Sprint_1_Teacher's book

Catrin E.Morris, Paola Tite wittr GraziaOerulli ) TEACHER'S BOOK with TESTS & BESOUHCffi \"*ffi fGlf6lb-*l t-{ fl I ^rr,r*J I ,r\"'--*J tr'.\"-rr-J I -8t',il'8*J ll\\frfi) I I





Sprint 1 - Teacher's Book with Tests & Resources Editorial Project and Coordination: Simona Franzoni Editors: Simona Franzoni, Maria Letizia Maggini, Gigliola Capodaglio Language Cunsultant: Ann-Marie Murphy Art Director: Marco Mercatali Page Design: Airone Comunicazione – Sergio Elisei Page Layout: Airone Comunicazione Illustrated by: Daniele Pasquetti Picture Editors: Giorgia D’Angelo, Simona Franzoni Production Manager: Francesco Capitano Cover Design: Paola Lorenzetti Photos: Shutterstock (left) © 2017 ELI S.r.l. P.O. Box 6 62019 Recanati Italy Tel. +39 071 750701 Fax +39 071 977851 www.elionline.com No unauthorised photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser. While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publisher will be pleased to make the necessary arrangements at the first opportunity. Printed by Tecnostampa – Pigini Group Printing Division 16.83.406.0 ISBN 978-88-536-2330-0 Acknowledgements The Authors would like to thank ELI Editorial Department for their creative approach to problem-solving, their endless drive, energy and commitment to the project. The Publisher would like to thank Mill Hill School Enterprises, London; New Era Flagship store, London – Soho; Burlington Cafè, London; Carmen & Jordan at Bellfields Rd, London. Student’s Book photo acknowledgement Commissioned Photography and Production in London: Giuseppe Aquili Photography and Production Assistant: Anthony Dawton Second Assistant: Jim McFarlane London Model Agency: Allsorts Agency Giuseppe Aquili: p. 16, p. 17, p. 18, p. 28, p. 29, p. 40, p. 41, p. 50, p. 60, p. 61, p. 62, p. 72, p. 84, p. 94 ELI Archives; Shutterstock.

Contents Student’s Book 1 Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 6 Objectives of Sprint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 6 Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 6 Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 7 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 13 Cross-cultural aspects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 13 Teaching the competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 14 Teaching with Sprint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 14 Self-assessment sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 20 Certifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 22 Special Educational Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 24 Teaching notes for Sprint 1 Student’s Book Starter Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 26 Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 34 Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 44 Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 56 Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 66 Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 78 Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 88 Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 100 Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 110 Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 123 Festivals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 136 Workbook Key and Audioscript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 139 3

Student Book's Contents Starter unit Vocabulary Alphabet and spelling • Animals • Numbers (1-100) • Regular and irregular plurals • Colours • School objects • Time p. 8 • Days, months and seasons • Ordinal numbers and dates • School subjects • Classroom language Unit Vocabulary Grammar Countries and nationalities Personal pronouns (subject) Welcome to our school Greetings be (Present simple) • Affirmative p. 16 Family members Possessive adjectives Adjectives to describe personalities Indefinite article a/an My family Definite article the be (Present simple) p. 26 • Negative • Question forms and short answers Question words: Who, What, Where, When, Which, How old Demonstrative adjectives and pronouns: this, that, these, those Test your competences 1-2 p. 36 Personal possessions Extra practice 1-2 p. 37 Physical descriptions have got (Present simple) My favourite things • Affirmative • Negative p. 38 • Question forms and short answers Possessive ‘s At home The house: rooms and furniture Prepositions of place Food and drinks there is / there are p. 48 there / they’re / their Countable and uncountable nouns some / any How much? / How many? Test your competences 3-4 p. 58 Daily routines Extra practice 3-4 p. 59 Musical instruments Present simple Daily routines • Affirmative • Spelling variations p. 60 • Negative Adverbs of frequency Free-time activities Free-time activities Prepositions of time: at, on, in Literary genres Present simple p. 70 • Question forms and short answers How often… ? + expressions of frequency The verb like Personal object pronouns Me too. / So do I. / I don’t. Test your competences 5-6 p. 80 Sports Extra practice 5-6 p. 81 The body can (ability) I can dance • Affirmative • Negative p. 82 • Question forms and short answers very well, well, quite well, (not) at all What’s the weather like? The weather Imperative – Affirmative and negative like / love / hate + -ing p. 92 Clothes Present continuous • Affirmative • Negative • Question forms and short answers like as a preposition Test your competences 7-8 p. 102 Extra practice 7-8 p. 103 Word bank 1-8 pp. 104-112 A poem to remember p. 113 Culture pp. 104-112 The British Isles • London • Wales • Scotland • Northern Ireland • British Food • Sports and leisure in the UK • School life in Britain Drama Reader pp. 129-144 The Wonderful Wizard of Oz 4

Student Book's Contents Functions Asking and saying your name, your age, your favourite colour, the time, the date and your birthday Pronunciation Functions Build your competences Resources CLIL – Geography: Around the UK /T/ and /D/ Greetings and Reading: Understanding an article about amusement parks in the United Kingdom WORKBOOK introductions Listening: Understanding two guys talking about their own cities Grammar reference Speaking: Introducing yourself to a companion giving personal information Section 1-6 Writing: Writing a post in a blog giving personal information WORKBOOK /I/ and /i…/ Talking about Culture: Modern families Grammar reference yourself and others Reading: Understanding an article about the modern British family Section 6-8 Listening: Understanding a guy talking about his family Speaking: Interacting in a dialogue talking about modern families Writing: Writing an email describing a typical family in your own country /h/ Describing people Culture: Avatars WORKBOOK /´/ and /ø/ physically Reading: Understanding an article about avatars Grammar reference Shopping for food Listening: Understanding the description of applications related to avatars Section 9-10 Speaking: Describing someone to let others guess who you are talking about Writing: Writing an email describing yourself and objects you own Culture: School menus WORKBOOK Reading: Understanding an article about a food blogger’s story Grammar reference Listening: Understanding an interview about the importance of balanced diet in canteens Section 11-16 Speaking: Interacting in a dialogue talking about your own diet Writing: Writing an email describing your school’s canteen menu /s/, /z/ and /Iz/ Talking about daily Culture: British teen life WORKBOOK routines Reading: Understanding an article about the routines of British teenagers Grammar reference Listening: Understanding two guys talking about their own routines Section 17-19 Speaking: Interacting in a dialogue talking about what you do in your free time Writing: Writing a letter describing a typical teenager’s day WORKBOOK Grammar reference /u…/, /O…/ and /‰…/ Talking about free- CLIL – Teen literature Section 18, 20-23 time activities Reading: Understanding a book review Listening: Understanding two guys talking about their favourite literary genres Speaking: Interacting in a dialogue talking about your favourite books Writing: Writing a review of your favourite book /œ/ and /A…/ Talking about ability CLIL – PE: Team sports WORKBOOK Reading: Understanding an article about a sport Grammar reference Listening: Understanding a conversation about sports Section 24-27 Speaking: Describing images by answering questions Writing: Writing an email about your favourite sport /dZ/, /tS/ and /S/ Talking about what CLIL – Science: Water, water, everywhere! WORKBOOK we are doing Reading: Understanding an article about the correct use and conservation of water Grammar reference Listening: Understanding a speech about water as a resource Section 28-29 Speaking: Interacting in a dialogue talking about the usage of water Writing: Writing an email about your holiday in an eco-friendly resort Festivals pp. 126-128 5

Introduction Course characteristics Objectives of Sprint n Starter unit in levels 1 and 3: to help students to both transition into the course, and then out of the Sprint is a new English course for young teenagers. It course. These Starter units include a revision sec- consists of four dynamic and lively levels of solid and tion and a summary of the syllabus covered. functional material. The stimulating units come with both print and digital components and help pre-teen n Lexical approach: every unit opens with the and teenage students to become passionate about presentation of an area of lexis. language learning and English Speaking cultures. The syllabus used in Sprint reflects the development n Double language input: narrative texts (articles, and competences and linguistic knowledge as defined blogs, emails, interviews) followed by dialogues within the Common European Framework of Referen- with a storyline in the first two levels and dialogue ce for Languages taking students to the level of com- texts in the third level. petence A2/B1 (Level 4). Extension tasks to take students to a level of excellence n Multifunctional approach to grammar: spoken or for those who wish to broaden their knowledge at practices in the presentation pages, rules and this level are available in the Tests and Resources sec- exercises in the Grammar section, Grammar tion available for teachers. reference in the Workbook, and Functions Videos in the DIGITAL BOOK for the Teacher. Characteristics n Gradual preparation for certifications. Sprint is directed at a pluralistic and heterogeneous market where the learning of English is of central im- n CLIL and Culture both in the presentation texts as portance. The course of study offered proposes a mul- well as in the Build your competences section. ticultural vision of society based around the exchan- ge and collaboration between individuals and within n Translation, Dictation and Dialogue writing the learning environment, and develops a balanced both in the Student’s Book and the Workbook. communicative ability as well as an internalisation of the structures of the language at the same time va- n A focus on competences both knowledge and luing the attitudes of the individual student and the know how. resources of group interaction. The whole Sprint course is organised so that it is both n Civilisation and Festivals integrated within each teacher friendly and student friendly thanks to the cle- level. ar graphics and layout of the sections and the cross referencing within the material. n Use of video both for learning and to aid produc- tion. n DIGITAL BOOK for the Teacher: the DIGITAL BOOK includes both audio, video and karaoke ma- terial integrated along with lots of other resources. 6

Introduction Components Student’s Book For the student Starter Unit n Student’s Book + Workbook 1 with Audio CD n Student’s Book + Workbook 2 with Audio CD The evolution in the way that young students learn is n Student’s Book + Workbook 3 with Audio CD considerable. They go from learning through doing n Student's DIGITAL BOOK downloadable from the site: and play to the ability to reflect on what they are le- www.elionline.com (Student’s Area) arning with the objective of looking for rules both for the subject they are studying or for other areas of Each Student’s Book contains: knowledge, and they begin to develop the understan- n Starter Unit (in Levels 1 and 3) ding of their place in the group, in the class and in n Eight (in Levels 1 and 3) and nine (in Level 2) society in general. The Starter unit in Sprint 1 aims to look after and fa- ten page units with a fixed structure cilitate this passage towards a revision of the Primary n Test your competences and Extra practice every school syllabus which was light, colourful and full of movement and energy. two units This section also aims to help students who have had n Word bank in Levels 1 and 2 different linguistic preparation to start the course smo- n A sixteen page colour section dedicated to civi- othly. The section has a practical approach and starts from the beginning with particular attention to pair lisation and festivals work and small group work so that interaction and sharing of progress is encouraged. Each Workbook contains: The Entry Test in the Tests & Resources section should n Eight (in Levels 1 and 3) and nine (in Level 2) six be done at the start of the school year. It’s an entry test which allows the teacher to quickly evaluate the gene- page units with a fixed structure ral level of the class. Following this test the teacher can n Grammar reference decide whether and to what extent they need to do n Word list: all the words from each unit with the exercises in the Starter Unit. phonetic script Units For the teacher Vocabulary and lexis n Teacher’s Book 1 + 2 Class CDs Each unit begins with a presentation of the first area n Teacher’s Book 2 + 2 Class CDs of vocabulary in the Vocabulary section. This aims to n Teacher’s Book 3 + 2 Class CDs stimulate interest in the topic of the first text to help n Test-maker Multi-ROM 1 comprehension of the material. n Test-maker Multi-ROM 2 The words are presented by way of photos and illu- n Test-maker Multi-ROM 3 stration to help understand meaning, each word has n DIGITAL BOOK 1 also been recorded to help students hear the correct n DIGITAL BOOK 2 pronunciation of the words and the phonetic script is n DIGITAL BOOK 3 available for the teacher in the teaching notes. The il- n Supplementary material downloadable from www. lustrated tables in the Word bank at the end of the Student’s Book are cross referenced for easy use. elionline.com (Teacher’s Area) The second lexical area is introduced in the dialogue n Phonemic Chart: Pronunciation wall Poster of the second presentation and the summary of words n UK and Ireland Poster can also be found in the Word bank. n The United States of America Poster n English-speaking countries Poster 7

Introduction Presentation 1 and 2 – a double presentation each of the units the contents of which will be relative to The Student’s Book offers a dynamic course of study the communicative situations presented within the units. with two dynamic input points in every unit, Presen- Every presentation is followed by a comprehension tation 1 includes a narrative text and Presentation 2 task, often in the format of a Cambridge Test. This is uses a dialogue. to facilitate the student’s gradual preparation of the Dividing the presentations into two parts allows for the exam tasks. Then tasks that follow are for usage of the use of two different linguistic registers. The use of the vocabulary and communicative functions that focus on dialogue in the second presentation makes sure that the use of the spoken language, and on cooperation the language reflects as much as possible the natural and interaction with classmates. use of language, which is thanks to the opportunity Both presentations close with a feature task of to re-use the language and vocabulary learnt in the personalisation (Over to you). previous presentation earlier in the unit. The topic of the texts in the first presentation are often Learn to learn of an interdisciplinary nature which aim to motivate The Learn to learn box focuses students’ attention on the students with cross-curricular topics that students possible areas of difficulty both lexical and grammati- may have some knowledge of. cal that is either based on difficulties from English The dialogues reflect the interests of the teenagers in language. this age group and they aim to stimulate curiosity and interest in particular aspects of a sociocultural reality Grammar different from their own. Sprint is characterised by a multi-functional appro- ach to the teaching of grammar. The first time new In Levels 1 and 2 of the Student’s Book the dialogues language is presented in small chunks on the presen- in the second presentation have four London based tation page where there is a box with examples from characters who go to the Thames Valley High School: the presentation text with the target structures hi- Arif, a boy whose parents were born in Bangladesh; ghlighted. Students are immediately invited to check Evie, a Londoner; Sasha, who was born in Jamaica; and their understanding of the new forms and structures Logan whose mother is English and whose father is through guided spoken exercises. Scottish. The photo sequences that accompany the Grammatical structures are presented completely but dialogues were shot on location in London. graded in the three page Grammar section with exam- In the first level, the teenagers are busy preparing for a ples taken from the input pages, tables, explanations school competition; they will be up against other children on form and use and practice tasks of the rules. in their favourite subjects and the winner will win a new This section ends with concluding activities called tablet computer. In the second level they take part in Round up! and some additional translation tasks are the development and publishing of a school magazine. offered in the Translation section. The presence of the same recurring characters through The final Grammar reference section at the end of the the second presentations on both Levels 1 and 2 helps Workbook offers a summary of all the grammatical to add continuity to the course and the students can structures in the same order in which they have ap- identify with the activities of the teenagers. peared in the main units which are useful for revision during the lesson or for autonomous revision at home. In Level 3 the course offers a jump in the quality of the dialogues which no longer follow the four friends of Levels 1 and 2 but instead offer different speakers for 8

Introduction Pronunciation productive skills of Writing and Speaking. Every Grammar section contains a Pronunciation box The genre of the texts used has purposefully alternated which draws attention to the pronunciation and into- between sociocultural and cross-curricular (CLIL). nation of the English language. Students are guided The Listening tasks begin with the students hearing a to recognise and differentiate sounds through simple short dialogue or monologue which then move on to physical activities individually or in pairs so that they discussions and more detailed conversations. imitate the sounds of the English language. The com- The Reading tasks begin with short texts, articles or mon areas of difficulty highlighted are word stress and emails which move gradually on to longer newspaper sentence stress, intonation, specific sounds, a focus on articles, questionnaires and texts from encyclopaedias minimal pairs and on the differences between sound and so on. and spelling. It is suggested that: For an integrated skills approach, the Speaking activities are based around the topics of the reading n Teacher teaches the phonetic symbol that is on and listening texts. The method used is of spoken the page and explain what IPA is (the International interaction in pairs or group discussions along with Phonetic Alphabet). the role of spoken production when giving class presentations or storytelling. n Students then listen to the word or phrase with their books closed. The Writing activities are carried out using the con- tents of the reading and listening texts and any con- n Students listen a second time with their books versation topics. The tasks cover writing messages, open, possibly translating the word or phrase. emails and letters and then as the course progresses the writing tasks would be longer. n Students repeat the word or phrase chorally or individually (the teacher can use karaoke and Kids at Work! recordings of the voices from the DIGITAL BOOK). The final double page spread of Build your competences ends with a Kids at Work! section. There are two parts n Then finally the students can do the activities in the to this section – VideoSprint and SprintAhead, they are Student’s Book. not a compulsory part of the course but we highly recommend that you do them because they allow Functions the students to become actively involved in adding The practice of communicative functions, apart from to their own knowledge. The students are gradually being introduced in the presentation pages is done encouraged to do work which links language learning in the spoken activities in the Over to you sections. In with cultural and social areas. To conclude, the students Sprint you’ll find a full page dedicated to these called end up using their knowledge and their competences Functions. to make real sense of what they are learning. With the aim of getting the students to use the ‘typi- cal’ language of teenagers today, which we can call n VideoSprint ‘digital-natives’, it has been decided to present the The first activity in Kids at Work! section uses digital communicative functions through a series of videos with two teenage actors in situations that are linked to devices such as mobile phones, smartphones, the topic of the units. tablets, computers, digital cameras but also digital All the video content is contained within the DIGITAL games such as mobile consoles which are extremely BOOK for the teacher. The activities of spoken pro- popular with teenagers in this age group. Students duction require that students work in pairs or in small are asked to do homework which involves use of groups to facilitate the use of the target language but these devices (technology) to put into practice the also to get students to share knowledge and work with language they have learnt while doing these extra- their classmates. The activities are in order of difficulty curricular activities. In this way the students learn from controlled practice to free practice. how ‘to do’ things with the language they have learnt, and can work individually or in groups with Build your competences a common aim; they are ‘actors’ who are learning a Every unit of Sprint closes with two pages dedicated to foreign language and want to show what they can do written and spoken linguistic competence with practi- with it, even outside of the classroom environment. ce of the receptive skills Listening and Reading and the 9

Introduction The next step is then to share the project with the The Word bank class with the aim of comparing and growing in knowledge and then gain use of the language as The Word bank section can be found at the end of the a means of communication for expressing and Student’s Book, it contains tables with illustrations and organising and transporting meaning, but in this photographs of the vocabulary presented within each case the students have chosen the means and of the units in Sprint and are presented in the same or- organised the content from their own perspective. der that they appear within the course with the same numbering. n SprintAhead The second activity in Kids at Work! section gets stu- There are page references which link the vocabulary dents to actively take part in future lessons by get- to the units so that students can use the Word bank ting some part of it ready. They may need to collect during the lesson along with the support in the or prepare some authentic material from ‘their per- DIGITAL BOOK. sonal world’ which could be photos, objects, books They can listen to recordings of the words and they re- or simply notes taken or lists created and projects. cord their own pronunciation to enable them to com- These will all be used in class as realia which will en- pare it with the English version. rich the lesson and personalise tasks for each stu- dent by bringing their experience into the class. Culture The civilisation pages cover aspects of English life and Preparation for certifications culture with informative texts and activities which will From the first pages of Sprint, preparation for certifica- stimulate discussion and encourage students to com- tion is given generous coverage. The exam style tasks pare aspects of their own culture with the English one are introduced gradually with the aim of familiarising (Comparing cultures). The topics presented are par- the students with its format beginning with a simpli- ticularly interesting and meaningful for teenagers of fied version then moving towards a more complete this age group. practice of the exact exam tasks that they will meet in Level 1 of Sprint offers pages focusing on Great Britain, the Cambridge or in the Trinity Exams. Level 2 opens up to the American continent and Level 3 The activities are clearly sign posted using the fol- looks at the rest of the English-speaking world (Austra- lowing icons: lia, New Zealand, Canada, India and South Africa), K Key (KET) Festivals This section concludes with a page dedicated to the T Trinity (Grades 1-6) main festivals and celebrations in English-speaking countries, or of cultural groups who have a large popu- P PET (Level 4) lation in Great Britain or the United States of America. Test your competences Workbook The evaluations are not only carried out by the teacher but also by the student who can find within the pages The Workbook has the same number of units as the of Sprint self-evaluation tasks. The section Test your Student’s Book and aims to develop autonomous lear- competences in the Student’s Book should be used to ning by the student. this end. It is developed over one full page every two The Vocabulary & Functions section offers vocabula- units and contains formative tests on the language co- ry exercises to consolidate the vocabulary introduced vered in class or at home. It is possible to give marks in both of the presentation pages, and also exercises using the guidelines offered and to reflect on the level to practice the communicative functions which cover of difficulty met by students and discuss this with the the topics in the input stage of the unit. Dialogues si- teacher to decide on the best way forwards and whe- milar to those in the unit are also offered to revise the ther to revise the areas further. functions once again (Dialogue work) and also cover There is a final page of Extra practice where the stu- the language taught in the Functions section. In ad- dent meets summative tasks which revise the practice dition there are dictation tasks. Two pages of Gram- already carried out. mar follow which cover a wide variety of grammatical 10

Introduction exercises (transformation tasks, fill the gaps, multiple Resources in the Student's DIGITAL BOOK choice, matching and much more) to consolidate the downloadable work done in the Student’s Book. A part of this section n UK, USA and English-speaking countries maps is dedicated to translation work too. n Phonemic chart poster with audio Pages within the Workbook are dedicated to lingui- n Extension worksheets stic skills (Build your competences) and use reading n Civilisation worksheets texts, listening tasks, writing and speaking prompts to n Word bank facilitate spoken production and interaction in class. n Functions videos The main objective of these is to consolidate what has n ELI Games: a digital game for each level to do in been covered in the Student’s Book and to facilitate student’s autonomy. class with the interactive whiteboard or at home with friends. Grammar reference At the end of the Workbook there is an entire section Resources in the Teacher’s DIGITAL BOOK dedicated to the summary of the grammatical structu- n UK, USA and English-speaking countries maps res in the course with tables, explanations and exam- n Phonemic chart poster with audio ples which are not the same as those already presen- n Extension worksheets ted in the Student’s Book. This section will be useful for n Civilisation worksheets the students when they need to consolidate and revise n Word bank at home to develop their learner autonomy. n Functions videos n ELI Games: a digital game for each level to do in Word list This helps students to understand the meaning of class with the interactive whiteboard or at home words and see their phonetic script. These final pages with friends. are easy to use because they are divided by unit and n All of the answers to the interactive exercises in they can be used by the students studying on their the Student’s Book. own and will help them enrich their vocabulary. n The ability for exercises to be saved by the tea- cher. DIGITAL BOOK Online Resources In the DIGITAL BOOK you will find the Student’s Book which can leafed through and contains interactive exer- A further flexible feature of Sprint is the area of online cises and integrated resources to use in class on the resources at the following location: www.elionline.com interactive whiteboard. The DIGITAL BOOK allows the The online resources can be continually updated and teacher to organise and construct learning of knowled- enriched with didactic support materials for the course ge and competence not only through the use of paper and can be downloaded free. These resources can be based materials like the Student’s Book but also and adapted to suit the changing reality and formative above all using multimedia means which also includes objectives of the young teenagers. the integrated audio and video which brings learning closer to what the students use without hesitation in their ‘digital native’ world. It is also possible to read texts using the karaoke fun- ction, to save and print exercises, to create and copy personal documents and to manage your own teacher and student profiles. In addition, thanks to the listen and record your own voice function students can practice and improve their pronunciation at any moment throughout the course. 11

Introduction WebLAB Teacher’s Book This is a platform that allows the teacher to assign multimedia exercises and tests of various kinds with For each level of Sprint the Teacher’s Book comes integrated audio and video, based on a vast archive packaged with two class audio CDs which contain all of material organised by linguistic level and topic. It the listening material for the Student’s Book, the audio allows students to complete their course of study in CD for the Workbook, the Test-maker Multi-ROM and a personalised way with self-marking. What is more, the DIGITAL BOOK. it is in fact possible to create specific courses of study Each Teacher’s Book contains: for classes or for groups or for individual students and consign homework and tests and get back detailed n A table of contents for each level. reports on progress. There are already a lot of exerci- ses available on the platform and class tests based on n An introduction to the methodology and how to elements of the grammar syllabus which the teacher use the methodology. could use in class for revision, or set as homework or use as progress test. The teacher can also create new n Information on the Common European Framework of exercises ‘to fit’ the students and use them in class. Reference and certifications: Trinity and Cambridge. WebLAB is available at: weblab.elionline.com n The pages of the Student’s Book reproduced with WebCLOUD the Answer keys inserted in the exercises, wherever The WebCLOUD is a new easy-to-use platform where possible. teachers and students can create and publish albums, blogs and class magazines. The platform is available n Teaching notes, extra activities and cultural notes. at: [email protected] for teachers who have adopted ELI courses, it offers the following teaching n The transcripts of the Student’s Book, wherever ne- support: cessary. n It promotes creativity and the ability to communi- n The pages of Culture and Festivals reproduced with cate and intercultural and digital skills, it also fo- Answer keys, wherever possible. sters planning skills which are all essential skills for the adult of tomorrow. n The Workbook Answer keys and transcripts of the recorded material. n It creates the ideal environment for the teenagers of the digital world to do the following most prac- Tests and Resources ticed activities: publish photos and read and write blogs or articles. With WebCLOUD all of this can The Tests and Resources section (in the Teacher's Book) be done in a secure environment to motivate the is completely photocopiable and contains a wealth of learners. evaluation and testing material. n The fact that the environment online is protected The Entry Test can be used as a diagnostic tool at the means that only other schools have access along beginning of the first year to understand the level of with teachers and students who have been invited. competence of the students and it contains the prin- Teacher and student access is password protected. cipal elements of learning objects that tend to be co- Anything published on WebCLOUD is only visible, vered in the beginner level. The Entry test needs to at the discretion of the school or institution, to the be administered before students begin the Starter unit class and other members of WebCLOUD wherever of Sprint to understand whether the teacher needs to they are in the world. work through all of the activities in this unit and how much time to spend and what the eventual gaps in n It’s a great way to stimulate students to work toge- learning that need to be filled are. ther to publish the best photos, or the best articles or the most interesting magazines. For each unit of the course there is a Reinforcement Worksheet which is made up of one page of lexical 12 and grammatical exercises which should be done befo- re the formative assessment in the Unit Test. The aim

Introduction of these worksheets is to verify the students’ progress Methodology in the areas of vocabulary and grammar and to identify eventual areas that need revision or further practice. In line with the Common European Framework of It is recommended that teachers indicate which areas Reference, Sprint proposes the actionable approach. of grammar and vocabulary are being tested and gui- According to this approach the teacher, through his/ de the students through the test. her own pedagogic actions takes into consideration the cognitive, affective and motivational resources of Every unit of Sprint has a Unit Test available in two the students and together with their own skills aims versions: row A and row B. The structure of both ver- to reach the maximum linguistic and communicative sions in the lexis and functions covered are the same or objectives as well as social objectives. Learning a lan- equivalent to each other but the exercises are slightly guage is not only considered a subject central to what different from each other (some words of vocabulary, they are learning instead the students are seen as ‘so- single grammatical items or information requested). cial’ actors who need to use the foreign language to The aim is for the tests to be different enough in run- carry out social interactions, in other words, ‘get things ning order and items for students in large classes not done’. The students and the execution of their course to be able to copy directly from the student sitting ne- work become the pivot around which the course is arest to them. The two versions of the tests could also organised. Sprint offers activities which are pertinent be used one after the other if the teacher wishes. to everyday life and easily transferable to real life si- tuations so that learning a foreign language means Each Unit Test offers a formative evaluation instru- knowing how to use it. ment which allows the teacher to check the progress The students are slowly guided to carry out activities of students and identify any areas of weakness which that take into consideration not only the linguistic fea- may need further practice and revision. tures but also the cultural and social aspects, so that in The tests called Round-up Tests contain summative the end the students are using their knowledge (what exercises of grammar, vocabulary and functions and have been learnt) and their competences (their new cover two units of material in each test. They also try abilities) and can make real sense of what they have to evaluate the learning of competences acquired by learnt. students who have excellent or above average level of The Kids at work! section is based around just this linguistic ability. concept. According to recent studies, if students are actively involved in the learning process it helps to fix When two units have been completed the teacher not only the knowledge but also the abilities so that it can offer a Competences Test once again in two is more difficult to forget what has been learnt. As long versions: row A, and row B. Similar to the Unit Tests as the students not only acquire scholastic knowledge these versions are designed to test students equally but also become active users of the language studied and similarly but the exercises are slightly different in at school, in Sprint the spoken word takes pride of layout and running order. These tests offer a summa- place: it is important to understand but also to know tive appraisal and the objective of using it is to verify how to understand and speak. the student’s knowledge and competence gained by the student over the course of study in the preceding Cross-cultural aspects two units. The Competences Test is divided into three sections: Reading, Writing and Listening. These are fol- The cross-cultural aspects of Sprint are fundamen- lowed by a Speaking Test divided into Spoken pro- tal because teaching a language cannot be separa- duction and Spoken interaction. ted from the cultural aspects and a solid knowledge Furthermore there are tests dedicated to the assessment of socio-cultural areas can only positively influence of reaching minimum requirements which have been communication. The course offers pages and activities designed for students with special educational needs which push the students to reflect and establish dif- so that teachers can measure whether these students ferences and similarities in order to overcome stere- have reached a basic level of knowledge. otypes and adopt an appropriate linguistic behaviour when using the language. According to the CEFR lan- 13

Introduction guage is a vessel for communication of culture and ser to knowledge by means of experience and help from which comes the knowledge of a variety of cul- them discover and then acquire and not just acqui- tural aspects which allow the student to communicate re by means of transmitting the knowledge to them. appropriately. For appropriate communication to take The students need to exercise critical thinking in the place students need communicative competence both face of knowledge and use their own knowledge to linguistic and intercultural. With cross-cultural com- resolve problems, work in groups but also individually petence, from one perspective the student needs to using the knowledge and abilities they have to bring learn how to use the linguistic structures and adopt about new ones. This means assigning authentic tasks socio-cultural behaviours which allow her/him to be that touch on different disciplines, because students understood by others, but from the other perspective learn better when they participate in the construction the student needs to identify, recognise and interpret of their own knowledge. In this scenario the teacher the attitudes and behaviours (verbal and non-verbal) acts as a guide who helps students to resolve a pro- of the interlocutors. blem and bring the task to an end, or plan something and collaborate but also to behave autonomously and Teaching the above all use what they know in a new context. competences Teaching with Sprint The teaching of competences is an important chapter of today’s schooling. It not only looks at the objec- To present dialogues with more advanced classes the tive of learning and learning to learn but above all teacher could encourage the students to act out the knowing how to apply what you have learnt. In the dialogues without reading them, and then afterwards, recommendations of the European parliament of 28 guide the students to produce a similar dialogue, re- April 2008 you can read the definition of Knowledge, creating the same context in the role-play activity pro- Ability and Competence. posed. Even though this won’t be straightforward it is still suitable for advanced classes especially for Levels n A Knowledge: the result of assimilation of infor- 2, 3, and 4, the role play is a fundamental activity for mation through learning. Knowing is a coming to- the free practice stage of the lesson, and is not there- gether of facts, principles, theories and practices fore designed to be a simple repetition of memorised relevant to one area of work or study. In the con- structures. It would be interesting to propose this acti- text of the Common European Framework these vity, wherever possible, with active participation of the are qualified and described as theories or practi- teacher. ces. If the teacher opts to use the Interactive Whiteboard the Karaoke function presented in the DIGITAL BOOK n B Abilities: the capacity to apply knowledge and is a useful instrument for motivating and involving use know-how to complete tasks and resolve pro- the whole class in the reciting of the dialogue; all the blems. In the context of the Common European dialogues and reading and listening texts have this Framework these are qualified as abilities and are function. described as cognitive (including the use of logi- The Vocabulary section, present in every unit contains cal thought, intuition and creativity) or practical the words that students not only need to understand (including manual skills and the use of methods, but actively use when they produce utterances in En- materials and instruments). glish (active vocabulary). The vocabulary is organised by lexical sets, many of which are also illustrated in n C Competences: proof of the capacity to use the Word bank. For revision of the vocabulary that stu- knowledge, abilities and personal skills, social and/ dents already know, or also to understand which stu- or methodological, in work or study situations whi- dents have a richer vocabulary than that presented in le developing professionally and personally. In the class, there are fun games for each topic (for example context of the Common European Framework the ‘hangman’ which is useful for parts of the body). competences are qualified and described in terms Teaching the meaning of vocabulary can be done in a of responsibility and autonomy. variety of ways depending on the lexical set. The teacher therefore needs to bring the students clo- 14

Introduction For concrete nouns – like clothes, classroom objects, For the new words in a reading text, especially one food – you can point to objects in the classroom or that has been given as homework, students must be the Word bank illustrations, alternatively use objects stimulated to try and understand meaning from con- brought into class by the students which is suggested text, but it would also be opportune to make sure they in the Kids at work! section. In addition, pictures can are able to use a bilingual dictionary efficiently. be cut out from magazines and newspapers before In the spoken production exercises Over to you and the lesson and used with the students. The aim is not Pairwork students practise some of the communicative to use dictionary type definitions in class but instead functions present in dialogues. to guide and help the students to deduce meaning To exploit the material the teacher could follow the themselves. following steps: For physical action the teacher can mime and use gestures, give orders and show illustrations. Mime, in n Students can be asked to do the tasks individually particular, can be used in a game like manner and be- with the teacher going from desk to desk monitoring. come an enjoyable fun interlude in the lesson when students activate the process of unconscious learning n The teacher can give an example out loud and ask – an important and precious ally to every teacher. students to repeat the model sentences or use a For abstract language (adjectives to express feelings, recording if there is one available. verbs of emotion and thought) the teacher can offer a definition or paraphrase the language as well as of- When working on the dialogues in the functions sec- fering examples of the language in context and/or a tion the teacher can get the students to use a simple translation into the children’s own L1 (mother tongue), technique. In pairs the students can read their lines si- explaining any eventual shades of meaning between lently then look up and turn to face their partner and the two languages and asking students to reflect on say the lines. In this way, little by little students will move how the differences contribute to the cultural cha- away from the written word and get used to speaking. racteristics of the country. Another way of working with the dialogues is to get Whichever of the above methods the teacher uses students working in groups of three: one student has they need to highlight to students any cognates the role of prompter and keeps his/her book open and (words which have the same root and meaning in both the other two are interlocutors A and B and keep their languages) and false friends (words which have the books closed. The prompter needs to keep the line of same root but different meaning for example ‘library’ dialogue moving, by giving A their lines or by telling in other Latin languages is a similar word which means them the lines in L1. A says their lines in English. This ‘bookshop’). continues alternating between A and B. To help students remember new vocabulary, it is sugge- When students feel confident enough, the teacher can sted that they create pages and sections in their notebo- ask certain groups to recite their dialogues in front of oks or files divided into lexical sets or topic areas, each the class, and be encouraged to dramatise their per- student needs to feel free to use whichever method of formances with gestures and slightly exaggerated in- remembering that they wish to experiment with. tonation to enrich the communicative aspect. Students can: The learning of grammar in Sprint takes on an im- n Draw a picture next to the work if they have a visual portant role, thanks to a multi-functional approach memory. which involves the use of different means and sees nu- merous occasions for summarising and consolidating. n Write the translation or look into the origins of the Grammatical structures and the spelling of words are word and look at the similarities and differences presented gradually in Sprint and they are continual- between the new word and the same one in their ly recycled, in the same way that the mother tongue own language, if they have a ‘linguistic’ memory. uses the same words and phrases over and over if they are high frequency items to communicate meaning. In n Link the new word to an action, if they have a kina- some cases it could be necessary to activate the use of esthetic memory. terminology from L1 (what is a verb and an adverb or a preposition) and elaborate on what the differences are n Invent a rhyme or a short song with the new between those in L1 and those in English (for example word(s), if they have a musical memory. the possessive, contracted forms of auxiliary verbs, the 15

Introduction continuous aspect and verb conjugations). For the part the vocabulary and grammar have been practised of the lesson focussing on the Student’s Book, the tea- and go back and revise them if necessary. It’s also cher is advised to: a good idea to make sure that the classroom en- vironment is suitable for effective listening (noises n Ask students to underline key phrases and structu- outside the classroom need to be kept to a mini- res in the presentation that illustrate the grammar mum, and the speakers and listening device needs focussed on, in this way the teacher is getting the to be accessible to all and the students need to be students to use the deductive method of working quiet and concentrated). out rules right from the start. n The same listening text can be replayed after a few n Ask students to read the rules in the grammar sec- weeks to show students and prove to them that tion and ask students to provide alternative exam- progress has been made with their comprehension ples for each structure presented and at the same and this will build the self-esteem and self-confi- time try to recycle vocabulary learnt in previous dence. lessons. These can be written up onto the board and students can be asked to copy them into their In order to develop reading ability Sprint offers spe- notebooks. cific tasks in the Student’s Book and Workbook. These activities can be done in similar ways to those sugge- n Ask students to carry out the exercises as spoken sted for the reading skills tasks: productive tasks and then set them the same exer- cises as writing tasks to do at home. Alternatively n Teach the students to identify paragraph breaks the exercises could be done in pairs or groups of and get them to think of a short title that could be three and then correct them immediately (especial- given to each paragraph to summarise it which will ly for classes with weaker students). help students to focus on the key content. n Set the corresponding tasks in the Workbook for To stimulate the students during spoken productive homework and correct these tasks with the class in tasks where they are not interacting with another spe- the next lesson. aker but where they are communicating with the who- le class or a teacher, the teacher is advised to: In order to develop receptive skills, and in particular the ability to understand when listening, Sprint of- n Explain the task that need to be done clearly to fers specific activities both in the Student’s Book and the students making sure they have the words they Workbook. In order to do this type of activity, the tea- need and giving them an example if possible. cher is advised to: n Ask the students to practice in pairs beforehand so n Use the illustrations in the task along with the title that even the most timid of students have the op- and the questions in the task and/or the tables and portunity to speak without feeling as if the whole any lists of vocabulary to help students predict as class is staring at them. much as possible what they are about to hear. n Ask for volunteers to come forward and offer their n Ask students if they can offer any information on version of the task. the topic they are about to listen to or any English words that they think they may hear on this topic, n It’s best not to interrupt the students while they are and then write them all up on the board. speaking even if they make mistakes because at this stage it is important to focus in fluency and on n Let students listen to the recording more than once, the ability to communicate rather than on gram- if necessary, and ask for feedback in L1 on the me- matical accuracy. aning of what they have listened to. If the listening text has proved too difficult for the students, the For the activities of spoken interaction the same teacher can go back and ask one of the students techniques are advised and it is important to focus and who found the text easier to understand than the organise activities around solid pairwork interactions other students to help build students confidence in as follows: the fact that they will understand and they need to believe in themselves. If however the whole class n Put the class into pairs and make it very clear who meet with difficulties while listening make sure that is Student A and who is Student B. 16

Introduction n Explain clearly what the task is that you want them basis of this profile the teacher can try to bring the levels to do and explain, if necessary, in L1 what their ro- in line with each other with a series of reinforcement les are and what the context is. activities for those with gaps in their knowledge and revision activities for the stronger students. n Ask two students, who should be some of the stron- ger ones, to do an example in front of the class and It is advisable to: encourage them to dramatise their roles a little if possible. n Explain clearly at the beginning of the lesson what your aims are (for example ‘Today we are going to n Get the students to do the task in their pairs and go learn how to order a meal in a restaurant’) around the class to monitor progress, checking that they are speaking in English, helping any pairs that are n Give an outline of the stages of the lesson (first we’ll having difficulties and making notes of any mistakes learn some words on the topic of foods, then we’ll – but without interrupting the flow of conversation. listen to a dialogue with a waiter, and then you’ll act out a dialogue with your partners). n To close, invite one or two pairs to perform their task for the rest of the class or guide the class if they n Give a short teacher led presentation. are stronger to act out their dialogue as a role play. n Give out different tasks dividing the class into diffe- To develop writing skills Sprint suggests written com- rent ability groups, or do an open ended free prac- positions based around recent reading or listening ta- tice task where each student is able to do the task sks. In this way students are able to recycle language by suing the language they have at their disposal. recently learnt and use it in a productive task to help personalise it. To help students with this skill it is advi- n Alternatively, give each student the same task but sable to explain to students that writing compositions make the students work together in mixed groups requires several steps and it would be best to give of ability. them an example on the board: Classes of students with mixed cultural n Draw up an outline of what you want to say using backgrounds the following scheme: the opening in which you say It is becoming increasingly common to find large sec- what the argument will be, the development of two tions of classes with students who have different cultu- or three points with exemplification, then the con- ral backgrounds. Often it’s the case that these students clusion which can also include a new added idea. could get left behind in the general courses of study, above all because the language used in the classro- n Proceed with the first draft which can be re-read om by the teacher is unfamiliar to them. For this re- and corrected individually or by a classmate. ason the English lesson (whether it’s the first foreign language or the second) can become a time for these n Do a final draft which has been corrected and is students to show what they are made of rather than a ready to submit. moment for weakness. It is important to try and avoid the use of L2 in the classroom and try to use methods It’s always a good idea to encourage students to look and teaching techniques which exploit other methods at each other’s drafts and suggest corrections and im- of learning and other languages, in particular the vi- provements. This can motivate them and encourage sual, kinaesthetic and musical methods. Sprint propo- cooperation, it helps understanding and invites stu- ses ways of working which can be easily adapted to dents to share their knowledge and skills. working with culturally diverse classes, importance is given to cooperation and the opportunity for indivi- Mixed ability classes dual expression. In general the teacher can follow the It is expected that the majority of classes are made up suggestions below: of students of different levels of competence especially during the first level of the course because they will all n Invite students who have different cultural have different language learning experiences. backgrounds to offer examples from their cultu- At the beginning of the English course it would be ral context, historical and linguistic, each and eve- advisable to administer the Entry Test (in Tests and ry time you think it is opportune and possible. It is Resources section) to get a class profile of abilities. On the important that they feel they are participating and 17

Introduction all the students need to understand and accept the language, also the L1 of the students in the class cultural, linguistic and religious differences because (for example, produce multi-lingual posters, or du- these provide a precious opportunity to enrich the ring vocabulary tasks). lessons. n And finally, if you have time, and if you think it n Propose activities (especially in Build your compe- is opportune involve the students who are from tences and in the Culture sections) which offer op- other cultural backgrounds from the beginning of portunities for continual comparison of the culture the lesson (for example, as the students are coming in which they are studying and that from where into the class invite a Chinese girl to tell everyone they have come. what the day and date is in their own language, then say it in English to check the comprehension n Wherever possible, use, together with the English of the rest of the class). 18

Introduction The Common European an languages. The descriptors of the communicative Framework of Reference competences are articulated in three levels (A, B, C) each of which is divided into sub levels (A1, A2, B1, The Common European Framework of Reference B2, C1, C2). (CEFR) published by the European Council in 1996 For each sub levels there is an articulated list broken and updated in 2001 allows a homogenous evalua- down into Listening, Reading, Spoken Interaction, tion of competences acquired in any of the Europe- Spoken Production (which covers range, fluency, in- teraction and coherence) and Writing. A Basic User A2 Waystage A1 Breakthrough Can understand sentences and frequently used ex- Can understand and use familiar everyday expres- pressions related to areas of most immediate rele- sions and very basic phrases aimed at the satisfac- vance (e.g. very basic personal and family informa- tion of needs of a concrete type. Can introduce him/ tion, shopping, local geography, employment). Can herself and others and can ask and answer ques- communicate in simple and routine tasks requiring a tions about personal details such as where he/she simple and direct exchange of information on familiar lives, people he/she knows and things he/she has. and routine matters. Can describe in simple terms as- Can interact in a simple way provided the other per- pects of his/her background, immediate environment son talks slowly and clearly and is prepared to help. and matters in areas of immediate Basic need. B Independent User B2 Vantage B1 Threshold Can understand the main ideas of complex text on both concrete and abstract topics, including technical Can understand the main points of clear standard discussions in his/her field of specialisation. Can interact input on familiar matters regularly encountered in with a degree of fluency and spontaneity that makes work, school, leisure, etc. Can deal with most situa- regular interaction with native speakers quite possible tions likely to arise whilst travelling in an area where without strain for either party. Can produce clear, de- the language is spoken. Can produce simple con- tailed text on a wide range of subjects and explain a nected text on topics which are familiar or of per- viewpoint on a topical issue giving the advantages and sonal interest. Can describe experiences and events, Independent disadvantages of various options. dreams, hopes and ambitions and briefly give rea- sons and explanations for opinions and plans. C Proficient User C2 Mastery C1 Effectiveness Can understand with ease virtually everything heard or read. Can summarise information from different Can understand a wide range of demanding, longer spoken and written sources, reconstructing argu- texts, and recognise implicit meaning. Can express ments and accounts in a coherent presentation. Can him/herself fluently and spontaneously without express him/herself spontaneously, very fluently much obvious searching for expressions. Can use and precisely, differentiating finer shades of Profi- language flexibly and effectively for social, academ- cient meaning even in more complex situations. ic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. (Source: Council of Europe - http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf) 19

Self-assessment sheets The European Council has produced a detailed list of the competences that need to be met at the end of each of the levels presented in the CEFR. We are now going to give you a checklist which is in line with Level A1. With regards to communicative competence, Sprint takes students to an introductory level of Breakthrough (A1) at the end of the first level. The next level of Waystage (A2) is reached at the end of Level 2 which is consolidated and extended in the third year. The level of Threshold (B1) is reached and consolidated at the end of the fourth year. It is possible to use these checklists as a form of self-assessment (column 1) and to allow other people such as the teacher to assess the language level of the student (column 2). When thinking about the abilities not yet acquired it is possible to rank the importance of each skill (column 3 = objectives). Thus it is possible to add objectives – with the help of the teacher – skills that could additionally be acquired or that are considered useful to learn at this level. Use the following symbols: In columns 1 and 2 ✔ I am able to do this under normal circumstances. ✔ ✔ I am able to do this without any difficulty. In column 3 ! This is my objective. !! This is a priority for me. If the student can put ticks in approximately 80% of the boxes it means you have got the level indicated in the table. Self-assessment table – Level A1 1 – me 2 – teacher/other 3 – my objectives Listening 123 I can understand if you speak to me slowly and clearly, with pauses to give me time to understand. I can understand simple directions, such as how to get from A to B, on foot or by public transport. I can understand a question and simple invitation to do something if asked clearly and slowly. I can follow simple brief instructions. I can understand prices, numbers and the time. Reading 123 I can understand details about people (address, age etc.) in a newspaper article. I can choose a film or concert and understand where and when it starts from an advert or poster. I can understand a questionnaire (at border controls or hotel reception) sufficiently to be able to give key personal details (e.g. name, surname, date of birth, nationality). I can understand words and expressions on notices and signs (e.g. Train station, Car park, No smoking, Turn right). I can understand basic commands on a computer (e.g. Save, Cancel, Open, Close). I can understand simple written notes (e.g. how to get from A to B). I can understand short message on postcards (e.g. holiday greetings). I can understand, in everyday situations, simple notes written by people I know or colleagues, such as ‘I’ll be back at 4’. 20

Self-assessment sheets Spoken interaction 123 I can present someone and use simple phrases for greetings and salutations. I can ask and answer simple questions, and make and react to simple statements, as long as it is in an immediate situation and I have time to formulate the response. I can express myself simply as long as the other people are prepared to repeat things more slowly or reformulate phrases. I can make simple purchases if I can use simple gestures and indicate what I want to buy. I can talk about numbers, cost, prices and time. I can ask for and give things to people. I can ask people personal questions such as their address, who they know, what possessions they have and I can answer the same questions if they are asked slowly and clearly. I can talk about time with the help of expressions such as ‘next week’, ‘last Friday’, ‘in November’, ‘at 3’. Spoken production 123 I can give personal information (e.g. address, phone number, nationality, age, family, hobbies). I can describe where I live. Speaking strategies 123 I can say that I don’t understand something. I can ask people to repeat something. I can ask people to say things more slowly. Writing 123 I can fill in a form with my personal details (e.g. job, age, address, hobbies). I can write a simple greetings card (e.g. birthday card). I can write a simple postcard (e.g. send greeting when on holiday). I can write a simple note to someone to say where I am or where we will meet. I can write simple sentences about myself (e.g. where I live and what I do). 21

Certifications The competences acquired by students in foreign Trinity GESE languages can be measured in terms of qualifications recognised all over Europe as well as within the The Graded Exams in Spoken English are offered at school system of their own country. The most well- twelve levels and verify the spoken skills of students. known and recognised examining bodies both The twelve levels are divided into four stages: in Europe and internationally are Trinity College, Initial (Grades 1, 2, 3), Elementary (Grades 4, 5, 6), London and UCLES (University of Cambridge Local Intermediate (Grades 7, 8, 9) and Advanced (Grades Examinations Syndicate). Their examinations conform 10, 11, 12). Trinity College recommends Grades 2-4 to the parameters set out by the Common European (the initial and early Elementary stage) for the early Framework of Reference (CEFR). years of secondary school. For an accurate description Sprint prepares students for Grades 1-6 of Trinity of the exams and syllabus, go to their website: Graded Exams in Spoken English and Key for Schools www.trinitycollege.co.uk. (KET) and PET tests of Cambridge English which correspond to levels A1 – A2 – B1 of the CEFR. To help students prepare for the Graded Examinations of Trinity College Sprint offers: CEF level Trinity Grades UCLES A1 Grade 1 n Communication tasks which develop comprehen- Grade 2 KET sion and production of the spoken word A2 Grade 3 PET Grade 4 n Pronunciation tasks to help with stress and intona- B1 tion Grade 5 Grade 6 n Speaking tasks on the skills pages Table of objectives for Grades 1-6 and the levels of the CEFR European Trinity Grade Description of the CEFR Trinity: Trinity: Framework of test format test duration Reference (CEFR) Initial At the end of this Initial stage the student can: 5-7 minutes 1 • Understand and use common expressions and Conversation A1 Breakthrough 10 minutes Introductory or 2 basic phrases to talk about family and people discovery and the world around them. • Present yourself to others. • Ask and answer questions on personal details and about personal belongings. • Interact in a simple way if others speak slowly and clearly and are patient. A2 Waystage 3 At the end of the Elementary stage the student Conversation Intermediate or Elementary can: Presentation survival • Understand and use English in everyday of a topic 4 Discussion B1 Threshold situations such as school, work, travel and free Independent User 5 time. • Talk about interests and give opinions on 6 familiar topics or which areas they have prepared. • Talk about past, present and future events. • Express opinions and intentions. 22

Certifications Cambridge English: Key (KET) Cambridge English: Preliminary (PET) is the second in a and PET suite of UCLES (University of Cambridge Examinations Syndicate) exams which corresponds to level B1 Threshold Cambridge English: Key (KET) is the first in a suite of the Common European Framework of Reference. of UCLES (University of Cambridge Examinations For a detailed description of the exams and the syllabus Syndicate) exams which corresponds to level A2 go to the website: Waystage of the Common European Framework of www.cambridgeesol.org/exams which describe the Reference. test parts. Key (KET) Examination Paper 2: Listening Time: approximately 30 minutes. Paper 1: Reading and Writing Number of Parts: 5 Time: 1 hour and 10 minutes Number of Parts: 9 In Part 1, candidates are tested on their ability to un- In Part 1, candidates are asked to identify simple fac- derstand the main message of a sign, notice or other tual information in short conversations. very short text. On the question paper, the candidates see a simple A matching exercise follows. question and three multiple-choice options. In Part 2, candidates are asked to fill the gap with one of the three options provided. In Part 2, candidates are asked to identify simple fac- tual information in a longer conversation. Candida- In Part 3, candidates are tested on their ability to under- tes show their understanding of the conversation by stand the language of the routine transactions of daily life. matching two lists of items. In Part 4, candidates are tested on their ability to un- In Part 3, candidates are asked to understand an infor- derstand longer texts from authentic sources, such as mal conversation between two people about a topic of newspaper and magazine article. personal interest to the speakers. In this part, candida- tes show their understanding of the conversation by In Part 5, candidates are tested on their knowledge answering five multiple-choice questions. of grammatical structure and usage in the context of texts adapted from newspaper and magazine articles, In Parts 4 and 5, candidates are asked to extract speci- encyclopaedias and other authentic sources. Words fic information from a dialogue or monologue are deleted from the text and candidates are asked to complete by choosing the appropriate word from and write it down. three options. Paper 3: Speaking In Part 6, candidates are asked to produce items of Time: 8-10 minutes vocabulary and to spell them correctly. For each word, Number of Parts: 2 candidates are given a definition, followed by the first letter of the required word and a set of dashes to re- Part 1 takes 5 to 6 minutes. In this part, each candidate present the number of remaining letters in the requi- interacts with the interlocutor, giving factual red word. information of a personal kind, for example, name, In Part 7, candidates are asked to complete a gapped place of origin, study, family… Candidates are also ex- text, like notes, emails and short letters. Correct spel- pected to be able to talk about their daily life, interests ling of the missing words is essential in this part. and likes. In Part 8, candidates are asked to use some informa- Part 2 takes 3 to 4 minutes. In this part, the two can- tion to complete a note. The required written produc- didates interact with each other. This involves asking tion is at word and phrase level, not sentence. Correct and answering questions about factual information of spelling is essential in this part. a non-personal kind. Prompt cards are used to stimula- te questions and answers which will be related to daily In Part 9, candidates are asked to write an authentic, mes- life, leisure activities and social life. sage, for example a note, email or postcard to a friend. 23

Special Educational Needs Inclusive teaching intends to allow and permit the of the information to make the content relevant to as maximum development possible of student’s capacity, many students as possible, including those students and for each student to reach their potential. who have different learning styles. Teachers are invited to maximise and update their The extension tasks offered by the Sprint DIGITAL professional development to make sure they have BOOK can be done in groups to get all the students the skills and appropriate tools necessary to meet the motivated and involved. The interactive whiteboard challenge of teaching in special conditions, equipping can be used with the following sections of Sprint: themselves with methods that have been tried and tested over years as well as the possibility to offer new Functions Videos: functions in the video are designed technology. to make the students inquisitive and to stimulate them The diffusion of new technology in schools offers con- to learn or simply to revise the structures using differ- crete advantages to all students. The use of new tech- ent means to the ones written in the Student’s Book, nology in teaching has the main objective of widening which can also hold the students attention as well as the ways of learning which includes all learning styles teach them, and meet the needs of students who have and attitudes and ability levels. limited concentration spans or limited reading skills. Through technology and its language you can give every student the chance not only to demonstrate Kids at Work! The activities of VideoSprint stimulate what they can do but also to do it in their own individ- students to produce and enhance their work digitally ual way, and share this knowledge and ability with the and through this they will be enjoying themselves and rest of the class. show that they can do things with the language they It is this integrated use of standard methods and have learned. new technology which will foster the exploration of new learning methods and the coming together of These activities are optional and can be used as an al- knowledge, competence and experience. ternative way for students to produce language and expression away from the standard methods, giving Special needs resources and students a way of expressing themselves with lan- extension tasks guage and methods closer to their daily lives and their range of interests. In order to help the teacher with the wide variety of needs of the class, Sprint offers special needs resources Word Bank: this section of illustrated words with au- and extension tasks for every section of each unit. The dio gives the students an opportunity to memorise Special Needs Resources aim to guarantee that stu- and practise the new vocabulary using the correct dents reach the minimum requirements and have pronunciation. corresponding evaluation worksheets in the Tests and Resources section. ELI Games: these are interactive digital linguistic Alternatively, the extension resources offer additional games, which like board games, can get all the stu- activities and materials at the end of each unit or can dents involved and interested. be done instead of certain parts of the unit. As well as paper based materials, the extension tasks International Classification can also be done digitally, and using not only the tech- of Functioning, Disability nology offered by the school (Interactive Whiteboard, and Health CD players and DVD players) but also instruments that the teenagers have got (tablet, smartphone, video To identify any possible SEN (Special Educational camera, digital cameras). Needs) we take inspiration from the examination of a This technology, if used correctly offers instruments person ICF (International Classification of Functioning, which permit the students to broaden their skills and Disability and Health) model which outlines some become active players in their own learning process. large categories in which you can verify the difficulties The interactive whiteboard offers different ways of of learning (such as physical conditions, body presenting materials and different levels of elaboration structure, personal activities, social skills, contextual 24

Special Educational Needs environmental factors and personal contextual factors). and they propose them again by following a few crite- For each one of these categories the parameters which ria of adaptation which can be summarized as follows: must be considered to confirm a SEN are the eventual n Use a clear legible font (in particular we advise Ver- presence of damage, an obstacle or abnormal learning. For each one of these cases it is necessary to create dana, Comics, Georgia, Arial). a specially-made teaching plan, by using all of the n Clear requests written in L1 (the teacher should resources that are able to facilitate inclusion, but above all through the support of classmates. read them out loud). n Exercises focussing on types of identification with Often SEN regulations underline firmly that all the teaching addressed to SEN students must refer to ICF. iconic reference should be avoided (for example Thanks to this classification and its codes it is possi- word scramble). ble to evaluate the entire area of learning. A model of n Phonetic and orthographic exercises that ask for evaluation of learning must explain codes, categories completion of grammatical rules. and descriptions, to which you can attribute a grade, n Multiple answer exercises are preferable. numerically defined (see table below). n The lexicon should always be provided in a specific box for those exercises which ask for the insertion Minimum requirement tests in Sprint (in Tests and of words. Resources section) try to help students with different n L1 should only be used for simple identification exer- and multiple needs of SEN students. They were devel- cises which aim to verify English comprehension. oped in collaboration with secondary school teachers n Copious usage of images and photographs. who have extensive experience in the practice of spe- n Activities should develop from personal experiences cial needs teaching. The lessons follow lexicons, gram- and everyday life. matical structures and the communicative functions n Activities with personalisation starting points. which are presented in the different units of the course We then remind teachers that when difficulties persist, oral tests could be used to supplement or integrate the written material. Code Category Description D130 To copy He/she mimics or copies an event or a symbol, such as a gesture, a sound, the letters of the alphabet. D135 To repeat He/she repeats a series of events or symbols (for example he / she repeats a poem). D140 Reading ability He/she recognizes the letters of the alphabet and pronounces words correctly. D145 Writing ability He/she produces letters to compose words or sentences, by using orthography and grammar correctly. D150 Calculus abilities He/she uses numbers and does arithmetical operations. D1550 Easy abilities He/she does intentional basic actions. D1551 Difficult abilities He/she does a combined set of actions. D166 To read He/she comprehends and interprets a written language. D170 To write He/she produces words and sentences to give informations. D172 To calculate He/she solves problems by counting and presents and exposes results. D177 To make decisions He/she chooses between many options, evaluating the consequences. 25

Starter unit Page 8 Objectives Revise the pronunciation of letters of the alphabet. Spell people’s names. Ask someone their names and how they spell it. Know how to say your own name and how to spell it. A for Animals Exercise 1 B for bus F for fish I for ice cream L for lion N for notebook R for rabbit T for tea Y for yo-yo 1.2 Audioscript A for apple N for notebook B for bus O for octopus C for cat P for pineapple D for dog Q for queen E for elephant R for rabbit F for fish S for starfish G for giraffe T for tea H for hippo U for umbrella I for ice cream V for violin J for juice W for whale K for kite X for xylophone L for lion Y for yo-yo M for mouse Z for zoo Exercise 3 Minimum requirements Farm animals Animals cow, sheep, cat, dog, mouse, rabbit p. 8 ex. 1, 2 Wild animals monkey, tiger, elephant, giraffe, hippo, lion Sea creatures turtle, dolphin, fish, octopus, starfish, whale 26

Page 9 S Objectives 77 88 Revise/Learn numbers from 99 1-100. Ask someone their age and 27 answer. Know the basic rules for forming plurals. Numbers 53 65 52 64 76 Exercise 1 3 three 5 five 6 six 7 seven 9 nine 14 fourteen 16 sixteen 17 seventeen 18 eighteen 23 twenty-three 24 twenty-four 25 twenty-five 26 twenty-six 29 twenty-nine Exercise 2 1.3 six monkeys eight apples Audioscript one sixteen four bananas four girls two pizzas two seventeen three eighteen Minimum requirements four nineteen five twenty Numbers six twenty-one p. 9 ex. 1, 2 seven twenty-two eight twenty-three Plurals nine twenty-four p. 9 es. 1 ten twenty-five eleven twenty-six twelve twenty-seven thirteen twenty-eight fourteen twenty-nine fifteen thirty Exercise 3 1.4 Audioscript forty eighty fifty ninety sixty a hundred seventy Plurals Exercise 1 1.5 Audioscript See Student's Book page 9.

S Page 10 black blue Objectives grey red green orange yellow purple pink Revise/Learn colours. 6 Ask someone what their 5 favourite colour is and answer. 7 10 Colours 1 8 Exercise 2 1.6 4 Audioscript 9 white 3 black blue B CA grey red Minimum requirements green orange Colours yellow p. 10 ex. 1, 2 purple School Kit pink p. 10 ex. 1 School kit Exercise 1 1.7 Audioscript 1 scissors 2 notebook 3 book 4 rucksack 5 rubber 6 pencil 7 pencil sharpener 8 pen 9 felt-tip pen 10 ruler Exercise 2 1.8 Audioscript Liam My rucksack is yellow. I’ve got some books in it. Tommy My rucksack is black. I’ve got scissors, an exercise book and lots of pencils in it! Meera My rucksack is red and black. I’ve got felt pens, a rubber, a pen, a lot of pencils and a pencil sharpener in it. 28

Page 11 S Objectives 29 Revise/Learn to read, say and write the time. Ask someone what time it is and reply. The time Exercise 1 1.9 Audioscript See Student's Book page 11. Exercise 2 1.10 Audioscript 1 It’s a quarter past three. 2 It’s five past five. 3 It’s a quarter to ten. 4 It’s half past eight. 5 It’s ten to seven. Teaching note Make students aware that the time can be written and said with the indefinite article a/an or without. Point out this difference between exercise 1 and 2. Minimum requirements The time p. 11 ex. 1

S Monday Autumn Tuesday Summer Page 12 Wednesday Spring Thursday Winter Objectives Friday Saturday Summer Revise/Learn days of the week, months and seasons. E RUARY RCH Days, months and seasons A RIL MAY Exercise 1 1.11 J NE Audioscript ULY See Student's Book page 12. A GUST S PTEMB R Exercise 3 1.12 O TOBER Audioscript NO E BER See Student's Book page 12, DE EMBER exercise 2. Extra activities Divide the board into four areas and write the names of the four seasons in each of the areas. Ask students to write the months of the year in / under each season where they feel is appropriate. Invite two/three students to come to the board and write up the months. Alternatively or in addition, the task could be done the other way around starting with areas on the board for the months. Autumn Winter Minimum requirements Days p. 12 ex. 1, 2, 3 30

Page 13 S Objectives 31 Revise/Learn to read, say and write ordinal numbers and dates. Ask when someone’s birthday is and reply. Ordinal numbers and Minimum requirements dates Ordinal numbers and dates Exercise 1 1.13 Audioscript p. 13 ex. 2 George: Wow! London is beautiful! Here are my favourite places: first of all The London Eye, it’s incredible! Then, second, Hamley’s Toy Store: there are so many toys in it! Third, Ted’s Easy Diner: their hamburger is the best! Fourth, Madame Tussauds with all its celebrities! Fifth, London Aquarium, it’s really interesting! The sixth place is the London Transport Museum and the seventh is the British Museum, with all its Egyptian Mummies! And then, eighth, Hyde Park: it’s so big! Ninth the Tower of London, its history is really fascinating. And last but not least, tenth, Spitalfields City Farm. Meet Derek the donkey and Holmes and Watson the pigs! Exercise 2 1.14 Audioscript See Student's Book page 13. Extra activities Game: The birthday train The idea of the game is to get the students (compartments) to make a train in the order in which their birthdays fall; whoever has it first in the year will be at the front of the train behind the engine. The teacher calls out the months, for example ‘January’, one at a time and students come forward and make the first compartment. When they are together they need to ask each other the exact day of each other’s birthday to get into the correct running order. In the end you should have the whole class in the birthday train.

S Open the Close the Listen. window. door. Page 14 Close your Stand up. Write. Underline. Objectives book. Revise/Learn the names of the schools subjects and classroom language. School subjects Exercise 1 1.15 Audioscript See Student's Book page 14. Classroom language Exercise 2 1.16 Audioscript See Student's Book page 14. Extra activities Ask two students to come to the board and write up the subjects that they have in their school timetable. Ask the whole class: ‘What’s your favourite subject?’ The students at the board need to write a plus sign [+] next to each subject each time a student says it is their favourite. At the end of the task get students to add up the plus signs and see what the favourite subject of the class is. Look. Go to the Open your Read. board. book. Minimum requirements School subjects p. 14 ex. 1 Classroom language p. 14 ex. 1 32

S Page 15 nine eighteen Objectives fifty-one fifty-four Check that students have learnt fifty-five the basics. eighty-three Exercise 2 MUSIC 1 white rabbits ART 2 black cats ENGLISH 3 grey dogs SCIENCE 4 yellow sheep ITALIAN 5 orange starfish HISTORY 6 red and orange fish MATHS SPANISH Exercise 4 GEOGRAPHY 1 half past nine FRENCH 2 May the twenty-first 3 a quarter to five notebook 4 December the fifteenth rucksack 5 five past eight rubber 6 July the twelfth pencil 7 ten o’clock felt-tip pen ruler Exercise 6 pen 1 Stand up. pencil sharpener 2 Close the door. scissors 3 Look. books 4 Open your books. 5 Close your book. 6 Listen. 7 Go to the board. 8 Read. 9 Sit down. 10 Write. 33

SPnrrvr Sprint is a motivating, easy-to-use, four-level course for young teenagers. The combination of printed, digital and online material enhances the learning experience and helps teachers respond to students' needs. I Strong focus on 21st-century Skills I Two language presentation sections per unit T Consolidation and expansion vocabulary exercises I Word bank section included in the Student's Book I Videos for learning and piactising communicative functions I Multiple approach to grammar: focus boxes, oral and written practice T Grammar reference included in the Workbook I Pronunciation box and practice per unit I Gradual preparation for certifications (Cambridge and Trinity) I A wide variety of exercises for developing and testing competences I Cultural insights into the English-speaking world T Drama Readers (Levels l- and 2) and Video Activities (Level 3) included in the Student's Book Student: Teacher: r Student's Book r Teacher's Book with Tests and Resources r Workbook + Audio CD r Class CDs l- and 2 + Test-maker Multi-ROM r Digital Book (downloadable) r Class Digital Book r Poster Pack www.elionline.com