or dialogue. © Ifnecessary, use the Lt to point out any significant differences between the grammar of the L1 and English, Practice Practice exercises generally folow the Grammar box end are focused on accuracy. They can be done individually or in pairs where students can cooperate in finding the answers, Many of these exercises are personalised so that students can tak or write about thelr own lives and opinions, an important factor in maintaining motivation. Specific suggestions for each exercisa and ideas for extension activities are given in the Teacher's Book lesson notes. Further practice exercises are to be found in the Extra practice section at the back of the Students’ Book, in the Language Bullder and in the Students’ Multi- ROM. Speak, Listen, Write Further practice of the main language goals is provided in the Speak, Listen and Write exercises of the input lessons (A, B and C). Whilst grammar exercises are extremely valuable for ital accuracy practice, these skils-based exercises provide the opportunity to listen to and produce the key grammar and vocabulary in realistic and personalised contexts. Specific suggestions for each exer0se are given in the Teacher's Book lesson notes, as wall as ideas for extension activites Use your English The Use your English sections provide communicative language practice in functionalsituational contexts, ¢.g shopping, inviting, etc, This language is introcliced in the presentation dialogues to provide a realistic context. Each Use your English section sets out the key functional language in tabular form. This is followed by a recorded extract from the presentation dialogue. Practice exercises follow. ‘Suggested procedure ‘+ Introcuce the ‘unction/situation in the heading and refer back to the presentation dialogue, Ask students to find examples there, ‘+ Askthe students to look at the box containing the {functional prvases. ‘you wish, get the students to repeat the phrases in the box. ‘Draw the students’ attention to the short example extract taken from the dialogue. Pray the CD an, if you wish, get the stucients to isten and repeat. Correct any pronunciation problems. + Students practise the conversation in pais. «Demonstrate the practice exercise(s} with a volunteer. + Students do the exercise) in pairs or groups. Pronunciation ‘Tha Pronunciation exercises are found in the back of the, ‘Students’ Book, cross-referenced to the relevant lesson, The exercises isolate and practise specific sounds, or stress and intonation patterns. The particular pronunciation Point selected for the lesson ocours in the presentation delogue. Each Pronunciation section contains example sentences to repeat, and a further exercise to identiy the point being practised. Suggested procedure = Focus the students on the point to be practised. © Play the CD of the Pronunciation exercise and ask the students to listen and repeat. Help students to produce ‘the soundis if they are having difficulty, Play the next part of the CD and ask the students to complete the task. ‘The presentation dialogues and vocabulary exercises can also be used for adcitionel pronunciation practice through straightforward repetition and chaining repetition techniques. In addition, take the opportunity to correct students’ pronunciation whenever possible. Extra practice The Extra practice exercises are a bank of extra activities, Positioned at the back of the Students’ Book and cross- referenced to the relevant lesson. There are one or two Exira practice exercises for each input lesson. They give further practice of the grammar, vocabulary or functional language in the lesson. At the end of each input lesson, students can be directed to these exercises. They are designed for use both by fast finishers and by those students who need more language consolidation Skills development ‘The Stucents’ Book contains 12 skis development lessons. These are the fourth lesson {lesson D} in ‘each unit. They are divded into three main categories: Curriculum link, Rea-ife issue and Across cultures. The ‘categories rotate throughout the Stuclents’ Book. Each D. lesson contains practice in al four language skis but, in addition, each type of lesson concentrates on a specific kil or skils and includes a special ‘to’ related! to this ski, with an accompanying practice activity Curriculum link: Reading skills development The Curriculum link skils jessons reflect the sort of topics which stuclents might encounter in their other suiblects al school, The Curriculum links are Geography, Science, History and Citizenship. 15Read In the Curiculum fink lessons, the skil of reading is given special emphasis. Reading tip boxes offer strategies for tvairing students to le more efficient, confident readers of iflerent kinds of tex. Specific suggestions for each lesson are given in the Teacher's Book lesson notes, The following guidetnes are for explottng reading texts in genera in al the D lessons. Suggested procedure (Reading) Itis important to treat the reading texts in all the D lessons as opportunities for stuciants to improve their reading comprehension and expand their vooabulary rather than to treat them as opportunities for language analysis. [Lessons A, B and G serve this purpose.) © Get students to look at any accompanying photographs or ilustrations, Ask some questions about them to activate students’ background knowiadge of the topic, and to establish the context of the text ‘Point out the New words box and ask students i they know any of the words. Tall the students they wal ‘meat these words when they read. Explain any new \Words that are essential to the comprehension tasks ‘or ask students fo look up the words in a dictionary before they read ‘+ Sometines new words can be guessed from context, 0 Its useful to encourage studonts to try and get the general idea of the text in the fist reading and to {guess the meaning of any new words they encounter, ‘Students can be told the exact meanings of the words after the frst reading, Guessing meaning is one Of the most important skils when reading in foreign language, and it can help develop autonomous reading skils if the students are given the confidence to guess through class activities, + Use the Get started activity (f provided), or ask some simple questions of your own to focus students’ attention on the topic ofthe text. ‘+ Check that students understand the Reading tip, Give more explanation or examples as needed, ‘+ Ask students to look at the focus question in the instructions and read the text silently. Chek the ‘answer to the focus question with the class, ‘+ Students read the comprehension questions end then read the text again, tocusing only on finding the information to answer the questions. ‘+ Students can work together in pairs to compare and discuss their enswers. Check the answers with the class, * Students read the text again to ensure they understand it. Ask for any comments which students might have about what they have read. Ask them i they found it easy or dffout, and if they managed to Use the Reading tip strategy. ‘The texts are recorded, and the CD can be played for the ‘students to folow in their books. This is useful in the early stages of traning reading skils. However, students should bbe encouraged to read silently as soon as they have built enough confidence, Real-life issue: Listening and speaking skills development ‘The Real-life issue texts are designed to highlight issues which are relevant to teenagers, and which contain moral clemmas, such as honesty, family relationships, etc. They are presented as, and based on, real incidents taken from ite, and are ilustrated with photographs. The Real-life issue sections contain a particular emphasis on developing listening and spaaking skis Listen In the Real-life issue lessons, tips for Istering and ‘speaking are given special emphasis. These tins offer different strategies for traning students to be more efficient, confident listeners and speakers. Specific ‘suggestions for sach lesson are givon in the Teacher's Book lesson notes. The following guidelines are for exploiting listening texts in genera in al the D lessons. ‘Suggested procedure (Listening) itis important to treat the listening texts in the D lessons aS opportunities for students to improve their listening ‘comprehension and to listen for important information, rather than to treat them as opportunities for language analysis, (Lessons A, B and C serve this purpose.) The listening texts are related to the theme of the lesson, They may provide a continuation of the story or topic, or another angie on it = Ask the students to predict what they think will happen in the text they are going to listen to. You can prompt stucents by writing some questions on the board for scussion. Make notes on the board of any predictions they make to provide focus for the first listening, © Explain any new words which may discourage students from listening, There are usually very few new words in the istening texts. + Ask the students to read the Listening tip. Cheok that the students understand the tip, and discuss it with the class, giving more explanation as needed, © Play the GD for stucents to listen to grasp the gist. Discuss students’ original predictions and what they actually heard. ‘+ Students read the comprehension questions and listen again, keeping the Listening tip in mind. ‘© Students can disouss their answers in pairs, Play the CD again, pausing if necessary for students to complete and check their answers. ‘+ Ask for any comments students might have about wihat they have heard. Ask them if they found it easy + iffcult, and if hey managed to use the Listening tip strategy,‘Speak/Speak your mind! ‘Students often find speaking at length difficult, and can be reticent because they are afraid of making mistakes. They need plenty of encouragement to ‘have @ go’ and try to express themselves even if they make some acouracy errors, The Speak and Speak your mind! sections provide students with the opportunity to give ‘their own opinions on the theme ofthe lesson. It's helpful ‘to use pair and groupwork as much as possible so that all students have the chance to practise speaking at the same time, You can walk around the class to listen and note any errors and dificuties in order to give feedback after the task has been completed, Specific suggestions for each lesson are given in the Teacher's Book lesson notes. The following guidelines are for exploiting speaking tasks in general in all D lessons * Ask the students to read the Speaking tip. Check that ‘students understand the tip, and discuss it with the class, giving more explanation as needed. © Students read the task. Check that they understand what to do. © Perform the first part of the task with the class, or use a. confident student to demonstrate. If possible, put students into pairs or groups to carry ‘out the task. Monitor and make notes for feedback later. + Ask some students to report back what they seid, * Write any errors that you heard on the board and ask students if they can correct them. Praise students for their achievement of the task, and, if appropriate, ask if thoy managed to use the Speaking tip to help them speak, Across cultures: Writing skills development ‘The Across cultures \essons feature cultural aspects of the English-speaking world, They cover such topics, as fashion and social customs, and are written from a teen perspective. The Across cultures sections contain a particular emphasis on developing writing skills. Write In the Aaross cultures lessons, tis for waiting are given special emphasis. The tips offer different strategies for training students to be mare efficient and more confident writers of different kinds of text. Specific suggestions for teach lesson are given in the Teacher's Book lesson notes. The following guidelines are for exploiting writing tasks in general in all the D lessons, ‘Suggested procedure (Writing) The writing sections in the D lessons are designed to recycle the language taught in the previous three input lessons and to provide specific tips and tasks for writing different kinds of text. The writing tasks are Usually linked to reading so that the students can use the reading text asa model. In Upbeat Intermediate, the wring tios focus on structure elements of writing, such as planning, organisation, and so on. The wrrting tasks frst provide controlled practice, and thon ask students to produce a paragraph or short text. Itis always @ dood idea to allow proparation time in class before the students do any writing tasks for homework, in order to increase confidence and improve performance. * Ask students to read the Writing tio. Check that students understand the tip, and discuss it with the class, giving more explanation or examples as neadad Students do the practice task. Check the answers. ‘Ask students to look at the writing task, and get them to brainstorm a Ist of vocabulary that might be useful for the task. Write a list of these words on the board. ‘© Students look back at the text which serves asa model. Point out or alicit the sentences that can be used as a guide for students’ own writing, Write the guide on the board, + Students can then write in class or at home. If students write in class, they can exchange their work ‘and check for errors bafore giving itto the teacher. «Ifthe writing is done for homework, when you check it you can indicate errors using a series of symbols, and students can be encouraged to correct their own work. It can be a good idea to allow students to revisit their work in this way before giving the work a grade. ‘Suggested symbo's: SP = speling word order \V= vocabulary P= punctuation Writing bank ‘As well as the writing focus in the Across cuttures lessons, there is also a separate Writing bank section at the back of the Students’ Book, The Writing bank contains examples of @ variety of text types, namely biographies, book reviews, informal and formal letters, stories (narrative) and discursive essays. An important part of the Writing bank is the development of linkers These inolude and expand on those introduced in the writing tios in the Across cultures lessons. Each Writing bank page follows a similar pattern (i. a Whiting tio box (i) a ist of special inking words or special phrases appropriate tor the text type (i) anexample text with an exercise on the language, content or structure of the text (jy) @ parallel writing task with guidanes on paragraph division and content The Writing bank tasks are carofully linked to the language syllabus, e.g. biogranhy writing is linked to Lesson 28, whore the past simple and continuous are the main focus. in the lesson itself, there is a cross-reference to the Writing bank. 718 Suggested procedure ‘+ Read aloud the Writing tis and refer to the example text to ilustrate the points. * Asc stuolents to look at the example text. Raise interest by asking a few focus questions, e.g (Lesson 28 Biographies) Who is the text about? What fms has he been in? What do you know about his life so far? + Pre-teach any difficult words. * Ask students to read the text and complete the exploitation exercise(s). * Check the answers and ask a few more comprehension questions. * Draw students! attention to the text structure and any special anquage points. * Introduce the guided writing task and draw attention to any quided paragraph notes. Students can discuss in pairs or small groups what they are going to write * Ifyou wish, start constructing a joint text on the: board with the students contributing ferent sentences, * Students complete the task for homework. Current teaching issues ‘Though most teachers are busy with planning, preparation, teaching and marking, it can be useful for a teacher to pause from time to time to consider any ongoing teaching issues and problems which they may have, and to try different approaches in the classroom to find out which ideas work best. This can refresh and renew teaching techniques and keep lessons alive for teachers and students alike, Below is a brief review of some current issues with suggestions for moditying teaching techniques. Teaching teenagers Atypical class of teenagers will contain students wth a ‘wide rango of physical development, emotional maturity and cognitive ability - wider than any class of young children. Indeed, some students will appear to be one Or two years older than other students. This is because teenagers develop at diferent rates. Gir tend to develop faster than boys but there are also cifferent rates of maturity among girls and boys. ‘Atthough teenage behaviour can be erratic, most ‘teenagers, given the right classroom environment, genuinaly went to leam. However, there are certain Conditions that turn teenagers off, Most of them dislike bing seen as different. Acceptance by theit peer group is very important. Ifasked a question in class, they may not want to answer in case they are seen by their fends as not clever enough, or alternatively, too clever. They are often shy and self-conscious and feel embarrassed if asked to do activities like riming or performing. They also disike being patronised. Many teenagers have a wealth of knowledge about particular subjects and they are often happy to share this in pairs or small groups. Tapping into this knowledge and openiy acknowledging those areas \where students know more than the teacher can help to create mutual respect in the classroom. The topios \within Upbeat have been carefully selected to mest these needs, Tips ~ Avoid asking teenagers to do something which may embarrass them in front oftheir peers, unless you know that they have a particular talent for perforance. — Avoid activities which the students might see a5 ‘chilis’ or patronising, such as mirring or answering vary obvious questions. Upbeat aims always to provicle an appropriate level of challenge for teenage learners. — Take the opportunity to put students into pals or groups. This alows them to workin Engish with a reduced risk of embarrassment and also allows shyer students to make their voices heard. Upbeat contains a. wide range of painvork activities that teciftate speaking ~ Learn as much as possible about your students 6s individuals and as learmers, A successful class is often ‘one which allows students to achiove the goal in whichever way suits them best Discipline 11s unusual for teachers to experience no discipline problems whatsoever with a class of teenagers over an academic year. tis in the nature of teenagers to explore foounderies and almost all teachers wil be fmiiar with ‘this, Sometimes, however, disci problems wil start 10 interfere with learning in the classroom. This can occur when, for exampie, students start chatting too much in their own language, refuse to spesk Engjish, fool around, fail to particioate, speak rudely to the teacher, and so on. ‘When dealing with clsciptine problems, i is vital that the teacher does not take the behaviour personaly. The teacher is the professional in the classroom and all students, consciously or otherwise, want the teacher to full that role in a far and consistent manner. By responding to poor behaviour on a personal evel, the teacher becomes a part of the cycle of indiscigtine and the aim is always to break the cycle, ‘Athough there are many reasons for disciptine problems, there are some common themes. Fisty problems ulside the classraom with fends and family can ba a reason. n this event it is useful to buld a relationship with the student that allows him or her to express this, ‘You may not be able to solve the problem but at least by istening, you wil let the student know that you acknowledge them as an individual and not merely as 2 pproblem. in some cases you may be the only adult in the student's ife who doss this‘Secondly, students may be bored in class. They may find the pace of the lesson too slow or the topic not relevant to them. Fven the most popular of topics wil not reach every stucient. Ifyou suspect that boredom is affecting some of the students in your olass, remember 40 use frequent chenges of pace and activity during the lesson. Teenagers are generally used to a rapid pace of information and changing the pace and activity can help to keep them occupied. Upbeat Students’ Book has ‘a wide range of activities within a single lesson in order to keep students engaged and the topios are selected to maximise the appeal of the lesson to teenagers, The Language Builder and the Motivator are also a useful source of extra exercises. You can involve students by boulding on the personalisation activities within Upbeat and asking students wherever possible to relate the Content of the lesson to their own lives, even if t means ‘occasionally reverting to their Lt Thirdly, students may learn in a different way to the way in which the lesson is being taught. For more information on Jeaming styles and action to take, see the Leaming styles section on page 20. If punishment is necessary in a class, it should be done according to the policy of the school. All students should know what the punishments are andi what behaviour .wil rigger those sanctions. Teenagers are very quick to recognise and respond to injustice so It can be useful ‘to agree with stuclents what is expected from them in class. tf you wish to take this further, you can draw up a contract with your students and allow them to say what they expect from you. All parties can then sign the Contract and you are more likely to have the class on your side ff and when discipline problems arise. Tips ~ Be fair and consistent al the time. — Don't take poor behaviour personally. ~ Get to know your students and try to build a relationship, even with the most difcutt ones. — Vary the pace and focus of the lesson to keep students engaged. — Personalise as much as possible so that students feel involved in the olass. — Vaty your teaching style to cover ciferent leaming sty, — Agree with your students early on what is acceptable behaviour. Focus on praising and rewarding appropriate behaviour rather than punishing bad behaviour. Mixed ability/Mixed level classes All classes are, in some way or another, mixed ability classes. Differences in language abilly can resuit from different factors. Some students are simply better lenguage learners than others and have better skils. AS a result, they wil learn faster and more effectively, Other students wil have an advantage because they learnt more English before joining your lass. Altematively, some students may be disadvantaged because they have a different L1 from the rest of the class and find it harder to understand the teacher's explanations and instructions, ‘Thete are a variety of techniques and resources that can help the teacher with rixed ability classes. The first aim should be to maximise the potential of all students in a class regardless of ability. To this end, itis important to improve and develop students’ language learning sis (Ore area that all students will benefit from is some quidance on how best to learn vocabulary. Talk to students about the different ways in which they can learn naw words. Some students may prefer to keep a spacial ‘vocabulary notebook which they can learn from by heart; others may prefer to record the words on their MPS player, or even wits them on notes and put them around their bedroom. Revising language regularly is helpful for every leamer, but essential for weaker leamors. Any new language that is not revised wil inevitably be forgotten. Revision sections in Upbeat after every two units helo with this process. The better students in a class tend to finish activites before the weaker students. For these fast fishers it can help to hava some extra activities co that the taacher can devote more time to helping the weaker students. Extra practice activitios for each Students’ Book lesson in Upbeat serve this purpose. The same activities can be ‘done by the weaker students for homework. The work that a student does as homework bafore or after the lesson is also important in helping weaker students to achiove simitar results to stronger students, Teachers can ask weaker students to prepare a dialogue or text by looking up the meaning of new words and phrases before they come to the lesson. They then have a head start when it comes to reading or listening to the text and can even explain the meanings to other students, which can give a struggling student a real sense of achievernent. During a lesson, It may be helpful to grade certain tasks to show that you expect more from some students than from others. After the lesson, it fs useful to have homework activities at more than one level of dficuty to allow all stuclents to succeed. Graded activities at two lovels in the Language Builder allow this ‘iflerontiation’ Tips — Make students aware of the dlfferent techniques for recorting vooabulary, — Help students with revision and offer them diferent memorisation techniques. — Use Extra practice activities and differentiation to allow all students to achieve success in a lesson. 1920 — Make use of homework before a lesson (reparation) and after a lesson (consalidation) to help weaker students to get up to speed and reinforce thelr knowledge. = Put learners into groups and pairs so that some learners can help other leamers. Mix up the groups and pairs so that roles are also changed sometimes, Learning styles Every student has an individual way of understanding, processing and memorising new infonration. Teachers ‘should be aware of different learning styles and try to include different teaching techniques to appeal to each style. (One way to understand incividual earning styles is to focus on the senses: seeing (he visual sense), heering (the auditory sense) or doing (the kinaesthetic sense). Visual Visual learners prefer to learn new language when itis Contextualised in pictures, graphs, diagrams and charts. When recording vocabulary they will beneft from word ‘maps rather than lists, These students can also be helped ifthe teacher uses expressive gestures in class. They enjoy acting and learning language which allows them to imagine a scene in their minds. ‘Auditory Aucitory leamers nead to hear new language as part of the process of learning it. They respond wal to storis, poems, anecdotes and jokes told by the teacher and like hearing dialogues and texts rather than reading them. Discussion with other students and teachers is important {or these students and they will aiso enjoy songs and music in the class as well as frequent use of recorcied material Kinaesthetic learners Kinaesthetic learners process new information best by doing something active with it rather than learning through an academic approach. They enjoy repetition, discussing, applying new language to real Ife situations and explaining it to others. They tend to lke pair and groupwork, They also ike to get up and move around ‘ether than stay stil in their seats. The emphasis for these stucients should be on ‘heads-up’ doing and using, rather than ‘heads-cown’ studying, In addition to the sensory preferences of learners, incividuals also have preferences related to the way they ‘think (cognitive style}: Reflective learners Reflective learners prefer to think about new information ‘quietly frst. They often prefer to work alone and can disike pair and groupwork, Sensing learners ‘Sensing leamers like learning facts, are good at getting details and memorising. They often dlsiike complications and surprisas Intuitive learners Intuitive leamers often prefer to discover rules and ike ‘guessing meanings of new words. They can be good at understanding new concepts. They like innovation and dislike repetition and memorisation exercises, Verbal learners Verba! learners get mare out of words and respond well to written and spoken explanations. They ike to see words written on the board and enjoy reading and listening, ‘Sequential learners ‘Sequential learners understand new information in logical steps. They perceive the details well but may nat see the overall idea quick’y, They respond wall to clearly eid out pages with numbered sequencing of exercises, Global learners Global learners tend to learn in large chunks, getting the ‘big picture’ first before they see the details. The details may not be clear in their minds even after understanding the general idea. Tips — You may be in the habit of teaching aecording to your ‘owm learming preferences. It can be useful to think ‘about the way you communicate with your students and. vary it from time to time. ~ Engage students’ visual senses, for example, by using the visual material in the Students’ Book and also by asking students to sit back and imagine a scene as you desoribe it. Upbeat appeais to visual learners through strong situational photographs, entertaining artwork and attractively laid out pages. ~ Use music for auditory learners. There is @ bank lf songs in the back of the Motivator. These are recorded on the Ciass audio CD. Also encourage students to bring in their own favourite songs to use in class, Upbeat appeals to auditory learners through the Class audio CD which contains recordings of all the dialogues and texts in the Students’ Book, frequent listening comprehension and work on pronunciation in ‘every unt. New vocabulary is also recorded. Students \wil find listening material for the Language Bullder on the Students’ Multi-ROM. — Got students to chenge pieces and do speaking activities in pairs as much as possible. This wil help Kinaesthetic leamers to fee! that they are using the language. Upbeat appeals to kinaasthetic learners through personalised speaking activities and pairwork that allow them to use the new language: in a meaningful way. Components such as the Students’ Multi-ROM, which contains interactive practiceactivities, and the DVD wil also engage kinaesthetic leamners ~ Do not always press reflective leamers to speak. Allow them time to mentally process and rehearse what they are going 10 say fst. ~ Sensing learners will appreciate the way the grammar ‘tables are laid out in Upbeat, but occasionally vary the way you present new grammar and vocabulary to accommodate both sensing and intuitive learners. Allow intuitive learners to guess meanings of naw words, oF Work out a grammar rule for themselves. ~ Make use of personal storias and anecdotes for verbal leamers and encourage students to tell thair own stories occasionally. ~ Explain the lesson objectives and the sequencing of the lesson for the benefit of sequential lamers. The clearly numbered exercises and simple layout of Upbeat ‘will appeal to sequential learners, Global leamers will respond well to the overall impact of each lesson on the page, aided lby motivating visuals and clearly labelled headings. Multiple intelligences Recent work on the concept of inteligence has focused con a multiple view. According to this theory, students have a range of inteligences rather than just one measurement of IQ (inteligence quotient). Inteligences can be stimulated and developed through a varied and motivating syllabus, The inteligences are: Linguistic: an aptitude for language Musical: an aptitude for music Kinaesthetic/Spatial: an aptitude for physical activity and spatial orientation Intrapersonal: an aptitude for personal reflection and a high degree of self-awareness Interpersonal: an aptitude for interacting socially and professionally with others Mathematical/Logical: an aptitude for methematios and logical analysis Visual: an aptitude for visual appreciation and expression such as art, photography, eto Naturalistic: an aptitude for understanding and ‘working with the natural world, such as animals and the environment Tips ~ Recognise that you may teach according to your ‘own inteligenes. if you are high in mathematical inteligenoe, and lower in kinaesthetic inteligence, you may find that you spend more time teaching grammar and allow less classroom time for active tasks. Be aware of this and try to vary your approach in class. ~ Upbeat acknowledges multiple inteligences through a wide verity of topios and tasks. There are lessons based on musical themes, the environment and sport, for example, to appeal to students with clfferent inteligences. Visual inteligence can be stimulated by the many and variad types of photos and ilustrations throughout the book, and musical inteligenoe is stimulated by all the audio materals as well as the songs in the Motivator. ~ Encourage students to develop their intrapersonal inteligence by asking them to reflect on their learning, (See the tip on self-assessment in the Assessment section below) ~ Make use of pairwork and groupwork, which eppeats to students with higher levels of interpersonal inteligence Assessment Assessment of students’ language abilties is often required by school or government policy, expected by parents and sometimes dreaded by students! Assessment is therefore important. Test results can show the teacher where remedial work is needed and which students need extra help. From the students’ point of View, tests can give them a senge of achievement as well as focus their minds on areas which require improvement, ‘There are different types of test. A proficiency test assesses a student's current language competence, and 'S not related to a course of study. Most schools use this, type of test as an entry test to determine which class a student should be placed in. A progress test assesses the student’s retention of language taught during a course, and is based strictly on the syflabus taught in @ course or the language taught in a series of lessons. Progress tests are usually dvided according to language areas and test grammar, vocabulary, functional language and skiis in separate sections. In this way, students and teachers can build en accurete profile of the students! abies, Upbeat provides 2 wide varity of assessment too's: ‘+ placement test at the baginning of the Test Book + 12two-page photocopiable progress tests in the Test Book, one for each unit, with an A and 8 version for each. These test Grammar, Vocabulary and Use your English, and phrases trom the Phrases box where possible ‘Six two-page skis tests in the Test Book. These test reading, writing and listening ‘+ Six speaking tests in the Tast Book + Regular Revision pages after every two units in the Students’ Book, These nat only give a numerical indicator of how well a student is doing, but also encourage students to assess their own progress by means of a simple self-assessment box ‘+ Review sections in each unit of the Students? ‘Multi-ROM provide opportunites for students to monitor their own progress * 36 photocopiable Quick tests in the Teacher's. Book provide a quick check on students’ grasp of individual language points 222. Tips — Pian progress tasts to occur at regular intervals, Meke sure that assessment does not take up too much class time. Too much testing can be demetivating, ~ Give the students warning of a test so that they have time to revise and learn any new words. — If you take the tests in, mark them as quickly as possible and return them to the students, — Encourage self-assessment after a test by asking ‘questions lke: ‘Was that exorcise dificult?" ‘Do you ‘want some more practice of this grammar point?” — Assess productive skils through classroom activities. Develop a set of criteria for the students’ performance while they are writing or speaking in class. (e.0. How sucvessiul wore they at communicating the message? How accurate were they in their use of grammar and) vocabulary? How fluent wore they? How inteligible?) Give the students feedback after the activity. — Tak to students about their test results. By ding this, you ean show them where thay are strong and help them see in which areas they need to sludy more, ‘Specific Learning Differences (SLDs) Specific learning differences are concitions which make understanding end producing information diffcutt. SLDs are not indicative of low inteligence. In fact, students who have a learning difference are often very bright, However, their perforriance in class may hide ther true potential and they may fallin formal assessments, Many of these students find it particularly cificut to learn in a formal classroom setting, but lear very wel in more informal, individualised settings. Not al schoo's are able to provide additonal support and i is often let to the clase teacher to deal with these students and support ther leaming. Most class teachers are famifar wth the classroom ‘behaviour of SLD students. They wil be the students who don't speak at all in the lesson, refuse to do writen exercises, refuse to cooperate with peers in pairwork and rarely do homework. These students are labelled variously es: ‘dificult’, ‘lazy’, ‘spoiied’, ‘poorly disciplined’, ‘a slow learner, ‘disturbed’ or ‘stupid’. This labeling imples thet there 's nothing the teacher can do and if the students pick up on this message they may feel bad about themselves and develop low self-esteem, However, identifying the problem, taking a positive atttude towards itand helping SLD students to develop appropriate strategies can meke a huge difference ‘Types of SLDs Dyslexia Dyslexia is charactorised by diffoultias in reading and spoling, Dyslexic students have problems with both phonic and whole word recognition skils. The initia, middle and end sounds of words are incorrectly identified, and sequencing of sounds is confused because they have collacted them in the wrong order. At other times they leave off the beginnings and endings of words as they rush their way through reading, They invariably make mistakes with small words, for example replacing the article ‘a’ with ‘the’. In many cases, students read {tom right to left, or sequence the letters from right to left. Sound-spaling rules are always a problem, and the complicated sound-speling relationships in Engjish make this very aificutt. Dyslexic students also often experience visual stress from reading text printed on a white background. Tips — Identify stuclents who might be dyslexic and modify what you expect from them accordingly ~ Ask them to prepare classroom texts before the lesson in their own time. Dyslexic students usually read much more siowy than other students. — Write a brief numbered outtine of the day's lesson on the board. Chack off each stage as itis completed, so that they always know et what point you are in the: lesson. ~ Make sure you give very olear instructions. itis important that students understand exactly what to do. For this reason, instructions in the Upbeat Students’ Book are kept as clear and simple as possible. — Give students extra time to complete a task. While they are taking their time, you can keep faster students occupied by setting them the Extra practice exercises. These can be done by dystexic students at their own speed at home. — As there are exercises at two levels of dificulty in the Language Builder, students can concentrate on the ‘easy exercise first to gain confidence. — Make sure that students have acosss to the Students" Multi-ROM. This can be a motivating and accessible ‘way for dyslexic students to do some extra practice in their own time. — Avoid using small handwriting and make sure any extra ‘material you use is clear and legible, The simple layout and clear signoosting of Upbeat makes it especially appropriate to use with dyslexic students. ~ Note that the D lessons taxts are printed on a pale beige background, which can help when dyslexic students have to read longer passages. — Avoid giving complicated feedback on written work, A discussion with the student about the content and errors may be more helpful than a lot of red marks and correction code. — Allow extra time in tests and exarinations. An extra 16 minutes per hour may be appropriate. Make sure @ teacher is available to help with instructions. — Snare with other teachers your diagnosis of a dysiexic student and cliscuss with other teachers how you can best help them.