Q: skills for success - Listening and speaking 1

: Skills for Success

LISTENING AND SPEAKING

Teacher's Handbook .**?•!*•••

• • • •

• • •

Jenni Currie Santamaria

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ISBN: 978-0-19-475615-0 Listening and Speaking 1 Teacher's’Handbook Pack

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CONTENTS

W elco m e to Q iv

To t h e T e a c h e r V

S tu d e n t B ook Q u ic k G u id e viii

S tu d e n t B ook S co p e a n d S e q u e n c e xiv

U n it l Q : Do you like y o u r nam e?

Teaching Notes 2

Unit Assignment Rubric 12

U n it 2 Q : How can you find a good jo b ?

Teaching Notes 13

Unit Assignment Rubric 23

U n it 3 Q : W hy d o w e stu d y o th er cultures?

Teaching Notes 24

Unit Assignment Rubric 34

U nit 4 Q : W h at m akes a h ap p y e nding?

Teaching Notes 35

Unit Assignment Rubric 45

U n it 5 Q : W h at is th e b est kind of vacation?

Teaching Notes 46

Unit Assignment Rubric 56

U n it 6 Q : W ho m akes you laugh?

Teaching Notes 57

Unit Assignment Rubric 67

U n it 7 Q : W h y is m usic im p o rtant to you?

Teaching Notes 68

Unit Assignment Rubric 77

U n it 8 Q : W h en is h o n esty im portant?

Teaching Notes 78

Unit Assignment Rubric 87

U n it 9 Q : Is it ever too late to ch an ge?

Teaching Notes 88

Unit Assignment Rubric 97

U nit 10 Q : W h en is it good to be afraid?

Teaching Notes 98

Unit Assignment Rubric 107

H ow to u s e th e Q T e stin g P ro g ra m C D -R O M 109

iii

■ I f w

! » •

I * • • • • •

• • • ‘ 4

WELCOME TO Q •Skills for Success

Q: Skills for Success is a six-level series with two strands,

Reading and Writing and Listening and Speaking.

R E A D IN G AND W R IT IN G LIS T E N IN G AND S P E A K IN G

I

STUD EN T A N D TEA C H ER IN FORM ED ____________________________________________ ____________

Q : S k ills fo r S u c c e s s is t h e r e s u lt o f a n e x t e n s i v e d e v e l o p m e n t p r o c e s s in v o lv in g t h o u s a n d s

o f t e a c h e r s a n d h u n d r e d s o f s t u d e n t s a r o u n d t h e w o r ld . T h e ir v ie w s a n d o p i n i o n s h e l p e d

s h a p e t h e c o n t e n t o f t h e s e r ie s . 0 is g r o u n d e d in t e a c h i n g t h e o r y a s w e ll a s r e a l- w o r ld

c la s s r o o m p r a c tic e , m a k in g it t h e m o s t l e a r n e r - c e n te r e d s e r ie s a v a ila b le .

iv

To the Teacher

Highlights of the Q: Skills for Success Teacher's Handbook

LEA R N IN G O U TC O M ES

As you probably know from your ow n teaching

experience, students w a n t to know the point o f a

lesson. T hey w a n t to know the “w hy" even w h en they

understand the "how.” In the classroom, the “w hy" is

the learning outcome, and to be successful, students

need to k now it. T he learning outcom e provides a

clear reason for classroom w o rk and helps students

m eaningfully access n ew m aterial.

Each u n it in O xford’s Q: Skills fo r Success series

builds around a thought-provoking question related

to that u n it’s unique learning outcome. Students learn

vocabulary to answ er the u n it question; consider new

inform ation related to the u n it’s them e that utilizes this

vocabulary; use this inform ation to th in k critically about

new questions; and use those answ ers to practice the

new listening, vocabulary, gram m ar, pronunciation, and

speaking skills they need to achieve the u n it’s learning

outcome.

ễ a £ Unit QUESTION

H Who makes you laugh?

• —

laughter

LISTENING • listening for specific information LEARNING OUTCOME

VOCABULARY. synonyms

GRAMMAR • simple prewnl (or informal narratives

PRONUNCIATION • simple present third-person -I/-M

SPEAKING • using eye contact, pause, and tone of voice

I t (

111 1

HI

IS points 1 0 points 0 points

Clear a sse ssm e n ts allo w b o th

te a c h e rs a n d s tu d e n ts to c o m m e n t

o n a n d m e a su re lea rn er o u tco m es.

Each aspect o f the learning process in the Q series

builds tow ard com pleting the learning outcome. This

interconnected process o f considering new inform ation

is at the heart o f a critical thinking approach and form s

the basis o f the students’ w o rk in each unit o f the

Q series. A t the end o f the unit, students com plete a

practical project built around the learning outcome.

Learning outcomes create expectations in the classroom:

expectations o f w h at students w ill learn, w h at teachers

w ill teach, and w h at lessons w ill focus on. Students

benefit because they know they need to learn content

for a purpose; teachers benefit because they can plan

activities that reinforce the know ledge and skills students

need to com plete the learning outcom e. In short,

learning outcom es provide the focus that lessons need.

In th is ex a m p le unit,

s tu d e n ts are asked

to th in k a b o u t w h o

m ak es th e m laugh

w h ile p re p a rin g to

tell th e ir o w n jo k e o r

fu n n y story.

T he u n it a ssig n m e n t ties

in to th a t u n it's u n iq u e

lea rn in g o u tc o m e .

f Unit Assignment: Tell a joke or a

funny story

Unit Question (5 minutes)

Refer students back to the ideas they discussed at the

beginning o f the unit about w h o makes them laugh.

Cue students if necessary by asking specific questions

about the content o f the unit: W hy did people think

Jackie O ian was funny? W hat ad\ice did we hear about

how to be funny? W hat skills can you use to make your

jokes and stories more entertaining?

Learning Outcome

1. Tie the U nit Assignm ent to the unit learning

outcome. Say: The outcome for this unit is to use

appropriate eye contact, rone of voice, and pauses to

tell a funny story or a joke to your classmates. Tins

i ’nir Assignment is going tủ lei you show that you

can do that as well as correctly use and pronounce the

simple present.

C R IT IC A L TH IN K IN G

A critical thinking approach asks students to process n ew inform ation and to

learn how to apply that inform ation to a n ew situation. Teachers m ight set learning

outcom es to give students targets to hit— for example: "After this lesson, give three

reasons w hy people im m igrate”— and the m aterials and exercises in the lesson

provide students w ith the know ledge and skills to th in k critically and discover their

three reasons.

Questions are im portant catalysts in the critical thinking process. Questions

encourage students to reflect on and apply their know ledge to n ew situations.

Students and teachers w ork together to understand, analyze, synthesize, and evaluate

the lesson’s questions and content to reach the stated outcomes. As students become

m ore fam iliar w ith these stages of the critical thinking process, they w ill be able

to use new inform ation to complete tasks m ore efficiently and in unique and

m eaningful ways.

m . Critical Thinking

In Activity B, you

have to restate

o r say again in

p erh ap s a different

way, so m e of th e

inform ation you

learned in th e tw o

readings. Restating

is a g o o d w ay to

review inform ation.

B (10 minutes)

1. Introduce die U nit Question, W hy do people

immigrate to other countries? Ask related information

questions or questions about personal experience

to help students prepare for answering the more

abstract unit question: D id you immigrate to this

country? What were your reasons fo r leaving your

home country? What were your reasons fo r choosing

your new country? W hat did you bring with you?

2. Tell students: Let's start off our discussion by listing

reasons w hy people might immigrate. For example, we

could start our list with finding w ork because many

people look fo r jobs in new countries. But there are

many other reasons why people immigrate. W hat else

can w e think of?

T h ro u g h o u t th e S tu d e n t Book, Critical Thinking Tips

a c c o m p a n y c e rta in ac tiv ities, h elp in g s tu d e n ts to

p ra c tic e a n d u n d e rs ta n d th e s e critical th in k in g skills.

Critical Thinking Tip (1 minute)

1. Read the tip aloud.

2. Tell students that restating also helps to ensure

that they have understood som ething correctly.

After reading a new piece o f inform ation, they

should try to restate it to a classmate w h o has also

read the inform ation, to ensure that they both

have the sam e understanding o f information.

T h e 0 Teacher's Handbook fe a tu re s n o te s o fferin g

q u e stio n s for e x p a n d e d th o u g h t a n d d iscussion.

C R IT IC A L Q EX PA N SIO N A C T IV IT IE S

T he Q Teacher's Handbook expands on the critical

thinking approach w ith the Critical Q Expansion

Activities. These activities allow teachers to facilitate

m ore practice for their students. T he Critical Q

Expansion Activities supplem ent the Q Student Book by

expanding on skills and language students are practicing.

In today’s classrooms, it's necessary that students

have the ability to apply the skills they have learned

to new situations w ith materials they have never seen

before. Q ’s focus on critical thinking and the Q Teacher's

Handbook's em phasis on practicing critical thinking skills

through the Critical Q Expansion Activities prepares

students to excel in this im portant skill.

T he e a sy -to -u se activity su g g e stio n s

in cre ase s tu d e n t p ra ctice a n d success

w ith critical th in k in g skills.

Critical Q: Expansion Activity

Outlining

1. Explain to students: A popular way to prepare

to outline one's ideas is to use a cluster map. In a

cluster map, a big circle is drawn in the middle o f a

page or on the board, and a main point is written

inside it— this will becom e the topic sentence in

the outline.

2 . Then explain: Next, lines are drawn away from the

circle and new, smaller circles are attached to the

other end c f those lines. Inside each o f the smaller

circles, ideas are written which relate to the mom

, point— these becom e supporting sentences in

the outline.

vi

2 1 ST C E N T U R Y S K IL L S

Both the academic and professional w orlds are becom ing increasingly interdependent. The

toughest problem s are solved only w h en looked at from m ultiple perspectives. Success in the

2151 century requires m ore than ju st core academic know ledge— though th at is still crucial. Now,

successful students have to collaborate, innovate, adapt, be self-directed, be flexible, be creative,

be tech-literate, practice team w ork, and be accountable— both individually and in groups.

Q approaches language learning in light o f these im portant 21st C entury Skills. Each u n it asks

students to practice m any o f these attributes, from collaboration to innovation to accountability,

while they are learning n ew language and content. T he Q Student Books focus on these

increasingly im portant skills w ith unique team , pair, and individual activities. Additionally, the

Q Teacher’s Handbooks provide support w ith easy-to-use 21st C entury Skill sections fo r teachers

w h o w a n t to incorporate skills like “openness to other people’s ideas and opinions” into th eừ

classrooms b u t aren’t sure w h ere to start.

Q Online Practice is an online w orkbook that gives students quick access to all-new content

in a range o f additional practice activities. T he interface is intuitive and user-friendly, allow ing

students to focus on enhancing th eữ language skills.

For the teacher, Q Online Practice includes a digital grade book providing im m ediate and

accurate assessment o f each stu d en t’s progress. Sưaightforw ard individual student o r class

reports can be view ed onscreen, printed, o r exported, giving you com prehensive feedback

on w h a t students have m astered or w here they need m ore help.

Teacher’s Access Code Cards for the digital grade book are available upon adoption

or for purchase. Use the access code to register for your Q Online Practice account at

w w w .O onlinepractice.com .

These features o f the Q: Skills fo r Success series enable you to help your students develop the

skills they need to succeed in their future academic and professional careers. By using learning

outcom es, critical thinking, and 21st century skills, you help students gain a deeper knowledge

o f the m aterial they are presented w ith, both in and out o f the classroom.

vii

Explicit skills instruction

e n a b le s stu d e n ts to m e e t th e ir

ac a d e m ic a n d professional goals.

Q connects critical thinking, language skills,

and learning outcomes.

Unit QUESTION

Who makes

you laugh?

T h o u g h t-p ro v o k in g unit questions e n g a g e

s tu d e n ts w ith th e to p ic a n d p ro v id e a critical

thinking framework for th e unit.

H a v in g th e le a rn in g o u tco m e is im p o rta n t b e c a u s e it g iv e s s tu d e n ts a n d C l ỊÉ

te a c h e rs a c le a r id e a of w h a t th e p o in t o f e a c h ta s k /a c tiv ity i n th e u n it is. f f

L a w ren ce L a w so n , P a lo m a r C ollege, C a lifo rn ia

i m m M S M i

Clearly id en tified learning outcomes focus

s tu d e n ts o n th e g o al o f th e ir in stru ctio n .

viii Quick G uide

k m

LA N G U A G E S K IL L S

Two liste n in g te x ts p ro v id e in p u t

on th e u n it q u e s tio n a n d give

exposure to academic content.

P RE V I E W L ISTENING 1 •-------------------

Jackie Chan— Action-Comedy Hero

You are going to listen to a rad io p ro g ram ab o u t Jackie C h an , a p o p u lar

actio n -co m ed y film star. L ook a t th e photos. W h y d o you th in k people

w ill say Jackie C h an is funny? Give tw o reasons.

c f WHAT D o Y o u T h in k ?

A. D iscuss the questions in a group.

— a

S tu d e n ts discuss th e ir op in io n s

o f ea ch listening te x t a n d analyze

h o w it c h a n g e s th e ir p e rsp e c tiv e

o n th e u nit q u estio n .

1. D o you agree th at anyone can be funny? W hy o r w hy not?

2. D o you th in k Tate’s advice is good? W h a t o th er advice w ould you give

to help people be funny?

3. W h a t are favorite fu n n y topics in y o u r culture?

B. T hin k about both Listening 1 and Listening 2 as you discuss

th e questions.

1. H ow is th e h u m o r in a com edy film different th an in a live theater? How

are th ey the same?

a

O n e of th e b e s t fea tu re s is y o u r fo cu s o n d e v elo p in g

m ate ria ls of a h ig h “in te re s t lev el.”

Troy H a m m o n d , Tokyo G a ku g ei U niversity,

In te rn a tio n a l S e c o n d a ry School, J a p a n

Listening and Speaking 1 ix

Explicit skills instruction prepares students

for academic success.

Explicit in stru ctio n a n d p ra c tic e in listening,

speak in g , gram m ar, p ro n u n c ia tio n , a n d

v o ca b u lary skills help students achieve

language proficiency.

c f What Do You Think?

Discuss the questions in a group.

2. Do you like Kung Fu or other similar movies? Why or why not?

Listening Skilfc: Listening for specific information

Liitening for specific Information means listening for the important details

you need. We listen for specific information especially when we listen to

news or weather reports, transportation schedules, and instructions. Specific

information includes details such as:

• names of people or places

• numbers, dates, or times (See Unit 5 Listening Skill, pages 87-88.)

1. lackie Chans birth dale:______________ ,

2. When he moved to Hollywood:_____________

3- What Americans thought of Chan in Rush Hour: _

4- Three reasons why he IS funny:

a. He smiles and_____________________.

LEA R N IN G O U TC O M ES

P ractice activities allow stu d e n ts

to master the skills b efo re th e y are

e v a lu ated a t th e e n d o f th e unit.

Speaking Skill Using eye contact, pause, and tone of VC

listening and Speaking

When you (ell a story or a joke, there are different wiyi to make X BCK

interesting.

• Make eye contact with the lislcner(i). This will help you rnmrn rtk

your audience and keep them interested.

• Uk your voice to exprcu different feelings. This help* Ihc Sanaa

understand the feelings of the people in the story.

• Pause—slop speaking for a moment—before you HT the puncfa ÉK

(the end of a story or joke). Um ca

Listen lo the example.

r -The man touches the rabbit, and the rabbit bit« him.

"Ouchr He says. 'You said your rabbit doesn't biter

The shopkeeper replies, "That isn't my rabbit!'

A. Listen to the excerpts from the jokes. Underline the places where

the speaker uses tone of voice. Draw an arrow (t ) where the

speaker pauses.

1. One day. I’m ai home. I turn on the TV and sit down on the sotâ. VI'*

wife asks. “What arc you doing'" I say, "Nothing." She MVS. 'You đaỉ

that yeslerday." So 1 answer. “Yeah. I know. I wasn't finished

2. The woman answers. "I hurt everywhere It hurts when t (ouch mv

head It hurts when 1 touch my leg. .1 nd II hurts when I touch mv arm.'

The doctor thinks for a moment. Then he says. ”1 know whaM wroftiL￾Your finger IS broken’"

T he ta s k s a re sim ple, accessib le, u ser-frien d ly , a n d v e ry u sefu l.

J e ssic a M arch, A m eric a n U n iversity o f S h a rja h , Ư.A.E.

X Q uick G uide

Vocabulary Skill

Oxford Basic

DICTIONARY Ĩ 5 T

s i>* Gte*f U H L h flN # frtf

Q O nline P ra ctice p ro v id es all n e w c o n te n t

fo r ad d itio n a l p ra c tic e in a n ea sy -to -u se

o n lin e w o rk b o o k . Every s tu d e n t b o o k

in clu d es a Q O n lin e P ractice access

co d e ca rd . Use th e ac ce ss c o d e to re g iste r

for y o u r Q Online Practice a c c o u n t at

w w w .Q o n lin e p ra ctic e.c o m .

Synonyms are words that have almost the same or a similar meaning. The

dictionary often gives synonyms in the definition o f a word. In the examples,

a synonym is given for funny while for movie only a definition is provided.

fun ny /“ /Tiini/ adjective (fun nier, funniest)

1 making you laugh or smile: a funny story •

He's so funnyi o SYNONYM amusing

2 strange or surprising: There's a funny smell in

m ov ie / ’muvi/ noun

1 (count) a siory shown in moving pictures thai

you see in theaters or on television: Would you

You can build your vocabulary by learning synonyms for words you already

know. Learning synonyms will help you understand more when you listen.

All d ictio n ary en trie s are ta k e n from

th e Oxford American Dictionary

for learners o f English.

gnu￾A research-based vocabulary

program fo c u ses s tu d e n ts on

th e w o rd s th e y n e e d to know

a c ad e m ica lly a n d professionally,

u sin g skill s tra te g ie s b a se d

on th e sa m e re search as th e

O xford d ictio n arie s.

T he O xfo rd Ba sic Am erican D iction ary fo r lea rn ers o f English w as d e sig n e d

w ith English learn ers in m ind, a n d p ro v id es ex tra lea rn in g to o ls for

p ro n u n c ia tio n , v erb ty p es, basic g ra m m a r stru ctu re s, a n d m ore.

The Oxford 2000 Keywords

T he O xford 2000 K eyw ords e n c o m p a sse s th e 2 000 m o st im p o rta n t

w o rd s to learn in English. It is b a se d o n a c o m p re h e n siv e analysis o f th e

O xford English C orpus, a tw o-billion w o rd co llec tio n o f English te x t, a n d

o n e x te n siv e research w ith b o th la n g u a g e a n d p ed a g o g ical e x p e rts.

The Academic Word List EZH

T he A cadem ic W ord List w a s c re a te d by Averil C o x h ead a n d c o n ta in s 570

words that are com m only used in academ ic English, su ch as in te x tb o o k s

o r artic le s ac ro ss a w id e ra n g e o f a c a d e m ic su b je c t areas. T h ese w o rd s a re a

g re a t p lace to s ta rt if y ou a re stu d y in g English for a c a d e m ic p u rp o se s.

Listening and Speaking 1 xi