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Sprint 3 - Teacher's Book with Tests & Resources Editorial Project and Coordination: Simona Franzoni Editors: Linda Pergolini, Giovanna Nobili, Gigliola Capodaglio Language Consultant: Ann-Marie Murphy Art Director: Marco Mercatali Page Design: Airone Comunicazione – Sergio Elisei Page Layout: Marina Pierini 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 17.83.320.0 ISBN 978-88-536-2232-4 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. 01_25_Sprint_Int_TB3 new.indd 2 05/06/17 09:51

Contents Student’s Book 3 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 3 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 A Poem to Remember . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 123 Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 124 Festivals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 141 Reading, Writing and Speaking practice Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 122 Workbook Key and Audioscript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 144 Video Activities Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 157 01_25_Sprint_Int_TB3 new.indd 3 3 05/06/17 09:51

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 Vocabulary Grammar Environmental issues will (predictions and promises) The environment Materials • Affirmative and negative form • Interrogative form and short answers p. 16 Stars and planets First conditional Star signs when Have you ever… ? may Past participle p. 26 Present perfect • Affirmative and negative form Test your competences 1-2 p. 36 Health and fitness • Interrogative form and short answers Common illnesses ever / never A healthy lifestyle for / since p. 38 Extra practice 1-2 p. 37 should / could Think global Globalisation • Affirmative and negative form Internet language • Interrogative form and short answers p. 48 Present perfect with just, already, yet Test your competences 3-4 p. 58 Multiculturalism about Verbs to talk about personal Passive form A multicultural society experiences Present simple and Past simple • Affirmative and negative form p. 60 • Interrogative form and short answers from / by / of Extra practice 3-4 p. 59 Direct Speech Reported speech – Reported questions Questions tags Give peace a chance International organisations who / which / that Adjectives to describe feelings and Subordinate clauses with know, think, p. 70 things believe, hope Test your competences 5-6 p. 80 Green living Extra practice 5-6 p. 81 Sustainable living Modal verbs – Revision Sustainable living Verb patterns Adjectives followed by prepositions p. 82 Education Learning activities Gerunds Education Revision of verb tenses p. 92 • Past simple vs Present perfect • Future tenses Test your competences 7-8 p. 102 Extra practice 7-8 p. 103 Reading, Writing and Speaking practice pp. 104-112 A Poem to Remember p. 113 Eldorado Culture pp. 114-130 Canada and South Africa • Australia and Sydney • India and Mumbai • Natives around the world • UK institutions • US institutions Festivals pp. 131-133 May Day • Chinese New Year • Diwali Video Activities pp. 134-143 4 05/06/17 09:51 01_25_Sprint_Int_TB3 new.indd 4

Student's Book Contents Pronunciation Functions Build your competences Resources Intonation in Making predictions CLIL – Geography: New Zealand WORKBOOK questions Reading: Understand a text on New Zealand Grammar reference Listening: Understand a dialogue about the capital of New Zealand Section 1-3 Speaking: Interacting in a dialogue on Rome and Wellington Writing: Write a brief publicist’s leaflet on Wellington /j/ Asking and CLIL – Science: The Big Bang WORKBOOK talking about life Reading: Understand a text on the Big Bang Grammar reference experiences Listening: Understand two people that talk about a visit to the planetarium Section 4-5 Speaking: Participate in a dialogue on the universe’s mysteries Writing: Write a brief text expressing your opinions on other possible forms of life in the universe /t/ and /d/ Asking for and Culture: Alternative medicine WORKBOOK /f/ and /v/ giving advice Reading: Understand a text on the Native American Indians and their medicine men Grammar reference Listening: Understand a dialogue on alternative medicine Section 5-7 Speaking: Prepare a brief oral presentation on your own lifestyle WORKBOOK Writing: Complete an e-mail in which you greet and give advice to a friend Grammar reference Section 8-10 Focusing on actions, Culture: Social media cause and effect Reading: Understand a text on social media Listening: Understand teenagers that talk about their favourite websites Speaking: Interact in a dialogue about your personal use of social networks Writing: Write a brief text on the effects of social media on teenagers Intonation in Reporting opinions CLIL – Literature: Migration literature WORKBOOK question tags Expressing opinions Reading: Understand a text on migrant literature authors Grammar reference /p/ and /b/ Listening: Understand a radio announcer that talks about his favourite books Section 11-13 Speaking: Write an imaginary interview of a famous author and recite it aloud WORKBOOK with a partner Grammar reference Writing: Write a brief review about the writer interviewed, following a prompt Section 14, 15 Culture: NGOs Reading: Understand a text on NGOs Listening: Understand some people that talk about their own personal experiences as volunteers Speaking: Describe a picture by responding to some questions Writing: Write a brief report about volunteer’s experiences Informal Reading and CLIL – Science: Green schools WORKBOOK contractions Speaking practice Reading: Understand a text on ecological schools Grammar reference /e´/ and /I´/ Reading and Writing Listening: Understand the teacher’s report on an ecological project conducted in a class Section 16-18 practice Speaking: Prepare a brief discourse on how to make your school more ecological WORKBOOK Writing: Write a letter to your principal listing the problems and possible solutions to Grammar reference render your school more ecologically friendly Section 19, 21 Culture: Granny ‘cloud schools’ Reading: Understand a text on cloud schools Listening: Understand a dialogue on a didactic experiment Speaking: Participate in a dialogue on the advantages/disadvantages of cloud schools Writing: Write a brief text on your school by answering questions • The European Union • Martin Luther King • TV in the UK and the USA • The world of fast food • WWF 01_25_Sprint_Int_TB3 new.indd 5 5 05/06/17 09:51

Introduction Course characteristics Objectives of Sprint n Starter unit in levels 1 and 3: to help students to both transit 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 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 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 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 the n Translation, Dictation and Dialogue writing learning environment, and aims to develop a balanced both in the Student’s Book and the Workbook. communicative ability as well as an internalisation of language structures valuing, at the same time, the at- n A focus on competences from knowledge to titudes of the individual student and the resources of know-how. group interaction. Sprint is organised so that it is both teacher friendly n Civilisation 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 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 05/06/17 09:51 01_25_Sprint_Int_TB3 new.indd 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 Book + Workbook 4 with Audio CD and play to the ability to reflect on what they are le- n Student's DIGITAL BOOK downloadable from the site: arning with the objective of looking for rules both www.elionline.com (Student’s Area) for the subject they are studying or for other areas of knowledge, and they begin to develop the understan- Each Student’s Book contains: ding of their place in the group, in the class and in society in general. n Starter Unit (in Levels 1 and 3) The Starter unit in Sprint 1 aims to look after and fa- n Eight (in Levels 1, 3 and 4) and nine (in Level 2) cilitate this passage towards a revision of the Primary school syllabus which was light, colourful and full of ten page units with a fixed structure preparation and backgrounds to start. n Test your competences and Extra practice every This section also aims to help students who have had different linguistic preparation to start the course smo- two units othly. The section has a practical approach and starts n Word bank in Levels 1 and 2 from the beginning with particular attention to pair n A sixteen page colour section dedicated to civi- work and small group work so that interaction and sharing of knowledge is encouraged. lisation and festivals The Entry Test in the Tests & Resources section should n Drama Readers (Levels 1, 2 and 4) and Video be done at the start of the school year. It’s an entry test which allows the teacher to quickly evaluate the gene- Activities (Level 3) ral level of the class. Following this test the teacher can decide whether and to what extent they need to do Each Workbook contains: the exercises in the Starter Unit. n Eight (in Levels 1, 3 and 4) and nine (in Level 2) Units six page units with a fixed structure Vocabulary and lexis n Grammar reference Each unit begins with a presentation of the first area n Word list: all the words from each unit with of vocabulary in the Vocabulary section. This aims to stimulate interest in the topic of the first text to help phonetic script comprehension of the material. The words are presented photos and illustrations to For the teacher help understand meaning, each word has also been re- n Teacher’s Book 1 + 2 Class CDs corded to help students hear the correct pronunciation n Teacher’s Book 2 + 2 Class CDs of the words and the phonetic script is available for the n Teacher’s Book 3 + 2 Class CDs teacher in the teaching notes. The illustrated tables in n Teacher’s Book 4 + 2 Class CDs the Word bank at the end of the Student’s Book are n Test-maker Multi-ROM 1 cross referenced for easy use. n Test-maker Multi-ROM 2 The second lexical area is introduced in the dialogue n Test-maker Multi-ROM 3 of the second presentation and the summary of words n Test-maker Multi-ROM 4 can also be found in the Word bank. n DIGITAL BOOK 1 n DIGITAL BOOK 2 7 n DIGITAL BOOK 3 n DIGITAL BOOK 4 n Supplementary material downloadable from 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 01_25_Sprint_Int_TB3 new.indd 7 05/06/17 09:51

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 study quality of the dialogues which no longer follow the with two dynamic input points in every unit, Presen- four characters of Levels 1 and 2 but instead introduce tation 1 includes a narrative text and Presentation 2 different characters in each of the units. uses a dialogue. Every presentation is followed by a comprehension Dividing the presentations into two parts allows for the task, often in the format of a Cambridge Test. This is use of two different linguistic registers. The use of the to facilitate the student’s gradual preparation of the dialogue in the second presentation makes sure that exam tasks. Then tasks that follow are for usage of the the language reflects as much as possible the natural vocabulary and communicative functions that focus on use of language, which is thanks to the opportunity the use of the spoken language, and on cooperation to re-use the language and vocabulary learnt in the and interaction with classmates. previous presentation earlier in the unit. Both presentations close with a feature task of The topic of the texts in the first presentation are often personalisation (Over to you). of an interdisciplinary nature which aim to motivate the students with cross-curricular topics that students Learn to learn may have some knowledge of. The Learn to learn box focuses students’ atten- The dialogues reflect the interests of the teenagers in tion on possible areas of difficulty both lexical and this age group and they aim to stimulate curiosity and grammatical that is either based on specific aspects interest in particular aspects of a sociocultural reality of the English language or interference with L1. different from their own. Grammar In Levels 1 and 2 of the Student’s Book the dialogues Sprint is characterised by a multi-functional appro- in the second presentation have four London based ach to the teaching of grammar. The first time new characters who go to the Thames Valley High School: language is presented in small chunks on the presen- Arif, a boy whose parents were born in Bangladesh; tation page where there is a box with examples from Evie, a Londoner; Sasha, who was born in Jamaica; and the presentation text with the target structures hi- Logan whose mother is English and whose father is ghlighted. Students are immediately invited to check Scottish. The photo sequences that accompany the their understanding of the new forms and structures dialogues were shot on location in London. through guided spoken exercises. In the first level, the teenagers are busy preparing for a Grammatical structures are presented completely but school competition; they will be up against other children graded in the three page Grammar section with exam- in their favourite subjects and the winner will win a new ples taken from the input pages, tables, explanations tablet computer. In the second level they take part in on form and use and practice tasks of the rules. the development and publishing of a school magazine. This section ends with concluding activities called The presence of the same recurring characters through Round up! and some additional translation tasks are the second presentations on both Levels 1 and 2 helps offered in the Translation section. to add continuity to the course and the students can The final Grammar reference section at the end of the identify with the activities of the teenagers. Workbook offers a summary of all the grammatical structures in the same order in which they have ap- peared in the main units which are useful for revision during the lesson or for autonomous revision at home. 8 05/06/17 09:51 01_25_Sprint_Int_TB3 new.indd 8

Introduction Pronunciation The genre of the texts used has purposefully alternated Every Grammar section contains a Pronunciation box between sociocultural and cross-curricular (CLIL). which draws attention to the pronunciation and into- The Listening tasks begin with the students hearing a nation of the English language. Students are guided short dialogue or monologue which then move on to to recognise and differentiate sounds through simple discussions and more detailed conversations. physical activities individually or in pairs so that they The Reading tasks begin with short texts, articles or imitate the sounds of the English language. The com- emails which move gradually on to longer newspaper mon areas of difficulty highlighted are word stress and articles, questionnaires and texts from encyclopaedias sentence stress, intonation, specific sounds, a focus on and so on. minimal pairs and on the differences between sound For an integrated skills approach, the Speaking 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 con- their books closed. tents of the reading and listening texts and any con- versation 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 the not a compulsory part of the course but it is highly Student’s Book. recommended to do them that you do them because they allow the students to become actively involved Functions in building to their own knowledge. The students are The practice of communicative functions, apart from gradually encouraged to do work which links language being introduced in the presentation pages is done learning with cultural and social areas. To conclude, in the spoken activities in the Over to you sections. In the students end up using their knowledge and their Sprint you’ll find a full page dedicated to these called competences to make real sense of what they are Functions. 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 productive skills of Writing and Speaking. 9 01_25_Sprint_Int_TB3 new.indd 9 05/06/17 09:51

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 the knowledge and then gain use of the language as Student’s Book, it contains tables with illustrations and a means of communication for expressing and photographs of the vocabulary presented within each organising and transporting meaning, but in this of the units in Sprint and are presented in the same or- case the students have chosen the means and der that they appear within the course with the same organised the content from their own perspective. 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 stu- during the lesson along with the support in the dents to actively take part in future lessons by get- DIGITAL BOOK. ting some part of it ready. They may need to collect They can listen to recordings of the words and they re- or prepare some authentic material from ‘their per- cord their own pronunciation to enable them to com- sonal world’ which could be photos, objects, books pare it with the English version. or simply notes taken or lists created and projects. These will all be used in class as realia which will en- Culture & Festivals rich the lesson and personalise tasks for each stu- The civilisation pages cover aspects of English life and dent by bringing their experience into the class. culture with informative texts and activities which will stimulate discussion and encourage students to com- Preparation for certifications pare aspects of their own culture with the English one From the first pages of Sprint, preparation for certifica- (Comparing cultures). The topics presented are par- tion is given generous coverage. The exam style tasks ticularly interesting and meaningful for teenagers of are introduced gradually with the aim of familiarising this age group. the students with its format beginning with a simpli- Level 1 of Sprint offers pages focusing on Great Britain, fied version then moving towards a more complete Level 2 opens up to the American continent and Level 3 practice of the exact exam tasks that they will meet in looks at the rest of the English-speaking world (Austra- the Cambridge or in the Trinity Exams. lia, New Zealand, Canada, India and South Africa). The activities are clearly sign posted using the fol- This section concludes with a page dedicated to the lowing icons: main festivals and celebrations in English-speaking countries, or of cultural groups who have a large popu- K Key (KET) lation in Great Britain or the United States of America. T Trinity (Grades 1-6) Drama Readers & Video Activities Simplified great classics (Levels 1, 2 and 4) and culture P PET (Level 4) videos (Level 3) with vocabulary, comprehension and writing activities. Test your competences The evaluations are not only carried out by the teacher Workbook but also by the student who can find within the pages of Sprint self-evaluation tasks. The section Test your The Workbook has the same number of units as the competences in the Student’s Book should be used to Student’s Book and aims to develop autonomous lear- this end. It is developed over one full page every two ning by the student. units and contains formative tests on the language co- The Vocabulary & Functions section offers vocabula- vered in class or at home. It is possible to give marks ry exercises to consolidate the vocabulary introduced using the guidelines offered and to reflect on the level in both of the presentation pages, and also exercises of difficulty met by students and discuss this with the to practice the communicative functions which cover teacher to decide on the best way forwards and whe- the topics in the input stage of the unit. Dialogues si- ther to revise the areas further. milar to those in the unit are also offered to revise the There is a final page of Extra practice where the stu- functions once again (Dialogue work) and also cover dent meets summative tasks which revise the practice the language taught in the Functions section. In ad- already carried out. 10 01_25_Sprint_Int_TB3 new.indd 10 05/06/17 09:51

Introduction dition there are dictation tasks. Two pages of Gram- Resources in the Student's DIGITAL BOOK mar follow which cover a wide variety of grammatical downloadable exercises (transformation tasks, fill the gaps, multiple n UK, USA and English-speaking countries maps choice, matching and much more) to consolidate the n Phonemic chart poster with audio work done in the Student’s Book. A part of this section n Word bank is dedicated to translation work too. n Functions videos Pages within the Workbook are dedicated to lingui- n Culture videos (Level 3) stic skills (Build your competences) and use reading texts, listening tasks, writing and speaking prompts to Resources in the Teacher’s DIGITAL BOOK facilitate spoken production and interaction in class. n UK, USA and English-speaking countries maps The main objective of these is to consolidate what has n Phonemic chart poster with audio been covered in the Student’s Book and to facilitate n Word bank student’s autonomy. n Functions videos n Culture videos (Level 3) Grammar reference n All of the answers to the interactive exercises At the end of the Workbook there is an entire section dedicated to the summary of the grammatical structu- in the Student’s Book. res in the course with tables, explanations and exam- n The ability for exercises to be saved by the ples which are not the same as those already presen- ted in the Student’s Book. This section will be useful for teacher. the students when they need to consolidate and revise at home to develop their learner autonomy. Online Resources Word list A further flexible feature of Sprint is the area of online This helps students to understand the meaning of resources at the following location: www.elionline.com words and see their phonetic script. These final pages The online resources can be continually updated and are easy to use because they are divided by unit and enriched with didactic support materials for the course they can be used by the students studying on their and can be downloaded free. These resources can be own and will help them enrich their vocabulary. adapted to suit the changing reality and formative objectives of the young teenagers. DIGITAL BOOK 11 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 also include 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. 01_25_Sprint_Int_TB3 new.indd 11 05/06/17 09:51

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. Furthermore, it 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 and homework and tests and get back detailed reports on n A table of contents for each level. progress. There are already a lot of exercises available on the platform and class tests based on elements of n An introduction to the methodology and how to the grammar syllabus which the teacher could use in use the methodology. class for revision, or set as homework or use as progress test. The teacher can also create new exercises ‘to fit’ n Information on the Common European Framework of the students and use them in class. WebLAB is available Reference and certifications: Trinity and Cambridge. 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 adults 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 01_25_Sprint_Int_TB3 new.indd 12 05/06/17 09:51

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 on exactly 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 01_25_Sprint_Int_TB3 new.indd 13 05/06/17 09:51

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 01_25_Sprint_Int_TB3 new.indd 14 05/06/17 09:51

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). dialogue moving, by giving A his/her lines or by telling To help students remember new vocabulary, it is sugge- them the lines in L1. A says his/her lines in English. This sted that they create pages and sections in their note- continues alternating between A and B. books or files divided into lexical sets or topic areas, each When students feel confident enough, the teacher can student needs to feel free to use whichever method of ask certain groups to recite their dialogues in front of remembering that they wish to experiment with. the class, and be encouraged to dramatise their per- Students can: formances with gestures and slightly exaggerated in- tonation to enrich the communicative aspect. n Draw a picture next to the work if they have a visual memory. The learning of grammar in Sprint takes on an im- portant role, thanks to a multi-functional approach n Write the translation or look into the origins of the which involves the use of different means and sees nu- word and look at the similarities and differences merous occasions for summarising and consolidating. between the new word and the same one in their Grammatical structures and the spelling of words are own language, if they have a ‘linguistic’ memory. presented gradually in Sprint and they are continual- ly recycled, in the same way that the mother tongue n Link the new word to an action, if they have a kina- uses the same words and phrases over and over if they esthetic memory. are high frequency items to communicate meaning. In some cases it could be necessary to activate the use of n Invent a rhyme or a short song with the new terminology from L1 (what is a verb and an adverb or a word(s), if they have a musical memory. preposition) and elaborate on what the differences are between those in L1 and those in English (for example the possessive, contracted forms of auxiliary verbs, the 15 01_25_Sprint_Int_TB3 new.indd 15 05/06/17 09:51

Introduction continuous aspect and verb conjugations). For the part make sure that the vocabulary and grammar have of the lesson focussing on the Student’s Book, the tea- been practised and go back and revise them if cher is advised to: necessary. It’s also a good idea to make sure that the classroom environment is suitable for effective n Ask students to underline key phrases and structu- listening (noises outside the classroom need to be res in the presentation that illustrate the grammar kept to a minimum, and the speakers and listening focussed on, in this way the teacher is getting the device needs to be accessible to all and the students students to use the deductive method of working need to be 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 needs 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 practise 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 the ability to communicate rather than on gram- once, if necessary, and ask for feedback in L1 matical 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 ask one of the techniques are advised and it is important to focus and students who found the text easier to understand organise activities around solid pairwork interactions than the other students to help build students as follows: confidence in the fact that they will understand and they need to believe in themselves. If however the n Put the class into pairs and make it very clear who whole class meets with difficulties while listening is Student A and who is Student B. 16 01_25_Sprint_Int_TB3 new.indd 16 05/06/17 09:51

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 01_25_Sprint_Int_TB3 new.indd 17 05/06/17 09:51

Introduction all the students need to understand and accept the n Wherever possible, use, together with the English cultural, linguistic and religious differences because language, also the L1 of the students in the class these provide a precious opportunity to enrich the (for example, produce multi-lingual posters, or du- lessons. ring vocabulary tasks). n Propose activities (especially in Build your compe- n And finally, if you have time, and if you think it tences and in the Culture sections) which offer op- is opportune, involve the students who are from portunities for continual comparison of the culture other cultural backgrounds from the beginning of in which they are studying and that from where the lesson (for example, as the students are coming they have come. into the class invite a Chinese girl to tell everyone what the day and date is in their own language, then to say it in English to check the comprehension of the rest of the class). 18 05/06/17 09:51 01_25_Sprint_Int_TB3 new.indd 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 01_25_Sprint_Int_TB3 new.indd 19 05/06/17 09:51

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 A2. 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 A2 1 – me 2 – teacher/other 3 – my objectives Listening 123 I can understand what is said clearly, slowly and directly to me in simple everyday conversation; it is possible to make me understand, if the speaker can take the trouble. I can generally identify the topic of discussion around me when people speak slowly and clearly. I can understand phrases, words and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements. I can understand the essential information in short recorded passages dealing with predictable everyday matters which are spoken slowly and clearly. I can identify the main point of TV news items reporting events, accidents etc. when the visual supports the commentary Reading 123 I can identify important information in news summaries or simple newspaper articles in which numbers and names play an important role and which are clearly structured and illustrated. I can understand a simple personal letter in which the writer tells or asks me about aspects of everyday life. I can understand simple written messages from friends or colleagues, for example saying when we should meet to play football or asking me to be at work early. I can find the most important information on leisure time activities, exhibitions, etc. in information leaflets. I can skim small advertisements in newspapers, locate the heading or column I want and identify the most important pieces of information (price and size of apartments, cars, computers). I can understand simple user’s instructions for equipment (for example, a public telephone). I can understand feedback messages or simple help indications in computer programmes. I can understand short narratives about everyday things dealing with topics which are familiar to me if the text is written in simple language. Spoken interaction 123 I can make simple transactions in shops, post offices or banks. 20 01_25_Sprint_Int_TB3 new.indd 20 05/06/17 09:51

Self-assessment sheets I can use public transport: buses, trains, and taxis, ask for basic information and buy tickets. I can get simple information about travel. I can order something to eat or drink. I can make simple purchases by stating what I want and asking the price. I can ask for and give directions referring to a map or plan. I can ask how people are and react to news. I can make and respond to invitations. I can make and accept apologies. I can say what I like and dislike. I can discuss with other people what to do, where to go and make arrangements to meet. I can ask people questions about what they do at work and in free time, and answer such questions addressed to me. Spoken production 123 I can describe myself, my family and other people. I can describe where I live. I can give short, basic descriptions of events. I can describe my educational background, my present or most recent job. I can describe my hobbies and interests in a simple way. I can describe past activities and personal experiences (e.g. the last weekend, my last holiday). Speaking strategies 123 I can ask for attention. I can indicate when I am following. I can very simply ask somebody to repeat what they said. Language Quality 123 I can make myself understood using memorised phrases and single expressions. I can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’. I can use some simple structures correctly. I have a sufficient vocabulary for coping with simple everyday situations. Writing 123 I can write short, simple notes and messages. I can describe an event in simple sentences and report what happened when and where (for example a party or an accident). I can write about aspects of my everyday life in simple phrases and sentences (people, places, job, school, family, hobbies). I can fill in a questionnaire giving an account of my educational background, my job, my interests and my specific skills. I can briefly introduce myself in a letter with simple phrases and sentences (family, school, job, hobbies). I can write a short letter using simple expressions for greeting, addressing, asking or thanking somebody. I can write simple sentences, connecting them with words such as ‘and’, ‘but’, ‘because’. I can use the most important connecting words to indicate the chronological order of events (first, then, after, later). 21 01_25_Sprint_Int_TB3 new.indd 21 05/06/17 09:51

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 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 01_25_Sprint_Int_TB3 new.indd 22 05/06/17 09:51

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 describes 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 01_25_Sprint_Int_TB3 new.indd 23 05/06/17 09:51

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 01_25_Sprint_Int_TB3 new.indd 24 05/06/17 09:51

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 01_25_Sprint_Int_TB3 new.indd 25 05/06/17 09:51

Spm 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. r Strong focus on 2Lst-century Skills r Two language presentation sections per unit r Consolidation and expansion vocabulary exercises r Word bank section included in the Student's Book r Videos for learning and practising communicative functions r Multiple approach to grammar: focus boxes, oral and written practice r Grammar reference included in the Workbook r Pronunciation box and practice per unit r Gradual preparation for certifications (Cambridge and Trinity) r A wide variety of exercises for developing and testing competences r Cultural insights into the English-speaking world r Drama Readers (Levels 1 and 2) and Video Activities (Level 3) included in the Student's Book I Components 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 Muhi-ROM r Digital Book (downloadable) r Class Digital Book r Poster Pack -:: r ir .tr rLtl - :::li:__-_-