Upper-Intermediate Teacher’s Book - Profil Klett

1 1 Katherine StannettUpper- intermediate teacher s Book4010849 Insight UpperInt 108/05/2014 12:221 Great Clarendon Street, Oxford, ox2 6dp, United KingdomOxford University Press is a department of the University of Oxford. It furthers the University s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Oxford University Press 2014 The moral rights of the author have been assertedFirst published in 2014 2018 2017 2016 2015 201410 9 8 7 6 5 4 3 2 1No unauthorized photocopyingAll rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization.

2 Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address aboveYou must not circulate this work in any other form and you must impose this same condition on any acquirerLinks to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this workisbn: 978 0 19 401084 9 teacher s book isbn: 978 0 19 401089 4 teacher s Resource Disk isbn: 978 0 19 401079 5 teacher s book PackPrinted in Hong KongThis book is printed on paper from certified and well-managed sources4010849 Insight UpperInt 208/05/2014 12:22 Design to supply Head unit and bannerIntroducing insight 4 Components of the course 6 Student s book at a glance 8 workbook at a glance 11 Classroom Presentation Tool 13 Teaching notesUnit 1 14 unit 2 26 unit 3 38 unit 4 49 unit 5 61 unit 6 72 unit 7 84 unit 8 96 unit 9 108 unit 10 119 workbook answer key 131 teacher s Resource Disk 156 Communication worksheets 156insight DVD extra worksheets 158 Contents00b_Insight upp-Int 324/04/2019 09.

3 05 4 Aims of the course To challenge students to think critically about the world around theminsight has been developed not only to teach students English, but also to increase their awareness of the world around them. Amongst other topics, insight addresses social issues, culture, literature, history, social media, science and technology. Students are encouraged to think critically about the issues raised, to evaluate their current point of view, and to share their opinions with others even once they have left the classroom. Texts and recordings include an interesting fact or unexpected opinion which students may want to tell their friends and families about. This will help make the lesson more memorable and help students recall the language and ideas they have learned. Video documentary clips also cover cultural and historical themes broadening students understanding of the customs, traditions and history of English-speaking countries.

4 Literature insight introduces students to classic works of English literature and offers an alternative way of exploring the culture of English-speaking countries. To inspire discussion in the classroomThe information-rich and thought provoking texts and recordings will inspire discussion amongst students. Structured activities encourage students to question their existing opinions and the opinions of others. Activities are designed to stimulate critical thinking, to encourage participation and the exchange of speaking sections also teach the skills needed to be an active participant in discussions, such as interrupting, asking for clarification, disagreeing, and encouraging others to speak. To give a deeper understanding of vocabulary and build the confidence to use itinsight gives students a deeper understanding of language and goes beyond purely teaching meaning. insight explores such areas as collocation, word-building and connotation to provide a fuller understanding of how vocabulary is used.

5 This comprehensive approach allows students to use new language with greater is taught in the context of reading or listening texts. All reading and listening texts are accompanied by vocabulary exercises that focus on the meaning of new vocabulary in context. Additionally, the understanding of new vocabulary is reinforced through exercises which practise their use in a new vocabulary is taught in sets organized by topic, word type or theme. Research has shown that teaching vocabulary in this way makes it easier for students to recall and insight pages not only explore language in more depth, but also build students study skills, including keeping vocabulary records, ways of recording new vocabulary, using a dictionary and a thesaurus. These skills will help students decode, retain and use new vocabulary correctly in the future. Introducing insightA note from the authorI m reading a book called The Element by Ken Robinson. On a table nearby, a few teenagers are chatting with their friends after a long day at school.

6 Our task is to educate (our students ) whole being so they can face the future, I read. We may not see the future, but they will and our job is to help them make something of it. I look at the kids and think: That s quite a big task! It s a challenge we all face, whether we re teachers, parents, educational writers or youth workers. Our short-term objectives may be different: we may help teenagers or young adults pass school-leaving exams, understand maths formulae, or take part in community projects. But ultimately our long-term objectives are the same: to help young people develop a passion for and curiosity about life, to give them confidence in their own ideas, to help them become open-minded, global I started writing insight I immediately understood that the course was trying to satisfy these two objectives: a rigorous syllabus would help students develop their language skills, but it also had its eye on long-term objectives, s students are very sophisticated.

7 They have an amazing ability to multitask, and they often have a broad knowledge of other cultures and countries. They also have a point of view, and in insight we value that and seek it out we also challenge it. We constantly ask students to question, evaluate and make cross-cultural comparisons: What do you think? Do you agree? What would you do? Speaking helps develop their confidence as language learners, but it also develops confidence in their own opinions and insight we ve added a special ingredient, too: in many texts and topics there is a fact or point of view students may not have come across before, something surprising or thought-provoking, something they may want to tell their friends in a caf after school. The aim of this extra ingredient is to inspire curiosity, and a passion to discover and learn. It might help them think about an issue in a different way, and make a lesson more memorable. That s what insight is all about.

8 It strives to create the right conditions for students to grow, learn and develop their ideas and experience. To become lifelong learners. You cannot predict the outcome of human development, adds Ken Robinson, wisely. All you can do is like a farmer create the conditions under which it will begin to flourish. Jayne Wildman00b_Insight upp-Int 421/03/2019 14:50 5 To encourage autonomous and lifelong learninginsight prepares students for further study and life outside the classroom environment by developing their skills for lifelong learning and encouraging autonomous boxes in every unit offer step-by-step guides on how to improve core skills. Students apply the strategy immediately in a series of exercises to allow them to see how the strategy can benefit them. The strategies are relevant to students studies now and in the future, so they will be able to use the same strategy again and preparation covers extensive practice and development of key skills, such as brainstorming, planning, checking, paraphrasing, avoiding repetition, etc.

9 These skills will also help students beyond the classroom environment. The use of authentic texts builds students confidence by showing them that they can tackle these kinds of texts outside the classroom, in real-life situations. The accompanying activities teach students how to think critically question ideas, analyse, rationalize, synthesize, and make reasoned judgements skills that students will need in all areas of their lives, especially in higher education and the workplace. Autonomous learning is also encouraged by developing dictionary and thesaurus skills. Students gain a better understanding of how dictionaries and thesauruses look, the information they provide, and how and when to use them. Learning how to use these reference sources will help students with their learning now and in their future life. These are all skills that teach self-reliance and foster autonomous learning, equipping students for life after school or university.

10 To help students explore the rules of grammarThe guided discovery approach to grammar in insight allows students to work out grammar rules for themselves and furnishes them with a better understanding of how grammar works. This approach actively engages students in the learning process making them more likely to understand and remember the grammar structures are always presented in the context of a reading or listening text, so that students become familiar with the usage and meaning of the grammar, before manipulating its form. The guided discovery approach means students analyse examples from the texts before they deduce the rules. If necessary, the rules can be checked in the Grammar reference section in the workbook . The practice exercises are topic-based, so students are required to understand the usage and meaning of the grammatical structures, as well as the form. The free speaking activities allow students to use the new language in a personalized, productive and creative way.