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(1)

Grade 11

Teacher’s Guide

Liz Kilbey

State of Kuwait Ministry of Education

(2)

II

Egyptian International Publishing Company – Longman,

10a Hussein Wassef Street, Messaha Square,

Dokki, Cairo,

Arab Republic of Egypt

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers. The Longman imprint is the property of Pearson Education being used under license from Pearson Education.

First printed in 2009 ISBN:

Deposit no.

Acknowledgement:

The publisher wishes to thank the Evaluation Committee of Kuwait Ministry of Education: Evaluation and Adaptation Committee

Mrs Sakina Ali Hussain, ELT Supervisor General, MoE ● Mrs Nouria Al Sedra, ELT Senior Supervisor, MoE ● Ms Helena Mohammad, ELT Senior Supervisor, MoE ● Mrs Huda Al Ammar, ELT Senior Supervisor, MoE ● Mr Mohamed Nagib Ali, ELT Supervisor, MoE ● Mr Jaouad Amrani, ELT Supervisor, MoE ● Mrs Lubna Abu Abdo, ELT Supervisor, MoE ● Mr Abdelaziz Adnani, ELT Supervisor, MoE

Mr Mohammed Azatour, ELT Head of Department, MoE ● Mr Ridha Shedly Ghazouani, ELT Head of Department, MoE ● Mrs Sadiqa Barwiz, ELT Head of Department, MoE

Mr Abdelaziz El Mahboubi, Teacher of English, MoE ● Mrs Khaleda Al-Failakawi, Teacher of English, MoE ● Mrs Hanan Al Fuzai, Teacher of English, MoE ● Mrs Joza Al Otaibi, Head of Foreign Languages, MoE

(3)

Module 1

Unit 1

Unit 2

Unit 3

Focus on

Project 1

Getting together

Festivals and occasions

Family

celebrations

Meeting

places

Meeting friends in Kuwait

Creating

a festival leaflet

33 34 40 46 52 53

Content map

Introduction

4 16

Literature time

Listening script

Extra listening

Workbook answer key

Glossary

The Adventures of Huckleberry

Finn

David

Copperfield

137 140 145 149 161

Module 2

Unit 4

Unit 5

Unit 6

Focus on

Project 2

Communication

Communicating

Writing

On

the phone

Sheikha Suad Mohammed

Al-Sabah

Conducting

an English

language

survey

59 60 66 72 78 79

Module 3

Unit 7

Unit 8

Unit 9

Focus on

Project 3

The media

Broadcasting

Television watching habits

Uses

of cameras

Kuwait Times and Yousuf Saleh

Alyan

Designing

a

new

TV

channel

85 86 92 98 104 105

Module 4

Unit 10

Unit 11

Unit 12

Focus on

Project 4

Being prepared

Accidents

The

planet in danger

The

power of nature

Sheikh Sabah Al-Ahmed

Nature Reserve

Creating

guidelines for making

the

world safer

111 112 118 124 130 131

Contents

Contents

(4)

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iv Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit

Answer questions about festivals Complet

e a t able Read an ar ticle about festivals Complet e sent ences

Identify modal verbs Complet

e a gapfill e

xercise

Find the meanings of phr

asal verbs with a

glossar y / dictionar y Fill in a t able Pr onunciation: Elision List en to descriptions of

festivals Match words and their meanings True or False e

xercise Discuss f estivals and tr aditional customs in Kuwait Discuss r eligious occasions Invent a f estival or a community celebr ation W rit e a r epor t

academic (WB) bagpipes blossom (WB) bubbly canopy carnival celebr

ator

y

chain claim (WB) commemor

at

e

cultivat

e (WB)

dazzling discipline display embar

k extr avaganza exuber ant facilit at e (WB)

fanciful festivity gather gaze (WB) hir

e intricat e launch met eor ologist (WB) multitude nur tur e outst anding (WB) patriotic preoccupied str eam ta ke par t in

unison unrivalled vendor (WB) weaving

Describe f estivals Expr ess opinions Expr ess pr ef er ences Expr ess ability Agr ee / Disagr ee Shar e per sonal e xperience Agr ee / Disagr ee (WB)

Apologise (WB) Describe per

sonal

experience (WB)

Modal verbs [can / could / be able to / manage to] Phr

asal verbs with go Int ensifier s Phr asal verbs (WB) Could / couldn’t; was / w asn’t; w ere / w eren’t / be able to (WB) Reading skills ● Read an ar

ticle about two f

estivals ● Read a shor t stor y ● Read a timet able ● Read an ar

ticle about the Cherr

y Blossom

festival in Japan (WB)

Read a description of a five-day tr

ek in Nepal (WB) Listening skills ● List en to descriptions of int er esting f estival experiences ● List

en to a description of the Hajj

Speaking skills ● T alk about f estivals ● T

alk about the Hajj

W riting skills ● W rit e a r epor t about a f estival ● W rit e a r esponse to a st at ement (WB) ● W rit e a f estival diar y (WB) Cognitiv e goals

Develop the ability to skim f

or inf

ormation

Develop linguistic skills

Develop communication skills

● Develop under st anding of f olklor e and cultur al tr aditions ●

Develop the ability to justify opinions

Develop the ability to discern true fr

om f

alse

Develop definition skills

Develop the ability to discuss and debat

e Af fectiv e goals ● Raise awar eness of way s of celebr ating festivals in Kuwait ●

Develop imaginative skills

● Develop int er active skills ● Develop self-confidence ●

Develop the ability to engage with a topic

Raise awar

eness of r

eligious e

xperience

1 Festivals and occasions

Ui

t

(5)

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Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit Describe photogr aphs List en to a t alk about a family celebr ation

Answer questions Put verbs in the corr

ect

form Describe a f

amily

celebr

ation

Underline verbs in a new

spaper ar ticle Complet e a t able Complet e sent ences with e xplanations W rit

e a list in the past

per

fect

Make new t

erms by

combining words Match words with mor

e

than one meaning Pronunciation: Same word– dif

fe

rent

pr

onunciation

Read an e-mail Make a par

agr aph plan W rit e an e-mail List en to a t alk about the Austr alian Aborigines Research a gr oup of

people Give a shor

t t

alk

aborigine baby shower (WB) boomer

ang

br

eathing space

clan close-knit crib (WB) deser

t

eldest expect

ant (WB)

for good formal get-together hold int

erior

milestone nomad originally par

enthood (WB)

pr

am (WB)

reminisce replica (WB) roundabout separ

at

e (WB)

silver

war

e (WB)

subsequent (WB) swap touching traditionally transition (WB) well-deser

ved

wind up

Describe customs Describe f

amily celebr ations Expr ess opinions Give r easons Describe past e xperience Invit e Make polit e r equests Sequence inf ormation Give/ Ask f or inf ormation Expr ess pr ef ences (WB)

Accept / Reject an invit

ation (WB)

Give inf

ormation (WB)

Simple past and past per

fect

[once / when / before / af

ter/ by

the time

]

Compound nouns Simple past and past per

fect (WB) Reading skills ● Read a per sonal account ● Read an e-mail ● Read an ar

ticle about baby shower

s (WB) ● Read not es f or a t alk (WB) Listening skills ● List en to descriptions of f amily celebr ations ● List en to a shor t t alk Speaking skills ● T alk about f amily celebr ations ● Give a f actual t alk W riting skills ● W rit e a list ● W rit e an inf ormal invit ation ● W rit e an inf err ed conclusion (WB) ● W rit e not es f or a t alk (WB) Cognitiv e goals

Develop semantic skills

Develop analytical skills

Develop critical thinking

Develop linguistic skills

Develop communication skills

Develop decision-making skills

● Develop under st anding of f amily celebr ations Af fectiv e goals ● Develop ap pr eciation of f

amily customs and

values

Develop a collabor

ative spirit

Develop the ability to f

orm well-r

ounded

opinions

Develop public speaking skills

2 F amily celebr ations Un it

Module 1

(6)

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vi Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit

Discuss meeting places Read a f

actfile about the

histor

y of cof

fe

e

Read an ar

ticle about the

histor y of cof fee houses T rue or False e xercise

Match words and their meanings Identify conditionals Complet

e sent

ences with

the corr

ect f

orm of the

verb Write conditional sentences to describe photos Find the difference in meanings Pronunciation: Stress in phrases Write a conversation Write a paragraph about a meeting place List

en to a t elephone conver sation Roleplay a t elephone conver sation Focus on Reading: Meeting Friends in Kuwait Punctuation: the use of commas af

ter adverbs and

conjunctions Project : Creating a festival leaflet autogr aph bever age

cardamom catch up circumst

ance

(WB) civil ser

vant (WB)

cocoa (WB) conver

se

cordially cultivation (WB) decaf

feinat ed distinctive espr esso fr agr ance gr atitude (WB) hospit ality immediat e impor t in char ge of inst ant irrit at ed

log on lonesome make it meet up pill plaza porcelain (WB) quarr

el

refill reschedule sales sickly silk (WB) socialise stadium teapot wear

y

window shop

ping

Discuss meeting places Expr

ess possibilities

Give r

easons

Expr

ess likes and dislikes

Make plans Make suggestions Reject a suggestion and give a r

eason Agr ee to a suggestion Expr ess pr ef er ences (WB)

Make plans (WB) Describe a scene (WB) Per

suade (WB)

Compar

e and contr

ast

(WB)

Third conditional Conditionals (WB)

Reading skills

Read a f

actfile

Read an ar

ticle about the histor

y of cof fee houses ● Read an ar ticle about t ea drinking habits in China (WB) ● Read a f actfile about t ea (WB) ●

Read descriptions of postcard scenes (WB)

Listening skills ● List en to a t elephone conver sation Speaking skills ● T

alk about meeting places

T

alk about cof

fee drinking habits

● Have a t elephone conver sation W riting skills ● W rit e a conver sation ● W rit e a description of your f avourit e meeting place ● W rit e a shor t par agr aph giving pr ef er ence (WB) ● W rit

e descriptions of postcard scenes (WB)

● W rit e a per suasive par agr aph (WB) Cognitiv e goals

Develop the skills of comparison and contr

ast

Develop descriptive skills

Develop the ability to r

eason

Develop definition skills

Develop the ability to e

xplor

e a topic fr

om a

variety of angles

Develop the ability to discern true fr

om f

alse

Develop knowledge about meeting in cof

fee houses Af fectiv e goals ● Develop a collabor ative spirit ● Develop awar

eness of meeting places in

Kuwait

Develop the ability to f

orm well-r ounded opinions ● Develop self-confidence ●

Develop public speaking skills

● Develop cr eative skills 3 Meeting places Un it

Module 1

(7)

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Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit T

alk about char

act

eristics

of a good list

ener

Read a t

ext about the skills

of ef

fective list

ening

List

en to a t

alk about the

barrier s to communication Complet e sent ences with the pr oper adjective Identify definit e and indefinit e ar ticles

Add the corr

ect corr

elative

conjunction Discuss the advant

ages and disadvant ages of dif fe rent means of

communication Match quantity words Identify uses of

the

Pr

onunciation: Str

ess in

verb / noun words Read a f

ormal lett er of ap plication Fill in an ap plication f orm

Plan and writ

e a lett er of ap plication account ant

adjustment annual assumption att

est

ation

block out capacity cardiac chime (WB) continent cour

teous deem def ensiveness demand distr action diva doctor at e

empathy enclose enhance extensive flatt

ering har shly illit er acy (WB)

inaccessible (WB) in advance insult int

egr at e (WB) int erlocutor lif eline (WB)

mailbag (WB) meticulously mount

ain r

ange

non-verbal owe pane refe

rence tr anscribe (WB) Describe char act eristics Expr ess opinions Give r easons Compar e and contr ast St at e advant ages and disadvant ages

Give instructions Plan Give inf

ormation

Explain choices Expr

ess gr atitude Give r easons (WB) Apologise (WB) Expr ess gr atitude (WB) Definit e and indefinit e ar ticles [ a, an , the ] Corr elative conjunctions [bo th ... and /

either … or / neither … nor

]

Subordinating conjunctions [but

, although , how ev er , in spite of ]

Quantity words Count

able and uncount able nouns (WB) Corr elative conjunctions [bo th ... and /

either … or / neither … nor

] (WB) Reading skills ● Read an ar ticle about ef fective list ening ● Read a f ormal lett er of ap plication ● Read an ar

ticle about how the Int

ernet is used by post al ser vices in India (WB) ● Read a f ormal lett er of ap

plication and its

reply (WB)

Listening skills

List

en to a t

alk about the barrier

s to ef

fective

communication

Speaking skills

T

alk about char

act

eristics of a good list

ener

T

alk about means of communication

● Discuss instructions f or a digit al camer a W riting skills ● W rit e an ap plication f orm ● W rit e a lett er of ap plication to a univer sity ● Fill in an ap plication f orm (WB) Cognitiv e goals

Develop the skills of comparison and contr

ast

Develop linguistic skills

Develop knowledge and under

st

anding of

forms of communication

Develop semantic skills

● Develop an analytical ap pr oach to pr oblem solving ●

Develop communication skills

Af fectiv e goals ● Develop a collabor ative spirit ● Develop awar eness of communication ●

Develop imaginative skills

4 Communicating

U

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viii Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit

Match writings with names of countries Read and list

en to an ar ticle Complet e sent ence

beginnings with their corr

ect endings

Complet

e sent

ences by

choosing the right verb form and

for or since Complet e sent ences so that they ar e true f or the

students Match adjectives and their op

posit e Pr onunciation: Str ess in phr

asal verbs and in

compound nouns Distinguish between various types of writt

en

alphabets Writ

e an essay

Match words with their meanings Writ

e dat es and number s in words List en to an int er view Complet e questions fr om an int er view Pr epar e and conduct an int er view acquir e amat eur amelior at ed

ballpoint BCE call-in char

act er contribution cuneif orm dominat e economic empir e fallof f

financial gradually hier

oglyphics

honor

ar

y PhD

impact industrial design (WB) inscribe liter

acy

mainly mechanism (WB) pictogr

am

pr

actical

pr

ecious

pride and joy publish quotidian reed reliable (WB) scribe socket (WB) thr

oughout tr yout wordsmith writ er’s block Expr ess difficulties Pr edict

Describe past and pr

esent

experience Give r

easons

Expr

ess opinions about

languages Discuss the histor

y of

writing Identify types of writing Intr

oduce a subject Conduct an int er view Describe past e xperience (WB) Conduct an int er view (WB) Pr esent per fect

simple and continuous for / since

Reading skills

Read an ar

ticle about the histor

y of writing

Read an ar

ticle about the histor

y of ballpoint pens (WB) ● Read an int er view with a pr of essional swimmer (WB) Listening skills ● List en to an ar

ticle about the histor

y of writing

List

en to an int

er

view with a Kuwaiti poet

Speaking skills

T

alk about writing in dif

fe

rent languages

T

alk about the histor

y of writing

Give / conduct an int

er view W riting skills ● W rit

e an essay about languages

W

rit

e a summar

y of the meaning of a quot

e (WB) ● W rit e int er view questions (WB) ● W rit e int er view r esponses (WB) Cognitiv e goals ● Develop pr edictive skills ●

Develop knowledge about writing sy

st

ems

Develop the skills of comparison and contr

ast

Develop semantic skills

Develop knowledge and under

st

anding of

histor

y of writing

Develop skills of definition

Develop linguistic skills

Develop communication skills

Af fectiv e goals ● Develop a collabor ative spirit ● Develop awar eness of dif fe

rent types of writing

● Develop self-confidence ● Develop ap pr

eciation of a Kuwaiti figur

e ● Develop int er active skills ●

Develop the ability to engage in a topic

5 W

riting

Un

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Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit

Discuss photos in pairs Talk about the most common uses of mobile phones Answer a questionnaire True or False exercise Match conversational expressions with their meanings Identify question tags Write question tags Choos

e the c o rr ec t ve rb for m F ill i n sp ace s w ith a p pr opr iate words

Match sentence beginnings and endings Pronunciation: Intonation in question tags Listen to and read instructions Match headings to their instructions Plan a set of instructions Write a set of instructions Focus on Reading:

Shei

k

h

a

Suad

Mohammed Al-Sabah Grammar:

metaphors and

similies Project: Conducting an English language survey

agenda a gr eat deal of bef or ehand bin (WB) bookmar k br ow se

calendar cell phone complement customise disposable (WB) dominant don’t t

ell a soul

function GPRS hike lat

ely

miscellaneous modem mount

ainous

necessity not

epad

notify pass on (WB) past

e

phone book press reclaim (WB) recognise rely on reminder security sibling (WB) teleput

er

tend theme usher via weblog

Discuss uses of mobile phones Give r

easons St at e advant ages and disadvant ages Shar e per sonal e xperience

Plan Give instructions Make r

equests (WB) Apologise (WB) Argue (WB) Stat e advant ages and disadvant ages (WB) Question t ags Imper atives Question t ags (WB) Negation (WB) Reading skills ● Read an ar

ticle about using mobile phones

Read a f

actfile

Read a t

able about old mobile phones (WB)

● Read a par agr aph of r ewritt en t abular inf ormation (WB) ● Read a conver

sation about advant

ages and

disadvant

ages of mobile phones (WB)

Listening skills

List

en to conver

sations about using mobile

phones

List

en to instructions f

or using a mobile phone

Speaking skills

T

alk about dif

fe

rent uses f

or mobile phones

Make a dialogue with question t

ags W riting skills ● W rit e instructions f or sending a t ext message ● W rit e t abular inf ormation as a par agr aph (WB) ● W rit e an ar gument ative ar ticle (WB) Cognitiv e goals

Develop semantic skills

Develop linguistic skills

Develop the ability to give advice

Develop t

axonomic skills

Develop knowledge and under

st anding of mobile phones Af fectiv e goals ● Develop int er active skills ●

Develop communication skills

● Develop self-r epor t ● Develop self-evaluation ●

Develop the ability to engage in a sur

vey

6 On the phone

Unit

(10)

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x Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit

Guess the names and dat

es of br

oadcasting

equipment Read about the histor

y of br oadcasting Complet e sent ences with the corr ect word Identify r elative clauses

Discuss questions in pair

s

Make compound nouns Pronunciation: Str

ong and weak str esses Complet e a t able W rit e an essay about the advant ages and disadvant ages of the r adio W rit e a brief histor y of a radio st ation Compar e modern electr onics Pr epar e a shor t t alk about electr onic devices adver sely (WB)

bring about broadcast collectively consume dedication (WB) demonstr

at e det err ent (WB) digit al disap pointing dispatch electr onic device electr onics ent er tainment

evolve film industr

y

glorify (WB) half innumer

able (WB) invention pot ential pr ominent rank remot e (WB)

resident reveal set station telecommunication teleprint

er

tension transatlantic transistor victor

y

video r

ecorder

zealous

Guess Expr

ess likes and dislikes

St at e advant ages and disadvant ages T alk about ef fects Expr ess opinions Give r easons P er suade Disagr ee T alk about ef fects (WB) Pr edict (WB) Expr ess opinions (WB) Describe a device (WB)

Relative clauses (defining and non-defining) Prefixes Compound nouns (WB) Relative pronouns (WB) Relative clauses (WB)

Reading skills

Read an ar

ticle about the histor

y of

br

oadcasting

Read an ar

ticle about the power of the media

(WB)

Read a description of a digit

al camer a (WB) Speaking skills ● T alk about br oadcasting ● T

alk about spor

t on t elevision ● Pr esent a shor t t

alk about modern electr

onics

W

riting skills

W

rite an essay about the advantages and

disadvantages of radio and TV

W

rite a brief history of a radio station

W

rite a description of an electronic device

(WB)

Cognitiv

e goals

Develop the skills of comparison and contr

ast

Develop knowledge about br

oadcasting

Develop linguistic skills

Develop guessing skills

Develop inf

er

ential skills

Develop the ability to advise

Develop definition skills

Develop public speaking skills

Af fectiv e goals ● Develop a collabor ative spirit ● Develop awar eness of br oadcasting issues ●

Develop self-confidence to give opinion

● Develop int er active skills 7 Broadcast- ing Unit

Module 3

(11)

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Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit Discuss a f actfile

Discuss questions about TV

watching habits List en to int er view s about T V watching habits

Match words with their meanings Read about T

V

guidelines

for t

eens

Underline and identify verb forms Repor

t what people say

Match phr

asal verbs with

their meanings Complet

e sent ences with the corr ect word Pr onunciation: Identify

how many words you hear Answer questions about a TV

schedule Plan a T V schedule W rit e a list T a ke not es W rit e a T V schedule accur acy (WB) age-ap pr opriat e channel-sur f

comedy convict cor

e pr

ogr

amming

(WB) equestrian evidence fractional (WB) get behind with get down to get on get over get thr

ough

inactivity ment

ally

miss out on newcomer new

s t

eam

occasionally on aver

age (WB)

primarily (WB) prime time (WB) promot

e

pr

osecution

pr

ovoke

record staggering (WB) teaching aid (WB) thriller tune in tune out visualise (WB)

Describe per sonal experience Compar e inf ormation Expr ess criticism Expr ess opinions (agr eement / disagr eement) Repor

t what people say

Give advice Guess / pr

edict

Give r

easons to sup

por

t

choices Plan Present inf

ormation

Repor

t what people say

(WB) Giving r easons (WB) Giving e xamples (WB) Repor ted

speech: Infinitives with to [

advise , like , prefer , tell , w ant ] Phr asal verbs with get Indefinit e pr onouns Phr asal verbs with get (WB) Repor ted

speech: Infinitives with to [

advise , like , prefer , tell , w ant ] (WB) Reading skills ● Read a t ext about T V guidelines f or t eens ● Read a T V schedule ● Read an ar

ticle about educational t

elevision pr ogr ammes (WB) ● Read r eview s of t elevision pr ogr ammes (WB) Listening skills ● List en to int er view s about t elevision watching habits Speaking skills ● Discuss r esults of a sur vey ● Conduct a sur vey ● T alk about t

elevision watching habits

● Discuss T V pr ogr ammes ● T alk about a T V schedule W riting skills ● W rit e a T V schedule ● W rit

e about the impor

tance of educational pr ogr ammes on t elevision (WB) ● W rit e a r eview of a t elevision pr ogr amme (WB) Cognitiv e goals

Develop guessing skills

Develop the skills of comparison and contr

ast

Develop linguistic skills

Develop knowledge about watching T

V

Develop decision-making skills

Develop the ability to justify opinions

Develop the ability to or

ganise inf ormation logically ● Develop t axonomic skills ●

Develop definition skills

Enhance the ability to e

xpr ess well-ar ticulat ed opinions Af fectiv e goals ● Develop a collabor ative spirit ● Develop int er active skills ● Develop awar eness of T V watching habits ●

Develop ability to engage in a topic

8 T elevision watching habits U i

Module 3

(12)

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xii Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit Match photogr aphs with

the names of camer

as

Answer Reading Compr

ehension questions

Underline passive verbs Rewrit

e sent

ences in active

form Writ

e passive sent

ences

Match words with their meanings Complet

e the sent ences with the pr oper word Pr onunciation: Str ess in

compound nouns Match words fr

om two

lists to f

orm a compound

noun Invent a new type of T

V

camer

a

Identify the uses of television Make not

es about positive

and negative influences Debat

e a st at ement in gr oups Focus on Reading: Kuw ait T imes and

Yousuf Saleh Alyan Gr

ammar

: pr

epositions of

time and place Project

: Designing a new

T

V

channel

anticipation (WB) amicably audience basically beck

on away

bring up capability cast (WB) catch cat

egor y char act erise city scape comment ator congest ed consumer cour t ENG ever yone’s a critic (WB) featur e fundament ally high-end hydr aulic ine xpensive motion pictur e nowaday s pedest al period dr ama pr oducer scr een soundtr ack (WB) spotlight spr awling st abilising up to scr atch (WB) voice-over wholehear tedly

Discuss uses of camer

as Give r easons St at e advant ages and disadvant ages Expr ess opinions Agr ee Disagr ee Compar e and contr ast (WB) Agr ee / disagr ee (WB) Expr ess criticism (WB)

Passive verbs Collective and compound nouns Passive verbs (WB) Prepositions of time and place (Focus on)

Reading skills

Read an ar

ticle about video camer

as

Read an ar

ticle about film r

eview s (WB) ● Read a film r eview (WB) Listening skills ● List en to a new spaper ar

ticle about the Gulf

Film Festival

Speaking skills

T

alk about types of video camer

as

Conduct a debat

e about the influences of

television W riting skills ● W rit

e about the uses of video camer

as ● W rit e a description of a new T V camer a ● Rewrit e a par agr

aph in the passive (WB)

● W rit e a film r eview (WB) Cognitiv e goals

Develop knowledge of how to use camer

as

Develop the skills of comparison and contr

ast

Develop linguistic skills

Develop t

axonomic skills

Develop the ability to per

suade

Develop or

ganisational skills

Develop analytical and critical skills

● Develop cr eative skills ● Develop awar eness of dif fe rent kinds of camer as Af fectiv e goals ● Develop a collabor ative spirit ● Develop int er active skills ●

Develop the ability to engage in a topic

● Develop self-confidence 9 Uses of camer as Un it

Module 3

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Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit

Guess and match pictur

es

to their definitions Discuss saf

ety innovations Complet e sent ences with det ails fr om the t ext

Find synonyms using a glossar

y / dictionar y T ext r ef er encing e xercise

Identify the use of

should and shouldn’t hav e Read thr ee new s stories

about accidents Talk about per

sonal

accidents Identify word endings Roleplay a t

elephone call to the emer gency ser vices Pr onunciation: Identifying word str ess List en to a description of

a scene Describe an accident scene Writ

e a par agr aph acquaint ed with att ached

automatically bias (WB) cautious CEO cloth collide collision (WB) confidential consider

ably (WB) cushion daydr eam deceler at e det ect deviat e dilut ed disr egard dr ag emer gency ser vices

falsehood feasible fire drill foolpr

oof (WB) fundament al ine xperienced inflat e int entional

monkfish object over the moon overcome per

sever ance plug restr aint re tain (WB) saf eguard secur ely shr ed

skid (WB) slam into str

ain

strip toothy unsung vehicle venomous warning watchful wed

Describe saf ety equipment Expr ess opinions Describe per sonal

experience Give advice Expr

ess criticism

Ask f

or help

Giving e

xplanations

Describe a scene Guess Agr

ee / disagr

ee (WB)

Give advice (WB) Describe per

sonal

experience (WB)

should / shouldn’t hav

e

Suffixes Suffixes (WB) should / shouldn’t hav

e

(WB)

Reading skills

Read an ar

ticle about innovations that keep us

secur e ● Read thr ee shor t new s stories ● Read an ar ticle about r oad accidents (WB) ●

Read an eyewitness account (WB)

Listening skills

List

en to an ar

ticle about innovations that

keep us secur

e

List

en to a description of an accident scene

Speaking skills

T

alk about saf

ety equipment

T

alk about an accident fr

om per

sonal

experience

Roleplay a t

elephone call to the emer

gency

ser

vices

Describe an accident scene

W

riting skills

W

rit

e a description of a car accident

● W rit e a description fr om a dif fe rent per spective (WB) ● W rit e an eyewitness account (WB) Cognitiv e goals

Develop definition skills

Develop the ability to or

ganise inf

ormation

logically

Develop knowledge and under

st

anding of

saf

ety inventions

Develop ability to give advice

Develop communication skills

Develop the ability to describe a scene

Af fectiv e goals ● Raise awar eness of saf ety rules ● Develop int er active skills ●

Develop imaginative skills

10 Accidents

Unit

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xiv Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit

Match photos with natur

al disast er s Complet e a t able List en to types of envir onment al damage Complet e a gapfill e xercise

Answer Reading Compr

ehension questions

Make a list of verbs Distinguish between stative and dynamic verbs Match words to f

orm

compound nouns Pronunciation: Identify str

ess patt

erns

Read an open lett

er

List types of pollution and suggest way

s to solve them W rit e an open lett er amend anticipat e anxiety ap pr aise aquacultur e chiefly confr ont consent contr adict def or est ation dr ead

dump ecological exhaust pipe fell fund hybrid (WB) int

ernational

joint kidnap (WB) landfill sit

e

latt

er (WB)

marine nominal (WB) over

all par tner ship plight recr eation

red tide smokest

ack

sting suspect sust

ainable

symposium tackle toenail (WB) tusk (WB) unbear

able worldwide Expr ess worries Compar e

Suggest solutions Predict Give advice Describe events or situations Guess Expr

ess opinions

Suggest and warn Give r

easons (WB) Make r equests (WB) Ask f or help (WB) St ative v s.

dynamic verbs Compound nouns Dynamic verbs (WB) Stative verbs (WB) Connector

s

(WB)

Reading skills

Read a t

ext about Kuwait Bay

Read an open lett

er

Read an ar

ticle about endanger

ed animals

(WB)

Read an open lett

er about endanger ed animals (WB) Listening skills ● List en to an int er view with f our t eenager s about envir onment al damage Speaking skills ● T

alk about envir

onment

al damage

T

alk about global warming

T

alk about def

or est ation W riting skills ● W rit e an open lett er ● W rit e an open lett er asking f or donations (WB) Cognitiv e goals ● Develop pr edictive skills ●

Develop the skills of comparison and contr

ast ● Develop inf er ential skills ●

Develop linguistic skills

Develop definition skills

Develop analytic skills

Develop knowledge and under

st

anding of

dif

fe

rent kinds of envir

onment

al pr

oblems

Enhance the ability to e

xpr ess well-ar ticulat ed opinions Af fectiv e goals ● Develop a collabor ative spirit ● Raise awar

eness of the impor

tance of natur

e

Develop empathy with natur

e

Develop ability to engage in a topic

11 The planet in danger

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Activities V ocabular y F unctions Gr ammar Educational Objectiv es Unit

Match headlines to photos Discuss natur

al thr

eats in

Kuwait Match par

agr aphs to headings Read an ar ticle Reading compr ehension Repor t speech Rewrit e a stor y Complet e sent ences using a diagr am Distinguish between high and tall Pr onunciation: Phr asal verbs v s. compound

nouns Match verbs with their corr

ect meanings

W

rit

e sent

ences

Discuss the power of natur

e

W

rit

e an account of a

tempest Read a scenario List

en to possible way s of solving a pr oblem Discuss advant ages and disadvant ages Roleplay a pr oblem

solving situation Focus on Reading:

Sheikh Sabah Al-Ahmed Natur e Reser ve Gr ammar : the passive Project : Creating guidelines f or making the w orld saf er absolut ely accumulat e

alongside announce calamity come in costly dam demanding exper

t flar e up go out impr actical int ensity (WB)

lessen lethal (WB) mansion map out moist (WB) mullet overflow perilously previous prohibit prolonged propose pros and cons quake regularly remar

kable

remedy shor

tage

spinning (WB) standard storm cellar (WB) sup

ply turnof f vor te x (WB) wast eful Discuss natur al thr eats

Suggest solutions Repor

t what people say

Describe pr ocesses Describe per sonal experience Give r easons Give e xamples St at e advant ages and disadvant ages Expr ess opinions Pr edict Agr ee / Disagr ee (WB) Repor

t what people say

(WB) Make suggestions (WB) Repor ted speech Repor ted speech (WB) Phr asal verbs (WB) Reading skills ● Read an ar

ticle about natur

al thr eats and calamities ● Read a scenario ● Read an ar

ticle about tornadoes (WB)

● Read a post er about r ecycling (WB) Listening skills ● List en to thr ee possible way s of solving a pr oblem Speaking skills ● Discuss natur al thr eats ● T

alk about wat

er flow

T

alk about way

s of pr eventing disast er s ● Discuss the r emar

kable power of natur

e ● P er form a r ole-play W riting skills ● Rewrit e a shor t stor y ● W rit e an account of a t empest ● W rit e a par agr aph about pr ot ection against tornadoes (WB) ● Rewrit e a post er to make it mor e dir ect (WB) ● W rit e a post

er about saving ener

gy (WB) Cognitiv e goals ● Develop pr edictive skills ●

Develop advanced linguistic skills

Develop knowledge and under

st

anding of the

power of natur

e

Develop definition skills

Develop the ability to describe a scene

Develop evaluative skills

Develop critical skills

Af fectiv e goals ● Develop a collabor ative spirit ● Develop int er active skills ● Develop a sense of r esponsibility f or one’s own actions ● Develop cr eative skills ●

Develop ability to associat

e with a char

act

er

12 The power of nature

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Introduction

16

Over To You is an English course for Secondary level students

in Kuwait. This level is for Grade 11. Each level of Over To You includes a Student’s Book, two CDs with listening material, a Workbook and a Teacher’s Guide. These materials are based on the Kuwaiti Ministry of Education’s English Language curriculum. The Over To You materials approach language skills in an integrated way in terms of tasks and activities for both learners and teachers. Therefore the outcomes appearing at the beginning of each module harmonise with and are revelant to the integrity of language skills and promote interactivity between learners and teachers.

The units of Over To You 10, 11 and 12 are internally structured in a way that is considerably flexible and varied. By Grade 10, students should have developed sufficient fluency and confidence in spoken English to be able to handle more demanding and realistic situations, in which the outcome may be open-ended or unpredictable. This is one reason why there is more group work and discussion in Over To You than in earlier levels. Besides the passages as the source of language practice (grammar, vocabulary, functions), we have a wide variety of stimuli, such as pictures and graphic organisers. These provide opportunities for discussion (often under the heading, ‘Think and speak’) and the chance to practise higher-order thinking skills, such as analysis, synthesis and evaluation.

Students at Grade 10 and above should also now have a broader cognitive grasp and should be able to handle less rigidly structured situations than in earlier grades. They are now almost young adults who need the opportunity to test out opinions and ideas of their own. With increasing competence and self-assurance in their productive use of English, they are encouraged through the Over To You course to take on greater responsibility for their own learning and to collaborate and cooperate with fellow learners more effectively than could be expected of students in earlier grades.

I What the Course Provides

Over To You provides a wide range of regional and international

topic-based content and the latest in methodology, designed to appeal to the educational needs and interests of Grade 11 students in Kuwait.

A Language

Over To You has a comprehensive language syllabus, presenting

and reviewing contextualised grammar and providing systematic practice.

B Skills

The skills syllabus provides regular, carefully-staged practice in reading, listening, speaking and writing, where the emphasis is on practice and production of language.

There are also plenty of opportunities for students to develop critical thinking skills and express their own opinions

throughout every unit, and especially in the project at the end of each module.

C Quotations

The course also builds on and broadens students’ general knowledge, through text-based work within the topics, and vocabulary development. The Quote boxes provide interesting viewpoints which students can discuss, collect and add to. You may wish students to discuss the quotations with one another in pairs or small groups before you take feedback from the whole class.

D Projects

There are four projects in the Student’s Book, one at the end of each module. The project requires the application of various skills students have acquired in that module.

E Extra Listening

At the end of the Teacher’s Guide, there is Extra Listening Material related to the modules.There are also two extra listening activities independent of the modules which students may use for further practice.

F Culture / Literature

Culture is an important part of the thematic input in Over

To You, and builds students’ knowledge of national and

international culture, past and present. Numerous reading passages, activities and exercises deal with specifically Kuwaiti themes. To take one example, Module 1, Project, in the Student’s Book, includes a reading passage, followed by an opportunity for students to create their own leaflet. Furthermore, at the end of the Student’s Book, there is a Literature Time segment consisting of two stories,

The Adventures of Huckleberry Finn and David Copperfield, each

in six episodes.

G Reference material

1 Grammar / Irregular verbs file

There is a grammar reference section: Grammar file, at the back of the Student’s Book, linked to each unit, to provide support and extra information for teachers and students. It can be used during a grammar lesson if students encounter difficulty or need extra examples, or can be reviewed later – when preparing for a test, for example. The forms of each structure are clearly presented, and each grammar point is illustrated by relevant examples.

2 Function File

This lists the functions in every unit.

3 Glossary

There is also a Glossary at the back of the Student’s Book which includes all the vocabulary used throughout Grade 11.

Vocabulary items also feature in the Words to Remember boxes that are distributed throughout the lessons. The Glossary can be used to increase awareness and support vocabulary development and dictionary work. Teachers may like to use these as spot checks on particular words, or as quick spelling competitions at the beginning or end of a class.

4 Self-assessment Answer Key

Students can refer to the answers of the Self-assessment tasks found at the end of the Workbook.

5 Websites

A list of websites is provided to help students in some tasks where they have to do research and obtain some specific information. This is found in the Teacher’s Guide and the Student’s Book.

H Pronunciation

Over To You also includes regular Pronunciation sections

which provide practice and guidance in areas of difficulty for Arabic speakers.There are many difficult sounds and sound combinations in English. Students will have discovered that some of the sounds that are new for them in English may be difficult to produce and recognise. They

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Introduction

III The Role of the Student’s Book and the

Workbook

The Workbook is designed to be written in and should be used to complement the Student’s Book. It follows and exploits what is in the Student’s Book, and is either used for a whole lesson or for extra work or homework. However, it is very important that the teacher regularly checks the Workbook.

Generally, the Student’s Book is not designed to be written in. So every student needs a notebook for writing exercises when required, and for recording what they learn in class, especially new vocabulary. When given space, students will need to write in the Student’s Book.

IV Background to Language Teaching Theories

Over To You follows an integrated approach to language

teaching, which balances structural and communicative methods in order to help learners achieve both fluency and accuracy. This approach aims not only to present and practise new linguistic items, but also to provide communicative activities to reinforce them. Teachers using this approach will teach students the grammatical structures that they need to know so that they are able to accomplish communication tasks both fluently and accurately.

To understand how this integrated approach works, here is a brief summary of the background to the theories of the nature of language and language learning over the past few decades. They all originated as ESL (English as a second language) approaches but are now adapted for EFL (English as a foreign language) contexts. So the two terms may here be used interchangeably.

A The Structural Approach

The structural approach views language as a system of grammatical patterns that can be learned. It was believed that structural pattern practice, or drills, guaranteed accuracy. Once these patterns were learned, students would know how to manipulate a new language ‘correctly’. The language learner was expected to proceed from controlled to guided practice, and only later to free expression.

B The Natural Approach

The ‘Natural Approach’ was developed by Stephen Krashen and Tracy Terrell, based on Krashen’s theories about second language acquisition, in the early 1980s. The approach had a lot in common with Asher’s Total Physical Response method in terms of advocating the need for a ‘silent phase’, waiting for spoken production to ‘emerge’ of its own accord, and emphasising the need to make learners as relaxed as possible during the learning process. Some important underlying

principles are that there should be a lot of language ‘acquisition’ as opposed to language ‘processing’, and there needs to be a considerable amount of ‘comprehensible input’ from the teacher. According to this approach, meaning, as opposed to grammatical structure, is considered the essential feature of language.

As part of the Natural Approach, students listen to the teacher using the target language communicatively from the very beginning. Students are allowed to use their native language alongside the target language as part of the language learning process. In the early stages, students are not corrected during oral production, as the teacher is focusing on meaning rather than form (unless the error is so drastic that it actually hinders meaning). Communicative tasks prevail throughout a language course employing the Natural Approach, focusing on a wide range of activities that includes games, role-plays, dialogues, group work and discussions. There are three generic stages identified in the approach: (1) Preproduction – developing also need to know about word and sentence stress and

intonation, and how important they are for understanding and communicating. Over To You contains useful contrasts in stress, intonation and meaning which are easily confused by Arabic speakers, as well as suggestions in the teacher’s notes about helping students to recognise and produce the most accurate sounds they can. The pronunciation activities use words taken from the unit wherever possible. The CDs include listening material that deals with pronunciation.

II Components

A The Student’s Book

The Student’s Book is divided into four modules, each focusing on a particular topic. Each module consists of three units and nine lessons which develop the topic in different ways; for example:

Module 2 – Communication

1 Communicating (Communication breakdown)

2 Writing (The history of writing)

3 On the phone (Using mobile phones)

At the end of each module, there is a project that is related to the topic of the module. Here, the students put into practice what they have learned. At the end of the book, there is a Literature Time section, which consists of two stories. This is followed by a Grammar File, Function File, Irregular Verbs List, a glossary of vocabulary words and websites.

B Workbook

The Workbook is closely interlinked with the Student’s Book and is designed to be used in class to provide both extra practice of the language and skills covered in the Student’s Book, as well as extension work to develop topic and language areas. In each unit of the Workbook, Lesson 3 consists of a reading exercise, while Lesson 6 is devoted to Language Practice, and includes punctuation exercises that do not appear in the Student’s Book. Lesson 9 provides students with a Writing activity. In general, the Workbook closely mirrors the grammar and vocabulary of the Student’s Book, while providing variety and additional stimuli. There are also four regular Progress Tests in the Workbook. Each is at the end of every module. Each test has a ‘Reading’, ‘Language Practice’ and ‘Writing’ part. These serve as self-assessment procedures.

In the Workbook, there are Grammar Assistant Boxes that provide rules of grammar. Some exercises in every module are for self-assessment, where students can assess their own performance in the task by referring to the answer key found at the end of the book.

‘Over to you’ is a post-reading activity in which students can express their own opinion and further extend the topic discussed in the reading.

C Teacher’s Guide

The Teacher’s Guide provides comprehensive guidance notes for teachers to present the lessons and full answer keys at the end of each module. It also provides complete listening scripts for listening material, extra listening and a Workbook answer key at the back.

D Audio Material

The CDs contain the listening texts, stories and pronunciation exercises of each unit. Full scripts of

listening texts and extra listening texts are found at the end of the Teacher’s Guide.

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18

feel that they can express themselves without fear of critical reaction.

Teachers who use the traditional structural approach are not supposed to explain the grammatical structures. While this approach attempts to develop implicit learning, it nevertheless still emphasises accuracy over fluency. The communicative approach stresses implicit and unconscious learning activities without explicit instruction of the structures. This implies stressing fluency over accuracy. In other words, semantic accuracy is emphasised more than syntactic accuracy.

It is important to stress that each of these methods only addresses a part of what is needed to ensure that language acquisition takes place with ease and facility.

D The Process-oriented method

Process-oriented theories are concerned with how the mind processes new information, such as induction, inference-making, hypothesis testing and generalisation. The orientation towards processes encourages us to facilitate learner choice and individual development. However, it is challenged by the current educational climate, which prioritises accountability and assessment. In this situation, a new perspective on process orientation has emerged. This perspective focuses not on the processes which occur as part of learning but on the processes which are the intended outcomes of this learning. Discrete features of the communication and learning processes become pre-specified ‘learning outcomes’, which are to be observed and assessed. Outcomes-based education is promoted as a means of empowering learners with the knowledge and skills required for living. However, it is also a powerful instrument for effecting compliance with centralised conceptions of education and can minimise the voices of learners and teachers in the process of education.

E The Task-based method

In Task-based methods or experiential learning,

appropriate contexts are provided for developing thinking and study skills as well as language and academic concepts for students of different levels of language proficiency. Students learn by carrying out specific tasks. A task refers to a range of work plans that have the overall purpose of facilitating language learning, for example, “doing science” and not just reading about it. In tasks, meaning is primary. There is a real-world context that includes a communication problem that requires resolution. Task completion is prioritised and assessed in terms of achieved learner outcomes. The teacher can utilise naturally

occurring situations during instruction to focus on form, as opposed to creating an artificial focus. Tasks involving interaction promote negotiation of meaning, allowing for a focus on form with real-time feedback.

F The Content-based method

Content-based language instruction (CBI) is a method that integrates EFL instruction with school academic content or subject matter instruction to maximise learners’ exposure to the second language. The technique focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects. One of the reasons for the increasing interest among educators in developing content-based language instruction is Krashen’s theory that language acquisition is based on input that is meaningful and understandable to the learner. Parallels drawn between first and second language acquisition suggest that the kinds of input that children get from their carers should serve as a model for teachers in the input they provide to second language learners, regardless of listening skills; (2) Early Production – struggling with the

language and making many errors, which are corrected based on content and not structure; (3) Extended Production – promoting fluency through a variety of more challenging activities.

C The Communicative Approach

The ‘methods’ described above are symbolic of the progress achieved in foreign language teaching ideology during the latter part of the last century. These were methods that came and went, influenced or gave birth to new methods – in a cycle that could only be described as ‘competition among rival methods’ or ‘passing fads’ in the theory underlying foreign language teaching. Finally, by the mid-eighties or so, the industry was maturing and moving towards the concept of a broad ‘approach’ to language teaching that encompassed various

methods, motivations for learning English, types of teachers and the needs of students themselves. It would be fair to say that if there is any one ‘umbrella’ approach to language teaching that has become the accepted ‘norm’ in this field, it would have to be the Communicative Language Teaching Approach. This is also known as CLT.

The Communicative approach does a lot more to achieve the goal of creating ‘communicative competence’ than earlier methods that professed the same objective. Teaching students how to use the language is considered to be at least as important as learning the language itself.

Beyond grammatical discourse elements in communication, the approach probes the nature of the social, cultural and pragmatic features of language. It explores pedagogical means for real-life communication in the classroom. We are trying to get our learners to develop linguistic fluency, not just the accuracy that has so consumed our historical journey. We are equipping our students with tools for generating unrehearsed language performance ‘out there’ when they leave the womb of our classrooms. We are concerned with how to facilitate lifelong language learning among our students, not just with the immediate classroom task. We are looking at learners as partners in a cooperative venture. And our classroom practices seek to draw on whatever intrinsically sparks learners to reach their fullest potential.

The communicative approach suggests that people take on many roles in different speech situations and that structural pattern practice does not always provide for this. Students should be able to ask questions, give directions, describe things, express emotions and to vary the register of their speech. They also need to learn how to respond appropriately to others. If students do not learn in an environment in which all these speech situations arise, they will not master important areas of the language. In the communicative approach, learners do not study the language as an object, but rather use it as a tool to communicate their own messages in a purposeful manner. They learn the language itself through learning how to communicate in it – in much the same way as children acquire their mother tongue.

Communicative Language Teaching (CLT) has three types: the ‘traditional’ approach, which makes use of pure communicative

methods through communicative situations only; the ‘strong’ approach, which implements minor structural methods together with the communicative approach; and what is called ‘weak’ communicative language teaching, which uses a combination of CLT methods together with the traditional structural approach. It is still the subject of debate as to whether fluency or accuracy is more important. If accuracy is seen as the priority, learners are offered a model of perfection (i.e. that of a native speaker) which they can try to copy but which, at the same time, includes the possibility of failure. It is this fear of failure that dominates many classrooms. If fluency and communication are the aims, the possibility of self-expression is then created whereby learners

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