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Insight Upper Intermediate Teachers Book

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Upper-Intermediate Teacher’s Book 

1 Katherine Stannett
 

1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade
mark of Oxford University Press in the UK and in certain other countries

© Oxford University Press 2014

The moral rights of the author have been asserted
First published in 2014 
2018 2017 2016 2015 2014
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No unauthorized photocopying
 All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form or by any means, without
the prior permission in writing of Oxford University Press, or as expressly
permitted by law, by licence or under terms agreed with the appropriate
reprographics rights organization. Enquiries concerning reproduction outside
the scope of the above should be sent to the ELT Rights Department, Oxford
 University Press, at the address above
 You must not circulate this work in any other form and you must impose
this same condition on any acquirer
Links to third party websites are provided by Oxford in good faith and for
information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work 

is bn: 978 0 19 401084 9 Teacher’s Book

is bn: 978 0 19 401089 4 Teacher’s Resource Disk
is bn: 978 0 19 401079 5 Teacher’s Book Pack 

Printed in Hong Kong

This book is printed on paper from certified and well-managed sources
 

Design to supply Head Unit and banner

Contents

Introducing insight   4
Components of the course 6
Student’s Book at a glance 8
Workbook at a glance 11
Classroom Presentation Tool 13

Teaching notes
Unit 1 14
Unit 2 26
Unit 3 38
Unit 4 49
Unit 5 61
Unit 6 72
Unit 7 84
Unit 8 96
Unit 9 108
Unit 10 119

Workbook answer key 131

 Teacher’s Resource Disk 156
Communication worksheets 156
insight  DVD extra worksheets 158

Introducing insight  Aims of the course
A note from the author
I’m reading a book called The Element  by Ken Robinson.
On a table nearby, a few teenagers are chatting with their
friends after a long day at school. ‘Our task is to educate (our
students’) whole being so they can face the future,’ I read.
‘We may not see the future, but they will and our job is to
help them make something of it.’ I look at the kids and think:
‘That’s quite a big task!’
It’s a challenge we all face, whether we’re teachers, parents,
educational writers or youth workers. Our short-term
objectives may be different: we may help teenagers or
young adults pass school-leaving exams, understand maths
formulae, or take part in community projects. But ultimately
our long-term objectives are the same: to help young
people develop a passion for and curiosity about life, to give
them confidence in their own ideas, to help them become
open-minded, global citizens.
When I started writing insight  I immediately understood
that the course was trying to satisfy these two objectives:
a rigorous syllabus would help students develop their
language skills, but it also had its eye on long-term
objectives, too.
 Today’s students are very sophisticated. They have an
amazing ability to multitask, and they often have a broad
knowledge of other cultures and countries. They also have a
point of view, and in insight  we value that and seek it out –
we also challenge it. We constantly ask students to question,
evaluate and make cross-cultural comparisons: What do you
think? Do you agree? What would you do? Speaking helps
develop their confidence as language learners, but it also
develops confidence in their own opinions and beliefs.
In insight  we’ve added a special ingredient, too: in many
texts and topics there is a fact or point of view students
may not have come across before, something surprising or
thought-provoking, something they may want to tell their
friends in a café after school. The aim of this extra ingredient
is to inspire curiosity, and a passion to discover and learn. It
might help them think about an issue in a different way, and
make a lesson more memorable.
 That’s what insight  is all about. It strives to create the right
conditions for students to grow, learn and develop their
ideas and experience. To become lifelong learners. ‘You
cannot predict the outcome of human development,’ adds
Ken Robinson, wisely. ‘All you can do is like a farmer create
the conditions under which it will begin to flourish.’
 Jayne Wildman
4  
To challenge students to think critically about the
world around them
insight  has been developed not only to teach students
English, but also to increase their awareness of the world
around them. Amongst other topics, insight  addresses social
issues, culture, literature, history, social media, science and
technology. Students are encouraged to think critically
about the issues raised, to evaluate their current point of
view, and to share their opinions with others even once they
have left the classroom. Texts and recordings include an
interesting fact or unexpected opinion which students may
want to tell their friends and families about. This will help
make the lesson more memorable and help students recall
the language and ideas they have learned.
Video documentary clips also cover cultural and historical
themes broadening students’ understanding of the customs,
traditions and history of English-speaking countries.
Literature insight  introduces students to classic works of
English literature and offers an alternative way of exploring
the culture of English-speaking countries.
To inspire discussion in the classroom
 The information-rich and thought provoking texts and
recordings will inspire discussion amongst students.
Structured activities encourage students to question their
existing opinions and the opinions of others. Activities
are designed to stimulate critical thinking, to encourage
participation and the exchange of opinions.
 The speaking sections also teach the skills needed to be an
active participant in discussions, such as interrupting, asking
for clarification, disagreeing, and encouraging others to
speak.
To give a deeper understanding of vocabulary and
build the confidence to use it
insight  gives students a deeper understanding of language
and goes beyond purely teaching meaning. insight  explores
such areas as collocation, word-building and connotation
to provide a fuller understanding of how vocabulary is used.
 This comprehensive approach allows students to use new
language with greater confidence.
Vocabulary is taught in the context of reading or listening
texts. All reading and listening texts are accompanied by
vocabulary exercises that focus on the meaning of new
vocabulary in context. Additionally, the understanding
of new vocabulary is reinforced through exercises which
practise their use in a new context.
All vocabulary is taught in sets organized by topic, word type
or theme. Research has shown that teaching vocabulary in
this way makes it easier for students to recall and use.
Vocabulary insight  pages not only explore language in more
depth, but also build students’ study skills, including keeping
vocabulary records, ways of recording new vocabulary, using
a dictionary and a thesaurus.
 These skills will help students decode, retain and use new
vocabulary correctly in the future.
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