REPUBLIC OF TUNISIA Soooy Ministry of Education and Training Perform through English First Year Secondary Education Teacher’s Book a bee _ Oy pk @ # Ben Abdallah Mohamed Béji Mohamed Fethi Senior Inspector Senior Inspector National Pedagogic CentrePerform through English 3 FOREWORD The major function of the present Teacher's Book is to shed some light on the coher- ence that should exist between the “what” as presented in the Student's Book and the varied and flexible ways of using principled, if somehow creative and personal, teaching practices. C.B.I., which the book is meant to serve, presupposes recursive exposure to manipula- tion and use of language so as to achieve tangible speech acts underpinning any kind of com- ‘munication. The Student's Book provides opportunities to cover the different components of the targeted competencies that is constructing meaning and communicating. However, achieving this goal requires awareness on the part of the teacher and the learner of the ulti- ‘mate results to be sought. In other words, language is to be practised not only as a subject ‘matter but also as a means for appropriate self expression with adherence to the social code and the cultural background of the learner. The achievement of this objective through English Will, hopefully, contribute to the overall development of the learner as a human being. One of the ways of implementing C.B.1. and evaluating its results could consist in creat- ing the appropriate conditions for the learners to keep a portfolio, a jounalog or a diary. In order to convey these products a more coherent aspect, one could go further and ask the learners, at this level, to produce a story. This does not preclude production of other types. Learners could be given the choice to produce, individually or in groups the targeted piece of writing. One could even suggest that one of the 2 working modes is exclusive in the sense that, to produce a piece of writing, one may have to consult and cooperate with peers. Before engaging the learners in the process of producing their project, they should be given the following information: * The long term objectives of studying English this year is to produce a story individu- ally, in pairs or in groups. An exhibition will be held at the end of the year and learn- ers will select the projects that best reflect hard work, progress and quality. This Project will hopefully give the learners a sense of direction and achievement. It will also enable them to plan for the future. * Apart from the lessons in which specific hints for achieving this goal are given, !eamers can draw on any other lesson in the textbook to enrich and refine their pro- ject. * Although the project will be somehow assessed, it is not meant for conventional evaluation. Feedback may be provided but no grades will be allotted. * As any other real life project, the project will follow the same wandering path as that taken by writers. In other. words, it shouldn't be tackled in a linear way and learners should feel free to refer back to previous activities to reshape and refine their work. * Although project work goes beyond language in that it is not just another set of language exercises, itis to be considered as the opportunity for language acquis tion in a structured way for a major communicative purposePerform through English 4 * learners should be reminded that while doing their project, they may draw on other subjects and ask their teachers for clarification if the need arises * Because of the very personal aspect of projects in general, learners are not ex- pected to produce similar work. in other words, there could be as many different pleces of writing as there are (groups of) learners. Variety in this respect is actually to be sought and encouraged. However, as far as the final form is concerned all leamers should refer to the characteristics and components of a story specified in the Getting Started lesson. We believe that pronunciation is to be taught each time there is a real need for that. Presenting a preset exercise based on hypothetical weaknesses of the learner is risky and somehow pointless because no one can predict for sure what weaknesses the learners may actually have. The alternative we suggest consists in helping learners identify their own weak- nesses by listening to the recording of the targeted vocabulary, identifying the words they al- ready pronounce correctly and repeating only those items they have problems with. The objective of the “Check what you have learnt today” table at the end of almost each lesson is twofold. First, it will help the learners recapitulate the salient aspects dealt with in every specific lesson. Second, it will develop in the leamers the ability to engage in self evaluation for formative purposes. This will be another way of making the learners responsi- ble for their own learning. ‘The objective of the “It’s your turn to ask the questions” at the end of lessons 7, 40, 16, 22 and 27 is very much similar in that it will lead the learners to revise what has been taught and select the most salient items of the lesson. Furthermore, it will provide the learn- ers with the opportunity to act as teachers and use questioning techniques. The first 5 lessons are meant for revision. Their purpose is to cater for specific weak- nesses that some learners in our heterogeneous classes may have. They should be viewed and dealt with as a comer stone without which further progress through the book could be hampered, An obvious conclusion of what has been said is that no specific timing can be pre- scribed for covering these lessons. Indeed, deciding when on lesson should stop and another begin should depend on how well the material has been mastered by the learners. The “Specific Hints” provided with each lesson should be viewed as possible ways of implementing the Competency Based Approach to teaching. For that reason, they should be seen in relation to one another not only in the individual lessons but also in the textbook as a whole. We hope that the Teacher's Book will sensitize the practitioners to the need for dealing with the materials in the textbook in accordance with the development of the aforementioned competencies. The authors.Perform through English VOCABULARY? LESSON 1 TITLE _| Getting to know each other ie * Give / ask for personal information COMPETENCY | « Work in pairs COMPONENTS? | « Select information Compare dee FUNCTIONS? _ | Asking for / giving information about self is Grammar? | ° WH questions attitude- favourite- hobby- introduce- occupation- plan (n)- tall- weigh- affect- artist- become- collect- detall- exchange (v)- famous- find out leader- personal- polite- previous- report (v)= role scientist source- subject-success SPECIFIC HINTS 4. In the Pair Work activity, the question about attitude towards English may require further clarifications. Learners are ex- pected to say whether they like English or hate it, whether they find it difficult or easy and / or whether they consider it useful | or not. 2. In the Pair Work activity again, the learner may find it difficult to formulate the questions about one nice / bad thing that characterizes his / her partner. A phrase like “Can you give an example of one nice / bad thing about you?" might help. 3. In the Group Work activity, the questions “Who is / was this person", “What was he / she famous for?” or “Why was he / she famous?” shouldn't be asked. In fact, learners should be encouraged to ask “Yes / No questions” and avoid “WH ques- tions” 4. Project Work: as suggested in the title, the learners are not ex: pected to hand in a written biography or report back to the class the following session. Encourage learners to take their time to gather and select information, to write different drafts and to hand in their work only if they wish and at any time it is ‘convenient to them. + Throughout the present Teacher's Manuel, components ofthe first competeney (constructing meaning) are preceded by the icon while components of the second competency (communicating) are preceded by the icon ? New functions, grammar structures and lexical items are in bold type.Perform through English 5. Obviously, pronunciation should be catered for throughout the lesson but we strongly recommend you get the learners to lis- ten to the recording of the words listed in the vocabulary box above and write down the words they understand. This will en- hance their pronunciation, spelling and ability to apprehend English sounds. The second stage would consist in having the leamers practise, through repetition for example, the words whose pronunciation they aren't sure about. 6. Make sure you have enough time at the end of the lesson to | refer learners to the self evaluation table and suggest ideas, functions, grammar patterns or vocabulary items that appear in the lesson and which may be new to them, LESSON 2 TITLE _| We've made it to the top = pers Sean for specific information COMPETENCY oScan for Soformiaticn oe more than one point COMPONENTS: ‘Transfer information into a table Guess the meaning of unfamiliar words from context | eReinvest vocabulary to solve a puzzle me * Narrating past events |__FUNGTIONS,, | Talkingabout eneaatt GRAMMAR _| Irregular verbs abroad- agency- ambitious- check- come true- do well- dozen- Vocautary | fea (v& n)-fizz- grow- Import (v)- leave- lose- make it- mis- take- office record (n)- record (v)- sadly- self-confident- share (v)~ spring (a)- tiny- top (n)- travel- SPECIFIC HINTS, Activity 4 Questions 2 and 3 overlap in that the former focuses on grammar | while the latter is meant as a review or consolidation of the mean- ing of the targeted verbs. | Activity 2 4. When dealing with the true or false statements, it is important to show learners how to proceed. First, they have to decide whether the statement is true or false. Second, they should | identify the part of the statement that is true or false. Third, | __they should refer back to the text to find the words, phrases,Perform through English clauses or even sentences that convey the same meaning if they have decided that the statement is true and the opposite meaning if they have decided that the statement is false. F- nally, they should use those very words, phrases, clauses or sentences to justify their answers. The first statement for in- stance is false because of the phrase “poor family”. When re- ferring back to the text, the clause “My father had a dozen shops” can be identified as conveying the opposite of “poor | family’ and can therefore be used as full sentence to justify one’s answer. Similarly, the word “ambitious” in the fourth statement is true: the clause "Tony shared those dreams” con- veys the same meaning and can be used as a sentence to jus- tify one’s answer. one: “Now, my dream has come true.” However, it is worth drawing the learners’ attention to the fact that “to have one’s dreams come true” and “to make it to the top” are not syno- nym expressions. Not all people dream about financial success. | Activity 3 | The crossword puzzle is likely to be the first puzzle learners try to | solve. Use items 4 across and 2 down to show learners how to pro- | ceed, | Pronunciation | A pronunciation exercise (see lesson 1) can be administered once the crossword puzzled corrected. This will pave the way to the self evaluation table at the end of the lesson. Help the learners fill in this table but allow them more freedom this time to make their answers more genuine. | 2. The sentence that best explains the title is obviously the last | | LESSON 3 TITLE “Queen of Soul al scan for specific information o distinguish main idea COMPETENCY | « evaluate information or ideas COMPONENTS | « work in pairs * reinvest new words and expressions * express tentative statements of opinionPerform through English FUNCTIONS ¢ Enquire about others ‘opinion(s) © Asking for others’ opinions * Expressing one’s opinion GRAMMAR. Sea © Present simple ¢ Simple past ¢ Present perfect VOCABULARY achieve - ambition- avoid- award\n)—believe-brilliant- career- chart-(earn’ effect- expect-/fame-fortune hit (n)~ major- mar tal- move (v)- nor ion- public eyé= publicity- quit- reach— refuge- remain- residence- seek- separate- settle status- SPECIFIC HINTS Activity 4: 1. The name of the singer is pronounced *Chadeé”. 2. When correcting the exercise, It is essential to go beyond the answers and stress the strategies learners have to apply in or- der to get to the appropriate answers (identifying time markers, words or phrases expressing anteriority or simultaneity...). Thi Is a strong recommendation for embedding the answers in their context. Remember as well that a sound exploitation of mistakes can be an effective way of helping learners find the right answers. Stress particularly’ the formation of the present perfect and remind learners that, with irregular verbs, they have to refer to the list of irregular verbs at the end of the book to retrieve and hopefully memorize the past participle or EN form of those verbs. Activity 2: | 4. Elicit the phrases “marital status” and “place of residence” when setting question 1. Equivalent expressions like “where a person lives” and “whether a person is single, martied or di- vorced” are enough to help the learners answer the question. 2. Remind the learners of the procedure they have to follow in order to answer the second question (see lesson 2). Note that the simple past Is used in statement C because it refers to the specific time when the singer left school whereas the verb to prefer is in the simple present in the last statement because it expresses a general truth concerning the singer. 3. Question 4, a personal response question, can be answered orally or in writing, It can even be a starting point for a short piece of free writing in which the learner expresses his personal | thoughts about the issue. Allow him / her the freedom to hand |Perform through English 9 in his work if he /she wishes any time it is convenient or to add | * it to his / her portfolio or diary (see Foreword) Activity 3: | As it is the case with all activities involving pair / group work, the | purpose of this activity goes beyond language practice. It aims at developing the social skills specified within the cross-curricular competencies. | Activity 4: The spidergram exercise can be used as a smooth transition to a | pronunciation exercise (see lessons 1. and 2) which in turn should | lead to the self evaluation table. | LESSON 4 TITLE Everything to pay for ] oread for gist | scan for specific information compETeNcy | °2nsWer inference questions | COMPONENTS | ° 28 f0r/ giving information « make tentative statements of judgement | * compare select inform: nd reinvesting it in writing _ | FUNCTIONS __| Talking bout oneself and one’s family | beans ~ bright- childish - cherry- clap(v)- classical - compose - | concert- cooking- cousin - dull- enjoy-fill in - form- games - | eae | radually-grapes-grow up-grown-up (n)-instrument ~ look after =mainly- mind (v) ~ naughty - orchestra - pet - recipe ~ relation- ship - secret - shout at - sociable-sort of - spoil -sweets - | straight away - tune Activity 4: Note that the exercise is not meant to pre-teach vocabulary but rather to activate previous acquisitions. | Activity 2: | SPECIFIC HINTS | 4. This activity is a jigsaw reading activity in that learners have to pool information from different sources to convey meaning to a larger text. 2. When correcting pupils’ answers to the first question, it is es- sential to go beyond the answers and stress the strategiesPerform through English learners have to apply in order to get to the appropriate an- swers (whether the missing word is a noun, an adjective, an ad- verb or a verb, whether the noun required is singular or plural, whether the verb needed is. in the simple present or simple past...) Question 2 is an opportunity for learners to practise Yes/no and WH questions in a meaningful way. | 4, Provide equivalents or opposites of the words in the box (acting | a child; very intelligent; able to enjoy the company of oth- ers; rather stupid; nice) before asking learners to answer ques- | tion 3. We believe that incidental learning is a valid principle. Activity 3: Note that the paragraph learners are asked about themselves is not necessarily meant for formal evaluation. Furthermore, learners can insert what they write in their portfolios or diaries. They can also choose to write a paragraph about one of the characters of a story they develop throughout the year (See the lesson Before Get- ting Started). LESSON 5 TITLE It's all in the preparation ‘THE TAPESCRIPT | life. It's a good time being a teenager, much better than when my Section 1 ‘The most important thing to me is being healthy and able to enjoy mother was a teenager. They didn’t have the technology we have now and they didn't have half the entertainment. My mother was already married when she was my age, 19. She was one of 6 chil- dren and she shared her clothes with her sisters whereas | just go out and buy them whenever I want. I bought a mobile phone when Iwas 16. Mum thought it was unnecessary at first, but | persuaded her that | needed one. I still live at home so | use it to tell her when I'm going to be late. Section 2 “I really love my freedom, being able to go out and have fun. I'm lucky living here but if | was in London I'd have to be more careful because it's not very safe. When I go out at night, | always make 40 sure I'm in a big group of people.