Common European Framework (CEF) Learning and Exam skills
Content and Language Integrated Learning (CLIL) In Sync 3 is the third level of the In Sync series, which is intended for teenage learners. It follows a carefully developed structural / grammatical syllabus highlighting the communicative function of each structure. Use your English, a feature in each unit, introduces frequently used communicative phrases and expressions that are outside the structural syllabus. There is graded development of speaking, writing, listening, and reading using up-to-date text types, including web pages, discussion boards, blogs, and help desks. Students learn fundamental academic learning skills such as skimming and scanning reading texts, prediction, and listening for gist before listening for specific information. The listening materials include descriptions, discussions, conversations, radio programs, stories, sports reports, and phone calls. There is also regular training in pronunciation. The topics start from the familiar experiences of learners but then extend the ideas to develop the students’ world experience and knowledge. Learners also learn functional language for everyday situations. Public speaking in class is a new skill taught in In Sync 3. Students are asked to report on the results of surveys, describe familiar and unfamiliar situations, and express opinions. The topics in In Sync 3 are linked to other academic subjects such as history and geography. In Sync 3 also includes practical topics in social studies and environmental science as well as up-to-date topics such as plagiarism and copying of other people’s work. In terms of both language and communication In Sync 3 extends the coverage of A2 level and introduces some skills and ideas from B1 level, giving learners further competence and confidence in the fundamentals of communication in English. Three unique features in the In Sync program include (1) the red transparent filter, which can be used to create instant cloze texts. The red filter helps focus the learners’ attention on key learning items, (2] the Solve it questions, which challenge students to use critical-thinking skills in order to solve simple problems, and (3) the wide variety of extra practice activities at the back of the Student Book, which make the book suitable for mixed-ability classes. In addition to the Language Builder, the CD-ROM provides linked grammar, vocabulary activities, and games. The student CD-ROM activities are linked to the interactive white board. In Sync 3 is a book written by highly respected and experienced authors, writing at their best!
Language Simple present/ Present continuous, Non-action verbs Wh questions (simple present / present continuous) Simple past/ past continuous + time markers when , while/as,
Reading I can understand a dialogue about people and their backgrounds. I can read a monorail map. I can read a long narrative article describing a memorable event. I can read a brief biography. I can read brief introductions to people from different backgrounds. I can read a factfile about U.S. immigration.
2 6 8 9 10 10
A2 T/F/NI statements Summary with options
Personalities Using maps Language differences Social Studies / Social skills: understanding people from different backgrounds
Speaking I can describe people’s personalities. I can talk about what people are like, what they usually do, and what they are doing now. I can ask questions about the present. I can ask for a translation. I can ask about meanings. I can speak about what family members were doing at specific times or in specific periods. I can give a one minute talk about my family, using prepared notes.
5 5 7 7 7 9 11
A2 Social and academic skills
Listening I can understand a dialogue about habits and personalities. I can understand a dialogue about a journey. I can listen and follow a journey on a map. I can listen to a description of a family and take notes on an ideas map.
4 6 6 11
A2 Ideas map
Writing I can complete an e-mail using correct verbs. I can reorganize ideas for a writing task using an ideas map. I can write a timeline about immigration to my country.
5 11 11
A2 Ideas map for planning writing tasks Using research
Timeline/History Social studies: ProjecyWhy people migrate and effects of immigration
Language Future be going to / will, Present continuous for future arrangements Comparison of adjectives: much + comparative, (not) as ... as, Superlatives
Reading I can read three short texts about playing and listening to music. I can read a dialogue about decisions and future arrangements. I can read a planner and comment on future arrangements. I can read different comments about film series on a message board. I can read a long narrative article about pop concerts for charity.
12 14 15 16 18
A2 Multiple choice T/F/NI statements Complete statements Provide headings for sections of text Multiple choice Using headings and other paralinguistic features before reading
Speaking I can talk about the music I like, my favorite performers, and the instruments I can or would like to play. I can make arrangements. I can invite, accept, or refuse invitations. I can participate in a class discussion about movies. I can express my opinion about charity concerts. I can speak to my class and give my opinion about how best to help people.
13 13 15 17 19 19
A2 Express opinions.
Listening I can listen and name different types of music. I can listen to an interview with a musician and answer questions. I can listen to three conversations and complete notes in a table.
13 13 19
A2 Making notes in charts
Newspaper report/Ethics
Writing I can complete an interview. I can write an imaginary diary/planner for a celebrity. I can write sentences comparing films. I can write a posting for the school website about an event.
13 15
17 19
A2 Ethics: Project: helping people in need
Review Grammar / Vocabulary Letter completion Multiple choice
Language Present perfect + ever, never, already, yet Present perfect / simple past + adverbs of time
Reading I can read and answer a magazine quiz about domestic tasks. I can read an article with advice about dealing with stress. I can read about how two people dealt with stress. I can read a website problem page with posted suggestions.
22 26 27 28
A2 Social development: getting help with problems.
Speaking I can describe the domestic tasks I do. I can ask and answer questions about what I have done. I can describe special events in my life. I can ask about problems, respond, make suggestions, and give advice. I can read problems and solutions. I can talk about my likes/dislikes and plans giving details. I can discuss my different groups of friends.
23 25 25 27 27 29
A2 Integrated skills
Listening I can understand a dialogue about planning activities. I can read a short text and then listen to an interview. I can listen to an interview for the main idea and then listen again for details.
24 27 29
A2 Wh questions Listening for the main idea and then listen again for detail
Listening for the main idea and then listen again for detail
Writing I can write sentences about what has happened using picture prompts. I can write a dialogue about a problem and solution. I can write my advice to a person with a problem.
23 25 29
A2 Social Studies Project: Writing letters about problems and writing advice letters
Language too + adj / adv +to, (not) adj/adv + enough to too many / too much, not enough Pronouns: some + thing / where / one / body no + thing / where / one / body any + thing / where / one / body
Using street maps Understanding and giving directions
Reading I can read an article with different suggestions for traveling around Seattle. I can read a popular science article about pollution and animals. I can read an article about Los Angeles.
32 34 36
A2 Match spoken lines to paragraphs Correct given statements. Introducing topic sentences Multiple choice
Using units of measurement
Speaking Map reading I can ask politely for directions. I can give directions. I can discuss ideas for efficient travel in my area. I can describe my town.
30 31 31 31 35
A2 Geography Project: Creating a travel plan to a foreign country
Listening I can listen to a conversation in a car using GPS, and understand with reference to a map. I can follow directions with reference to a street map. I can listen to a recorded tour guide and extract numerical information. I can listen to an interview and answer questions. I can listen to an interview and take notes.
30 31 33 35
A2 Comprehension of facts and feelings
Writing I can write a set of directions for a familiar journey. I can write paragraphs with topic sentences about a place in my country.
31 41
A2 Using paragraphs and topic sentences
Organizing written work
Review Grammar and vocabulary Cloze text completion Marking dialogue lines in correct sequence
Language Present perfect with for and since Present perfect continuous with for and since Present perfect and present perfect continuous with for and since Collocations with make and do Phrasal verbs with look
Reading I can read a blog entry. I can read a space blog in which astronauts describe their activities and living conditions.
40 46
A2 Multiple-choice statements How to guess meaning from context
Speaking I can say what I have done since a specific time. I can say what I have done for a period up to the present. I can say how long I’ve been doing something. I can make, accept, or refuse offers. I can persuade people to accept offers. I can role-play an interview with an astronaut.
41 45 45 47
A2
Listening I can understand a dialogue describing what people have been doing. I can understand a conversation in which people catch up on family news. I can understand a dialogue in which speakers report what they have been doing and have done. I can listen to an interview and make notes in a fact file.
42 43 44 47
A2 Sentence completion Organized note making
Writing I can write a blog about something I’ve liked for a long time. I can write a conversation for a party. I can write an imaginary blog about a trip to a space mission.
41 45 47
A2 First-person narrative writing
Literature / History Project: Inventing diary entries about an era (e.g., the Stone Ages)
Language used to, Past ability: could and was/were able to Past perfect
History, Science: Reporting actions and events All subjects: Plagiarism from the internet
Reading I can read a narrative article about how a family survived an accident. I can read an article about a man with memory loss. I can read an article about plagiarism and copying.
50 52 54
A2 Putting statements in sequence Wh questions Summary completion
Speaking I can talk about my past likes and dislikes. I can retell the story from memory, using notes. I can tell the ending of a story.
49 51 53
A2 Showing interest I can stress key words when I speak.
New invention / Science / Technology
Listening I can understand a dialogue about activities in the past. I can listen to information about an accident. I can understand a conversation about copying homework. I can listen to a conversation between a teacher and student describing past actions and events.
48 51 55 55
A2 T/F/NI statements Wh questions Listening for key words Yes/No statements
Writing I can correct sentences by using the appropriate verb. I can retell the story from memory, using cues. I can complete a story describing a sequence of events. I can write the ending of a narrative story.
51 51 53 55
A2 Reporting events Science / Technology Project: “Inventing” new technology that might replace the Internet
Review Grammar and vocabulary 56– 57
Public notices giving rules, warnings, and instructions
Language Simple present passive, Simple past passive Nonrestrictive adjective clauses: who, whose, which, where
Science and Technology: ingredients and materials Economics: Fair trade
Reading I can understand a dialogue in a thrift shop discussing materials, quality control, and fair trade. I can read a text about fair trade. I can read an article and opinion about Facebook. I can read a biography of the founder of Facebook. I can read an article about four different geographical features. I can read a factual article about global warming.
Speaking I can give opinions, agree and disagree. 61 A2 Listening I can understand a conversation about objects and
materials. I can understand description of a waterfall. I can understand a radio interview about a hurricane.
59 63 65
A2 Complete statements Make notes. Multiple choice
Writing I can write my opinions about social networks. I can write a description of a landscape feature. I can do research and write an article about ways to reduce my carbon footprint.
61 63
A2 Linking phrases for examples and reasons Research and writing
Social Studies Project: A poster on global problems
Language Predictions: will / won’t, may / might Conditional clauses with if and unless Future time clauses with when / as soon as
Reading I can read three descriptions of unusual vacations. I can read a poster about adventure courses. I can read an e-mail about plans for a visit. I can read a web page about GAP years.
Speaking I can discuss the advantages and disadvantages of a mobile hotel room. I can remind people, give reassurances, and make promises.
67 71
A2
Listening I can understand an interview with a travel agent talking about future vacations. I can understand a group discussing a poster. I can listen to a student describing preparations for an adventure course.
67 68 69
A2 Who says? Make notes on a chart.
Writing I can write predictions about vacations in the future. I can write instructions for people undertaking challenges. I can write an e-mail following a model. I can write a website posting.
67 69 71 73
A2 E-mail style and form Using notes and an outline
Health and safety Mathematics Project: Creating a worksheet budget for a bike trip
Review Grammar and vocabulary Predictions Progress self-check
Language Reported requests and commands Reported statements and questions Adjective word order
Reading I can understand a report about April Fools’ jokes. I can read an article about the work of a police artist. I can read a report about the winner of a Math Marathon.
76 78 82
A2 Multiple choice Matching halves of statements T/F/NI statements
Speaking I can describe objects using multiple adjectives. I can describe a person in detail including facial features. I know the language to use in phone calls. I can write a narrative paragraph.
77 79 81 83
A2
Listening I can understand a report. I can understand and report on a phone conversation. I can listen to an informal conversation between friends. I can listen to a principal talking to a student.
77 80 83 83
A2 Multiple choice
Writing I can report what someone said. I can describe a person in detail including facial features. I can write a description of my feelings about an event.
79 79 83
A2 Physical Education Project: Developing a training schedule in order to become a sports champion
Language Conditional: if clause + would Reading I can read a quiz about what I would do in a crisis.
I can read an article about work, pay, and happiness. I can read a TV program guide. I can read an article about summer camps and a blog from a boy back from sports camp.
84 86 88 91
A2 Match questions with pictures. Wh questions Combining information from different sources
Speaking I can talk about what I would do in various crisis situations. I can report what my partner would do. I can talk about the job I would like and give reasons. I can talk about 5 things I wish I could do. I can talk about the types of TV program I like and don’t like. I can make suggestions and express preferences. I can describe the summer camp I would like to attend.
85 87 87 88 89 90
A2
Listening I can understand a pair discussing what they would do. I can listen to an interview with a mail carrier talking about his job. I can listen to a dialogue in which characters argue about which TV program they will watch. I can understand a conversation about experience of summer camps.
85 87 89 90
A2 Wh questions Making and confirming predictions Who says? Comparing ideas
Writing I can write about 5 things I wish I could do. I can write a paragraph about summer camp.
87 91
A2 Using notes for writing
Health/Social studies Project: Healthy ways to spend summer vacation
Language so + adjective (that) ..., such (a/an) + adjective + noun (that)… Verbs with infinitives and gerunds Auxiliary verbs with so or neither
Reading I can read an illustrated story about a crime. I can read a magazine article about illegally downloading music. I can read a 6 part text about the history of crime detection.
94 96 101
A2 Retelling Who says? Skimming, identifying topic sentences
Speaking I can speak about my ambitions, likes, dislikes, plans, and recent changes in my life. I can describe styles and patterns of clothes. I can make and respond to requests.
97 99 99
A2
Listening I can listen to 3 short stories and match them to summary sentences. I can understand a dialogue in which speakers agree and disagree about clothes. I can understand a narrative report of a crime and number summary sentences in order.
94 98 100
A2
Writing I can write a narrative story based on illustrations and notes. I can write a paragraph about a person.
100 100
A2 Science / History Project: Creating a timeline of the discovery of DNA
Language Rules and obligation: must / have to Advice: should / ought to / had better Adjectives with prepositions
Sports and rules Health: First aid
Reading I can read a descriptive article about an unusual form of football. I can read a dialogue about what Sergio should do after an accident. I can read an e-mail describing first impressions of New York City. I can read an article about an expedition to Madagascar.
102 104 106 108
A2 Comparison chart Why? questions
Speaking I can talk about what you must or mustn’t do when playing a sport. I can talk about illnesses and injuries. I can give advice about what an ill or injured person should do. I can ask for clarification or more information.
103 105 105 109
A2
Listening I can listen to descriptions of sports and identify the game. I can understand a phone call reporting an accident. I can listen to a phone call discussing what Emma should do.
106 109 113
A2 Wh questions Using tasks to focus listening
Writing I can write the rules of a sport. I can write an email describing the place I visiting. I can write why Emma nearly missed the expedition.
106 111 113
A2 Geography Project: Creating a travel brochure on Madagascar
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