Upstream_B1+_Teacher's_part1.PDF

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Introductionto the Teacher

Upstream

LevelBl+

isa modularsecondary

level course

the Student'sBook,andcontain elements

specifically

F.-

for learners

studyingEnglish

at B1+level.

througha

widevarietyof tasks.These are grouped ineachunitas

VocabularyPractice,Grammar in Use, Listening&

Speaking

learning

Accordingto the EuropeanFramework of Reference,

studentsat levelB1+areableto understand

anduse

andWriting

Further practice

and vocabularyand phrases

relatedto the world aroundthem (family, friends,

home,etc).Studentsat this level are ableto discuss

up-to-date

;

ina

WordPerfectsectionandin all majorgrammatical

isprovided

in allessential

vocabulary

areas

topicsandpresent

theiropinions and point

ina GrammarChecksection.

of view.

the

Student'sversion,overprintedwith a Keyto allexercises

TestBooklet

versionof the Workbook reproduces

LevelBl+aimsat the balanced development

of allfourlanguage

for aflexibility

of approachwhich makes it suitablefor all classes,

including

skills, while allowing

largeormixed-ability

classes.

isdivided intothreeoarts.

The first part contains five tests - that is, one per

module - eachin two equivalentversions

The courseincorporates

both a cross-cultural

and

cross-curricular

approach,anditssyllabus

reflects

the

ro ensure

oftheCouncilof EuropeFramework.

The coursebook

of results.Students sittingnextto eachother

work on differenttests, but aretestedin the same

languageareasat exactly the samelevelof difficulty.

Thesetests facilitate the assessmentof students'

progress andenable the teacherto pinpoint students'

specificweaknesses.

consistsof fivemodules of two units

each,covenngawidevarietyof topics. TheWorkbook

provides supplementarypractice in the relevant

language

skills.

CourseComponents

Thereisalsoan Exit Test,whichcoversallthe material

learnedat this level. and can be usedeitheras an

assessment

test or as a placement

test for students

Student3Book

aboutto move on to the nextlevel.

Thesecondpart consistsof ten ProgressTests - one

for eachunit - to provide detailed,objective

lt consists of five modulesof two unitseach.

Eachunitisbased ona Single

feedback

themeandcoversawide

students' attainment.

Thethirdpart contains

topics. Allunitsfollowthesamebasic

format (See E/ements

the keyto the tests,aswellas

the keyto the ProgressTests.

An audioCD/cassette

oftheCoursebook).

Teacher'sBook

whichcontainsallthe recorded

materialaccompanies

to beflexibleandcapable

of undertakinga wide rangeof roleswithin the

classroomTheTeacher's

theTestBooklet.

Note:At theend of theTestBooklet

thereisa Progress

ReportCard section.Uponcornpletionof eachmodule

and after the corresponding

Bookhasthusbeendesigned

:n sucha way as to supportthe teacherthrough

n is/hermultr-faceted

test; photocopy the

respectiveProgress ReportCardand fill it in, one per

student Students shouldkeep eachcard in their

Language Portfolio

task

Accordingly, the Teacher's Book contains

comprehensive

for futurereference

Teacher'sNotes,fullyinterleavedwith

the facingpages of the Student'sBook.The notes

provide step-by-step

on how

to present and exploitthe material,anda full Keyto

allexercises

lesson plans. suggestions

My Language Portfolio

My Language Portfolio is a booklet containing

documentation

inthe Student'sBook.

The Teacher's

build a personal LanguagePortfolio,plus a section

entitled My Dossier,with photocopiable tear-out

worksheets that serveas the basis of writino and

project work.

Students

andsuggestions

to enablestudents

.Notes also contain suggestionsfor

optionalextensioniactivities

to carry practice beyond

the scope of the materialin the Student'sBook.

(Naturally,

teachers may chooseto omit. extendor

adaptany of the materialin the Student'sBookat

theirdiscretion,'to

suitthe particular needsof their

thewritingtasks andany

additional materialrelatedto the course (drawings,

paintings,

ctass.J , l

etc)in the Language Portfolio.

Formore informationaboutthe EuropeanLanguage

Portfol io referto http://culture.coe.fr/lang

Workbook

often unitswhichcomolement

the theme andcontentof the corresponding

units in

designed

to extendandconsolidate

everydayexpressions,

TheTeacher's

Upstream

TheTestBooklet

guidelines

reliability

The Student'sBook is the main componentof the

,course.

regarding

varietyof related

Themodernteacherneeds

shouldalsoinclude

recordings,

,,.

TheWorkbook consists

_-{

--_-' .

-*il

Class AudioCDs or Cassettes

The ClassAudio CDs or cassettescontain all the

iecorded material which accompanies

: ,: -,:ciation/intonation

tasks, in addition to the

--.::i a useci

inthe listening

tasks

-.il

Sludent's Audio CDor Cassette

r-3

in Use

ELTmethodology and pedagogy arebasedupon the

beliefthat structure and form arethe basic elements

ofthelearning process.

- -{

Si"ceni's Audio CD or cassette contarnsthe

the graduar movement

in the last few years towards a morefunctional and

communicational approach, Ltpstream

Despite

Level Bl+ has

beenbuilt uponthe belief

there shouldbe

a balance between functionand structure, meantng

andform.

that,ideally,

._.{_

inpronunciation

andintonation.

Elements

of thecoursebook

TheGrammar in Use section provides

students with all

-rl 1

the clearpresentation,

guided and free practice

tasks

and production tasks needed for mastennq kev

structures. The exercisesand activities have-been

designed to systematically reinforce students,

understanding of the key grammar structures

presented

Each unitcontains

the followingelements:

The Modularpages arefoundat the beginning of

each module and aim at intriguing and motivating

students

in the unit. There js also a Grar:ra,

Reference

to becomeinvolved

inthe units. Studentsare

sectionat the backof the Studert's J,::.1

thatoffers moredetails.

to the mainthemes of the units andgiven

ihe opportunity

to familiarise

themselves with their

content andto express

their opinions.

Listening andSpeaking Skills

Reading

textsareorawn

from a variety of authentic sourcesand constitute a

wide range of texttypes

The range of reading

meaning. mood, intention, feeling,opinion, etc. The

fistening

texts includes:

authentic spoken Englishand

feature a rangeof genuine native-speaker

labels andsigns,

accen6.

calendars,

letters and postcards,

stories and articles, advertisements,

charts, biographies.

leaflets and

ln this section students practise real_life

communication strategies in everyday English.

Functional

-d

,/ top-down activities

with realistic

situations are practised in a wide range of

communicative tasks and deal with featuresof

everyday speech such as expressing dissatisfaction,

avoidinggiving a direcranswer, andso on.

Pronunciation tasks develop students' ability to

recognise, distinguish and reproduce the vanous

sounds

language structures associated

forgist)

'/ bottom-up activities (readinq for detailed

understanding)

/ oralreproduction (students perform a roleplay or

situational

(scanning

and reading

dialogue basedon thetext,or outline

the main points ofthetext).

Vocabulary Practice

Thetarget vocabulary of eachunit is presented

inspoken English.

Intonation activities help studentsto recognise

in a

meaningful context, usingvisualaids, and is practrseo

andextended

the

patterns of intonation, stressand rhythm which

characterise

throughout

the unit.The wholeunit aims

spoken English, andto repioduce

these

correctly.

at providing

the learners with practice opportunities

-,1

activate the newvocabulary

through exercises

desiqned

{

the course.This

.c udes all reading texts, dialogues. songs and

Grammar

practice

introduced

to the themeof theunit.These

Each unit containsa 350 to 600-word textwhich is

linked

tasksallreplicate

Writing

The writingsections havebeen carefully designed

ensure

thatstudents develop

theirwriting skills

in a

systematic manner.

r a-

,/ to skim andscan texts.

. :

text provided'

All writing tasks arebased on authentic

letters

(both formal and informal), stories, descriptions'

essays,

r,-..

reportsand articles-

lnaddition,

each unitcontains

anumber

ofshort writing

task

Additional Material

Further Reading

Thissection presents

the students with a variety of

and cross-curricular

Module Self-Assessment Sections

Thesereinforce students' understanding

of the topics'

authentic

textson cross-cultural

and structures whichhave been presented

inthemodule.

topics.

".:

Theyare foundat the endof each'module-and

helpSs

monitortheir own progress.

Theobjectives

of the module

are clearlystated at the

andthe students' achrevemehts

,,,

endof eaeh Self-Assessmenf

section

country.

TheEco'friends sections at the end of eachmodule are

linkedto the themeof the unit.They are designed

issues

broadenstudents' understanding

of environmental

to usetheir

languageskills in Brder to learn. readand talk about

ecological matters.

and provldestudentswith the opportunity

acquainted

with avarietyofsubjects'

Appendices to the Student's Book

--:

. Five entertaining songs -

one per module -

Funtime

Thissection presents

inthe module'

. ThePairwork Activities sectton featurestwo sets

of materials for students to practise picture

language

items presented

a joke related

to the themeof the

unlt.

discussion or rnaking decisions basedon visual

promp$

. The Grammar Reference sectlon presents full

StudySkills

The'notion

of learner

autonomy

isdifficult

to pinpoint

ln each StudySkilts section students are explicitly

taughttechniques

they can putinto practice

inside as

plan and isbasedon themodel

types and

styles of writing, including notes, postcards;

'vocabUlary

practise

section,

-l-il

An AmericanEnglish

- BritishEnglishGuide

outlines

.andhighlights

differences

between

the

twomain

international

varieties

ofEnglish,

list

for thoseverbformsthevmiohtbeunsureof,at

trmes.

studentswitha quick reference

----1

o { complete Word List contains the new

vocabularypresented in each unit, listed

alphabetically,

with a phonetictranscription

. Useof Ll.Ina monolingual

canbe

explained in the students'mother'tongue.

althou$hthis methodshouldbe usedonly in

moder,ation.

class,

vocabulary

eacnworo,

Studentsalsoneedto compare

their

Su ggested Teach

ingTechn

iques

mother tongueto the English

rlanguage

to'find

and/o1differences.

Thechoice of techniquedependson the type,,ofword

or expression.

similarities

A - Presentingnew vocabulary

Much of the new vocabulary

in lJpstream

LevelB1+is

to describe

an action verbthroughmiming,and not througha

synonymor definition.

Forexample,

it maybeeasier

throughpictures,andstudentsare asked to

match the pictur,es

to listedwords. Vocabulary

is placed on

collocationsand word associationsincememorising

newwordsiseasier when they are presented

in context andemphasis

B - Writing

All writing tasksin Upstream

in lexical

Bi+ havebeencarefully

sets.

Further

designed

to guide studentsclosely

in produc ng a

piece of writing

. Always readthe modeltext providecl

techniques

thatyoumayuseto introduce new

include:

. Miming.Mimethe word to be introduced. For

instance,

anoc:a

detail with the tasksthat follor,rrSiuce--s ,,,

then haveacquired

to present slng,pretendyou aresinging

andaskstudents

the language

iecess-',..:

cope withthefinalwritingtask

. Make surethat studentsunderstand

themeaningof theworrd.

o Synonyms, opposites,paraphrasing and giving

definitions.Examoles:

to guess

they a.e

writingfora purpose. Gothroughthewritingtasr

in detailso that studentsarefullyawareof why

they arewritingandwho theyarewritingto

. Make sure that studentsfollow the structured

outline

Presentstorebygiving a synonym:Astore

isa

5hop.

Present

fal/bygivingitsopposite:Heisnttshort,

he'stall.

- Presentweekendby

paraphr:asing

it:ldon'twork

theyare provided with.

. lt wouldbeadvisable

classbefore assigningit as written homeworr.

Studentswill then feel more'confidentabout

, ,producing

to complete

thetaskorally

at the weekend.

I don't work on Saturdayand

Sunday.

- Presentgardge by giving a definition:Agarage

istheplacenext to thehousewherewe put ourcar.

. Context.Placevocabulary

acompletepieceofwritingontheir own.

items in contextwith

exampleswhichmake understanding

C - Synergy

. At the-endof eachlessonaskstudents

easierand,

to review

and consolidatewhat they have learnt in the

lesson.Allow studentstwo to three minutesto

lookat the relevantpagesand their:noted,then

havethemclose

the words'

cityandtownby referring to a city and a town in

the students'owncountry Rome

introduce

isacity,butParma

isatown.

. Visualprompts.

theirbooks.Askthemto thinkof

ten wordsand the grammarstruct,ures

Show photogr,aphs

or drawingsto

from the

rra<eunderstanding

easier.

. Useof (bilingual/monolingual)

thenfinda partnerwho has either

the' samename/eyecolour,a namestarting with

the sameletter.or someonewho likesithd same

type of music,etc and discusswhat they have

learntinthe lesson.

dictionary.Encourage

the meaningof a word,thenuse

theirdictionaries

to guess

to check

iftheir guess

iscorrect

. Sketching.

Draw a simple,sketchon the boardto

illustrate

lf necessary,

practise

thetaskwith a student

to help

theword(s)

to beexplained.

Forinstance:

howto dealwith it.

. Goroundtheclassandcheck Ss' performance.

themunderstand

Help

wherenecessary

--{

vil

IrregularVerbs

This provides

presented

always presented

successful

vocabulary

morecomplete.For instance,

unit.Students

students

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