english success 3

8/20/2019 ENGLISH SUCCESS 3

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G u ía D idác t ica d

e l Doce n te

f o r

3

año de

Educación

Media

Edición Especial para el Ministerio de Educación.

Prohibida su Comercialización año 2012

Rod Fricker

Teacher of English as a Foreign Language


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Inglés 3er Año Medio

Teacher Book

The adaptation of this book is published by an arrangement with Pearson Education Ltd.© Pearson Education Ltd 2007

Content development and technical-pedagogical revision:

Original series: Rod Fricker

Adaptation: Carmen Montes

Technical-pedagogical revision: Gloria Hudson

Edición y Arte

K-12 Editorial Manager for Latin America: Clara Andrade

Editorial Manager: Cynthia DíazEditor: Lissette Vaillant

email: [email protected]

Proofreading: Christopher Czupryna

Design: Equipo Editorial

Layout: Isabel Olivera

FIRST EDITION, 2011

D.R. © 2011 por Pearson Educación de Chile Ltda.José Ananías 505MaculSantiago de Chile

Nº de registro propiedad intelectual: 208.695

Número de inscripción ISBN: 978-956-343-176-6

“Se terminó de imprimir esta 1ª edición de 4.500 ejemplares, en el mes de xxxx del año xxxx.”

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by anymeans, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright holders.

Datos de catalogación

Inglés 3er Año de Educación MediaGuía Didáctica del Docente1ª Edición

Pearson Educación de Chile Ltda. 2011ISBN: 978-956-343-176-6

Formato: 21 x 27 cm Páginas: 96


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Plan of the Book ...............................................................................................4

What’s in a Unit ...............................................................................................6

Introduction ..........................................................................................................8

Teaching notes

Refreshing our minds .......................................................................................13

Unit 1 Love and trust .................................................................................14

Lesson 1.1 Lican ray .....................................................................................15

Lesson 1.2 Poor but happy ..........................................................................16

Lesson 1.3 Sunshine ......................................................................................18

Lesson 1.4 Happily ever after .....................................................................19

Communication project ...............................................................................20

Language assessment ................................................................................22

Unit Test: tapescript .........................................................................................22

Unit 2 (S)he .......................................................................................................23

Lesson 2.1 Different strokes .......................................................................24

Lesson 2.2 Brain balance .............................................................................25

Lesson 2.3 Is it discrimination? .................................................................26

Lesson 2.4 Celebrating differences .......................................................27

Communication project .............................................................................28

Language assessment ............................................................................... 29


Checkpoint Units 1 – 2 ...............................................................................30

Unit 3 Amazing animals .......................................................................... 31

Lesson 3.1 Those crazy humans ..............................................................32

Lesson 3.2 All brain & no bones .............................................................. 33

Lesson 3.3 It’s a dog’s life .......................................................................... 34

Lesson 3.4 Elephants never forget ......................................................... 35




Unit 4 Keeping up-to-date ..................................................................... 38

Lesson 4.1 Is that correct? ......................................................................... 39

Lesson 4.2 Critical age.................................................................................

40Lesson 4.3 Write smarter ........................................................................... 41

Lesson 4.4 Walk and talk ............................................................................ 42

Communication project .............................................................................. 44



Checkpoint Units 3 – 4 ...............................................................................46

Contents

Unit 5 Success! .............................................................................................47

Lesson 5.1 If only… ....................................................................................48

Lesson 5.2 Happy accidents! .....................................................................49

Lesson 5.3 Sometimes you win ................................................................50

Lesson 5.4 Be successful! ...........................................................................51




Unit 6 Where the heart is ........................................................................54

Lesson 6.1 Homes, sweet homes ............................................................55

Lesson 6.2 A life of their own .....................................................................56Lesson 6.3 Almost a ghost town ...............................................................58

Lesson 6.4 No place like home? ...............................................................59




Checkpoint Units 5 – 6 ................................................................................62

Classroom language .........................................................................................63

Photocopiable resources instructions ......................................................64

Photocopiable resource 1 ..............................................................................66



Photocopiable resource 4 ..............................................................................69Photocopiable resource 5 ..............................................................................70

Photocopiable resource 6 .............................................................................71

Test Unit 1 ............................................................................................................72

Test Unit 2 ............................................................................................................ 74

Test Unit 3 .............................................................................................................76

Test Unit 4 ............................................................................................................ 78

Test Unit 5 ............................................................................................................ 80

Test Unit 6 ............................................................................................................ 82

Test writing tasks ...............................................................................................84

Test speaking tasks ......................................................................................... 86

Test answer key ..................................................................................................89

Writing assessment criteria ........................................................................ 90

Speaking assessment criteria .................................................................... 91

Irregular verbs ................................................................................................... 92

Pronunciation table ......................................................................................... 94

Websites .............................................................................................................. 95

Bibliography ........................................................................................................96

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Unit Pages Reading Listening

Love and trust

10 -23 • A Chilean legend

• A short story about a family

• Text messages

• A family argument

• A phone call

• An interview about a 50th

wedding anniversary

S(he)

24-37• A cartoon strip about how menand women are different

• Article: male and female brains

• A letter to the editor

• Conversations about how girlsand boys are treated differently

Amazing animals

40-53 • Article: The octopus • Pet’s views of humans

Keeping up-to-date

54-67 • A personal blog• Article: the first portable

phones

• The dangers of the Internet

• Emails

• Learning to use computers• An ad about a pen

Success!

70-83 • A comedian’s success story

• Personal profiles

• A popstar interview

• An excerpt talking about how to

be successful

Where the heart is

84-97 • Travel leaflets

• Article: No place like home?

• Article: Graceland

• Phone conversations

• Article about a Chilean ghost

town

0 1

0 2

0 3

0 4

0 5

0 6

Plan of the book

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Writing Speaking Vocabulary Grammar

• A Chilean legend or

myth

• A paragraph about

some who has lived

abroad

• Text messages

• Asking and talking

about things you have

experienced

• Expressing opinions

• Expressing cause and

effect

• Time adverbials:

already, just, yet, ever,

never

• For and since

• Because and so

• Text message

abbreviations

• Past Simple vs Past

Continuous

• Present Perfect

• Present Perfect vs Past

Simple

• A short summary• An opinion essay • Talking about rules andobligations

•Expressing opinions

• Personality adjectives • Modals of possibility,ability, prohibition and

obligation

• Comparison

• Giving examples

• Sequencing ideas

• Introducing additional

ideas / information

• An opinion essay

• Talking about things you

can do

• Making a short speech

• Personality adjectives

• Animal categories

• Zero, First and Second

Conditional

• The imperative

• Can to indicate ability and

possibility

• Plan a blog• An ad for an invention

• A formal and informal

email

• Persuading someone tobuy something

• Discussing the pro’s and

con’s of technology

• Interacting in a discussion

• Computers and mobilephones

• Present Perfect Simpleand Present Perfect

Continuous

• A personal story of

success

• A personal profile

• An application form

• Expressing regret

• Giving advice

• School, work

• Success, failure

• Third Conditional

• I Wish / If only

• Prepositional phrases

• Describing a place • Making phone calls

• Leaving messages

• Taking messages

• Describing pictures

• Homes and houses

• Collocations

• Relative clauses: defining

and non-defining

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IntroductionWelcome to English for Success 3. This introduction:

• describes how the course meets the needs of students and

teachers

• outlines the principles on which the materials were developed

• describes the course and its components

ENGLISH FOR SUCCESS 3 FOR

STUDENTSEnglish for Success 3 is a course for upper secondary students. It is

aimed at fifteen to seventeen-year-old students. The age range has

been fundamental in defining the most important features of the

course.

Students at this age are at the peak of their

cognitive development.

They learn best when they are encouraged to use discoverytechniques and engage with interesting topics related to their age. In

common with learners in all age groups, they need a lot of recycling

to internalise and acquire the new grammar, vocabulary and functional

language input, but they can also deal with big chunks of new

material.

Students at this age want to learn about the world.

English for Success 3 has a highly educational content. It not only

teaches English but also provides students with information about the

culture of English-speaking countries and the world at large. It

provides interesting and engaging exercises and texts that deal with

citizenship issues, literature, history, geography, art, science and

technology as well as the challenges of everyday life.

Students at this age are young adults who want to

be independent in their learning.

English for Success 3 promotes maturity in its approach to learning

through self-assessment strategies, topics and tasks which

encourage the learner to think about what they read, rather than just

respond to it.

English for Success 3 provides everything students of English need to

cross the border between their school life and the outside world. All

English language exams now follow Common European Framework

requirements, which means that they are skills-oriented with a

special emphasis on communication. English for Success 3 has a

very strong skills syllabus and task types from different exams are

practised throughout the course.

ENGLISH FOR SUCCESS 3 FOR

TEACHERS

Lesson preparationThe format of the units in the Student’s Book guarantees successfullessons. Clear headings and the logical sequencing of exercises

ensure that English for Success 3 will be very easy for you to teach

from with little preparation.

Further support is given in the Teacher’s Book with ideas for warm-

ups and extra activities.

Evaluation and assessment

Monitoring students’ progress is particularly important. Students

need to be confident that they can pass the relevant tests at each

stage of their learning.

English for Success 3 provides you with one test per unit to assess

different skills. End matter includes 6 photocopiable tests, speaking testtasks, speaking and writing criteria, with their corresponding criteria.

Self assessment

Self assessment activities help students become aware of what they

have done throughout each unit. It also encourages them to reflect on

their learning processes as they check what they have learnt and

what they need to keep on working on to achieve fully. Self assessment

is more usually used as part of a formative assessment process,

rather than a summative one. When you have students assess

themselves, it is important to listen to what they say and to take it into

account in your assessment of them. One way of doing this is as

follows: Get students to give themselves a mark for the term or

semester in the following areas: Reading, Listening, and Vocabulary.

Principles behind the course

English for Success 3 is an ELT course written specifically for

secondary school students. It draws from the most cutting-edge

developments in ELT methodology and practise and is clear, accessible

and novel. The most important features of the course concept are the

following:

• A controlled environment for teaching and learning

• Student and teacher motivation

• An interactive approach to learning

• Thinking training

• Memorisation techniques

• An emphasis on skills• A strong focus on vocabulary input and practise

• Expanding general knowledge

• Building cultural awareness

• A thorough revision and evaluation system

• Value and attitudes related to contents

The above features make English for Success 3 a very well balanced

course which gives you security, and a real sense of progress to

students.

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1. A controlled environment for teaching and

learning

One of our most important aims was to publish a course where

learning is very carefully monitored.

A problem sometimes encountered in course books is that of

un-previewed language and grammar. It can be frustrating for both

you and the students when, for example, an elementary lesson on the

Present Simple also contains examples of the Past Simple or evenPresent Perfect. Your assurances that ‘this will be covered later’ can

stifle the students’ own sense of achievement. We have been very

careful to avoid this in English for Success 3 . We have carefully

monitored the language progression and have avoided using new

grammar in the skills sections. Each speaking exercise is well guided

through the use of prompts and examples.

The same approach has been carefully implemented throughout all

the components.

The second important aim was to create materials that provide

methodologically sound lessons on the page. You do not need to

adapt the material and no extra preparation or input is required. In

other words, if you teach from English for Success 3 , you will be very

successful with little effort.

2. Student and teacher motivation

The English for Success 3 course was designed to help you motivate

students and also be very rewarding to teach from. One of the key

ways of achieving this is that throughout the course there is a clear

direction for learning. Unit objectives are clearly stated at the

beginning of each unit. Lessons and tasks have carefully-prepared

stages leading up to clear communicative outcomes.

The varied unit structure, the liveliness of the presentations and

exercises, and the sheer interest of the texts make the material

extremely engaging. There is often an element of puzzle-solving

which, added to the high quality of photos, illustrations and audio

material, will add to students’ motivation and desire to learn.

Most importantly, many of the presentations in English for Success 3are amusing and thought provoking, which we hope will make the

material memorable, thus promoting acquisition and learning. You

and your students will often find yourselves smiling at a funny cartoon

or a humorous text. The topics covered are usually familiar but with a

fresh and interesting ‘angle’. We are sure that studying from English

for Success 3 will be a very enjoyable experience!

3. An interactive approach to learning

We believe that the unique feature of English for Success 3 is the fact

that students are much more actively involved in every stage of the

learning process than in other courses. The involvement is particularly

transparent in the following sections of the book:

Skills strategies: While other courses offer language tips aboutskills strategies, we give students the opportunity to experience the

strategy through doing exercises that illustrate them. Students can

then understand the strategies boxes (Train Your Brain) much better,

and even help create them.

Reading and listening skills: We believe that these sections

are developed in a very involving way. They very often work like

puzzles where students have to complete the reading with the missing

paragraph or title, or guess the ending of the listening before they

listen to the last part of it. The variety of exercises and their unique

character motivate the students and help them remember the

material.

Speaking: As in most courses these sections include a box with the

functional language highlighted. However, what is unique in English

for Success 3 is the fact that all the exercises are constructed in such

a way that students have to either complete the box themselves orrefer to it many times, so by the end of the lesson they can use the

new phrases almost effortlessly.

Vocabulary sections: These are not just a selection of exercises

based around a particular lexical set. They are mini lessons which

very often finish with a speaking exercise in which students have to

use the vocabulary they have just learnt.

Grammar: The inductive approach makes the grammar

presentations in English for Success 3 particularly interesting and

memorable. Students analyse examples of language and arrive at the

grammar rules themselves. This helps them understand and

remember the rules better.

Critical thinking: Before you continue… is a section to encourage

students to learn critical thinking through speaking or writing

assignments and problem solving. For example, students might beasked how their lives would be different if they had been born in

another country or in a different time period. These thinking

assignments require a student to let go of what they know of their

lives and the world around them to assume a different truth or a

different time period.

4. Thinking Training

The key to all the techniques described above is the fact that English

for Success 3 is designed in such a way that it not only teaches

English for daily communication purposes, but also helps students

become more independent learners.

English for Success 3 provides what we call Thinking Training, which

consists of:• Training in skills strategies

• Training in drawing conclusions connected with grammar

• Training in social skills (emphasis on communication,

register, intonation)

We believe that this training is fundamental for building students’

confidence and thus for their future development.

5. Memorisation techniques

The Thinking Training would not be complete without memorisation

techniques, which make it possible for students to remember their

own conclusions about the language as well as new vocabulary and

structures. The course has been developed in the light of knowledge

about how the brain works. To help students remember grammar,vocabulary and new phrases, the following principles have been taken

into consideration:

1. New language is always presented in context. Learners remember

the interesting context, which then helps them remember the new

structure or vocabulary.

2. Exposure leads to acquisition so new language is constantly

revised within the unit and within the course.

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3. There are references to the language students have already come

across in the course, which are called Think Back! Students are

encouraged to find the information they need in the sections of

the Students’ Book that they have already covered. This activates

the knowledge students already have.

4. The Language assessment sections after every unit and the

Checkpoint sections after every two units help consolidate the

material in all its aspects. (Language skills, pronunciation,listening, reading, speaking and writing skills)

6. An emphasis on skills

In keeping with current trends in language teaching, we provide very

solid skills training but at the same time, we are aware that skills

cannot be practised without a solid base in vocabulary and

grammar.

Skills strategies training

Skills training in English for Success 3 is organised in the following

way:

The Students’ Book covers general skills strategies such as prediction,

understanding the main ideas, guessing the meaning of the new

words and finding specific information. These are ‘life skills’ students

will need in different situations outside the classroom, regardless of

whether they are taking any language exams or not. Skills strategies’

training is not limited to simple rules in a box. Students first

‘experience’ the strategy and then complete the Train Your Brain box

with the information they already have about the given strategy. For

example, students only read part of the text at a time and students

are encouraged to guess what will happen on the basis of titles,

pictures, and their knowledge of the world, as well as clues within the

text. The sequence of exercises leading up to the Train Your Brain box

shows how the strategy works in a very practical way. This inductive

approach to teaching skills is unparalleled in English for Success 3.

Teaching Reading

The reading sections present topics and language in a wide variety of

text types such as notices, signs, text messages, website pages,

questionnaires, reports, brochures, advertisements, letters, emails,

literary extracts and journalistic material, all written in a lively style.

Each reading passage is accompanied by a wide range of exercises

to encourage students not only to understand what they read, but

also to notice the language used. They analyse the text in detail,

focusing on new vocabulary while reinforcing and building on the

grammar and vocabulary they have recently learnt. Reading strategies

are introduced and practised systematically and thoroughly throughout

the book. There are references to them in the reading sections as

well as in the revisions.

Teaching ListeningListening is extensively practised in English for Success 3 . There are

listening sections in every unit, and shorter listening tasks in all the

other Students’ Book sections, including the Communication project

and Language assessment.

The skills of listening are developed in English for Success 3 through

a wealth of listening text types, including radio (reports, phone-in,

interviews, quizzes), dialogues, monologues, announcements,

speeches and mini-lectures and songs. There is a wide range of task

types, both for single answer, true/false, text completion, table

completion, etc, and more extensive and freer note taking, with

opportunities for students to compare their answers or report their

findings. Listening texts mainly include standard British English and

regional British accents, but some contain accents of other English-

speaking countries such as the USA and Australia.

Teaching Speaking

Speaking is often the area with which students experience the most

frustration. They need considerable help and guidance to improve

their accuracy, but not at the expense of fluency. English for Success

3 aims to give a wide range of speaking tasks to cater for all student

types and give ample, regular practise. Speaking exercises in the

classroom have to be particularly easy to administer, but also be

worth the effort you put in. They should have a very high pay-off with

a sense of satisfaction for both you and the students.

There are speaking activities in all sections of the course. The special

Speaking sections introduce functional language (Speak Out), either

connected with situations (e.g. giving instructions) or everyday

phrases (e.g. expressing opinions). Students learn how to use thesephrases in context and practise them meaningfully in dialogues.

These exercises have been carefully designed so that they progress

from guided to more open ones.

There are speaking tasks in the revision sections to prepare students

for the unit tests.

Teaching Writing

Writing is an essential part of the student’s competence and requires

special emphasis. English for Success 3 addresses key text types,

especially those required in exam situations. These include letters,

notes, messages, emails, discursive and descriptive essays, reports

and summary writing. The course provides both appropriate guidance

and opportunities for freer practise. All types of writing are covered

with a strong focus on micro skills such as punctuation, linking wordsand avoiding repetition in order to build and develop the overall writing

skill. English for Success 3 also focuses on the communicative value

of writing by making students aware of whom they are writing to.

There are writing tasks in every unit. Tasks move from controlled

writing activities to longer writing exercises. Students analyse the

specific features of a model text by doing exercises. This leads up to a

summary of the features in a Train Your Brain box. Students then write

and check their own text using the Train Your Brain box to help them.

7. A strong focus on vocabulary input and practise

The activation, extension and enrichment of vocabulary are essential

elements of English for Success 3. The course pays attention to the

revision and recycling of lexis in the belief that students at this level haveparticular difficulty in maintaining their fluency and need help in

developing strategies for learning vocabulary. There is a strong focus on

the practise of fixed and semi-fixed phrases, based on research showing

that we acquire language more quickly and effectively by ‘learning in

chunks’ rather than single items.

New vocabulary is presented where relevant through the lessons. Mind

the Trap boxes here focus students’ attention on any exceptions to the

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rule and areas of special difficulty. Vocabulary is consolidated and

practised in the Language assessment sections.

In the Pre-Intermediate level, there is a special exercise called ‘Extend

your vocabulary’ where students practise the vocabulary they know as

well as learn new meanings of familiar words or expressions.

8. Grammar presentation and practise

English for Success 3 provides a structured and thorough syllabuswhich will not create unforeseen problems or surprises. The specific

contents of the syllabus are organised in a logical way, which makes

grammar easier to understand.

Grammar is always presented in context. The language is consolidated

and practised in all sections, which is very important from the point

of view of recycling and remembering new structures.

Grammar is present in a variety of text types (dialogues, short reading

texts and cartoons). Students first analyse examples from the texts

then check if they were right by looking at the Check it out sections.

Mind the trap boxes draw students’ attention to areas of special

difficulty and help to pre-empt errors. This particular way of teaching

grammar encourages students to analyse and come to conclusions

about grammar patterns and rules. The course deals with this

important area effectively, yet without labouring the point.Grammar analysis is followed by controlled practise exercises, which

provide a focus on accuracy, before moving on to freer practise

exercises.

Grammar is consolidated and practised in the Language assessment

sections after every unit.

9. Expanding general knowledge

English for Success 3 has a highly educational content. Students

learn, for example, about places, legends, geography, sciences,

people, trends, technology, responsibility and awareness, as well as

about people who have played an important role in politics, art and

culture. It encourages students to discuss contemporary social issues

which are relevant to their age.

10. Building cultural awareness

The content of English for Success 3 is designed to represent the

culture of Britain and other English-speaking countries that are

multicultural and multiracial. The course also introduces characters

so that students can relate to the issues easily.

11. A thorough revision and evaluation system

Evaluation in English for Success 3 is very carefully planned and

includes a strong link between the Language assessment and

Checkpoint sections in the Students’ Book and the unit test in the

Teacher’s Book. The fundamental rule is that there should be no

surprises for the students, which means that they should know the

format of the test well in advance.

There are 6 tests among the resources in the Teacher’s Book, one for

each unit of the Student’s Book. They were designed to assess the

four language skills plus vocabulary and grammar in context. They

test the listening and reading strategies practised in the corresponding

units in the Student’s Book, such as prediction, listening/reading for

gist, listening/reading for specific information, matching titles with

paragraphs, table completion, sequencing and gap-filling, true/false,

multiple choice questions, answering questions, among others.

The productive skills, speaking and writing, are tested through tasks

that are similar to those carr ied out by students in the corresponding

unit of their book. The writing tasks are included in the photocopiableunit tests for students, together with the activities that test listening,

reading, vocabulary and grammar. The indications for the speaking

skills tasks that go together with the unit tests are included

immediately after them at the end of the Teacher’s Book. They aim to

offer students the opportunity to demonstrate, in a controlled but

friendly atmosphere, their ability to use their spoken language skills

effectively. The tasks are varied and they always refer to the leading

theme of each unit in the Student’s Book. There are suggestions for

the teacher to vary the tasks based on the same function to be

evaluated.

An answer key to the unit tests is provided in the Teacher’s Book, but

we also help teachers by providing photocopiable evaluation

instruments to grade students’ ability to use their writing skills andtheir speaking skills effectively. Teachers will find speaking and

writing assessment charts in the final pages of their Book, with a

clear definition of the criteria for assessing each skill and rating

scales to grade students.

Also among the resources at the end of the Teacher’s Book, there are

observation guidelines for teachers to evaluate their students’

performance in class throughout the year, as well as self-evaluation

models which teachers can photocopy as they are or adapt according

to their students’ needs for them to reflect on their learning process

and assess their own progress and development. The objectives for

each unit provide students with a checklist of what they should be

able to do at the end of that unit. When they do this, they realise that

there are things they can do which they could not do before, so they

are motivated to learn more. As well as increasing motivation, self-assessment promotes independence and confidence in students.

We hope that you will enjoy working with English for Success 3.

12. Values and attitudes related to contents (OFT).

English for Success 3 promotes the reflexion on values and attitudes

which are closely linked to the contents presented through the

language and cultural aspect involved. Thus, these values and

attitudes are dealt with in an integrated manner, as they can be easily

inferred from the main themes and contents.

13. Spelling

While there are certainly many more varieties of English, American and

British English are the two varieties that are taught in most ESL/EFLprograms. Generally, it is agreed that no one version is more “correct”

however, there are certainly preferences in use. In English for Success3 we have intentionally included both variations so that students get

used to more than one way of understanding and using English.

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Symbols used

xx Iistening activities using the audio CD

reading activities

speaking activities

writing activities

Levels of difficulty:

Level 1: Provide needed background information: activate

student’s knowledge of the topic/contextualise the text; anticipate

content/predict; focus learner’s recall/brainstorm/transfer previous

concepts.

Level 2: Train students to consider a text in its entirety; weanstudents away from the tendency to translate word by word; identifytype of text or information/main idea(s); create/match titles or

subtitles for the text; order or sequence information; verify

predictions.

Level 3: Locate/match/identify specific information (real-lifetask); access precision of understanding; complete grids, charts,

diagrams, etc.; answer questions (who, what, where, etc.); recognise

cognates.

Level 4: Train students to use inductive reasoning, infer

meaning, structures, etc.; challenge students cognitively and

linguistically; focus on specific aspects of language; vocabulary,

structures, discourse and sociolinguistic features; cloze-typeactivities; use input to anchor or consolidate language and as a

springboard for other activities; discuss/debate issues raised and

express own opinion; analyse point of view, style, etc

Components

English for Success 3 Students’ Book

Organisation

The Student’s Book contains 6 thematic units, each consisting of 14

pages. Each unit is divided into three lessons one of which containsa language focus, plus a writing project.

At the end of the each unit there is a two-page consolidation called

Language assessment which provides students with additional

practise in all the skills areas as well as grammar and vocabulary.

Students will be able to consolidate at home and practise techniques

learnt in class.

There is a self-assessment section called Checkpoint. Through the

languages and skills tasks included there, students can grade

themselves and later on assess their progress and decide if they

need further practise.

Class CDs

The recorded material is a very important feature of English for

Success 3 . Apart from the listening tasks in the lesson, revisions and

tests, classroom language is also recorded in the CD.

English for Success 3 Teacher’s Book

English for Success Teacher’s Book mirrors the Students’ Book in its

organisation and thus is very easy to navigate.

The Introduction provides information about unique features of

the English for success Students’ Book as well as the other course

components. Each unit starts with a plan and which relates to the

contents and topics with aspects such as what students will learn,

timing, teaching, resources and evaluation.

The teaching notes for each lesson provide methodological

teacher support. It is very often the case that teachers may expectdifficult questions from students about the particular grammar,

vocabulary, pronunciation, etc. Teacher’s Book Special difficulties

section provides answers to the anticipated problems. Warm-up

activities refer back to the material covered before and provide a nice

start to a new lesson. Optional activities offer suggestions for the

exploitation of the Students’ Book material.

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Refreshing our mindsObjectivesObjective: Go through this section objective with your Ss. It is important that they know in advance what is expected from them. Remind

them that this section does not include new content but it is a review of what they studied last year.

Listen to people. Read an article about Britain’s’ multicultural society.

Write a formal email.

Speak about personal facts.

Focus on talking about persons.

Discuss tolerance and respect for others.

Class resources Student’s book

Class CD

Lesson Objective Timing OFT

Refreshing our minds To assess language skills. 2 hours Appreciate the importance of reflection and analysis in language learning.

(Student’s Book pages 8-9)

Invest 2 class periods in these pages to both refresh the students’

memory and also to evaluate their entry level. It is recommended that

the students themselves self-evaluate their performance and then

discuss it with the rest of the class and the teacher. Students and

teacher should provide tips on how to improve their achievement.

Listening

1 1.2 Have Ss listen before they answer the questions.

Tapescript CD 1 Track 2

Iman [ Anglo-African accent]

I have a British passport so officially I’m British. But I never saythat I’m British. When people ask me I tell them I’m‘international’, you know why? Well, two reasons really. First ofall, my family comes from Somalia. And the second reason isthat I think the British haven’t got a very good reputation insome countries, People think they are arrogant and when theygo on holiday they always eat burgers and chips and they drinktoo much beer!

Steve

Yes, I love Britain, and I like the mix of people. It doesn’t reallymatter if your family comes from India or Jamaica, or if you areEnglish, Irish or Scottish. I think that people here all get on well

with each other. But personally, I’m proud to be English. I likeour way of life, and I always support England in the WorldCup.

Adil [London-Estuary accent]

My family is from Pakistan originally, and we sometimes gothere on holiday, but I definitely feel British. My parents supportthe Pakistan cricket team, but me and my brother support theEnglish team. I’m also Muslim and that’s very important tome.

Megan [Welsh accent]

I’m Welsh first and British second. I speak Welsh when I’m withmy family. I’m very proud of our language and our Celtictraditions. But Britain’s a cool place to live – I think that theBritish sense of humour is the best in the world.

Robert

I was born in London and I live there because, well, I’m aLondoner and I don’t want to live anywhere else! But I travelaround Europe very often and I meet wonderful people in everycountry. In fact, I believe that it doesn’t matter if you’re fromEngland, France, Italy or any European country really. We allhave the same culture and a shared history. But most of my

friends in London don’t agree with me!

2 1.2 Ss listen again and match speakers to theiropinions. If necessary you may play the recording more than once.

Reading

1 Ss read the article by themselves and work alonesuggesting titles for the article. Encourage them to explain their

choices.

2 Ss work alone choosing the best alternative to theexercises.

Writing

1 Ss work individually writing an email.

Speaking

1 Ss work in pairs preparing a short dialogue andthen act it out. Monitor and assist where necessary.

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14

ObjectivesGo through the unit objectives with your Ss. It is important that they know in advance what is expected from them.

Read, listen and talk about love and relationships. Write about someone you know, a legend and a text message. Use the Past Simple, Past Continuous and Present Perfect when speaking and writing.

Focus on talking about important relationships.Discuss tolerance, love and respect for others and their feelings.

TopicFamily and social life

Class resources Class CD

Photocopiable Resource 1 Online dictionary

Getting ready(Student’s book pages 10-11)

This unit is about love and relationships. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss that

all ideas are valid and that they should respect everyone’s ideas. Monitor and assist where necessary. Elicit answers in open class. If Ss areunable to perform this activity in English due to lack of sufficient speaking skills, allow them to perform it in Spanish. Encourage fast learnersto do it in English.

Lesson Objectives Timing OFT

1.1 Lican Ray • Read a Chilean legend. Talk about legendsand myths. Use Past Simple and pastContinuous.

2 hours

Encourage students to develop attitudes of love and respectfor others and their feelings.

1.2 Poor but happy • Read about a family discussion. practisethe use of Present Perfect.

• Speak about some you’ve met.

2 hours

1.3 Sunshine • Read about a family.

• Write about someone who has left.

1 hour

1.4 Happily ever after • Listen about a long-lasting love. Talk

about an important personal s tory.Practise the use of since and for.

2 hours

Communication Project • Discuss topics

• Write text messages

1 hour Develop confidence in ability to understand and communicatein English.

Assessment • Language Assessment

• Unit test

1 hour

1 hour

Understand the importance of developing learner autonomyand good study habits. Appreciate the importance of reflectionand analysis in language learning.

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(Student’s book pages 12-13)

This section gives students a Chilean legend on the topic of love

and making difficult decisions.

Using the culture notes

The culture notes in the book are mainly designed as a reference forteachers in case Ss ask for more information about people or placesmentioned in the book. However, you could also incorporate theminto the lessons in a number of ways:

1 Comparisons with the Ss’ country / regionFor example, with the culture notes, Ss could discuss about differentpeople and brainstorm facts about the person’s life, such as theirmajor works and achievements.

2 Inspiring the SsWhere there is no obvious corresponding information about the Ss’country / region, the culture notes may stimulate their imagination.

As an example here, rather than looking at real people’s lives, Ss

could work together to create a fictional biography of a scientist,perhaps imagining future inventions or theories.

3 Find out moreThis is a way of using the culture notes to generate homework. Thenotes themselves are necessarily brief and give only a brief outlineof the item so, as a homework task, the Ss could find out more fromthe Internet or books and be encouraged to make a visuallyinteresting poster that could be used for display in the classroom.They could also present their findings to each other, in groups, atthe start of the following lesson.

Culture notes

Lican Ray is one of those small towns that has recently started

the transition from a seasonal lake resort town to a year-rounddestination with businesses open all year. Lican Ray is situated onthe north shore of the Calafquen Lake about 27 kilometres fromVillarrica, and about 35 from Pucón. The beaches are made of

black volcanic sand. Even when the South of Chile starts to getcolder, the beach tends to stay warm. Surrounding Lake Calafquenare snow capped volcanoes; the most spectacular one being the

Villarrica Volcano.

The main street stretches through town and down to Playa Chicaand turns and ends at the gates of a park that makes up thepeninsula between Playa Chica and Playa Grande. Most businesses

and restaurants can be found along the main street and directly infront of both beaches. The town was founded as a trading post,and today there are about 3,000 permanent residents, except for

the period from December 15 to February 28, when the populationmore that doubles with the arrival of summer vacationers. Februaryis the busiest month of the year. All tourist services are working

and many activities are available such as boat rides around thelake, water skiing, and Jet Ski rental.

Warm-upIntroducing the topic of the lesson. Chilean legends . Ss have their

books closed. Write the names of some legends on the board. For

example: King Arthur and the Knights of the Round Table; Robin

Hood; El Dorado; La Llorona. Elicit ideas for what category of storythese fall into: legends. Ask students to define the word legend.

Accept anything that is relevant to the dictionary definition: an old,

well-known story, often about brave people, adventures, or magicalevents.

Before readingSs are encouraged to identify what they already know. This isevaluation of previous knowledge. Careful monitoring is important tounderstand what the Ss already know and where they need more

work.

1 Put Ss in pairs and ask them to name Chilean myths andlegends. They should list as many as they can. Elicit their responses.If there are stories that only a few people know, allow them to quicklytell the rest of the class. Do not let anyone tell the story of Lican Ray.

2 This can be discussed in open class. Ss share theirpredictions and justify them.

Reading

3 Give Ss time to read the first paragraph of thestory and check their prediction. Allow Ss to check with a partner,

before eliciting responses in open class.

4 In pairs, Ss find the sentence that explains the origin in ofthe name Lican Ray. If needed point out that the sentence is in thefirst paragraph.

5 First have the Ss find the pronouns in the text andunderline them. They could also look for other pronoun references topractise because this a good strategy for a better understanding of a

text.

6 Previously to answering the questions, the Ss findthe paragraphs where the answers are.

7 Have the Ss sequence the sentences before goingback to the text. Then they go back and check.

8 After answering the question have the studentsdiscuss why people tend to look for explanations for things they

cannot understand in nature.

9 Have the Ss focus on the layout of the text and then thecontent to identify first the type of text and then the source of the text.Have them mention the differences between a text in a magazine and

a section in a manual. They could say that a manual contains a list ofinstructions, numbers and some drawings while a text in a magazineis usually illustrated, it has a title and it is organized in paragraphs.

After reading

10 Ss work in pairs to come up with possible answers and havethem support their titles with evidence from the text.

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11 Working in groups, Ss discuss and then report to the class.

Work it out

12 Have Ss explain when each of the verb tenses is used beforethey study the check it out.

Check it outOnce Ss have answered number 12 above elicit from them the difference

between the use of the Past Simple and Past Continuous. Then they read

the rule to check. Both the past simple and the past continuous refer to

completed actions in the past. Most of the time when we are talking

about such actions, we use the past simple. This is by far the most

common way of talking about the past.

I lived there for 6 years.

Use the past continuous when you want to emphasize the continuity of

the action.

I was thinking about you the other day.

When we use these two forms in the same sentence, we use the past

continuous to talk about the “background action” and the past simple totalk about the shorter completed action.

It was raining hard when we left the building.

13 Have Ss solve this guided exercise before they do thewriting.

14 Put Ss in pairs and give them two minutes to decidewhich legend or myths they want to write about. If they cannot come up

with one legend or myth, they could make one up. Tell Ss that the task of

deciding is also a chance to practise the target language so they should

do everything in English. Once they have decided what to write about,

monitor and note errors. Allow 10 minutes of class time for writing. If

there is not enough time in class this may be done as homework. When

they finish writing, they trade papers with other pairs to make correctionsbefore writing a final draft to hand in.

Before you continue...Have students respond orally or in writing to the questions in the book.

You could add more questions as the ones that follow or change them for

these ones:

1 Would you go out with someone from another country or culture? Why/

Why not?

2 Discuss the advantages and disadvantages of dating someone from

another country or culture.

1.2 Poor but happy(Student’s book pages 14-15)

This section introduces the Present Perfect to talk about recentevents and for actions happening at an unspecified time in the

past. It also introduces the time adverbials yet, already, justand ever.

Special difficulties: Ss may have difficulties understandingexactly when to use the Present Perfect and when to use the

Past Simple. The Mind the trap! section looks in more detail athow to decide which tense to use. The finished time periodsused with the Past Simple may not refer explicitly to a time,

e.g. on holiday, at university. If both speaker and listener knowwhat the time period is, it doesn’t always need to be stated at

all, e.g. Did you see the football game? (last night). It may alsobe worth pointing out to Ss that when using ever and never, theunfinished time period being referred to is ‘in your life’.

Warm-up

Connecting the topic with their lives. Put Ss into groups to discussthe following questions. Have you ever heard of someone who gotmarried at your age? What’s the best time to get married?

Before listening

Ss are encouraged to identify what they already know. This is

evaluation of previous knowledge. Careful monitoring is important to

understand what the Ss already know and where they need morework. To encourage the use of Present Perfect, if possible, write the

following sentences on the board for Ss to complete: The young manhas just… The older woman has already… The older man has

yet…

1 Put Ss into pairs. Ss describe the people and what they cansee in the picture. They then think of who the people are (probably afamily: mother, father, grandmother and son) and what they are doing

(having dinner and possibly discussing some difficult or controversialopinions/decisions). Also ask: What do you think happened before

this? Elicit ideas and note the Past Simple sentences that Ss use.

After the presentation and practise of the language point, you cancome back to the sentences and show Ss where it would be better to

use the Present Perfect.

Listening

2 1.3 Have the students listen to part 1 so as to checktheir predictions to exercise 1. Then the student’s check their answersat the back of their textbooks.


Part 1

Barbara: Ian, you haven’t eaten very much. Is anythingwrong?

Ian: I’ve got something to tell you. Monica and I have decidedto get married.

Barbara: Oh, that’s … nice!

Eddy: Have you decided on the date yet?

Ian: No, we haven’t. But I’ve already bought a ring for her!

Margaret: That’s great news! I’m so happy.

Ian: Thanks, Gran.

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3 1.4 Have Ss listen to part 1 and part 2 of theconversation and answer.


Part 1

Barbara: Ian, you haven’t eaten very much. Is anythingwrong?

Ian: I’ve got something to tell you. Monica and I have decidedto get married.

Barbara: Oh, that’s … nice!

Eddy: Have you decided on the date yet?

Ian: No, we haven’t. But I’ve already bought a ring for her!

Margaret: That’s great news! Oh! I’m so happy.

Ian: Thanks, Gran.

Part 2

Eddy: Ian has done a lot of stupid things in his life, but this iscrazy! Monica hasn’t finished college yet! Have you ever heardof such a thing?

Barbara: I’ve never been so shocked! They only met fivemonths ago! How come he’s got enough money for a ring?He’s just started his first job.

Margaret: Excuse me, but haven’t you forgotten something,you two? How old were you when you got married? Twenty –the same age as Ian. And you didn’t have any money, didyou?

4 1.4 Students listen again and make notes so thatthey can justify their answers when you elicit them.

5 1.4 Ss discuss in pairs. Listen again if necessary. After eliciting the answers, ask Ss what they think their parents would

say if they decided to get married at the age of 20 and who would bethe most supportive member of their family.

After listening

Work it out

6 Ss look at the example sentences and say which one isdifferent from the others and why (met … is the Past Simple; theother two aren’t). Elicit the form of the other two sentences (have/hasplus the Past Participle). Ss now look at the three sentences again

and match them to the correct use.

7 Ss look at the sentences from the listening and do thematching in pairs.

Check it out

Read through the box with Ss. Elicit or explain that past Simple and

Past Participle of regular verbs are the same. If the verb is irregular,it is sometimes the same in both forms, e.g. bought and sometimes

different, e.g. did/done.

Mind the trap!

Look at the box with Ss and elicit other time expressions that couldbe used with the Past Simple, e.g. in 2003, last night, etc. Tell Ss that

the finished time doesn’t have to be an exact day or date, it can bee.g. on holiday, at primary school, when I was younger. You could alsolook at expressions such as today which can be used with the Past

Simple or Present Perfect, e.g. at home in the evening your parents

might say: What did you do at school today? because they are talkingabout the school day which has finished, not the calendar day whichhasn’t. However, the parents might say:Have you done your homeworktoday? because today is still unfinished and the child can still do

some homework later.

8 1.5 Re-elicit the meanings and uses of the four timeadverbials. Look at number 2 and ask Ss which words could go intothe gap and be grammatically correct ( already, just ). Now ask Ss

which word makes more sense in terms of meaning ( just ). Sscomplete the dialogue in pairs and then listen to check.


Part 1Monica: Well, have you told your parents yet?

Ian: Yes – I’ve just told them! Gran’s really pleased but myparents aren’t too happy.

Monica: Oh dear. I’m so glad that my parents have alreadyaccepted the idea.

Ian: I’d really like to see you. Have you finished your workyet?

Monica: No, I haven’t finished it yet. Have you ever felt thatyou just can’t concentrate?

Ian: Hold on a minute …

Margaret: Sorry to interrupt. I’ve just talked to your mum anddad and everything’s going to be OK.

Ian: Thanks, Gran! Did you hear that?Monica: Yes, I did. Listen – I’ll do my work tomorrow. We needto celebrate!

9 Re-elicit the rule from Check it Out that, whentalking about any time in the past, we use the Present Perfect but, forspecific occasions, we use the Past Simple. Ask the first question:

Have you ever met anyone famous? (in your life) and if any Ss answer yes , ask follow up questions in the Past Simple: Who did you meet?

Where/When did you meet them? What did you say? Ss carry out

conversations in pairs. Nominate Ss who answered yes to one of thequestions to come to the front of the class and the rest of the Ss askquestions to find out as much information about the event as possible.

You could also ask a pair of students to role play the interview for therest of the class.

Before you continue…

Have students respond orally or in writing to this question.: How do

age and experience affect attitudes towards romance and marriage?Give examples.

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1.3 Sunshine(Student’s book pages 16-17)

This section gives the Ss a story extract on the topic of being

separated from those we love.

Culture notes

Lima is the capital of Peru. It was founded by conquistadorFrancisco Pizarro on January 18, 1535. Its original name wasCiudad de los Reyes but Lima was its name in the local Aymara

language and it comes from the word lima-limaq (yellow flower).Lima is located in the Sechura Desert and it is the second largestdesert city in the world, after Cairo. The population in 2004 was

estimated at just over 8 million.

Warm-up

Review of Present Perfect Put Ss into pairs to discuss the following

questions. This conversation will link their lives with the topic of thislesson. Then some of the students could report their own stories ortheir partner’s. Has an important person in your life left you, your

school, neighbour, city or and country? Who? When? Do you misshim or her?

Before readingSs are encouraged to identify what they already know. This is

evaluation of previous knowledge. Careful monitoring is important tounderstand what the Ss already know and where they need more

work.

1 Add other questions for the Ss to answer so that theyobserve the pictures in detail and get the feeling and mood of the

story At this point there are no right or wrong answers.

2 Focus the Ss attention on the layout and pictures again beforeanswering the question. Ask them what type of text this is. Have them

support their answers. Then they answer the question.

Reading

3 Give Ss time to read through the first paragraph andunderline the words in the paragraph that help them check their answer

to exercise 2. They could have underlined words such as “man steps out

of his house”, “no sunshine”, “cold with sadness” and “life without her”.

4 Ss read the whole story and then go back to

paragraph 2 and re-read it. The answers to this question may vary, but it

is important that the sentence they choose embodies the idea of a lost

mother that the family misses.

5 It is suggested this exercise is done in groups and they shouldfind the evidence for their answers.

6 The same pairs as in exercise 5 complete the sentences. First

they try to complete the gaps without going back to the text. They go

back to check their answers. Ss explain what is the mood of the story,

once they have finished this task. Call the attention of the Ss of the use

of the weather in literature to create a specific mood.

After reading

Work it out

7 Ask Ss to try to complete the text without going back to the text.Then they go to the text, check their answers and finally they read Check

it out on the following page.

Check it out

Ss first read the check it out silently and then check their answers toexercise 7. Have them in pairs write at least one sentence using

because and the other using so about the story. Then write them onthe board so that the Ss can write them.

We use because before a clause (a sentence subject verb andcomplement). Use because of when you put the noun after the

reason. I went to sleep because I was tired.

So is used to express result. I was tired so I went to bed .

8 If necessary have Ss re-read paragraphs 2, 4 and 5 beforecoming up with the titles. It is suggested they do this exercise in groups

and then they can share their titles and justify them.

9 Ss write following the model provided. They write andthen they do peer correction.

Optional activity

Ss work in groups of 2–4 to think of questions to write for a survey

on attitudes to emigration, e.g. Would you move to another country?

Why? Why not? What would you miss most about your country?Where would you move to? What problems would most worry you?

Ss then swap partners and interview each other. Monitor and note

any common errors for a correction slot at the end of the activity.Finish up by discussing the questions in open class to find out whatthe Ss’ views are.

Before you continue...

After discussing the questions in the Ss’ book, have them respond

orally or in writing to these questions:

1 How do you think family and friends react when someone they love

leaves? When they return?

2 Is it better to be the one who leaves or the one who stays? Why?

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1.4 Happily ever after(Student’s book pages 18-19)

This section looks at the use of for and since to answer thequestion How long …?

Special difficulties: Ss may be confused by this new use ofthe Present Perfect, especially if in L1 a different structure isused to give the same information. Make the distinction

between for and since clear and give Ss sufficient practise ofthe form, correcting as necessary.

Warm-up Introducing the topic of the lesson. When and how. Ss have their

books closed. Write four names on the board with four ages, e.g. Mark24, Amy 25, Emily 27, Colin 29. Ask Ss for a phrase which gives the

ages of all four people. If Ss don’t know, tell them. (They are in theirtwenties.) Repeat in their fifties and in their seventies and then in theirteens . Ask Ss what is a good age to get engaged (using one of the

phrases above, e.g. in your twenties ), a good age to get married, havechildren and retire. Write the eight words from Exercise 2 on the board( romantic, caring, passionate, friendly, hold hands, kiss, be 16 and in

love, hug ) and elicit or check the meanings of each. Ss work in groupsof 3–4 to rank the word in importance for a good relationship. Elicitideas in open class.

Before listeningSs are encouraged to identify what they already know. This is an

evaluation of previous knowledge, careful monitoring is important tounderstand what the Ss already know and where they need more work.

1 Put Ss in pairs and tell half of the class to look at the toppicture and the other half to look at the bottom picture. They should

use as many of the words from the exercise as possible to describetheir picture and what the people look like. Elicit ideas and then ask

Ss what they think the relationship between the people in picture 1and those in picture 2 is (they are the same people).

Listening

2 1.6 Check: regret, argument . Then the students listento the beginning of the text up to “Jean: We’ve been married since 14February 1956. Valentine’s Day”. Then they identify the text type

explaining why they show interview as the answer. They could alsoredefine the other two text types.


Max: So, how long have you known each other?

Norm: We’ve known each other for almost 52 years.

Jean: Norm! We’ve known each other for more than 52 years. Wemet in 1953!

Max: How long have you been married, then?

Jean: We’ve been married since 14 February 1956. Valentine’sDay.

Max: Have you lived here since then?

Jean: Not exactly. We’ve lived in Stretford since the wedding, butnot in this house.

Norm: No, we’ve only been here for sixteen years.

Jean: Eighteen years, Norm. We’ve lived in this house for eighteenyears. Since 1988.

Max: How did you meet?

Norm: Well, I used to be a policeman. I retired ten years ago … And Jean was the waitress in my local café.

Jean: It was love at first sight.

Max: So, what’s your secret for a successful relationship?

Jean: I think you have to fall in love many times – always with thesame person.

Max: Have you ever fallen out?

Norm: We’ve had a few little arguments, but we haven’t had aserious argument for years.

Jean: No, not since Christmas Day 1977. Remember you …

Norm: We have a simple rule – if one of us is angry, we alwaystry to sort it out before we say goodnight.

Max: One last question – have you got any regrets?

Norm: I’m just sorry I didn’t marry Jean earlier.

Jean: And I’ve never regretted a single day.

3 1.6 As Ss listen, they take notes to justify theiranswers.

4 Ask Ss to underline the answers in the text.

5 1.6 Ss listen again and since this is specificinformation, the recording could be stopped when the information

appears to write the answers.

6 1.6 Ss listen again and since this is also specificinformation, the recording could be stopped when the information

appears to write the answers.

7 1.6 They could reword the answers and if necessarythey could answer in Spanish. It is suggested that the Ss are promptto give their opinion in the matter.

8 1.6 A filler is a sound or word that is spoken inconversation by one participant to signal to others that he/she haspaused to think but is not yet finished speaking. Different languageshave different characteristic filler sounds; in English, the most common

filler sounds are uh / ́/, er / „ / and um / ´m/. Among youths, the fillers“like”, “y’know”, “actually”, “literally”, and “basically” are more prevalent.Point out the relevance of the use of fillers for a better communication.

Encourage Ss to identify the filler being used by the speaker.

After listeningWork it out

9 Ss work in pairs and get the meaning of the expressionsthrough context. They could explain them in Spanish if necessary.Then they answer the questions according to their reality.

10 When Ss decide on the correct choice for the three rules,give Ss more examples of how they could be used and when they

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can’t be used, e.g. I have been in this class since/for …, I have beenin this school since/for …, I have been in this lesson since/for …,but

I was in primary school for … (the Past Simple because the Ss are

not in primary school any longer; they can’t use since either).

Then elicit sentences in the Past Simple with ago, e.g. I started in thisclass …, This lesson started …

Check it out

The box recaps what Ss have just learned. Read through it with theSs and ask them to make one true sentence about themselves usingfor and one using since. Elicit ideas in open class.

We use Present Perfect tense to talk about action which started in thepast and continues up to the present.

Examples

I have had this computer for about a year.

We use for with a period of time, for example: a few days, half anhour, two years . We use since with the time when the action started,for example: last year, June 8, I met you .

Mind the trap!

Look through the box with the Ss and stress the rule given, especially

where the present tense is used in L1 and may cause problems. Itmay be worth doing translation exercises whereby Ss in pairs have a

sentence in English, e.g. I have known her for five years or I havebeen here since 1996 , translate it into L1 and swap with another pairwho have translated a similar but different sentence. Ss then have to

translate back into English to make sure they have got the formcorrect and used for or since correctly.

11 Look at the dates and times given and elicit what happenedthen. Tell Ss to write out full sentences to answer the questions. Aftereliciting the answers, practise the negative form by again getting Ssto think of true sentences about themselves, e.g. I haven’t eatensince breakfast.

12 Ss work in pairs to decide whether the expressions takefor or since . Elicit the answers and, for each one, elicit what time

expression would be needed for the other word, e.g. since 7 o’clock = for (5) hours . Ss write sentences alone. Monitor and help where

necessary. Ss compare answers in pairs and then as a whole class.

13 Tell Ss that, when they answer the questions forthemselves, they should use a mixture of for and since and not just

one of them. After they have interviewed each other in pairs, elicitanswers in open class. Have them role play in front of the class.

14 Ss work in pair writing the dialogue following themodel provided. If necessary assign some time home to learn their

lines.

15 In pairs Ss write their own interviews andpractise it. Monitor and assist when necessary. Finally have somepairs present their work.

Optional activity

Put Ss into groups of four. The Ss work together to think of five moresimilar questions using How long … Number the Ss in each group, 1,2, 3 and 4 and then make four new groups consisting of all the 1s,

all the 2s etc. The Ss ask and answer each other’s questions asbefore but, this time, as the questions are unknown beforehand, theywill have to respond more spontaneously.

Before you continue...It is suggested they have a further discussion on the followingquestions:

1 Do you think men and women can be just friends? Why(not)?

2 How do you think members of your parents and grandparentsgeneration would respond to the first question?

Additional practisePhotocopiable resources. Resource 1 You’re a star! Page 66.

Communicationproject(Student’s book pages 20-21)

The Communication Project section mainly aims at developing the

productive skills, Speaking and Writing. Both skills are carefully andgradually developed. The Ss start from very guided activities and end

producing oral and written texts with little guidance. In doing so theyalso face listening and reading activities used mainly as models to befollowed.

Speaking

This section gives the Ss practise at giving opinions, agreeingand disagreeing. Ss are introduced to the language through a

listening and then given opportunities to use the languagethemselves.

Warm-upIntroducing the topic of the lesson. Tea/coffee person. Ss allstand up. Tell Ss that, if they agree with what you say, they shouldstand on one side of the room and, if they disagree, they should standon the other. Ss discuss the reasons for their opinion standing in their

two groups and then debate across the room. Ideas: Earrings lookgood on men and women. Nose rings look stupid. Jewellery and

make–up should be banned in school. Pierced tongues are terrible.

1 Ss look at the photo and describe the young girl in it with asmuch detail as possible, giving both factual information about whatshe is wearing and opinions about what Ss think about her style.

Check pierced/piercing and then Ss answer the questions given.

2 1.7 On the first listening, Ss do the matching task andcompare their answers with their partner. Have them listen again tocheck their choices. This time they note down what they said to

support their options.


Frank: Pass the salt, please, Anna.

Anna: Here you are, Dad. Hey, listen … we’ve got a new Artteacher at school. She’s really…

Jenny: That’s nice … What’s she like?

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Anna: She’s great. She explains things so well, and she’sreally funny, too. She’s got a piercing.

Frank: She’s got a what?!

Anna: A piercing. In her nose, here … It looks really cool!

Jenny: Take it easy, Frank.

Frank: Well, personally, I think that’s terrible.

Anna: What are you talking about, Dad?Frank: In my opinion, a teacher should be a model for youngpeople, and I don’t think a piercing is appropriate!

Anna: Oh, come on. You can’t be serious! Everybody’s gotpiercings nowadays.

Frank: Not everybody. You haven’t got one, have you?

Anna: No, not yet. But if I want one, I’ll get one.

Frank: Oh, no, you won’t! You’re only sixteen! What do youthink, Jenny?

Jenny: Well, if you ask me, you have to be crazy to get apiercing …

Frank: That’s right! Piercings are horrible!

Jenny: Yes, Frank, I see what you mean, but it’s Anna’s body,

not yours …Anna: That’s a very good point.

Jenny: So, it seems to me that if she’s really sure she wantsa piercing, she can get one …

Frank: What? I totally disagree! I mean, just think about …

3 1.8 Ss read through the sentences and see if theycan guess the answers based on what they have just listened. Elicit

ideas and then play the CD to check. Model each phrase or play therecording again. Ss mark the stressed words. Elicit ideas and modelagain if there are any difficulties. Drill thoroughly.


1 In my opinion, a teacher should be a model for young people.

2 Oh, come on. You can’t be serious!

3 What do you think?

4 If you ask me, you have to be crazy to get a piercing.

5 I see what you mean, but it’s Anna’s body.

6 That’s a very good point.

4 1.9 In pairs the Ss classify the words. Then they listento the CD at least twice. Check their answers. Drill the three vowel

sounds and elicit words which have the same sounds, e.g. /ai/ my ,life ; /ei/ same , late ; /oi/ boy , royal . Ss look at the words in the box and

say them out loud in pairs. They then listen to check and complete thetable.


blind, baby, noise, boyfriend, campaign, cyclist, daily, engaged,

enjoy, game, headlines, point, site, sunshine, voice.

Optional activity

Bingo. Divide the board into three spaces and write the threephonemic symbols in each space. Elicit a word for each sound. Set Ss

a short time limit to brainstorm more words with these sounds – theycan look back in their Student’s Book if they like. Elicit and write upmore words so that you have about 20. Tell Ss to draw bingo grids

with fifteen spaces – demonstrate how on the board if necessary. Tell

Ss to choose fifteen words from the words on the board. Tell Ss theymust listen for the words in a story and cross them off when they hearthem. Do a short demo, e.g. Last night I got a call from my friend. Itwas to tell me that she and her boyfriend had got engaged . Make up

a short story using the words on the board. Pause briefly after eachsentence to give Ss time to find and cross off words. The game endswhen a student crosses off all fifteen words and shouts ‘Bingo!’

5 Discuss the Speaking Strategies with Ss. Make sure theyunderstand them.

6 Put Ss into groups of four. Ss discus in groupswhat they think about piercing, what they expect from their parents

and/or teachers. Then they decide which point of view they willdefend as a group. Assign some time for them to speak in groups andthen have them discuss with the other groups. One student in each

group starts the conversation by giving his/her opinion. Monitor andnote errors for a correction slot later on. Elicit what was said in openclass at the end of the activity.

Writing

This section aims at teaching how to write text messages and

some of the common abbreviations and symbols used in thosemessages.

Warm-upReview of expressing an opinion. Controversial statements. Elicittopics which are important in Ss’ lives, e.g. music, relationships,school. Ss work in pairs and choose one of the topics and then writea controversial statement about it that some people might agree with

and others might disagree with, e.g. classical music is all rubbish . Sspass their statement to the pair on their left. Each pair discusses theiropinions about the new statement for one minute and then passes

them to their left again. The process is continued until the statementsreturn back to their original writers. Elicit ideas in open class.

1 1.10 Ss describe the photo in as much detail aspossible, looking at the appearance of the people and imagining their

characters as well as answering the questions in the exercise. Elicit

ideas in open class and then play the recording to check.


Hugh: … and I thought we could maybe spend next weekendat Pete’s place in the country. My friends are there thisweekend. It’s really fantast …

Sophie: Hey, Hugh! Look! There’s Liz!

Hugh: Wh … where?

Love and trust 0 1

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Sophie: Over there in that blue top. Sitting next to that tall guy.Oh, my God! She’s changed her hair!

Hugh: Oh, yes. Wait a minute … I thought Liz was going outwith Leo. Have they split up?

Sophie: Haven’t you heard? Liz and Leo had a huge argument.They split up ages ago. They haven’t even spoken to eachother since then. I think her hair looked better when it was

straight. I wonder who the tall guy is … Bart told me he’s seenLiz at the club a few times with a short guy called John …

2 1.10 Ss read through the sentences to make surethey understand everything. Check possible difficult words, e.g. to

split up. Ss try to remember the answers from the first listening andthen listen to check and complete their answers.

3 Ss match and compare. After the matching,discuss any other abbreviations Ss use. They can discuss abbreviations

of L1 words as long as they use English to do so.

4 Re-elicit who the different people in the listening

are (Liz, Sophie, John, Leo, Hugh). Ss then work in pairs to do thematching. Elicit answers and justifications.

5 Check: hug , toe , to object . Ss first do the matching and thenread through the texts to try to make sense of them. Finally theyrewrite the text messages in their notebooks, replacing theabbreviations with whole words.

6 If possible, arrange the class so that you are standingin the middle of the Ss and so that, when they have written theirmessages, they can easily hand them to you for you to ‘deliver’ themto other Ss. When the activity finishes, collect all the messages to

revise them. The following class, write the most common errors onthe board for them to correct.

Language Assessment(Student’s book pages 22-23)

These review sections give the students a chance to revise what they

have learned in the unit. It is suggested that, at the beginning of thecourse, the activities can be done as pair work with lead-ins to remindstudents of the grammar or vocabulary and to help them develop

strategies which will help them carry out the activities successfully.The main aim here is to increase the students’ confidence.

As the course continues it is convenient to let them attempt theactivities with less help from you. At initial stages it is more useful to

tell them to do the activities alone but to compare answers withothers before feedback to avoid weaker students being put on thespot. After eliciting answers, focus on the areas on which they are

having more problems. Then provide the correct answers.

1 Ss work individually or in pairs to complete the first task,writing the questions. In the second part of the activity Ss mingle toask each other their questions. When Ss are finished asking thequestions, allow them time to write before eliciting the responses in

open class.

Monitor carefully during the writing phase to make sure their

questions are correct. Listen as Ss mingle to note common errors torevise at the end of the lesson.

2 1.11 Ss first read the questions and then listen to therecording at least twice.

Tapescript CD 1 Track 11I’ve been in love with Greg since day one! I saw him during myfirst week at college and I thought he was fantastic – but he’s

a great extrovert and I am quite shy so it took a while to get toknow him. When I found out he had a girlfriend, I was broken-hearted! I went out with one or two men but no one serious.

We finally got together after two long years – I was at a friend’sparty and Greg suggested going for a coffee. We ended uptalking all night and that was that! We’ve

english success 3

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