Real Life Intermediate Teacher's Resource Book, angielski

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Introduction
The
Real Life
Teacher’s Resources are designed to make your day-to-day
teaching easier and even more efective. In this resource pack you will ind:
•
Photocopiable activities and worksheets. These give students more
practice and include activities for:
– grammar and vocabulary
– functional language
– listening
– the DVD
•
Practical ideas and workshops to help you become more conident
and creative with diferent aspects of your teaching.
In this introduction you will read about each element of the
Real Life
Teacher’s Resources
in turn. You will be able to ind out
•
what they are
•
how to use them
•
how they can beneit you and your students in your lessons
1 Photocopiable activities and worksheets
All the photocopiable activities and worksheets are accompanied by
detailed teacher’s notes. They tell you the aim of each activity and give
instructions on how you can use it in class. Sometimes the students work in
pairs, sometimes in groups, sometimes on their own. There are full answer
keys for the activities when appropriate.
You can use the resources at any time in the lesson; at the beginning to
review language from a previous lesson; in the middle to give a change of
focus; at the end as consolidation.
1.1 Photocopiable Resources
There are 36 pages of photocopiable resources to accompany each level
of
Real Life.
This is one photocopiable resource for each two-page spread
of every unit. These photocopiable resources give students more practice
with the key language in the spread: grammar, vocabulary and/or skills.
Remember:
Students need to have studied the language in the
Students’
Book
and practised it in class before they do the photocopiable activity.
1.2 Can You Do It In English?
The Can You Do It In English? photocopiables give students extra practice
with the language in the Can You Do It In English? sections of
Real Life.
This
means they are all speaking activities, with the focus on students using
functional language in practical contexts. The teacher’s notes tell you
which
Students’ Book
activity each photocopiable relates to.
1.3 DVD Worksheets
These photocopiable worksheets are for you to use with students when
they watch the
Real Time
DVDs
.
There are short activities for them to do
while
they watch and
after
they watch. These activities help you make the
most of the DVDs and help students understand what they are watching,
from the point of view of both language and culture.
2
 1.4 Extra Listening Activities
The CD material in
Real Life
is very varied and is a rich resource of dialogue
and natural language in context. These photocopiable Extra Listening
Activities supplement the listening activities in the
Students’ Book
and will
give you ideas on how you can create your own extra audio activities, too.
Remember:
Use the activities after students have completed the listening
activities in the
Students’ Book
for the same tapescript.
2 Practical ideas and workshops
The Teacher’s Resources in this section are designed to give you ideas to
help you with your teaching. They will help you extend your skills and
competence as a teacher, which of course helps the students in their
learning, too.
2.1 Workshops
The Workshops are short, practical articles on diferent aspects of teaching
for you to read, for example on Classroom Management, Listening, Learner
Training. You will ind the workshops are full of ideas and practical tips.
They are not designed to be read all at once. It’s a much better idea to read
one workshop at a time and try out some of the ideas in your classes before
reading another one. And you don’t need to read them in the order they
are presented in the Teacher’s Resources. Choose the topics that interest
you the most and the ones that you think will be the most helpful in your
teaching.
Why not get together with other teachers? You can all read one of the
workshops and then talk about it as a group. Sharing ideas and experiences
with other teachers is one of the most valuable and enjoyable ways of
learning.
2.2 Fillers
Fillers are exactly that – short activities which ill gaps in lessons. However
carefully we plan, we can never predict exactly how long activities will
take or how students will respond to them. In this section of the Teacher’s
Resources there are ideas for interesting and varied activities you can do to
ill those gaps, whether they come at the beginning, in the middle or at the
end of a lesson.
2.3 Board Plans
The board is an important resource for presenting and clarifying aspects of
language to students. The Teacher’s Resources include Board Plans for you
to use for many of the
Grammar2know
sections in
Real Life
. When there is
a Board Plan for a
Grammar2know
it is referenced in the teacher’s notes for
the lesson. You can either transfer the Board Plan onto your computer and
use it on the interactive whiteboard or copy the Board Plan into your lesson
plan and draw it on the board before or during the lesson. Board Plans are
particularly efective because they give students a visual representation of
aspects of grammar. This is much better than giving them an explanation.
Remember:
Give students time to copy each of the Board Plans into their
notebooks.
3
 CEF
Using the Common European Framework of
Reference for Languages
The levels in
Real Life
are linked to the levels within the Common European
Framework of Reference for Languages (CEFR). The CEFR is used throughout
Europe and beyond to provide a common standard and reference point
in languages for students, teachers, universities and employers. The CEFR
provides descriptions of language competence, of what students
can do
in
diferent languages at diferent levels. There are six core levels:
A1 & A2 (Basic User)
B1 & B2 (Independent User)
C1 & C2 (Proicient User).
A1 is the lowest describable level and C2 is the highest.
By the end of
Real Life Intermediate,
students should have reached level
B1/B2. Descriptions of language competence in the CEFR relate to ive
language skills, Listening, Reading, Spoken Interaction, Spoken Production
and Writing. You may already have given your students their copies of the
European Language Portfolio
(ELP) and
Language Passport.
These are the
documents in which students record their own progress, competence and
achievements in the diferent languages they are studying.
The ELP and the
Language Passport
The ELP and the
Language Passport
enable students to become more aware
of, to self-assess and to keep a record of their developing language ability. In
the
Language Passport
, self-assessment statements are provided for students
at the diferent levels of the CEFR. With reference to
Real Life Intermediate,
the
statements for level B1/B2 look like this in the
Language Passport.
Level B1/B2
B1
B2
Listening
I can understand the main points of clear
standard speech on familiar matters regularly
encountered in work, school, leisure, etc.
I can understand the main point of many radio
or TV programmes on current afairs or topics
of personal or professional interest when the
delivery is relatively slow and clear.
I can understand some extended speech
and follow more complex lines of argument
provided the topic is reasonably familiar.
I can understand some TV news and current
afairs programmes provided the topics are
reasonably familiar and the delivery is clear.
Reading
I can understand texts that consist mainly
of high frequency everyday or job-related
language.
I can understand the description of events,
feelings and wishes in personal letters.
I can understand short articles concerned with
contemporary problems in which the writers
adopt particular attitudes or viewpoints,
provided that the arguments are clearly
signalled.
I can understand selected extracts from
contemporary literary prose.
Spoken
Interaction
I can deal with most situations likely to arise
while travelling in an area where the language
is spoken.
I can carry out a prepared interview, checking
and conirming information, following up
interesting replies.
I can enter unprepared into conversation on
topics that are familiar, of personal interest or
pertinent to everyday life (e.g. family, hobbies,
work, travel and current events).
I can take an active part in discussions where
the topics are familiar and where I have had
some time to prepare what I want to say.
4
 Spoken
Production
I can connect phrases in a simple way in
order to describe experiences and events, my
dreams, hopes and ambitions. I can briely give
reasons and explanations for opinions and
plans.
I can present clear, detailed descriptions on
topics related to my experience and interests.
I can explain a viewpoint on a topical issue
giving the advantages and disadvantages of a
limited number of options.
I can narrate a story or relate the plot of a book
or ilm and describe my reactions.
Writing
I can write simple connected text on topics
which are familiar or of personal interest.
I can write personal letters describing
experiences and impressions.
I can write clear, detailed text on topics related
to my interests.
I can write an essay passing on information
or giving reasons in support of or against a
particular point of view.
I can write letters highlighting the personal
signiicance of events and experiences.
How can I use the ELP in my classes?
In the ELP the descriptions for each language skill are broken down into
separate statements, for example:
Listening (B1):
I can listen to a short narrative and form hypotheses
about what will happen next.
As you work through
Real Life Intermediate
with your students, build in
regular time slots for using the ELP, for example once a month. During these
periods, you should tell students to focus on particular statements for the
ive language skills (one or possibly two from each language area), which you
know students have worked on during the past month. If it helps, you can
write the statements on the board at the beginning of the lesson. Students
work in pairs or small groups. They look back at the work they have done in
Real Life Intermediate
over the past month and relate what they have done
to the statements you have identiied/written on the board. In their groups
they then provide examples of what they can do and when they did it in the
course book activities. Discuss the statements as a class. Students then tick
the statements in their ELP that they feel they can do.
You should then focus students on the
My Priorities
column. They can tick four
or ive priorities each. Remind them to choose ones that are their own priorities:
they don’t have to have the same ones as their friends. During the next ELP
session, students should review what progress they have made with reference to
their priorities before focusing on the statements you have identiied.
Students will need to be trained in self-assessment and the use of the
ELP. Self-assessment and relection on their own learning may not be
something they have ever been expected to do before. You may ind they
are resistant to it at irst: they don’t see the point of it and they don’t know
how to do it. But you should persevere! Make it a regular part of your
teaching calendar and make reference to ELP statements during lessons
from time to time, e.g.
This activity links to one of the spoken production can
do statements in the ELP. Have a look and tell me which one it is.
In this way
students get used to the ELP being part of their learning.
Students will probably also be using the ELP and
Language Passport
during
their other modern language lessons for example, Spanish, Italian, French,
Portuguese, German
and so on. It is therefore helpful if you meet regularly
with the teachers of other languages to discuss how they are using these
documents and whether you can adopt a common, school approach to
their use.
5
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