Intermediate Teacher’s Book - Profil Klett

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Intermediate Teacher's Book

Christina de la Mare

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Great Clarendon Street, Oxford, ox2 6dp, United Kingdom

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? Oxford University Press 2013 The moral rights of the author have been asserted First published in 2013 2017 2016 2015 2014 109876543

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isbn: 978 0 19 401083 2 isbn: 978 0 19 401088 7 isbn: 978 0 19 401078 8

Teacher's Book Teacher's Resource Disk Teacher's Book pack

Printed in China This book is printed on paper from certified and well-managed sources

Design to supply Head Unit and banner

Contents

Introducing insight

4

Components of the course

6

Student's Book at a glance

8

Workbook at a glance

11

Classroom Presentation Tool

13

Teaching notes

Unit 1

14

Unit 2

27

Unit 3

39

Unit 4

51

Unit 5

63

Unit 6

74

Unit 7

86

Unit 8

97

Unit 9

109

Unit 10

119

Workbook answer key

130

Teacher's Resource Disk

157

Communication worksheets

157

insight DVD extra worksheets

159

Introducing insight

A note from the author

I'm reading a book called The Element by Ken Robinson. On a table nearby, a few teenagers are chatting with their friends after a long day at school. `Our task is to educate (our students') whole being so they can face the future,' I read. `We may not see the future, but they will and our job is to help them make something of it.' I look at the kids and think: `That's quite a big task!'

It's a challenge we all face, whether we're teachers, parents, educational writers or youth workers. Our short-term objectives may be different: we may help teenagers or young adults pass school-leaving exams, understand maths formulae, or take part in community projects. But ultimately our long-term objectives are the same: to help young people develop a passion for and curiosity about life, to give them confidence in their own ideas, to help them become open-minded, global citizens.

When I started writing insight I immediately understood that the course was trying to satisfy these two objectives: a rigorous syllabus would help students develop their language skills, but it also had its eye on long-term objectives, too.

Today's students are very sophisticated. They have an amazing ability to multitask, and they often have a broad knowledge of other cultures and countries. They also have a point of view, and in insight we value that and seek it out ? we also challenge it. We constantly ask students to question, evaluate and make cross-cultural comparisons: What do you think? Do you agree? What would you do? Speaking helps develop their confidence as language learners, but it also develops confidence in their own opinions and beliefs.

In insight we've added a special ingredient, too: in many texts and topics there is a fact or point of view students may not have come across before, something surprising or thought-provoking, something they may want to tell their friends in a caf? after school. The aim of this extra ingredient is to inspire curiosity, and a passion to discover and learn. It might help them think about an issue in a different way, and make a lesson more memorable.

That's what insight is all about. It strives to create the right conditions for students to grow, learn and develop their ideas and experience. To become lifelong learners. `You cannot predict the outcome of human development,' adds Ken Robinson, wisely. `All you can do is like a farmer create the conditions under which it will begin to flourish.'

Jayne Wildman

Aims of the course

To challenge students to think critically about the world around them

insight has been developed not only to teach students English, but also to increase their awareness of the world around them. Amongst other topics, insight addresses social issues, culture, literature, history, social media, science and technology. Students are encouraged to think critically about the issues raised, to evaluate their current point of view, and to share their opinions with others even once they have left the classroom. Texts and recordings include an interesting fact or unexpected opinion which students may want to tell their friends and families about. This will help make the lesson more memorable and help students recall the language and ideas they have learned.

Video documentary clips also cover cultural and historical themes broadening students' understanding of the customs, traditions and history of English-speaking countries.

Literature insight introduces students to classic works of English literature and offers an alternative way of exploring the culture of English-speaking countries.

To inspire discussion in the classroom

The information-rich and thought provoking texts and recordings will inspire discussion amongst students. Structured activities encourage students to question their existing opinions and the opinions of others. Activities are designed to stimulate critical thinking, to encourage participation and the exchange of opinions.

The speaking sections also teach the skills needed to be an active participant in discussions, such as interrupting, asking for clarification, disagreeing, and encouraging others to speak.

To give a deeper understanding of vocabulary and build the confidence to use it

insight gives students a deeper understanding of language and goes beyond purely teaching meaning. insight explores such areas as collocation, word-building and connotation to provide a fuller understanding of how vocabulary is used. This comprehensive approach allows students to use new language with greater confidence.

Vocabulary is taught in the context of reading or listening texts. All reading and listening texts are accompanied by vocabulary exercises that focus on the meaning of new vocabulary in context. Additionally, the understanding of new vocabulary is reinforced through exercises which practise their use in a new context.

All vocabulary is taught in sets organized by topic, word type or theme. Research has shown that teaching vocabulary in this way makes it easier for students to recall and use.

Vocabulary insight pages not only explore language in more depth, but also build students' study skills, including keeping vocabulary records, ways of recording new vocabulary, using a dictionary and a thesaurus.

These skills will help students decode, retain and use new vocabulary correctly in the future.

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To help students explore the rules of grammar

The guided discovery approach to grammar in insight allows students to work out grammar rules for themselves and furnishes them with a better understanding of how grammar works. This approach actively engages students in the learning process making them more likely to understand and remember the grammar point.

New structures are always presented in the context of a reading or listening text, so that students become familiar with the usage and meaning of the grammar, before manipulating its form. The guided discovery approach means students analyse examples from the texts before they deduce the rules. If necessary, the rules can be checked in the Grammar reference section in the Workbook.

The practice exercises are topic-based, so students are required to understand the usage and meaning of the grammatical structures, as well as the form. The free speaking activities allow students to use the new language in a personalized, productive and creative way.

To encourage students to reflect and take responsibility for their learning

Self-reflection plays a key role in developing active, directed and responsible learners. Learners who are able to look to themselves for solutions to problems rather than always seeking out the help of others will be better equipped for later life in academic or professional environments.

insight encourages students to reflect on their learning in a variety of ways. The Review sections in the Student's Book are an opportunity for them to see what they already know and where more work is needed. Students get marks for completing the Reviews, so they can self-monitor their progress through the book.

The Progress checks in the Workbook help students to identify gaps in their knowledge and skills, and encourage students to rely on themselves when seeking ways of improving.

The self-check feature in the Writing sections teaches students how to evaluate their own work against a set of criteria. The corrected writing assignments can also be a record of their progress.

To encourage autonomous and lifelong learning

insight prepares students for further study and life outside the classroom environment by developing their skills for lifelong learning and encouraging autonomous learning.

Strategy boxes in every unit offer step-by-step guides on how to improve core skills. Students apply the strategy immediately in a series of exercises to allow them to see how the strategy can benefit them. The strategies are relevant to students' studies now and in the future, so they will be able to use the same strategy again and again.

Writing preparation covers extensive practice and development of key skills, such as brainstorming, planning, checking, paraphrasing, avoiding repetition, etc. These skills will also help students beyond the classroom environment.

The use of authentic texts builds students' confidence by showing them that they can tackle these kinds of texts outside the classroom, in real-life situations. The accompanying activities teach students how to think critically ? question ideas, analyse, rationalize, synthesize, and make reasoned judgements ? skills that students will need in all areas of their lives, especially in higher education and the workplace.

Autonomous learning is also encouraged by developing dictionary and thesaurus skills. Students gain a better understanding of how dictionaries and thesauruses look, the information they provide, and how and when to use them. Learning how to use these reference sources will help students with their learning now and in their future life.

These are all skills that teach self-reliance and foster autonomous learning, equipping students for life after school or university.

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