English for secondary schools - Lehrmittelverlag Zürich · Klimaneutral gedruckt auf FSC-Recyclingpapier ... After five to six years of English at school, ... notes should be referred

English for secondary schools

teacher’s pack

Lehrmittel der Interkantonalen Lehrmittelzentrale

AutorenteamGaynor Ramsey (Projektleitung)Esther KochRegula Schmid

ExpertenteamAndré BouvardIsabelle Carson-de StoutzChristine Färber MerzRobert OberholzerMichael RutmanClaudia SennBarbara Trachsler

Basiert auf Inhalten des Teacher’s Pack Voices 2.Inhaltliche Projektleitung: Ruth Keller-BolligerAutorenteam: Daniel Stotz und Christoph Suter

LektoratGaynor Ramsey

Gestaltung UmschlagClaudio Gnani, developdesign

Gestaltung InhaltPrisca Itel-Mändli, typobild

IllustrationenClaudia TrochslerKarin WidmerAnne Wilsdorf

© 2013 Lehrmittelverlag Zürich1. Auflage 2013Printed in SwitzerlandKlimaneutral gedruckt auf FSC-RecyclingpapierISBN 978-3-03713-659-1www.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

2

Introduction (p. 4)

The structure of Voices basic 2 (p. 5)

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

Overview of Voices basic 2 (p. 8)

Teaching tips (p. 10)

Teaching notes

UNI T 1 People’s clothes (p. 11)

UNI T 2 Our amazing world (p. 19)

UNI T 3 People and sport (p. 27)

UNI T 4 Telling stories (p. 35)

UNI T 5 Zoom in on New York (p. 43)

UNI T 6 Away from home (p. 51)

UNI T 7 Moving abroad (p. 59)

Photocopiable material

Scripts

Contents

3

Introduction

Voices basic 2 has been developed on the basis of Voices 2. 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 five to six years of English at school, pupils working with Voices basic 2 in their second year of secondary school consolidate and expand their skills within the following range of levels of competence:

A1.2 A2.1 A2.2

reading and listening

speaking

writing

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

Course Book

The structure of Voices basic 2 follows the structure of Voices 2 closely. There are two new sections: Everyday English and Vocabulary.

Course BookVoices 2

Course BookVoices basic 2

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

Work stories: 1 page Work 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

Trainer File

The Voices basic 2 Trainer File contains practice material as well as a 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. When working with a topic file, the original Voices 2 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, Topic File 2B and Topic File 2D, are most suitable for use alongside Voices basic 2.

4

The structure of Voices basic 2

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 and use their receptive and productive skills culminating in the production of an outcome which can range from a portrait of a person to a story or an interview.

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.

Work storiesThis section focuses on work situations 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. Reading for details.

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 steppingstone 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 pro-duced, enabling a class to work through and check an exercise together.There is a key to the Grammar bank exercises on pages 110 –111 in the Course Book.There is also an overview of question and answer forms (pp. 112–113) and a list of irregular past forms, for reference (p. 114).

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.

5

Teaching notes

The Teaching notes contain the following sections and references:

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

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

• Table of communicative objectives: main com-municative objectives and matching can-do descriptors 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 preparation where needed

• Step-by-step: indication of procedure

• Tip: variations or additional activities and suggestions for classroom management

• Note: hints for avoiding pitfalls

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

• References to Trainer File: indicating the earliest point at which each exercise can be done

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 photo copiable material section of the Teacher’s Pack and on the Teacher’s CD-ROM.

Audio scriptsThe scripts of all of the recordings are included in the Teacher’s Pack.

Teacher’s CD-ROMA Teacher’s CD-ROM is part of the Teacher’s Pack. It provides the worksheets and language supports and additional input material such as pictures and films.

The structure and components of the Teacher’s Pack

6

7

Here are some tips that may be useful when working with Voices basic 2. 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. “Krone” (Course Book p. 13, picture) – the thing that a king has on his head / a queen has on her head.

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 partner and 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 the sentences, adding the English words from the first column. They guess the German translations and check them by uncovering the last column.

• Pupils cover up the English words and try to recall them by reading the example sentences and the German translations.

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

The first lesson with Voices basic 2

Getting to know the Course BookTwo worksheets can be found at the beginning of the Photocopiable material section in this Teacher’s Pack and on the Teacher’s CD-ROM:Worksheet A focuses on the content of the units.Worksheet B focuses on finding one’s way around the Course Book. If your pupils are already well acquainted with Voices basic 1, it won’t be neces-sary to use Worksheet B with them.

Getting to know the Trainer FileEven if your pupils worked with Voices basic 1 Trainer File, you might still want to remind them: • that each Trainer File has its own removable key and audio CD and that these are the responsibil-ity of the pupils.

• that it is important to do the exercises at the right time (i.e. not too early). The reference in brackets after most exercises shows the earliest moment when the exercise should be done.

Discuss how the keys will be used. Where will they be kept? Will you or the pupils “manage” them?And finally, show your pupils the scripts, the irregular verb forms, the questions and answers overview and the Help! section, which gives additional help for a few more difficult exercises. The first link to the Help! section is on page 9.

Teaching tips

8

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People’s clothesWhat’s it all about?

The theme of this unit is fashion with the main focus on what people wear in their free time, on different styles and on the work clothes and uniforms that some people wear.

Main outcome of the section Your task : Pupils create a fact file about their own favourite items of clothing or accessories.

Grammar areas in Focus on language 1 and 2 : Have you ever …? and the past and present passive

Communicative objectives Can-do statements (Lingualevel)

Describing people’s appearancesDescribing individual items of clothing

A2.1

A2.1

Ich kann auf einfache Weise beschreiben, wie jemand aussieht.Ich kann mit einfachen Sätzen und Ausdrücken über Menschen und Dinge aus meinem Alltag schreiben (Schule, Familie, Hobbys, Tagesablauf; Leute und Orte, die ich kenne).

Listening to and understanding descriptions of items of clothing

A2.1 Ich kann in kurzen, einfachen und klaren Durchsagen oder Mitteilungen das Wichtigste verstehen.

Reading and under-standing texts about style

A2.1 Ich kann in kurzen, einfachen Texten über Themen, die mir vertraut sind, das Wichtigste verstehen (z. B. Meinungen von Jugendlichen zu aktuellen Themen).

Talking about likes and dislikes

A2.1 Ich kann andere darüber informieren, was ich mag und was ich nicht mag (z. B. in Bezug auf Sport, Musik, Schule, Farben).

Introduction to Unit 1 page 5

The aim of this page is to encourage pupils to talk about people’s appearances and to speculate about people’s lives and personalities based on what they wear.

10

Background information

A dictionary definition for the word hat states that a hat is a shaped covering of the head worn for warmth, as a fashion item, or as part of a uniform. Therefore, this term covers a much wider range than the German “Hut”, such as any kind of helmet and also knitted hats and caps.

Objectives

• to describe the clothes people wear • to talk about different styles • to read short texts about different types of hats and answer questions about them

• to describe a picture, saying what people are wearing

Step-by-step

1 aPupils work individually and don’t tell anyone at this point which picture they have chosen.

b • Pupils label the items of clothing in the pictures with the correct word from the list. This step can be done individually or in pairs.

• Either tell your pupils to check their answers in the key or preferably show them a transparency of the pictures and fill in the numbers together with the class.

D Transparency: pictures of illustrations (on TCD-ROM)

cAsk the groups for feedback about the styles they chose and why.

D Language support 1

dSee instructions in the Course Book.

Tip: If pupils don’t know some of the words they need, tell them to turn to page 90 and find them there.

ePupils should report back to the class, saying what items they found.

2 aTell pupils to read the paragraphs carefully so that they can answer the questions.

b CD 1.2Tip: There is a colour version of Worksheet 1 on the Teacher’s CD-ROM. Make a transparency and check the answers with the class, writing in the ticks as you go.

D Transparency: Worksheet 1 (on TCD-ROM)

People and fashion page 6

Exposure

11


Blue jeans were first created in the United States by Levi Strauss in 1872. Today, there is probably not a single country in the world where jeans are not worn.

The keffiyeh was made popular by the Palestinian leader Yassir Arafat. This traditional headdress of Arab men, which is a square piece of cloth, is usually made of cotton. It is folded and wrapped in various styles around the head. Its practical function is to provide protection from the sun, dust and sand.

The miniskirt became fashionable in London in the 1960s. It continues to be popular, going in and out of fashion at various times.

The sari is a traditional item of clothing for Indian women. It is a strip of cloth, ranging from four to nine metres in length, wrapped around the waist with one end then draped over one shoulder.

Objectives

• to read about the origin of some items of clothing

• to learn about the materials some items of clothing are made of

• to create a fact file about favourite items of clothing and / or accessories

Step-by-step

Tip: Before you start, ask the class if they know any materials that clothes can be made of. If not, let them have a look at the labels of their clothes.Alternatively, bring some of your clothes to school, write the words for the materials on the board and ask pupils if they know or can guess which item is made of which material.

1 aTell pupils to match the keywords that they know for certain first. They can then guess the less obvious ones.

Tip: If this task seems too demanding for your pupils, show them the transparency with photos 1 and 2. Choose the keywords together and write them on the Post-its on the transparency.

D Transparency: photos 1 and 2 (on TCD-ROM)

b CD 1.3You may have to play the recording more than once and pause it after each description.

Tip: Ask a few questions to review the keywords:Is denim used to make jeans or a keffiyeh? (jeans)Is the sari a traditional Arabian or Indian item of clothing? (Indian)

cDisplay Language support 2 and get pupils to say as much as they can about the items in Step 1a.

Note: The present perfect is used here, but should not be focused on. It is practised in Focus on language 1.


2 aLet pupils read the sample fact files (there’s one by a girl and one by a boy) and decide which sentences / phrases / words could be useful for their own fact files.

Tip: Get pupils to give feedback to the class on the things they have highlighted so that they all focus on the useful language.

D Worksheets 2 A and 2 B

b + cSee instructions in the Course Book.

dPupils could hand in a draft version of their text for correction before they create the fact file. If they do, give them some feedback, telling them what they did well and what could be improved.

Tip: Ask pupils to vote on which is the most attractive fact file in general.


3Tell pupils to write down a similar sentence to the sample sentences, saying what item they’ve chosen and whose fact file it was in. Ask some pupils to read their sentences to the class.

Where does my style come from? page 8

Your task

12


Pupils are first led to recognise the past participle forms and then to practise them.

The Grammar bank on page 98 in the Course Book provides reference and practice material about the present perfect with Have you ever …?A list of irregular participle forms is provided on page 114.

Step-by-step

1Pupils get acquainted with Have you ever …? If they have difficulty establishing what period of time the questions are about, explain that the word ever covers the period of time from birth and the present moment.

Note: Avoid discussing other words that are often used with the present perfect, such as already and yet, as they are dealt with in Unit 2.

2 a CD 1.4Pupils hear the same questions three times in order to get used to the participle forms of see and wear and to positive and negative short answers.

b CD 1.5In this second listening task, the focus is on details of content.

3 aPupils now ask questions using eight participle forms.

bIn order to practise the participle forms used in 3 a, pupils write their own questions on Worksheet 3.

D Worksheet 3

Tip: Tell your pupils to ask you if they don’t know how to spell the words they have chosen.

cSee instructions in the Course Book.

dDisplay Language support 4 to help pupils talk about the results of their questionnaire.


Introduction

In the world of work, there are often “rules” about what people can or have to wear.In the UK and in some other parts of the world, pupils have to wear school uniforms.

Step-by-step

1 aEncourage pupils to describe things if they don’t know the exact words for them. If they need more support for this task, tell them to turn to page 90 to find ideas there.

bPupils should work cooperatively to write one good description.

cTip: Give pupils a chance to rehearse before they read their description to the class.

2 a CD 1.6Tell pupils to listen for negative words such as not good, not sure, awful or positive words like happy.

b CD 1.7Explain that pupils should listen to all of the speakers, but make notes only on every other speaker. This is stated in the instructions.

Tip: Pause the recording after each speaker in order to allow pupils to write their notes. Optional Worksheet 4 provides a table to help pupils to record their answers.

Note: The topic of school uniforms was dealt with in Voices 1, Topic File 1B: Schoolkids in Britain – a multilingual community. If you didn’t use this with your class, you could show them Part 4 of the DVD, which is specifically about school uniforms.

D Worksheet 4

3 aOptions: Your pupils may have already designed a school uniform as part of their work with Topic File 1B. If not, this can be discussed now, with an option to actually draw the uniforms on Work-sheet 5.

D Worksheet 5 (optional)

Work storiesClothes at work and at school page 11Have you ever …? page 10

Focus on language 1

13

Focus on skills

Introduction

Present and past passives are introduced in this section. The passive voice is often used to avoid identifying or mentioning the active subject. At this point, it is better not to teach pupils other and more complex passive forms such as the present continuous passive.

The Grammar bank on page 99 in the Course Book provides reference and practice material about the present and past forms of the passive.

Step-by-step

1Pupils are asked to identify present passive and past passive forms.

2 aOption: Introduce this activity in class by writing an example sentence on the board, e. g. My favourite scarf / tie is made of silk / cotton / polyester. Ask your pupils which of the options they think is the correct one.


bOption: You could add a class activity and ask some pupils to read their sentences to the class.

3Point out that both positive and negative forms are used in Step 3, so pupils should pay careful attention to the meaning of the sentences.

Option: You could tell pupils to read the text on page 7 again before doing Step 3.

4See instructions in the Course Book.


The goth subculture originated in the early 1980s. Typical goth fashion includes a pale complexion with dyed black hair, black lips and black clothes. Both male and female goths wear dark eye make-up and dark fingernails.

Punk fashion is the clothing, hairstyles, cosmetics, jewellery, and body modifications of the punk subculture. Punk fashion varies widely. Other subcultures and art movements, including glam rock, skinheads, rude boys, and greasers have influenced punk fashion. Many punks use clothing as a way of making a statement.

Punk fashion has been extremely commercialized at various times, and many well-established fashion designers — such as Vivienne Westwood and Jean Paul Gaultier — have used punk elements in their production.

Step-by-step

Before starting the task, get pupils to look at the three photos and ask them if they can guess what style the teenagers represent. Don’t comment on their guesses, get them to do the task to find out if they are right.

1 aTell pupils to check their answers in the key.

bSee instructions in the Course Book.

Tip: There is a key on the Teacher’s CD-ROM which shows pupils the complete texts, with the missing parts inserted.

D Transparency: key to 1 b

cNote: There’s no key to this task as there are various possible answers.

Tip: Ask pupils to give feedback to the class about the adjectives they chose for one of the teenagers.

Reading: Identifying missing information page 13

The passive – present and past page 12

Focus on language 2

14

CheckpointEveryday EnglishReading: I can guess the meaning of new words page 15

Buying clothes page 14

Introduction

Shopping is a very popular leisure time activity, particularly among teenage girls and women. In this section, pupils discuss their shopping habits and they hear conversations between shop assistants and three customers. Pupils learn to use vocabulary related to buying clothes.

Step-by-step

1 aSee instructions in the Course Book.

D Worksheet 6

bResist the temptation to correct mistakes that are made as long as no problematic misunderstandings occur.

cDecide if you want your pupils to discuss in class, small groups or in pairs.

2Tip: You could start this step as a class activity, writing the first two words under the correct headings together with your class.

3 a CD 1.8 –10Tell pupils to read the questions on Worksheet 7 carefully before they start.

D Worksheet 7

bDecide if you want your pupils to do this step in class, in pairs or on their own.

Option: Tell pupils to compare their answers with a classmate before checking in the key.

cShow pupils page 6 and page 90 where they can choose an item of clothing for their conversation.

Tip: You could tell pupils to write the conversation on a piece of paper and act it out after they have learnt their parts.

dLet pupils act out their conversations to another pair. If you think it’s appropriate, get some pupils to act it out to the whole class.


Some British soldiers wear caps made out of bear skin as a part of their ceremonial uniform. The caps are known as busbies. These soldiers can be seen at Buckingham Palace in London.Today, very few new bear skin caps have to be manufactured, because bear skin lasts for more than a hundred years with good care.

Step-by-step

1Encourage pupils by telling them that even if they do not know the meaning of the highlighted words, they might be able to understand them when they read the explanations. Tell them to match the easier words first.

Tip: When pupils have finished the Checkpoint and have assessed their results, discuss the text. Ask: Do you think that the British soldiers should be allowed to wear real bear skin hats? Why? Why not?

2Remind pupils about the meaning of the smileys in the Checkpoint. This is explained on page 4 of the Course Book.

= Well done!

= Okay, but I’ll take another look at it.

= I really need to do more work on this.

At the end of the unit

Draw your pupils’ attention to the instructions in the Course Book to do the Working with words and Test yourself pages in their Trainer Files.

15

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17

Our amazing worldWhat’s it all about?

The theme of this unit is the amazing world we live in, with the main focus on World Herit-age Sites. The protection of the Great Barrier Reef is dealt with in detail, and the life of a professional surfer who is also an activist on behalf of marine environments also features.

Main outcome of the section Your task : Pupils create a leaflet telling tourists how they can help to protect the Swiss alps by behaving appropriately.

Grammar areas in Focus on language 1 and 2 : the present perfect with yet, not yet, just and already and the possessive pronouns mine, yours, ours, etc.

Communicative objectives Can-do statements (Lingualevel)

Reading and under-standing factual texts

B1.1 Ich kann unterschiedlich lange Texte verstehen, in denen vor allem vertraute Wörter aus dem Alltag und aus meinen wichtigsten Interessensgebieten vorkommen (z. B. Musik, Sport, Reisen).

Writing a short email A2.1 Ich kann mit einfachen Sätzen über eigene Aktivitäten schreiben (z. B. in Schule, Sport und Freizeit).

Listening to and under-standing information about marine life, with the support of photos

A2.1 Ich kann in einem einfachen Vortrag, in dem auch Bilder oder Zeichnungen gezeigt werden, die wichtigsten Informationen verstehen; ich sollte aber das Thema schon etwas kennen.

Writing rules about tourists’ behaviour

A2.2 Ich kann eine einfache, alltägliche Notiz oder Mitteilung schreiben; ich kann also z. B. schreiben, was der andere von mir wissen wollte oder was er nun tun soll.

Listening to and under-standing the main message of an interview with a famous sportsman

B1.1 Wenn ich längere Tonaufnahmen oder Gespräche höre, kann ich meistens verstehen, worum es geht; wichtig ist aber, dass Standardsprache verwendet wird und dass mir das Thema nicht fremd ist.

Telling a story with the support of questions

A2.2 Ich kann eine kurze Geschichte erzählen, indem ich einfach die Ereignisse aneinanderreihe.

Listening and reacting to somebody talking about a holiday

A2.1 Ich kann die Hauptsache von kurzen, einfachen Ge-schichten und Berichten verstehen. Wichtig ist aber, dass langsam und deutlich gesprochen wird und dass sie von Dingen handeln, die ich ein wenig kenne.

Introduction to Unit 2 page 17

The aim of this page is to introduce pupils to the topic of UNESCO World Heritage Sites, showing them three such sites in Switzerland.

Answers: The Rhaetian Railway 2, The City of Berne 1, The Lavaux Vineyards 3

The short text is taken from a UNESCO (United Nations Educational, Scientific and Cultural Organisation) brochure on World Heritage Sites. It expresses an African boy’s concern for the preservation of cultural and natural sites for future generations.

18

Spectacular cultural and natural sites page 18


This section introduces pupils to some cultural, natural and mixed World Heritage Sites around the world and reveals statistics about the countries they are in. Most countries have one or several such recognised places. They are of great value also to the tourist industry.You can find a link to a list of World Heritage Sites on www.voicesweb.ch.

The World Heritage Convention: The Convention concerning the Protection of the World Cultural and Natural Heritage, an international agreement adopted by the General Conference of UNESCO in 1972, was founded on the idea that certain places on Earth are of outstanding universal value and as such should form part of the common heritage of humankind.

Objectives

• to familiarise pupils with cultural and natural World Heritage Sites

• to get to know six sites in more detail • to write an email from one of these sites • to revise comparative and superlative forms: more, the most, fewer, the fewest, the smallest, the largest

Looking ahead

You’ll need to make photocopies of the pictures on Course Book pages 17, 91 and 92 for Step 3a.

Step-by-step

1 aPupils work individually or in pairs.

bPupils can work in pairs or you can do this step as a class activity.

2 aOption: If you feel that this step is too demanding for your pupils, tell them to read and talk about only two texts each instead of three.

3 aNote: Make sure that each pair of pupils has two different places to deal with. • Display Language support 1 to help pupils write their emails. Tell pupils to write similar sentences.

• Give pupils a copy of the email on Worksheet 1 and show them where their photo can be attached. Get pupils to come and claim the photo they want from the copies you have made.


D Worksheet 1

b + cSee instructions in the Course Book

4 a CD 1.11–14Tell pupils that they not only have to listen for numbers but also for the names of some countries.

b + cNote: Make sure that pupils have got the correct answers in 4a before they go on to Steps b and c.

Tip: Do sentences one and two in Steps 4b and 4c together with the class and have them do the rest on their own.

Exposure

19


This task is about the corals in the Great Barrier Reef and ways of taking care of them so that future generations can also enjoy them. The Great Barrier Reef is composed of about 2,900 individual reefs and 900 islands. It covers 344,400 km2.You can find a link to a virtual reef visit on www.voicesweb.ch.

Definitions:Corals are the skeletons left over by marine organisms such as sea anemones.Fish are vertebrates living in water. They are cold-blooded and are covered with scales.

Note: The present perfect with just, already and not yet is introduced in the text in Step 4 about Starfish Island.

Objectives

• to listen to and understand information about marine life with the support of photos

• to understand information about the threats to the coral reefs

• to create a leaflet about how tourists can help to protect the Swiss alps

Step-by-step

1Tip: Get pupils to give feedback to the class about what they have decided.

2 a + b CD 1.15 –16Tell pupils to read the statements carefully before the second listening in Step b.

cSee instructions in the Course Book.

D Worksheet 2

3Tip: Start by matching the first beginning with its ending together with the class.

4 aNote: Starfish Island is fictional!


D Worksheet 3

cNote: There are two Worksheets to choose from. Worksheet 4A is an easier version because the verbs are given. Worksheet 4B is more demanding because pupils first have to find the correct verbs to complete the sentences before they can match them with the pictures.

D Worksheets 4A and 4B

dTip: Display the leaflets in the classroom. Give pupils some encouraging feedback.

The natural wonders of coral reefs page 20

Your task

20

Portrait of a surfer page 23The present perfect with (not) yet, just and already page 22

The Grammar bank on page 100 in the Course Book provides reference and practice material about the present perfect with yet, not yet, just and already.A list of irregular participle forms is provided on page 114.

Step-by-step

1 aPupils are first asked to identify the present perfect in some sentences taken from the article about Starfish Island on page 21.

2 CD 1.18See instructions in the Course Book.

3 aNote: Point out to your pupils that the questions with yet refer to things that one would normally do every day. Nobody would ask a person in a Swiss classroom, for example:Have you seen an elephant yet? because we aren’t expecting that to happen.

bNote: Worksheet 5A is less demanding as the verbs are given in groups of three, whereas on Worksheet 5B pupils have to choose from a list of nine verbs.

D Worksheets 5 A and 5 B


This portrait of the “soul surfer” David “Rasta” Rastovich is based on an authentic interview. It gives you a good insight into the Australian outdoor lifestyle. As the majority of Australians live on the coast, water sports are a popular free time activity among youngsters. The Pacific Ocean, with its strong currents and big waves, is ideal for surfing.

Apart from his work making surfing films, Ras-tovich also campaigns actively for the protection of marine mammals (dolphins and whales). One of his well-known undertakings was to paddle alone along 350 km of the coast of New Zealand to protest against seabed mining.

Step-by-step

1 bAfter pupils have numbered the topics, ask them what they know about Rasta’s life beyond his surfing activities.

2 CD 1.19See instructions in the Course Book.

3Display Language support 2 to help pupils to talk about interests and potential jobs.


Tip: Use the interview and Step 3 for a discussion in class about your pupils’ interests and hobbies and how they could perhaps integrate them into their future working lives.

Option: There is an optional worksheet practising the use of prepositions provided for more able pupils.

D Worksheet 6 (optional)

Work storiesFocus on language 1

21

Speaking: Telling a story page 25mine, yours, ours, etc. page 24


The possessive pronoun mine, yours, ours, etc. is not a major grammar feature, but it is nevertheless useful. It contrasts in use and form with the possessive determiner my, your, his, her, etc. An easy rule is that the possessive pronoun is not followed by a noun: Have you got a pen? I can’t find mine. This is made clear to the pupils in the Grammar bank.

The Grammar bank on page 101 in the Course Book provides reference and practice material about possessive pronouns.

Step-by-step

1 a + bPupils are asked to identify possessive pronouns in the extract from the World Heritage brochure. They then come across further pronouns in the second yellow box (his, hers and theirs).

2Pupils use what they have just learnt about posses-sive pronouns in a speaking activity, which is also a race against time (10 minutes is stated as the time limit). Change this to another time if you prefer.

Tip: Demonstrate this yourself first to make sure that pupils understand the meaning of whose.

Introduction

Before starting this section, show your pupils the pictures from the TCD-ROM or any other travel pictures you may have. Talk about different types of holidays and discuss in class what people usually enjoy doing in the places they can see.

Looking ahead

Make photocopies of the photos on the TCD-ROM and cut them out so that you have more individual photos than pupils in the class.

Step-by-step

1 aNote: The photos should be face down on a table so that pupils’ choice of photos is completely random.

bTell pupils that they should imagine their holiday situation and spontaneously write an answer to your questions, using only one or two words, not complete sentences.

2 a CD 1.20This listening task demonstrates to pupils what they will later be doing with their own stories. They have to listen for an item that has been “smuggled” into the story. This can be fun and it also gives them a further incentive to listen to each other’s stories.


D Worksheet 7

cTips: • Guide pupils through the instructions to make sure that they understand what they have to do.

• If pupils would like to read the questions you asked again in order to make up their story, tell them to turn to page 92.

Option: If you think your pupils need written support, get them to write their story and practise it before they tell it.

d + eSee instructions in the Course Book.

Focus on skillsFocus on language 2

22

Reading: I can complete a text with vocabulary that I know page 27

Showing that you’re interested page 26

Introduction

Interest in what someone says can be shown in various ways. It is not only what you say, but most importantly how you say it.

Step-by-step

1 a– c CD 1.21–22This sequence takes the pupils through a process of recognising, imitating and then producing the correct intonation to show interest.

2 a CD 1.23In this step, the girl gets more information than the classmate in Step 1 because she asks ques-tions. But she only asks questions that elicit short answers. She doesn’t get any detailed information out of Tom.

b + cSee instructions in the Course Book.

3 a CD 1.24In this step, the boy and girl get more information because they ask open questions.

D Worksheet 8

bDraw your pupils’ attention to the fact that if they want to find out a lot, they should ask open questions!

4Now it’s your turn to tell a story. If your pupils need help with the questions, tell them to look at Worksheet 8 for help. The aim is for them to interrupt you and you should give them plenty of extra information.There’s a story that you can use in the photocopi-able material section (or you can, of course, make up your own story!).


The loggerhead turtle can be found in the Atlantic, Pacific and Indian Oceans as well as in the Medi-terranean Sea. Sadly, it is now considered to be an endangered species. They are protected by the International Union for Conservation of Nature.

Discarded plastic bags are a major threat to marine life in general. But in addition to that, a lot of oil and energy is used to produce them. For these reasons the issue was discussed by the G8 in 2008 and in the Swiss Parliament in 2012. Several countries have banned thin plastic shopping bags or have started charging for them.

Step-by-step

1Tip: Tell pupils that if they don’t immediately know the correct answer to an item, they should try to work it out by a process of elimination.

2Pupils check their answers and assess themselves with reference to the statements in the checklist.

Tip: When pupils have finished the Checkpoint and have assessed their results, discuss the text. Ask the class: What can you remember about the dangers that loggerhead turtles face?

At the end of the unit

Draw your pupils’ attention to the instructions in the Course Book to do the Working with words and Test yourself pages in their Trainer Files.

CheckpointEveryday English

23

Documents

English for secondary schools - Lehrmittelverlag Zürich · Klimaneutral gedruckt auf FSC-Recyclingpapier ... After five to six years of English at school, ... notes should be referred