Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Británico
Teacher of English
Instituto Profesional Chileno-Británico. Methodological support Ana Manonellas Balladares.
Postgraduate Diploma of Education Monash University - Melbourne Australia. Original illustrations © Ediciones Cal y Canto Ltda.
Design © Ediciones Cal y Canto Ltda.
General Publisher Jorge Muñoz Rau.
Publisher Alicia Manonellas Balladares. Assistant Publisher Gloria Caro Opazo.
Ly-sen Lam Díaz.
Designed by María Jesús Moreno Guldman. Cover designed by María Jesús Moreno Guldman.
Layout by María Jesús Moreno Guldman.
Proofreading James Doo.
Illustrations Edgardo Contreras. General Production Cecilia Muñoz Rau. Production Assistant Lorena Briceño González. Recording Producer Rodrigo González Díaz.
Photos Banco de Fotos Ediciones Cal y Canto.
Nº de Inscripción: 171.756
ISBN: 978-956-8623-54-8
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.
Impreso RR Donnelley
Se terminó de imprimir esta 1ª edición de 7.650 ejemplares en el mes de enero de 2009.
UNIT 1: CULTURAL ELEMENTS . . . .26-65 Transcripts . . . .54 Error Alert! . . . .57 Background Information . . . .58 Complementary Activities . . . .59 Extra Test . . . .63 Answers . . . .65
UNIT 2: SELF - CARE . . . .66-103 Transcripts . . . .94 Error Alert! . . . .97 Background Information . . . .98 Complementary Activities . . . .99 Extra Test . . . .101 Answers . . . .103
UNIT 3: DIFFERENT LIVES . . . .104-143 Transcripts . . . .132 Error Alert! . . . .135 Background Information . . . .136 Complementary Activities . . . .138 Extra Test . . . .140 Answers . . . .143
UNIT 4: PEOPLE AND PLACES . . . .144-183 Transcripts . . . .172 Error Alert! . . . .175 Background Information . . . .176 Answers . . . .179 Complementary Activities . . . .180 Extra Test . . . .182
Plan of the book. . . 4
Description of the course. . . 6
Student’s book . . . 6
Unit Structure . . . 6
Methodology . . . 8
Learning Progress Maps as support material for teaching . . . 11
Classroom management . . . 16
Some basic teaching reminders . . . 18
Some methodological suggestions for skill development . . . 18
Classroom Language. . . 20
The Internet in the language classroom . . . 22
Using the TB . . . 24
TRAVELERS MAGAZINE . . . 185-195 EVALUATION INSTRUMENTS (Photocopiable). . . 196
LANGUAGE REFERENCE . . . 209
IRREGULAR VERBS . . . 218
BIBLIOGRAPHY. . . 221
PLAN OF THE BOOK
PLAN OF THE BOOK
NAME CULTURAL ELEMENTS
PAGES 8 - 33
Listening
HOLIDAYS AND CELEBRATIONS . . . .10 TOP OF THE POPS . . . .18 CHILE’S NATIONAL DANCE . . . .26 Reading
A CHILEAN CELEBRATION . . . .13 MYTHS AND LEGENDS . . . .21 Oral production
to use everyday English . . . .12 to talk about a topic . . . .16 Written production
to organize ideas to complete paragraphs . . . . .16 / 29 to present information in graphic organizers . . . .23 Language and vocabulary
adverbs of frequency . . . .12 connectors . . . .15 the Past Simple Tense . . . .23 words related to traditional celebrations,
music and dances . . . .26
NAME SELF - CARE
PAGES 34 - 59
Listening
WHO’S IN CONTROL? . . . .40 HELP FOR YOU! . . . .48 Reading
HOW FIT ARE YOU? . . . .36 LEARNING TO LEARN . . . .44 BULLYING - YOU ARE NOT ALONE . . . .52
Oral production
to express possibility, obligation and no obligation . .49 to use everyday English . . . .50 to role-play communicative situations . . . .54 Written production
to complete dialogues and sentences . . . .42 to write instructions . . . .46 Language and vocabulary
question words . . . .38 words related to feelings, moods
and physical activities . . . .39 modal verbs . . . .49
UNIT 11
NAME DIFFERENT LIVES
PAGES 60 - 85
Listening
EXPERIENCES IN A FOREIGN COUNTRY . . . .62
DO YOU LIKE JOKES? . . . .70
DO YOU STUDY HARD? . . . .78
Reading INTERNATIONAL ENGLISH . . . .65
FESTIVALS AROUND THE WORLD . . . .73
Oral production to exchange information . . . .64
to express opinions . . . .72
Written production to complete a fact file . . . .76
to write sentences . . . .81
Language and vocabulary superlatives . . . .63
the Present Perfect tense . . . .67
words in American and British English . . . .68
conditional sentences . . . .80
NAME PEOPLE AND PLACES PAGES 86 - 111 Listening A MAGIC ROLE . . . .92
PEOPLE THAT CHANGED PEOPLE . . . .100
Reading FOLK HEROES . . . .88
FLORENCE NIGHTINGALE - A WOMAN OUT OF HER TIME .97 A SPECIAL PLACE FOR CHILDREN . . . .104
Oral production to talk about imaginary situations . . . .93
to give biographical information . . . .99
Written production to complete a biography . . . .99
to complete a time line . . . .102
Language and vocabulary prepositions of time and place . . . .91 / 98 words to express inventions and professions . . . . .100
UNIT 33 UNIT UNITUNIT 44 BIBLIOGRAPHY . . . .112
TRAVELERS MAGAZINE . . . .113
IRREGULAR VERBS . . . .125
Travelers has been specially written for teenagers in the eighth year of primary school. The English program for the level and the concepts and guidelines of the Chilean educational reform have been considered throughout its preparation.
The course aims to:
• develop reading and listening comprehension skills, providing students with techniques that will allow them to understand oral and written texts not only in English, but also in other subjects and in their everyday life.
• allow students to communicate orally and in writing at very elementary levels.
• improve learning skills.
• help students realize English is an important tool for getting and exchanging information, knowledge and culture. • educate in a broader sense by providing information about
Chile, South America, the English-speaking countries and the world at large, encouraging students to think, analyze and question.
Travelers consists of a Student’s Book, a Teacher’s Book and a CD.
Student’s Book
The course is topic-based and contains a conductive thread:
Conductive thread
The text has a conductive thread represented by children of the same age and level of the intended readers. They are present in different situations according to the topics of the unit. These children include English native speakers related to Chile, and also Chilean children. They interact throughout the book among them and also with other people. Special emphasis has been made on presenting girls and boys participating in similar ways and occasions.
At the end of each unit there is an illustrated cartoon strip whose main characters are the same as those in the lessons included in each unit.
This kind of resource has been included mainly because children of all ages enjoy this material and also because the visual aspects effectively help the comprehension process.
It also has other advantages, such as:
• To present language in a significative context.
• To allow students to internalize language patterns that they may use later on.
• To help develop critical thinking.
• To provide visual elements to improve students’ reading comprehension skills.
The Student’s Book contains 4 units based on the English program for the level and the concepts and guidelines of the Chilean educational reform.
UNIT 1: CULTURAL ELEMENTS. UNIT 2: SELF - CARE.
UNIT 3: DIFFERENT LIVES. UNIT 4: PEOPLE AND PLACES.
Unit Structure
• Each unit begins with a two-page spread showing a diagram of the objectives of the unit, attractive illustrations to set the theme and motivate students, and a few short activities meant to introduce the topic, activate previous knowledge and raise students’ interest.
• The tasks in each unit are indicated with the following headings: Reading, Listening, Language Focus,
Reflections, Test your knowledge and Self-Evaluation.
• The tasks to develop reading and listening skills help students learn strategies to improve their understanding of written and spoken messages. The methodology adopts a three-phase approach with before, while and after reading / listening tasks.
Before reading / listening activities provide a setting,
motivation and linguistic preparation and activate previous knowledge; While reading / listening activities focus students’ attention on specific tasks that guide their reading / listening, providing different points of view for the same text, and After reading / listening activities connect the text with their own reality, give practice on a specific grammar structure, clarify points that may be useful later on and / or enlarge vocabulary areas.
• The Language Focus section includes some grammar and vocabulary points that the students need to carry out the tasks. It is designed to help students revise or discover a particular
DESCRIPTION OF THE COURSE
INTRODUC
TION
grammar structure or interesting items of vocabulary related to the text.
The activities are meant to promote independent learning, and to make students figure out grammar, word formation and vocabulary rules by themselves.
• Speaking and writing skills. All the lessons include speaking and writing activities which give students the opportunity to apply and consolidate the contents of the lesson, and also connect them with their own reality. These activities help students to see language as a necessary tool to carry out the tasks and give grammar and vocabulary a clear purpose.
• Vocabulary. The active vocabulary in each unit is what the students may need to understand the texts and carry out the different tasks . There is also development of students’ passive vocabulary by including a rich variety of lexis in the texts. Also in the pre-reading and pre-listening activities there are explicit suggestions to work with cognate words; the teacher should constantly remind students to make use of these words to facilitate comprehension.
• Language focus. Travelers deals with grammar only after a certain structure has appeared in a reading or listening text and it is likely to be encountered again in other texts.
Students are asked to find or revise the example(s) of the structure in the text and analyze how it works, going through a guided process of discovery.
• Synthesis is a section that plays an important role. It can be a useful tool for clarifying particular problems, and for creating a more comprehensive, overall perspective on a specific subject. It gives students a chance to revise what they have learnt and done in the unit, connecting the activities with the skills developed.
• Evaluation is an ongoing process in Travelers, and an integral part of learning. It takes the form of both student evaluation and teacher evaluation. This is done informally after lessons 2 and 4 in each unit, through the Minitest section. It helps students revise their performance in the reading, listening and language activities and also allows teachers to make further use of the reading and listening texts.
Reflections is a special section that helps students think
about their learning process and to raise their awareness of how they develop their own learning strategies to become more effective learners. It also enables students to become independent learners as well as independent thinkers. Teachers
are strongly recommended to train and help students to reflect on their learning process and should encourage them to keep tidy notes of the activities in class, of any extra work done, of tests, quizzes, homework, handouts, vocabulary records, etc., so that they can have easy access to all this information whenever they need to use it again, when they study at home or when they revise for tests.
More formal evaluation is done at the end of each unit through the Test your Knowledge and Self-evaluation sections. In the Test your Knowledge section students revise contents and evaluate their performance in the whole unit.
The Self-evaluation section allows students to reflect on their strengths and weaknesses. It provides feedback on how much they have learnt, putting them in a position to make an assessment of their work. By getting involved in their evaluation, learners come face to face with their learning problems and consciously try to tackle them. Students are asked to evaluate their performance, their participation, their products, and the working arrangement. • Learning styles. Travelers considers that there are different
learning styles in a classroom, so different kinds of activities have been included.
- Visual learners need visuals in the classroom, for example: posters, realia, flash cards, visual organizers, etc.
- Auditory learners learn better by listening, and like working in pairs and small groups.
- Kinesthetic learners learn through physical activities like competitions, board games, role-plays, etc.
- Tactile learners like board and card games, projects, etc. • Values. Value-enhancing topics such as equality, health,
respect, the environment, etc., appear explicitly throughout the course. Through guided questions and simple discussions, students are encouraged to reflect about and form opinions on broader social issues concerning their lives and the world around them. Cultural differences are also highlighted at relevant points in the course as well as particular aspects of English-speaking countries such as information related to historical and geographical facts, cultural heritage, teenage lifestyles, etc. in order to raise students’awareness of the target culture, and develop a richer perspective of their own culture. • Other small but interesting sections in the units are:
Did you know that …? The aim of this section is to provide
more information on the main topic of the lesson and interest students in finding more information on their own.
website-INTRODUC
based resources to expand their knowledge of specific subjects.
American v/s British English. Special notes show students
the differences between American and British English in writing, pronunciation and vocabulary. Students are frequently confused with the different spelling or pronunciation and the idea of this explanation is to show them that both ways are perfectly acceptable.
Teacher’s Book
This component includes:
• The whole minimized version of the Student’s Book, together with instructions and orientations that will help teachers work with contents , resources and activities proposed throughout the book. • An introduction with a description of the course, the
methodology used, suggestions for classroom management, general methodological suggestions for the activities and to deal with big classes, description of the course components, etc. • Detailed teaching notes for every unit.
• The cognitive abilities implied in every activity of the lessons. • Background notes for the teacher related to the information
content of the different texts.
• Error Alert! A section that helps the teacher with information about the most common errors students can make. However, teachers must be very careful as to when and how to correct errors, always having in mind to avoid interrupting students while they are doing communicative activities.
• Idiomatic expressions. When idiomatic expressions appear in the texts or in the activities, they are explained, defined and an example is given. Idioms or idiomatic expressions are those that cannot be immediately understood by analyzing the literal meaning of their components; literal translation will sound odd. This section will help teachers to include them naturally in different exercises.
• Complementary activities (photocopiable) that provide extra practice on the contents of the unit.
• Observation and evaluation sheets for the teacher and the students (photocopiable, in Appendix at the end of the book): - Beginners’ writing.
- Behavior rubric.
- Extended response reading rubric. - Project evaluation.
• Answers for all the tasks in the Student’s Book and in the tests. • The transcript of the recording.
• A complete bibliography for the teacher.
• A list of useful websites for the teacher and the students. • Four extra tests.
• The activities included in the book are classified according to their level of difficulty. This is shown in the Teacher’s Book with the following icons:
Low=
+
Medium=++
High=+++
CD
The CD includes all the material for the listening tasks, including pronunciation, listening and listening test material. The transcripts of the recordings are included in the appendix Transcripts, at the end of each unit.
Methodology
Task-based learningTravelers helps students develop language and learning skills to carry out sequences of tasks.
Some advantages of task-based learning:
• Increased motivation, as learners become personally involved. • All four skills, reading, writing, listening and speaking, are
integrated.
• Autonomous learning is promoted as learners become more responsible for their own learning.
• There are learning outcomes: learners have an end product. • Authentic tasks and therefore, more authentic language input. • Interpersonal relations are developed through working as a group. • A break from routine and the chance to do something different.
Collaborative Work
In project-based learning, students work in teams to explore real-world problems and create presentations to share what they have learnt. This approach has many benefits for students, including: • Deeper knowledge of subject matter;
• Increased self-direction and motivation; • Improved research and problem-solving skills.
Additionally, it gives the teacher the grounds for evaluating what students have learnt and how they apply that knowledge to real-life situations.
The book has projects for students to complete. Each relates to the unit and asks students to try and answer a question or solve
INTRODUC
TION
a problem - one that has relevance for them and that they might have to deal with one day in real life.
Let students choose their own group – there is nothing worse than being stuck with someone you do not get along with. Give them enough time to prepare the project. Praise and reward good presentations and extra effort made.
Learner training
This concept has to do with developing students’ awareness of how they learn and how they develop their learning strategies so that they become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about their learning, what problems they have and how they could improve their performance, so that they can take the appropriate steps to optimize their learning. Special attention should be paid to the training of students in pair and group work, emphasizing the importance of everyone’s contribution and the respect for the ideas of classmates.
Mixed ability
Travelers caters for mixed-ability classes in a variety of ways. The teacher needs to develop techniques which allow students of all levels to benefit from the lesson. Individual feedback is advisable in any class, but in a mixed-ability class, this attention to detail can increase student satisfaction. The teacher should always try to make some mental, if not written, notes about each student in such classes. As the course progresses and opportunities arise, the teacher should congratulate individual students on their improvements and make tactful suggestions on areas to work on. A few sentences during general monitoring are better than nothing. These details show that the teacher is aware of individual needs of students.
Additionally, each lesson in Travelers offers at least one activity that can be done by fast learners, while the rest of the class is finishing a task.
Games
Games are important when learning a foreign language because they are motivating and help students to sustain the effort of learning. However, games are the means and not the end – they are a way of making learning more entertaining and should not be treated as time fillers. Each game in this book is there for a purpose and needs teacher supervision and sometimes prior preparation.
Cognates
Cognates are words in different languages related to the same root, eg, education (English), educación (Spanish).
The different lessons in Travelers provide students with a question to help them notice and recognize cognates. The teacher should encourage students to find the cognates whenever they face a new text.
False Cognates
Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. Here are a few examples of false cognates:
• Actually = really, not actualmente (at present, currently). • Embarrassed = avergonzado/a, not embarazada (pregnant). • Realize = darse cuenta, not realizar (carry out, fulfill).
• Approve = aprobar = agree with something, not aprobar un examen (pass an exam).
• Lecture = conferencia = a talk about a topic, not lectura (reading).
• Try = tratar de hacer algo, not tratarse de (be about) or tratar con (deal with).
• Politics = la política, not los políticos (politicians) • Library = biblioteca, not librería (bookstore)
• Familiar = estar familiarizado con, not familiar (relative) • Parents = padres, father and mother, not parientes (relatives).
Evaluation and Assessment
In Travelers, evaluation is ongoing and an integral part of the learning process. It takes the form of both student evaluation and teacher evaluation.
Student Evaluation
As well as making students feel more responsible for their own learning, the process of evaluating themselves and evaluating classmates actually helps them to learn and remember. Students are asked to evaluate the following aspects: their performance, their participation, their products, the working arrangement. This is done informally through the Reflections and the Mini-tests, and more formally at the end of each unit through the Test your Knowledge and Self-evaluation sections. The teacher must help by organizing correction of the activities, but students themselves must check their own performance and assign marks. At the end of this activity, students are asked to add up
INTRODUC
their marks and use a Progress chart to find out their level of achievement. Many students may be new to the process of self-evaluation and at the start teachers will need to give guidance. Informal evaluation should also take place on a regular basis at the end of lessons through short discussions about the lesson, carefully guided by the teacher.
Teacher Evaluation
Teacher evaluation combines formative and summative instruments. The following suggestions could be considered to reach a final mark for each student.
A mark should be given to each of the three components below. The final mark should be the average of these three marks:
1. Classwork. Taking into account general attitude, participation,
cooperation with classmates and work done.
2. Projects. A project evaluation sheet (photocopiable) is
provided in the appendix Evaluation Instruments.
3. Tests. There are three tests per unit. These tests assess
listening and reading comprehension, as well as specific language items studied and practiced in the units.
Further Suggestions for Evaluation
As evaluation is an ongoing process, apart from the formal tests provided in the Student‘s Book, remember to evaluate students’ performance in every activity they carry out, making notes of their problems and achievements, keeping a record of their participation, giving them informal marks that you can put together and average at the end of a term, using the evaluation instruments provided in the Evaluation Instruments Appendix, at the end of the book. You may also agree with them to consider their self-evaluation at the end of each unit, monitoring their performance and using the marks they give themselves as part of their official marks.
Additionally, here are a few suggestions that you can adapt for different contents and use at different moments of your lessons, and that you can mark according to the level of difficulty, time students spend preparing and presenting, etc.
- Mini-presentations by small groups of students. Give them time to gather information, suggest they use patterns you provide or that have appeared in the lesson, help them rehearse the presentation, correcting pronunciation, and invite two or three groups to present. This activity can be used in all
the units in connection with projects and activities, or with contents the students find interesting in the lessons.
- Role-plays. Choose any of the dialogues, give groups time to practice and invite two or three groups to present.
- Questionnaires. Prepare a short questionnaire at the end of a unit on the content of the different texts. Assign it for homework or use it as an informal test, which they can answer looking at the texts – they do not need to know the information by heart, but should know how to find it! - Bulletin board displays. Ask students to collect photos, pictures,
cutouts on a chosen topic, add a short text about them following a model you can provide, and assign a place in the classroom or the school for them to display their work. - Written quizzes based on the written or oral texts used in class,
that may include: fill in the blanks with or without words given, put words in order to form sentences, correct the mistake (grammar or information), etc.
- Contests and games. Bingo with vocabulary words or verb tenses, find as many words as you can in x minutes under different categories, find information in the dictionary, how much do you know about ...?
Introducing Travelers to your Students
Before starting Unit 1, introduce students to the course, the components and methodology. Explain the importance of their participation, the work organization into individual, pair and group work, the role of self-evaluation, etc.
Travelers Magazine
At the end of the book there is a magazine with attractive articles and challenging activities to be used by the students on their own, whenever they feel interested. They are meant to provide students with fun, general information and useful training in study skills.
Bibliography
Both the Teacher’s Book and the Student’s Book offer suggestions of materials that can be used for reference. Some of these materials can be found in the Centro de Recursos de Aprendizaje (CRA) in each school.
INTRODUC
TION
What we have in common makes us human. Our differences make us individuals. In a classroom where there is very little or no differentiated teaching only the similarities among students seem to be the focus of attention. In a differentiated class the common areas are acknowledged and exploited, and the differences among students also become important elements in the teaching – learning process.
Carol Ann Tomlinson 12
The Chilean Ministry of Education has presented the community with a new curricular tool, the Learning Progress Maps. It is possible that the teachers may have a lot of information about them, from different and probably more complete sources than those provided here 13
. This brief and concise document does not intend to be exhaustive nor replace any of those sources. It only wishes to present the Maps in a very specific context, that of a particularly specific training in evaluation for learning, as in that area they can be very useful in the different steps of that training.
This is a brief introduction to the Maps that considers the inclusion principle that guides them, the way in which they are presented, an example and some details to understand their pedagogical and evaluative usefulness. Rather than theoretical or conceptual details, special importance is given to the elements that facilitate their use by teachers.
Introduction
The Learning Progress Maps have been developed to show teachers, students and parents the way in which learning progresses along school life, and especially the expected direction for each of the areas of the curriculum. They are neither a new curriculum nor a curricular alternative, but are based on the existing Curricular Framework. Their objective is to describe the types of learning promoted by the Fundamental Objectives and the Obligatory Minimum Contents, and to indicate the characteristics of their development from 5thYear of Primary
Education to 4thyear of Secondary Education. The Maps can be
used in the day-to-day classroom work to establish the students’ position, their differences and their learning needs. Once this reflection and awareness task is done, it is possible to design a variety of teaching strategies to cater for the students’ needs.
Learning Progressions and Diversity
Children’s learning – as shown every day in the teaching process -shows progressive development as they move up from one level to the next. Older students generally know more about a subject and show more complex cognitive abilities than younger students; when comparing abilities and knowledge of a 4th
Media student with those of a 1stBásica student, it can easily be
noticed that the former is much more competent than the latter in all the learning areas. Between these two students, who represent the extreme levels of achievement during the school cycle, it is possible to distinguish several intermediate stages. On the other hand, children at a particular level make use of different abilities to understand the same topic, and have different ways to explain what they understand. There is progression not only from one level to the next; it is normal that in the same class the students are at different levels and show different degrees of understanding and achievement of the required abilities.
However, not all students progress in the expected direction. Inadequate attention to differences can produce delay in the students’ learning. This delay, in turn, has a cumulative effect, it tends to increase in the upper levels, and when this happens, its effects are more difficult to revert. Therefore, it is important to know the state of students’ learning very well.
The Learning Progress Maps are a support instrument to diagnose achievement and differences among students to help them move on in their school work according to the expected outcomes promoted by the national curriculum; they offer common criteria and language to observe learning.
Evaluation for Learning in Practice
It is important to distinguish Evaluation for Learning as a particular model that is different from the traditional interpretations of evaluation. Here is a summary of its main characteristics. In this conception, evaluation:
• is considered an intrinsic part of teaching and learning. • requires that teachers share with their students the learning
achievements expected from them.
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING
1111Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007. 12Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paidós, Madrid, 2005. 13The full Maps are published on the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.
• helps students know and identify the standards they must reach.
• involves students in their own evaluation.
• provides feedback that tells students what they have to do, step by step, to improve their performance.
• assumes that every student can improve his / her performance. • involves both teachers and students in the analysis and
reflection on the data provided by the evaluation.
This model contrasts with the type of evaluation that, in practice, means adding evaluation procedures or tests at the end of the programmed units of work. These procedures or tests are separable and independent from the teaching of the unit. The “feedback”is to get a mark. Although, according to this model, evaluation is a teachers’ issue (the State, for example, does not get involved), it tends to have a summative rather than a formative objective. However, the term “formative” can have several interpretations: very often it only means that evaluation is frequent in a period of time and has been planned together with the teaching. In this sense formative evaluation does not necessarily consider all the features identified as characteristic of Evaluation for Learning. Evaluation can be formative because it helps the teacher identify areas where more explanation or training are needed. But from the point of view of the students, their final mark and the comments written on the margins of their work, although they may signal their weak and strong points, they do not give them clues as to how to progress towards the achievement of more and better learning.
The concept of learning underlying this model is another distinctive feature. Today’s approach to learning suggests that, eventually, it is the students themselves who are responsible for their own learning (nobody can learn for them). Consequently, Evaluation for Learning must necessarily involve the students in the evaluation process so as to provide information on their performance and guide their efforts to improve. An important part of this information is the feedback the teacher gives the students, but another part must be the result of the direct participation of the students in this process through self-evaluation. In the context of promoting life-time learning, it is more and more important to develop in the students the capacity to know how much they have learnt and the ability to guide and manage their own learning.
So, what actually happens in the classroom when evaluation is used to improve learning? To begin with the more obvious
aspects, the teachers are involved in the collection of information about their students’ learning and motivate them to revise their work critically and constructively.
The methods to obtain information about the learning are well known and they are mainly:
• To observe the students and listen to them when they reason and describe their work.
• To ask students open questions, inviting them to explore their ideas and reasoning.
• To propose ideas that require students to use certain abilities or to apply ideas.
• To ask students to communicate their ideas not only in writing but also through drawings, artefacts, actions, dramatizations and concept maps.
• To discuss key words and analyze how they must be used. Of course, teachers can collect this information through the methods identified above, and then use it to improve learning. The use of this information requires that teachers and students make decisions and act: they must decide on the next steps in the learning process and help students get started. It is of the utmost importance to remember that it is the students who must do the walking; consequently, the students who are more involved in the process will better understand how to extend and improve their learning. A plan that involves the students in the judgement of their own work – instead of being passive to face the judgements of teachers – has higher probabilities of raising the learning and achievement standards.
This is a different conception of “feedback”. The “food” the teacher offers is a portrait of the objective to reach, of the standard or goal towards which the student must aim and which, in this way, constitutes a point of comparison for his / her work. The role of the teacher – and what constitutes the core of teaching – is to provide the students with the skills and strategies required to take the steps they need to improve their own learning.
Key Principles of Evaluation for Learning
Evaluation is a process that allows the recollection of evidence on the learning achieved by the students at a given moment. The object of the evaluation is the work produced by the student, never the student.
• The key dimensions of learning from the point of view of the learning area and the learning level of the students constitute the criteria used for the evaluation of learning.
• The criteria must be shared with the students so that they know and understand them, and for them to direct their work accordingly.
• Self-evaluation and peer-evaluation must be done using pre-established criteria. If this does not happen their validity will be questionable, because different individuals naturally evaluate according to their own personal criteria.
• It must be remembered that evaluation necessarily involves value judgements. This happens when a teacher assigns a
numerical qualification to a student’s test, and also when concepts are used, for example “poor” or “excellent” to indicate a student’s level of achievement at a certain moment. • The teacher must take responsibility for the evaluation
instruments he / she develops and uses with the students; this means that he / she must make sure that they really let him / her collect information about the learning outcomes defined in the pre-established evaluation criteria.
INTRODUC
TION
How many LPMs have been prepared?
Each area of the curriculum has sub-divisions that represent topics or abilities that must be developed during school life. A Map has been designed for each of them.
English
Our country’s active participation in different areas of the international sphere, together with the changes produced by globalization, make the learning of English essential to successfully face the demands of society in the XXI century. Learning English is a challenging and attractive activity at any age, but particularly for young people who see it as a tool to access information and technology and as a means of communication with other realities and cultures. Learning English or any other foreign
language, contributes to the understanding of the mother tongue, and at the same time it widens the opportunities to access information in other areas of study.
Presentation of the Maps
The Maps are organized in seven levels that cover students’ learning life from 1st year of Primary Education to 4th year of Secondary Education. Each level describes the expected learning outcome for two school years. For example, level 1 corresponds approximately to 1st and 2nd Básico, level 2 to the next two years, and so on. The last level (7) describes a student whose outcome when finishing school is “outstanding”.
All this information can be found on the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.
What LPMs are What LPMs are not
They are materials for each area of the curriculum that describe the usual road followed by students in their learning. They assume that progress is the result of maturity and exposure to learning opportunities in specific stages of school life.
They do not state that learning is lineal (a sum of specific learnings) nor do they propose an exact description of the learning progress that all students experiment.
They express knowledge and abilities, that is to say, the competences that students typically reach at certain moments of their school life.
They are not an expression of all the knowledge and abilities the students can achieve at a specific level.
They indicate what we value as learning goals and the sequence in which they are achieved; they provide a framework to monitor progress and communicate results.
They are not a new curriculum and they do not assume that all the students in the same class should be in the same level of learning.
They are presented as concrete descriptions of learning and offer examples of possible achievements in each level.
They are not checklists for test correction.
They provide a guiding framework for teaching: they let users elaborate evaluation tasks that will indicate the level of each student, and organize teaching strategies accordingly.
They are not an instrument to classify students and they do not support a specific teaching model to achieve learning.
Relevant Aspects of the Reading Maps
In concordance with the curricular emphasis aimed at the development of the abilities and the use of language with the purpose of acquiring information and gaining access to other cultures and technological advances, grammar is not the focus of attention of the Reading Map. Its role as facilitator of understanding and communication is acknowledged, but the role of grammar will become more evident in the Writing Map. The Reading Map emphasizes the importance of working with authentic texts as early as possible; their degree of complexity increases as students move from one level to the next. By the end of their secondary school education students should be able to read authentic texts of intermediate complexity, which implies beginning their learning using simple authentic texts.
The Reading Map does not reject the use of the mother tongue as a resource to monitor learning when the situation requires that the students show evidence of comprehension and interpretation rather than oral production. It is a well-known fact that students of a foreign language can understand much more than they can express orally or in writing. For that reason, the answers to the tasks presented as examples in the Map are in Spanish. This does not mean that the students are not allowed to express comprehension in English or that there is an intention to work these abilities separately.
In the following pages you will find the Reading Progress Map. It begins with a synthetic presentation of all the levels. Then each level is presented in detail, beginning with its description, some examples of performance that illustrate how that level of learning can be recognized and one or two examples of work done by students of subsidized schools, with the teacher’s comments that justify what criteria is used to decide that the student is “within” the level. In an appendix, you can find the complete version of the tasks from which the students’ work was collected. In the case of English, there is a description of an initial level, before level 3, that describes a starting situation of knowledge of this language, which can be a useful point of reference to describe the learning of children who do not reach level 3 by the end of 6th Básico. No examples of students’work at this level are included.
Reading Progress Map
The aim of the English curriculum is to get students to use and apply the language in different tasks that imply they can understand oral and written texts, and solve simple
communicative situations orally or in writing. From this point of view, four English Learning Maps have been designed, around the following linguistic abilities:
• Reading • Listening • Writing • Oral Expression
The Maps of English have been designed using the international standards of the Common European Framework (CEF) for teaching, learning and evaluating languages, and those of the Association of Language Testers of Europe (ALTE). CEF level A2 and ALTE 1 (Waystage User) are associated to level 4, which describes the expected learning achieved by the majority of the students by the end of 8th year Básico; level B1 and ALTE 2 (Threshold user) are associated to level 6, which describes the expected learning achieved by the majority of students by the end of 4thMedio.
To describe progress in reading comprehension, the Reading Map is organized around two dimensions:
a. Text-types. In this dimension the progression is given by the
complexity of the topics the students read about and the complexity of the language used in the texts. There is progression from concrete to abstract topics, and from language expressed in simple sentences to language expressed in compound sentences of intermediate complexity.
b. Reading abilities. This dimension includes the students’
capacity to extract specific information, to infer information and to show global comprehension of what they have read. The Map describes how these reading abilities become more complex from one level to the next, also in relationship with the increasing complexity of the texts read.
In the light of these dimensions, the Map describes a student’s reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences and state the main topic of a very short, simple text (in level 3), to end up being able to reach a higher level of inference and a deeper understanding of linguistically and conceptually more complex texts. (level 6).
INTRODUC
TION
English Progress Map
Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related to personal interest topics.
In our teaching proposal for 7thand 8thBásica, evaluation is conceived for the following
How can one recognize this level of learning? Examples of performance.
When a student has reached this level, he / she can do the following activities:
• States the characteristics of a person, place or object.
• Follows instructions to play a game that involves a sequence of different actions.
• Infers the relationship among characters or moods, when they are not evident.
• Identifies in the text the sentence that best represents the main idea(s).
• Identifies words that give cohesion to the text. For example: the most frequent connectors “and”, “or”, “but”, “because”.
• Recognizes the communicative function of compound verb forms present in the texts. For example, perfect tenses, modals. • Relates a word from the text with a synonym, antonym or
definition.
• Identifies the roots of words and their affixes in the texts read.
Level 7 Outstanding
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium complexity structural patterns and are related to well-known or personal interest topics.
Level 6
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium complexity structural patterns and are related to well-known or personal interest topics.
Level 5
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.
Level 4
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.
Level 4
Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and are related to concrete topics of the student´s immediate environment.
Level 3
Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short sentences and are related to concrete topics of the student´s immediate environment.
Classroom management has to do with methods used by the teacher in order to establish harmonious class organization and discipline. The following components play an important role in the achievement of these goals:
The teacher
A classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation.
In most cases the teacher is the only direct contact the students have with English. It is therefore important that she / he tries to communicate with the students in English as much and as often as possible. Some students may not be used to this, and teachers should explain, in Spanish, that they may find it difficult to understand at first, but it will gradually get easier. Teachers can also use gestures or mime to help understanding. Instructions for activities should be given as clearly and as simply as possible, through demonstration and examples. If it is clear that many students have not understood, the teacher can ask a stronger student to translate for the class.
The students
The main objective of the English classes is the development of reading, listening and speaking skills, while writing skills have a secondary role, so the teacher may insist and encourage students to use English in class as much as possible to show understanding of the reading and listening texts. The teacher must provide patterns and clear examples for them to do so, following these patterns and examples. The teacher must also emphasize the importance of everyone’s participation in and contribution to the activities, giving clear explanations of their purpose and the role of the individuals, the pairs or the groups carrying them out. Teenage students are going through a difficult process of development in their lives, so the teacher might face discipline problems, disruptive behaviour, or unwillingness on the students’ part to do the different tasks they are assigned. The topics in Travelers have been carefully selected to attract and keep students’ attention.
The responsibility for building a positive learning atmosphere lies not only in the good relationship the teacher and her / his students develop, but also in the one the students have among themselves.
Travelers helps the teacher in this task through a number of carefully designed exercises, very clear tasks, and opportunities for the students to check and evaluate their own work.
Discipline
One of the reasons for bad discipline is usually students’inability to cope with the tasks. The noisiest students will demonstrate their frustration by means of loud outbursts and disruptive behaviour, while the rest of the class may remain passive. To avoid discipline problems, these preventative strategies are suggested:
- Careful planning, so that students realize there is a feeling of purpose which keeps their attention on the task in hand. - Clear instructions, given very simply and assertively so that
students know exactly what to do.
Working with big classes
These ideas may help you deal with a big class and allow you to put into practice the suggestions for activities in the lessons. • At the beginning of the year, discuss and establish, together
with the class, a few class rules. Ask different groups to write them on pieces of poster board and display them permanently on a wall. They may be written in Spanish and little by little turned into English, or they may be written in English and accompanied by pictures illustrating them.
• Involve the whole class when giving instructions, explanations or when checking answers, but try to use pair and group work as often as possible.
• Train your students to work in pairs or groups from the very beginning, little by little, first only in pairs, doing simple tasks such as making lists of words, looking up words in a dictionary, preparing a couple of questions, etc., then move on to more complex tasks, and finally start asking them to work in groups. • An important part of the training period should be to ask them to move quickly and with as little noise as possible. Do not ask the whole class to form groups or pairs at the same time, but do it by rows and praise the row that does it best.
• Try and use a variety of working arrangements: pairs with the student next to them, with the student behind, with the student in the row opposite, etc., or form pairs with simple action games, such as forming two big circles, asking them to move in different directions and stop when you say so: their partner is the person they are standing opposite to at that moment, etc.
INTRODUC
• At the beginning, ask students to form pairs or groups with the people near them, but eventually ask them to move around more. When they have been trained in pair and group work, you may ask the whole class to leave their seats and move around the classroom to work with different partners, gathering information or opinions, carrying out a survey, etc. • Apply different criteria to form pairs and groups: sometimes
put together students of similar levels and assign different tasks according to their levels; at other times, form mixed-ability pairs or groups, so that stronger students may help weaker ones; take an active part in the formation of groups, but occasionally, let students choose who they want to work with. Take these opportunities to emphasize the importance of cooperation and respect for everyone’s ideas, abilities and contributions.
• Give short, clear instructions, and always check that students have understood what they have to do by asking them to repeat your instructions – in Spanish if necessary. You may ask the best students to write short reminders of the steps of the activity on the board.
• Provide a clear model of what pairs or groups have to do with one or two students in front of the class before they begin working on their own.
• Assign a clear time limit for each activity – and keep to it! Do not ask “Are you ready?” as most probably the answer will be a loud NOOO!, even if they are ready.
• After you have given and checked instructions for the activities, start walking around the classroom, going from group to group as quickly as possible. Repeat the instructions if you see that most of the students have not understood or are not doing what they are supposed to be doing.
• Agree with the class on a code you will use to indicate that they have to stop doing the activity, stop talking and get ready to check results. For example, you may stand in a particular place in the classroom; or you may raise your hand and as students see you they have to do the same; or you may count from five to one, etc. In general, avoid shouting, as loud noises tend to generate louder responses.
• Occasionally, ask either troublesome or faster learners to act as your assistants, writing things on the board, walking around the classroom checking that all groups are doing the activity, taking notes of the work in progress, keeping the time, distributing and collecting worksheets, etc. It is better if these assistants are not always the same students.
• At the end of each activity check answers, correct general mistakes you may have detected while walking around the class and do something that clearly indicates that the activity has finished: some final examples, choral repetition of key words, phrases and sentences, congratulations and praise for the good work done, etc.
• If your students are used to getting marks for their work, agree on a system of marking pair and group work as well: give and accumulate points for participation, good behaviour and results. (Examples of observation sheets and class evaluation are provided). • Dealing with troublesome students may be difficult. This may be made easier if you ask all students to write a suggestion for ‘punishment’ of these students on a piece of paper. Check that the suggestions are acceptable, put them in a box and ask troublemakers to get a piece of paper from the box and do whatever is indicated there whenever they misbehave.
Pairwork and groupwork
This type of work encourages students to share their skills and knowledge, and learn from each other. It also increases students’ involvement and active participation, as well as developing positive attitudes. It is important to share with the students the importance of these activities which will give them an opportunity to learn the social and communicative skills required to work with other people: acceptance of other ideas, responsibility, commitment, cooperation, respect for turn -taking, etc. The teacher should take an active role in group formation, so that the students do not always work with the same people, to take full advantage of the variety of learning styles and abilities. Students should assume different roles each time (coordinator, secretary, researcher, presenter, artist, writer, etc.).
INTRODUC
• Start every lesson in a way that focuses everyone's attention. This creates expectation and prepares students for what is to come. For example, with books closed, write the topic of the lesson on the board and ask some questions about it, show a poster / picture related to the lesson, ask who can remember what they did the previous class, etc.
• Students should not open their books until everyone is paying attention.
• End an activity before students get bored with it. Equally, do not hurry the students or end the activity too soon if they are obviously enjoying it.
• Ask students their opinion.
• Don’t assume that if one student says they understand, everyone else does.
• Ask (elicit) rather than tell. Students get bored of listening to the teacher explaining. Someone in the class will probably know the answer.
• Don’t ask students to explain difficult things, such as definitions of words, in English.
• Don’t interrupt students during pair / group speaking activities to correct their English. It is better to note the main, common mistakes, put them on the board and correct them with the class at the end.
• Don’t insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information for the teacher.
• Give praise and encouragement, especially to the weaker students. Write positive comments on their work. Let them know what they are doing well, as well as what they need to improve.
• Remember that you are the main motivator in the classroom!
Some methodological suggestions for skill
development
Developing listening skills
• Follow the organization of activities into before, while and after listening.
• Before listening:
- Introduce and get students involved in the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own.
- Use this introduction of the topic to present key vocabulary and structures, and write them on the board.
- Invite students to predict the content and to formulate hypotheses of what will appear in the text.
- Do these activities quickly and take advantage of the interest created to continue with the listening activities.
• Listening:
- Play the recording once or twice for students to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea.
- Remind students of cognate words, which they can identify more easily when they listen, and which help comprehension and consequent task realization.
- Read and clarify instructions with the class, and do the different listening activities one by one, concentrating on the task assigned and checking answers after each successive listening. Every time students listen to the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. - Help students recognize different supporting elements in the spoken texts: intonation, voice pitch, pauses, emphasis, background noise, etc.
• After listening:
- Help students summarize the text orally and / or in writing using the models provided.
- Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts.
INTRODUC
INTRODUC
TION
- Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality.
- Make students evaluate their own performance in the lesson.
a. Did their predictions help them understand the text? b. How did they do in the different listening activities? c. What new words, expressions or structures did they learn
in this lesson? Can they use them in other situations?
Developing reading skills
• Follow the organization of activities into before, while and after reading.
• Before reading:
- Introduce and get students involved in the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own.
- Use this introduction of the topic to present key vocabulary and structures, and write them on the board.
- Invite students to predict the content and to formulate hypotheses of what will appear in the text.
- Always ask students to give a quick look at the text and identify the cognate words and the words they already know. This will help them formulate more informed hypotheses and also help them feel less insecure when facing a new text. - Draw students’ attention to the structure of the text: layout,
punctuation, titles, subtitles, etc., to identify the type of text they will be reading, all of which will also provide clues that will help them understand the text.
- Do these activities quickly and take advantage of the interest created to continue with the reading activities.
• Reading:
- First ask students to read the text quickly to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea.
- Remind students of cognate words, which they can identify easily, and which help comprehension and consequent task realization. Present false cognates if there are any in the text. - Read and clarify instructions with the class, and do the different
reading activities one by one, concentrating on the task assigned and checking answers after each successive reading. Every time
students read the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required.
- Help students recognize different supporting elements in the written texts: text organization, reference markers, letter types, graphic support, punctuation marks, illustrations, etc. - Remind students of some general characteristics of text
organization: main ideas are usually at the beginning of each paragraph, connectors give important clues –and indicates addition, but, however indicate contradiction, because indicates a reason, or indicates alternatives, etc.
• After reading:
- Help students summarize the text orally and / or in writing using the models provided.
- Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality.
- Make use of the FL (Fast learners) activities or the cartoon strip episode in the Student’s Book and of the complementary activities in the Teacher’s Book to provide further practice in a freer context, either for the whole class or for faster, keener students. Invite them to make comments on the contents and share them with the rest of the class.
- Encourage students to make use of the Reflections section to evaluate their own performance in the lesson.
Developing oral expression
• At the beginning of the course, prepare a poster / posters with the class, showing the expressions they must use as part of the classroom interaction. You may use different colours to classify them into:
a. Greetings: Good morning, good afternoon, hello, hi,
good-bye, bye. How are you today? I’m (not) very well, thank you. And you? Teach them to address you as Mr. / Miss / Mrs. plus your surname.
b. Asking for help or clarification: How do you say / spell /
pronounce ...?, Can you help me, please? Can you repeat, please? Can you play the recording again, please? Can I / we use the dictionary / the computer? Can I work with ...? Can you tell / give me ...?
c. Expressing feelings: I’m sorry / happy / impressed / tired / ill
/ worried. I’d be happy to ... . I like ... . I don’t like ... . I liked ... . I didn’t like ... .
• Encourage students to use English to do the different speaking activities that show comprehension.
• Choose relevant parts of the listening texts, especially dialogues, for students to listen, repeat and try to memorize and present in front of the class.
• Create a positive atmosphere in the classroom to facilitate students’ participation in oral exchanges.
• Make use of the pronunciation activities to help students practice pronunciation, accentuation and intonation. Please note that the icon uses the symbol / / - the most frequent vowel sound in English - to indicate the type of exercise, but it does not represent the sound to be practiced.
Developing written expression
• Always provide a model for students to follow. Go from simple, very guided activities to more complex ones: just words that students use to fill in blanks, or exercises in which they put words in order to form sentences, short answers to simple questions, using a pattern given and substituting some elements, etc.
• Make students aware of punctuation marks and connectors to be used.
• Check written work while walking around the classroom, or collect notebooks, or provide the correct versions on the board or on a transparency.
e
INTRODUC
Greetings:
Good morning / Good afternoon / Hello / Hi. Good bye / See you tomorrow / See you later. Have a nice weekend / Enjoy your holiday.
Moods and feelings: A: How are you today?
B: I’m fine / I’m great / OK / Very well, thank you.
I’m not very well / I have a problem / I’m feeling low / I’m sad.
Asking for clarification (STUDENTS)
Can you repeat that, please? Can you say that again, please? Sorry? I didn’t understand very well. Can you help me with this exercise, please?
Encouragement (TEACHERS) Well done! Good! Excellent! Good work! Congratulations! The date
A: What day is it today?
B: It’s Monday / It’s Tuesday / It’s Wednesday / It’s Thursday /
It’s Friday / It’s Saturday / It’s Sunday
A: What’s the date today? B: It’s (Monday) March 9th
.
The weather
A: What’s the weather like today?
B: It’s sunny / It’s cloudy / It’s hot / It’s cold / It’s nice and warm /
It’s nice and cool. It’s raining / It’s snowing.
The time
A: What’s the time? / What time is it?
B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. /
It’s ten o’clock. / It’s twelve o’clock.
A: What’s the time? / What time is it?
B: It’s quarter past nine. It’s half past ten. It’s five past eleven./ It’s
ten past twelve / It’s twenty past one/ It’s twenty five past two.
A: What’s the time? / What time is it?
B: It’s a quarter to eight. It’s twenty five to nine / It’s twenty to
ten/ It’s ten to three/ It’s five to four.
INTRODUC
TION
Some Commands and Instructions (TEACHERS)
Add more words. Answer the questions. Be quiet.
Check your answers Check your predictions. Close the door. Come to the board. Compare your answers.
Compare your answers in your group. Complete the paragraph.
Complete the sentences. Complete the summary. Complete the table. Copy the instructions.
Cross out the words you do not hear. Discuss the ideas in your group. Do exercise 1.
Do not write in ink. Do not write in your book. Fill in the blanks. Find examples in the text. Find out who wrote this poem. Find the cognates in the text. Go to the board.
Identify the best description. Listen to the recording. Listen.
Look.
Look at the pictures.
Look up these words in the dictionary. Make a list.
Make a list of topics. Make some notes. Match the pictures. Name three activities. Open the window. Open your books. Pay attention, please. Put the pictures in order. Read the instructions. Read the sentences. Select the correct answer. Silence, please.
Sit down. Stand up.
Talk to your partner.
That’s all for today, thank you. Work in groups of 4.
Work in groups of three or four. Work with your partner. Write the sentences.
Turn taking and permissions: (STUDENTS)
It’s your turn. Sorry, it’s my turn.
Excuse me, can I say something?
Excuse me; can I leave the room for a minute? Can I talk to you after the class?
May I go to the bathroom?
Encouragement: (TEACHERS)
Do it more carefully / Say it again / Try to correct that, please. Not too bad / You’ll do better next time / Keep trying! Well done / Congratulations / Excellent / Good work.
