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New Step Ahead - Split Edition - Teacher’s Book based on the work of Herbert Puchta and Paola TiteRevised by Paola Cecchi

© 2009, ELI s.r.l.P.O. Box 662019 Recanati ItalyTel. +39 071 750701Fax. +39 071 977851e-mail: [email protected]

This book is sold subject to the condition that it shall not, by wayof trade or otherwise, be lent, resold, hired out, or otherwisecirculated without the publisher’s prior consent in any form ofbinding or cover other than that in which it is published andwithout a similar condition including this condition beingimposed on the subsequent purchaser.

Authors’ acknowledgementsWe would like to thank all the staff at ELI who have contributedtheir skills to producing this book. We would also like to thankthose institutions and teachers who piloted the manuscript, andwhose comments and feedback were invaluable in theproduction of the book.

For the international version we are particularly grateful to AlisonSmith and Ester Canaletti for their invaluable contribution.

AcknowledgementsEditorial Project: Sarah Mercedes HowellArt Director: Marco MercataliEditorial Dept: Lisa Suett, Sabina Cedraro, Gigliola CapodaglioProduction Manager: Francesco CapitanoIllustrated by R. BattestiniSplit edition Graphics: Airone Comunicazione

CoverGraphic Design: XL Studio

While every effort has been made to trace all the copyrightholders, if any have been inadvertently overlooked the publisherswill be pleased to make the necessary arrangements at the firstopportunity.

Printed in Italy by Tecnostampa – 09.83.111.0

New Step Ahead - Split Edition - Teacher’s Book 1A-1BISBN 9788853603869


Introduction

3

The Common European Framework of Reference 20

Self-Assessment checklists 21

External Certifications 27

Recording on Class Audio CD

Recording on Student’s Audio CD

The story of New Step Ahead 1A-1B 29

Starter Unit 30

Module A Friends 34

Extra games and activities 48

Module B Family 50


Module C Birthdays 64


Module D Teenage lives 78


Module E Looking good 94


Teaching notes on Pairwork 110

Photocopiable resources 112

Workbook Answer Key 122

The thinking behind New Step Ahead 10

Multiple intelligences 10

Objectives 11

An overview of the Course Components 11

Teaching with New Step Ahead 11

Opening two pages of a module 13

The Story line 14

Grammar 15

Communication 15

Skills 16

Culture 18

Testing and assessment 18

Exam preparation 18

Study skills 18

Test Book 18

The Portfolio 19

Contents of New Step Ahead 1A-1B 4



C o n t e n t s

Structured Index page

European Certifications page

Introduction

Teaching Notes

Pairwork


4

Nationality andnationality adjectivesSubject pronounsVerb be affirmative

Unit 3 At Sally’s place

Unit 4 Sorry about my dad

Present simple of be: negative andinterrogative forms, short answerswho?Demonstrative adjectives and pronouns:this, that, these, those

There is / there areHow manyQuestions with What, Who, WhereArticles: a, an, the

Days of the weekObjects used in classMembers of the family

Numbers 21 – 100Rooms and gardenPrepositions in, on,under

Days of the weekVerb bePersonal pronounsPossessive adjectives

Unit 5 Simon’s Ferrari

Unit 6 A surpriseparty

The verb have got: affirmative, negative,interrogative forms and short answersLet’s + base form of the verb

Would you like…? / I’d like…Countable and uncountable nounsHow much and how manySome and anyImperativesPrepositions of movement

Ordinal numbers1st–31stMonths and datesAnimals

Food and drinkParts of the body

Verb have gotMaking suggestionsAlphabetTelling the time

Unit 7 Word games

Unit 8 Kiara helpsSally

Present simple: affirmative form andspelling rules for the third personAdverbs of frequency and their position:always, usually, often, sometimes, neverCan / can’t

Why / becausePresent simple: negative, interrogativeforms and short answersLike / hate / love and -ing form

Verbs for unusualactionsFree-time activities

Adjectives fordescribing emotionsand feelingsSport

ColoursNumbers 1-100Can for permissionPresent simple

Unit 9 Vanessa’s T-shirt

Unit 10 Trying on a T-shirt

Present continuous: affirmative, negative,interrogative forms and short answersVerbs used as nouns (-ing form)

Comparison of Present simple and PresentcontinuousQuestion tagsPossessive adjectives: my, your, his, her, its,our, your, their

Hobbies and interestsClothes

Prices and foreigncurrencyShops

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Communication

English words ineveryday life

Review of topics, vocabulary and basic structures for: classroom language and objects, colours,numbers from 1 to 20, alphabet, animals, food and drink, days of the week, months, seasons,weather, celebrations, How are you?, have you got…? Grammar: nouns, verbs, adjectives.

Grammar

Personal subject pronouns (singular): I, you, he, she, itPresent simple of be: affirmative formsingularPossessive adjectives: my, your, his, her

Greetings: Good morning, Hi, Hello, GoodbyeIntroducing yourself and others: Hi, I’m … This is … Nice to meet you.Talking about the colour of objectsSpelling

Asking and saying your age: How old are you? I’m …Asking and saying where you are from: Where are you from? Where are they from?Talking about other people

Asking how to say something in English:What’s this in English?Asking and giving telephone numbers:What’s your telephone number? It’s …Saying goodbye

Asking and telling the time:What’s the time? It’s …Talking about quantityAsking and saying where someone orsomething is: Where’s my T-shirt? It’s under /in / on …Describing objects, people and places

Talking about birthdays:When’s his birthday?Talking about possessionsMaking suggestions:Let’s watch TV.Giving personal information: Have you gota big family? How many brothers …?

Offering, accepting and refusing something:Would you like …? Yes, please! / No, thanks.Giving and carrying out commands:Close your eyes. Don’t look!

Talking about ability: Can you juggle? Yes, Ican. No, I can’t.Talking about daily routine:I get up at …Asking, giving or refusing permission to dosomething: Can I sit here? Of course, you can. Sorry, you can’t.

What to say if you don’t understandSimple requests: Can you close the door?Talking about free time: Do you likewatching TV? Yes, I do. No, I don’t.

Talking about hobbies and interests:Reading is fun.Talking about actions happening nowTelephone conversations: Can I talk to Mike?Describing what someone is wearing

Asking and saying prices of clothes:How much is this shirt? It’s twenty-five pounds.Buying something, indicating what you likeand asking the price: I’d like a pair of jeans.How much are they?

Personal NamesColoursAlphabet

Personal subject pronouns (plural): we, you, theyPresent simple of be: affirmative form pluralThe use of ’s in the possessive caseAdjectives: nice, good, famousPlurals

Numbers 1 – 20 CountriesNationalities

Vocabulary

Unit 1 MeetingKiara and Luca

Unit 2 New friends

Module C Birthdays

Module A Friends

Module B Family

Module E Looking good

Module D Teenage lives

Prerequisites

Starter UnitBack to school

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My travelling familythe sounds /θ/ and /ð/

Please let me knowthe sound /h/

Reading – understanding a homepage, with detailsabout a boy, his family and preferencesListening – understanding essential information given bySimon about his familySpeaking – asking and giving personal information: age,telephone number, preferencesWriting – simple sentences about a classmate

Reading – understanding a simple personal letterdescribing a houseListening – understanding essential information given bySandra about her familySpeaking – asking and answering questions about yourhome and familyWriting – simple sentences about your favourite room

He’s got the wholeworld in his hands

Intonation

Hungry kid

The sounds /�/ e /ɑ:/

Reading – understanding the homepage of a girl talkingabout her life and love for animalsListening – understanding a question and invitation todo somethingSpeaking – asking and talking about possessionsWriting – describing your favourite possessions

Reading – understanding descriptions of strange animalsListening – understanding someone offering food anddrinkSpeaking – describing a picture so that a classmate canrecognise itWriting – simple sentences about a real or imaginaryanimal

I’m so busyThe sounds /e/ and /�:/rency

Sports-hater bluesJoining sounds

Reading – understanding the daily routine of a youngreporter by reading an article Listening – identifying a kid’s routine Speaking – describing your weekly routineWriting – simple sentences about your typical day

Reading – understanding a newspaper article Listening – understanding essential information in aconversation about sportsSpeaking – asking and talking about favourite sports Writing – simple sentences about your family’s favouritesports

A dream come truePronunciation of thesuffix -ing

I’m a window shopperThe stress in a word

Reading – understanding the diary of a school day on ahomepage Listening – identifying someone by their clothes Speaking – describing what someone is wearing Writing – a diary of an evening with your family

Reading – understanding an article about shopping Listening – understanding essential information from aninterview about shopping Speaking – asking and answering questions about shoppingWriting – a short text about shopping

Reading – understanding a profile of a famous personListening – identifying age, nationality and preferencesof three peopleSpeaking – asking and saying your name, age,nationality, preferencesWriting – describing your favourite famous person

Reading – understanding an email with holiday greetingsListening – understanding personal names, someoneoffering somethingSpeaking – asking and saying your name, spellingWriting – simple sentences of presentation

Ice cream bluesthe sounds /i/ and /i:/

One worldthe weak sound /ə/

Countries of theUK, their capitalsand main cities.Text messagesStudent’s Bookpp. 34–5

Create a shortpresentation ofyourself with aphoto.Student’s Book p. 25Produce a poster ofa famous person.Student’s Book p. 33

Skills Culturesite

SongPronunciation

Exam practiceand Study skills Portfolio

Exam practiceWritingOpen dialogue Student’s Book p. 38Guided dialogue Workbook p. 15ListeningMultiple choice listening andcomprehension questions Workbook p. 16

Study skillsHow to use the CD Workbook p. 14

A web page aboutEnglish homesInformation aboutpetsStudent’s Bookpp. 58–9

Writing a briefpresentation of aclassmateStudent’s Book p. 49Writing a briefdescription of afavourite roomStudent’s Book p. 57

Exam practiceListening Listening to identify the correctpicture.Student’s Book p. 62Workbook p. 33Writing Filling in a formWorkbook p. 32

Study skillsKeeping a grammar andvocabulary notebookWorkbook p. 31

CelebrationsStudent’s Bookpp. 26–7

Describing yourfavouritepossessionsStudent’s Book p. 17Writing a shortdescription of a real orimaginary animalStudent’s Book p. 25

Exam practiceSpeakingGiving personal informationStudent’s Book p. 30WritingWriting a text giving personalinformationWorkbook p. 15ListeningListening to identify thesequence of picturesWorkbook p. 16

Study skillsHow to prepare the PortfolioWorkbook p. 14

A web page aboutthe British RoyalfamilyThe role of theQueen and herfamily Student’sBook pp. 50–1

Describing yourtypical dayStudent’s Book p. 41Writing a brief textabout your andyour family’sfavourite sportsStudent’s Book p. 49

Exam practiceReadingUnderstanding signs and noticesStudent’s Book p. 54WritingReading and writing messagesWorkbook p. 32ListeningListening to identify the correctpictureWorkbook p. 33

Study skillsIdentifying your learning styleWorkbook p. 31

A page on LondonInformation about London andinterviews withpeople fromLondon andtourists Student’sBook pp. 74–5

Describing anevening with yourfamilyStudent’s Book p. 65Writing a short textabout shoppingStudent’s Book p. 73

Exam practiceSpeaking Describing a pictureStudent’s Book p. 78WritingWriting a postcardWorkbook p. 49ListeningListening to identify correct pricesWorkbook p. 50

Study skillsHow to organise your ideaswith a mind mapWorkbook p. 48

Contents


6

Past simple of the verbbeVerbs

Unit 3An afternoonout

Unit 4Judy's angrywith Nick

Past simple: affirmative, negative,interrogative forms and short answersQuestion words: what, when, which, howfar, how long

Past simple of irregular verbs: affirmative,negative, interrogative forms and shortanswersAdverbs of manner

Travel and holidaysWeather andtemperatureadjectives

Numbers over 100Shapes

Present continuousPast simpleWhy-questions

Unit 5Judy’s dad says‘no’

Unit 6Nick goes to hospital

Present continuous for future arrangements Use of negative Present continuous Comparison between Present continuousand be going toConjunctions: but / so / becauseCan and other constructions to talk aboutability and permission

Past continuous: affirmative, negative,interrogative forms and short answersComparison between Past continuous andPast simple (with when)

Family and relatives

Sports and sportequipment

Minor illnesses andinjuriesJobs

Family membersBasic adjectivesUnit 7

A meal with dad

Unit 8Brian’s confused

Future with will: Predictions, promises,offers to help, decisionsFuture with might (not): possibility Shall we…? for suggestionsOne and ones

Comparative adjectivesComparatives: than / as … asModal verbs: should / shouldn’t

Adjectives for physicalfeelings Words and expressionsused in a restaurant

Adjectives todescribe characterFurniture

AdjectivesComparativesPast simple

Unit 9Bullies

Unit 10A trip to the seaside

Superlative adjectivesHave to / don’t have to Modal verbs: must / mustn’t

Present perfect: affirmative, negative andinterrogative forms, short answersRegular and irregular past participlesPresent perfect with ever / never

School subjectsHousehold taskshave / make / do

Points of the compassSeaside

Communication

Present simpleTelling the timeVerb phrasesPersonal pronouns

Grammar

Future with be going to: affirmative,negative and interrogative formsObject pronouns

Asking and talking about when a TVprogramme is on Asking and giving directionsAsking to borrow something

Asking and saying where someone was onholiday: We were in the capital of Germany.Offering something to drink and accepting orrefusing, giving reasons: ‘Would you like…?’ ‘Yes, please. / No thanks.I don’t drink …’Asking about free time and expressing preferences

Getting information about a journey: Excuseme, when’s the next train to …?Talking about the weather:Wet today, isn’t it?Asking and talking about recent holidays:Where did you travel?

Buying things, saying what you would likeand asking the price:How much are those earrings?Talking about your weekend:Last weekend we went to London …

Asking for, giving and refusing permissionto do something:Is it all right if I …?Talking about ability:Do you know how to … / Can you …?Talking about future plans:What time are we leaving …?

Asking what the matter is and givingadvice: What’s the matter with you? Whydon’t you …?Talking about what you were doing: I wastaking a shower.

Making offers:‘I’m thirsty.’ ‘OK. I’ll get you a drink.’Ordering something to eat and drink:I’d like …, please. I’ll have …Making future predictions:Do you think there’ll be …?

Talking about someone’s character: ‘What’sshe like?’ ‘She’s rather moody.’Making comparisons:… is more expensive than …Giving simple advice:What’s the matter? You should …

Talking about preferences:I prefer geography. I think it’s moreinteresting …Talking about routines:Who does the work in your family?

Talking about location:‘Where is …?’ ‘On the east coast.’Borrowing something: Can I borrow …?Making suggestions, accepting and refusing:Shall we …? / Why don’t we …?

Types of TVprogrammesPrepositions of place anddirectionShops and services

Past simple of the verb be: affirmative,negative, interrogative forms and shortanswersTime expressions with the pastExpressions of quantity: a lot of / not much/ not many

DrinksMusic

Vocabulary

Unit 1An invitation toa party

Unit 2Brian’s awfulevening

Module C Teenage excellence

Module A Time out

Module B London

Module E School life

Module D People and places

Prerequisites

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Pronunciation of-ed

I want a dogTwo ways ofpronouncing the letter ‘u’:/ø/ and /ju…/

Reading – extracting information from articles aboutextraordinary atmospheric events Listening – listening to a weather forecast and identifyinga weather mapSpeaking – talking about the weather in different seasonsWriting – writing a holiday postcard, describing theweather and activities

Reading – extracting information from an article on afamous London store Listening – understanding important information froman ad for a sale Speaking – talking about a famous London storeWriting – describing a shopping centre

Wonderful worldThe sounds /S/ and /tS/

Contrastive stress was /were

Reading – extracting information from an article on ateen prodigy Listening – understanding information on three teenprodigies Speaking – talking about your abilities and that of aclassmateWriting – describing your talents

Reading – extracting information from newspaperarticles about extraordinary events Listening – understanding essential information from aradio programme on extraordinary eventsSpeaking – asking and answering questions about workand jobsWriting – describing an accident, saying where and whenit happened

We’ll be togetherPronunciation of ’ll

The sound /´/ in thewords than and as …as

Reading – extracting information from a leaflet aboutfood and dietListening – understanding a conversation about food Speaking – asking and answering questions about foodand dietWriting – describing your eating habits

Reading – extracting information from an article on ‘fengshui’Listening – understanding specific details about thelayout of a room Speaking – asking and answering questions aboutfurniture in a roomWriting – describing your room

The angry housewifePronunciation of finalconsonants

Nothing compares 2 USilent final –e

Reading – extracting information from a school notice on bullyingListening – understanding a boy talking about hisfavourite subjects, homework and free time Speaking – talking about your school timetable andexplaining your preferences Writing – describing your favourite school day andexplaining your preference

Reading – extracting information from an article about aholiday in spaceListening – understanding a boy talking about his idealholiday Speaking – asking and answering questions about pastand future holidaysWriting – describing your plans for your next holiday

Reading – extracting information from an article about aTV programme on pop music Listening – understanding four people’s preferences incinema, television and sportSpeaking – asking and answering questions to guess thename of a famous personWriting – writing a text about your favourite music or film star

Reading – understanding an article about English andAmerican teenagers’ addiction to TVListening – understanding a conversation about what threekids are going to do in their free timeSpeaking – asking and answering questions aboutfavourite TV programmes.Writing – writing a text about your favourite TV programme

I’ll be there for youPronunciation of begoing to

FamePronunciation ofwas / were

Music and cinemaawardsStudent’s Bookpp. 26–7

Writing a text abouta favourite TVprogrammeStudent’s Book p. 17Writing a text abouta favourite music orfilm starStudent’s Book p. 25

Skills SongPronunciation Portfolio

Exam practiceReading Comprehension questions on areading text Student’s Book p. 30WritingWriting an email Workbook p. 15ListeningListening and identifying namesof TV programmesWorkbook p. 16

Study skillsHow to use a bilingual dictionaryWorkbook p. 14

Castles and ghostsin Great BritainStudent’s Bookpp. 50–1

Writing a holiday postcard,describing theweather andactivitiesStudent’s Book p. 41Describing a shopping centreStudent’s Book p. 49

Exam practiceWritingWriting a guided dialogueComplete a conversation,choosing the correct answerStudent’s Book p. 54WritingWriting a formal letterWorkbook p. 32ListeningListening and identifyingtourist attractions in LondonWorkbook p. 33Study skillsHow to read an Internet pageWorkbook p. 31

A school project onNative NorthAmericans and atext on Geronimo,leader of theApacheStudent’s Bookpp. 74–5

Describing yourabilities and talentsStudent’s Book p. 17Describing anaccident and whenand where ithappenedStudent’s Book p. 25

Exam practiceReading Reading a text and answeringmultiple choice comprehensionquestions Student’s Book p. 30WritingFilling in a form, using informationin a short text Workbook p. 15ListeningListening to six conversations andidentifying the picturesWorkbook p. 16

Study skillsHow to make notes in classWorkbook p. 14

A school project onAmerican kids’diets and a foodexpert’s opinionsStudent’s Bookpp. 50–1

Describing youreating habitsStudent’s Book p. 41Describingyour roomStudent’s Book p. 49

Exam practiceListeningListening to fill in a formStudent’s Book p. 54WritingWriting an article in the pasttenseWorkbook p. 32ListeningListening to a conversation withmultiple choice comprehensionquestionsWorkbook p. 33

Study skillsHow to find out about yourintelligences Workbook p. 31

Some websitesabout touristlocations in theUSA Student’s Bookpp. 74-5

Describing yourfavourite school day,explaining yourpreferenceStudent’s Book p. 65Describing yourplans for your nextholidayStudent’s Book p. 73

Exam practiceSpeakingA role play in pairsStudent’s Book p. 78WritingWriting a short messageWorkbook p. 49Listening Filling in a form by listening to aconversationWorkbook p. 50

Study skillsHow to organise your study timeand space Workbook p. 48

Culturesite

Exam practiceand Study skills

Contents


8

Will · going · shouldHousehold tasksDescribing people

Unit 3Pocket money

Unit 4What a greatjob!

Comparison between will and going toQuestion tagsShould

Present passiveHave to / don’t have toNeed

Types of music Musical instrumentsOdd jobs and ways ofmaking money

Describing peopleJobs

Can'tPresent perfect (already)BecauseFood + drinkAnimals

Unit 5Let’s clean it up

Unit 6Walk the world

Zero conditional First conditionalWant someone to do something

Second conditionalIf I were youInfinitive of purpose and because

ContainersThe environment

Geographical features Means of transport

Present passiveMight (possibilities)If sentencesSchool subjectsOpinion adjectives

Unit 7Schools of thefuture

Unit 8Communic8!

Relative pronouns: that, who, whichIndirect speech with say and tellIndefinite pronouns: someone, everyone, noone, anyone

Reported speech: tense changesPast passive

Types of books IT

Must-haveaccessories Methods ofcommunication

Present continuousReported speech (tensechanges)ClothingColoursParts of the bodyPrices

Unit 9You look …different

Unit 10Stand up foryour rights

Modal verbs can’t and must for deductionReflexive pronounsCausative: have something done andreflexive pronouns

Reported questions Obligation and permission: make and letUsed to

ClothingAppearance

Emotions and feelingsRelationships

Communication

Present simplePast simpleQuestion wordsHobbiesTime expressions

Grammar

Review of Present PerfectPresent perfect + yet, already, justSo do I / Neither do I

Saying what someone has / hasn’t done:Have you been to the Café yet? Exchanging opinions: ‘What did you think of …?’ ‘I thought it wasgreat.’Agreeing and disagreeing:So did I / I didn’t

Talking about duration: ‘How long have youbeen a footballer?’ ‘For four years.’Asking for information at the cinema: Whatkind of film is it? When is it showing?

Asking for confirmation: ‘You’re DavidBeckham, aren’t you?’ ‘That’s right!’Making decisions: I’ll wash the car.Talking about plans on how to earn andspend money: ‘How are you going to get themoney?’ ‘I’m going to …’

Talking about a problem and saying whatneeds to be done: ‘My shoe has got a hole init.’ ‘You need to buy a new pair.’Talking about what is necessary: ‘A teacher needs to be creative.’ ‘I agree.’Talking about ambitions and objectives: I’dlove to be a doctor.

Checking for confirmation: ‘You’ve got school in the morning!’‘So you mean I can’t watch this film?’Saying what you want someone to do: I want you to pick up the rubbish.Offering to do something: I’ll buy somecrisps.

Giving advice: If I were you, I would …Talking about holiday plans: Where would you like to go?

Talking about future possibility: ‘What are you doing this weekend?’ ‘I’m notsure. I might have a date.’Maintaining a conversationAsking someone to explain something insimpler words

Justifying opinions: Mobile phones are great.I couldn’t live without one.Describing a process: first, then, after that,next, finally

Reacting to a situation by makingdeductions: You must be really thirsty.Describing someone’s clothes to identifythem: She’s the girl with …

Expressing sympathy: Oh dear. I’m sorry to hear that.Giving, accepting and refusing advice:Why don’t you …? If I were you … You should …

Opinion adjectivesFree time activities

Present perfect + for/sinceComparison between Present perfect andPast simple

Star signsTypes of film

Vocabulary

Unit 1Out of thisworld

Unit 2Screen heroes

Module C The world

Module A Having fun

Module B Work

Module E Express yourself

Module D Hi-tech

Prerequisites

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Money (that’s what Iwant)Intonation withquestion tags

The sounds /ei/ and/�/

Reading – Understanding a survey about pocket moneyListening – Extracting information from a conversationabout how two kids get their moneySpeaking – Talking about earning and spending moneyWriting – Writing a letter to a magazine about pocketmoney

Reading – Extracting information from an article on a spy Listening – Extracting information from an interviewabout someone’s job Speaking – Asking and answering questions about workWriting – Writing a passage about ambitions

Pronunciation of /l/

Pronunciation of twopart nouns

Reading – Extracting information from a school project onendangered speciesListening – Understanding essential information fromrecordings about animals’ lives Speaking – Exchanging opinions in a discussion about theenvironmentWriting – Writing about the most serious environmentalproblems

Reading – Understanding a leaflet about a ship of the futureListening – Understanding an interview about life onboard a shipSpeaking – Discussing advantages and disadvantages oflife on board a shipWriting – Writing a letter, describing an imaginary life onboard a ship

Another Brick in theWallStrong and weak formsof that

Linking words together

Reading – Understanding emails Listening – Understanding an interview on the radioabout problems in an English school Speaking – Discussing and giving opinions of negativeaspects of students’ behaviour at schoolWriting – Writing a letter about school, expressingpersonal opinions and ideas

Reading – Scanning texts on the lives of two Americanpresidents. Listening – Understanding main points in a quiz showabout a famous American actressSpeaking – Preparing a quiz, asking and asking thequestionsWriting – Writing questions for a quiz

Wonderful TonightPronunciation of final -t in can’t, don’t, didn’t

Pronunciation ofused to

Reading – Understanding a questionnaire about beingfashion conscious Listening – Extracting information about clothes for aparty from a phone conversationSpeaking – Asking and answering questions aboutfashion and look Writing – Describing physical appearance, interests andpreferences of a friend

Reading – Reading letters in a magazine and understandingthe main points about young people’s rights Listening – Understanding the main points in a newsprogramme on the radioSpeaking – Exchanging personal opinions in a discussionon legal age limits Writing – Writing a simple text about young people’s rights.

Reading – Understanding a quiz about TV and film starsListening – Understanding information about TV andfilm starsSpeaking – Talking about favourite film and TV starsWriting – Describing a film star

Reading – Understanding a web page on DisneylandListening – Understanding times, prices and attractionsof a theme parkSpeaking – Asking and answering questions about a visitto a theme parkWriting – Writing a postcard about a visit to a themepark, expressing opinions

EverydayThe sounds/əυ/ /ɒ/ /ɔ�/

SpidermanThe sound /ə/

American Cultureand that of otherEnglish-speakingcountriesStudent’s Bookpp. 26–7

Writing a postcardabout a visit to atheme park,expressing opinionsStudent’s Book p. 17Describing a film starStudent’s Book p. 25

Skills SongPronunciation Portfolio

Exam practiceSpeakingAsking for and giving personalinformationStudent’s Book p. 30WritingReplying to an adWorkbook p. 15ListeningIdentifying times and pricesWorkbook p. 16

Study skillsHow to use a monolingualdictionary Workbook p. 14

The Flying Doctorsin AustraliaStudent’s Bookpp. 50–1

Writing a letter to amagazine aboutpocket moneyStudent’s Book p. 41Writing a shortpassage aboutparent’s jobsStudent’s Book p. 49

Exam practiceReading Identifying true or falseinformationStudent’s Book p. 54Writing Writing an article about aforeign holiday Workbook p. 32ListeningIdentifying jobs Workbook p. 33

Study skillsThe Common EuropeanFramework of ReferenceWorkbook p. 31

Life in AustraliaStudent’s Bookpp. 26–7

Describing yourcountry’s worstenvironmentalproblemsStudent’s Book p. 17Writing a letter,describing animaginary life onboard a shipStudent’s Book p. 25

Exam practiceListening Matching words and picturesStudent’s Book p. 30Writing Writing a letter about a filmWorkbook p. 15Listening Identifying picturesWorkbook p. 16

Study skillsMultiple intelligencesWorkbook p. 14

An article on anIrish rock star’scharity workStudent’s Bookpp. 50–1

Writing a simpletext on schooltoday, expressingpersonal ideas andopinionsStudent’s Book p. 41Writing questionsfor a quizStudent’s Book p. 49

Exam practiceListeningChoosing the correct informationStudent’s Book p. 54WritingWriting a summaryWorkbook p. 32Listening Multiple choice exerciseWorkbook p. 33

Study skillsExamsWorkbook p. 31

European popgroupsStudent’s Bookpp. 74–5

Writing a short text,describing thephysical appearance,interests andpreferencesof a friendStudent’s Book p. 65Writing a simpletext about youngpeople’s rights,expressing personalopinions and ideasStudent’s Bookp. 73

Exam practiceSpeaking Presenting a topicStudent’s Book p. 78Writing Writing a text about a town/cityfor a tourist brochureWorkbook p. 49Listening Filling in a form by extractinginformation from aconversation Workbook p. 50Study skillsEnglish for the holidaysWorkbook p. 48

Culturesite

Exam practiceand Study skills

Contents


10

Introduzione

New Step Ahead is based on the theory of multipleintelligences. This means that the contents and types ofactivities have been chosen to meet the needs of students’cognitive profiles, strictly related to their types of intelligence.

1 Linguistic Intelligence develops with language activities,such as reading and comprehension activities, writtencompositions, vocabulary and grammar.

2 Logical-mathematical Intelligence is expressed anddeveloped through problem-solving, riddles, quizzes anddivision of lexis into semantic areas.

3 Spatial or Visual Intelligence is developed through theuse of images, photo stories and comics, memorisationtechniques such as mind maps and spider grams.

4 Musical Intelligence develops by means of listeningactivities, pronunciation, intonation and stress exercisesand songs.

5 Kinaesthetic Intelligence is expressed and developedthrough drama activities such as role-plays, games andproject work.

6 Interpersonal or Social Intelligence is expressed insocial interaction and communication activities such aspair or group work and class discussion.

7 Intrapersonal or Creative Intelligence is typical ofthose students who are contemplative and rich inimagination and is expressed through writing, researchand project work.

New Step Ahead - Split Edition is a three-level English course,split into 6 volumes in order to offer maximum flexibility toteachers in a variety of classroom situations. Each Student’sBook is accompanied by a Workbook and Audio CD, plus thereis a Test Book, a CD-Rom, and a Teacher’s Book with ClassAudio CD for each level.

The course recognises the importance of multipleintelligences and the centredness and autonomy of studentsin their own learning process. For this reason, materials,activities and techniques in the syllabus are designed to meetthe students’ different learning styles. All the methodologicalchoices are aimed at helping students in the organisation oftheir study method and in the evaluation of their ownlearning process.

Furthermore, New Step Ahead sets its objectives andperformance scale on The Common European Framework ofReference for the teaching and learning of foreign languages(CEFR). The course is built upon the descriptors of levels A1and A2, and, by the end of the course, some descriptors oflevel B1. (See page 22 for futher details on the CEFR).

I n t r o d u c t i o n

The thinking behind New Step Ahead

Multiple Intelligences


Introduction

11

New Step Ahead aims to:

• develop the student’s linguistic competences using afunctional-communicative approach, as suggested by theCouncil of Europe guidelines

• help students consolidate and apply what they have learntin a wider context

• familiarise students with the up-to-date, everyday languageused by English-speaking teenagers

• help students to compare different values, attitudes and lifestyles, through the presentation of socio-cultural aspects ofEnglish-speaking countries

• motivate students to produce a Portfolio, in accordancewith CEFR guidelines

• prepare learners for both Cambridge KET (Key English Test)and Trinity Certifications

• educate students to use multimedia tools in languagelearning

Objectives

An overview of the Course Components

■ Each level of the course includes:Student’s Book and Workbook A and B

The Student’s Book A contains:

• 2 modules of 2 units each (SB1A also includes aStarter Unit)

The Student’s Book B contains:

• 3 modules of 2 units each

■ Each Student’s Book contains:

• grammar explanations and exercises, communicativeand lexical activities, skills consolidation, examstrategies, and culture pages

■ The Workbook contains:

• activities related to each unit of the Student’s Book

• Study skills sections

• a Grammar Reference

■ The Student’s Audio CD contains:

• the opening dialogues of each unit of the Student’sBook

• the Workbook listening activities

■ The CD-Rom contains:

• extension and consolidation activities

• 10 video clips

■ The Teacher’s Book contains:

• notes, suggestions and keys for all activities included inthe Student’s Book and Workbook

• presentation of CEFR descriptors and Portfolio

• photocopiable resources

■ The 2 Class Audio CDs contain:

• all the Student’s Book material

■ The Test Book contains:

• an entry test, an End-of-unit test for each unit,an End-of-module test, and Skills tests for each module

■ The Test Book Audio CD contains:

• all listening activities in the section Skills Test listening


Introduction

12

Student’s Book Module A

Workbook Module A

Grammarexercises

Grammarexercises

Steps toCommunication

VocabularyGrammarexcercises

The ReadingRoom

Vocabulary

Story Comprehension

Practice

Vocabulary

Grammar Grammar Pronunciation

Vocabulary

Communicativefunctions

Skills Skills

Song

Story Comprehension

Practice

Vocabulary

Grammar Grammar Pronunciation

Vocabulary

Communicativefunctions

Skills Skills

Song

Culture site Culture site Spot check Spot check Exam practice Final check

opening of the Module

Unit 1

Unit 2

end of Module

Unit 1 (5 pages)

Workbook Appendix

Grammarreference

Minidictionary

appendix

Unit 2 (5 pages)

end of Module (7 pages)

Prerequisites

Review

Objectives

Warm-up

Did youknow?

Grammarexercises

Grammarexercises

Grammarexercises

Steps toCommunication

Studyskills

Exams:writing

Exams:listening

Revision Revision I know thesewords


Introduction

13

Given that students’ autonomy and centeredness are two ofthe leading principles of New Step Ahead, there are Crossreferences from the Student’s Book to the CD-Rom andWorkbook which intend to make students autonomous andconfident in the use of the material.

Teaching with New Step Ahead

Opening two pages of a Module

The activities have been carefully chosen to reflect thestudents’ world, encouraging them to use the acquiredlanguage and to personalise it according to their needs.

Students’ awareness of their own learning process is a furtherpivotal idea in New Step Ahead. For this reason, specific iconsunderline the principal ability involved in certain activities. Many tasks, however, present integrated macroskills just as inreal life, eg: listening and writing, writing and speaking orreading and writing.

When an icon is not indicated, the teacher maylike to ask students to reflect on the main ability

they are practising and motivate what they are saying, thuscontributing to the development of their awareness.

Every module begins with Prerequisites, i.e. a list of lexisand language components necessary to tackle the topics inthe module.

The Review section has one or two fun and illustratedactivities or quizzes to consolidate some of the languagefunctions listed in the prerequisites.

WB p. 7, ex. 2,3


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14

In the Objectives section, there is a list of the grammatical,functional and lexical objectives for the module. It is a goodidea to get students to reflect on the objectives in order toencourage them to become aware of, and responsible for,their own learning process. It may also be useful to remindstudents that they can go back to the objective sections at anymoment to self-assess their learning and to revise.

The objectives are also clearly stated in the module plan atthe beginning of each module in the Teacher’s Book. This planalso lists: • Linguistic competence to be achieved in terms of

grammar, functions, vocabulary, pronunciation, songs andculture.

• Communicative competences to be achieved in terms ofthe CEFR descriptors

• Exam practice tasks

In the Warm-Up section, there are listening activitiesregarding the story line and the characters, which helpstimulate students’ curiosity by inviting them to predict thedevelopment of the story.

‘Did you know?’ presents brief information or facts abouttypical events, people and places belonging to the English-speaking world, which will be extended in the Culture Pages.

The Story line Grammar

Each volume of New Step Ahead follows the exciting stories ofdifferent groups of teenagers, presented through a photostory with lively dialogues and typical teenage expressions.Here students have their first introduction to the newlanguage content of the module.

Tips for teachers: • Stimulate the students’ curiosity by asking them to look at

the photos• Ask them to identify the characters • Ask them to predict the story line• Introduce unknown lexis and phrases

The Grammar section of the Student’s Book consists of twopages of concise and clear explanations followed by practiceand consolidation activities. The teacher is free to choosewhen to introduce new grammar, using one of the followingmethods:• inductive method: students work out grammar rules

through guided discovery, completing tables or rules onthe basis of the examples given

• deductive method: students memorise grammar rulesand see how they work in the examples given

• contrastive method: differences with L1 are presented,together with the common mistakes which may arise

Tips for Teachers: • Ask students to look at the examples and complete the

tables/rules• Check the completion of the tables/rules, giving further

explanation as necessary • Ask students to do the exercises for practice and

consolidation

For each grammar area, cross-references to the Workbook orCD Rom offer further practice.

The Workbook follows the progression of the Student’s Book.Each unit opens with three pages of grammar activities,which can be given as homework or done in class forimmediate consolidation. For any doubts, students canconsult the Grammar Reference at the end of the Workbook.

• Let the students listen to the recordings while following intheir books

• Play the recording a second time, pausing in order tosolve any comprehension problems

• Focus students’ attention on the Fluency Box, whichcontains numerous colloquialisms

The photo story is always followed by three sections:Comprehension, Practice and Vocabulary.

ComprehensionThe comprehension exercises can be done individually or inpairs: students can discuss their answers and check them byre-reading the dialogue, and then the teacher can orallycheck answers with the whole class.

PracticeUsing mini-dialogues, students practise the languagefunctions introduced in the opening story. The teacher caneither use the recordings, pausing for students to repeat, orinvite a pair of students to read the dialogue to the class,correcting pronunciation as necessary. Then in pairs, studentswill read or recite these mini-dialogues, swapping roles.

VocabularyIn this section, some lexical elements used in the story lineare reinforced and further examined in order to guaranteeoral comprehension and correct mastery of pronunciationand spelling.


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15

Communication

The two-page Steps to Communication is divided into threesections with specific activities to develop oralcommunication skills:

Pronunciation sectionThe recorded class exercises have been designed to introduce:difficult sounds, pairs of similar sounds with differentspelling, word stress, sentence intonation, differentpronunciations for the same spelling.

Tips for teachers: • Give an example of the pronunciation• Play the recording once for students to recognise sounds • Play the recording again with pauses for students to

repeat and/or complete the exercises • Check answers and students’ individual pronunciation

Vocabulary sectionThese word lists and phrases develop the lexical work startedin the presentation dialogue. They are often accompanied byrecordings so that students learn to match spelling and soundand carry out repetition activities to acquire fluency.Accompanying pictures help students’ comprehension andreading/writing activities help them memorise new lexis. The Help Box clarifies difficult points and peculiarities.

The Workbook offers further lexical activities, as well as theI know these words section, with a full-page spider gram tohelp revision and consolidation, and a Mini-Dictionary.

Communicative functions sectionThese activities help students practise everyday use ofcommunicative functions through guided, semi-guided andfree conversations, mini-dialogues and role plays. To achievethis aim, first students repeat the recorded or written models,then take on the roles and finally adapt the text to theirpersonal situations. Suggested techniques are pair work,group work, class discussion and presentation.

There are further functional activities in the Workbook whichcan be assigned as homework.

Extra games and activities At the end of each module of the Teacher’s Book there areextra reinforcement activities. These games and activities helpcommunicative competence and socialisation and are perfectto fill five or ten minutes at the end of a lesson or to bedeveloped into more in-depth consolidation activities.


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The two-page Skills section in the Student’s Book aims to leadstudents to independent and integrated language competence.

• READINGReading is a fundamental cognitive ability and the Student’sBook offers almost a full page of interesting reading materials,such as newspaper articles, web pages, letters, postcards, textmessages, questionnaires, with comprehension activities ofvarious types: true/false, question-answer, gap-filling etc.

Tips for teachers:• Ask students to read the title of the passage• Ask students to make hypotheses on the text content,

taking into account the format, headings, pictures andkeywords

• Clarify words essential to comprehension and to thecompletion of the activity

• Ask students to proceed with silent reading• After correction, ask students further comprehension

questions

The Reading Room section in the Workbook contains articlesand interviews, web pages and emails, opinion polls and textmessages which illustrate the lives of English-speakingteenagers. Students can practise the following techniques:skimming for fast reading and overall meaning, scanning forspecific information, reading in detail.

• LISTENINGListening is one of the most difficult skills and is oftendemotivating for students. For this reason, right from theearliest levels, students need a lot of exposure to real-lifelistening in order to acquire confidence. The listening activitiesin the Student’s Book include short conversations, interviewsand monologues.

Skills

Tips for teachers: • Ask students to read the title of the listening passage and

make hypotheses on the content taking into account anyheadings, pictures and keywords

• Ask them to read the questions and predict the content,using all available clues

• Make sure students have understood the task • Play the recording at least twice for students to complete

the tasks • Correct answers, by playing the recording a third time

and/or through class correction

Songs

Each Skills section ends with a song. Some of these have beenwritten for New Step Ahead in order to specifically practise thegrammar and lexis of the unit. Others are well-known popsongs which have been carefully selected for didactic aims.

Tips for teachers: • Invite them to read the title and look at the pictures to

predict the content• Give them time to carefully read the lyrics• Give meaning of any new words• Play the recording two or three times to allow students to

complete the tasks • Check answers by asking students to read aloud • Invite students to sing along with the CD

There are brief notes about the group, singer or TV programmefrom which the songs are taken at the end of the module inthe Teacher’s Book.

• WRITINGWriting activities can be very time consuming due to thepreparation and planning necessary to give studentsconfidence in this basic skill. New Step Ahead, therefore, offersseveral activities which range from guided to semi-guidedwriting tasks, including cards, emails, letters and descriptions.Some activities are marked with the icon Portfolio to indicatethat this work can be included in the students’ Portfolios.


Introduction

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Tips for teachers: • Ask students to look closely at the model texts which are

the basis for their own writing• Help students plan and prepare their ideas• Insist on the importance of spelling and punctuation• Insist on the importance of accuracy • Tell students to always re-read their work• Some of the preparation work and writing of the final

version can be assigned as homework

• SPEAKINGStudents may have difficulty with oral communication for anumber of reasons: shyness, lack of confidence, limited rangeof lexis on the topic, limited grammatical and functionalcompetences, the mental preparation needed beforespeaking. The oral communication activities in New StepAhead will build students’ confidence and abilities.

Tips for teachers: • Brainstorm the topic, collecting ideas and suggestions

from the whole class• List the main points to speak about and ask students to

create a mind map or flow chart to follow• List relevant vocabulary • Insist on the importance of meaning rather than on

accuracy, which can slow down interaction• Encourage the flow of communication at all times

The activities with Trinity and KET icons are similar to thosein the actual exams.

• INTERACTINGAs students progress, a lot of speaking activities go beyondthe simple repetition of words, expressions, sentences anddialogues, introducing elements of improvisation andpersonalisation of the communication. This leads students tointeract with their interlocutor, acquiring competence inspoken production.

Culture

Intercultural education is very important today and New StepAhead aims to help teachers build this awareness with the two-page Culture Site section. It presents topics, issues and

lifestyles of English-speaking countries for students to discuss.For its transversal nature, the Culture Site is also a preciousstarting point for inter-disciplinary projects.


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Testing and assessment

The Spot Check pages in the Student’s Book and the revisionpages in the Workbook test the competences achieved bystudents and indicate whether remedial or consolidation workis necessary. The two-page Spot Check is divided into fourtesting areas: • Grammar and communication: assessment tests on both

grammatical structures and functional language• Vocabulary: one or two fun activities to check whether

students have assimilated all the lexis in the module• Culture Check: a short activity to consolidate

comprehension of the information in the Culture Page• Puzzle corner: quiz activities to identify elements of one of

the lexical categories present in the module.

Each module of the Student’s Book ends with the Final Checksection, a pleasant page of quizzes for recycling and revision.

Exam preparation

New Step Ahead places great importance on preparation forCambridge KET and Trinity College examinations. Throughoutthe book, the icons Trinity and KET indicate exampreparation activities to practise both language abilities andexam strategies.

The Exam Practice section, at the end of each module of theStudent’s Book, offers mock exam practice with clearexplanations about the type of test and the strategiesnecessary to pass.

Further exam preparation can be found in the Workbooksection Step Ahead to Exams.

Study Skills

Each Study Skills page in the Workbook helps studentsconcentrate on learning styles and develop the techniquesnecessary to make study time more effective. This type ofwork develops the learner’s autonomy and promotes theorganisation of study strategies. The page dedicated to StudySkills is divided into two parts: first, it focuses on theimportance of the skill to develop; second, there aresuggestions for consolidation, often followed by furtherpractice.

Test Book

The New Step Ahead Test Book offers a formal assessmentprocedure by means of the following photocopiable tests:

■ Two tests at the end of each unit with vocabulary,grammar and communication activities

■ One test at the end of each module with vocabulary,grammar and communication activities

■ A series of Skills Tests with reading and writing activities,listening activities and indications for speaking activities.These tests mirror the format of the KET exam andseveral grades of the Trinity speaking exam.


Introduction

19

The Portfolio

The Language Portfolio is a pivotal part of the New StepAhead course. Based on the CEFR descriptors, the Portfolio,one for each level, is designed to help students evaluate theirprogress in the language learning process, being aware of thelevels of their language competence and of the strategiesneeded to achieve success. Furthermore, it can be aninstrument to motivate students, in that they are free tochoose the material which best records their progress inEnglish. The Portfolio of New Step Ahead is divided into: ■ Language Passport with students’ reports and certificates

■ Language Biography where students define theirobjectives, reflect on their learning style, periodicallyassess their language learning progress by completing theself-assessment checklists, and set new objectives

■ Dossier with advice on how to select and organise thematerial to collect

FAQ

How can I find time to include the Portfolio in thecurriculum? From the teacher’s viewpoint, there might be moments whenit is difficult, due to time or other constraints, to include thePortfolio activities in the lessons. It is important, however, notto forget that the Portfolio is not separate from the teaching-learning process, but a fundamental part of it and, therefore,must be integrated into the curricular activities.To achieve this, Portfolio activities and projects are an integralpart of the coursebook and are indicated by the iconPortfolio. It is a also good idea to start compiling and collectingmaterial for the Portfolio from the beginning of the languagecourse, but naturally, it may be started at any moment of theyear.

When should students complete the various parts? The Language Passport and Language Biography can becompiled at the beginning of the course and updated asstudents progress. At the end of each module, studentscomplete the self-assessment checklist, defining futureobjectives.

How can students keep the material in order? Apart from the booklet, students can choose the most suitable“format” in which to keep the material of their portfolio: afolder, ring binder or plastic envelopes to collect material,audio cassettes or CDs on which they have recorded their oralproduction.

How is the Portfolio a tool for didactic continuity? Being aware of ‘where to start’ and ‘where to finish’ isfundamental for the teacher who wants to plan apersonalised learning process for each student. By recordingthe achievements and underlining the phases of the learningprocess, the Portfolio allows both the teacher and student to

plan and set new stages and objectives to guaranteecontinuity in the learning process. Being based on theCommon European Framework descriptors, it also allows anobjective interpretation of the results.

How can I assess the student’s Portfolio?The Portfolio can be used as a tool to assess what studentsknow and can do, providing important information onstudents’ learning processes. It can also be assessed in termsof organisation, content and care. Furthermore, it is afundamental tool to discover what students themselves feelabout their own learning processes.

What can I do if students don’t keep the Portfolioupdated? Students may not always do the activities regularly or mayforget to update the Portfolio. To solve this problem, teachersshould keep the Portfolios in class so that they are availablewhen needed and can be regularly checked and assessed.


Introduction

20

T h e E uo f

r o p e a nF r a m e w o r kR e f e r e n c e

The Common European Framework of Reference (CEFR),published by the Council of Europe in 1996, indicates thedescriptors of the levels of communicative competence to beachieved in the various phases of the foreign languagelearning process and lists them in self-assessment checklists.This document allows an objective and homogeneousevaluation of the acquired competences in any Europeanlanguage. Soon after, the Council of Europe issued anotherdocument, the Language Portfolio, which recommends thatall students record their own competences in foreignlanguages, by collecting together certificates and various typesof work.

CEFR Descriptors

■ The descriptors of communicative competence aredivided into A1, A2, B1, B2, C1, C2.

■ For each level there is a self-evaluation checklist whichcovers the following macro skills: listening, reading,spoken interaction, spoken production, strategies,language quality, writing.

A1 Breakthrough

A Basic User

Can understand and use familiar everyday expressionsand very basic phrases aimed at the satisfaction of needsof a concrete type. Can introduce him/herself and othersand can ask and answer questions about personal detailssuch as where he/she lives, people he/she knows andthings he/she has. Can interact in a simple way providedthe other person talks slowly and clearly and is preparedto help.

B Independent User

A2 Waystage

Can understand sentences and frequently usedexpressions related to areas of most immediate relevance(e.g. very basic personal and family information,shopping, local geography, employment). Cancommunicate in simple and routine tasks requiring asimple and direct exchange of information on familiarand routine matters. Can describe in simple terms aspectsof his/her background, immediate environment andmatters in areas of immediate needs.

B1 Threshold

Can understand the main points of clear standard inputon familiar matters regularly encountered in work,school, leisure, etc. Can deal with most situations likely toarise whilst travelling in an area where the language isspoken. Can produce simple connected text on topicswhich are familiar or of personal interest. Can describeexperiences and events, dreams, hopes and ambitionsand briefly give reasons and explanations for opinionsand plans.

C Proficient User

C1 Effective - Proficiency

Can understand a wide range of demanding, longertexts, and recognise implicit meaning. Can expresshim/herself fluently and spontaneously without muchobvious searching for expressions. Can use languageflexibly and effectively for social, academic andprofessional purposes. Can produce clear, well-structured, detailed text on complex subjects, showingcontrolled use of organisational patterns, connectorsand cohesive devices.

C2 Mastery

Can understand with ease virtually everything heard orread. Can summarise information from different spokenand written sources, reconstructing arguments andaccounts in a coherent presentation. Can expresshim/herself spontaneously, very fluently and precisely,differentiating finer shades of meaning even in morecomplex situations.

B2 Vantage

Can understand the main ideas of complex text on bothconcrete and abstract topics, including technicaldiscussions in his/her field of specialisation. Can interactwith a degree of fluency and spontaneity that makesregular interaction with native speakers quite possiblewithout strain for either party. Can produce clear, detailedtext on a wide range of subjects and explain a viewpointon a topical issue giving the advantages anddisadvantages of various options.


Introduction

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S e l f - A s s e s s m e n tC h e c k l i s t s

Below are detailed self-assessment checklists for levels A1, A2 and B1 with instructions for students.

Use these checklists to record what you think you can do (column 1). Ask someone else, for example your teacher, to also assess what theythink you can do (column 2). Use column 3 to mark those things that you cannot yet do and which you feel are important for you

Use the following symbols:

Self-evaluation checklist - Level A11 Me 2 My teacher/another 3 My objectives

Listening 1 2 3

Reading 1 2 3

I can understand when someone speaks very slowly to me and articulates carefully,with long pauses for me to assimilate meaning

I can understand simple directions such as how to go from A to B, on foot or by publictransport

I can understand questions or an invitation to do something, provided the other person is prepared tospeak clearly and at a lower rate. I can follow short and simple directions

I can understand numbers, prices and times

I can understand data about people (place of residence, age etc.) in newspapers

I can locate a concert or a film and understand where it takes place and what time it starts on calendars of public events or posters

I can understand a questionnaire (entry permit, hotel registration form) well enough to give the mostimportant personal data (e.g.: name and surname, birth date, nationality)

I can understand words or phrases on signs (e.g.: “station”, “car parking”, “no smoking ”, ”turn right”)

I can understand the most important orders in a computer program, such as, “save”, “cancel”, “open”, “close”

I can understand simple written directions (e.g. how to go from A to B)

I can understand simple messages on postcards (e.g. holiday greetings )

I can understand simple, every-day messages, written by friends or colleagues (e.g. “back at 4”)

In columns 1 and 2✓ I can do this under normal circumstances✓✓ I can do this easily

In column 3! This is an objective for me!! This is a priority for meIf you have over 80% of the points ticked, you have probablyreached the level.


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22

Spoken Interaction 1 2 3


Strategies 1 2 3

Writing 1 2 3

I can introduce somebody and use basic greeting and leave-taking expressions

I can ask and answer simple questions, initiate or respond to simple statements in areas of immediate needor on very familiar topics

I can make myself understood in a simple way provided the other person is prepared to repeat or rephrasethings at a lower rate of speech or rephrase what I say, helping me formulate what I’m trying to say

I can buy simple things where pointing or other gestures can support the verbal reference

I can handle numbers, quantity, costs, times.

I can ask people for things and give people things

I can ask people questions about where they live, people they know, things they have, etc. and answer suchquestions addressed to me provided they are articulated slowly and clearly

I can indicate such phrases as “next week”, “last Friday”, ”in November”, “at three o’clock ”

I can give information about me (e.g., address, phone number, nationality, age, family and hobby)

I can describe where I live

I can say that I do not understand something

I can ask someone in a simple way to repeat something

I can ask someone to speak at a lower rate of speech

I can fill in a questionnaire with my personal details (e.g., job, age, address, hobbies)

I can write a greeting card (e.g. a birthday card)

I can write a simple postcard (e.g. With holiday greetings))

I can write a note to tell somebody where I am or where we are to meet

I can write sentences and simple phrases about myself, (e.g. Where I live and what I do)

Listening 1 2 3

I can understand familiar everyday expressions when people speak clearly, slowly and directly to me; I canunderstand the speaker if he/she is ready to help me

I can understand the main points of clear, standard speech, when people speak clearly and slowly

I can understand sentences, expressions and words related to areas of most immediate need (e.g. basicpersonal and family information, shopping , employment, local geography)

I can catch the main point in short, simple and clear messages or announcements

Level A1 follows

Self-Evaluation Checklist - Level A21 Me 2 My teacher/another 3 My objectives


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23

Reading 1 2 3


I can catch basic information in short, audio recordings about topics of immediate relevance, provided thedelivery is slow and clear

I can catch the main points of TV news about events or incidents, if the comment is accompanied byimages

I can identify important information in news or newspaper articles in which numbers, names, pictures,and titles play an important role and which are clearly structured and illustrated

I can understand a simple personal letter, in which the writer tells or asks me about aspects of everyday lifeand asks me questions about it

I can understand simple, written messages from friends or colleagues (e.g. when we should meet to playfootball or asking me to be at work early)

I can find the most important information on leisure time activities, exhibitions etc. in information leaflets

I can skim small advertisements in newspapers, locate the heading or column I want and identify theinformation I want (e.g. size and price of a flat, a car, a computer)

I can understand simple user’s instructions for equipment (for e.g. public telephone)

I can understand simple orders and communications on simple computer programs

I can understand short narratives about everyday topics which are familiar to me, if the text is written in asimple language

I can make simple transactions in shops, post offices and banks

I can use public transport (buses, trains, taxis), ask for basic information and buy tickets

I can get simple information about a trip

I can order something to eat or drink

I can make simple purchases by stating what I want and asking the price

I can ask for and give directions referring to a map or plan

I can ask how people are and react to news

I can make and respond to invitations

I can make and accept apologies

I can express what I like and dislike

I can discuss with other people what to do, where to go and make arrangements to meet

I can ask people questions about what they do at work and in their free time, and answer such questions addressed to me


24

Introduction

Strategies 1 2 3


I can describe myself, my family and other people

I can describe where I live

I can describe an event shortly and simply

I can describe my educational background, my present or most recent job

I can describe my hobbies and interests simply

I can describe past activities or personal experiences (e.g.: last weekend, last holidays)

I can ask for attention

I can indicate when I am following

When I do not understand something, I can simply ask the speaker to repeat what they said

I can make myself understood using memorised phrases and simple expressions

I can link groups of words with simple connectors like “and”, “or” and “because”

I can use some structures correctly

I have a sufficient vocabulary for coping with simple, everyday situations

I can write simple notes or messages

I can describe an event in simple sentences and report what happened when and where (e.g. a partyor an accident)

I can write about aspects of my everyday life in simple phrases and sentences (people, places, job, school,family, hobbies)

I can fill in a questionnaire giving an account of my educational background, my job, my interests andmy specific skills

I can briefly introduce myself in a letter with simple phrases and sentences (family, school, job, hobbies)

I can write a letter using simple expressions for greeting, addressing, asking or thanking somebody

I can write simple sentences, connecting them with words such as “and”, “but”,” because”

I can use the most important connecting words to indicate the chronological order of events (first, then,after, later)

Language quality 1 2 3

Writing 1 2 3

Level A2 follows


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25

Listening 1 2 3

Reading 1 2 3


I can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have toask for repetition of particular words and phrases

I can generally follow the main points of extended discussion around me, provided speech is clearlyarticulated in standard dialect

I can listen to a short narrative and form hypothesis about what will happen next

I can understand the main points of a radio news programme or of a simple audio recording aboutfamiliar topics, provided the speech is clear and delivered slowly

I can understand the main points of TV programme about familiar topics, provided the speech is deliveredquite clearly and slowly

I can understand simple technical information (e.g.: indications about how to use everyday technicalequipment)

I can understand the main points in short newspaper articles about current and familiar topics

I can read columns or interviews in newspapers or magazines in which someone takes a stand ona current topic or event and understand the overall meaning of the text

I can guess the meaning of single unknown words from the context thus deducing the meaning ofexpressions if the topic is familiar

I can skim short texts (e.g.: short messages) and find relevant facts and information (e.g.: who has donewhat and where)

I can understand the most important information in short, simple, everyday information brochures

I can understand simple messages and standard letters (e.g.: from businesses, clubs or authorities)

In private letters, I can understand those parts dealing with events, feelings and wishes well enough tocorrespond regularly with a pen friend

I can understand the plot of a clearly structured story and recognise what the most important episodes andevents are and what is significant about them

I can start, maintain and close simple face-to-face conversation on topics that are familiar or of personalinterest

I can maintain a conversation or discussion but may sometimes be difficult to follow when trying to sayexactly what I would like to

I can deal with most situations likely to arise when making travel arrangements through an agent or whenactually travelling

I can ask for and follow detailed directions

I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference

I can give or seek personal views and opinions in an informal discussion with friends

I can agree and disagree politely

Self-Evaluation Checklist - Level B11 Me 2 My teacher/another 3 My objectives


26

Introduction


Language quality 1 2 3

Strategies 1 2 3

Writing 1 2 3

I can narrate a story

I can give detailed accounts of experiences, describing feelings and reactions

I can describe dreams, hopes and ambitions

I can explain and give reasons for my plans, intentions and actions

I can relate the plot of a book or film and describe my reactions

I can paraphrase short written passages orally in a simple fashion, using the original text wording andordering

I can repeat back part of what someone has said to confirm that we understand each other

I can ask someone to clarify or elaborate what they have just said

When I can’t think of the word I want, I can use a simple word meaning something similar and invite“correction”

I can keep a conversation going comprehensibly, but I have to pause to plan and correct what I amsaying – especially when I talk freely for longer periods

I can convey simple information of immediate relevance, getting across which point I feel is most important

I have sufficient vocabulary to express myself with some circumlocutions on most topics pertinent to myeveryday life such as family, hobbies, interest, work, travel and current events

I can express myself reasonably accurately in familiar, predictable situations

I can write on topics which are familiar to me or which interest me personally in a simple clearlystructured way

I can write short simple texts about experiences or events, e.g. about a trip, for a school newspaper orclub newsletter

I can write personal letters to friends or acquaintances asking for or giving them news or narrating events

I can describe in a personal letter the plot of a film or a book or give an account of a concert

In a letter, I can express feelings such as grief, happiness, interest, regret and sympathy

I can reply in written form to advertisements and ask for more complete or specific information aboutproducts (e.g.: a car or an academic course)

I can convey – via fax, e-mail or a circular – short simple factual information to friends or colleaguesor ask for information in such a way

I can write my CV in summary form

Level B1 follows


27

E x t e r n a lc e r t i f i c a t i o n s

As previously stated, one of the objectives of New Step Aheadis to prepare learners for internationally recognised externalcertifications, specifically those from the well-knownexamination boards University of Cambridge ESOL and TrinityCollege London.

The complete New Step Ahead course helps prepare studentsfor those exams which correspond to CEFR levels A1 and A2,that is Grades 1-4 of Trinity College Graded Examinations inSpoken English and Cambridge KET (Key English Test) exam.

Trinity College Examinations

Graded Examinations in Spoken English

These exams assess students’ oral competences and are made up of 12 grades, divided into four stages: Initial (Grades 1-3);Elementary (Grades 4-6); Intermediate (Grades 7-9); Advanced (Grades 10-12).

A1 Grade 1

Grade 2

A2 Grade 3

Grade 4

B1 Grade 5

Grade 6

CEFR level Trinity Grades ESOL

KET

PET

ISE

The Integrated Skills in English exam has three levels,corresponding to B1, B2 and C1, and is composed of:

■ Portfolio Tasks

■ Controlled Written Examination

■ Interview

For detailed and up-to-date information about the exams andsyllabus please see www.trinitycollege.co.uk

COMMON EUROPEAN TRINITY GRADE TRINITY STAGE EXAM FORMAT DURATIONFRAMEWORK

1A1 Breakthrough

2 Initial Conversation 5 – 7 minutes

3A2 Waystage

4

5 Elementary Topic discussion 10 minutesB1 Threshold

6Conversation


28

Introduction

Paper 1 Reading and Writing (1 hour 10 minutes)• Various reading exercises to practise different reading

strategies • Writing exercises including completion exercises, form

filling and a piece of continuous writing

Paper 2 Listening (about 25 minutes)• Listening activities, including identification, matching and

multiple choice exercises

Paper 3 Speaking (8-10 minutes per pair of candidates)• Two part test where students have to give personal

information and do an activity using prompt cards

Paper 1 represents 50% of the final grade, while Papers 2 and3 represent 25% each.

For detailed and up-to-date information about the exams andsyllabus please see www.cambridgeESOL.org

Key English Test (KET)The KET exam corresponds to CEFR Level A2 and tests the language used in everyday situations through a range of different

test formats.

The exam consists of:

University of Cambridge ESOL Examinations


Introduction

29

T h e s t o r yo f

S t e pN e wA h e a d 1A-1B

Module A FriendsIn order to create an authentic and natural context inwhich to speak English, the volume 1A of New Step Aheadfollows two children, Kiara and Luca, whose family hasbeen transferred to England from Milan, Italy. Kiara and Luca make friends with some English kids attheir school. In front of the ice cream parlour, their friendSimon introduces them to Sally and Tom. Sally seems tofancy Luca. They all sit down and have an ice cream and a chat.Vanessa arrives and is introduced to Kiara and Luca. Tom and Luca talk about Italian football teams.

Module B FamilyLuca and Kiara spend an afternoon at Sally’s house andmeet her parents. Sally is very embarrassed by her Dad’sextrovert behaviour.

Module C BirthdaysVolume 1B starts with Sally, Simon, Luca and Kiara in thepark, discussing what present to buy Vanessa for herbirthday. Vanessa is invited to Sally’s where the friends haveorganised a surprise party.

Module D Teenage livesSally sees Luca at school and shows him a word gamemagazine, but is jealous when Luca asks to borrow themagazine to show to Vanessa. Kiara finds Sally, alone andupset, and to cheer her up suggests she phones Luca tosuggest going skating together.

Module E Looking goodVanessa is at Kiara’s, admiring her clothes and how she dresses.When Tom phones, Kiara’s mum explains that the girls havegone clothes shopping. Tom and Simon go to look for them andsuggest meeting Luca and Sally in their favourite place, the icecream parlour.

Kiara Luca Simon

Sally Vanessa Tom


30

Introduction

Starter Unit:Back to school pp. 8-15

This unit has been designed to help the teacher understandthe level and competence of the new class of students. It is akind of link between different school curricula and allows agradual change to higher levels. The topics and activities inthis unit are typical of primary school courses.

Classroom English 1 p. 8Objectives● Demonstrating with mime to have understood instructions.

Exercise 1 p. 8

■ Individual activity. Students read the sentences. Checkcomprehension.

■ Play the recording once.

■ Play the recording again, with books closed. Studentsrepeat in the pauses.

Recording see Student’s Book page 8.

Exercise 2 p. 8

■ Group activity. Students listen to the recording and mimethe instructions in the order they hear them.

Recording

Hands up Point TickListen Write UnderlineRead Work in pairs CrossLook

Colours p. 8Objectives● Recognising and using the names of colours.

Exercise 3 p. 8

Warm-up: before doing the exercise, revise the colours witha game of “Simon says…. touch something red!”.

■ Individual or pair work. Students look at the flags andwrite the name of the country.

■ Point out that the Help Box can help them with thisexercise.

Answers

1 Barbados 2 Canada 3 Jamaica 4 South Africa 5 Ireland 6 USA

Numbers p. 8Objectives● Recognising and using numbers from 1 -20 and answeringthe hidden question.

Exercise 4 p. 8

■ Ask students to do the exercise, pointing out that betweeneach number there are some extra letters. These letters willmake the hidden question.

■ Students ask each other the question and answer.

Answers

How old are you?

The classroom p. 9Objectives ● Matching the names and pictures of objects correctly.

● Identifying objects someone has got by listening to adialogue.

● Asking personal questions about possession of schoolobjects.

Exercise 1 p. 9

Warm-up: before doing the exercise, revise classroomvocabulary with a game of “Hangman”.

■ Individual writing activity.

■ To check that all students know the words in the list, firstdo the exercise orally.

Exercise 2 p. 9

■ On the board, copy the mind map on page 10.

■ In pairs or small groups, students complete the mind mapwith vocabulary they know.

■ Check answers with the class, correcting pronunciation asnecessary.

Possible vocabulary: folder, felt pens, globe, map,highlighter etc.

Exercise 3 p. 9

Play the recording twice: once for completing the exercise andthen again for checking the answers.

■ Students complete the table.

Recording

STUDENT: Mrs. Brown, have you got a pen?MRS BROWN: Yes. Yes, I have but I haven’t got a pencil.STUDENT: Have you got a rubber?MRS BROWN: Let me look. Yes, I have. I’ve got a red rubber.STUDENT: Have you got a dictionary?MRS BROWN: Of course I have. I’ve got an English dictionary.STUDENT: And what about a pencil sharpener?MRS BROWN: Let me see. No, no I haven’t got a pencil sharpener.STUDENT: Have you got a bag?MRS BROWN: Yes, I have. Can you see it? It’s under the table.

Answers

√: pen, rubber, dictionary, bag

X: pencil, pencil sharpener.

Exercise 4 p. 9

Warm-up: Revise the structures Have you got a …?Yes, I have / No, I haven’t with this game. Blindfold a student.The other students put a few school objects in a box.Students ask the question and by feeling the various objectsthe blindfolded student tries to reply. To make the gamemore challenging, you can add objects which are similar toconfuse the student.

■ Group oral activity.

■ Students ask the teacher and then a classmate questionsabout possessions and note down the answers.

■ At the end, ask students to complete the My favourite box.


Introduction

31

The Alphabet p. 10Objectives● Using the alphabet to read abbreviations.

● Students monitor their own learning.

Exercise 1 p. 10

Warm-up: To revise the alphabet, you can use the gameThe King or The Queen of the Kingdom. All students stand ontheir chairs and the teacher says a letter of the alphabet andthe selected student has to say the letter before or after it. If astudent makes a mistake, he/she must sit down. The winner isthe last one left standing.

■ Check the students know the abbreviations, clarifyingwhere necessary.

■ Students take turns to pronounce them.

Exercise 2 p. 10

■ Play the recording and students repeat. Correct if necessary.

Recording see Student’s Book page III.

Animals p. 10Objectives● Reviewing the names of animals.

● Lexical development.

● Decoding a sound.

Exercise 3 p. 10

Warm-up: Given the interest that the topic animalsnormally creates in students, you can ask if they have anyanimals using the structure Have you got a pet? What haveyou got?

■ Ask students to bring in photos of their pets and create aposter to hang up in class.

■ Students do the exercise individually or in pairs/groups.

■ The exercise can be transformed into a game: the groupthinking of the most animals for each letter is the winner.

Possible solutions

b: bear, buffalo. c: cat, crocodile. d: dog, donkey.e: elephant, eagle. f: frog, flamingo. g: goat, giraffe.h: hen, horse. m: mouse, monkey. p: penguin, parrot.s: snake, seagull. t: tiger, tortoise. z: zebra, zebu.

Exercise 4 p. 10

■ Students read their answers to the class. Correctpronunciation and spelling as necessary. Students shouldwrite down any new words on their spidergrams.

Exercise 5 p. 10

■ Play the recording more than once, if necessary, pausing to

give students time to write down the names of the animals.

Recording

Animal sounds in the order below:

Answers

1: bird. 2: cat. 3: mouse. 4: dog. 5: frog. 6: tiger.

Food and Drink p. 11Objectives● Identifying the position of an object using simpleprepositions.

● Talking about food and drink.

● Demonstrating comprehension of a dialogue with atrue/false exercise.

Exercise 1 p. 11

Warm-up: introduce the topic talking about what food anddrink you prefer, then ask students about their preferencesusing Do you like…..? Yes, I do. No, I don’t.

■ Individual activity.

■ Students complete spidergram. Move around classchecking and helping students as necessary withpronunciation and spelling.

Exercise 2 p. 11

Warm-up: revise the use of the prepositions by looking atand talking about the picture.


■ Check all students know the vocabulary.

■ Students underline the correct preposition, referring to thepicture.

Answers

The milk is in the fridge.

The milk is between the milk and the yoghurt.

The biscuits are next to the jam.

The salad is on the table.

The water is next to the hamburgers.

Exercise 3 p. 11

■ Students look at the picture for 30 seconds and then coverit up.

■ Play the recording twice. Then students can correct theirown work by looking at the picture.

Recording

There are three children in the kitchen.In the fridge there is a bottle of milk.In the cupboard there is a jar of jam and a packet of biscuits.The children are eating hamburgers and chips.On the table there is a bowl of fruit.

Answers

1 false 2 true 3 true 4 true 5 false

■ Students complete the My favourite box.

Days of the week p. 12Objectives● Identifying and pronouncing correctly the days of the week.

Exercise 1 p. 12

■ Individual or pair work to review the alphabet andconsolidate spelling.

Answers

Tuesday, Friday, Sunday, Thursday, Saturday, Monday,Wednesday


32

Introduction

Exercise 2 p. 12

■ Individual activity. Students listen to the recording andrepeat in the pauses. Point out that in English speakingcountries the first day of the week is Sunday.

Recording

Sunday Wednesday FridayMonday Thursday SaturdayTuesday

Months p. 12Objectives● Identifying and pronouncing correctly the names of themonths.

● Asking questions about quantity using How many andreplying with a number.

Exercise 3 p. 12

■ Individual/pair writing exercise. Students read the tablecarefully and fill in the missing letters.

Answers

28 days 30 days 31 days February April January

June MarchSeptember MayNovember July

AugustOctoberDecember

Exercise 4 p. 12

■ Individual exercise to listen and check the answers.Students repeat in the pauses.

Recording

February has got 28 or 29 days.April, June, September and November have got 30 days.January, March, May, July, August, October and Decemberhave got 31 days.

Exercise 5 p. 12

■ Oral exercise. Using the prompts, students ask and answerquestions about the months.

Seasons p. 12Objectives● Finding out which months are part of each season.

Exercise 6 p. 12

■ Individual writing exercise. Students write the name of theseason next to the correct months.

■ Follow-up question, if necessary: What’s your favouriteseason? Why?

Answers

Winter (December, January, February)

Spring (March, April, May)

Summer (June, July, August)

Autumn (September, October, November)

Weather p. 12Objectives● Identifying the weather through a listening exercise.

Exercise 7 p. 12

■ Before playing the recording, check students know all theweather expressions.

■ As the recording is not in the same order as the exercise,pause the recording to give students time to find theexpression and match it to the correct picture.

Recording

It’s sunny It’s rainingIt’s warm It’s hotIt’s grey It’s cold

Answers

It’s sunny (3) It’s warm (2) It’s grey (1) It’s raining (5)It’s hot (6) It’s cold (4)

Special Days p. 13Objectives● Recognising and identifying the main holidays and festivalsin Great Britain.

Exercise 1 p. 13

■ Students look at the photos and discuss them together,helping them identify the elements and symbols thatcharacterise each event.

■ Students write the names next to the correct photo.

Exercise 2 p. 13

■ Writing exercise. Students answer the questions, using theexample as a model.

Answers

February, November, in April, It’s in October, It’s in December

■ Students complete the My Favourite box.

Classroom English 2 p. 14Objectives● Putting common classroom sentences into the correct order.

Exercise 1 p. 14

■ Individual or pair activity.

■ Students put the sentences into the correct order.

Answers

1 I don’t understand. 2 Can you help me?3 What’s this in English? 4 It’s my turn.

Exercise 2 p. 14

■ Play the recording twice. Students check and correct theiranswers, and repeat in the pauses.

Recording

I don’t understand

Can you help me?

What’s this in English?

It’s my turn


Introduction

33

How are you? p. 14Objectives● Recognising adjectives to describe emotions and feelings.

● Expressing feelings.

Exercise 3 p. 14

■ Students study the pictures and vocabulary. Check students’comprehension of all the expressions.

■ Students match the words with the correct picture.

Answers

Horizontally:hot - hungry - thirstyhappy - sad - tired - angry

Exercise 4 p. 14

■ True/false listening activity.

■ Students write true/false while listening to the recording.

Recording

What a lovely day!Can I help you?Can I have a sandwich, a salad and chips?Brrr... it’s cold.Good night! I’m going to bed.

Answers

2 False 3 True 4 False 5 False 6 True

Exercise 5 p. 14

■ Individual writing activity. Using the vocabulary fromexercise 3, students write how they feel.

Grammar p.15Objectives● Identifying the grammatical category (nouns, adjectives orverbs) of a list of words.

Exercise 1 p. 15


■ Students find the odd one out and explain why.

Answers

1 red (adjective) 2 apple (noun) 3 read (verb)

Exercise 2 p. 15

■ Individual or pair work.

■ Students complete the mind map, using their knowledge ofgrammar.

■ Class correction.

Exercise 3 p. 15

■ Remind students that the words can be both horizontaland vertical.

Exercise 4 p. 15

■ Suggest students use words from the previous exercises andthat the rest of the class will know.

■ Students fill in their chosen words in the grid, then fill in thegaps with any letters to form the word search.

Book Quiz p. 15Objectives● Familiarising students with the course book with atrue/false exercise.

Exercise 5 p. 15

■ Individual reading exercise.

■ Check students understand all the vocabulary and then askthem to complete the exercise individually, looking throughtheir books for the answers. Class correction.

Answers

1 false 2 true 3 true 4 true 5 false

Conclude this first unit by asking students for their commentsand their favourite activities, encouraging them to completethe My favourite box.

T L I K E G J X L WI L I S T E N P H RR P I Z Z A H E O IE E L E P H A N T TD A N G R Y B K Q E


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