english book 2 teacher 2015 - 2016
TRANSCRIPT
TEACHER 2 ENGLISH.inddViewpoints is a highschool series of English textbooks 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.
Viewpoints is a highschool series of English textbooks 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.
5
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.
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
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
Intrapersonal we are and how to cope with personal feelings.
Self-evaluations Talking about community and personal issues
Musical The ability to feel music and rhythm.
Tapping the rhythm Listening to stress, rhythm and 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
IV6
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.
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
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
Intrapersonal we are and how to cope with personal feelings.
Self-evaluations Talking about community and personal issues
Musical The ability to feel music and rhythm.
Tapping the rhythm Listening to stress, rhythm and 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
IV 7
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 the language lessons. Thus, the lessons in the units follow predictable structure, namely Warm Up, Presentation, Practice, and Application.
1. WARM UP The purpose of the Warm Up stage is to assess students’ prior knowledge, so that they become aware that they also have a lot of ideas to contribute to the class. Nevertheless, the teacher has to be prepared to start building either the content or vocabulary that students will encounter throughout the unit. Teachers are always encouraged to assess students’ knowledge through activities such as short discussions, looking at pictures or talking about students’ prior experiences.
2. PRESENTATION The Presentation stage is intended to get students familiar with either the vocabulary or the grammatical aspects in each of the lessons. The presentation introduces the context where students will use the language for most of the lesson’s activities.
3. PRACTICE Each unit has several moments of Practice. One of the aims of the series is to work towards skill integration. Consequently, students will have plenty of chances to be exposed to the language input through listening and reading, and to use the newly learned language
of texts. Besides the integration of language skills, Viewpoints promotes cognitively challenging activities so that students are encouraged to have a problem- solving attitude towards language learning.
4. APPLICATION Most lessons end up in a moment of Application so
learning contexts. One of the most important ideas in the application activities is that students have the chance to make personal connections with learning. Consequently, the idea that language is much more
the idea of social relationships, which is a constant in every unit.
5. EXTRA IDEAS Many lessons can be enhanced by the suggestions given in the Extra Ideas section. The books in the series are always promoting teacher and student involvement and further practice by suggesting new scenarios for learning, such as practical activities or the use of online resources.
8
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 the language lessons. Thus, the lessons in the units follow predictable structure, namely Warm Up, Presentation, Practice, and Application.
1. WARM UP The purpose of the Warm Up stage is to assess students’ prior knowledge, so that they become aware that they also have a lot of ideas to contribute to the class. Nevertheless, the teacher has to be prepared to start building either the content or vocabulary that students will encounter throughout the unit. Teachers are always encouraged to assess students’ knowledge through activities such as short discussions, looking at pictures or talking about students’ prior experiences.
2. PRESENTATION The Presentation stage is intended to get students familiar with either the vocabulary or the grammatical aspects in each of the lessons. The presentation introduces the context where students will use the language for most of the lesson’s activities.
3. PRACTICE Each unit has several moments of Practice. One of the aims of the series is to work towards skill integration. Consequently, students will have plenty of chances to be exposed to the language input through listening and reading, and to use the newly learned language
of texts. Besides the integration of language skills, Viewpoints promotes cognitively challenging activities so that students are encouraged to have a problem- solving attitude towards language learning.
4. APPLICATION Most lessons end up in a moment of Application so
learning contexts. One of the most important ideas in the application activities is that students have the chance to make personal connections with learning. Consequently, the idea that language is much more
the idea of social relationships, which is a constant in every unit.
5. EXTRA IDEAS Many lessons can be enhanced by the suggestions given in the Extra Ideas section. The books in the series are always promoting teacher and student involvement and further practice by suggesting new scenarios for learning, such as practical activities or the use of online resources.
9
II. Series Components The series authors, editors and developers are well aware of the fact that students need constant exposure to the language as well as to a variety of exercises and evaluations. For this reason, the series has a Student’s Book, a Teacher’s Guide, an audio CD (within the student’s book) and two audio CDs for the teacher. A workbook, tests and online support activities will soon be available.
A. Students’ Book Structure
Each book begins with a Scope and Sequence which describes each of the six main units in the book. Additionally, there is a Review Unit at the beginning of each book, where students are given another opportunity to practice some of the contents and the language aspects studied in the previous book.
1. Unit Opening Page Each unit begins with a description of the unit contents as well as a number of illustrations and questions. They help to activate students’ background knowledge. At the same time, they provide an opportunity for
within a collaborative atmosphere.
2. Lessons 1-2 Grammar and Vocabulary Each unit has four lessons in which to develop the unit topic. Lessons 1 and 2 are meant to introduce the vocabulary and grammatical structures, which students are able to process through listening, speaking, reading and writing activities.
UNIT
Out of this world
The place is packed
Take place
Project
1
Diverse Customs1. Complete the text with the corresponding country. Use the Word Bank. Then, listen and check.
2. Complete the box using the Word Bank.
(a) greet
(b)…
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.
Viewpoints is a highschool series of English textbooks 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.
5
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.
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
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
Intrapersonal we are and how to cope with personal feelings.
Self-evaluations Talking about community and personal issues
Musical The ability to feel music and rhythm.
Tapping the rhythm Listening to stress, rhythm and 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
IV6
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.
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
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
Intrapersonal we are and how to cope with personal feelings.
Self-evaluations Talking about community and personal issues
Musical The ability to feel music and rhythm.
Tapping the rhythm Listening to stress, rhythm and 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
IV 7
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 the language lessons. Thus, the lessons in the units follow predictable structure, namely Warm Up, Presentation, Practice, and Application.
1. WARM UP The purpose of the Warm Up stage is to assess students’ prior knowledge, so that they become aware that they also have a lot of ideas to contribute to the class. Nevertheless, the teacher has to be prepared to start building either the content or vocabulary that students will encounter throughout the unit. Teachers are always encouraged to assess students’ knowledge through activities such as short discussions, looking at pictures or talking about students’ prior experiences.
2. PRESENTATION The Presentation stage is intended to get students familiar with either the vocabulary or the grammatical aspects in each of the lessons. The presentation introduces the context where students will use the language for most of the lesson’s activities.
3. PRACTICE Each unit has several moments of Practice. One of the aims of the series is to work towards skill integration. Consequently, students will have plenty of chances to be exposed to the language input through listening and reading, and to use the newly learned language
of texts. Besides the integration of language skills, Viewpoints promotes cognitively challenging activities so that students are encouraged to have a problem- solving attitude towards language learning.
4. APPLICATION Most lessons end up in a moment of Application so
learning contexts. One of the most important ideas in the application activities is that students have the chance to make personal connections with learning. Consequently, the idea that language is much more
the idea of social relationships, which is a constant in every unit.
5. EXTRA IDEAS Many lessons can be enhanced by the suggestions given in the Extra Ideas section. The books in the series are always promoting teacher and student involvement and further practice by suggesting new scenarios for learning, such as practical activities or the use of online resources.
8
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 the language lessons. Thus, the lessons in the units follow predictable structure, namely Warm Up, Presentation, Practice, and Application.
1. WARM UP The purpose of the Warm Up stage is to assess students’ prior knowledge, so that they become aware that they also have a lot of ideas to contribute to the class. Nevertheless, the teacher has to be prepared to start building either the content or vocabulary that students will encounter throughout the unit. Teachers are always encouraged to assess students’ knowledge through activities such as short discussions, looking at pictures or talking about students’ prior experiences.
2. PRESENTATION The Presentation stage is intended to get students familiar with either the vocabulary or the grammatical aspects in each of the lessons. The presentation introduces the context where students will use the language for most of the lesson’s activities.
3. PRACTICE Each unit has several moments of Practice. One of the aims of the series is to work towards skill integration. Consequently, students will have plenty of chances to be exposed to the language input through listening and reading, and to use the newly learned language
of texts. Besides the integration of language skills, Viewpoints promotes cognitively challenging activities so that students are encouraged to have a problem- solving attitude towards language learning.
4. APPLICATION Most lessons end up in a moment of Application so
learning contexts. One of the most important ideas in the application activities is that students have the chance to make personal connections with learning. Consequently, the idea that language is much more
the idea of social relationships, which is a constant in every unit.
5. EXTRA IDEAS Many lessons can be enhanced by the suggestions given in the Extra Ideas section. The books in the series are always promoting teacher and student involvement and further practice by suggesting new scenarios for learning, such as practical activities or the use of online resources.
9
II. Series Components The series authors, editors and developers are well aware of the fact that students need constant exposure to the language as well as to a variety of exercises and evaluations. For this reason, the series has a Student’s Book, a Teacher’s Guide, an audio CD (within the student’s book) and two audio CDs for the teacher. A workbook, tests and online support activities will soon be available.
A. Students’ Book Structure
Each book begins with a Scope and Sequence which describes each of the six main units in the book. Additionally, there is a Review Unit at the beginning of each book, where students are given another opportunity to practice some of the contents and the language aspects studied in the previous book.
1. Unit Opening Page Each unit begins with a description of the unit contents as well as a number of illustrations and questions. They help to activate students’ background knowledge. At the same time, they provide an opportunity for
within a collaborative atmosphere.
2. Lessons 1-2 Grammar and Vocabulary Each unit has four lessons in which to develop the unit topic. Lessons 1 and 2 are meant to introduce the vocabulary and grammatical structures, which students are able to process through listening, speaking, reading and writing activities.
UNIT
Out of this world
The place is packed
Take place
Project
1
Diverse Customs1. Complete the text with the corresponding country. Use the Word Bank. Then, listen and check.
2. Complete the box using the Word Bank.
(a) greet
(b)…