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8/9/2019 Innovations Pre-Intermediate TB
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q
course
in
nqfurql
English
Hugh Dellor
ond
Andrew
Wolkley
with Richqrd
Moore
THOTVTSON
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Uni t ed
K ngdom Un l t ed
St a t es . Aus t ra l i a
Canada
Mexco
.
S ingapore .
Span
8/9/2019 Innovations Pre-Intermediate TB
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Contenls
Introduction
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8/9/2019 Innovations Pre-Intermediate TB
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lntroduction
Innovations,
irst
published
n 2000,
was originallycreated
to
provide
ntermediate
o high-intermediate
tudents
with interesting
models
of natural
spoken
English
o
motivate
hem beyond
he intermediate
plateau.
Innovations
as
now been
expandedand developed nto a
new series or teachers ooking or a fresh approach o
teaching oung
adults Elementory
publication
n 2005),
P e-i
te m
edi ate, nte m
edi ate,U
pp
e r-i termediote). t i
s
based
n
a
language-rich,
exical/grammatical
yllabus
that
starts
with the kinds
of conversationsearners
want
to
have.
What's
so
innovative
about
Innovations?
Innovotions
re-intermediote,
ike he rest of the series,
sets
out to
maximise tudents'
bi l i ty o speakEnglish
with
confidence
nd o help
hem begin o under stand
natural pokenEnglish.t does his not simplyby
providing
tudents
with
plenty
of opportunitieso use
language
n personal,
reative nd communicative
contexts,
but more importantly,
y
providing
a
predominantly
poken
model
of English.The nglish
presented
n the
whole lnnovotions
eries
s
the English
commonly
used n everyday
ife by fluent,educated
speakers.The
eries yl labus
s designedo meet
students'
ommunicative
eeds
nd s therefore
quite
compatible
ith the
obiectives
nd'cando' statements
of the
Common European
ramework
CEF).
t all
levels,
he prime
concern
s with
what
students
will be
able
o
soyafterwards.
As a result,
he starting
point for
the syllabuss not the usual ist
of tense-based
structures,
but rather
the typical
8/9/2019 Innovations Pre-Intermediate TB
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Introduction
then
given
a similar
ext
to write as a tasl
8/9/2019 Innovations Pre-Intermediate TB
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Fecrtures
of
Innovcrlions
Conversation
The
first
section
of each
unit is based
on a short
conversation.These
onversations
re good
examplesof
typical-conversations
hat people
haveabout
everyday
topics, nd containmanycommonly-used xpressions.n
fact,
one
of the aims
s
to
get
students
o memorise a
lot
of this
language.There
re memorisation
activities n
several
of
the units
and hese
activities
could be adapted
and
used or
other
units.For
example,n
Making
plans
on page
26
students
use
a skeleton
of
notes
o help
them
remember
he conversation.You
ould use his
technique
with any
of
the other
conversations y
writing,the
skeleton
on the
board and hen
asking
students
o
use he notes
o have
he conversation n
pairs.After
students
have
become
used o this
technique,
ou
could
ask
hem to make
heir own set of
notes
based
on the
completed
conversation.
When
using
he conversation
n
class,
lay
he recording
once
so that
students
can answer
he
gist questions.
Then play
he
recording
again
and ask hem to try
to fill
in each
of
the
gaps
as hey isten.They
hould
hen
compare
heir answers
with a partner.Play
he
recording
third
time,but
this ime
pause
fter each
gap.
Elicit
he missing
ords
and maybewrite
th e
complete
expressibn
n the
board.Model he
pronunciation
and get
students
o
practise
saying t. Play
the
recording
hrough
one more
time with students
following
he completed
cript.
Many
of
the conversations
ave
been
sound
scripted' n
the
Tapescript
at the
back of the
Coursebook.Here,
stressed
words have
been
capitalised nd
pauses
ave
been
clearly
marked.This
elps
tudents
et
used o the
way
anguage
s'chunked'
where speakers ause,
nd
more
importantly,
where they
do not pause
and o the
rhythm
of
spokenEnglish.
tudents isten
o the
recording
while reading
he
soundscript.Then
sk hem
to use
he
script to
read he
conversation
loud n
pairs,
focusing
q,.the
hrasing
nd stress.
Much
of the language
reiented
and explored n
the unit
aPPearsn the conversation, o studentsget to see and
hear
it
in meaningful
ontexts.
For example, n
Making
friends
on page
8, Danko
s alking
about his home
town
of
Split and
says here
ore lots
of
lovely
people
here.
Expressions
ith
there's
thereore s
the focus of a later
Using
grammar
activity
on page12 .
Reading
The
second
part
of each
unit
is basedon a reading
ext.
These
exts
are
derived
rom authentic
articles,but
have
been
re-written
to
include
maximally
usefulvocabulary
and
collocations.The
exts
are all related o
the topic of
the
unit
and
are designed
o
elicitsome kind
of
personal
response
rom students.
Encourage
tudents
o read
he
whole text through
without
worrying
too
much about
any words
they dont
know
-
ask
hem to put
their pens
down for
a minute
and relax
One good
way of ensuring
hey do
this is to
play
he recording
of the reading
while students
ollow
the text in silence.f you feel the recording s too fast
for
your
students,
ead t yourself
at a
pace
hey
can
cope with.This
also
gives
students he
opportunity
to
hear how
the
text is spoken.
mportant
vocabulary
s
focused
on later,
and students
need
o
gain
confidence
n
their ability
o
understand
most
-
if not
all
-
of a
text.
Encourage
tudents
o focus
on the
many
words they do
know
With both
the reading
and
listening
exts,
you
could
simply
ask
students:
Do
you
hove
ony
questions
bout
he
text?Note
that this is
a differentquestion
o Are here
any words
which
ou
don'tknow?
because t
allows
students
o
ask about
anything.They
an ask
about
words
they
do know,
but which
mayappear
with a new
meaning
r in
a new
collocation;they
an
askabout
whole
expressions;
hey can
ask about the
content; hey
can even
ask you
what
you
hink.
Encouraging
tudents o
ask
questions
s
a
good
way to
encourage hem
to notice
language.
t can
also help
o create a good
relationship
between
you
and your
students.
Most
reading
exts
are followed
by a
comprehension
task
and
activities
hat focus
on
particular
exical tems
or collocations
within the
text. Encourage
tudents
o
re-read he text and notice how these temsare used
within the
texts.There
are also speaking
ctivities
where
students
have
he opportunity
to react personally
o the
text
and
o extend
he discussion
n a related
heme.
These
caneither
be done
n pairs
or in smallgroups.
Listening
The third
part
of the
unit is based
on a listenint
ext,
either
a single
conversation
or
a seriesof
conversations,
related
o
the overall
opic
of the unit. Unlike
he
conversations
n
the first section
of the unit,
hey
give
students
he opportunity
for
more extended
istening
practice.
Again, emind
students
hat they
don't need
o
understand
everything.You
may need o play
he
recording
couple
of t imes.Finish
p by asking
tudents
to listen
and read
along
with the
tapescript
at the back
of the
Coursebook.
Each
istening
s
usually
ccompanied
y
pre-listening
nd
post-listening
peaking
asks hat help
studentsprepare
for
and react
o
the content
of the
conversations.There
are also
activities
hat exploit
useful
vocabulary
and
grammar
appearing
n the conversations.
8/9/2019 Innovations Pre-Intermediate TB
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Usingvocabulary
Throughout
I nnovotions
re-intermediote
here are
sections
xplicit ly
ealing
ith vocabulary.The se
sections
ocus
on expres sions nd
collocations oth
related
o the
topic of the
unit and basedon
language
appearing
n the
conversations
r readings. s
you go
through
the answers, ou
can also
get
students o repeat
the key
anguageor pronunciation
and ask he kind of
questionsmentioned n Noticing surrounding
language
on page
8.The
teachingnotes or each
activitygive
examples
of specificquestions
o ask.The
vocabulary
exercises
re usually ollowed
by
opportunities
or
students
o use some of the
language
in
short speaking
aslcs.
Key
words
There
are several
Key
word sections hroughout
lnnovotions
re-intermediote
hat focus on useful
expressions
ontaining
ery common words like
get,
die,
and sort
out.
t
might
be a
good
idea or students o
devote
a
page
n their. notebooks
o eachof these key
words.They
can record
the expressionsrom the
activity
and hen add
o their list whenever hey notice
more
examples.
Using
rammar
Each
unit contains
at least
one section
dealing
with a
particular
grammatical
tructure.These
tructures
ange
from
the traditional
ense-based tructures ike the
past
simple
o other
structures ike usingnot
enough
nd
too.
The
structures
are alwaysgiven n meaningful ontexts,
and studentssee how they tan use he language
themselves.
ive students
he basic
patterns
or the
structure
and
encourage hem
to
record
examples
rom
the
exercises n their
notebooks.Again, here are
speaking
asks inked o
the
particular
structure.
Reference
s always
made o
the
corresponding ection
in
the Grammar
commentary.
Grammar
ommentary
&"
The
Giammar
commentary starts on page 165of
the
Coursebook,
ith two
pages
utl ining he basic
approach o grammar aken n the course.Ask students
to read
hesepages
arly
on
in
the courseand
discuss
questions
hat arise rom
it.The
grammar points
hat
follow
refer
to the
Using
grammar
sectionswithin
the units.As
a rule,
you
can ask students o read he
Grammar
commentary
as a way to review he
language
fter they have
worked on the activities.
However, n
some cases ou
might want students o
come
up
with
a
guideline
r'rule' themselves nd hen
compare t to
the explanation
n the Grammar
commentary
before working
on the
exercises.The
Grammar
commentary
is another
good
sourceof
usefulexamples
or
students o record.
Featuresf lnnovations
Pronunciation
As Innovotions
re-intermediotelaces
uch an emphasis
on
spokenEnglish,ronunciation
s given
a high
priority
throughout.There
are activitiespractising
hings ike
stress,
inking
nd contractionsn most
units.There re
also
several
activities n each
of the Review units which
focus
on stress atterns,
nd some ndividual
ounds nd
consonant
clusters
hat manystudents ind difficult.The
recordingprovidesstudentswith modelsand hey
should
be
encouraged o repeat he
examples everal
times
chorally
nd ndividually,ntil hey
cansay hem
naturally.
f
course,you ouldalsomodel
he examples
yourself.
Speaking
ctivities
There
are
speakingasks
hroughout he Coursebook.
These
are intended
both as away of
encouraging
students
o use some
of the new languagehey havemet
in personalised
ays, nd
alsoas an opportunity or
students
o relax and enjoy
alking o eachother
Whenever possible,
ry to introduce
hese speakingasks
by
alking
about
yourself
andencouraging
he class o
askyou
questions.This
erves
s a modelof what
you
are asking
students o do
and is another
good
source of
language
nput.
Also,students enerally
ike indingout
more
about
heir teachers.
You
maywish
o use hesediscussion
eriods
as
a
chance
o monitor
students'spoken
performance
and to
gather
student errors
to focus on later,or as a
chance
o
listen
or
gaps
n students'
vocabularies hich can ater
be addressed.
good
way to
give
eedbackon these
sections s to re-tellwhat one or two studentssaid.Re-
tel l ing
what students
ay sometimes
alled
reformulation
is a
good
echnique ecauset
allows
even
he weakeststudents
o share heir experiences
and
deaswith
the
whole
class
without the
pressure
f
performing
n front
of them. t's
quicker
there
are
no
painful
auses
and maintains
he
pace
of the lesson.
Finally,
t allowsyou
to correct and introduce usefulnew
language
n a way
which acknowledgeshat the
student
hassuccessfully
onveyed
his/hermeaning.You an
write
some
of this new anguage
n the board f you l ike,
but
it
is not
strictly necessary.
Real
Engl ish
The
Real
English notes hroug hout
he Coursebook
refer
to a particularpiece
of language a
word,
expression
or grammatical
tructure
-
that
appears
n
one
of the tasks.The
notes contain eatures
of everyday
English
hich manymore traditional
oursebcibks
overlook,
and so it is important
to
draw
students'
attention
o
the explanations nd examples. dd
more
examples
or ask
a few related
questions
o
exploit
the
notes
urther,
f
you
wish.
7
8/9/2019 Innovations Pre-Intermediate TB
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Features
f Innovations
Review
units
After
every our
units
here is
a
Review,
which
gives
students
he
chance
o re-visit nd
consolidateanguage
they have
studied.
Most
of the activities nvolvepair
or
smallgroup
worl
8/9/2019 Innovations Pre-Intermediate TB
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The aim of thesequestions
s to
generate
seful
anguage
connected o the word or exoression
n
the
exercise
and also or stu dents o get an deaof the
limitsof
collocation nd differences
ith
their own
first language
(Ll).
Questions
ike heseare better han simply
explaining,or three reasons. irstly,hey allow
you to
checkwhether
students
haveunderstoodwhat
you have
explained. econdly,
hey are
more engaging
or students
as you
are nvolvinghem in the teaching
rocess
nd
accessingheir current knowledge.Thirdly ,hey provide
opportunities
or students
o
extend their
knowledgeby
introducing
ew language.n someways,
he
questions
are
also convenient or you as a teacher,
ecause
students
provide meaningsn attempting
answersand
you
can hen
provide
he actual anguage y
correcting
any
mistakes r re-stating
what
they said
n more natural
English.This
ew language
an
alsobe
put on the board,
ideally
n the form
of whole
expressions
syou would
use
hem in speech.
You
mayalso ike o follow up a section
of teaching
ik e
this by
asking tudents o briefly
personalise
ny new
vocabulary
ou put
on the board.
For example,
ou could
ask:
Do you
knowor have
you
heordobout
onyonewho
... ?
Do you
knowor hove
you
heordobout
onyonewho
hos .. ?
When's
he
ost
ime
you ..
?Where?Whot
oppened?
Canyou
useony ofthese wordslexpressions
o describe
things n your ife?
Which
s the rnost usefulwordlexpression?
Which
wordlexpressiono
you like
he
most?
You
could
put
students nto
pairs
o
do this kind
of
exerciseor f iveor ten minutes.Thiss a goodway of
breakingup the lesson
and
getting away
rom the
Coursebook or
a
moment. t alsoencourages
tudents
to get
to know eachother better,
and unli,ke
supplementary aterials,equires
ittle planning
nd no
fighting
with the photocopier
The teacher'snotes
sutgest
specific
questions
ou can
ask about languagen
the
texts and here
are also
good
examples
f thesekindsof
questions
n
the
Vocabulary
quizzes
in
the
Review units.
t may ake
a little ime
for
both you
and
your
students o
get used
o this style
of
teaching,
ut
it
is worth
persisting ith
it,
as
t
produces
a dynamic nd a nguage-richlassroom.
Recording anguage
It is
a
good dea
o helpstudents
rganise
notebook
o
record
he
language
hey meet.
Earlyon in
the course
talk
about recording his anguage
n an organised
ay
and suggest notebook divided nto
several ections:
.
a sectionorganised lphabetically,
ontaining
ot only
the tartet vyordsbut associated
ollocations
and
phrases
.
a sectionorganised round
hemessuch
as describing
people,
work, films etc.
.
a sectionorganised round'delexical'
erbsand
nouns such as
get,
oke,
oint,thing
Featuresf Innovations
.
a section
or phrasal
erbs
and dioms
.
a section or
grammatical atterns
and
structures
suchas he
presentperfect
and
hove
o
.. .
Also,
alk aboutwhat
shouldbe recorded. nstead
f
just
isolated
words,encourage
he recording f complete
expressions,
ollocations,
nd even
question/response
exchanges.The
oursebook
s a
great
esource
f useful
contextualisedanguagehat can be transferred
directly
to students'notebooks.Ask students o translate hese
larger
expressions nd
dioms nto an equivalent
n their
own language.
9
8/9/2019 Innovations Pre-Intermediate TB
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Language
strip
You
can
use
he language
trip
as a
way to lead
n to
the
unit.Get students o quickly ook through he stripan d
ask
hem
to predict
he
theme
of
the unit.Then
sk
f
they
can
ind
any
expressions
hey
haveactually
used
themselves.
xplain
hat in
this
unit
hey will
learn
expressions
or
starting
conversations
nd alking
about
where
people
are
from.
Use
he language
trip later
on
in
this
unit
for
a small
group
ask.Here
are
some
possibil i t ies:
.
Students
hoose
expressions
hat
are questions
e.g.
Where
areyou
rom
ogoin?)
nd
come up
with a
possible
esponse
e.g.
m
from
Belgium).Then
hey
choose
expressions
hat
are responses
e.g.Oh,
've
been
here)
nd
come
up
with possible rompts
e.g.
Actuolly,'m
from
Ankoro).
.
Students
discuss
xamDles
f what
it or
there s
referring
o in
several
of the
expressions.
.
Students
choose
hree
or four
expressions
rom
the
list
and
if necessary
change
hem
to be true
about
themselves
e.g.
reolly
missmy
town).They
an
then
talk
about
heir
choices.
You
might
need
o
explain
ome
of the following
exPresstons:
.
lf you
ask
someone
or
o light,you
are
asking
hem
to lend
you
some
matches r a lighter o lighta
cigarette.
Hove you
got
o light?
can often
be used
as a
way
to start
a conversation
with
someone
you
don't
know.
lf
you
ask someone
Where
oreyou
rom
ogain? ou
are implying
hat they
have
probably
old you
but you
have
orgotten.
k can
also
be
used
o be
slightly
ess
direct when you have
already
been
speaking
o
someone
or
a short
time,
even
f the person
hasn't
already
old you
where
they
are
from.
lf you
saya place
s
rrght
up in
the
north,you
are
emphasising
hat
it is
ocated
n
the far
north
of an
area,
or example
a country.You
an
also use
down
with
south. or
example:
t's
way
down
n the
south.
lf you
asksomeone
f
they
come
rom
somewhere
originally,
ou
are
asking
f
they
were
born
and/or
grew
up there.
For
example:
:Areyou
originolly
rom
here?
B:Aauolly,
grew
up
in a
small
own
obout
50 km
owoy.
lf you
grow
up
bilingual,you
ave
wo
first languages.
Bilingual
eople
often
use
one anguage
ith
their
family
or friends
and
another
at
school/work.
Remind
students
o record
any
of the
expressions
hey
like
in
their
notebool
8/9/2019 Innovations Pre-Intermediate TB
10/144
Students
can work on the two
matching asks
individuallyr in pairs.
Go through
he answers
nd
model he
oronunciation . et
students o
Dractise
his
alongwith
you.
Answers
l . d .
2 . a . 3 . b . 4 . c . 5 . g . 6 . h .
7 . f . 8 . e .
For further practice
ell stude nts o
close heir
Coursebooks.
Sayeach conversation
tarter and
ask
students
o
try
to remember he
matching esponse.
Then divide he
class
nto pairs and
get
them to
take
turns doing
he same.This i l l
giveyou anotherchance
to
monitor their
pronunciation.
To generate
some related anguage,sl< tudents
or
variations
f some of the responses.
or example:
What
would
you
say f the onswer o
I wos
yes? Actuolly,
yes.
But
think hot one's
ree.)
You may
need
o
explain hat
in
d
go
oheadmeans'OK'.
Givestudents
omeother examples
hen
you
can
us e
this
expression:
A: Do you
mind f I onswer he
phone?
B:
No.
Go
aheod.
Point
out the expressionTake seot.
You might want
to
add
a couple of other related expressions
with seot;
l'm ofroid
hot seott token.
Can you
sove
my
seot?
Remindstudents o record any of the expressionshey
like
rom this ask n their notebooks.
The final as k provides
n opportunity
o talk
about
some related ultural ssues.Talkbout
someof the
typical
sentence tarters
you
use or
know about.You
could
also
alk
about regional ariat ions
nd
differences
based
on ageor
gender.
Go over
the example
esponses
and hen
get
students n
small
groups
o tal l