ELT Catalogue Australia and New Zealand
Not for Profit. All for Education. At Oxford University Press (OUP), we believe in the power of the written word and the scholarship that stands behind it. Everything we publish relates directly to our mission: to support Oxford University’s objective of excellence in research, scholarship, and education. As a publisher, we take pride in this mission, which allows us to enable, support, and facilitate research and scholarship. As a not-for-profit organisation, we generate revenue in order to publish, and to support the University’s wider educational mission. We share the University’s uncompromising standards, defining qualities, and belief in the transformative power of education to inspire progress and realise human potential. Visit oup.com.au/mission for more information. At OUP, we are dedicated to supporting English language teachers and students. We know this is a challenging time and we're here to help. Our resources are designed for every learning and teaching situation, whether that be in the classroom or remote. The Oxford Teachers' Club offers a wealth of extra practice activities and ideas that will further support your teaching. Visit elt.oup.com/teachersclub to find out more. We look forward to partnering with you. The Oxford ANZ English Language Teaching Team
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CONTENTS ADULT LEARNING English File
4
Headway
6
Q: Skills for Success
8 10
Navigate SECONDARY SCHOOL LEARNING
12
Insight ACADEMIC LEARNING Oxford EAP
13
DICTIONARIES
14
PROFESSIONAL RESOURCES
15
SUPPORT FOR EVERY TEACHING SITUATION Whether you’re teaching face to face or remotely, we’ve got flexible teaching and learning tools for every situation. Our courses are available in both print and digital format so you can choose how you use them. Look out for this badge throughout the catalogue to indicate which series are fully flexible or refer to the icons below for individual component availability. We also have digital bundles of Student Books, Workbooks and Online Practice available – contact us at oup.com.au/contact to discuss your requirements.
KEY
Paperback
eBook
TR Online Teaching Resource
English File Get your students talking. Adult Learning
English File’s unique, lively and enjoyable lessons are renowned for getting students talking. This general adult English course includes clearly presented language input in every File, interesting texts and topics that motivate students, and activities and exercises that practise language in a context that is relevant to a busy adult’s life. Sound Bank videos and interactive videos linked to practical English allow students to practise and develop their language skills.
The Student's Book provides a proven balance of grammar, vocabulary, pronunciation and skills to help students build the confidence they need to communicate.
1A
G present simple and continuous, action and non-action verbs
V food and cooking
1 VOCABULARY food and cooking a
Look at some quotes about food from Pinterest. Complete the gaps with a word or phrase from the list. cake
Do you eat a lot of red meat?
Eating in…and out
cookie fruit salad onions
There are only ten minutes in the life of when it a is perfect to eat.
The Teacher's Guide offers comprehensive guides to every lesson, in every unit of the Student's Book, along with at least two photocopiable activities for each lesson.
1A
Yes, but I’m trying to cut down.
a
G present simple and continuous, action and non-action verbs V food and cooking P short and long vowel sounds
5
2
6
3
Lesson plan The topic of this first lesson is food and cooking. The lesson begins with some quotes about food, which lead into the Vocabulary Bank, where Sts extend their knowledge of words and phrases related to food and cooking. There is then a pronunciation focus on short and long vowel sounds, which is relevant to this lexical area and will be especially useful if your Sts are not familiar with the English File sound–picture system. Sts then do a food questionnaire before listening to six people, each answering one of the questions in the questionnaire. Sts read an article about new research which shows that eating at the right time can make us happier and healthier. In the second half of the lesson, Sts listen to an interview with Marianna Leivaditaki, the head chef at Morito, a popular restaurant in London. Extracts from the interview lead to the grammar focus, which is on the present simple and continuous, and Sts are introduced to the concept of action and non-action verbs. The lesson ends with a speaking activity where Sts discuss statements related to food, cooking, and restaurants. If you would like to begin the first lesson without the book, there is a Communicative photocopiable Getting to know you activity on pp.176–177 (instructions p.169), two photocopiable revision Grammar activities on pp.147–148 (key p.144), and one Vocabulary photocopiable Classroom language activity on p.203 (instructions p.199). There is an Entry Test on the Teacher’s Resource Centre, which you can give Sts before starting the course.
4
7
8
– Federico Fellini
b ~ Ralph Waldo Emerson
1
2
Miles Kington
CRY.
3
A PARTY
without IN EACH HAND.
meeting. Julia Child
– BARBARA JOHNSON
6
b Which quote do you like best? Compare with a partner. c
V
p.152 Vocabulary Bank Food and cooking
d Look at some common adjectives to describe food. What kind of food do we often use them with? fresh /freʃ/ frozen /ˈfrəʊzn/ hot / spicy /ˈspaɪsi/ low-fat /ləʊ ˈfæt/ raw /rɔː/ tinned /tɪnd/
e
1.5 Listen to six conversations. Write the food phrase you hear for each adjective in d. 1 raw beetroot
Read the Your food profile questionnaire. What do you think the bold words and phrases mean?
Your food profile A BALANCED DIET IS A
IS JUST A
5
a good cook hot sausages raw pork tuna with beetroot
3 LISTENING & SPEAKING a
4
1.6 Match a phrase to each sound. Then listen and check. crab salad grilled squid a jar of raspberry jam steamed green beans
Knowledge is knowing is a fruit. that a Wisdom is not putting it . in a
ONE DAY, I’M GOING TO MAKE THE
More materials
1 What’s your favourite…? a snack b pizza topping c sandwich filling
For teachers Photocopiables Grammar Introduction What do you remember? p.147 Introduction Don’t make these mistakes! p.148 present simple and continuous, action and non-action verbs p.149 Communicative Getting to know you pp.176–177 (instructions p.169) Describing a photo p.178 (instructions p.169) Vocabulary Classroom language p.203 (instructions p.199) Food and cooking p.204 (instructions p.199) Teacher’s Resource Centre Entry Test For students Workbook 1A Online Practice 1A
6
2 Do you ever have…? a ready-made food b takeaway food c very hot / spicy food Give examples.
3 Are you allergic or intolerant to any food? How long have you had the problem? 4 What food do you usually eat…? a to cheer yourself up when you’re feeling sad b when you’re tired and don’t want to cook 5 When you’re away from home, is there any food or drink that you really miss? 6 Is there any food or drink that you couldn’t live without? How often do you eat / drink it? 12
6
Source: English File, fourth edition, Intermediate Student's Book with Online Practice.
Updated texts, topics, and tasks motivate students to learn and encourage them to speak in English in an effortless manner.
This product has been evaluated using the Oxford Impact Framework. Visit oxfordimpact.oup.com
OPTIONAL LEAD-IN (BOOKS CLOSED)
Put Sts in pairs or small groups. Write this puzzle on the board, or read the categories out one by one, and get pairs / small groups to write down their answers: ONE RED FRUIT, ONE YELLOW FRUIT, ONE GREEN FRUIT
Look at the eight sound pictures. What are the words and sounds? What part of the symbol tells you that a sound is long? 1
Life is a combination of magic and .
Eating in…and out
P short and long vowel sounds
2 PRONUNCIATION short and long vowel sounds
pasta pear tomato
The Workbooks reinforce what is learned in each English File lesson and can be used as extra practice during class or set as homework.
TWO KINDS OF FOOD THAT SOME PEOPLE ARE ALLERGIC TO THREE KINDS OF FOOD THAT COME FROM MILK FOUR VEGETABLES THAT YOU CAN PUT IN A SALAD FIVE CONTAINERS THAT YOU CAN BUY FOOD IN SIX THINGS THAT PEOPLE SOMETIMES HAVE FOR BREAKFAST
Elicit answers and write them on the board (eliciting the spelling from Sts if you want to revise the alphabet).
1 VOCABULARY food and cooking a Books open. Focus on the instructions and make sure Sts know what a quote is and the website Pinterest. Give Sts time to complete the gaps with a word or phrase from the list. Get Sts to compare with a partner, and then check answers. Model and drill the pronunciation of any words your Sts find difficult to pronounce. 1 pear 2 pasta 3 onions 5 cake 6 cookie
4 tomato, fruit salad
b Give Sts time to decide which quote they like best and why. Put Sts in pairs and get them to tell each other their favourite quote. Get some feedback from the class. You could also tell the class which quote is your favourite and why. c Tell Sts to go to Vocabulary Bank Food and cooking on p.152.
Vocabulary notes Food In this lexical group, as in many others, there are large numbers of useful words, and a selection has been made in order not to overwhelm Sts. However, words which are important in your Sts’ country because they are very common or popular foods may have been left out and it is important to teach them and get Sts to add them to the Vocabulary Bank page, so that they are equipped with the vocabulary they need to do the speaking activities which follow. Cooking Sts may ask what the difference is between baked and roast, as both mean cooked in the oven: baked is used for bread, cakes, and most sweet things, and also fruit or vegetables. Roast always means cooked with fat, and is used especially for meat and potatoes cooked in fat. Focus on 1 Food and get Sts to do a individually or in pairs. e 1.2 Now do b. Play the audio for Sts to listen and check.
1A
4036030 EF4e Int TNs.indb 12
17/10/2018 14:24
Source: English File, fourth edition, Intermediate Teacher's Guide with Teacher's Resource Centre.
The Teacher’s Resource Centre gives teachers access to all their English File resources in one place.
Use the Classroom Presentation Tool to show course content on screen.
This series is available in both print and digital format so you can choose what best suits your teaching.
See this series come to life in a digital interactive brochure. Request yours at oup.com.au/englishfile
4
A1
Student’s Book with Online Practice
Teacher’s Guide with Teacher’s Resource Centre
Workbook with Key
Workbook without Key
9780194029803
9780194029940
9780194031165
9780194031189
9780194031592
9780194032766
9780194032896
9780194032919
9780194037419
9780194037563
9780194037686
9780194037709
9780194035910
9780194035972
9780194036108
9780194036122
9780194038911
9780194039086
9780194039208
9780194039222
9780194039697
9780194039758
9780194039888
9780194039901
9780194038355
9780194038409
9780194038539
9780194038553
PreIntermediate
A2-B1
Intermediate
B1
Intermediate Plus
B1+
UpperIntermediate
A1-A2
B2
Advanced
Elementary
CEFR Level
Adult Learning
Level
Beginner
New C 1+ comin g in 2021 fo higher r -level studen ts
C1
5
Headway Trusted worldwide. Inspired by you. Adult Learning
With its proven approach Headway is the course you can always trust. Its balanced methodology of vocabulary, grammar and integrated skills provides the right level of challenge for students. Headway, fifth edition, retains the course’s trusted structure and has been updated with new texts, topics and digital resources to provide relevant English instruction needed for success today. The Student’s Book with Online Practice provides all the language skills students need to improve their English.
7
English has taken words from different languages, including gendered nouns (masculine and feminine). Why didn’t English keep the gender?
The Workbooks are interspersed with extension activities including extra grammar and vocabulary exercises related to the unit topic.
No, they don’t! 1 Correct the information in the sentences.
a making the first telephone call b making the first sound recording c making the first moving pictures
2
Listen and compare. Notice the stress and intonation. Practise making the corrections with a partner.
‘s = is or has? 3 Is ’s in these sentences the auxiliary is, or has? 1 2 3 4 5 6
4
9
The Chicago Tribune newspaper has often tried to simplify English spelling. Which of these examples have become standard American English?
a burocrat and definitly b iland and det c catalog and program
10
How long have people been using the acronym OMG (Oh My God!)?
a since 1917 b since 1985 c since text messaging began
11
How many new words are added to the Oxford English Dictionary every year?
a 500
b 1,000
c 3,000
What’s making that buzzing noise? is He’s learned Spanish really well. Plastic’s made from oil. Who’s been eating my chocolates? I think Jack’s worried. What’s produced in your country? 2.3
Listen to more sentences with ’s. Say if they mean is or has.
Talking about you 5 Complete the questions with the correct auxiliary verb and name the
What language was commonly spoken by well-educated Ancient Romans?
a Latin
b Greek
c Hebrew
Grammar Tenses and auxiliary verbs
Extra Material p155 Look at the cartoons. Why do the wrong tenses make them funny? Go online for more grammar practice
Unit 2 • Language matters
Source: Headway, fifth edition, Intermediate Student's Book with Online Practice
Online practice is fully integrated with the course material, ensuring relevant and useful practice outside the classroom.
An easy-to-use Learning Management System allows teachers to track the progress their students are making on the Online Practice.
This product has been evaluated using the Oxford Impact Framework. Visit oxfordimpact.oup.com
21 10/08/2017 14:31
SB p20
This unit provides an overview of the auxiliary verbs used in the Present Simple and Continuous, Past Simple and Continuous, Present Perfect Simple and Continuous, and the passive forms. Intermediate students will be familiar with the form of all the tenses covered in this unit, but are unlikely to have mastered full control using them. Students will come back to the tenses again in later units. The focus of this unit is auxiliary verbs and the formation of negatives and questions. The three main auxiliary verbs in English are: • be: used in the Present Continuous, e.g. We are studying, Past Continuous, e.g. I was reading when he arrived, the Present Perfect Continuous, e.g. I’ve been living here for two years, and the passive, e.g. The letter was posted yesterday. Also used with be going to for future meaning, e.g. I’m going to visit my cousin at the weekend. • do: used in the question and negative forms of the Present Simple and Past Simple, e.g. I don’t speak French./Do you like spicy food?/I didn’t do my homework./What did you do at the weekend?
Ask and answer the questions with a partner.
HW5e Intermediate SB.indb 21
e.g. I’ve finished./I’ve been studying all morning. Have is also used in the structure have got, which uses the Present Perfect form, but has the meaning of Present Simple. In this unit, students also focus on short answer forms to sound polite and friendly, e.g. Yes, I do./No, I don’t. Students should focus on the auxiliary verb used in the question in order to mirror it in their answer. Note that at the end of the Tenses and auxiliary verbs section, students get to write questions for their own quiz, which requires research materials.
Possible problems
1 Students forget the auxiliary, use the wrong one, or insert an auxiliary when it is not necessary: Common mistakes Corrections *I did go to the cinema. I went to the cinema. *He speak French? Does he speak French? * I haven’t study last night. I didn’t study last night. 2 Students might confuse is and has because they both contract to form ’s. Students need to use the context to know which auxiliary is being used. 3 They might use the wrong verb form: *I didn’t knew (correction: I didn’t know). *I haven’t see (correction: I haven’t seen).
Vocabulary In this unit, students focus on how to learn words: deducing the meaning of words from context, using phonetic symbols to know the pronunciation, and different ways of recording vocabulary, e.g. word families and collocations.
Everyday English
Language aims
tense. Then ask and answer them with a partner. you usually get up at weekends? 1 What time 2 What time you get up this morning? 3 How long it usually take you to get to class? 4 Who sitting near you? What he/she wearing? 5 How long you known the teacher? 6 What you doing when the teacher came into the classroom? 7 What (not) you like doing in English lessons? 8 Which school subjects (not) you like when you were younger? 9 you studied any other foreign languages? 10 English spoken by many people in your country?
Funny grammar
12
• have: used in the Present Perfect Simple and Continuous,
Introduction to the unit
2.2
The Teacher’s Resource Centre gives teachers access to all their Headway resources in one place.
Unit title matters Language
In this unit, students explore language facts from around the world, celebrities’ language learning experiences, and multi-lingual families. This unit covers a review of the core tenses, the Present Simple and Continuous, Past Simple and Continuous, Present Perfect Simple and Continuous, and the passive forms, with a focus on auxiliary verbs. Students are asked to identify the forms, but are not expected to produce all these tenses in this unit. Rather, the focus is on recognizing the difference in form and controlling the use of auxiliary verbs accurately. The Reading and speaking section has a text about two British celebrities who are passionate about learning languages. The Listening and speaking section is about a multilingual family, with a Brazilian father and German mother, living in the UK. The Vocabulary section aims to foster learner autonomy by developing strategies for deducing the meaning of words from context and different ways of recording vocabulary. The Everyday English section is about conversations in places around town, such as a hairdresser’s or post office. The theme of learner autonomy continues in the Writing section, with a focus on using an error correction code to prompt self-correction of writing errors. Students analyse an informal email annotated with correction codes, before writing their own email and using the code on their partner’s work.
1 A Brazilians speak Spanish. B No, they don’t speak Spanish! They speak Portuguese! 2 A The Pope lives in Madrid. B No, he doesn’t live in Madrid! He lives in Rome, in the Vatican! 3 Shakespeare wrote his plays in Latin. 4 The world is getting colder. 5 The Americans didn’t land on the moon. 6 Cinderella was going to the ball when she lost her shoe. 7 The UK has never had a female Prime Minister. 8 The 2016 Olympics were held in London.
gendered nouns. b Because the different languages had a different gender for the same nouns. c Because gendered nouns were difficult to pronounce. What was Thomas Edison doing when he recited the nursery rhyme, ‘Mary had a little lamb’?
21
Practice
a Because English never had
8
The Teacher’s Guide includes full teaching notes for each unit and extensive guidance on how to use the material effectively.
28
This section covers phrases students can use in everyday situations such as doing business, e.g. I can’t make the meeting, going on holiday, e.g. I’m afraid I’ve locked myself out of my room, or while going about their daily lives if they live in an English-speaking country, e.g. I’m stuck in traffic.
Additional material Workbook Tenses and questions are consolidated through further practice and extended through work on time expressions; verb + preposition patterns are also practised and extended, and there is further vocabulary extension work on Grammar section words and word formation.
Photocopiable activities There are photocopiable activities to review grammar (Chat show), vocabulary (A question of collocation), and communication (No problem! ) at the back of the Teacher’s Guide as well as on the Teacher’s Resource Centre. There is also a worksheet to accompany the video on the Teacher’s Resource Centre.
Unit 2 • Language matters – Overview
HW 5e Int TG 4529365.indb 28
19/12/2017 17:43
Source: Headway, fifth edition, Intermediate Teacher's Guide with Teacher's Resource Centre.
Grammar, vocabulary and skills work is included in every unit and inspiring photographic unit openers promote discussion.
The Workbooks reinforce what is learned in each Headway lesson and can be used as extra practice during class or set as homework.
This series is available in both print and digital format so you can choose what best suits your teaching.
See this series come to life in a digital interactive brochure. Request yours at oup.com.au/headway
6
Beginner
A1
Student’s Book with Online Practice
Teacher’s Guide with Teacher’s Resource Centre
Workbook with Key
Workbook without Key
9780194523929
9780194524032
9780194524223
9780194524216
9780194524230
9780194524438
9780194527682
9780194527675
9780194527699
9780194527903
9780194529143
9780194529136
9780194529150
9780194529358
9780194539685
9780194539678
9780194539692
9780194539906
9780194547604
9780194547598
9780194547611
9780194547758
9780194547949
9780194547932
PreIntermediate
A2-B1
Intermediate
B1-B2
UpperIntermediate
A1-A2
B2
Advanced
Elementary
CEFR Level
Adult Learning
Level
C1
7
Q: Skills for Success Think critically. Succeed academically. Adult Learning
Q: Skills for Success is designed to prepare students with the core language skills and soft skills they need to succeed academically. The third edition builds on its question-centered approach and comes with an array of resources that promote continuous learning and critical thinking, as well as learning tools that prepare students with the skills they need for future success. The Student Book with iQ Online Practice extends learning beyond the classroom and supports teachers in allocating students' homework and extended learning material.
Vocabulary from the Oxford Phrasal Academic Lexicon and Oxford 5000™ provides the most relevant English words and helps students to develop essential spoken and written language for their academic studies.
iQ Online Practice is suitable for mobile, allowing students greater flexibility in how they study.
F. DISCUSS Read the text below. Discuss the questions with a partner.
9. Do you usually have a(n) feeling about people when you meet them for the first time? I do because I think most people are good.
On my first day of college, I was moving into my dorm room when my roommate, Renee, came in. She had already moved in and taken the bed by the window. Her stuff was everywhere. Her parents were with her. They were very nice and introduced themselves, but Renee was quiet and didn’t really look at me. I didn’t say much either because I thought she didn’t like me. She threw her bag on her bed and they all left. I was very upset. I thought Renee was rude and mean. I was mad that she didn’t even give me a chance.
10. My first with my new neighbors was very unpleasant. We argued about the amount of noise they were making. PRACTICE Go online for more practice with the vocabulary. Practice Unit 1 Activity 4 PRACTICE Go online for additional listening and comprehension. Practice Unit 1 Activity 5
An hour or so later, Renee came back to the room. She apologized for her rudeness. She had just had a bad argument with her parents and was upset with them. She described their fight in a very funny way, and we both laughed. After that, she became one of my best friends. She’s the perfect roommate.
TIP FOR SUCCESS Pay attention to articles. They come before nouns and help you identify parts of speech.
Planning a lesson has never been easier with the Classroom Presentation Tool. With built-in audio and video, answer keys and annotation tools teachers can plan a lesson from any device at any time.
SAY WHAT YOU THINK
1. How accurate was the writer’s first impression of her roommate?
DISCUSS Discuss the questions in a group.
2. How does this story illustrate the points the speaker made in her lecture?
1. In this lecture, the speaker says we often think that the way a person behaves when we first meet him is the way he behaves all the time. From your personal experience, do you agree or disagree? Give examples.
G. VOCABULARY Use the new vocabulary from Listening 1. Complete each sentence with the correct word or phrase.
2. Have you ever formed a first impression of someone that was wrong? Explain. assume (v.) behavior (n.) briefly (adv.) encounter (n.)
error (n.) form an impression (v. phr.) negative (adj.)
1. I took a(n) color in my living room.
positive (adj.) sample (n.) trait (n.)
LISTENING SKILL Making inferences Making inferences means to draw conclusions about information that is not stated directly by using information that you already know or that is stated directly. Making inferences while listening can help deepen your understanding of what you hear.
of the carpet home to see whether I liked the
2. Alberto made several study hard enough.
Listen to a student talking about meeting his professor for the first time.
on his math test because he didn’t
3. Luisa said she wasn’t feeling well, so I tonight.
When I first met my professor, he shook my hand firmly and then asked me questions about myself. He was very polite. He also was relaxed and seemed interested in what I was saying.
she’s not going out
4. The teacher went over yesterday’s assignment very only spent about fifteen minutes on it, so I still have some questions. 5. When I meet new people, I watch their what they are like. 6. It only takes a few minutes to meet for the first time.
Even though the student does not state directly that his first impression of his professor was positive, you can infer or conclude that he did from the information he does state directly.
. We
• He shook my hand firmly.
closely to see
• He asked questions. • He was relaxed and seemed interested.
of someone you
7. One thing about moving to a new place is leaving your friends and family behind. 8. Most of my good friends have one personality common—they are all very funny.
RESOURCES Go online to watch the Listening Skill Video. Resources Video Unit 1 Listening Skill Video
in
8 UNIT 1 Are first impressions accurate?
4905039_QSLS3SB.indb 8
LISTENING 1 9
23/05/2019 10:33
4905039_QSLS3SB.indb 9
23/05/2019 10:33
Source: Q: Skills for Success, third edition, Level 3 Listening and Speaking Student Book with iQ Online Practice
Unit, placement, midterm and final tests have been developed with feedback from real teachers.
This product has been evaluated using the Oxford Impact Framework. Visit oxfordimpact.oup.com
Work with the Video pages in each unit of the Student Book guide students in watching, understanding, and discussing the videos.
Critical thinking strategies and activities support students in analysing, developing and justifying their ideas.
This series is available in both print and digital format so you can choose what best suits your teaching.
See this series come to life in a digital interactive brochure. Request yours at oup.com.au/qskills
8
Reading and Writing Student Book with iQ Online Practice
Reading and Writing Classroom Presentation Tool
Listening and Speaking Student Book with iQ Online Practice
Listening and Speaking Classroom Presentation Tool
Intro
TR
TR
A1 9780194903912
9780194904216
9780194905121
9780194905305
Level 1
TR
TR
A1 9780194903929
9780194904223
9780194905138
9780194905312
Level 2
TR
TR
A2 9780194903936
9780194904230
9780194905145
9780194905329
Level 3
TR
TR
B1 9780194903943
9780194904247
9780194905152
9780194905336
Level 4
TR
TR
B2 9780194903950
9780194904254
9780194905169
9780194905343
TR
Level 5
Adult Learning
Level
CEFR Level
TR
C1 9780194903967
9780194904261
9780194905176
9780194905350
9
Navigate Adult Learning
Unlock the rules and patterns of English. Navigate is tailored exclusively for adults and developed from research on how adults best learn language. It’s contemporary, information-rich topics appeal to today’s learners seeking future success in social, professional, and academic arenas. Navigate teaches reading and listening from the ground up, giving learners the skills they need to understand. The content has been extensively piloted and reviewed in ELT classrooms around the world, giving teachers the confidence that it really works. Information-rich topics and texts immerse learners in themes and issues from around the world, providing a relevant learning experience.
The fully-interactive Coursebook and Workbook eBooks integrate video and audio that students can access straight from the page.
1
The Teacher’s Guide contains grammar, vocabulary and communication practice worksheets to use in-class or set as homework.
Understand the course methodology with Teacher’s Guide articles from expert advisers on reading, listening, grammar, vocabulary, the CEFR, and testing.
1.2 Free time
Time
Goals
• Talk about how often you do things • Talk about your free time
Lead-in
1.1
Do you live in the past, present or future? GOALS
Talk about your daily life
Which sentence below best describes your life? Why? Compare your answers with a partner. 1 My life is too busy. I need more time. 2 I’m quite busy, but I have time to do everything I want. 3 I have too much time and not enough things to do.
2 a Work with a partner. Match the verbs to the nouns
and noun phrases. spend do (x5) stay make (x2)
some exercise housework time with relatives the shopping in for the evening future plans a to-do list some work homework
eat have (x5) go (x3) chat
an early night to bed late fun a good time a family meal a lie-in healthy food on a trip with friends online shopping
b 1.1 Listen and check your answers. c 1.2 Listen and repeat the phrases. 3
Tell your partner about things you would like to do, things you need to do and things you don’t need to do this weekend. Use the vocabulary from exercise 2a.
Grammar & Speaking
question forms
4
The article and questionnaire are from a psychology magazine website. Read the article and find one positive and one negative thing about each type of person – past, present and future.
5
Choose two activities from exercise 2a which are typical for each of the three types of people. Compare your ideas with a partner. future type → make a to-do list
• •
Ask questions
daily life
Vocabulary & Speaking 1
• Ask students to think of three things they enjoy doing in
Grammar & Speaking present simple and adverbs of frequency
Psychology
Home
Psychology tests
Time type
Exercise 1
• Tell students to look at the photos. • Ask them to read questions 1–3 and discuss their answers
The secret powers of time
in pairs.
Do you often think about the past? Can you enjoy the present time, or do you worry about the future? The psychologist Professor Philip Zimbardo describes three types of people: past, present and future people.
• Conduct a class discussion, giving any background
information about the author that you think your students will find interesting. They may not have heard of an ultramarathon before – this is any race longer than a marathon and some last more than 24 hours, covering up to 1000 miles.
What time type are you?
Background note: Haruki Murakami was born on 12th January 1949 in Kyoto, Japan. He is a novelist who has won many prizes for his writing. He has also translated English books into Japanese. What I talk about when I talk about running is a non-fiction book about his love of running. He started running when he was 33 and has run marathons, triathlons and an ultramarathon of 100 kilometres
Past types You enjoy remembering the past and sometimes you miss ‘the good old days’. You worry about making changes or trying new things. You spend a lot of time with your family. Present types The most important thing is to feel good now. You like doing fun things with fun people. You don’t have a healthy lifestyle. You avoid doing difficult or boring things.
Exercise 2a Audio summary: In this book review programme, two speakers discuss Haruki Murakami’s non-fiction book on running. The recording focuses on the content of the book – when he started running, why and how often he does it.
Future types You spend most of your time working, saving and planning for a better future. You eat well and exercise regularly. You can say ‘no’ to immediate pleasures. You don’t mind waiting for the good things in life. Future people are usually more successful in work and study. But they often don’t enjoy their free time because they are busy thinking about the next thing.
• Check that all students understand what a book review is.
•
According to Zimbardo’s research, most people are mainly a past, present or future type, although everybody is sometimes the other types. Ideally, we should try to have an equal balance of all three to be happy and successful, and to have good relationships.
• •
Take the test 6
Oxford 3000™
Source: Navigate B1 Pre-Intermediate Coursebook
10
You could ask Where could I read a book review? (online, in a newspaper/magazine) Why do people read book reviews? (to help them decide whether to buy/read a book or not) Do book reviews give factual information about books? (Yes) Do book reviews give the reviewers opinion? (Usually yes) Do you read book reviews to help you choose books to read? Why/Why not? Tell them that they are going to listen to part of a review of Murakami’s book about running and answer questions. Point out that they need to make the questions before they can answer them. They do this task alone or work in pairs. Go through the questions with the class, checking that the grammar is correct.
Why does Murakami run? How often does he go running? How many miles does he run every week? Does he do any other sports?
Exercise 2b 1.4 w
• Ask students to listen and answer the questions. • Play track 1.4. • Allow them time to discuss their answers in pairs and then go through them together as a class.
ANSWERS
1 He runs to keep fit. It is also about getting better at something. He doesn’t really enjoy team sports or beating other people. He prefers to go for a run and achieve his own goals. 2 He runs most days. He usually has one day off a week. 3 36 miles every week 4 swimming, cycling and running.
AUDIOSCRIPT 1.4
P Hello and welcome to Great Books of Our Time. Today, we’re talking about the book, What I talk about when I talk about running by Japanese novelist, Haruki Murakami. Here to tell us about it is this week’s reviewer, Maria Corbett. Maria, thanks for joining us today. MC My pleasure. P So Maria, what’s this book about? MC Well, it’s about running but it’s also about Murakami’s life. He talks about why running and writing are important to him. P And why is running important to him? Why does he run? MC Well, it’s certainly about keeping fit, but, um, it’s more than just that. For Murakami, and I suppose for many runners, it’s often about getting better at something. He says he doesn’t really enjoy team sports, you know, playing soccer or baseball, because he’s never worried about beating other people. He prefers to go for a run and achieve his own goals. P How did he start running? MC Well, he had a jazz bar in Tokyo but he sold it in 1982 and became a writer. At the same time, he started running and a year later, he completed a race from Athens to Marathon in Greece. P And how often does he go running? MC In the book, he says he runs most days. He usually has one day off a week, but he does 36 miles every week. P Phew, that’s amazing! And does he do any other sports? MC Well, he does triathlons – that’s swimming, cycling, and running, but he likes running best. He does at least one marathon every year. P Ah, so he spends quite a lot of time on his own when he’s running. Does he get lots of ideas for his books? Does he think about work? MC Well, no, not really. He says he sometimes thinks about the weather and he occasionally gets an idea for a book. Actually. he says he usually doesn’t think about anything – he just runs. Oh, and he nearly always listens to rock music!
38
NAV B1 CB.indb 6
The Coursebook and Workbook develop students’ skills so they understand the next text they read and hear, not just the one they are currently using.
their free time and write them down. Monitor and help any students to find words they need for their free-time activities. Tell them that later in the lesson they will be able to talk about their free-time activities.
ANSWERS
1 2 3 4
Learners cover the most relevant vocabulary from the Oxford 3000™.
06/10/2014 13:57
4564562 Navigate B1 TB SO.indb 38
15/12/2014 14:10
Source: Navigate B1 Pre-Intermediate Teacher's Guide with Teacher's Support and Resource Disc
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11
Secondary School Learning
Insight Challenge. Develop. Inspire. Insight is full of thought-provoking topics, information-rich texts and interesting activities that will motivate your students whilst challenging their opinions and inspiring them to think critically about the world they live in. This five-level series helps develop your students understanding of how language works. It looks beyond just the meaning of vocabulary to the grammatical rules that govern its use, enabling students to use language with confidence.
KEY FEATURES • Thought-provoking topics can be used to inspire classroom and online discussion. Optional literature-based lessons in the Workbook allow teachers to enrich their classes with extracts of classic English literature from a wide range of genres. • Online Practice allows for independent learning and reinforces skill development. Teachers can easily follow students' progress and stay in touch with them outside class using the messaging and discussion tools. • The interactive Classroom Presentation Tool and integrated video and audio enable teachers to create engaging and informative lessons. • A coherent and systematic vocabulary syllabus, vocabulary insight pages, a ten-page vocabulary bank and additional online vocabulary practice explore vocabulary in depth. • Strategy boxes and step-by-step guides support student learning. Culture pages and related videos broaden students' understanding and knowledge of the customs, traditions, and history of English-speaking countries. • Exam-like tasks appear throughout to help students prepare for their exams.
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This series is available in both print and digital format so you can choose what best suits your teaching.
Oxford EAP A course in English for academic purposes. With authentic content from Oxford textbooks and videos of lecture extracts, Oxford EAP is an ideal course for learners from a wide range of disciplines. It's clear structure and user-friendly approach make it a perfect resource for experienced EAP tutors as well as teachers who are starting out in the field.
Academic Learning
Oxford EAP is a course offering an integrated approach to teaching English for academic purposes. This series is designed to develop the essential skills and academic language of learners who are preparing to study English at a higher education level.
KEY FEATURES • Includes authentic academic content using extracts from Oxford University Press textbooks. • Develops essential skills for academic study, such as critical thinking, effective note-taking, citation and referencing. • Includes video-based lecture extracts to help prepare students for the university experience. • Contains progressive coverage of all four skills that are key in an academic context. • Takes a modular, customisable approach to suit different course lengths and priorities. • The Teacher's Book contains comprehensive methodology notes, activity ideas and answers to all tasks.
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9780194002042
9780194075824
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13
Dictionaries Dictionaries
OXFORD ADVANCED LEARNER'S DICTIONARY 10th Edition 9780194798488 CEFR level B2 - C2
Oxford Advanced Learner's Dictionary (OALD), 10th edition, is the complete guide to learning English vocabulary. It includes definitions that learners can understand, example sentences showing language in use, and the new Oxford 3000™ and Oxford 5000™ word lists providing core vocabulary that every student needs to learn. OALD is more than a dictionary. Take your students’ English skills to the next level with extra resources and practice including the online iSpeaker and iWriter, or the OALD app.
OXFORD LEARNER'S DICTIONARY OF ACADEMIC ENGLISH 9780194333504 CEFR level B1 - C2
The Oxford Learner’s Dictionary of Academic English focuses exclusively on academic language and the way it is used in academic contexts. It helps students learn the words and phrases used in academic writing, and understand how to use them in their own academic written work. Extensive analysis of existing research, together with the creation of the 85-million-word Oxford Corpus of Academic English, formed the foundation for this ground-breaking dictionary. Students will be equipped with the tools they need to develop their academic writing skills, with an emphasis on how to link words together, how to build phrases and sentences, and how to present a convincing argument.
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Oxford Handbooks for Language Teachers Short, practical guides for ELT educators. Sarah Mercer and Tammy Gregersen 9780194405638 Inspired by positive psychology, this book seeks to support and maintain teacher wellbeing through a variety of approaches.
Professional Resources
TEACHER WELLBEING
HOW LANGUAGES ARE LEARNED Fourth Edition Patsy Lightbown and Nina Spada 9780194541268 An easy-to-read introduction to research in language acquisition.
ENGLISH FOR ACADEMIC PURPOSES Edward De Chazal 9780194423717 A comprehensive overview of EAP and how it is best taught and learnt in a variety of academic contexts.
PUTTING CLIL INTO PRACTICE Phil Ball, Keith Kelly and John Clegg 9780194421058 Full of real-life examples and practical guidelines, the book provides support to both novice and experienced Content and Language Integrated Learning teachers.
LEARNING TECHNOLOGY Gordon Lewis 9780194200417 A clear guide to how teachers can introduce learning technology in the classroom.
FOCUS ON LEARNING TECHNOLOGIES Nicky Hockly 9780194003117 Helps teachers understand the role of digital technologies in supporting language learning for second or foreign language learners.
15
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