Channel your english intermediate teacher book

H.Q Mitchell - J Scott mm publications Introduction Contents of Student's Book Student's Book and Teacher's Notes Unit Unit 12 Unit 18 Revision (Units 1-3) 24 Unit 26 Unit 32 Unit 38 Revision (Units 4-6) 44 Unit 46 Unit 52 Unit 58 Revision (Units 7-9) 64 Unit 10 66 Unit 11 72 Unit 12 78 Revision (Units 10-12) 84 Unit 13 86 Unit 14 92 Unit 15 98 Revision (Units 13-15 ) Pairwork Activities 104 : : 106 Songs 109 Grammar Reference 110 Listening Transcripts 120 Word list 127 Out line of the course : - a nnel your English Intermediate is an innovative course, , en smo othly takes teenage learners of English from e e enta ry to a higher level of fluen cy It has been culously designed to boost students' existing knowledge =-0 build their ability to communicate their ideas accuratel y confi dent ly The main concern of the writers of th is book -"t ='" -a s been to explicitly demonstrate how English is used in ~~ o~life situations thus, enabling studentsto use it in -"aningful contexts Other important factors such as the ea rners' age and interests have been taken into co nsiderat ion in the planning and design of this book The :,:," cs have been carefully selected to attract stud ents' ":erest and motivate learning :"annel your English Intermediate uses an integrated eooroach to all four language ski lls (reading, listen ing, soeaking, writing) in a well-organised user-friend ly sylla bus :o'Tlbining functions, structures vocabulary and :0 municat ion sk ills The book is divided into 15 e i-developed and carefully stru cture d units each of which cased on a general topic and divided into three lessons xa bulary and grammar are systematic ally categorised and _ esent ed in each lesson helping teache rs to manage an d y ganise their time efficiently Communicative language aching is viewed as a practical activity rather than a tr eoret ical notion :-annel your English Intermediate is suitabl e for - :ermediate level students By the end of the book, 5:udents will have mastered the functions and structures :~tJi n e d in t he contents Addit ionally, they will have o", eloped all four skills, having been given adequate c-acuce t hroughout the book The mate rial included can be : ered in approximately seventy-five hours The precise - e needed will vary accord ing to factors such as school :rganisation class size, learner ability and motivation - 'ere are certain key feat ures in t he book tha t add to the :-allenging and motivating materi al of the course , suc h as e dialogues presenting real spoken English, and th e soecial emphasis given on vocabulary building, including :'"' rasal verbs, collocations lexical sets idioms, words easily contused and derivatives Useful tips also facilitate skills oeveloprnent and help students deal wit h new task types • Five two-page revision units appearing at the end of each module • Pairwork speaking activities • Lyrics of the songs • A Grammar reference section with useful tables, examples and explanations of the grammatical structures dealt with in each unit • Workbook The Workbook is divided into units and lessons in accordance with the Student's Book and contains exercises for furth er practice of the items dealt with in th e St udent 's Book The exercises may be done in class or assigned for homework In some units short texts thematically linked to the topic of each unit offer further reading comprehension practice Each unit also contains an exercise for further writing practice • Class cassettes or CDs The Class Cassettes or CDs tain all the recorded material from the Student's Book: the dialogues t he intonat ion sections the listening exercises and the songs • Study Companion The Study Companion contains the words and expressions introduced in each lesson together with pronunciation definitions in English, example sentences their translation in the student's native tongue and vocabulary exercises It also includes notes on grammar and usage in the student's native tongue.The Study Companion is available in a number of different languages • Interleaved Teacher's Book The Teacher's Book contains: • An introduction • Table of contents as it appears in the Student's Book • Teacher 's Notes inte rleaved with the Student's Book pages The notes include tables wit h th e fun ct ions, structures and active vocabulary introduced in each lesson, useful tips and notes for lesson planning, answers to all exercises , the transcripts for the listening exercises and ideas for optional activities • Pairwork activities, lyrics of songs and the Grammar refer ence sect ion as they appea r in the Student's Book • A word list Course components • Student's Book e Student's Book contains: • able of contents presenting th e to pics, vocabu lary, Sir ctu res, functions as well as the microskills practised in ea h unit • Fifteen six-page units, each divided into three lessons arranged in five modules • Test Booklet an d CD·ROM The Test Booklet conta ins: • Fifte en Quizzes (one per unit) • Five Revision Tests corresponding to the Revision Units • A Final Exam The CD·ROM includes all t he mater ial in the Test Booklet in elect ronic form whic h gives t he teacher the possibi lity to add, omit or change the order of items and/ or exercises according to the needs of each class ~'~~" Introduction ' '"7\'-7" The structure of the units (units 1·15) thus providing controlled practice of sentence stress and intonation patterns (of a variety of f unct ionallanguage).Since intonation is an important feature of natural, nati ve-like delivery of speech, it is essential that it be practised Each of th e fifte en units is divided into t hree two-page systematica lly Teache rs a re advised to encou rage repetit ion lessons, which are discussed in deta il below either individual or in pairs or chorus • Lesson One Words and phrases Lesson One is divided into three basic sections : presentation (dialogue), words and phrases and grammar Some units also have an oral practice activity while for others it is incorprorated Elaborating on t he dialogue the purpose of this activity is to expose Ss to real/actual examples of the English language in use The activity focuses on various kinds of words and phrases (i.e phrasal verbs, conversatio nal English, in t he Teacher's book collocations, differences between British and Ame rican Presentation The aims of this section are to present vocabular y structures English) introduce d in the.dialogue Ss are once more exposed to diffe rent instances of spoke n English as well as pract ising important and widely used phrasal verbs and and functions in the context of a dialogue and to expose collocations In this way, English is viewed as a language students to nat ural spoken English throu gh a meaningfu l directly linked to contem porary English culture not designed to simply serve th e purposes of a textbook context The presentation is divided into four stages : Stage one : This is a lead-in to prepare students for the dialogue th ey will hear later A short discussion is generated through visual a nd verbal informat ion with t he aim of introducing the topic of t he dialogue that follows to th e students Moreo ver students are encouraged to get involved personally in an activity that creates expectations and motivates the m to move on to the next stage As this is actua lly a warm-up activ ity, it is advisable that students should not spend more than a few minutes doing it Stage two: In this stage students listen to the dialogue without looking at the ir books All the dialogues have been speciall y designed to fami liarise students with spoken English in a variety of differe nt real-life situations as well as to present the functions , vocabula ry and structures practised further on These dialogues motivate students' ineterest t hrough witty exchanges with up-to-date modern English, the objecti ve of which is to promote learn ing in a communi cati ve way The aim of this stage is to facilitate the unde rsta nding of ma in ideas Stage three: In this stage stud ents listen and read at t he same time in orde r to carry out a variety of task types.These cover T/ F sentences , open ended questions, orde ring events ident ifying speakers and their tone of voice, extracting specific informatio n etc This stage aims at enhan cing st udents' understand ing of detailed /specific informa tion Stage four: This final stage of the presentatio n is actually a discussion expanding on the topic of the dialogue requiring students to relate it to personal preferenc es and experiences and/or demo nstrate some critical think ing Intonation The intona tion practice appearing at th e end of the presentation stage is in the form of a listen-and-repeat drill, Grammar The grammar section in this lesson dea ls with a major grammatical phenomenon appearing in the presentation stage, and is clearly presented, while usage is illustrated thro ugh notes and/or examples However Ss are always actively involved in the understa nding of gramma r through various language awareness activities Ss are asked to refer to the dialogue an d the information provided in the grammar section in order to make inferences about the functions and usage of gram matical phenomena The accompanyi ng tas ks vary, and require Ss to complete tabl es, match structures with functions a nd find more examp les or make their own The grammar section always ends with a short exercise giving Ss the opportunity to practise the grammatical phenomena in context If time is scarce, we suggest that it be assigned for homework A more detailed presentation of th e grammatical phenomena is included in the Gramm ar Reference at the back of the book which Ss may refe r to whenever necessa ry Oral practice This section appears eit her in t he Student 's Book or the Teacher's depending on the unit The aim of this section is to provide students with furt her practice of the functions, str uctures and vocabulary already presented in the dialogue through visual and verbal stimuli It is advisable that every lesson be rounded up wit h t he oral practic e activity and that reas onable time be allowed for students to carry out the task • Lesson Two ce esso n Two focuses on recept ive sk ills (read ing and stenlng) and deals with the target language (grammar and e is) appearing in the read ing text Lesson Two is divided -to four sections; reading vocabulary grammar and stenlng, n n St ag e four: This stage appears only in th e teacher's book as an optional post-reading activity but it is recommended th at it be done systmatically to round up the reading sect ion Its aim is to help st udents expand on the topic of the reading text relating it to personal preferences and experience Students should be encouraged to use as muc h of the topic related vocabula ry in the text as possible Rea ding Words and phrases - :.his section students are exposed to a wide veriety of material, such as magazine and newspaper articles, terary texts and encyclopaedic extracts.The texts have been soecially adapted to suit teenage learners' needs and erests.They cover a broad range of motivating and : "temporary topics and provide students with interesting, LJ ti-cult ural information about the real world The main - en ion is to provide intensive reading practice although eo, also lend themselves to presenting target vocabulary a-c grammar in context Each module focuses on specific s"oskills The tasks approximate exam type tasks (such as =CEl and they are graded in terms of diffi culty but not ' each FCE level There are also tips as to how to approach hand le each task type.The reading section is divided into As with the activity under the same heading in Lesson One this activity gives students further practice with various lexical items, such as phrasal verbs, expression s word s easily confused prepositional phrases collocations and derivatives appearing in the reading text.The tasks vary and expand on the vocabulary introduced in the text ~ea din g ,-a stages: ~ Jr Stage one : A pre-reading task always precedes the reading Its main aims are to introduce the topic of the reading \1 with questions that relate it to the students' personal evoerience and to activate topic-related vocabulary students , -eady know.!t may appear in the form of questions that ;-e"'erate a short discussion or visua l/verbal stimuli in order • students to predict the content of the readingtext As it is , arm-up activity it is advisab le that it be done syternat ically :J€"ore the actual reading task · -:? Grammar In this section a minor grammatical item introduced in the reading text is dealt with, similarly to what has been described in the corresponding section in Lesson One Listening The process of listening is very similar to that of reading There is always a direct or indirect thematic link between the liste ning and the reading text A variety of spoken text types and task formats have been em ployed, through whic h important listening microskills are developed In most units the listening section is also divided into three stages, where as in others where students listen to short extracts, there is only the liste ning stage focusing eithe r on gist or specific detail Wherever there are three stages they appear as follows : Stage on e: A pre-listen ing activity smoot hly int roduc es the topic of the listening activity act ivati ng Ss' background knowledge and preparing them for the task at hand Stage two: In this stage students read the text for the first """"Ie in order to perform a task The main aim of this stage is Sta ge two: The main aim of this stage is to focus on gist an d - " elp studen ts understand t he gist of the text or th e main understanding main ideas Students listen once to perform oeas The tas k types vary and include matching headi ngs the task There are various task types including multiple • paragraphs, check ing predictions reordering jumbled evts multiple choice matching paragraphs with pictures and -, matching, checking predictions and multiple choice atc hing summary sentences with paragraphs, It is St age th ree: The main aim of t his stage is listening for det ail sa isable that students be given some time to perform the or specific information Students listen to the text again or to :ask and that teachers point out to' them that unknown words a sequel and carry out the task Task types vary and include s.-ould not worry them at this stage T/ F exercises mu ltiple choice, muitiple matching, note taki ng, blan k fillin g, correct ing incorrect sentences and Stage three: In thi s stage st udents are asked to read the text matc hing speake rs to what th ey said.Most activities in th is again in order to the reading activity The aim of th is stage stage also familiarise Ss with exam type tasks such as those s to help students develop certain microskills such as of the FCE examination scanning for specific information, understanding text x gsntsat lon and making inferences, The task types vary and It is advisa ble that the teacher ask studen ts to read th e ' elude mu ltiple matching multiple choice, gapped texts with inst uctions and tip carefully before the y each activity .,·ssing sentences or paragraphs open-ended questions and making sure they full y understand what the y are expected to ;;ap filling_ The tasks intend to familiarise students with After making sure tha t Ss have unde rstood th e =CE-type tasks Students should be given am ple time to carry instruct ions and the language included in the tasks, the tr ese tasks out in class, especially when t hey appear for th e teacher can play the tape When answers are elicited from "rst time, When classroom time is scarce they can be Ss, we suggest that students should be asked to justify their assigned for homework answers Then if necessary the tape may played again and any points that have not been understood can be clarified - Introduction • Lesson Three Lesson Three focuses on the productive skills (speaking and writ ing) and lexical items Words and phrases The lexical items presented in this lesson are usually semantically grouped and clearly presented Ss are asked to carry out one or two tasks (matc hing labelling classifying word building blank filling multiple choicej Thus th ey practise usingthe lexical items presented in controlled practice activities The lexical items practised include collocations derivatives idioms verbs with prepositions, similes compound nouns, nouns with prepositions and lexical sets Speaking The aim of the speaking section in Lesson Three is to enable Ss to use some of t he vocabulary grammar and fun ct ions introduced in the unit in a meaningful context The activities are inter esting they closely approximate real-life tasks and there is always a goal to be achieved through th e activity Ss always work in pairs and perform a variety of tasks They discuss or exchange information, make suggestions make decisions or express personal opinion in order to achieve thei r goal Other tasks include speculati ng and narrating a story, prioritising and comparing and contrasting pictures The speaking tasks are based on visual and/ or verbal sti muli In some of t he speaking act ivit ies each of th e two students is provided with different information found in a special sect ion at the end of th e book For some of the activities there are useful tips for the students relatingto how to hand le th e task and enhance their performance To achieve optimum results it is advisable to set a time limit for the activity During th e activity the teacher should go round the classroom and listen to the discussions taking place and make sure that Ss speak only in English If necessary help and support should be provided As the aim of the activity is to enhance Ss' fluency it is not recommended to interrupt them to correct their errors It is preferable that the teacher keep a record of common or basic mista kes and comme nt on them at the end of the activity There is ample opport unity to focus on accuracy and correct errors while doing other types of exercises Writing Like speaking writing is a productive skill and one that Ss often have diffic ulty with Stu dents are int roduced to different exam type writing tasks: story writing informal letters, formal letters, articles, reports and discursive compositions This section is also divided into stages There are three or four pre-writ ing stages dependin g on the unit In th e fir st pre-writing stage students are asked questio ns related to the topi c of the writ ing task In the second stage st udents are introdu ced to a sample text in most units and elaborate on it in a variety of ways The tasks at thi s stage focus on understandi ng gist and ident ifying style register purpose ':'V"'-.,,,, "~:~' and target reader as well as elaborat ing on format/layout In the next stages labelled Plan and Improve your style various activities focusing on a number of sub-skills (planning and organising ideas editing to improve writin g style) prepare Ss for the actu al Writin g task the final stage which should be assigned for homework Concise tips provide useful guidelines for students to base their writing on It is very importa nt to make sure that students have fully understood what they are expected to Moreover they should be fami liarised with a correction code like the one suggested below which will help th em identi fy and correct their own mistak es WW: wrong word S: spelling P: punctuation T: tense A: artic le WO: word order 1\ : something missing Revision Units The five Revisions Units with exam type tasks could be done either at home or in class depending on th e time available The exercises thoroughly revise the functions, grammar and vocabulary that have been taught in the preceding units Since the Revision Units are not tests we suggest that you allow Ss to refer to the relevant units and/or the grammar reference sections when doing th e exercises if they need to Each revision units consists of non-fictional reading comprehension texts which are lengthier than the reading texts appea ring in the precedi ng units and which derive from aut hent ic sources The aim is to consolidate the sub-skills already practised in th e module.There is also a Use of English sect ion which famili arises Ss with FCE-type tasks There are two tasks appear ing in th e Student's Book and thr ee in t he corresponding unit of the Workbook together with other tasks some of which can be done in class or assigned for homework Each revision unit ends wit h a pop song which aims at helping Ss practise their listening skills in a highly communicative and enjoyable way Ss should listen to the song and carry out t he tasks involved (i.e completing missing words from th e lyrics making and checking predictions, answering comprehension questions) Optional activities and projects In the Tea cher's Book there are various optiona l activ ities which help Ss get a beller understanding of th e dialogue and the reading or listening texts and give t hem further practice with various grammat ical st ructures or forms In t he Teacher's Book there are f ive projects each of which corresponds to a Revision Unit These projects are communicat ively designed as th e main idea is to induce Ss to be creative wit h the language rather t han simply revise gram mar and vocabular y Through proj ect work Ss are required to use language for a purpose Lin lOS Points to remember j Ss -e :a nt ~y :h • Whether a task is carried out in class or assigned for homework it is advisable that every effort be made to ensure that stu dents fu lly understand the rubrics, in order that t hey comprehend what they are expected to do, • For most act ivit ies, it could prove helpful to demonstrate t hrough examples what th e ta sk demands students to do, by doing the fi rst item, • Whenever a task requires understanding gist it is recommended that the teacher should not explain unknown words, thus encouraging students to focus on gist only Wherever necessary, however, ceratin key words that block understanding could be explained, • Regarding the grammar section , students will feel more confident if unknown words are explained before they the grammar activities • For the listening tasks it shou ld be ensured t hat students have no unknown words before t hey procede to th e listening task, • When explaining new lexical items a variety of techniques could be employed such as example sentences, mimicry definitions, antonyms, synonyms, enumeration and/ or translation At this level discovery techniques on the students' part can also be encouraged • Wherever elicitation procedures are required it should be ensured that everybody speaks before corrections are made by me teacher, • In cases where students are asked to guesswork, no answers should be revealed before students precede to the actua l task and check predict ions" ' • All tips should be read and explained thoroughly so that task performance is enhanced , e I, Abbreviations used in Teacher's Book adj - adjecti ve adv - adverb e.g, - for example etc et cetera n noun -0 -0 p, pp, prep sb sth Ss - v -0 page pages - preposition somebod y something students verb TB - Teacher's Book M UNITS TOPIC Sports and hobbies • • • • Adventure • Phrasal verbs • Adjectives describing situations andfeelings • Adjectives ending in -ed and-Ing • Word building (adjective suffixes) • Past Simple • Past Progressive • Prepositions of time • Referring to time • Narrating pastevents • Expressing feelings People • Phrasal verbs • Adjectives describing personality • Words easily confused • Word building (adverbs, negative prefixes and suffixes) • Present Perfect Simple • Present Perfect Progressive • Comparisons • Giving news and responding to it • Comparing • Expressing agreement anddisagreement Education • Phrasal verbs • Collocations (verb + noun) • Adjectives expressing like and dislike • Adjectives with prepositions • • • • • Talking about future plans Making arrangements Making predictions Expressing obligation, prohibition and necessity • Expressing like and dislike Places • Collocations with take • 'Strong' adjectives • Collocations (adjective + noun) • Defining and Non-defining Relative Clauses • Referring to place • Definingand giving additional information about people, things and places • Making polite requests and responding Environment • Phrasal verbs • Prepositional phrases referri ngto place • Word building (noun suffixes) • Zero, First and Second Conditionals • Articles • Talking about possibilities and future or imaginary situations • Referring to conditions • Giving information • Phrasal verbs • Prepositional phrases including the word • Past Perfect Simple • Past Perfect Progressive • Time linkers • Sequencing past actions andevents • Reacting positively or negatively to what is being said • Had better • Would rather • Should + present and perfect infinitive • Expressing preferences • Expressing opinions • Making suggestions • Asking for andgiving advice PAGE :::l Cl ::?:: Phrasal verbs Words easily confused Lexical sets (sports) Collocations (verb + noun) STRUCTU RES • • • • Present Simple Present Progressive Stative verbs Adverbs of frequency On your m arks LU I VOCABULARY PAGE 12 Go for it! PAGE 18 Wh at are you like? FUNCTIONS • Talking about habit ca actions • Distinguishing betweer temporary and permar situations • Expressing interest and surprise Revision Units 1-3 PAGE 24 PAGE 26 N LU I Learning zone PAGE 32 :::l Cl ::?:: Future will Future goingto Future Progressive Future Perfect Must, have to, need The place to be PAGE 38 What on earth ? • • • • Revisi on Units 4-6 PAGE 44 C'l LU I Teen age ::?:: • Collocations with make • Idioms That 's Spooky! PAGE 52 time PAGE 46 :::l Cl Mystery Channel your English Teenagers • Expressions with go • Verbs + prepositions >I1t Coritents • :oosing headings for ",-agraphs Focus: skimmingfor gist ' soeringopen-ended : esnons LISTENING SPEAKING WRITING • Multiple matching Focus: understan dinggist • True/False • Speculatingand makinga decision • Making suggestions and justifying them • An e-mail message • Telling a story based on visual and verbal prompts • A short story with a given title • Multiple choice Focus: understanding gist • Comparing and contrasting pictures • Discussing issues related to family and friends • An informal leitergivingnews • Multiple matching • Speculating and making a decision • Discussing issues related to education • An informal leiter including plansand arrangements • Listening to check predictions • True/False Focus: listeningfor specific information • Exchanginginformation, discussing and making a decision • A brochure for a place based on given information • MUltiplechoice Focu s:identifying the speaker's • Expressing preferences and opinions • Making decisions • Prioritising • Atransactional leiter givinginformation • Speculating about the missing partsof a comic strip and narratingthe events • A story beginningor ending with given words • Discussing problems and making suggestions • An informal leiter giving advice Focus: understandin g specific details =ocus: readingfor specific :etails • = ~ ac - r.g to check _ ecc ions • - D e matching • Which speaker said what? Focus: understanding specific details s: scanningfor specific -' abo" • '2:c,-ng headings with ~~3?aph s s: skimmingfor gist _ - De matching 5: scanningforspecific -' ation • - Die choice ~ s: 3~'" • global understanding rea ding forspecificdetails = ~a : ng to check _ eccuons • :J~e choice : transferring from verbal risual information • ~ ~: 'aeringju m b l ed texts s: understanding text _ 53 isation a::o-ngtexts with pictures Focus: identifying speakers, understanding mainideas mainpoint, listening forspecific information 5: transferri ng from verbal :: .~ risual information • ' tiple choice -ocus: summarising • :;Coned text =Dals: understanding text ganisation = ~ a c n g to check : ecictions • : oea-enoed questions =ocus: reading for specific • ~: • Listening to check predictions • Gap filling Focus: listeningfor specific information • Listening and doing a personality quiz Focus: emphasising listening for a purpose ation Channel your English UNITS TOPIC VOCABULARY Humour STRUCTURES FUNCTIONS • Collocations with • Word building • SimBes with as as • May, might could, must can't couldn't + present and perfect infinitive • Clauses ofconcession • Expressing possibility • Making deductions about present and past • Expressing contrast Culture and lifestyles • British andAmerican English • Compound nouns • Passive Voice I • Present Participle • Participle clauses • Making and accepting apologies Employment • Collocations withget • Words easily confused • Word building (noun suffixes referring to people) • Infinitives and -ing forms • Passive Voice II • Asking for clarification and clarifying Technology • Phrasal verbs • Idioms • Collocations (adjective + noun) • Causative • Infinitive of purpose, for + -ing form • Expressing and acceptingthanks • Expressing purpose • Reporting verbs • Reported speech (statements, questions, commands and requests) • Reporting • Asking for information Media • Phrasal Verbs • Lexical sets (media) • Nouns with prepositions • Wishes and unreal past • Clauses of result • Makingwishes • Expressing ca use and result Travel • Phrasal verbs • Words easily confused • Lexical sets (holiday) • Third conditional • Wishes in the past • Expressing regret • Complaining PAGE 58 What a laugh! Revision Units 7-9 PAGE 64 10 '