global english 4º medio guia docente

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GUA DIDCTICA DEL DOCENTEINCLUYE TEXTO DEL ESTUDIANTE

Jolanta Polk Reyes

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

PROHIBIDA SU COMERCIALIZACIN


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1Advice And support

GUA DIDCTICA DEL DOCENTE - INCLUYE TEXTO DEL ESTUDIANTE

Jolanta Polk Reyes


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Global English, English 4 Medio - Gua Didctica del Docente

Original text Jolanta Polk Reyes

Teaching English as a Foreign Language,

Dublin, IrelandTeacher training, translation and English Literature,

University of Silesia, Poland

Reimpresin 2013 Ediciones Cal y Canto

ISBN: 978-956-8623-98-2

N de Inscripcin: 197.519

Reimpresin 2012 Ediciones Cal y Canto

ISBN: 978-956-8623-98-2


2011 Ediciones Cal y Canto

ISBN: 978-956-8623-98-2


Original illustrations Ediciones Cal y Canto

Design Ediciones Cal y Canto

Original illustrations Ediciones Cal y Canto

Design Ediciones Cal y Canto

General Manager Jorge Muoz Rau

Senior Editor Alicia Manonellas BalladaresEnglish Editor Gloria Caro Opazo

Assistant Editor Lina Alvarado Jantus

Design Mara Jess Moreno Guldman

Cover design Mara Jess Moreno Guldman

Layout Cristina Seplveda Aravena

Proofreading Thomas Connelly

Illustrations Venus Astudillo Vera

General Production Cecilia Muoz Rau

Production Assistant Lorena Briceo Gonzlez

Recording Producer Rodrigo Gonzlez DazRecording Engineer Ignacio Arriagada Maia

Photos Banco de Fotos Ediciones Cal y Canto

All rights reserved; no part of this publication may be reproduced, stored in a retrieval

system, transmitted in any form, or by any means, electronic, mechanical, photocopying,

recording, or otherwise, without the prior written permission of the publisher.

Impreso RR Donnelley Chile

Se termin de imprimir 3.700 ejemplares en el mes de diciembre de 2012.


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33

Introduction 6

The students book 7

Book methodology 9Learning Progress Maps as support material for teaching 12

The Internet in the language classroom 19

Classroom management 21

The teachers book 24

Classroom language 25

Suggested Year Planning 26

UNIT 1: LOVE 32

Extra Test 46

UNIT 2: LITERATURE AND FILMS 50

Extra Test 66

UNIT 3:TECHNOLOGY 70

Extra Test 85

UNIT 4: YOUNG ART 90

Extra Test 103

UNIT 5: S C I E N C E 1 0 8

Extra Test 125

UNIT 6: IN BUSINESS 132

Extra Test 147

Thematic bibliography 152

Bibliography 154

Contents


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44 plAn oF tHe BooK

PLAN OF THE STUDENT'S BOOK

UNIT1

HOW READY AREYOU FOR THIS UNIT?............7

LESSON 1ReadingLove in Writing (love letters) .....8Language NoteThe modal verb might.............12Application Task WritingA love letter ..............................13

LESSON 2

ListeningFrom the Heart(news story, song) ...................14Language NoteIntensifiers ................................16Application Task SpeakingLove stories ...............................17

CONSOLIDATIONACTIVITIES ............................18

JUST FOR FUN ......................20

CHILEAN CONNECTION ......21TEST YOUR KNOWLEDGE...22

SELF-EVALUATION ..............25

UNIT2

HOWREADYARE YOUFORTHIS UNIT? ............................27

LESSON1

Reading ABook and a Film

(extractsfroma book and

fromamagazine; a poster) .....28

Language Note

-ingforms ................................32

Application Task Writing

A film review............................33LESSON2

ListeningDark Fantasy(interview) .........34

Language Note

Gerunds ....................................36

ApplicationTaskSpeaking

An interview.............................37

CONSOLIDATION

ACTIVITIES ............................38

JUST FORFUN......................40

CHILEAN CONNECTION ......41

TEST YOURKNOWLEDGE ..42

SELF-EVALUATION..............45

UNIT 3

HOW READYAREYOU FORTHIS UNIT? ..........47

LESSON 1

Reading Planet Saving Technology

(brochure) ................................48 Language Note The Subjunctive withthat.......52 ApplicationTask Writing A brochure ................................53

LESSON 2ListeningThe Technology ofLiving Things(interview) ...............................54

Language Note The Subjunctive (continued) ...56 ApplicationTask Speaking Discussion ofa scientific issue.57

CONSOLIDATION

ACTIVITIES ............................58

JUST FOR FUN......................60

CHILEAN CONNECTION......61

TESTYOUR KNOWLEDGE ..62

SELF-EVALUATION..............65


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55plAn oF tHe BooK

UNIT4

HOWREADYAREYOUFORTHISUNIT? ..........67

LESSON1

Reading UrbanRhythms (brochure).....70

Language Note

ThePast Perfect tense..............72

ApplicationTaskWriting

Anarticle ona musicor

a painting style........................75

LESSON2 MOBILEART ListeningMobile Art (conversation) .......76

Language Note

ThePastPerfect tense

(continued) ..............................79

ApplicationTaskSpeaking

Discussion ofan art form.........81

CONSOLIDATION

ACTIVITIES ............................82

JUST FORFUN......................84

CHILEAN CONNECTION ......85

TEST YOURKNOWLEDGE ...86

SELF-EVALUATION ..............89

UNIT5

HOW READY AREYOU FOR THIS UNIT?..........91

LESSON 1ReadingThe Magic of Dna (article) .......92Language NoteReporting verbs ........................97Application Task WritingA scientific ar ticle .....................99

LESSON 2

ListeningAsking the Right Questions(conversation) ....................... 100Language NoteReporting verbs indirectquestions ............................... 103Application Task SpeakingDiscussion of ascientific topic ....................... 105

CONSOLIDATIONACTIVITIES ......................... 106

JUST FOR FUN ................... 108

CHILEAN CONNECTION ... 109

TEST YOUR KNOWLEDGE 110

SELF-EVALUATION ........... 113

UNIT 6

HOWREADYAREYOU FOR THIS UNIT? ....... 115 LESSON 1

Reading Business Letter

(business letters) .................. 116 Language Note Reporting verbs indirect

questions (continued) .......... 121 Application Task Writing

A business letter.................... 123 LESSON 2

ListeningDescribingjobs(three conversations)............ 124

Language Note Indirect questions ................. 127 Application Task Speaking Apresentationabout ajob ... 129 CONSOLIDATION

ACTIVITIES......................... 130JUSTFORFUN ................... 132 CHILEAN CONNECTION ... 133 TESTYOURKNOWLEDGE134 SELF-EVALUATION........... 137

ANSWERS ................138 THEMATIC INDEX...147 BIBLIOGRAPHY......151 WEB SITES...............151


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6

Global English has been developed taking into

account the patterns and activities most relevant to

the effective learning processes suitable for 12th

grade students.

What was most taken into consideration was how to

keep students interest in the contents of the book,

i.e. subjects and themes of special relevance and

attraction to young people of this age group.

Youngsters are often criticised for their apparent lack

of interest in contingent issues. We firmly disagree

with this idea. It is true that they show certain

disenchantment with some aspects of the globalised

world, but time and time again the younger

generation has shown that they are interested in

what goes on around them. That is why the units in

the book have been developed around key issues

that interest our students.

It is primarily through dialogue and examining

different perspectives that students become

knowledgeable, strategic, self-determined, and

empathetic. Moreover, involving students in real-

world tasks and linking new information to prior

knowledge requires effective communication and

collaboration among teachers, students, parents,

and other actors in the educational process.

Indeed, it is through dialogue and interaction that

curriculum objectives come alive. Collaborative

learning offers students enormous advantages not

available in more traditional forms of teaching

because a group - whether it be the whole class or a

learning group within the class can accomplish

meaningful learning and solve problems better than

any individual can alone.(*)

The majority of the listening and reading texts have

been taken from authentic sources. Where this was

not possible, they were specially written trying to

make them as real as possible.

All our cartoons are original and the result of many

hours of thinking, the extra sections have been

included to provide additional information in

different forms, and both the book as a whole and

each individual page have been carefully designedto contribute to the establishment of a pleasant

learning environment.

Finally, the purpose of the book, apart from

providing learning contents, is to offer fun and

diversion in the sometimes dry and arduous

knowledge acquisition process.

We hope that both students and teachers will enjoy

Global English and use it to its maximum extent.

A message from the author

6introduction

IntRoDUCtIon

The Author

(*) Tinzmann, Jones, Fennimore, Bakker, Fine & Pierce. (1990). What is the Collaborative Classroom?

Retrieved August 1, 2010, from http://www.arp.sprnet.org/admin/supt/collab2.htm


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77tHe students BooK

Global Englishconsists of six units

Unit 1: Love

Unit 2: Literature and Films

Unit 3: Technology

Unit 4: Young Art

Unit 5: Science

Unit 6: In Business

Each unit has been divided into two lessons of

gradually increasing complexity and level of

difficulty, both of them with before, while and after

reading or listening activities

Each unit contains the following sections:

Introduction

There is an attractive, motivating photo that

illustrates the main topic of the unit andaccompanies the learning objectives of the unit,

presented on the same page

How ready are you for this unit?

Short activities that have a double purpose: to

motivate and create interest, and to evaluate how

much students already know about the topic(s) to

be covered

Reading

When students have a purpose for reading, they can

adopt different reading strategies to suit different

types of texts and different reasons for reading

The Before you Readactivities motivate students to

read and encourage them to predict and anticipate

information They are essential for reading skills

development Making predictions is a core strategy

for reading comprehension; proficient readers

constantly attempt to read ahead of an author,

picking up clues and predicting what might unfold

When we predict, we are going beyond what is

explicitly stated to anticipate what, where, why, how,

who, if Developing students abilities to makereasonable predictions helps to sharpen their

inferential thinking

The Reading tasks focus students attention, show

them how to look for specific information, locate

clues, and separate essential from non-essential

information, and teach them that it is not necessary

to know and understand every single word in the

text to accomplish the tasks and get the

required results

TheAfter you Readtasks connect the text with

students own reality, give practice on specific

grammar points extracted from the reading texts,

and provide opportunities for oral and written

expression

Listening

The tasks to develop listening skills in Global English

help students to learn strategies that will improve

their understanding of spoken messages

The same as for the development of the reading

skills, its methodology adopts a three-phase

approach with before, while and after listening

tasks, to provide a setting, motivation and linguistic

preparation, as well as activate previous knowledge,

focus students attention on specific tasks and

reduce anxiety produced by unknown messages

Writing and speaking

The development of these two skills is carefully

guided and always based on the content of a text,

making use of a variety of activities and strategies

In each Reading lesson there is a section called

APPLICATION TASK - WRITING, in which students are

asked to develop a written text imitating what they

have read in the lesson and following clear steps

and instructions

In the Listening lessons, there is an APPLICATIONTASK - SPEAKING, where students participate in a

speaking activity imitating models and following

clear instructions

Additionally, there are JUST FOR FUN activities to

stimulate students development and self-study

skills An important component of this section is the

CHILEAN CONNECTION, which explicitly relates the

topic of the unit to the Chilean context This part of

the book is 'owned' by students and the role of the

teacher is simply to guide and answer questions,

but not to intervene, reward, or punish for exerciseseither done or not completed

The three following parts of the book respond to

Blooms Taxonomy of Cognitive Domain Namely,

there is no complete learning process without

consolidation activities (CONSOLIDATION

ACTIVITIES), testing activities (TEST YOUR

KNOWLEDGE) and self-evaluation activities (SELF-

EVALUATION)

tHe stUDents BooK


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88tHe students BooK

American v/s British English

Special boxes will show students differences

between American and British English both in

spelling and in pronunciation Students are

frequently confused with the different spelling or

pronunciation and the idea of this explanation is to

show them that both ways are perfectly acceptable

Make it clear to students that they can use either

way (spelling and pronunciation), but that they must

stick to one way only throughout their oral or

written production

Did you know that ?

The aim of this section is to provide interesting bits

of information on the main topic of the lesson and

motivate students to find more similar details on

their ownLanguage Note

This section encourages students to identify

characteristics of a language point that has

appeared in the reading or listening texts, provides

more examples, and helps students to deduce some

general rules

Learning tip

This is an additional tool we have provided to make

learning more accessible and contents easier to

understand Learning tips can be done by students

on their own or you can analyse them with thewhole class, helping the students to understand and

put them into practice

Internet resources (@)

Global English makes use of information technology

by suggesting Web sites to access resources when

the students need to gather information on various

topics or prepare for a presentation They provide a

good opportunity for independent work

Throughout the book, students and teachers will

find website-based resources to expand theirknowledge of specific subjects Exploitation of these

resources is important, as self-study is part of many

school improvement approaches

Consolidation activities

They play an important role in the learning process

because:

theyletbothteachersandstudentsfindout

where they are still lacking;

theyhelptocorrecterrorsandreinforcestrengths;

theyprovideanattractiveandentertainingsetting

for the contents of the unit

Formal evaluation - Test your Knowledge

This part of the book provides the teacher with thenecessary elements to formally evaluate students

learning process There is a strong need not only for

the adequate marking of students acquired

knowledge, but most importantly, for determining

the shortfalls and stumbling blocks on the road to

consolidated knowledge

Therefore, the teacher should not consider this part

as exclusively the rewarding / punishing tool for

acquired / not acquired knowledge, but rather as

the basis for establishing reinforcement procedures

and techniques

Self-evaluation

By getting involved in their evaluation, learners

come face to face with their learning problems and

consciously try to tackle them Self-evaluation

requires students to be more aware of the changes

they are experiencing, motivates them to form a

realistic and honest perception of their own work,

and to try to take responsible steps to solve their

problems Self-evaluation enables students to

become independent learners as well as

independent thinkers

There are two formal instances of self-evaluation in

Global English.

Minitest. In every lesson there is a short testing

activity which students must carry out within a time

limit and for which they must assign themselves

points The teacher is strongly advised to encourage

students to analyse their performance, identify

strengths and weaknesses, and consider steps to

improve

Self-evaluation.There is a final self-evaluationsection at the end of each unit, divided into two

parts The first part helps students to assign

themselves marks in the final test of the unit (TEST

YOUR KNOWLEDGE) The second part provides

students with statements that help them to decide

how much they have learnt, putting them in a

position to make an assessment of their whole work


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99BooK MetHodology

Task-based learning

Global English helps students to develop language

and learning skills to carry out sequences of tasks

Some advantages of task-based learning are: increasedmotivation,aslearnersbecome

personally involved;

allfourskills-reading,writing,listening,and

speaking - are integrated;

autonomouslearningispromotedaslearners

become more responsible for their own learning;

therearelearningoutcomes,learnershaveanend

product;

thetasksareauthenticandthereforethe

language input is more authentic;

interpersonalrelationsaredevelopedthrough

working in pairs or groups;

thereisalwaysabreakfromroutineandthe

chance to do something different

Collaborative work

Students work in teams to explore real-world

problems and create presentations to share what

they have learnt This approach has many benefits

for students, including:

deeperknowledgeofsubjectmatter;

increasedself-directionandmotivation;

improvedresearchandproblem-solvingskills.

Additionally, it gives the teacher the grounds for

evaluating what students have learnt and how they

apply that knowledge to real-life situations, and an

excellent opportunity to observe the following

components of group / team dynamics:

thenaturalforcesatplaywhoistheleader,who

lags behind, who needs encouragement or

'pulling back';

realgroup/teambehaviour(cooperation,

respect, support, encouragement, responsibility);

needforinterventionstomaketheeffectofthose

dynamics more positive

Working in groups develops several very important

skills, including collaboration, error correction, and

respect for other peoples opinions In addition to

completing the task at hand, you could ask students

to evaluate how well they worked as a group aftereach group exercise using this simple instrument

Our Effectiveness as a Group

Evaluationscale:1234567

Low High

a. Members of the group felt free to state their real

opinions _______________

b.The group defined its task _______________

c. All members accepted responsibility for the

outcome _______________d. All members of the group were productive

_______________

e. All members were respectful at all times

_______________

f. All members of the group feel positive about the

work done _______________

Adapted from: Stopper, R. (2004). Small-Group Discussion.

Pp. 299 303. Bloomington, IN, USA: Xlibris.

Learner training

This concept has to do with developing students

awareness of how they learn and how they develop

their learning strategies so that they become more

effective and independent learners Teachers should

constantly encourage students to analyse their

learning process, making them think about their

learning, what problems they have and how they

could improve their performance in order to take

the appropriate steps to optimise their learning

Mixed ability

Global English caters for mixed-ability classes in a

variety of ways The teacher needs to developtechniques which allow students of all levels to

benefit from the lesson Individual feedback is

advisable in any class, but in a mixed-ability class, this

attention to detail can increase student satisfaction

The teacher should always try to make some mental

ifnotwrittennotesabouteachstudentinsuch

classes As the course progresses and opportunities

arise, the teacher should congratulate individual

BooK MetHoDoLoGY


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1010 BooK MetHodology

students on their improvements and make tactful

suggestions on areas to work on A few sentences

during general monitoring are better than nothing

These details show that the teacher is aware of the

individual needs of students

Additionally, each lesson inGlobal English offers at

least one activity that can be done by fast learners,

while the rest of the class is finishing a task, and

there are still other optional activities to cater for a

variety of learning styles

Discussions

Any pair or group discussion is aimed at stimulating

free expression among students The teacher

should avoid interrupting or correcting at that very

same moment, as it inhibits their free expressionWhen correcting, avoid words such as wrong,

incorrect, or bad Instead, use expressions such as

How about? Why dont you ?

Games

A teacher should bear in mind that games are

important while teaching a foreign language

because they are motivating and help students to

sustain the effort of learning However, games are

the means and not the end - they are simply a way

of making learning more entertaining, so nevertreat a game as time filler or something students

should do when you are stuck for ideas Each game

should have a purpose, with teacher supervision

and sometimes prior preparation

Learning styles

Research and teaching experience have shown that

students are better motivated and learn more when

their different intelligences and learning styles are

taken into account in the teaching and learning

process As there are different personalities, thereare also different learning styles in a classroom

Visuallearners.Thesestudentsneedtoseethings

in the class For example, wall displays, posters,

realia, flash cards, graphic organisers, etc

Auditorylearners.Theylearnbetterbylisteningto

audio recordings, DVDs and songs They like

working in pairs and small groups

Kinestheticlearners.Theylearnthroughphysical

activities, competitions, board games, role plays, etc

Tactilelearners.Theylikeboardandcardgames,

demonstrations, projects, role plays, etc While-listening / reading activities are motivating for

them For example, students can be asked to fill in

a table while listening to a talk, or to label a

diagram while reading

Global English has considered these important facts

and it comprises different kinds of activities to suit

students needs in a class

Vocabulary

The active vocabulary in each unit is the vocabularystudents need to carry out the tasks There is

development of students passive vocabulary

through a rich variety of lexis in the texts There are

specific vocabulary sections and practice activities

Students should be trained to develop effective

strategies for learning vocabulary and for keeping

clear vocabulary records There should be

systematic use of a vocabulary column on one side

of the board in which any words or phrases that

crop up during the lesson can be recorded At the

end, students can copy these, with an example,

picture, or translation in their notebooks

When especially difficult words appear in a text or

in an activity, their meaning is given in a glossary

section at the bottom of the page

Grammar

Global Englishdeals with grammar with the purpose

of making it more meaningful and useful for students

Structures that are essential for the understanding of

oral or written texts are presented and practised in a

very controlled way The learning of the structures isnot an aim in itself, but it is important for the reading

or listening comprehension task(s)

In order to activate students language awareness,

the course highlights some morphosyntactic

elements, such as cognates, false cognates,

synonyms, antonyms, etc


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Cognates

Cognates are words in different languages related

to the same root, for example, education(English) -

educacin (Spanish)

The different lessons in Global English provide

students with a question to help them to notice

and recognise cognates The teacher should

encourage students to find the cognates whenever

they face a new text

False Cognates

Students might get confused because there are

several words in Spanish that are similar in English,

but have a different meaning

Here are a few examples of false cognates:

Actually=en realidad, not actualmente (at

present, currently)

Embarrassed=avergonzado/a, not embarazada

(pregnant)

Realise=darse cuenta, not realizar(carry out, fulfill)

Approve=aprobar=agreewithsomething,not

aprobar un examen (pass an exam)

Lecture=conferencia=atalkaboutatopic,not

lectura(reading)

Try=tratar de hacer algo, not tratarse de (be

about) or tratar con (deal with)

Politics=la poltica, not los polticos(politicians)

Library=biblioteca, notlibrera(bookstore)

Familiar=estar familiarizado con, notfamiliar

(relative)

Parents=padres, father and mother, not

parientes (relatives)

Collocations

When words are used together regularly, rules areformed about their use not for grammatical reasons,

but because of the associationBlack and white

appear in that order because of collocation; the two

words are always in that order and to put them the

other way around seems wrong

Here are some common collocations in English with

a few examples

Verb+noun:throw a party / accept responsibility

Adjective+noun:square meal / grim determination.

Verb+adjective+noun:take vigorous exercise /

make steady progress.

Adverb+verb:strongly suggest / barely see. Adverb+adjective:utterly amazed / completely

useless.

Adverb+adjective+noun:totally unacceptable

behaviour.

Adjective+preposition:guilty of / blamed for /

happy about.

Noun+noun: pay packet / window frame.

Prefixes and suffixes

A word can consist of three parts: the root, a prefix,

and a suffix The root is the part of the word that

contains the basic meaning, or definition of the

word The prefix is a word element placed in front

of the root, which changes the words meaning or

makes a new word A suffix is a word element

placed after the root, which changes the words

meaning as well as its function

Common Prefixes

Prefix Meaning Example

pre- before preview

un- not untidydis- not dishonest

re- again reactivate

mis- not misunderstand

im- not impossible

bi- two bicycle

de- not decaffeinated

Common Suffixes

Suffix Meaning Example

-er doer teacher

-able able imaginable

-ous full of joyous

-ness state of being happiness

-ful full of wonderful

-ly or -y like heavenly

-ment state of agreement


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1212leArning progress MAps As support MAteriAl For teAcHing

What we have in common makes us human. Our

differences make us individuals. In a classroom where

there is very little or no differentiated teaching, only

the similarities among students seem to be the focus

of attention. In a differentiated class, the common

areas are acknowledged and exploited, and the

differences among students also become important

elements in the teaching learning process.Carol Ann Tomlinson 12

The Chilean Ministry of Education has presented the

community with a new curricular tool, the Learning

Progress Maps It is possible that the teachers may

have a lot of information about them, from different

and probably more complete sources than those

provided here13

This brief and concise document does not intend to

be exhaustive nor replace any of those sources It

only intends to present the Maps in a particularly

specific context, that of a very specific training in

evaluation for learning, as it is in that area that they

can be very useful in the different steps of that

training

This is a brief introduction to the Maps that considers

the inclusion principle that guides them, the way in

which they are presented, an example, and some

details to understand their pedagogical andevaluative usefulness Rather than theoretical or

conceptual details, special importance is given to the

elements that facilitate their use by teachers

IntroductionThe Learning Progress Maps have been developed to

show teachers, students, and parents the way in

which learning progresses along school life, and

especially the expected direction for each of the areas

of the curriculum They are neither a new curriculum

nor a curricular alternative; they are based on the

existing Curricular Framework Their objective is todescribe the types of learning promoted by the

Fundamental Objectives and the Obligatory

Minimum Contents, and to indicate the

characteristics of their development from 5th Year of

Primary Education to 4th Year of Secondary Education

The Maps can be used in day to day classroom work

to establish students position, their differences, and

their learning needs Once this reflection and

awareness task is done, it is possible to design a variety

of teaching strategies to cater for students needs

Learning progression and diversityChildrenslearningasshowneverydayinthe

teaching process - shows progressive development

as they move up from one level to the next Older

students generally know more about a subject and

show more complex cognitive abilities than younger

students; when comparing abilities and knowledge

of a 4th Year of Secondary Education with those of a

student in 1st Year of Primary Education, it can easily

be noticed that the former is much more competentthan the latter in all the learning areas Between these

two students, who represent the extreme levels of

achievement during the school cycle, it is possible to

distinguish several intermediate stages

On the other hand, children in a particular level make

use of different abilities to understand the same

topic, and have different ways to explain what they

understand There is progression not only from one

level to the next; it is normal that in the same class,

students are at different levels and show different

degrees of understanding and achievement of therequired abilities

However, not all students progress in the expected

direction Inadequate attention to differences can

produce delay in students learning This delay, in

turn, has a cumulative effect; it tends to increase in

the upper levels, and when this happens, its effects

are more difficult to revert Therefore, it is important

to clearly understand the state of students learning

The Learning Progress Maps are a support instrument

to diagnose achievement and differences among

students to help them to move on in their school

work according to the expected outcomes promoted

by the national curriculum; they offer common

criteria and language to observe learning

LeARnInG PRoGRess MAPs As sUPPoRt MAteRIAL FoR teACHInG11

Please note that this document has been translated directly from the document prepared by the Unidad de Currculum y Evaluacin of the Ministry of Education; the superscript

references have been kept the same as in the original document.

11 Document prepared by the Unidad de Currculum y Evaluacin, Ministry of Education, Chile, 2007.

12 Tomlinson, C. A. (2005). Estrategias para Trabajar con la Diversidad en el Aula . Madrid: Editorial Paids.

13 The full Maps are published in the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.


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Evaluation for Learning in Practice

It is important to distinguish Evaluation for Learning

as a particular model that is different from the

traditional interpretations of evaluation Here is a

summary of its main characteristics

In this conception, evaluation:

isconsideredanintrinsicpartofteaching

and learning

requiresthatteacherssharewiththeirstudents

the learning achievements expected from them

helpsstudentstoknowandidentifythestandards

they must reach

involvesstudentsintheirownevaluation.

providesfeedbackthattellsstudentswhattheyhave

to do, step by step, to improve their performance assumesthateverystudentcanimprovehis/her

performance

involvesbothteachersandstudentsinthe

analysis of and reflection on the data provided by

the evaluation

This model contrasts with the type of evaluation that,

in practice, means adding evaluation procedures or

tests at the end of the programmed units of work

These procedures or tests are separable and

independent from the teaching of the unit Thefeedbackis to get a mark Although, according to this

model, evaluation is a teachers issue (the State, for

example, does not get involved), it tends to have a

summative rather than formative objective

However, the term formative can have several

interpretations; very often it only means that

evaluation is frequent in a period of time and has

been planned together with the teaching In this

sense, formative evaluation does not necessarily

consider all the features identified as characteristic

of Evaluation for Learning Evaluation can be

formative because it helps the teacher to identify

areas where more explanation or training are

needed From the point of view of students,

although their final mark and the comments written

on the margins of their work may signal their weak

and strong points, they do not give them clues as to

how to progress towards the achievement of more

and better learning

The concept of learning underlying this model is

another distinctive feature Todays approach to

learning suggests that, eventually, it is students

themselves who are responsible for their own

learning (nobody can learn for them) Consequently,Evaluation for Learning must necessarily involve

students in the evaluation process so as to provide

information on their performance and guide their

efforts to improve An important part of this

information is the feedback the teacher gives

students, but another part must be the result of the

direct participation of students in this process

through self-evaluation In the context of

promoting life-time learning, it is more and more

important to develop in students the capacity to

know how much they have learnt and the ability to

guide and manage their own learning

So, what actually happens in the classroom when

evaluation is used to improve learning?

To begin with the more obvious aspects, the

teachers are involved in the collection of information

about their students learning and must motivate

them to revise their work critically and constructively

The methods to obtain information about the learning

are well known These are the most frequently used:

toobservestudentsandlistentothemwhenthey

reason and describe their work;

toaskstudentsopenquestions,invitingthemto

explore their ideas and reasoning;

toproposeideasthatrequirestudentstouse

certain abilities or to apply ideas;

toaskstudentstocommunicatetheirideasnotonly

in writing, but also through drawings, artifacts,

actions, dramatisations and concept maps;

todiscusskeywordsandanalysehowtheymustbe used

Of course, teachers can collect this information

through the methods identified above, and then

use it to improve learning The use of this

information requires that teachers and students

make decisions and act; they must decide on the

next steps in the learning process and help students


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to get started It is of the utmost importance to

remember that it is students who must do the work;

consequently, by being more involved in the

process, students will better understand how to

extend and improve their learning A plan thatinvolves students in the judgement of their own

workinsteadofbeingpassivetofacetheir

teachersjudgementhashigherprobabilitiesof

raising learning and achievement standards

This is a different conception offeedback The food

the teacher offers is a reflection of the objective to

reach, of the standard or goal towards which the

student must aim at and which, in this way,

constitutes a point of comparison for his / her work

Theroleoftheteacherandwhatconstitutesthe

coreofteachingistoprovidestudentswiththeskills and strategies required to take the steps they

need to improve their own learning

Key Principles of Evaluation for Learning

Evaluation is a process that allows the collection of

evidence on the learning achieved by students at a

given moment The object of the evaluation is the

work produced by the student, never the student

Thekeydimensionsoflearningfromthepointof

view of the learning area and the learning level of

students constitute the criteria used for the

evaluation of learning

Thecriteriamustbesharedwithstudentssothatthey know and understand them, and can then

direct their work accordingly

Self-evaluationandpeer-evaluationmustbe

done using pre-established criteria If this does

not happen, their validity will be questionable,

because different individuals naturally evaluate

according to their own personal criteria

Itmustberememberedthatevaluation

necessarily involves value judgements This

happens when a teacher assigns a numerical

qualification to a students test, and also whenconcepts are used, for examplepooror excellent

to indicate a students level of achievement at a

certain moment

Theteachermusttakeresponsibilityforthe

evaluation instruments he / she develops and

uses with students; this means that he / she must

make sure that they really let him / her collect

information about the learning outcomes defined

in the pre-established evaluation criteria

What Learning Progress Maps are What Learning Progress Maps are not

They are materials for each area of the curriculum that describe the usual

road followed by students in their learning. They assume that progress is

the result of maturity and exposure to learning opportunities in specific

stages of school life.

They do not state that learning is linear (a sum of specific learnings)

nor do they propose an exact description of the learning progress

that all students experience.

They express knowledge and abilities, that is to say, the competences

that students typically reach at certain moments of their school life.

They are not an expression of all the knowledge and abilities

students can achieve in a specific level.

They indicate what we value as learning goals and the sequence in which

they are achieved; they provide a framework to monitor progress and

communicate results.

They are not a new curriculum and they do not assume that all the

students in the same class should be in the same level of learning.

They are presented as concrete descriptions of learning and offer

examples of possible achievements in each level.

They are not checklists for test correction.

They provide a guiding framework for teaching; they let users elaborate

evaluation tasks that will indicate the level of each student, and organise

teaching strategies accordingly.

They are not an instrument to classify students and they do not

support a specific teaching model to achieve learning.


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How many LPMs have been prepared?

Each area of the curriculum has sub-divisions that

represent topics or abilities that must be developed

during school life A Map has been designed for

each of them

English

Our countrys active participation in different areas

of the international sphere, together with the

changes produced by globalisation, make the

learning of English essential to successfully face the

demands of society in the 21st century

Learning English is a challenging and attractive

activity at any age, but particularly for young

people who see it as a tool to access information

and technology and as a means of communication

with other realities and cultures Learning English,

or any other foreign language, contributes to the

understanding of the mother tongue, and at the

same time it widens the opportunities to access

information in other areas of study

Presentation of the Maps

The Maps are organised in seven levels that cover

students learning life from 1st Year of Primary Education

to 4th Year of Secondary Education Each level describes

the expected learning outcome for two school yearsFor example, Level 1 corresponds approximately to 1st

and 2ndYear of Primary Education, Level 2 to the next

two years, and so on The last level (7) describes a

student whose outcome when finishing school is

'outstanding'

All this information and the complete maps can be

found in the web site of the Unidad de Currculum y

Evaluacin, www.curriculum-mineduc.cl.

Relevant aspects of the Reading MapIn concordance with the curricular emphasis aimed

at the development of the abilities and the use of

language with the purpose of acquiring information

and gaining access to other cultures and

technological advances, grammar is not the focus of

attention of the Reading Map Its role as facilitator

of understanding and communication is

acknowledged, but the role of grammar will

become more evident in the Writing Map

The Reading Map emphasises the importance of

working with authentic texts as early as possible;

their degree of complexity increases as students

move from one level to the next By the end of their

secondary school education, students should beable to read authentic texts of intermediate

complexity, which implies beginning their learning

using simple authentic texts

The Reading Map does not reject the use of the

mother tongue as a resource to monitor learning

when the situation requires that students show

evidence of comprehension and interpretation rather

than oral production It is a well-known fact that

students of a foreign language can understand much

more than they can express orally or in writing For

this reason, the answers to the tasks presented asexamples in the Map are in Spanish This does not

mean that students are not allowed to express

comprehension in English or that there is an

intention to work these abilities separately

In the following pages you will find an excerpt of

the Reading Progress Map It begins with a

synthetic presentation of all the levels Then, each

level is presented in detail, with its description and

some examples of performance that illustrate how

that level of learning can be recognised

Reading Progress Map

The aim of the English curriculum is to get students

to use and apply the language in different tasks that

imply they can understand oral and written texts,

and solve simple communicative situations orally or

in writing From this point of view, four English

Learning Maps have been designed, around the

following linguistic abilities:

Reading

Listening WrittenExpression

OralExpression

The Maps of English have been designed using the

international standards of the Common European

Framework (CEF) for teaching, learning and

evaluating languages, and those of the Association

of Language Testers of Europe (ALTE) CEF level A2


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1616 leArning progress MAps As support MAteriAl For teAcHing

and ALTE 1 (Waystage User) are associated with

Level 4, which describes the expected learning

achieved by the majority of students by the end of

8th Year of Primary Education; level B1 and ALTE 2

(Threshold user) are associated with Level 6, whichdescribes the expected learning achieved by the

majority of students by the end of 4th Year of

Secondary Education

To describe progress in reading comprehension, the

Reading Map is organised around two dimensions:

a. Text-types. In this dimension the progression is

given by the complexity of the topics students read

about and the complexity of the language used in

the texts There is progression from concrete to

abstract topics, and from language expressed insimple sentences to language expressed in

compound sentences of intermediate complexity

b. Reading abilities. This dimension includes

students capacity to extract specific information,

to infer information and to show global

comprehension of what they have read The Map

describes how these reading abilities becomemore complex from one level to the next, also in

relationship with the increasing complexity of

the texts read

In the light of these dimensions, the Map describes

a students reading comprehension progress, from

the ability to identify some highlighted information,

to make simple inferences and state the main topic

of a very short, simple text (in Level 3), to end up

being able to reach a higher level of inference and a

deeper understanding of linguistically and

conceptually more complex texts (Level 6)

Reading Progress Map

Level 7

(Outstanding)

Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up

the main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are

related to personal interest topics.

Level 6

Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view,

and attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium

complexity structural patterns and are related to well-known or personal interest topics.

Level 5

Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and

identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium

complexity structural patterns, and are related to well-known or personal interest topics.

Level 4

Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or

information, and identifies with some detail the main idea(s) explicitly stated, relating information found in

different sections of the text. Understands brief texts that include simple structural patterns and are related to

well-known concrete topics.

Level 3

Identifies explicit information that is highlighted. Infers information and identifies one main idea using information

explicitly stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences,

and are related to concrete topics of the students immediate environment.

Initial levelIdentifies words and short sentences stated in very short texts that include plenty of visual support, use simple short

sentences, and are related to concrete topics of the students immediate environment.

Level 6

Identifies explicit key information, discriminating it from distractors. Infers subtly suggested ideas and identifies messages,

points of view, and attitudes to build up the main meaning of the text. Understands texts that include a variety of simple

and medium complexity structural patterns and are related to well-known or personal interest topics.

In our teaching proposal for 3rd and 4th Year of Secondary Education, evaluation is conceived from the following level:


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How can one recognise this level of learning?

Examples of performance

When a student has reached this level, he / she can

do the following activities:

compareinformationtoidentifyrelevantdatain

the text;

identifyinthetextwordsorsentencesthatreflect

an opinion or an attitude;

identifyandorganisethemainideastostatethe

main meaning;

contrastinformationfromthetexttoidentify

opinions and messages that are not obvious;

identifywordsandexpressionsthatprovide

coherence to the text;

identifywordsthatcanhavedifferentmeanings

according to the context (polisemia);

identifyavarietyoftermsforthesameconcept.

Example: big, huge, enormous.

Written Expression Progress Map

The Written Expression Progress Maps describe

the development of skills and knowledge

students display when they write in English This

activity is understood as students competence to

solve, in writing, simple communicative situations

which are personally relevant and have clearly

defined purposes

According to the curricular framework, writing in

English is a process that begins in 5 Year of

Primary Education, when students have already

developed this competence in their mother

tongue Therefore, in this process of expressing

themselves in English in writing, students transfer

to this new domain what they learnt during their

literacy process in Spanish Writing in another

language is a complex and slow progressiveconstruction process that is developed along an

extended period of time In this Map, the progress

of this competence is described considering two

dimensions: the types of texts students can write

and the mastery of the foreign language students

display when writing texts

a. Types of texts. It refers to students capacity to

write a variety of texts of increasing complexity

in terms of topic and purpose The topics grow

from very concrete and close in the lower levels

to less concrete and more varied topics in the

higher levels of the Map

This is what the purposes consider:

giveinstructionsorindications.Forexample,a

message or the steps to carry out a task;

describe.Forexample,people,objectsandplaces;

narrate.Forexample,dailysituationsand

special events

These purposes are expressed in texts of highly

practical use, for example, messages, postcards,recipes, faxes, e-mails, personals letters, business

letters or letters for educational purposes, a short

curriculum vitae, a composition

b. Mastery of the language. It considers the

following skills:

communicate,inwriting,increasinglymore

complex information, which goes from the

inclusion of general information to the ability to

incorporate details and complementary

information;

useformalaspectsofthelanguage.Thismeans

to show increasing mastery of:

- the thematic vocabulary in terms of quantity

and pertinence;

- the morpho-syntactic elements needed for

communication

Progress in the use of morpho-syntactic elements

is described from students capacity to write very

simple texts using chunks of language, and the

writing of texts with very simple grammaticalstructures that include the verb forms first learnt

by students As from Level 5, students use simple

structures that include some sequence markers

and the combination of some verb tenses In Level

6, students can incorporate grammatical

structures of medium complexity to their writing,

such as markers that indicate a clear organisation

of introduction, development and closing, and

the combination of more complex verb tenses


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Here is part of a presentation of the Written

Expression Progress Maps, with a brief presentation

of all the levels, and then a detailed presentation of

each level, with its description and some examples

of performance that illustrate how this level of

learning can be recognised

All this information and the complete maps can be

found in the web site of the Unidad de Currculum y

Evaluacin, www.curriculum-mineduc.cl.

Level 7

Outstanding

Writes texts related to familiar or personal interest topics, with narrative, descriptive, and instructive purposes. Organises

sentences around a specific topic, incorporating complementary information. Uses simple and complex grammatical

structures and connectors according to the communicative purpose; includes generally accurate vocabulary.

Level 6

Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific

topic, incorporating complementary information. Uses simple grammatical structures, adds some fairly complex elements,

uses connectors according to the communicative purpose, and varied and appropriate vocabulary.

Level 5Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific

topic, incorporating relevant details; uses connectors according to the communicative purpose and some varied vocabulary.

Level 4Writes very short texts related to concrete familiar topics, with descriptive and instructive purposes. Organises sentences

around a specific topic, uses very simple grammatical structures, some connectors, and frequent thematic vocabulary.

Level 3Writes very short texts related to concrete topics of his / her immediate environment, with descriptive and instructive

purposes. Uses set phrases and sentences, some very simple grammatical structures, and very frequent thematic vocabulary.

Level 6

Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific

topic, incorporating complementary information. Uses simple grammatical structures, adds some fairly complex elements,

uses connectors according to the communicative purpose, and varied and appropriate vocabulary.

In our teaching proposal for 3rd and 4th Year of Secondary Education, evaluation is conceived from the following level:


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11tHe internet in tHe lAnguAge clAssrooM

Nowadays, in the era of the information revolution

and the widespread use of the Internet in almost all

spheres of life, it seems that using computer

technology in the teaching process is more and

more accepted and widespread

The Internet can serve as a teaching medium, a rich

resource of materials of any kind (texts, pictures,

sounds, music and films), and teachers may use

these as a basis for their lessons instead of texts

from the course book only In this way, Internet-

assisted lessons may supplement teaching by

adding an additional dimension to the classroom

Students can use Web resources to gather

information on various topics or prepare to present

a project

The Internet gives great possibilities for students

individual work, allowing them to work at their own

pace, on the materials they choose themselves,

giving them variety and choice, and offering an

attractive and interactive learning environment

This is largely achieved by the use of

communication tools such as e-mail, chat, or

discussion groups Due to these widely accessible

and inexpensive tools, any student can

communicate with people from different parts of

the world

How useful is the Internet in the classroom?

Studentsdoonlinereading,listening,writingor

speaking activities and thus improve their skills

Studentsencountergrammaticalstructuresin

real contexts

Thepotentialofcommunicationtoolsmaybe

exploited through e-mail, chat, discussion groups,

videoconferencing; activities demanding

collaboration can be developed

Internet-assistedinstructionfosterslearnerindependence

Individualstudentsfindpartnersandcanwrite

e-mail letters to them

Collaborativeworkbetweenschoolscan

be developed

How does the Internet help the teacher?

Teacherscangatherinformationaboutdifferent

and varied topics: facts, figures, and formulas;

book reviews; historical archives; authors;

collaborative projects; lesson plans E-mails,forexample,canservethegoalsofthe

teacher reinforcing structures and lexis, enlarging

students knowledge of the world, and practising

the conventions of writing

Teacherscaneasilyfindopportunitiesfor

professional development through up-to-date

resources and seminars

How can we collect and analyse information?

The use of the Internet allows students to practise

and develop Web searching techniques, as well asanalyse and critically evaluate online sources It is

important to make sure that students not only

search for and find required information, but also

understand the materials and use their own words

to paraphrase the websites In this way, students

need to use all their learning skills and favourite

techniques to collect, organise, and present the

information found on the Web Web searches help

students to develop analysis and synthesis skills, as

well as stimulate them to think critically

Students should be taught how to evaluate sources

and discriminate between good and bad ones, and

they should be given constant guidance so that they

are not overwhelmed by a multitude of resources

How can we develop Internet-safe lessons?

Neverstartlessonsbyhavingstudentsusesearch

engines on their own

Askstudentstofindveryspecificinformation,not

just surf

AlwaysaskstudentstowritedowntheURLsofthesites they use for reports in a bibliographical format

Donotsendtheentireclasstothesamesiteat

the same time

Whenpossible,trytopreviewsitesbefore

students visit them

URLsofwebsiteschangeallthetime,sotrythe

links yourself first

tHe InteRnet In tHe LAnGUAGe CLAssRooM


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2020tHe internet in tHe lAnguAge clAssrooM

Hypertext

HYPERTEXT: digital resources and activities

This is a set of multimedia resources developed

from the printed textIt roughly follows the same structure as the printed

text, with the same contents, but pays more

attention to the while-reading and listening

activities, providing opportunities for practising

pronunciation, speaking and writing

It includes a variety of elements that allow students

and / or the teachers to make use of the resources,

following a dynamic reading that combines static

and moving images, music, and sound It strongly

encourages students autonomous work and gives

them access to different spheres of learning

The activities have the following characteristics:

theycomplementthecontentsandactivitiesin

the printed text and have a clear didactic purpose;

theycanbeusedforfurtherpractice,andalso

with evaluation purposes (there are diagnostic

and final tests per unit);

theydevelopthesamecontentsandwork

towards the same outcomes, but in different

contexts; theyareinteractive,requiringactionsthatare

consistent with a digital tool, and are meant to

develop different abilities of varied levels of

complexity;

theyprovidefeedbackandcorrectanswers

when required;

theyallowstudentstomakemistakesandtry

again

To make sure that this tool is thoroughly taken

advantage of, the Students Book presents an iconthat clearly and explicitly shows the connection

with the hypertext At the same time, the

hypertext also clearly shows the relationship with

the printed text

Websites made available to students and

teachers:

http://wwwonestopenglishcom

(MacMillan/Heinemann)

http://wwwholidaysnet(a website devoted to information about various

celebrations and religious holidays)

http://wwwinfopleasecom

(pages with information about various countries)

http://eslaboutcom

ESL / ELT problems, suggestions for solutions, and

activities

http://wwweslcafecom

Offers discussion forums, chat room, interactive

exercises, online tutorials, and extensive web guideAlso provides teaching ideas and job postings

http://wwwpearsoneltcom

(Pearson Education)

http://wwwrong-changcom/

A wealth of ideas to teach, prepare materials, use

the internet, etc

http://wwwclnorg/int_projectshtml

List of sites that will help teachers who are looking

for Internet projects for their classes


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22clAssrooM MAnAgeMent

Classroom management has to do with methods

used by the teacher in order to establish

harmonious class organisation and discipline The

following components play an important role in the

achievement of these goals

The teacher

A classroom where learning takes place is a

pleasant environment; the teacher is enthusiastic

and active and encourages student participation

In most cases the teacher is the only direct contact

students have with English It is therefore important

that she / he tries to communicate with them in

English as much and as often as possible Some

students may not be used to this, and teachers

should explain, in Spanish, that they may find itdifficult to understand at first, but it will gradually

get easier Teachers can also use gestures or mime

to help understanding

Instructions for activities should be given as clearly

and as simply as possible, through demonstration

and examples If it is clear that many students have

not understood, the teacher can ask a stronger

student to translate for the class

The studentsTeenage students are going through a difficult

process of development in their lives, so the teacher

might face discipline problems, disruptive

behaviour, or unwillingness on students part to do

the different tasks they are assigned The topics in

Global English have been carefully selected since it

is known that the choice of an appealing content

for adolescents has an essential influence over

success or failure

The responsibility for building a positive learning

atmosphere lies not only in the good relationship

the teacher and her / his students develop, but also

in the one students have among themselves Global

English helps the teacher in this task through a

number of carefully designed exercises, very clear

tasks, and opportunities for students to check and

evaluate their own work

Discipline

One of the reasons for bad discipline is usually a

students inability to cope with the tasks The noisiest

students will demonstrate their frustration by means

of loud outbursts and disruptive behaviour, while therest of the class may remain passive

To avoid discipline problems, these preventative

strategies are suggested

Carefulplanning.Whenaclassiscarefullyplanned,

students realise there is a feeling of purpose which

keeps their attention on the task in hand

Clearinstructions.Instructionsarecrucialinaclass.

They must be given very clearly and assertively so

that students know exactly what to do

The English class

The main objective of the English class in Global

English is the development of the four skills: reading

comprehension, listening comprehension, oral

production and written production; however, the

teacher may allow students to use Spanish to show

understanding of some of the reading and listening

texts Students must be encouraged to use English

whenever possible, and the teacher must provide

patterns and clear examples for them to follow

Large classes

Large mixed-ability classes have to be faced every

day by teachers, who instinctively feel that they

could do a better job in a smaller class Grouping is

one technique that has been used to reduce the

negative effects of large classes

When the class is divided into smaller units, many

learning activities can be undertaken that would

not otherwise be feasible in a large class,

particularly those of a communicative nature

All this implies a different role for the teacher The

teacher must not become less active in the

classroom, but rather less the centre of activity A

teacher who is monitoring, encouraging, and

participating in different classroom groups will be

even more active than the traditional teacher The

teachers role is crucial in determining the rate of

language acquisition and learning in the classroom

CLAssRooM MAnAGeMent


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2222 clAssrooM MAnAgeMent

By re-organising the classroom to allow more

opportunities for communicative interactions and

activities, students will be in a better position to

acquire the foreign language

Pairwork and groupwork

As stated before, one of the ways of giving students

the time they require to practise the language in

the classroom is by dividing the class into groups or

pairs Grouping helps teachers to individualise or

match their teaching to individual learners In

implementing grouping, several aspects should be

taken into account, such as the teaching context,

the teaching content, and the individual learner

Grouping provides opportunities for peer

interpretation and sharing of experiences and insightsIt may also help a teacher to accommodate learner

differences by varying student roles and varying the

types of student involvement Thus, teachers should

think of grouping as a way to appreciate all the unique

individuals that they may find in a classroom

Teachers must bear in mind that this type of work

encourages students to share their skills and

knowledge, and learn from each other It also

increases students involvement and active

participation, and develops positive attitudes It isimportant to share with students the importance of

these activities, which will give them an opportunity

to learn the social and communicative skills required

to work with other people

The teacher should take an active role in group and

pair formation, so that students do not always work

with the same people, to take full advantage of the

variety of learning styles and abilities Besides,

students should assume different roles each time

(coordinator, secretary, researcher, presenter,

artist, etc)

Some basic teaching reminders

Teachersshouldpreparethelessonbeforehand,

given that thorough prior preparation allows

them to develop some useful ideas It is their

chance to make the class entertaining and to

involve students in the learning process

Animportantpartofmakingaclassinteresting

and lively is through directly engaging students

by name and on a personal level, and also sharing

personal experiences with them

Starteverylessoninawaythatfocuseseveryonesattention This creates expectation and prepares

students for what is to come For example, with

books closed, write the topic of the lesson on the

board and ask some questions about it, show a

poster / picture related to the lesson, ask who can

remember what they did the previous class, etc

Studentsshouldnotopentheirbooksuntil

everyone is paying attention

Endanactivitybeforestudentsgetboredwithit.

Equally, do not hurry students or end the activity

too soon if they are obviously enjoying it Askstudentstheiropinion.

Donotassumethatifonestudentsaysthey

understand, everyone else does

Ask(elicit)ratherthantell.Studentsgetboredof

listening to the teacher explaining Someone in

the class will probably know the answer

Donotaskstudentstoexplaindifficultthings,

such as definitions of words in English

Donotinterruptstudentsduringpair/group

speaking activities to correct their English It isbetter to note the main, common mistakes, put

them on the board, and correct them with the

class at the end of the activity

Donotinsiston100%accuracyallthetime.

Mistakes are a normal part of the learning

process, and a valuable source of information for

the teacher

Givepraiseandencouragement,especiallytothe

weaker students Write positive comments on

their work Let them know what they are doing

well, as well as what they need to improve Rememberthatyouarethemainmotivatorinthe

classroom!

Makeuseofalternativeassessmentand

evaluation strategies, for example:

- Make use of recordings of formal and informal

oral language experiences (May I go to the

bathroom; Excuse me How do you say ?, etc)


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22clAssrooM MAnAgeMent

and then assess these according to pre-

determined criteria which are based upon

student needs and curriculum objectives

- Use checklists as concise methods of collecting

information, and rating scales or rubrics toassess student achievement

- Interview students to determine what they

believe they do well or areas in which they need

to improve

- Have students keep portfolios of their writing

tasks, and language abilities checklists and

records

- Keep records of students reading and writing

activities and experiences

- Have students write in journals

- Share with students during the writing and

reading processes, and observe them during

peer activities

- Involve students in developing some or all ofthe evaluation criteria whenever it will be

beneficial to do so

Taken from: Spandel, V. and Stiggins, R. (1990) Assessment and

Evaluation. Portland, OR: Assessment Training Institute.

Teachersareadvisedtoconsiderthisdiagram

when planning the use of resources throughout

the book

Gestures,

signs, picturesque

language

Pictures,

videos, posters,

slides

Written

symbols and notes

The visible

teacher uses:

Colourful and

attractive extra

material

Flow charts,

diagrams, rubrics,

graphs

Markers,

stickers, coloured

paper


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2424tHe teAcHers BooK

This component includes:

anintroductionwithadescriptionofthecourse

and the course components, the methodology

used, and suggestions for classroom

management; backgroundnotesfortheteacher,relatedtothe

information content of the different texts;

detailedteachingnotesforeveryunit;

answersforallthetasksintheStudentsBookand

for all the tests;

thetranscriptionoftherecording;

oneadditionalphotocopiabletestperunit.

Choice of tasks

The book includes a great number of variedactivities The teacher should choose the ones

which are more appropriate for his / her group,

depending on their general level The important

thing for the teacher to bear in mind is the final

objective of each unit, and how the different

students are advancing towards it

There are activities for fast learners - exercises for

those students that have started to become

independent users ofGlobal English, and have

developed the capacity to work quicker and on

their own The teacher's role here is to offer moreinstances to those students who instinctively feel

the need to actively apply the language they have

been practising during the lesson The teacher does

not need to correct or become involved unless

students directly appeal to him / her to do so

There are ADDITIONAL ACTIVITIES which the

teacher can use if there is enough time or if

students require further practice, and OPTIONAL

ACTIVITIES, which generally offer a break from the

routine, a moment to relax or have a bit of fun whilepractising the language

Information and extra practice is suggested when

there is a chance that students will make a mistake,

in grammar, vocabulary or pronunciation

Remember that the teacher must be very careful as

to when and how to correct errors; for example

avoid interrupting students when they are doing

oral communication activities; make notes of the

common mistakes and then correct with the whole

class at the end of the activity

CD

The CD includes all the material for the listening

tasks, including Pronunciation, Listening and

Listening test material We have included a variety

of accents: British, American, Canadian, Irish,

Scottish, Indian, Chilean, French, Russian, among

others, to expose students to different ways of

speaking English

Classroom language

The teacher's book offers a selection of useful

language that the teacher can use in different

situations, with different purposes with students

Some of them provide examples for students to

imitate and others are expressions the teacher

can use and students need to identify and

recognise All of them are recorded in the first

nine tracks of the CD

Idiomatic expressions

When idiomatic expressions appear in the texts or

in the activities, they are explained, defined, and an

example is given Idioms or idiomatic expressionsare those that cannot be immediately understood

by analysing the literal meaning of their

components; literal translation will sound odd This

section will help teachers to include them naturally

in different exercises

Bibliography

Both the Teacher's Book and the Student's Book

offer suggestions of materials that can be used for

reference Some of these materials can be found in

the Centro de Recursos de Aprendizaje (CRA) in eachschool

Thematic bibliography

List of books where the teacher can find further

information on the contents of the book, organised

by skill: reading, listening, speaking and writing

tHe teACHeRs BooK


26/158

22clAssrooM lAnguAge

CLAssRooM LAnGUAGe

Greetings 1

Good morning / Good afternoon / Hello / Hi

Good bye / See you tomorrow / See you later

Have a nice weekend / Enjoy your holiday

Moods and feelings 2

A: How are you today?

B: Im fine / Im great / OK / Very well, thank you /

Im not very well / I have a problem / Im feeling

down / Im sad

Asking for clarification 3

Can you repeat that, please?

Can you say that again, please?

Sorry? Im afraid I didnt understand Can you help me with this exercise, please?

Encouragement 4

Well done! / Good! / Excellent! / Good work! /

Congratulations!

Do it more carefully / Say it again / Try to correct

that, please

Not too bad / Youll do better next time / Keep

trying!

The date 5A: What day is it today?

B: Its Monday / Its Tuesday / Its Wednesday / Its

Thursday / Its Friday / Its Saturday / Its Sunday

A: Whats the date today?

B: Its (Monday) March 9th / Its (Monday) 9th March

The weather 6

A: Whats the weather like today?

B: Its sunny / Its cloudy / Its hot / Its cold / Its

nice and warm / Its nice and cool / Its raining /Its snowing

The time 7

A: Whats the time? / What time is it?

B: Its one oclock / Its two oclock / Its three

oclock / Its ten oclock / Its twelve oclock


B: Its quarter past nine / Its half past ten / Its five

past eleven / Its ten past twelve / Its twenty

past one / Its twenty five past two


B: Its quarter to eight / Its twenty five to nine / Its

twenty to ten / Its ten to three / Its five to four

Some commands and instructions 8

Answer the questions

Be quietCheck your answers

Check your predictions

Close the door

Come to the board

Compare your answers

Complete the

paragraph

Copy the instructions

Discuss the ideas in

your group

Do Exercise 1

Do not write in

your book

Fill in the blanks

Find examples in

the text

Find the cognates in

the text

Listen to the recording

Look at the pictures

Look up these words in

the dictionaryMake a list

Make some notes

Match the pictures

Name three activities

Open your books

Pay attention, please

Put the pictures

in order

Read the instructions

Select the correct

answer

Silence, please

Sit down

Stand up

Talk to your partner

Thats all for today,

thank you

Work in groups of four

Work with your partner

Write the sentences

Turn taking and permission 9

Can I talk to you after the class?Excuse me, can I say something?

Excuse me; can I leave the room for a minute?

May I go to the bathroom?

Its your turn

Sorry, its my turn


27/158

2626suggested yeAr plAnning

sUGGesteD YeAR PLAnnInG

Unit Expected Learning Activities Resources

Unit 1. LOVE

Topics: Love and personalfeelings

Pages: 6 - 25

Time: 18 hours

Students show general and specific

comprehension of different types of readingand listening texts.

5. 6. 7. 8. 9. page 9

4. 5. 6. 7. 8. Track 12, page 15

Diagrams

ChartsPictures

Students complete texts using key

vocabulary, intensifiers and the modal

verb might.

Students write a love letter.

10. 12. page 12; 10. page 16; 9.

page 15

15. page 13

Students imitate spoken models and role

play dialogues.

Students share own experiences.

14. Track 10, page 13; 2.

Track 11, page 14; 12.

Track 13, page 17

14. page 17

Unit 2. LITERATURE AND

FILMS

Topics: Books and filmsPages: 26 - 45

Time: 18 hours

Students show general and specific

comprehension of different types of reading

and listening texts.

5. 6. 7. 8. 9. page 29

6. 7. 8. 9. Track 18, page 35

Diagrams

Pictures

Charts

Students use ing forms and gerunds to

write descriptions and complete sentences.

Students write a film review.

13. page 33

12. page 36

15. page 37

14. page 33

Students imitate a spoken model and role

play dialogues.

Students present an interview.

11. Track 16, page 32



16. page 37


28/158

22suggested yeAr plAnning

Indicators of Evaluation

Activities Page

How ready are you for this unit?: Students activate their previous knowledge of the topic and

related vocabulary to establish a starting point.

1. 2. 3. 7

Minitest: Students do a short testing activity within a time limit, assign themselves points and

analyse their performance.

13

13

13

17

Test your Knowledge

Reading: Students identify type of letter. Students find specific information. Students locate and

match information.

Listening:Students identify type of programme. Students find general information. Students

discriminate between correct and incorrect information.

Language: Students use intensifiers and the modal verb might.

Writing: Students complete a letter.

Speaking: Students role play a dialogue expressing suggestions.

1.2.3.

4. 5. 6. Track 14

7.8.

10.

9.

22

23

23

24

24

Self Evaluation: Students analyse their performace in the whole unit. Quiz 25

Extra Test (Teachers book)

Reading: Students find specific information and transfer it to a chart. Students find synonymous

words and expressions.

Listening:Students discriminate between correct and incorrect information / Students identify speakers.

Language:Students use intensifiers and the modal verb might.

Writing:Students write a love letter.

Speaking:Students express their opinions on given topics.

(Teachers book)

1. 2.

3. 4. Track 15

5. 6.

8.

7.

(Teachers book)

48

48

48

48

48

How ready are you for this unit?: Students activate their previous knowledge of the topic and

related vocabulary to establish a starting point.

1. 2. 3. 27

Minitest: Students do a short testing activity within a time limit, assign themselves points andanalyse their performance.

13.15.

3337

Test your Knowledge

Reading: Students identify writers view. Students match information. Students find specific

information.

Listening:Students discriminate

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