Pat Mugglestone In9rid Freebairn Jonathan Bygrave Judy Copage

Pearson Education Limited, Edinburgh Gate, Harlow Essex, CM20 2JE, England and Associated Companies throughout the world www.pearsonlongman.com

Pearson Education Limited 2009 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or othen,vise without the prior written permission of the copyright holders. Photocopying: The Publisher grants permissionfor the photocopying of those pages marked 'photocopiable ' according to the fo llowing conditions. Individual purchasers may make copies for their own use or for use by the classes they teach. Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches. Under no circumstances may any part o,(this book be photocopied fo r resale.

The right ofPatricia Mugglestone to be identified as authors of this work has been asserted by her in accordance with the Copyright, Des igns and Patents Act, 1988.

First published 2009 Set in Printed and bound in Italy by G, Canale & c. S,pA ISB 978-1 -4058-8960-5 Des igned by Peter Simmonett

Inlaid Pages Upbeat Starter Students' Book The right of Ingrid Freebairn, Jonathan Bygrave and Judy Copage to be identified as authors ofthis work has been asserted by them in accordance with the Copyright, Designs and Patents Act, 1988,

First published 2009 Set in 101l 4pt Helvetica Neue LT Printed in ISB 978-1-4082-1723-8 Designed by Steve Pitcher Location photography by Gareth Boden Art direction by Mik Gates Photo research by Kath Kollberg

Illustrated by: David Banks pages 31 top right; 56 bottom; 99 middle. Kathy Baxendale pages 17 top right and bottom right; 24 bottom left; 25 left; 26 bottom left ; 27 right; 43 bottom; 83 bottom left; 97 bottom left; 123 top right. Humbel10 Blanco (Sylvie Poggio Illustration Agency) pages 32 bottom left and bottom right; 42 left; 63 bot-tom left; 83 top right; III top, Morena Chiacchiera (Beehive Illustration Agency) page 119. Mark Duffin page 98 top right. Joanna Kerr pages 20 bottom left; 25 bottom left; 28 top right; 38 bottom; 44 left; 61 left; 67 left ; 97 top left; 103 middle left; 117 top right; 120 top right. Mike Lacey (Beehive Illustration Agency) page 82 bottom right. Sean Longcroft pages 67 top right; 103 top right; 113 middle; 122 bottom left; 123 bottom right. Jane Smith pages 94 bottom; 123 bottom left. TechType pages 31 left; 116 bottom left; 67 top left, Ian West (Beehive Illustration Agency) page 54 left. Tony Wilkins pages 12/ 13 bottom; 40 bottom right; 89 right; 92 middle; 127 middle; 128 top.

Acknowledgements , The publisher would like to thank the following for their pelmis-sion to use song extracts fi'om BBC's The Next Big Thing: Silva Hakobyan I like; Nick Giannakis Take a Look into my Eyes; Sweet Cherry Fury s Cold Blonde Body

The publisher would like to thank the following for their kind per-mission to reproduce their photographs: (Key: b-bottom; c-centre; I-left; r-right; t-top) Action Images: John Marsh Livepic 52 (Background); Action Plus: 72 (e), 72 (t), 72 (c); Alamy Images: ACE STOCK LIMITED 62 (b); Aflo Foto Agency 76b; Allstar Picture Libraty 9bl, 88c; Arclight 86bl; Tibor Bognar 14tr; Kevin Britland 32bl; Bubbles Photolibraty 57, 85r; Jack Carey 73bc; Frank Chmura 34b; carolyn c1arke 14br; Content Mine International 10 I b; Elvele Images 62 (d); Joe Fox 58b; Philippe Hays 1121; Si Howard 62 (t); John lames 82r; JUPITERIMAGESI Brand X 120; Justin Kase zfivez 46; Manor Photography 32c1; MalY Evans Picture LibralY 94t; mediacolor 22br; Peter Adams Photography 92tl; Photofusion Picture LibralY 87b; Picture Partners 24; lan Shaw 62 (e); The Natural History Museum 22tl; The Photolibrary Wales 71 (d); way out west photography 91; Jim West 62 (c); Apple: 101 ; BBC Photo Library: Wright, Karen 1061, 106r; Corbis: 55; Beateworks, Brad Simmons 32br; Beateworks,Scott Van Dyke 32tr; Bettmann 94bl, 94-95 ; Bloomimage 69; Hubel1 Boesl/dpa 9 br, 119r; epa I Justin Lane 107r; Epa/Jon Hrusa/ 34cl (Juggler); Robel1 Eric 34t; Eye Ubiquitous, Paul Thompson; 32tl ; Ned Frisk 17; Rune Hellestad 41b, 411, 88b; Chris Hellier 71tl; Jack Hollingsworth 12c; Mark A. Johnson 72 (b); Martin Jones 26r; Jose Luis Pelaez, Inc 76c; Wernher Krutein 68tr; Barry Lewis 71tr; Christian Liewig 100tr, 10 I t; Reutersl Anthony Hat'vey 1191; Fabrice VallonlPersonal Archives/Cub Sept/ 34cr (Acrobat); Michael S. Yamashita 7 1 br, 95r; zefa/ Hein van den Heuvell 85b; zefa/Jose Fuste Raga 55r; ZUMA/Nancy Kaszerman 49t; Creative: 101 bl; Dance Picture Library: 34bc; Getty Images: 9tl, 16c, 16tr, 371, 48bl, 48tl, 48tr, 62, 71bl, 72 (a), 87br, 92bl, 11 2r, 124; AFP 9tr; Bryan Bedder 6bl; Felix Clouzot 126b; Lester Cohen 37t; Bernard Gotflyd 125 ; Frazer Harrison 37cl; Hummer 93 ; Fotos Intemational 37br; JeffKravitz lOOt!; Lonely planet 90t; Gala Narezo 33; Dennis O' Clair 14bc; Photographers Choice 68c; Ed Pritchard 126t; Robert Harding Picture LibralY 32cr; Ken Ross 14bl; Kevin Winter 37cr; iStockphoto: 12b, 12t, 22c, 22cl, 41 , 68bl, 85t, 86tl, 87tr; Jupiter Unlimited: 92c1; Moviestore Collection L d: DISNEY PIRC 001-28 101tl ; PunchStock: 47, 100, 100 (mobile phone); BrandxPictures 26; Digital Vision 68; Rubberball15; Retna Pictures Ltd: 48br; Rex Features: 73br, 73tc; Huw Evans 73tr; Robert Harding World Imagery: Odyssey 92tr; The Stock Connection: 1071; Howard Walker: 731 All other images Pearson Education Limited/Gareth Boden

Cover photograph Pearson Education Limited/Jonathan Lucas

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subse-quent edition of this publication.

Special thanks to the following for their help during location photography: Barnwell School, Stevenage; Bowes Lyon Centre, Stevenage; British Rail, Hel1ford East Station; Cafe Giardino, The Galleria, Hatfield; The Designer Room, The Galleria, Hatfield; The Galleria Management; The Gates family; Gay 's paper shop, Hertford; iT's snack bar, Harlow; Odeon Cinema, The Galleria, Hatfield; Pizza Express, Hertford; Scotts Sports Shop, Hertford; Woolmer Green Village Hall.

Contents

Page Students' Book Contents 4

Introduction 8

Teaching Notes 24

Extra practice Answer Key 134

Pronunciation 148

Irregular Verb List 150

Word list 151

Students' Book Audio script 157

Language Builder Workbook Answer Key 168

Language Builder Grammar Bank Answer Key 177

Language Builder Audio script 181

Quick Tests 184

Quick Tests Answer Key 220

3

Studentls Book Contents

Unit

1 Hello 1A Is it your first time here?

1B What's your address?

1C They're from Italy.

10 Curriculum link 2 Your life 2A What are these?

2B We're in Carla's house.

2C How much is that?

20 Real-life issue

R1 3 Homes

Page Grammar Vocabulary Skills Speak Read Write Listen

6 Verb to be: singular Numbers 1-100 Ask about names and Write: about famous Subject pronouns: I, ages of famous people people you, he, she, it Possessive adjectives: my, your, her, his, its

10

12 Verb to be: plural Subject pronouns: we, you, they

The alphabet Days of the week

Countries and nationalities Compass points

Pronunciation: li:1 fifteen, IiI fifty

Exchange personal information Function: Say hello and goodbye

Pronunciation: word stress

Ask where people are from

Listen: to an interview and complete a form Write: Complete a form for a partner

14 Geography - English around the world Consolidation of language and skills Skills focus: Reading Reading tip: Scan for information

16 Indefinite article: a/an Common objects Pronunciation: Idl Q Regular noun plurals Demonstrative pronouns: this, that, these, those

trainer Talk about your personal possessions

18 Genitive 's (singular) Colours Interview your partner about favourite things and people

and s' (plural) Possessive adjectives: our, your, their

20 Can (request) Fast food and drink Function: Order food Money and drink

22 The birthday present Consolidation of language and skills Skills focus: Listening and speaking Listening tip : Don't panic! Speaking tip: Keep talking

24 Revision: Units 1 and 2

Read: What 's important in your life? Listen: to an interview and make notes Write: a paragraph for a webpage

Read: Joe's Cafe Menu

26 There is: qffirmative, Rooms, parts of a Pronunciation: 10/ there Read: Double-decker 3A negative, question house and fittings Talk about your home living There isn't a bath. Definite article: the

3B 28 There are: affirmative, Furniture Plan a club room Are there any negative, question DVDs? Some and any with

plural nouns

3C 30 Prepositions of place: Describe your bedroom It's on the floor. in, on, under, behind, Function: Make and

in front of, next to respond to requests

3D 32 British and American homes Consolidation of language and skills Across cultures Skills focus: Writing Writing tip: Punctuation

Listen : to a phone conversation and make notes

Listen: Solve a puzzle about a picture

Unit

4 Families 4A r e got a brother.

4 8 S e's got dark

air.

4C .!hen 's your irthday?

4 0 urriculum link

5 Work SA I don't work here.

58 e works outside.

SC I don't like him.

50 eal-life issue

6 Daily life 6A

hat time does . start?

68 I'm never late.

6C wice a week

60 cross cultures

R3

Page Grammar

34 Have got: I, you, we they Irregular noun plurals

36 Have got: he, she, it

38 Prepositions of time: in, on

Vocabulary

Family

Appearance

Months and seasons

Ordinal numbers

Skills Speak

Function: Talk about your family

Discuss - Who can be the new James Bond? Play a guessing game

Pronunciation: /8/ three Talk about birthdays

Read Write Listen

Read: A family business

40 Science - The truth about twins Consolidation of language and skills Skills focus: Reading Reading tip: Guess new words

42 Revision: Units 3 and 4 44 Present simple: I, you, Jobs

we, they

46 Present simple: he, Places of work she, it

48 Object pronouns: me, Adjectives of you, him, her, it, us, opinion them

Talk about your everyday life

Pronunciation: / A/ dQes

Function: Exchange opinions

Read: Street art lives! Write: a paragraph about jobs in your family

Read : Joe's Cafe Menu

50 The right thing Consolidation of language and skills Skills focus: Speaking and listening Listening tip: Predict from the task Speaking tip: Speak clearly

52 Present simple with fixed times Preposition of time: at

Clock times

54 Adverbs of frequency Daily routines

56 Adverbial phrases of frequency

Ask about times

Talk about your daily routine

Read: Sharing cultures Listen: to a conversation about Josh and Polly's routines Write: a paragraph about your partner's routine

Pronunciation: /0/ Qften Read: The Good and Function: Express Bad Habits Quiz surprise and comment Listen : to a

conversat ion about health habits

58 The British school day Consolidation of language and skills Skills focus: Writing Writing tip: Linkers: and, but, because and so

60 Revision: Units 5 and 6

5

6

Unit

7 Giving help 7A Can you run five kilometres?

7B Is there any salt?

7e It's opposite the college.

70 Curriculum link

8 Freetime 8A What's he doing in Spain?

8B She's cycling in London.

8e I prefer being outside.

80 Real-life issue

R4 9 Past events 9A How was the concert?

9B She climbed up a crane!

ge Where did you surf?

90 Across cultures

Page Grammar Vocabulary Skills Speak Read Write Listen

62 Can (ability) Verbs of ability Pronunciation: lrel Cgn Read: Charity Adverb: (not) very well Ask about abilities weekend

Listen: to a conversation about abilities

64 Countable and Food Talk about food Write: a shopping list uncountable nouns for your favourite meal with some and any

66 Imperatives Places in town Function: Ask for help Listen: find places on Prepositions of place in a town a map

68 Citizenship - You and your food Consolidation of language and skills Skills focus: Reading Reading tip: Focus your reading

70 Present continuous

72 Present simple and present continuous

The weather

Sports

74 Like, love , hate, prefer Free-time + -ing activities

Pronunciation: IDI doing

Talk about the sports

Listen: to a conversation about the weather

Read: Sam and Erin 's you play, and some favourite sports; BMX famous people's sports star's dream

Interview your friends about their free time Function: Make and respond to suggestions

Write: a paragraph about famous people from your country

Read: Polly, Sam and Josh's favourite activities

76 It 's driving me crazy! Consolidation of language and skills Skills focus: Listening and speaking Listening tip: Predict from photos and pictures Speaking tip: Don't rush

78 Revision: Units 7 and 8 80 Past simple of verb

to be

83 Past simple of regular verbs: affirmative and negative Prepositions of motion

84 Past simple of regular verbs: questions and short answers

Past adverbial phrases: yesterday, last year/night

Years

Adjectives of feeling

Pronunciation: Ihl how Write: an email Talk about last week

Play a true/false game Read: A bed in a high place!

Function: Ask about problems

Read: A shark attacked me! Listen: to a story about a shark

86 Modern inventions Consolidation of language and skills Skills focus: Writing Writing tip: Check your work

Unit

10 Travel 10A

e bought a sorts car.

OB ere did you go?

10C ree days ago we

:52.' th e waterfalls.

0 0 rri culum link

R-5 11 Choices

1A : s smaller and 9 er.

11 B naldo is more

- ous.

Page Grammar Vocabulary Skills Speak

88 Past simple of irregular Transport Pronunciation: 10:1 Cgr verbs: affirmative and Tell an imaginative story negative by + means of transport

90 Past simple of irregular Holiday activities Function: Talk about verbs: questions holidays

92 Past simple with ago Landscape Talk about a holiday you had

94 History - Heroes of the Antarctic Consolidation of language and skills Skills focus: Reading Reading tip: Skim for gist

96 Revision: Units 9 and 10

98 Comparative and superlative of short adjectives

100 Comparative and . superlative of long adjectives

Short adjectives

Adjectives of quality

Answer the survey questions

Read Write Listen

Read: Stars and their cars: Rowan Atkinson (Mr Bean)

Read: Open World Trip Write: a postcard

Listen: to a conversation about a new bike Write: a short article comparing two things Read: Survey: simply the best! Write: a paragraph comparing two famous people or inventions

1 C 102 Which + indefinite Clothes Pronunciation: If I shirt Function: Shopping for r e the blue ones. pronoun: onelones

11 0 ea l-life issue

too + adjective clothes 1 04 A problem at school Consolidation of language and skills

Skills focus: Speaking and listening Listening tip: Listen for gist Speaking tip: Keep it simple

eEl :l(. 14% M 111 106 Going to for future Types of music Pronunciation: Id31 jazz Read : The Next Big Talk about your plans Thing; Plans for the

summer '12A plans and intentions

going to "OCord an album,

2B o se idea was

at?

12C I " ant to see the , 'd eo.

20 ross cultures

R6

108 Possessive pronouns Adverbs Question word: Whose ... ?

110 Want + infinitive; Want + object pronoun + infinitive

Function: Invite, accept and refuse

112 The UK's craziest festivals Consolidation of language and skills Skills focus: Writing Writing tip: Sequencers: first, then, after (that)

114 Revision: Units 11 and 12

Listen: to interviews with three musicians

Read: How patient are you?

7

INTRODUCTION Welcome Welcome to Upbeat Starter. This is the first of a four-level course for teenage students of English. Upbeat takes students from beginner or false beginner level to intermediate level. Depending on their level, students can start the course with Upbeat Starter or Upbeat Elementary. We chose the name Upbeat for the course because we believe that language learning can and should be a positive and rewarding experience for both students and teachers. Our aim when writing Upbeat was to create a course which would stimulate, educate and encourage teenage students of all abilities while at the same time providing extensive support and help for the teacher. We hope that we have achieved our aim, and that you and your students will enjoy using Upbeat. Ingrid Freebairn Jonathan Bygrave Judy Copage

Components Upbeat Starter has the following components: a Students' Book a Language Builder which contains both a

Workbook and a Grammar Bank with extra grammar reference pages and additional practice exercises

this Teacher's Book Class audio COs a Students' Multi-ROM a Test Book a Test Master Multi-ROM Interactive Whiteboard software The course also has OVOs.

Background to the course The students Today's teenagers, just like previous generations, are a varied and fascinating group of individuals. They are changing physically, sometimes at astonishing speed, and are often preoccupied with their appearance. They are coping with new and strange emotions and at the same time they are learning to think in a more abstract way which allows them to discuss issues and ideas. Through this whirlwind of change, teenagers are trying to establish their identity and learn who they are. Unlike previous generations, today's teenagers are surrounded by technology, which they can generally use with ease and efficiency. They live in a world where sounds, images, words and ideas come at them in a constant stream from many different sources. They .Jsually think nothing of surfing the net, texting, listening : music and watching lV at the same time.

New technology also gives teenagers increased contact with their peer group - often the most influential group of people in a teenager's life. The need to appear 'cool' and be accepted by this group can often be the strongest motivating force in a teenager's life. These peer group pressures, coupled with rapid mental and physical changes, may from time to time lead to conflict with family, friends and authority. Another pressure on today's students is the increasing need for qualifications which demonstrate their skills in foreign languages, especially English. Given all of the influences above, teenage students of English need teaching materials which reflect their world and broaden their skills to facilitate their goal of gaining qualifications. As well as aiming for competence in the English language, classroom materials should help students , explore and establish their own moral and ethical values. What is right and wrong can be a challenging area for teenagers and it is important that they have the chance to hear the opinions of others as well as make their own opinion heard.

The teaching situation Motivation Many students will have had several years of contact with learning English before they start this course. These experiences may not always have been successful or enjoyable. Consequently, students may bring to the classroom preconceived ideas about whether learning English is fun or not, and whether they are 'good' at languages or not. If their experience of learning English has not been positive, their level of interest and motivation may be low. On the other hand, their previous experience of learning English may have been a positive one, in which case their level of motivation when they join the class may be quite high. In either case, it is essential that their new English course contains topics which are interesting to them, and exercises which are intellectually challenging and which have 'real -world' value in their eyes. The topics and tasks in Upbeat have all been selected to interest, challenge and motivate students.

Large classes In a significant number of schools, large classes are the norm rather than the exception . Large classes make it difficult for teachers to ensure that all students have sufficient practice in English to make significant progress. Furthermore, teachers cannot always pay enough individual attention to students, especially those in greater need of help. The use of pairwork and occasional groupwork in Upbeat allows each student to have more practice time in class and may enable stronger students to help weaker ones. Once pairs or groups have been set up, the teacher can then monitor them and provide more individual attention to those students who need the most help.

ot enough teaching hours :::~:J9nts frequently have only three English lessons per

== . and it is sometimes difficult for teachers to feel --:-:: :ney are achieving enough in the time available. --~-' may feel unable to cover the work as thoroughly ::.:: :~ey would wish, or to ensure that all students are

-~ 19 enough progress. The structure of Upbeat, -::- one lesson on every spread, helps teachers and :O:~J9nts to have a clear goal in the time available and :: 3;:;'lSe of progress as they move through the book. =:::: nal components such as the Motivator, the

guage Builder and the Student Multi-ROM offer =,:'a material for those students who risk falling behind,

~-::: 'einforcement and revision for those students who '=--::- eeping up.

nitoring progress ==:~ ed monitoring of students' progress is increasingly :: ==3 ure of teaching in schools today. This results in :: -=o. /ier workload, as teachers have to prepare and -::.:- 18StS , give assessments and write student profiles.

beat provides plenty of revision and testing material -: -2 p in the assessment of students ' progress.

tti -Ievel, multi-lingual and mixed ability classes ::.:-: English classes today are multi-level. Some --=~bers of the class will have studied English for many

::-'=--5. some may have studied another foreign language, '=--::: a few are joining the class as complete beginners to -: -::- iJn language learning. Some classes are also - _ -:: - ingual in that they contain students from different =:-- s and linguistic groups. Classes are invariably also - ,cd abil ity. In one class, there will be students who -:: ::; a natural aptitude for learning languages with = :::- ent skills and strategies, and others whose natural ::":::-::Jde lies elsewhere. These students will need more - - = :0 achieve the same level, and a lot of teacher :c:;:; ce and encouragement to make a relative success :- ~-guage learning. Upbeat provides plenty of practice - c :;:; i al in motivating formats to occupy faster learners ::.:: '. eil as providing extra material for those who need - :-~ oractice.

~eami ng differences - ,:: 's earch makes more advances into the nature : = 231ning, more students are being diagnosed with :::-Tlons known as Specific Learning Differences

::~s (e. g. dyslexia) . These learners need special ::-::2-: on , If teachers feel that they have any students

-:::- an SLD, they will find help and suggestions :- :::age 22,

Principles behind the course We believe that four key principles need to be followed if language learning material is to be effective for teenagers.

1 Motivate The design of the course, and the topics and issues it deals with, must motivate the students from the start . Upbeat achieves this by: using authentic location photography, magazine

articles, website articles and emails, as well as material in puzzle formats

introducing a group of teenage characters with whom students can easily identify

focusing on situations, topics and emotional issues (see the Real life issue lessons) which students will recognise and respond to

presenting authentic functional language and everyday expressions which young British and American people use in conversation with each other (see the Phrases boxes and the Use your English sect ions)

including topics which expand students' knowledge of the world (see the Curriculum link and Across cultures lessons).

2 Maintain interest The learning tasks in the course must involve and challenge students both linguistically and cognitively to maintain their interest and ensure that learning is effective. Upbeat achieves this by providing: cognitive stimulus through memory exercises and

puzzles (see the red plastic bookmark, the Solve it! exercises in the Students' Book, the puzzle exercises in the Motivator and the Students' Multi-ROM exercises)

interesting and varied language exercises to encourage practice of key language (e.g . quizzes and questionnaires)

personalisation of the language to allow the students to talk about themselves and their opinions

real-life functional exchanges in the Use your English sections to provide realistic communicative practice of everyday language

a drama DVD with a motivating storyline and effective language consolidation .

3 Enable all students to succeed The course material should make it possible for every student to achieve success at his or her level of ability,

9

Upbeat achieves this by providing: grammar in clear tables for easy processing of

information, and full grammar summaries in the Grammar Bank section of the Language Builder

clear signposting of the key language, which is highl ighted in red , in the presentation texts and dialogues

graded grammar practice tasks with simple language manipulation exercises followed by more challenging tasks

Extra practice activities in the back of the Students' Book for leamers who need extra challenge or extra support

multi-level exercises in the Language Builder exercises in a variety of entertaining types in the

Motivator a Students' Multi-ROM to enable students to

practise at their own pace in an alternative format.

4 Set goals and monitor progress The learning material should contain markers throughout the course to enable students to monitor their progress, gain a sense of achievement and develop independent learning strategies.

Upbeat achieves this by providing: objectives boxes at the beginning of each lesson,

enabling students to know what their learning goals are

Skills tip boxes containing simple advice to help students develop their learning skills

Revision spreads at two-unit intervals throughout the Students ' Book, and Review sections in each unit of the Students' Multi-ROM to provide opportunities for students to monitor their own progress.

extensive photocopiable test materials in the Test Book, the Testmaster Multi-ROM and this Teacher's Book.

Course components Students' Book The Students' Book contains 12 units. Each unit is divided into four two-page lessons, labelled A, B, C and D. (The only exception is Lesson 1 A, which extends to four pages.) Each A, Band C lesson presents and practises a mix of grammar, vocabulary and functional language (Use your English). Lesson D is focused on skills development. It consolidates and extends the language presented in the preceding three lessons and provides further reading , listening, speaking and vriting practice. There is a Revision lesson after every

l "10 units, making a total of six revision lessons in the Students' Book. These contain accuracy exercises to ' 8 .Ise grammar, vocabulary and communication, and = ~ sh with a simple self-assessment box to help students ~ : "'0 i or and reflect on their own progress.

The twelve skills lessons (Lesson D) are divided into three different rotating types: Across cultures, Curriculum link and Real-life issue. The Across cultures lessons feature the English-speaking world , viewed from a teen perspective (e.g. food, school , lifestyle). They contain a particular emphasis on writing . The Curriculum link lessons deal with the sort of topics which students might encounter in their other subjects at school (e.g. Science, Geography). They contain a particular emphasis on reading . The Real-life issue lessons are designed to highlight the moral dilemmas which today 's teenagers may encounter in their everyday lives (e.g . honesty, loyalty to friends, family relationships) . They provide material for discussion and contain a particular emphasis on listening and speaking. At the end of the Starter Students' Book, there are Extra practice exercises, Pronunciation exercises, a unit-by-unit Word list and an Irregular Verb list. The Extra practice exercises give further practice of the grammar, vocabulary or Use your English phrases presented in the A,B and C input lessons. These exercises can be used both for faster learners and for those who need further consolidation .

Language Builder The Language Builder is a flexible and versatile resource which offers self-access material for students in a wide range of teaching situations. It can be used in parallel with the Students' Book units in class, or can be used as a resource for homework exercises. It is divided into two parts: A multi-level 96-page Workbook a 44-page Grammar Bank containing grammar

reference pages and extra grammar practice exercises.

The Workbook section of the Language Builder is divided into units and lessons which correspond to those in the Students' Book. In the A, Band C input lessons, the Workbook provides practice of phrases, grammar, vocabulary and functions. It contains exercises at two levels of difficulty, indicated by one or two stars, to cater for mixed ability classes. This means that all students, whatever their level of ability, can achieve success, and therefore be motivated to achieve higher goals. Most students will benefit from completing both levels of difficulty in the exercises, but students with a good basic knowledge may attempt just the higher level of task. Additionally, each input lesson has a Roundup exercise at the end of the page, bringing together all the language taught in that lesson. Each unit also has at least one Extra Challenge exercise which is more open-ended than the others and is labelled with three stars . In the skills (D) lessons, the Workbook provides exercises to practise the three skills of reading, writing and listening. All Workbook skills lessons begin with a reading text. Each lesson has a similar theme and skills

e

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, e

IS. f.

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age

'xus to the corresponding page in the Students' Book. - 'le exercises linked to the skills focus have two levels := difficulty. The audio CD material for the workbook = ercises is located on the Students' Multi-ROM. - e Grammar Bank section of the Language Builder s divided into units which correspond to the units in the 3:udents' Book. Each unit begins with a single-page Grammar summary which contains example boxes ::"1 simple rules. This is followed by exercises to provide ;.~ her practice of the individual grammar items in that ..,..i i .

Teacher's Book - addition to this introduction, the Teacher's Book : ntains step-by-step teaching notes arranged around -Bduced size Students' Book pages. In addition to :~9 teaching notes, there are boxed Answer keys '~r the Students' Book exercises where relevant, and Background notes for cultural or linguistic points. 3Jggestions for optional extra activities and further work :;:e also included. .:.: the back of this Teacher's Book are the following : Students' Book Extra practice exercises and keys The Students' Book Pronunciation exercises An irregular verb list An alphabetical word list The Students' Book audioscripts The Language Builder key 36 photocopiable Quick tests (in two versions,

Student A and Student B, one for each input lesson) The Quick tests key.

Quick tests 'le photocopiable Quick tests in the Teacher's Book are short tests, which provide a quick check on s:udents' grasp of individual language points. There - one for each input lesson (i.e. 36 in all). They are Jesigned to test specific Grammar, Vocabulary and ..J e your English points in the relevant lesson of the 3:udents ' Book. Each test should last fifteen minutes ;:; d has a Student A and Student B version. Keys are ::;rovided at the back of the Teacher's Book.

Motivator e Motivator is divided into units which correspond hose in the Students' Book. Each unit contains

8notocopiable activities for every A, Band C lesson the Students' Book, plus two Roundup activities

:. nich revise the language from these three lessons. 'le purpose of the Motivator is to provide extra, lively, -I mulating material for students to use in class, possibly

ards the end of a lesson. The material is a mix of ::J zzles, problem-solving exercises and information }ap activities. Some are designed for the student to do 'ldividually and some for pairwork. The exercises are 'l 'ghly visual and include authentic material types (e.g . ..... lapS, menus, notices and signs). In addition, at the

back, there is a collection of pop songs, each with one or two activities. Teaching notes with integrated Answer keys are to be found at the back of the Motivator.

Class audio COs The Class audio COs contain all the recorded material from the Students' Book, plus the songs from the Motivator.

Students' Multi-ROM The Students' Multi-ROM is a self-access resource for each student to use on a computer either at home or in school. It is an amusing and motivating way to practise language and may be especially useful for those students with leaming differences. It contains 12 units to practise the material in the corresponding 12 Students' Book units. There are approximately 10 practice exercises in each unit, covering Grammar, Vocabulary and Use your English. Each unit finishes with two Review exercises, revising the key grammar and vocabulary content of the unit. Students can look at their Grammar scores and follow a cross referencing note to other components of the course. (e.g . 'Have you got problems with grammar? Go to the Grammar Bank section of your Language Builder'.) Each Students' Multi-ROM also contains video extracts, with accompanying exercises.

Test Book The Test Book provides 12 two-page photocopiable tests, one for each unit. These test the language contained in the input lessons (i.e. lessons A,B and C) of the relevant Students' Book unit. They test Grammar, Vocabulary and Use your English, and phrases from the Phrases box where possible. The skills of Reading, Writing and Listening are tested after every two units (i.e. there are six skills tests in all) . Speaking skills are dealt with in a separate section of the Test Book. Six speaking activities are included. They are a mix of photo description, roleplay and pair work information gap. Each speaking activity relates to two Students' Book units. With the exception of the speaking tests, all of the tests in the Test Book are offered in both A and B versions to prevent copying. The Student A and Student B tests contain the same exercise types, the same overal l target language and are at the same level. However, the detailed content differs to discourage cheating. The introduction to the Test Book contains information and guidance on the general value of testing, a list of the various types of tests written for the Upbeat course, an explanation of the marking scheme and grids for recording test results. A placement test at the beginning of the Test Book is designed to give the teacher an idea of the level of the class before he/she starts to teach.

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Test Master Multi-ROM The material in the Test Book is also available in electronic form on the Test Master Multi-ROM. In addition, the audio material for the listening section of each Test Book skills test is provided on this Test Master Multi-ROM.

DVDs Two DVDs accompany Upbeat: a culture DVD featuring life in Britain and the USA, and a drama DVD called Five Days which features a group of teenagers who make their own TV programme.

Interactive whiteboard Interactive whiteboard software is available for each level of Upbeat. The software is for use by the teacher in class. It contains electronic versions of each page in the Students' Book. Using this software teachers are able to: - zoom in on any part of the page - play audio material and display the tapescript whi le

the audio is playing - view the related course video material and display

the video script - do related Multi-ROM exercises - click on a button to make the red highlighted words

in the presentation dialogues and texts disappear as they would with the red bookmark.

The software also contains guidance for teachers in a 'Show me' section which explains how to use the different features of the software.

Teaching techniques Most teachers find it useful to have a 'tool kit' of different teaching techniques that they can call on depending on whether they are presenting new language, getting students to practise a grammar point or encouraging discussion. Choice of technique may also depend on the mood of the students. For example, if the students are lacking in energy, the teacher can change the pace by getting students out of their chairs and working in groups. If the students have too much energy, the teacher can quieten the mood with some dictation. The following is a selection of core teaching techniques that every teacher should have at their disposal.

Repetition and choral practice Repetition can help to reinforce pronunciation, grammatical pattems, vocabulary and functional phrases. It is essential for all students when meeting new language. Repeating chorally can help students increase their confidence before they are asked to oerform individually. Choral work can be carried out with :"'e hole class, with half the class at a time, in groups, -.. seating rows, and with selected individuals.

Questioning patterns Different question and answer pattems give the teacher the opportunity to demonstrate the language and give students the opportunity to practise it. A variety of patterns is possible: Teacher to self (to give a model) Teacher to one student (to give a model/to elicit and demonstrate before pairwork) Teacher to class (to elicit a choral response) Student to teacher (to allow students to ask as well as answer) Student to student (in pairwork) Student to student to student (in a chain)

Pairwork Many of the language exercises in Upbeat can be done in pairs working simultaneously. This means that students' talking time is increased dramatically and extensive practice can be done by all students in a relatively short space of time. Some pairwork patterns are:

Closed pairs: Student A talks to Student B next to him/her, or turns round to talk to the student behind. Open pairs: Student A talks to Student B chosen from anywhere in the class. Pairwork chain: Student A talks to Student B next to him/her; Student B talks to Student C, and so on. Co-operative pairwork can also be used. Students can be asked to work together on the answers to comprehension questions and practice exercises, and to prepare speaking tasks together. This helps to build confidence in weaker learners as well as allowing rehearsal before giving answers in front of the whole class.

Groupwork For certain kinds of activities (e.g. roleplays, discussions and questionnaires) students can work together in groups. Groupwork can provide an opportunity for weak or shy students to practise without fear or embarrassment. Groups can also be used for co-operative work. Groupwork needs to be set up and organised carefully. Give clear instructions, check that students understand what to do and train students to move into groups quickly and with as little fuss as possible. Allocate roles in the group as necessary or appropriate to the task. One student might be the note-taker, another might be the spokesperson to report back to the class, another might be a time-keeper and tell the group how much time is left. Always set a time limit and warn students when there is one minute left.

s

'. )

'. 'onitor the students, spending a few minutes listening : ::; each group before moving to the next. Take notes ::: any language errors to give feedback at the end of :~e activity. Do not interrupt unless the students ask for

~e : o.

Oral correction '.' st students believe that their teachers should always :crrect them. However, oral correction should be :areful ly judged. When students are dOing controlled :'actice, the teacher can correct immediately after

: ~ e end of the utterance. When students are speaking :::: develop fluency (in discussions and roleplays, for :: ample), they should not be interrupted. The teacher :;::llisten and make notes of errors to give feedback 3.:er,

Course features and procedures Photographs -~e photographs which accompany the presentation

~ateri al in each lesson in the Upbeat Students ' Book ""re an important teaching resource. They can be used ":r setting the scene, for presentation or revision of :::'ammar and vocabulary, and for presenting other new

~1guage. In the Teacher's Book lesson notes, there s.:9 specific suggestions for exploiting the photographs ..: each lesson .. In addition, photographs provide useful :J Tural information.

Learning objectives -~8 learning objectives box at the beginning of each

lesson of the Students' Book contains a list of the ~ 31n areas of Grammar, Vocabulary and Functions in :-a lesson. The list is designed to make students aware : " ('le language they are going to learn . It is often helpful :: discuss the learning objectives in the students' L 1 ';:'s' language) .

ggested procedure Draw students' attention to the Grammar objective(s) , and tell them that this language is 'lighl ighted in the presentation dialogue or text.

Ask students to look at the Vocabulary objective(s) and el icit any words they may already know.

=inally, ask students to look at the Functional bjective and elicit any language they already know,

or ask them what language they might expect to find in this part of the lesson.

hen the lesson has been completed, ask the students to go back to the learning objectives and give examples for each objective. Then get them to say which areas they found easy, and which ones They feel they need to practise more.

Get started Some lessons contain a Get started task to orient students to the topic of the lesson. At Starter level , the Get started tasks in the early units may be conducted in the L 1. Later on , encourage students to use English as far as possible. The tasks can be conducted as a whole class or in pairs. It may be useful to write any ideas or vocabulary on the board when students respond.

Dialogue The dialogues in Upbeat feature recurring teenage characters in different situations, and present the new language in context. All dialogues contain examples of the key grammar, vocabulary and functions of the relevant lesson. The key grammar is usually printed in red , and can be used to practise the language later in the lesson with the red book mark (see below 'Red bookmark'). In the Teacher's Book lesson notes, there are specific suggestions for exploiting the dialogues in each lesson. The following guidelines are for exploiting dialogues in general.

Suggested procedure Check the teacher's notes for ideas to exploit the

photo, and introduce the situation. Present any language you think may cause problems, but don 't focus explicitly on the grammar yet.

Some dialogues are preceded by a focus question in the instructions. If there is a focus question, depending on the students ' confidence and abil ity, you could ask them to cover the dialogue in their books and look at the photo while they listen for the first time.

Play the dialogue and ask for the answer to the focus question.

The students look at the dialogue to check the answer.

Some dialogues contain numbered gaps in which students must insert colloquial phrases. Ask students to look at the phrases in the Phrases box. Play the dialogue. Students complete the dialogue with the correct phrases. Check the answers.

Students look at the comprehension questions. Check they understand all the questions. Play the dialogue again then check the answers to the questions. You may need to play the dialogue several times .

If necessary, play the dialogue again , pausing he CD to give the students time to check and record heir answers. Check the answers.

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Suggested further work on the dialogue: Play it again for the students to listen and repeat. Students read the dialogue aloud in pairs or groups. Some pairs or groups can act out the dialogue in

front of the class. Write a skeleton version of the dialogue on the

board. The students try to remember the missing parts. Slowly increase the number of gaps until the students can recite the whole dialogue from memory. Students can then act out the dialogue without help from the book.

Read Two types of reading texts are found in Upbeat. The first, shorter type is used to present new language in the A, Band C lessons. The key grammar is usually printed in red, and can be used to practise the language later in the lesson with the red bookmark. The second, longer type of reading text is used to develop reading skills in the 0 lessons. These texts are often adapted from authentic sources and cover a range of topics which are of interest to teenagers. They are presented in a variety of realistic formats such as website pages, magazine or newspaper articles, quizzes, etc. Specific suggestions for each text are given in the teacher's notes. The following guidelines are for exploiting reading texts which are used for language presentation in the A, Band C lessons. (For guidelines on developing reading skills in the 0 lessons, see the Skills development section.)

Suggested procedure Check the Teacher's Book lesson notes for ideas to

introduce the topic and exploit any photos. Present any language you think may cause problems, but don't focus explicitly on the grammar yet.

Students look at the focus question in the instructions. This provides a purpose for reading.

Students read the text silently. Encourage students to skim it quickly first to get a general idea, and then to scan for the answer to the focus question. Check the answer to the focus question.

Students look at the comprehension questions. Check they understand all the questions. Students read the text silently again to find the answers. If desired, the text can be played on the class audio CO so that students can read and listen.

Students can compare their answers in pairs before you ask the class to give the answers.

Vocabulary Vocabulary is presented in lexical sets and is practised through exercises linked to the grammatical or functional goals of the lesson. Illustrations and photographs are often used to teach the meaning of new words. However, other techniques can be used in class: bring real objects to class show magazine pictures or flashcards draw the objects on the board mime or act to illustrate the words explain in simple English use L 1 to translate certain words which are hard to

explain or illustrate ask the students to use dictionaries.

Suggested procedure Students look at the vocabulary in the box. Ask them

to find some of the words in the text or dialogue. Play the CD. Students listen and repeat. Correct

pronunciation if necessary. In later lessons, ask the students to mark the stress

in longer words. Students complete the practice exercise. Ask the students to use the words in sentences that

are personal to them. Encourage students to keep a vocabulary notebook

organised into lexical sets. After completing the vocabulary section in a lesson, students may record the vocabulary in their notebooks with an English explanation, an L 1 translation if desired and an example sentence.

Ask students to revise the vocabulary for each lesson as part of their homework. You can start the following lesson with a quick recall of the previous lesson's words.

Solve it! The Solve it! tasks are designed to engage students cognitively through problem-solving questions and activities as a way of maintaining motivation and providing a change of focus between the presentation materials and the language practice. They invite students to exercise their thinking skills and use English to solve problems. The exercise is usually based on the presentation dialogue or text. It often involves looking at a photo for clues as well as interpreting the written information. Specific suggestions for each Solve it! are given in the Teacher's Book lesson notes.

Suggested procedure Students read the Solve it! question. Ask all the students to work silently for one or two

minutes. Do not allow anyone to shout out the answer in order to allow all the students time to find the answer.

Students can compare their answers in pairs before you check with the whole class.

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Grammar - e grammar boxes focus on the main grammar point

~ a lesson and are presented in tabular form for easy ~ l derstanding by the student. The grammar boxes :;:-e followed by Practice exercises. Some teachers in :s 'ain teaching situations may wish to start a lesson " ,h the main grammar point, and then continue with :~e dialogue or text. However, it can be demotivating for 5: dents if this is always the case, and it is important to 599 the language in a natural context like a presentation ::; 310gue or text before doing any analytical work on the :yammar. Therefore we recommend that the Grammar 5sction is exploited after the presentation.

Suggested procedure Students look at the grammar box and read the example sentences aloud.

Students make more example sentences with other subject pronouns as indicated.

As a practice and recall step, the red plastic bookmark can be used.

If necessary, use the L 1 to point out any significant differences between the grammar of the L 1 and English.

Red bookmark -~e red bookmark is a piece of red transparent plastic

::r::ached to the inside of the Students' Book cover) .. , 'lich students can place over a presentation dialogue :' ext . The key language in the presentation is printed

~ red, and when the bookmark is placed over the text, : ~e red words 'disappear'. Students then read the ::: alogue or text and try to recall the missing words. The :::JOkmark is mainly used for grammar practice.

Suggested procedure Ask the students to place the bookmark over the

presentation dialogue or text. If the input is a text, individual students read parts of

the text aloud. Check the answers with the rest of the class.

If the input is a dialogue, ask the students to read it aloud, either around the class or in pairs or groups (depending on the number of characters in the dialogue).

An alternative is to ask students to work in pairs or groups with one or two students using the bookmark, and the other(s) listening without the bookmark and acting as a teacher to help and correct. Students should swap roles and repeat the task. This is a useful technique for large classes .

As students have a tendency to lose things, it is a good idea to hand out the bookmarks at the beg inning of the activity and collect them in again at the end.

Practice Practice exercises generally follow the Grammar table and are focused on accuracy. They can be done individually or in pairs where students can co-operate in finding the answers. Many of these exercises are personal ised so that students can talk or write about their own lives and opinions, an important factor in maintaining motivation. Specific suggestions for each exercise and ideas for extension activities are given in the Teacher's Book lesson notes.

Further practice exercises are to be found in the Extra practice section at the back of the Students' Book, in the Language Builder and in the Students' Multi-ROM.

Speak, Listen, Write Further practice of the main language goals is provided in the Speak, Listen and Write exercises of the input lessons (A, B and C) . While grammar exercises are extremely valuable for initial accuracy practice, these skills-based exercises provide the opportunity to listen to and produce the key grammar and vocabulary in realistic and personalised contexts. Specific suggestions for each exercise are given in the Teacher's Book lesson notes, as well as ideas for extension activities.

Use your English The Use your English sections provide communicative language practice in funct ional/situational contexts, e.g . shopping, apologising, etc. This language is introduced in the presentation dialogues to provide a realistic context. Each Use your English section contains a short example dialogue followed by the key language in tabular form . Practice exercises follow.

Suggested procedure Introduce the function/situation in the heading and refer

back to the presentation dialogue. Ask students to find examples there.

Draw the students ' attention to the short example dialogue. Play the CD and ask the students to listen and repeat. Correct any pronunciation problems.

Students practise the conversation in pairs. Ask the students to look at the box containing the

functional phrase. Explain the headings, in the L 1 if necessary.

If you wish, get students to repeat the phrases in the box.

Demonstrate the practice exercises with a volunteer or confident student.

Students do the exercisers) in pairs or groups. Pronunciation The Pronunciation exercises are found in the back of the Students' Book, cross-referenced to the relevant lesson. The exercises isolate and practise specific sounds, or stress and intonation patterns. The particular pronunciation point selected for the lesson occurs in the presentation dialogue. Each Pronunciation section contains example sentences to repeat , and a further exercise to identify the point being practised. 15

Suggested procedure Focus the students on the sound to be practised by

referring them back to the dialogue where it occurs. Play the CD of the Pronunciation exercisE;) and ask

students to listen and repeat. Help students to produce the sound if they are having difficulty.

Play the next part of the CD and ask the students to identify the sound in the words and sentences.

The presentation dialogues can also be used for additional pronunciation practice through straightforward repetition and chaining repetition techniques. In addition, take the opportunity to correct students' pronunciation whenever possible.

Extra practice The Extra practice exercises are a bank of extra activities positioned at the back of the Students' Book. There are one or two Extra practice exercises for ei1ch input lesson. They give further practice of the grammar, vocabulary or functional language in the lesson. At the end of each input lesson students can be directed to these exercises. They are designed for use both by fast finishers and by those students who need more language consolidation.

Skills development The Students' Book contains 12 skills development lessons. These are the fourth lesson (lesson D) in each unit. They are divided into three main categories: Curriculum link, Real-life issue and Across cultures. The categories rotate throughout the Students' Book. Each D lesson contains practice in all four language ski lls but in addition each type of lesson concentrates on a specific skill or skills and includes a special 'tip' related to this ski ll , with an accompanying pract ice act ivity.

Curriculum link: Reading skills development The Curriculum link ski lls lessons reflect the sort of topics which students might encounter in their other subjects at school. The curriculum links are Geography, Science, History and Citizenship.

Read In the Curriculum link lessons, the skill of reading is given special emphasis . Reading tip boxes offer strategies for training students to be more efficient, confident readers of different kinds of text. Specific suggestions for each lesson are given in the Teacher's Book lesson notes. The following guidelines are for exploiting reading texts in general in all the D lessons.

Suggested procedure (Reading) It is important to treat the reading texts in the D lessons as opportunities for students to improve their reading comprehension and expand their vocabulary rather than to treat them as opportunities for language analysis. (Lessons A, B and C serve this purpose.)

Get students to look at any accompanying photographs or illustrations. Ask some questions about them to activate students ' background knowledge of the topic, and to establish the context of the text.

Point out the New words box and ask students if they know any of the words. Tell the students they will meet these words when they read . Explain any new words that are essential to the comprehension tasks, or ask students to look up the words in a dictionary before they read.

Sometimes new words can be guessed from context, so it is useful to encourage students to try and get the general idea of the text in the first reading and to guess the meaning of any new words they encounter. Students can be told the exact meanings of the words after the first reading. Guessing meaning is one of the most important skills when reading in a foreign language, and it can help develop autonomous reading skills if the students are given the confidence to guess through class activities.

Use the Get started activity (if provided) , or ask some simple questions of your own to focus students' attention on the topic of the text.

Check that the students understand the Reading tip. Give more explanation or examples as needed.

Ask the students to look at the focus question in the instructions and read the text silently. Check the answer to the focus question with the class .

Students read the comprehension questions, and then read the text again, focusing only on finding the information to answer the questions.

The students can work together in pairs to compare and discuss their answers . Check the answers with the class.

Students read the text again to ensure they understand it. Ask for any comments which students might have about what they have read. Ask them if they found it easy or difficult, and if they managed to use the Reading tip strategy.

The texts are recorded, and the CD can be played for the students to follow in their books. This is useful in the early stages of training reading skills. However, students should be encouraged to read silently as soon as they have built enough confidence.

Real-life issue: Listening and speaking skills development The Real-life issue texts are designed to highlight issues which are of particular interest to teenagers, and which contain moral dilemmas, such as bullying , honesty, family relationships, etc. They are presented as, and based on, real incidents taken from life, and are illustrated with photographs. The Real-life issue sections contain a particular emphasis on developing listening and speaking skills.

:;

'sten - :~e Real-life issue lessons, tips for listening and :::2.aking are given special emphasis. These tips offer

= ~2'ent strategies for training students to be more -;:.=:::; ent, confident listeners and speakers. Specific ::_;J;;)estions for each lesson are given in the Teacher's =::::;-< lesson notes. The following guidelines are for -;:.':::; o' ing listening texts in general in all the D lessons.

S ggested procedure (Listening) -: " '11portant to treat the listening texts in the D lessons ::.:: :::oportunities for students to improve their listening :: ~orehension and to listen for important information, -::::-ef than to treat them as opportunities for language :=.- :::./sis. (Lessons A, Band C serve this purpose.) The

::::~'lJng texts are related to the theme of the lesson . --~} may provide a continuation of the story or topic, or .::.- : :'ler ang le on it.

~sk the students to predict what they think w ill "appen in the text they are going to listen to. You :::an prompt the students by writing some questions J the board for discussion . Make notes on the ::xJard of any predictions they make to provide focus =or the first listening . =xplain any new words which may discourage students from listening . There are usually very few 'lew words in the listening texts . . sk the students to read the Listening tip . Check :'1at the students understand the tip, and discuss it :. 'lh the class, giving more explanation as needed . :Jlay the CD for students to listen to grasp the gist.

scuss students ' original predictions and what they 3.::: ually heard. Students read the comprehension questions and sten again , keeping the Listening tip in mind.

S-udents can discuss their answers in pairs. Play :"'8 CD again, pausing if necessary for students to ::: mplete and check their answers . ':'s -< fo r any comments students might have about :. 'lat they have heard . Ask them if they found it easy :::' difficult, and if they managed to use the Listening : 0 strategy.

eak/Speak your mind ::-:_:::ents often find speaking at length difficult, and ::=.- 0e reticent because they are afraid of making - ::::at

Ask the students to read the Writing tip. Check that the students understand the tip, and discuss it with the class, giving more explanation or examples as needed.

Students do the practice task. Check the answers. Ask the students to look at the writing task, and get

them to brainstorm a list of vocabulary that might be useful for the task. Write a list of these words on the board.

Students look back at the text which serves as a model. Point out or elicit the sentences that can be used as a guide for the students' own writing . Write the guide on the board.

Students can then write in class or at home. If students write in class, they can exchange their work and check for errors before giving it to the teacher.

If the writing is done for homework, when you check it you can indicate errors using a series of symbols, and students can be encouraged to correct their own work. It can be a good idea to allow the students to revisit their work in this way before giving the work a grade. Suggested symbols: SP = spelling GR = grammar WO = word order V = vocabulary P = punctuation

Current teaching issues Though most teachers are busy with planning, preparation, teaching and marking, it can be useful for a teacher to pause from time to time to consider any ongoing teaching issues and problems which they may have, and to try different approaches in the classroom to find out which ideas work best. This can refresh and renew teaching techniques and keep lessons alive for teachers and students alike. Below is a brief review of some current issues with suggestions for modifying teaching techniques.

Teaching teenagers A typical class of teenagers will contain students with a wide range of physical development, emotional maturity and cognitive ability - wider than any class of young children. Indeed, some students will appear to be one or two years older than other students. This is because teenagers develop at different rates . Girls tend to develop faster than boys but there are also different rates of maturity among girls and boys.

Ithough teenage behaviour can be erratic, most eenagers, given the right classroom environment,

genuinely want to learn. However, there are certain :.: dit ions that turn teenagers off. Most of them dislike :::8 'Ig seen as different. Acceptance by their peer group :0 . er; important. If asked a question in class, they may -.: ~ ::am to answer in case they are seen by their friends

as not clever enough or, alternatively, too clever. They are often shy and self-conscious and feel embarrassed if asked to do activities like miming or performing. They also dislike being patronised. Many teenagers have a wealth of knowledge about particular subjects and they are often happy to share this in pairs or small groups. Tapping into this knowledge and openly acknowledging those areas where students know more than the teacher can help to create mutual respect in the classroom. The topics within Upbeat have been carefully selected to meet these needs.

Tips - Avoid asking teenagers to do something which

may embarrass them in front of their peers, unless you know that they have a particular talent for performance.

- Avoid activities which the students might see as 'childish ' or patroniSing, such as miming or answering very obvious questions. Upbeat aims always to provide an appropriate level of challenge for teenage learners.

- Take the opportunity to put students into pairs or groups. This allows them to work in English with a reduced risk of embarrassment and also allows shyer students to make their voices heard. Upbeat contains a wide range of pairwork activities that facilitate speaking.

- Learn as much as possible about your students as individuals and as learners. A successful class is often one which allows students to achieve the goal in whichever way suits them best.

Discipline It is unusual for teachers to experience no discipline problems whatsoever with a class of teenagers over an academic year. It is in the nature of teenagers to explore boundaries and almost all teachers will be familiar with this. Sometimes, however, discipline problems will start to interfere with learning in the classroom. This can occur when, for example, students start chatting too much in their own language, refuse to speak English, fool around, fail to participate, speak rudely to the teacher and so on. When dealing with discipline problems, it is vital that the teacher does not take the behaviour personally. The teacher is the professional in the classroom and all students, consciously or otherwise, want the teacher to fulfil that role in a fair and consistent manner. By responding to poor behaviour on a personal level , the teacher becomes a part of the cycle of indiscipline and the aim is always to break the cycle. Although there are many reasons for discipline problems, there are some common themes. Firstly, problems outside the classroom with friends and family can be a reason . In this event it is useful to build a relationship with the student that allows him or her to

::'oress this. You may not be able to solve the problem :J at least by listening, you will let the student know :.-a you acknowledge them as an individual and not

~9rely as a problem. In some cases you may be the :~ J adult in the student's life who does this. :::econdly, students may be bored in class . They may -"-d the pace of the lesson too slow or the topic not -2-9Vant to them. Even the most popular of topics will -:: reach every student. If you suspect that boredom is ::C::ecting some of the students in your class, remember :: LJse frequent changes of pace and activity during the ::3Son. Teenagers are generally used to a rapid pace of -=ormation and changing the pace and activity can help :: -

Tips - Make students aware of the different techniques for

recording vocabulary. - Help students with revision and offer them different

memorisation techniques. - Use Extra practice activities and differentiation to

allow all students to achieve success in a lesson. - Make use of homework before a lesson (preparation)

and after a lesson (consolidation) to help weaker students to get up to speed and reinforce their knowledge.

- Put learners into groups and pairs so that some learners can help other learners. Mix up the groups and pairs so that roles are also changed sometimes.

Learning styles Every student has an individual way of understanding, processing and memorising new information . Teachers should be aware of different learning styles and try to include different teaching techniques to appeal to each style. One way to understand individual learning styles is to focus on the senses: seeing (the visual sense), hearing (the auditory sense) or doing (the kinaesthetic sense) :

Visual Visual learners prefer to learn new language when it is contextualised in pictures, graphs, diagrams and charts. When recording vocabulary they will benefit from word maps rather than lists. These students can also be helped if the teacher uses expressive gestures in class . They enjoy acting and learning language which allows them to imagine a scene in their minds.

Auditory Auditory learners need to hear new language as part of the process of learning it. They respond well to stories, poems, anecdotes and jokes told by the teacher and like hearing dialogues and texts rather than reading them. Discussion with other students and teachers is important for these students and they will also enjoy songs and music in the class as well as frequent use of recorded material.

Kinaesthetic learners Kinaesthetic learners process new information best by doing something active with it rather than learning through an academic approach. They enjoy repetition , discussing, applying new language to real-life situations, and explaining it to others, They tend to like pair and groupwork. They also like to get up and move around rather than stay still in their seats. The emphasis for :'lese students should be on 'heads-up ' doing and J ing, rather than 'heads-down' studying.

~ addition to the sensory preferences of learners, -J . duals also have preferences related to the way they

cognit ive style):

Reflective learners Reflective learners prefer to think about new information quietly first. They often prefer to work alone and can dislike pair and groupwork.

Sensing learners Sensing learners like learning facts, are good at getting details and memoriSing. They often dislike complications and surprises.

Intuitive learners Intuitive learners often prefer to discover rules and like guessing meanings of new words. They can be good at understanding new concepts. They like innovation and disl ike repetition and memorisation exercises.

Verbal learners Verbal learners get more out of words and respond well to written and spoken explanations. They like to see words written on the board and enjoy reading and listening.

Sequential learners Sequential learners understand new information in logical steps. They perceive the details well but may not see the overall idea quickly. They respond well to clearly laid out pages with numbered sequencing of exercises.

Global learners Global learners tend to learn in large chunks, getting the 'big picture' first before they see the details. The details may not be clear in their minds even after understanding the general idea.

Tips - You may be in the habit of teaching according to

your own learning preferences. It can be useful to think about the way you communicate with your students and vary it from time to time.

- Engage students' visual senses, for example, by using the visual material in the Student's Book and also by asking students to sit back and imag ine a scene as you describe it. Upbeat appeals to visual learners through strong situational photographs, entertaining artwork and attractively laid out pages.

- Use music for auditory learners. There is a bank of songs in the back of the Motivator. These are recorded on the class audio CD. Also encourage students to bring in their own favourite songs to use in class. Upbeat appeals to auditory learners through the Class audio CD which contains recordings of all the dialogues and texts in the Students' Book, frequent listening comprehension and work on pronunciation in every unit. New vocabulary is also recorded. Students w ill find listening material for the Language Builder on the Students' Multi-ROM.

- Get students to change places and do speaking

3e i ities in pairs as much as possible. This wi ll help naesthetic learners to feel that they are using the

anguage. Upbeat appeals to kinaesthetic learners ~ 'l rough personalised speaking activities and

airwork that allow them to use the new language ., a meaningful way. Components such as the Students' Multi-ROM, which contains interactive c'actice activities, and the DVD will also engage , naesthetic learners.

- Jan't always press reflective learners to speak. Allow :1em time to mentally process and rehearse what :1ey are going to say first.

- Sensing learners will appreciate the way the ;)rammar tables are laid out in Upbeat, but

casionally vary the way you present new grammar 3-1d vocabulary to accommodate both sensing and

~ : uitive learners. Allow intuitive learners to guess ~eanings of new words, or work out a grammar rule ' vr themselves.

- '. 'ake use of personal stories and anecdotes for -"rbal learners and encourage students to tell their

:::m stories occasionally. - =xplain the lesson objectives and the sequencing

::' he lesson for the benefit of sequential learners . -ne clearly numbered exercises and simple layout :: ' Upbeat will appeal to sequential learners . Global ",arners will respond well to the overall impact of ~ach lesson on the page, aided by motivating visuals 3-'"'d clearly labelled headings.

, f ip le intelligences ==-:~1t work on the concept of intelligence has focussed = - :;. 'l1ultiple view. According to this theory, students -c ~ a range of intelligences rather than just one

-~::..sJrement of IQ (intelligence quotient). Intelligences -=..- :::8 st imulated and developed through a varied and -: : .a ing syl labus. The intelligences are:

gu istic: an aptitude for language s ical : an aptitude for music aesthetic/spatial : an aptitude for physical activity ~ -::: soa ial orientation - :rapersonal: an aptitude for personal reflection and a - ;:- Jegree of self-awareness --:erpersonal : an aptitude for interacting socially and : -: '~ - Ion ally with others

ematical/logical: an aptitude for mathematics ~ -:: :;Jlcal analysis

~ al. an aptitude for visual appreciation and ::- :-~- ion such as art , photography etc .

rali stic : an aptitude for understanding and :-. '"'g with the natural world , such as animals and the

-: ment.

Tips - Recognise that you may teach according to your

own intelligences. If you are high in mathematical intelligence, and lower in kinaesthetic intelligence, you may find that you spend more time teaching grammar and allow less classroom time for active tasks. Be aware of this and try to vary your approach in class.

- Upbeat acknowledges multiple intelligences through a wide variety of topics and tasks. There are lessons based on musical themes, the environment and sport, for example, to appeal to students. with different intel ligences. Visual intelligence can be stimulated by the many and varied types of photos and illustrations throughout the book, and musical intelligence is stimulated by all the audio materials as well as the songs in the Motivator.

- Encourage students to develop their intrapersonal intelligence by asking them to reflect on their learning. (See the t ip on self-assessment in the Assessment section below).

- Make use of pairwork and groupwork, which appeals to students with higher levels of interpersonal intelligence.

Assessment Assessment of students ' language abilities is often required by school or government pol icy, expected by parents and sometimes dreaded by students ! Assessment is therefore important. Test results can show the teacher where remedial work is needed and which students need extra help. From the students' point of view, tests can give them a sense of achievement as well as focus their minds on areas which require improvement. There are different types of test. A proficiency test assesses a student's current language competence, and is not related to a course of study. Most schools use this type of test as an entry test to determine which class a student should be placed in . A progress test assesses the student 's retention of language taught during a course, and is based strictly on the syllabus taught in a course or the language taught in a series of lessons. Progress tests are usually divided according to language areas, and test grammar, vocabulary, functional language and skills in separate sections. In this way, students and teachers can build an accurate profi le of the students' abilities.

Upbeat provides a wide variety of assessment tools: a placement test at the beginning of the Test Book. 12 two-page photocopiable progress tests in the

Test Book, one for each unit , with an A and B version for each. These test Grammar, Vocabulary and Use your English, and phrases from the Phrases box where possible.

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Six two-page skills tests in the Test Book. These test reading, writing and listening.

Six speaking tests in the Test Book Regular Revision pages after every two units in the

Student 's Book. These not only give a numerical indicator of how well a student is doing, but also encourage students to assess their own progress by means of a simple self-assessment box.

Review sections in each unit of the Students' Multi-ROM provide opportunities for students to monitor their own progress.

36 photocopiable Quick tests in the Teacher's Book provide a quick check on students ' grasp of individual language points.

Tips - Plan progress tests to occur at regular intervals. - Make sure that assessment does not take up

too much class time. Too much testing can be demotivating.

- Give the students warning of a test so that they have time to revise and learn any new words .

- If you take the tests in, mark them as quickly as possible and return them to the students.

- Encourage self-assessment after a test by asking questions like: 'Was that exercise difficult?' 'Do you want some more practice of this grammar point? '

- Assess productive skills through classroom activities. Develop a set of criteria for the students ' performance while they are writing or speaking in class. (e.g. How successful were they at communicating the message? How accurate were they in their use of grammar and vocabulary? How fluent were they? How intelligible?) Give the students feedback after the activity.

- Talk to students about their test results. By doing this, you can show them where they are strong and help them see in which areas they need to study more.

Specific Learning Differences (SLDs) Specific Learning Differences are conditions which make understanding and producing information difficult. SLDs are not indicative of low intelligence. In fact , students who have a learning difference are often very bright. However, their performance in class may hide their true potential and they may fail in formal assessments. Many of these students find it particularly difficult to learn in a formal classroom setting, but learn very well in more informal, individualised settings. Not all schools are able to provide additional support, and it is often left to the class teacher to deal with these students and support Their learning.

ost class teachers are familiar with the classroom oshaviour of SLD students . They will be the students .'.'" don't speak at all in the lesson, refuse to do

"s exercises, refuse to co-operate with peers in :=-~,'. and rarely do homework. These students are

labelled variously as: 'difficult', 'lazy' , 'spoiled', 'poorly disciplined' , 'a slow learner', 'disturbed' or 'stupid '. This labelling implies that there is nothing the teacher can do and if the students pick Up on this message they may feel bad about themselves and develop low self-esteem. However, identifying the problem, taking a positive attitude towards it and helping SLD students to develop appropriate strategies can make a huge difference.

Types of SLDs Dyslexia Dyslexia is characterised by difficulties in reading and spelling . Dyslexic students have problems with both phonic and whole word recognition skills. The initial, middle and end sounds of words are incorrectly identified, and sequencing of sounds is confused because they have collected them in the wrong order. At other times they leave off the beginnings and endings of words as they rush their way through reading. They invariably make mistakes with small words, for example, replacing the article 'a' with 'the' . In many cases, students read from right to left, or sequence the letters from right to left. Sound-spelling rules are always a problem, and the complicated sound-spelling relationships in English make this very difficult. Dyslexic students also often experience visual stress from reading text printed on a white background.

Tips - Identify students who might be dyslexic and modify

what you expect from them accordingly. - Ask them to prepare classroom texts before the

lesson in their own time. Dyslexic students usually read much more slowly than other students.

- Write a brief numbered outline of the day's lesson on the board . Check off each stage as it is completed, so that they always know at what point you are in the lesson.

- Make sure you give very clear instructions. It is important that students understand exactly what to do. For this reason , instructions in the Upbeat Student 's Book are kept as clear and simple as possible.

- Give students extra time to complete a task. While they are taking their time, you can keep faster students occupied by setting them the Extra practice exercises. These can be done by dyslexic students at their own speed at home.

- As there are exercises at two levels of difficulty in the Language Builder, students can concentrate on the easy exercise first to gain confidence.

- Make sure that students have access to the Students' Multi-ROM. This can be a motivating and accessible way for dyslexic students to do some extra practice in their own time .

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- Avoid using small handwriting and make sure any extra material you use is clear and legible. The simple layout and clear sign-posting of Upbeat makes it especially appropriate to use with dyslexic students.

- Use the red bookmark to alleviate eye strain and help students to focus on the text. Note that in the 0 lessons texts are printed on a pale beige background, which can help when dyslexic students have to read longer passages.

- Avoid giving complicated feedback on written work. A discussion with the student about the content and errors may be more helpful than a lot of red marks and a correction code.

Ilow extra time in tests and examinations. An extra 15 minutes per hour may be appropriate. Make sure a teacher is available to help with instructions.

- Share with other teachers your diagnosis of a dyslexic student and discuss with other teachers how you can best help them.

ysgraphia =." sgraphia refers to specific problems in writing . You

often see a dysgraphic student gripping the pen '3;~1 tightly, and trying to fix the pen to the page in order

:: ;Jain control . There is a lack of fluency in moving :- :3 oen over the page and the writing is stilted and

~- :3 /en . You may notice uneven sizes of letters and the ::::a ing between words is not consistent or clear. Some ::: .... jents move the pen more naturally from right to left :::'oss the paper. For students with dysgraphia, writing :: not a helpful activity. It can actually interfere with -=::"'"'ling.

Ip S

dentify students who may have dysgraphia and adjust expectations accordingly.

tudents may not be able to write long texts but it s stil l important that they learn to write. Writing is an mportant life skill and a teacher will not be helping a dysgraphia student if he or she allows the student to 80 no writing at all.

- ::ncourage students to use a lighter grip on their encil or pen if they seem to be holding it too hard.

.:Jlow students extra time to complete writing tasks . 3reak down the process of writing into stages. Start -Tom copying and writing words and phrases, to oroducing whole sentences, and eventually short 8aragraphs. '. ake sure students make full use of the support crovided for writing in Upbeat. For any writing 3xercise, there are always prompts and clear 3xamples of sentences or model paragraphs for s:udents to follow. '1 the Across cultures 0 lessons, the writing skill is ;) . en special emphasis. There are special tips and 3sks to help students with accuracy (punctuation ,

n~ers, etc .) in writing .

Attention Deficit Hyperactivity Disorder (ADHD) Students who behave consistently badly in class, beyond what one might normally expect in a class of teenagers, may be suffering from AOHO. If there is the possibility of a formal assessment, speak with the parents to encourage them to have the child assessed. AOHO is marked by three areas: inattention, hyperactivity and impulsivity. Inattention: Students fail to give close attention to details and make careless mistakes in work. Their work is usually untidy, and they often lose things. They have difficulty concentrating on tasks and they often fail to finish work. Hyperactivity: Students are restless and fidget a lot. They are often very noisy and talk incessantly. Impulsivity: Students often blurt out answers before questions have been completed, have difficulty waiting for their turn , and often interrupt or butt into conversations or games.

Tips - Identify students who may have AOHO and adjust

expectations accordingly. - Have a clear routine. Warn the student if you are

going change this routine. - Praise acceptable behaviour as much as possible. - Avoid long and complicated instructions. Keep

things short and understandable and don't spend too long on one activity.

- Keep an AOHO student close to your desk and make frequent eye contact in order to keep him or her on task.

- Avoid getting into long discussions with the student in front of the whole class. Make time to discuss the student 's concerns during the breaks or after school. Keep things simple but motivating. Making a game out of activities can be helpful . The use of the red bookmark and the Solve it! puzzles in Upbeat can help to make dialogue work more engaging.

- End the lesson occasionally by using a photocopied puzzle exercise from the Motivator.

- If possible, vary the pace and activity by using the Interactive whiteboard software. Sections of the coursebook page can be highlighted and enlarged to provide focus and to minimise distraction.

- As AOHO students are highly kinesthet ic, the Students' Multi-ROM is a useful learning resource. Encourage the students to use it at home or, if the class has access to computers , provide time for students to use the Multi-ROM in class instead of doing a coursebook exercise.

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Dialogue

BACKGROUND NOTES Hello /Hi : Hello is appropriate

~ all situations. Hi is often used '1formally. Cool: An informal expression meaning 'very good'. Like 'OK', 'cool' can also be used as an agreement to a suggestion.

1 1.02 Play the recording, several times if necessary, for Ss to complete the dialogue.

ANSWER KEY 1 How are you? 2 This is [my sister], 3 Nice to meet you. 4 Thanks.

.\]. Solve it! 2 1 .02 Ss na