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Team Up In English

Editorial Project: Sarah Howell

Eli Editorial Dept: Monica Gardenghi, Natalie Bayne, Sabina Cedraro

Art Director: Marco Mercatali

Eli Design Dept: Sergio Elisei

Production Manager: Francesco Capitano

Layout: Antonio Lepore

CoverGraphic Design: Paola Lorenzetti

Photo (right): Houses of Parliament and London Eye,

London - Marka

Photo (left): Giuseppe Aquili

© 2009 ELI S.r.l

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www.elionline.com

The Authors, the Publisher and the editorial team would like to

thank Martha Huber Scavone and Simona Pisauri for their

invaluable contribution to the Teacher’s Book.

Very special thanks from the Publisher and the entire editorial

team go to Juana Cattunar for her precious support, detailed

feedback and comments in every stage of the course

materials’ development.

No unauthorised photocopying

All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system, or transmitted, in any

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and without a similar condition being imposed on the

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All websites referred to in Team Up in English are in public

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Printed by Tecnostampa 09.83.061.0

ISBN 978-88-536-0368-5

Study Tip

Student’s Book 1 – Contents p. 4

Introduction p. 8

Objectives and intended users p. 8Transition from primary school p. 9Features of Team Up in English p. 9Components of Team Up in English p. 11Structure of the Student’s Book and Workbook p. 12Description of the course p. 13Teaching with Team Up in English p. 18Evaluation p. 24The Language Portfolio p. 25The Common European Framework of Reference p. 25Learning objectives p. 33

Teacher’s notes for Team Up in English 1 p. 42Folder 0 – Warm Up! p. 42Folder 1 p. 51Folder 2 p. 72Folder 3 p. 94Folder 4 p. 117Culture Spots 1-4 p. 139Workbook 1 – Answer key and audio scripts p. 146

Teacher’s Book – Contents

Icons and abbreviations

The number after the letter C indicateswhether it is the Teacher’s class audioCD1 or CD2 , and the number after thedecimal point indicates the Track number.

The number after the letter S indicatesthe Track number on the Student’saudio CD.

Important points to remember andpeculiarities of the English language.

C 1.40S 14

Hot Tip!

Advice on how to study more effectively.

Activities that are especially suitable for theLanguage Portfolio.

SB Student’s Book

WB Workbook

PT Personal Toolkit

TB Teacher’s Book

TR Tests and Resources

Student’s Book 1 – ContentsUnit Grammar Vocabulary

1 What’s your name?

2 I’m hot and thirsty

3 There’s a TV room

Warm Up!Numbers 1-30ColoursClassroom languageSchool objects and school subjectsDay, months, seasonsOrdinal numbersThe date

Subject pronouns

be – Present simple (affirmative form)

Possessive adjectives

Wh- questions (1)

Greetings

Numbers 1-100

Countries and nationalities

be – Present simple (negative form, questionsand short answers)

Demonstratives: this / that, these / those

Plural nouns (1)

Feelings

The family

Articles: a, an, the

Plural nouns (2)

there is / there are (all forms)

Rooms and furniture

Technological objects

Prepositions of place: on, in, under

p. 6

p. 14

p. 22

p. 30

1-3 Check Your Progresspp. 38-39

Culture Spot 1: The British Isles pp. 118-119

4 I’ve got blond hair

5 Is there any food?

6 Tidy your room!

have got – Present simple (all forms)

Position of adjectives

Physical appearance

Parts of the body

School and personal objects (1)

Countable and uncountable nouns

some / any

a lot of, a little, a few

How much…? / How many…?

In the kitchen: objects, food and drink

The possessive ’s

Whose…?

Imperative

Let’s…

School and personal objects (2)

Rules

p. 40

p. 48

p. 56


Culture Spot 2: Multicultural Britain pp. 120-121

Communication / Pronunciation Skills / CLIL / Curiosity Corner Personal Toolkit

Introducing yourself

Counting to 30

Using English in the classroom

Greeting people and introducing yourself

Asking for and giving personal information

Word stress (1)

Skills

Listening: understanding numbers, countries andnationalities, colours

Speaking: asking for and saying name, age and nationality

Reading: understanding an e-mail with personalinformation

Writing: completing an e-mail with personal information

Grammar

Subject pronouns p. 4

be – Present simple p. 5

Possessive adjectives p. 36

Wh- questions p. 7

Pictionary

1 Numbers, Colours andShapes

Talking about how you feel

Talking about the family

this or these?

CLIL

Food and Nutrition

Grammar

be – Present simple p. 5

Demonstratives p. 34

Plural nouns p. 15

Describing a place

Giving information about where something is

The letter ‘h’

Curiosity Corner

Rhyme Time, Wordsearch, Joke Time, Unlucky Numbers,Quiz, Did you know?, English Sayings

Grammar

Articles p. 13

Plurals p. 15

there is / there are p. 17

Pictionary

4 Moving House

Describing physical appearance

Talking about possessions (1)

/s/ vs /S/

Skills

Listening: understanding profiles of famous people

Speaking: describing a person

Reading: understanding physical descriptions andidentifying four famous people

Writing: describing a famous person

Grammar

have got – Present simplep. 9

Position of adjectives p. 21

Pictionary

6 The Human Body

Talking about food and drink

Talking about quantities

/s/ vs /z/

CLIL

Recycling

Grammar

Quantifiers p. 16

How much…? / How many…?p. 18

Talking about possessions (2)

Understanding and giving instructions

Whose or Who’s ?

Sentence stress

Curiosity Corner

Bizarre Food, Fun Sandwich Facts, Food in Britain,Puzzle Time, Science Stuff, Teen Technology,A Famous Thumb...

Grammar

Possessive ’s p. 33Imperative p. 37

Pictionary

3 In the Classroom5 In the Bedroom and in the

Garage

Student’s Book 1 – ContentsUnit Grammar Vocabulary

7 I usually get up

at seven

8 How often do you play?

9 Can you sing?

Present simple (affirmative form and spellingvariations)

Frequency adverbs (1)

Prepositions of time: at, on, in

Daily routine

The time

Present simple (negative form, questions andshort answers)

Wh- questions (2)

Free-time activities (1)

Souvenirs

Prices

can (all forms)

very well / quite well / at all

Musical instruments

A birthday party

p. 66

p. 74

p. 82


Culture Spot 3: British Landmarks pp. 122-123

10 The Fashion Show

11 David cleans the windows

12 It was three months ago

Present continuous (all forms)

Wh- questions (3)

Free-time activities (2)

Clothes

Present simple vs present continuous

How often…?

Expressions of frequency

Frequency adverbs (2)

Housework

Activities at home

be – Past simple (all forms)

Past time expressions

there was / there were

Adjectives

Places in town

p. 92

p. 100

p. 108


Culture Spot 4: School Life in Britain pp. 124-125

Communication / Pronunciation Skills / CLIL / Curiosity Corner Personal Toolkit

Talking about routines

Asking for and telling the time

/s/, /z/, /Iz/

Skills

Listening: listening to and understanding the weeklyroutine of an American boy

Speaking: asking for and giving personal information

Reading: reading a short article about UNICEF

Writing: completing a text

Grammar

Present simple p. 47

Frequency adverbs p. 49

Prepositions of time p. 46

Talking about free time

Asking about opening times

Asking about prices

Rising and falling intonation

CLIL

Personal Health and Safety

Grammar

Present simple p. 47

Wh- questions p. 7

Organising a party

Talking about abilities

Weak and strong forms: can / can’t

Curiosity Corner

Guess the Meaning, Food Test, Experiment Time,Did you know?, Do’s and Don’ts in the UK, Joke Time,Greeting Card Mania

Grammar

can p. 82

Describing actions in progress

Describing what someone is wearing

/N/

Skills

Listening: identifying someone by their clothes

Speaking: describing what someone is doing

Reading: identifying famous people by their clothes

Writing: writing about holidays

Grammar

Present continuous p. 60

Spelling rules p. 57

Pictionary

7 Summer and WinterClothes

Talking about housework

Describing routines and actions in progress

CLIL

Road Safety

Grammar

Present simple vs presentcontinuous p. 62

Expressions of frequency p. 49

Frequency adverbs p. 49

Talking about past events

Talking about places in town

Word stress (2)

Curiosity Corner

Did you Know?, Free Time, Are you ‘a good sport’ or ‘asore loser’?, Joke Time, Incredible!, Britain’s FavouriteDrink, Pet Facts

Grammar

be – Past simple p. 63

Pictionary

9 The Town in Winter and in Summer

Introduction

8

Objectives and intended usersof Team Up in English

Team Up in English is a course for learning English as aforeign language in middle schools and is thereforetargeted to students in the 11 to 14 age range.

Taking into account the phenomena of global cultureand technological change which characterize theevolution of society, Team Up in English is geared towardsa pluralistic and heterogeneous community in whichlearning English takes on a fundamental importance. Theproposed learning path promotes a multicultural visionof society that focuses on exchange and collaborationamong individuals. In the realm of language learning itaims for the balanced development of the student’scommunicative capabilities as well as his capacity tointernalise the structure of the language, whileenhancing the aptitudes of the individual as well as theinteractive resources of the group.

The English language is, by nature, a discipline within thelinguistic-artistic-expressive area, yet it lends itself well tointerdisciplinary experiences in every field. It is both aninternational language and as such, can easily become avehicle for knowledge in other disciplines, and a culture-specific language.Thus, the student will find that Team Upin English brings enrichment to the scholastic experienceand builds many bridges to other subjects.

The Team Up in English syllabus is designed to develop thelanguage skills and knowledge outlined in the CommonEuropean Framework of Reference for Languages, bybringing the students to a competency of A2 in Levels 1and 2 and gradually approach a competency of B1.1 andB1.2 in Levels 3 and 4.

By completion of the last level, the student should haveachieved the following goals in the target language. Uselexis, structures and knowledge acquired to understand andformulate messages; identify similarities and differences,causes and effects; use the language to illustrate links andrelationships between different phenomena, events andconcepts; process and interpret information; distinguishand explain cultural differences between native languageand foreign language.In familiar contexts and in discussing familiar subjects,the student should be able to converse with one or twospeakers, to present his own opinions and maintain thecoherence of the discourse. He can understand the mainpoints of a discourse and can describe experiences andevents, his dreams, hopes and ambitions fairly clearly,

albeit still with some difficulty in expression. Thestudent is able to recognize his own errors and cansometimes self-correct, based on the language rules hehas learned.

By the end of the Team Up in English course, the CommonEuropean Framework of Reference identifies the followingspecific objectives to be reached:

Listening

Understand the main points of a discourse, providedthat the language is clear and that familiar topicssuch as school, free time, etc. are being discussed.Identify important information from radio ortelevision programmes on current events or topicsof personal interest, provided that the discourse isformulated clearly.

Reading

Read and identify specific and predictableinformation from simple texts relative to dailyactivities (e.g. an announcement, an advert, a list, amenu, a time schedule…) and from personal letters.Skim relatively long texts (brochures, newspaperarticles...) to find specific information relative topersonal interests.Read and understand instructions on how to use anobject.

Speaking (non interactive)

Introduce or describe people, their work or studies,daily tasks, describe likes and dislikes, give anopinion, etc. using expressions and phrases withsimple connectors, even with hesitation and formalerrors, as long as they do not compromise theunderstanding of the content of the message.

Speaking (interactive conversation)

Interact with one or more speakers, understand keypoints in a conversation and present own ideas somessage is clear and comprehensible, although helpmay be given, if necessary.Easily manage routine conversations, askingquestions and exchanging ideas and information inpredictable daily situations.

Writing

Tell, in writing, about events and experiences, givingopinions and explaining reasons for them in simplesentences.

Introduction

9

Write simple make-believe biographies and simplepersonal letters, appropriately adapted to thereceiver, using proper lexis and elementary syntax,even with formal errors, as long as they do notcompromise the understanding of the content ofthe message.

Transition from primary school

Between the ages of 11 and 14, the way children learnundergoes considerable change. Students go from learningby doing and playing to acquiring the capacity to reflect onwhat they are learning, to extrapolate rules that are validboth for the specific discipline and for other areas of study.They begin to develop a sense of their place in the group,in the class and in society. They are in a transition phasewhich requires some readjusting on their part.The entry test (see chapter on Entry Test in Tests andResources) and the activities in the Warm Up! chapter atthe beginning of the first volume of Team Up in English canbe of valuable help to the teacher in managing thistransition from primary school to secondary school. Theentry test allows for a rapid, initial evaluation of thegeneral level of the class and can be given in the very firstlesson. Based on the results, the teacher may decidewhether to use all or part of the activities in the Warm Up!unit.The Warm Up! unit serves to help students coming fromdiverse language experiences (other language backgrounds,English courses with different syllabi and materials, moreor fewer years of study, etc.) to ease into the new classand proposes a methodological approach that combinesteaching practices and techniques from primary school,such as games or drawing, with methodologies that aretypical of secondary school, such as grammar study andanalysis, independent work in pairs and groups, self-evaluation.

Features of Team Up In English

Team Up in English is based on a functional-communicativesyllabus which favours oral use of the language and ona grammar syllabus which has been carefully designedto gradually and thoroughly present the languagestructures and content, starting from the communicativecontext.

The Student’s Book offers a dynamic learning pathwhich presents new material in two separate inputsfor each unit (two dialogues in the 1st and 2nd volumesand a dialogue and a text in the 3rd volume). Thesubdivision of the new language material into twoseparate inputs makes it possible to use dialogues of anappropriate length and to highlight the living aspect ofthe language so as to keep the students’ attention. Thedialogues deal with topics of interest to kids andadolescents in this age range and aim to stimulate theircuriosity about situations and lifestyles that aredifferent from their own.

In each of the two inputs, the learning path starts fromthe dialogue, proceeds through a series of exercises toactivate the lexis and communicative functions throughthe oral use of the language and cooperation (‘Workin pairs’), to end with a personalized activity (My Turn)where the student is asked to re-use the lexis and thefunctions (and relative structures) to talk about his orher personal experience. The grammar study andpractice (Grammar Focus) section follows the twophases of communicative input.

An important follow-up opportunity to commit the newlanguage material to memory is given in the Workbookexercises (in the Vocabulary, Communication andGrammar sections). In addition, Team Up in Englishprovides a Personal Toolkit – Grammar andPictionary as a flexible tool and valuable resource toguide the student through further activities in the useof grammar and lexis.

One of the features of the Team Up in English methodis the approach to grammar, organized in differentphases which are outlined as follows:

a) The two Grammar Focus pages in the Student’s Bookimmediately follow the two communication inputsprovided in each unit. Here, the grammar structuresare presented in a primarily inductive approach. Inthis phase the student works in the classroom, incooperation with the teacher and classmates, wherehe is encouraged to take an active role in workingout the rule.

b) An initial practice phase to commit the rule tomemory can be done using the numerous exercisesin the Grammar Focus and in the grammar sectionof the Workbook.

c) The final phase for the systematic learning of therules and for the study of the morpho-syntacticstructure of the language occurs in the grammarpages of the Personal Toolkit which can be usedeither in class, initially under the guidance of theteacher, or at home, to progressively encouragemore independent study.

Introduction

10

The Personal Toolkit Grammar pages serve as a highlyflexible learning tool which can be used not only for asystematic approach, but also for review, consolidationand expansion of the language. Furthermore, theteacher no longer needs to spend valuable time havingthe students copy out grammar tables and rules in theirexercise books and thus, she is freer to ‘lighten’ theclassroom lessons by focusing more time on interactivetasks which are more interesting and fun for thestudents.

A similarly flexible tool is also the Pictionary, that partof the Personal Toolkit which offers 15 illustratedvocabulary tables, subdivided by topic and situation,useful both for consolidation and expansion ofvocabulary.

Each unit ends with a revision phase to provide anopportunity to re-use the lexis, functions and structuresin exercises that focus on communication skills. Avariety of material can be found in the Student’s Book,from targeted skills practice in traditional activities tointegrated skills work in guided activities that end withan interdisciplinary, task-based approach to learning(CLIL). There are also reading activities or entertainingsections dedicated to cultural peculiarities in theAnglophone world (Curiosity Corner / Blog). TheWorkbook also proposes activities geared towards skillsdevelopment at the conclusion of each unit.

The volumes 3 and 4 of Team Up in English, in particular,present the skills activities in the format that is typicallyused by outside Certifications. Nevertheless, this aspecthas intentionally been glossed over in the Student’sBook and any references to outside Certification islimited to the Teacher’s Book. The reasoning here wasto keep interest in the language high, to avoid losing theattention of those students who are not especiallymotivated to prepare for a certification exam.

In the overall didactic plan for Team Up in English thePersonal Toolkit plays a fundamental role in creatingindividualized learning paths as it is a personalized set oftools for conscious learning.Dedicated to the systematic learning of the structures(Grammar), to the review of the communicativefunctions presented in the course (Functions section)and to the consolidation and expansion of the lexis(Pictionary), the Personal Toolkit remains with thestudent from the first to the last year of the course.

The ring binder allows for additional pages of notes orexercises to be inserted between the grammar pages

provided.This, on the one hand, reinforces in the studentthe idea that he is an active participant in his learningprocess and, on the other hand, makes it possible forthe teacher to adjust her level of teaching to the classesshe is working with or to differentiate between levelswithin the same group or even, to fine-tune theexercises to single students (to catch up, consolidate,expand or move ahead).

Team Up in English shows additional flexibility by thefact that it has its own dedicated area on the publisher’swebsite, www.elionline.com. This will permit constantupdating and enrichment of downloadable,supplemental teaching materials for the course whichare in line with current teaching objectives for the targetage group.

All of the material for Team Up in English, with its cleargraphics and easy-to-find subdivisions into sections forthe materials and for internal references, is based onuser-friendly criteria both for the teacher and for thestudents.

Introduction

11

Components of Team Up InEnglish

For the student:

Level 1Student’s BookWorkbook 1 Audio CDPersonal Toolkit: Grammar & Pictionary (for all 4levels)

Level 2Student’s BookWorkbook 1 Audio CD1 Reader with Audio CD

Level 3Student’s BookWorkbook 1 Audio CD1 Reader with Audio CD

Level 4 Student’s BookWorkbook 1 Audio CD1 Reader with Audio CD

For the teacher:4 Teacher’s Books (one volume for each Level)8 Class Audio CDs (2 for each Level)Tests and Resources (2 volumes, one each for levels 1-2and 3-4)2 Audio CDs (one each for levels 1-2 and 3-4)1 Test Maker CD-ROM

Downloadable material from Team Up area of the ELIsite: www.elionline.com:- Worksheets with extra classroom activities - Complete list of Learning Objectives for programme

planning- Solutions of all the activities in the Personal Toolkit

grammar pages.

Introduction

1212

Structure of the Student’s Book and WorkbookStudent’s Book: each Folder contains 26 pages and is divided into 3 units of 8 pages each, followed by 2 pages for a self-check of the objectives reached in the Folder.

Structure of the Folder (learning units)

First unit

Second unit

Third unit

Self-check of the objectives of the Folder

Workbook: Each Folder contains 22 pages and is divided into 3 units of 6 pages each that parallel those of the Student’sBook, followed by 4 pages of Revision for the whole Folder.

Structure of the Folder

First unit

Second unit

Third unit

Revision of the objectives of the Folder

Input 1

ComprehensionVocabularyCommunicationMy Turn

Input 2


GrammarFocus

GrammarFocus

Skills Skills

Input 1


Input 2


GrammarFocus

GrammarFocus

SB1 and SB2CLIL

SB3 and SB4Blog (skills)

CLIL

Blog (skills)

Input 1


Check YourProgress

Check YourProgress

Vocabulary Communication Grammar Grammar Skills Skills

Vocabulary Communication Grammar Grammar Skills Skills

Vocabulary Communication Grammar Grammar

Vocabulary and Communication

Grammar Grammar Skills

Skills Skills

Input 2


GrammarFocus

GrammarFocus

SB1 and SB2CuriosityCorner (skills)SB3 and SB4CLIL

CuriosityCorner (skills)

CLIL

Introduction

13

Description of the course

The Folders and the Units (Student’s Book,Workbook)

Each Level is divided into four Folders. Each Foldercorresponds to a learning segment and contains threeUnits, followed by a Check Your Progress section toencourage the student to do a self-evaluation and developan awareness of his own learning process. Each unitcontains the following elements:

Dialogues or texts (Student’s Book)

In Levels 1 and 2 of the Student’s Book new languagematerial is introduced in the context of an illustrated story.The photographic sequences relative to the story were shotin Great Britain.In the first Level we meet a group of kids from differentcountries who are attending a summer camp in Harrow, asuburb of London. The Harrow School is one of the oldestEnglish public schools, founded in 1572 during the reignof Queen Elizabeth I.Traditionally an all-male school, someof its more famous alumni include Lord Byron and SirWinston Churchill. Recently, affiliated branches have beenopened in Beijing and in Bangkok.In the second Level the friends from summer camp decideto travel around Europe together; thus, through theirdialogues, they open up the horizon to introduce thebroader dimension of European culture.The fact that the same characters are present in the firstand second volumes creates a connection between thetwo and establishes an emotional link to make the storymore captivating, yet is not overly emphasized in the unitactivities. There is, in fact, a good balance between theactivities pertaining to these familiar characters and thoserelative to different settings and content.The third and fourth Levels of the course step up thequality in the content of the two initial inputs which nolonger deal with the adventures of the summer campfriends, but rather introduce some dialogues relative toimportant communicative situations as well as someexamples of various kinds of texts and documents.

Each dialogue or text used to introduce new languagematerial is followed by a reading comprehension exercisein which the student is asked to either mark statementsas true or false, answer questions in English regarding thecontent of the dialogue, identify pertinent information, orcomplete a summary of the text.This work sequence is repeated in each of the two inputs,and the second input of each unit offers an extension ofthe vocabulary, grammar and functions presented in thefirst input.

Lexis (Student’s Book, Workbook, Personal Toolkit)

The lexis (Vocabulary) exercises are divided by lexical area,one for each of the two inputs. In the Student’s Book thenew vocabulary words are not only illustrated to facilitatecomprehension, but they are also recorded so the studentcan become accustomed to the correct pronunciation andare printed to show the correct spelling. The table ofcontents of the Student’s Book (and the Teacher’s Booknotes) provides a cross-reference to an illustrated table inthe Pictionary to offer a further expansion of thevocabulary pertaining to the lexical area in question.

The Workbook offers specific exercises to consolidate thevocabulary introduced in both inputs in the unit. Revisionexercises for vocabulary from previous units can be foundin Levels 2, 3 and 4 of the Workbook and are explicitlylabelled as such.

Functions, communication and personalized activities (Student’s Book, Workbook)

The Look & Use box serves to highlight the new grammarstructures being introduced so the student can use themimmediately in communication activities, without havingto first go through a detailed explanation, this can be donein a later phase.The students are encouraged to practise the communicativefunctions presented in the dialogue (Communication) bycarrying out tasks in pairs or small groups, throughinteractive exercises based on oral production alone orthrough two-phase exercises in which the students firstprepare written notes and then follow with the oralproduction.After this guided activity to encourage the use of newfunctions through practice in communication, the didacticobjective of each input concludes with a productionactivity that is less structured and more personal (MyTurn). It remains an activity to be carried out incollaboration with the other classmates, but it allows eachstudent to use the new language material to talk about hisor her own life and personal experiences.

The Workbook offers specific exercises to consolidate thecommunicative functions introduced in the two inputs byre-proposing them in similar dialogues.

Pronunciation (Student’s Book)

Each unit presents a pronunciation activity (SoundsGood!) which focuses attention on the special features ofEnglish pronunciation. Students are encouraged to listento recordings that teach them to identify where the stress

Introduction

14

falls in particular words, to distinguish different sounds, todiscover the different spelling of words with the samesound and to recognize the correct intonation of phrases.

Grammar (Student’s Book,Workbook,Personal Toolkit)

In the Student’s Book the grammar structures arepresented on the two Grammar Focus pages with tables,examples taken from previous inputs and an inductiveapproach to the reconstruction or completion of the rules.The Grammar Focus also provides a series of exercises to bedone either in class or as a homework assignment.

The Hot Tip! points out some features peculiar to Englishthat distinguish it from other languages.

The Workbook offers a wide array of grammar exercises(transform the sentence, fill in the gaps, choose the correctalternative, match, etc.) for consolidation. All of theexercises can either be done in class or assigned ashomework.

The Grammar pages in the Personal Toolkit serve a two-fold purpose; they are, on the one hand, a quick grammarreference source, subdivided by clearly identifiable andeasy to find topics / structures and, on the other hand, theyclosely parallel the syllabus for all of the levels, followingthe progression of the course in such a way as not todisorient the student.Each grammar structure is first presented with an examplein comic strip form, summarized in clear tables and thenexplained simply and gradually with age-appropriatelanguage for the target group.This is followed by graduatedexercises in three levels of difficulty, designed to helpstudents review, learn and assimilate the rules that are thegears which drive the language learning process. Theseexercises can be used in a flexible manner to offer furtheropportunity for repetition, for catch-up work, for extensionwork by students who are a little further ahead or forpersonalized study.

Skills (Student’s Book, Workbook)

In the Student’s Book, each unit ends with two pages’worth of activities aimed at developing reception skills inListening and Reading and production skills in Speakingand Writing.The first unit of each Folder (Skills) offers standard skills-development activities, often adopting the typical formatfound in Certification exams, although this aspect is notthe main focus (see Features of Team Up in English, above).The Listening activities begin with recordings of brief

dialogues or monologues and gradually introduce morecomplex conversations or speeches.The Reading activities begin with brief e-mails, textmessages, letters or postcards and later include newspaperarticles, questionnaires, encyclopaedia entries, etc.For more integrated skills development, the Speakingactivities revolve around the same topics from the textsor the recordings. The techniques adopted include oralinteraction in pair work or in group discussion as well asoral production in reports or speeches presented to theclass.The Writing activities take-up the same content of thereading, listening and conversation activities to formulatemessages, e-mails, letters and later in the course, longercompositions.

The Workbook pages dedicated to skills development offerreading passages, listening activities and ideas for writingtasks and for preparing oral presentations in class. Thiswork serves to consolidate what has already been learntin the Student’s Book and to encourage the student tobecome progressively more independent in practising hisreading, listening and writing skills. In the first Level, thestudent’s CD contains not only the listening activities, butalso recordings of the reading texts. In the second, thirdand fourth Levels, the student is provided with a Readerand audio CD for listening to the reading texts.

CLIL (Student’s Book)

In the second unit of each Folder the Skills developmentactivities become part of a brief excursion intointerdisciplinary topics which follows a task-basedapproach. (CLIL).

Curiosity Corner, Blogs (Student’s Book)

In the third unit of each Folder the Skills developmentactivities (for Levels 1 and 2) are linked to discoveringsome interesting aspects of Anglo-Saxon culture throughthe use of brief texts, nursery rhymes, word games, puzzlesor short experiments (Curiosity Corner). This double pagespread features especially rich language expressions whichwill require a good deal of support on the teacher’s part,but which are particularly important for the student to beexposed to authentic, real-life language.In Level 3 and in Level 4, one of the three units of eachFolder features a double-page Blog which simulates a realBlog format and where information from the ‘global’universe found on the Internet is given to the students ina style that appeals to the interest of adolescents.

Introduction

15

Study Strategies (Workbook)

In Levels 1 and 2 the Workbook features a Study Tipsection where brief suggestions are offered to students notonly to help them develop good study habits so they workmore efficiently, but also to help them get used to thinkingabout how they learn best.In Levels 3 and 4 there is more emphasis on these studystrategies, also in view of possible examinations. Studentslearn to develop methods to use their study time moreeffectively so as to improve the quality of their languageperformance in English. Thus, they learn to becomeautonomous through independent study techniques whichcan also be applied to other school disciplines.

Culture facts and interdisciplinary information(Student’s Book)

Each Folder in the Student’s Book offers a sampling ofcultural and interdisciplinary information found on theCuriosity Corner (Levels 1 and 2 ) and Blog (Levels 3 and 4)pages which can be used as a springboard for furtherresearch activities.

At the end of the Student’s Book there are four CultureSpot sections.These pages present information on the life and culture ofEnglish-speaking countries. The texts are informative andthe activities encourage class discussion to compare andcontrast these notions with the students’ native culture.The topics are particularly interesting and pertinent foryoung adolescents.

Each Folder in the Workbook also offers a selection ofcultural information on the Interesting Facts pages.

Revision and testing (Student’s Book, Workbook)

Each Folder in the Student’s Book ends with two pages’worth of exercises designed to help the student revise andcheck whether he has, in fact, learnt the language materialpresented in the three previous units.

In the Workbook this revising and testing work is done onthe four Revision pages found at the end of each Folder.The exercises provide an opportunity to revise the materialpresented thus far and to clear up any doubts or difficultiesthe student may have.Therefore, these should not be usedas Test material in themselves.They should be used for thepurpose of identifying a need for additional work orconsolidation before moving ahead to the next Folder orfor reviewing material before a formal class test.

Personal Toolkit

The Personal Toolkit is designed to be used as a supporttool which will accompany the student for the duration ofthe course. It is made up of a series of reference tables forthe consolidation of both grammar and lexis, compiled ina ring binder and subdivided into two sections:

Personal Toolkit – Grammar

This section includes 138 pages organised by Grammarpoints and 6 pages of tables of Functions.The Grammar pages serve a two-fold purpose: they areboth a quick reference source, subdivided by clearlyidentifiable and easy to find points or topics and a parallelsyllabus which closely follows the progression of thecourse.Each grammar structure is first presented with an examplein comic strip form, summarized in clear tables and thenexplained simply and gradually with age-appropriatelanguage for the target group.This is followed by graduatedexercises in three levels of difficulty, designed to helpstudents review, learn and assimilate the rules that are thegears which drive the language learning process. Theseexercises can be used in a flexible manner to offer furtheropportunity for repetition, for catch-up work, for extensionwork by students who are a little further ahead or forpersonalized study.

Nick and Rachel are two kids who, along with their parents,grandmother, dog, cat and some friends, are the charactersof a fun series of comic strips.The short illustrated story isnot only appealing and captivating but also very effectivelyserves the function of presenting the grammar structurein contextualised language situations.

The Grammar pages are perforated so they can be kept inthe ring binder provided, which also allows the student toinsert his own pages of exercises or notes and additionsprovided by the teacher.This is a grammar reference which‘grows’ with the student. Perfectly extendable at will, evenwith reference to the other components of the course, thistool can help the student acquire good study methods andlearn to study on his own as he becomes aware of theimportance of these habits. It can also be of valuable helpto the teacher in building flexible and personalized studyprogrammes for her students.Furthermore, without the need to spend valuable timecopying out grammar tables and rules in exercise books,the classroom lessons are ‘lightened’ by the fact that moretime can be spent on interactive tasks which are moreinteresting and fun for the students.

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The Grammar pages summarize the rules in tables, giveexplanations and offer exercises, all carefully calibrated tothe student’s level. This flexible tool can be used by theteacher at different times and for different purposes:a) as the course is being taught to foster systematic

learning and to reinforce the structures presented inthe Grammar Focus part of the units

b) at various times in the course for either remedial workor as extension work

c) during the course when revision is necessary beforeclass tests (for unit test and cumulative tests), at theend of the school year, as extra help for summerhomework or as preparation for comprehensive orCertification examinations.

The Grammar part of the Personal Toolkit ends with theFunctions section which summarizes the maincommunicative functions presented in Team Up in Englishin twenty-one tables classified by topic. These tables areuseful for practising non-interactive and interactive oralproduction, for preparing dialogues following a format andfor preparing for external Certification exams as they arecompatible with the syllabi for Cambridge and Trinityexaminations.

Personal Toolkit – Pictionary

The Pictionary section of the Team Up in English PersonalToolkit is a lively way to present English languagevocabulary.The 15 illustrated tables, printed in A3 format,help students to consolidate and expand their lexicalknowledge in an effective and immediate way. The tablesare arranged by theme so as to facilitate the associationof an image and a context to a given word; thus, thestudents memorize the vocabulary more easily as theyplay and have fun with words. These tables, like the restof the Toolkit, are graduated by level to match theprogression of the course and they are a flexible tool tobe used by the teacher at different times and for differentpurposes as a companion reference for the othercomponents.

Teacher’s Book

Each Level of the Team Up in English course comes with aTeacher’s Book and the two class CDs containing all of thelistening material from the Student’s Book.Each Teacher’s Book contains:

the tables of contents

the introduction to the methodology and guide toprogramme planning

information relative to the Common EuropeanFramework of Reference as well as outside Certificationssuch as Trinity and Cambridge

teacher’s notes for each unit

answer keys for the exercises and the audio scripts forthe Workbook

The teacher’s notes for each unit contain:

the table of learning objectives for each unit

a summary of that episode of the story

additional notes and cultural information

suggestions for the images and photos to support thedialogues and texts

teacher’s notes for each activity

specific notes for weaker or more advanced classes

detailed instructions for pronunciation exercises

answer keys for the exercises

the audio scripts which are not included in the Student’sBook

some suggestions for extra activities

reference markers for Common European Framework(CEFR) indicators

reference markers for interdisciplinary activities (CLIL)

reference markers for Civic Education activities

reference markers for Trinity and Cambridge examinations

cross references to the Workbook, Personal Toolkit,Testsand Resources and activities for the language Portfolio.

Tests and Resources

Team Up in English Tests and Resources is a support tool forthe teachers, presented in two volumes (one each for levels1-2 and 3-4). Each volume contains the followingphotocopiable material which can be used in class:

Evaluation grids to mark each student’s progress

Formative and summative evaluation tests:

Entry Test

Unit Tests (A and B for each unit) – short-term progresstests

Folder Skills Tests (A and B for each Folder) – summativeprogress tests

Culture Spot Tests (one test on each topic)

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Worksheets for reinforcement and extension:

Reinforcement Worksheets (one sheet for each unit)

Folder Grammar Extension Worksheets (24 sheets, 2 foreach Folder)

CLIL Worksheets (2 sheets for each topic)

PT Pictionary Worksheets (one sheet for each illustratedtable)

Answer key and audio scripts for the Tests and theWorksheets

Entry Test

The Entry Test serves to evaluate the students’ level ofcompetence at the beginning of the school year; it teststheir knowledge of the main elements that are taught inprimary school. This test should be given before beginningthe Warm Up! unit in Team Up in English as it will helpthe teacher decide whether it is necessary to do all orpart of the activities, how much time to dedicate to thisand in general, gives her a general idea of problem areasto be addressed. The entry test is based on a total of 50points.

Unit Tests

There is a Unit Test available for each unit of the Team Upin English course, in two different versions,A and B. In bothversions the structure, the vocabulary and the functionsbeing tested are the same or equivalent but the exercisesare slightly different (e.g. some vocabulary words, singlegrammar items or information requested). Test B can begiven to absent students or can be used as further testingmaterial for reinforcement. Each Unit Test represents anevaluation tool which serves to check students’ progressand to identify weak areas which can then be addressed inreinforcement and consolidation work.

The Unit Tests are divided into three sections: Vocabulary,Communication and Grammar, for a total of 50 pointsdistributed as follows:Vocabulary 10 pointsCommunication 10 pointsGrammar 30 points

Vocabulary: here the student is asked to produce thevocabulary from the unit. There are often two exercises offive points each, but sometimes there may be just one,worth ten points. Spelling is also taken into considerationin tallying the points.

Communication: here the student is asked to produce and

correctly use the functions from the unit. There are briefdialogues or expressions to complete or to unscramble.

Grammar: here all of the grammar from the unit isincluded.Typically, there are tasks requiring transformation,completion, matching, production, etc. based oninformation given.

Folder Skills Tests

At the end of each Folder there is a Folder Skills Test, intwo different versions,A and B. Just as with the Unit Tests,in both versions the skills being tested are the same orequivalent but the exercises are slightly different.

This test represents a summative evaluation tool and itsobjective is to test the knowledge and competencesacquired by the student at the end of the learning pathundertaken in the three units in the Folder.The Folder SkillsTest is divided into four sections: Reading, Writing, Listeningand Speaking, for a total of 50 points distributed as follows:Reading 10 pointsWriting 10 pointsListening 10 pointsSpeaking 20 points

The Speaking Test is divided in two parts. The first partchecks the student’s ability to speak in English on a giventopic for one minute, for example. In the second part, thestudents work in pairs and must interact with questionsand answers.

Culture Spot Tests

The Culture Spot Tests are based on aspects of civilisationpresented in each Culture Spot section of the book. Thereare four Culture Spot Tests per Level, for a total of 50 pointseach.These tests are designed to test the students’ level ofcultural awareness.

Reinforcement Worksheets

For each unit of the course there is a ReinforcementWorksheet which consists of vocabulary and grammarexercises to be done before the Unit Test. The objective ofthese worksheets is to check the student’s progress andidentify possible weak areas that require reinforcementwork. It is suggested that the teacher guide the student byclearly indicating the type of vocabulary and the grammarpoints to be worked on in each particular worksheet. TheReinforcement Worksheets are not assigned any points forgrading.

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Folder Grammar Extension Worksheets

Each Grammar Worksheet offers consolidation exerciseson one or more grammar topics that are subdividedaccording to the grammar progression of the volumes thatmake up the Student’s Book. However, the purpose of theGrammar Worksheets is to provide reinforcement andconsolidation activities relative to what the student haslearnt from the Personal Toolkit Grammar. The worksheetscontain primarily exercises to check knowledge acquiredcumulatively and are targeted especially for classes orstudents at an advanced level.

CLIL Worksheets

For each page dedicated to a CLIL topic in the Student’sBook there is a worksheet available that containssuggestions and explanatory tables to guide the studentin carrying out small, interdisciplinary projects.

PT Pictionary Worksheets

The PT Pictionary Worksheets are based on the vocabularyfound in the illustrated tables. There are a total of 15worksheets consisting in a variety of activities, such asquizzes, crossword puzzles, wordsearch games and word-picture matching. The objective of these worksheets is toprovide material suitable for consolidation of the specificwork done with the Pictionary.

Teaching with Team Up inEnglish 1

Presenting the story

Before beginning an episode of the story it is advisable tointroduce it with the following lead in:

Briefly introduce the story, adding any extra culturalnotes or information you think may be of interest tothe students.

Have them observe the illustrations and ask thequestions proposed in the teacher’s notes in this volume(Talking pictures!). Guide the students, having them saythe names of the characters, help them to understandthe situation and have them try to guess the content ofthe dialogue, perhaps by asking a question or two toattract their curiosity. Talking pictures! is also an idealopportunity to encourage communication, at a veryelementary level initially, but gradually more complex

as they move on, through deduction, information gapand prediction techniques.

Have the students listen to the dialogue with nointerruptions, as they follow along in the book.

Have them listen again; this time stop after each phraseor short sequence to check for comprehension. In thisphase it not necessary to give lengthy grammarexplanations; the aim here is for the students tounderstand the gist of what they hear and recognize thevocabulary.

Play the dialogue again and have the students repeateach sequence, collectively and/or individually. If theydon’t remember a bit, have them listen again.

If there is time, divide the class into groups and assignthe roles of the characters to the students who will thenpractise reading their part.

With more advanced classes students can learn thedialogues so as to recite them from memory.Subsequently, you can help your students to produce asimilar dialogue by recreating a context in which a role-play activity, analogous to what is proposed here, canbe done.Whilst this activity is not simple, and thereforesuitable for more advanced classes in the upper levelsespecially, role playing is essential for learning in that itallows for a freer re-use, and not simply repetition, ofthe memorized structures. Thus, it becomes interestingto propose it, when possible, with the activeparticipation of the teacher.

Teaching the lexis

The Vocabulary section, found in each unit, contains wordsthat the students must not only understand, but activelyuse when they produce sentences in English (active lexis).The vocabulary words are usually organized by lexicalareas, many of which are also presented and illustrated inthe Personal Toolkit Pictionary. As a way to go over wordsthe students already know or to challenge those studentswho are further ahead and know more words than theothers, you can occasionally propose games along a theme(e.g. ‘hangman’ to review parts of the body) so as toactively involve the students in a fun learning process.

To teach the meaning of the words a variety of methodswill be used, depending on the lexical area being covered:

For material objects such as articles of clothing, schoolobjects, food, the objects can be pointed out physicallyor found in the illustrations of the Pictionary; also, youcan use pictures cut out from magazines that you haveprepared beforehand. In general, the meanings of newvocabulary words are not simply given dictionary-style,

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but rather, the students are guided and helped to figureit out through a process of deduction.

For physical actions, miming gestures, commands andillustrations can be used. Miming, in particular, can beused in a game format to provide a fun moment whenthe students become engaged in that unconsciouslearning process which is such an important andvaluable ally to the teacher.

For abstract language (adjectives to describe sensations,verbs to describe feelings or thoughts) a definition, aparaphrase, an example in context or a translation inthe students’ native language can be given, along withpossible nuances of meaning between the twolanguages; this can also serve as a chance to have theclass reflect on how languages evolve and are oftencharacterized by the cultural differences betweencountries. It is equally important to highlight cognates(words with the same root and the same meaning inthe two languages, e.g. ‘animal’ in English has the sameroot as the word in Italian, Spanish, French, etc…) and‘false friends’ (words with the same root but which doNOT have the same meaning, e.g. ‘library’ in English is‘biblioteca’ in Italian and Spanish, it is not ‘libreria‘).

To help students memorize the new vocabulary words,pages can be made with the words arranged by lexical areaand then inserted in the Personal Toolkit ring binder. Eachstudent should be allowed the freedom to find the bestway for him or her to remember the vocabulary.They can:

draw a picture next to each word, if they have a ’visual’type of memory

write down the translation or origin of the word, alongwith similarities or differences with native language, ifthey have a ‘linguistic’ type of memory

match a word to an action, if they have a ‘kinaesthetic’type of memory

invent a rhyme or jingle with the word, if they have a‘musical’ type of memory.

If there is not enough time to write down and cataloguethe new vocabulary words in the binder during class hours,this would be an excellent homework assignment,providing the students with their own, personalizedglossary (there’s a monolingual glossary at the end of theStudent’s Book).

For new words in a reading text, especially if assigned ashomework, the students must be encouraged to try tounderstand the gist of the story from the context.However, it is also important to teach them how to use abilingual dictionary correctly. In turns, the students couldbring a dictionary to class and you can then have them

practise looking up the words and, as they are obviouslylisted in alphabetical order, this can also serve as anexercise to familiarize them with the English alphabet.Then, show the students how the dictionary ‘works’, i.e.that the words are in their base form and so nouns andadjectives will be in the singular, verbs in the infinitive, withthe relative abbreviations after the listing (v verb, n noun,adj adjective etc.).Point out how words can have more than one meaning(numbered 1, 2, etc) and more than one application,indicated in parenthesis (e.g. law, med., arch.) for law,medicine or architecture, for example. Thus help the classto familiarize themselves with the abbreviations used inthe dictionary, so they can be better prepared to choosethe right meaning of a word according to the context inwhich it is used.Also point out how there are often several examples givenof expressions with the word they are looking for. It isimportant that the students learn from the start that it isnot a good idea to simply choose the first meaning theyfind under a word listing. Teach them to take the time toread the whole listing so they can find the meaning thatmatches the context of the word they are looking for.Even more importantly, the students must be taught notto simply guess at the meaning of a word because itsounds like a word they know in their own languagebecause they could easily fall into the trap of the ‘falsefriends’.

Teaching Communication

In the dialogues from the Communication and My Turnsections, the students have a chance to practise some ofthe communicative functions presented in the openingdialogue(s). In order to take full advantage of the material,you can proceed in several phases.

Have the students do the exercise individually, checkingthat it is done correctly as you walk around the room.

Have them repeat the sequences after you or after theyhear the recording.

Finally, have them practise the whole dialogue, using thefollowing technique. Have them work in pairs; in turns,one student reads his lines in silence then tries to repeatit to the other without looking at the book. Thus, theygradually learn to get away from the written word andget used to ‘speaking’. Another way to approach thistask is to have the students work in groups of three; onestudent holds the book and reads the cues while theother two play the roles of speakers A and B, trying torecite from memory.The student who provides the cuesmust do so in the native language. So, for example, hewill say to A: Tell him that your name is Jack and A must

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say the line in English: My name is Jack. Continue thisway until the students feel confident enough to‘perform’ the dialogue in front of the whole class.

Call them up in pairs to recite, helping them to addslightly exaggerated gestures and intonation, so that themeaning is clear and they truly ‘communicate’.

You can guide the more advanced classes in role playingactivities for Communication as well.

Teaching pronunciation

Because English pronunciation is not always easy for nativespeakers of other languages, Team Up in English offers aspecific pronunciation exercise in each unit, entitledSounds Good!

Emphasis is placed on where the word or the phrase isstressed, on intonation and on sounds that are peculiar tothe English language; also, similar sounds that can createconfusion as well as homonyms are highlighted. Theteacher is advised to teach the international phoneticalphabet (IPA) and explain how the symbols represent howthe words sound, not how they are written.Further suggestions include:

having the students listen to the words or sentences inthe exercise with their books closed

having them listen again with their books open

possibly translating into the native language

having the class repeat the words either collectively orindividually

having the class do the exercises offered in the Student’sBook.

Teaching grammar

English grammar is one of the foundations of Team Up inEnglish, taught through the Grammar Focus pages of theStudent’s Book and the Grammar section of the PersonalToolkit.It is important to remember that a student in this agegroup must be encouraged to reflect on what he is learningand guided in his systematic learning of the concepts in alogical way so that he is then capable of consciouslyanalyzing and interiorizing the structural rules of thelanguage instead of simply absorbing them automaticallyas he did with his native language or, in primary school,with his first foreign language.

The morphology and grammatical structures presented inTeam Up in English are done so in a gradual fashion and

constantly ‘recycled’, just as occurs in the living languagewhich continually reuses the same forms and structures totransmit meaning.

For the in-class phase with the Student’s Book, thestudents can be asked to do the following tasks:

underline the sentences in the input dialogues thatcontain the grammar point in question

try to deduce the grammar rule

complete the tables and rules on the Grammar Focuspages

give an example of each new structure being learnt,writing it on the board and copying it in the exercisebook

do the exercises orally, in pairs or small groups andcorrect them together (especially for weaker classes)

do the exercises at home, as an assignment, along withthe corresponding Workbook exercises.

You can then correct the assignments by choosing oneof the following methods:a) tell the students to exchange their exercise books so

they can correct each other’s work; then quicklycheck it and mark the score

b) have the students take turns reading their ownanswers and have the class say whether it is right orwrong in which case, ask several students to providethe correct answer; write it on the board to helpthem commit it to memory.

For the systematic learning of the morphosyntactic aspectsthe Grammar section of the Personal Toolkit can be used.These Personal Toolkit grammar exercises can be assignedat the time the explanation is given, or later, when it istime to revise and consolidate what has been learnt or yetagain, for remedial and reinforcement work if problemsshould arise in the use of certain structures.The ring binder can be personalized by inserting extrapages with specific exercises or simply by adding anythingthe teacher or the students feel is useful for making this‘personal grammar reference’ more functional.In any case, since the grammar pages are a study tool bothfor reference and for checking progress, it is always a goodidea to have students get into the habit of using it oftenwhile they are doing exercises, to confirm a rule, erase anydoubts or correct a mistake.

Developing Skills

Oral reception (listening)Team Up in English offers specific exercises, both in theStudent’s Book (in the first unit in each Folder) and in the

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Workbook (in each unit), designed to develop receptiveskills, especially the ability to interpret the language bylistening. In order to do these exercises it is suggested thatthe teacher:

use the illustrations, the title, any questions there maybe, tables or lists of words given to help the studentspredict the content of the recording

ask the students if they know anything about the topic,what words they might associate with it and write theseon the board

play the recording several times, if necessary, asking forfeedback (in the native language) on the meaning ofwhat was heard

ask which words they might have picked up on and seeif any match the ones already written on the board

if the text is too difficult for the students, go back toone that they could understand more easily so as togradually build up their confidence level

if the whole class is having problems, make sure thatthe language used in the activity has been practisedpreviously and go over it again, if necessary. Also makesure that listening conditions in the classroom areappropriate to facilitate listening: check that there areno loud noises coming from the outside, that the CDplayer is positioned properly and that students are nottalking

The same recording should be played a couple of weekslater to show the students that they now understandmore and thus boost their confidence in their ownabilities.

Written reception (reading)Team Up in English offers specific exercises, both in theStudent’s Book (in the first unit in each Folder) and in theWorkbook (in each unit), designed to develop reading skills.In order to do these exercises it is suggested that theteacher adopt similar techniques as for listening:

use the illustrations, the title, any questions there maybe, tables or lists of words given to help the studentspredict the content of the text to be read

write any information or English words related to thetopic on the board

propose a vocabulary review by topic, using appropriateactivities (e.g. hangman)

pre-teach only those words that are essential forcomprehension

read aloud with the class or have them read softly inpairs

encourage the students to try and grasp the general

sense of a paragraph, without being too distracted bywords they don’t know

It is important for the students to develop the abilityto understand the gist of a text without feeling thatthey have to look up every word. To avoid thetendency to translate word for word, have the class tryto paraphrase the text in their own language, imposinga time limit so the students can’t take too long tofocus on each single word, but making sure that theydo have enough time for overall comprehension.Remind them that reading requires skills that aredifferent from translation.

It is worth taking the time to teach the students tonotice the subdivision into paragraphs and tosummarize the content of each with a brief title or shortphrase; this will help them to focus on the importantpoints which are the basic content.

In Team Up in English the Curiosity Corners, Culture Spotsand CLIL pages in the Student’s Book, along with the briefparagraphs of Interesting facts in the Workbook, also lendthemselves well to reading activities.

Oral production The Team Up in English course devotes a fair amount ofspace to oral production activities, in theCommunication section and in the Skills pages of theStudent’s Book, underlining how important developingthis ability is.

To foster the student’s oral production where he isaddressing the whole class or the teacher, not just anotherclassmate, some suggested approaches are to:

thoroughly explain the task required, providing thenecessary words and examples

have the students first practise the task in pairs so thateveryone, even the shiest students, can have a chance tospeak, without the feeling that the whole class is staringat them

ask for volunteers to come up and speak before theclass

if they make a mistake, don’t interrupt as attentionshould be focused on the fluidity of the discourse andon the ability to communicate and not so much ongrammatical correctness.

Oral interaction In Team Up in English the students are actively encouragedto use the language orally, in pairs or in small groups.

The same techniques suggested for oral production are

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valid for oral interaction activities; in addition, wellorganized pair work is advised, as follows:

divide the students into pairs and clearly assign roles asstudent A and student B

clearly explain the task by going over it in the nativelanguage so the situation and roles are understood

call up two of the better students to give an example ofthe dialogue to the rest of the class and encourage themto add dramatic flourishes

have the rest of the class do the task in pairs and walkaround the room to check that they are indeedconversing in English; help those who may beexperiencing greater difficulty, taking note of their errorswithout really interrupting them

have one or two pairs of students recite their dialoguein front of the class; for more advanced classes, have thestudents enact brief role play situations.

Written production To develop writing skills, Team Up in English proposes thatwritten compositions be based on the readings orrecordings that the students have just learnt. This helpsthem to recycle the newly acquired language and toreformulate it in a personal way.

To help the student carry out this type of activity, theteacher is advised to explain that a written compositionentails various phases of work. The following example canbe written on the board:

first, make an outline of what you want to say thatincludes an opening statement that introduces thetopic, followed by the main body which can be dividedinto two or three points with examples and that endswith the conclusion where sometimes a new idea maybe added

next write a rough draft which must then be re-read andcorrected, either alone or with help from a classmate

finally, re-copy the composition.

CLIL pages: see Developing Skills – Written reception(reading)

Curiosity Corner: see Developing Skills – Written reception(reading)

Culture Spot: see Developing Skills – Written reception(reading)

Teaching with the Personal Toolkit

The grammar consolidation, lexical expansion andsummary of communicative functions pages which makeup the Personal Toolkit, constitute an important newresource for the students and a valuable teacher’s aidwhich can be used both in class and at home.This flexible, multi-faceted resource can be used forsystematic learning, extra reinforcement activities,consolidation work at the end of a Folder or for testpreparation.

Grammar

At the beginning of the course, the class should beshown each specific grammar page and the studentsshould be asked to observe and read the sampleillustrations, give their impressions and makecomments.

Both the summary table and the explanations can beread (and studied) in part or in whole, depending on themoment when they are being used.

It could be useful for the teacher to read or have theclass read them aloud so as to accustom the students tothe grammar language and lay-out.

In some cases, it could be necessary to go over parts ofspeech in the native language first (what is a verb,adverb, preposition, etc.) and then point out thepeculiarities of the English language (possessive case,contracted forms of the verb, ‘progressive’ forms of verbtenses, etc.). Later this will enable the students to feelmore comfortable consulting the grammar pages ontheir own.

The tables and rules can provide good material for popquizzes where the teacher can decide to assign a ‘plus’mark for each rule or table memorized correctly (by theweaker students) or for each rule learnt and appliedcorrectly (by more advanced students); then, after acertain number of ‘plusses’, a whole mark can be given.This method is usually motivating and well-liked by thestudents in that it keeps their interest high and helpsshy students to overcome some of their fear of speakingin public.

The language used in the grammar explanations takesinto account both the students’ age group and theirparallel knowledge in their own language.

The use of different colours to identify parts of speech(subject, verb, adjective, etc.) makes the construction ofthe sentences immediately understandable andfacilitates the memorization process.

Even those areas usually considered difficult or thorny,such as relative pronouns or word order in the sentence,

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are dealt with simply and clearly. This makes it easierfor the teacher to introduce them when she feels it isappropriate and useful to the students’ learning,without necessarily having to wait until the end of thethird year or well into the fourth.

The Personal Toolkit grammar exercises can be assignedat the time the explanation is given, or later, when it istime to revise ad consolidate what has been learnt oryet again, for catch-up and reinforcement work ifproblems should arise in the use of certain structures.They can be done orally in class and then assigned forhomework for the next lesson.

Extra pages with specific exercises can be added to thering binder along with anything the teacher or thestudents feel is useful for making this ‘personal grammarreference’ more functional.

In any case, since the grammar pages are a study toolboth for reference and for checking progress, it is alwaysa good idea to have students get into the habit of usingit often while they are doing exercises, to confirm a rule,erase any doubts, reinforce memorization or correct amistake.

FunctionsThe Personal Toolkit Grammar pages end with the Functionssection, a set of thirteen tables which summarize the maincommunicative functions presented by Team Up in English,subdivided by topic.

These tables are useful to practise oral interaction, tocreate a dialogue following a given model, to preparefor Certification exams (similar syllabi to those forCambridge and Trinity). These tables, like the grammarpages, can be used for pop quizzes as described above.

To practise and consolidate the use of functions,pairwork and role playing activities like the onessuggested for oral interaction can be proposed with theaddition of a short writing activity (assigned eitherindividually, in pairs or in groups, depending on themake-up of the class).

This type of work on language functions could alsoinclude writing a short play which then could be actedout, if the teacher feels this is feasible.

PictionaryThe illustrated Pictionary pages are an excellent resourceto use for lexis extension, consolidation and revision. Thetips presented in this teacher’s guide at the end of eachFolder are intended to be flexible so as to be adapted bythe teacher, based on the level and general progress ofeach class.The Pictionary can be used in a variety of ways,both in class and at home; for a more detailed suggestions,

refer to the Vocabulary section. It is a valuable tool forthose students who have a visual memory. It can also beof great support in multi-cultural classes where not allstudents understand the local language as the illustrationseffectively cut through the language and cultural barrierto make it possible for all students to learn the Englishvocabulary. In presenting and using the Pictionary in class,the following steps can be helpful:

before the students look at the Pictionary page you havechosen, tell them the topic area (e.g. In the Classroom)and initiate a brief brainstorming session where they areasked to say any and all words having to do with thetopic that come to mind

write the words on the board and then, if possible, askfor examples from the surroundings; check to see thatnothing has been left out

next, have the class look at the Pictionary page andguide the students in finding the necessary words todescribe the new vocabulary

try not to simply translate the words into the nativelanguage, especially if the meaning is clear from eitherthe illustration or realia

finally, ask the students to come up with some simple,brief sentences so they can practise using the words(especially the ones that are new to them) from thetopic area.

Mixed-level classes

It is to be expected that most classes will be mixed-levelclasses, especially for the first year of the course, as thestudents are likely to be coming from different schoolsand/or different backgrounds.

An Entry Test (see Tests and Resources) should be given atthe beginning of the school year so as to have a classprofile. On this basis, activities can be planned to make theclass more homogeneous by offering reinforcementexercises for the weaker students while doing revision andconsolidation work with those that a little further ahead.

For the lessons during the course of the academic year, theteacher is prompted to:

at the start of the lesson, clearly state what is beingcovered (e.g. ‘Today we’ll learn how to order food in arestaurant’)

give the students a general idea of what is planned(‘First we’ll learn some words for different foods, thenwe’ll listen to a dialogue with a waiter and at the endwe’ll repeat the dialogue with a classmate)

Introduction

24

present the lesson briefly

assign different activities, dividing the students byability: e.g. give the more able students two activitiesto do and just one to the weaker ones

otherwise, let the students do a freestyle activity whereeach one can respond according to his or her own levelor assign identical activities to the whole class, lettingstudents of different levels and aptitudes interact freely

the teacher’s notes presented in this guide offer ideasfor activities to do with advanced classes as well asweak classes; both types of activities can be proposed inthe same class, if the teacher deems them appropriate.

Finally, teachers are encouraged to gain insight into thestrong points of their students by talking to teachers ofother subjects and to capitalize on this information in theEnglish classes. For example, students who are talented inart can be asked to draw pictures, maps or tables on theboard and students who are especially interested inscience can perhaps put together one of the CLILpresentations. It is important to make each student feelthat he has something to contribute to the English lessonthat is personal and different.

Culturally mixed classes

More and more often classes all over the world arebecoming evermore heterogeneous and so it becomesmore likely that there will be students who are notperfectly fluent in the local language. This often,unfortunately, puts such students at risk of being brandedas weak students as they do, in fact fall behind the others.The foreign language classes, though, may offer anopportunity for these students to stand out. Thus, it isparticularly important to use the native language as littleas possible in the classroom and opt instead for teachingmethods and techniques which use other ways of learningand other languages such as visual, kinaesthetic, musical,and so on.Team Up in English proposes teaching techniques that areparticularly well-suited to working with multiculturalclasses as they focus on cooperation and individualexpression.The teaching notes in this volume offer specificsuggestions for working with foreign students. In thiscontext, the Personal Toolkit Pictionary can be especiallyuseful.

These general guidelines can be applied in many situations:

ask the foreign student to give examples from his ownculture, history or language whenever possible. It isimportant for these students to feel they can contribute

to increasing the others’ awareness of cultural, linguisticand religious differences which provide a valuableopportunity for educational enrichment

propose activities (especially in the Culture Spot section)which compare and contrast all of the possible culturalbackgrounds present in the class

when possible, use English and the native languages ofthe foreign students to make up multi-lingual postersfor work on Vocabulary, for example

if time permits and it is appropriate, have the foreignstudents say things in their own language followed bythe same phrases in English (greetings, day, month, time,weather, etc.) and check for comprehension with therest of the class.

EvaluationStudent evaluation is a fundamental phase in the teachingprocess which can be used at different times, under variousforms. The main tool for student evaluation in the TeamUp in English course is the Tests and Resources booklet.An initial evaluation is done with the Entry Test whichserves to verify the general Level of English of the class atthe start of the course and helps the teacher to plan thework to be done during the course of the school year.

Formative evaluation is done with progress tests whichare the Unit Tests in the Tests and Resources book. Thesetests show the student’s progress, their weak points, theirerrors and the causes; they are also useful to identify waysto correct errors and avoid repeating them. Each studentcan be given a photocopy of the evaluation grid (in Testsand Resources) which he can keep in his ring binder. Thegrid can serve as a checklist so the student can make up asheet with notes, rules, vocabulary words and structuresrelative to each area on the grid to help jog his memory.

Summative evaluation is done periodically with theFolder Skills Tests in the Tests and Resources book. Thesetests check the cumulative knowledge and skills acquiredby the student at the end of each Folder. It is suggestedthat they be administered like a formal examination, i.e.without the use of grammar notes or dictionaries, workingalone and with a time limit.The student’s cumulative knowledge is also tested andevaluated in the preparatory work for outsidecertifications, such as the Cambridge KET for which TeamUp in English offers a complete sample test, complete withall the Papers.Whilst these forms of evaluation are formal, and obviouslydesigned as class tests or examinations, the regular if not

Introduction

25

daily evaluation that a teacher does of his/her studentstakes on an informal character and is based on thestudent’s participation in class activities, on his oralperformance and on his homework assignments.

Evaluation is not only done by the teacher but can also bedone by the student himself. Team Up in English providesself-evaluation tools in the form of Check Your Progresssections of the Student’s Book. They are progress tests forthe material covered in the three units of each Folder. Thestudents may do these tests in class or at home, assigningthemselves points as indicated. It gives them anopportunity to reflect on any difficulties they haveencountered, talk about them with the teacher and thendecide if reinforcement and consolidation work is necessary.

The Language Portfolio The European Language Portfolio, re-launched by theCouncil of Europe in 2001, is composed of three sections:

The Language Passport provides an overview of theindividual’s proficiency in different languages, in termsof skills and the common reference levels in theCommon European Framework; it records formalqualifications and describes language competencies andsignificant language and intercultural learningexperiences.

The Language Biography facilitates the learner’sinvolvement in planning, reflecting upon and assessinghis or her learning process and progress; it encouragesthe learner to state what he/she can do in eachlanguage to include information on linguistic andcultural experiences gained in and outside formaleducational contexts; it includes the self-evaluation lists.

The Dossier offers the learner the opportunity to selectmaterials to document and illustrate personalachievements or experiences. It will be up to thestudent, under the guidance of the teacher, to choosethe materials and the form (written, audio, video).

Portfolio preparation with Team Up in English Team Up in English offers careful preparation for theLanguage Portfolio by providing:

a ring binder in which the student can insert his or hercertifications, self-evaluation sheets, any otherinformation regarding language experiences as wellsamples of the student’s work

various written exercises marked as suitable for theDossier

specific projects designed for the Language Portfolio.

The Common EuropeanFramework of Reference The Common European Framework of Reference forLanguages: Learning, Teaching, Assessment, abbreviated asCEFR, is a guideline used to describe achievements oflearners of foreign languages across Europe, published bythe Council of Europe in 1996 and updated in 2001. Itsmain aim is to provide a method of assessing and teachingwhich applies to all languages in Europe.

The CEFR divides learners into three broad divisions (A, B,C) which can be sub-divided into six levels (A1,A2, B1, B2,C1, C2).For each level, evaluation is based on skills in Listening,Reading, Speaking (taking part in a conversation, speakingcoherently, strategies, language quality / means) andWriting (see self-assessment grids).

Introduction

26

A – Basic User

A1 Breakthrough

Can understand and use familiar everyday expressionsand very basic phrases aimed at the satisfaction ofneeds of a concrete type. Can introduce him/herselfand others and can ask and answer questions aboutpersonal details such as where he/she lives, peoplehe/she knows and things he/she has. Can interact in asimple way provided the other person talks slowly andclearly and is prepared to help.

A2 Waystage

Can understand sentences and frequently usedexpressions related to areas of most immediaterelevance (e.g. very basic personal and familyinformation, shopping, local geography, employment).Can communicate in simple and routine tasksrequiring a simple and direct exchange of informationon familiar and routine matters. Can describe insimple terms aspects of his/her background,immediate environment and matters in areas ofimmediate need.

B – Independent User

B1 Threshold

Can understand the main points of clear standardinput on familiar matters regularly encountered inwork, school, leisure, etc. Can deal with most situationslikely to arise whilst travelling in an area where thelanguage is spoken. Can produce simple connectedtext on topics, which are familiar, or of personalinterest. Can describe experiences and events, dreams,hopes and ambitions and briefly give reasons andexplanations for opinions and plans.

B2 Vantage

Can understand the main ideas of complex text onboth concrete and abstract topics, including technicaldiscussions in his/her field of specialisation. Caninteract with a degree of fluency and spontaneity thatmakes regular interaction with native speakers quitepossible without strain for either party. Can produceclear, detailed text on a wide range of subjects andexplain a viewpoint on a topical issue giving theadvantages and disadvantages of various options.

C – Proficient User

C1 Effectiveness

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 heardor read. Can summarise information from differentspoken and written sources, reconstructing argumentsand accounts in a coherent presentation. Can expresshim/herself spontaneously, very fluently and precisely,differentiating finer shades of meaning even in morecomplex situations.

Introduction

27

Self-assessment grids

The Council of Europe has published a detailed list of competencies to be achieved at the end of each of the levels listed above.Here follows the self-assessment grids relative to levels A1,A2 and B1, which are part of the curriculum for middle school.As regards communication skills, Team Up in English brings the students to a competency of A2 in Levels 1 and 2 andgradually approach a competency of B1.1 and B1.2 in Levels 3 and 4.

Language:

These checklists can be used to do a self-assessment (column 1) and to allow other people, for example the teacher,to evaluate the student’s language skills (column 2). As far as skills yet to be achieved (column 3, objectives) it ispossible to indicate how important these goals are.With the teacher’s help the student can also add what other skillshe/she has or what is important for learning at this Level.Use the following symbols:In columns 1 and 2:✓ I can do this in normal circumstances ✓✓ I can do this with no difficulty In column 3:! This is a goal !! This is a priority for meIf 80% of the boxes can be marked, then it is reasonable to assume the Level of proficiency has been reached.

Self-assessment checklist – Level A1

1 me 2 my teacher / another 3 my objectives

Listening 1 2 3

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

I can understand simple directions how to get from X to Y, by foot or public transport.

I can understand questions and instructions addressed carefully and slowly to me and follow short,simple directions.

I can understand numbers, prices and times.

Reading 1 2 3

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

I can locate a concert or a film on calendars of public events or posters and identify where it takesplace and at what time it starts.

I can understand a questionnaire (entry permit form, hotel registration form) well enough to givethe most important information about myself (name, surname, date of birth, nationality).

I can understand words and phrases on signs encountered in everyday life (for instance ‘station’,‘car park’, ‘no parking’, ‘no smoking’, ‘keep left’.

I can understand the most important orders in a computer programme such as ‘PRINT’, ‘SAVE’,‘COPY’, etc.

I can follow short simple written directions (e.g. how to go from X to Y).

I can understand short simple messages on postcards, for example holiday greetings.

In everyday situations I can understand simple messages written by friends or colleagues, forexample ‘back at 4 o’clock’.

Introduction

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Spoken Interaction 1 2 3

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

I can ask and answer simple questions, initiate and respond to simple statements in areas ofimmediate need or on very familiar topics.

I can make myself understood in a simple way but I am dependent on my partner being preparedto repeat more slowly and rephrase what I say and to help me to say what I want.

I can make simple purchases where pointing or other gestures can support what I say.

I can handle numbers, quantities, cost and time.

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. andanswer such questions addressed to me provided they are articulated slowly and clearly.

I can indicate time by such phrases as ‘next week’, ‘last Friday’, ‘in November’, ‘three o clock’.

Spoken Production 1 2 3

I can give personal information (address, telephone number, nationality, age, family, and hobbies)

I can describe where I live.

Strategies 1 2 3

I can say when I don’t understand.

I can very simply ask somebody to repeat what they said.

I can very simply ask somebody to speak more slowly.

Writing 1 2 3

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

I can write a greeting card, for instance a birthday card.

I can write a simple postcard (for example 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, for example where I live and what I do.

Introduction

29

Self-assessment checklist – Level A2


Listening 1 2 3

I can understand what is said clearly, slowly and directly to me in simple everyday conversation; itis possible to make me understand, if the speaker can take the trouble.

I can generally identify the topic of discussion around me when people speak slowly and clearly.

I can understand phrases, words and expressions related to areas of most immediate priority (e.g.very basic personal and family information, shopping, local area, employment).

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

I can understand the essential information in short recorded passages dealing with predictableeveryday matters which are spoken slowly and clearly.

I can identify the main point of TV news items reporting events, accidents etc. when the visualsupports the commentary.

Reading 1 2 3

I can identify important information in news summaries or simple newspaper articles in whichnumbers and names 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 ofeveryday life.

I can understand simple written messages from friends or colleagues, for example saying when weshould meet to play football or asking me to be at work early.

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

I can skim small advertisements in newspapers, locate the heading or column I want and identifythe most important pieces of information (price and size of apartments, cars, computers).

I can understand simple user’s instructions for equipment (for example, a public telephone).

I can understand feedback messages or simple help indications in computer programmes.

I can understand short narratives about everyday things dealing with topics which are familiar tome if the text is written in simple language.


I can make simple transactions in shops, post offices or banks.

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

I can get simple information about travel.

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 say 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 free time, and answer such questionsaddressed to me.

Introduction

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I can describe myself, my family and other people.

I can describe where I live.

I can give short, basic descriptions of events.

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

I can describe my hobbies and interests in a simple way.

I can describe past activities and personal experiences (e.g. the last weekend, my last holiday).

Strategies 1 2 3

I can ask for attention.

I can indicate when I am following.

I can very simply ask somebody to repeat what they said.

Language Quality 1 2 3

I can make myself understood using memorised phrases and single expressions.

I can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’.

I can use some simple structures correctly.

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

Writing

I can write short, simple notes and messages.

I can describe an event in simple sentences and report what happened when and where (forexample a party or 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 interestsand my specific skills.

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

I can write a short letter using simple expressions for greeting, addressing, asking or thankingsomebody.

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).

Introduction

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Self-assessment checklist – Level B1


Listening 1 2 3

I can follow clearly articulated speech directed at me in everyday conversation, though I sometimeshave to ask 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 hypotheses about what will happen next.

I can understand the main points or radio news bulletins and simpler recorded material on topics ofpersonal interest delivered relatively slowly and clearly.

I can catch the main points in TV programmes on familiar topics when the delivery is relativelyslow and clear.

I can understand simple technical information, such as operating instructions for everydayequipment.

Reading 1 2 3

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

I can read columns or interviews in newspapers and 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 ofexpression if the topic is familiar.

I can skim short texts (for example news summaries) and find relevant facts and information (forexample who has done what and where).

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

I can understand simple messages and standard letters (for example from businesses, clubs orauthorities).

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

I can understand the plot of a clearly structured story and recognise what the most importantepisodes and events are and what is significant about them.


I can start, maintain and close simple face-to-face conversation on topics that are familiar or ofpersonal interest.

I can maintain a conversation or discussion but may sometimes be difficult to follow when tryingto say exactly what I would like to do.

I can deal with most situations likely to arise when making travel arrangements through an agentor when actually 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.

Introduction

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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 wordingand ordering.

Strategies 1 2 3

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 andinvite ‘correction’.

Language Quality 1 2 3

I can keep a conversation going comprehensibly, but 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 mostimportant.

I have a sufficient vocabulary to express myself with some circumlocutions on most topicspertinent to my everyday life such as family, hobbies and interests, work, travel, and current events.

I can express myself reasonably accurately in familiar, predictable situations.

Writing 1 2 3

I can write simple connected texts on a range of topics within my field of interest and can expresspersonal views and opinions.

I can write simple texts about experiences or events, for example about a trip, for a schoolnewspaper or a club newsletter.

I can write personal letters to friends or acquaintances asking for or giving them news and narratingevents.

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 informationabout products (for example a car or an academic course).

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

I can write my CV in summary form.

Learning Objectives

33

Structures

Functions

Vocabulary

The structure of some simple sentencesRecognise nouns, adjectives and verbs

Introducing oneself brieflyUsing English in the classroom Saying the date

The alphabetNumbers from 1 to 30ColoursClassroom languageSchool objects and school subjects Days, months, seasonsThe date

Oralreception

Writtenreception

Oralproduction

Oralinteraction

Understand instructions in theclassroom [A1]Understand short rhyme about themonths of the year

Understand a school timetable

Say colours, days of the week,months and seasons. Talk aboutschool timetable. Say the date

Introduce oneself and use simpleexpressions in greetings [A1]Say age [A1]Ask simple questions in English [A1]

Folder 0 – Warm Up!

Knowledge Skills

Folder 0 – Warm Up! – MaterialsTests and Resources: Entry TestStudent’s Book pp. 6-13 and Class audio CD1

Learning Objectives

34

Structures

Functions

Vocabulary

Pronunciation

Culture

Personal subject pronounsbe – Present simple (affirmative form)Possessive adjectivesWh- questions: What, How, How old,Where…?be – Present simple (negative form,questions and short answers)The plural form of regular nounsDemonstratives: this, that, these, thoseArticles: a, an, theRegular and irregular plurals there is / there are

Asking for and giving personalinformation (name, age, country oforigin, nationality…)Talking about one’s familyTalking about sensations and feelingsDescribing a place Giving information about wheresomething is

GreetingsNumbers 1-100 Countries and nationalitiesFeelingsThe family Rooms and furnitureTechnological objectsPrepositions of place: on, in, under

Word stress (1)this or theseThe letter h

The British Isles

Oralreception

Writtenreception

Oralproduction

Oralinteraction

Writtenproduction

Understand information on the family[A1]Understand personal informationabout someone [A1]Understand a simple numbers rhyme

Understand personal informationabout someone [A1]Understand information on the family[A1]

Talk about where people are from[A1]Describe the place where one lives[A1]

Introduce oneself and others, usesimple expressions to greet peopleand say goodbye, ask for and sayname and age [A1]Ask and say name and country ofprovenance [A1]; talk aboutsensations and feelingsAsk and answer questions aboutwhere things are [A1]

Write simple sentences about aperson [A1]Give personal information in a briefmessage [A1]

Folder 1 – Units 1-3

Knowledge Skills

Learning Objectives

35

Interdisciplinary activities (CLIL) and Civics

Geography: recognise the flags of various countries of the world. Ex. 4 p. 17 Socio-affective awareness education: talk about own family. Ex. 8 p. 25Geography: learn the geography of The British Isles, Culture Spot 1 pp. 118-119Science, health and nutrition: a balanced diet CLIL Food and Nutrition pp. 28-29

Language Portfolio

SB Unit 1 My Turn – Ex. 8 p. 17; Skills – Ex. 7 p. 21TB Unit 1 My Turn – Ex. 8 p. 54; Skills – Ex. 7 p. 57SB Unit 2 My Turn – Ex. 8 p. 25 TB Unit 2 My Turn – Ex. 8 p. 61 SB Unit 3 My Turn – Ex. 7 p. 31; Ex. 9 p. 33 TB Unit 3 My Turn – Ex. 7 p. 66; Ex. 9 p. 68

Tests and progress evaluation

Check Your Progress Units 1-3Test Unit 1, Test Unit 2, Test Unit 3 Folder 1 Skills Test Units 1-3

Folder 1 – Units 1-3 – Materials

Student’s Book pp. 14-39, pp. 118-119 and Class audio CD1 Workbook pp. 8-29 and Student’s audio CDPersonal Toolkit – Grammar p. 4, pp. 5-8, pp. 13-15, pp. 34-35, Functions p. 139Personal Toolkit – Pictionary: 1 Numbers, Colours and Shapes, 4 Moving HouseTests and Resources – Tests Units 1-3, Folder 1 Skills Test, Culture Spot 1 TestTests and Resources – Worksheets: Reinforcement Units 1-3, Grammar Extension 1, 2, PT Pictionary 1, 4, CLIL 1, 2

Learning Objectives

36

Structures

Functions

Vocabulary

Pronunciation

Culture

have got – Present simple (all forms)Position of adjectives (word order)Countable and uncountable nouns some, anya lot of, a little, a fewHow much…? / How many…?The possessive ’s Whose…?ImperativeLet’s

Describing physical appearanceTalking about what one has in ownschool bag or school lockerTalking about what there is or isn’t inthe kitchenTalking about quantityTalking about what someone ownsAsking who owns something Understanding and expressing rulesand prohibitions

Physical appearanceParts of the bodySchool and personal objects (1 & 2)In the kitchen: objects, food and drinkRules

Distinguishing the phonemes /s/ and/S/ Distinguishing between the phonemes/s/ and /z/The homonyms Whose and Who’sIdentifying the stressed syllable

Multicultural Britain

Oralreception

Writtenreception

Oralproduction

Oralinteraction

Writtenproduction

Listen and gather simple informationabout people [A1]

Understand the physical descriptionof a person [A1]Understand information on peoplefrom brief texts [A1]

Provide information about a person[A1]

Ask and answer simple questionsabout quantity [A1]Ask and answer simple questionsabout ownership and location ofsome objects [A1]Give and understand brief and simpleinstructions [A1]

Write simple sentences about aperson [A1]


Knowledge Skills

Learning Objectives

37


Science: learn about different foods eaten in Great Britain Ex. 3 p. 62Civics: recognise and accept ethnic and cultural differences Culture Spot 2 Multicultural Britain pp. 120-121Science: recycling and eco-shopping CLIL Recycling pp. 54-55

Language Portfolio

SB Unit 4 Skills – Ex. 2 p. 46TB Unit 4 Skills – Ex. 2 p. 77SB Unit 5 Project time – CLIL p. 54, p. 55 TB Unit 5 Project time – CLIL p. 85, p. 86SB Unit 6 Curiosity Corner – Ex. 3 p. 62 TB Unit 6 Curiosity Corner – Ex. 3 p. 91



Folder 2 – Units 4-6 – Materials Student’s Book pp. 40-65, pp. 120-121 and Class audio CD1 Workbook pp. 30-51 and Student’s audio CDPersonal Toolkit – Grammar pp. 9-12, pp. 16-20, p. 21, pp. 38-40, pp. 44-45Personal Toolkit – Pictionary: 3 In the Classroom, 5 In the Garage, 6 The Human BodyTests and Resources – Tests Units 4-6, Folder 2 Skills Test, Culture Spot 2 TestTests and Resources – Worksheets: Reinforcement Units 4-6, Grammar Extension 3,4, PT Pictionary 3, 5, 6, CLIL 3, 4

Learning Objectives

38

Structures

Functions

Vocabulary

Pronunciation

Culture

Present simple (affirmative form andspelling variations) Frequency adverbs Prepositions of time: at, on, inPresent simple (negative form,questions and short answers)Wh- questionscan (all forms)

Talking about routines Asking for and telling the timeTalking about free time Asking about opening timesAsking about pricesOrganising a party Talking about abilities

Daily routine The timeFree-time activities (1)SouvenirsPrices Musical instrumentsA birthday party

Distinguishing between thephonemes /s/, /z/ and /Iz/Rising and falling intonation Weak and strong forms: can / can’t

Social behaviour in Great Britain British Landmarks

Oralreception

Writtenreception

Oralproduction

Oralinteraction

Writtenproduction

Understand time schedules and whenan activity starts or finishes [A1]Understand prices for simplepurchases.Listen and understand information ona person’s weekly routine [A1]

Understand a simple personal e-mail,in which someone describes theirdaily routine and time schedules [A1]Understand facts from an article [A1]Understand information on peoplefrom brief texts [A1]

Talk about what one can or cannotdo [A1]Talk about what someone likes ordoesn’t like

Ask and answer simple questionsabout a person’s abilities [A1]Ask and answer questions about howmuch something costs

Write simple sentences about aperson, their abilities, their likes [A1]


Knowledge Skills

Learning Objectives

39


Science: growing carrot leaves Ex. 3 p. 88Civics: social do’s and don’ts in the UK Ex. 5, 7 p. 89Geography: tourist attractions in Great Britain Culture Spot 3 British Landmarks pp. 122-123Health education: safe behaviour in the sun and on outdoor excursions CLIL Personal Health and Safety pp. 80-81

Language Portfolio

SB Unit 7 My Turn - Ex. 7 p. 67; Skills – Ex. 5 p. 73TB Unit 7 My Turn - Ex. 7 p. 95; Skills – Ex. 5 p. 101SB Unit 8 Project time – CLIL p. 80, p. 81 TB Unit 8 Project time – CLIL p. 108, p. 109SB Unit 9 My Turn – Ex. 8 p. 83; Ex. 7 p. 85TB Unit 9 My Turn – Ex. 8 p. 111; Ex. 7 p. 112



Folder 3 – Units 7-9 – Materials Student’s Book pp. 66-91, pp. 122-123 and Class audio CD 2Workbook pp. 52-73 and Student’s audio CDPersonal Toolkit – Grammar p. 46, pp. 47-51Personal Toolkit – Pictionary: 3 In the ClassroomTests and Resources – Tests Units 7-9, Folder 3 Skills Test, Culture Spot 3 TestTests and Resources – Worksheets: Reinforcement Units 7-9, Grammar Extension 5, 6, PT Pictionary 3, CLIL 5, 6

Learning Objectives

40

Structures

Functions

Vocabulary

Pronunciation

Culture

Present continuous (all forms)Wh- questionsPresent simple vs present continuous Expressions of frequencyFrequency adverbs (2)be – Past simple (all forms)Past time expressionsQuestions and short answers there was / there were

Describing actions in progress Describing clothing Describing what a person is wearing Talking about houseworkDescribing routines and actions inprogressTalking about past eventsUsing past time expressionsTalking about places in town

Free-time activities (2)ClothesHousework Action verbsArticles of clothing Adjectives and their opposites todescribe people, things or situationsPlaces in a town

/N/Rhyming words Word stress (2)

British traditions School Life in Britain

Oralreception

Writtenreception

Oralproduction

Oralinteraction

Writtenproduction

Understand a dialogue about whatsomeone is or isn’t doing [A2]Understand questions about what aperson is doing. [A2]Understand a description of what aperson is wearing [A2]

Understand a text that describesregular actions that are part of adaily routine and different actionsthat are in progress at the moment[A2]

Talk about work and free-timeactivities [A2]Describe what a person is wearing[A2]Describe what a person is doing atthe moment [A2]Talk about people and events in thepast [A2]

Ask and answer questions about whata person is doing [A2]Understand and answer questionsabout what a person is doing; carryon a telephone conversation [A2].Ask and answer questions aboutwhere people were, using past timeexpressions [A2]

Write an e-mail to a friend from aholiday location [A1]


Knowledge Skills

Learning Objectives

41


Physical education: team sports in schools Ex. 2 p. 114Civics: good sportsmanship Ex. 3 p. 114Civics: learning about customs round the world Culture Spot 4 School Life in Britain pp. 124-125Science: preparing tea Ex. 6 p. 15Health education: how to ride safely on the roads and recognise road signs CLIL 4 Road Safety pp. 106-107

Language Portfolio

SB Unit 10 Skills – Ex. 4 p. 99TB Unit 10 Skills – Ex. 4 p. 123SB Unit 11 Project time – CLIL p. 106, p. 107 TB Unit 11 Project time – CLIL p. 128, p. 129SB Unit 12 Curiosity Corner – Ex. 6 p.115 Extra activityTB Unit 12 Curiosity Corner – Ex. 6 Extra activity p. 136



Folder 4 – Units 10-12 – Materials Student’s Book pp. 92-117, pp. 124-125 and Class audio CD 2Workbook pp. 74-95 and Student’s audio CDPersonal Toolkit – Grammar p. 53, pp. 57-62, pp. 63-65Personal Toolkit – Pictionary: 7 Summer and Winter Clothes, 9 The Town in Winter and in SummerTests and Resources – Tests Units 10-12, Folder 4 Skills Test, Culture Spot 4 TestTests and Resources – Worksheets: Reinforcement Units 10-12, Grammar Extension 7, 8, PT Pictionary 7, 9, CLIL 7, 8

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