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1 A- 1 B
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New Step Ahead - Split Edition - Teacher’s Book based on the work of Herbert Puchta and Paola Tite Revised by Paola Cecchi © 2009, ELI s.r.l. P.O. Box 6 62019 Recanati Italy Tel. +39 071 750701 Fax. +39 071 977851 e-mail: info@elionline.com www.elionline.com 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’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. Authors’ acknowledgements We would like to thank all the staff at ELI who have contributed their skills to producing this book. We would also like to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the book. For the international version we are particularly grateful to Alison Smith and Ester Canaletti for their invaluable contribution. Acknowledgements Editorial Project: Sarah Mercedes Howell Art Director: Marco Mercatali Editorial Dept: Lisa Suett, Sabina Cedraro, Gigliola Capodaglio Production Manager: Francesco Capitano Illustrated by R. Battestini Split edition Graphics: Airone Comunicazione Cover Graphic Design: XL Studio While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity. Printed in Italy by Tecnostampa – 09.83.111.0 New Step Ahead - Split Edition - Teacher’s Book 1A-1B ISBN 9788853603869
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Introduction
C o n t e n t s Structured Index
European Certifications
page
page
6
The Common European Framework of Reference
20
8
Self-Assessment checklists
21
External Certifications
27
Contents of New Step Ahead 1A-1B
4
Contents of New Step Ahead 2A-2B Contents of New Step Ahead 3A-3B
Introduction The thinking behind New Step Ahead
10
Multiple intelligences
10
Objectives
11
The story of New Step Ahead 1A-1B
29
An overview of the Course Components
11
Starter Unit
30
Teaching with New Step Ahead
11
Opening two pages of a module
13
Module A Friends
34 48
The Story line
14
Grammar
15
Communication
15
Skills
16
Culture
18
Testing and assessment
18
Exam preparation
18
Study skills
18
Test Book
18
The Portfolio
19
Teaching Notes
Extra games and activities
Module B Family Extra games and activities
Module C Birthdays Extra games and activities
Module D Teenage lives Extra games and activities
Module E Looking good Extra games and activities
50 63 64 76 78 92 94 108
Pairwork Teaching notes on Pairwork
110
Photocopiable resources
112
Workbook Answer Key
122
Recording on Class Audio CD Recording on Student’s Audio CD
3
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Review of topics, vocabulary and basic structures for: classroom language and objects, colours, numbers from 1 to 20, alphabet, animals, food and drink, days of the week, months, seasons, weather, celebrations, How are you?, have you got…? Grammar: nouns, verbs, adjectives.
Starter Unit Back to school
Communication
New Step Ahead
■
1A
Prerequisites
Module Unit 1 Meeting Kiara and Luca
A
English words in everyday life
Unit 3 At Sally’s place
B
Nationality and nationality adjectives Subject pronouns Verb be affirmative
1B ■
New Step Ahead
Unit 5 Simon’s Ferrari
C
Days of the week Verb be Personal pronouns Possessive adjectives
Unit 7 Word games
D
Verb have got Making suggestions Alphabet Telling the time
Unit 9 Vanessa’s T-shirt
Unit 10 Trying on a T-shirt
4
E
Personal Names Colours Alphabet
Asking and saying your age: How old are you? I’m … Asking and saying where you are from: Where are you from? Where are they from? Talking about other people
Personal subject pronouns (plural): we, you, they Present simple of be: affirmative form plural The use of ’s in the possessive case Adjectives: nice, good, famous Plurals
Numbers 1 – 20 Countries Nationalities
Asking how to say something in English: What’s this in English? Asking and giving telephone numbers: What’s your telephone number? It’s … Saying goodbye
Present simple of be: negative and interrogative forms, short answers who? Demonstrative adjectives and pronouns: this, that, these, those
Days of the week Objects used in class Members of the family
Asking and telling the time: What’s the time? It’s … Talking about quantity Asking and saying where someone or something is: Where’s my T-shirt? It’s under / in / on … Describing objects, people and places
There is / there are How many Questions with What, Who, Where Articles: a, an, the
Numbers 21 – 100 Rooms and garden Prepositions in, on, under
Talking about birthdays: When’s his birthday? Talking about possessions Making suggestions: Let’s watch TV. Giving personal information: Have you got a big family? How many brothers …?
The verb have got: affirmative, negative, interrogative forms and short answers Let’s + base form of the verb
Ordinal numbers 1st–31st Months and dates Animals
Offering, accepting and refusing something: Would you like …? Yes, please! / No, thanks. Giving and carrying out commands: Close your eyes. Don’t look!
Would you like…? / I’d like… Countable and uncountable nouns How much and how many Some and any Imperatives Prepositions of movement
Food and drink Parts of the body
Teenage lives
Unit 8 Kiara helps Sally
Module
Personal subject pronouns (singular): I, you, he, she, it Present simple of be: affirmative form singular Possessive adjectives: my, your, his, her
Birthdays
Unit 6 A surprise party
Module
Greetings: Good morning, Hi, Hello, Goodbye Introducing yourself and others: Hi, I’m … This is … Nice to meet you. Talking about the colour of objects Spelling
Family
Unit 4 Sorry about my dad
Module
Vocabulary
Friends
Unit 2 New friends
Module
Grammar
Talking about ability: Can you juggle? Yes, I can. No, I can’t. Talking about daily routine: I get up at … Asking, giving or refusing permission to do something: Can I sit here? Of course, you can. Sorry, you can’t.
Present simple: affirmative form and spelling rules for the third person Adverbs of frequency and their position: always, usually, often, sometimes, never Can / can’t
What to say if you don’t understand Simple requests: Can you close the door? Talking about free time: Do you like watching TV? Yes, I do. No, I don’t.
Why / because Present simple: negative, interrogative forms and short answers Like / hate / love and -ing form
Adjectives for describing emotions and feelings Sport
Present continuous: affirmative, negative, interrogative forms and short answers Verbs used as nouns (-ing form)
Hobbies and interests Clothes
Verbs for unusual actions Free-time activities
Looking good
Colours Numbers 1-100 Can for permission Present simple
Talking about hobbies and interests: Reading is fun. Talking about actions happening now Telephone conversations: Can I talk to Mike? Describing what someone is wearing Asking and saying prices of clothes: How much is this shirt? It’s twenty-five pounds. Buying something, indicating what you like and asking the price: I’d like a pair of jeans. How much are they?
Comparison of Present simple and Present continuous Question tags Possessive adjectives: my, your, his, her, its, our, your, their
Prices and foreign currency Shops
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Contents Skills
Song Pronunciation
Reading – understanding an email with holiday greetings Listening – understanding personal names, someone offering something Speaking – asking and saying your name, spelling Writing – simple sentences of presentation
Ice cream blues the sounds /i/ and /i:/
Reading – understanding a profile of a famous person Listening – identifying age, nationality and preferences of three people Speaking – asking and saying your name, age, nationality, preferences Writing – describing your favourite famous person
One world the weak sound /ə/
Reading – understanding a homepage, with details about a boy, his family and preferences Listening – understanding essential information given by Simon about his family Speaking – asking and giving personal information: age, telephone number, preferences Writing – simple sentences about a classmate
My travelling family the sounds /θ/ and /ð/
Reading – understanding a simple personal letter describing a house Listening – understanding essential information given by Sandra about her family Speaking – asking and answering questions about your home and family Writing – simple sentences about your favourite room
Culture site Countries of the UK, their capitals and main cities. Text messages Student’s Book pp. 34–5
He’s got the whole world in his hands
Reading – understanding descriptions of strange animals Listening – understanding someone offering food and drink Speaking – describing a picture so that a classmate can recognise it Writing – simple sentences about a real or imaginary animal
Hungry kid
Reading – understanding the daily routine of a young reporter by reading an article Listening – identifying a kid’s routine Speaking – describing your weekly routine Writing – simple sentences about your typical day
I’m so busy The sounds /e/ and / :/ rency
Reading – understanding a newspaper article Listening – understanding essential information in a conversation about sports Speaking – asking and talking about favourite sports Writing – simple sentences about your family’s favourite sports
Sports-hater blues Joining sounds
Reading – understanding the diary of a school day on a homepage Listening – identifying someone by their clothes Speaking – describing what someone is wearing Writing – a diary of an evening with your family
A dream come true Pronunciation of the suffix -ing
Reading – understanding an article about shopping Listening – understanding essential information from an interview about shopping Speaking – asking and answering questions about shopping Writing – a short text about shopping
I’m a window shopper The stress in a word
Intonation
Portfolio
Exam practice Writing Open dialogue Student’s Book p. 38 Guided dialogue Workbook p. 15 Listening Multiple choice listening and comprehension questions Workbook p. 16
Create a short presentation of yourself with a photo. Student’s Book p. 25 Produce a poster of a famous person. Student’s Book p. 33
Study skills How to use the CD Workbook p. 14
A web page about English homes Information about pets Student’s Book pp. 58–9
Please let me know the sound /h/
Reading – understanding the homepage of a girl talking about her life and love for animals Listening – understanding a question and invitation to do something Speaking – asking and talking about possessions Writing – describing your favourite possessions
Exam practice and Study skills
Exam practice Listening Listening to identify the correct picture. Student’s Book p. 62 Workbook p. 33 Writing Filling in a form Workbook p. 32
Writing a brief presentation of a classmate Student’s Book p. 49 Writing a brief description of a favourite room Student’s Book p. 57
Study skills Keeping a grammar and vocabulary notebook Workbook p. 31
Celebrations Student’s Book pp. 26–7
The sounds / / e /ɑ:/
Exam practice Speaking Giving personal information Student’s Book p. 30 Writing Writing a text giving personal information Workbook p. 15 Listening Listening to identify the sequence of pictures Workbook p. 16
Describing your favourite possessions Student’s Book p. 17 Writing a short description of a real or imaginary animal Student’s Book p. 25
Study skills How to prepare the Portfolio Workbook p. 14 A web page about the British Royal family The role of the Queen and her family Student’s Book pp. 50–1
Exam practice Reading Understanding signs and notices Student’s Book p. 54 Writing Reading and writing messages Workbook p. 32 Listening Listening to identify the correct picture Workbook p. 33
Describing your typical day Student’s Book p. 41 Writing a brief text about your and your family’s favourite sports Student’s Book p. 49
Study skills Identifying your learning style Workbook p. 31
A page on London Information about London and interviews with people from London and tourists Student’s Book pp. 74–5
Exam practice Speaking Describing a picture Student’s Book p. 78 Writing Writing a postcard Workbook p. 49 Listening Listening to identify correct prices Workbook p. 50
Describing an evening with your family Student’s Book p. 65 Writing a short text about shopping Student’s Book p. 73
Study skills How to organise your ideas with a mind map Workbook p. 48
5
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Communication
New Step Ahead
■
2A
Prerequisites
Module Unit 1 An invitation to a party
A
Present simple Telling the time Verb phrases Personal pronouns
Unit 3 An afternoon out
B
Past simple of the verb be Verbs
2B ■
New Step Ahead
Unit 5 Judy’s dad says ‘no’
C
Present continuous Past simple Why-questions
Unit 7 A meal with dad
D
Module Unit 9 Bullies
Unit 10 A trip to the seaside
6
E Adjectives Comparatives Past simple
Asking and saying where someone was on holiday: We were in the capital of Germany. Offering something to drink and accepting or refusing, giving reasons: ‘Would you like …?’ ‘Yes, please. / No thanks. I don’t drink …’ Asking about free time and expressing preferences
Past simple of the verb be: affirmative, negative, interrogative forms and short answers Time expressions with the past Expressions of quantity: a lot of / not much / not many
Types of TV programmes Prepositions of place and direction Shops and services
Drinks Music
Getting information about a journey: Excuse me, when’s the next train to …? Talking about the weather: Wet today, isn’t it? Asking and talking about recent holidays: Where did you travel?
Past simple: affirmative, negative, interrogative forms and short answers Question words: what, when, which, how far, how long
Travel and holidays Weather and temperature adjectives
Buying things, saying what you would like and asking the price: How much are those earrings? Talking about your weekend: Last weekend we went to London …
Past simple of irregular verbs: affirmative, negative, interrogative forms and short answers Adverbs of manner
Numbers over 100 Shapes
Asking for, giving and refusing permission to do something: Is it all right if I …? Talking about ability: Do you know how to … / Can you …? Talking about future plans: What time are we leaving …?
Present continuous for future arrangements Use of negative Present continuous Comparison between Present continuous and be going to Conjunctions: but / so / because Can and other constructions to talk about ability and permission
Family and relatives
Asking what the matter is and giving advice: What’s the matter with you? Why don’t you …? Talking about what you were doing: I was taking a shower.
Past continuous: affirmative, negative, interrogative forms and short answers Comparison between Past continuous and Past simple (with when)
Minor illnesses and injuries Jobs
Making offers: ‘I’m thirsty.’ ‘OK. I’ll get you a drink.’ Ordering something to eat and drink: I’d like …, please. I’ll have … Making future predictions: Do you think there’ll be …?
Future with will: Predictions, promises, offers to help, decisions Future with might (not): possibility Shall we…? for suggestions One and ones
Adjectives for physical feelings Words and expressions used in a restaurant
Talking about someone’s character: ‘What’s she like?’ ‘She’s rather moody.’ Making comparisons: … is more expensive than … Giving simple advice: What’s the matter? You should …
Comparative adjectives Comparatives: than / as … as Modal verbs: should / shouldn’t
Adjectives to describe character Furniture
Talking about preferences: I prefer geography. I think it’s more interesting … Talking about routines: Who does the work in your family?
Superlative adjectives Have to / don’t have to Modal verbs: must / mustn’t
School subjects Household tasks have / make / do
Talking about location: ‘Where is …?’ ‘On the east coast.’ Borrowing something: Can I borrow …? Making suggestions, accepting and refusing: Shall we …? / Why don’t we …?
Present perfect: affirmative, negative and interrogative forms, short answers Regular and irregular past participles Present perfect with ever / never
Points of the compass Seaside
Sports and sport equipment
People and places
Family members Basic adjectives
Unit 8 Brian’s confused
Future with be going to: affirmative, negative and interrogative forms Object pronouns
Teenage excellence
Unit 6 Nick goes to hospital
Module
Asking and talking about when a TV programme is on Asking and giving directions Asking to borrow something
London
Unit 4 Judy's angry with Nick
Module
Vocabulary
Time out
Unit 2 Brian’s awful evening
Module
Grammar
School life
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Contents Skills Reading – understanding an article about English and American teenagers’ addiction to TV Listening – understanding a conversation about what three kids are going to do in their free time Speaking – asking and answering questions about favourite TV programmes. Writing – writing a text about your favourite TV programme Reading – extracting information from an article about a TV programme on pop music Listening – understanding four people’s preferences in cinema, television and sport Speaking – asking and answering questions to guess the name of a famous person Writing – writing a text about your favourite music or film star
Song Pronunciation I’ll be there for you Pronunciation of be going to
Culture site Music and cinema awards Student’s Book pp. 26–7
Fame Pronunciation of was / were
Reading – extracting information from articles about extraordinary atmospheric events Listening – listening to a weather forecast and identifying a weather map Speaking – talking about the weather in different seasons Writing – writing a holiday postcard, describing the weather and activities
Pronunciation of -ed
Reading – extracting information from an article on a famous London store Listening – understanding important information from an ad for a sale Speaking – talking about a famous London store Writing – describing a shopping centre
I want a dog Two ways of pronouncing the letter ‘u’: /ø/ and /ju…/
Reading – extracting information from an article on a teen prodigy Listening – understanding information on three teen prodigies Speaking – talking about your abilities and that of a classmate Writing – describing your talents
Wonderful world The sounds /S/ and /tS/
Reading – extracting information from newspaper articles about extraordinary events Listening – understanding essential information from a radio programme on extraordinary events Speaking – asking and answering questions about work and jobs Writing – describing an accident, saying where and when it happened
Contrastive stress was / were
Reading – extracting information from a leaflet about food and diet Listening – understanding a conversation about food Speaking – asking and answering questions about food and diet Writing – describing your eating habits
We’ll be together Pronunciation of ’ll
Reading – extracting information from an article on ‘feng shui’ Listening – understanding specific details about the layout of a room Speaking – asking and answering questions about furniture in a room Writing – describing your room
The sound /´/ in the words than and as … as
Reading – extracting information from a school notice on bullying Listening – understanding a boy talking about his favourite subjects, homework and free time Speaking – talking about your school timetable and explaining your preferences Writing – describing your favourite school day and explaining your preference
The angry housewife Pronunciation of final consonants
Reading – extracting information from an article about a holiday in space Listening – understanding a boy talking about his ideal holiday Speaking – asking and answering questions about past and future holidays Writing – describing your plans for your next holiday
Nothing compares 2 U Silent final –e
Exam practice and Study skills Exam practice Reading Comprehension questions on a reading text Student’s Book p. 30 Writing Writing an email Workbook p. 15 Listening Listening and identifying names of TV programmes Workbook p. 16
Portfolio Writing a text about a favourite TV programme Student’s Book p. 17 Writing a text about a favourite music or film star Student’s Book p. 25
Study skills How to use a bilingual dictionary Workbook p. 14
Castles and ghosts in Great Britain Student’s Book pp. 50–1
Exam practice Writing Writing a guided dialogue Complete a conversation, choosing the correct answer Student’s Book p. 54 Writing Writing a formal letter Workbook p. 32 Listening Listening and identifying tourist attractions in London Workbook p. 33 Study skills How to read an Internet page Workbook p. 31
Writing a holiday postcard, describing the weather and activities Student’s Book p. 41 Describing a shopping centre Student’s Book p. 49
A school project on Native North Americans and a text on Geronimo, leader of the Apache Student’s Book pp. 74–5
Exam practice Reading Reading a text and answering multiple choice comprehension questions Student’s Book p. 30 Writing Filling in a form, using information in a short text Workbook p. 15 Listening Listening to six conversations and identifying the pictures Workbook p. 16
Describing your abilities and talents Student’s Book p. 17 Describing an accident and when and where it happened Student’s Book p. 25
Study skills How to make notes in class Workbook p. 14
A school project on American kids’ diets and a food expert’s opinions Student’s Book pp. 50–1
Exam practice Listening Listening to fill in a form Student’s Book p. 54 Writing Writing an article in the past tense Workbook p. 32 Listening Listening to a conversation with multiple choice comprehension questions Workbook p. 33
Describing your eating habits Student’s Book p. 41 Describing your room Student’s Book p. 49
Study skills How to find out about your intelligences Workbook p. 31
Some websites about tourist locations in the USA Student’s Book pp. 74-5
Exam practice Speaking A role play in pairs Student’s Book p. 78 Writing Writing a short message Workbook p. 49 Listening Filling in a form by listening to a conversation Workbook p. 50
Describing your favourite school day, explaining your preference Student’s Book p. 65 Describing your plans for your next holiday Student’s Book p. 73
Study skills How to organise your study time and space Workbook p. 48
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Communication
New Step Ahead
■
3A
Prerequisites
Module Unit 1 Out of this world
A
Present simple Past simple Question words Hobbies Time expressions
Unit 3 Pocket money
B
Will · going · should Household tasks Describing people
3B ■
New Step Ahead
Unit 5 Let’s clean it up
C
Can't Present perfect (already) Because Food + drink Animals
Unit 7 Schools of the future
D
Present passive Might (possibilities) If sentences School subjects Opinion adjectives
Unit 9 You look … different
Unit 10 Stand up for your rights
8
E
Opinion adjectives Free time activities
Talking about duration: ‘How long have you been a footballer?’ ‘For four years.’ Asking for information at the cinema: What kind of film is it? When is it showing?
Present perfect + for/since Comparison between Present perfect and Past simple
Star signs Types of film
Asking for confirmation: ‘You’re David Beckham, aren’t you?’ ‘That’s right!’ Making decisions: I’ll wash the car. Talking about plans on how to earn and spend money: ‘How are you going to get the money?’ ‘I’m going to …’
Comparison between will and going to Question tags Should
Types of music Musical instruments Odd jobs and ways of making money
Talking about a problem and saying what needs to be done: ‘My shoe has got a hole in it.’ ‘You need to buy a new pair.’ Talking about what is necessary: ‘A teacher needs to be creative.’ ‘I agree.’ Talking about ambitions and objectives: I’d love to be a doctor.
Present passive Have to / don’t have to Need
Describing people Jobs
Checking for confirmation: ‘You’ve got school in the morning!’ ‘So you mean I can’t watch this film?’ Saying what you want someone to do: I want you to pick up the rubbish. Offering to do something: I’ll buy some crisps.
Zero conditional First conditional Want someone to do something
Containers The environment
Giving advice: If I were you, I would … Talking about holiday plans: Where would you like to go?
Second conditional If I were you Infinitive of purpose and because
Geographical features Means of transport
Talking about future possibility: ‘What are you doing this weekend?’ ‘I’m not sure. I might have a date.’ Maintaining a conversation Asking someone to explain something in simpler words
Relative pronouns: that, who, which Indirect speech with say and tell Indefinite pronouns: someone, everyone, no one, anyone
Types of books IT
Justifying opinions: Mobile phones are great. I couldn’t live without one. Describing a process: first, then, after that, next, finally
Reported speech: tense changes Past passive
Must-have accessories Methods of communication
Reacting to a situation by making deductions: You must be really thirsty. Describing someone’s clothes to identify them: She’s the girl with …
Modal verbs can’t and must for deduction Reflexive pronouns Causative: have something done and reflexive pronouns
Clothing Appearance
Expressing sympathy: Oh dear. I’m sorry to hear that. Giving, accepting and refusing advice: Why don’t you …? If I were you … You should …
Reported questions Obligation and permission: make and let Used to
Emotions and feelings Relationships
Hi-tech
Unit 8 Communic8!
Module
Review of Present Perfect Present perfect + yet, already, just So do I / Neither do I
The world
Unit 6 Walk the world
Module
Saying what someone has / hasn’t done: Have you been to the Café yet? Exchanging opinions: ‘What did you think of …?’ ‘I thought it was great.’ Agreeing and disagreeing: So did I / I didn’t
Work
Unit 4 What a great job!
Module
Vocabulary
Having fun
Unit 2 Screen heroes
Module
Grammar
Express yourself
Present continuous Reported speech (tense changes) Clothing Colours Parts of the body Prices
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Pagina 9
Contents Skills
Song Pronunciation
Reading – Understanding a web page on Disneyland Listening – Understanding times, prices and attractions of a theme park Speaking – Asking and answering questions about a visit to a theme park Writing – Writing a postcard about a visit to a theme park, expressing opinions
Everyday The sounds /əυ/ /ɒ/ /ɔ /
Reading – Understanding a quiz about TV and film stars Listening – Understanding information about TV and film stars Speaking – Talking about favourite film and TV stars Writing – Describing a film star
Spiderman The sound /ə/
Reading – Understanding a survey about pocket money Listening – Extracting information from a conversation about how two kids get their money Speaking – Talking about earning and spending money Writing – Writing a letter to a magazine about pocket money
Reading – Extracting information from an article on a spy Listening – Extracting information from an interview about someone’s job Speaking – Asking and answering questions about work Writing – Writing a passage about ambitions
Reading – Extracting information from a school project on endangered species Listening – Understanding essential information from recordings about animals’ lives Speaking – Exchanging opinions in a discussion about the environment Writing – Writing about the most serious environmental problems
Culture site American Culture and that of other English-speaking countries Student’s Book pp. 26–7
Exam practice and Study skills Exam practice Speaking Asking for and giving personal information Student’s Book p. 30 Writing Replying to an ad Workbook p. 15 Listening Identifying times and prices Workbook p. 16
Portfolio Writing a postcard about a visit to a theme park, expressing opinions Student’s Book p. 17 Describing a film star Student’s Book p. 25
Study skills How to use a monolingual dictionary Workbook p. 14
Money (that’s what I want) Intonation with question tags
The Flying Doctors in Australia Student’s Book pp. 50–1
The sounds /ei/ and / /
Exam practice Reading Identifying true or false information Student’s Book p. 54 Writing Writing an article about a foreign holiday Workbook p. 32 Listening Identifying jobs Workbook p. 33
Writing a letter to a magazine about pocket money Student’s Book p. 41 Writing a short passage about parent’s jobs Student’s Book p. 49
Study skills The Common European Framework of Reference Workbook p. 31
Pronunciation of /l/
Reading – Understanding a leaflet about a ship of the future Listening – Understanding an interview about life on board a ship Speaking – Discussing advantages and disadvantages of life on board a ship Writing – Writing a letter, describing an imaginary life on board a ship
Pronunciation of two part nouns
Reading – Understanding emails Listening – Understanding an interview on the radio about problems in an English school Speaking – Discussing and giving opinions of negative aspects of students’ behaviour at school Writing – Writing a letter about school, expressing personal opinions and ideas
Another Brick in the Wall Strong and weak forms of that
Reading – Scanning texts on the lives of two American presidents. Listening – Understanding main points in a quiz show about a famous American actress Speaking – Preparing a quiz, asking and asking the questions Writing – Writing questions for a quiz
Linking words together
Reading – Understanding a questionnaire about being fashion conscious Listening – Extracting information about clothes for a party from a phone conversation Speaking – Asking and answering questions about fashion and look Writing – Describing physical appearance, interests and preferences of a friend
Wonderful Tonight Pronunciation of final t in can’t, don’t, didn’t
Reading – Reading letters in a magazine and understanding the main points about young people’s rights Listening – Understanding the main points in a news programme on the radio Speaking – Exchanging personal opinions in a discussion on legal age limits Writing – Writing a simple text about young people’s rights.
Pronunciation of used to
Life in Australia Student’s Book pp. 26–7
Exam practice Listening Matching words and pictures Student’s Book p. 30 Writing Writing a letter about a film Workbook p. 15 Listening Identifying pictures Workbook p. 16
Describing your country’s worst environmental problems Student’s Book p. 17 Writing a letter, describing an imaginary life on board a ship Student’s Book p. 25
Study skills Multiple intelligences Workbook p. 14
An article on an Irish rock star’s charity work Student’s Book pp. 50–1
Exam practice Listening Choosing the correct information Student’s Book p. 54 Writing Writing a summary Workbook p. 32 Listening Multiple choice exercise Workbook p. 33
Writing a simple text on school today, expressing personal ideas and opinions Student’s Book p. 41 Writing questions for a quiz Student’s Book p. 49
Study skills Exams Workbook p. 31
European pop groups Student’s Book pp. 74–5
Exam practice Speaking Presenting a topic Student’s Book p. 78 Writing Writing a text about a town/city for a tourist brochure Workbook p. 49 Listening Filling in a form by extracting information from a conversation Workbook p. 50 Study skills English for the holidays Workbook p. 48
Writing a short text, describing the physical appearance, interests and preferences of a friend Student’s Book p. 65 Writing a simple text about young people’s rights, expressing personal opinions and ideas Student’s Book p. 73
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Pagina 10
Introduzione
I n t r o d u c t i o n
New Step Ahead - Split Edition is a three-level English course, split into 6 volumes in order to offer maximum flexibility to teachers in a variety of classroom situations. Each Student’s Book is accompanied by a Workbook and Audio CD, plus there is a Test Book, a CD-Rom, and a Teacher’s Book with Class Audio CD for each level.
The thinking behind New Step Ahead The course recognises the importance of multiple intelligences and the centredness and autonomy of students in their own learning process. For this reason, materials, activities and techniques in the syllabus are designed to meet the students’ different learning styles. All the methodological choices are aimed at helping students in the organisation of their study method and in the evaluation of their own learning process. Furthermore, New Step Ahead sets its objectives and performance scale on The Common European Framework of Reference for the teaching and learning of foreign languages (CEFR). The course is built upon the descriptors of levels A1 and A2, and, by the end of the course, some descriptors of level B1. (See page 22 for futher details on the CEFR).
10
Multiple Intelligences New Step Ahead is based on the theory of multiple intelligences. This means that the contents and types of activities have been chosen to meet the needs of students’ cognitive profiles, strictly related to their types of intelligence. 1
Linguistic Intelligence develops with language activities, such as reading and comprehension activities, written compositions, vocabulary and grammar.
2
Logical-mathematical Intelligence is expressed and developed through problem-solving, riddles, quizzes and division of lexis into semantic areas.
3
Spatial or Visual Intelligence is developed through the use of images, photo stories and comics, memorisation techniques such as mind maps and spider grams.
4
Musical Intelligence develops by means of listening activities, pronunciation, intonation and stress exercises and songs.
5
Kinaesthetic Intelligence is expressed and developed through drama activities such as role-plays, games and project work.
6
Interpersonal or Social Intelligence is expressed in social interaction and communication activities such as pair or group work and class discussion.
7
Intrapersonal or Creative Intelligence is typical of those students who are contemplative and rich in imagination and is expressed through writing, research and project work.
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Introduction ■
The CD-Rom contains: • extension and consolidation activities
Objectives New Step Ahead aims to:
• 10 video clips ■
• notes, suggestions and keys for all activities included in the Student’s Book and Workbook
• develop the student’s linguistic competences using a functional-communicative approach, as suggested by the Council of Europe guidelines • help students consolidate and apply what they have learnt in a wider context • familiarise students with the up-to-date, everyday language used by English-speaking teenagers • help students to compare different values, attitudes and life styles, through the presentation of socio-cultural aspects of English-speaking countries • motivate students to produce a Portfolio, in accordance with CEFR guidelines
The Teacher’s Book contains:
• presentation of CEFR descriptors and Portfolio • photocopiable resources ■
The 2 Class Audio CDs contain: • all the Student’s Book material
■
The Test Book contains: • an entry test, an End-of-unit test for each unit, an End-of-module test, and Skills tests for each module
■
The Test Book Audio CD contains: • all listening activities in the section Skills Test listening
• prepare learners for both Cambridge KET (Key English Test) and Trinity Certifications • educate students to use multimedia tools in language learning
An overview of the Course Components ■
Each level of the course includes: Student’s Book and Workbook A and B The Student’s Book A contains: • 2 modules of 2 units each (SB1A also includes a Starter Unit) The Student’s Book B contains: • 3 modules of 2 units each
■
Each Student’s Book contains: • grammar explanations and exercises, communicative and lexical activities, skills consolidation, exam strategies, and culture pages
■
The Workbook contains: • activities related to each unit of the Student’s Book • Study skills sections • a Grammar Reference
■
The Student’s Audio CD contains: • the opening dialogues of each unit of the Student’s Book • the Workbook listening activities
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Introduction Student’s Book Module A opening of the Module Prerequisites
Objectives
Review
Warm-up Did you know?
Unit 1 Story
Comprehension
Grammar
Grammar
Practice
Pronunciation Communicative functions Vocabulary
Skills
Pronunciation Communicative functions Vocabulary
Skills
Skills Song
Vocabulary
Unit 2 Story
Comprehension
Grammar
Grammar
Practice
Skills Song
Vocabulary
end of Module Culture site
Culture site
Spot check
Spot check
Exam practice Final check
Workbook Module A Unit 1 (5 pages) Grammar excercises
Grammar exercises
Grammar exercises
Steps to Vocabulary Communication
Unit 2 (5 pages) Grammar exercises
Grammar exercises
Grammar exercises
Steps to Communication
Vocabulary
end of Module (7 pages) The Reading Room
Study skills
Exams: writing
Exams: listening
Revision
Revision
I know these words
Workbook Appendix appendix Grammar reference
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Mini dictionary
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Introduction
Opening two pages of a Module
Teaching with New Step Ahead Given that students’ autonomy and centeredness are two of the leading principles of New Step Ahead, there are Cross references from the Student’s Book to the CD-Rom and Workbook which intend to make students autonomous and confident in the use of the material.
Every module begins with Prerequisites, i.e. a list of lexis and language components necessary to tackle the topics in the module.
WB p. 7, ex. 2,3
The activities have been carefully chosen to reflect the students’ world, encouraging them to use the acquired language and to personalise it according to their needs.
The Review section has one or two fun and illustrated activities or quizzes to consolidate some of the language functions listed in the prerequisites.
Students’ awareness of their own learning process is a further pivotal idea in New Step Ahead. For this reason, specific icons underline the principal ability involved in certain activities. Many tasks, however, present integrated macroskills just as in real life, eg: listening and writing, writing and speaking or reading and writing.
When an icon is not indicated, the teacher may like to ask students to reflect on the main ability they are practising and motivate what they are saying, thus contributing to the development of their awareness.
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Introduction • In the Objectives section, there is a list of the grammatical, functional and lexical objectives for the module. It is a good idea to get students to reflect on the objectives in order to encourage them to become aware of, and responsible for, their own learning process. It may also be useful to remind students that they can go back to the objective sections at any moment to self-assess their learning and to revise. The objectives are also clearly stated in the module plan at the beginning of each module in the Teacher’s Book. This plan also lists: • Linguistic competence to be achieved in terms of grammar, functions, vocabulary, pronunciation, songs and culture. • Communicative competences to be achieved in terms of the CEFR descriptors • Exam practice tasks In the Warm-Up section, there are listening activities regarding the story line and the characters, which help stimulate students’ curiosity by inviting them to predict the development of the story. ‘Did you know?’ presents brief information or facts about typical events, people and places belonging to the Englishspeaking world, which will be extended in the Culture Pages.
• •
Let the students listen to the recordings while following in their books Play the recording a second time, pausing in order to solve any comprehension problems Focus students’ attention on the Fluency Box, which contains numerous colloquialisms
The photo story is always followed by three sections: Comprehension, Practice and Vocabulary. Comprehension The comprehension exercises can be done individually or in pairs: students can discuss their answers and check them by re-reading the dialogue, and then the teacher can orally check answers with the whole class. Practice Using mini-dialogues, students practise the language functions introduced in the opening story. The teacher can either use the recordings, pausing for students to repeat, or invite a pair of students to read the dialogue to the class, correcting pronunciation as necessary. Then in pairs, students will read or recite these mini-dialogues, swapping roles. Vocabulary In this section, some lexical elements used in the story line are reinforced and further examined in order to guarantee oral comprehension and correct mastery of pronunciation and spelling.
The Story line Each volume of New Step Ahead follows the exciting stories of different groups of teenagers, presented through a photo story with lively dialogues and typical teenage expressions. Here students have their first introduction to the new language content of the module. Tips for teachers: • Stimulate the students’ curiosity by asking them to look at the photos • Ask them to identify the characters • Ask them to predict the story line • Introduce unknown lexis and phrases
Grammar The Grammar section of the Student’s Book consists of two pages of concise and clear explanations followed by practice and consolidation activities. The teacher is free to choose when to introduce new grammar, using one of the following methods: • inductive method: students work out grammar rules through guided discovery, completing tables or rules on the basis of the examples given • deductive method: students memorise grammar rules and see how they work in the examples given • contrastive method: differences with L1 are presented, together with the common mistakes which may arise Tips for Teachers: • Ask students to look at the examples and complete the tables/rules • Check the completion of the tables/rules, giving further explanation as necessary • Ask students to do the exercises for practice and consolidation For each grammar area, cross-references to the Workbook or CD Rom offer further practice. The Workbook follows the progression of the Student’s Book. Each unit opens with three pages of grammar activities, which can be given as homework or done in class for immediate consolidation. For any doubts, students can consult the Grammar Reference at the end of the Workbook.
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Introduction
Communication The two-page Steps to Communication is divided into three sections with specific activities to develop oral communication skills: Pronunciation section The recorded class exercises have been designed to introduce: difficult sounds, pairs of similar sounds with different spelling, word stress, sentence intonation, different pronunciations for the same spelling. Tips for teachers: • Give an example of the pronunciation • Play the recording once for students to recognise sounds • Play the recording again with pauses for students to repeat and/or complete the exercises • Check answers and students’ individual pronunciation
Vocabulary section These word lists and phrases develop the lexical work started in the presentation dialogue. They are often accompanied by recordings so that students learn to match spelling and sound and carry out repetition activities to acquire fluency. Accompanying pictures help students’ comprehension and reading/writing activities help them memorise new lexis. The Help Box clarifies difficult points and peculiarities.
The Workbook offers further lexical activities, as well as the I know these words section, with a full-page spider gram to help revision and consolidation, and a Mini-Dictionary.
Communicative functions section These activities help students practise everyday use of communicative functions through guided, semi-guided and free conversations, mini-dialogues and role plays. To achieve this aim, first students repeat the recorded or written models, then take on the roles and finally adapt the text to their personal situations. Suggested techniques are pair work, group work, class discussion and presentation.
There are further functional activities in the Workbook which can be assigned as homework. Extra games and activities At the end of each module of the Teacher’s Book there are extra reinforcement activities. These games and activities help communicative competence and socialisation and are perfect to fill five or ten minutes at the end of a lesson or to be developed into more in-depth consolidation activities.
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Introduction
Skills The two-page Skills section in the Student’s Book aims to lead students to independent and integrated language competence. • READING Reading is a fundamental cognitive ability and the Student’s Book offers almost a full page of interesting reading materials, such as newspaper articles, web pages, letters, postcards, text messages, questionnaires, with comprehension activities of various types: true/false, question-answer, gap-filling etc. Tips for teachers: • Ask students to read the title of the passage • Ask students to make hypotheses on the text content, taking into account the format, headings, pictures and keywords • Clarify words essential to comprehension and to the completion of the activity • Ask students to proceed with silent reading • After correction, ask students further comprehension questions The Reading Room section in the Workbook contains articles and interviews, web pages and emails, opinion polls and text messages which illustrate the lives of English-speaking teenagers. Students can practise the following techniques: skimming for fast reading and overall meaning, scanning for specific information, reading in detail.
• LISTENING Listening is one of the most difficult skills and is often demotivating for students. For this reason, right from the earliest levels, students need a lot of exposure to real-life listening in order to acquire confidence. The listening activities in the Student’s Book include short conversations, interviews and monologues.
16
Tips for teachers: • Ask students to read the title of the listening passage and make hypotheses on the content taking into account any headings, pictures and keywords • Ask them to read the questions and predict the content, using all available clues • Make sure students have understood the task • Play the recording at least twice for students to complete the tasks • Correct answers, by playing the recording a third time and/or through class correction Songs Each Skills section ends with a song. Some of these have been written for New Step Ahead in order to specifically practise the grammar and lexis of the unit. Others are well-known pop songs which have been carefully selected for didactic aims. Tips for teachers: • Invite them to read the title and look at the pictures to predict the content • Give them time to carefully read the lyrics • Give meaning of any new words • Play the recording two or three times to allow students to complete the tasks • Check answers by asking students to read aloud • Invite students to sing along with the CD There are brief notes about the group, singer or TV programme from which the songs are taken at the end of the module in the Teacher’s Book.
• WRITING Writing activities can be very time consuming due to the preparation and planning necessary to give students confidence in this basic skill. New Step Ahead, therefore, offers several activities which range from guided to semi-guided writing tasks, including cards, emails, letters and descriptions. Some activities are marked with the icon Portfolio to indicate that this work can be included in the students’ Portfolios.
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Introduction • SPEAKING Students may have difficulty with oral communication for a number of reasons: shyness, lack of confidence, limited range of lexis on the topic, limited grammatical and functional competences, the mental preparation needed before speaking. The oral communication activities in New Step Ahead will build students’ confidence and abilities. Tips for teachers: • Brainstorm the topic, collecting ideas and suggestions from the whole class • List the main points to speak about and ask students to create a mind map or flow chart to follow • List relevant vocabulary • Insist on the importance of meaning rather than on accuracy, which can slow down interaction • Encourage the flow of communication at all times Tips for teachers: • Ask students to look closely at the model texts which are the basis for their own writing • Help students plan and prepare their ideas • Insist on the importance of spelling and punctuation • Insist on the importance of accuracy • Tell students to always re-read their work • Some of the preparation work and writing of the final version can be assigned as homework
The activities with Trinity and KET icons are similar to those in the actual exams. • INTERACTING As students progress, a lot of speaking activities go beyond the simple repetition of words, expressions, sentences and dialogues, introducing elements of improvisation and personalisation of the communication. This leads students to interact with their interlocutor, acquiring competence in spoken production.
Culture
Intercultural education is very important today and New Step Ahead aims to help teachers build this awareness with the twopage Culture Site section. It presents topics, issues and
lifestyles of English-speaking countries for students to discuss. For its transversal nature, the Culture Site is also a precious starting point for inter-disciplinary projects.
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Introduction
Testing and assessment The Spot Check pages in the Student’s Book and the revision pages in the Workbook test the competences achieved by students and indicate whether remedial or consolidation work is necessary. The two-page Spot Check is divided into four testing areas: • Grammar and communication: assessment tests on both grammatical structures and functional language • Vocabulary: one or two fun activities to check whether students have assimilated all the lexis in the module • Culture Check: a short activity to consolidate comprehension of the information in the Culture Page • Puzzle corner: quiz activities to identify elements of one of the lexical categories present in the module.
Study Skills Each Study Skills page in the Workbook helps students concentrate on learning styles and develop the techniques necessary to make study time more effective. This type of work develops the learner’s autonomy and promotes the organisation of study strategies. The page dedicated to Study Skills is divided into two parts: first, it focuses on the importance of the skill to develop; second, there are suggestions for consolidation, often followed by further practice.
Each module of the Student’s Book ends with the Final Check section, a pleasant page of quizzes for recycling and revision.
Exam preparation New Step Ahead places great importance on preparation for Cambridge KET and Trinity College examinations. Throughout the book, the icons Trinity and KET indicate exam preparation activities to practise both language abilities and exam strategies. The Exam Practice section, at the end of each module of the Student’s Book, offers mock exam practice with clear explanations about the type of test and the strategies necessary to pass. Further exam preparation can be found in the Workbook section Step Ahead to Exams.
Test Book The New Step Ahead Test Book offers a formal assessment procedure by means of the following photocopiable tests:
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■
Two tests at the end of each unit with vocabulary, grammar and communication activities
■
One test at the end of each module with vocabulary, grammar and communication activities
■
A series of Skills Tests with reading and writing activities, listening activities and indications for speaking activities. These tests mirror the format of the KET exam and several grades of the Trinity speaking exam.
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Introduction
The Portfolio The Language Portfolio is a pivotal part of the New Step Ahead course. Based on the CEFR descriptors, the Portfolio, one for each level, is designed to help students evaluate their progress in the language learning process, being aware of the levels of their language competence and of the strategies needed to achieve success. Furthermore, it can be an instrument to motivate students, in that they are free to choose the material which best records their progress in English. The Portfolio of New Step Ahead is divided into: ■ Language Passport with students’ reports and certificates ■
Language Biography where students define their objectives, reflect on their learning style, periodically assess their language learning progress by completing the self-assessment checklists, and set new objectives
■
Dossier with advice on how to select and organise the material to collect
plan and set new stages and objectives to guarantee continuity in the learning process. Being based on the Common European Framework descriptors, it also allows an objective interpretation of the results. How can I assess the student’s Portfolio? The Portfolio can be used as a tool to assess what students know and can do, providing important information on students’ learning processes. It can also be assessed in terms of organisation, content and care. Furthermore, it is a fundamental tool to discover what students themselves feel about their own learning processes. What can I do if students don’t keep the Portfolio updated? Students may not always do the activities regularly or may forget to update the Portfolio. To solve this problem, teachers should keep the Portfolios in class so that they are available when needed and can be regularly checked and assessed.
FAQ How can I find time to include the Portfolio in the curriculum? From the teacher’s viewpoint, there might be moments when it is difficult, due to time or other constraints, to include the Portfolio activities in the lessons. It is important, however, not to forget that the Portfolio is not separate from the teachinglearning process, but a fundamental part of it and, therefore, must be integrated into the curricular activities. To achieve this, Portfolio activities and projects are an integral part of the coursebook and are indicated by the icon Portfolio. It is a also good idea to start compiling and collecting material for the Portfolio from the beginning of the language course, but naturally, it may be started at any moment of the year. When should students complete the various parts? The Language Passport and Language Biography can be compiled at the beginning of the course and updated as students progress. At the end of each module, students complete the self-assessment checklist, defining future objectives. How can students keep the material in order? Apart from the booklet, students can choose the most suitable “format” in which to keep the material of their portfolio: a folder, ring binder or plastic envelopes to collect material, audio cassettes or CDs on which they have recorded their oral production. How is the Portfolio a tool for didactic continuity? Being aware of ‘where to start’ and ‘where to finish’ is fundamental for the teacher who wants to plan a personalised learning process for each student. By recording the achievements and underlining the phases of the learning process, the Portfolio allows both the teacher and student to
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Introduction
T h e E u r o p e a n F r ame w o r k o f R e f e r e n c e The Common European Framework of Reference (CEFR), published by the Council of Europe in 1996, indicates the descriptors of the levels of communicative competence to be achieved in the various phases of the foreign language learning process and lists them in self-assessment checklists. This document allows an objective and homogeneous evaluation of the acquired competences in any European language. Soon after, the Council of Europe issued another document, the Language Portfolio, which recommends that all students record their own competences in foreign languages, by collecting together certificates and various types of work.
CEFR Descriptors â–
The descriptors of communicative competence are divided into A1, A2, B1, B2, C1, C2.
â–
For each level there is a self-evaluation checklist which covers the following macro skills: listening, reading, spoken interaction, spoken production, strategies, language quality, writing.
A Basic User
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B Independent User B1 Threshold 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 and ambitions and briefly give reasons and explanations for opinions and plans.
B2 Vantage 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. C Proficient User
A1 Breakthrough
C1 Effective - Proficiency
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.
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, wellstructured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
A2 Waystage
C2 Mastery
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 needs.
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.
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Introduction
S e l f - A s s e s s me n t C h e c k l i s t s Below are detailed self-assessment checklists for levels A1, A2 and B1 with instructions for students. Use these checklists to record what you think you can do (column 1). Ask someone else, for example your teacher, to also assess what they think you can do (column 2). Use column 3 to mark those things that you cannot yet do and which you feel are important for you
Use the following symbols: In columns 1 and 2 ✓ I can do this under normal circumstances ✓✓ I can do this easily
In column 3 ! This is an objective for me !! This is a priority for me If you have over 80% of the points ticked, you have probably reached the level.
Self-evaluation checklist - Level A1 1 Me 2 My teacher/another
3 My objectives
Listening
1
2
3
1
2
3
I can understand when someone speaks very slowly to me and articulates carefully, with long pauses for me to assimilate meaning I can understand simple directions such as how to go from A to B, on foot or by public transport I can understand questions or an invitation to do something, provided the other person is prepared to speak clearly and at a lower rate. I can follow short and simple directions I can understand numbers, prices and times
Reading I can understand data about people (place of residence, age etc.) in newspapers I can locate a concert or a film and understand where it takes place and what time it starts on calendars of public events or posters I can understand a questionnaire (entry permit, hotel registration form) well enough to give the most important personal data (e.g.: name and surname, birth date, nationality) I can understand words or phrases on signs (e.g.: “station”, “car parking”, “no smoking ”, ”turn right”) I can understand the most important orders in a computer program, such as, “save”, “cancel”, “open”, “close” I can understand simple written directions (e.g. how to go from A to B) I can understand simple messages on postcards (e.g. holiday greetings ) I can understand simple, every-day messages, written by friends or colleagues (e.g. “back at 4”)
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Introduction Level A1 follows
Spoken Interaction
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
I can introduce somebody and use basic greeting and leave-taking expressions I can ask and answer simple questions, initiate or respond to simple statements in areas of immediate need or on very familiar topics I can make myself understood in a simple way provided the other person is prepared to repeat or rephrase things at a lower rate of speech or rephrase what I say, helping me formulate what I’m trying to say I can buy simple things where pointing or other gestures can support the verbal reference I can handle numbers, quantity, costs, times. I can ask people for things and give people things I can ask people questions about where they live, people they know, things they have, etc. and answer such questions addressed to me provided they are articulated slowly and clearly I can indicate such phrases as “next week”, “last Friday”, ”in November”, “at three o’clock ”
Spoken Interaction I can give information about me (e.g., address, phone number, nationality, age, family and hobby) I can describe where I live
Strategies I can say that I do not understand something I can ask someone in a simple way to repeat something I can ask someone to speak at a lower rate of speech
Writing I can fill in a questionnaire with my personal details (e.g., job, age, address, hobbies) I can write a greeting card (e.g. a birthday card) I can write a simple postcard (e.g. With holiday greetings)) I can write a note to tell somebody where I am or where we are to meet I can write sentences and simple phrases about myself, (e.g. Where I live and what I do)
Self-Evaluation Checklist - Level A2 1 Me 2 My teacher/another
3 My objectives
Listening I can understand familiar everyday expressions when people speak clearly, slowly and directly to me; I can understand the speaker if he/she is ready to help me I can understand the main points of clear, standard speech, when people speak clearly and slowly I can understand sentences, expressions and words related to areas of most immediate need (e.g. basic personal and family information, shopping , employment, local geography) I can catch the main point in short, simple and clear messages or announcements
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Introduction
I can catch basic information in short, audio recordings about topics of immediate relevance, provided the delivery is slow and clear I can catch the main points of TV news about events or incidents, if the comment is accompanied by images
Reading
1
2
3
1
2
3
I can identify important information in news or newspaper articles in which numbers, names, pictures, and titles play an important role and which are clearly structured and illustrated I can understand a simple personal letter, in which the writer tells or asks me about aspects of everyday life and asks me questions about it I can understand simple, written messages from friends or colleagues (e.g. when we should meet to play football or asking me to be at work early) I can find the most important information on leisure time activities, exhibitions etc. in information leaflets I can skim small advertisements in newspapers, locate the heading or column I want and identify the information I want (e.g. size and price of a flat, a car, a computer) I can understand simple user’s instructions for equipment (for e.g. public telephone) I can understand simple orders and communications on simple computer programs I can understand short narratives about everyday topics which are familiar to me, if the text is written in a simple language
Spoken Interaction I can make simple transactions in shops, post offices and banks I can use public transport (buses, trains, taxis), ask for basic information and buy tickets I can get simple information about a trip I can order something to eat or drink I can make simple purchases by stating what I want and asking the price I can ask for and give directions referring to a map or plan I can ask how people are and react to news I can make and respond to invitations I can make and accept apologies I can express what I like and dislike I can discuss with other people what to do, where to go and make arrangements to meet I can ask people questions about what they do at work and in their free time, and answer such questions addressed to me
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Introduction Level A2 follows
Spoken Interaction
1
2
3
1
2
3
1
2
3
1
2
3
I can describe myself, my family and other people I can describe where I live I can describe an event shortly and simply I can describe my educational background, my present or most recent job I can describe my hobbies and interests simply I can describe past activities or personal experiences (e.g.: last weekend, last holidays)
Strategies I can ask for attention I can indicate when I am following When I do not understand something, I can simply ask the speaker to repeat what they said
Language quality I can make myself understood using memorised phrases and simple expressions I can link groups of words with simple connectors like “and”, “or” and “because” I can use some structures correctly I have a sufficient vocabulary for coping with simple, everyday situations
Writing I can write simple notes or messages I can describe an event in simple sentences and report what happened when and where (e.g. a party or an accident) I can write about aspects of my everyday life in simple phrases and sentences (people, places, job, school, family, hobbies) I can fill in a questionnaire giving an account of my educational background, my job, my interests and my specific skills I can briefly introduce myself in a letter with simple phrases and sentences (family, school, job, hobbies) I can write a letter using simple expressions for greeting, addressing, asking or thanking somebody I can write simple sentences, connecting them with words such as “and”, “but”,” because” I can use the most important connecting words to indicate the chronological order of events (first, then, after, later)
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Introduction Self-Evaluation Checklist - Level B1 1 Me 2 My teacher/another
3 My objectives
Listening
1
2
3
1
2
3
1
2
3
I can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have to ask for repetition of particular words and phrases I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect I can listen to a short narrative and form hypothesis about what will happen next I can understand the main points of a radio news programme or of a simple audio recording about familiar topics, provided the speech is clear and delivered slowly I can understand the main points of TV programme about familiar topics, provided the speech is delivered quite clearly and slowly I can understand simple technical information (e.g.: indications about how to use everyday technical equipment)
Reading I can understand the main points in short newspaper articles about current and familiar topics I can read columns or interviews in newspapers or magazines in which someone takes a stand on a current topic or event and understand the overall meaning of the text I can guess the meaning of single unknown words from the context thus deducing the meaning of expressions if the topic is familiar I can skim short texts (e.g.: short messages) and find relevant facts and information (e.g.: who has done what and where) I can understand the most important information in short, simple, everyday information brochures I can understand simple messages and standard letters (e.g.: from businesses, clubs or authorities) In private letters, I can understand those parts dealing with events, feelings and wishes well enough to correspond regularly with a pen friend I can understand the plot of a clearly structured story and recognise what the most important episodes and events are and what is significant about them
Spoken Interaction I can start, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest I can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what I would like to I can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling I can ask for and follow detailed directions I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference I can give or seek personal views and opinions in an informal discussion with friends I can agree and disagree politely
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Introduction Level B1 follows
Spoken Interaction
1
2
3
1
2
3
1
2
3
1
2
3
I can narrate a story I can give detailed accounts of experiences, describing feelings and reactions I can describe dreams, hopes and ambitions I can explain and give reasons for my plans, intentions and actions I can relate the plot of a book or film and describe my reactions I can paraphrase short written passages orally in a simple fashion, using the original text wording and ordering
Strategies I can repeat back part of what someone has said to confirm that we understand each other I can ask someone to clarify or elaborate what they have just said When I can’t think of the word I want, I can use a simple word meaning something similar and invite “correction”
Language quality I can keep a conversation going comprehensibly, but I have to pause to plan and correct what I am saying – especially when I talk freely for longer periods I can convey simple information of immediate relevance, getting across which point I feel is most important I have sufficient vocabulary to express myself with some circumlocutions on most topics pertinent to my everyday life such as family, hobbies, interest, work, travel and current events I can express myself reasonably accurately in familiar, predictable situations
Writing I can write on topics which are familiar to me or which interest me personally in a simple clearly structured way I can write short simple texts about experiences or events, e.g. about a trip, for a school newspaper or club newsletter I can write personal letters to friends or acquaintances asking for or giving them news or narrating events I can describe in a personal letter the plot of a film or a book or give an account of a concert In a letter, I can express feelings such as grief, happiness, interest, regret and sympathy I can reply in written form to advertisements and ask for more complete or specific information about products (e.g.: a car or an academic course) I can convey – via fax, e-mail or a circular – short simple factual information to friends or colleagues or ask for information in such a way I can write my CV in summary form
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E x t e r n a l c e r t i f i c a t i o n s As previously stated, one of the objectives of New Step Ahead is to prepare learners for internationally recognised external certifications, specifically those from the well-known examination boards University of Cambridge ESOL and Trinity College London.
CEFR level
A1
Trinity Grades
ESOL
Grade 1 Grade 2
A2
The complete New Step Ahead course helps prepare students for those exams which correspond to CEFR levels A1 and A2, that is Grades 1-4 of Trinity College Graded Examinations in Spoken English and Cambridge KET (Key English Test) exam.
Grade 3 Grade 4
B1
Grade 5 Grade 6
KET
PET
Trinity College Examinations Graded Examinations in Spoken English These exams assess students’ oral competences and are made up of 12 grades, divided into four stages: Initial (Grades 1-3); Elementary (Grades 4-6); Intermediate (Grades 7-9); Advanced (Grades 10-12).
COMMON EUROPEAN FRAMEWORK
TRINITY GRADE
TRINITY STAGE
EXAM FORMAT
DURATION
Initial
Conversation
5 – 7 minutes
Elementary
Topic discussion Conversation
10 minutes
1 A1 Breakthrough 2 3 A2 Waystage 4 5 B1 Threshold 6 ISE The Integrated Skills in English exam has three levels, corresponding to B1, B2 and C1, and is composed of: ■ Portfolio Tasks ■
Controlled Written Examination
■
Interview
For detailed and up-to-date information about the exams and syllabus please see www.trinitycollege.co.uk
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Introduction
University of Cambridge ESOL Examinations Key English Test (KET) The KET exam corresponds to CEFR Level A2 and tests the language used in everyday situations through a range of different test formats. The exam consists of: Paper 1 Reading and Writing (1 hour 10 minutes) • Various reading exercises to practise different reading strategies • Writing exercises including completion exercises, form filling and a piece of continuous writing Paper 2 Listening (about 25 minutes) • Listening activities, including identification, matching and multiple choice exercises
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Paper 3 Speaking (8-10 minutes per pair of candidates) • Two part test where students have to give personal information and do an activity using prompt cards Paper 1 represents 50% of the final grade, while Papers 2 and 3 represent 25% each. For detailed and up-to-date information about the exams and syllabus please see www.cambridgeESOL.org
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Introduction
T o N A
h e s t o r y f e w S t e p h e a d 1A-1B
Sally
Vanessa
Tom
Kiara
Luca
Simon
Module A Friends In order to create an authentic and natural context in which to speak English, the volume 1A of New Step Ahead follows two children, Kiara and Luca, whose family has been transferred to England from Milan, Italy. Kiara and Luca make friends with some English kids at their school. In front of the ice cream parlour, their friend Simon introduces them to Sally and Tom. Sally seems to fancy Luca. They all sit down and have an ice cream and a chat. Vanessa arrives and is introduced to Kiara and Luca. Tom and Luca talk about Italian football teams.
Module B Family Luca and Kiara spend an afternoon at Sally’s house and meet her parents. Sally is very embarrassed by her Dad’s extrovert behaviour.
Module C Birthdays Volume 1B starts with Sally, Simon, Luca and Kiara in the park, discussing what present to buy Vanessa for her birthday. Vanessa is invited to Sally’s where the friends have organised a surprise party.
Module D Teenage lives Sally sees Luca at school and shows him a word game magazine, but is jealous when Luca asks to borrow the magazine to show to Vanessa. Kiara finds Sally, alone and upset, and to cheer her up suggests she phones Luca to suggest going skating together.
Module E Looking good Vanessa is at Kiara’s, admiring her clothes and how she dresses. When Tom phones, Kiara’s mum explains that the girls have gone clothes shopping. Tom and Simon go to look for them and suggest meeting Luca and Sally in their favourite place, the ice cream parlour.
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Introduction The classroom p. 9
Starter Unit: Back to school
pp. 8-15
This unit has been designed to help the teacher understand the level and competence of the new class of students. It is a kind of link between different school curricula and allows a gradual change to higher levels. The topics and activities in this unit are typical of primary school courses.
Classroom English 1 p. 8 Objectives ● Demonstrating with mime to have understood instructions. Exercise 1 p. 8 ■ Individual activity. Students read the sentences. Check
comprehension. ■ Play the recording once. ■ Play the recording again, with books closed. Students repeat in the pauses. Recording see Student’s Book page 8. Exercise 2 p. 8 ■ Group activity. Students listen to the recording and mime
Recording Point Write Work in pairs
Tick Underline Cross
Colours p. 8 Objectives ● Recognising and using the names of colours. Exercise 3 p. 8 Warm-up: before doing the exercise, revise the colours with a game of “Simon says…. touch something red!”. ■ Individual or pair work. Students look at the flags and write the name of the country. ■ Point out that the Help Box can help them with this exercise.
Objectives ● Recognising and using numbers from 1 -20 and answering the hidden question. Exercise 4 p. 8 ■ Ask students to do the exercise, pointing out that between
each number there are some extra letters. These letters will make the hidden question. ■ Students ask each other the question and answer.
How old are you?
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■ In pairs or small groups, students complete the mind map
with vocabulary they know. ■ Check answers with the class, correcting pronunciation as necessary. Possible vocabulary: folder, felt pens, globe, map, highlighter etc.
Play the recording twice: once for completing the exercise and then again for checking the answers. ■ Students complete the table. Recording STUDENT: Mrs. Brown, have you got a pen? MRS BROWN: Yes. Yes, I have but I haven’t got a pencil. STUDENT: Have you got a rubber? MRS BROWN: Let me look. Yes, I have. I’ve got a red rubber. STUDENT: Have you got a dictionary? MRS BROWN: Of course I have. I’ve got an English dictionary. STUDENT: And what about a pencil sharpener? MRS BROWN: Let me see. No, no I haven’t got a pencil sharpener. STUDENT: Have you got a bag? MRS BROWN: Yes, I have. Can you see it? It’s under the table. Answers
4 South Africa
Numbers p. 8
Answers
Exercise 2 p. 9 ■ On the board, copy the mind map on page 10.
√: pen, rubber, dictionary, bag X: pencil, pencil sharpener.
Answers 1 Barbados 2 Canada 3 Jamaica 5 Ireland 6 USA
Exercise 1 p. 9 Warm-up: before doing the exercise, revise classroom vocabulary with a game of “Hangman”. ■ Individual writing activity. ■ To check that all students know the words in the list, first do the exercise orally.
Exercise 3 p. 9
the instructions in the order they hear them.
Hands up Listen Read Look
Objectives ● Matching the names and pictures of objects correctly. ● Identifying objects someone has got by listening to a dialogue. ● Asking personal questions about possession of school objects.
Exercise 4 p. 9 Warm-up: Revise the structures Have you got a …? Yes, I have / No, I haven’t with this game. Blindfold a student. The other students put a few school objects in a box. Students ask the question and by feeling the various objects the blindfolded student tries to reply. To make the game more challenging, you can add objects which are similar to confuse the student. ■ Group oral activity. ■ Students ask the teacher and then a classmate questions about possessions and note down the answers. ■ At the end, ask students to complete the My favourite box.
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Introduction The Alphabet p. 10 Objectives ● Using the alphabet to read abbreviations. ● Students monitor their own learning. Exercise 1 p. 10 Warm-up: To revise the alphabet, you can use the game The King or The Queen of the Kingdom. All students stand on their chairs and the teacher says a letter of the alphabet and the selected student has to say the letter before or after it. If a student makes a mistake, he/she must sit down. The winner is the last one left standing. ■ Check the students know the abbreviations, clarifying where necessary. ■ Students take turns to pronounce them. Exercise 2 p. 10
Food and Drink p. 11 Objectives ● Identifying the position of an object using simple prepositions. ● Talking about food and drink. ● Demonstrating comprehension of a dialogue with a true/false exercise. Exercise 1 p. 11 Warm-up: introduce the topic talking about what food and drink you prefer, then ask students about their preferences using Do you like…..? Yes, I do. No, I don’t. ■ Individual activity. ■ Students complete spidergram. Move around class checking and helping students as necessary with pronunciation and spelling. Exercise 2 p. 11
■ Play the recording and students repeat. Correct if necessary.
Recording see Student’s Book page III.
Animals p. 10 Objectives ● Reviewing the names of animals. ● Lexical development. ● Decoding a sound. Exercise 3 p. 10 Warm-up: Given the interest that the topic animals normally creates in students, you can ask if they have any animals using the structure Have you got a pet? What have you got? ■ Ask students to bring in photos of their pets and create a poster to hang up in class. ■ Students do the exercise individually or in pairs/groups. ■ The exercise can be transformed into a game: the group thinking of the most animals for each letter is the winner.
Warm-up: revise the use of the prepositions by looking at and talking about the picture. ■ Individual activity. ■ Check all students know the vocabulary. ■ Students underline the correct preposition, referring to the picture. Answers The milk is in the fridge. The milk is between the milk and the yoghurt. The biscuits are next to the jam. The salad is on the table. The water is next to the hamburgers. Exercise 3 p. 11 ■ Students look at the picture for 30 seconds and then cover
it up. ■ Play the recording twice. Then students can correct their
own work by looking at the picture. Possible solutions b: bear, buffalo. c: cat, crocodile. d: dog, donkey. e: elephant, eagle. f: frog, flamingo. g: goat, giraffe. h: hen, horse. m: mouse, monkey. p: penguin, parrot. s: snake, seagull. t: tiger, tortoise. z: zebra, zebu. Exercise 4 p. 10 ■ Students read their answers to the class. Correct
pronunciation and spelling as necessary. Students should write down any new words on their spidergrams. Exercise 5 p. 10 ■ Play the recording more than once, if necessary, pausing to
give students time to write down the names of the animals. Recording Animal sounds in the order below: Answers 1: bird. 2: cat. 3: mouse. 4: dog. 5: frog. 6: tiger.
Recording There are three children in the kitchen. In the fridge there is a bottle of milk. In the cupboard there is a jar of jam and a packet of biscuits. The children are eating hamburgers and chips. On the table there is a bowl of fruit. Answers 1 false
2 true
3 true 4 true
5 false
■ Students complete the My favourite box.
Days of the week p. 12 Objectives ● Identifying and pronouncing correctly the days of the week. Exercise 1 p. 12 ■ Individual or pair work to review the alphabet and
consolidate spelling. Answers Tuesday, Friday, Sunday, Thursday, Saturday, Monday, Wednesday
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Introduction Weather p. 12
Exercise 2 p. 12 ■ Individual activity. Students listen to the recording and
repeat in the pauses. Point out that in English speaking countries the first day of the week is Sunday.
Exercise 7 p. 12
Recording Sunday Monday Tuesday
Wednesday Thursday
Friday Saturday
Objectives ● Identifying and pronouncing correctly the names of the months. ● Asking questions about quantity using How many and replying with a number. ■ Individual/pair writing exercise. Students read the table
carefully and fill in the missing letters. Answers 31 days January March May July August October December
Exercise 4 p. 12 ■ Individual exercise to listen and check the answers.
Students repeat in the pauses. Recording February has got 28 or 29 days. April, June, September and November have got 30 days. January, March, May, July, August, October and December have got 31 days. Exercise 5 p. 12 ■ Oral exercise. Using the prompts, students ask and answer
questions about the months.
Seasons p. 12 Objectives ● Finding out which months are part of each season. Exercise 6 p. 12 ■ Individual writing exercise. Students write the name of the
season next to the correct months. ■ Follow-up question, if necessary: What’s your favourite
season? Why? Answers Winter (December, January, February) Spring (March, April, May) Summer (June, July, August) Autumn (September, October, November)
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weather expressions. ■ As the recording is not in the same order as the exercise,
Recording It’s sunny It’s warm It’s grey
It’s raining It’s hot It’s cold
Answers
Exercise 3 p. 12
30 days April June September November
■ Before playing the recording, check students know all the
pause the recording to give students time to find the expression and match it to the correct picture.
Months p. 12
28 days February
Objectives ● Identifying the weather through a listening exercise.
It’s sunny (3) It’s warm (2) It’s hot (6) It’s cold (4)
It’s grey (1)
It’s raining (5)
Special Days p. 13 Objectives ● Recognising and identifying the main holidays and festivals in Great Britain. Exercise 1 p. 13 ■ Students look at the photos and discuss them together,
helping them identify the elements and symbols that characterise each event. ■ Students write the names next to the correct photo. Exercise 2 p. 13 ■ Writing exercise. Students answer the questions, using the
example as a model. Answers February, November, in April, It’s in October, It’s in December ■ Students complete the My Favourite box.
Classroom English 2 p. 14 Objectives ● Putting common classroom sentences into the correct order. Exercise 1 p. 14 ■ Individual or pair activity. ■ Students put the sentences into the correct order.
Answers 1 I don’t understand. 2 Can you help me? 3 What’s this in English? 4 It’s my turn. Exercise 2 p. 14 ■ Play the recording twice. Students check and correct their
answers, and repeat in the pauses. Recording I don’t understand Can you help me? What’s this in English? It’s my turn
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Introduction How are you? p. 14 Objectives ● Recognising adjectives to describe emotions and feelings. ● Expressing feelings. Exercise 3 p. 14 ■ Students study the pictures and vocabulary. Check students’
comprehension of all the expressions. ■ Students match the words with the correct picture. Answers Horizontally: hot - hungry - thirsty happy - sad - tired - angry Exercise 4 p. 14 ■ True/false listening activity. ■ Students write true/false while listening to the recording.
Recording What a lovely day! Can I help you? Can I have a sandwich, a salad and chips? Brrr... it’s cold. Good night! I’m going to bed.
T I R E D
L I K L I S P I Z E L E A N G
E T Z P R
G E A H Y
J N H A B
X P E N K
L H O T Q
W R I T E
Exercise 4 p. 15 ■ Suggest students use words from the previous exercises and
that the rest of the class will know. ■ Students fill in their chosen words in the grid, then fill in the
gaps with any letters to form the word search.
Book Quiz p. 15 Objectives ● Familiarising students with the course book with a true/false exercise. Exercise 5 p. 15 ■ Individual reading exercise. ■ Check students understand all the vocabulary and then ask
them to complete the exercise individually, looking through their books for the answers. Class correction.
Answers Answers 2 False 3 True 4 False 5 False 6 True
1 false 2 true 3 true 4 true 5 false
Exercise 5 p. 14 ■ Individual writing activity. Using the vocabulary from
exercise 3, students write how they feel.
Grammar p.15
Conclude this first unit by asking students for their comments and their favourite activities, encouraging them to complete the My favourite box.
Objectives ● Identifying the grammatical category (nouns, adjectives or verbs) of a list of words. Exercise 1 p. 15 ■ Individual activity. ■ Students find the odd one out and explain why.
Answers 1 red (adjective) 2 apple (noun) 3 read (verb) Exercise 2 p. 15 ■ Individual or pair work. ■ Students complete the mind map, using their knowledge of
grammar. ■ Class correction. Exercise 3 p. 15 ■ Remind students that the words can be both horizontal
and vertical.
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