Đang tải... (xem toàn văn)
If you have a monolingual class, you rnay want to use the students' language to give or check instructions for speaking activities, or to deal with students' queries. However, try to s[r]
(1)(2)(3)C A M B R I D G E U N I V E R S I T Y P R E S S
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi Cambridge University Press
The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org
Information on this title: www.cambridge.orgl97 805217 I27 50
@ Cambridge University Press 2009
This publication is in copl'right Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press
First published 2009
Printed in the United Kingdom at the University Press, Cambridge
A catalogue record Jor this publication is available from the British Library
ISBN 978-0-52L-7 L27 5-0 Teacher's Book
ISBN 978-0-521-71273-6 Studenr's Book with CD-ROM/Audio CD
ISBN 978-0-521-71274-3 Workbook with Key
ISBN 978-0-521-7L277-4 Class Audio CDs
(4)Contents
{aceRface
fnce2fsce Stader Components
The faecgf;ic# Approach
The Student's Book
The CD-R0M/Audio CD: Instructions
The Common European Framework
(cEF)
Teaching Tips
p4 p4 ps p6 p l o
Class Activities Vocabulary Plus
1 New friends
2 All about you
3 People and places
4 My world
5 Dayto-day life
6 Towns and cities
7 Love it, like it, hate it!
a Days to remember
9 Going away
10 My future
instructions
1B Where's he from?
lC Real names
1D Pictures and words
2B New identities
2.Q The nine2five EmPloYment
Agency
2D Hear a number, say a number
3A Where are theY?
Barry and Wendy's family
From stadtofinish
Find two people
Shopping bingo
Time domtnoes
My padner's life
A writer's week
Always, som€times, never
London Road
What's in your bag?
Review snakes and ladders
I like dominoes
What can the class da?
It's on the left
0pposite adjectives
Were you or weren't you?
Numbers, years and dates
My past
Progress Tests
lnstructions
1 Things in a room
2 Countries and nationalities
3 Food and drink
4 Free time activities
(5)Mfe!*mrme tm ffmffiffiffiffmmwH
face2face is a general English course for adults and young
adults who want to learn to communicate quickly and effectively in todays world
face2face is based on the communicative approach and
combines the best in current methodology with special new features designed to make learning and teaching easler
The facefface syllabus integrates the learning of new Ianguage with skills development and places equal emphasis on vocabulary and grammar
faceZface uses a guided discovery approach to learning,
first allowing students to check what they know, then helping them to work out the rules for themselves through carefully structured examples and concept questions All new language is included in the interactive Language
Summanes in the back of the face2face Student's Books
and is regularly recycled and reviewed
There is a strong focus on listening and speaking throughout face2face
tac,e?face Starter Components $tudent's Book truith free CD-ROM/Audio CD
The Student's Book provides 40 double-page lessons in
l0 thematically linked units, each with lessons of pages Each lesson takes approximately 90 minutes
The free CD-ROM/Audio CD is an invaluable resource for
students, with over 200 exercises in all language areas, plus
video, recording and playback capability, a fu\ searchable
Grammar ReJerence section andWordList, all the sounds in
English, customisable My Activities andMy Test sections, and
Progress sections where students evaluate their own progress
The free Starter CD-ROM/Audio CD also contains all the new language drills from the Student's Book, so students can practise their pronunciation at home Help studens to get the most out of the CD-ROM/Audio CD by giung them the
photocopiable instructions on p10-p12
Class Audia GDs
(6)The tac,e?face Approach
Listening
A typical listening practice activity checks students'
understanding of gist and then asks questions about specific detailg The innovative Help with Listening sections in face2face Surter take students a step further by focusing on the underlying reasons why listening to English can be so problematic Activities in these sections:
o introduce the concept of stress on words and phrases o focus on sentence stress and is relationship to the
important information in a text
o explain why words are often linked together in natural spoken English
help students to identify and understand contractions infioduce some common weak forms
o show students how these features of connected speech combine to give spoken English its natural rhythm
For Teaching Tips on Listening, see pl8
Speaking
All the lessons in face2face Starter and the Class Activities photocopiables provide students with numerous speaking opportunities Many of these activities focus on acctracy, while fluency activities help students to gain confidence, take risks and try out what they have leamed For fluency activities to be truly'fluenf, however, students often need time to formulate their ideas before they speak This preparation stage is incorporated into the Get ready Get it nght! activities at the end of each A and B lesson
For TeachingTips on Speaking, see pI9
Reading and Writing
In the face2face Sarter Student's Book, reading texts from a
variety of genres are used both to present new language and to provide reading practice There are also a number of writing activities which consolidate the language input of the lesson
For classes that require more practice of reading and writing
skills, there is the 20-page Readtng andWntingPortfolio in
the face2face Smrter Workbook This section contains 10 double-page stand-alone lessons, one for each unit of the Student's Bbok, which are designed for students to in class or at home The topics and content of these lessons are based closely on the CEF reading and writing competences for level A1 At the end of this section there is a list of 'can do' statements that allows students to track their progress
Uocabulary
lace?tace Starter recognises the importance of vocabulary in successful communication There is lexical input in every lesson, which is consolidated for student reference in the
Language Summanes in the back of the Student's Book The
areas of vocabulary include:
o lexical fields (a teacher, a doctotr an actor, amanaget, etc.)
(7)Help with Grammar sections ask students
to focus on the rules of form and use for
themselves before checking with the
teacher or in the Language Summary
LessonsA and B in each unit
introduce and practise new
vocabulary and grammar in
realistic contexts
Menu boxes list the
language taught and
reviewed in each lesson
The Student's Book
a) V.rd *nr.ffi !J b pi.tm A{ r T f t d c @ i u d e F *
2 tftrR rR 'e Ffle ia thr pa d r l ] l d m l o t d @ h i n l h r g k
6A Vo@b{tary and Grammd
$ ar tr* rft Fls wm \ or m.n rrw" *ren(^rhil hh lllt in r llR( l: , he&ttful rivor ; Tlan rvo ri$m ? tfitN a hs shlbn Tlew - $tn.lor $dRs t fteft d nie sLns rhr nrdoo
fher rvo lilr{rar h0r.} 'lire aho* ruehmnlialld Il!<a -r ldrdtlrbs roLodotr dP si #m Rd d ltsr6 ro susn h rk lllr
Bl Raad abwr Adh {Fdn ri(k (/) fte tm mrilccs co|Etd€ IsL* !6nrscs r ktlisjnlM trglrnd r h r v$r beanrihil city /
3 su(n Bdr$ ro rhc Thcmre !illh spa c{ery Fidxi Tt lanri Ars$n ftntrc b i rhErrc therc aic Lfri$ ro Lond.r eery !0 frinru llaltr do$Dl bii.nnatrtmrr
f i^*t"t*r'"t"n**o"**
t p , , , p a l o r o f d d b u i d i s , n , h e L e n n e d r d & , e , F i smcv€rynic smcv€rynic Ftu Mh ( tamdur lof its hotsPn.s,Ftu Mh is tamdur lor its hotspn.S,
(8)or city (2)
lt linking {l)
The Student's Book
6B Vocabulaw and Grflmer
rk piduR.nd rhc pLc6 (a <tu, hatrls <rr ) Mr fight Nad.ms b S sdkt gtuilcd aboil nb(s ffi his/hc h(re U*
& al riU iD thc pr6Mh3mr or isn!
1 TheF a $btion nd.here Ther€ rhls{.dr$rN,nils ncilhere blSiU ib ilE gW $nh i! aro tont ormnt B / r c Q U @ l { : S q I A N f f i _ ,
::::*Y*,-rESil*
ri@ anv !tuni : tt tl€e * el hk {Edn ut llt sGMs inbi nd 3h} k hMc the corRt word h #F nle s s;e uscea6litry h nepN6 and q(sridG Are there any
Plaem in a hsn or city {z}
S al silch (hEc *ff& to
r oei r 'pgaq* " {4@j'"tdi* :
i i*M i dpfiniiffibt " - s n ! , * i q ' s ! d ' ' - **ii*ilan'rftfi
-: - _ ' : ! ' ' -bl ff$m {8 risreD 'nd Frurjse !lWork in paits Tei Yourl)annti i w h " r ' ' p n " d )
i-,ii;;;il tue{e|}nos ts sry ftsme
@ ul {3$r*lo l* uhos d susn d I.r lr@ remr, sr0n ro.nfir cdtesdm ht 6M lhn4s h dre otu drq'dk.bdr thm r6im sd bffi
b, Ustrs Wh Ckx rhe smot r sunn@/c@^ttaa[sn*in
h$ Ilar
2 The6 aG rorel loro,rsholrs l) Theela caehpointetrh!
\upeilnatkt I p$ afli.e { l;ani./6€dilet ro d1e c.rrre thiE iR b$es h lht tcilr ol &rh oln lH / @nry niDul4t Tture arc smc nlcr retuuidls
fts Wn\ tuule I in tb <:e6ile 4l W* in Fh CmM.rBsK
*s#PIr j
tfi.:gj:re *sgj,ld huildinss
rhe,t-so.-dB nrsdB
(9)The Student's Book
Tourist
ThifiSs iK yo0r tlag {a}
# a} I ftk il phoh A uar(h rhccr words ro l-rt
{u€ru!,{i tpyls lll*, ,w-nuy: ;"ta;,";ii
a l @ d r 6 d r g , t e M o - a c6ffia d Bry
b} €ffi m Listen nd p'!.risc
cJ Bar[ tu Frki \tic\ dlings in fr) y@ hale
I r';;;;;;;;;;;q;;i ;".^ r ,' v* "i"iii )
, ' * ' ' ' - * ' , ' ' ' ' ' ' \ ,
lej:hen is it epsil?
@ al chftk rh** sods *ilh -vour rtrn(i dtdtrkt frce 6pen d6d { * s } h ( F * i ) p n a ! R '
S s) $TgF 16!0 sd mil.h Mrlrurhnr r-1 rl {ne ((mrD hrL{ Murilnl 5) I mlt ol rhr {ul cens< th llrrn& txfl SFI
b! Lb$r a8nin ClMs tc mtR\ answff lslxl Hilr@/arybbM* a t h m a F a r u l & / d r y d i The Ras$&rhsM'k{nr i! D,xil honr
9 / t d m t o s r F D { lt}cry/.Ioidd Mrn&}s Th€ ThorMr hh SF isin rctsFsld/
&f aa65M
f - , : i r , i i r : r r r l
lbnl ri! r.B, I i1/
1 i ! t ^ f n l $fr$ htbs lR.nin tuih! FsPrml
q s i r : , h | ' i d n i r l l , r r ftrf) lr
r!,l rirled or lF.odlrlrr
N!, n t 1?er e!!! ' +ttr!! ilE fhemae Fith 5PaJl ' l ! i r l r ( M r t r l i , e N j inr !.o :lt!, 5t !n iiie ' t ' ,
* ! i r n r \ F h e r n B ri!;b!l irdl i i\!q
llililliil rr I I
S '- e l c o r r t u m w r m r a r flm.he il' oml md! or p|rc to tuse silemriotu ei$ Cood norniBs Asr^s urtlo r/ CM / d;}) r rb, pl.r* Dd rou Mrc il tMp
(10)The Student's Book
kbubry dotbaqduE i€k thins inyoor b4{l}
.nd (2); l€qlency adv€d$ d'
a)ff$Ptbrcn m'k
"-* S 6) vsv Lngftd ttFt NmE - N o t b e h N w r r y t h ( I i l h u d - '
s M $ i l h / d ! W o * i n P a r N hfu lctm flft'do * 5al th6c lmes?
h! 8* Itu 'Fh $d pd* Lietn asein nd Inrcth
$ al bk ar rhc pbrw- Mbh tu wtrde lo ddh6 l-I4
ns r ie bcn'.rdh !.F#;'!iiiiii; q:i;,': rk i&$ or,m'16q' d@?;iii$fi b&1{::.;: b)fiSm*W Li'tcu!dpffiri*
c) Wo* h pdrs T$l yN pdnfl:
,Siy; i {Strtr
S fiffi W u"* "t Prdixfic* tohG
Ut* * xi*t** wll$'ew Kfe md ffir* wf Nffi @ee
6 Review L r , J r q c c i r r r , ' i ) u ! , ' t p l o ' r r r w i l d s l ' { L i h e _ _ * ' + + ' : ' i i
4
2 rh.'e 5'rFitur].1' TFEEFE{"wg@
i r h n n , , , p r r , f r ; r , r , , n " , r , , , g , y , u , , , , t " a r h k ' J J l\ r i t r l r r i _ ' - :l rr rnr[sb
e 'LPe ,r,{ nitu rn I
' , J r g c c i r r r , r i ) u ! , '
G { i p , , l i l r r r r w { , d ' { L i h e * ' + + ' : ' r r
i h i ' r l ' ' L a l " ' , " ' , , " ' ,
"
L \ \ ' t l r r p " r " ' r i n P a " ' isl ]$llrrnttt
t l l d l r n L k g r ' s r r h l \ r ' , r : q r r k h t l r l ^ ' L i t r t ' I n i d r
" , " , u 1 ' : '
i , ; " ' : ' f f i
S u) ffilS L I "ssn' sc phdh btcn md rL ilr Npk h In dddF !€al lmn t l t k h @ h m l d d $ s d l , i l s m t r P t t
$ a) st* o** *a elour y0:
|Mllywatr, $h.trms w6i |h-"'*t sEr h k l b w h t s ,
b) trhk h gmuFs Comprre lisrs s il,*':l",ffil
d ! \ \ n r L h t l ( i r , ! r o f r L , f t i r a l i _ ! u r ! t ) n r ? 1 r i N i r g d - , L h r l r r h t t d r n r t " " t d ,
r lr,uc r/@)a ior I rkl hjuitrXl n) ljrfl I I l r r t r U r x r / r t r r l r i i r l l ! i ( l / / l q i r h r l r ! { Ih.r.itrr/a d.Jtoil hntl; ! { h h ! / a : r l r d i l i l l Ih.tf! fl/tJ,r ri{ur hl \l.lt in piD IE {hc r.nrflr.N ilxir' tf Inisrl I h.! b(.k !n p1O # ' t " r , ' ! / - ' ' ' ! r r ! t r i '
(11)The CD-ROM/Audio GD: lnstruction= ffi
o Use the CD-ROIWAudio CD in your computer to practise all the new language from the Student's Book.
o Use the CD-ROIv{/Audio CD in CD players at home
or in your car You can practise the language from the
RealWorld lessons (lesson C in each unit).
Look at the Language Summaryr reference for the Crammar
and RealWorld language you have learned in the lessons
You can atso add vour own notes
Practise the
[anguage from
the Student's
Book in over
200 different activities
Read, listen and
record yourself
saying any word
or phrase from
the Student's Book
Listen and
record yourself
saying example
sentences and
words from the
Student's Book
' - - c _
Learn the
phonemic symbots
and practise saying
(12)The CD-ROM/Audio GD
Phonemes
Click on the Phonemes tab to open the
Phonemic Symbols screen lt shows a[[ the
sounds in Engtish lt is the same table as
onp126 ofthe Student's Book
Vowel sounds Connpare ttp sund with th€ sther higtdtshtFd saunds
You can click on the sounds to listen to and comoare them
(13)The CD-ROM/Audio CD How to practise new language
Ctick on an activity on the main screen for the unit
Alternatively, make your
own lesson by cticking
on My Activities Choose
activities from the main
screen in any unit and
put them into the My
Activities box
Then click on Starf and open one of the activities on the main screen or in the My Activities box
tC Welcome t0 th€ cldss
Wa!.h the frd6- hkh the mms to the
Fpl€-w
ffi
Read the instructions
and questions for
the activity
When you have finished, check which answers you got right/wrong You can click for help
with how to the activity
lf necessarlr, start the
recording by cticking
o n >
You can the activity again and correct your wrong answers
(14)The Gommon European Framework (CEF) *44'*ffin@BF
What is the Gommcn European Framework (GEF)?
Since the early 1970s, a series of Council of Europe initiatives has developed a description of the language knowledge and skills.that people need to live, work and survive in any country or environment where the main language of communication is different form their own language
Waystage 19901 , Threshold 1990'z andVantage3 detail the
knowledge and skills required at different levels of ability The contents of these language specific documents served as
the basis for the more general Common European Frameworh
of Reference for Languages: Learning, teaching, assessment
(CEF)4 which was officially launched by the Council of Europe in 2001 and includes sets of 'can do' statements or
'.o-p"t"tt."t' A related document, The European Language
Portfolio, encourages learners to assess their progress by
matching their competences against the'can do' statements
The faceZface series has been developed to include
comprehensive coverage of the requirements of the CEE The table above right shows how facefface relates to the CEF and the examinations which can be taken at each level through University of Cambridge ESOL Examinations (Cambridge ESOL), which is a member of ALTE (The Association of
Language Testers in EuroPe)
face2lace Starter and CEF level A1
The table on the right describes the general degree of skill required at AI of the CEE Details of the language knowledge
required for Al are listed in Breahthrough The 'can do' statements
for Al are listed in the CommonEuropeanFrameworh oJ
ReJerence Jor Lcmguages: Leaming teaching, assessment
faceZlace Smrter covers level A1 The Listening, Reading, Speaking and Writing tables on pI4-pI7 show where
the required competences for level Al are covered in
{ace2lace Starter
More information about how face2face Starter covers the grammatical, lexical and other areas specified for Al by
Breahthrough can be found on our website:
www cambrid ge or gl elt/ face2face
(15)The CEF !-lstening
A tanguage user at [eve[ Al can: I 2 3
understand basic greetings and phrases (Hello, Excuse me, etc.) A1 C 2A 2C
2 D 3 C
understand simpte questions about themselves 1 A B, I C 2 C
2 D 3 B
understand very short dialogues A B, I C 2 C
2 D
3 C 3 D
understand numbers, Drices and times A 2D 3 C
understand short simD[e directions
A language user at levelAl can: 1 2 3
understand very short, simple texts, a single phrase at a time W B P l 3A
pick out familiar names, words and phrases in very short, simpte texts J A
pick out information from catalogues, posters and calendars of
pub{ic events about the time and place of films, concerts, etc.
(16)The CEF
5 'l10
4A 48 W B P 4
5 A D
W B P 5 6A
7A
W B P T 8A
9A 98
9 D 1 A
4A 48 W B P 4
5 D W B P 5
7A
W B P T 8A
(17)The CEF $peaking
A [anguage user at levelAl can: 1 2 3
introduce someone and use basic greeting and [eave-taking
exDressrons A 2C
ask and answer simple questions and initiate and respond to simple
statements in areas'of immediate need or on very fa'mitiar topics'
1 A B
, I C ' I D 2 A B
2C 2D
3 A 8 3 C
ask and answer questions about themselves and other peopte,
where they [ive, things they have, peop[e they know 1 B
2 C
2 D 3 D
give personaI information (address, tetephone number, etc.) 1 A B
1 C
2 A 8
2 C D 3 B
describe where he/she lives
handle numbers, quantities, costs and times 1 A 2C 2D 3 C
make simple purchases 3C
ask people for things and give people things 3 C
indicate time by such phrases as next week, in November,
on Monday, etc.
(18)The CEF
4 7 1 0
1 c
4A 48
4D 5A 64 68 7A 7C 8A 8B
9A 98 9C 9D
1 A B 1 c
48 5 A 8 6 D 7A 78
7D 88 8C
9 C
9 D 1 B1 c
4A 5A 5D 8A 8C 9A 1 A
48 6A 68
4C 4D 5 C 6A 68 8 C D 9 C D
(19)Teaching Tips
Teaching Starter Glasses
Teaching Starter classes can often be challenging as well as
rewarding Starter studens can lack confidence and might not have studied a language formally before Here are some tips to help you teach Starter classes
o Each lesson in the Student's Book is carefully staged and takes students step-by-step from presentation to practice Go slowly and methodically through the material exercise by exercise, making sure that students understand each point before moving on
Keep your instructions in class short, clear and to the point Students can often get lost if the teacher talks too much in English It is perfectly acceptable to use
imperatives to give instructions (Looh at acercise Worh in
pairs., etc.) Teach the words and phrases in Classroom Instructions, SB p127 early in the course
o Most exercises in the Student's Book have an example
aheady filled in Use these examples to check that the class knows what to before asking studens to work on their own or in pairs
o Take time to demonstrate communicative activities with the class At Starter level, demonstration is often a more effective way to give instructions than describing what to You can demonstrate activities yourself or by using a confident student as your partner
o Do a lot of drilling This helps to build students'
confidence and allows them time to practise new language in a controlled way All new vocabulary grarnrn r andReal Worldlanguage is included on the Class Audio CDs to provide clear models of new language See the tips on drilling on p20
Using the board is particularly important with Starter studens In the Teaching Notes (p2l-p99) thrs iconl@ indicates a point in the lesson where it may be useful for you to use the board
o When using the board, try to involve students in what you are writing by asking questions (Whatl the nut word?,
Wherel the stress?, etc.) Give students time to copy what
you have written and leave useful language on the board so that students can refer to it during the lesson o Show students theLanguage Summanes on SB p100-pll9
early on in the course and encourage them to refer to these in class and when doing homework
o Starter students need a lot of revision and recycling throughout the course See the tips on reviewing and recycling on p20
o It is, of course, very useful to know the students' first language If you have a monolingual class, you rnay want to use the students' language to give or check instructions for speaking activities, or to deal with students' queries However, try to speak to the class in English as much as possible, as this will help establish the classroom as an English-speaking environment
o Remember that at Starter level, encouragement and praise are very important, particularly for weaker studens
(20)Teaching Tips
o Give studens time to read the comprehension questions in the Student's Book and deal with any problems in these questions before playing a recording
o Make full use of the Help with Listaing sections in the Student's Book, which help students to understand natural spoken English
Eniourage students to listen again to the classroom recordings on their CD-ROIWAudio CD at home These can be found in the Class Audio section for each unit Note that students can only listen to these classroom recordings on a computer, not on a CD player
$peaking
Pair and Group Work
r Make full use of all the communicative speaking activities in the Student's Book, particularly the Get ready Get it rightl sections These allow students to work out what language to use before they the communicative stage of the activity, which will help them to retain the accuracy that has been built up during the lesson
Help students with the language they need to speaking usks by drawing their attention to the'transactional language' in the speech bubbles
r Tiy to ensure that students work with a number of different partners during a class If your students can't swap places, ask them to work with students behind or in front of them as well as on either side of them o It is often useful to provide a model of the tasks you
expect students to For example, before asking studens to talk about their family in pairs, you can talk about your family with the whole class to give studens a model of what they are expected to
Go around the class and monitor students while they are speaking in their pairs or groups At this stage you can provide extra language or ideas and correct any language or pronunciation which is impeding communication o When giving feedback on speaking, remember to praise
good communication as well as good English, and focus on the result of the task as well as the language used o Use the Class Activities (pf 00-pla6) to provide extra
communicative speaking practice in class
Correction
o When you hear a mistake, it is often useful to correct it immediately and ask the student to say the word or phrase again in the correct form, particularly if the mistake relates to the language you have been working on in the lesson o Alternatively, when you point out a mistake to a student
you can encourage him/her to correct it himselflherself before giving him/her the correct version