english book 1 teacher 2015 - 2016

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TEACHER 1 ENGLISH.inddADVERTENCIA Un objetivo manifiesto del Ministerio de Educación es combatir el sexismo y la discriminación de género en la sociedad ecuatoriana y promover, a través del sistema educativo, la equidad entre mujeres y hombres. Para alcanzar este objetivo, promovemos el uso de un lenguaje que no reproduzca esquemas sexistas, y de conformidad con esta práctica preferimos emplear en nuestros documentos oficiales palabras neutras, tales como las personas (en lugar de los hombres) o el profesorado (en lugar de los profesores), etc. Sólo en los casos en que tales expresiones no existan, se usará la forma masculina como genérica para hacer referencia tanto a las personas del sexo femenino como masculino. Esta práctica comunicativa, que es recomendada por la Real Academia Española en su Diccionario Panhispánico de Dudas, obedece a dos razones: (a) en español es posible «referirse a colectivos mixtos a través del género gramatical masculino», y (b) es preferible aplicar «la ley lingüística de la economía expresiva» para así evitar el abultamiento gráfico y la consiguiente ilegibilidad que ocurriría en el caso de utilizar expresiones como las y los, os/as y otras fórmulas que buscan visibilizar la presencia de ambos sexos.
PRESIDENTE DE LA REPÚBLICA Rafael Correa Delgado
MINISTRO DE EDUCACIÓN Augusto Espinosa Andrade
Viceministro de Educación
Primera Edición: Julio 2015
www.educacion.gob.ec
La reproducción parcial o total de esta publicación, en cualquier forma y por erpmeis aditimrep átse ,ocinórtcele o ocinácem oidem reiuqlauc
y cuando se cite correctamente la fuente.
DISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA
Subsecretaria de Fundamentos Educativos María Brown Pérez
Directora Nacional de Currículo Nancy Carrillo Sánchez
Subsecretaria de Administración Escolar José Ramos
Directora Nacional de Comunicación Social María Lorena Portalanza Zambrano
Marcelo Salazar Ch. Diseño Gráco
TEACHER´S BOOK- LEVEL 1
ISBN: 978-9942-18-278-4
Karen Navarrete Soria
Author Jorge Enrique Muñoz Oyola He holds a B.A. degree in Spanish-English teaching from Universidad Pedagógica Nacional, Bogotá, Colombia, and an M.A. in Applied Linguistics for the teaching of English as a Foreign Language from Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. He has published academic articles in indexed journals regarding code-switching, writing, cognitive skills, and materials design. Currently, he is a full-time professor in the Undergraduate Program in Teaching English as a Foreign Language at Universidad de San Buenaventura, Bogotá, Colombia.
Consulting Reviewer
B.A. in English, State University of Georgia, USA. M.A. in Education, Alabama University, USA. Freelance teacher of English and editorial consultant.
Market Research Cristina Villamil
Audio Producer Juan Carlos Jaramillo
Editorial Director, Ana María Rojas F. Editor, Carlos Sanabria Páez Assistant Editor, Ángela Sierra Galvis Proofreader, Andrea Peña Art Director, Wilson Ardila Díaz Cover Designer, Leonardo Rivas Agudelo Cover Illustrator, Carmelo Vergara Photomontage Artists, Leonardo Rivas Agudelo, Liliana Páez, Luis Miguel Beleño Designers, Leonardo Rivas Agudelo, María Claudia Re- bolledo Gómez Illustrators, Carmelo Vergara, Ginna Mora, Luisa Uribe, John Joven, Germán Gutiérrez, Edwin Cruz, Diego Agudelo Photography, Shutterstock®
Depósito legal
ADVERTENCIA Un objetivo manifiesto del Ministerio de Educación es combatir el sexismo y la discriminación de género en la sociedad ecuatoriana y promover, a través del sistema educativo, la equidad entre mujeres y hombres. Para alcanzar este objetivo, promovemos el uso de un lenguaje que no reproduzca esquemas sexistas, y de conformidad con esta práctica preferimos emplear en nuestros documentos oficiales palabras neutras, tales como las personas (en lugar de los hombres) o el profesorado (en lugar de los profesores), etc. Sólo en los casos en que tales expresiones no existan, se usará la forma masculina como genérica para hacer referencia tanto a las personas del sexo femenino como masculino. Esta práctica comunicativa, que es recomendada por la Real Academia Española en su Diccionario Panhispánico de Dudas, obedece a dos razones: (a) en español es posible «referirse a colectivos mixtos a través del género gramatical masculino», y (b) es preferible aplicar «la ley lingüística de la economía expresiva» para así evitar el abultamiento gráfico y la consiguiente ilegibilidad que ocurriría en el caso de utilizar expresiones como las y los, os/as y otras fórmulas que buscan visibilizar la presencia de ambos sexos.
PRESIDENTE DE LA REPÚBLICA Rafael Correa Delgado
MINISTRO DE EDUCACIÓN Augusto Espinosa Andrade
Viceministro de Educación
Primera Edición: Julio 2015
www.educacion.gob.ec
La reproducción parcial o total de esta publicación, en cualquier forma y por erpmeis aditimrep átse ,ocinórtcele o ocinácem oidem reiuqlauc
y cuando se cite correctamente la fuente.
DISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA
Subsecretaria de Fundamentos Educativos María Brown Pérez
Directora Nacional de Currículo Nancy Carrillo Sánchez
Subsecretaria de Administración Escolar José Ramos
Directora Nacional de Comunicación Social María Lorena Portalanza Zambrano
Marcelo Salazar Ch. Diseño Gráco
TEACHER´S BOOK- LEVEL 1
ISBN: 978-9942-18-278-4
Karen Navarrete Soria
Author Jorge Enrique Muñoz Oyola He holds a B.A. degree in Spanish-English teaching from Universidad Pedagógica Nacional, Bogotá, Colombia, and an M.A. in Applied Linguistics for the teaching of English as a Foreign Language from Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. He has published academic articles in indexed journals regarding code-switching, writing, cognitive skills, and materials design. Currently, he is a full-time professor in the Undergraduate Program in Teaching English as a Foreign Language at Universidad de San Buenaventura, Bogotá, Colombia.
Consulting Reviewer
B.A. in English, State University of Georgia, USA. M.A. in Education, Alabama University, USA. Freelance teacher of English and editorial consultant.
Market Research Cristina Villamil
Audio Producer Juan Carlos Jaramillo
Editorial Director, Ana María Rojas F. Editor, Carlos Sanabria Páez Assistant Editor, Ángela Sierra Galvis Proofreader, Andrea Peña Art Director, Wilson Ardila Díaz Cover Designer, Leonardo Rivas Agudelo Cover Illustrator, Carmelo Vergara Photomontage Artists, Leonardo Rivas Agudelo, Liliana Páez, Luis Miguel Beleño Designers, Leonardo Rivas Agudelo, María Claudia Re- bolledo Gómez Illustrators, Carmelo Vergara, Ginna Mora, Luisa Uribe, John Joven, Germán Gutiérrez, Edwin Cruz, Diego Agudelo Photography, Shutterstock®
Depósito legal
Viewpoints is a highschool series of English text books whose main purpose is to introduce students to English and its culture through a variety of activities and projects intended to tap into students’ real lives and expectations. The series also intends to show learners the variety of topics and subjects through which they can learn English not only as a language, but also as a vehicle to learn information from areas such as social studies, natural science and popular culture. Furthermore, Viewpoints makes an important contribution to education by proposing discussions about values and providing learners with academic and citizenship tools to apply to their school life and their adulthood.
Objectives and Characteristics
The series is organized around a number of units whose goals and standards mirror those of internationally
and sequential syllabus which allows teachers to build students’ language competences on previous work, in the areas of content and language skills. Besides the work in the areas of linguistic competence, the units are designed to contribute to students’ cognitive and social development.
I. General Description Language-wise, each book of the series contains six
are explored through listening, speaking, reading and writing activities, together with the construction of both vocabulary and grammar skills. The treatment of these language components is also aided by the formulation of a number of strategies aimed at giving students tools to advance through their independent learning.
B. Rationale
The series takes into consideration the fact that students already possess a wealth of knowledge in their L1 (Spanish), so the teacher’s job is to provide the language input for students to be able to build on them in their L2 (English).
In regards to students’ social development, the series promotes language activities oriented towards students’ language practice in real settings. Many of the activities are structured around sample dialogs from which students build a repertoire of vocabulary and language expressions that they can use as a framework for further practice. Besides the activities based on the role-play of dialogs, students also carry out collaborative projects and information gap activities to maximize their chances of interaction using the language input.
III
Viewpoints is a highschool series of English text books whose main purpose is to introduce students to English and its culture through a variety of activities and projects intended to tap into students’ real lives and expectations. The series also intends to show learners the variety of topics and subjects through which they can learn English not only as a language, but also as a vehicle to learn information from areas such as social studies, natural science and popular culture. Furthermore, Viewpoints makes an important contribution to education by proposing discussions about values and providing learners with academic and citizenship tools to apply to their school life and their adulthood.
Objectives and Characteristics
The series is organized around a number of units whose goals and standards mirror those of internationally
and sequential syllabus which allows teachers to build students’ language competences on previous work, in the areas of content and language skills. Besides the work in the areas of linguistic competence, the units are designed to contribute to students’ cognitive and social development.
I. General Description Language-wise, each book of the series contains six
are explored through listening, speaking, reading and writing activities, together with the construction of both vocabulary and grammar skills. The treatment of these language components is also aided by the formulation of a number of strategies aimed at giving students tools to advance through their independent learning.
B. Rationale
The series takes into consideration the fact that students already possess a wealth of knowledge in their L1 (Spanish), so the teacher’s job is to provide the language input for students to be able to build on them in their L2 (English).
In regards to students’ social development, the series promotes language activities oriented towards students’ language practice in real settings. Many of the activities are structured around sample dialogs from which students build a repertoire of vocabulary and language expressions that they can use as a framework for further practice. Besides the activities based on the role-play of dialogs, students also carry out collaborative projects and information gap activities to maximize their chances of interaction using the language input.
III5
1. Student Centeredness The authors of Viewpoints have designed our learning activities taking into account the theory of the Multiple Intelligences developed by Howard Gardner. This theory views learners as
typical activities found in the lessons that activate students’ minds and their abilities.
Intelligence Activities
Linguistic The ability to decode meaning and use words orally and in writing.
• Discussions and mini-debates • Reading and writing stories,
reports, reviews e-mails and • Inferring grammar rules
Logical and Mathematical The ability to use numbers, analyze data, understand abstract symbols, graphs,
relations.
• Classifying • Sequencing • Problem-solving activities
Bodily/ Kinesthetic The ability to use movements and gestures, when interacting, to express feelings and ideas using the body.
• Role plays • Games and contests
Interpersonal The ability to understand and interact with other people, establishing rapport and empathy.
• Projects • Group work • Games and contests

personal issues
music
Naturalist The ability to cope with the world outside of the classroom.
• Campaigns to become environmentally sensitive
Visual and Spatial The ability to understand and perceive spatial relationships and aspects such as shape, color and size.
• Drawing and interpreting maps and graphs
• Doing crossword puzzles
2. Teaching and Learning Approach
Viewpoints is based on an eclectic but informed series of ideas and constructs in language teaching and learning. However, Viewpoints has been developed taking B. Kumaravadivelu’s (2003) ideas into account. He clearly conceptualizes teaching as being enacted through the parameters of particularity, practicality, and possibility. Particularity has to do with the fact that teaching has to be responsive to particular contexts where teachers and learners are entitled to have their own ideas about learning. Practicality is related to the idea that teachers need to come to terms with the dichotomy of theory and
their own theories of language and teaching through their classroom practices. Lastly, the idea of Possibility has to do with the empowering of learners so that they can critically appraise both the social and historical conditions of their learning, and therefore pursue new forms of understanding and recreating reality.
Viewpoints also derives its theoretical foundations from task-based instruction, cooperative learning, cross-curricular studies and the cross-cultural approach to language teaching and learning. The main idea behind task-based learning is the fact that learners will be engaged in a series of real-life language tasks that will help them improve their language skills and enhance their world knowledge. The series approach also takes into consideration the situation of both teachers and students in EFL contexts. These textbooks therefore are aided by focused instruction especially in the areas of vocabulary and grammar as important building blocks
Cooperative learning is the basis of many of the activities in Viewpoints, since students need to adopt a variety of interaction patterns: individual, pair and group work. One of the highlights of each unit is the work students do progressively to create, develop and present a group project related to the topic of the unit. This project also involves the making of some sort of product that helps students use the language meaningfully when creating and presenting it.
In the design of other cooperative tasks, Viewpoints has also considered the ideas of Spencer Kagan (1994) who suggested the acronym PIES to stand for the basic principles of cooperative work, where P stands for Positive Interdependence, I is for Individual Accountability, E stands for Equal Participation, and S for Simultaneous Interaction. Positive Interdependence means that group members need be aware of the fact that there is no I in group work and that the group
Individual Accountability has to do with the responsibility that each member has to have for the success of the entire group’s project. Equal Participation calls for the idea of an inclusive group where all members are entitled to have a say regardless of the quality of their ideas or, in the case of language learning, their accuracy
Simultaneous Interaction has to do with the amount of participation that each member of the
Cross-curricular activities are among the most important features of Viewpoints since students are exposed to a wide variety of topics and activities from areas such as natural science, technology, social studies, literature, arts, etc. Consequently, students
to know in these subjects. For example, the use of timelines for historic or personal events and the use of graphs and tables to make sense of information in social studies or science.
The cross-cultural approach also runs through the entire series since students will be able to expand their intercultural awareness by studying topics in which they are able to see the contributions of
about family, school, and workplace interactions that appeal to a wide variety of communities since they are not necessarily related to English speaking countries or cultures.
V6
1. Student Centeredness The authors of Viewpoints have designed our learning activities taking into account the theory of the Multiple Intelligences developed by Howard Gardner. This theory views learners as
typical activities found in the lessons that activate students’ minds and their abilities.
Intelligence Activities
Linguistic The ability to decode meaning and use words orally and in writing.
• Discussions and mini-debates • Reading and writing stories,
reports, reviews e-mails and • Inferring grammar rules
Logical and Mathematical The ability to use numbers, analyze data, understand abstract symbols, graphs,
relations.
• Classifying • Sequencing • Problem-solving activities
Bodily/ Kinesthetic The ability to use movements and gestures, when interacting, to express feelings and ideas using the body.
• Role plays • Games and contests
Interpersonal The ability to understand and interact with other people, establishing rapport and empathy.
• Projects • Group work • Games and contests

personal issues
music
Naturalist The ability to cope with the world outside of the classroom.
• Campaigns to become environmentally sensitive
Visual and Spatial The ability to understand and perceive spatial relationships and aspects such as shape, color and size.
• Drawing and interpreting maps and graphs
• Doing crossword puzzles
2. Teaching and Learning Approach
Viewpoints is based on an eclectic but informed series of ideas and constructs in language teaching and learning. However, Viewpoints has been developed taking B. Kumaravadivelu’s (2003) ideas into account. He clearly conceptualizes teaching as being enacted through the parameters of particularity, practicality, and possibility. Particularity has to do with the fact that teaching has to be responsive to particular contexts where teachers and learners are entitled to have their own ideas about learning. Practicality is related to the idea that teachers need to come to terms with the dichotomy of theory and
their own theories of language and teaching through their classroom practices. Lastly, the idea of Possibility has to do with the empowering of learners so that they can critically appraise both the social and historical conditions of their learning, and therefore pursue new forms of understanding and recreating reality.
Viewpoints also derives its theoretical foundations from task-based instruction, cooperative learning, cross-curricular studies and the cross-cultural approach to language teaching and learning. The main idea behind task-based learning is the fact that learners will be engaged in a series of real-life language tasks that will help them improve their language skills and enhance their world knowledge. The series approach also takes into consideration the situation of both teachers and students in EFL contexts. These textbooks therefore are aided by focused instruction especially in the areas of vocabulary and grammar as important building blocks
Cooperative learning is the basis of many of the activities in Viewpoints, since students need to adopt a variety of interaction patterns: individual, pair and group work. One of the highlights of each unit is the work students do progressively to create, develop and present a group project related to the topic of the unit. This project also involves the making of some sort of product that helps students use the language meaningfully when creating and presenting it.
In the design of other cooperative tasks, Viewpoints has also considered the ideas of Spencer Kagan (1994) who suggested the acronym PIES to stand for the basic principles of cooperative work, where P stands for Positive Interdependence, I is for Individual Accountability, E stands for Equal Participation, and S for Simultaneous Interaction. Positive Interdependence means that group members need be aware of the fact that there is no I in group work and that the group
Individual Accountability has to do with the responsibility that each member has to have for the success of the entire group’s project. Equal Participation calls for the idea of an inclusive group where all members are entitled to have a say regardless of the quality of their ideas or, in the case of language learning, their accuracy
Simultaneous Interaction has to do with the amount of participation that each member of the
Cross-curricular activities are among the most important features of Viewpoints since students are exposed to a wide variety of topics and activities from areas such as natural science, technology, social studies, literature, arts, etc. Consequently, students
to know in these subjects. For example, the use of timelines for historic or personal events and the use of graphs and tables to make sense of information in social studies or science.
The cross-cultural approach also runs through the entire series since students will be able to expand their intercultural awareness by studying topics in which they are able to see the contributions of
about family, school, and workplace interactions that appeal to a wide variety of communities since they are not necessarily related to English speaking countries or cultures.
V7
C. Lesson Planning
Lesson planning is perhaps one of the most fundamental aspects that contribute to learning. Teachers have the responsibility to create conditions for students to get the most out of…