Sprint_4_Teacher's book

WS 1

Introduction Sprint 4 - Teacher's Book with Tests & Resources Editorial project: Simona Franzoni Editorial coordination: Linda Pergolini Editors: Roberta Crepaldi, Giovanna Nobili Art Director: Marco Mercatali Page Design: Airone Comunicazione – Sergio Elisei Page Layout: Quarta di Copertina – Ozzano dell’Emilia (BO) 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 Loreto – Trevi 17.83.366.0 ISBN 978-88-536-2413-0 2

Contents Student’s Book 4 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 The Common European Framework of Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 19 Self-assessment sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 20 Certifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 22 p. 24 Special Educational Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teaching notes for Sprint 4 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 Reading, Writing & Speaking Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 122 Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 124 Festivals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 148 Workbook Key and Audioscript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 154 3

Student's Book Contents S Starter unit Entry test pp. 8-9 Sum up! pp. 10-11 p. 8 Sprint game pp. 12-13 Culture quiz pp. 14-15 Unit Grammar Vocabulary Present simple vs Present continuous (review) Hobbies and leisure Free-time activities Present simple – active and passive forms (review) Verbs + infinitive or -ing form p. 16 Sports equipment and places Travel and transport Means of transport Past simple – active and passive forms (review) Travel verbs Past simple vs Past continuous (review) p. 26 Common collocations about travelling used to Defining / Non-defining relative clauses Test your competences 1-2 p. 36 Stages of life Extra practice 1-2 p. 37 Life changes Adjectives to describe feelings and Present perfect with ever / never, just, already, personality yet, for / since (review) p. 38 Present perfect continuous Language learning Language Present perfect vs Past simple Education will (review) p. 48 be going to (review) Present continuous and Present simple for future (review) so / such … that so that / to / in order to Test your competences 3-4 p. 58 Jobs and professions Extra practice 3-4 p. 59 Common collocations about work First conditional (review) Work and jobs unless / as soon as p. 60 Adjectives to describe jobs and Second conditional personality wish Food and health Healthy eating I’d prefer / I’d rather Injuries and medicine Modals for advice and suggestions p. 70 Modals for obligation, necessity and prohibition Modals for lack of obligation and necessity Test your competences 5-6 p. 80 The city and the country Extra practice 5-6 p. 81 Linking words Past perfect City life versus country The natural world and pollution have / get something done life Body language Gestures Reported speech p. 82 say and tell Body language p. 92 Reporting orders, requests and advice Reporting questions Test your competences 7-8 p. 102 must / can’t for speculation Extra practice 7-8 p. 103 Reading, Writing and Speaking practice pp. 104-113 Culture pp. 114-137 Festivals pp. 138-143 4

Student's Book Contents Pronunciation Functions Build your competences Resources 3rd person -s Expressing likes and Culture: Extreme sports WORKBOOK (review) dislikes Reading: Understand a text about adventure sports in Queenstown Grammar reference Listening: Understand a person talking about rafting Sections 1-3 -ed ending in past Asking for and Speaking: Describe a photograph using prompt questions WORKBOOK tenses (review) giving travel Writing: Write an email on extreme sports Grammar reference information Culture: Getting around London Sections 4-7 Reading: Understand a text about transport in London Listening: Understand four short dialogues WORKBOOK Speaking: Make a conversation about the history of the London Tube Grammar reference Writing: Write a text on the history of the London Tube Sections 8-10 -ough / -augh in Expressing opinions; Culture: Rites of passage WORKBOOK Past simple and Agreeing and Reading: Understand a text about different types of ceremonies around the world Grammar reference Past participle disagreeing Listening: Understand an expert talking about the Zhuazhou ceremony in China Sections 11-15 Contracted will / Speaking: Describe two photographs using prompt questions won’t Writing: Write a short text about a traditional ceremony Expressing purpose, CLIL: Population and language cause and result Reading: Understand a text about endangered languages Listening: Understand a geography lesson about India Speaking: Prepare an oral presentation about your country Writing: Write a text about a country of your choice The w sound Expressing Culture: Summer jobs WORKBOOK preferences Reading: Understand a text about summer jobs Grammar reference Listening: Understand a conversation between two friends talking about their summer jobs Sections 16-20 Speaking: Make a conversation about different types of jobs Writing: Write an email about a summer job should, must and Giving advice and CLIL: GMO vs Organic food WORKBOOK ought warnings Reading: Understand a text on organic versus GMO food Grammar reference Listening: Understand an organic farmer talking about his work Sections 21-23 Speaking: Describe two photographs using prompt questions Writing: Write a short article on organic and GMO food Word stress Reading and CLIL: A history of skyscrapers WORKBOOK Connected speech Speaking practice Reading: Understand a text about the history of skyscrapers around the world Grammar reference Reading and Writing Listening: Understand an expert talking about the history of the Petronas Towers Sections 24-25 practice Speaking: Describe a photograph using prompt questions WORKBOOK Writing: Write a short email to a friend Grammar reference Culture: International gestures Sections 26-29 Reading: Understand a text about different hand gestures and their meanings around the world Listening: Understand a woman talking about a body language course Speaking: Describe a photograph Writing: Write a short letter to a friend 5

Introduction Course characteristics Objectives of Sprint n Starter unit in levels 1, 3 and 4: to help students to both transit into the course, and then out of Sprint is a new English course for young teenagers. It the course. These Starter units include a revision consists of four dynamic and lively levels of solid and section 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 countries. The syllabus used in Sprint reflects the development n Double language input: narrative texts (articles, of competences and linguistic knowledge as defined blogs, emails, interviews) followed by dialogues within the Common European Framework of with a storyline in the first two levels and dialogue Reference for Languages taking students to the level texts in the third and fourth levels. of competence A2/B1 (Level 4). Extension tasks to take students to a level of n Multifunctional approach to grammar: spoken excellence or for those who wish to broaden their practices in the presentation pages, rules and knowledge at this level are available in the Tests and exercises in the Grammar section, Grammar Resources section 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 the utmost n CLIL and Culture both in the presentation texts as importance. The course of study offered proposes a well as in the Build your competences section. multicultural vision of society based on the exchange and collaboration between individuals and within n Translation, Dictation and Dialogue writing the learning environment, and aims to develop both in the Student’s Book and the Workbook. a balanced communicative ability as well as an internalisation of language structures valuing, at the n A focus on competences from knowledge to same time, the attitudes of the individual student and know-how. the resources of group interaction. Sprint is organised so that it is both teacher friendly n Culture and Festivals integrated within each and student friendly thanks to the clear graphics and level. layout of the sections and the cross referencing within the material. n Use of video both for learning and to aid production. n DIGITAL BOOK for the Teacher: the DIGITAL BOOK includes audio, video and karaoke material integrated along with lots of other resources. 6

Components Introduction For the student Student’s Book n Student’s Book 1 + Workbook 1 with Audio CD n Student’s Book 2 + Workbook 2 with Audio CD Starter Unit n Student’s Book 3 + Workbook 3 with Audio CD n Student’s Book 4 + Workbook 4 with Audio CD The evolution in the way that young students learn n Student's DIGITAL BOOK downloadable from the is considerable. They go from learning through doing and play to the ability to reflect on what they site: www.elionline.com (Student’s Area) are learning with the objective of looking for rules both for the subject they are studying or for other Each Student’s Book contains: areas of knowledge, and they begin to develop the n Starter Unit (in Levels 1, 3 and 4) understanding of their place in the group, in the class n Eight (in Levels 1, 3 and 4) and nine (in Level and in society in general. The Starter unit in Sprint 1 aims to look after and 2) ten-page units with a fixed structure facilitate this passage towards a revision of the n Test your competences and Extra practice every Primary school syllabus which was light, colourful and full of preparation and backgrounds to start. 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 n A sixteen-page colour section dedicated to smoothly. The section has a practical approach and starts from the beginning with particular attention to culture and festivals pair work and small group work so that interaction n Drama Readers (Levels 1 and 2) and Video and sharing of knowledge is encouraged. The Entry Test in the Tests & Resources section should Activities (Level 3) be done at the start of the school year. It’s an entry test which allows the teacher to quickly evaluate Each Workbook contains: the general level of the class. Following this test the n Eight (in Levels 1, 3 and 4) and nine (in Level teacher can decide whether and to what extent they need to do the exercises in the Starter Unit. 2) six-page units with a fixed structure n Grammar reference Units n Word list: all the words from each unit with Vocabulary and lexis phonetic script Each unit begins with a presentation of the first area of vocabulary in the Vocabulary section. This aims to For the teacher stimulate interest in the topic of the first text to help n Teacher’s Book 1 + 2 Class CDs comprehension of the material. n Teacher’s Book 2 + 2 Class CDs The words are presented through photos and n Teacher’s Book 3 + 2 Class CDs illustrations to help understand meaning. Each word n Teacher’s Book 4 + 2 Class CDs has also been recorded to help students hear the n Test-maker Multi-ROM 1 correct pronunciation and the phonetic script is n Test-maker Multi-ROM 2 available for the teacher in the teaching notes. The n Test-maker Multi-ROM 3 illustrated tables in the Word bank at the end of the n Test-maker Multi-ROM 4 Student’s Book are cross referenced for easy use. n DIGITAL BOOK 1 The second lexical area is introduced in the dialogue n DIGITAL BOOK 2 of the second presentation and the summary of n DIGITAL BOOK 3 words can also be found in the Word bank. n DIGITAL BOOK 4 n Supplementary material downloadable from 7 www.elionline.com (Teacher’s Area) n Phonemic Chart: Pronunciation wall poster n UK and Ireland poster n The United States of America poster n English-speaking countries poster

Introduction Presentation 1 and 2 – a double presentation In Levels 3 and 4 the course offers a jump in the The Student’s Book offers a dynamic course of quality of the dialogues which no longer follow the study with two dynamic input points in every four characters of Levels 1 and 2 but instead introduce unit, Presentation 1 includes a narrative text and different characters in each of the units. Presentation 2 uses a dialogue. Every presentation is followed by a comprehension Dividing the presentations into two parts allows for task, often in the format of a Cambridge Test. This is the use of two different linguistic registers. The use to facilitate the student’s gradual preparation of the of the dialogue in the second presentation makes exam tasks. Then tasks that follow are for usage of sure that the language reflects as much as possible the vocabulary and communicative functions that the natural use of language, which is thanks to the focus on the use of the spoken language and on opportunity to re-use the language and vocabulary cooperation and interaction with classmates. learnt in the previous presentation in the unit. Both presentations close with a feature task of The topics of the texts in the first presentation are personalisation (Over to you). often of an interdisciplinary nature and aim to motivate the students with cross-curricular topics that Learn to learn students may have some knowledge of. The Learn to learn box focuses students’ attention on The dialogues reflect the interests of the teenagers possible areas of difficulty both lexical and grammatical in this age group and they aim to stimulate curiosity that is either based on specific aspects of the English and interest in particular aspects of a sociocultural language or interference with L1. reality different from their own. Grammar In Levels 1 and 2 of the Student’s Book the dialogues Sprint is characterised by a multi-functional in the second presentation have four London-based approach to the teaching of grammar. The first time characters who go to the Thames Valley High School: new language is presented in small chunks on the Arif, a boy whose parents were born in Bangladesh; presentation page where there is a box with examples Evie, a Londoner; Sasha, who was born in Jamaica; from the presentation text with the target structures and Logan whose mother is English and whose father highlighted. Students are immediately invited to is Scottish. The photo sequences that accompany the check their understanding of the new forms and dialogues were shot on location in London. structures through guided spoken exercises. In the first level, the teenagers are busy preparing for Grammatical structures are presented completely a school competition; they will be up against other but graded in the three-page Grammar section children in their favourite subjects and the winner will with examples taken from the input pages, tables, win a new tablet computer. In the second level they explanations on form and use and practice tasks of take part in the development and publishing of a the rules. school magazine. The presence of the same recurring This section ends with concluding activities called characters through the second presentations on both Round up! and some additional translation tasks are Levels 1 and 2 helps to add continuity to the course offered in the Translation section. and the students can identify with the activities of the The final Grammar reference section at the end of the teenagers. Workbook offers a summary of all the grammatical structures, in the same order in which they have appeared in the main units, which are useful for revision during the lesson or for autonomous revision at home. 8

Introduction Pronunciation The genre of the texts used has purposefully alternated Every Grammar section contains a Pronunciation between sociocultural and cross-curricular (CLIL). box which draws attention to the pronunciation and The Listening tasks begin with the students hearing a intonation of the English language. Students are short dialogue or monologue which then move on to guided to recognise and differentiate sounds through discussions and more detailed conversations. simple physical activities individually or in pairs so The Reading tasks begin with short texts, articles or that they imitate the sounds of the English language. emails which move gradually on to longer newspaper The common areas of difficulty highlighted are word articles, questionnaires and texts from encyclopaedias stress and sentence stress, intonation, specific sounds, and so on. a focus on minimal pairs and on the differences For an integrated skills approach, the Speaking between sound and spelling. It is suggested that: activities are based around the topics of the reading and listening texts. The method used is of spoken n Teacher teaches the phonetic symbol that is on the interaction in pairs or group discussions along with page and explains what IPA is (the International the role of spoken production when giving class Phonetic Alphabet). presentations or storytelling. n Students then listen to the word or phrase with The Writing activities are carried out using the their books closed. contents of the reading and listening texts and any conversation topics. The tasks cover writing messages, n Students listen a second time with their books emails and letters and then, as the course progresses, open, possibly translating the word or phrase. the writing tasks would be longer. n Students repeat the word or phrase chorally or Kids at Work! individually (the teacher can use karaoke and The final double page spread of Build your competences recordings of the voices from the DIGITAL BOOK). ends with a Kids at Work! section. There are two parts to this section – VideoSprint and SprintAhead. They are n Then finally the students can do the activities in not a compulsory part of the course but it is highly the Student’s Book. recommended to do them because they allow the students to become actively involved in building to their Functions own knowledge. The students are gradually encouraged The practice of communicative functions, apart from to do work which links language learning with cultural being introduced in the presentation pages and done and social areas. To conclude, the students end up using in the spoken activities in the Over to you sections, their knowledge and their competences to make real has a full page dedicated to these called Functions. sense of what they are learning. With the aim of getting the students to use the ‘typical’ language of teenagers today, which we can n VideoSprint call ‘digital-natives’, it has been decided to present The first activity in Kids at Work! section the communicative functions through a series of videos with two teenage actors in situations that are uses digital devices such as mobile phones, linked to the topic of the units. smartphones, tablets, computers, digital cameras All the video content is contained within the DIGITAL but also digital games such as mobile consoles BOOK. The activities of spoken production require which are extremely popular with teenagers in this that students work in pairs or in small groups to age group. Students are asked to do homework facilitate the use of the target language but also to which involves use of these devices (technology) get students to share knowledge and work with their to put into practice the language they have learnt classmates. The activities are in order of difficulty while doing these extra-curricular activities. In from controlled practice to free practice. this way the students learn how ‘to do’ things with the language they have learnt, and can work Build your competences individually or in groups with a common aim; they Every unit of Sprint closes with two pages dedicated are ‘actors’ who are learning a foreign language to written and spoken linguistic competence with and want to show what they can do with it, even practice of the receptive skills Listening and Reading outside of the classroom environment. and the productive skills Writing and Speaking. 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 The Word bank section can be found at the end of knowledge and then gain use of the language as the Student’s Book, it contains tables with illustrations a means of communication for expressing and and photographs of the vocabulary presented within organising and transporting meaning, but in this each of the units in Sprint and are presented in the case the students have chosen the means and same order that they appear within the course with organised the content from their own perspective. the same numbering. There are page references which link the vocabulary n SprintAhead to the units so that students can use the Word bank The second activity in Kids at Work! section gets during the lesson along with the support in the students to actively take part in future lessons by DIGITAL BOOK. getting some part of it ready. They may need to They can listen to recordings of the words and they collect or prepare some authentic material from record their own pronunciation to enable them to ‘their personal world’ which could be photos, compare it with the English version. objects, books or simply notes taken or lists created and projects. These will all be used in class as realia Culture & Festivals which will enrich the lesson and personalise tasks The civilisation pages cover aspects of English life and for each student by bringing their experience into culture with informative texts and activities which the class. will stimulate discussion and encourage students to compare aspects of their own culture with the English Preparation for certifications one (Comparing cultures). The topics presented are From the first pages of Sprint, preparation for particularly interesting and meaningful for teenagers certification is given generous coverage. The exam of this age group. style tasks are introduced gradually with the aim of Level 1 of Sprint offers pages focusing on Great Britain, familiarising the students with its format beginning Level 2 opens up to the American continent and with a simplified version then moving towards a more Level 3 looks at the rest of the English-speaking world complete practice of the exact exam tasks that they (Australia, New Zealand, Canada, India and South will meet in the Cambridge or in the Trinity Exams. Africa). The activities are clearly sign posted using the This section concludes with one or more pages following icons: dedicated to the main festivals and celebrations in English-speaking countries or of cultural groups K Key (KET) who have a large popu-lation in Great Britain or the United States of America. P Preliminary (PET) Drama Readers & Video Activities t Trinity (Grades 1-6) Simplified great classics (Levels 1 and 2) and culture videos (Level 3) with vocabulary, comprehension and Test your competences writing activities. The evaluations are not only carried out by the teacher but also by the student who can find within Workbook the pages of Sprint self-evaluation tasks. The section Test your competences in the Student’s Book should The Workbook has the same number of units as the be used to this end. It is developed over one full page Student’s Book and aims to develop autonomous every two units and contains formative tests on the learning by the student. language covered in class or at home. It is possible to The Vocabulary & Functions section offers give marks using the guidelines offered and to reflect vocabulary exercises to consolidate the vocabulary on the level of difficulty met by students and discuss introduced in both of the presentation pages, this with the teacher to decide on the best way and also exercises to practise the communicative forwards and whether to revise the areas further. functions which cover the topics in the input stage There is a final page of Extra practice where the of the unit. Dialogues similar to those in the unit student meets summative tasks which revise the practice already carried out. 10

Introduction are also offered to revise the functions once again Resources in the Student's DIGITAL BOOK (Dialogue work) and also cover the language (downloadable) taught in the Functions section. In addition there n UK, USA and English-speaking countries maps are dictation tasks. Two pages of Grammar follow, n Phonemic chart with audio which cover a wide variety of grammatical exercises n Word bank (transformation tasks, fill the gaps, multiple choice, n Functions videos matching and much more) to consolidate the work n Video activities (Level 3) done in the Student’s Book. A part of this section is dedicated to translation work too. Resources in the Teacher’s DIGITAL BOOK Pages within the Workbook dedicated to linguistic n UK, USA and English-speaking countries maps skills (Build your competences) use reading texts, n Phonemic chart with audio 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 Video activities (Level 3) been covered in the Student’s Book and to facilitate n All of the answers to the interactive exercises student’s autonomy. in the Student’s Book Grammar reference At the end of the Workbook there is an entire section Online Resources dedicated to the summary of the grammatical structures with tables, explanations and examples A further flexible feature of Sprint is the area of online which are not the same as those already presented in resources at the following location: www.elionline.com. the Student’s Book. This section will be useful for the The online resources can be continually updated students when they need to consolidate and revise at and enriched with didactic support materials for the home to develop their learner autonomy. course and can be downloaded free. These resources can be adapted to suit the changing reality and Word list formative objectives of the young teenagers. This helps students to understand the meaning of words and see their phonetic script. These final pages are easy to use because they are divided by unit and they can be used by the students studying on their own and will help them enrich their vocabulary. DIGITAL BOOK In the DIGITAL BOOK you will find the Student’s Book which can be flipped through and contains interactive exercises and integrated resources to use in class on the interactive whiteboard. The DIGITAL BOOK allows the teacher to organise and construct learning of knowledge and competence not only through the use of paper-based materials like the Student’s Book but also and above all using multimedia means, which bring learning closer to what the students use without hesitation in their ‘digital native’ world. It is also possible to read texts using the karaoke function and, thanks to the record your own voice function, students can practise 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 of material organised by linguistic level and topic. It all the listening material for the Student’s Book, the allows students to complete their course of study in audio CD for the Workbook, the Test-maker Multi- a personalised way with self-marking. Furthermore, it ROM and the DIGITAL BOOK. is in fact possible to create specific courses of study Each Teacher’s Book contains: for classes or for groups or for individual students, set homework and tests and get back detailed reports n A table of contents for each level. on progress. There are already a lot of exercises 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 exercises ‘to fit’ the students and use them in class. of Reference and certifications: Trinity and WebLAB is available at: weblab.elionline.com. Cambridge. WebCLOUD n The pages of the Student’s Book reproduced with The WebCLOUD is a new easy-to-use platform the answer keys inserted in the exercises, wherever where teachers and students can create and publish possible. albums, blogs and class magazines. The platform is available for teachers who have adopted ELI courses n Teaching notes, extra activities and cultural notes. at: [email protected]. It offers the following teaching support: n The transcripts of the Student’s Book, wherever necessary. n It promotes creativity, the ability to communicate and intercultural and digital skills; it also fosters n The pages of Culture and Festivals reproduced planning skills which are all essential skills for the with answer keys, wherever possible. adults of tomorrow. n The Workbook answer keys and transcripts of the n It creates the ideal environment for the teenagers recorded material. of the digital world to do the following most practiced activities: publish photos and read and Tests and Resources write blogs or articles. With WebCLOUD all of this can be done in a secure environment to motivate The Tests and Resources section (in the Teacher's Book) the learners. is completely photocopiable and contains a wealth of evaluation and testing material. n The fact that the environment online is protected means that only other schools have access along The Entry Test can be used as a diagnostic tool at with teachers and students who have been invited. the beginning of each year to understand the level Teacher and student access is password protected. of competence of the students and it contains the Anything published on WebCLOUD is only visible, principal elements of learning objects that tend to be at the discretion of the school or institution, to the covered in the beginner or previous level. The Entry class and other members of WebCLOUD wherever test needs to be administered before students begin they are in the world. the Starter unit of Sprint to understand whether the teacher needs to work through all of the activities in n It’s a great way to stimulate students to work this unit and how much time to spend and what the together to publish the best photos, or the best eventual gaps in learning that need to be filled are. articles or the most interesting magazines. For each unit of the course there is a Reinforcement 12 Worksheet which is made up of one page of lexical and grammatical exercises which should be done before

Introduction the formative assessment in the Unit Test. The aim of Methodology these worksheets is to verify the students’ progress in the areas of vocabulary and grammar and to identify In line with the Common European Framework of eventual areas that need revision or further practice. Reference, Sprint proposes the actionable approach. It is recommended that teachers indicate which areas According to this approach the teacher, through his/ of grammar and vocabulary are being tested and her own pedagogic actions, takes into consideration guide the students through the test. the cognitive, affective and motivational resources of the students and together with their own skills aims Every unit of Sprint has a Unit Test available in two to reach the maximum linguistic and communicative versions: row A and row B. The structure of both objectives as well as social objectives. The students versions in the lexis and functions covered are the same are not only considered a subject central to what they or equivalent to each other but the exercises are slightly are learning but they are seen as ‘social’ actors who different from each other (some words of vocabulary, need to use the foreign language to carry out social single grammatical items or information requested). The interactions, in other words, ‘get things done’. The aim is for the tests to be different enough in running students and the execution of their course work be- order and items for students in large classes not to be come the pivot around which the course is organised. able to copy directly from the student sitting nearest to Sprint offers activities which are pertinent to everyday them. The two versions of the tests could also be used life and easily transferable to real life situations so one after the other if the teacher wishes. that learning a foreign language means knowing how Each Unit Test offers a formative evaluation instrument to use it. which allows the teacher to check the progress of The students are slowly guided to carry out activities students and identify any areas of weakness which may that take into consideration not only the linguistic need further practice and revision. features but also the cultural and social aspects, so that in the end they are using their knowledge (what have The tests called Round-up Tests contain summative been learnt) and their competences (their new abilities) exercises of grammar, vocabulary and functions and and can make real sense of what they have learnt. cover two units of material in each test. They also try The Kids at work! section is based on exactly just this to evaluate the learning of competences acquired by concept. According to recent studies, if students are students who have excellent or above average level actively involved in the learning process, it helps to of linguistic ability. fix not only the knowledge but also the abilities so that it is more difficult to forget what has been learnt. When two units have been completed the teacher As long as the students not only acquire scholastic can offer a Competences Test once again in two knowledge but also become active users of the versions: row A and row B. Similar to the Unit Tests language studied at school, in Sprint the spoken word these versions are designed to test students equally takes pride of place: it is important to understand but and similarly but the exercises are slightly different also to know how to understand and speak. in layout and running order. These tests offer a summative appraisal and the objective of using it is Cross-cultural aspects to verify the knowledge and competence gained by the student over the course of study in the preceding The cross-cultural aspects of Sprint are fundamental two units. The Competences Test is divided into three because teaching a language cannot be separated sections: Reading, Writing and Listening. These are from the cultural aspects and a solid knowledge followed by a Speaking Test divided into Spoken of sociocultural areas can only positively influence production and Spoken interaction. communication. The course offers pages and Furthermore there are tests dedicated to the activities which push the students to reflect and assessment of reaching minimum requirements establish differences and similarities in order to (Levels 1, 2 and 3) which have been designed for overcome stereotypes and adopt an appropriate students with special educational needs so that linguistic behaviour when using the language. teachers can measure whether these students have According to the CEFR language is a vessel for reached a basic level of knowledge. 13

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

Introduction Teaching the meaning of vocabulary can be done in a For the new words in a reading text, especially one variety of ways depending on the lexical set. that has been given as homework, students must For concrete nouns – like clothes, classroom objects, be stimulated to try and understand meaning from food – you can point to objects in the classroom or the context, but it would also be opportune to make sure Word bank illustrations, alternatively use objects brought they are able to use a bilingual dictionary efficiently. into class by the students which is suggested in the Kids In the spoken production exercises Over to you at work! section. In addition, pictures can be cut out and Pairwork students practise some of the from magazines and newspapers before the lesson and communicative functions present in dialogues. used with the students. The aim is not to use dictionary To exploit the material the teacher could follow the type definitions in class but instead to guide and help following steps: the students to deduce meaning themselves. For physical action the teacher can mime and use n Students can be asked to do the tasks individually gestures, give orders and show illustrations. Mime, with the teacher going from desk to desk in particular, can be used in a game like manner and monitoring. become 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 When working on the dialogues in the functions offering examples of the language in context and/ section the teacher can get the students to use a or a translation into the students, own L1 (mother simple technique. In pairs the students can read tongue), explaining any eventual shades of meaning their lines silently then look up and turn to face their between the two languages and asking students partner and say the lines. In this way, little by little to reflect on how the differences contribute to the students will move away from the written word and cultural characteristics of the country. get used to speaking. Whichever of the above methods the teacher uses Another way of working with the dialogues is to get they need to highlight to students any cognates students working in groups of three: one student has (words which have the same root and meaning in the role of prompter and keeps his/her book open both languages) and false friends (words which have and the other two are interlocutors A and B and keep the same root but different meaning). their books closed. The prompter needs to keep the To help students remember new vocabulary, it is line of dialogue moving, by giving A his/her lines or suggested that they create pages and sections in their by telling them the lines in L1. A says his/her lines in notebooks or files divided into lexical sets or topic areas. English. This continues alternating between A and B. Each student needs to feel free to use whichever method When students feel confident enough, the teacher can of remembering that they wish to experiment with. ask certain groups to recite their dialogues in front Students can: of the class, and be encouraged to dramatise their performances with gestures and slightly exaggerated n Draw a picture next to the work if they have a intonation to enrich the communicative aspect. visual memory. The learning of grammar in Sprint takes on an n Write the translation or look into the origins of the important role, thanks to a multi-functional approach word and look at the similarities and differences which involves the use of different means and between the new word and the same one in their sees numerous occasions for summarising and own language, if they have a ‘linguistic’ memory. consolidating. Grammatical structures are presented gradually in Sprint and they are continually recycled, n Link the new word to an action, if they have a in the same way that the mother tongue uses the kinaesthetic memory. same words and phrases over and over if they are high frequency items to communicate meaning. n Invent a rhyme or a short song with the new In some cases it could be necessary to activate the word(s), if they have a musical memory. use of terminology from L1 (what is a verb and an adverb or a preposition) and elaborate on what the 15

Introduction differences are between those in L1 and those in in themselves. If however the whole class meets English (for example the possessive, contracted forms with difficulties while listening, make sure that of auxiliary verbs, the continuous aspect and verb the vocabulary and grammar have been practised conjugations). For the part of the lesson focussing on and go back and revise them if necessary. It’s the Student’s Book, the teacher is advised to: also a good idea to make sure that the classroom environment is suitable for effective listening n Ask students to underline key phrases and (noises outside the classroom need to be kept to a structures in the presentation that illustrate the minimum, the speakers and listening device needs grammar focussed on, in this way the teacher is to be accessible to all and the students need to be getting the students to use the deductive method quiet and concentrated). of working out rules right from the start. n The same listening text can be replayed after n Ask students to read the rules in the grammar a few weeks to show students and prove to section and ask students to provide alternative them that progress has been made with their examples for each structure presented and at comprehension and this will build the self-esteem the same time try to recycle vocabulary learnt in and self-confidence. previous lessons. These can be written up onto the board and students can be asked to copy them In order to develop reading ability Sprint offers into their notebooks. specific tasks in the Student’s Book and Workbook. These activities can be done in similar ways to those n Ask students to carry out the exercises as suggested for the listening skills tasks: spoken productive tasks and then set them the same exercises as writing tasks to do at home. n Teach the students to identify paragraph breaks Alternatively the exercises could be done in pairs or and get them to think of a short title that could groups of three and then correct them immediately be given to each paragraph to summarise it, which (especially for classes with weaker students). will 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 the next lesson. speaker but where they are communicating with the whole 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 offers n Explain the task that needs to be done clearly to specific activities both in the Student’s Book and the students, making sure they have the words Workbook. In order to do this type of activity, the they need and giving them an example if possible. teacher is advised to: n Ask the students to practise in pairs beforehand n Use the illustrations in the task along with the title so that even the most timid of students have the and the questions in the task and/or the tables and opportunity to speak without feeling as if the any lists of vocabulary to help students predict as whole 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 and then write them all up on the board. are speaking even if they make mistakes because at this stage it is important to focus in fluency n Let students listen to the recording more than and on the ability to communicate rather than on once, if necessary, and ask for feedback in L1 grammatical accuracy. on the meaning of what they have listened to. If the listening text has proved too difficult for the For the activities of spoken interaction the same students, the teacher can go back and make them techniques are advised and it is important to focus listen to a text they found easier to understand, and organise activities around solid pairwork to build students' confidence in the fact that interactions as follows: they will understand and they need to believe 16

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

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

Introduction The Common European the European languages. The descriptors of the Framework of Reference communicative competences are articulated in three levels (A, B, C) each of which is divided into sub The Common European Framework of Reference levels (A1, A2, B1, B2, C1, C2). (CEFR) published by the European Council in For each sub levels there is an articulated list broken 1996 and updated in 2001 allows a homogenous down into Listening, Reading, Spoken Interaction, evaluation of competences acquired in any of Spoken Production (which covers range, fluency, interaction and coherence) and Writing. A Basic User A2 Waystage A1 Breakthrough Can understand sentences and frequently used Can understand and use familiar everyday expressions related to areas of most immediate expressions and very basic phrases aimed at the relevance (e.g. very basic personal and family satisfaction of needs of a concrete type. Can information, shopping, local geography, introduce him/herself and others and can ask employment). Can communicate in simple and and answer questions about personal details such routine tasks requiring a simple and direct exchange as where he/she lives, people he/she knows and of information on familiar and routine matters. things he/she has. Can interact in a simple way Can describe in simple terms aspects of his/her provided the other person talks slowly and clearly background, immediate environment and matters in and is prepared to help. 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 input on familiar matters regularly encountered interact with a degree of fluency and spontaneity that in work, school, leisure, etc. Can deal with most makes regular interaction with native speakers quite situations likely to arise whilst travelling in an area possible without strain for either party. Can produce where the language is spoken. Can produce simple clear, detailed text on a wide range of subjects and connected text on topics which are familiar or of explain a viewpoint on a topical issue giving the personal interest. Can describe experiences and advantages and Independent disadvantages of events, dreams, hopes and ambitions and briefly give various options. reasons 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 Can understand a wide range of demanding, from different spoken and written sources, longer texts, and recognise implicit meaning. Can reconstructing arguments and accounts in a express him/herself fluently and spontaneously coherent presentation. Can express him/herself without much obvious searching for expressions. spontaneously, very fluently and precisely, Can use language flexibly and effectively for social, differentiating finer shades of Proficient meaning academic and professional purposes. Can produce even in more complex situations. 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 B1. 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 B1 1 – me 2 – teacher/other 3 – my objectives Listening 123 I can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have to ask for repetition of particular words and phrases. I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect. I can listen to a short narrative and form hypotheses about what will happen next. I can understand the main points or radio news bulletins and simpler recorded material on topics of personal interest delivered relatively slowly and clearly. I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can understand simple technical information, such as operating instructions for everyday equipment. Reading 123 I can understand the main points in short newspaper articles about current and familiar topics. I can read columns or interviews in newspapers and magazines in which someone takes a stand on a current topic or event and understand the overall meaning of the text. I can guess the meaning of single unknown words from the context thus deducing the meaning of expression if the topic is familiar. I can skim short texts (for example news summaries) and find relevant facts and information (for example who has done what and where). I can understand the most important information in short simple everyday information brochures. I can understand simple messages and standard letters (for example from businesses, clubs or authorities). In private letters I can understand those parts dealing with events, feelings and wishes well enough to correspond regularly with a pen friend. I can understand the plot of a clearly structured story and recognise what the most important episodes and events are and what is significant about them. 20

Self-assessment sheets Spoken interaction 123 I can start, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. I can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what I would like to do. I can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling. I can ask for and follow detailed directions. I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference. I can give or seek personal views and opinions in an informal discussion with friends. I can agree and disagree politely. Spoken production 123 I can narrate a story. I can give detailed accounts of experiences, describing feelings and reactions. I can describe dreams, hopes and ambitions. I can explain and give reasons for my plans, intentions and actions. I can relate the plot of a book or film and describe my reactions. I can paraphrase short written passages orally in a simple fashion, using the original text wording and ordering. Strategies 123 I can repeat back part of what someone has said to confirm that we understand each other. I can ask someone to clarify or elaborate what they have just said. When I can’t think of the word I want, I can use a simple word meaning something similar and invite ‘correction’. Language quality 123 I can keep a conversation going comprehensibly, but have to pause to plan and correct what I am saying – especially when I talk freely for longer periods. I can convey simple information of immediate relevance, getting across which point I feel is most important. I have a sufficient vocabulary to express myself with some circumlocutions on most topics pertinent to my everyday life such as family, hobbies and interests, work, travel, and current events. I can express myself reasonably accurately in familiar, predictable situations. Writing 123 I can write simple connected texts on a range of topics within my field of interest and can express personal views and opinions. I can write simple texts about experiences or events, for example about a trip, for a school newspaper or a club newsletter. I can write personal letters to friends or acquaintances asking for or giving them news and narrating events. I can describe in a personal letter the plot of a film or a book or give an account of a concert. In a letter I can express feelings such as grief, happiness, interest, regret and sympathy. I can reply in written form to advertisements and ask for more complete or specific information about products (for example a car or an academic course). I can convey – via fax, email or a circular – short simple factual information to friends or colleagues or ask for information in such a way. I can write my CV in summary form. 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). For an accurate description of the exams to the parameters set out by the Common European and syllabus, go to their website: Framework of Reference (CEFR). www.trinitycollege.co.uk. Sprint prepares students for Grades 1-6 of Trinity Graded Exams in Spoken English and Key for Schools To help students prepare for the Graded Examinations (KET) and Preliminary for Schools (PET) tests of of Trinity College Sprint offers: Cambridge English which correspond to levels A1 – A2 – B1 of the CEFR. n Communication tasks which develop comprehension and production of the spoken CEF level Trinity Grades UCLES word A1 Grade 1 Grade 2 KET n Pronunciation tasks to help with stress and A2 Grade 3 PET intonation Grade 4 B1 n Speaking tasks on the skills pages Grade 5 Grade 6 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 himself/herself 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 Preliminary (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 of the Common European Framework of Reference. UCLES (University of Cambridge Examinations Syndicate) For a detailed description of the exams and the exams which corresponds to level A2 Waystage of the syllabus go to the website: www.cambridgeesol.org/ Common European Framework of Reference. exams which describes the test parts. Preliminary (PET) Examination Paper 2: Listening Time: approximately 36 minutes. Paper 1: Reading and Writing Number of Parts: 4 Time: 1 hour and 30 minutes Number of Parts: 8 Reading Part 1 – Multiple choice Part 1 – Multiple choice Five very short texts (they may be signs and messages, Seven short recordings. For each recording there is a postcards, notes, emails, labels, etc.). You have to read question and three pictures (A, B or C). You have to them and choose which of the three sentences (A, B or listen to the recordings and choose the right answers. C) is the best description of the text. Part 2 – Multiple choice Reading Part 2 – Matching A longer recording (one person speaking or an interview) Five short descriptions of people and eight short texts and six questions. You have to listen to the recording and to read. You have to match each person to a text. choose the right answer (A, B or C) for each question. Reading Part 3 – True/False Part 3 – Gap-fill A long text and 10 sentences about the text. You have A longer monologue (one person speaking) and a to read the text and say if each sentence is true or false. page of notes which summarise the text. Six pieces of information are missing from the notes. You have to Reading Part 4 – Multiple choice listen to the recording and fill in the missing information. A long text and five questions. You have to read the text and choose the right answer (A, B, C or D) for each Part 4 – True/False of the five questions. A longer informal conversation and six sentences. You have to listen to the conversation and decide if each Reading Part 5 – Multiple-choice cloze sentence is true or false. A short text with 10 numbered spaces. Each space represents a missing word and you have to choose the Paper 3: Speaking right answer from a choice of four (A, B, C or D). Time: 10-12 minutes Number of Parts: 24 Writing Part 1 – Sentence transformations Five questions which are all about the same theme. For Part 1 – Interview each question there is one complete sentence and a Conversation with the examiner. The examiner asks second sentence which has a missing word or words. questions and you give information about yourself, You have to complete the second sentence so that it talk about past experiences, present job, studies, where means the same as the first sentence. you live, etc., and future plans. Writing Part 2 – Short communicative message Part 2 – Discussion The instructions tell you who to write to and what you The examiner gives you some pictures and describes a should write (a postcard, note, email, etc.). situation to you. You have to talk to the other candidate and decide what would be best in the situation. Writing Part 3 – Continuous writing You have a choice of two questions: an informal letter Part 3 – Extended turn or a story. The examiner gives you a colour photograph and you have to talk about it. Part 4 – General conversation Further discussion with the other candidate about the same topic as the task in Part 3. 23

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

Special Educational Needs obstacle or abnormal learning. For each one of a few criteria of adaptation which can be summarised these cases it is necessary to create a specially-made as follows: teaching plan, by using all of the resources that are n Use a clear legible font (in particular we advise able to facilitate inclusion, but above all through the support of classmates. Verdana, Comics, Georgia, Arial). n Clear requests (the teacher should read them out Often SEN regulations underline firmly that all the teaching addressed to SEN students must refer to ICF. loud). Thanks to this classification and its codes, it is possi- n Exercises focussing on types of identification with ble to evaluate the entire area of learning. A model of evaluation of learning must explain codes, categories iconic reference (should be avoided, for example, and descriptions, to which you can attribute a grade, word scramble). numerically defined (see table below). n Phonetic and orthographic exercises and activi- ties that ask for completion of grammatical rules Minimum requirement tests in Sprint (in the Tests should be avoided. and Resources section, Levels 1, 2 and 3) try to help n Multiple answer exercises are preferable. students with different and multiple needs of SEN n The lexicon should always be provided in a specif- students. They were developed in collaboration with ic box for those exercises which ask for the inser- teachers who have extensive experience in the prac- tion of words. tice of special needs teaching. The lessons follow lex- n Copious usage of images and photographs. icons, grammatical structures and the communicative n Activities should develop from personal functions which are presented in the different units of experiences and everyday life. the course and they propose them again by following n Activities with personalisation starting points. We then remind teachers that when difficulties per- sist, oral tests could be used to supplement or inte- grate 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