Tài liệu Upstream beginner a1 teacher book

Published by Express Publishing LibertyHouse,NewGreenham Park,Newbury, Berkshire RG196HW Tel:(00214) 1635817363 Fax:(00214) 1635817463 e-mail:[email protected] http://www.expresspublishing.co.uk @Virginia Evans Dooley 2005 & Jenny Design Publishing, 2005 andlllustration @Express All rightsreserved. No partof thispublication maybe reproduced storedin a retrieval system, or transmitted in anyform,or byany photocopying means, electronic, or otherwise, withoutthe prior writtenoermission of the oublishers. Firstpublished 2005 Thirdimpression 2006 Thisbookis not meantto bechanged in anyway. ISBN-1 3: 978-1 -84558-800-7 ISBN-1 0: 1-84558-800-2 Photocopying grantpermission Thepublishers for the photocopying of thosepagesmarkedphotocopiable for classroom use purchasers only.School only.Individual teachers canmakecopiesfor the useof theirstaffandstudents canmake copiesfor theirown useor for the useof the students theyteach,Underno circumstances mayanypartof this bookbe photocopied for resale. Acknow le d g e ment s Authors'Acknowledgemehts We would like to thank all the staff at Express Publishing who havecontributedtheir skillsto producingthis book. Thanksfor theirsupportald patiencearedue in particular to: MerylPhilips(Editorin Chiefl,JulieRich(senioreditor); AlexBarton(seniorproductioncontroller) ChristinaStirling(editorial assistant); andthe Express Publishing designteam; EricaThompson and EmilyNewtoo,KevinHarris,DanielParker, andlimothy Forster. We wouldalsoliketo thankthose institutionsand teacherswho pilotedthe manuscript, and whosecommentsand feedbackwere invaluablein the oroduction of the book. Photograph Acknowledgements ll" on p.37; Unit6b:Bancroft - ARCTIC Unit4a:"fhe RoyalCollection @2003,HerMajesty Arnesen Explore QueenElizabeth on p. 59;CurriculorCutsT:@ CinetexUWvwu iml.gr;@everetcollectiorWvunru.iml,gr OCEAN@2005,w\rvwyourexpedition.com Experience ww\f/.conservationafrica.net on p. 75; Unit9b:@African Conservation on p. 91. - All RightsReserved, Colourlllustrations: Stone,Chris,TerryWilson MusicCompositions by Ted& Taz & Arrangement Whileeveryeffort hasbeenmadeto traceall the copyrightholders,if any havebeeninadvertently overlooked, the publishers arrahgements at the firstopportunity. will be pleased to makethe necessary F F F F F f, - Boolr Ienchers Dooley lYons-fenny Yirginiu Publishing Express Introductionto the Teacher IUpstream Beginner is a completecoursefor learners studying English at Beginner level. It aimsat the balanced development of all foursskills througha variety of communicative tasks, whileallowing for a flexibility of approach whichmakesit suitable for all classes, including groups. largeor mixed-ability Thekey language is regularly recycled, achieving active,holistic andhumanistic learning ! The courseincorporates both a cross-cultural and cross-curricular approach, and its syllabus reflects the guidelines of the Council of Europe Framework under the category of 41, Basic User. 41 BasicUser Studentsin this categorycan understandand use familiar,everyday expressions and basicvocabulary and expressions relatedto their own personal,concrete world. They can communicatein simple exchanges, introducethemselves and askand answerouestionsin a simple,repetitiveway. Simpleinteractionis feasible providedthe other personspeaksclearlyand slowly and is preparedto assist. CourseComponents Student'sBook The Student'sBookhasbeendesignedto appealto as well as involvethe Ss in languagelearning.lt consists of five modulesof two unitseach.In eachmodule,the studentsare thoroughlyexposedto the new language and, thus, achievecompetencyin the target language at a fasterpace.Eachmodule has its individualaims and at the end of the module,studentscan record theirprogress in English. phenomenaof the corresponding unit in the Student's Book are fully exploited in this section.Thus, the teachercan decideto work on it as a whole uoon completionof the corresponding unit in the Student's Bookor coverit progressively. tr y I - ln addition, through the Reader's Corner,the students are exposedto interestingmulticulturaland cross)curricularpiecesof writingwith the aim of broadening their horizons and providing insight into other traditionsand customs.At the end of eachunit, there is the Progress Checksection where the students can assess their progress. tr TheTeacher's versionof the Workbookis the sameas ,Lthe Student'sversion,exceptthat it hasan overprinted answerkeyto all the exercises. My LanguagePortfolio The My LanguagePortfolio contains the material which the studentswill use, along with any extra materialgivenby the teacher;throughoutthe course. The My LanguagePortfolio has been designedto stimulateand supportthe learningof the English language.lts purposeisto helpthe studentsreflecton, realisetheir progressin and improvetheir language learning. The My LanguagePortfoliois the students'property.lt is a tool to accompany the students'languagelearning throughout their school life and is suitable for documentingtheir learningboth insideand outside the classroom. tr E tr E E F E E E E The Student's Book begins with Let'sStort, an introductoryunit to familiarise the studentswith the Englishalphabetand some very basicvocabularyand structures.Eachunit is basedon a singletheme and coversa wide varietyof relatedtopics.AII unitsfollow the samebasicformat (SeeTypical layoutof a module). In practice,LanguagePortfoliosmay includeprojects or other examples of written work, computerdiskettes (with work or drawingscompletedinsideor outsroe (with the students' the classroom),videocassettes performancesof songs, role plays,etc.), certificates, reports from teachers,or even a collectionof obja-ts or pictures.lt is a collectionof what the learnerswant to keepas evidenceof what they are learningthrough the medium of the Englishlanguage.The main emphasisis on the processof learning.As a result, while compilingtheir LanguagePortfolios, the learners developthe skillto work independently. Workbook How to makeo LanguagePortfolio Theworkbookis in full colourand consistsof ten units which complimentthe theme and content of the corresponding unitsin the Student'sBook,and contain elements specifically designed to extend and consolidatelearningthrough a wide varietyof tasks. Theseare grouped in each unit as Vocobulary Practice, Reading,Listening,Speakingand Writing. Duringthe firstlesson, explainto the studentsthat they lshouldbringin a folder,whichthey will havewith them a at all timesand in whichthey will keeptheir Language Portfolio. For the next lesson,bring in self-adhesive labels,write MyLonguagePoftfolio on them and helpyour 4 learnersstickthem onto their folders.Demonstratehow they should store their materialinto their Language I (For Portfolioand makesurethey updatethem regularly. furtherinformationseepages| 69T-170T.) Lr- E An additionalfeatureof the Workbook is the Grommar in Use section in every unit. All the grammatical lk = Teacher's Book --{ -= -- = = 4 -4 - 1 4 = -f.J -al -a d 1 -,1 .a -t-1 -d 1 - -.fl - -1 r- ..ra { I I - tasks.TheTestBookletisalsoaccompanied the listening tasks. bya CDwiththe listening interleaved step-by-step TheTeacher's Bookprovides lt also lessonplansand the answers to the exercises. ClassAudio CDs/Cassettes newwordsand contains extraideason howto present containall the recorded languagepatterns, additionalactivities(Optional TheclassaudioCDVcassettes in the Student's Bookandthe Workbook. material Activitielaswell astapescripts Reinforcement & Extension for the listeningactivities. At the beginningof the Teacher's Book,the teachercan find the Programme, Studentt CD/cassette of the an analytical chartof the targetsandobjectives the TheStudent's contains the dialogues, CD/cassette modules. Everyday Englishsections,the CultureClips, the Curricular Cutsas well as all the songs.The Sscan TheTeacher's Bookalsoincludes: listento it at homeand improvetheir pronunciation andintonation. I Tapescripts for the listeningtasksin the SelfAssessment sections Typicallayoutof a module ll Suggested answersfor the pairwork activities an Eachmoduleconsists of two units,a Self-assessment, lll lnstruments for Evaluation in twenty section, Across theCuriculum anda Songsheet part of the learning Evaluation is an essential pages altogether.Each module beginswith the process. lt helpsthe learners becomeawareof pagewhichgivesteachers andstudentsa clear Modular how much in the targetlanguage, theirprogress understanding of the objectives andthe competences and what areasneedfurther they haveachieved of the module.In to be achieved uoon completion practice. to reflect Evaluation alsoallowsteachers pagesaim at intriguing and the modular addition, andthe on the validityof theirteachingpractices motivatingthe studentsto becomeinvolvedin the typesof material beingused. to the mainthemes units.Thestudents areintroduced to familiarise of the unitsand giventhe opportunity theteacher canfind: for Evaluation, Inthe lnstruments their themselves with their contentand to exoress . TheFormative Evaluation Chart:Theteacherusesthe opinions. the studentson an activityat chartto evaluate . Keyfeatures anytime duringthe courseandwritesthe marks attained with the helpof a code.(Seepagel55Tfor lVocabulary furtherinformation.) o Student's Forms:The studentsgive in a Self-assessment Thetargetvocabulary of eachunit is presented upon aids,and is theirpersonal opinionabouttheirownresults meaningful context,usingvisual/auditory Module.They completion of eachSelf-Assessment activated and extended throughoutthe unit.In each plan,the teacherwill finddetailed guidance Portfolio.(See on flle theseformsin their Language lesson page155Tfor furcher information.) howto approach eachexercise. . ProgressReportCords:The teacherfillsthem,oneper student,upon completionof each moduletest, llReading performance takingintoconsideration the student's informative textsand Eachunit containsappealing, andprogress throughout the moduleaswellasthe linkedto the themeof the natural,everyday dialogues ModularTest. markreceived in the corresponding unit.Thereis a widerangeof readingtext typessuch Report Cardsin their Thestudents filetheirProgress poems,cartoonstrips,postcards, e-mails, as articles, LanguagePortfolio. (Seepage 155Tfor further in fourstages: etc.Eachtext isexploited information.) ./ a warm-upactivity to helpthe Ssbringforththeir Portfolio previous lV Guidelines for My Language and knowledge academic and empirical Theseareguidelines on how to usethe activities startthinkingaboutthe topicat hand (pages169T-170T) Portfolio. ,/ top-down activities,such as scanningand in My Language for globalunderstanding skimming, TestBooklet ,/ bottom-upactivities to understand thetextsfully perform role the oral reproduction where Ss ,/ The TestBookletcontainsfive modulartests in two plays,monologues, etc. versionsto be done upon completionof each Exit corresponding moduleas well as an end-of-year lllExploring Grammor test Iest.The ExitTest canalsobe usedasa placement for the nextlevel. Peopleneed to discoverthings for themselves, experiment andconstruct theirown worldout of the theteacher canfindthe At the backoftheTestBooklet, they have. Only then will the new experiences for to the exercises as well as the tapescripts answers ill information be anchored in their long-termmemory. Followingthat premise,Upstream Beginner letsthe Ss explorethe new structures, find examples in the text and completethe rules.Eachsectionalsoincludes a varietyof tasksto practise and consolidate the new structures. At the backof the book,thereisa Grommor Reference section that offers a clear and concise explanation of the structures in eachunit. lVListening andSpeaking Ssdeveloptheir listeningskillsthrougha varietyof realistictaskswhich reinforcetheir masteryof the language taughtin the unit. The listening textsall replicate authentic andfeaturea range spokenEnglish of genuine nativespeaker accents. 5sdevelop theirspeakingskillsthrougha widerange of speakingtaskswhich necessitate askingfor and givinginformation, ideasand opinions, exchanging suggesting andspeculating, etc. VEveryday English Everyday English sections enablethe Ssto practise reallife communication Functionallanguage strategies. structuresassociated with realisticsituationsare practised in a wide rangeof communicative tasks. Thesesectionsalso deal with featuresof everyday speech such as paying/accepting compliments, showingsurprise, etc. VlPronunciation Therearetaskswhichdevelop the Ss'abilityto recognise. distinguish andreproduce the various sounds in spoken English. VllWriting Thewritingsections havebeencarefully to designed ensurethat the Ss developtheir writing skillsin a systematic manner. TheSsarealwaysgivena modeltext, whlchis then thoroughly analysed. The5salsopractise the language andthe structural devices to be used.All activities lead the 5sto the finaltask,whichfollowsa clearplanand is basedon the modeltextprovided. All writingtasksare basedon authentictypesand stylesof writing suchas letters,postcards, faxes,emails,etc. VlllCulture Clips In this section,the studentshavethe opportunity to read short texts about aspectsof life in Englishspeakingcountries.These texts also act as a springboard to promoteculturalindividuality as the studentsareaskedto find similarities and differences betweenEnglish-speaking countries andtheirown. IV lXCurricular Cuts/Across theCurriculum ln thissection, the studentsusethe English language asa tool for exploring interdisciplinary themessuchas Science, Art& DesignandHistory. ln thisway,the English language isusedasa means of communication, asuse, ratherthansimplyasusage. XComandEddy Two amusingcharacters, Com and Eddy,give the students the chanceto relaxandhavea laugh.At the same time, the studentsare given some cultural referencesuchas the Knock, Knockand Waiter,waiter jokes. XlStudy Skills The study skillssectionhelpsstudentslearn more efficientlyby showingthem ways of organising themselves as far as studyingis concerned. lt gives clearinstructions on how bestto dealwith soecific tasksand also providespracticeon the skill being presented. lt alsohelpslearners the learning discover stylewhich best suitsthem. lt is advisable to go through each study skill and make sure the 5s understand what it means.Encourage the Ss to employthe studyskillswheneverpossible. Thiswill graduallylead them to becomingindependent, autonomous users of the English language. XlI ModuleSelf-Assessment This section includesexercisesconsolidating the moduleaswellas preparing the students for the test whichcanbe foundin the lestEooklet. XlllSongsheet In additionto the songspresented throughoutthe units,this sectionprovides a theme-related songfor eachmodule.Songsarean excellent resource in the language classroom as they helpteachconcepts and patterns skills, develop language andcreatea pleasant atmosohere in the classroom. TheStudent's Bookalsoincludes: . Optional Units: Thereare two optionalun-rts, Hogmonay: TheScottishNewYear!& Valentine's fuy. justbeforethe conespondirg Theyareto becovered celebrations. . Pairwork Activities:The Ss consolidatethe language andstructures throughtwo information gapactivities permodule. Theycanbe doneupon completionof the Self-Assessmenf sectionsor wheneverthe teacherthinks appropriate. The teachershoulddemonstrate the firstactivitywith the helpof a studentsothat the Ssknowwhatto do. . Word Perfect:Thekeyvocabulary of the courseis practised thematically througha wide varietyof E E E E E E E E E E D t --l t -t a -1 I -{ ) -{ = _l --J -.J ,---a J-l 1 a a tasks such as crosswordpuzzles,spidergrams, boardgames, etc. phenomenon Grammar Check:Eachgrammatical is furtherreinforced thougha varietyof tasks.In the Teacher's Book,thereis reference asto when the teachercan do the exercises in both the Grammar Check sections. and the WordPerfecf An AmericanEnglish- British EnglishGuide highlighting the differences the two main between international varieties of English. An lrregularVerbslist GrammarReference: The Ss can refer to this phenomena sectionfor detailson the grammatical presented in the units A Word List BasicPrinciples of Upstream Themodularised approach of Upstream catersfor the holisticdevelopment of the pupils.The activities are specially designed to meetthe needsof all typesof (visual, learners tactile/kinaesthetic) and aim auditory, at developing learning-to-learn Ss'linguistic, andsocial skills. Linguistic Skills The5s cando the followinguponcompletion of each module: pictureswith new vocabulary 1 associate with the aidof illustrations in theirbooksaswellasthrough definitions, sounds, etc. pronunciation 2 produce the sounds, andintonation of the targetlanguage 3 communicate exchanging withtheirpeersin English, basicinformationabouteveryday matterssuchas introducing themselves, describing a house,talking aboutfood,etc. 4 comprehend dialogues, etc. on short exchanges, tapeandusethe setpatterns in multi-sensory tasks 5 achieve throughthe reproduction oralcompetency of shortexchanges Learning-to-learn Skills - Uponcompletion of eachmodule, the Sswill be able to: 1 concentrate betterand longerastheyaretrained to listento dialogues andtextsin orderto perform a task 2 skimand scantextsand dialogues to locatethe necessary information 3 develop theirwritingskills 4 empathise with aspects of lifein English-speaking countries 5 recordand assesstheir progressthrough the ModularRevision and Assessments and Student's Self-Assessment Form,thusdeveloping autonomy SocialSkills Uponcompletion of eachrnodule, the Sswill: 1 experience beingpartof a groupandobeying rules throughthe games 2 become moreresponsible by keeping andupdating theirLanguage Portfolio 3 havea good understanding of the cultureand traditions of English-speaking countries. 4 havesomeunderstanding of the way of life in English-speaking countries. Typesof learningstyles Overthe years,teachers havenoticedthat someof their Sslearnby listening to newinformation. SomeotherSs preferto read about it, whereasothersneedto do something with the newinformation. Thesearedifferent learning stylesasdifferentpeoplelearnin differentways. Consequently, a coursebook shouldoffer a varietyof exercises and materialwhich stimulateall types of learning in orderto helpthe Sslearnaccording styles to theirpersonal learning styles. What arethe typesof learningstyles? . Visual/Spatial Learners Theselearnersneedto see the teacher'sbody language andfacialexpression to fullyunderstand the contentof the lesson. Theythink in pictures and learn best from visualdisplaysincluding illustrations, diagrams, transparencies, videosand hand-outs. . AuditoryLearners Theselearners learnbestthroughverballectures, discussions, talkingthingsthroughand listening to what othershaveto say.Writteninformation may havelittle meaninguntil it is heard.They oftenbenefitfromreadinga text aloudandusing a taperecorder. . Tactile/Kinaesthetic Learners peoplelearnbest througha Tactile/Kinaesthetic hands-on approach, actively exploring the physical worldaroundthem.Theymayfind it hardto sit stillfor long periodsand maybecomedistracted by their needfor activityand exploration. These learners themselves express throughmovement. Theyhavea goodsenseof balance andeye-hand coordination. Theyhaveto do thingson theirown to beableto learnthe newlanguage. tu V ffr*gramme r!Let's Start In this introductoryunit the 5swill ... . o o o beintroduced to the English alphabet practise numbers 1-100 practise colours (names, practise information askingfor personal telephone numbers, favourite colours) . talkaboutschoolitems . be introduced to international English words . practise for communicdtion usefullanguage the classroom insideandoutside Module1 (Units1-2):Familyand Friends In this module the 5s will ... read... . aboutmakingfriends on the Internet . a factfileaboutltaly . aboutpeopleintroducing/greeting eachother e anarticleabouta TVfamily . abouthostfamilies aroundtheworld . aboutfamilycamps listento ... . different music extracts of traditional . a conversation aboutfillingin ane-friend's application form . extracts in different of greetings/introductions languages . peopleintroducing/greeting eachother o Peterintroducing hisfriendTomto hisfamily . a dialogue two friends buyingpresents between for a hostfamily . a dialogue two peopletalkingabouta between familycamp o a SOfl9 COMPETENCES learnhow to ... . givegeographical (countries, information capital cities,national ities) . askforlgivepersonal information o introduce andgreetothers themselves . identifyanddescribe familymembers o talkaboutpersonal possessions . talkaboutabilities . askfor andofferhelo o distinguish between andpronounce the sounds lel,lol andlel . useappropriate wordstress . organise ideasintoparagraphs VI DESCRIPTORS practise ... (Grammar) . the PresentSimpleof the verb'to be' . questionwords . the verb'havegot' . the verb'can' . possessrves (Lexicalareas) r countries and nationalities o introductions and greetings o pointsof compass . familymembers . adjectives relatedto appearance and character . sportsand pastimeactivities do a project about... o anothercountry o theirfamilytree write... . personalinformation(lnternetregistration form) o a letterto a pen-pal o a Host Postentry . a postcard Thismodulewill developthe four skillsthroughthe followingactivitytypes: pictureword association multiplematching painl,rork activities, roleplay,monologues - word orderidentification - informationgap activities - readingfor specificinformation(notetaking,gap filIing, scanning, identifyingcorrecVi ncorrect information) - readingfor gist - answeringopen-ended questions - listeningfor globalunderstanding - listeningfor specificinformation(identifying correcVincorrect information) - team work games CurricularCuts (Geography):Around the UK! The Sswill ... . readaboutthe differentcountriesin the UK . practiselocatingcitieson a map . draw a map of their own country Culture Clip:The British Royal Family The Sswill ... . readaboutthe BritishRoyalFamily . listento a dialoguebetweentwo peoplevisiting Buckingham Palace . talk and write abouta famousfamilvin their own country +-. I- ts t- F ts F l-- > :!b F E E :- E c- F :l introducingand practisingThis/ThatA/An & school related items o Presentthe schoolitems.one at a time. Point to an exercisebook and say:exercise book.The Ss repeat,chorallyand/or individually. Follow the sameorocedurewith'the restof the words by pointing to items in the classroomor by drawingsimplesketches on the board. . Say,then write: lt'sapencil.The Ss repeatafter you.Underline the word in bold.Then,sayand write: /f3 an apple. The Ss repeat after you Underlinethe word in bold EliciVExolain the use of a before words beginning with a consonant sound and an before words beginning with a vowelsound. o Drillyour5s. e.g. T umbrella 51; an umbrella T dictionary 52: a dictionaryetc Suggested cues;umbrella,dictionary,apple,name, pencil,erase4bag,etc. telephone, s(r) o Go near a student,point to him/her,say and write: Ihis is (Kelly).The Ss repeat after you. Underlinethe word in bold. Stand far away from a student, point to him/her,say and write: Ihat is (Mark).The Ss repeat after you. Underlinethe word in bold. EliciVExolain the useofthis and that. . Readthe instructions and the examoleand explainthe task. The 5s, in pairs,ask and answer as in the example.Circulateand provideany necessary help.Ask some pairsof 5s to reportbackto the class. AnswerKey 2 A: What'sthis? B: lt'san umbrella. 6 A: Whot'sthatT B: lt'sa oen. 3 A: What'sthis? B: lt'sa pencil. 7 A: What'sthatT B: lt'sa board. 4 A: What'sthis? B: lt'sa dictionary. 8 A: What'sthat? B: lt\ an eraser. 5 A: What'sthat? B: lt'san apple. 9 A: What'sthat? B: lt'sa bag. (Optional) Extension Askthe Ssto lookaroundthem and thinkof other wordsrelatedto school.Makea listwith the English wordsandtheirtranslation. Askthe Ssto trv and use themwhenever oossible. F iE D rF ilE IE E E E E E E E E E E t tr E E r .-b Colours - Look,readandmatch. 7a. -- - ### a i 4 m -d b . Talkwith youi friend. -r{ -.lt yourfavouritecolour?, What's B: Blue.What aboutyou? -i - c. Put the coloursin alphabeticalorder. blacKblue,brown,green,g red,white,yellow - pink,purple, orange, -J I This/That- AlAn -J 1 8 _l Look,askand answer. ---t trfiss -l -- r# -a [f - 5 apple -l I r< d 't A: What'sthis? book. B: It'san exercise 5 :| -,I L-{ -l --{ I -{ ,J = --{ - 9 lFoAst makingSsawarethat Englishis all aroundthem . Referthe Ss to the picturesillustratingthe exercise. Explainthat theseare wordsusedin English, around as well as in otherlanguages picture the world.Pointto each and elicitthe appropriate word.The5s repeat,chorallyand/ or individually. Checkthe 5s'pronunciation. . Readthe instructions and explainthe task. Allowthe Sssometimeto complete the task. help.Ask Circulate and provideanynecessary individual Ssto reportbackto the class. J --{ J -t .< --- 1 -J Referyour Ssto the StudySkillsbox. Read the title and explainthat in this section theywill be gettingsomeinformation that will helpthemwith theirstudies. Read through slowly and explainany unknownwords.Askthe Ssif theydo some or allof thesethings.Stress the importance of beingexposedto Englishas muchas possible. in this Tryto referthe Ssto the guidelines StudySkillsbox throughout the course whenever thisis possible. 10 lEcus >l introducingusefullanguagefor everydaycommunication . Readthe instructions and the exchanges and vocabulary. elicit any unknown Play the twice if necessary. cassette/CD, The Ss listen andcomplete the task.Checkthe Ss'answers. Askthe Ssto usethislanguage whentheytalk with youandtheirclassmates in class. 1 Numbersaround us;Ask the Ssto think of and writeimportantnumbers in theirdailylife(e.9. theirtelephone numbeltheirage,the number of their flaVhouse, etc.).Helpthem present themto the class. 2 Askthe Ss,in pairsor smallgroups,to thinkof and writesomemoreEnglish wordsthat exist in their own language.Helpthem with the spelling of the words. AdditionalMaterial p. 121 Grammar CheckEys'1,2, -r1 -11 -a -4 -1 / -l-r' -l1 -l.J -1 1 -l-.'1 -1 = 4 6(r)