C21 english for the 21st century 2 teachers book

5 Get the whole class to read the dialogue in simultaneous pairs, with each pair reading at their own speed, of course.. IJ Get students to work in simultaneous pairs and then elicit th

nd Edition ENGLISH FOR THE 21st CENTURY Level2 Teacher's Book Bill Mascull GARNET EDUCATION Contents Introduction Unit Events 10 Unit Planning 17 Unit Products 22 Unit4 Decision-making 29 Unit Turningpoints 33 Unit Now & then 40 Unit? Performance 44 Unit Plans& tasks 50 Unit The world of work 54 Unit 10 Profits& incomes 60 Unit 11 Problem-solving 64 Unit 12 A better world 69 C21skills Progresstest answers Workbookanswers Notes 73 80 ///////////////////////////////////////////////////////////////////////////////////////////////////////// 84 101 English for the 21st Century • Contents ~ ntroduction The course Coursecomponents 01 Englishfor che21"Centuryis a course that combines a general Englishsyllabuswith a focus on C21skills.C21skills are a combination of academic skills,study skillsand 21" century skillssuch as critical thinking, creative thinking and collaboration.The aim of the course is to encourage learnersto develop their overall communicative ability and become independent, autonomous learners Eachlevel of the coursecomprises: • a course book in print and interactive digital formats • a workbook in print and interactivedigital formats • a teacher'sbook in print and digital formats • a website at www.garneteducation.com/c21 with resourcesIncluding audio and slideshows Learnersare askedto take a more active role in the learning process.They are given help and guidance in achieving this aim, both through specific notes and activities.and as an approach running through the course.For many activities, giving simple yes/no answersis discouragedand learners are often askedto explain or support their answers.They are also askedto bring their own experiencesand ideasinto the classroom Learnersare introduced to a wide range of skillsthat will be usefulto them in both their future studiesand when they enter the world of work Learnersare encouragedto think about ways in which they can think and act more effectively They also focus on how to be more creativeand are often required to produce creativesolutionsto problems similar cothose that they are likely to face themselvesin the future Researchplaysan important part in this process;learnerswill be required to work between classesand not treat the courseas simply something they in the classroom Unit structure At the same time, learnersare introduced to the various aspectsof collaboration- how to work effectively with other people, respectingtheir opinions and cultures,whether they be similaror different to their own Communicating in groups and teams is challenging and learnersare given opportunities throughoutthe course to develop awarenessof themselves and the people they work and study with, and to adapt and develop strategiesthat allow them to work creativelyand productively whilst avoiding misunderstandingand conflict ~ Eachcourse book contains 12units Eachunit hasthree sections,A to C,covering a combination of vocabulary, grammar and the four skills- listening,speaking,reading and writing It also integratesthe 21"century skills(more on these below) throughout the unit There is one general topic per unit, which is divided into sub-topics in each section Sections A unit section is usuallytwo or three pages.A unit section focuseson one particular area,e.g.,vocabulary,grammar,skills or a combination of skillssuch as listening and speaking.The unit as a whole builds a complete stage of development by providing a balanceof these areas.For easyreference,the main skillsin each section are indicated by the following icons: m C Vocabulary [C!)J 1'\iriting [SJ Grammar [t}] IJstening toJ tel ~eading Speaking Activitiesand flow of the material Activities are designed to be engaging and effective.The activities that require the students to think and prepareare carefully balancedwith activities that require them to use their Englishactively and Interact with each other.With the aim of developing core (21 skillsof communication collaboration and critical thinking, each section features activities that encourage students to personalizethe target skills,sharetheir experiencesand opinions and/or think critically about the themes in the units.Theseactivities are indicated by a light bulb icon: Q English for the 21st Century • Introduction ////////////////////////////////////////////////////////////////////////////////////////////////////////~ /////////////////////////////,W/////////////////////////////////////////////////////,W/////////.,W/////////////////////////#//////////////////////4 Navigation Pageheadingsare clearand easyto understand.making navigation through each unit easy.Here is an example: Introduction The target section is divided into: • Vocabulary • Grammar • Skills Theseare explained next -+iiH,IMIVocabulary Iconsto show the main skills you work on · There are also headersand footers signposting the unit and section Opening pages The opening spreadof each unit starts with a photo or photos related to the topic It alsocontains an overview of the learning objectives for the unit Providesan overviewof the languagecontent of the unit This 1san opportunity for the studentsand teachersto look ahead to what 1scoming up or to reviewa unit tater Highlightsthe skills developed1nthe unit Vocabularydevelopment is a key element of each unit The focus is usuallyon a group of relatedwords - for example, placesin a town - and there may also be work on wordbuilding using prefixesor suffixes,and noun phrases.The students are alsoencouraged to use their critical thinking skills to evaluatethe vocabulary items Introduced,for example, evaluatingthe advantagesand disadvantagesof using different forms of communication such as email,texts and letters When new words or phrasesare introduced,you can use the photos and illustrationsto help students understandthe meaning and contexts in which they are used The activities in this section encouragethe studentsto actively use the vocabulary that is Introduced.Get the students couse the vocabularyas much as possibleso that they can develop an understandingof how the words can be used in varioussituations.Listeningactivitiesgive the students clear models of the most typical useof the vocabularyin everydaysituations The amount of new vocabularybeing introduced is limited so that the studentshave a chanceto fully understand the meaningand to remember the words If some students are quicker than others,you can encouragethem to explore other words relatedto the topic using a dictionary or on line research Grammar In each unit, the students look at and practiseone or more grammar or functional language points, learning to put them into practice in specificcontexts.Over the 12 units of the book, the grammar points treated in each unit build into a grammar sequenceappropriate for the level -=-' ~=-=- -\=\ , \ Quiztet QR codes link studentswith extra \ exerciseson key unit vocabulary \ \ Focusesthe students'attention on the topic of the unit Givesthe teacherthe chanceto see what the studentsknow about the topic, the vocabularythey know or don't know,and to engage their interest W////////#///#/////#/////#/////////////////////////#///#////////////#/////////////////////#///# The grammar and functional language is introduced In a typical context, either through a reading or listening text The texts contain examplesof the languageat a level that is accessibleto the students.The texts are based on contemporary topics or issuesthat provide an initial discussionplatform Studentsalso have the chance to personalizethe topic and talk about their own experiences and ideas Focusboxesprovide notes on the form and use of the language.Theyare followed by practiceactivities that support the students in using the language for themselves.Finally.the students havean opportunity to use the language more freely in speakingactivitiesin pairsor small groups English for the 21 ' Century • Introduction - tr///////////////#/////////////////////#////////////////////////////////#///////////////////##//////////#///////#///#////////////////#///,W/n lntroductton Skills:Listening Skills:Reading Studentslistento audio materialand practisetheir listening comprehensionin a sequenceof exercises Thereisa full transcriptat the backof the coursebook.Typlcally,the listeningactivitiesdevelopthe srudents'abilityto listenin differentways Readingactivitiesarebasedaroundtextsthat havebeen written specificallyfor the leveland relateto the topic of the unit ReadingIsan Integralpart of the processof learning new vocabularyand grammar.It is alsothe meansby which studentslearnabout contemporaryeventsand issuesrelated to a wide rangeof areasincludingtechnologyand the digital world,healthand lifestyles,the world of work,andvarious aspectsof culture Readingskillsaredevelopedin stagesand studentsare introducedto the variouswaysin which we read,depending on our purpose.SkimmingIsa keysklllthat allowsus,In a similarway to llstenlngfor gist,to get the generalmeaning of the text Scanningfocusesthe students'attentionon only the informationthey need,which meansthat they readmore efficientlyand not wastetheir effort on unnecessary detail Readingfor detailhelpsthe studentsto reada text closelyand understandthe text at a microlevel- an importantskillfor readingacademictexts,for example Listeningisone of the mainwaysthat studentsgain insight into the variousfeaturesof conversational English.Thisis an importantstagein theirdevelopment,asit providesa modelfor them to follow and adaptwhen theycommunicate themselves The listeningmaterialin the courseis carefully adaptedto suit eachleveland givesexamplesoftyplcal Interactionsbetweennativespeakers Listeningskillsarealsodevelopedthroughoutthe course Listeningfor gist isan importantskillbecauseit allows studentsto get the generalideaof what is being said,rather than focusingon detail.Focusingon detailcan meanthat studentscannotkeepup with the paceof what isbeing said Similarly,listeningfor specificinformationallowsthe students to filter out unimportantInformationandfocussolelyon Informationthey need Listeningactivitiesalsoprovideopportunitiesfor students to hearthe grammarand vocabularythey havelearntin previoussectionsbeing usedin differentcontexts.Thishelps to broadenand consolidatetheir understandingand also aidsmemorization Skills:Speaking Thecourseprovidespracticein differentmodesof speaking Oneimportantareais usingfunctionallanguageto somethingspecificwith the language- for example,makea request,give an opinion,offer help or exchangeinformation Studentsaregivenspokenexamplesof the necessary phrases to performthesefunctionsIn typicaleverydayconversations, which they then useas modelsfor palrworkpractice Studentsarealsoencouragedto discusstopics and bringtheir own experiencesand ideasinto the classroom Studentinput isa valuablepart of eachlessonandthe morethey share their knowledgeand thoughtswith eachother,the richerthe lessonswill be Collaborationisan importantpart of the student'sskillset, andworkingtogetherto makedecisions,solveproblemsand achievegoalsisone of the most importantaspectsof the course.Thisisachievedthrough speakingactivitiesin small groups,classdiscussions, posterpresentations and a varietyof otheractivities ~ Englishfor the 21st Century • Introduction Skills:Writing Studentslearnhow to write connectedtext in a varietyof genres.Note-takingisa coreskillthat can be appliedto academicstudyand alsoto the world of work.Studentsare alsogivenguidelinesasto how to composea clear,concise emailmessage,both in professional and everydaycontexts Textmessages, reports,personalprofilesand appllcatlon lettersaresomeof the manyareasof writing that arealso coveredin the course Studentsneedto be ableto write in a waythat is both coherentand clear.The courseintroducesthe waysin which we organizeideasand usesappropriatelanguageto makethis organizationclearto the reader Markingstudents'writing lsan Importantpart of the process and studentsvaluefeedbackfrom the teacher- both praise and constructivecriticism.Commentson the students'work shouldguidethem asto how to improvetheir work,both in their useof languageand in the waythey constructa text Pronunciation Pronunciationis highlightedthroughoutthe course,in places wherethe studentsneedto be ableto producethe correct pronunciationofindividualsounds,individualwordsincluding word stress,phrasesand completesentences, including basicintonationpatterns.Studentsshouldbe encouraged to usethe correctpronunciationin the subsequentspeaking activitiesto reinforcetheirability to sayindividualand connectedsoundsaccuratelyand fluently.Spokenmodelsof thesefeaturesareprovidedIn the audiomaterial ///#///////////#//////////////////#/////#///////////////////////#////////////#///////#///#//////~ Introduction W//##///////////////////,W///////////#//////////#/////////////////////////////#///////////////////#///#////////////////#///,W//////////////4 C21 skills Slideshows Eachunit introducestwo or three C21skills,so 30 skillsareas arecoveredper level.Togetherthey encouragestudentsto think activelyand criticallyabout what they readand listen to, and provide insightsinto the skillsthey need to master in order to function effectively in a contemporaryand internationalenvironment SectionC of eacheven-numberedunit (Units2,4, 6, 8, 10and 12)featuresa slideshowand audio commentaryrelatingto the theme exploredin the previoustwo units.Theslldeshowscan be accessedfrom the interactivecoursebook or the resources sectionof the website:www.garneteducation.com/c21 They provideextensivelisteningpracticeand a set of related discussionand writing activities The C21skillshavebeen selectedon the basisof their relevanceto languagelearning(e.g.,information literacy, communication,interculturalskills)and their Importance in preparingstudentsfor life and study in the 21"century (e.g.,critical thinking,creativity,life and study skills} C21 skills area and sub-skill The listeningactivitiesaredesignedto build skillsfor understandingthe main Ideasratherthan everysmalldetail A strong emphasison listeningin pairsencouragesstudents to sharewhat they understand,rather than panic about what they havemissed How to work with the slideshows You study photos from each slideshow to predict what the slideshow is about, and the key words you'll hear , , See page 23 -+ Reference to practice activities in the C21 pages at the end of the unit i.••i •·~.o.·-· r ;;.7fill II You watch each slideshow and share ideas about what you hear ;:ii,' •· ·•-·· ·· I •:.::: -= -~' a _ _ ,. ~ - - - - - - - - - - You discuss questions raised in the slideshow in pairs or small groups and share your ideas with the class Asan additionalactivity for Levels4 and 5, encourage studentsto createand sharetheir own slideshowsand commentaries,usingappropriatesoftwaresuchas PowerPoint Practice activities from the C21 skills pages for the unit W////////#///#/////#/////#/////////////////////////#///#////////////#/////////////////////#///# English for the 21 ' Century • Introduction - Introduction j'y///////////////#/////////////////////#////////////////////////////////#///////////////////##//////////#///////#///#////////////////#///,W/n Support material Focusboxes Notesin Focusboxesprovide essentialinformation to help students with activities in classor for reviewing units later They are colour-coded to highlight their purpose Grammar Focus(Green) Providesnotes on the form and meaning of the grammar points I Teachers and students can pause and play back the commentary at any point Subtitles can also be switched on and off to help students with parts of the sl1deshow they find tricky to understand • • ExpressionFocus(Pink) Transcriptscan be found at the end of the course book Theseshould be used sparinglywith students with lower levelsof Englishas they can reinforce the idea that students need to catch every word Visualorganizersare availableon the C21website www.garnereducatlon.com/c21/student/as support for the note-taking phaseof the listening activities and for the follow-up writing tasks Assessingprogress After every unit, there are activitiesto assessstudents' progressand encourage them to become responsiblefor their own progressand become independent learners Containsfunctional language,useful expressionsand tips to improve students'written and spoken communication PronunciationFocus(Yellow) Providesmodels of pronunciation to support speakingtasksand help students to recognizefeaturesof spoken English,such as connected speechor short forms that can impede understanding Activities Planningahead activities Theseself-evaluationactivities encourage students to think about their learning,Identifying areasof strength and areasfor improvement.Encouragestudents to answerthe questions honestly and revisitat regular intervalsso they can seethe progressthey are making and update their learning priorities and study plans Forsome more extensivespeakingor writing activlties in the units, additional materialcan be found in the Activities section at the back of the coursebook Thesetakethe form of prompts such as charts or illustrationsor full casestudies and role-playsfor pairwork and sometimes for smallgroups For pairwork activitieswhere students exchangeinformation, separatepagesare provided for Student A and Student B so that they cannot seeeach other's information Progresstests after every two units Transcripts Units 2,4, 6, 8, 10& 12 All the listening materialis availablein written form in this section Youcan suggest to the students that they read the transcriptsafter the lessonas revision.You could alsoget the students to refer to the transcriptsafter a listening activity to check on anything they could not understand.However, students shouldn't focus too much on understanding everything, as this may slow down their progress Units 1,3, 5, 7,9 & 11 The tests coverthe main areasthe dass hasstudied in the previous two units.They can be done in classor as homework after the units have been completed The resultsshould give teachersand students a good idea of progressand indicate areaswhere they may need to further study ~ English for the 21st Century • Introduction ///#///////////#//////////////////#/////#///////////////////////#////////////#///////#///#//////~ W//##///////////////////,W///////////#//////////#/////////////////////////////#///////////////////#///#////////////////#///#///////////////4 Introduction Wordlist Groupwork Theword 11st Isa good resourcefor reviewingvocabulary.The word 11st containsall the wordsthat the studentsshouldbe awareofin a given unit.As suggestedabove,the students canusethe word listin variouswaysto reinforcetheir understandingof the wordsand phrasesthey havestudied Similarly, groupwork lsa good wayfor studentsto certain activitytypes,for example,discussionactivities,In a waythat is not dominatedby the teacher Explainthe activityand makesurethe whole class understandsit Saywhatyou expectat the end ofthe activity.Forexample,afterthe activity,you might want a spokesperson for eachgroup to summarizewhatthe group hasdiscussedand the conclusionsit hascome to, being readyto summarizedifferingconclusions from within the group if necessary Dividethe classIntogroupsof threeor four,andget or,Ifthey studentsln eachgroupto selecta spokesperson, hesitate, appointoneyourselffor e.achgroup.Tryto avoid studentsalwaysworkingtogetherin the samegroups.Also avoidgroupsalwayshavingthe samespokesperson Getthe studentsto starttheir discussion Theteacherlistensin to differentgroups,walkingaround the room if necessary, noting mentallyor on paperany pointsthat arecausingdifficulty,especiallydifficulties experiencedby morethan one group Whenmostgroupshavefinished,callthe classto order Gooverpointsthat havebeencausingdifficultyand get one or two studentsto listenand repeatafteryou Getthe spokesperson from eachgroupto givea summary of the outcomeof its discussions If thereistime and interest,you canthen developa whole-classdiscussion, comparingthe pointsof viewof differentgroups Groupwork canoften be followedup with written activities.Suggestionsfor thesearegiven in the unitspecificnotesbelow Learningmethods One of the maindangersin languagelearningisfor the teacherto talktoo much,and becomethe mainfocusof classattention,insteadof the students.C21hasbeen designedto maximizestudent-centredclassroominteraction, and the notesin thisteacher'sbookarewritten from this perspective Thesegeneralnotes,and the unit-specificnotes that follow them,presentwaysof putting studentsat the centreof learning Pairwork Manyactivitiesin the coursebook lend themselvesto pairwork,not just the onesshownas pairworkin the exerciseinstructions.Hereisa procedurefor introducingand exploitingpairworkin the readingof a dialogue Explainthe taskand makesurethe whole class understandsIt Dividethe classInto pairs.Tryto avoidstudentsalways workingtogetherin the samepairs Withthe whole classlistening,the teacherreadsthe part of SpeakerA with one of the studentstakingthe part of SpeakerB,perhapsonly speakingthe firstfew linesof the dialogue,whilethe restof the classlistens Anotherstudenttakesthe part of A and the teachertakes the part of Bagain,while the restof the classlistens.You canomit steps3 and4 if you think the classcanstartto work In simultaneouspairswithout a 'model' Getthe whole classto readthe dialoguein simultaneous pairs,with eachpair readingat their own speed,of course Theteachershouldlistento differentpairs,in larger classeswalkingaroundthe room,noting mentallyor on paperany pointsthat arecausingdifficultyor need improvement,especiallydifficultiesexperiencedby more thanone pair Whenmostpairshavefinished,callthe classto order Gooverpointsthat havebeencausingdifficultyor need Improvementandget one or two studentsto listen and repeat Getone or two pairsto redothe activityfor the whole class,ensuringthat they incorporateanycorrections/ improvementsthat you havementioned Pairworkcanoften be followedup with written activities Suggestionsfor thesearegiven in the unit-specificnotes W////////#///#/////#/////#/////////////////////////#///#////////////#/////////////////////#///# Unit-specific teachingnotes In the next part ofthis book,you will find step-by-stepnotes on the teachingof eachunit, alongwith answersto exercises and suggestionsfor supplementaryactivities Englishfor the 21st Century • Introduction ~ Events Vocabulary • Word families • Dates • Roles in event planning Grammar • Prepositions • Present simple with and does With the whole class,get students to look at and comment on the photo in relation to the questions.This photo is of the 2012Olympic Gamesopening ceremony in London Get them to talk about big sports events such as the football World Cup, internationalathletics competitions,and so on language skills • • • • • Speaking: Describing a special day Speaking: Speculating Reading: Identifying paragraph topics Listening: Identifying different points of view Writing: Writing a description ~ ffiJE@il►i Study skills • Word families Life skills • Finding out about a career Study skills • Readingeffectively RMF English for the 21st Century • Unit 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