Innovations Pre-Intermediate TB

8/9/2019 Innovations Pre-Intermediate TB

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Hugh Dellor

ond

Andrew

Wolkley

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Moore

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Uni t ed

K ngdom Un l t ed

St a t es . Aus t ra l i a

Canada

Mexco

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S ingapore .

Span


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Contenls

Introduction

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lntroduction

Innovations,

irst

published

n 2000,

was originallycreated

to

provide

ntermediate

o high-intermediate

tudents

with interesting

models

of natural

spoken

English

o

motivate

hem beyond

he intermediate

plateau.

Innovations

as

now been

expandedand developed nto a

new series or teachers ooking or a fresh approach o

teaching oung

adults Elementory

publication

n 2005),

P e-i

te m

edi ate, nte m

edi ate,U

pp

e r-i termediote). t i

s

based

n

a

language-rich,

exical/grammatical

yllabus

that

starts

with the kinds

of conversationsearners

want

to

have.

What's

so

innovative

about

Innovations?

Innovotions

re-intermediote,

ike he rest of the series,

sets

out to

maximise tudents'

bi l i ty o speakEnglish

with

confidence

nd o help

hem begin o under stand

natural pokenEnglish.t does his not simplyby

providing

tudents

with

plenty

of opportunitieso use

language

n personal,

reative nd communicative

contexts,

but more importantly,

y

providing

a

predominantly

poken

model

of English.The nglish

presented

n the

whole lnnovotions

eries

s

the English

commonly

used n everyday

ife by fluent,educated

speakers.The

eries yl labus

s designedo meet

students'

ommunicative

eeds

nd s therefore

quite

compatible

ith the

obiectives

nd'cando' statements

of the

Common European

ramework

CEF).

t all

levels,

he prime

concern

s with

what

students

will be

able

o

soyafterwards.

As a result,

he starting

point for

the syllabuss not the usual ist

of tense-based

structures,

but rather

the typical


4/144

Introduction

then

given

a similar

ext

to write as a tasl


5/144

Fecrtures

of

Innovcrlions

Conversation

The

first

section

of each

unit is based

on a short

conversation.These

onversations

re good

examplesof

typical-conversations

hat people

haveabout

everyday

topics, nd containmanycommonly-used xpressions.n

fact,

one

of the aims

s

to

get

students

o memorise a

lot

of this

language.There

re memorisation

activities n

several

of

the units

and hese

activities

could be adapted

and

used or

other

units.For

example,n

Making

plans

on page

26

students

use

a skeleton

of

notes

o help

them

remember

he conversation.You

ould use his

technique

with any

of

the other

conversations y

writing,the

skeleton

on the

board and hen

asking

students

o

use he notes

o have

he conversation n

pairs.After

students

have

become

used o this

technique,

ou

could

ask

hem to make

heir own set of

notes

based

on the

completed

conversation.

When

using

he conversation

n

class,

lay

he recording

once

so that

students

can answer

he

gist questions.

Then play

he

recording

again

and ask hem to try

to fill

in each

of

the

gaps

as hey isten.They

hould

hen

compare

heir answers

with a partner.Play

he

recording

third

time,but

this ime

pause

fter each

gap.

Elicit

he missing

ords

and maybewrite

th e

complete

expressibn

n the

board.Model he

pronunciation

and get

students

o

practise

saying t. Play

the

recording

hrough

one more

time with students

following

he completed

cript.

Many

of

the conversations

ave

been

sound

scripted' n

the

Tapescript

at the

back of the

Coursebook.Here,

stressed

words have

been

capitalised nd

pauses

ave

been

clearly

marked.This

elps

tudents

et

used o the

way

anguage

s'chunked'

where speakers ause,

nd

more

importantly,

where they

do not pause

and o the

rhythm

of

spokenEnglish.

tudents isten

o the

recording

while reading

he

soundscript.Then

sk hem

to use

he

script to

read he

conversation

loud n

pairs,

focusing

q,.the

hrasing

nd stress.

Much

of the language

reiented

and explored n

the unit

aPPearsn the conversation, o studentsget to see and

hear

it

in meaningful

ontexts.

For example, n

Making

friends

on page

8, Danko

s alking

about his home

town

of

Split and

says here

ore lots

of

lovely

people

here.

Expressions

ith

there's

thereore s

the focus of a later

Using

grammar

activity

on page12 .

Reading

The

second

part

of each

unit

is basedon a reading

ext.

These

exts

are

derived

rom authentic

articles,but

have

been

re-written

to

include

maximally

usefulvocabulary

and

collocations.The

exts

are all related o

the topic of

the

unit

and

are designed

o

elicitsome kind

of

personal

response

rom students.

Encourage

tudents

o read

he

whole text through

without

worrying

too

much about

any words

they dont

know

-

ask

hem to put

their pens

down for

a minute

and relax

One good

way of ensuring

hey do

this is to

play

he recording

of the reading

while students

ollow

the text in silence.f you feel the recording s too fast

for

your

students,

ead t yourself

at a

pace

hey

can

cope with.This

also

gives

students he

opportunity

to

hear how

the

text is spoken.

mportant

vocabulary

s

focused

on later,

and students

need

o

gain

confidence

n

their ability

o

understand

most

-

if not

all

-

of a

text.

Encourage

tudents

o focus

on the

many

words they do

know

With both

the reading

and

listening

exts,

you

could

simply

ask

students:

Do

you

hove

ony

questions

bout

he

text?Note

that this is

a differentquestion

o Are here

any words

which

ou

don'tknow?

because t

allows

students

o

ask about

anything.They

an ask

about

words

they

do know,

but which

mayappear

with a new

meaning

r in

a new

collocation;they

an

askabout

whole

expressions;

hey can

ask about the

content; hey

can even

ask you

what

you

hink.

Encouraging

tudents o

ask

questions

s

a

good

way to

encourage hem

to notice

language.

t can

also help

o create a good

relationship

between

you

and your

students.

Most

reading

exts

are followed

by a

comprehension

task

and

activities

hat focus

on

particular

exical tems

or collocations

within the

text. Encourage

tudents

o

re-read he text and notice how these temsare used

within the

texts.There

are also speaking

ctivities

where

students

have

he opportunity

to react personally

o the

text

and

o extend

he discussion

n a related

heme.

These

caneither

be done

n pairs

or in smallgroups.

Listening

The third

part

of the

unit is based

on a listenint

ext,

either

a single

conversation

or

a seriesof

conversations,

related

o

the overall

opic

of the unit. Unlike

he

conversations

n

the first section

of the unit,

hey

give

students

he opportunity

for

more extended

istening

practice.

Again, emind

students

hat they

don't need

o

understand

everything.You

may need o play

he

recording

couple

of t imes.Finish

p by asking

tudents

to listen

and read

along

with the

tapescript

at the back

of the

Coursebook.

Each

istening

s

usually

ccompanied

y

pre-listening

nd

post-listening

peaking

asks hat help

studentsprepare

for

and react

o

the content

of the

conversations.There

are also

activities

hat exploit

useful

vocabulary

and

grammar

appearing

n the conversations.


6/144

Usingvocabulary

Throughout

I nnovotions

re-intermediote

here are

sections

xplicit ly

ealing

ith vocabulary.The se

sections

ocus

on expres sions nd

collocations oth

related

o the

topic of the

unit and basedon

language

appearing

n the

conversations

r readings. s

you go

through

the answers, ou

can also

get

students o repeat

the key

anguageor pronunciation

and ask he kind of

questionsmentioned n Noticing surrounding

language

on page

8.The

teachingnotes or each

activitygive

examples

of specificquestions

o ask.The

vocabulary

exercises

re usually ollowed

by

opportunities

or

students

o use some of the

language

in

short speaking

aslcs.

Key

words

There

are several

Key

word sections hroughout

lnnovotions

re-intermediote

hat focus on useful

expressions

ontaining

ery common words like

get,

die,

and sort

out.

t

might

be a

good

idea or students o

devote

a

page

n their. notebooks

o eachof these key

words.They

can record

the expressionsrom the

activity

and hen add

o their list whenever hey notice

more

examples.

Using

rammar

Each

unit contains

at least

one section

dealing

with a

particular

grammatical

tructure.These

tructures

ange

from

the traditional

ense-based tructures ike the

past

simple

o other

structures ike usingnot

enough

nd

too.

The

structures

are alwaysgiven n meaningful ontexts,

and studentssee how they tan use he language

themselves.

ive students

he basic

patterns

or the

structure

and

encourage hem

to

record

examples

rom

the

exercises n their

notebooks.Again, here are

speaking

asks inked o

the

particular

structure.

Reference

s always

made o

the

corresponding ection

in

the Grammar

commentary.

Grammar

ommentary

&"

The

Giammar

commentary starts on page 165of

the

Coursebook,

ith two

pages

utl ining he basic

approach o grammar aken n the course.Ask students

to read

hesepages

arly

on

in

the courseand

discuss

questions

hat arise rom

it.The

grammar points

hat

follow

refer

to the

Using

grammar

sectionswithin

the units.As

a rule,

you

can ask students o read he

Grammar

commentary

as a way to review he

language

fter they have

worked on the activities.

However, n

some cases ou

might want students o

come

up

with

a

guideline

r'rule' themselves nd hen

compare t to

the explanation

n the Grammar

commentary

before working

on the

exercises.The

Grammar

commentary

is another

good

sourceof

usefulexamples

or

students o record.

Featuresf lnnovations

Pronunciation

As Innovotions

re-intermediotelaces

uch an emphasis

on

spokenEnglish,ronunciation

s given

a high

priority

throughout.There

are activitiespractising

hings ike

stress,

inking

nd contractionsn most

units.There re

also

several

activities n each

of the Review units which

focus

on stress atterns,

nd some ndividual

ounds nd

consonant

clusters

hat manystudents ind difficult.The

recordingprovidesstudentswith modelsand hey

should

be

encouraged o repeat he

examples everal

times

chorally

nd ndividually,ntil hey

cansay hem

naturally.

f

course,you ouldalsomodel

he examples

yourself.

Speaking

ctivities

There

are

speakingasks

hroughout he Coursebook.

These

are intended

both as away of

encouraging

students

o use some

of the new languagehey havemet

in personalised

ays, nd

alsoas an opportunity or

students

o relax and enjoy

alking o eachother

Whenever possible,

ry to introduce

hese speakingasks

by

alking

about

yourself

andencouraging

he class o

askyou

questions.This

erves

s a modelof what

you

are asking

students o do

and is another

good

source of

language

nput.

Also,students enerally

ike indingout

more

about

heir teachers.

You

maywish

o use hesediscussion

eriods

as

a

chance

o monitor

students'spoken

performance

and to

gather

student errors

to focus on later,or as a

chance

o

listen

or

gaps

n students'

vocabularies hich can ater

be addressed.

good

way to

give

eedbackon these

sections s to re-tellwhat one or two studentssaid.Re-

tel l ing

what students

ay sometimes

alled

reformulation

is a

good

echnique ecauset

allows

even

he weakeststudents

o share heir experiences

and

deaswith

the

whole

class

without the

pressure

f

performing

n front

of them. t's

quicker

there

are

no

painful

auses

and maintains

he

pace

of the lesson.

Finally,

t allowsyou

to correct and introduce usefulnew

language

n a way

which acknowledgeshat the

student

hassuccessfully

onveyed

his/hermeaning.You an

write

some

of this new anguage

n the board f you l ike,

but

it

is not

strictly necessary.

Real

Engl ish

The

Real

English notes hroug hout

he Coursebook

refer

to a particularpiece

of language a

word,

expression

or grammatical

tructure

-

that

appears

n

one

of the tasks.The

notes contain eatures

of everyday

English

hich manymore traditional

oursebcibks

overlook,

and so it is important

to

draw

students'

attention

o

the explanations nd examples. dd

more

examples

or ask

a few related

questions

o

exploit

the

notes

urther,

f

you

wish.

7


7/144

Features

f Innovations

Review

units

After

every our

units

here is

a

Review,

which

gives

students

he

chance

o re-visit nd

consolidateanguage

they have

studied.

Most

of the activities nvolvepair

or

smallgroup

worl


8/144

The aim of thesequestions

s to

generate

seful

anguage

connected o the word or exoression

n

the

exercise

and also or stu dents o get an deaof the

limitsof

collocation nd differences

ith

their own

first language

(Ll).

Questions

ike heseare better han simply

explaining,or three reasons. irstly,hey allow

you to

checkwhether

students

haveunderstoodwhat

you have

explained. econdly,

hey are

more engaging

or students

as you

are nvolvinghem in the teaching

rocess

nd

accessingheir current knowledge.Thirdly ,hey provide

opportunities

or students

o

extend their

knowledgeby

introducing

ew language.n someways,

he

questions

are

also convenient or you as a teacher,

ecause

students

provide meaningsn attempting

answersand

you

can hen

provide

he actual anguage y

correcting

any

mistakes r re-stating

what

they said

n more natural

English.This

ew language

an

alsobe

put on the board,

ideally

n the form

of whole

expressions

syou would

use

hem in speech.

You

mayalso ike o follow up a section

of teaching

ik e

this by

asking tudents o briefly

personalise

ny new

vocabulary

ou put

on the board.

For example,

ou could

ask:

Do you

knowor have

you

heordobout

onyonewho

... ?

Do you

knowor hove

you

heordobout

onyonewho

hos .. ?

When's

he

ost

ime

you ..

?Where?Whot

oppened?

Canyou

useony ofthese wordslexpressions

o describe

things n your ife?

Which

s the rnost usefulwordlexpression?

Which

wordlexpressiono

you like

he

most?

You

could

put

students nto

pairs

o

do this kind

of

exerciseor f iveor ten minutes.Thiss a goodway of

breakingup the lesson

and

getting away

rom the

Coursebook or

a

moment. t alsoencourages

tudents

to get

to know eachother better,

and unli,ke

supplementary aterials,equires

ittle planning

nd no

fighting

with the photocopier

The teacher'snotes

sutgest

specific

questions

ou can

ask about languagen

the

texts and here

are also

good

examples

f thesekindsof

questions

n

the

Vocabulary

quizzes

in

the

Review units.

t may ake

a little ime

for

both you

and

your

students o

get used

o this style

of

teaching,

ut

it

is worth

persisting ith

it,

as

t

produces

a dynamic nd a nguage-richlassroom.

Recording anguage

It is

a

good dea

o helpstudents

rganise

notebook

o

record

he

language

hey meet.

Earlyon in

the course

talk

about recording his anguage

n an organised

ay

and suggest notebook divided nto

several ections:

.

a sectionorganised lphabetically,

ontaining

ot only

the tartet vyordsbut associated

ollocations

and

phrases

.

a sectionorganised round

hemessuch

as describing

people,

work, films etc.

.

a sectionorganised round'delexical'

erbsand

nouns such as

get,

oke,

oint,thing

Featuresf Innovations

.

a section

or phrasal

erbs

and dioms

.

a section or

grammatical atterns

and

structures

suchas he

presentperfect

and

hove

o

.. .

Also,

alk aboutwhat

shouldbe recorded. nstead

f

just

isolated

words,encourage

he recording f complete

expressions,

ollocations,

nd even

question/response

exchanges.The

oursebook

s a

great

esource

f useful

contextualisedanguagehat can be transferred

directly

to students'notebooks.Ask students o translate hese

larger

expressions nd

dioms nto an equivalent

n their

own language.

9


9/144

Language

strip

You

can

use

he language

trip

as a

way to lead

n to

the

unit.Get students o quickly ook through he stripan d

ask

hem

to predict

he

theme

of

the unit.Then

sk

f

they

can

ind

any

expressions

hey

haveactually

used

themselves.

xplain

hat in

this

unit

hey will

learn

expressions

or

starting

conversations

nd alking

about

where

people

are

from.

Use

he language

trip later

on

in

this

unit

for

a small

group

ask.Here

are

some

possibil i t ies:

.

Students

hoose

expressions

hat

are questions

e.g.

Where

areyou

rom

ogoin?)

nd

come up

with a

possible

esponse

e.g.

m

from

Belgium).Then

hey

choose

expressions

hat

are responses

e.g.Oh,

've

been

here)

nd

come

up

with possible rompts

e.g.

Actuolly,'m

from

Ankoro).

.

Students

discuss

xamDles

f what

it or

there s

referring

o in

several

of the

expressions.

.

Students

choose

hree

or four

expressions

rom

the

list

and

if necessary

change

hem

to be true

about

themselves

e.g.

reolly

missmy

town).They

an

then

talk

about

heir

choices.

You

might

need

o

explain

ome

of the following

exPresstons:

.

lf you

ask

someone

or

o light,you

are

asking

hem

to lend

you

some

matches r a lighter o lighta

cigarette.

Hove you

got

o light?

can often

be used

as a

way

to start

a conversation

with

someone

you

don't

know.

lf

you

ask someone

Where

oreyou

rom

ogain? ou

are implying

hat they

have

probably

old you

but you

have

orgotten.

k can

also

be

used

o be

slightly

ess

direct when you have

already

been

speaking

o

someone

or

a short

time,

even

f the person

hasn't

already

old you

where

they

are

from.

lf you

saya place

s

rrght

up in

the

north,you

are

emphasising

hat

it is

ocated

n

the far

north

of an

area,

or example

a country.You

an

also use

down

with

south. or

example:

t's

way

down

n the

south.

lf you

asksomeone

f

they

come

rom

somewhere

originally,

ou

are

asking

f

they

were

born

and/or

grew

up there.

For

example:

:Areyou

originolly

rom

here?

B:Aauolly,

grew

up

in a

small

own

obout

50 km

owoy.

lf you

grow

up

bilingual,you

ave

wo

first languages.

Bilingual

eople

often

use

one anguage

ith

their

family

or friends

and

another

at

school/work.

Remind

students

o record

any

of the

expressions

hey

like

in

their

notebool


10/144

Students

can work on the two

matching asks

individuallyr in pairs.

Go through

he answers

nd

model he

oronunciation . et

students o

Dractise

his

alongwith

you.

Answers

l . d .

2 . a . 3 . b . 4 . c . 5 . g . 6 . h .

7 . f . 8 . e .

For further practice

ell stude nts o

close heir

Coursebooks.

Sayeach conversation

tarter and

ask

students

o

try

to remember he

matching esponse.

Then divide he

class

nto pairs and

get

them to

take

turns doing

he same.This i l l

giveyou anotherchance

to

monitor their

pronunciation.

To generate

some related anguage,sl< tudents

or

variations

f some of the responses.

or example:

What

would

you

say f the onswer o

I wos

yes? Actuolly,

yes.

But

think hot one's

ree.)

You may

need

o

explain hat

in

d

go

oheadmeans'OK'.

Givestudents

omeother examples

hen

you

can

us e

this

expression:

A: Do you

mind f I onswer he

phone?

B:

No.

Go

aheod.

Point

out the expressionTake seot.

You might want

to

add

a couple of other related expressions

with seot;

l'm ofroid

hot seott token.

Can you

sove

my

seot?

Remindstudents o record any of the expressionshey

like

rom this ask n their notebooks.

The final as k provides

n opportunity

o talk

about

some related ultural ssues.Talkbout

someof the

typical

sentence tarters

you

use or

know about.You

could

also

alk

about regional ariat ions

nd

differences

based

on ageor

gender.

Go over

the example

esponses

and hen

get

students n

small

groups

o tal l

Documents

Innovations Pre-Intermediate TB