oooocos Contents Introduction Introducing English Plus Components of the course Student's Book 2 at a glance Workbook 2 ata glance English Plus ‘Tools English Plus methodology Teaching tips Mixed ability Students with dyslexia Introduction to CLIL Introduction to project work Using technology English Plus Key competences Mapping grid Evaluation and testing ‘The Common European Framework Student Self-assessment Checklists Endt-of-year Self-assessment n 13 15 W 2 23 24 26 a 29 30 32 34 35 39 Teaching notes Starter unit Unit 1 Unit 2 unit3, Unit 4 Unit 5 unit 6 Unit 7 Unit 8 English Plus Options Vocabulary puzzles key Tapescripts Pronunciation bank key Teacher's Photocopiable Resources Teacher's Photocopiable Resources key 4 74 84 94 104 14 124 148, 149 157 242 Introduction 3& i Fy} Fs > 5 * = 5 Introducing English Plus Description of the course Enqiish Pus is. four-level course for ower-secondary students. will give sauddents all the skils they need to communicate \with confidence in English, The course has been designed on the basis of extensive research in secondary schools to ensure thet it relly works in the classroom. The core mater al covers all the requirements of the secondary schoo! curriculum in a clear Unit structure, and the extensive Options section at the beck of te back provides further variery and challenge. Extre material covering cuture, CLL, communication, and vocabulary practice will motivate, interes: and engage stuclents, and also alow teachers to tllor the course to meet students‘ciferent needs ano abilities. This varety and flexibility extends to a wide range of supplementary material, carefully designed to build on wotk done in class and also to address cifferent abilities. Aims of the course ‘To make planning and preparation easy Each unit starts witha clear and detailed summary of the Lunt contents, ecapping the communication, vocabulary and language focus points, also tects you to the relevant Engish Plas Options section, so you can easily locate the ‘most appropriate ways 70 extend each lesson. Each lesson in the Student's Book is designed to ft into one lesson in class and takes you through the stages of warming up, presenting and exploiting the material and allowing the students to personalize and apply wha: they have learnt. Each lesson inthe Teaching notes starts by cleat stating the aims of the lesson, which extend the /can.. statements. The Students Book follows a carefully cesigned system of colour coding n each section, so both you and your students wil recognise the vocabulary, language focus and Skil lessons fram the very beginning. Ifyou wish to support or extend the wor, the photacopiable resources areal clearly linked to each lesson, 500u can find the relevant worksheet straight away. To keep students interested and involved English Pluss a topic-based course and the themes have Deen carefully chosen to maintain sturtents interest and ‘motivation throughout the year. The topics and texts are designed both to motivate and to educate teenage learners. The activities are designed to engage students and ‘encourage participation, The Options az the back of the Student's Book provide variety and enable you to adept the course to sult students‘incerests, To give students opportunities to use English ina personal and practical way ‘The Activate and About you exercises at the end of lessons ‘encourage stucients to think about English and use te tak or write about their own ideas. The Key phrases s Give students language to use in 3 communicative functional way, Students are more ikely to learn and + language if activities are meaningful and alist hey are encouraged to useitin communicative To be flexible and to cater for all learning needs Engish Plus nas been designed to be flexible, o that Itcan bbe used in streamed school systems, mixed-abity classes, {and varying teaching loads. With Engich Plus you can choose the most appronriate material for your class and for individual students. The Options at the beck ofthe Student's Book allow you to give students extra practice of particular skillsand introckuce variety into your classroom. fyou have 2 range of abilities in the cass, the Workbook Tests and Teachers Photocopiable Resources contain three levels of ‘material so that you can select the right material foreach, student, ‘To develop effective reading, writing, listening and speaking skills English Pas places equal emphasis on the development of all four skis Each unit conteins reading writing listening and speaking sections. A step-by-step aoproach has been taken to speaking and writing, which wall ensure that students of al abilities wil be able to produce their own texts ans dialogues. There are extra listening and speaking sections atthe back ofthe Student's Book and the Culture and Curriculum extra pages provide a veriety of adcitional ‘challenging reading material To develop students’ ability to understand and apply language rules accurately Engl Plu presents new language both in contex: and in tables to ensure that students fully understand usage. as well a form, Each new points practised in a variety of challenging activities to mekestudens think and apply what they have leamnt. Theres always. Rules section, which encourages students to think about and complete language tules themselves To set goals and see outcomes Every lesson starts with an f¢on.. statement, so the aim isalvays evident, Lessons finish vith an Activate exercise which is the productive outcome as descriced by the! can statement. Setting clear, achievable, short-term goals should incraase students motivation, To review and recycle language thoroughly and systematically Languiege is recycled throughout the course. A Review section fallows every unit anda Cumulative review section follows every two units and there are further epportuntties to consolidate and check progress in te WorkhookTo incorporate the latest developments in To provide a comprehensive digital solution teaching methodology English Plus offers the facility to incorporate interactive gish Plus follows a tried and tested structure in the teaching and learning in the classroom. The Tools Sresemation and prectice oflanguage, but talso.gives you package contains digital versions ofthe Student's Book the flexibility to introduce newe! teaching methods into and Workbook, which you can use to bring the your class wnen you are ready. For example, the Curriculum Book co life with fuly interactive activites on the interactive extra sections at the back of the Students Book and ‘whiteboard. You can also refer students to the Engish Plus the Cross-curricular extension sections. the Teacher's MultiROM, which offers sefstucy exercises t Photocoplable Resources will enable you to experiment supplement the content of each unit with Content and Language Integrated ed way. arming (CUIL) ina structur ‘To be compatible with the Common European Framework lish Plus develops Key competences 35 Gescribed by European ce Framework (see page 29). This, Teacher's Book contains optional activites that promote Key competences with explanatory notes Components of the course The Student's Book contains «© a Starter unit to revise basic vocabulary and grammar « eight teaching units, each unit has two vocabulary sections, two of more grammar sresentations, and three or more communication sections, There is practice ofthe four skills throughout. Each unit has @ whole page devoted to seeaking skis and a whole page devoted to writing skis «¢ cight Review anc four Cumulative review sections which provide revision of all the language and skis studied up to that point n the book « four Project pages with quizzes, posters and games which prove afurthe; opportunity for review and consolidation. + thirty-two 020s of English Plus Options which icluce: «+ cight Extra listening and speaking pages to give furthe practice in these sls « eight Curriculum extra pages which are linked to tops taught in other subject areas in secondary school « eight Culture pages with topics that invite cultural comparisons, ght Vocabulary puzates pages with fun vocabulary games and activities each unit. ‘The Workbook contains «# six pages of additional practice for each Student's Book unit. This comprises exercises for vocabulary, grammar, reading and writing at three levels of difficulty. «+ n two-page Progress review after every unit wi self-assessments anc can statements, «a Reference section which incuices a Language focus reference wih additonal practice ecercises for each grammer point. a Pronunciation bank with exeicises foreach ror unciation point an alphabetical Wordlist with illustrations ond a phonetic charts Sn Expression bank with Key phrases from the Student's Book: an Irregular verbs list. ‘ton «The Answer kay ‘or the Workbook can be found on the Enalish Plus website and on Teal. . ma “The MultiROM is an interactive solf-stucly resource that has been designed to give students ‘adaitional practice, support and consolidation of the language and skis taught in the Student's Book. The MultiROM 's divided into units and lessons corresponding to those inthe Student's Book ‘An audio CD element sinclaced, with all the Pronunciation bank listening tasks from the Workbook which can be played on a CD player‘The thee Audio CDs contain: ‘+ all the listening matedal for the Student's Book ‘+ the tering materal for the Drama sections in the Teacher's Photocopiable Resources. The Teacher's Book cortans + an introduction with teaching tips, including information on mixed ability, dystexta, CCLIL project work English Plus Key competences, evaluation and testing, si using technology. hhaiocopable Student Self-assessment Checklists «# teaching notes and answers i athe Sturlents Book material «Ideas for extra optional activities lnk== v0 the Key competences + background notes cultural information, 201i languagenotes |S te tapeseript Fy FA 5 5 3 Es 4 y . = 2 5 English eee Plus = The Teacher's Photocopiable Resources 2: the back of the Teachors Book contain = + language focus and vocabulary worksheets at three levelssbasic, vision an + communicative pairwork act vies # drama worksheets « two-page eross-curricular extension workshee's for each of the Curriculum extra topics in the Student’ Book ‘The MTools software caniais: * digal ersions of three book Extra OVD Book + answer keys, audio files, interact the pages. «a wealth of eesoureas including wordists, grammar tables, audio files and scripts, DVD clips \worksheats and flashcards, Fo! more information about iTools, see page 13, 1 Students Book, Workbook and Culture and Curriculum, /e grammar tables that con be launched directly from ntains the follow’ a editable Word files and PDFs ‘The seperate Test Bank MultiROM cor * a Diagnostic test to be used at the beginning of the + End-of-unit tests, iclading tering vocabulary gieromat reading. eting and commumcation activities at tree levels basic standard and hgh. there is aoa speaking test (62h uit + End-of-term ac End-of-year test at threo levels: basic, standard an hgher + Five-minute tests covering language ftom the vocabulary and language focus lescons + Parallel (A/B) tests xe a0 ofere to revert copying Anaudio CD element isincluced, with recordings forall the stening tasks, which can be played.on a CO payer The DVD contains documentaries hat evs the enquage rom al the uns, nelvdng + culture documentaries which extard the topes cover nthe Guture pages in te Students Book + cross-curiular doc sents which explore the Guric.dum extra topes covered nthe fs, Students B00 English Plea )+ steve onscen comprehension questions 328 nme ison ee Se ‘= worksheets containing compiehension, language and specking activites alo teaching noes x each unt oft OVD: ‘wath 6 introduction‘Core teaching units Student's Book 2 at a glance Sere 216 eight units ans a Starter unit inthe Student's Book, Each unit hes seven lessons, a Review anc other s Project {Ge 2 Cumulative review. Each lesson provides material for one classroom lesson of approximately 45 minutes Ls Build your vocabulary Lesson 1 ‘© This lesson occupies two pages although itis stil designed for one lesson in class. + The unit aims explain the language and skils that students are going to study in the unit. The Start thinking questions encourage students to start thinking about the unit topic and the English Plus Options re‘c’ to the extra optional materia at the back of the Students Book + The first vocabulary set, which establishes the topic of the units presented and practised + Avatiery cf comprehension exercises practises the vocabulary. Where relevant a Key phrases section provides practice of the vocabulary in everyday language for communication. + A quiz, questionnaire, puzzle o” game contextualzes the fist wocebulary set Lesson 2 1» A reading text contextualizes the frst vocabulary set and models grammatical structures which students wil study in the following sectlar ion Fighlights key vocabulary fiom the reading text This vocabulary is practised further in the Workbook, |—* About you questions provide more personalized practice of the vocabulary Lesson 3 + The first grammar section pr2s0s and practises one ox more grammatical tru inva guided inductive way. Students may be asked to complete sentences or grarnmnar tables using examples from the readings or listenings Then they develop rules or answer questions about rules based on the example sentences. + \reference: where they ca + Tre grammar practice exercises are graced ard are often topic-based. tne Workbook shows students ind further practice activites, Introduction 2 € 5 A Fy 8 a ci Ls FS iBFy Ey a 3 = Lesson 4. + The second vocabulary set is presented anc practised. * Avariely of comprehension excises practises the vocabulery, ‘+ One oF more listening activities contextualize the vocabulary end model ‘grammatical structures which studen study in the fo Lesson 5 * Thesecond grammar section pies practises one or more grammar struc sand ues ‘+ Where relevant 3 Key phrases section rovides practice of the grammar in everyday language for communication Lesson 6 + Theres adouble page of skills practice in every unit, which further recycles and, Consolidates language practised in the uni ‘+ Avihole page is devoted to speaking skills ith a functional focus, ‘+ The speaking model presents the sarget dialogue and language. + The Key phrases box highlights structures | viieh sty an use in their own speaking ialog} + Speaking activities leas students step by step towards proctucing their own dialogues. This prosentation approach s sutatte practice and production’ of maxed ability classes le goals, and offers achiev Lesson 7, + Awhole page is devoted to writing skills ‘+ The lesson alvays begins by looking ata writing model anc s:udying the lanquaae, structure and format ie Key phrases vox hichlights structures \which students can use in their own writing task The Writing guide encourages students to thinkand plan betore writing a specific taskLesson + There is revision lesson © vocabulary, grammar, communication 3: listening 2- every Review pace ties or Lesson 9 + The Cumulative review at the end cf every 0 units deals with listening speaking and | writing points covered in all the preceding + There isa Projeet lesson atthe er serveses cumulative review dents have covered up sauage the stu pote ery vary lesson has ane Sur home: beginning with Foan ob) ‘rst amity an pos The anttakns scion fecal neRRCINSS Pes of the untand the English Plus Options section dtects you tothe relevant optional lesson makirg it easy for you tolocate the most a oropriate ways 10 extend each lesson, \ to Pronuncia 0 the Pronunciation bank in the OOK, wh fe + Activate exercise allows students uso guage ina more productive, personalized, or creative way This isthe he lesson as described by aternent, + The Study strategy buds stucents'stucy ls and encourages autonomous learing, + The Key phrases sections piesent any eand functional practise communica language 4 The Finished? activity provides support for IntroductionEnglish Plus Options ‘The English Plus Options section 3 the back ofthe Student’ Book provides a vealth of optonal extra material There are four exia lessons foreach unit which review and extend the language Extra listening and speaking Curriculum extra, Culture n2aes 2c Vocabulary puzzles ¥ = $ 2 3 a C4 cl ‘+ Theve are eight Extra listening and speaking paces, + There are eight Curriculum extra sections linked to the which give further practice in these skils and focus on, Curriculum for other subjects studied in lower secondary natural, functional language schools, * Subjects such as language and literature, natural science and geography, are addressed through raetivating texts and activities ** These pages allow you to introduce CLILinto your classroom ina structured way. isections, which invite cultural * There ore also Vocabulary puzzles ‘or each unit Hs thinking aboutsimilerites «These provide fun gernes and activities for each fown cuiture. Each lesson vocabulary point inthe Student's Book TaskWorkbook 2 at a glance ‘© The Workbook includes exercises in grammar, vocabulary 2°! skills, which nquage and skils workin the pages, ‘+ There ae three levels one-star actives povid language manipulation two-star activities invalve more productive exercises; and three- star activities are more open and challenge. Student's practice activities: basic revision ang ‘= Theve is two-page Progress review at the dof each unit ‘© The exercises check understanding ofall the vocabulary, grammar and skils presented in the unit They also provide a record of what has been learn in the unit «The Self-evaluation ‘feature encourages students to think about their progress This ype is also vety helpful students’ development as learners because it encourages them to take responsiblity fo = 3 = $ 3 a ry = 2 a g Workbook reference section The reference section inthe Workbook contains grammar an vocabulary relerence ‘material, as well as more activities consolidation and 4 There is Language focus section for each unit. which reviews al of the grammer points inthe unit ‘+ The ef-hand page provides full orammar explanations, covering both form ard usage. «The right-hand page provides corresponding exercises to check and consolidate understanding of each arammar point, Introduction 11+ 4 phonetic chart pvovices 8 summary of E 5 ts a 8 4 3 z B + The Expression bank contains lst of Key phrases fiom the Student’ Book, 12 IntroductionEnglish Plus iTools nt and manipulate cour Js fs designed to be p Select Content Content in English Plus iTools is organized into tabs = Books * Book * Fligcharts Books th Plus Tools contains the comple Pree ed he toggle button at the bottom of the automatically ake you to a comtespo Workbook 196 Tee Introduction 13,Im adaition to the standard functions common to interactive whiceboards, every Student's Book Workbook and OVD Book page includes the folowing Answers features that can be launched by clicking the kcons on —— Interactive activity *# Answer keys fo ll Student's Book, Workboo DVO Book exercises, ‘= Full audio content launched directly rom the pages © Quick page links 10 the Options pages in the Audio| Student's Book, the relevant Werktsook ana DVD Book pages. ‘+ Additions! interactive activities for every cove lesson in the Student’ 8 # Videos iaunched directly Options and OVD Book o: + Flasheards launches 1e Workbook Wer Inverective grammar tables jaunchs Workbook Language focus reference Video i's Book (2) [men we tink | 200 sibility cf adding your own documents, note: and web links. The Hlowing featues ae aso availabe: | 200m functional lating toolbox with the folowing took: Resources inthis ab you wil finda large amount of additional resources that come with Tools, All resources are printable, and can also be projected in class. Thay include the following additional materiat + Areference section with a colour version of the Worktcok Wordlist, arc interactive grammar tables, Book and Workbook audio — Highignter ‘Add web fink tevective alphabet phonetics anc) numbers cho ts © Flasheards with vocabulary tems. Ey files ord tapeseripes 3 + DVD clips woxksneets teaching notes and = scripts z + Altie worksheets fom the Teacher's 2 Photocopiable Resources, 3 ES ‘Add rete Bookmarks pokmarks allow you to pian your ————_stlectina specific pages, exercises or resourct Screenshade ’ Spottight that you want 10 use in the lesson. You can then save them in foldets and use in future All your folders ate organized in the Bookmarks tab, where you can manage and lessons by edit them Flipcharts Flipcharts are blank pages for you to create an s2ve your own resources. The Fliocharts tab will allo ait your fp 14 IntroductionEnglish Plus methodology Vocabulary Two vocabulary sets re presented in each unt of érglsh us Both sets are connected withthe main fopic oF he unit ard items have been selected for their reauerc, usefvness and relevance to the age group. The vocabulary sets are presented though pictures and /orshor texts There ia variety of practice exercise types. Students are often ash rouse language etherin a personalize or creative way, and some exercises have op=rvansivers, so students con complete te tasks according to thes ab iy “The target vocabulary cycled and reinforced in texts and exercises throughout the uit, and there are also Cumulative revewsafte’ every to Un. n the Options section of the Student’ Book there ia Vocebulary puzzles section thatrecyces the unit vocebulay through fun games anc ctivmles You could use these puzzles fyou haveroxe tie 2s fast finisher activities 0 set them formwork “The Workback provides thie levels of prectce. One-str activities provige basic revision ang language manipulaton; two-star activites involve mare producive exercises and ‘three-star activities are more open and offer more challenge. The vocabulary from eech uit aso tested inthe Progress revien, The Teacher's Photocopiable Resources also pxowide photaccpiable worksheets at three levels to ge further Consolidation and extension ofthe vocabulary se “The Words in the Workbook provides students with an extensive vocabulary resource, which canbe uized in # For reference: ican be used as a ini-cctionary «+ For extension: additional words are proviced in the picture dictionary sections to widen students vacebulery, Language focus Each unto falas hos two or more Language foes sections The slbus divides gfammatcal ports into manageable chunks to avid overload and so that students rave time to azsimilte and pract se what they have learnt New structures are aways previewed in cortex, ether malstoring or eadng tex <0 that students are fare wth the meaning and usage of the gtamma before anipulating is form Students remember rues better they work ther ou for themselves Grmmaristreretore ned in a gulded-clscovety way Stents ae asked to aralyse ether examples o abies, based onthe ltening or reading tex, and then they re encouraged to deduce les ifmecessary these can be checked inthe Lenguage focus reference in the Workbook. This inductive method helps Students to engage withthe language which in tum should help them roremember t The grammar presentations followed by 2 numberof raced practice activites Te atts ae tov based ard therefore equiestudents to understand the usage and rearing of the grammatical structures, aswell asthe form, Some actives are more contrlled, and some are more pen Every lesson concluces with an Acie eerie tratallows susdens to use te new language srctures ina more productive, personalized or creative way. Where spproprite,a Key phases section shows students examples of he structure used in everyday communication an enables them to pur this ino practice “There is ako a Language focus reference in the Workbook This includes a mote detailed expiznation of the grammar point. You can read through the explanation swith you and use this section for revision “There ae further gremmar practice activities in the ‘Workbook. As with the vocabulary exercises in the \Werkbook, there are one-star activties which provide basic revision and language manipulation; two-star activities which involve more productive exercises; and thvee-star tivities which are more open and offer more challeng The Teacher's Photacopiable Resources also provide photocopiable Language focus worksheets at three levels, Reading in English Pus theresa wide range of tex types, clung articles, questionnaires, emai, web pages stores. quizzes andinteviews. All texts ae caretully grades and am to prove interesting information ina ealstc way Alo he tents ate ecorded on the Audio CD. Beading texts are used in ferent ways through nook To preview grammar: the main tent in each unttisused to recycle the fst vocab dary Set 276 to prewew new grammar points Is graded at a language level which is sight Tighe than students have ectaly reached, but wich is easly ataineble For integrated skills work: model texts on the skills pogesalso provide inputfor the speaking an6 writing Scibles. They present Key phrases for students to use in 0 communicative and functional way For extensive reading; texsin the Curriculum entre and Culture sections ago recycle language fom previous un butare more challenging n terms of length, lens and/c the The main reading text in each unit has comprehension exercises The fist exercise generally helps students te gain a global understanding ofthe text and to develop the sk cof skimming Subsequent exercises ask students to read the text more cretuly and then ask personalized questions on the same fop Bull your vocabulary sections present key language from the reading text ‘The texts on the Curriculum extra pages focus on crost curricular subjects such as language and iteratuc, technology and aacural science Each topic area has been carefully selected tote in with the topic of the unit 3 well 25 the curiculum for that subject area in loner secondary schoo While the tents ae challenging and introduce nevi ‘ocabulaty the language has been graded to ensure that students are not faced with too many unfamiliar structures. The Culture pages offer a longer text with comprehension exercises. To hep students cope wit a longer text took at the background information notes in the Teacher’ Book so that you can pre-teach vocabulary f necessary, and pte-empt any oificutes Discuss the photos with the class. slicing as much key vocabulary as possible, and elit some general information about the topic betore you begin reading, There is more reading practic in the Workn0ok Introduction 4 S ea PS 5 Ft 8 Ey a e“ S & = FS : Fy Ee Ey ry g 6 Listening Thelistening texts in English Pus olow the second vocabulary set They put the new vocab ular in cortex ‘They provide a range of speakers in different situations, including radio programmes, interviews corwersations and announcements The language used in the recordings carefully graded The listening exercises are usvally n three steaes Pre-listening wacen-up activities are given in the teaching nes in the Teacher’ Book The frst istening exercise then he'ps students to gain a general understanding of the rext and develops the skl of lstoning for gist. The second exercise asks stucents to listen for specific information. ‘There ate eight Extra listening and speaking pages at the back of the book which provide additional listening practice in ealstc situations. They asc provide extra practice in areas that students Commonly find challenging, sch as, Understanding longer numbers ‘Mos ofthe listening an reading texts have been recorded using a vatiety of accents Playing the Audio CD as students are reading wil nap trem to become familar with the Sound of sooken Erglsh Speaking English Pius offers a variety of speaking opportunities ‘uhicn are wel guided and supported. The Key phrases seciions gve students language to use ina communicative {anc functional way On the speaking page, adisloaue is modeed and the acthities range from controlled exercises vwhee students repeat the dialogue with the Audio CD, toa more open follow-up exercise, where students make up their own cialogue folowing the moda. Stucents can simply ‘perform shetr awn delogues in pais or they can wre them -dowen first before reading them aloud. Before students perform a speaking activity, make sure that they understand the task. Do not expect students to speak imvrnediately. Vode! an example exchange with a stronger student and give viritten support on the board. Wotk on short exchanges around the Cass by nominating citfrent pais of students 10 speak while che rest of the class listen, Forlonger dialogues, give students time to prepare thei conversations in writing before performing in Font pf the class. The eight Extra listening and speaking pages at the back of the book offer acktiona speaking practice tn practical ‘outcomes. The page usually culminates ina functional dialogue. Pronunciation ‘Theres one procunciation teaching point in each unit ‘The reference in the Student's Book wil take you to the Pronurclation bank at the back of the Workbook. These exercises cover individual sounds, word! stress, sentence ‘and intonation, They are recorded on the Audio CD, Writing Englch Pus devotes 2 pagein every unit to.quded vting actus The final wrting tasks cover a variety of déterent text types, suchas ema blogs articles and reports. The support given for these fra tasks encures thet even the less abl stents wil pe ape to produce something The page begins wrth a model txt showing clear paraataph structure and uses grammar rom the unit in simple Sentence pattems “he mode! text als exempifies 3 language pain, such as time exoressions conjunctions or punctuation There js practice of his language point before students move on tothe writna ide. vhich pregores hem forthe wring task Often students do not know vehat to write, so the Think and plan section gives a list of questions crinstructons ta help students plan their writin, showing ther how to structure ther rotesinto paraarephs, ard owt begin each paragragh Fall students ate encoureged to check ter wntten work There is more wing practice in the Workbook English Plus Options Each unit offers four ofthe fellowing optional pages which can be found at the back of the book «© Extra listening and speaking © Curriculum extra © cuhure * Vocabulary puzzies You can choose the options which are best suited to your lass, according 10 the time you have available and the students'levelTeaching tips Teaching vocabulary Brainstorming Check to see what words students akeady know belore presenting the vocabulary set Alter presentation, ask student to think of or find more words for the set Modelling and deiling _Seucents need opportunities to bear and say warts, Use the Audio C2 or model new vocabulary yourself, and be positive about students efforts torepeat words. Vary the way in which you dell new words: 28 a whisper only boys, only girls, four students together, half the class together. Student-made exercises Ask stuclents to make their Conn simple exercises, which you can compile and copy. Use activities from the Werkbook 2s models for examove codeword out actities, anagrams, wordsearch puzzies and simple quiz clues, such as Thisis the cppositeof.../ Youcan swim her. /Fench is thelanguoge here Mini-tests and memorization Ser‘ orend a lesson by giving students 2 quick rest of ten words that they have leamt or practised recerti. Students can also fst each other using the Wordlst Alternatively, give students five minut tomemarize a shortlist of words on the board, and then ‘radually remove the words and test them orally Then ask Students to write down the words from memory. Vocabulary notebooks Encourage students to record new words in @ notebook. They can group words according tothe topic o by part of soeech, Encourage them to use a vatiety of ways to reccrd the meanings, eg. definitions, translations, example sentences, aictutes Collocations We cften leain viords in isolation, but a ‘vocabulary tem can be more than one W010, €9: play computer games, reac ragazines. Make students avrare cof this and encourage them to record ofrases as well as individual words. You could hal students practise this by asking them to give examples of words which often combine with a particular word. This can work well vith common verbs, lke: have, go, play 7200, et 20 shopping, swimming tothecinema communicate with young people in ather countries sbrough emall in an authentic and natural way, Language? “qourses give students the tools they need to communicate ‘zopr0priately in diferent contexts, including email ond ‘rine communication. ‘#ihen learning a foreign languaae, itis important to be ‘exposed to a range of resources and genres of speech ‘3ed writing, The regular use of digital learning resourc including websites and interactive whiteboard materials, Geectty adds to the development of this competence 4 Learning tolearn This competence implies thst students are aware ‘ovin ability to lear 3 foreign language and of the resources that should be used for this purpose, as wellas the skils and “notivetion that must be applied in order to continue the learning of aforesgn language throughout their lives In the foreign language class, the use of self evaluation features ‘and the development of study shils are the most obvious ‘ways in which this competence can be developed, 5 Social and civic competences ‘As wel as being 3 tool for communication, languages frrn partof the carnman culture of diferent communities and Counties, They arealo.2 means of sharing culture which tenhances the respect of, interest in and contact with ‘speakers of ather languages, as well asthe appreciation and acceptance of cultural and behavioural dtferences The ‘ature of many activities that form a core part of foreign language teaching requires students to nteract with other students inthe lass in a cooperative manne 6. Sense of initiative and entrepreneurship The learning of a foreign ‘anguage contibutes to the levement ofthis competence because it encourages teamwork in the classroom, the management of personal resou'ces,end social skills such a5 cooperation and negotiation. Students should be encouraged to adopt procedures which allow them to use their own initiative and decision-making skis during the planning, organization and management of their work Tasks which requize students to work in pairs or small groups of carry out short projects, require cooperation, flexbiity anc time management. 7 Cultural awareness and expression ‘The study ofa foreign language requires an understancing ofthe culture the counties in which it isspoken. In addition to promoting an understanding ofthe conteburion ‘of others to the cultwal and artstic heritage ofa country, learning a foreign language gives students the means to express thei own creativity nan appropriate way, Tasks ‘which requie students to express thei opinions, gve an emotional response oF create apiece of original spoken or wwttten wor, for example a rerative or dialogue, contrib to thiscompetence. Key competences and English Plus The mapping grids onthe folowing pages show how the Key competences thst have been identfed as suitable for evelopmentin the Engin clsstoom are developed im English Ps In adn, you vl find optional actiies throughout this Teacher’ Book which have been labelled mith the aopropriate competence. For quick reference, the dint summary nthe teacing notes atthe strc of each writ highlights activites that develop different competences. Introduction S e A E| ai = Ei FA SI 3 30 Mapping grid which develops the competence further (pp. 88-95). Unité focuses on numbers Throughout the unt and is comesponding Options poaes students practise using anc talking about numbers Vocabulary - students ean how to express a wide “ange of {quantities and how to tak about te They consolidate this by doing qui based around numbers Reading students read a text about Lucky numbers Vocabulary and listening ~ students analyse personality by interoreting calculations around bith dates. Speaking - students learn how to refer to. approximate: values Wing ~ students interpret data from a survey. Students develop this competence throughout the course Using the digital components, The self-study MultRON includes granmay, vocabulary, reading, speaking and listening activities, and garnes. “The waiting section of the course alse includes opportunities for students to develop thelr ICT kil Unit 1 — write an internet profile, Students write their profil for an intesnet chat ror, They mention their likes and cdslkes, andl what they wish to achieve by belonging to the chat room, This competence is developed through the Study strategy feature included in each unit Unit 1 ~Scanning, Stuients lean how to scan a reading text ‘or key ideas Unit 2 ~Findina sping rules Students deduce the rules tor spelling the ~ing form of vets for use the present continuous Unit = Leaming inegular verbs. Students ae encouraged to keep a record of al regular verbs they come acrossand to aim to lean ive verbs every week Unit 4 - Using the rules boxes. Students are encouraged to refer backto rules boxes in the Language focus sections. Unit ~Leaming words in groups Students keep a recor of <10ups of words which share the same stem. ‘All the units develop students competence in linguistic communication. The Key phrases in paricuar highlight functional speaking ard writing activities There is 2 section with extra speaking and listening actviies atthe beck ofthe Students Book practise giving and recelving messages with a variety of hhumerical information, such as phone numbers, dates, ete Curticulum extra (Unit6,p. 101) ~students learn how to interpret data and practise presenting statistics in 2 variary of ways. Culture (Unit 6p. 109) - stu Jonts are exposed to numbers in the context of presenting facts about a country. in the Curricultm extra lesson (Unit 7, p, 102), studets learn about average speeds and prectise calculating them for a range of sporting achievements. Inthe Extra listening and speaking lesson (Unit 5, p.92), students lear how to say prices when buying tickets Unit - write en email about an accident, Students writean informal email about an accident they were involved in and explain how it has affected then Throughout the course there are opportunities for students to.access the internet to research a wide range of resources ‘and genres, Projects: Collection forthe future, Femily history ooster, Celebrity quiz, Proposal (Units 1, 3, 5, 7). Students are encouraged to use the internet when preparing their projects, whether to find images orto resear Unit 6 ~ Speaking clearly, Students are given suggestions ‘on how to improve theirspoken English by not relying on ‘written prompts while speaking, Unit 7 - Remembering grarmmat, Students write exemple sentences to illustrate new grammar rules, and are ‘encouraged to record and leain these examples on a regular basis Unit 8~ Checking and learning past participles. Studenes complete a table with diferent forms of regular ang irregular verbs, They are encouraged to test themselves on these ‘verbs regulaly Teachers can also use the introductory colurnn of each unit to develop this competence by pointing out the unit aims before they start the unit, This competence is also developed in the Workbook, where studants evaluate their own progress in the Progress review avthe end of each unt. Introductionrence is developed throughout the course, 3-8 — students practise making mini-dialoques before 9 parts of the presentation clalegue and practising it new words. F-8 — students interviewa gariner with a ire or list of questions to guide them. B/S — students invent their own questions to interview = students read a text which contrasts a teenagerin Bm with 2 teenager in Thailanc. fend 4— students are introduced to the global issues bout (p.32) and endangered species p. 40). ES students play a game to guess the animal a partner peterce is developed throughout the course. AS ents acquire more anguage. they are encouraged 10 tive ard work with each othe 3-8 - students workin pairs to substitute the blue in the dialogues to cieate new clalogues, tudents Communit 9 section of each unit leads up to students creating foun dialogue. BED —Meking compromises 33 — Talking about an experience. 14 — Expressing interest 5 — Choosing a present ISA future survey. 7 — Making plans and arrangements. Helping with problem, siting section of each unit leads up to students an onginal piece of written work An internet profile 2A description of an ideal home. competence is alse developed in ather areas ofthe course. opi of the text lessons: Teenage yeers (nage 105), {USA in numbers [page 109), National sports (page 110), You: After the reading section of each uni, students are encouraged to give their own opinions about lum extra lessons: Folk stories (page 96), Stes page 103), Adverture sports in New Zealand (oage 107), National festivals (page 10), Unit 5~ students listen to a text about schoo! lunches in different countries, Unit 6~ students tead about superstitions in ltferent cultures Unit? ~ student listen to interviews about disabled people Insport Unit ~ students tead about someone with arachnophobia. ‘Culture lessons: Pocket money, Homes in Britain, Teenage years, Adventure sports in New Zealand, National estvals, The USA in numbers Netional sports, The police ep, 104-111), The four cumulative reviews include 3 question where Students create and practise dialogues in pairs or groups. Unit 2 students play a memory game in pars Unit 7 students work together to work through a scenatio ‘game, Unit 8~ students test each other on the target language. ‘Cumulative reviews: stusients practise their dialogues in pais, Projects: Collection for the future, Family history poster, Celetnty quiz, Proposal (Units 1, 3,5, 7). Unit 3 = An account of a memorable event Unit 4 ~A narrative about a rescue, Unit §~ A biography of a famous person. Unit 6 & report on a survey, Unit ?~A formal letter. Unit 8 ~ An email about an acciéent, The artistic and cultural heritage of a country is explored through reading and listening texts, Unit I~ students read about a Budchist monk, Unit 2~ students read about celebyties'homnes, Unit 3 ~ stuclents isten to information about culturally significant people. Unit4 ~ students read about the history of a place, Unit 5 ~ students leain about famous child prodigies. Introduction SerenEvaluation and testing English Plus provides a wide tange of ways for you to check Your students progress. In acdtion, this course also takes into account the fact that students in the same cass lea at diferent rates some students will need mare revision and some students will want more challenging activities, Here isa biief summary of whats provided and where you can tnd Testing what students have learnt Inthe Student's Book Review sections Every unit ends with @ Review page, covering the grammar, vocabulary and communication points of the unit. The Cumulative review pages after every {Wo units test the skills covered in all the previous units cumulatively. Rernind students that activities on these pages ‘are cumulative, so they know chax they are being tested on the language from previous units Suggest that studen's revise using the Language focus reference and Expression bank in the Warkbook before doing these sections, In the Workbook Progress review There isa Progress review for every unit, ‘which focuses onal the lessons from the unit. The Progress review is an opportunity for stucients and teachers to see ‘what students already know anc where more work needs to-be done, You can set the Progress reviews for homework, (oF ask students t0 do them in clas, Students also have the ‘opportunity to evaluate their onn progress using the sel ‘evaluztion feature andi ean statements, Fi ‘z ES s $ a s EI a Evaluation ‘Awwide range of rests is available on the Test Bank ‘MultiROM This contains allthe tests 2s editable Word fas and as PDFS, the answer key and the accompanying audio files. The track numbers in the tests refer to the audio on the “Test Bank MultROM. The Test Bank contains a wide range of material to evalu your students including: a daanostic test;end-of-unit tests, end-of-term tests;end-of yaw tests speaking tests:and five-minute tests. The unit tess, end-of-ceim tests and end- ofyear tests are at three levels (basi, standard end higher! To allow you to choose which best matches your students abilities. The standard tests are also available in A and versions (parallel) to avoid copying, All the tests (apart from the speaking and five-minute tests) have the same format and include listering, vocabulary, language focus, reacing, wilting and communication sections, The diagnostic test covers language that students wall have leamt previously and isa useful tool for measuring your students'level of English before the start ofthe year 32 Introduction Assessing Speaking and Writing Speaking The speaking tests in English Plus are in three parts | About you (suggested weighting: 20%) Students respond ro personal questions abo: themselves, their experiences, the likes and dislikes. etc ‘The questions recycle vacabulary from the units and use a variety of tenses, Role play (suagestec weighting, 40%) This part of the test assesses studenis‘abiity 10 use the communicative expressions taught in the Speaking section of each unit, Students complete a dialogue with the target expressions, and then practise the dialogue. Thete isan extension section, which provices an alternative format for students of higher ability. Photo description (suggested weighting: 40%) Students ate gven one of tvro photographs and asked to describe general and detalied aspects of it, and also to give their opinions on issues arising fiom the photo, Thefe isan extension section, which includes some more ‘general opinion-based questions, or questions comparing the two photos, For the diagnostic speaking test, the suggested weighting is: About you - “0::; Photo description ~ 60 The following enteria can be used to assess students performance in the speaking te Content: How well cid students complete each task? Did they answer the questions and add relevant opinions? Fluency. How aacural did the students sound? Did they manage to speak without hesitating too much? Interaction: How well did students interact with you or their Partner? To what extent did they havea real conversation?” Language Did students use appropriate vocabulary and grammar? For the unit tests, did they use new vocabulary {and grarrenar taught in the unit? How rich / varied was their language? Accuracy How many eros? rfors were there, espacialy basicWriting [be wwiting section of each testin Enalish Plus asks 5 10 produce a wiitten text of a similar type as the “Eenesponding unit in the Student's Book The following "Geteria can be used to assess each piece of writing: ‘Content: Have students completed the task successiully? eee they included all the information specified in the ne? opriacy: Have students used language appropriate to "tsk type, for example informal expressions in an eral jatiend? ization: Is the writing appropriately organized into sph, and appropriately lad out? ge: Have students used appropriate vocabulary and 7 How rich/ varied is the language used? Ig Are linking words and expressions used Eeorlate'y to give the text cohesion? How many ettors are there in lexs and grammnay, ily basic errors? ing project work provide a great opportunity for selF-assessment. that students evaluate their projects for overall content, interast and accuracy. Evaluation of works a good gioup activity. Students may beneti jpeoducing work in groups, but they can alo benefit ssessing work together cooperatively and mature up oF individual if appropriate, students can review 2i5 of making their project: De they plan wel? Dd explo resources effectively? Have they provided tao Eh/ t09 |ittle information? Did they work well as a group? asks evenly distriouted? Dd thay choose the best sation method? What could they have done better? Jass evaluation could include voring in cilferen s, for example. the most ettiactive coster, the most ve tex, the most origina idea, the most engaging Be ercortant thing to remember about projects is that fon, Just as total accuracy fms of communication isnot strictly requited ers tin project work. f students have been able to «their ideas or information in a meaningful and rent way they will ave achieved the goal Continuous assessment Inaddition to using the test material provided, you mey also wish to assess your students progress on a moze regular basis This can be done by giving marks for studenss’ homework and for their performance in class. There are \erious opportunities to assess students'progress as you are ‘working through a unic The speaking and witing pages al require students to produce a dialogue or text that could be used for assessment purposes. The Progress review section and the Expression bank in the Workbook provide alist of target vocabulary and Key phrases, so you can easily check what students have learnt. Make sure that yaur student know that you are marking tneit work. as they will respond more enthusiastically to productive tasks if they know that it will influence their final grade. Introduction Pa = = 3 FH a Ey cs 33Bor eT Lert The Common European Framework || What is the Common European Framework (CEF)? The Common European Framework of Reference for Languages (CEF) is a description of linguistic competence at six levels: 1, A2.B1, B2,C1 and C2, The descriptors were ‘wnitten to help both leamers and education professionals to standardize assessment, 2 Does the content of English Plus reflect the content of the CEF descriptors? Yes, the tents, tasks and functions in English Plus were Carefully selected to include the language skils that ate outlined in the lower levels of the CEF The skils are detailed in unit-by-unit Student Sait-assessment Checklists 3 What s the Language Portfolio? ‘The Porta, as proposed by the Council of Europe, Isa folder kept by students, which detais their experiences cf languages ard language learning, Ths ineluces the student's native tongue as well as any other languages wath which the student has had contact. ‘Portfolio comprises the folowing; Alonguage Biography + A chechlis for students to asess thelr own language Sails in terms of Whar can co * Tools to help students identify tet learning style and objectives. * A checklist of eaming activities outside the clssioom, he unit-by-unt Student Selfassessment Checklists on the following pages give your students the opportunity tomonitor these points A lanovoge Passport * A student’ cveral evaluation of ther language Skils, using descriptors from the Common European smework or Ck * Asummary record of language learning, both inside of schoo! 4 of centiicates anc diplomas, Desctiptors from levels A1 and A2 of the CEF,and an End> ‘of year Self assessment form are provided on page 39, Alorguace Dossier * Acompiltionof a students work for example writing {asi recerdings, project work In iit the Biography details day-to-day experience of language. The Passport summarizes the experiences, and the Dossiers evidence ofthe experiance 4 Does English us include assessment tools which students could use as part ofa Portfolio? Yes, nthe next section you wilfind the unt by-unit Student Sef assessment Checklists necessary for stucents tocomplete a language learing Biography, with specific feference tothe contents of Ergish Plus Student's Book 1 These should be civen to students after they finish aac unit. The SelF- assessment forms include: © A checklist of key sls which are taught in the unit Students are directed to specific pages in the Student's Book, and decide for themselves if hey are satisfied vith theirerogtes. * Questions which ask students to consider leaning siyls, strategies and objectives When students have completed their Selt-asessments, collet the forms and retuen them te students at the end Of the year. At the end ofthe year ask students to look at the CEF descrictors in the End oF year SelF assessment form, 30 that they can asses for themselves which level they have reached duting the yearn global ters.Student Self-assessment Checklist Name: — Class: Name: Class. Unit2 Unit 1 1 Complete the self-assessment by ticking the boxes that best refer to your ability. 1 Complete the self-assessment by ticking the boxes that best refer to your ability. Wi need to ty this again. t pices all in | am satisfied. ## | can do’ Nocabulary Page 8:6 Tanguage fos Page 11:6 ocabulary and listening Page 12:5 Speaking Page 24:7,8 wating my deal home ting Tcanwaite about my ikes and Gilhes. Page 25:5 Page 15:6 2 Complete the form 2 Complete the form, What I remember: ‘What did you do in English outside class? What lromember: What dig you do in English outside class? ‘Auseful question B Dohtomewerk Avseful question 1 Daremenen A earn nen {|__| 1 teanrew words Austulexpression FH evsinebreaseit Auseful expression | taster to music Ses Some useful words Ly Read a book Some useful words 17 WatchaTV programme, video or DIO ‘Objectives: Objectives: Onething 0 improve aia ipa erat ne thing which | need to improve 1 Lookat web pages 1 Locket web pages How ean |imoxove? 1 Wate letter Hew can improve? C0 wiiteateter Read e magazine _ LL Read a magazine study state 1 Other activites: ‘Say eneor: Li Other acthities: can ind peling rules by looking at examples {can quiellyscana tox to find answers of ord Yes/No Yes/No EI © Oxford University Press BEET © Oxford University Presswononpoay Student Self-assessment Checklist Name. Chas Unit 4 1 Complete the sef-assessment by ticking the boxes that best refer to your. Student Self-assessment Checklist Name: Cass unit 3 1 Complete the self-assessment by ticking the boxes that best refer to your a this again. 11 could do ths better. tlele Winced to ty this again. LI could do this bette. ar) i] aoe am satisied *¥ Ian do ths very i ++) am satsied | can do ths very w : Vocabulary RNocabulany Page 38:7 Page 28:5 Reading Reading Page 40:1,2.3 Page 30:2,3 Tanguage xis Page 31:5 Vocabuloryand istening 7 [Vocabulary anditering | can takabout important ie events Page a2: Poge 32:4 [Language focus cen iewenta story abouta world tin. Language focus Can talk about past events, Page 33:7 Tan tak about amazing experiences, Speaking Tean ak about experiences nthe past | Page 345.6 an wit abou aTeCUE ining Tean describe an eventin the pa 7 Pageds:4 Page 35:4 2 Complete the form, 2 Complete the for, | What remember: Do homework 1D Learn new words Auseful expression o Some useful words a Objectives: o Ce thing which | need to improve o 2 i LL Lookat web pages a oven 1 Wie a letter Owe Cy reac a magazine Li Re Study strategy: Cy Other activi