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    Oxford Heroes 2-Student's book

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    Oxford Heroes 2 Teacher 39 s Book

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    Oxford Heroes 2-Student's book

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    54 views113 pages

    Oxford Heroes 2 Teacher 39 S Book

    Uploaded by

    ADRIAN
    Oxford Heroes 2-Student's book

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 113
    oo” OXFORD ta cel] TTY Clea ae x \ “acher's poe Liz Driscoll Jenny Quintana Rebecca Robb Benne XFORD UNIVERSITY PRESS OXFORD ‘ent Garendon ster Oxford 0x2 63" Oxforé University esis adeparento the Daler of Ono "eae he ntact excellence ea scarp snd education by pushing werden Oxford New a ‘ockland Cape Town Dares Slain Hoag Hong Karachi ‘Kata ampur Mack Metssuray Mico Cy Nae [New Dell Shang Tipe Toots ‘witha in| genta Austia Rant Chile Gach Republic Trace Geese Gaaterala Mongar Tay pan Poland Fort Singapore South fovea Swiveand Tad They Usrane Vitam oxrormandoxyoxn sven arregitered tae maths Ddderdtniety Pres ne UK ands crash oter countries {Oxford Univer Press 20s ‘Theor righseftheautor have been assed Dataset Oxf! Unies Pes (mabe Fat published sear om ove 2009 2008 2077 Wosvessaas ‘rights rere Noy of his publican maybe reproduced, ‘hove na reva ye ortransalteds ay fra ory a ans, ‘that he poor pemsson in wet of OMe Unive res wh ‘eed excepeanarptexacopyog cae ot under te conlionssaced inthe pragph hated ‘Potocpyng). ots exprealy peel ya. of “ner er agen wh the appropriate epregrapics ght oan. nutes consrngreproqton ouside he scope athe store sone ‘sesenttothe UT Rha Deparmest, Oso! Uniersity Pest he ddr abe Protacopying ‘Me Pusher gras permson fo the puotompyng of tase pages marked etocopabe accra the liv conditions. nda] purses trays coir ne theronn im ete acy nse ha they teach Seo preasters nyse copes or sey sa ana sede, a ib ‘Fermanon doesn exem 0 abetons east ranches Under no czastaces ay any part thsReokhe phaocopied fr ale Anysbts sf inthis peblcion rein ho pute domain ae Thekadenes te pode by Oars Univer Preto oration ony ‘Ouors User free daira eons fer the content san 978 019 st06060 Pri in pan by nia. Introduction Poca the couse Using te Student's Book Using the Teachers Book Genera advice on teaching Oiera Heroes Lesson plan Studer pole Teaching dary Teaching notes Meet the Heres! U1 unit 2 Revision Units 1-2 ut 3 ait 4 Resion Urits 3-4 Unit 5 Unt 6 Revision Units 5-6 une 7 Uni 8 Revision Units 7-8 unit 9 Unit 10 Resislon Uni 9.10 Unie Unie 12 Revision Units 1-12 10 45 ” 22 27 23 34 39 a 46 51 93 6 cy 70 75 Projects and play Pres Pray: Young Heroas Workbook Answer Key n 84 86 ntroduction About the course Description Oxford Heroes is a three-level course for young ‘teenagers which takes them from beginner to intermediate level, Hach level provides approximately 70-80 hours of core teaching material and 10 hours of optional material. Aims Oxford Heroes aims to train students to ‘communicate accurately and fluently in English by giving them a solid crounding in grammar and vocabulary and providing extensive practice of the ‘our skills. Students learn to: + understand and use the rules of English ‘grammar, such as the formation of tenses and. the appropriate use of them. + recognize and produce vocabulary related to topics that are important for students’ education and appropriate for the age group, such as sport, home, clothes, music and TV. + readand understand a variety of text types, such as web pages, adverts, magazine articles, ‘e-mails and letters. + Tisten to and understand a variety of speakers in different situations, suchas telephone conversations, interviews and radio programmes. + listen to and understand the structure and the meaning of songs. + speak with confidence in different situations and perform a variety of functions, such as talking about likes and dislies, describing events and talking about future plans. + write diferent types of texts, such as adiverts, ‘e-mails and letters, Study skills Oxfordi Heroes aims to teach students ta develop learning strategies that will make them better and more effective learners of English. Students learn to: + use study shills such as correcting mistakes, planning compositions and extracting the main ideas from a reading or listening text. * develop the ability to assess their own progress. + revise regularly and systematically what they have learned, ‘+ prepare for tests and examinations English and the real world Oxford Heroes is designed to help students see English asa language for exchanging information about the real world. Students lezrn to: compare their lives with those of people In other cultures by reading about children in Britain and other countries, ‘+ use English to talk and write about their own lives and their own country. Components of the course Student's Book ‘The Student's Book contains + contents pages. ‘© anintroductory unit atthe start of each level. + twelve teaching units, each divided into three lessons, ‘© sixrevision units of one lesson each, ‘+ anoptional play: Young Heroes. ‘+ anirregular verbs list thet covers the tenses taught in each level Ds ‘The CDs contain the following items from the Student’s Book: ‘+ allepisodes of the presentation story. * allofthe listening activities, ‘+ the main reading texts from each unit © the songs. + the play. Each piece is identified by the Student’s Book page number and exercise number. MultigoM ‘When used in a computer, the MultiROM contains grammar and vocabulary exercises for each unit the Student's Book, six tests and a printable score card, and an exciting quiz game. When used in a CD player, the MultiROM contains the clialogues from each episode of the Student's Book presentation story. il Workbook ‘The Workbook contains: * extra vocabulary and grammar practice ‘exercises for lessons 1 and 2 of every Student's Book unit. + awriting model, comprehension activities and a writing task relating to lesson 3 of every Student’s Book unit, + progress check exercises for each unit, + sixrevision units. © awordlist. Teacher's Book ‘The Teacher's Book contains: + anintroduction to the course. + photecopiable Lesson plan, Student profile and ‘Teaching diary pages. + teaching notes for the introductory unit and twelve main teaching units, including optional activities, background information, tapeseripts and answers for all Student’s Book exercises. + teaching nows for the Student's Book revision units, projects and play. + Oxford Heroes Workbook answer key. Using the Student's Book The contents pages ‘The contents paaes provide you and your students ‘with a comprehensive account of the syllabus for the course, They can be used to give students an overview of the course at the beainning of the year, and are a useful reminder to help students prepare Jortests and examinations. The introductory unit ‘The introductory unit at the start ofeach level provides a useful revision of grammar structures and Vocabulary atthe start of each academic year. In Student’s Book 4 this unitis called Meet the heroes and covers grammar and vocabulary items that students may have met before. The twelve teaching units Each of the twelve Student’s book units is divided into three lessons. Each lesson is 2 pages long. Lesson 4 Presentation Story (with comprehension and vocabulary exercises}; Grammar; Vocabulary; Speaking: Listening and/or Writing Lesson 2 Reading (with comprehension and vocabulary rammar) Vocabulary: Speaking: Listening and/or Writing Lesson 3 Model Text Listening: Speaking; Writing: Song Teaching lesson 1 Presentation story ‘The grammar and vocabulary are presented in a presentation story. The story 's episodic, and focuses (on the adventures oftwo children. Students can listen {to the presentation story on CD with books closed or while reading. After the presentation, your students ‘may enjoy reading or acting the story out in parts. ‘The presentation story is always followed by a short comprehension and vocabulary exercise. The comprehension exercise ensures that students have understood the events and dialogue in the story. The vocabulary exercise focuses on important lexical iiems from the story. Grammer ‘The grammar column provides clear explanation and conirolled practice of the new structures presented in the story. New tenses are usually presented! in full tables. The practice exercises are carefully graded in terms of difficulty, and aim to provide initial practice in class, You can find consolidation exercises in the Worki00k ‘The grammar (and vocabulary) io lesson 1 is followed by skilis work. The particular skills, focused on vary from lesson to lesson, but there will always be at least two of the following three skills: listening, speaking and writing. Listening ‘The listening exercises are designed to encourage students to listen for the main ideas and develop strategies to do this. When you teach listening: * gothrough thetask with students, Emphasize that they do not need to understand everything, but only need to understand enough of the listening text to do the tasks. + the accompanying pictures often give clues about the listening text. Look at them and talk about them with the class. Speaking ‘The speaking exercises alm to help students speak fluently and with confidence. When you teach speaking: tell students not to worry about making ‘mistakes. The most important thing is to ‘communicate their message. + encourage students to use the prompts and ‘examples in the Student's Book to help them. Writing The writing exercises in lesson 1 are fairly short. They aim to consolidate the language that students have heard in the listening exercises or practised orally Vocabulary ‘There may alse bea vocabulary section in lesson 1 Which presents a small topic-based vocabulary set rejated to the main theme of the untt, Teaching lesson 2 ‘The alm of lesson 2 is similar to that of lesson 1. However, lesson 2 introduces the language to be practised in a reading text rather than astory, and lesson 2 always contains a topic-based vocabulary sot Reading In the reading section, students use English to read. and talk about a wide range of topics. [tis important that students learn to read for the main, ideas and not worry about understanding every ‘word. When you teach reading: ‘+ help students to predict the context of the text before reading by looking at the photos and discussing the title ofthe text. + encourage students to read the text quickly the first time and just concentrate on the frst exercise. This will help to develop students’ ability to understand the gistof a text. ‘+ before students read the text again, focus their attention on the next task and check that they understand It Vocabulary The second lesson of every unit presents and practises a topic-based set of vocabulary items. ‘When you teuch vocabulary: tell students that it is easier to remember words if they learn and record them in topic sets. + remember that students may need to see and use the words several times in order to learn ‘their pronunciation and meaning. Teaching lesson 3 Lesson 3 focuses on developing writing, listening, and speaking skills. [tends with a song, which is related to the topic and language that has been presented in the unit. Model text Each unit has a madel text, which is the kind of text ‘that stuclents will be asked to produce in the writing task. It also contains examples of the particular writing skill that will be focused on later in the writing section, The model text is followed ee oa by comprehension tasks which help to focus students on the text and practise their reading skills at the same time. Listening and Speaking ‘The model texts followed by listening and speaking activities. These activities are designed to develop the students’ listening and speaking skills by practising the strategies outlined above in lesson 1, They also focus on the topic which students will write about in the writing task, giving ‘them additional information and ideas to help them with this task. writing Each unit focuses on a perticular writing skill. This, is presented in the writing section and is also present in the model text. Students are encouraged to go back to the model text and find examples of (hs skill to see how itis used in context. A practice exercise helps students to practise using this skill before they have to use itin their own writing. This Js followed by a writing guide which students can use to structure their own writing. ‘When you teach writings ‘+ focus students’ attention on the text type of the model text: is tan e-mail, an informal letter oF a composition? Who has written it? ask students to spend timeplanning their writing. They might like to write notes. ‘= make sure that students understand how to ‘organize their writing and remind them to look at the model text for ideas and to see how it is structured. ‘© make a list of useful vocabulary on the boare. ‘© you might like to discuss ideas with the class. Songs Songs are a special feature of Oxford Heroes. In ‘Student's Book 1 they are written especially for the course and are designed to consolidate new language in an enjoyable and rewarding way. The songs in Student's Books 2 and 3 are authentic pop songs chosen to consolidate the topies and Tanguage presented in each unit. The songs are a useful introduction to English stress and rhythm. Fach song is accompanied by comprehension activitios. There is a reviston unit after every second unit. Bach revision unit focuses on the main grammar and vocabulary sections ofthe preceding units. Before the students do the revision unit, give them ten minutes to look back at the grammar and vocabulary sections in the two units. They can do this individually or in pairs + Give your students time to askany questions they may have and explain any poirits you think are stil unclear, + When you have reviewed the material together. ask students to complete the exercises individually + Check the answers with the class and give students the chance to correct their mistakes Go though any difliculties they may have. The optional projects ‘The projects in this course have been designed to follow each second unit. For example, Project 1 can be done when you have completed Unit 2 and Project 2.can he dane when you have completed Unit 4, However, ityou do not have time to give students a particular project, you can use it later in the year to recycle language, The projects in Oxford Heroes begin with an example project, which provides a good model for the final task, This is followed by a comprehension, exercise and vocabulary section, which presents vocabulary that students will need to write their projects. There Is also a speaking activity, which ho)ps to generate ideas for student projects, & planning exercise and a writing guide to help students to structure their projects. ‘The final aim of each project section is always to create a poster for the classroom wall, Project work Js agreat opportunity for students to use English in a creative and personal way that will give them # real sense of achievement. This kind of activity ‘encourages students to share and discuss Information about the real world, to draw on their knowledge of the world and to produce an extended piece of English work thatis both meaningful and relevant, ‘Students may work on their projects in small ‘groups. This increases motivation by allowing students to exchange ideas and help each other. However, all she projects in the course are also suitable for individual work. When teaching project work: + itis inevitable that students will talk in their own language and make some noise, but if they are ‘well motivated and concentrate on producing a high quality projectin English, you should not worry about this. * you may prefer to ask students to do some of the preparation work at home and set strict time limits for finishing the projects in class. Tale will save you class time, * itis important to display tho finished projects oa the classroom wall so that stucients can take pride in thelr work and refer to it in later lessons. The play Plays are useful to learners because they combing language learning with the opportunity to perform, which is something many students enjoy. ‘Tho plays in this course are designed to include the whole class in a performance. There are main parts for more confident stucients while the rest of the lass can take minor parts or join in with the chorus. ‘The play can be used about hal? way through the school year or at any point in the year after this, They may be performed solely for the pleasure of the class, or they may be performed for parents, allowing them to see haw much their children have leaned. Using the Teacher's Book ‘The Teacher's Book introduction gives a description of the alms and structure of the course, and suggestions about how the material might be used in class. ‘The introduction is followed by photocopiable sheets fora Lesson plan, Student profile and Teaching diary. ‘The teaching notes provide detailed guidance on, how to present the material in the Student's Book, together with background information about the people, events and places mentioned in tie Student's Book. They also provide transcripts of the recorded material that is not actually written in the Student's Book and answers to al the exercises. Throughout the teaching notes there are ideas for optional extra activities. At the beginning ‘of each lesson there is a table showing the new vocabulary introduced in that lesson, ‘Tho answer key to the Workbook can be found at the back of the Teacher’s Book, Evaluation Reviewing and checking Inthe Student’s Book, there is a revision unit after every second unit, The main aim ofeach revision unit is to give your students the opportunity to look back on the work they have done, and to enable you to check any areas that need further attention. There is a Progress check at the end of each Workbook unit. The main alm of each Progress checks to give your students an opportunity to consider their progress, pravidirg them with the opportunity to develop their capacity for solf. assessment, and autonomy. Testing Before preparing and giving tests to your students: + ensure that they are adequately prepared. Make: sure that your students have done es many of the exercises in the Student's Book and Workbook as possible, ‘+ Ask students to complete the Progress check in. the Workbook unit + encourage students to keep a record of their own results, in order to encourage them to see thelr own strong and weak points, Continuous assessment Use the photocopiable Student profile sheet on age x to monitor the progress of each of your students throughout the year. This will give you a good overall picture of each student’s abilities and enable you to spotareas where the student may need extra support General advice on teaching Oxford Heroes Keep students busy and motivated Most classes include students of different levels of ability and motivation. tis important to keep them busy and motivated. In this course, the following types of activities can be used for stronger stucients while the rest of the class complete the core exercises: ‘+ optional activities in the Teacher’s Book «extra practice activities in the Workbook Use the projects Project workis particularly suitable for students of different abilities, as it allows each student to work at their own pace and level. IP students work individually, the stronger students can be encouraged to produce more lengthy projects, while weaker studonis can aim for something less ambitious. If students work in groups, they can take on different roles depending on their ability. For example, those with greater ability may do more ofthe writing. Use praise For all stucents a sense ofachievement and self- ‘worth is very important. Always praise your students if they have got their message across, ‘even though they may have made small mistakes. Make English the main classroom language In order to encourage students to use their Engtish fs much as possible, establish English as the main Janguage to be used in the classroom, Simple teaching instructions can be given in English and yor should encourage stuclents to ask questions in English, Of courso, sometimes it may be quicker to darify instructions or provide a translation of a dificult word in the students’ own language. Use pairwork In order to speak English with confidence, students reed as much practice as possible. Ifthey are allowed to speak together in pairs, each student has much more practice time than if they only speak to the teacher while the rest of the class. listens. Working in pairs also allows students to practise together in a safe, anxiety-free context ‘without the embarrassment of speaking in front of the whole class. ‘When you organize pairwork: ‘© give clear Instructions so that students know exactly what to do. * keep the activities short so that students don’t get bored. © demonstrate the activity with a good student first or ask.a good pair of students to demonstrate the activity while the class listens. + during the activity, walk around the class and encourage students, Note down any recurring mistakes * give feedback to the class and correct any Important mistakes after rather than during the activity. Evaluate your own lessons Use the lesson plan on page ix and teaching diary on page xi after this introduction to compare your plans forthe lesson with what actually happened. ‘The teaching diary can be kept as a record ef what ideas warked particularly well in class and what aspects of your teaching have changed or improved over the course of the year. This will help, you to adjust your teaching to the needs of your students. Oxford Heroes — Lesson plan Class Date Time Objectives: Anticipated problems: Materials ‘Stage | Estimated | Activity Procedure timing Homework Ty se memes quapMs, 3204s uonent9sqo, @1josd quapnis - seoseH p4sopxo. EXENIEDEEIGIEY $3344 Ausssnnin cxoxo @ gssesoue Suruneay omy ur dans wxou oun Og TEM TRUM. suoysnjsu0> uosso] ze[napwedl wey WO No oe2.10 aBuEYD NOK PINON SORIANO UO gstra]qoud pasnes somianse YONA, Epaisazoyuy syuapnis ayy Tre azay ysiuapMIs ety ISoLayLT SoATAROE aun PIC, dpiqenns sagianoe am aaM suoneniasqg aparsoxoqur sitopmys at a29Q\ gargnnns Soy o9\4 srepeew _gulo 9a}08 NOS pip MOH gasuinsuiaiqosd Aue pla suejqoid payedionuy asiIns gaBenBuey men gpousvo| SUSpMyS OM ACY THN Jqaui fan aia seanselao yy NEW WORDS bodyguard boss king mobile palace magiccysial knives watches. lottery horrible football cake apple bird elephant English book gil_umbrella dog card numbers Exercise @ * Ask students to look at the picture. Point to each character in turn and ask: Who's this? + Explain some of the new vocabulary: friends, king, bodyguard, boss. + Play the CD. Students listen and read, Exercise 2 + Look atthe dialogue with the class, Introduce yourself. Say: Hello! My name's... Ask idual students: Whar’s your name? Check for any difficulties. + Divide the class into pairs, Students ask and answer. Exercise 3 + Lookat the example with the class. + Students make their own name card. You can ‘ask them to put their name card on their desk during each lesson, OPTIONAL ACTIVITY Divide the class into groups of five. Ask each group to come to the front cf the dass and introduce themselves asthe characters from the story. alan Exercise 4 + Look at the examples with the class. Make sure that students understand the use of@ and an. ‘+ Students do the rest of the exercise. ‘+ Check the answers with the class and practise the pronunciation. NOTE The article (not an) is used for words starting with wif ‘the intial sound is. Far example: a university, a useftl machine. Lae Nesshicrs Plurals Exercise 5 + Look at the examples with the class, + Check for any difficulties with vocabulary in the rest of the table. + Students complete the table, ‘+ Check the answers with the class ‘OPTIONAL ACTIVITY Play Hangman with the nounsin axercises 4 and 5. Choosea noun, Wite a dash for each letter of the word on the board, e.g. (wife) ____. Students try to ‘quess the word by caling out laters the alphabet. Write in correct letters on the dashes and write the incorrect ones at the bottom of the board. For each incorrect lette, also draw one fine of the hangman picture. The class wins the game if they quess the word before you have completed the picture Numbers Exercise 6 ‘+ Students write the words for the numbers. + Check the answers with the class ‘OPTIONAL ACTIVITY all out numbers between 1 and 100 and ask individual students to write them in figures on the board, Exercise? * Check that students undersiand the meaning of lottery, + Students choose a lottery card, * Play the CD. Students listen for their numbers. ‘+ Askstudents to raise their hands if they have got all six numbers. (Lottery card Bis the winning card.) Tapescript Hello and welcome ta this week’ lucky lottery draw OK, look at our tickets. Le’s play the lottery! .. The fist number is 30, 30. Number 88, 88. Number 17, 77. Number 45,45, Number 16, 16. And the final number is 100, 100. Areyou the lucky lottery winner? ‘OPTIONAL ACTIVITY Phy Bingo. Ask students to choose six numbers from 1 +4040 and write them in ¢ id. Call aut the numbers in random order. Students cross off the numbers as they hear them. The first student to.cross off all their rhumbers shouts Bingo! and wins the game. Exercises + Lookat the short dialogue with the class, Check for any difficulties, + Divide the class into pairs. Students ask and answer. ——————— NEW WORDS time days of the week months classroom language

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