Face2Face starter teacher s book tủ tài liệu training

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ChrisRedston

CnvrnRrDGE
PRESS
UNIVERSITY

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CAMBRIDGE UNIVERSITY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore,Sao Paulo, Delhi
Cambridge University Press
The Edinburgh Building, Cambridge CB2 8RU, UK
www.cambridge.org
Information on this title: www.cambridge.orgl97805217I27 50
@ Cambridge University Press 2009

This publication is in copl'right. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2009
Printed in the United Kingdom at the University Press, Cambridge
A cataloguerecordJor this publication is availablefrom the British Library
ISBN 978-0-52L-7L275-0 Teacher'sBook
ISBN 978-0-521-71273-6Studenr'sBook with CD-ROM/Audio CD
ISBN 978-0-521-71274-3Workbook with Key
ISBN 978-0-521-7L277-4ClassAudio CDs
It is normally necessaryfor written permission for copying to be obtained in adyance
from a publisher. The CD-ROM/Audio CD: User Instructions in the Introduction,
and the Class Activities worksheets, Vocabulary Plus worksheets and ProgressTests
at the back of this book are designed to be copied and distributed in class. The normal
requirements are waived here and it is not necessaryto write to Cambridge University
Press for permission for an individual teacher to make copies for use within his or her
own classroom. Only those pageswhich carry the wording'@ Cambridge University Press'
may be copied.
Cambridge University Press has no responsibility for the persistence or accuracy of
URLs for external or third-party Internet websites referred to in this publication, and
does not guarantee that any content on such websites is, or will remain, accurate or
appropriate. Information regarding prices, train times and other factual information
given in this work are correct at the time of going to print but Cambridge University
Pressdoes not guarantee the accuracy of such information thereafter.

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Contents
{aceRface

p4

StaderComponents
fnce2fsce

p4

Approach
Thefaecgf;ic#

ps

Book
TheStudent's

p6

CD:Instructionsp l o
TheCD-R0M/Audio
Framework
European
TheCommon
p13
(cEF)
pla

Tips
Teaching

instructions

plOO

p747

lnstructions

p151

1B

hefrom?
Where's

pll2

1 Thingsin a room

lC

Realnames

p'|13

2

andnationalitiespl52
Countries

andwords
1D Pictures

p114

3

Foodanddrink

pl53

p'll5

4

Freetimeactivities

pl54

EmPloYment
2.Q Thenine2five
plle
Agency

5

Jobs

p't55

6

andfurniture
Rooms

pl56

7

Partsof the body

pt57

a

with at, in,on
Places

pl58

2B

Newidentities

3A

saya numbertr117

Heara number,
p118
WherearetheY?

3B

family
Barry
andWendy's
From
stadtofinish
Findtwopeople

p119

bingo
Shopping
domtnoes
Time
life
Mypadner's

r'12S

2D

1

Newfriends

p21

2

Allaboutyou
andplaces
People

p30

4B

p3A

4C

4

Myworld

p46

4D

5

life
Dayto-day

p54

6

Townsandcities

p62

7

Loveit,likeit, hateit!

p_70

a

Daysto remember

p7A

9

away
Going

pa5

10

Myfuture

p93

3

Plus

Vocabulary

Class Activities

3D

5A

pl21

verbs
I lrregular
'lO Theweather

pl6()

p122
p124
p125

p126
week
A writer's
never pl2A

som€times,
5 D Always,
pl29
Road
6B London
pl31
inyourbag?
5 C What's
andladders p132
snakes
ED Review
p133
7A: I likedominoes
pl34
da?
7B Whatcantheclass
pI35
7e It'sontheleft
p137
adjectives
8A 0pposite
you? pl3A
youorweren't
AE Were

5B

Progress

Tests

Instructions
Scripts
Answer
KeyandRecording
1
Test
Progress
Test2
Progress
Test3
Progress
Test4
Progress
Test5
Progress
Test6
Progress
Progress
Test7
Test
Progress 8
Progress
Test9
10
ProgressTest

years
anddates pI39
Numbers,

p'l4()
9A Mypast
you
did doonholidaY?p-141
9E} What
p1rt3
moneyl
money,
9D Money,
yourpartner's
future p'|45
1oB Guess
AD

thecourse
lOC After

pl5s

pl46

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p161
pl6l
pI64
pt65
pl65
plE7
pl6A

p17O
p171
p172,
p173
P174


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face2faceis a general English course for adults and young
adults who want to learn to communicate quickly and
effectively in todays world.
face2faceis basedon the communicative approach and
combines the best in current methodology with special
new features designed to make learning and teaching
easler.
The facefface syllabus integratesthe learning of new
Ianguagewith skills development and places equal
emphasison vocabulary and grammar.
faceZfaceuses a guided discovery approach to learning,
first allowing students to check what they know, then
helping them to work out the rules for themselves through
carefully structured examplesand concept questions.
All new languageis included in the interactive Language
Summanesin the back of the face2faceStudent'sBooks
and is regularly recycled and reviewed.
There is a strong focus on listening and speaking
throughout face2face.

tac,e?face

Innovative Help with Listaing sectionshelp students to
understandnatural spoken English in context and there are
numerous opportunities for communicative, personalised
speaking practice in faee?face.The Real World lessons in
eachunit focus on the functional and situational language
students need for day-to-day life.
The face2hceSarter Student'sBook provides approximately
60 hours of core teaching material, which can be extended
to 90 hours with the photocopiable resourcesand extra
ideas in.this Teacher'sBook. Each self-containeddoublepage lesson is easily teachableoff the page with minimal
preparation.
The vocabulary selectionin face2facehas been informed
by the Cambidge lntemational Corpusand the Carnbndge
Learner Corpus.
taceZfaceis fully compatible with the CommonEuropean
Frameworh oJReference
for Languages(CEF) and gives
students regular opportunities to evaluatetheir progress.
faceZfaceSarter coverslevel Al (seep13).

Starter Components

CD
$tudent'sBooktruithfreeCD-ROM/Audio

Workhook

The Student'sBook provides 40 double-pagelessonsin

l0 thematically linked units, eachwith 4 lessonsof 2 pages.
Each lesson takes approximately 90 minutes.

The Workbook provides further practice of all language
presentedin the Student'sBook. It also includes a 2}-page
Readingand Wnting Portfolio basedon the CommonEuropean
Frameworhof Referarcefor Languages,which can be used
either for extra work in classor for homework.

The free CD-ROM/Audio CD is an invaluable resourcefor
students,with over 200 exercisesin all languageareas,plus
video, recording and playback capability,a fu\ searchable
section andWordList, all the sounds in
Grammar ReJerence
English, customisableMy ActivitiesandMy Testsections,and
Progresssectionswhere students evaluatetheir own progress.
The free Starter CD-ROM/Audio CD also contains all the new
languagedrills from the Student'sBook, so students can
practise their pronunciation at home. Help studens to get
the most out of the CD-ROM/Audio CD by giung them the
photocopiableinstructionson p10-p12.

ClassAudiaGDs
The three ClassAudio CDs contain all the listening material
for the Student'sBook, including conversations,drills and the
Iistening sections of the ProgressTestsfor units 5 and 10.

Book
Teacher's
This Teacher'sBook includes TeachingTips, TeachingN otes

and photocopiablematerials:29 ClassActivities(p100-p146),
l0 YocabularyPlus workshees (p1'17-p160) and I0 Progress
Tesfs(p16l-p175).

Website
Visit the {ace2facewebsite www.cambrid ge.or{ elt/face2face
for downloadableword lists, placement tests,sample
materials and full details of how face2facecovers the
Ianguageareasspecifiedby the CEE

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The tac,e?face

Approach

Listening
A typical listening practice activity checks students'
understanding of gist and then asks questions about specific
detailg.The innovative Help with Listeningsectionsin
face2faceSurter take students a step further by focusing on
the underlying reasons why listening to English can be so
problematic. Activities in these sections:
o introduce the concept of stresson words and phrases
o focus on sentencestressand is relationship to the
important information in a text
o explain why words are often linked together in natural

spoken English
. help students to identify and understand contractions
. infioduce some common weak forms
o show students how thesefeaturesof connectedspeech
combine to give spoken English its natural rhythm.
For TeachingTips on Listening, seepl8.

Speaking
All the lessons in face2face Starter and the Class Activities
photocopiablesprovide students with numerous speaking
opportunities. Many of these activities focus on acctracy,
while fluency activities help students to gain confidence,
take risks and try out what they have leamed. For fluency
activities to be truly'fluenf, however, students often need
time to formulate their ideas before they speak. This
preparation stageis incorporated into the Get ready ...
Get it nght! activities at the end of eachA and B lesson.
For TeachingTipson Speaking,seepI9.

andWriting
Reading
In the face2faceSarter Student'sBook, reading texts from a
variety of genresare used both to present new languageand
to provide reading practice. There are also a number of writing
activities which consolidate the languageinput of the lesson.
For classesthat require more practice of reading and writing
skills, there is the 20-pageReadtngandWntingPortfolio in
the face2faceSmrterWorkbook. This section contains
10 double-pagestand-alonelessons,one for each unit of the
Student'sBbok, which are designedfor students to do in class

or at home. The topics and content of these lessonsare based
closely on the CEF reading and writing competences for level
'can do'
A1. At the end of this section there is a list of
progress.
their
statementsthat allows students to track

Uocabulary

In addition, each unit in face2faceSarter includes at least
one Help withVocabulary section. These sectionsare designed
to guide students towards a better understanding of the
lexical systemsof English.
For longer courses and/or more able students, this Teacher's
Book also contains oneYocabulary Plusworksheet for each
unit. These stand-aloneworksheets introduce and practise
new vocabulary that is not included in the Student'sBook.
For TeachingTips on Vocabulary seepl9.

Grammar
Grammar is a central strand in the face2face Starter syllabus
and new grammar structures are always introduced in
context in a listening or a reading text.
We believe students are more likely to understand and
remember new language if they have actively tried to work
out the rules for themselves. Therefore in the Help with
Grammar sectionsstudents are often asked to focus on the
meaning and form of the structure for themselves before
checking with the teacher or in the appropriate Language

Summary.All new grammar forms are practised in regular
recorded pronunciation drills and communicative speaking
activities, and then consolidated through written practice.
For TeachingTips on Grammaq seepl9.

Language
Functional
andSituational
face2faceSarter placesgreat emphasison the functional and
situational languagestudents need to communicate
effectively in an English-speaking environment. Each unit has
a double-pageRealWorld lesson that introduces and practises
this language.Typical functions and situations include:
o functions: greetings,saying goodbye, making suggestions
o situations: in a caf€,in a shop, in a restaurant,at a station.

Pronunciation
Pronunciation is inte$ated throughout face2faceStarter.Drills
for all new vocabulary grammar structures andRealWorld
languageare included on the ClassAudio CDs and indicated
in the Student'sBook and Teacher'sBook by the icon ffi.
These drills are also included on the CD-ROM/Audio CD,
allowing students to practise their pronunciation at home.
In faee2faceSarter there is alsoa Help with Soundssection
at the end ofeach unit. Thesesectionspresent and practise
sounds that are often problematic for students. These drills
are also included on the CD-ROM/Audio CD.
For TeachingTips on Pronunciation, seep20.

lace?tace Starter recognises the importance of vocabulary in

successful communication. There is lexical input in every
lesson,which is consolidatedfor student referencein the
LanguageSummanesin the back of the Student'sBook. The
areasof vocabulary include:
o lexical fields (a teacher,a doctotran actor,amanaget, etc.)
o collocations(go onholiday,go to thebeach,tahephotos,etc.)
. sentencestems(Wouldyoulihe ... ?, Canlhave ... ?, etc.)
o fixed and semi-fixed phrases(Seeyou soon.,Not for me,
thanhs., etc.)

andRecycling
Reviewing
We believe that regular reviewing and recycling of language
are essential and previously taught language is recycled in
every lesson. Opportunities for review are also provided in
the QuichRevion sectionsat the beginmng of every lesson,
the Reviau sectionsat the end of each unit, and the l0
photocopiableProgressTestsin this Teacher'sBook.
For kachingTips on Reviewing and Recycling,seep20.

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The Student's Book

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Book

The Student's

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RealWorldsectionsfocus on the
languagethat studentsneedin a
Darticularsituationor context,often
usingeasy-to-fo[[owflow charts.

LessonC RealWorldlessonsfocuson
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studentsneedto comrnunicateeffectively
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in Context
D Vocabulary
Lesson

new
present
andPractise
lessons
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andreading

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of the Common
on the requirements
Based
Framework
of Reference
European
for
(seep13),theProgress
Portfolios
Languages
to monitortheirown
a[[owstudents
what
by checking
development
language
fromthe unit.Students
theycanremember
for further
to the CD-ROM
arethendirected
practice
about.
theyareunsure

of areas

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The CD-ROM/Audio GD: lnstruction= ffi
o Use the CD-ROIv{/AudioCD in CD players at home
or in your car. You can practise the languagefrom the
RealWorldlessons(lessonC in eachunit).

o Use the CD-ROIWAudioCD in your computer to
practiseall the new languagefrom the Student's
Book.

reference
for the Crammar
Lookat the Language
Summaryr
you havelearnedin the lessons.
language
andRealWorld
Youcanatsoaddvourownnotes.
Practise
the
from
[anguage
the Student's
Bookin over

200different
activities.

Read,
listenand
recordyourself
sayinganyword
or phrase
from
Book
the Student's
' - -

. c

1

Listen
and
recordyourself
sayingexample
sentences
and
wordsfromthe
Student's
Book.

_

Learn

the
phonemic
symbots
andpractise
saying
thesounds.

Fl.5JRt.9 At n Fdy
Hl lllR:,18

#.r{ffiei

Makeyour own
Iesfs from over
500 questions.

learned
in the
Watchvideoclipswhichreryclelanguage
RealWorld
lessons
in the contextof a story.Youcanalso
yourself
the conversations.
record
speaking

Howto Hsellty Porttolio
Grammar
Click on the Crammartab to

open the Gnmmar sueen.lt
givesatl the informationfrom
the LanguageSummariesin the
Student'sBook.

Whenyouareworkingon
youcanclick
an activity,
to get hetp.
on Grammar
. ? ? he {!!osuh4: neq.tile
.1 I tr 1:in$laf)r wh

Clickon the nameof a
grammarareato find the
informationyou need.

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University


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The CD-ROM/Audio

GD

Phonemes

Vowel sounds

Connparettp sund with th€ sther higtdtshtFdsaunds

tabto openthe
Clickon thePhonemes
lt showsa[[the
screen.
Symbols
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lt isthe sametableas
in Engtish.
sounds
Book.
onp126ofthe Student's

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to and comoarethem.

yourpronunciation
Youcanalsorecord
of thewordsandsounds.

tabto oPenthe
Ctickon theProgress
(%)

lt showsyourpercentage
screen.
Progress
for yourfinishedactivities.
scores

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MyTest

Three screenshotsfrom face2faee
Starter CD-ROM/Audio CD

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University
@Cambridge


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Howto practisenewlanguage

Ctickon an activity
on the main screen
for the unit.

Alternatively,
makeyour
ownlesson
by cticking
on MyActivities.
Choose
fromthe main
activities
screen
in anyunitand
putthemintotheMy
Activitiesbox.

Readthe instructions
andquestions
for
the activity.

Thenclickon Starf and
openone of the activities
on the main screenor in
the My Activities box.

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the frd6-

hkh

to the Fpl€-

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Youcan clickfor help
with how to do the
activity.

When you havefinished,
checkwhich answersyou
got right/wrong.

ffi

lf necessarlr,
startthe
recording
by cticking
o n> .

When you have
finishedthe activity,
you can get your final
scoreby clickingon
the chequeredflag

the mms

Youcan do the activity

againand correctyour
wrong answers.

lc We{come
to the€tasstJ 3.14 ffi
w'kh

the dd€o.

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clicking
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to th€ p€6pte-

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Youcan checkyour score
for the activityand find
the Student'sBookpage
numbersthat the
languagecomesfrom

in the Feedbackbox.

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H€les

Hi. Ema

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l'mffne,

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thanks

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you can
lf necessary,
clickon thequestion
markicon@ for
Extrahelp!,whereyou
canalsoseethe
Scriptof the
Recording
recorded
activities.

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The

Gommon

European

Framework

(CEF)

*44'*ffin@BF

(GEF)?
Framework
European
Whatis theGommcn
Sincethe early 1970s,a seriesof Council of Europe initiatives
has developeda description of the languageknowledge and
skills.that people need to live, work and survive in any
country or environment where the main languageof
communication is different form their own language.
Waystage19901
, Threshold1990'zandVantage3detail the
knowledge and skills required at different levels of ability
The contents of these languagespecific documents served as
the basis for the more general CommonEuropeanFrameworh
of Reference
for Languages:Learning,teaching,assessment
(CEF)4which was officially launched by the Council of
'can do' statementsor
Europe in 2001 and includes sets of

'.o-p"t"tt."t'. A related document, The EuropeanLanguage
Portfolio, encourageslearners to assesstheir progressby
matching their competencesagainst the'can do' statements.
The faceZfaceserieshas been developedto include
comprehensivecoverageof the requirements of the CEE The
table above right shows how facefface relatesto the CEF and
the examinations which can be taken at each level through
University of Cambridge ESOL Examinations (Cambridge
ESOL), which is a member of ALTE (The Association of
LanguageTestersin EuroPe).

face2laceStarterandCEFlevelA1
The table on the right describesthe generaldegreeof skill
required at AI of the CEE Details of the languageknowledge
'can do' statements
required for Al are listed in Breahthrough.The
for Al are listed in the CommonEuropeanFrameworhoJ
Leaming. teaching,assessment.
ReJerence
Jor Lcmguages:
faceZlaceSmrter covers level A1. The Listening, Reading,
Speakingand Writing tableson pI4-pI7 show where
the required competencesfor level Al are coveredin
{ace2laceStarter.
More information about how face2faceStarter covers the
grammatical, lexical and other areasspecified for Al by
Breahthroughcan be found on our website:
www. cambrid ge.orgl elt/face2face

FCE

in English
FintCertificate

In the spirit of The EuropeanLanguagePortfolio developed
from the CEF, face2faceprovides a ProgressPortJolioat the
end of every Student'sBook unit. Studentsare encouragedto
assesstheir ability to use the languagethey have learned so
far and to review any aspectsby using the CD-ROM/Audio
CD In the Workbook there is a 2}-page ReadingmdWriting
Portfoliosection linked to the CEF and a comprehensivelist
of 'can do' statementsin the ReadingandWntingProgress
Portfolio,which allows students to track their own progress.

U
N

Listening

I can recognise familiar words and very basic phrases
concerning myself, my family and immediate concrete
surroundings when people speak slowly
and clearly

Reading

I can understand familiar names, words and very
simple sentences,for example on notices and posters
or 1n catalogues

Spoken

Interaction

I can interact in a simple way provided the other
person is prepared to repeat or rephrase things at a
slower rate of speech and help me formulate what I'm
trying to say I can ask and answer simple questions in
areasof immediate need or on very familiar topics

Spoken
Production

I can use simple phrasesand sentencesto describe
where I live and people I know

Writing

I can write a short, simple postcard, for example
sending holiday greetings I can fill in forms with
personal deuils, for example entering my name,
nationality and addresson a hotel registration form

E
R
S
T

I
N
G

s
P
E
K
I
G

w
I
T
I
N
G

1 Waystage1990 Avan Ek andJ L M Trim, Council of Europe,CambridgeUniversity PressISBN 978-0-52L-56707-7
J
2 thieshild lgg0 J Avan Ek andJ L M Trim, Council of Europe,CambridgeUniversity PressISBN 978-0-521-56706-0
3 VantageJA van Ek andJ L M Tiim, Council of Europe,CambridgeUniversity PressISBN 987-0-52L-56705-3
(2001) council of EuropeModern LanguagesDivision,
a comion EuropeanFrnneworhoJReJeratce
Leaming teaching assessment
Jor Laflguages:
ofEurope
Council
@
978-0-521-80313-7
strasbourg,cambridge UniversityPressISBN

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!-lstening
A tanguage
userat [eve[Al can:

I

2

3

understandbasicgreetingsand phrases(Hello,Excuseme, etc.)

1A 1C

2A 2C
2D

3C

understand
simptequestions
aboutthemselves

1A 1B
,IC

28 2C
2D

3B

veryshortdialogues
understand

1A 1B
,IC

28 2C
2D

38 3C
3D

1A

2D

3C

1

2

3

understand
numbers,
andtimes
Drices
understand
shortsimD[e
directions

Reading
A languageuserat levelAl can:
veryshort,simpletexts,a singlephraseat a time
understand

3A

WBPl

pickout familiarnames,
in veryshort,simptetexts
wordsandphrases

JA

postersandcalendars
pickout informationfrom catalogues,
of
pub{iceventsaboutthe time andplaceof films,concerts,
etc.
get an ideaof the contentof simpterinformationalmaterialand
(especialty

if there is visualsupport)
short,simptedescriptions

understand
inforrnation
aboutpeoplein newspapers,
etc.(age,place
of residence,
etc.)
understandsimpleformswe[[ enoughto give basicpersonaldetails

2C
WBP2

understand
commoncommands

Thiscompetenceis practisedthroughoutthe
coursein the rubrics.

fotlowinstructions
that haveclearoicturesandfew words

is practised
throughout
the
Thiscompetence
coursein the rubrics.

followshort,simplewrittendirections

WBP3

on postcards
understand
short,simplemessages
understand
simplemessages
writtenby friendsor colteagues
about
(textmessages,
etc.)
everyday
situations
invitations,
Bookunit 1 lesson
A
1A= lace2faccStarterStudent's

Reading
1
Starter
Workbook
andWritingPortfolio
WBP1= tace2face

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5

4A 48
WBP4

5A 5D
WBP5

4A 48
WBP4

5D
WBP5

8

6

6A

7A
WBPT

8A

9A 98
9D

10A

7A
WBPT

8A

9A 98
9D

10A

9A 98
WBP9

10A

4D

6C

WBPS

WBP4

6A
WBP6

8A 8D

48

'l10

5D
WBP5

9A

7C

WBPlO

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$peaking
A [anguage
userat levelAl can:

1

2

introducesomeoneand usebasicgreetingand [eave-taking
exDressrons

1A

2C

1A 1B
,IC'ID

2A 2B
2C 2D

3A 38
3C

1B

28 2C
2D

38 3D

1A 1B
1C

2A 28
2C 2D

3B

1A

2C 2D

3C

askandanswer
simplequestions
andinitiateandrespond
to simple
statements
in areas'of
immediate
needor on veryfa'mitiar
topics'
andotherpeopte,
askandanswerquestions
aboutthemselves
wherethey [ive,thingsthey have,peop[ethey know
givepersonaI
(address,
information
tetephone
number,
etc.)

3

describewherehe/shelives

quantities,

handlenumbers,
costsandtimes
makesimplepurchases

3C

askpeoplefor thingsandgivepeoplethings

3C

indicatetime by suchphrases
asnextweek,in November,
on Monday,etc.
saywhenhe/shedoesn'tunderstand

1C

'lc

asksomeoneto repeatwhat they say

Writing
'l

A languageuseratlevelAl can:

2

3

Thiscompetenceis practisedthroughout
the Student'sBookandWorkbook.

copyfamiliarwordsandshortphrases

'lB
nationality
andotherpersonaI
detaits
spe[[his/heraddress,

1C
WBPl

write sentences
and others
and simplephrasesabout themselves
(wherethey liveand what they do, etc.)

WBP'I

2A 2C
WBP2
3D
2C
WBP2

filt in a questionnaire
or formwith personal
details

write a greetingscard

write a simplepostcard

WBP3.

linkwordsor groupsof wordswith verybasiclinearconnectors
(and,but, so,because,etc.)

WBP3

A
1A= faceZface
StarterStudent's
Bookunit 1 lesson

'1
Reading
WBP1= faceZfae
e Starter
Workbook
andWritingPortfotio

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4

7

5

8

9

10

10c
4A 48
4D

5A

64 68

7A 7C

8A 8B

9A 98
9C 9D

10A10B
10c

48

5A 58

68 6D

7A 78
7D

88 8C

98 9C
9D

1 0 B1 0 c

4A

5A 5D

8A 8C

9A

10A

8C 8D

9C 9D

6A 68

48
4C 4D

5C

6C

9C

5C

6C

9C

54 58
5D

6C

5

6

5A 58
5D
WBP5

64 6D
WBP6

4C
4C

4

4A 48
WBP4

6A 68

7

7A 78
WBPT

8A 8B
8C

9A 98

8

9

8A
WBPS

9A 98
9C
WBPg

1 0 A1 0 B
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10A10B

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Teaching Tips
Starter
Glasses
Teaching

MixedLevels
Teaching

TeachingStarter classescan often be challenging as well as
rewarding. Starter studens can lack confidence and might
not have studied a languageformally before. Here are some
tips to help you teach Starter classes.

In Starter classesteachersare often faced with a mixture of
real beginners and'false'beginners. Here are some tips to
help you deal with teaching low-level mixed-ability classes.

o Each lessonin the Student'sBook is carefully stagedand
takes students step-by-stepfrom presentation to practice.
Go slowly and methodically through the material exercise
by exercise,making sure that students understand each
point before moving on.
. Keep your instructions in classshort, clear and to the
point. Studentscan often get lost if the teachertalks too
much in English. It is perfectly acceptableto use
imperatives to give instructions (Looh at acercise3. Worh in
pairs., etc.). Teachthe words and phrasesin Classroom
Instructions, SBp127 early in the course.
o Most exercisesin the Student'sBook have an example
aheady filled in. Use these examples to check that the class
knows what to do before asking studens to work on their
own or in pairs.
o Take time to demonstrate communicative activities with
the class.At Starter level, demonstration is often a more
effective way to give instructions than describing what to
do. You can demonstrateactivities yourself or by using a
confident student as your partner.
o Do a lot of drilling. This helps to build students'

confidence and allows them time to practise new language
in a controlled way All new vocabulary grarnrn r andReal
Worldlanguage is included on the Class Audio CDs to
provide clear models of new language.Seethe tips on
drilling on p20.
. Using the board is particularly important with Starter
studens. In the TeachingNotes (p2l-p99) thrs iconl@
indicates a point in the lessonwhere it may be useful for .
you to use the board.
o When using the board, try to involve students in what you
are writing by asking questions (Whatl the nut word?,
Wherel the stress?,etc.). Give students time to copy what
you have written and leave useful languageon the board
so that students can refer to it during the lesson.
o Show students theLanguageSummaneson SBp100-pll9
early on in the course and encourage them to refer to
these in class and when doing homework.
o Starter students need a lot of revision and recycling
throughout the course. Seethe tips on reviewing and
recycling on p20.
o It is, of course,very useful to know the students' first
language.If you have a monolingual class,you rnay want
to use the students' language to give or check instructions
for speaking activities, or to deal with students' queries.
However, try to speak to the class in English as much as
possible, as this will help establish the classroom as an
English-speaking environment.
o Rememberthat at Starter level, encouragementand praise
are very important, particularly for weaker studens.

o Work at the pace of the averagestudent. Try not to let the
fastestor slowest students dictate the pace.
o To prevent stronger students from dominating, nominate
the quieter ones to answer easierquestions.
o Ask stronger and more confident students to demonstrate
activities for the whole class.
o Allow time for students to check answers in pairs or
groups before checking with the whole class.
o Encouragestronger students to help weaker ones; for
example, if a student has finished an activiql ask him/her
to work with a slower student.
o Give students time to think by asking them to write down
answers rather than calling them out. This helps prevent
the more able students from dominating the class.
o When monitoring during pair and group work, go to the
weaker students first to check that they have understood
the instructions and are doing the activity correctly
o Plan which studens are going to work together in pair
and group work. Vary the interaction so that stronger
students sometimeswork with weaker students, and at
other times (for example, during freer speaking activities)
students work with other students of the samelevel.
o Dont feel that you have to wait for everyonein the class
to finish an exercise.It is usually best to stop an activity
when most of the classhas finished.
. Vary the amount and tlpe of correction you give according
to the level of the student, in order to push stronger
students and to avoid overwhelming those who are less
confident. Rememberto praise successfulcommunication
as well as correct language.

o Give weaker students extra homework from the Workbook
or the CD-ROM/Audio CD to help them catch up with
areasof languagethe rest of the classis confident with.

Listening
o For most Starter students,listening to spoken English is
usually very challenging. Be sensitive to the difficulties
that students might be having and play a recording several
times if necessary
o At this level, activities where students listen and tead at
the same time are very useful, as they allow srudents to
'tune in' to spoken English and make the connection
between what they hear and the written word. Make full
use of the'listen and read' activities in the Student'sBook
in your classes.For other listening activities, you can ask
students to read the Recording Scrips (SBpl20-p125)
when they listen and check their answers.
o Before asking students to listen to a recordinS, establish
the context, the charactersand what information you want
them to listen for.

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o Give studens time to read the comprehensionquestions in
the Student's Book and deal with any problems in these
questions before playing a recording.
o Make full use of the Help with Listaing sections in the
Student'sBook, which help students to understand natural

spoken English.
. Eniourage students to listen again to the classroom
recordings on their CD-ROIWAudio CD at home. These
can be found in the ClassAudio section for each unit.
Note that students can only listen to these classroom
recordings on a computer, not on a CD player.

$peaking
Work
PairandGroup
r Make full use of all the communicative speaking activities
in the Student'sBook, particularly the Get ready ... Get it
rightl sections.These allow students to work out what
languageto use before they do the communicative stage
of the activity, which will help them to retain the accuracy
that has been built up during the lesson.
. Help students with the languagethey need to do speaking
usks by drawing their attention to the'transactional
language'in the speechbubbles.
r Tiy to ensure that students work with a number of
different partners during a class.If your students can't
swap places,ask them to work with students behind
or in front of them as well as on either side of them.
o It is often useful to provide a model of the tasks you
expect students to do. For example, before asking studens
to talk about their family in pairs, you can talk about your
family with the whole classto give studens a model of
what they are expectedto do.
.

Go around the class and monitor students while they are
speaking in their pairs or groups. At this stageyou can
provide extra languageor ideas and correct any language
or pronunciation which is impeding communication.

o When giving feedbackon speaking,remember to praise
good communication as well as good English, and focus
on the result of the task as well as the languageused.
o Use the Class Activities(pf 00-pla6) to provide extra
communicative speaking practice in class.

Correction
o When you hear a mistake, it is often useful to correct it
immediately and ask the student to say the word or phrase
again in the correct form, particularly if the mistake relates
to the languageyou have been working on in the lesson.
o Alternatively, when you point out a mistake to a student
you can encouragehim/her to correct it himselflherself
before giving him/her the correct version.
o Another approach to correction during a freer speaking
acdviry is to note down any mistakesyou hear, but not
correct them immediately At the end of the activity write
the mistakes on the board. Studentscan then work in pairs
and correct the mistakes. Alternatively, you can discuss the
mistakes with the whole class.

Teaching Tips

Uocabulary
o Most of the new vocabulary in face2faceStarter is

presentedpictorially and students are usually asked to
match words to pictures themselves.If all your classare
real beginners,consider introducing new vocabulary
yourself first by bringrng in pictures, flashcards,objects,
etc. and teaching the words one by one. You can then use
the first exercisein the Student'sBook as practice.
o Point out the stressmarks (.) on all new words and
phrasesin the vocabulary boxes in the lessonsand the
LanguageSummanes.Note that these show only the main
stresson words and phrases.
o Make full use of t}reHelp with Vocabularysectionsin the
Student'sBook. These focus on lexical grammar and help
students to understand the underlying patterns of how
vocabulary is used in sentences.You can either go through
each point with the whole classor ask students to do the
exercisesthemselves before you check answers with the
class,as shown in the kaching Notesfor each lesson.
o Make students aware of collocations in English (e.g. start
worh, hm'edittner,go to the beach,etc.) by pointing them
out when they occur and encouragingstudens to record
them as one phrase in their notebooks.
o Review and recycle vocabulary at every opportunity in
class,using the Revians,the LanguageSummanesand the
Class Activities.
o Use the photocopiableVocabularyPlusworksheets
(p147-p160). Theseworksheets introduce and practise
extra vocabulary which is not included in the Student's
Book. They can be used for self-study in classor as
homework, or as the basis of a classroomlesson.There is
oneVocabularyPlusworksheet for each unit in the

Student'sBook.

Grammar
o Make full use of.theHelp with Grammar sectionsin the
Student'sBook. These highlight the rules for form and use
of each grammar point. You can either go through each
point with the whole class,or ask studens to do the
exercisesthemselves before you check answers with the
class,as shown in the TeachingNotesfor each lesson.
o Sentencesin the grammar tablesin the Srudent'sBook are
often colour-coded.When using these tables,use the pink
and blue words to highlight the underlying grammatical
patterns of the new language.
o Teachyour students useful grammatical terms (e.g. noun,
verb, PresentSimple, etc.) when the opportunity arises.
This helps students become more independent and allows
them to use grammar reference books more effectively
However, try not to overload students with terminology
at this level.
o If you know the students' first language,highlight
grammatical differences between their language and
English. This raisestheir awarenessof potential problems
if they try to translate. It is also useful to highlight
grammatical similarities when a structure in English
is the same as in the students' own language.

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Teaching Tips

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Drilling

o When you model sentencesyourself, it may be helpful to
over-emphasisethe stresspattern to help students hear the
'beaCthe stresswith your hand or fist.
stress.You can also

o Make full use of the pronunciation drills on the Class
Audio CDs. These drills are marked with the icon ffi in
the Student'sBook and give standard British native-speaker
models of the languagetaught.

o Emphasisethat intonation is an important part of meaning
in English and often shows how we feel. For example, a
falling intonation on the word pleasecan sound very
impolite to a native English speaker.

. Note that there are aheadysufficient pausesbuilt into
these recorded drills for students to repeat chorally
without you having to pause the recording. If students are
finding a particular word or sentencedifficult to
pronounce, you can pause the recording and ask each
student to repeat individually before continuing.

o Encouragestudents to copy the intonation pattern of
model sentenceson the recorded drills, particularly in the
RealWorld sectionsin lesson C of each unit.

Pronunciation

o Point out that all the recorded drills are also on the ftcezface
CD-ROM/Audio CD. Encouragestudents to use these for
pronunciation practice on their computer at home.
o For variegl you can model and drill the sentencesyourself
instead of using the recordings.When you model a phrase
or sentence,make sure that you speak at normal speed
with natural stressand contractions. Repeatthe target
language two or three times before asking the whole class
'choral drill'.
to repeat after you in a
o After choral drilling it is usually helpful to do some
individual drilling. Start with the strongest students and
drill around the classin random order.
o As the aim of drilling is accuracy,you should correct
students when they make a misuke. However, avoid
making the students feel uncomfortable and dont spend
too long with one student.
r After drilling new language, you can ask two students to
practise alternate lines of a conversation from where they
'open
are sitting, with the rest of the class listening. This
pairs' technique is very useful to check students'
'closed
pronunciation before they go on to practise in
pairs'. It can also be used after students have worked in
closed pairs to check their performance of the task.
o Praisestudents for good,/comprehensible

pronunciation
and acknowledgeweak students' improvement, even if
their pronunciation is not perfect.
o Studens can also listen to the audio component of the
CD-ROM/Audio CD on their CD players. This contains
RealWorld drills from each lesson C in the Student'sBook.

withstressandintonation
Helping
students
o Point out the stressmarks on all new vocabulary in the
vocabulary boxes and the LanguageSummanes.Note that
only the main stress in each new word or phrase is shown.
For example, in the phrase Jinishw6rh, the main stresson
worhis shown, but the secondarystresson.lfinishis not.
We feel this simplified system is the most effective way to
help students stresswords and phrasescorrectly
. When drilling new vocabularypay particular attention to
words that sound different from how they are spelt. Words
that students often find difficult to pronounce are
highlighted in the TeachingNotes for each lesson.
o When you write words or sentenceson the board, mark
the stressin the correct place or ask the students to tell
vou which svllables or words are stressed.

withsounds
Helping
students
o Make full use of the Help with Sotmdssectionsat the end
of each unit in the Student'sBook. These focus on sounds

in English that most learners find difficult to pronounce.
o If students are having problems making a particular sound,
you can demonstratethe shapeof the mouth and the
position of the tongue in front of the class (or draw this on
the board). Often students can't say these sounds simply
becausethey dont know the mouth position required. The
mouth positions for all sounds in the Help with Sounds
sections can be found in ttre TeachingNotesfor each unit.
r Draw students'attention to the English sounds which are
the same in their own language(s)as well as highlighting
the ones that are different.
o Encouragestudents to use the pronunciation activities in
each unit of the CD-ROM/Audio CD at home. Students
can also use the phonemes section of the CD-ROM/Audio
CD to practise individual sounds.

andRecycling
Reviewing
o Use the Quich Reviewsat the beginning of each lesson.
They are easyto set up and should take no more than five
to ten minutes. They are a good way of getting the classto
speak immediately as well as reviewing what students have
learned in previous lessons.
o Exploit t}re Reviozvsectionsat the end of each unit. They
can be done in classwhen students have finished the unit,
or set for homework. Note that the Reviortexercisesare
organisedin lesson order, so that individual exercisescan
be used as fillers at the beginning or end of a lesson.
o After a mid-lesson break, ask students to write down in
one minute all the words they can remember from the

'What have we just
first part of the lesson.These quick
learned?'activities ^re very important for helping students
transfer information from their short-term memory to
their long-term memory
o Encouragestudents to use the face2faceCD-ROM/Audio
CD to review each lesson at home. Also encourage
students to review new language by reading the Language
Summaryfor the lesson.
o Set homework after every class.The face2faceStartei
Workbook has a section for each lesson in the Student's
Book, which reviews all the key language taught in that
particular lesson.
o Give students aProgressTest(p161-p175) after completing
each unit of the Student'sBook. These can be done in class
or given for homework.

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I Nernr frlends
Student's Book p6-p13

What's your name?
Vocabularynumbers
0-12
Grammarl, my,you,your
people;
RealWorld sayinghe[[o;introducing

phonenumbers;
sayinggoodbye

Hello!
@

ll

#ffi

Focus students on conversation I in the photo.

conversation.Play the recording again ifnecessary
Check that students understand the sentencesin the
conversation.Point out that when giving our name, we
can say I'm .. or My namel .. . You can also teachAndyou.
as an alternative to Youtoo.
ffi (= pronunciation activity) Play the recording again,
pausing after each sentencefor students to repeat.
Alternatively model each sentenceyourself and ask
students to repeat chorally and individually For tips on
drilling, seep20.
b) Demonstrate the activity yourself by role-playing the
conversationwith a confident student. Then ask students
to practise the conversationwith four other students,
either by moving around ihe room or by talking to
students sitting near them Studentsshould use their own
first names.
* Before asking students to practise the conversation
in pairs, choosetwo confident students and ask

them to practise the conversationfor the class.
Studentsdon't have to leave their seats.Correct
students'pronunciation as necessary,then ask
them to practise the conversationagain. Repeat
'open pairs' procedurewith other students
slf i
this
this technique works well with your class,use: i t
i
when appropriate in future lessons.

b) Demonstrate the activity yourself by role-playing the
conversationwith a confident student. Then ask students
to practise the conversationwith four other students,
either by moving around the room or by talking to
students sitting near them. Studentsshould use their
own first names.

o Help with Grammar boxes help students to examine
examplesof new languageand discover the rules of
meaning, form and use for themselves Students
should usually do the exerciseson their own or in
pairs before you check the answerswith the class.For
tips on how to teachgrammar,seep19.
a)-b) Studentsdo the exerciseson their own or in pairs.
Check answerswith the class
. a) 21 3My
. b) 2 you 3 your
r Highlight the differencebetween l/my and
you/your.

r Point out that we use l/you + verb (I read,you
Iisten, etc.) and my/your + noun (my name,your
book,etc).

I

Also point out that we always use a capital l when
we refer to ourselves.
You can also teil students that there is no polite
form of you in English.
'm,
are
Students may ask you about the meaning of
and 3 in the example sentences Tell the class they
are par[ of the verb be,brt treat the new ]anguage
as fixed phrases at thrs stage of the course. Note
that the verb be is taught systematically in units 2
and 3.

G) Focus students on the speechbubbles. Studentstake
turns to introduce themselvesto the class.
ilF.ifi& $fli:*. *****
.""""-"
*
i. @ Draw a plan of the classseatingarrangenients
or the board and write in the students'names as
i
they introduce themselvesto the class.Leavethe
i
plan

on the board for students to refer to during
i
lesson.
the
i

; M;;.",;;"; ;;;;;;;,*

I

il;;

Play the recording. Studentslisten and read.
Check studentsunderstandall the sentencesin the
conversation.Point out that Hi = Hello and I'm fine =
I'm OK. You can also point out that Hi is more informal
thanHello.
ffi fhy the recording ag4in, pausing after each sentence
for students to repeat.Alternatively model each sentence
yourself and ask students to repeat chora\ and
individually

I

|ii{l},iAtI?br&
Highlight the Language Summary reference ffi
in the Help with Grammar box and then ask
students to turn to Language Summary 1, SB
and give
p100-p10f . Ask students to find ffi

them time to read the information. Point out that
all the new language in eachunit is included in
i
the l-anguage Summaries.

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1A

numbers
Phone

ffiffi1$!pocus students on the sentencesin 3. PIay the
recording.Studentslisten and practise.Note that in most
recorded drills there are alreadysufficient pausesfor
students to repeat chorally without you pausing the
recording yourself.

@
.I

a) Studentsdo the exerciseon their own, then compare
answersrn palrs
b) iii;}jj:$Play the recording Studentslisten and check
their answers.Check answerswith the class.

A

Pre-teach phoneru'tmber.Play the recording.
qt ffi
Studentslisten and read the questions and answers.
Check students understand mobilenumberandhome
numberby referring to the photos.
Point out the TFF!on how to say 0 and double digis
(44, etc.) in phone numbers. Note that we can also use
zero in phone numbers.
ffi ehy the recording again, pausing after each sentence
for students to repeat individually
b) Studens do the exercisein pairs.

Hello, my name's Sue. What's your name?
sUE
t,tARto Hello, I'm Mario
sUE
Nice to meet you.
MARIO You too.
B
ADAM Hi, Meg.
Hi, Adam How are you?
MEc
ADAM I'm fine, thanks- And you?
I'm OK, thanks
MEc

(SBpt20). Studentslisten and
,r@1 a) ffiffi rhy the recording

'.-:.-" -nr" the numbers. Play the recording again if necessary
b) Studentscompare answersin pairs. fZ glrr p
answerswith the classby eliciting the phone numbers
and writing them on the board.
You can also use the recording to teach the phrases
Yes,thatl nght. Thanhs.and Thanhyou.
^ 020 7599 6320
B 07655 421769
c 0 0 3 4 9 L 5 3 26 7 5 3

G) Students practise the conversations in pairs Ask a few
pairs to role-play the conversations for the class.

people
lntroducing
Cil
,.Y'

3 in the photo.
a) ffiffi Focusstudentson conversation
Playthe recording.Studentslistenand readthe

o There is a Get ready ... Get it right! activity at the
end of every A and B lesson.The Get ready ... stage
helps students to collect their ideas and prepare the
languagethey need to complete the task. The Get it
rightl stagegives students the opportunity to use the
languagethey have learned in the lesson in a
communicative (and often personalised)context.
These two-stageactivities help studens to become

more fluent without losing the accuracythey have
built up during the controlled practice stagesof the
lesson.For tips on how to teach speaking,seepl9.

conversanon.
Check students understand that we use this is ... to
introduce people.
ffi elay the recording again, pausing after each sentence
for students to repeat.Alternatively, model each sentence
yourself and ask studens to repeat chora\ and
individually
b) fut students into groups of three. Studentspractise
conversation 3 in their grouPs.
Ask a few groups to role-play their conversationsfor the
class.Alternatively, ask students to move around the room
and introduce people to each other.

Put students into pairs, student A and student B.
Student As turn to SBp86 and student Bs turn to
SBp92. Check they are all looking at the correct exercise.

0-12
Numbers
'.@
-

a) Focus students on the you column in the table'
Studentspractise saying the numbers on their own.

Teachthe word'number. Play the recording.

ll W
W
listen
and repeat the numbers. Alternatively,
Studens
model the words yourself and ask students to repeat
chorally and individually
Highlight the pronunciation of zero l'ztereul and eight
/ert/. Repeatthe drill ifnecessary

b) Studentsdo the exercisewith their partner. They are
not allowed to look at each other'sbooks.
C) Studentscompare tables and check their partner has
written the phone numbers correctly
*****
lE?fl&*****
,*-- fiH?'frS,
.-^*.i
*
ask other
room
and
the
move
around
Students
i
]

b) Demonstrate the activity by saying four numbers and

asking students to write them down. Check they have the
correct answers.Studens then do the exercisein pairs'

i#C&
#HTfte

i

in pairs and count alternately from
0 to 12. They can then count backwards
alternatelyfrom 12 to 0.

1 *c, Students work

!".., --_."*"""""""..-

I

I
1
l

I
J

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