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Change Up! Upper Intermediate Editorial Project Development: Sarah Howell Editorial Coordinator: Monica Gardenghi Art Director: Marco Mercatali Eli Design Dept: Sergio Elisei Production Manager: Francesco Capitano Cover Graphic Design: Paola Lorenzetti Teacher始s Book Layout: Antonio Lepore 漏 2010 ELI S.r.l. P.O. Box 6 62019 Recanati Italy Tel. +39 071 750701 Fax. +39 071 977851 info@elionline.com www.elionline.com The authors are grateful to Patricia Clark for her expert advice. The Authors, the Publisher and the editorial team would like to thank Laura Bonci for her contribution to the literature section, The Inward Eye. No unauthorised photocopying 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 otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher始s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser. All websites referred to in Change Up! are in public domain and whilst every effort has been made to check that the websites were current at the time of going to press ELI disclaims responsibility for their content and/or possible changes. While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publisher will be pleased to make the necessary arrangements at the first opportunity. Printed by Tecnostampa 10.83.015.0 ISBN 97888536041187 (Teacher始s Book)

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Teacher’s Book – Contents Change Up! Upper Intermediate Student’s Book – Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 8 Student’s Book and Workbook – Teaching notes SB – Topic A Customs Unit 1 Quality Of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SB – Topic A Customs Unit 2 Natural Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SB – Topic A Customs Unit 3 Mother Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SB – Topic B Values Unit 4 Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SB – Topic B Values Unit 5 Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SB – Topic B Values Unit 6 What The Future Holds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SB – Topic C Social Change Unit 7 Poverty & Affluence . . . . . . . . . . . . . . . . . . . . . . . SB – Topic C Social Change Unit 8 Emerging Countries . . . . . . . . . . . . . . . . . . . . . . SB – Topic C Social Change Unit 9 Globalisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SB and WB – Towards Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SB and WB – The Inward Eye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

p. 20 p. 40 p. 56 p. 72 p. 90 p. 106 p. 122 p. 140 p. 156 p. 174 p. 200

Appendix Workbook – Scripts and Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 224

Icons, links and abbreviations ............................................................................................................................ C 1.01 - S 1.01 C stands for Class CD. S stands for Student’s CD. The number before the full stop indicates either CD1 or CD2. The number after the full stop indicates the track number.

In the Student’s Book, the asterisk beside the number of an activity is a reference to a suggestion or useful piece of information which can be found at the bottom of the page. Invite students to read the note before doing the activity.

links to other materials

SB GR WB TB TR BrE AmE

Student’s Book Grammar Reference, at the back of the Student’s Book Workbook Teacher’s Book Teacher’s Resource Folder British English American English

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TOPIC A: The Environment

Contents Unit

Grammar

Vocabulary

Spoken English, Spoken Grammar & Written English

1 Quality Of Life

tense review: Present Simple, Present Continuous, Past Simple, Present Perfect, p. 12

vocabulary connected with the theme ‘quality of life’, p. 11

stress timing in speech, p. 16

enough / too, p. 16 p. 10

2 Natural Resources

descriptive and evaluative adjectives, p. 15

tense review: Present Continuous for future ‘arrangements’, going to for future ‘intentions’, will for prediction, p. 17

filling pauses, responding, organising speech and using contractions in conversation, p. 16 a formal letter, p.17

be used to / used to, p. 24

noun endings, p. 24

the verb + -ing form, p. 28

vocabulary connected with the theme ‘energy’, p. 27

tense review: Present Perfect, Present Perfect Continuous, p. 28

using stress in speech to make contrasts, p. 28 interruptions and overlapping in conversation, p. 28 text structure, p. 23

p. 22 planning an essay, p. 25

3 Mother Nature

reported speech, p. 36

prefixes, p. 35

shifting word stress in speech, p. 40

tense review: Past Simple, Past Continuous, p. 40

suffixes, p. 39

being vague in speech, p. 40

p. 34

relative clauses, p. 41

structure of a written presentation, p. 37

TOPIC B: Science & Technology

Towards Certification, pp. 46-47 Self Evaluation, p. 48

4 Innovation

3rd-type conditional, p.52

collocations, p. 51

reported questions, p. 56

vocabulary for describing objects, p. 57

expressing attitude in conversation, p. 56

p. 50

5 Communication

Future Continuous, p.64

some multi-part verbs, p. 63

tense review: Present Simple, Present Continuous (four uses compared), p. 67

dealing with unknown words, p. 67

using intonation to stress strong opinions, p.64

review: linkers, p. 75

adjectives, nouns and verbs with the same root, p. 77

using intonation to refer to something interesting or surprising, p. 80

using ‘colourful’ words and expressions in a short story, p. 81

revision of the use of some common features of spoken grammar, p. 80

incomplete utterances in conversation, p. 64

p. 62

6 What The Future Holds

review: the Passive, p. 76 Future Perfect, p. 79

p. 74

Towards Certification, pp. 86-87 Self Evaluation, p. 88

British English and American English accents, p. 55

strategies for planning and checking a short story, p. 80

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CONTENTS ................................................................................................................................. Reading

Listening

Communicating

English Around Us

Experience A: Top Of The Charts official reports and personal accounts, pp. 10-11

Experience B: Town Or Country? a conversation, pp. 14-15

preparing and making a presentation on living conditions, p. 13

Getting Away From It All, pp. 20-21

writing a reply to a formal letter, p. 17

documents: holiday brochures

evaluating, pp. 18-19

activity: writing a description of a holiday destination

Experience B: A New Energy a radio interview with two guests, pp. 26-27

planning and writing an essay, p. 25

Protest Vote, pp. 32-33

discussing ideas for recycling, p. 29

documents: petitions

wasting energy: sentence completion, p. 25

recommending, asking for recommendations, pp. 30-31

Experience A: The Wonders Of Nature a conversation, pp. 34-35

preparing and exchanging descriptions, p. 41

Friend Or Foe?, pp. 44-45

writing a presentation, p. 37

documents: a cartoon strip, posts on an Internet forum and an extract from a book

Experience A: Waste Not Want Not a web page, pp. 22-23

Experience B: Who Are You Calling Stupid? a letter to a magazine and information on the Internet, pp. 38-39

Experience A: Faster And Faster! a timeline and opinions from a forum, p. 50-51

important things in life: matching with pictures, p. 12

animal intelligence: multiple matching, p. 41

Experience B: Got The Latest? an online telephone conversation, pp. 54-55 skills for the workplace: matching speakers and topics, p. 53

Experience B: On The Net a newspaper article, pp. 66

warning, reacting against a warning, taking notice of a warning, pp. 42-43

discussing ideas and expressing ideas in writing, p.53 writing a description of a gadget, p. 57

activity: planning and writing a petition

activity: making a cartoon strip

I Spy With My Little Eye!, pp. 60-61 documents: photos of sculptures and a newspaper article

expressing surprise and disbelief, pp. 58-59

activity: talking about knowledge and preferences regarding the field of visual art

Experience A: Turn It Off! a podcast, p. 62-63

producing a radio and a TV guide, p. 65

The Big Screen, pp. 72-73

discussing uses of the Internet, p.68

documents: a film review and a puzzle based on famous films

Computer culture: multiple choice, p. 68

writing an outline of information presented in graphs, p. 69

activity: writing an information chart or a review for a film

advising what to do and what not to do, pp. 70-71 Experience A: A Peek Into The Crystal Ball predictions about the future, pp. 74-75

Experience B: A Planet Without People commentary to a video, p. 78-79 a space mission: true or false, p. 77

pooling ideas and writing a short message, p. 77

Fact Is Stranger Than Fiction, pp. 84-85

writing a short story, p. 81

documents: extracts from science fiction stories

guessing and predicting, pp. 82-83

activity: inventing a science fiction story

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TOPIC C: A Changing World

CONTENTS ................................................................................................................................. Unit

Grammar

Vocabulary

Spoken English, Spoken Grammar & Written English

7 Poverty & Affluence

constructions with prepositions, p. 91

vocabulary for report writing, p. 92

intonation in questions, p. 92

Modals: probability, possibility (could / may / might / ought to / should), p. 96

collocations and synonyms with verbs and multi-part verbs, p. 95

Articles, p. 104

vocabulary connected with the themes ‘economics’ and ‘politics’, p. 103

spelling vs. pronunciation, p. 108

figures of speech: similes and metaphors, p. 103

norms for writing an article, p. 105

norms for writing a report, p. 93

p. 90

8 Emerging Countries

constructions with adverbs, p. 107 Modals: certainty, impossibility (cannot / could not / must / will) p. 109

p. 102

wish / if only / would rather, p. 111

9 Globalisation

constructions with nouns, p. 115 obligation, necessity (must / need), p. 120

vocabulary connected with the theme ‘sports’, p. 116 idioms, p. 119

p. 114

The Inward Eye – How literature sees and portrays life William Wordsworth – Daffodils, p. 129 Percy Bysshe Shelley – Ode to the West Wind, p. 130 Rachel Carson – Silent Spring, p. 131 Robert Louis Stevenson – From a Railway Carriage, p. 132 Jonathan Swift – The scientists of the Academy of Lagado, p. 133 George Gordon, Lord Byron – Darkness, p. 134 Aldous Huxley – Brave New World, p. 135 Wole Soyinka – Telephone Conversation, p. 136 Aravind Adiga – The White Tiger, p. 137

word order in conversation, p. 108

adverbs with two forms and meanings, p. 108

Towards Certification, pp. 126-127 Self Evaluation, p. 128

using a common feature of spoken grammar (inserts), p. 92

word groups in speech, p. 120 review of common features of spoken grammar, p. 120 norms for writing a review, p. 121

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CONTENTS ................................................................................................................................. Reading

Listening

Communicating

English Around Us

Experience B: Whatâ&#x20AC;&#x2122;s To Be Done? a web page, p. 94-95

Experience A: A Rich Nationâ&#x20AC;&#x2122;s Dreams a radio broadcast, p. 90-91

making up and carrying out a survey, p. 93

Are You Persuaded?, pp. 100-101

writing a report, p. 93 documents: advertisements making a mini-speech, p. 97

achieving the UN Millennium Goals: multiple matching, p. 97 Experience A: The Rise extracts from newspaper articles, pp. 102-103

Experience A: A Global Event a fact sheet, pp. 114-115

activity: creating an advertisement criticising and justifying, pp. 98-99

Experience B: What Goes Up Must Come Down a talk, pp. 106-107

a discussion in pairs, p. 109

Stop Press!, pp. 112-113

using notes to write an article, p. 105

documents: newspaper headlines

people talking in different situations: identifying topic and context, p. 109

expressing wishes and preferences, pp. 110-111

activity: formulating and interpreting newspaper headlines

Experience B: Melting Pots a three-way conversation, pp. 118-119

illustrating a type of map, p. 117

Who Are We?, pp. 124-125

writing a review for a magazine, p. 121

documents: poems

feature of maps: sentence completion, p. 116

expressing doubt and certainty, pp. 122-123

activity: writing a short biography or a poem

Grammar Reference 1 2 3 4 5 6 7 8 9 10 11 12

Stative (or State) Verbs, p. 138 Present Tenses, p. 139 Past Tenses, p. 140 Future Tenses and Forms, p. 141 Future Continuous, Future Perfect Simple, Future Perfect Continuous, p. 142 Used to / Be used to / Get used to, p. 143 Other ways of using the -ing form, p. 143 Modal Verbs, p. 144 Conditional Sentences, p. 146 Wish / If only / Had better / Would rather, p. 146 The Passive, p. 147 Causative Forms, p. 148

13 14 15 16 17 18 19 20 21 22

Reported Speech and Reporting Verbs, p. 148 Linkers, p. 151 Relative Clauses, p. 151 Articles, p. 153 Adverbs, p. 154 Noun Phrases, p. 156 Comparative and Superlative Forms, p. 156 Enough / Too, p. 158 Both / Either / Neither, p. 158 All / Whole / Every / Each / Another / Other(s), p. 159 23 Inversion, p. 159 24 Question Tags, p. 160

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Introduction to Change Up! Upper Intermediate Introduction to Change Up! Upper Intermediate

Components Student’s Material • Student’s Book • Workbook + 3 audio CDs

Teacher’s Material • Teacher’s Book + 2 audio CDs • Teacher’s Resources: Ring binder, Upper Intermediate Photocopiable Material, Introduction to CLIL with

sample projects, audio CD and Test Maker CD Rom

Online Material • www.changeuponline.com with downloadable worksheets, projects, audio material in MP3 format and

Change Up! Magazines

Student’s Book structure Change up! Student’s Book contains 9 units divided into 3 Topics. This is the structure of each Topic: 1 page Topic Contents

3 Units following this structure: 4 pages Experience A Discover Communicate

4 pages Experience B Discover Communicate

2 pages How to… Functions Vocabulary

2 pages English Around Us authentic ‘documents’

At the end of each Topic: 2 pages Towards Certification Focus on… Reading, Speaking

1 page Self Evaluation

At the back of the Student’s Book there are: • The Inward Eye literature section • Grammar Reference

Workbook unit structure 1 page Unit Warm up

2 pages Revision and consolidation of Experience A

1 page Vocabulary in context Consolidation of How to… section

1 page Check Up

3 pages Towards Certification Focus on… Writing, Use of English, Listening

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The upper intermediate level student Being a student of English at upper intermediate level can be frustrating. While your students have made progress in assimilating the lexical and grammatical systems of the language, somehow they lack the fluency that would allow them to address more challenging themes than the everyday topics they are familiar with, and the ability to understand and deal with more sophisticated aspects of the language. What they need is the opportunity to go beyond the surface and into unknown ground, to learn to cope with subtleties, and to experiment with incorporating what they have learnt up to now with new ideas and challenges. The characteristics of Change Up! Intermediate are still there: • extensive exposure to new and authentic language • scripts of the audio inputs on the page, to be used as much and when necessary • constant and systematic practice in reflecting on the rules and behaviour of the language • a suitable proportion of ‘mechanical’ activities, as one of the tools for ensuring assimilation • the discrete use of helpful ‘boxes’ which provide students with expressions, vocabulary and ideas to use and fall back on when carrying out communicative activities while to this have been added: • the more ‘adult’ nature of the themes of the materials • refinements in the features of the language focused on • a greater degree of autonomy required for carrying out activities and tasks.

The topic-based syllabus in Change Up! There are two reasons why the title of this course is Change Up! One reason is that its goal is to generally give intermediate level students the necessary boost to move up a gear or two in their language learning process. The other reason is that the idea of ‘change’, a many-faceted and key concept in our modern world, is at the core of the topic-based syllabus on which the course is based. The ability to use the systems of the language is vital to effective communication, and is by no means ignored! Change Up! is constructed around a set of parallel syllabuses: a grammar syllabus, a lexical syllabus, a spoken grammar syllabus, amongst others.

The starting point, however, is content. It is only meaning that can motivate students to respond to and use the language not just as an artificial exercise for its own sake, but as a way of finding out and doing ‘other things’. In order to ‘really’ communicate, students must obviously want to say or write something and intrinsic motivation can only spring from an interest in what is being communicated.

Introduction to Change Up! Upper Intermediate

INTRODUCTION TO CHANGE UP! UPPER INTERMEDIATE .................................................................................................................................

The choice of materials You will find that the theme of ‘change’ underlies the materials in the nine Units, which are grouped thematically into three Topics. This does not mean that abstract concepts are dealt with; on the contrary, materials deal extensively with matters that are relevant to everyday life. They also deal with broader social and cultural topics and issues of a global nature, topics and issues there is no reason why the English-language classroom should not embrace. As much exposure as possible to authentic language in a variety of forms is of the utmost importance in helping your students make progress, therefore authentic and adapted authentic texts and audio material are provided. This ensures that they become accustomed to linguistic variety and a range of ‘voices’, which is not the case when material is written ad hoc by a few. Care has also been taken to put across the differences between spoken and written forms of the language in the belief that students are often confused about this, and lack of awareness can result in poor ‘performance’ on their part. Other materials made available in each unit are dialogues revolving around useful language functions. In addition, through exposure to authentic documents, you can give your students the opportunity to learn about various aspects of life and culture in English-speaking countries.

The methodological approach (EDC) in Change Up! The main inputs in Change Up! are dealt with following the methodological approach described below:

Phase E: Experience language In this phase you engage your students in experiencing real samples of the language, rather than artificial examples constructed in order to illustrate certain rules or features. These samples, or inputs, represent both the written and the spoken language, they are varied in both type and content and pertain to the unit theme. Accompanying focus activities help you to draw your students’ attention

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INTRODUCTION TO CHANGE UP! UPPER INTERMEDIATE ................................................................................................................................. Introduction to Change Up! Upper Intermediate

to the input, so that they can relate or react to it, and also provide practice in specific reading and listening skills.

How to…

Phase D: Discover language

• focus activities on the dialogues

This phase involves focusing students’ attention on those rules, features and forms of behaviour of the language that are particularly well-represented in the input. In this process of discovery, your aim is to promote awareness and assimilation in the following areas: Grammar / Vocabulary / Spoken English / Spoken Grammar / Written English. After they have actively ‘examined’ the language focused on, your students carry out guided activities which reinforce assimilation.

• identification of typical constructions for

• dialogues for coverage of important and useful

functions in the spoken language

expressing the functions focused on • activities to promote understanding and

assimilation • a simulation in which students are given the

opportunity to use what they have learnt in a spontaneous way

English Around Us • a lead-in as preparation for the theme, as well as

Phase C: Communicate through language In this phase your students take part in a variety of task-based activities involving communication in both the spoken medium and the written medium. These activities cover the skills of writing, as well as oral production and oral interaction, and are based on: Pair Work / Group Work / Presenting / Writing / Listening. As in phase E, your students’ personal experience, opinions and ideas can be an important contribution to classroom learning.

Change Up! Upper Intermediate Student’s Book Unit structure Each unit is made up of four distinct ‘sections’ which are organised as follows:

Experience A • a lead-in to introduce the theme of the input • either a reading or a listening input to experience,

information boxes where relevant • authentic ‘documents’ connected with a specific

aspect of life or culture in English-speaking countries • activities involving students reacting to and

relating to content • a communicate activity involving reproducing

the same or a similar kind of ‘document’, or a related spoken and / or written activity

The sections and activities in Change Up! Upper Intermediate Student’s Book Experience A and Experience B Inputs Each unit presents a reading input illustrating a certain kind of text (for example, web pages, newspaper articles, fact sheets) and a listening input illustrating various types of situations and contexts in which the spoken language is heard (for example, a conversation, a radio interview, a talk).

together with focus activities • discover activities • communicate activities

Experience B • a lead-in to introduce the theme of the input • either a reading or a listening input to experience,

together with focus activities • discover activities

You will find information on the inputs in the teaching notes for each unit in the Teacher’s Book regarding: • types of texts and audio material • source, background and context • types of accents that will be heard in the listening

inputs as well as a suggested discussion topic related to the theme or themes of the input.

• communicate activities

In each unit there is one reading input and one listening input.

With regards to the description of accents, you will find that the terms ‘neutral’ English accent and ‘neutral’ American accent have been used amongst others. This has been done with a view to simplifying matters. If you want to know more about English

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accents and accents in general, you could read the information on the following web page www.linguistlist.org/ask-ling/accent.html A word about the listening inputs: it is common for students to have good reading skills, but to have difficulty when it comes to listening. Often, they have trouble correlating written and spoken forms, for example because of the spelling vs. pronunciation issue in the English language. They may understand a written sample of the language perfectly well, but understand little of the same sample when they only listen to it. Constant practice and exposure, however, can improve matters significantly. In order to facilitate learning, the scripts of the audio inputs have been transcribed in the Student’s Book. It is up to you, the teacher, to decide how to adapt use of the scripts to the level of your class and to the degree to which your students are used to listening to ‘natural’ English. You will find detailed ideas on how to deal with each listening input in the teaching notes for each unit.

lead-in (e.g. Student’s Book Unit 1, p. 10) The lead-in serves to introduce the theme of the input and start up the process of relating to and reacting to the content. Students are ‘asked’ questions and you will find ideas in the teaching notes on how to exploit them. focus activities (e.g. Student’s Book Unit 1, pp. 10-11, activities 1-3) These activities have two aims: • to continue the process of relating to and reacting

to content • to practise specific reading and writing skills which

will be described, together with suitable classroom procedures, in the teaching notes.

Discover Grammar (e.g. Student’s Book Unit 2, p. 24) This course includes all those grammar topics that are generally covered at intermediate level. Your students will be familiar with part of the ground covered, in which case they will be both encountering new grammar topics and revising topics, although from the different angle described in the following paragraph. An inductive approach to learning is used for the assimilation of rules. This approach is the opposite of the more traditional deductive approach, which involves first learning the rules and then applying them. Students, in other words, are helped to formulate rules through the observation of examples taken from the inputs. This is done mainly with the

use of Deductions boxes which contain a series of steps that guide students through this process of reasoning and meaningful assimilation. Reaching understanding about the rules of the language is followed by traditional-type exercises which serve to reinforce learning. Notice that the word Deductions has been used in the Student’s Book in order to associate the process of induction in the students’ minds with the idea of a detective using clues to find things out and reach conclusions. The dictionary definition of ‘deduce’, in fact, is “to reach an answer or decision by thinking carefully about the known facts” (Cambridge Advanced Learner’s Dictionary). In addition to the work on grammar in the units, a clear and thorough review of each grammar topic is provided by the Grammar Reference section (Student’s Book pp. 138-160). This can be used for refreshing memory, filling in gaps in knowledge and getting an overall view of a particular topic. References to the relevant parts of the Grammar Reference are made throughout the Student’s Book.

Introduction to Change Up! Upper Intermediate

INTRODUCTION TO CHANGE UP! UPPER INTERMEDIATE .................................................................................................................................

Discover Vocabulary (e.g. Student’s Book Unit 1, p. 11) Building up vocabulary is especially important for your upper intermediate level students as a means of making a breakthrough in linguistic competence. There are several ways in which expansion of vocabulary can take place. The mere exposure to inputs rich in lexis is an excellent way of expanding passive knowledge of vocabulary (as well as of reinforcing active knowledge). Ways, used in this course, of systematically increasing active knowledge of lexical items include focusing on: words and phrases organised in lexical sets (e.g. words and phrases connected with ‘sports’, Unit 9 p. 116), usage and style (e.g. using ‘colourful’ words in a short story, Unit 6 p. 81), grammatical ‘behaviour’ (e.g. noun endings, Unit 2 p. 24). In addition, Discover Vocabulary activities are often linked to assimilating lexis that is pertinent to a specific use or a specific communicative target. Your students are also frequently reminded of the importance of context for understanding the full meaning of words and expressions, and are encouraged to use monolingual dictionaries. Finally, tips on vocabulary building are given throughout the Student’s Book. Discover Spoken English (e.g. Student’s Book Unit 1, p. 16) It is assumed that students at this level are already familiar with the individual ‘sounds’, or phonemes, of the English language. You will, nevertheless, find a list of phonetic symbols on p. 160 the Student’s Book to which you can refer students whenever suitable or necessary.

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The Discover Spoken English activities deal, instead, with fundamental but often overlooked features of the spoken language such as ‘stress timing’ and ‘intonation’. Awareness of these features on the part of students is vital in promoting understanding of natural speech. You will certainly find that as your students become increasingly familiar with these characteristics of the spoken language, their general listening skills will improve considerably. A certain degree of assimilation of some of these features can also be a useful way of making their pronunciation more comprehensible and natural-sounding. There are detailed notes about each feature in the teaching notes, together with an indication as to which are useful for active as well as passive knowledge.

Discover Spoken Grammar (e.g. Student’s Book Unit 1, p. 16) The aim of this set of activities is to focus on extremely common grammatical features which are found exclusively in speech. Some awareness of the grammar which is peculiar to the spoken language, a topic which is rarely covered in course books, will help your students get to know about the way native speakers really speak in authentic situations. Students are not expected to assimilate these features at this level, however, gradually increasing exposure to natural speech as the course progresses will increase their confidence in dealing with the ‘real’ spoken language. You will find information about each feature in the teaching notes. Discover Written English (e.g. Student’s Book Unit 9, p. 17) Students at intermediate level may not be familiar with the differences that exist between spoken and written forms in English. This can lead to an inappropriate use of the language, such as that of including contracted forms in a formal text. The Discover Written English activities help your students to become aware of the conventions and norms which exist in English with regard to writing a variety of types of texts. In addition, writing skills such as planning, structuring, paragraphing and checking are focused on. This combination lays the basis for the development of the ability to write texts effectively in English.

out effectively, you will find that this is the phase (phase C) in which your students will be making steps forward in their ability to communicate successfully. The teaching notes provide suggestions on classroom management for the various types of activities.

Communicate Pair Work (e.g. Student’s Book Unit 1, p. 12) In this type of activity, students work in pairs in order to carry out guided tasks which involve a fairly controlled use of language linked to the contents of the inputs. Activities involve oral interaction based on the exchange of opinions and information (opinion- and information-gap tasks), as well as role-playing and doing games together. Useful Expressions boxes and Suggestions boxes provide language prompts and ideas for those students who might be weaker in expressing themselves or thinking of things to say. Your role during this type of activity is that of providing clear instructions, of ensuring adequate preparation for the task, of providing assistance, of monitoring your students’ performances, and of providing final feedback, when relevant. It is important to make your students feel they are free to interact spontaneously, since learning also takes place through a process of trial and error.

Communicate Group Work (e.g. Student’s Book Unit 2, p. 29) These activities take your students a step further with respect to Pair Work. They are more complex and less guided, in that they are mostly organised in steps which involve carrying out tasks in groups using a variety of language skills. These tasks relate to the contents of the inputs and involve reading texts, writing notes and lists, discussing opinions, collaborative decision-making and brainstorming. Often students are required to come up with an ‘end-product’, such as a TV and radio guide or the results of a survey. Your role during this type of activity is that of providing clear instructions, of ensuring adequate preparation for the task, of providing assistance, of monitoring your students’ performances, and of providing final feedback, when relevant. It is important to make your students feel they are free to interact spontaneously, since learning also takes place through a process of trial and error. Communicate Presenting (e.g. Student’s Book

Communicate Activities After having related to content (phase E) and focused on language (phase D), your students go on to put what they have learnt into practice in the various types of Communicate activities. These involve writing and listening, as well as speaking. If the experience and discover phases have been carried

Unit 1, p. 13) Every so often, your students are given the opportunity for practice in the skill of presenting, the kind of oral production skill which is usually used when speaking to an audience. In Communicate Presenting activities, students plan and give presentations in order to illustrate a ‘document’ they

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have drawn up together, or in order to present facts and ideas on topics related to the unit theme.

(as are the activities they refer to) and should be read before the activity is carried out.

Communicate Writing (e.g. Student’s Book Unit 1, p. 17) Here students work individually on improving their ability to produce well-planned and well-written texts. Good writing skills are probably the most difficult to acquire and require willingness, on the part of students, to be attentive and methodical when they work. It is important for you to make your students aware of the fact that accuracy plays an important role in writing, and that the habit of checking what they have written is vital if a communicatively effective piece of writing is to be produced.

How to...

All the writing tasks students are asked to carry out are contextualised. They represent a final communicative stage for which students have ‘built up’, within the Experience they appear, knowledge about the theme and personal opinions or ideas, appropriate lexis, and awareness of the characteristics of the text type they are required to write.

Communicate Listening (Student’s Book Unit 1, p. 12) In this type of activity, students are the ‘receivers’ rather than the ‘senders’ in the communicative interaction. The focus is on developing a range of skills that are necessary in order to become competent listeners, through the completion of tasks based on a variety of question-types, such as ‘sentence completion’ and different types of ‘matching’. In contrast with the focus activities for the listening inputs, students do not have the scripts on the page, and therefore have to concentrate entirely on listening for a purpose in order to complete the required task. Communicate Listening activities are linked to a preceding or following Communicate task. Bear in mind, also, that at upper intermediate level, it would be suitable to start encouraging students to engage in extensive listening, just as they would engage in extensive reading.

Learning Tips (Student’s Book Unit 1, p. 15) The various Learning Tips, placed in strategic positions within the units, draw your students’ attention to techniques for making their learning process more efficient, thus encouraging them to become responsible and autonomous learners. Also notice the suggestions and useful pieces of information for carrying out specific activities that can be found at the bottom of some pages (as in Unit 1, p. 16). The notes are marked with an asterisk

In this section, your students start with work on a scripted conversation which serves to present language for expressing functions that are common in everyday situations. An opening comment contextualises the functions which will be focused on, while a humorous cartoon illustrates the amusing aspects of the situation in which the conversations are set.

Introduction to Change Up! Upper Intermediate

INTRODUCTION TO CHANGE UP! UPPER INTERMEDIATE .................................................................................................................................

A focus activity is followed by activities aiming at identifying and assimilating the target features in the conversations. In addition, Useful Vocabulary boxes are provided for students to ‘dip into’ when they do the assimilation activities. Exposure to thematically categorised vocabulary in this way also helps your students expand their command of the lexical system. The section always finishes with an activity in which students take part in a simulation set within a situation parallel to the one presented in the conversation. In this way students can spontaneously act out what they would say in circumstances that would require expressing the functions focused on. It is important to remember that the purpose and aim of the How to... section is not that of memorising the conversations, but that of assimilating the language needed to express the functions focused on, and of practising using it spontaneously.

English Around Us This section gives your students the opportunity to expand direct contact with the real language, through exposure to authentic material related to the way of life, attitudes and interests of people who live in English-speaking countries. Activities mostly involve students reacting to and relating to the ‘documents’ and you should think of it as a moment in which students ‘relax’ and just concentrate on responding to content. A final Communicate task usually involves reproducing one of the types of ‘documents’ looked at in some form or another, or a related spoken and /or written activity.

Towards Certification The aim of this section is to foster familiarity with the format of the Cambridge ESOL First Certificate in English exam (FCE). Two of the five areas tested in the exam (Reading - Speaking) are covered, while a parallel section in the Workbook deals with the remaining three areas (Writing - Use of English Listening). Together they give the students useful practice, should they decide to work towards taking this upper intermediate level examination. All the

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exercises provided have been modelled on FCE format questions but are obviously geared for students at intermediate level, since the FCE is an upperintermediate level examination. The Change Up! Upper-Intermediate Workbook, in fact, includes a full-length FCE sample test.

Self Evaluation This section appears at the end of each Topic. Unlike Check Up in the Workbook and the end of Unit Tests in the Teacher’s Resource Folder, which provide you with tools for evaluating to what extent the language and skills focused on have been assimilated, this section is intended to be a means of encouraging students themselves to reflect on their progress. In fact, they are invited to look back at the three units they have just covered and make autonomous judgements on what they have learnt about, on what they have learnt to do, and to identify areas in which they are weak and they need to especially concentrate on. It is up to you to decide how to exploit this section in a way that is suitable for your classes. On one end of the scale, it can be given to conscientious students as a kind of homework to do very privately. On the other end, it can be set as a kind of test in a situation in which you are in control.

A short introduction to each topic can be used as a brief lead-in to the topic itself, while some biographical notes about the author provide background information and contextualisation of the text. As reading literature may be a new activity for your students, in the Workbook you can find exercises and tasks to guide them in a preliminary, overall stage of comprehension and analysis. Once the text has been read and analysed, a few lines of commentary sum up its central idea and tone and lead students on to the reading comprehension tasks in the activity It’s your turn now! (questions 1 and 2). Analysis of the text can also form the basis of a writing activity, either as is proposed in the Student’s Book (It’s your turn now! question 3) or as is proposed in the Workbook.

Change Up! Upper Intermediate Workbook The Workbook gives students an opportunity to consolidate what they have learnt in the Student’s Book and to practise using the language they have been exposed to. It is made up of nine ten-page units, which correspond to the nine units of the Student’s Book, and is organised as follows:

Grammar Reference The Grammar Reference at the end of the Student’s Book (pp. 138-160) deals with all the grammar topics introduced in the units from a deductive point of view, and can be considered a kind of ‘anchor’ which will be extremely useful for your students. Amongst other things, it contains thorough explanations of rules, tables illustrating forms (e.g. an outline of relative clauses), tables comparing different forms (e.g. the meanings of stative verbs used in continuous forms compared to their meanings in non continuous forms), lists (e.g. of linkers), as well as extra Learning Tips. It can be used in a variety of ways, ranging from systematic use in the classroom every time a new grammar topic in the units has been worked on, to self-study in order to expand and consolidate knowledge of the grammatical system.

The Inward Eye

Experience A and Experience B These pages contain exercises which serve to revise and recycle grammar topics and vocabulary. The first two pages of every Workbook unit focus on Experience A and the second two pages on Experience B of the corresponding Student’s Book unit. Students will find a Vocabulary section, a Grammar and Use section and a Reading and Grammar section. Work on the Experience that contains the reading input in the Student’s Book unit also includes a Listening section.

How to... This page systematically deals with reviewing vocabulary. As well as this, the functional language introduced in the How to… section of the corresponding Student’s Book unit is consolidated.

This section has three main aims: • to help students understand that literature is

very close to real life • to broaden students’ knowledge of language

with structures and words which are different from those that are common in ‘everyday’ language • to generally stimulate an interest in literature

Check Up The Check Up page is made up of two sections. Firstly, it contains tasks that help students learn to check for errors and identify correct sentences in a text. To do this students are encouraged to use the correction grid provided. In this way students discover what kind of errors they commonly make and learn to look out for them when they check any written work they have done. Each Check Up page also provides a Did you

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know section with useful tips. The exercises in the second section give students a chance to verify what they have learnt in the corresponding Student’s Book unit and to consolidate what they have learnt in preceding Student’s Book units.

the opening page of the teaching notes for each unit • information on the sources and types of inputs • easy navigation, because notes on each section

start on a new page • full, easy-to-see answers, including models for

Towards Certification The Towards Certification pages aim at developing writing skills, as well as providing practice in use of English and listening. Students review and do indepth work on the FCE text types introduced in the Student’s Book. If used in conjunction with the parallel Towards Certification section in the Student’s Book, it is possible for students to get thorough practice for all the papers of the Cambridge ESOL First Certificate in English examination. If used in conjunction with the parallel Towards Certification section in the Student’s Book, it is possible for students to get a useful idea of what to expect, should they decide to take this exam at a later date.

Warm Up The last page of every Workbook unit contains activities that prepare students for the following Student’s Book unit. These serve to activate the vocabulary they already know pertinent to some of the themes dealt with in the Student’s Book unit they are about to start working on in class. This is also a way to boost their confidence, as when they start the new unit in the Student’s Book, they will realise they have some prior knowledge of the language they are being exposed to.

open-ended questions where suitable • scripts which do not appear in the Student’s Book

positioned with the notes on the relevant activity • help boxes with ideas on how to use materials and

carry out activities with weaker classes • extension boxes with ideas on how to extend

activities in various ways with students who are particularly motivated or linguistically more competent • challenging words boxes which help you to get

the meaning of particular words that may be unknown to your students across to them • info boxes with useful information and tips on points

of language and methodology, as well as background information on the contents of the inputs

Change Up! Upper Intermediate Teacher’s Resource Folder

The Workbook also contains the following special section.

In your Teacher’s Resource Folder, you will find the useful material listed and described below. You can also use your folder to update course material and keep any relevant material you have prepared or collected yourself.

The Inward Eye

Testing and Assessment Material

This section relates to the Inward Eye literature section in the Student’s Book. It provides simple exercises and tasks to guide students in a preliminary, overall comprehension and analysis of the literary texts presented in the Student’s Book.

Introduction to Change Up! Upper Intermediate

INTRODUCTION TO CHANGE UP! UPPER INTERMEDIATE .................................................................................................................................

• a full range of photocopiable material including

Unit Tests • audio CDs with material for the listening sections

of the tests • Test Maker CD Rom with all the tests in customisable

Change Up! Upper Intermediate Teacher’s Book

format

Extra Photocopiable Material Factsheets A and B

The main characteristic of the Teacher’s Book is that of being ‘teacher-friendly’! You will find the following features: • detailed unit per unit teaching notes for easy

classroom management containing a description of the aim of each activity and ideas on how to carry it out • a summary of the language items and skills focused

on, as well as an illustration of the unit themes, on

The Factsheets provide additional material for each unit, connected with the unit themes. In general, the aim of Factsheet A is to provide ‘facts and figures’, while Factsheet B contains material for intensive or extensive reading which is more conceptually and / or linguistically challenging, and possibly deals with controversial issues which could lead to discussion and exchange of opinions. All the Factsheets provide an

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incorporated activity. You will find detailed notes on the content of each Factsheet and suggestions on how to exploit them in the Teacher’s Resource Folder.

Project Worksheet You can use this type of worksheet to set up communicative task-based projects on a topic linked to the unit theme. A combination of work in the classroom and work at home with feedback in class is usually appropriate, also depending on whether suitable equipment and support exists on the school premises (for example dictionaries / computers / internet link). Ideas will be given on how to set up each project in the Teacher’s Resource Folder.

Activity Worksheet This set of extra material for each unit provides students with an opportunity to ‘take a break from hard work’ and try their hand at doing games, puzzles, and take part in other amusing activities. These Activity Worksheets are more suitable for classroom use. You will find suggestions for use, as well as answers to puzzles and quizzes etc., in the Teacher’s Resource Folder.

Introduction to CLIL The Introduction to CLIL booklet in the Teacher’s Resource Folder contains: • A Warm Up to CLIL for teachers • Sample projects containing teaching notes,

photocopiable student material and answer keys for the following subjects: Science, Physics, Geography, Art, Economics Extra introduction to CLIL is on the Change Up! website.

Change Up! website: www.changeuponline.com The Change Up! website has been created with both the teacher and the student in mind. The main function of the teacher area is to provide you with constantly updated, flexible and customised material, which is of such importance when using a modern language course. On the site, you will find a variety of materials to support your teaching with Change Up! Your students will find the following, amongst other things, in the area specially dedicated to them: • audio material from the Student’s Book in MP3

format

• constantly updated downloadable student material

in full colour. In addition to this, the Change Up! Magazines, which are published twice a year, can be downloaded from the site.

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The Common European Framework (CEF) The Common European Framework, developed by the Council of Europe, was published in 1996 and updated in 2001. It establishes a uniform framework of reference for ‘measuring’ language proficiency in any European language at various stages in the language learning process. The so-called ‘descriptors’, which specify the various competences corresponding to each stage, are grouped into three levels (A, B and C), each of which is further subdivided into two (A1, A2, B1, B2, C1, C2) as follows: A Basic User A1 Breakthrough A2 Waystage

Introduction to Change Up! Upper Intermediate

INTRODUCTION TO CHANGE UP! UPPER INTERMEDIATE .................................................................................................................................

B Independent User B1 Threshold B2 Vantage C Proficient User C1 Effective Operational Proficiency C2 Mastery The table of levels and descriptors below is taken from the following source, which you can refer to if you want more detailed information about the Common European Framework. http://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf Table 1 – Common Reference Levels: global scale

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him / herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him / herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his / her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his / her background, immediate environment and matters in areas of immediate need.

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him / herself and others and can ask and answer questions about personal details such as where he / she lives, people he / she knows and things he / she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Proficient User

Independent User

Basic User

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How the CEF corresponds to Change Up! In tune with the aims of the CEF, Change Up! focuses on communication, on developing the ‘ability to do things’ in the language as well as ‘knowledge about’ the language. The two levels of Change Up! (Intermediate and Upper Intermediate) cover levels B1 to B2 of the CEF. In addition, Change Up! Pre-intermediate Workout is aimed at students who have not reached B1 level of the CEF yet, and need quick but thorough language revision for level A2. There is, however, some degree of overlapping of levels, in order to avoid abrupt changeovers from one text book to another. Notice, also, that levels can be further refined, as you can see in the table below. A2.2

B1.1

B1.2

B2.1

B2.2

Pre-intermediate Workout Intermediate Upper Intermediate

External Certifications University of Cambridge ESOL Examinations The Cambridge ESOL examinations are designed to assess the ability of native speakers of languages other than English to communicate effectively in the English language. They span five levels and cover all four language skills (reading, writing, listening and speaking). As you can see in the table below, the examinations are also linked to the levels of the Common European Framework, the First Certificate in English (FCE) corresponding to CEF Level B2. One of the underlying objectives of Change Up! is to familiarise students with FCE requirements and format. CEF Level B2 is the final target level of the course, which students reach when they have completed Change Up! Upper-Intermediate. CEF C2

B1 A2

Cambridge ESOL Certificate of Proficiency in English (CPE) CPE is Cambridge ESOL’s most advanced exam. It is aimed at people who use English for professional or study purposes and can use the language at a similar level to that of a native speaker. Certificate in Advanced English (CAE) CAE is an exam for advanced users of English. This exam is aimed at people who can use written and spoken English for most professional and social purposes. It is widely recognised for work or study purposes. First Certificate in English (FCE) FCE is an exam for people who can use everyday written and spoken English at an upper-intermediate level. It is an ideal exam for people who want to use English for work or study purposes. Preliminary English Test (PET) PET is an exam for people who can use everyday written and spoken English at an intermediate level. Key English Test (KET) KET is an exam which recognises the ability to deal with everyday written and spoken English at a basic level.

FCE Content: An Overview Paper / Timing

Parts

Format

Test focus

Paper 1 READING (text types: articles, reports, fiction, advertisements, correspondence, messages, informational material)

Part 1

a text followed by 4-option multiple-choice questions: 8 questions

detail, opinion, gist, attitude, tone, purpose, main idea, meaning from context, text organisation features

Part 2

a text from which sentences have been removed and placed in a jumbled order after the text: 7 questions

text structure, cohesion, coherence

Part 3

a text or several short texts preceded by multiple-matching questions: 15 questions

specific information, detail, opinion, attitude

1 hour

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Paper / Timing

Parts

Format

Test focus

Paper 2 WRITING

Part 1

a compulsory task with input material: 120-150 words

writing a letter or email

Part 2

one situationally based task from a choice of five questions (including a question on prescribed reading texts with two options): 120-180 words

writing an article, an essay, a letter, a report, a review, a story

Part 1

a modified cloze test containing 12 gaps and followed by 4-option multiple-choice items: 12 questions

lexical / lexico-grammatical features of the language

Part 2

a modified open cloze test containing 12 gaps: 12 questions

grammatical / lexico-grammatical features of the language

Part 3

a text containing 10 gaps - each gap corresponds to a word - the stems of the missing words are given beside the text and must be changed to form the missing word: 10 questions

word formation. lexical / lexico-grammatical

Part 4

lead-in sentences and a gapped second sentence to be completed in two to five words, one of which is a given ‘key word’: 8 questions

key word transformations. lexical and grammatical

Paper 4 LISTENING (text types: range of spoken material, including news programmes, speeches, stories and anecdotes and public announcements)

Part 1

a series of short unrelated extracts from monologues or exchanges between interacting speakers. There is one multiple-choice question per extract, each with three options: 8 questions

general gist, detail, function, purpose, attitude, opinion, relationship, topic, place, situation, genre, agreement etc:

Part 2

a monologue or text involving interacting speakers, with a sentence completion task: 10 questions

detail, specific information, stated opinion

Part 3

five short related monologues, with multiple-matching questions requiring the selection of the correct option from a list of six: 5 questions

general gist, detail, function, purpose, attitude, opinion, relationship, topic, place, situation, genre, agreement etc.

approximately 40 minutes

Part 4

a monologue or text involving interacting speakers, with multiple-choice questions, each with three options: 7 questions

opinion, attitude, gist, main idea, specific information

Paper 5 SPEAKING

Part 1

a conversation between the interlocutor and each candidate – spoken questions

general interactional and social language

Part 2

an individual ‘long turn’ for each candidate, with a brief response from the second candidate – in turn, candidates are given a pair of photographs to talk about

organising a larger unit of discourse: comparing, describing, expressing opinions

Part 3

a decision-making task – a two-way conversation between candidates with spoken instructions, and visual and written stimuli

sustaining an interaction: exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc.

Part 4

a discussion on topics related to the collaborative task (Part 3) – spoken questions

expressing and justifying opinions, agreeing and/or disagreeing

1 hour 20 minutes Paper 3 USE OF ENGLISH 45 minutes

14 minutes

Introduction to Change Up! Upper Intermediate

INTRODUCTION TO CHANGE UP! INTERMEDIATE .................................................................................................................................

If you want further information about the Cambridge ESOL examinations, you can visit the following website: http://www.cambridgeesol.org/index.html

Trinity College Examinations The Trinity Graded Examinations in Spoken English (GESE) are available at 12 progressive grades, or levels, divided into four stages: Initial (Grades 1–3) - Elementary (Grades 4–6) - Intermediate (Grades 7–9) Advanced (Grades 10–12). The GESE focus on the skills of speaking and listening and are one-to-one oral assessments with a Trinity examiner. The 12 grades are linked to the Common European Framework as follows: A1 – Grades 1 and 2, A2 – Grades 3 and 4, B1 – Grades 5 and 6, B2 – Grades 7, 8 and 9, C1 – Grades 10 and 11, C2 – Grade 12. Numerous types of activities in Change Up! provide suitable practice for the oral interaction and listening skills needed for GESE, in particular, Communicate Pair Work, Communicate Listening, Discover Spoken English, Discover Spoken Grammar. If you want further information about the Trinity Graded Examinations in Spoken English, you can visit the following website: http://www.trinitycollege.co.uk