Teacher s Book. Philip Devlin Lynda Hübner - PDF

Teacher s Book Philip Devlin Lynda Hübner English Network Tourist Teacher s Book Autoren: Dr. Philip Devlin, Berlin Lynda Hübner, München Beratung: Roswitha Fenes, Bergisch-Gladbach Lehrwerkskomponenten:

Please download to get full document.

View again

of 17
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.


Publish on:

Views: 67 | Pages: 17

Extension: PDF | Download: 0

Teacher s Book Philip Devlin Lynda Hübner English Network Tourist Teacher s Book Autoren: Dr. Philip Devlin, Berlin Lynda Hübner, München Beratung: Roswitha Fenes, Bergisch-Gladbach Lehrwerkskomponenten: Kursbuch (incl. Pocket Tourist) Audio-CD Audio-Kassette Lehrerhandreichungen Activity Pack Activity Pack Autoren des Kursbuchs: Lynda Hübner Alan Seaton Verlagsredaktion: Claudia Schwarz, Carola Jeschke Desktop-Publishing Filmsatz Schröter, München Sabine Wittmann, München (Umschlag) Der Innenteil dieses Buches wurde auf chlorfrei gebleichtem Papier gedruckt. 1. Auflage Langenscheidt KG, Berlin und München Das Werk und seine Komponenten sind urheberrechtlich geschützt. Jede Verwertung in anderen als den gesetzlich zugelassenen Fällen bedarf deshalb der vorherigen schriftlichen Einwilligung des Verlags. Druck: Mediengruppe Universal, München ISBN: / Contents PART 1 Introduction to English Network Tourist The aims of the course Components of the course Course schedules Coursebook design Unit section Further classroom activities Appendix Additional activities Symbols, abbreviations and headings used in the Teacher's Book PART 2 Teaching a unit in English Network Tourist Before the lesson extra material Before the lesson timing English the classroom language Unit language focus Starter activities Activities 2 and Listening activities Reading activities Other recorded material Other reading material Writing activities Pairwork and group work Correcting errors Checking answers Problems with timing Using Selfstudy in the classroom Pocket Tourist Situationen Redemittel Language Focus Kurzgrammatik The inside covers Uses of Pocket Tourist PART 3 Lesson notes Getting started your first lesson Unit 1 4: Welcome to Scotland Unit 1: Arrival Unit 2: What s on Unit 3: A guided tour Unit 4: Loch Ness American Highlights The Adventures of Ivor Problem and Annie Mergency: The breakdown Units 5 8: Welcome to Australia Unit 5: Down under Unit 6: Dining out Unit 7: Bridge Climb Unit 8: Up, up and away South African Highlights The Adventures of Ivor Problem and Annie Mergency: At the doctor s and the chemist s Units 9 12: Welcome to Hong Kong Unit 9: Xiang Gang Unit 10: Li Yuen Market Unit 11: Wish you were here Unit 12: Have a nice flight Jamaican Highlights The Adventures of Ivor Problem and Annie Mergency: At the hotel reception Last lesson: The Chinese Zodiac Resource bank: Extra activities if time permits Tapescripts English Network Tourist Teacher s Book Introduction to English Network Tourist English Network Tourist is intended for Germanspeaking adult learners. It is suitable for learners who have acquired a knowledge of basic English either at school or in other courses, and who wish to prepare for a journey to an English-speaking country, or to a country in which English is used in the holiday industry. The course can be completed in one semester (with one ninety-minute lesson a week) and is also suitable for compact and intensive courses. The aims of the course English Network Tourist aims to give students the knowledge, skills and confidence that they need to communicate effectively in English in typical holiday situations. In order to achieve these aims, the coursebook includes the following: systematic training of essential travel related language functions such as giving personal details, making and reacting to suggestions, telephoning, using times and dates, ordering food and drink, making complaints, buying travel tickets, booking hotels, asking for information, etc. comprehensive coverage of essential holiday vocabulary in areas such air and train travel, tourist attractions and sightseeing, food and drink, clothes, the weather, health, money, hotels, etc. revision of basic language structures at a lower intermediate level. regular practice in the skills of listening, speaking, writing and reading. Through the Language and culture texts and the Tourist tip on the Selfstudy pages, learners are given useful information about the customs and lifestyles of various English-speaking countries as well as practical advice for everyday situations. Components of the course The English Network Tourist course consists of the following components: The coursebook (Student s Book) Best.-Nr (incl. Pocket Tourist) Pocket Tourist, a compact phrasebook containing a grammar overview and language function summaries from each unit, can be used in the classroom in conjunction with the coursebook and, thanks to its handy format, can also be taken on holiday and used as a phrasebook or for easy reference to functional language or grammar. The Teacher s Book Best.-Nr This book contains a comprehensive introduction and a unit-by-unit commentary. The commentary gives ideas on how to use the material, along with some background information, keys and Further practice material. It also provides a Resource bank which contains extra classroom material. The Teacher s Book includes the tapescripts of all recorded material on the classroom unit pages. The cassette Best.-Nr The CD Best.-Nr The audio cassette or audio compact disc contains all the recorded material that is intended for use in the classroom and in Selfstudy phases: dialogues, pronunciation and listening comprehension exercises. Each of these recordings is identified by the symbol. Course schedules The material in English Network Tourist has been designed for flexible use in courses with between 12 and 15 ninety-minute lessons. In a 12 lesson course, you can complete each of the 12 units. In a longer course, you could, in addition, work with some of the optional material: the First lesson and Last lesson (both contained in this Teacher s Book); and / or the three Highlights pages and three episodes of The Adventures of Ivor Problem and Annie Mergency (both in the coursebook). In an intensive course with more than 15 ninety-minute lessons, the Selfstudy pages can also be used selectively for classroom work (see p. 10). The unit commentary also contains references to extra material in the Resource bank at the back of the Teacher s Book and to appropriate materials from Activity Packs 1 and 2 (Bestellnr and ) The English Network Tourist coursebook contains not only the complete classroom material, but also a built-in workbook in the form of Selfstudy pages. The tapescripts of the recorded material on the Selfstudy pages are at the end of the coursebook. 4 Introduction The English Network Tourist coursebook consists of three parts, the main unit section, a shorter section with further classroom exercises (Weitere Übungen zum Unitteil), and the Appendix (Anhang). Unit section The twelve units in the coursebook are connected by a storyline. The story is divided into three parts, each part being set in a different country. At the beginning of each part you ll find a picture page, which introduces the general theme: Units 1 4: Welcome to Scotland. Liz and Rolf arrive from Germany in Edinburgh to stay with Katy, their daughter, and Sam, Katy s boyfriend. During their visit, they see Edinburgh, go on a guided tour of a distillery and make an excursion to Loch Ness. Units 5 8: Welcome to Australia. Katy and Sam travel to Sydney, where Sam attends a medical conference. Afterwards they spend a short holiday there and, among other things, climb Sydney Harbour Bridge and go on a balloon trip over the Blue Mountains. Units 9 12: Welcome to Hong Kong. On the return journey to Britain, Katy and Sam stop over in Hong Kong for sightseeing and shopping. On the flight to Heathrow, Sam asks Katy to marry him. Each unit is a double-page spread designed for a ninetyminute lesson, and includes some or all of the following features: a Starter activity; Coursebook design a printed dialogue or reading text to introduce language material; the dialogues are all recorded; comprehension and vocabulary exercises; a Remember box which focuses on a grammar point; functional practice and grammar exercises; at the end of each unit there is also a page reference to the corresponding exercises in the Language Focus section in Pocket Tourist; And now you, an information exchange activity to practise new language functions; a listening comprehension activity; a Talk about it activity, which gives students the chance to make use of what they have just been learning. Each unit is followed by a Selfstudy section, a doublepage spread with a light green background to signal that it is to be done mainly at home. The Selfstudy pages, which revise and consolidate the material presented in the unit, have instructions in German to enable students to work comfortably without the help of a teacher. They contain some or all of the following features: Activity 1 is a gap-fill exercise in a text which provides theme-related cultural, geographical or tourist information; self-correctable exercises on functions, vocabulary and grammar; listening comprehension and repetition exercises; a short Language and culture text with information about customs and lifestyle; a brief Tourist tip with practical advice. In intensive courses, the Selfstudy material can also be used in the classroom (see p. 10 in the Teaching a unit section below). Following Units 4, 8 and 12, there is an optional fourpage Highlights section. Highlight 1 focuses on the USA, Highlight 2 on South Africa, and Highlight 3 on Jamaica. Each section contains colourful pictures and informative, easy-to-read texts about the country in focus. There is also a Language Corner, which deals with specific features of the English spoken in each of the three countries; and a Puzzle Corner, a game-like test of students knowledge of these countries. After each Highlight, there is a further optional feature a one-page episode in The Adventures of Ivor Problem and Annie Mergency. These light-hearted tales with the cartoon figures, Ivor and Annie, deal with the kind of mishaps which can arise during holidays and provide students with vocabulary and phrases for use in such situations. Both of these optional features have been designed so that they can be used either in the classroom or by students working at home. Further classroom activities Several units contain special activities which give students classroom practice of functional language. In each case, there is a page reference to the activity, which can be found at the back of the coursebook. There are two main types of activity: Pairwork (Partneraufgaben): Partner A and Partner B process and exchange information which they find on different pages. Games: two or three partners go to the same page to play a language game. On p. 44 there is also an Internet project on horoscopes, the first part of which can be done in the classroom without access to the Internet. Appendix The appendix contains the following items designed to encourage learner autonomy: an answer key to the Selfstudy exercises. 5 English Network Tourist Teacher s Book tapescripts of the recordings from the Selfstudy section. a guide to the International Phonetic Alphabet. an alphabetical Dictionary section. Each word in the Dictionary is listed with its pronunciation and a German translation, and a reference to the unit it first appeared in. In the case of passive (receptive) vocabulary, these listings are in italics. The words on the A1 list of the European Language Certificate are marked with an asterisk. a list of the People and places mentioned in the book, with a phonetic transcription of each. Additional activities While the coursebook and the CD / cassette contain complete material for the course, the Teacher s Book gives additional suggestions for further practice activities (under the Option heading in the unit commentaries). Under the heading If time permits, at the end of the Lesson notes for each Step, you will find references to two further sources of material for extra practice: the Resource bank at the back of this Teacher s Book (pp ) and English Network Activity Packs 1 and 2. These Activity Packs (Bestell-Nr and ) provide a collection of photocopiable supplementary materials. Symbols, abbreviations and headings used in the Teacher s Book Texts and exercises with this symbol can be found on the Text-CDs / cassettes. The numbers refer to the numbers of the tracks on the CDs. The Selfstudy texts are printed in the appendix of the Student s Book in the Tapescript Selfstudy section. TS: Tapescript. The tapescripts of the recorded material on the CDs / cassettes can be found in this Teacher s Book on pp Here you can find the solutions to exercises. 6 Teaching a unit Teaching a unit in English Network Tourist Before the lesson extra material If possible, check the Lesson notes at home before each lesson. This will give you a chance to decide if you wish to bring any extra material to your class. We occasionally suggest optional activities for which you will need cards. In addition, you will need to make photocopies for some of the Resource bank activities at the back of this book. You will also need photocopies if you decide to do any of the further practice activities from English Network Activity Pack 1 or 2. In some cases, however, explaining vocabulary or grammar in English would be complicated and timeconsuming. Here, it s best to rely on your own judgment. A sound guideline is: as much English as possible, but as much German as is necessary for clarity or to save time. This is the guideline followed in the coursebook. Most of the instructions for classroom activities are in English, because the teacher can help if students have difficulties. By contrast, the instructions in the Selfstudy sections are in German, because students will usually do these on their own at home. Before the lesson timing Each of the units in English Network Tourist is designed for one ninety-minute classroom lesson. Try to keep to this rhythm, so that students who miss a lesson will know exactly what you have done and which unit awaits them when they return. At the top of the Lesson notes for each unit, there is a timing suggestion. This is of course only approximate, as times can vary depending on the size of the group, the abilities of the students, etc. If you think you ll be able to do the lessons in good time, looking at the notes before the lesson will give you a chance to consider which of the suggested further practice activities you might like to do. If you find you have problems finishing a unit in ninety minutes, you could look at the tips on timing (p. 9). English the classroom language Students learn better by being in a social environment in which English is spoken. From the very beginning, make it clear to everyone that English is the classroom language. Encourage students to use English to greet each other when they arrive, and in general to communicate with you and other students, e.g. if they want to ask a question, borrow a dictionary, etc. As a rule, it is better for you, as the teacher, to use English for giving instructions, explaining vocabulary and grammar, checking answers and correcting errors. When using English for these purposes, try to control the speed at which you speak, but without sounding unnaturally slow. It is important that students understand you, but also that they get used to hearing English spoken at a normal speed. Unit language focus In each unit, there are four main language focuses a combination of functions and grammar. These are listed at the top of the Lesson notes for each unit. Each unit begins with a Starter, which leads into Activity 2, in which the functions and grammar are introduced by means of dialogues or texts. Activity 3 consolidates these language items, which are then practised in several further activities. Most of these activities take the form of pairwork or group work. The one or two grammar points per unit are dealt with in a largely functional way, e. g. Unit 1: Talking about routines and lifestyles, using the present simple. In each unit, there are also two Remember boxes, which give students tips about usage or remind them of some tricky aspect of the structure being focused on. At the end of each unit, there is a page reference to the Language Focus page in Pocket Tourist (see also p. 11), which contains brief fill-in exercises on each of the four language points. The exercises can be done in class to consolidate what has been taught but, as the exercises are self-correctable, they can be done at home as a lead-in to the Selfstudy exercises. At the top of the Selfstudy page there is a brief summary of the language covered in the classroom lesson. Starter activities These are brief warm-up activities designed to get each lesson off to a good start. They generally touch some of the functions or lexical items that will be dealt with later in the lesson, or prepare the ground for the grammar focus in the unit. Try to avoid spending more than ten minutes on the Starter. There is no need to give detailed explanations for any language problems that students might have, as these will be focused on later in the unit. 7 English Network Tourist Teacher s Book Activities 2 and 3 presenting and focusing on functions, vocabulary and structures In Activity 2, functions, vocabulary and grammatical structures are introduced either in a dialogue or in a text. Students are generally asked to listen or read for gist. The Lesson notes contain suggestions about how to prepare students for this activity, e. g. by pre-teaching key vocabulary, or by asking a few questions related to the topic. Activity 3 generally tests comprehension of the dialogue or text and / or focuses on language. This will require more selective, analytical listening / reading. Listening activities The dialogues are lively, lifelike exchanges, usually in a touristic setting. We recommend that students first listen with their books closed, as this is a realistic task which helps to develop listening skills. We would strongly advise against selecting students to act out dialogues for the rest of the class. This can be extremely time-consuming, and also excludes the majority of your students from an active role. It is generally more useful for students to invest their time in communication activities without relying so heavily on a printed text. But, if you wish to practise new functions or grammar, there is no harm in getting students to read a few of the key lines of a dialogue. If, however, you or your class would occasionally like to act out a dialogue, we suggest that you divide students into pairs or groups and get them to perform simultaneously. Reading activities In the reading activities, students will encounter various realistic texts, e. g. a distillery brochure, a car-hire form, a hotel guide, a postcard, etc. We recommend that students read the texts silently on their own the first time, so that everyone has the chance to practise this important skill. But students often want to read aloud, usually because they think this is the best way of having their pronunciation corrected. In fact, reading aloud often slows people down and impedes comprehension, both of the reader and the listeners. If necessary, point out to students that when on holiday they will often have to read a text silently, but seldom aloud. that you will have plenty of opportunities to correct their pronunciation in other activities. that reading silently gives everyone a chance to concentrate on the text and is therefore a more effective use of time. Students sometimes worry when they come across an item of vocabulary that they don t know. Point out that this will probably happen to them when they are abroad and that it isn t always necessary to understand every word in order to extract key information from a text. Encourage your students to try and do as many of the exercises as they can without looking up unknown words. Their confidence will grow when they see that this is often possible. Other recorded material In addition to the dialogues which introduce functions and grammar in s
Related Search
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks