TB - Focus 2. Teacher's book 2016, 265p.pdf

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FOCUS
TWO
Focus is a rich, varied, carefully levelled course for upper secondary
students. Specially designed to motivate older teens, it helps them to
track their level and achieve the exam results they need. With its unique
blended learning package, Focus is the flexible course that gets results.
2
TEACHER’S BOOK
MOTIVATION
o
Language is brought to life
through grammar animations,
interactive videos and
culturally relevant clips
Learning is tracked via
personalised reporting in the
online Gradebook
Development of language
and exam strategies are
carefully levelled to the GSE
MEMORY
o
The unique approach to
vocabulary acquisition via the
Word Store helps new words
stick in students’ memories
Language acquisition is
driven by careful recycling of
vocabulary and grammar
Exam skills are reinforced by
Cambridge and PTE General
practice booklets
MEANING
o
English is made
relevant to students’
own lives by frequent
personalisation
Meaningful practice
is provided by the
extensive selection of
editable worksheets,
assessment programme
and tests
o
o
o
o
o
FOR STUDENTS
FOR TEACHERS
P REILLY | B TRAPNELL
STUDENTS’ BOOK
2
WORKBOOK
2
TEACHER’S BOOK
2
Students’ Book
Workbook
MyEnglishLab
Teacher’s Book
MultiROM
Class CDs
ActiveTeach
GSE
Level 5
Level 4
Level 3
Level 2
Level 1
10
20
30
40
50
60
70
80
90
www.english.com/focus
Progress
Progress accurately measures
student progress in English,
highlighting strengths and
weaknesses to inform teaching.
CEFR
<A1
A1
A2
+
B1
+
B2
+
C1 C2
Learn more about the Global Scale of English at
english.com/gse
PATRICIA REILLY | BEATA TRAPNELL
TEACHER’S BOOK
2
Contents
Introduction
Focus
unit walkthrough
Focus
Assessment Package
Assessment for learning
Components
Students’ Book
Contents
Starter unit
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Grammar focus
Culture notes
Students’ Book audio script
Workbook answer key
Photocopiable resources
Grammar animations
16
18
26
38
50
62
74
86
98
110
122
134
140
155
162
238
4
5
11
13
14
+ Students’ Book Word Store booklet with answers
Introduction
Dear Teacher,
We are writing to you to introduce
Focus,
our new
course for upper secondary students. This course
is the fruit of our many years’ teaching, writing and
developing materials. Our aim has been to produce
a set of materials that will help you to be the best
teacher you can be. In other words, we want to
help you to create the optimum conditions for your
students to learn English.
Of course, we accept that everybody’s teaching
context is unique and the perfect English course is an
unattainable dream. That said, our own experience
in the classroom has taught us to value three things
above all when using teaching and learning materials:
reliability, flexibility and credibility.
supplementary material we have developed, both
print-based and digital, offers you almost limitless
flexibility. You can give extra multiple choice grammar
exercises, do a communicative A/B information-gap
activity or watch a video clip. Flexibility = choice. We
think you will appreciate the range of choice in
Focus.
Credibility
So, while we are sure that a reliable and flexible
course will help you, it’s this third characteristic that
really counts. We’d like to take this opportunity to
summarise our thinking on this and explain what lies
at the heart of
Focus.
We can do this by grouping
our thoughts under three words beginning with
M:
Motivation, Memory
and
Meaning.
Motivation
Then the other one percent has to do with your
methods.
This is our starting point: students learn best
when they are interested in the material. It’s as simple
as that. We may not have got it right every time for
your particular teaching context, but our overriding
concern has been to select topics, texts and tasks that
engage students both emotionally and intellectually.
Memory
Systematic recycling of new language is a core feature
of
Focus.
There is a particular emphasis on vocabulary.
In the process of building their own ‘Word Store’,
students using
Focus
will devote valuable time to new
vocabulary, as well as learning a variety of ways of
recording it.
Meaning
We are strongly opposed to mechanistic practice and
drills where form dominates and meaning is irrelevant.
Don’t practise language for the sake of it. Language
exists to make meanings and our learning materials
should reflect this.
These are some of the more important ideas that we
hold dear. Over the years, they have influenced our
teaching and our writing. Credibility = belief. We want
you to believe in
Focus.
So now it’s over to you. We’d like to take this
opportunity to wish you and your students every
success.
Our warmest regards,
Sue and Vaughan
Reliability
Quite simply, we want the materials to work.
We don’t want the course to let you down in the
classroom. So we’ve gone for a clean design, clear,
easy-to-understand instructions and a wide variety
of engaging topics, texts and tasks that have been
combined in a logical way that will make sense to you
and to your students.
Needless to say, the course covers all the necessary
language work appropriate for the level and follows
the Common European Framework of Reference
(CEFR). We hope you will appreciate the stimulating
and memorable way in which each carefully selected
grammar structure and vocabulary item is presented.
But we are well aware that presenting language is
not even half the story. We have designed these
materials so that they systematically recycle the
language that has been presented. ‘Use it or lose it’
is our motto. You will discover that this course, with
all its supporting print-based and digital materials,
provides your students with the repeated exposure
and practice they require. Reliability = trust. We are
confident you will be able to trust
Focus.
Flexibility
One of the things we learnt early on in our careers is
that you teach the students, not the lesson plan. There
is no point in slavishly following a prescribed ‘teaching
path’ through a set of materials if the students are not
with you. Your ability to react to emerging classroom
situations and adapt your lesson accordingly is a vital
teaching skill. We strongly believe that a rigid unit
structure does NOT have to be a teaching straitjacket.
The lessons themselves are brimful of different ideas,
task types and interesting information. Then the
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