teacher’s pack

English for secondary schools

teacher’s pack

Lehrmittel der Interkantonalen Lehrmittelzentrale

AutorenteamPatricia Betts (Projektleitung)Keith Kelly

ExpertenteamAndré BouvardChristine Färber MerzRobert OberholzerBarbara Trachsler

Basiert auf Inhalten des Teacher’s Pack Voices 3.Inhaltliche Projektleitung: Ruth Keller-BolligerAutorenteam: Seraina Rehm und Daniel Stotz

LektoratSarah Rutz

Gestaltung UmschlagClaudio Gnani, developdesign

Gestaltung InhaltPrisca Itel-Mändli, typobild

IllustrationenUrs RoosClaudia Trochsler

© 2014 Lehrmittelverlag Zürich1. Auflage 2014Printed in SwitzerlandKlimaneutral gedruckt auf FSC-RecyclingpapierISBN 978-3-03713-672-0www.lehrmittelverlag-zuerich.ch

Das Werk und seine Teile sind urheberrechtlich geschützt. Nachdruck, Vervielfältigung oder Verbreitung jeder Art – auch auszugsweise – nur mit vorheriger schriftlicher Genehmigung des Verlages.

Voices basic im Internet: www.voicesweb.ch

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Introduction (p. 4)

The structure of Voices basic 3 (p. 5)

The structure and components of the Teacher’s Pack (p. 6)

Overview of Voices basic 3 (p. 8)

Teaching tips (p. 10)

Teaching notes

UNI T 1 Country of the North (p. 11)

UNI T 2 Beauty – an everlasting dream (p. 19)

UNI T 3 Sports and risk (p. 27)

UNI T 4 A taste of India (p. 35)

UNI T 5 One world, many creatures (p. 43)

UNI T 6 The world of movies (p. 51)

UNI T 7 Action at the airport (p. 59)

Photocopiable material (pp. 1– 84)

ScriptsCourse Book (pp. 1– 48)

TCD-ROM (films, slideshows) (pp. 49– 60)

Bild-, Text- und Filmnachweis (p. 61)

Contents

The Teacher’s CD-ROM provides

• Worksheets • Language supports • Additional input material • Films • Slideshows • Reference list of learning strategies

For more information, see the overview tables and the step-by-step instructions of each unit.

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Introduction

Voices basic 3 has been developed on the basis of Voices 3. In order to make the course more acces-sible for B / C learners, the material has been simplified and the quantity reduced. The number of units has been reduced from eight to seven and the number of tasks from two to one.Other Voices basic principles include confronting the learners with fewer vocabulary items, less complex instructions and input, and providing them with more language support and guidance.

The original Voices philosophy also applies to Voices basic in that it is driven by topic content and has a strong focus on tasks and activities.

After six to seven years of English at school, pupils working with Voices basic 3 in their third year of secondary school consolidate and expand their skills within the following range of levels of competence:

A2.2 B1.1 B1.2

reading and listening

speaking

writing

The Teacher’s Pack contains: • Introduction • Teaching notes • Photocopiable material • Audio and TCD-ROM scripts

Course Book

The structure of Voices basic 3 follows the structure of Voices 3 closely. There are two new sections: Everyday English and Vocabulary.

Course BookVoices 3

Course BookVoices basic 3

Intro page: 1 page Intro page: 1 page

Exposure: 2 pages Exposure: 2 pages

Task A: 3 pages Your task: 2 pages

Task B: 3 pages

Focus on language:2 pages

Focus on language 1:1 page

Focus on language 2:1 page

Product stories: 1 page Product stories: 1 page

Focus on skills: 2 pages Focus on skills: 1 page

Everyday English: 1 pageFocus on functional language

Checkpoint: 2 pages Checkpoint: 1 page

Vocabulary: 1 pageSelected vocabulary for practice

Total: 16 pages Total: 12 pages

Note: The order of units slightly differs from the order in Voices 3. Also, Unit 3 has been left away instead of Unit 8.

Trainer File

The Voices basic 3 Trainer File contains practice material as well as self-checkable tests.An Audio-CD and removable key are inserted into the booklet.

Topic Files

The Voices Topic Files have not been adapted for B / C learners. However, it is recommended that teachers use one topic file per year or parts of more than one. When working with a topic file, the original Voices 3 teaching notes should be referred to. There is some guidance in the overview on pages 8 – 9, as to which parts of the two recommended Topic Files 3B and 3D are suitable for use alongside Voices basic 3.

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The structure of Voices basic 3

Course Book

The units each consist of the following sections:

ExposureThe first double page of each unit serves as an Introduction to the topic. It also provides useful input for the following section Your task.

Your taskThe section Your task is a series of activities during which pupils engage in interaction. They use their receptive and productive skills to produce outcomes which range from a blog entry or a presentation to the creation of an advertisement or a film quiz.

Focus on language 1 and 2These sections focus on the rules and usage of various aspects of language. Pupils are helped to work out a grammar rule or difficulty themselves.

Product storiesThis section focuses on products that have a link to the topic of the unit.

Focus on skillsThis section focuses on one or two of the four skills speaking, listening, reading and writing. The section usually concentrates on a particular sub-skill, e. g. Listening with visual support.

Everyday EnglishHere the focus is on functional language that pupils can use in everyday situations.

CheckpointThe Checkpoint allows the pupils to assess how well they have mastered the communicative skill expressed in the can-do statement. The focus is on self-assessment. The teacher encourages the pupils to assess themselves realistically and could help them by providing criteria or examples. The Checkpoint section can be given as homework when it requires pupils to work individually.

VocabularyThis page contains a selection of useful vocabulary. It serves various purposes: The pupils can use it to look up the meaning of words and it can also function as a learning tool. Example sentences with a gap are intended to enable pupils to learn the words in context and to demonstrate their usage (see Teaching tips for more information).

Several other sections follow the units:

Resource bankThis contains additional material, such as pictures and information, that is needed to carry out some of the steps in the units.

Grammar bankIn this section, there is one page that relates to the content of each of the Focus on language pages Units 1– 6. This is intended as a reference section, but also includes short exercises. The form and the use of the structures are explained in German, as a support for the pupils. The teacher can use these pages with the class as a stepping stone between the Course Book and working with the Trainer File. The exercises are also provided in the photocopi-able material section of the Teacher’s Pack and on the TCD-ROM so that a transparency can be prod-uced, enabling a class to work through and check an exercise together.There is a key to the Grammar bank exercises on pages 112 –113 in the Course Book.There is also a list of irregular verb forms and a list of false friends, for reference (p. 114 and p. 115).

Alphabetical wordlistAll of the words in the unit vocabulary wordlists are included here so that they can easily be found in the units at any time. A number reference tells pupils where each word was used for the first time, e. g. 78 / 3a = page 78, Step 3a.

Other components

Audio-CDsAll recordings for the listening tasks in the Course Book are on two Audio-CDs that are inserted at the back of the Course Book. The audio scripts for these recordings are provided in the Teacher’s Pack.

KeysThe keys can be found in a separate removable section that is inserted into the Course Book.This allows teachers to decide when they want the pupils to correct their own work themselves.

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Teaching notes

The Teaching notes contain the following sections and references:

• Overview table: quick references to the contentand structure of the Course Book unit

• What’s it all about?: concise introduction tothe unit providing basic information

• Table of communicative objectives: main com-municative objectives and matching can-dodescriptors with the CEF-level (from Lingualevel)

• Background information: some further infor-mation about the topic where appropriate

• Objectives: in Exposure and Your task

• Looking ahead: information about preparationwhere needed

• Step-by-step: indication of procedure

• Tip: variations or additional activities andsuggestions for classroom management

• Note: hints for avoiding pitfalls

• References to Worksheets and Languagesupports: indicating when these can be used

Other components

WorksheetsCopy masters for worksheets can be found on paper in the photocopiable material section of the Teacher’s Pack and on the Teacher’s CD-ROM.

Language supportsCopy masters for transparencies of language supports can be found on paper in the photocopiable material section of the Teacher’s Pack and on the Teacher’s CD-ROM.

ScriptsThe scripts of all of the recordings, films and slideshows are included in the Teacher’s Pack.

Teacher’s CD-ROMA Teacher’s CD-ROM is part of the Teacher’s Pack. It provides:

• Worksheets • Language supports • Additional input material • Films • Slideshows • Reference list of learning strategies

For more information, see the overview tables and the step-by-step instructions of each unit.

A DVD drive is required to read the TCD-ROM.

The structure and components of the Teacher’s Pack

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Course Book

Thematic contents Language skills

UNIT 1 Country of the North

travelling through Canadablog entries about a historical villagethe making of maple syrupleisure activities in a city (Vancouver)

comparing two countriesunderstanding blog textsunderstanding telephone conversationstalking about summer jobswriting a blog text

UNIT 2 Beauty – an everlasting dream

beauty ideals through the agespresent-day beauty idealsthe use of cosmeticsthe beginnings of the cosmetics industry

describing people’s looksexpressing personal opinionsunderstanding a song textcomparing different things, people, events and activities

UNIT 3 Sports and risk

different types of sportsrisks in sports and everyday lifethe history of the snowboardsailing risks and record huntingsafety measures in sports

discussing sports and their risksreading and understanding an articleunderstanding a colloquial conversationtalking about a specific sport (presentation)

UNIT 4 A taste of India

everyday life of an Indian teenagerinsights into Indian culture and historyIndian foodtourist sights in Delhi

understanding an email letterunderstanding a presentationpresenting facts on a posteranswering questionswriting an email invitation

UNIT 5 One world, many creatures

chimpanzees and their behaviourdangerous animalsthe relationship between mountain lions and humansgorilla trackingvulnerable species (polar bears)

understanding factual textswriting an information pageunderstanding a presentationtalking about personal experiences

UNIT 6 The world of movies

film genresa film storymaking of clay animation figuressound effects in filmsfilm reviews

understanding texts about film genresdiscussing films and film preferenceslistening to conversationsacting out conversationsunderstanding instructionsreading and writing film reviews

UNIT 7 Action at the airport

activities at an airportan airport dramatips for spending waiting timeshoppingflight safety

understanding a conversationunderstanding text messagesreading a cartoon storywriting an airport storyunderstanding safety instructionspresenting information about a travel destination on poster or slideshow

Overview Voices basic 3

Note: The order of units slightly differs from the order in Voices 3. Also, Unit 3 has been left away instead of Unit 8.

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Topic File

Language features Recommendations

second conditional (If …, I would …)questions with how, what, when, where, who and whyexpressions of surpriseagreeing and disagreeing

comparatives and superlatives expressing wishes (I wish I was / had …; If only I were …)expressing likes and dislikes

Topic File D Skilful, fit and smart

expressing obligations (must / have to / needn’t)word familiesunderstanding and giving advice

An ICT fileTopics: • How to become skilful, fit and smart • Boost your memory (Steps 2, 3, 4, 5, 6, 9)

Main focus: various communication skills

relative pronouns (who, when, where)adjectives and adverbspolite expressions

talking about advantages and disadvantagesphrasal verbs (wait for someone, pick someone up, …)asking questions

Topic File B The whale rider

agreeing and disagreeing (so do I; neither do I)Linking words (first, however, therefore, …)onomatopoeic words (pow, thwack, …)making arrangements to see a movie

A film-based fileTopics: • whole file

Main focus: extensive listening

text messagesidioms to do with travelling (hit the road, have itchy feet, …)if-sentences about the presentboth, either, neitherinstructionsmaking choices (I’m not quite sure. I like that! …)

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Here are some tips that may be useful when working with Voices basic 3. There are more tips in the Step-by-step sections in the Teaching notes.

ListeningBefore you play a recording, tell pupils to first read through the task in their books. Make sure that they know what they have to do.

Don’t hesitate to play recordings more than once even if this is not specifically suggested.

SpeakingWhen pupils talk in pairs or small groups, go around the classroom, encourage them if they feel insecure and help them with vocabulary.

Don’t interrupt pupils while they are talking and resist the temptation to overcorrect. If you point out mistakes, make sure that pupils understand that this is to help them improve their English.

It is advisable to sometimes observe quietly and make a note of frequent mistakes or words that the pupils didn’t know. After the discussion, spend a few minutes giving one or two short inputs to the class, without exposing individual pupils. Give three to six examples, e. g. he made it hisself, she asked her man, I didn’t make my houseworks.Ask the class to correct the mistakes and write the correct versions on the blackboard (himself, husband, do homework). Then tell pupils to make up some sentences using the correct words.

If you overhear pupils using German words, write them on the board. After the activity, discuss how they could have used English words that they know to describe what they meant, e. g. “Personal” (Course Book, p. 7, blog entry) – a group of people who work at the same place.

ReadingGenerally, pupils should read the texts quietly to themselves. If you want a text to be read aloud, give pupils time to prepare themselves first.

WritingBefore pupils write a text on a certain topic, do a class brainstorming. Ask pupils to call out any words connected to the topic that come into their minds and write them on the blackboard.

While the class is writing a text, write any English words that individual pupils ask you for on the board with their German translation.

CorrectingYou can check answers, by using the key in various ways. You could ask pupils: • to give their answers in class • to correct them in pairs with the key • to correct them individually with the key • to exchange their answers with a partnerand correct each other’s answers.

You could also give pupils the answers orally.

VocabularyThere are various ways in which pupils can use the wordlists in each unit to learn words: • Pupils cover up the German words and read thesentences, adding the English words from thefirst column. They guess the German translationsand check them by uncovering the last column.

• Pupils cover up the English words and try torecall them by reading the example sentencesand the German translations.

• Pupils cover up both the English and German listsand try to recall the missing words based on thecontext of the sentences.

Working with the Trainer FileEach Trainer File is accompanied by • a removable key • an audio CD

A reference in brackets after the title of each exercise shows the earliest moment when an exercise can be done.At the back of the Trainer File, pupils can find the scripts of all the recordings and a list of irregular verbs.

Teaching tips

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