Bringing Learning Into Focus
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BRINGING LEARNING INTO FOCUS 5 LEVEL COURSE FOR UPPER SECONDARY CEFR: A2 – C1 / GSE: 30 – 80 BRINGING LEARNING INTO FOCUS FOCUS is a rich, varied and clearly structured upper secondary course that provides motivating content FOCUS on Reliability and a reliable exam preparation path. Its methodology is built around the 3Ms – Motivation, Memory and Meaning. These key concepts underpin the benefits of the course for learners and signal its pedagogical FOCUS has been prepared with the needs of teachers and students at its forefront. It offers clean designs, effectiveness to teachers. easy-to-understand instructions and a wide variety of engaging topics, texts, and tasks, all combined to ensure it is both highly effective, and a real pleasure to teach from. M M M 1.2 Grammar THE RIGHT EDUCATION 1.3 Listening Ken Robinson is an educationalist. In his book Present and past habits Multiple matching EXAM FOCUS Multiple matching The Element, he interviews people who have made I can talk about present and past habits. I can understand the main points in short 4 CD•1.15 MP3•15 Listen to four people talking about FOR MOTIVATION FOR MEMORY FOR MEANING a successful living doing what they love. This is Gillian Lynne’s story. monologues. memory. Choose from the list (A–F) what each 1 Read Gillian Lynne’s story. What do you think speaker says. Use the letters only once. There are two she did when her mum and the psychologist 1 In pairs, discuss how good you are at remembering extra letters. left the room? 5 illian has had a successful career in the the different things in the box. Gtheatre, but life didn’t use to Speaker 1: Speaker 3: 2 CD•1.13 MP3•13 Listen to two friends talking be so good. When she was eight, dates and times English words faces Speaker 2: Speaker 4: Clear colour coding for eachabout Gillian’ssection story and helps check your studentsideas in her and schoolwork teachers was a disaster, navigate her the units. items on a shopping list names song lyrics The speaker: Exercise 1. In pairs, discuss what lessons this handwriting was awful and she used A refers to someone who is incapable of forgetting story teaches us about educating children. 2 CD•1.14 MP3•14 Read about two methods of memorising 10 to fail all her exams. Her teachers anything. a shopping list. Choose the best heading A–E for each FOCUS on Motivation 3 Complete the GRAMMAR FOCUS with the would complain about her disruptive B wanted a family member to confi rm whether his/her method. Then listen and check. phrases in blue in the text. behaviour; she was always fidgeting memory was correct. A Use your imagination A motivated learner is a more successful learner - FOCUS is brimming with topics, texts and handing in her homework late. C disagrees with someone about how they keep a good B Make up a dramatic narrative GRAMMAR FOCUS They told her mother that she had a memory. C Learn how to give a speech Present and past habits 15 learning disorder. So Gillian’s mother D wishes they could forget a memory of witnessing a crime. and tasks that engage students both intellectually and emotionally by referring to their life D Imagine what each item tastes like • You can use the Present Simple and the Past took her to see a psychologist and E has problems remembering the names of things well. E Visualise the items in a familiar place M experience, and the things they aspire to. Accordingly, language is brought vividly to life FOCUS on Simple to talk about habits. listed some of the problems: she never F can describe someone accurately after seeing them • You can use used to to talk about regular past pays attention in class – she’ll get up for only a few seconds. actions that don’t happen any more or past and move around instead of listening 5 CD•1.15 MP3•15 Complete the questions with the words through grammar animations and interactive videos, which make learning with FOCUS both states that are no longer true. 20 to the teacher; she’s always disturbing FOR MOTIVATION Teaching off the page in the box. Then listen again and answer the questions. She 1used to fail all her exams. people and her homework’s always late. 2 Memory tips entertaining and effective. Life so good. Finally, the doctor turned to detail earliest good losing slip vividly • You can use will (present) or would (past) to talk Gillian and said, ‘Gillian, I need to Greek philosopher Socrates famously said, ‘Learning is 1 What is Speaker 1’s memory? FOCUS is an unparalleledabout characteristic,example repeated of or predictable a course speak to your mother privately remembering.’ So how can we improve our memory? 2 What is the fi rst birthday party Speaker 1 can remember actions. You don’t use them to talk about states. 25 now. Don’t worry. We won’t be The key is to use your imagination. Here are two ways ? She 3 and move around instead of long.’ As they left the room he that can be taught ‘off-the-page’. This means very of remembering a shopping list of eight items: 3 Is Speaker 2’s grandfather his memory or listening to the teacher. turned on the radio on his desk … little extra preparation Heris teachersrequired 4 about on her disruptive the part does he manage to recall things in ? behaviour. 6 Write sentences comparing your routine in primary school and 5 First, imagine a huge loaf of bread and suddenly, co ee 4 Does Speaker 3 have a memory for names or FOCUS on Memory Note: You don’t usually ask questions with this now. Then compare with a partner. Who has changed the most? 1 squirts out of the top and makes a fountain of dark faces or both? brown liquid. After a few seconds, the dark brown changes 5 Do key facts in TV programmes sometimes of the teacher. With oneuse ofpage will and would per. lesson, intui- Primary school Now to white yoghurt. The yoghurt forms a river and it goes under Speaker 4’s mind? • You can use the Present or Past Continuous 1 For breakfast I’d … I’ll … a bridge – the bridge is a steak. Some black and green olives tive methodology, and withcolour always to stress coded the repetitiveness sections of an , 6 In pairs, ask and answer the questions in Exercise 5. One of the unique features of FOCUS is the approach to learning and retention 2 Before setting off for school I’d … I’ll … 10 are crossing the bridge and some big brown eggs are chasing action and sometimes to show your annoyance. Give details wherever possible. 3 At break time I’d … I’ll … them. The olives hide behind a big carton of orange juice. You She 5 people. lessons are logically structured and easy to follow, At lunchtime I’d … I’ll … lift an olive to your mouth to eat and it turns into an onion 1 What is your earliest memory? of vocabulary. On top of comprehensive exposure to and recycling of lexical items, 6 4 M She and handing in her homework late. which tastes horrible. That’s it! You’ve reached the end. 5 After school I’d … I’ll … PRONUNCIATION FOCUS especially with the help of the outstandingly prag- 6 Before going to bed I’d … I’ll … the course offersWord Store, a vocabulary practice booklet with a wide variety of exercises 4 Complete the sentences with the correct 7 CD•1.16 MP3•16 Listen and repeat the words in the box. Think of your home and get a mental image of the form of the verbs in brackets. Use would For breakfast I’d have cereal with milk in primary school, Do any of the words have the same vowel sound? 15 rooms in your house. Then put the items on the list, matic Teacher’s Book. where possible. If would is not possible, use 2 FOR MEMORY and a unique method of involving learners actively in recording new words and phrases. but now I’ll just have a piece of toast. one by one, in specifi c places in the rooms. For instance, you used to. If used to is not possible, use the bread clear learn mean steak wear 7 Complete the sentences about annoying habits with the correct imagine the bread on the doormat as you come in the door. Past Simple. form of the verbs in the box. Then you go into the living room and the co ee is in front 8 CD•1.17 MP3•17 Add the words from Exercise 7 to the The Teacher’s Book includes 1 This schoolfull usedpages to be (be) from smaller than the it Students’ Book in colour, with overprinted answersof the television,. the yoghurt is on the sofa and the steak table. Then listen, check and repeat. is now. check chew lose talk tell 20 is stuck to the mirror on the wall and so on; it’s all about Sound Typical spelling Occasional spelling 2 Mum (take) me to school every day. making personal associations – you get the idea. This method 1 Before, Tim was always chewing the end of his pen. Now 3 I (not like) going to school. isn’t just useful for memorising shopping lists. Some famous /iː/ need detail 1mean piece he‘s always chewing gum. 4 I (hate) having school lunches.