Super Goal 1 Teacher's Guide PDF

SUPER GOAL 1 TEACHER’S GUIDE MANUEL DOS SANTOS SuperGoal 1 Teacher’s Guide SuperGoal Series Copyright © 2009 by McGraw-Hill Education Adaptation Copyright © 2024 by McGraw-Hill Education (UK) Limited Published by arrangement with McGraw Hill LLC ALL RIGHTS RESERVED...

SUPER GOAL 1 TEACHER’S GUIDE MANUEL DOS SANTOS SuperGoal 1 Teacher’s Guide SuperGoal Series Copyright © 2009 by McGraw-Hill Education Adaptation Copyright © 2024 by McGraw-Hill Education (UK) Limited Published by arrangement with McGraw Hill LLC ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPYING, RECORDING OR BY INFORMATION STORAGE AND RETRIEVAL SYSTEMS, WITHOUT PERMISSION IN WRITING FROM MCGRAW HILL. ISBN: 9781398928473 Publisher: Jorge Rodríguez Hernández Editorial director: Anita Raducanu Development editors: Kasia McNabb, Ana Laura Martínez Vázquez, Janet Battiste Teacher’s Guide Writing: Margaret Brooks Art direction: Heloisa Yara Tiburtius Interior design and production: Page2, LLC Cover design: Page2, LLC Photo coordinator: Kevin Sharpe Photo Credits: The Photo Credits section for this book on page 166-167 is considered an extension of the copyright page. © 2024. Exclusive rights by McGraw-Hill Education (UK) Limited for manufacture and export. This book cannot be re-exported from the country to which it is sold by McGraw-Hill Education (UK) Limited. www.mheducation.com Contents Scope and Sequence iv Introduction viii Unit 1 Good Morning! 2 Unit 2 What Day Is Today? 10 Term 1 Unit 3 What’s That? 18 Unit 4 Around the World 26 Unit 5 Families, Families 34 EXPANSION Units 1–5 42 Unit 6 Is There a View? 48 Unit 7 Where Do You Live? 56 8 What Are You Doing? Term 2 Unit 64 Unit 9 What Do You Do? 72 Unit 10 What’s School Like? 80 Unit 11 What Time Do You Get Up? 88 EXPANSION Units 6–11 96 Unit 12 What Can You Do There? 108 Unit 13 What Are You Going to Wear There? 116 Term 3 Unit 14 Let’s Celebrate 124 Unit 15 Then and Now 132 Unit 16 What Did You Do Last Week? 140 EXPANSION Units 12–16 148 Vocabulary 156 Irregular Verbs 168 Key to Phonetic Symbols 169 Photocopiable Activities Answer Key 170 Workbook Answer Key 175 Photocopiable Activities 188 Audio Track List 204 iii Scope and Sequence Unit Title Functions Grammar 1 Good Morning! Greet people / Say goodbye Introduce yourself and others Verb: be Possessive adjectives: my, your, his, her Pages 2–9 Talk about school supplies 2 What Day Is Today? Use days of the week and months Possessive adjectives: our, your, their Use the numbers 1 to 1,000 in context Question words: what, when, how old Pages 10–17 Use ordinal numbers Prepositions: in, on with dates Talk about your age Follow and give classroom instructions 3 What’s That? Give commands and instructions Ask for identification of things Demonstrative pronouns: this/that/ these/those Pages 18–25 Imperatives Indefinite and definite articles: a/an, the 4 Around the World Talk about countries and nationalities Ask for information with yes/no Verb: be Question word: where Pages 26–33 questions Prepositions: from, in, on Give basic personal information Can/will for requests and offers 5 Families, Families Identify family members Describe families Verb: have Quantity expressions: any, a lot of/lots of Pages 34–41 Possessives: ‘s Question words: how many, who Regular and irregular plural nouns EXPANSION Units 1–5 Language Review Reading: Win a Free Trip to the Caribbean! Pages 42–47 Writing: Write about your country 6 Is There a View? Talk about rooms in a house and objects in the rooms There is/there are Prepositions: in, in front of, behind, on, Pages 48–55 Describe the location of objects under Describe houses Conjunctions: and, but, or 7 Where Do You Live? Name places in a city Describe location Verb: live + preposition Prepositions of place: across from, Pages 56–63 Ask for and give directions between, next to, on, near, far from Imperatives for a command, instruction or advice Comparative and superlative adjectives 8 What Are You Doing? Talk about what people are doing Present progressive tense Questions with what + present Pages 64–71 progressive Would like and would like to iv Listening Pronunciation Reading Writing Listen to conversations for Sentence intonation A New Student! Write a conversation specific information Make and illustrate a list of greetings (Project) Listen to conversations for Stressed syllables! How Old Are They? Complete a form with specific information personal information Write about animal life spans (Project) Listen for specific details Voiced th and unvoiced th Museum of Science Write about things in a museum Make a brochure for a museum (Project) Listen for specific Telephone numbers, Lapland: The Land of the Write your name, address, information—telephone emails, addresses Midnight Sun telephone numbers, and numbers, emails, and email for a class directory addresses Make an information poster about your country (Project) Listen for specific Do you…? Family Values and Society Write about an imaginary information about a family family Write about the Saudi royal family (Project) Chant Along: Orders, Orders, Everywhere Project: Prepare a set of school rules Listen for specific Yes/no question intonation Unusual Houses Describe your home information to perform Make a poster about a a task dream house (Project) Listen to follow directions Syllable stress Famous Neighborhoods Write a postcard about your neighborhood Make a brochure for your neighborhood (Project) Listen for specific details about The -ing ending Teenagers’ Favorite Place Write about ongoing activities ongoing activities of family and friends Write about a popular teenage hangout (Project) v Scope and Sequence Unit Title Functions Grammar 9 What Do You Do? Ask and answer questions about jobs Describe job activities Simple present tense Questions with what Pages 72–79 Ask and answer with why/because Conjunctions: so/because 10 What’s School Like? Talk about school subjects Describe people’s physical traits Simple present tense Adjectives (position) Pages 80–87 Describe people’s personality Intensifiers: very, quite, really, etc. Discuss likes and dislikes Adjectives with -ed and -ing 11 What Time Do You Describe daily activities and routines Express time Adverbs of frequency: always, usually, sometimes, never Get Up? Time expressions: before, after, then, every day Pages 88–95 Prepositions: at, in, on in time expressions Simple present versus present progressive EXPANSION Units 6–11 Language Review Reading: Email Pals Pages 96–107 Writing: Write an email about family and activities About You Chant Along: My Neighborhood! 12 What Can You Do Talk about places and activities Express ability Modal: can Verb: like + infinitive There? Express likes and dislikes Gerunds and infinitives after verbs Pages 108–115 13 What Are You Going Talk about clothing and colors Express future plans Future: be + going to Time expressions for the future: tomorrow, to Wear There? Make suggestions next week, next month, etc. Present progressive: future arrangements and Pages 116–123 time expressions 14 Let’s Celebrate Talk about national holidays and celebrations Object pronouns Need/want/like + infinitive Pages 124–131 Express wants and needs Let’s + verb Make suggestions and invitations Modals: must/mustn’t/should/shouldn’t 15 Then and Now Talk about the past Describe places and people in the past Simple past tense: be To be born Pages 132–139 There was/there were 16 What Did You Do Last Talk about past activities Simple past tense Regular past tense verbs Week? Irregular past tense verbs Time expressions for the past: yesterday, Pages 140–147 last night, last week, last month Simple present versus simple past EXPANSION Units 12–16 Language Review Reading: My Favorite Hangout Place Pages 148–155 vi Listening Pronunciation Reading Writing Listen for specific details about Third-person singular verb Follow Your Dream Write about your dream job jobs endings /s/ and /z/ Make a list of good and bad jobs (Project) Listen for specific details about Third-person singular verb School Clubs Write a description of a person people ending -es you know Make an advertisement for a school club (Project) Listen for specific details about Linking—Does he and Schooldays: School Write an email about a typical day daily activities Does she Around the World at school Write about school routines around the world (Project) Language Review Reading: English Everywhere Chant Along: The English Class Project: Language survey Listen for specific information Can and can’t Places to visit Write a postcard from a resort in from a radio ad in Saudi Arabia your country Design a brochure for a vacation resort (Project) Listen for specific details about Going to The Iguassu Falls Write a description of people’s clothing and colors clothing Do a class survey on shopping advice (Project) Listen for specific details from Nonstressed object Eid Celebrations Write about a holiday invitations pronouns celebration in your country Present a celebration in another country (Project) Listen for specific details from Was and were A Real Giant Write about a celebrity a biography Write an interview with a famous person (Project) /t/, /d/, /ɪd/ Listen for specific details about Past tense endings— Favorite Foods—Around the Write a recipe for your favorite a past event World food Present a regional dish in your country (Project) Writing: A funny or unexpected event Chant Along: My Dream Vacation vii Introduction Philosophy of the Program The Components SuperGoal is a dynamic American English series for international communication that takes students from Student Book absolute beginning to high-intermediate level. It is a Units have a consistent lesson format. specifically designed for teenagers and young adults. a The Expansion units review and expand on language With eye-catching art and high-interest topics, SuperGoal points with high-interest content in activities, readings, is easy and enjoyable to teach and to learn from. and chants. The goal of SuperGoal is to make the learning of a A unit-by-unit vocabulary list is included at the back of English fun, motivating, and success-oriented by way each Student Book. of a carefully graded progression that builds students confidence, and helps them reach the point at which Teacher’s Guide they can use English to express themselves meaningfully This interleaved user-friendly Teacher’s Guide is available about things that matter to them. for each level. The Teacher’s Guide offers an overview of The methodology of SuperGoal integrates the four the course, some general teaching guidelines, and detailed skills of speaking, listening, reading, and writing. The unit-by-unit teaching notes. earlier levels focus on speaking and listening, but reading These unit-by-unit teaching notes include: and writing are increasingly prioritized as students a Unit Goals progress through the series. SuperGoal also puts an a Unit Warm Up activity emphasis on grammar, particularly using grammar in a Instructions for presenting each Student Book activity communicative activities. a Answers to all the Student Book activities SuperGoal is designed to appeal to a visually-oriented generation. The visuals aid in presenting and reinforcing a Audioscript for the Student Book listening activities language at the same time that they engage student a Language Builder notes attention. The vocabulary and structures are introduced a Teaching Tips gradually and recycled systematically. And the tone of the a Additional Activities book is humorous—to make the learning process a Additional Projects more enjoyable. a Fun Facts The Teacher’s Guide for each book also contains Organization of Materials the following: Each level in SuperGoal has the following components: a Scope and Sequence chart a Student Book a Vocabulary lists per unit a Audio Program a Key to Phonetic Symbols a Workbook a Answers to the Workbook activities a Teacher’s Guide (interleaved) a Audio Program Track List a Test Bank a Photocopiable Activities a IWB Software & ActiveBook a Learning Center (optional) SuperGoal has enough material of classroom instruction for a whole year. The program is flexible, and it can be used with groups that have one, two, or three hours of instruction a day. It can also be used with groups that have only two or three hours a week. viii Teacher’s Guide  Introduction Workbook Learning Center The Workbook provides exercises that reinforce the The Learning Center incorporates and extends the learning material presented in the Student Book. goals of the Student Book with interactive practice on the Activities in the Workbook focus on reinforcement of computer. A flexible set of optional activities correlated to vocabulary and grammar. Some units also include a each unit builds students’ skills. reading. Each unit ends with a writing activity, often in the form of personal writing. The Expansion units cover Student Book Units vocabulary, grammar, and writing. The Workbook Answer Key is found at the back of this Each unit follows a regular pattern: Teacher’s Guide. a Language—vocabulary, structures, and functions—are presented and used in context. Audio Program a Grammar points are presented in chart form The audio program for each level includes the following and practiced. material: a Additional functional language is presented in the a Listen and Discuss (Listen and Repeat in the Intro level) context of Conversations and role plays. (opening presentation) a A Reading expands the unit theme. a Pair Work model conversations a A Writing activity calls on students to use the language a Listening they’ve learned. a Pronunciation a A Project allows students to perform a task and a Conversation produce a product that calls on them to apply the a Reading language and vocabulary they’ve learned. a Chant Along a Form, Meaning and Function activities expand The audioscript for the Listening activities appear at students’ knowledge of structures and functional point-of-use in the Teacher’s Guide. language. Here is a detailed list of the sections in the Student Book. Testing Program In some units, the order of some elements may vary. In the The Test Bank provides a databank of testing items from Intro level, some sections vary as appropriate to students’ which teachers can create customized tests within minutes. language abilities. Test items reinforce vocabulary, grammar, listening, conversation, reading, writing, and speaking. Teachers can Presentation choose to use the items as they are, or teachers can edit, The opening two pages of every unit contain the add, delete, and rearrange items. presentation called Listen and Discuss. This section introduces the unit theme, the communicative context, the IWB Software & ActiveBook grammar points, and the key vocabulary. Students discover SuperGoal has two brand new and innovative digital meaning from context—by the use of visuals and with help components: the Interactive Whiteboard Software for from the teacher. classroom use and the ActiveBook for self-study. Through a variety of interactive applications, the content of the books Quick Check comes to life on the board in class or on the computer This section, which appears on the opening two pages, screen at home in a way that enhances the learning and includes a Vocabulary and a Comprehension activity teaching process. that check how well students understood the content of the presentation. The questions are usually in simple formats: matching, yes/no, short answers. Students can do the activities independently, in pairs, or even in small groups. Answers can be checked as a class, in pairs, or in small groups. Teacher’s Guide ix Introduction Pair Work the format of a class survey. This activity allows students This section, also on the opening two pages, gets to use the language of the unit in simulated everyday students involved in personalized communication right conversations. away. It allows students to actively use the language and About You grammar from the presentation in speaking activities. The purpose of the questions in the About You section Students typically ask and answer about the content of is to help students improve their oral fluency. Students the presentation pages, or they give personal information talk about themselves, putting into practice what they relating to the content. have learned. Students’ attention is engaged as they Grammar communicate basic personal information in English. The Grammar section consolidates the grammar points Reading and the communicative functions they convey. Students The Readings throughout the book expand on the unit receive explicit instruction on key grammar points in chart topic, and relate to students’ age and interests. They format and with example sentences. The charts are then take a variety of formats: newspaper and magazine followed by activities and exercises that reinforce the articles, puzzles, humorous stories, etc. Sometimes new points presented. The Grammar charts can also serve as a vocabulary is introduced. The Teacher’s Guide presents convenient built-in reference section for students as they reading strategies and skills for students to apply to the use English throughout the program. reading; for example, using prior knowledge, discovering Listening meaning from context, scanning, making inferences, and In this section, students listen to perform tasks. The drawing conclusions. listening activity can take a variety of formats. The content Writing of the listening often simulates an authentic context: radio The Writing sections in the series cover writing sentences, ads and programs, messages on telephone answering paragraphs, notes, letters, reports, narratives, essays, and machines, interviews, personal conversations, and so on. more. Writing is also integrated into many of the Projects. Pronunciation The writing assignments in the Student Book sometimes Students’ attention is focused on specific sounds of use the readings as models, asking students to write about English in the Pronunciation section. Typically students themselves or topics that relate to them personally. Writing listen and repeat sounds, first in the context of words and is also developed through assignments in the Workbook. then in sentences. Project Conversation Each unit includes a task-based activity in which students The Conversation section contextualizes the language typically cooperate to perform the task. They may make as it is used in everyday situations. It is accompanied a tourist brochure, design their dream house, interview by the Real Talk feature that develops vocabulary and people and report back, and so on. The Project relates everyday expressions. The Conversation also includes to the unit theme and requires students to use all the functional language; for example, the language for language they have acquired. In addition, the Project agreeing and disagreeing, changing topics, expressing offers further writing practice. thanks, expressing surprise, making suggestions, or Form, Meaning and Function complimenting. One of the unique features of SuperGoal The Form, Meaning and Function section recalls and is the multiple-ending Conversations, which appear recycles students’ knowledge of structure (form) and regularly in the Student Book. Students choose the most extends their ability to use their linguistic knowledge in appropriate ending for a Conversation or make up their a meaningful and communicative way (function). The own ending. Teacher’s Guide presents concrete ideas and tips for the Your Turn presentation of form and gives suggestions on approach; Your Turn is a role-play activity in which students are so students are confident they are getting the language encouraged to act out dialogs related to the Conversation. right and they are able to see the communicative They use personal information or take on made-up roles. (functional) purpose behind activities. Sometimes the Your Turn activity is in x Teacher’s Guide  Introduction Student Book Expansion Units a Project An additional Project is included near the end of The Expansion units review and expand the material each unit. covered in the previous set of units. Each Expansion typically a Fun Facts includes: The Fun Facts offer interesting trivia or general a Language Review: activities that recycle the knowledge information related to the unit content. Use vocabulary and grammar of the previous set of units these when appropriate. You may want to have students a Reading: a thematic reading that challenges students find out more about a given topic. a Writing a Answers a Project The answers to all Student Book activities are provided. a Chant Along: a chant that enables students to expand a Workbook Reference their language in a pleasant way. The chant expands Cross references to Workbook activities help in on a theme or the language covered in the units before lesson planning. it. The chant, and its related activities, foster additional a Audioscript conversation and discussion as well as acquisition of The Audioscript is provided for each unit’s Listening new vocabulary and expressions. activity. (The audio for all other sections is reproduced directly from the Student Book page and, therefore, not repeated in the Audioscript.) Teacher’s Guide Units The Teacher’s Guide is interleaved with the Student Book Guidelines for Presenting Materials for ease of use. There is one Teacher’s Guide page facing each Student Book page. Presentation The following is an overview of the contents for a unit in The first two pages of each unit contain the presentation the Teacher’s Guide. called Listen and Discuss. In this presentation, students are a Unit Goals introduced to new vocabulary, language, and structures in The Unit Goals are clearly listed at the beginning context. The Teacher’s Guide contains explicit instructions of every unit in the Teacher’s Guide. These include for presenting each individual unit. goals for Vocabulary, Functions, Grammar, Listening, In general, you may want to use the following technique. Pronunciation, Reading, Writing, and Project. Before students open their books, present the topic of a Warm Up the unit in a warm up, such as by bringing in pictures, Each unit begins with a Warm Up that introduces using the classroom environment, or using your personal students to the topic and/or reviews language studied experiences. Then it is recommended that students look in previous units. at the opening pages. Activate students’ prior knowledge a Teaching Notes by discussing the opening question(s). Then talk about any Step-by-step teaching notes are provided for all vocabulary they know (provide support as needed), and presentations and activities. have them guess what the unit is about. Then students a Language Builder are ready to listen to the audio. You can have them follow This feature consists of explanations of any potentially along with the text first as they listen. For any vocabulary confusing aspects of grammar or vocabulary. word lists on presentation pages, they can listen and a Teaching Tips repeat. It is recommended that you play the audio several This feature offers practical tips, insights, and times. You might then read sentences, say vocabulary, recommendations based on the observations of or describe part of the picture, and have them point to experienced teaching professionals. the relevant part of the pictures or text. At this point, have students do the Quick Check section to practice a Additional Activities vocabulary and to check that they have understood the These optional activities may serve as a useful way to presentation. extend a topic that students have enjoyed. They may also be useful in mixed-ability classes as activities to Vocabulary give to students who finish a certain task early. New vocabulary is presented in the Listen and Discuss opening presentation and at key points throughout each Teacher’s Guide xi Introduction unit. The words and expressions are then practiced and Before students listen to a recording, elicit predictions recycled throughout the unit and subsequent units. Unit about what they are going to hear. Have them look at any vocabulary lists are found at the back of the book and can related visual material or ask them to read the questions be used for review. they have to answer. This way, students will have a clearer Use the visuals in the Listen and Discuss presentation to idea of what to listen for. explicitly teach the vocabulary. Listening can be a difficult skill for some students. These a Pronounce each word and have students repeat it. students worry that they will not understand anything. Alternatively, play the audio for students to listen Let them know that it is not necessary to understand and repeat. every single word, but to get the general idea. Play the a Provide example sentences, descriptions, and recording as many times as necessary, without getting explanations using the opener visual. caught up in explanations of every word or phrase. Focus students’ attention on the completion of the task. Letting a Ask students to provide examples, descriptions, and students work in pairs may lessen anxiety. explanations of their own to determine comprehension. a Have students keep a vocabulary notebook. Suggest Conversation they use their own words to define the terms and The following is a suggested technique for presenting the incorporate visuals whenever possible. Conversation section in the Student Book: a Use the photos and illustrations throughout the unit a Use the picture(s) to introduce new vocabulary to practice the words. Have students describe the and expressions. Have students predict what the pictures as well as ask and answer questions about the Conversation is about. pictures. a Go over the questions in About the Conversation a Play games with the words. before students listen to the audio. a Play the audio or read the Conversation. If appropriate, Grammar have students look at the picture(s), but keep the There are many methods and approaches to grammar text covered. Tell students that they don’t have to teaching. Here are some suggestions that may be useful: understand everything—but they should try to use a Preteach the target structure by reviewing sentences what they know to figure out what they don’t know. As from the Listen and Discuss and Pair Work sections that an alternative, you may find it helpful to have students use the structure. look at the text while listening to the audio, or you may a Model the example sentences in the Grammar section. prefer to have them read the Conversation silently a Make personalized statements or ask personalized before you play the audio or read the Conversation questions that use the target structure. aloud. a Ask students to provide personalized examples of a Play the audio or read the Conversation again while sentences that use the structure. students look at the text. a If appropriate, create visuals or graphics to illustrate the a Ask students to read the Conversation silently. Ask structure. them to figure out the meaning of unknown words from a If appropriate, use gestures or pantomimes to illustrate context. the structure. a Have students answer the About the Conversation a Have students write grammar exercise answers on the questions. They may do this individually, in pairs, in board, highlighting the target structure and explaining small groups, or as a class. their answers. a Have students work in pairs or groups and read the a Have students work in pairs to complete and/or correct Conversation using the “Read and Look Up” technique. grammar exercises. In this technique, students look at a sentence, look a Use sentences from the grammar exercises for up, and say what they have just read. This technique helps students develop confidence in saying words dictations. and sentences in English. It aids them in mastering the Listening mechanics of the language, sounds, and vocabulary, The SuperGoal series offers a wide variety of listening and helps prepare them for freer use of English. passages, including conversations, announcements, a Have students act out the Conversation. advertisements, news reports, etc. xii Teacher’s Guide  Introduction Reading Encourage students to keep a separate notebook for their The SuperGoal series offers a wide variety of reading text writing. You and the students can use these notebooks to types (advertisements, magazine articles, encyclopedia assess students’ progress in English. entries, letters, emails, etc.). Projects For every Reading, have students try to predict and The following are some practical guidelines for the Projects. preview the content of the reading before they read. a Try to have each group include students of different This includes (1) looking at the pictures, (2) talking about proficiency levels in English. what they know about the topic, (3) looking for familiar a Make sure that students have access to the materials to words, and so on. Let students know that it is usually not do a task, such as magazines, large pieces of paper or necessary to understand every word. cardboard, paints or colored pencils, scissors, and In addition, you can set a purpose for reading. For so on. example, you can ask students to look for the most a Help students break down the task into its basic important ideas or to look for the answers to one or more components; for example, a list of questions to answer, questions in the After Reading section. a list of materials to get, a format for the final product, You can present the Reading in a variety of ways. In fact, and so on. it is recommended that you take a variety of approaches: a Encourage students to assign different roles to different (1) students can first listen to the audio recording of the group members. Reading with their books closed; (2) students can listen to the audio of the Reading and follow along in the text (this a Provide students with guidelines for making oral helps students to “chunk” the text—that is, to see which presentations. These include writing down notes on words go together as meaningful units in English); (3) the information they want to present, ideas for how to students can read silently first; (4) pairs can read different organize the presentation, ideas on how to divide the sections or paragraphs and report to each other on what presentation among different students, and so on. they read. a Provide a forum for students to “publish” their work. Encourage students to try to guess the meaning of This may be on displays in the classroom or in the unfamiliar words from context. Encourage them to ask school. Students might present the results to other you or look in dictionaries if they still have difficulty. Also classes, not just to their class. encourage students to make lists of words that they want Form, Meaning and Function to learn. The SuperGoal series offers plenty of opportunity to recall Another effective way to review language and content and recycle previously taught structures and functional in a Reading is to retell the story or article in one’s own language as well as introducing new linguistic and words—orally or in writing. Encourage students to work communicative knowledge along the way. in pairs and tell what a Reading is about orally. They Encourage students to recall what they remember about should tell the main idea first. One effective technique the form if previously taught and give them plenty of is to summarize each paragraph, or to try to answer the examples which demonstrate alternative meanings and questions Who, What, When, Where, and Why. uses of that form. Writing Give students ample opportunity in the lesson to practice The SuperGoal series offers students practice in writing the new function of a familiar form in a meaningful context a variety of text types. These often follow the model by encouraging them to fully participate in communicative provided. tasks. Explain to students that writing is a process that requires Chants prewriting, drafting, revising, editing/proofreading, and Using chants in the classroom will enrich learning in publishing. Encourage students to brainstorm and take an entertaining way, motivate students, and generate notes before drafting. After drafting, they should enthusiasm. Activities to learn vocabulary and practice the peer-edit each other’s work. Finally, they should use these four skills are included with each chant. When presenting suggestions to create their final product. You may also the chants, you can follow the same presentation steps as want to provide students with a scoring rubric by which with the Reading sections, whereby you activate students’ you will be evaluating their work. Criteria for scoring prior knowledge about the chant or its theme, introduce might include: ideas, organization, word choice, sentence the lyrics as you play the chant, use cloze activities to test fluency, grammar, punctuation. Teacher’s Guide xiii Introduction listening skills, etc. Once students understand the meaning attitudes, and ideas into the learning process in order to of the lyrics, you can work on pronunciation and rhythm. make learning more relevant and memorable. Additional games and the personalization of the chant lyrics, where students change the lyrics to reflect their own Pair Work lives, will allow students to be more creative with English in Pair Work offers teachers and students a number of a fun and memorable way. benefits. Having students work in pairs is an ideal way to maximize opportunities for communication and practice. Many students feel a great sense of involvement when working with classmates. Another practical advantage is General Teaching Suggestions that while students are working in pairs, the teacher can spend time with individual students who need help. English in the Classroom For organizing students into pairs, the simplest method is Ideally, teachers should use authentic English in the to have students work with the person sitting next to them. classroom as much as possible. They should also Alternatively, the students in the first row can turn around encourage students to speak English as much as possible. to make pairs with the students in the second row, and so Apart from what are strictly teaching activities, English can on. Be sure to mix up the pairs periodically to give students be used for taking attendance, for school announcements, a chance to work with other classmates. Ask students to and for explaining activities and assigning homework. This stand in line in order of birth date, height, alphabetical way, students see English as a vehicle for communication order, etc., and pair students standing next to each other. and not just an academic subject to be studied. If students Cooperative Learning are expected to use English all the time in the classroom, SuperGoal provides students with many opportunities to they will be giving themselves the opportunity to practice work together to complete a task. The Project section of much more of the language. most units is one such opportunity. Differentiating and Individualizing To help ensure the success of such activities, make sure Classrooms comprise a wide spectrum of learners that groups are balanced in terms of language ability and who vary in how they learn best. Some students are proficiency. Let students determine the different roles that visual learners, while others are auditory learners. Still they might play (recorder, artist, researcher, and so on). other students rely on the written word to succeed. To The teaching suggestions for the Project sections in this accommodate all students, teachers need to respond to Teacher’s Guide provide a lot of helpful information for each individual and offer appropriate experiences. The you and students for organizing and managing projects. varied presentation formats in SuperGoal allow for this Most of the Projects in the Student Book are designed for differentiation of learning styles. The abundance of visuals, groups of four to six students. the audio program, and the variety of activity formats can There are many techniques to encourage cooperative meet the needs of any learner. In addition, the Teacher’s work, even in everyday classroom activities: Guide notes within the units provide suggestions for a Numbered Heads Together. Each student in a group alternative ways to present material. takes a number (for example, 1, 2, 3, or 4). You present a SuperGoal also recognizes students’ individuality and question. Students in the group work together to get the encourages them to express themselves. Give students answer and make sure that all the students in the group plenty of opportunities to express their ideas, their know the answer or can do the activity. To check for preferences, and their opinions. This way, students will accountability, call on, for example, all the “number 1s” to start to develop a sense of identifying with the language, give the answer. of owning the language, and of being able to use it to a Pairs Check. Pairs take turns interviewing one another. express real ideas. Then two pairs join together. Each student tells what he/ It is also important to make connections between the she learned about his/her partner. characters and situations in the textbook with students’ a Think–Pair–Share. Students think about a topic or own lives. Find ways to relate the information in the question posed. They pair up with another student textbook to local and national figures, places, historical to discuss it. They then share their thoughts with events, etc. Let students bring their own experiences, the class. xiv Teacher’s Guide  Introduction a Jigsaw. Each student becomes an expert on a topic (or Ongoing, Informal Assessment on one part of a Reading). That student teaches what There are many opportunities in SuperGoal for ongoing, he/she knows to a small group. This is a way to present informal assessment. Some examples are: a Reading: each student reads a different paragraph a Student work in the About You section can be and the groups work together to get the important monitored to see how fluently students express basic information from the Reading. ideas in English. Reading Strategies a Student work on the Project provides an opportunity Researchers are giving more and more attention to how for you to assess students’ use of English informally as language learners learn to read. The SuperGoal series students complete work on a topic. contains explicit reading strategy tips for helping students a Short dictations can provide quick and easy mini- to become better readers in the Teacher’s Guide. These assessments. For example, to assess understanding of strategies relate specifically to the Reading, but can also questions and answers, dictate three or four questions. be used for the presentation material, the Conversations, Then have students answer each of the questions. and activities that require reading. Periodically review the Next, have students exchange and correct papers. This tips throughout the program to help students apply them provides students with immediate feedback. Another automatically. way is to write scrambled words or sentences on the board for students to unscramble. Grammar and Vocabulary Review a Material in the Workbook can be used to measure The Photocopiable Activities provide additional practice individual students’ mastery of the material. and consolidate the grammar and vocabulary of each unit. They can be used as homework after Self Reflection, if a Students evaluate their own progress at the end of students require more work on those areas or as optional every unit by completing the Self Reflection charts. practice for early finishers in class. Self Reflection a Tasks and activities vary in this section and include a The Self Reflection section of the course fully question types such as blank fills, matching, acknowledges and supports ongoing , informal collocations, sentence formation, answering open or assessment in a truly learner-centered way. It allows closed questions or responding to situations. and trains learners to think back on the topics, tasks a The Photocopiable Activities can be combined with and language presented and practiced in the unit, step additional activities and used as self-assessment tasks by step in a systematic and consistent manner, utilizing in Self Reflection. all available knowledge resources. Monitoring Students and Correcting Errors a Allotting time and space within the syllabus to this process takes the methodology of the course beyond As students do pair and group activities, circulate around minimal adherence to principles of reflective learning, the room. Check that students are using English and common in most courses. Self reflection is rightfully are on task. This is an effective way to see how students recognized as an integral part of the learning process are progressing. throughout. In terms of error correction, it is recommended that you a It is essential to treat this section, as a learning skills don’t interrupt students to make corrections. Instead, make development component. This is the time for students a list of major mistakes or misunderstandings, and reteach to decide for themselves what they can or cannot once the pair or group activity is completed. It is important do and to what extent; and to make a plan of action to realize that errors are a natural part of the learning to remedy problems, clarify points, confirm and process and that students may recognize errors when consolidate learning. doing grammar activities but produce them while speaking. a The Self Reflection section is an invaluable tool for Give priority to errors that interfere with understanding. the teacher, as it provides evidence of learning and Less important errors can be ignored, at least while you indicates areas for remedial work or expansion. are focusing on major errors. Another technique is to tell Additional Activity ideas as well as the Photocopiable students that you will correct only errors of a specific type Activities that have not been used in the lessons, can or a particular grammar point in a forthcoming activity. be used as tasks for self reflection. Teacher’s Guide xv 1 Good Morning! 1 Listen and Discuss Hello, George. b Greetings 1:00 pm Good afternoon, Mr. Porter. a 7:00 am Good morning. Hi, Mom. How are you? I’m fine, thanks. Hi, Dad. Good morning. d Hi, Alex… Hello, Alex… HELLO! c Good evening, Mr. Lang. 7:00 pm I’m sorry. Hi, Danny. How’s it going? Not bad. Good evening. Good night, Fatima. b 8:00 pm Goodbye. Bye. Take care. a Saying Goodbye Good night, Mona. See you later, Adnan. 2  1 Good Morning! | CD1, T2 Play the audio again. As they listen, have Unit Goals a students point at the people who are speaking. Point out that Good afternoon, Good evening, and How are you? are formal expressions. Hi and Vocabulary Listening How’s it going? are informal and are used with Greetings Listen to conversations friends and classmates. Times of day for specific information Titles | CD1, T2 Play the audio again and have students Pronunciation repeat or speak along with the recording. Then have Functions Sentence intonation students practice the conversations in groups. Greet people Say goodbye Reading Introduce yourself Introductions Language Builder and others Writing Talk about school Draw a clock face on the board. Next to it, write the words Write a conversation morning (from about 6 a.m. to 12 noon), afternoon (from supplies Project 12 noon to 6 p.m.), and evening (from 6 p.m. to 12 midnight). Grammar Make and illustrate a Explain that these are approximate times when we use Verb: be list of greetings the expressions good morning, good afternoon, and good Possessive Adjectives: evening. my, your, his, her Saying Goodbye Warm Up Focus students’ attention on the photos in the Saying a  Goodbye section. Explain that Good evening is used Greet the class by saying: Good morning. Elicit the a  when a person arrives. Good night is said before response from students: Good morning. leaving or going to bed. a Write your name on the board and say: Hello, I’m Mr./Ms./Miss/Mrs. (name). | CD1, T2 Play the audio and have students point to the speakers as they listen. a Greet individual students, saying: Hello, I’m (name) and elicit the response: Hello, I’m (student’s name). | CD1, T2 Play the audio again and have students repeat or speak along with the recording. Then have a Have students introduce themselves to one another. students practice the conversations in groups. A: Hello, I’m (name). Review Greetings and Saying Goodbye by saying a  B: Hello, (name). I’m (name). an expression and having students say whether it means Hello or Goodbye. 1 Listen and Discuss Say a sentence at random from any conversation. a  Students point to the photo that illustrates the sentence. Greetings a Direct students’ attention to the photos in the Greetings section. Ask questions about the pictures. For example: Which picture shows a family? (a) Which picture is in a school? (b) Is George a teacher or a student? (a student) | CD1, T2 Play the audio. Point to the photos as students listen. Teacher’s Guide 2 1 Good Morning! Introductions Focus students’ attention on the photos in the a  2 Pair Work Introductions section. Ask about the names of the | CD1, T3 Play the audio. Students listen and repeat or people in the pictures. For example, point to photo a, speak along with the recording. (You can play all three and ask: Who are they? (Asma and Hanan) conversations at once or play them one at time as students practice each conversation.) | CD1, T2 Play the audio and have students point to the speakers as they listen. Put students in pairs to practice conversation A. a  Note: Students have already practiced several | CD1, T2 Play the audio again and have students conversations with their own names. To make the repeat or speak along with the recording. Then have students practice the conversations in groups. conversations in this section different, suggest that students choose different names. For example, they could use the names of their favorite celebrities. Quick Check For conversation B, have students work with a different a  A partner and introduce themselves. Have students circle all of the expressions in a  Put students in groups of three to practice introductions a  the conversations that can be used to say Hello. in conversation C. Note: These are in the Greetings and As students are working, go around the room and help a  Introductions sections. as needed. Then have two pairs and a group act out Have students compare answers with a partner. a  each conversation for the class. Then check answers with the class. Answers Workbook Answers will vary. Sample answers: Assign page 187 to practice vocabulary for greetings Hi, Good morning, Good afternoon, Hello, Good evening and introductions. B Ask a volunteer to read the directions and the first a  sentence. Ask the class: Is this sentence correct? Elicit: Teaching Tip No. Note: Students should see that George calls the For pair and group work, make sure that students don’t always man “Mr. Porter.” This shows that he isn’t his father. work with the same partners. Working with different partners Have students work individually or in pairs to complete a  helps students get to know each other and creates a friendlier the exercise. atmosphere in the classroom. Check answers. Ask a volunteer to read each sentence a  Additional Activity and answer Yes or No. Put students in groups and have each group make a list of adults they know, such as teachers in the school, but not Answers family members. They write the names, first and last, with the 1. no 3. yes appropriate titles. Have a student from each group read the list 2. no 4. no to the class. FYI Draw students’ attention to the FYI note. Explain that FYI a  Most people think that the title Ms. is a modern invention. means For Your Information. However, it first appeared in the 17th century as an abbreviation for Mistress. Even at that time, it was used for Read the note with students. Write your title + last a  married and unmarried women. In more recent times, it name on the board. Point out that in English-speaking countries students usually address teachers by their facts became popular in the 1970s when Gloria Steinem used it as the title for her magazine Ms. title + last name, not as “Teacher.” Go over the chart with the titles. Explain that both a  married and single women often use Ms. in formal situations. 3 Teacher’s Guide  Term 1 Introductions a Asma, this is my friend, Hanan. b Hanan, this is Asma. Hi. My name’s Tom. Nice to meet you, too. Nice to meet Hello, Tom. you, Asma. I’m Michael. But my friends call me Mike. * Quick Check e Q Use titles with last names or with first name + last name: Ms. Jones A. Vocabulary. Circle all the “hello” greetings or Ms. Karen Jones. In greetings, in the conversations. use titles with last names only. You B. Comprehension. Answer yes or no. say, “Hello, Ms. Jones.” 1. ______ Mr. Porter is George’s father. Married Single 2. ______ Danny’s greeting to Alex is “Good morning.” Man Mr. Q Q 3. ______ Michael’s friends call him Mike. Woman Mrs. Q 4. ______ Hanan and Asma are friends. Miss Q Ms. Q Q 2 Pair Work A. Start a conversation with a partner. C. Introduce your friend to a classmate. Hi, ______. How are you? A: ______ , this is my friend, ______. Fine, ______. And you? ______ , this is my classmate, ______. I’m OK. / I’m fine. B: Nice to meet you. B. Introduce yourself to a new partner. C: Nice to meet you, too. Hi. I’m ______. What’s your name? My name’s ______. My friends call me ______. Nice to meet you. *FYI: For Your Information 3 1 Good Morning! 3 Grammar Verb: be Singular Plural I’m John. (I + am) We’re (we + are) You’re Sue. (you + are) You’re friends. (you + are) He’s Bill. (he + is) They’re (they + are) She’s Mary. (she + is) The short forms with apostrophes (’) are contractions. Possessive Adjectives: my, your, his, her Singular My name is Fatima. His name is John. Is your name Mona? His name is George. A. Complete the sentences. Use the correct form of the verb be. 1. Mr. Albadri _______ the principal. 4. _______ Rana Atwan a teacher? 2. I _______ a student. 5. You _______ my best friend. 3. Matt and Ben _______ classmates. 6. Mr. and Mrs. Johnson _______ married. B. Complete the sentences with possessive adjectives. 1. He’s a teacher. _______ name is Mr. Farhat. 3. He’s the director. _______ name is Mr. Hariri. 2. I’m a student. _______ name is Aisha. 4. This is Henry. _______ last name is Parker. C. Complete the conversations. Then practice with a partner. 1. A: What’s _______ name? 3. A: What’s _______ name? B: His name _______ Luke. B: Her name is Debbie. She _______ my neighbor. 2. A: Mom, this is Refaa, and this is Asma. 4. A: Welcome to English class. _______ name is They _______ my friends. Mrs. Nadia. B: Nice to meet _______. B: Hello, Mrs. Nadia. _______ Yasmine. 4  1 Good Morning! 3 Grammar B Have students work individually to complete the a  exercise and compare answers with a partner. Verb: be Check answers by calling on students to read the a  Have students read the sentences in the grammar a  completed sentences. chart. Illustrate the subject pronouns by pointing to yourself and saying I’m (name). Then gesture toward Answers a student in the class and say: He’s/She’s (name). 1. His Continue with the other pronouns. 2. My Focus students’ attention on the FYI. Explain that a  3. His contractions are normally used in conversation. 4. His Give the full form (for example, you are) and elicit the a  contraction. (you’re) C Have students work in pairs to complete a  Possessive Adjectives: my, your, his, her the conversations. a Ask pairs to read the conversations for the class. Go over the material in the grammar chart. Write the a  subject pronouns I, you, he, and she on the board. Answers Elicit from students the possessive adjective that goes with each and write it on the board. 1. A: his B: ’s/is Say the name of a student in the class, for example, a  Fahd. Elicit the sentence: His name’s Fahd. 2. A: ’re/are B: you Point to yourself and say your name. Elicit from a a  student the sentence: Your name’s ____. 3. A: her B: ’s/is 4. A: My B: I’m/I am Language Builder Point out that in English the possessive form agrees with the person, not with the thing. Fahd’s book = his book because Fahd is a boy. A Ask a volunteer to read the directions. Then read the a  first sentence and elicit the answer from the class: is. Have students work individually or in pairs to complete a  the exercise. Check answers. Ask volunteers to read the completed a  sentences aloud. Answers 1. is 2. ’m/am 3. are 4. Is 5. ’re/are 6. are Teacher’s Guide 4 11 Good Good Morning! Morning! D | A udioscript Have students look at the pictures. Ask: Which pictures a  1. How’s it going? show greetings? (4, 5, and 6) Which one shows people 2. My name is Steve. saying goodbye? (3) Which show introductions? (1, 2, 3. How are you? and 4) 4. Good morning, class. Read the directions and do number 1 with the whole a  5. See you tomorrow. class as an example. Elicit the answer: My name is. 6. Good night. Put students in pairs to complete the other a  conversations. Suggest that they cross out each phrase Answers in the box as they use it. 1. a 4. a Check answers by asking pairs to read the conversation a  2. a 5. a aloud. 3. b 6. b Answers 1. My name is 2. Nice to meet you 4. Good evening 5. How are you 6 About You 3. See you later 6. Good morning a Have students read the list of questions. a Put students in pairs or small groups. Students take 4 turns asking and answering the questions. Pronunciation a Go around the class as students are working and help as needed. a Explain that students are going to practice the pronunciation of questions. |  D1, T4 Play the audio. Ask: Does the speaker’s C Workbook voice go up or down at the end of the question? Elicit that it goes down. Assign pages 188–189 for practice with the grammar of |  D1, T4 Play the audio again and have students C the unit. repeat or speak along with the recording. a Put students in pairs to practice asking and answering the questions. Teaching Tip When students work in pairs or groups, the noise level tends to build up. To help control this, give the class a “stop talking” 5 Listening signal, such as raising your hand. At that time, everyone stops talking. Then they lower their voices and start again. Have students look at the expressions in numbers 1–6. Additional Activity a Explain that they have to choose the correct response to what they hear in the audio. Make (or have your students make) cards that say either Say hello,  D1, T5 Play the audio. Have students listen to the Say goodbye, or Introduce yourself to someone. There should | C be enough cards for half the students in the class. Then put first item: How’s it going? Elicit the correct response: students in pairs. Have each pair come to the front of the class and Not bad. Play the rest of the recording. Tell students draw a card. Then they have to perform a short conversation in front to listen but not write. of the class, illustrating the function on the card. |  D1, T5 Play the audio again for students to listen C and mark their answers. Then play the audio a third time and go over the answers with the entire class. Nicknames are usually a shortened or changed version of a person’s name, like Liz for Elizabeth. In some societies, a nickname is used as a secret name to conceal a person’s real identity. facts 5 Teacher’s Guide  __________________. D. Complete the conversations. Use the phrases in the box. How are you Good morning Nice to meet you Bye. Take care. See you later My name is Good evening ____ Robert, but my Hi. I'm Jim. ____. I'm Badr. friends call me Bob. 1 2 I’m John. 3 ____ , Rick? Fine, thanks. ____. My name is Mike. Hi, Ali. 4 Good evening, Mike. 5 6 ____ , Hameed. 4 Pronunciation Listen to the intonation. Then practice. What’s your name? How are you? How’s it going? 5 Listening 6 About You Listen. Mark the correct response. 1. How do you spell your first name? 1. a. ___ Not bad. 4. a. ___ Good morning, 2. How do you spell your last name? b. ___ Thank you. Miss Jones. 3. What do your friends call you? 2. a. ___ My name is Brad. b. ___ Hi. How are you? 4. What’s your best friend’s name? b. ___ Goodbye. 5. a. ___ Goodbye. 5. What’s your dad’s name? 3. a. ___ Nice to meet you. b. ___ Fine, thanks. 6. What’s your brother’s name? b. ___ I’m OK. 6. a. ___ Nice to meet you. b. ___ Take care. 7. What’s your teacher’s name? 8. How are you today? 5 1 Good Morning! 7 Conversation Carlos: Are you Rick Morgan? Rick: Yes. Your Turn Carlos: Hi. I’m Carlos Rodriguez. I’m from your company. You are meeting a stranger at the airport. Rick: Nice to meet you, Carlos. Make up a conversation with a classmate. Carlos: Nice to meet you, too. Welcome to Spain. A: Are you (Mr. / Mrs. / Dr.) ______? Rick: Thank you. B: Yes. Carlos: So, is this your first time here? A: I’m ______. Rick: Yes. I’m very excited. B: Nice ______. Carlos: All our colleagues are at the restaurant, and a big meal A: Nice ______, too. is ready for you. A: Welcome to ______. Rick: Great. I’m starving. The food on planes is terrible. B: Thank you. A: ______ your first time here? B: Yes. / No. 6  1 Good Morning! 7 Conversation a Have students look at the picture. Ask: Where are the people in the picture? Elicit that they’re at an airport. Explain that they’re waiting for people to arrive. Point out the signs with the names of people that they are waiting for. |  D1, T6 Have students listen to the audio twice with C their books closed. Then have them listen with their books open, reading along. a Have students find Carlos and Rick in the picture. (Carlos is holding the sign with Rick’s name on it.) a Ask: What country is Rick visiting? Elicit: Spain. Explain that starving means that Rick is very hungry. a Put students in pairs and have them practice the conversation. Then they should change roles so that each student reads each part. Your Turn a Have students work in pairs to complete the conversation. Have them first write down the complete conversation in their books or notebooks. Monitor as pairs work and offer help as needed