In Sync 3 Correlations - pearsonlongman.com

1 Copyright 2011 by Pearson Education 1 In Sync 3 Common European Framework (CEF) Learning and Exam skills Content and Language Integrated Learning (CLIL) In Sync 3 is the third level of the In Sync series, which is intended for teenage learners. It follows a carefully developed structural / grammatical syllabus highlighting the communicative function of each structure. Use your English, a feature in each unit, introduces frequently used communicative phrases and expressions that are outside the structural syllabus. There is graded development of speaking, writing, listening, and reading using up-to-date text types, including web pages, discussion boards, blogs, and help desks. Students learn fundamental academic learning skills such as skimming and scanning reading texts, prediction, and listening for gist before listening for specific information.

2 The listening materials include descriptions, discussions, conversations, radio programs, stories, sports reports, and phone calls. There is also regular training in pronunciation. The topics start from the familiar experiences of learners but then extend the ideas to develop the students world experience and knowledge. Learners also learn functional language for everyday situations. Public speaking in class is a new skill taught in In Sync 3. Students are asked to report on the results of surveys, describe familiar and unfamiliar situations, and express opinions. The topics in In Sync 3 are linked to other academic subjects such as history and geography. In Sync 3 also includes practical topics in social studies and environmental science as well as up-to-date topics such as plagiarism and copying of other people s work. In terms of both language and communication In Sync 3 extends the coverage of A2 level and introduces some skills and ideas from B1 level, giving learners further competence and confidence in the fundamentals of communication in English.

3 Three unique features in the In Sync program include (1) the red transparent filter, which can be used to create instant cloze texts. The red filter helps focus the learners attention on key learning items, (2] the Solve it questions, which challenge students to use critical-thinking skills in order to solve simple problems, and (3) the wide variety of extra practice activities at the back of the Student Book, which make the book suitable for mixed-ability classes. In addition to the Language Builder, the CD-ROM provides linked grammar, vocabulary activities, and games. The student CD-ROM activities are linked to the interactive white board. In Sync 3 is a book written by highly respected and experienced authors, writing at their best! Copyright 2011 by Pearson Education 2 Correlating In Sync to main exam types and grading systems LEVEL CEF ALTE UCLES IELTS TOEIC TOEFL PTE 1 A1 0 - 0-245 0-95 2 A2 1 KET 246-380 96-125 1 3 A2+ - 381-500 126-160 2 4 B1 2 PET 500-650 160-180 3 Copyright 2011 by Pearson Education 3 Unit 1 Your Life CEF Pages CEF ref Learning and Exam skills CLIL Language Simple present/ Present continuous, Non-action verbs Wh questions (simple present / present continuous) Simple past/ past continuous + time markers when , while/as, Reading I can understand a dialogue about people and their backgrounds.)

4 I can read a monorail map. I can read a long narrative article describing a memorable event. I can read a brief biography. I can read brief introductions to people from different backgrounds. I can read a factfile about immigration. 2 6 8 9 10 10 A2 T/F/NI statements Summary with options Personalities Using maps Language differences Social Studies / Social skills: understanding people from different backgrounds Speaking I can describe people s personalities. I can talk about what people are like, what they usually do, and what they are doing now. I can ask questions about the present. I can ask for a translation. I can ask about meanings. I can speak about what family members were doing at specific times or in specific periods. I can give a one minute talk about my family, using prepared notes. 5 5 7 7 7 9 11 A2 Social and academic skills Listening I can understand a dialogue about habits and personalities.

5 I can understand a dialogue about a journey. I can listen and follow a journey on a map. I can listen to a description of a family and take notes on an ideas map. 4 6 6 11 A2 Ideas map Writing I can complete an e-mail using correct verbs. I can reorganize ideas for a writing task using an ideas map. I can write a timeline about immigration to my country. 5 11 11 A2 Ideas map for planning writing tasks Using research Timeline/History Social studies: ProjecyWhy people migrate and effects of immigration Copyright 2011 by Pearson Education 4 Unit 2 Music and movies CEF Pages CEF ref Learning and Exam skills CLIL Language Future be going to / will, Present continuous for future arrangements Comparison of adjectives: much + comparative, (not) as .. as, Superlatives Reading I can read three short texts about playing and listening to music.

6 I can read a dialogue about decisions and future arrangements. I can read a planner and comment on future arrangements. I can read different comments about film series on a message board. I can read a long narrative article about pop concerts for charity. 12 14 15 16 18 A2 Multiple choice T/F/NI statements Complete statements Provide headings for sections of text Multiple choice Using headings and other paralinguistic features before reading Speaking I can talk about the music I like, my favorite performers, and the instruments I can or would like to play. I can make arrangements. I can invite, accept, or refuse invitations. I can participate in a class discussion about movies. I can express my opinion about charity concerts. I can speak to my class and give my opinion about how best to help people. 13 13 15 17 19 19 A2 Express opinions.

7 Listening I can listen and name different types of music. I can listen to an interview with a musician and answer questions. I can listen to three conversations and complete notes in a table. 13 13 19 A2 Making notes in charts Newspaper report/Ethics Writing I can complete an interview. I can write an imaginary diary/planner for a celebrity. I can write sentences comparing films. I can write a posting for the school website about an event. 13 15 17 19 A2 Ethics: Project: helping people in need Review Grammar / Vocabulary Letter completion Multiple choice Copyright 2011 by Pearson Education 5 Unit 3 Life experiences CEF Pages CEF ref Learning and Exam skills CLIL Language Present perfect + ever, never, already, yet Present perfect / simple past + adverbs of time Reading I can read and answer a magazine quiz about domestic tasks.

8 I can read an article with advice about dealing with stress. I can read about how two people dealt with stress. I can read a website problem page with posted suggestions. 22 26 27 28 A2 Social development: getting help with problems. Speaking I can describe the domestic tasks I do. I can ask and answer questions about what I have done. I can describe special events in my life. I can ask about problems, respond, make suggestions, and give advice. I can read problems and solutions. I can talk about my likes/dislikes and plans giving details. I can discuss my different groups of friends. 23 25 25 27 27 29 A2 Integrated skills Listening I can understand a dialogue about planning activities. I can read a short text and then listen to an interview. I can listen to an interview for the main idea and then listen again for details.

9 24 27 29 A2 Wh questions Listening for the main idea and then listen again for detail Listening for the main idea and then listen again for detail Writing I can write sentences about what has happened using picture prompts. I can write a dialogue about a problem and solution. I can write my advice to a person with a problem. 23 25 29 A2 Social Studies Project: Writing letters about problems and writing advice letters Copyright 2011 by Pearson Education 6 Unit 4 In town CEF Pages CEF ref Learning and Exam skills CLIL Language too + adj / adv +to, (not) adj/adv + enough to too many / too much, not enough Pronouns: some + thing / where / one / body no + thing / where / one / body any + thing / where / one / body Using street maps Understanding and giving directions Reading I can read an article with different suggestions for traveling around Seattle.

10 I can read a popular science article about pollution and animals. I can read an article about Los Angeles. 32 34 36 A2 Match spoken lines to paragraphs Correct given statements. Introducing topic sentences Multiple choice Using units of measurement Speaking Map reading I can ask politely for directions. I can give directions. I can discuss ideas for efficient travel in my area. I can describe my town. 30 31 31 31 35 A2 Geography Project: Creating a travel plan to a foreign country Listening I can listen to a conversation in a car using GPS, and understand with reference to a map. I can follow directions with reference to a street map. I can listen to a recorded tour guide and extract numerical information. I can listen to an interview and answer questions. I can listen to an interview and take notes. 30 31 33 35 A2 Comprehension of facts and feelings Writing I can write a set of directions for a familiar journey.