9 x13.5 Doublelines€¦ · face2face Intermediate completes B1 and starts B2 (see p13). face2face is a general English course for adults and young adults who want to learn to communicate

© Cambridge University Press www.cambridge.org

Cambridge University Press0521676851 - Face2face: Intermediate Teacher’s BookChris Redston, Lindsay Warwick, Anna Young and Theresa ClementsonFrontmatterMore information

Intermediate Teacher’s Book

face2face

Chris Redston, Lindsay Warwick,Anna Young & Theresa Clementsonwith Gillie Cunningham

Tests by Anthea Bazin

http://www.cambridge.org/0521676851

http://www.cambridge.org




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CAMBRIDGE UNIVERSITY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo

Cambridge University PressThe Edinburgh Building, Cambridge CB2 2RU, UK

www.cambridge.orgInformation on this title: www.cambridge.org/9780521603362

© Cambridge University Press 2006

This publication is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2006

A catalogue record for this publication is available from the British Library

ISBN-13 978-0-521-67685-4 Teacher’s BookISBN-10 0-521-67685-1 Teacher’s Book

ISBN-13 978-0-521-60336-2 Student’s Book with CD-ROM/Audio CDISBN-10 0-521-60336-6 Student’s Book with CD-ROM/Audio CD

ISBN-13 978-0-521-67684-7 Workbook with KeyISBN-10 0-521-67684-3 Workbook with Key

ISBN-13 978-0-521-60340-9 Class Audio CDsISBN-10 0-521-60340-4 Class Audio CDs

ISBN-13 978-0-521-60344-7 Class Audio CassettesISBN-10 0-521-60344-7 Class Audio Cassettes

ISBN-13 978-0-521-61398-9 Network CD-ROM ISBN-10 0-521-61398-1 Network CD-ROM

ISBN-13 978-8-483-23369-6 Student’s Book with CD-ROM/Audio CD, Spanish EditionISBN-10 8-483-23369-X Student’s Book with CD-ROM/Audio CD, Spanish Edition

ISBN-13 978-3-12-539743-9 Student’s Book with CD-ROM/Audio CD, Klett EditionISBN-10 3-12-539743-X Student’s Book with CD-ROM/Audio CD, Klett Edition

It is normally necessary for written permission for copying to be obtained in advancefrom a publisher. The CD-ROM/Audio CD: User Instructions in the Introduction,and the Class Activities worksheets, Vocabulary Plus worksheets, Study Skills worksheetsand Progress Tests at the back of this book are designed to be copied and distributedin class. The normal requirements are waived here and it is not necessary to write toCambridge University Press for permission for an individual teacher to make copiesfor use within his or her own classroom. Only those pages which carry the wording‘© Cambridge University Press’ may be copied.

Printed in the United Kingdom at the University Press, Cambridge






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Teacher’s Book ContentsWelcome to face2face!

face2face 4face2face Intermediate Components 4The face2face Approach 5The Student’s Book 6The CD-ROM/Audio CD: Instructions 10The Common European Framework (CEF) 13Teaching Tips 18Classroom Activities and Games 21

Teaching Notes

1 How do you feel? 232 We haven’t got time 313 The tourist trade 394 Born to be wild 475 Home truths 556 Decisions and choices 637 Technology 718 One world 799 Look after yourself 87

10 Happy ever after? 9511 All part of the job 10312 Real or imaginary 111

Class ActivitiesInstructions 118

1A Our free time 132

1B Celebrity match 133

1D Make it snappy! 135

2A World rules 136

2B Opening night 137

2C The absolutely amazing game! 139

3B The world’s greatest traveller 140

3C Suffix dominoes 141

3D Memory maze 142

4A Celebrity engagement 143

4C Rainforest adventure 144

4D Adjective crossword 145

5A House hunting 146

5B Look into the future 147

5C Who said what? 148

6A Men and women 149

6C Synonyms bingo 150

6D Round the board 151

7A Guess my name 153

7B The conditional game 154

7C Article auction 155

8A Passive knowledge 156

8B The airport 157

8C Beginnings and endings 159

9A Fighting fit 160

9B Perfect circles 161

9D Noughts and crosses 162

10A Excuses, excuses! 164

10B Where’s Robin? 165

10C Go up the ladder 166

11A Work dominoes 167

11B Teach your own language 168

11C Spy school 169

12A Wish list 170

12B get stories 172

Vocabulary PlusInstructions 173

1 -ed/-ing adjectives 177

2 Food and drink 178

3 Travelling by car 179

4 Compound adjectives for

character 180

5 Shopping 181

6 Antonyms 182

7 Machines 183

8 Weather conditions 184

9 Injuries and health problems 185

10 Moods and relationships 186

11 Working life 187

12 Phrasal verbs for plans 188

Study SkillsInstructions 189

1 Independent learning 191

2 Using dictionaries for

pronunciation 192

3 Developing reading skills 193

4 Collocations 194

Progress TestsInstructions 195

Answer Key and Recording Scripts 195

Progress Test 1 200

Progress Test 2 202

Progress Test 3 204

Progress Test 4 206

Progress Test 5 208

Progress Test 6 210

Progress Test 7 212

Progress Test 8 214

Progress Test 9 216

Progress Test 10 218



Photocopiable Materials






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face2face

Innovative Help with Listening sections help students tounderstand natural spoken English in context and there arenumerous opportunities for communicative, personalisedspeaking practice in face2face. The Real World lessons ineach unit focus on the functional and situational languagestudents need for day-to-day life.

The face2face Student’s Book provides approximately 80hours of core teaching material, which can be extended to120 hours with the photocopiable resources and extra ideasin this Teacher’s Book. Each self-contained double-pagelesson is easily teachable off the page with minimalpreparation.

The vocabulary selection in face2face has been informed bythe Cambridge International Corpus and the CambridgeLearner Corpus.

face2face is fully compatible with the Common EuropeanFramework of Reference for Languages (CEF) and givesstudents regular opportunities to evaluate their progress.face2face Intermediate completes B1 and starts B2 (see p13).

face2face is a general English course for adults and youngadults who want to learn to communicate quickly andeffectively in today’s world.

face2face is based on the communicative approach and itcombines the best in current methodology with specialnew features designed to make learning and teachingeasier.

The face2face syllabus integrates the learning of newlanguage with skills development and places equalemphasis on vocabulary and grammar.

face2face uses a guided discovery approach to learning,first allowing students to check what they know, thenhelping them to work out the rules for themselves throughcarefully structured examples and concept questions.

All new language is included in the interactive LanguageSummaries in the back of the face2face Student’s Book andis regularly recycled and reviewed.

There is a strong focus on listening and speakingthroughout face2face.

face2face Intermediate ComponentsStudent’s Book with free CD-ROM/Audio CD The Student’s Book provides 48 double-page lessons in 12 thematically linked units, each with 4 lessons of 2 pages.Each lesson takes approximately 90 minutes.

The free CD-ROM/Audio CD is an invaluable resource forstudents, with over 200 exercises in all language areas, plusvideo, recording and playback capability, a fully searchableGrammar Reference section and Word List, all the sounds inEnglish, customisable My Activities and My Test sections, andProgress sections where students evaluate their own progress.Help students to get the most out of the CD-ROM/Audio CDby giving them the photocopiable instructions on p10–p12.

Class Audio Cassettes and Class Audio CDsThe three Class Audio Cassettes and three Class Audio CDscontain all the listening material for the Student’s Book,including conversations, drills, songs and the listeningsections of the Progress Tests for units 6 and 12.

WorkbookThe Workbook provides further practice of all languagepresented in the Student’s Book. It also includes a 24-pageReading and Writing Portfolio based on the Common EuropeanFramework of Reference for Languages, which can be usedeither for homework or for extra work in class.

Teacher’s BookThis Teacher’s Book includes Teaching Tips, Teaching Notes and photocopiable materials: 35 Class Activities,12 Vocabulary Plus and 4 Study Skills worksheets, and 12 Progress Tests.

Network CD-ROMThe Network CD-ROM is a network version of the CD-ROMmaterial from the Student’s Book CD-ROM/Audio CD for usein school computer laboratories by up to 30 users.

Intermediate and Upper-intermediate DVDAvailable in 2007, the Intermediate and Upper-intermediateDVD contains all the video sequences from the Intermediateand Upper-intermediate Student’s Book CD-ROMs. The UserGuide accompanying the DVD gives ideas for exploiting thevideo material in class.

WebsiteVisit the face2face website www.cambridge.org/elt/face2facefor downloadable activities, sample materials and moreinformation about how face2face covers the language areasspecified by the CEF.

Welcome to face2face!






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The face2face ApproachListeningA typical listening practice activity checks understanding ofgist and then asks questions about specific details. Theinnovative Help with Listening sections take students a stepfurther by focusing on the underlying reasons why listening to English can be so problematic. Activities in these sections:● focus on the stress system in English and how this relates

to the main information in a text.● examine features of connected speech.● raise awareness of features of informal spoken English.● focus on different native English speakers’ accents.● highlight how intonation conveys mood and feelings.● encourage students to make the link between the written

and the spoken word by asking them to work with theRecording Scripts while they listen.

For Teaching Tips on Listening, see p18.

SpeakingAll the lessons in face2face Intermediate and the ClassActivities photocopiables provide students with numerousspeaking opportunities. Many of these activities focus onaccuracy, while the fluency activities help students to gainconfidence, take risks and try out what they have learned. For fluency activities to be truly ‘fluent’, however, studentsoften need time to formulate their ideas before they speak.This preparation is incorporated into the Get ready … Get it right! activities at the end of each A and B lesson.

For Teaching Tips on Speaking, see p18.

Reading and WritingIn the face2face Intermediate Student’s Book, reading textsfrom a wide variety of genres are used both to present newlanguage and to provide reading practice. Reading sub-skills,such as skimming and scanning, are also extensivelypractised. In addition there are a number of writing activities,which consolidate the language input of the lesson.

For classes that require more practice of reading and writingskills, there is the 24-page Reading and Writing Portfolio in theface2face Intermediate Workbook. This section contains 12 double-page stand-alone lessons, one for each unit of theStudent’s Book, which are designed for students to do at homeor in class. The topics and content of these lessons are basedclosely on the CEF reading and writing competences for levelsB1 and B2. At the end of this section there is a list of ‘can do’statements that allows students to track their progress.

Vocabularyface2face Intermediate recognises the importance ofvocabulary in successful communication. There is lexical input in almost every lesson, all of which is consolidated forstudent reference in the interactive Language Summaries in theback of the Student’s Book. The areas of vocabulary include:● lexical fields (concerned, annoyed, scared, glad, etc.)● collocations (work overtime, meet deadlines, etc.)● sentence stems (Whatever you do …, Make sure you …, etc.)● fixed and semi-fixed phrases (Oh, how awful!, etc.)

When students meet a new vocabulary area, they are oftenasked to tick the words they know before doing a matchingexercise or checking in the Language Summaries. This isusually followed by communicative practice of the newvocabulary. In addition, each unit in face2face Intermediateincludes at least one Help with Vocabulary section, designed toguide students towards a better understanding of the lexicalsystems of English. Students study contextualised examplesand answer guided discovery questions before checking in theLanguage Summaries.

For longer courses and/or more able students, this Teacher’sBook also contains one Vocabulary Plus worksheet for eachunit. These worksheets introduce and practise new vocabularythat is not included in the Student’s Book.

For Teaching Tips on Vocabulary, see p18.

GrammarGrammar is a central strand in the face2face Intermediatesyllabus and new grammar structures are always introduced incontext in a listening or a reading text. We believe studentsare more likely to understand and remember new language ifthey have actively tried to work out the rules for themselves.Therefore in the Help with Grammar sections students workout the meaning and form of the structure for themselvesbefore checking in the Language Summaries. All new grammarforms are practised in regular recorded pronunciation drillsand communicative speaking activities, and consolidatedthrough written practice.

For Teaching Tips on Grammar, see p19.

Functional and Situational Languageface2face Intermediate places great emphasis on the functionaland situational language students need to use immediately intheir daily lives. Each unit has a double-page Real Worldlesson that introduces and practises this language in a varietyof situations. Typical functions and situations include:● functions: showing concern, giving warnings and advice.● situations: at the doctor’s, on the phone.

PronunciationPronunciation is integrated throughout face2face Intermediate.Drills for every new grammar structure and all new Real Worldlanguage are included on the Class Audio Cassettes/CDs andindicated in the Student’s Book and Teacher’s Book by the icon

. These drills focus on sentence stress, weak forms,intonation and other phonological features.

For Teaching Tips on Pronunciation, see p19.

Reviewing and RecyclingWe believe that regular reviewing and recycling of languageare essential and language is recycled in every lesson.Opportunities for review are also provided in the Quick Reviewsections at the beginning of every lesson, the comprehensiveReview sections at the end of each unit, and the 12photocopiable Progress Tests in this Teacher’s Book.

For Teaching Tips on Reviewing and Recycling, see p20.

P






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Reduced sample pages from face2face Intermediate Student’s Book

The Student’s Book

Lessons A and B in each unitintroduce and practise newvocabulary and grammar inrealistic contexts.

Menu boxes list thelanguage taught andreviewed in eachlesson.

Help with Grammarsections encouragestudents to work out therules of form and use forthemselves before checkingtheir answers in theinteractive LanguageSummary for the unit.

Get ready … Get it right! sections are structuredcommunicative speaking tasks that focus on both accuracyand fluency. The Get ready … stage provides the opportunityfor students to plan the language and content of what theyare going to say before Getting it right! when they do thecommunicative stage of the activity.

There are practiceactivities immediatelyafter the presentationof vocabulary to helpconsolidate the newlanguage.

Students can learn and checkthe meaning of newvocabulary in the interactiveLanguage Summary for theunit in the back of theStudent’s Book.






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New grammar structuresare always presented incontext in a listening or areading text.

The integratedpronunciation syllabusincludes drills for all newgrammar structures.

Quick Reviews at the beginning of each lesson recyclepreviously learned language and get the class off to alively, student-centred start.

Controlled practice exercises check students haveunderstood the meaning and form of new language.






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Lesson C Vocabulary and Skills lessons develop students’range of receptive skills by providing opportunities to workwith different types of semi-authentic text, then exploringand developing areas of lexical grammar.

Help with Vocabulary sections encourage students to workout the rules of form and use of new vocabulary themselvesbefore checking in the interactive Language Summary forthe unit.

Help with Listening sections focuson the areas that make spokenEnglish so difficult to understandand teach students how to listenmore effectively.

Students are often encouraged to referto the Recording Scripts in the back ofthe Student’s Book to help developtheir ability in both listening andpronunciation.






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Lesson D Real World lessons focus onthe functional/situational languagestudents need for day-to-day life.

Real World sections helpstudents to analyse thefunctional and situationallanguage for themselves beforechecking in the interactiveLanguage Summary for the unit.

Based on the requirements of theCommon European Framework ofReference for Languages (see p13),the Progress Portfolios allowstudents to monitor their ownlanguage development by checkingwhat they can remember from theunit. Students are then directed tothe CD-ROM for further practice ofareas they are unsure about.

The Review sections at the end of every D lesson providerevision of key language from the unit. These activities canbe done in class or for homework and will help studentsprepare for the Progress Test for the unit.

The Pair and Group Worksection in the back of theStudent’s Book providesnumerous communicativespeaking practice activities.

The Songs section onStudent’s Book p100-p101contains fun activitiesbased on popular songsappropriate forIntermediate students.

The integratedpronunciationsyllabus includesdrills for all new Real World language.






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The CD-ROM/Audio CD: Instructions● Use the CD-ROM/Audio CD in CD players at home

or in your car. You can listen to and repeat the day-to-day language from the Real World lessons(lesson D in each unit).

How to use My PortfolioGrammar

● Use the CD-ROM/Audio CD in your computer topractise language from the Student’s Book.

Two screen grabs from face2face Intermediate CD-ROM/Audio CD

Look at the Language Summary reference for the Grammarand Real World language you have learned in the lessons.You can also add your own notes.

Read, listen andrecord yourselvessaying any word orphrase from theStudent’s Book.

Learn the phonemic symbolsand practise sayingthe sounds.

Check your progress.

Make your own Tests from over 600 questions.

Watch video clips which recycle language learned in theReal World lessons in the context of a story.You can alsorecord yourself speaking the conversations.

Read and listenagain to themain recordingsfrom theStudent’s Book.

Click on the Grammar tab toopen the Grammar screen. Itgives all the information fromthe Language Summaries in theStudent’s Book so you don’tneed to have the Student’s Bookto hand when you are working.

Click on the name of a grammararea to find the information you need.

When you are working onan activity, you can clickon Grammar to get help.

You can write your owngrammar notes.

Practise thelanguage fromthe Student’sBook in over 200 differentactivities.

© Cambridge University Press 2006 face2face Intermediate Photocopiable






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Phonemes

The CD-ROM/Audio CD

Three screen grabs from face2faceIntermediate CD-ROM/Audio CD

Progress

My Test

You can also print your scores.

Choose the number of questionsyou want to do.

Click on Start.

© Cambridge University Press 2006face2face Intermediate Photocopiable

Click on the Phonemes tab to open thePhonemic Symbols screen. It shows all thesounds in English. It is the same list as onStudent’s Book p159.

You can click on the sounds to listento and compare them.

You can also record your pronunciationof the words and sounds.

Click on the Progress tab to open.It shows your percentage scores for your finished activities.

You can set a time limit.

Click on the My Test tab to open.You canchoose the grammar and vocabulary thatyou want to be tested on.






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How to practise new language

Three screen grabs from face2face Intermediate CD-ROM/Audio CD

Read the instructionsand questions for theactivity.

You can click for helpwith how to do theactivity.

Alternatively, make yourown lesson by clickingon My Activities. Chooseactivities from the mainscreen in any unit andput them into the MyActivities box.

Click on an activity on the main screen for the unit.

If necessary, start therecording by clicking on 3.

You can do the activityagain and correct yourwrong answers.

When you have finished,check which answers yougot right/wrong.

Click on an answer.

Then click on Start andopen one of the activitieson the main screen or inthe My Activities box.

You can set a time limit.

The CD-ROM/Audio CD

© Cambridge University Press 2006 face2face Intermediate Photocopiable

When you havefinished the activity,you can get your finalscore by clicking on thechequered flag icon.

You can also see thecorrect answers byclicking on the key icon.

If necessary, you canclick on the questionmark icon for Extra help!where you can also seethe Recording Script ofthe recorded activities.

You can check your scorefor the activity and findthe Student’s Book pagenumbers that thelanguage comes from inthe Feedback box.






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The Common European Framework (CEF)What is the Common European Framework? (CEF)Since the early 1970s, a series of Council of Europe initiativeshas developed a description of the language knowledge andskills that people need to live, work and survive in anyEuropean country. Waystage 19901, Threshold 19902 andVantage3 detail the knowledge and skills required at differentlevels of ability.

In 2001, the contents of these documents were furtherdeveloped into sets of ‘can do’ statements or ‘competences’and officially launched as the Common European Framework of Reference for Languages: Learning, teaching, assessment(CEF)4. A related document, The European Language Portfolio,encourages learners to assess their progress by matching theircompetence against the ‘can do’ statements.

The face2face series has been developed to includecomprehensive coverage of the requirements of the CEF. Thetable above right shows how face2face relates to the CEF andthe examinations which can be taken at each level throughUniversity of Cambridge ESOL Examinations (CambridgeESOL), which is a member of ALTE (The Association ofLanguage Testers in Europe).

In the spirit of The European Language Portfolio developedfrom the CEF, face2face provides a Progress Portfolio at theend of every Student’s Book unit. Students are encouraged toassess their ability to use the language they have learned sofar and to review any aspects by using the CD-ROM/AudioCD. In the Workbook there is a 24-page Reading and WritingPortfolio section linked to the CEF and a comprehensive listof ‘can do’ statements in the Reading and Writing ProgressPortfolio, which allows students to track their own progress.

face2face Intermediate and CEF levels B1 and B2

I can understand the main points of clear standardspeech on familiar matters regularly encountered inwork, school, leisure, etc. I can understand the mainpoint of many radio or TV programmes on currentaffairs or topics of personal or professional interestwhen the delivery is relatively slow and clear.

UNDERSTANDING

SPEAKING

WRITING

I can understand texts that consist mainly of highfrequency everyday or job-related language. I canunderstand the description of events, feelings andwishes in personal letters.

I can deal with most situations likely to arise whilsttravelling in an area where the language is spoken. I can enter unprepared into conversation on topicsthat are familiar, of personal interest or pertinent toeveryday life (e.g. family, hobbies, work, travel andcurrent events).

The table on the right describes the general degree of skillrequired at B1 of the CEF. Details of the language knowledgerequired for B1 are listed in Threshold 1990. The ‘can do’statements for B1 are listed in the Common EuropeanFramework of Reference for Languages: Learning, teaching,assessment.

face2face Intermediate completes level B1, which studentsstarted in face2face Pre-intermediate. The Listening, Reading,Speaking and Writing tables on p14–p17 show where therequired competences for level B1 are covered in face2faceIntermediate.

face2face Intermediate also takes students into level B2,which students will complete in face2face Upper-intermediate. The ‘can do’ statements from B2 that arecovered in face2face Intermediate are indicated on p14–17 by an asterisk (*).

For more information about how face2face Intermediatecovers the grammatical, lexical and other areas specified byThreshold 1990 and Vantage 1990 can be found on ourwebsite www.cambridge.org/elt/face2face.

1 Waystage 1990 J A van Ek and J L M Trim, Council of Europe, Cambridge University Press ISBN 0 521 56707 62 Threshold 1990 J A van Ek and J L M Trim, Council of Europe, Cambridge University Press ISBN 0 521 56706 83 Vantage J A van Ek and J L M Trim, Council of Europe, Cambridge University Press ISBN 0 521 56705 X4 Common European Framework of Reference for Languages: Learning, teaching, assessment (2001) Council of Europe Modern Languages Division,

Strasbourg, Cambridge University Press ISBN 0 521 00531 0

I can connect phrases in a simple way in order todescribe experiences and events, my dreams, hopes andambitions. I can briefly give reasons and explanationsfor opinions and plans. I can narrate a story or relatethe plot of a book or film and describe my reactions.

I can write simple connected texts on topics which arefamiliar or of personal interest. I can write personalletters describing experiences and impressions.

Listening

Reading

SpokenInteraction

SpokenProduction

Writing

face2face CEF Related Council ofStudent’s Book level examinations Europe document

Elementary

Pre-intermediate

Intermediate

Upper Intermediate

A1

A2

B1

B2

KETKey English Test

PETPreliminary English Test

FCEFirst Certificate in English

Breakthrough

Waystage

Threshold

Vantage






14

The CEF

Listening

Reading

* refers to descriptors for B21A = face2face Intermediate Student’s Book unit 1 lesson A

WB1A = face2face Intermediate Workbook unit 1 lesson AWBP1 = face2face Intermediate Workbook Reading and Writing

Portfolio 1

A language user at level B1 and B2* can: 1 2 3

understand the main points in short newspaper articles1A 1CWB1C

2B 2CWB2C

3B WB3C3C

distinguish fact from comment in columns or interviews in newspapers andmagazines

1B 3C

skim short texts to find relevant facts and information WBP2 3C

understand information in everyday material such as brochures and letters WBP2

understand simple messages WBP3

understand standard letters WBP3

understand descriptions of events, feelings and wishes WBP1 2C 3C

guess the meaning of single unknown words from their context

understand straightforward instructions

identify the main conclusions in clearly signalled argumentative texts

understand in a narrative the motives for the characters’ actions and their

consequences for the development of the plot*

understand articles on current problems in which the writers express specific

attitudes and points of view*


follow clearly articulated speech in everyday conversation This interactive competence is practised

follow the main points of a clearly articulated discussion between native speakers 1C 1D 2D 3C 3D

understand a short narrative and form hypotheses about what will happen next

understand the main points of recorded materials on familiar subjects 1A 1B 2A 2C 3A 3C

catch the main points in TV and radio programmes on familiar topics 3C

follow in outline straightforward short talks on familiar topics

follow films in which the visuals and action carry much of the storyline This competence is practised throughout

understand TV and radio programmes, and identify the speaker’s mood and tone*

use a variety of strategies to achieve comprehension, including listening for mainpoints; checking comprehension by using contextual clues*






15

The CEF

4 5 6 7 8 9 10 11 12

throughout the course, in particular in the Get ready … Get it right! sections.

4B 4D 5A 5B 5D 6A 6C 6D 7D 8B 8D 9D 10A 10B 10D 11A 11B 11D 12A

4C 11C

4A 4C 5C 7B 8C 9B 9C 10C 12B

4C 8C 9C 10C

7C

the course on the interactive CD-ROM/Audio CD.

10C 11C 12C

10A 10B 10C 11C 11D 12B 12C

4 5 6 7 8 9 10 11 12

4A 4CWB4C

5B 5C6B 6CWB6C

WB7C 8A 8C9A 9CWB9C

10C WB11C 12C

6B WBP6 WBP8

4C WB4C5A 5C

WB5C WBP57C 8A 8C

WB9CWBP9

10C WB11C WB12C

5A 7A WBP9

WBP5 7C 8A 8C 9A 10C WBP10 WBP11WB12CWBP12

4C WB4C 10C

WBP7

WBP4 WBP6

8C 9C10C WB10C

WBP1011C

WBP11WB12CWBP12

WBP8 8A 9A






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Speaking

A language user at level B1 and B2*can: 1 2 3

enter unprepared into conversations on familiar topics 2B 2D 3B 3C

start, maintain and close a simple face-to-face conversation on familiar topics 1A 1B 1D 2B 2D 3A

deal with most situations likely to arise when travelling 3A 3D

express and respond to feelings (surprise, happiness, sadness, interest, etc.) 1A 1B 2C 2D

make his/her opinions/reactions clear as regards finding solutions to problems, etc. 1C 2D 3D

agree and disagree politely

express beliefs, views and opinions in discussing topics of interest 1A 1B 1C 2A 2C 3C 3D

use a prepared questionnaire and make spontaneous follow-up questions 1A 1D 2B 3A 3B

narrate a story

give detailed accounts of experiences, describing feelings and reactions 1C 3B 3C

describe dreams, hopes and ambitions

explain and give reasons for his/her plans, intentions and actions

paraphrase short written passages orally in a simple fashion

give straightforward descriptions on a variety of familiar subjects 2A

ask someone to clarify or elaborate what he/she has just said

use a simple word with a similar meaning when he/she can’t think of the exact word

help a discussion along on familiar ground, confirming comprehension, etc.*

speculate about causes, consequences, hypothetical situations*

initiate, maintain and end discourse naturally with effective turn-taking*

The CEF

Writing


write simple connected texts on a range of topics, express personal views/opinions

link a series of discrete items into a connected linear sequence of points 2C

narrate a story

write a description of an event – real or imagined WBP1

write accounts of experiences, describe feelings and reactions

write very brief reports to a standard conventionalised format

write notes conveying simple information WBP2

write personal letters describing experiences, feelings and events in some detail WBP1

convey information/ideas on abstract and concrete topics, ask about/explain problems WBP3

express feelings such as grief, happiness, interest, regret and sympathy in a letter WBP1

describe the plot of a film or a book or give an account of a concert

reply in written form to adverts and ask for more information

convey short simple factual information to friends/colleagues or ask for information WBP3

describe how to do something, giving detailed instructions

write detailed descriptions on a range of familiar subjects

write about events/real or fictional experiences in a detailed and easily readable way*

make a note of ‘favourite mistakes’ and consciously monitor his/her work for them*

* refers to descriptors for B21A = face2face Intermediate Student’s Book unit 1 lesson A

WBP1 = face2face Intermediate Workbook Reading and WritingPortfolio 1






17

The CEF

4 5 6 7 8 9 10 11 12

4C 4D 6B 6D 7C 8C 9A 9B 9C 10C 10D 11C 11D 12C

4A 4B 4D 5A 6A 6B 6D 7A 7B 8B 9A 9B 10C 10D 11B 12A 12C

5D 7D 8D 9D

5B 6A 6D 7C 8D 9D 11D

4D 6D 8B 10A 10D

4D 5A 6B 6C 6D 7B 8A 8B 9A 10A 10B 10C 11B 11C 12A

4A 5C 6A 7B 10A 10C

4C 8C 9C 12B

4A 5B 8C 9C 9D 10A 12B

7B 12A

5B 6A 6D 7C 9D 10A 12A

5C 6A

4B 5A 5D 7A 9A 10B 11A 12C

11D

5D

6D

7B 8D 10B 12A 12B

6D 8D 10D 12A

4 5 6 7 8 9 10 11 12

4C WBP4 5C WBP5 WBP6 WBP8 WBP11 WBP12

WBP4 5C 6B WBP6 WBP7 11C

4C WBP10 11C WBP11 WBP12

4C WBP5 11C WBP11 WBP12

WBP10 WBP11 WBP12

5C WBP6

WBP7 11D

WBP5 WBP8

WBP7

WBP4

WBP9

WBP5

WBP7

WBP10 WBP11

11C WBP11 WBP12

WBP12






● Go around the class and monitor students while they arespeaking in their pairs or groups. At this stage you canprovide extra language or ideas and correct any languageor pronunciation which is impeding communication.

● Avoid becoming too involved in speaking activitiesyourself unless you see students have misunderstood yourinstructions or you are asked for help. As soon as you joina group, students often stop talking to each other and talkto you instead.

● When giving feedback on speaking, remember to praisegood communication as well as good English, and focuson the result of the task as well as the language used.

Correction ● When you hear a mistake, it is often useful to correct it

immediately and ask the student to say the word or phraseagain in the correct form. This is particularly effective ifthe mistake relates to the language you have been workingon in the lesson.

● Alternatively, when you point out a mistake to a studentyou can encourage him/her to correct it himself/herselfbefore giving him/her the correct version.

● Another approach to correction during a freer speakingactivity is to note down any mistakes you hear, but notcorrect them immediately. At the end of the activity writethe mistakes on the board. Students can then work in pairsand correct the mistakes. Alternatively, you can discuss themistakes with the whole class.

Vocabulary ● Give students time to work through the exercises in the

Help with Vocabulary sections on their own or in pairsrather than doing this with the whole class. This givesstudents the opportunity to try to work out the rulesthemselves before checking in the Language Summaries.You can then check students have understood the mainpoints with the whole class.

● Point out the stress marks ( ) on all new words andphrases in the vocabulary boxes in the lessons and theLanguage Summaries. These show the main stress only on words and phrases.

● When you write a new vocabulary item on the board,make sure students know the stress and part of speech.Students then copy new vocabulary into their notebooks.

● Make sure students are aware of collocations in English(for example make an appointment, do the housework, goto exhibitions, work shifts) by pointing them out when theyoccur and encouraging students to record them as onephrase in their notebooks.

● Encourage students to notice patterns in new vocabulary,for example lose/keep/be/get in touch with someone.

● Review and recycle vocabulary at every opportunity inclass, using the Reviews, the Language Summaries, theClassroom Activities and Games and the Class Activities.

Teaching TipsListening● Make full use of the Help with Listening sections in the

Student’s Book, which are designed to help studentsunderstand natural spoken English and develop theirability to anticipate and understand what is being said.

● Before asking students to listen to a recording, establishthe context, the characters and what information you wantthem to listen for.

● Give students time to read the comprehension questions inthe Student’s Book. Deal with any problems or newlanguage in these questions before playing a recording.

● Be sensitive to the difficulties that students might behaving and play a recording several times if necessary.

● If you use a cassette recorder in class, don’t forget to setthe counter to zero each time.

● When you play a recording for a second or third time, youcan ask students to read the Recording Scripts at the backof the Student’s Book while they listen. This helps them to‘tune in’ to spoken English and connect what they hearwith what they read.

● When students need to listen and write their answers, youcan stop the recording after each answer in second andsubsequent listenings to give them time to write.

● Use the activities for the Songs on Student’s Book p100–p101 at the points suggested in the course.

● Encourage students to listen again to the classroomrecordings on their CD-ROM/Audio CD on their computerat home. Note that students can only listen to theseclassroom recordings on a computer, not on a CD player.

SpeakingPair and Group Work● Make full use of all the communicative speaking activities

in the Student’s Book, particularly the Get ready … Get itright! sections.

● Help students with the language they need to do speakingtasks by drawing their attention to the ‘transactionallanguage’ in the speech bubbles. If necessary, drill thislanguage with the class before they do the speakingactivity in their pairs or groups.

● Try to ensure that students work with a number ofdifferent partners during a class. If it is difficult forstudents to swap places in class, you can ask them to work with students in front or behind them as well as on either side of them.

● It is often useful to provide a model of the tasks youexpect students to do. For example, before asking studentsto talk about their family in pairs, you can talk about yourfamily with the whole class to give students a model ofwhat they are expected to do.

● Remember that students often find speaking activitiesmuch easier if they are personalised, as they don’t need tothink of ideas as well as language.

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● Use the photocopiable Vocabulary Plus worksheets tointroduce and practise extra vocabulary which is notincluded in the Student’s Book. They can be used for self-study in class or as homework, or as the basis of aclassroom lesson. There is one Vocabulary Plus worksheetfor each unit in the Student’s Book.

● Use the photocopiable Study Skills worksheets to helpstudents understand other aspects of vocabulary, such as collocations.

Grammar● Give students time to work through the exercises in the

Help with Grammar sections on their own or in pairs. This gives students the opportunity to try to work out thegrammar rules themselves before checking their answersin the Language Summaries. You can then check studentshave understood the main points with the whole class, asshown in the Teaching Notes for each lesson.

● Teach your students useful grammatical terms (forexample past participle, etc.) when the opportunity arises.This helps students become more independent and allowsthem to use grammar reference books more effectively.

● Use different colour pens for different parts of speechwhen writing sentences on the board (for example PresentPerfect Continuous questions). This helps students seepatterns in grammar structures.

● If you know the students’ first language, highlightgrammatical differences between their language andEnglish. This raises their awareness of potential problemsif they try to translate. It is also useful to highlightgrammatical similarities to show students when a structurein English is the same as in their own language.

● After teaching a grammatical item, use reading andlistening texts as reinforcement by asking students to findexamples of that grammatical item in the text. This helpsstudents to see the language in a realistic context.

Pronunciation● Make full use of the pronunciation drills on the Class

Audio CDs/Class Audio Cassettes. These drills are markedwith the pronunciation icon in the Student’s Book andgive standard British native-speaker models of thelanguage being taught.

● Point out the stress marks on all new vocabulary in thevocabulary boxes in the lessons and the LanguageSummaries. Note that only the main stress in each newword or phrase is shown. For example in the phrase gofor a walk, the main stress on walk is shown, but thesecondary stress on go is not. We feel this is the mosteffective way of encouraging students to stress words andphrases correctly.

● Also point out the example sentences in the Student’sBook before using the pronunciation drills. Note that inthe examples of sentences in Grammar or Real Worlddrills, all stresses in the sentences are shown.

P

● When using the recordings of these drills, there are usuallysufficient pauses for students to repeat chorally withoutstopping the recording. Alternatively, you can pause therecording and ask each student to repeat individuallybefore continuing.

● For variety, model and drill the sentences yourself insteadof using the recordings.

● Point out the stress, linking and weak forms marked insome of the Recording Scripts (Student’s Book p142).

● Encourage students to listen to the audio component ofthe CD-ROM/Audio CD on their CD player. This containsReal World drills from each lesson D in the Student’s Book.

Helping students with sounds ● Consider teaching your students the phonemic symbols

(Student’s Book p159). This allows students to look up thepronunciation of the words and record difficultpronunciation themselves in their notebooks. It is ofteneasier to take a ‘little and often’ approach to teaching thesesymbols, rather than trying to teach them all in one lesson.

● Encourage students to use the phonemes section of theCD-ROM/Audio CD at home. This will help them to learnthe symbols and allow them to practise the sounds.

● Highlight the phonemic transcriptions in the LanguageSummaries. Note that transcriptions are given only forvocabulary that is particularly problematic.

● Write the phonemic transcription for difficult words onthe board and ask students to work out the pronunciation.

● For sounds students often have problems with (forexample /θ/) you can demonstrate the shape of the mouthand the position of the tongue in front of the class (ordraw this on the board). Often students can’t say thesesounds simply because they don’t know the mouthposition required.

● Draw students’ attention to the English sounds which arethe same in their own language(s) as well as highlightingthe ones that are different.

Helping students with stress and intonation● Drill all new words, phrases and sentences, and pay

particular attention to words that sound different fromhow they are spelt.

● When you write words or sentences on the board, markthe stress in the correct place or ask the students to tellyou which syllables or words are stressed.

● When you model sentences yourself it may be helpful toover-emphasise the stress pattern to help students hear thestress. You can also ‘beat’ the stress with your hand or fist.

● Emphasise that intonation is an important part of meaningin English and often shows how we feel. For example a falling intonation on the word please can sound veryimpolite to a native English speaker.

● Show the intonation pattern of model sentences bydrawing arrows on the board or making hand gestures.

● Hum the sentences you are focusing on. It is sometimeseasier for students to hear the stress or intonation patternwhen there are no words.

Teaching Tips






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Drilling● Make sure students know the meaning of new language

before drilling this with the class. ● When you model a phrase or sentence, make sure that

you speak at normal speed with natural stress andcontractions. Repeat the target language two or three times before asking the whole class to repeat after you in a ‘choral drill’.

● After choral drilling it is usually helpful to do someindividual drilling. Start with the strongest students anddrill around the class in random order.

● As the aim of drilling is accuracy, you should correctstudents when they make a mistake. However, avoidmaking the students feel uncomfortable and don’t spendtoo long with one student.

● Praise students for good/comprehensible pronunciationand acknowledge weak students’ improvement, even iftheir pronunciation is not perfect.

● Use ‘mumble’ drills. Ask students to say the phrase orsentence to themselves initially, then increase the volumeeach time until they are speaking at a normal volume. Shystudents often appreciate the chance to say things quietlyuntil they feel more confident.

Reviewing and Recycling● Use the Quick Reviews at the beginning of each lesson.

They are easy to set up and should take no more than fiveto ten minutes. They are a good way of getting the class tospeak immediately as well as reviewing what studentslearned in previous lessons.

● Exploit the Review sections at the end of each unit. Theycan be done in class when students have finished the unit,or set for homework (see the Extra practice and homeworkboxes in the Teaching Notes). Alternatively, individualexercises can be used as quick fillers at the beginning orend of a lesson, as the Review exercises are organised inlesson order.

● After a mid-lesson break, ask students to write down inone minute all the words they can remember from the firstpart of the lesson. These quick What have we just learned?activities are very important for helping students transferinformation from their short-term memory to their long-term memory.

● Start a class vocabulary box. You or the students writeeach new vocabulary item on a separate card and put the cards in the box. The cards can be used for variousrevision activities, for example Know, Might Know, Don’t Know (see p21).

● Encourage students to use the face2face CD-ROM/AudioCD to review each lesson at home. Also encouragestudents to review new language by reading the LanguageSummary for the lesson.

● Set homework after every class. The face2face IntermediateWorkbook has a section for each lesson in the Student’sBook, which reviews all the key language taught in thatlesson.

Teaching Intermediate ClassesAlthough most students at Intermediate level have reached areasonable level of communicative competence, they oftentend to be rather inaccurate, particularly in spontaneousconversation. Another problem with Intermediate classes isthat students often don’t feel that they are making progressquickly enough. This ‘intermediate plateau’ can sometimes berather demotivating for students. If this is the case for yourclass, try some of the following suggestions:● Give students time to prepare what they are going to say,

as in the Get Ready … Get it Right! sections of the Student’sBook. This allows students to work out what language theyare going to use before they do the communicative stage ofthe activity, which will help them retain the accuracy thathas been built up during the lesson.

● Use every opportunity for correction during the class andpraise students who use new language correctly.

● Focus particularly on ‘fossilised errors’ which have becomepart of the students’ lexis or grammar (for example, leavingoff the -s with he/she/it forms of the Present Simple).

● Encourage students to make a list of their own typicalmistakes, or collect typical mistakes for the class yourself.You can collect together the ‘top ten’ mistakes of the classand make a poster of these for the classroom.

● Record or video your students during communicativeactivities, then use the recordings for error correction laterin the class or in the next class.

● Encourage students to broaden their vocabulary wheneverpossible, for example by using brilliant or amazing insteadof very good. Students at this level often like to stay intheir linguistic ‘comfort zone’ and often need to bepersuaded to use more advanced language.

● Increase the amount of speaking practice by using theClass Activities (p118) whenever possible.

● Use the Review section in the Student’s Book and theProgress Tests in the Teacher’s Book (p195). Keep a recordof students’ scores on the Progress Tests for end-of-termreports.

● Use the Vocabulary Plus worksheets (p173) to give classesextra input of new lexical items.

● Ask students to tick the things they can do in the ProgressPortfolios at the end of each unit to help give them a senseof progress.

● Plan which students are going to work together in pair andgroup work. Mix stronger students with weaker ones whenthey can give help, for example in a vocabulary matchingactivity. On other occasions, for example in freer speakingactivities, it is often a good idea to place stronger studentsin the same group. Weaker students may feel moreconfident speaking with other students at their own level.

● Have ideas for extra activities to give early finisherssomething to do while the slower ones are still working,for example an exercise from a Review section or theWorkbook, or a Vocabulary Plus worksheet.

● Set weaker students extra homework from the Workbookor the CD-ROM/Audio CD to help them catch up withareas of language that the rest of the class is confident with.

Teaching Tips






Classroom Activities and GamesThese Classroom Activities and Games can be used to practisea variety of different language areas in class. The TeachingNotes suggest when they can be used alongside the lessons inthe Student’s Book.

Hot SeatsThis whole-class activity reviews vocabulary taught duringthe course through a lively, enjoyable team game.● Place two chairs or ‘hot seats’ at the front of the class

facing the students, one on each side of the room.● Divide the class into two teams. Ask one confident student

from each team to come and sit in the hot seats. ● Write a word/phrase that you want to review on the board.

Alternatively, prepare cards before the class with thewords/phrases written on them and hold one card upbehind the two students. The students in the hot seats arenot allowed to turn round and see the word/phrase.

● Each team tries to convey the meaning of the word/phrasein any way they can (definition, mime, synonym, etc.)without saying or spelling the word/phrase.

● The first student in the hot seats who says the correctword/phrase gets a point for his/her team. Note down eachteam’s points on the board.

● After the students in the hot seats have tried to guess a fewwords/phrases, ask them to change places with two otherstudents, one from each team. Continue the activity withseveral different students in the hot seats.

● The team with the most points in the time available wins.

Know, Might Know, Don’t KnowThis activity helps you to find out what vocabulary studentsalready know. It is a good activity for mixed level classes, asstronger students can teach weaker students vocabulary thatthey don’t know.● Before the lesson, write a worksheet containing 15–20

words or phrases you want to teach or review. ● Photocopy one worksheet for each student.● In class, give each student a copy of the worksheet.

Tell students to divide the words into three groups: Know (I know this word/phrase and can give an exampleor definition), Might Know (I think I know thisword/phrase but I’m not sure) and Don’t Know (I don’tknow this word/phrase).

● Students work in pairs or groups and compare theiranswers. If one student knows a word, he/she should teachit to his/her partner or the other members of the group.Alternatively, students can move around the room and talkto various students.

● When they have finished, students say whichword/phrases they still don’t know. Encourage othergroups to give definitions to help them, or give themeanings and examples yourself.

● Allow time for students to record any new vocabulary intheir notebooks.

Dialogue BuildThis activity focuses on grammatical accuracy as well asgiving students confidence in speaking.● Before the lesson, prepare a 6–8 line conversation based on

language the students should know. Find a magazinepicture of each person in the conversation (or draw twopeople on the board).

● In class, set the context, for example on the telephone. Putthe two speakers’ pictures on either side of the board.

● Draw a speech bubble from the person who speaksfirst and insert a prompt, for example What/matter? Elicitthe target sentence, for example What’s the matter? Modeland drill the target language with the whole class and then individually. Don’t write the sentence on the board at this stage.

● Draw a reply speech bubble from the other person andinsert a prompt, for example just/have/accident. Elicit thetarget sentence, for example I’ve just had an accident. andcontinue as above, establishing one line each time untilthe conversation is complete.

● Students practise the conversation in pairs. They thenchange roles and practise the conversation again.

● Re-elicit the whole conversation, writing each line onthe board by the appropriate prompt. Give students timeto copy the conversation into their notebooks.

Running DictationThis activity involves all four skills (reading, writing,speaking and listening) and is a good way to inject someenergy into a class.● Before the lesson, choose a short text. This text can be

used to introduce a topic in a lesson, provide a context fornew language, revise a language area already covered orsimply provide extra reading practice.

● Photocopy one copy of the text for each student.● In class, divide students into pairs, one reporter and one

secretary. Secretaries sit near the back of the class with penand paper.

● Put one copy of the text on the board. With larger classes, you can put other copies on the wall at the front of the class.

● When you say Go, the reporters go to the board,remember as much as they can of the text, then run backto their partners, who must write down the exact wordsthey hear. When a reporter has told his/her secretary allhe/she can remember, he/she goes back to the board andrepeats the process.

● In the middle of the activity, clap your hands and tellstudents to change roles.

● The first pair to complete the text wins. Continue theactivity until most or all of the students have finished.

● Give a copy of the text to each student. Students thencheck their version of the text against the original.

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Words Connected to MeThis activity practises vocabulary in a personalised way andprovides a springboard to freer speaking practice. ● Ask students to draw a two-column table on a piece of

paper with the headings Words connected to me andWords not connected to me.

● Dictate a set of words/phrases that you have taught in a recent lesson. If a word/phrase (for example haveinsomnia) is connected to them in some way, they writethe phrase in the Words connected to me column. If not,they write the phrase in the other column.

● Point out that the word/phrase can be connected tothem in any way they like, for example it could relate tothe students’ lives now or in the past, people in theirfamily, something they want to do in the future, etc.

● Students compare their lists in groups and discuss whythey have written all the words/phrases in the Wordsconnected to me column.

Grammar AuctionThis is a fun grammar revision activity which involves thewhole class.● Before the class, prepare a worksheet with 10–12 sentences

on it, based on the grammar areas you have covered withyour class. Some of the sentences should be correctEnglish and some should contain mistakes.

● Photocopy one worksheet for each student. ● In the lesson, divide the class into teams of four or five.

Give one worksheet to each student. Students discuss intheir groups which sentences are correct and which areincorrect. Students should speak quietly so that otherteams can’t hear them.

● Check that they know what an auction is and how to buysomething. Tell the class each group has £20,000 to spend.Act as the auctioneer and sell the sentences one at a time.

● Students try to buy the correct sentences. They can alsouse tactics to persuade other teams to buy the incorrectones, for example bidding for incorrect sentences to putdoubt into the minds of the other students.

● When a group buys a sentence, they mark that sentenceon their worksheet. Students must stop bidding when theyhave no more money.

● When all the sentences have been sold, check which arecorrect with the class. The team with the most correctsentences wins. In the case of a tie, the team with the mostmoney left wins.

● At the end of the auction, students work in their groupsand correct the incorrect sentences. Check answers withthe class.

Pyramid DiscussionThis activity encourages students to exchange ideas andopinions in a fun, student-centred way.● Set a context (for example tell students they are going on a

two-week jungle survival trip and that they need to decidewhat to take with them).

● Give each student a list of 10–15 items or write them onthe board.

● Students work on their own and choose the five mostuseful items to take with them. Students should also thinkof a reason for choosing each one.

● Each student then shows their list of five items to apartner. Together they must agree on only five items fromboth their lists.

● Students work in groups of four and repeat the previousstage so that they end up with a new list of only five items. If you have a big class, you can then put students intogroups of eight, and so on.

● Finally, bring the whole class together for students to sharetheir ideas and try to agree on the best five items.

ConsequencesThis activity gives students freer practice of collaborativewriting. It allows them to be creative while practisinglanguage taught in the lesson (for example narrative verbforms or connecting words). ● Give each student a clean piece of paper to write on

(or ask each of them to take one page from theirnotebooks).

● Give students a series of instructions about what towrite (for example a woman’s name, a man’s name,where and how they met, what they were doing whenthey met, what they said to each other, what they didnext, when they saw each other again, what happened inthe end). Check that students are writing full sentences.

● After each student has written their answer to eachinstruction, they fold their paper just enough to hidewhat they have written and pass it on to the student ontheir left.

● When students have finished the story, they fold thepaper one more time and pass it to the person on theirleft. This student opens it and reads it. Ask students toread out any funny or interesting examples to the class.

● Display the stories around the class for everyone to read.Students decide which one is the best and why.

Classroom Activities and Games




Documents

9 x13.5 Doublelines€¦ · face2face Intermediate completes B1 and starts B2 (see p13). face2face is a general English course for adults and young adults who want to learn to communicate