THE NEW CONTACT COURSE

THE NEW CONTACT COURSE

The NEW CONTACT course consists of five sets of language material intended for the secondary school curriculum of English at two or three periods a week. Each set contains:  a textbook (TB),  a workbook (WB) and a Key to Exercises,  a teacher’s manual (TM),  teacher’s CDs for classroom use,  a DVD with audio-visual material for classroom use,  the Knooppunt website with aural material and a vocabulary list for the pupils, a year’s planning and tests for the teacher. NEW CONTACT 1 = elementary level NEW CONTACT 2 = pre-intermediate level NEW CONTACT 3 = intermediate level NEW CONTACT 4 = upper-intermediate level NEW CONTACT 5 = (pre-)advanced level NEW CONTACT 1, 2 and 3 together intend to develop a substantial knowledge of the basic functions, grammar and vocabulary of the English language up to intermediate level, as well as the four skills: listening, speaking, reading and writing. The functions, grammar and vocabulary focused on in NEW CONTACT 1 will help the learner in everyday situations such as saying who you are, asking and explaining the way, talking about your routines and habits, shopping, etc. This language material and the grammar are revised, extended and further explored in NEW CONTACT 2 and 3. NEW CONTACT 4 consists of 8 units, each covering a topic that adolescents are interested in. It also contains vocabulary and grammar revision and extension linked to the topic material. It further offers literature, connected with the topics. NEW CONTACT 5 has a different form. Five topic units allow the pupils to work more independently. Two units cover English literature. In the workbook unit 0 contains an assessment test and remedial exercises. Unit 8 is devoted to exploring new language topics. NEW CONTACT 1 is divided into 8 units. Apart from the course material, “Extension” material is available. The “Extension” pages offer additional reading material.

New Contact 1 introduction

1

INTRODUCTORY NOTES The Teacher’s Manual (TM) of NEW CONTACT 1 contains: 1 some general information, 2 a list of the specific terminal objectives (vakgebonden eindtermen) in NEW CONTACT 1, 3 notes on cross-curricular terminal objectives (vakoverschrijdende eindtermen VOET), 4 a list of the recorded material (CD and DVD), 5 a summary of the feature story, 6 assessment forms for oral (and writing) practice, 7 a planning of the year’s programme, 8 per unit:

 a list of grammar and spelling items,  a list of functions,  the main vocabulary fields,  some country and culture topics,  the list of skills practised in the unit,

9 per item:

 objectives,  procedures,  keys to the exercises,  transcripts of the listening comprehension exercises and of the DVD extracts,  URLs of interesting websites.

10 suggestions for oral tests, 11 tests for reading comprehension, listening comprehension and writing practice, 12 tests on vocabulary and grammar, 13 keys to the tests, and the transcripts of the listening comprehension tests. The “Introduction to the Teacher” in the textbook (TB p. 3) explains how the course has been built up. A few extra comments are worthy of note. (For practical reasons in the following explanations a female teacher is usually referred to. No slight of any kind is intended to male teachers.) The textbook (TB) and the workbook (WB) together form the heart of the course. Workbook exercises are as important as the activities in the textbook. As much time (or even more) should be devoted to working in the WB as is used to reading and studying in the TB. Computer exercises are available on the Knooppunt Website. They are intended to train vocabulary, spelling and grammar. They can be used for personal revision and remedial work. The art of teaching is the art of taking procedural options and teachers should feel free to organise their teaching the way they think best. However, it is advisable to follow the sequence of TB and WB work as suggested in the book. So switch to the WB whenever the TB tells you to. Teachers who are using a

2


CONTACT course for the first time will feel safer when they follow the procedures suggested in the Teacher’s Manual.

BASIC COURSE Vocabulary The dialogues, the cartoons and the reading texts in the basic course contain the vocabulary the course focuses on. This focus vocabulary can be found at the end of each unit in the workbook. The vocabulary of the reading material at the end of a unit has been arranged per text. This allows the teacher to select reading material taking the pace of a particular class into account. However, the vocabulary of the basic part of the unit is “basic” and so part of the material of the tests. Vocabulary of the EXTENSION pages is listed separately and can be skipped. An alphabetical vocabulary list is available on Knooppunt. This list will help pupils if they can’t remember the meaning or the spelling of a particular word. Lengthy vocabulary lessons with pupils copying from the blackboard are superfluous. They take precious time that can be used in a more efficient way. Specific vocabulary exercises are provided in the workbook. Functions and grammar A survey of the functions and grammar items that are studied in NEW CONTACT 1 can be found on TB p. 4-11 and on TB p. 209-212. A Grammar Survey of the grammar studied in New Contact 1 is available in the textbook on p. 169-208. Functions and grammar are introduced through various devices: through cartoons, dialogues, leaflets, short newspaper articles, letters, e-mails and so on. Additional methods of introducing a particular grammar item are not necessary. NEW CONTACT 1 provides function grids and grammar grids which are clear and precise. Moreover, there is a special exercise on some grammar grids in the WB. It can be done before or after the study of the grid. The special exercises make it also possible for the teacher to add some grammar comment in the mother tongue, if she feels her pupils need this kind of help. The maxim: “English when possible, mother tongue when necessary” is a good rule of thumb. Exercises The WB provides exercises and worksheets for reading and listening comprehension and oral and writing practice and trains functions, vocabulary and grammar. Vocabulary exercises help the pupils to study meaning and spelling of the focus vocabulary and sometimes the pupils are stimulated to make use of the vocabulary they already know. The vocabulary list with translation at the end of each unit in the WB can be used for active revision of the words studied in the unit or for checking the pupil’s knowledge. The words have been arranged in a way that allows pupils to study and revise vocabulary in context and / or to study from vocabulary lists. When a word is not offered in its basic form in the context (another verb form than the infinitive, or a noun in the plural), the basic form is added in the middle column and the translation in the right-hand column. Also the exercises at Knooppunt can be used for study and revision work. The exercises have been ordered logically and are carefully graded according to the levels suggested in the 2011 “leerplan”. - “elementair” = EL (elementary) - “basis” = BA (basic) - “verdieping” = FL (fluency)


3

Normally form problems are dealt with first and functional situations are then created to illustrate and train the use of the grammatical structures. Real communication is aimed at whenever possible. But also other grammar exercises have to be done, sometimes as a necessary preparation for real communication, sometimes as a help to get a deeper insight into the target language. Quite a few exercises can be done following the so-called “beehive” principle. This means that all the pupils of a class are doing an exercise at the same time, so resembling a hive of humming bees. Pair work, group work, even simulations and role-play can all be carried out in this way. This practice is advocated in all modern handbooks on language teaching as it has many advantages: - All the pupils speak a lot more English than in teacher-centred lessons. - Pupils can train without the strain of a whole class (and a critical teacher!) listening to them. - Pupils feel they are treated more as individuals. They can speak English at their own pace and with their own means. - Often a real language situation can be created or at least simulated. Some teachers, however, still feel uneasy about pupil-centred activities. Their objections are twofold: - There will be a lack of discipline in the classroom. Some pupils will not use the target language or will not concentrate on the work to be done. - It is impossible for the teacher to supervise every pupil’s work, so errors will not be sufficiently corrected. Both objections are worthy of consideration. One of the teacher’s primary concerns is and should be discipline. No fruitful work can be done with an unruly class. So it is important to establish discipline and teachers should only step into pupilcentred activities if they feel sure about themselves in that respect. On the other hand, discipline is fostered by motivation, and well-organised pair work and group work are very stimulating. As soon as the pupils are told why this procedure is used and once they have got used to it, they enjoy it. The teacher must, of course, go about it in the right way. Groups should not be formed by the pupils, but by the teacher. She also introduces the exercise clearly and tries out a few sentences with one or two pupils. Only when all the pupils understand what is to be done, are they asked to continue with their partner(s). The teacher’s role during pair work or group work is often misunderstood. The teacher is not supposed to help, but to check and control. Remaining in front of the classroom as long as everything seems to be working fine is good practice. If pupils ask for support or seem to need help, the teacher positions herself so that the rest or most of the class can be supervised. If the same problem or error crops up with several groups, the class is silenced. (A gesture with the hand and uttering “Stop, please.” will be sufficient.) When everybody is paying attention and only then does the teacher explain or warn for some error, and then allows the pupils to continue. Checking afterwards is necessary. Do not ask volunteers to do this job, but indicate pupils yourself. They will feel the necessity to do the exercise properly. In speaking activities that allow pupils to speak more freely the teacher will have to repeat time and again that English is expected. As long as a majority of the pupils are willing to speak English, it should be made possible for them to do so. Lessons that do not create plenty of opportunity to speak, read, write and listen to the target language are not effective. The second objection also needs reflection. It is true that the teacher cannot possibly hear or notice every error. But if every learning activity were to be checked on the spot, one would even have to prevent the learner from thinking. And personal study in class or at home would be made impossible too, since the teacher is not there to check either. Moreover, the teacher can supervise quite effectively as long as she checks and controls rather than helps pupils during pair work and group work. Also, a

4


lot of errors can be forestalled by carefully introducing the exercise and trying it out with one or two pupils. Learners can be paired off, so that they check and correct each other. It is also wise to rotate the groups regularly. As has been pointed out in the TB (p. 3), a lot of WB exercises should be done orally first, especially exercises training communication or dialogues. “Preparing an exercise” does not mean filling in the missing words in the right-hand column before doing the exercise orally. In order to do a communicative exercise properly, it is often important for the pupils to get acquainted with the contents of the exercise and the context (Who is talking to who?) and to know what they are going to talk about. The heading of the exercise always tells the learner what to do. (Having the pupils read it in silence and then having them say what is to be done is good practice.) Where oral practice is more important than writing, a key (see  in the WB) has been provided in the Key to Exercises. It may even not be necessary to write these exercises, or the writing can be restricted to a few sentences. In this way precious training time can be gained. Reading Right from the start a lot of attention is devoted to reading and developing reading strategies. Some teachers still hesitate about the advantages of silent reading. Yet silent reading, which is a synonym for authentic communicative reading, is a must. Pronunciation problems are tackled before the reading session starts, but pupils should be trained to become faster and better readers by reading independently in silence. More opportunities to practise reading are offered in the EXTENSION pages. The questions in the TB and the exercises focusing on reading strategies in the WB help the pupils read the reading texts. They train understanding vocabulary by contextual guesswork or by referring to vocabulary in the pupils’ own language. They also train skimming (quickly running your eyes over a text to get the gist of it, so for overall understanding), scanning (quickly going through a text to find a particular piece of information), extensive reading for pleasure (mainly for global understanding) and intensive reading (more accurate reading for detail). For more information about reading strategies, consult the Internet. In the Google search machine type in: teaching reading skills in a foreign language. Listening & viewing (CD and DVD) In a first year of English, learning to understand a native speaker in “survival” situations is necessary: e.g. understanding the teacher’s instructions, understanding somebody explaining the way, understanding a shop assistant or a TV reporter. That is why plenty of material has been provided for training functional listening. But the learner can also pick up new language during listening activities. Listening material is to be found on the teacher’s CDs but also on the DVD. DVD material can be used in very much the same way as the aural material on the CDs. Some DVD material is intended to illustrate cultural items, such as London. Note that listening is difficult for some pupils. Teachers do not always realise how little of the message some pupils have been able to pick up during a first listening session. It is therefore important for the teacher not to give the correct answer away right from the start. If some pupils have heard something else or nothing at all, a second and even a third listening session may be necessary. Only if the majority of the class have been able to pick up the correct message has the listening activity been fruitful. For more information about listening skills, in the Google search machine type in teaching listening skills in a foreign language.


5

Objectives and tests A survey of what pupils should know and what they should be able to do (“objectives”) is to be found at the beginning of each unit in the WB, in English and in Dutch. It is an important tool to help the pupils with their learning. An assessment form allowing both the pupil and the teacher to comment on the results of the learning process is offered at the end of each unit. The learning aims here are stated in the “I can” form and they cover the objectives described at the start of the unit. This assessment document allows the pupils to study more consciously and more independently. After preparing a test and before taking it, they predict what they expect will be the result of their learning. After the test, the teacher comments, suggests extra tasks (possibly to be collected in a portfolio), etc. Also the pupils can reflect on the results of their work, the reasons for their good or poor performance, and ways to improve their study skills if necessary. If the teacher wants to set other objectives than those stated in the unit, she must inform the pupils clearly about her intentions. In any event, tests should be consistent with the teaching aims. We do not think that the content of the feature story as such should be learnt for a test. The feature story is only a means to an end, it is not an end in itself. The tests at the end of each unit cover the four communicative skills and the vocabulary, functions and grammar items studied in the unit. Knowledge of cultural information can be tested as well. The tests are primarily meant to inspire the teacher for her own tests. Teachers should realise that it is impossible for the authors of the course to cover the specific needs of every group of learners. A word on translating. Although translating is a possible teaching aim when teaching and learning a foreign language, it is not an option in the Flemish secondary school language teaching approach, nor is translating to be found in the “eindtermen” or in the “leerplannen”. Yet some teachers have the pupils translate entire Dutch sentences into English as part of the test. This is the more surprising since translating is never practised in the NEW CONTACT course. However, translation can sometimes be used when testing the pupil’s knowledge of single words and idiomatic expressions, of course.

EXTENSION The EXTENSION pages at the end of each unit contain some more reading material. They are mainly intended for gifted pupils who work faster and who have time to spare. They can be done independently since the keys to these exercises have been printed together in this TM. They can also be found on Knooppunt.

SOME BASIC OPTIONS OF THIS COURSE - The questions and tasks suggested in the textbook are for oral practice only. Writing in the textbook is bad practice and should be forbidden. Space for personal notes is provided throughout the workbook. - The pupils do not need an extra notebook. Everything that has to be written can be written in the workbook. - Switch from textbook to workbook and CD or DVD whenever it is indicated. - Enough classroom time should be devoted to working in the workbook. The textbook is meant mainly to introduce vocabulary and grammar. The workbook trains the newly acquired language.

6


THE STICORDI PROGRAMME FOR PUPILS WITH DYSLEXIA The number of pupils with dyslexia is perhaps higher in technical and vocational schools but also in schools for general education the phenomenon can be traced. That is why we have tried our best to reduce the problems for these pupils. We would also like to give some pieces of advice in that respect. STICORDI is an acronym that stands for a number of STImulating, COmpensating, Remedial and DIspensing procedures a school can develop for dyslexic pupils. With regard to such procedures we would like to suggest the following: Class work: - Dyslexic pupils should be encouraged to do their writing tasks on the PC. The spelling checker will forestall a number of spelling errors. - Giving dyslexic pupils a head start is better than having them catch up constantly with too much remedial work. They can listen in advance to the dialogues which are going to be studied in the next lesson. These dialogues can be found on the “Knooppunt” website. Other reading material could also be recorded for these pupils to listen to in advance. Such texts should be read out at a rather slow pace. - These pupils should not be asked to read out a text in class, certainly not without intensive preparation. - Dyslexic pupils can also have their notes supervised by a partner in class. Tests: - Oral testing is preferable whenever possible. - Reading material is to be presented on a larger size than usual (A-3 size instead of the standard A4size). - Spelling errors should not have the same “weight” as for other pupils. Here the teachers as a team must follow the same policy. - Dictations are avoided as much as possible. We have tried to help dyslexic pupils further with the lay-out of the book. Other pupils will also benefit from these devices, of course. - Hard background colours for the texts have been avoided. - The number of texts in script-like font is low. - Dyslexic pupils have been consulted for the lay-out of the vocabulary lists at the end of each unit in the workbook. Further stimulating and remedial devices include: - A number of remedial vocabulary and grammar exercises can be found on Knooppunt. - The Key to exercises booklet in the WB makes writing superfluous for a number of exercises. - The keys to all exercises (except to listening comprehension exercises) are listed together per unit in this TM. They can be copied for pupils who need this form of extra help. SPECIFIC TERMINAL OBJECTIVES On the next pages a list of specific terminal objectives can be found and the way they have been implemented in the New Contact 1 course.


7

Aangezien eindtermen en daarmee overeenkomende leerplannen in het Nederlands zijn gesteld, wordt voor dit onderdeel het Nederlands gebruikt.

EINDTERMEN Secundair onderwijs, eerste graad Vakgebonden eindtermen moderne vreemde talen: Engels NEW CONTACT 1 (editie 2011) 1 Luisteren soorten teksten

tekstkenmerken

(de soorten teksten – vet gedrukt - moeten er zijn, de voorbeelden zijn vrij te kiezen in overleg)

informatieve teksten weerbericht verkeersinformatie sprekende klok programma aankondigingen aankomst en vertrektijden openings- en sluitingsuren mededelingen reclameboodschappen routebeschrijving eenvoudige nieuwsberichten toeristische tips … narratieve teksten (video) reportages verhaaltjes interviews documentaire prescriptieve teksten aanwijzingen instructies waarschuwingen 8

- concreet: eigen leefwereld en dagelijks leven - geen storende achtergrond geluiden … - met of zonder visuele ondersteuning - enkelvoudige en eenvoudig samengesteld zinnen, elementaire tekststructuur, ook redundante informatie - gebruik van algemene taal - korte teksten - heldere uitspraak, zorgvuldige articulatie, duidelijke, natuurlijke intonatie, standaardtaal - langzaam tempo - frequente woorden, eenduidig in de context, standaardtaal,

eindtermen

toepassingen in New Contact 1 (basiscursus)

(een * bij een ET betekent: er is een inspanningsverplichting)

(Zie ook inhoudstafel TB p. 4-11)

ET 1 het globale onderwerp bepalen. ET 2 de hoofdgedachte achterhalen. ET 3 de gedachtegang volgen. ET 4 relevante informatie selecteren. ET 5 de tekststructuur en de samenhang herkennen. ET 24 in een gesprek de gesprekspartner voldoende begrijpen om hem te woord te kunnen staan ET 6 luisterstrategieën inzetten (luisterdoel bepalen, onbekende woorden negeren, betekenis afleiden uit context, transparante woorden verstaan …) ET 27 luisterstrategieën inzetten (lichaamstaal, intonatie duiden, vragen om langzamer te

unit 1


unit 2

unit 3

unit 4

gesprek (naam, nationaliteit) (WB ex. 1.12) routebeschrijving, gesprek, aanwijzingen (aankomst nieuwe leerlingen op een school) video (mensen die hun naam spellen) song: Friday I’m in love (WB ex. 2.14) mededelingen (luisteren naar de beschrijving van een school) (WB ex. 2.24.2) gesprek en instructies (dialoog over uniform, over de school) video (mensen die vertellen wat hun favoriete kleur is (WB ex. 3.6) gesprek van jongeren op de speelplaats song: Colours (WB ex. 3.7) video (mensen die vertellen welke kleren ze dragen) (WB ex. 3.9) instructies, waarschuwingen (WB ex. 3.11) kloktijd mededelingen (een dagbeschrijving van iemand) (WB ex. 4.19) verhaal (dialoog en uiteenzetting over gewoonten

artistiek literair songs videoclips uittreksels uit films gedichten aftelrijmpjes eenvoudige gesprekken

-informeel en formeel

spreken, herhalen wat is gezegd) ET 37* onbevooroordeeld luisteren ET 38* esthetisch luisteren ET 40* aandacht voor socio culturele wereld van anderen.

unit 5

unit 6

unit 7

unit 8

en routines) gesprek over een vriend (WB ex. 4.25) video (over wat mensen aan het doen zijn) (WB ex. 5.6) song: Lemon Tree (WB ex. 5.7) video (mensen die vertellen wanneer het hun verjaardag is (WB ex. 5.14) gesprek (telefoonconversatie: uitnodiging voor verjaardag) gesprek (winkelen) instructies (hoe een recept bereiden) song: Because you loved me (WB ex. 6.12) TV interview (met getalenteerde teenager) video (gesprek over wat iemand de dag voordien deed) (WB ex. 6.20) verhaal en gesprek (een droom) aanwijzingen (beschrijving van een kamer) (WB 7.7) een gesprek (over voeding) instructie: (een maaltijd bestellen) (WB ex. 8.8) video + internet weerbericht (WB ex. 8.11, 8.13) video (toeristische informatie over Londen)

2 Lezen soorten teksten

tekstkenmerken


informatieve teksten foto’s met onderschrift weerbericht nieuwsbericht uit krant / tijdschrift interviews, dialogen mededelingen, folders toeristische en andere informatie informele boodschappen

- concreet - in verband met eigen leefwereld en het dagelijks leven - concrete vertrouwde, relevante situaties met en zonder visuele ondersteuning - eenvoudig samengesteld zinnen - elementaire tekststructuur, -

eindtermen




ET 7 het globale onderwerp bepalen ET 8 de hoofdgedachte achterhalen ET 9 de gedachtegang of de verhaallijn volgen ET 10 relevante informatie selecteren ET 11 de tekststructuur en de samenhang herkennen

unit 1 unit 2 unit 3

unit 4

fotoverhaal (kennismaking met hoofdpersonages) informatie (village Compton, Verhaegen family) plattegrond van Engelse school, lessentabel informatieve tekst over een Engelse school aanwijzingen over het schooluniform allerlei pictogrammen, tekens op verpakkingen, verkeersvoorschriften, waarschuwingen i.v.m. sociaal gedrag (WB ex. 3.11) een song (WB 3.7) een e-mail (over schoolleven)


9

(brieven, e-mails) verslagen webpagina’s e.a. digitale teksten affiches, etiketten verpakkingen, prijslijsten formulieren, tabellen radio- en tv-programma’s sportagenda hitparades narratieve teksten reportages verhalen dialogen anekdotes moppen prescriptieve teksten aanwijzingen, opschriften, waarschuwingen aankondigingen regels bij sport en spel instructies gebruiksaanwijzingen recepten reclameboodschappen advertenties artistiek- literaire teksten gedichten, verhalen, strips, cartoons, …

ook redundante informatie - vrij korte teksten -frequente woorden - eenduidig in context – standaardtaal - informeel en formeel

ET 12 gebruik van leesstrategieën leesdoel bepalen, herlezen, visuele ondersteuning gebruiken, hypothesen vormen, woordenlijst of woordenboek gebruiken ET 27 leesstrategieën inzetten (lichaamstaal, intonatie duiden, vragen om langzamer te spreken, herhalen wat is gezegd) ET 35-36 functionele taalkennis inzetten en reflecteren over taal en taalgebruik ET 37* onbevooroordeeld lezen ET 40* esthetisch luisteren ET 38* aandacht voor socioculturele wereld van anderen.

unit 5

unit 6

unit 7

unit 8

alle units

een artikel voor een schooltijdschrift informatie over London transport een enquête informele boodschappen (over probleempjes van teenagers) een affiche (verjaardagaankondiging) een kalender met verjaardagen informatie over verjaardagpraktijken een schema (who is who at the Downs School) WB ex. 5.17) een recept lezen (verjaardagstaart) een song (WB ex. 5.7) aankondiging in een krant affiche van een musical invitatie om een concert bij te wonen krantenartikel over het concert (musical) facts en figures over de musical We Will Rock You informatie over de inhoud van de musical een song (WB ex. 6.12) een stripverhaal (droom) een beschrijving van een huis beschrijvingen van kleine huizen een bericht aan de ouders vanwege de school instructies voor een schooluitstap een weerbericht Internet info over Science Museum toeristische informatie over Londen verhalende dialogen

3 Spreken soorten teksten

tekstkenmerken


informatieve teksten weerbericht mededelingen routebeschrijving 10 

- concreet - in verband met eigen leefwereld en het dagelijks leven New Contact 1 introduction

eindtermen




ET 15 meedelen van informatie uit informatieve en narratieve teksten die ze vooraf kennen

unit 1 unit 2 unit 3

mededelingen: naam, leeftijd en nationaliteit routebeschrijving: de weg naar school mededelingen: de eigen school voorstellen beschrijven welke kleren men draagt

eenvoudige nieuwsberichten narratieve teksten beschrijving van een gebeurtenis anekdote prescriptieve teksten aanwijzingen instructies waarschuwingen artistiek literaire teksten gedichten aftelrijmpjes verhalen

- concrete vertrouwde, relevante situaties met en zonder visuele ondersteuning - eenvoudig samengesteld zinnen - elementaire tekststructuur - aanzet tot heldere uitspraak zorgvuldige articulatie en natuurlijke intonatie - met evt. herhalingen en onderbrekingen - langzaam tempo - vrij korte teksten - relevante woorden uit bepaalde woordvelden - standaardtaal - informeel en formeel

ET 16 navertellen aan de hand van sleutelwoorden of met visuele ondersteuning ET 13 hardop lezen van allerlei teksten vooraf beluisterd en gelezen. ET 14 hardop lezen van teksten die eerst stil zijn gelezen. ET 17 een spontane mening geven ET 18 zie tweede kolom (beschrijving gebeurtenissen) ET 19 gebruik van elementaire omgangsvormen en beleefdheidsconventies ET 20 a.d.h. van sleutelwoorden een bondig weergeven ET 21 idem voor een gebeurtenis ET 22 idem aan de hand van een format ET23 gebruik van spreekstrategieën (concentratie, spreekdoel bepalen, ondersteunende lichaamstaal en visueel materiaal, iets op een andere manier zeggen, boodschap beperken to wat men kan uitdrukken. ET 35, 36 functionele taalkennis inzetten en reflecteren over taal en taalgebruik. ET 37* en 38* durf en bereidheid tot taalverzorging.

unit 4 unit 5 unit 6 unit 7 unit 8

beschrijven van de klas beschrijven: zijn dagelijkse routine beschrijven anekdotes: vertellen over teenagerproblemen anekdotes: vertellen over verjaardagpraktijken gebeurtenissen: het leven van (groot)ouders vertellen of van een favoriete popster mededeling: een slaapkamer beschrijven informatie samenvatten over een plaats of gebouw in Londen conclusies trekken uit een weerbericht Noot: prescriptieve teksten komen voor bij interactie (gespreksvaardigheid) artistiek literaire teksten komen voor in de Extension


 11

4 Gesprekken voeren / Mondelinge interactie eenvoudige gesprekken

tekstkenmerken

(Hier worden thema’s vermeld met mogelijke onderwerpen)

persoonlijke gegevens kennismaken uitwisselen van informatie gesprekken over familie, gewoonten hobby’s, persoonlijke interesses, ontspanning dagelijks leven dagelijkse bezigheden huishoudelijke taken bespreking wooninrichting vrienden uitnodigen, ontvangen, bezoeken telefoneren gesprekken over schoolleven omgang met anderen situaties binnen het schoolgebeuren … eten en drinken op restaurant maaltijden lievelingsgerechten koken tijd, ruimte, natuur naar de weg vragen de weg tonen verkeerssituaties: drukte, ongevallen vertellen over vakantie en reizen vertellen over dieren het weer het weerbericht 12 

- concreet - leefwereld van jongeren met of zonder visuele ondersteuning - enkelvoudige en eenvoudige samengestelde zinnen - elementaire tekststructuur - aanzet tot heldere uitspraak zorgvuldige articulatie en natuurlijke intonatie - met evt. herhalingen en onderbrekingen - langzaam tempo - vrij korte teksten - relevante woorden uit bepaalde woordvelden - standaardtaal - informeel en formeel

eindtermen




ET 24 vragen stellen, antwoorden geven, uitspraken doen ET 25 een eenvoudig gesprek beginnen, voeren, afsluiten ET 26 gebruik maken van elementaire omgangsvormen en beleefdheidsconventies ET 27 gebruik van spreekstrategieën doel van interactie bepalen, gebruik lichaamstaal, omschrijvingen gebruiken, vragen om langzamer te spreken, iets op een andere manier zeggen, herhalen wat is gezegd ET 27 luisterstrategieën inzetten (lichaamstaal, intonatie duiden, vragen om langzamer te spreken, herhalen wat is gezegd) ET 35-36 functionele taalkennis inzetten en reflecteren over taal en taalgebruik ET 37* durf om te spreken ET 38* aandacht voor taalverzorging

Hier worden de units vermeld waar die gespreksonderwerpen aan bod komen. persoonlijke gegevens kennismaken (unit 1, 2, 3) (WB ex. 1.3-1.5, 1.20, 2.5, 2.19, uitwisselen van informatie (alle units) gesprekken over familie, gewoonten, hobby’s, persoonlijke interesses, ontspanning (unit 4, 6) (WB ex. 4.10, 4.11, 4.20, 4.21, 4.22, 4.24, 4.25, 6.15, 6.21) dagelijks leven dagelijkse bezigheden (unit 4) huishoudelijke taken (unit 4) bespreking wooninrichting (unit 7) vrienden uitnodigen, ontvangen, bezoeken (unit 5) telefoneren (unit 5) gesprekken over schoolleven (unit 2, 3) omgang met anderen situaties binnen het schoolgebeuren (unit 3) eten en drinken op restaurant (unit 8) maaltijden (unit 8) lievelingsgerechten (unit 5) koken (unit 5) tijd, ruimte, natuur naar de weg vragen (unit 1) de weg tonen (unit 1, 2) naar de tijd vragen (unit 4) (WB ex. 4.2) vertellen over vakantie en reizen (WB ex. 6.10) het weer het weerbericht (unit 8) winkelen naar de winkel: kledij en muziek (unit 5) soorten winkels diensten en beroepen bijwonen culturele activiteit: dans, festival (unit 6) Diensten en beroepen zullen grondiger worden behandeld


in New Contact 2)

winkelen naar de winkel kledij soorten winkels diensten en beroepen bijwonen culturele activiteit: dans, festival contacten met diensten: ziekenhuis, post, reisagentschap, inlichtingen

5 Schrijven soorten teksten

tekstkenmerken

eindtermen


(Hier worden types van geschreven documenten opgesomd)

invulformulieren voorgedrukt of bonnetjes om inlichtingen te vragen bijv. naar aanleiding van een reclame deelnameformulieren voor een wedstrijd, een sportmanifestatie aanvraagformulieren voor verblijf, uitwisseling mededelingen kattebelletje afspraken aankondigingen (iets zoeken, iets te koop aanbieden, willen babysitten) bewegwijzering naar een kamp n. a. v. fietsrally of zoektocht routebeschrijving een dagprogramma een menu (bv. op kamp)


- concreet - in verband met de eigen leefwereld en het dagelijks leven - concrete en voor de leerling vertrouwde, relevante situaties - enkelvoudige zinnen - eenvoudige en duidelijke tekststructuur - zeer korte teksten - frequente woorden uit de woordvelden - standaarduitdrukkingen en vaste frasen - standaardtaal - informeel en formeel

ET 28 inlichtingen verstrekken op eenvoudige formulieren ET 29 tekst over in de klas behandeld onderwerp a. d. h. v. kernwoorden ET 30 een bericht opstellen aan de hand van een voorbeeld ET 31 een gebeurtenis, verhaal, iemand beschrijven door middel van een opsomming in korte zinnen ET persoonlijke, ook digitale correspondentie voeren met behulp van een voorbeeld ET 32 gebruik van elementaire omgangsvormen en beleefdheidsconventies ET 34 gebruik van schrijfstrategieën (concentratie, schrijfdoel bepalen, een model gebruiken,

unit 1 unit 2

unit 3 unit 4

unit 5

beschrijving: korte zinnen over nationaliteiten (WB ex. 1.13, 1.14) beschrijving: lessentabellen vergelijken (WB ex. 2.13.1) beschrijving: eigen lessentabel vergelijken met een Britse op basis van een gatentekst (WB ex. 2.13.3) eigen school beschrijven op basis van een gatentekst (WB ex.2.25) beschrijving van de kleren van personen (WB ex. 3.8, 3.10) beschrijving van een dagprogramma (WB ex. 4.4.2, 4.10, 4.21) beschrijving van gewoonten en karakteristieken (WB ex. 4.13, 4.14) beschrijving van culturele verschillen (WB ex. 4.16) invullen van quizvragen (WB ex. 4.17) beschrijving van een jongere (WB ex. 4.24) invullen van een enquête (WB ex. 4.26) beschrijving van de problemen v.e. jongere (WB ex. 5.2)


 13

woordenlijst of woordenboek gebruiken, principes lay-out toepassen, eigen tekst nakijken.. ET 35, 36 functionele taalkennis inzetten en reflecteren over taal en taalgebruik. ET 37* en 38* Durf en bereidheid tot taalverzorging.

een eenvoudig recept beschrijvingen een persoon die je zal ontmoeten een voorwerp dat zoek is relaas van een gebeurtenis (verjaardagsfeestje, kamp, zoektocht, … brieven, e-mails en kaarten om inlichtingen vragen (deelname aan activiteiten, een wedstrijd, een uitwisselingsprogramma een ontmoeting regelen of afzeggen een korte mededeling doen iemand uitnodigen goed of slecht nieuws melden wensen overbrengen, feliciteren antwoorden, bedenken

unit 6

unit 7

unit 8

beschrijving van wat iemand aan het doen is (WB ex. 5.5, 5.6) beschrijving van wat een persoon normaal doet en wat hij aan het doen is (WB ex. 5.10) invullen van een schema (WB ex. 5.17) meedelen hoe een verjaardag in jouw familie verloopt (WB ex. 5.27) informatie over personages en onderdelen van een musical opnieuw verwoorden (WB ex. 6.13) mededeling van wat iemand de vorige dag deed op basis van een gatentekst (WB ex. 6.20) beschrijving van het levensverhaal van iemand (WB ex. 6.21) beschrijving van de eigen kamer (WB ex. 7.8) dingen en mensen vergelijken (WB ex. 7.11, 7.12, 7.14, 7.15) brief aan ouders i. v. m. een schooltrip op basis van een gatentekst mededeling i. v. m. h. weer (weersvoorspelling) op basis van een gatentekst (WB ex. 8.11) samenvatting van een weersvoorspelling (WB ex. 8.12) beschrijving van monumenten en plaatsen in Londen (WB ex. 8.16) Noot Zoals kan worden opgemerkt zijn de schrijfoefeningen in New Contact veelal beschrijvingen en mededelingen. Er is één invulformulier en één brief (aan ouders). Dit houdt verband met de inhoud van het verhaal. Wie iets meer functioneel wil laten schrijven, kan gemakkelijk situaties bedenken: - een formulier in te vullen indien men wil deelnemen aan een sportwedstrijd tussen de “houses” van de school - een formulier in verband met deelname aan de musical - een kattebelletje over een repetitie voor de

14 


musical, of in verband met de relaties tussen de jongeren - een afspraak om samen te gaan shoppen, - een brief of e-mail aan een vriend of vriendin over de ervaringen met de musical, - een bedanking voor het verjaardagsfeestje - een bedanking voor het ontvangen geschenk -…


 15

NOTES ON CROSS-CURRICULAR TERMINAL OBJECTIVES (“vakoverschrijdende eindtermen en ontwikkelingsdoelen”) The cross-curricular terminal objectives were newly defined in 2010. Since this document was stated in Dutch we will comment briefly on them in the mother tongue. De vakoverschrijdende eindtermen zijn een zaak van de gehele school die er doorheen de 6 jaren van het middelbaar onderwijs aan werkt. Ze komen uiteraard ook aan bod in de verschillende vakken.

Er is een “gemeenschappelijke stam” gericht op een aantal sleutelcompetenties:                  

communicatief vermogen creativiteit doorzettingsvermogen empathie esthetische bekwaamheid exploreren flexibiliteit initiatief kritisch denken mediawijsheid een open constructieve houding respect samenwerken verantwoordelijkheid zelfbeeld zelfredzaamheid zorgvuldigheid zorgzaamheid

Er zijn 7 contexten waarin eindtermen fungeren Een aantal van deze contexten komen aan bod in NEW CONTACT 1. Ze worden hierbij aangeduid. 

Contexten 1, 2 en 3 vormen samen de drieledige definitie van gezondheid zoals die door de Wereldgezondheidsorganisatie is geformuleerd: - lichamelijke gezondheid en veiligheid, - mentale gezondheid, - sociorelationele ontwikkeling. Hier wordt in NEW CONTACT 1 aandacht aan besteed in alle units. Communicatie en relaties in de brede zin: - samenwerkingsrelaties: jongeren werken samen in het opzetten van een musical, elkaar helpen om wegwijs te worden in een nieuwe school, in groep verwerken van schooltaken, - vriendschappen tussen jongeren op school, - opzetten van een verjaardagsfeest, - winkelen, - op schoolreis gaan.

16 


Omgangsvormen en diversiteit, authenticiteit en verdraagzaamheid: - omgangsvormen: zie de ‘functions’ doorheen de verschillende units, - realistische voorstelling van de levenswijze in een bestaande Engelse school, de Downs School in Compton. Een echt communicatieve taalcursus biedt bovendien tal van mogelijkheden om de sociale vaardigheden in te oefenen. Leerlingen moeten respect opbrengen voor elkaars mening en moeten argumenten geven om hun eigen mening te staven. Ze zijn bekwaam om een taak te vervullen in samenwerking met anderen in teamverband (werk per twee, groepswerk). Ze kunnen actief luisteren en verslag uitbrengen van wat iemand heeft gezegd, enz. Communicatieve oefeningen die deze en andere sociale vaardigheden trainen kunnen doorheen de hele CONTACT-cursus gevonden worden. (Zie ook de suggesties in deze lerarenhandleiding.) Lichamelijke gezondheid wordt meer intensief behandeld in CONTACT 2, CONTACT 3, CONTACT 4 en meer speciaal in CONTACT 5. Mentale gezondheid wordt meer specifiek behandeld in CONTACT 5. 

Context 4 geeft duurzame ontwikkeling een prominente plaats in de VOET. Deze context krijgt speciale aandacht in CONTACT 3 unit 10 en in CONTACT 5 unit 3



Contexten 5, 6 en 7 bevatten eindtermen die te maken hebben met de politiekjuridische, socio-economische en socioculturele dimensies van de samenleving: Deze contexten krijgen speciale aandacht In CONTACT 4 en 5. Aan de ontwikkeling van cultuurbewustzijn en zijn sociale implicaties wordt doorheen de hele (New) CONTACT -cursus aandacht besteed. In NEW CONTACT 1 doen we wat aan consumenteneducatie waar het hebben over de besteding van zakgeld in functie van het kopen van een verjaardagsgeschenk in Unit 5.

Leren leren neemt een aparte plaats in (zie hieronder). LANGUAGE LEARNING AND INDEPENDENT LEARNING (“leren leren” & “begeleid zelfstandig leren”) In 2010 CCTO (Cross Curricular Terminal Objectives) (VOET) were updated and reformulated. In this document “Learning how to learn” (“leren leren”) gets special attention. Language teaching nowadays also implies training the pupils in language learning. We do not only teach the pupils a foreign language, but we also make them aware of how to learn a foreign language so that they become better, independent learners. In the NEW CONTACT course we try to meet this requirement in a number of ways. - A specific colour is used in the TB for function grids (light green) and grammar grids (light blue). - All the theory is provided in the book. Pupils must be stimulated to learn in books and not to depend too much on notes taken during elaborate instruction periods in the classroom. If pupils are to become independent learners, they should explore books and courses themselves with the teacher as a guide and “more experienced learner” in the background. Yet this requirement has to be considered carefully. The role to be played by the teacher in class is a matter of constant reflection. Will she, at any time, be the organiser of the more independent learning of the pupil, or the catalyst between the book and the pupil’s understanding? As an organiser the teacher mainly creates the circumstances for


 17

-

-

-

the pupils to work on their own for a shorter or longer period of time. As a catalyst the teacher will explain things herself or help the pupils gain insight. The table of contents (TB p. 4-11) and the grammar survey (TB p. 169-208) and indices at the end of the book (TB p. 209-214) can be explored on a regular basis. A list of objectives for the pupils is provided at the beginning of each unit in the WB. The teacher can comment on these objectives at the start of the study of a particular unit. The assessment form at the end of the unit allows reflection on the results of the learning efforts over a certain period of time. It also allows the development of a kind of portfolio with the results of tasks and other personal work. Throughout the course the pupils are invited to work on grammar and derive rules from facts in some special grammar exercises. A key to some of the exercises has been provided, which will enable pupils to check their oral or written work. Vocabulary, spelling and grammar exercises for personal study, revision and remedial work can be found on Knooppunt. CD material can also be found on Knooppunt. It will help pupils who learn mainly by hearing and imitating. Reading comprehension exercises develop reading strategies such as activating pre-knowledge, interpreting the headline, looking at non-textual information (photos, graphs, ...), deriving meaning from context, determining the main idea of the text, looking for structure, …, which will help the pupils with personal, independent reading. More independent reading which makes use of these strategies is advocated throughout the course. The EXTENSION pages can be studied autonomously. The keys can be copied from this TM. This Teacher’s Manual suggests a few Internet searches, to be done autonomously – individually or in small groups.

Apart from such devices the teacher can focus on a number of general techniques which will help pupils become more effective independent learners. - Pupils should be stimulated to produce complete sentences when appropriate. Often they only produce part of the sentence or a single word: the plural of a noun, a verb form, an adverb and so on. This is bad practice. (Of course, this does not mean that unnatural sentences should be produced where, for instance, short answers are appropriate.) - Pupils must realise that they can study effectively only if their notes are complete and correct. A few minutes devoted to the checking of their own notes or their neighbour’s notes may be fruitful. - Pupils must be stimulated to speak up while learning at home, also when they are doing computer exercises. Some pupils only “learn with their eyes”, which – for the most part – is not sufficient. - The teacher can reflect on the meaning of a set of exercises or highlight certain teaching procedures. What did the authors have in mind when they wrote this exercise? Why are we doing a particular activity? Why are we following a certain procedure? - Time and again pupils must be invited and stimulated to speak English in the English lessons. This is not an easy task, but eventually the pupils begin to understand that you can only “learn to play basketball by playing basketball”. In the same way you can only learn a language by practice. When pupils feel that they are not constantly put under the pressure of a whole class or the teacher listening (and correcting!), they gain confidence. - The pupils are also invited to rely on the knowledge they already have: similarity or contrast with the mother tongue, or with another foreign language they have been studying for some time. In reading comprehension exercises this principle is applied quite often, but it can also be applied in spelling, use of tenses, use of the adverb, word order, and so on.

18 


- It is useful for every single pupil to have his or her personal vocabulary and grammar data bank. Based on their personal work (homework mainly) the pupils can collect a set of specific items they are struggling with and which therefore need more attention.

THE USE OF ICT ICT skills should be trained in the first grade of secondary education. In the CONTACT course these skills are trained by giving pupils access to the Internet for remedial work, aural material and guided Internet searches. (See Knooppunt.) Also on-line dictionaries and thesauri can be consulted when useful. A few examples:  OneLook Dictionary Search http://www.onelook.com/  Cambridge Dictionaries Online http://dictionary.cambridge.org/  Longman Dictionary of Contemporary English Online http://www.ldoceonline.com/  Oxford Advanced Learner’s Dictionary Online http://www.oxfordadvancedlearnersdictionary.com/  Merriam-Webster Online http://www.merriam-webster.com/  Translation dictionaries: http://www.mijnwoordenboek.nl/ http://www.interglot.nl/ http://online-dictionary.nl/?SrcLang=1&DstLang=2/  Google Translate http://translate.google.com/?hl=nl#nl|en| Nowadays, “traditional” dictionaries in print often include a CD-ROM version with spoken pronunciation for every headword. It may be useful to have at least one of them available in the modern foreign language classroom or in the computer room. A few examples:  Jones D. (e.a.), Cambridge Pronouncing Dictionary, Cambridge University Press, Cambridge, 20067. (with CD-ROM)  Walter E. (e.a.), Cambridge Advanced Learner’s Dictionary, Cambridge University Press, Cambridge, 20083. (with CD-ROM dictionary and thesaurus in one)  Sinclair J. (e.a.), Collins COBUILD Advanced Learner’s English Dictionary, HarperCollins Publishers, Glasgow,20065. (with CD-ROM dictionary)  Hornby A.S. (e.a.), Oxford Advanced Learner’s Dictionary of Current English, Oxford University Press, Oxford, 20077. (with Compass CD-ROM)  Summers D. (e.a.), Longman Dictionary of Contemporary English, Longman, Harlow, 20064. (with CD-ROM)


 19

LIST OF RECORDED MATERIAL (CD) Tracks with * are also on Knooppunt. CD 1 UNIT 1 Time 01:42 1 Year 9 (TB p. 18-21) * 00:50 2 Numbers (TB p. 22) * 01:53 3 New Pupils (TB p. 23) * Nationalities (TB p. 26) * 01:44 4 03:20 5 Extension unit 1: Nationalities (TB p. 33) * 01:50 6 Countries of Europe 01:32 7 Pronunciation exercise 1.1: short and long vowels (WB p. 30) * 00:43 8 Pronunciation exercise 1.2: diphthongs (WB p. 30) * 01:13 9 Unit 1 test 1 listening comprehension: My name is ... 01:33 10 Unit 1 test 2 listening comprehension: Where is Park Street?

11 12 13 14 15 16 17 18 19 20 21

UNIT 2 Welcome to the Downs School (TB p. 37) * The alphabet (TB p. 39) * Exercise 2.1.1 The alphabet (WB p. 41) * Exercise 2.1.2 The alphabet (WB p. 41) * Exercise 2.2 The alphabet (WB p. 41) * School: buildings and places (TB p. 45) * Functions: counting (TB p. 50) * Pronunciation exercise 2.1: short and long vowels (WB p. 60) ) * Pronunciation exercise 2.2: diphthongs (WB p. 61) * Pronunciation exercise 2.3: stress (WB p. 61)* Unit 2 test 1 & 2 listening comprehension: What’s your name?

02:23 00:38 01:13 00:52 01:08 00:49 01:17 02:00 00.55 00:31 02:48

22 23 24 25 26 27 28 29 30

UNIT 3 A normal morning (TB p. 56) * Exercise 3.7 Colours (WB p. 76) * Good morning (TB p. 65-66) * Extension exercise 3.3: Flags and colours (WB p. 89)* Pronunciation exercise 3.1: hard and soft final sounds (WB p. 90) * Pronunciation exercise 3.2: plural final sounds (WB p. 90) * Pronunciation exercise 3.3: stress (WB p. 91) * Unit 3 test 1 listening comprehension: the fashion show Unit 3 test 2 listening comprehension: the New Contact fashion show

02:41 02:30 01:31 01:31 01:01 02:19 00:33 01:07 01:07

31 32 33 34 35 36 37

UNIT 4 In the drama club (TB p. 76) * Exercise 4.19 A day in the life of Sally Driscell (WB p. 116-117) Who? (TB p. 84-85) * Pronunciation exercise 4.1: hard and soft third person final sounds (WB p. 133) * Pronunciation exercise 4.2: stress (WB p. 133) * Pronunciation exercise 4.3: pronunciation of “th” (WB p. 133) * unit 4 test 1 listening comprehension: A day in the life of David Harrison

02:22 01:15 01:43 01:39 00:35 01:04 01:32

20 


CD 2 UNIT 5 1 Exercise 5.7 Lemon Tree (WB p. 149-150) 2 A telephone call (TB p. 99-100) * 3 Shopping (TB p. 101-102) * A birthday present (TB p. 104) * 4 Pronunciation exercise 5.1: pronouncing the “h” (WB p. 167) * 5 Pronunciation exercise 5.2: pronouncing the “r” (WB p. 167) * 6 Pronunciation exercise 5.3: stress (WB p. 168) * 7 8 unit 5 test 1 listening comprehension: Prices 9 unit 5 test 2 listening comprehension: A birthday present

03:25 01:35 02:14 02:21 00:31 00:54 00:42 00:56 01:31

10 11 12 13 14

UNIT 6 Exercise 6.12 Because you loved me (WB p. 186-187) * The interview (TB p. 122-123) * Pronunciation exercise 6.1: hard and soft final sounds (WB p. 202) * Pronunciation exercise 6.3: stress (WB p. 203) * unit 6 test 1 & 2 listening comprehension: a TV interview

04:52 04:26 02:01 00:34 03:03

15 16 17 18 19 20 21

UNIT 7 Charlotte’s dream (TB p. 129-130) * The next morning (TB p. 136) * Extension unit 7: Alice in Wonderland extract 1 (TB p. 147-150) * Extension unit 7: Alice in Wonderland extract 2 (TB p. 150-152) * Pronunciation exercise 7.1: hard and soft past form final sounds (WB p. 232) * Pronunciation exercise 7.2: stress (WB p. 233) * unit 7 test listening comprehension: Tom’s dream

03:10 02:48 07:27 05:01 01:28 00:24 02:08

22 23 24 25 26

UNIT 8 Last preparations (TB p. 155-156) * Exercise 8.8 Boys will be boys (WB p. 245) Epilogue (TB p. 168) unit 8 test 1 listening comprehension: Fast food unit 8 test 2 listening comprehension: The weather forecast

01:22 01:24 02:25 00:49 00:55


 21

LIST OF RECORDED MATERIAL (DVD) 1 2

3 4 5

6 7 8 9

10

UNIT 1 Countries and nationalities (WB ex. 1.12)

UNIT 2 Spelling names (WB ex. 2.4) Friday I’m in love (The Cure) (WB ex. 2.14) UNIT 3 What is your favourite colour? (WB ex. 3.6) What are you wearing? (WB ex. 3.9)

UNIT 4 Louise’s daily routines (Test listening comprehension (II)) UNIT 5 What are they doing? (WB ex. 5.6)

Time 01:54 00:47

02:28 02:28 03:40

01:35 01:34 02:46 02:16

01:30

11 12 13 14 + 15

Ordinal numbers (TB p. 94) When is your birthday? (WB ex. 5.14)

02:00 02:09 00:27 02:16

16

UNIT 6 What did you do yesterday? What did you do this morning? (WB ex. 6.20)

03:25

17 18 19 20

UNIT 8 The weather forecast (WB ex. 8.11) This is where? (TB p. 161) A walk through the centre of London (TB p. 161-164) Trafalgar Square (TB p. 165-166)

01:31 02:56 05:53 03:25

22 


OUTLINE OF THE FEATURE STORY Unit 1: The reader is introduced to a real school in Compton, a small village to the south of Oxford and to the north of Newbury. The Downs School is a flourishing comprehensive school with a sixth form for academically gifted youngsters. We make the acquaintance of some pupils of form 9BL. Grade 9 corresponds to the second year of the secondary school in Belgium. Youngsters start the secondary school at the age of 11 and turn 12 in the course of the school year. This is grade 7. In grade 8 they start at 12 and turn 13 before they start grade 9 in September. BL are the first two letters of the form teacher’s surname: Blevins. That’s the way forms are indicated at The Downs School. Unit 2: Two Belgian youngsters are on their way to that school: Tom, a 15-year-old boy and his sister Charlotte who is 13. They both speak Dutch and English. Their Dad is a Belgian army test pilot who has to fulfil a mission at a NATO base to the west of Oxford (Brize Norton) for one year. Their Mum is English. She went to school at The Downs School. She has insisted on her children studying in her former school, because she knows it’s a very good school. The youngsters are welcomed by a head of learning, a teacher in charge of following the lives and studies of an entire grade. Unit 3: Charlotte hates the uniform they have to wear at that school. Wearing uniform is common practice in English schools and children are used to it. They are even proud of their uniform. The next morning Charlotte is welcomed by her fellow pupils, who inform her that the school has a remarkable tradition. Every year they stage a musical starring pupils from the school with a crew building the stage and acting as dressers and make-up personnel. Charlotte, who is an excellent singer and actor, is wild with enthusiasm on learning that this year’s musical is going to be WE WILL ROCK YOU, a story based on the famous rock group Queen. After auditioning she gets one of the leading roles in the musical. Tom, her brother, joins the band. He plays the saxophone. Unit 4: Charlotte informs her friends in Belgium about life in Britain and she also writes an article for the school newspaper about differences between British life and life in Belgium. Also the preparations for the musical are in full swing. In the drama class the pupils play sketches to learn how to act. In Tom’s class there is a social project on. Pupils have to find out about roles in the family. Unit 5: We are informed about the relations among the pupils of form 9BL. Not everybody is happy with the Belgian girl’s success. There is some frustration and jealousy. Other pupils feel insecure about their feelings. One of the girls, Alicia Lewis organises a birthday party to which she invites both Charlotte and Tom. Alicia is also a member of the band playing at the musical. Charlotte and Tom go shopping. Unit 6: Preparatory work on the musical is intensifying. We are informed about the content of the musical, which is performed three times. Charlotte is nervous, but she is supported by 17-year-old Tony Milford, who plays the male leading part in the musical. Their performance gets great acclaim and Charlotte is invited to the BBC South’s TV programme “Young Talent”. Her parents were worrying a bit about all the fuss, but they feel happy after all. Unit 7. The night after the last concert Charlotte has a strange dream, which she hardly dares to tell her family. Freddie Mercury, the singer of Queen, is obviously risen from the dead and he discloses the band’s intentions to start performing again. And he invites Charlotte to join them, taking her to his luxurious mansion. Her family can hardly believe their ears... Unit 8: Towards the end of the school year, grade 9 goes to London on a school trip. They visit Science Museum and go for a walk through the centre of London. Finally we meet the family at table, a couple of days before they return to Belgium, enjoying Mrs Verhaegen’s pancakes. They talk about and assess the experiences they have had during their stay in England.


 23

ASSESSMENT It is up to the teacher to decide whether the assessment of speaking skills should be holistic (global) or analytical (considering different aspects). On the pages following we provide assessment forms for an analytical approach. They can be photocopied several times so that the teacher has a set of three or four forms for each pupil to cover the year.

Criteria for an analytical approach The following criteria can be considered. For each aspect we mention a few examples. Pronunciation, intonation and stress, e.g.: - Is there a lot of interference from Dutch pronunciation and intonation? - Does the speaker pronounce final sounds correctly? (voiced / voiceless) - Does the speaker make a difference between t- and th-sounds? - Are vowels pronounced correctly? (e.g.: [^] in come, or [7U] in house, out, …) - Is the intonation of the sentence natural or stereotyped? (e.g. in questions) - Is the speaker aware of American and British English pronunciation? Doesn’t (s)he mix up both? (e.g.: American “flapped t” [@] in better, water, …; American [@] in dance, answer, …) Appropriate vocabulary and functions, e.g.: - Is the vocabulary accurate and appropriate? - Does the speaker use idiomatic expressions? - Does (s)he use the new vocabulary and functions or does (s)he resort to a limited, elementary, stereotyped vocabulary? - Does the speaker mix up American and British vocabulary? - Does the speaker use the correct register? (formal / informal) - Does (s)he use a lot of informal, stereotyped “TV English”? (e.g. “I’m gonna”, “I wanna”, “you guys”, “the kids”, “it’s weird”, …) Grammatical correctness, e.g.: - Is the word order of the sentences correct? Is there interference from Dutch? - Does the speaker use compound sentence structures or does (s)he resort to short, simple sentences all the time? - Are the tenses used correctly? - Is the form correct? (especially third person singular present simple, questions, negative statements, irregular verbs) - Are much and many used correctly? Fluency, e.g.: - Does the speaker hesitate a lot? - Is (s)he often at a loss for words or does (s)he paraphrase (using synonyms or circumscriptions) where necessary? - How is the pace? (fast, slow) Communication or content, e.g.: - Is the message clear? - Is the message structured? - Does the speaker catch the listeners’ attention? - Does (s)he speak loudly enough? - Is the body language appropriate? (e.g. eye NEW CONTACT) Assessing every single aspect each time the pupils do an oral exercise or test is hardly possible. The teacher can select the most appropriate ones for a certain exercise.

24 


For the last item (communication or content) the teacher should choose between communication or content, depending on the type of oral exercise or test and its objectives. Communication refers to Dutch “gespreksvaardigheid”. Here the speaker interacts with one or two other speakers. Content rather refers to Dutch “spreekvaardigheid”. Here the speaker talks to an audience for some time. The message will be more structured in the latter case. In both cases, body language, eye-contact and appropriate reaction to what the listener does or says are important. Similar criteria and possible rating systems can be found in:  Van Thienen K. & R. Schollaert, Gewikt en gewogen. Evaluatie van communicatieve vaardigheden in het vreemdetalenonderwijs, Garant (i.s.m. Pedagogisch Bureau VSKO), Leuven/Apeldoorn, 2000.  Underhill N., Testing Spoken Language. A Handbook of Oral Testing Techniques, Cambridge University Press, Cambridge, 1987. Nic Underhill mentions the following “performance criteria”: - Size (How long are the utterances produced?) - Complexity (How far does the speaker attempt complex language?) - Speed (How fast does he speak?) - Flexibility (Can the speaker adapt quickly to changes in the topic?) - Accuracy (Is it correct English?) - Appropriacy (Is the style or register appropriate?) - Independence (Does the speaker rely on a question or stimulus, or can he initiate speech on his own?) - Repetition (How often does the question or stimulus have to be to repeated?) - Hesitation (How much does the speaker hesitate before and while speaking?)

Rating scale Here is a possible general rating scale and a form (see next page) inspired by Nic Underhill: Level 1:

Level 2:

Level 3:

Level 4:

Level 5:

Very limited personal conversation. Knows some formulaic greetings and some vocabulary. Cannot construct correct simple sentences. Personal and limited social conversation. Can answer simple questions about personal topics more or less correctly. Has difficulty with question formation. Vocabulary still very limited. Basic competence. Has basic command of the tenses studied and can operate questions and negative forms. Shows awareness of verb forms but makes errors in using them. Familiar with common concrete vocabulary, but still searches for words. Good competence. Makes effective use of all the tenses studied; occasional errors in tense forms. Fully active concrete vocabulary and larger passive vocabulary. General proficiency on all familiar and common topics; may be at a loss for words on other topics, but is able to paraphrase successfully. Can produce correct complex sentences; very rare errors in structural forms, but sometimes makes errors of idiom or collocations.

Of course, this rating scale does obviously not apply to all the oral exercises in this course, but it can inspire the teacher to make her own scale, depending on the particular situation. On p. 26-29 we offer an assessment document for oral practice, and a similar one for writing practice.


 25

ENGLISH SKILL ASSESSMENT FORM: SPEAKING School: ...............................................................................

School year: .................

Name of the pupil: ..............................................................

Class: ...........................

TOPIC: ...................................................

DATE: ............................

Pronunciation, intonation and stress:

0

1

2

3

4

5

Appropriate vocabulary and functions:

0

1

2

3

4

5

Grammatical correctness:

0

1

2

3

4

5

Fluency:

0

1

2

3

4

5

Communication or content:

0

1

2

3

4

5

REMARKS:

TOTAL SCORE: TOPIC: ...................................................

.... /25

DATE: ............................


0

1

2

3

4

5


0

1

2

3

4

5


0

1

2

3

4

5

Fluency:

0

1

2

3

4

5


0

1

2

3

4

5

REMARKS:

TOTAL SCORE: TOPIC: ...................................................

.... /25

DATE: ............................


0

1

2

3

4

5


0

1

2

3

4

5


0

1

2

3

4

5

Fluency:

0

1

2

3

4

5


0

1

2

3

4

5

REMARKS:

TOTAL SCORE:

26 


.... /25

ENGLISH SKILL ASSESSMENT FORM: SPEAKING School: ...............................................................................

School year: .................

Name of the pupil: ..............................................................

Class: ...........................

TOPIC: .......................................

DATE: ............................

MESSAGE: - Assignment:

1

2

3

4

5

6

- Coherence:

1

2

3

4

5

6

- Creativity:

1

2

3

4

5

6

- Pronunciation & intonation:

1

2

3

4

5

6

- Vocabulary:

1

2

3

4

5

6

- Functions & grammar:

1

2

3

4

5

6

LANGUAGE PERFORMANCE:

REMARKS:

TOPIC: .......................................

DATE: ............................


1

2

3

4

5

6

- Coherence:

1

2

3

4

5

6

- Creativity:

1

2

3

4

5

6

- Pronunciation & intonation:

1

2

3

4

5

6

- Vocabulary:

1

2

3

4

5

6


1

2

3

4

5

6


REMARKS:


 27

ENGLISH SKILL ASSESSMENT FORM: WRITING School: ...............................................................................

School year: .................

Name of the pupil: ..............................................................

Class: ...........................

TOPIC: .......................................

DATE: ............................


1

2

3

4

5

6

- Coherence:

1

2

3

4

5

6

- Creativity:

1

2

3

4

5

6

- Spelling:

1

2

3

4

5

6

- Vocabulary:

1

2

3

4

5

6


1

2

3

4

5

6


REMARKS:

TOPIC: .......................................

DATE: ............................


1

2

3

4

5

6

- Coherence:

1

2

3

4

5

6

- Creativity:

1

2

3

4

5

6

- Spelling:

1

2

3

4

5

6

- Vocabulary:

1

2

3

4

5

6


1

2

3

4

5

6


REMARKS:

28 


ENGLISH SKILL ASSESSMENT FORM: WRITING School: ...............................................................................

School year: .................

Name of the pupil: ..............................................................

Class: ...........................

TOPIC: .......................................

DATE: ............................


1

2

3

4

5

6

- Coherence:

1

2

3

4

5

6

- Creativity:

1

2

3

4

5

6

- Spelling:

1

2

3

4

5

6

- Vocabulary:

1

2

3

4

5

6


1

2

3

4

5

6


REMARKS:

TOPIC: .......................................

DATE: ............................


1

2

3

4

5

6

- Coherence:

1

2

3

4

5

6

- Creativity:

1

2

3

4

5

6

- Spelling:

1

2

3

4

5

6

- Vocabulary:

1

2

3

4

5

6


1

2

3

4

5

6


REMARKS:


 29

Explanation Assessment speaking skills: Assignment: - Was the assignment well understood? (Was it a one-minute speech to be performed, a creative dialogue, a short role play, …?) Coherence: - Was there a clear structure in the text? - Was the dialogue / role play logical and natural? Creativity: - Was some creativity expected? - Did the speaker mainly follow an example, or was (s)he creative / original? Pronunciation and intonation: - Was a strong mother tongue accent audible or did the speaker imitate the target language accent to satisfaction? - Was the intonation natural or stereotyped? Vocabulary: - Could the speaker produce the target vocabulary easily / sufficiently? Functions and grammar: - Was the functional language natural and correct? - Were the grammatical structures correct?

Assessment writing skills: Assignment: - Did the pupil write a text which met the requirements of the assignment (a letter, a short essay, a description, …)? Coherence: - Was the text built up logically and orderly? Creativity: - Was the writer supposed to be creative? - Did (s)he merely imitate an example? Spelling: - Were the spelling rules which were supposed to be known and applied respected? Vocabulary: - Did the writer use appropriate vocabulary? - Did (s)he look up unknown vocabulary, which (s)he needed in the context? Functions and grammar: - Did the writer make use of the functional utterances studied in the unit? - Were the grammar rules which were supposed to be applied respected? For teachers who want to devise their own assessment form and are looking for inspiration, the Common European Framework might be helpful. It provides common reference levels and assessment and self-assessment grids.  Council of Europe, Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge University Press, Cambridge, 2001.  Council of Europe, Common European Framework of Reference for Languages: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

30 


NOTES ON PLANNING The aim is to cover three units before the Christmas holidays. Unit 4, focusing on the rather demanding present simple tense, can then be tackled at the beginning of the second term. It is possible that in some classes the remaining four units cannot all be covered. But this should be no reason for concern. In NEW CONTACT 2 most of the grammar items of NEW CONTACT 1 will be revised and – where appropriate – studied in more detail. New items are added of course. Using a book for the first time may slow down the pace somehow. But the alternative procedures suggested in this TM will help you, if you run out of time at some stage. For each unit we have included tests on all the skills, yet the teacher may prefer not to test every single aspect or skill in every unit. Tests at the end of a term can be omitted if the teacher thinks they will be covered by the examinations. This can save some time as well. What a year’s planning (het jaarplan) should look like and contain is open to discussion. The inspection authorities want to see that the curriculum (het leerplan) is covered. The curriculum your school has accepted is the implementation of the so-called specific terminal objectives (vakgebonden eindtermen), which most pupils have to reach, and of the more general cross-curricular terminal objectives (vakoverschrijdende eindtermen). We should take into account, however, that the curriculum covers two years (except for the first year of English in Catholic schools). So the year’s planning, ideally, would have to cover two years as well and ought to be written by a team of teachers who work in a specific “grade”. The year’s planning is normally divided into large time units: one month or five periods for an entire year. As for the content of this plan, an option is for the plan to contain the contents of the course, the personal work the pupils will have to do during a certain period of time and the tests that will be organised during that period. Some inspection authorities want to see reference to the specific terminal objectives and the cross-curricular terminal objectives in the year plan as well. Some space for remarks should also be provided. By means of her day to day diary then, the teacher shows how these contents have been implemented via vocabulary and grammar exercises and via the constant training of the four communicative skills. (Reference to the objectives could also be noted down in the day-to-day diary as an alternative.) Another option for devising the year’s planning is to start from what the “leerplan” prescribes, the items it puts forward and then to scan the book to find documents that cover the demands. So this option starts from the “leerplan” and adds contents and activities. In reality, a course of two periods a week will result in a total of some 55 to 60 periods a year (22 to 25 during the first term and 30 to 35 between January and June). That is why we have provided a planning of the year’s programme of about 55 periods in more detail on p. 32-49 of this TM and on the NEW CONTACT website. Note that our planning is a set of “building blocks” rather than a ready-made, cut-and-dried document. Since every year and every context is different, it is up to the teachers as a team to work out a more personal planning. In order to do so, they can use the planning on the pages following, together with the table of contents (TB p. 4-11), the indices (TB p. 209-214), the specific terminal objectives (TM p. 8 15) and the cross-curricular terminal objectives (TM p. 16 - 19). This is an open plan that after some slight modifications can serve both a two-year and a one-year course.


 31

PLANNING NEW CONTACT 1 (editie 2011) Leerkracht:

School

Schooljaar:

Vak:

Engels

Leerplan:

2011/002

Studierichting:

Aantal lestijden per week:

Graad / jaar:

Leer- en werkboek:

New Contact 1, Plantyn, 2011

1st TERM (SEPTEMBER-DECEMBER): ……... periods * Eventueel met toevoeging (1) en (2) als er twee lessen Engels op één en dezelfde dag zijn. DATE

UNIT 1

VOCABULARY

-TB p. 13 -17 WB ex. 1.1, 1.2

- English words you already know - classroom English -Year 9

- TB p. 18 - 21, WB ex. 1.3-1.5

-TB p. 22 WB ex. 1.6 – 1.9

32 

- numbers 0-30

FUNCTIONS

GRAMMAR

- saying your name, age and where you go to school

- questionwords: how old, what, who

- to be


READING C.

LISTENING C. VIEWING

ORAL PR.

- reading text balloons about youngsters introducing themselves

- understanding pupils telling who they are

- WB ex. 1.3, 1.4, 1.5: saying who you are, how old you are, where you study - WB ex. 1.6, 1.7: counting numbers

WRITING PR.

- WB ex. 1.6, 1.8: writing numbers

NOTES

DATE

UNIT 1

VOCABULARY

-TB p. 23 - 25 -WB 1.10 -1.11

- new pupils

-TB p. 26-28 -WB 1.12 – 1.22

- nationalities - countries of Europe

-TB p. 29

- Where is Compton? - the Belgian – British family

- TB p. 30 - WB ex. 1.23

TESTS UNIT 1

FUNCTIONS - starting a conversation - apologising and reassuring - offer help and thank a person - asking for clarification - asking for and saying someone’s nationality

GRAMMAR

READING C.

LISTENING C. VIEWING - understanding a person explaining the way

- WB ex. 1.12: understanding people’s nationalities

- personal pronouns (subject) - to be (present tense) - questionwords: where, what

ORAL PR.

WRITING PR.

NOTES

- reading and enacting a conversation

- WB ex. 1.13: saying someone’s nationality - WB ex. 1.20, 1.21: asking and answering inversion questions with to be

- WB ex. 1.13, 1.14: writing short sentences about nationalities

- reading a map







VOCABULARY

FUNCTIONS

GRAMMAR

- skimming factual information - WB ex. 1.23: introducing the village of Compton and the Verhaegen family 








ORAL PR.

WRITING PR.

Optional: DATE

EXTENSION 1 - TB p. 31 – 33 - WB EXT 1.1, 1.2

- names of countries and nationalities in

READING C.

- WB EXT 1.1: saying names of nationalities


NOTES

- WB EXT 1.1, 1.2: writing names of ,

 33

Europe

- TB p. 34- 36 - WB EXT 1.3, 1.4

- Oxford & Newbury

and countries outside Europe

nationalities and countries outside Europe

ORAL PR.

WRITING PR.

- WB ex. 2.1, 2.2, 2.4: pronouncing the letters of the alphabet - WB ex. 2.3: spelling names - WB ex. 2.3: exchanging information about your name and nationality

- WB ex. 2.2.2: writing the letters of the alphabet when spelled - WB ex. 2.3.2: writing names and nationalities when spelled

- WB EXT 1.3, 1.4: reading factual information about Oxford and Newbury - poetry: “How doth the little crocodile” (Lewis Carroll)

- WB EXT 1.5

- WB EXT 1.5: pronunciation & reading phonetic notation

TASKS - www.knooppunt.net: Unit 1 ex. 1-18

DATE

UNIT 2 - TB p. 37 - 39 - WB 2.1 - 2.5

34 

VOCABULARY - Welcome to the Downs School

FUNCTIONS - asking and saying who someone is - greeting someone - spelling and asking for pronunciation

GRAMMAR - the alphabet


READING C.

LISTENING C. VIEWING - understanding a dialogue about welcoming new pupils at a school - WB ex. 2.4: understanding somebody’s name when it is spelled out

NOTES

- TB p. 40-46 - WB 2.6 -2.12

- school buildings - staff, school subjects

-TB p. 47 - WB 2.13-2.14

- the timetable - school subjects - days of the week

- TB p. 48 - 52 - WB ex. 2.15 2.25

- The Downs School: organisation, extracurricular activities - numbers (cardinals)

TESTS UNIT 2

- asking and saying what something is

- counting

- there + to be (statements and questions) - the verb can (statements and questions)

- definite and indefinite articles - the plural of nouns

- WB ex. 2.5: doing a skeleton dialogue - WB ex. 2.11: asking for and giving information about school

- WB ex. 2.6: reading a plan of an English school

- WB ex. 2.13: reading and interpreting a school timetable

- WB ex. 2.14: understanding the names of the days of the week

- WB ex. 2.15: reading and understanding a simple text about an English school

- WB ex. 2.20: understanding numbers from 0 to 1 billion - WB ex. 2.24.2: understanding someone giving information about a school











VOCABULARY

FUNCTIONS

GRAMMAR

READING C.


- WB ex. 2.13.2: asking for and giving information about the school timetable - WB ex. 2.17: counting (0-1 billion) - WB ex. 2.19, 2.20, 2.23.2: asking for numbers - WB ex. 2.23.3, 2.24: pronouncing the plural of nouns - WB ex. 2.25.2: talking about your (primary) school 

- WB ex. 2.10: writing short and full forms of to be and can (present tense) - WB ex. 2.13.1 & 2.13.3: comparing timetables

- WB ex. 2.15.1: comparing the school systems in Britain and in Belgium - WB ex. 2.18: writing numbers from 0 to 1 billion - WB ex. 2.22, 2.23: writing the plural of nouns - WB ex. 2.25: describing your own school 

Optional: DATE

EXTENSION 2 - TB p. 53 – 54 - WB EXT 2.1

- ages and stages - information

- WB EXT 2.1: skimming a short article

ORAL PR. - WB EXT 2.1: comparing the school system,


WRITING PR.

NOTES

- WB EXT 2.1: comparing the school system,

 35

about the British school and inspection system and about a day at a British school

about the school system, the way inspection is organised in Britain and about a school day at the Downs School

- WB EXT 2.2

the inspection and a school day at a British and in a Belgian school

the inspection and a school day at a British and a Belgian school

- pronunciation & reading phonetic notation

TASKS - www.knooppunt.net: Unit 2 ex. 1-15 DATE

36 

UNIT 3

VOCABULARY

- TB p. 55 - 57 - WB ex.3.1, 3.2

- a normal morning - clothes

- TB p. 57 - 59 - WB ex. 3.3, 3.4

- more clothes

- TB p. 60 - WB ex. 3.5 3.9

- and colours

FUNCTIONS

- asking about and naming colours - asking what clothes somebody is wearing


GRAMMAR

READING C.

LISTENING C. VIEWING - WB ex. 3.2: understanding a conversation about clothes & school items

- understanding simple descriptions of clothes and colours - WB ex. 3.6: understanding people reporting on their favourite colour - WB ex. 3.7:

ORAL PR.

WRITING PR.

- WB ex. 3.2: talking about a morning ritual in a family

- WB ex. 3.1: writing the names of clothes

- WB ex. 3.3, 3.4: naming clothes

- WB ex. 3.4: writing the names of clothes - WB ex. 3.5.1, 3.6, 3.7, 3.9: writing the names of clothes and colours - WB ex.3.8: writing a simple description of clothes

- WB ex. 3.5, 3.8: naming colours and clothes

NOTES

- TB p. 61 -64 - WB ex. 3.10 3.13

- uniform policy - school uniforms

- giving and receiving orders

- imperatives - personal pronouns (object) - possessive adjective

- reading a simple prescriptive text (about a school uniform)

understanding the lyrics of a song - WB ex. 3.9: understanding people saying what clothes they are wearing - understanding simple instructions

- WB ex. 3.11: understanding some typical signs

- TB p. 65 - WB ex. 3.14, 3.15 - TB p. 65 - 67 - WB ex. 3.16 3.19

- WB ex. 3.10: naming colours and clothes - giving orders, instructions and warnings - WB ex. 3.13: skeleton dialogue

- WB ex 3.10: writing the names of clothes and colours

- Charlotte’s classroom - greeting and saying goodbye

- demonstrative pronouns

FUNCTIONS

GRAMMAR

- understanding a conversation among pupils

- WB ex. 3.16, 3.17: greeting people and saying goodbye - WB ex. 3.19: asking and saying what something is, using this, that, these, those


ORAL PR.

Optional: DATE

EXTENSION 3 - TB p. 68 - 69 - WB EXT 3.1

VOCABULARY - parts of the UK

READING C.

WRITING PR.

NOTES

- WB ex. EXT 3.1: reading information


 37

about the parts of the UK - TB p. 70 - WB EXT 3.2, 3.3

- with flying colours - flags

- WB EXT 3.4

- WB ex. EXT 3.2: reading information about the flags of the UK and the USA

- WB ex. EXT 3.3: understanding information about flags and their colours

READING C.


- WB ex. EXT 3.3: writing colours



2nd TERM (JANUARY-MARCH): ……... periods DATE

UNIT 4

-TB p. 71 - WB ex. 4.1, 4.2

- TB p. 72 -75 - WB ex. 4.3 4.10

38 

VOCABULARY

FUNCTIONS

- When? - clock time - parts of the day (morning, noon, afternoon, evening) - Charlotte’s daily routines - daily routines, habits, hobbies, characteristics

- asking and telling the time

GRAMMAR

- understanding clock time

- present simple tense - some adverbs of frequency: sometimes, usually, often, always - the position of these adverbs in the sentence


-understanding - an e-mail about daily routines, habits and hobbies

ORAL PR.

WRITING PR.

- asking and saying what time it is

- WB ex. 4.4.3: talking about your daily routines - WB ex. 4.6: pronouncing the third person singular -s - WB ex. 4.10: asking and

- WB ex. 4.4.2, 4.10: describing a typical day in your life

NOTES

- the position of adverbials of place and time in the sentence - TB p. 76 – 77 - WB ex. 4.11 4.15

- in the drama club

- TB p. 78 - 79 - WB ex. 4.16

- My life and family - some cultural differences between Britain and Belgium

- TB p. 80 - 82 - WB ex. 4.17 4.23

- a quiz - prepositions indicating time and manner (by, at, on, in, until, till, from)

- TB p. 83 - WB ex. 4.24 4.26

- spare time

- present simple tense

- WB ex. 4.13, 4.14: understanding sentences describing habits and characteristics - WB ex. 4.16 understanding a school newspaper article about cultural differences

- understanding a conversation about habits and routines

- present simple tense - prepositions

- WB ex. 4.23: understanding a text about London transport

- WB ex. 4.19: understanding specific information: “A day in the life of Sally”


- WB ex. 4.26: understanding a questionnaire

- WB ex. 4.25: understanding questions about daily routines,

answering questions about daily routines, habits and hobbies - WB ex. 4.11: doing a skeleton dialogue

- WB ex. 4.13, 4.14: describing habits and characteristics

- WB ex. 4.16.1: describing cultural differences between Britain and Belgium - WB ex. 4.16.2: summarizing information about Charlotte and Tom’s parents - WB ex. 4.17: answering questions of a quiz - WB ex. 4.20, 4.21,4.22: asking and answering questions about daily routines, habits and hobbies - WB ex. 4.24, 4.25, 4.26: asking and answering


- WB ex. 4.26: filling in a questionnaire about habits

 39

- TB p. 84 - 85 - WB ex. 4.27 4.29

TESTS UNIT 4

- Who?

habits and hobbies

questions about daily routines, habits and hobbies - WB ex. 4.25, 4.26: answering questions of a quiz


- WB ex. 4.29: understanding information about daily routines, habits and hobbies

- understanding a person speaking about his or her daily routines, habits and hobbies

- WB ex. 4.27, 4.29: asking and answering questions about daily routines, habits and hobbies

and hobbies















VOCABULARY

FUNCTIONS

GRAMMAR

READING C.


ORAL PR.

WRITING PR.

Optional: DATE

EXTENSION 4 - TB p. 86 - 88 - WB EXT 4.1 4.5

- WB EXT 4.6

40 

- New Year traditions from around the world

- WB EXT 4.3: summarizing information about New Year traditions around the world - WB EXT 4.5: doing an Internet task for more New Year traditions making use of an online translation dictionary - pronunciation


- exchanging information on New Year traditions in Belgium

- WB EXT 4.5: reporting on more New Year traditions around the world based on an Internet task making use of an online translation dictionary

NOTES

& reading phonetic notation TASKS - www.knooppunt.net: Unit 4 ex. 1-19

DATE

UNIT 5

VOCABULARY

- TB p. 89 - 93 - WB ex. 5.1 5.12

- What’s going on? - characteristics and feelings

- TB p. 94 - 97 - WB ex. 5.13 5. 18

- birthdays

- TB p. 98

- Alicia’s birthday

FUNCTIONS

- asking and saying dates

GRAMMAR

READING C.

- the present continuous tense

- WB ex. 5.2: understanding simple texts expressing feelings and character traits

- ordinal numbers - the genitive - whose questions

- WB ex. 5.17: understanding information on who is who at the Downs School

LISTENING C. VIEWING - WB ex. 5.6: understanding what people are doing in a video excerpt (WB ex. 5.6) - WB ex. 5.7: understanding the lyrics of a song

- WB ex. 5.14: understanding dates

ORAL PR.

WRITING PR.

- talking about teenager problems - WB ex. 5.12: conducting a simple telephone conversation

- WB ex. 5.1.2: making a mind map about feelings and character traits - WB ex.5.2: writing about teenage problems - WB ex. 5.5, 5.6: describing what people are doing - WB ex. 5.10: writing what people do as a job and what they are doing now

- WB ex. 5.15: asking and saying birthday dates

- WB ex. 5.13, 5.14: writing dates

NOTES

- understanding a birthday


 41

invitation - TB p. 99 - 101 - WB ex. 5.19

- a telephone call

- making a phone call - proposing to do something

- WB ex. 5.19: understanding a telephone conversation

- TB p. 101 103 - WB ex. 5.20 5.22

- shopping (clothes) - money and currencies

- buying things - asking for price

- understanding prices - understanding a conversation with a shopkeeper

- TB p. 104 105 - WB ex. 5.23 5.25

- a birthday present - shopping (CDs)

- TB p. 106 - WB ex. 5.26

- birthday party preparations - food and recipes

- WB ex. 5.26: understanding a

- birthday celebrations

understanding information on birthday practices

- TB p. 107 108 - WB ex. 5.27

TESTS UNIT 5

- much, many, a lot of, plenty of

recipe and how to make it

- WB ex. 5.23: understanding a conversation with a shopkeeper - understanding someone explaining a recipe

- WB ex. 5.19: conducting a simple telephone conversation - WB ex. 5.20.2: saying prices - WB ex. 5.22: conducting a simple conversation in a shop - WB ex. 5.24: conducting a simple conversation in a shop

- talking about birthday celebration practices in your family - WB ex. 5.27.2: talking about the rules of a game

- WB ex. 5.20, 5.21: writing currency abbreviations

- WB ex. 5.27: writing on birthday celebrations in your family















VOCABULARY

FUNCTIONS

GRAMMAR

READING C.


ORAL PR.

WRITING PR.

Optional: DATE

EXTENSION 5 - TB p. 109 -110

42 

- birthday

- WB EXT 5.1:


NOTES

- WB EXT 5.1

traditions

skimming Internet info and contextual guesswork: “Birthday traditions”

- TB p. 111 112 - WB EXT 5.2

- birthday parties

- WB EXT 5.2: skimming Internet info: “Birthday parties”

- WB EXT 5.3


TASKS - www.knooppunt.net: Unit 5 ex. 1-19 DATE UNIT 6 VOCABULARY - TB p. 113 -115 - WB ex. 6.1 6.2

- TB p. 116 – 121 - WB ex. 6.3 6.13

- the school musical

FUNCTIONS

GRAMMAR

- saying years in dates


ORAL PR.

WRITING PR.

- WB ex. 6.10: asking and answering questions about people and events in the past simple tense

- WB ex. 6.13: rephrasing information about characters and about a musical

NOTES

- understanding a newsletter announcement - WB ex. 6.2: understanding a newspaper report about a school event

- work on the stage

- We Will Rock You musical

READING C.

- the past simple tense - some irregular verbs

understanding some facts and figures about the musical We Will Rock You - WB ex. 6.13: understanding a text about the story underlying

- WB ex. 6.12: understanding the lyrics of a song (past tense verbs)


 43

- TB p. 121 125 - WB ex. 6.14 6.22

TESTS UNIT 6

- the interview

- the past simple tense



the musical - WB ex. 6.16: understanding information about famous people in the past

- understanding a TV interview with a talented teenager - WB ex. 6.20: understanding people saying what they did this morning and yesterday







GRAMMAR

READING C.


- WB ex. 6.15: asking and answering questions about people and events in the past simple tense - WB ex. 6.16: exchanging information about famous people in the past - WB ex. 6.21, 6.22: talking about the life of one of your parents and the career of your favourite pop star 



ORAL PR.

WRITING PR.

Optional: DATE

44 

EXTENSION 6

VOCABULARY

- TB p. 126 128 - WB EXT 6.1 6.3

- background to the music of the musical We Will Rock You

FUNCTIONS


- WB EXT 6.1: understanding a text with background information about a musical - WB EXT 6.2: search on the Internet for information about Queen and its band

- WB EXT 6.3: writing a simple text about Queen and its band members

NOTES

members - TB p. 128

- understanding one of Queen’s songs and find the message behind it

- WB EXT 6.4



3rd TERM (APRIL-JUNE): ……... periods DATE

UNIT 7

VOCABULARY

- TB p. 129 -132 - WB ex. 7.1 7.4

- Charlotte’s dream - pop music - some adjectives

- TB p. 133 134 - WB ex. 7.5, 7.6

- Charlotte’s dream (continued) - bedroom and bathroom vocabulary (furniture) and some rooms of

FUNCTIONS - expressing promise or willingness - expressing intention or opinion

GRAMMAR

READING C.

- future simple tense - some other meanings of will + infinitive (promise; willingness) - the use of will and shall - going to + infinitive for intention and opinion

LISTENING C. VIEWING - understanding the description of a dream and comparing it with a cartoon

ORAL PR.

WRITING PR.

NOTES

- WB ex. 7.4: promising to do something, expressing willingness, intention and opinion, exchanging information about the future

- understanding the description of a house


 45

- TB p. 135 - WB ex. 7.7, 7.8

- TB p. 136 139 - WB ex. 7.9 7.15

the house - some adjectives - allocating things - prepositions of place

- the next morning

- comparing things

- WB ex. 7.7: understanding the description of a bedroom, comparing it with a photo or a drawing and correct where necessary - understanding a conversation at the breakfast table

- comparisons with as … as - the comparative and the superlative of adjectives

- WB ex. 7.7: describing bedrooms and locating furniture

- WB ex. 7.8: describing a (bed)room

- WB ex. 7.9: doing a skeleton dialogue - WB ex. 7.13: doing exchanges - WB ex. 7.11, 7.12:

- WB ex. 7.11, 7.12, 7.15: comparing people and things ‘ as … as …, comparative and superlative

comparing

- TB p. 140 143 - WB ex. 7.16, 7.17 TESTS UNIT 7

- tiny houses



(See writing.)



- WB ex. 7.16: understanding the descriptions of some tiny houses 

VOCABULARY

FUNCTIONS

GRAMMAR

READING C.

people and things ‘ as … as …, comparative and superlative - talking about living in cramped surroundings 






ORAL PR.

WRITING PR.

Optional: DATE

EXTENSION 7 - TB p. 144- 146 - WB EXT 7.1, 7.2

46 

- dreams

- WB EXT 7.1: talking about dream topics


- WB ex. EXT 7.2: making a mind map on dream topics

NOTES

and writing the story of a dream - TB p. 146 152 - WB EXT 7.3 7.5

- Alice in Wonderland - Lewis Carroll

- understanding some factual information on Lewis Carroll - WB ex. EXT 7.4, 7.5: understanding a simplified version of a story - WB ex. EXT 7.3: doing a search on the Internet

- WB EXT 7.6

- WB ex. EXT 7.4, 7.5: understanding a simplified version of a story



DATE

UNIT 8

VOCABULARY

FUNCTIONS

GRAMMAR

-TB p. 153 - 155 - WB ex. 8.1 8.4

- to London - a school outing - instructions for a school trip

- expressing obligation, advice or prohibition

- some modal auxiliaries (must, mustn’t, should, shouldn’t)

- TB p. 155 -157 - WB ex. 8.5 -

- last preparations

- expressing a wish

- the use of some and any

READING C.


- WB ex. 8.2: understanding a letter of information - understanding instructions for a school outing

ORAL PR.

WRITING PR.

NOTES

- WB ex. 8.4: doing exchanges expressing obligation, prohibition and advice

- understanding a conversation

- WB ex.8.6: doing


 47

8.8

- food

- TB p. 158 160 - WB ex. 8.9 8.13

- the weather forecast - weather vocabulary

- TB p. 160 - WB ex. 8.14

- Science Museum

- TB p. 161 164 - WB ex. 8.15, 8.16

- a walk through the centre of London - tourist information on London

TESTS UNIT 8



- talking about the weather

- WB ex. 8.12: understanding a weather forecast



- WB ex. 8.14: understanding Internet information on a museum - understanding instructions for showing the way - WB ex. 8.15, 8.16: understanding tourist information on London 

GRAMMAR

READING C.

about a packed lunch - WB ex. 8.8: understanding a person ordering a meal - WB ex. 8.11, 8.13: understanding a weather forecast

exchanges about breakfast food - WB ex. 8.7: doing a skeleton dialogue

- WB ex. 8.16: completing a fact file








ORAL PR.

WRITING PR.

Optional: DATE

EXTENSION 8 - TB p. 165 167 - WB EXT 8.1, 8.2

48 

VOCABULARY

FUNCTIONS

- Trafalgar Square - The National Gallery


- reading information on a particular place in London - WB ex. EXT 8.2: finding and understanding Internet information on

- re-telling some facts and figures about Trafalgar Square, making use of prompts

- completing a C-test on the article “About Trafalgar Square”

NOTES

the National Gallery - TB p. 168

- epilogue

- understanding a dialogue of an evaluation of the past year



 49

THE NEW CONTACT COURSE

Recommend Documents