001-004.qxp:01-18.qxp 11/13/08 6:16 PM Page 1 Think Teen 2nd Grade of Junior High School TEACHER’S BOOK (ΠΡΟΧΩΡΗΜΕΝΟΙ) 001-004.qxp:01-18.qxp 11/13/08 6:16 PM Page 2 ΣΥΓΓΡΑΦΕΙΣ Αλεξία Γιαννακοπούλου, Εκπαιδευτικός Γεωργία Γιαννακοπούλου, Εκπαιδευτικός Ευαγγελία Καραμπάση, Εκπαιδευτικός Θεώνη Σοφρωνά, Εκπαιδευτικός ΚΡΙΤΕΣ-ΑΞΙΟΛΟΓΗΤΕΣ Ουρανία Κοκκίνου, Μέλος ΕΕΔΙΠ 1, Πανεπιστημίου Θεσσαλίας Διονυσία Παπαδοπούλου, Σχολική Σύμβουλος Ανθούλα Φατούρου, Εκπαιδευτικός ΕΙΚΟΝΟΓΡΑΦΗΣΗ Ιωάννης Κοσμάς, Σκιτσογράφος-Εικονογράφος ΦΙΛΟΛΟΓΙΚΗ ΕΠΙΜΕΛΕΙΑ Χρυσάνθη Αυγέρου, Φιλόλογος ΥΠΕΥΘΥΝΟΣ ΤΟΥ ΜΑΘΗΜΑΤΟΣ Ιωσήφ Ε. Χρυσοχόος, Πάρεδρος ε.θ. του Παιδαγωγικού Ινστιτούτου ΥΠΕΥΘΥΝΗ ΥΠΟΕΡΓΟΥ Αλεξάνδρα Γρηγοριάδου, Τ. Πάρεδρος ε.θ. του Παιδαγωγικού Ινστιτούτου ΠΡΟΕΚΤΥΠΩΤΙΚΕΣ ΕΡΓΑΣΙΕΣ Γ´ Κ.Π.Σ. / ΕΠΕΑΕΚ II / Ενέργεια 2.2.1. / Κατηγορία Πράξεων 2.2.1.α: «Αναμόρφωση των προγραμμάτων σπουδών και συγγραφή νέων εκπαιδευτικών πακέτων» ΠΑΙΔΑΓΩΓΙΚΟ ΙΝΣΤΙΤΟΥΤΟ Δημήτριος Γ. Βλάχος Ομότιμος Καθηγητής του Α.Π.Θ. Πρόεδρος του Παιδαγωγικού Ινστιτούτου Πράξη με τίτλο: «Συγγραφή νέων βιβλίων και παραγωγή υποστηρικτικού εκπαιδευτικού υλικού με βάση το ΔΕΠΠΣ και τα ΑΠΣ για το Γυμνάσιο» Επιστημονικοί Υπεύθυνοι Έργου Αντώνιος Σ. Μπομπέτσης Σύμβουλος του Παιδαγωγικού Ινστιτούτου Γεώργιος Κ. Παληός Σύμβουλος του Παιδαγωγικού Ινστιτούτου Αναπληρωτές Επιστημονικοί Υπεύθυνοι Έργου Ιγνάτιος Ε. Χατζηευστρατίου Μόνιμος Πάρεδρος του Παιδαγωγικού Ινστιτούτου Γεώργιος Χαρ. Πολύζος Πάρεδρος ε.θ. του Παιδαγωγικού Ινστιτούτου Έργο συγχρηματοδοτούμενο 75% από το Ευρωπαϊκό Κοινωνικό Ταμείο και 25% από εθνικούς πόρους. 001-004.qxp:01-18.qxp 11/13/08 6:16 PM Page 3 ΥΠΟΥΡΓΕΙΟ ΕΘΝΙΚΗΣ ΠΑΙΔΕΙΑΣ ΚΑΙ ΘΡΗΣΚΕΥΜΑΤΩΝ ΠΑΙΔΑΓΩΓΙΚΟ ΙΝΣΤΙΤΟΥΤΟ Αλεξία Γιαννακοπούλου Γεωργία Γιαννακοπούλου Ευαγγελία Καραμπάση Θεώνη Σοφρωνά ΑΝΑΔΟΧΟΣ ΣΥΓΓΡΑΦΗΣ: Think Teen 2nd Grade of Junior High School TEACHER’S BOOK (ΠΡΟΧΩΡΗΜΕΝΟΙ) ΟΡΓΑΝΙΣΜΟΣ ΕΚΔΟΣΕΩΣ ΔΙΔΑΚΤΙΚΩΝ ΒΙΒΛΙΩΝ ΑΘΗΝΑ 001-004.qxp:01-18.qxp 11/13/08 6:16 PM Page 4 005-016:Layout 1 11/13/08 6:16 PM Page 5 Introduction Think Teen - 2nd Grade of Junior High School • Developing lifelong learning strategies (Προχωρημένοι) is a course in English, which Another basic aim of this course is to develop Ss’ corresponds to Threshold B1 level. The design general competences, e.g. their knowledge of the and construction of the material was based on world, the ability to learn, skills and know-how, as the specifications of the “Cross-thematic well as learning strategies. Knowledge relating to Curriculum Framework for the Teaching of everyday living, specific knowledge in a scientific English in Junior High School” (ΔΕΠΠΣ) and the field and knowledge of values and beliefs all “English Language Curriculum” (ΑΠΣ) as well as clearly enhance Ss’ understanding of the the “Common European Framework of Reference language. Moreover, learning strategies (e.g. for Languages: Learning, Teaching, Assessment” memory, cognitive, compensation, metacognitive, (CEF). These documents reflect a new order of affective, social etc.), knowing how to discover reality in English Language Teaching as they focus new areas of knowledge, and knowing how to on three main principles for the teaching of foreign manipulate computer media as learning languages: a) literacy, b) plurilingual/multilingual resources are not just classroom activities but life competence and c) pluricultural/multicultural activities. Consequently, the English classroom is competence. no longer a place where Ss learn the language per se; it is a place where Ss use the language as The aims of this course a tool for learning and thinking. • Developing communicative competence • Integrating English with other subjects Language is, first and foremost, a medium Young people today need to develop a high level of communication, therefore, the primary goal of competence and knowledge in a variety of of this course is the development of Ss’ subjects in order to prepare themselves for a communicative competence (sociolinguistic, rapidly changing environment and the increasing linguistic, pragmatic). This means that the focus demands of our modern technological society. is on the teaching of the language not as an end English (the language of globalisation) is linked to in itself but rather as a means by which Ss can a variety of fields (e.g. Computers, Music, Cinema, function as social individuals and can etc.) and undoubtedly constitutes a powerful tool communicate effectively in real-life situations. for learning. Therefore, another major goal of this course is to provide a rich variety of themes and • Developing cultural awareness topics from which Ss can learn about the world Language is much more than simply a medium of and which they can link with other school subjects. communication, though. It is connected with our identity as individuals and as members of a The approach adopted in the course community, as well as with our culture, our values and our interpretation of the world. Real All the above goals are combined in a topic-based communication, therefore, does not only mean course, which emphasises the integration of skills using the same words as other people but also and the integration of the EFL material with other understanding their culture, values and areas of the school curriculum. The approach interpretation of the world. Consequently, another adopted in this course is a sociocognitive one major goal of this course, is to prepare Ss to use insofar as it promotes learning by doing and English not only as a contact language, but also learning through interaction. In other words, Ss are as a means of discovering the culture of other treated as independent and interdependent, as people and appreciating their diversity. individual and social learners, who construct meaning through experience and through interaction and collaboration with their teacher and 005-016:Layout 1 11/13/08 6:16 PM Page 6 6 INTRODUCTION peers. Thematic work forms the basis for such the three lessons and leads to an extended active and interactive experiences and provides project. This topic or theme functions as an opportunities for rich exposure to natural language “umbrella”, under which relevant topics or sub- as well as motivation and purposeful involvement, themes come together to form the contents of the all of which lead to successful learning. Unit. The materials are based on authentic language Each lesson is designed to cover approximately sources and have been adapted for the purposes three teaching periods. It follows a specific of teaching. They take 14-year-old students into structure, which includes activating Ss’ prior real life by asking them to discuss everyday issues knowledge, discussing concepts, exploring the as well as more complex issues of sociocultural topic through a variety of activities integrating the and psychological interest to them (e.g. unity in four main skills, reinforcing language, practising diversity, friendship, caring for others, change). new forms with guidance and then more Discussing such issues with a partner, a group or independently, assessing and presenting work. the whole class becomes a central part of the classroom experience. The development of skills is very important within the cross-thematic approach. A typical lesson is Ss interact with the different themes in many arranged into the following main sections: reading, different ways – by reading, listening, speaking listening, writing, speaking, language focus, and a and writing. They also develop learning strategies project (not necessarily in a linear order). Ss such as working independently, collaborating engage in communicative language activities with others, taking on responsibilities, making involving reception, production, interaction and decisions, solving problems, and learning how to mediation. The activities provide opportunities for learn. Ss to work individually, in pairs, in groups or as a whole class. Cross-thematic activities and tasks feature in the book in a number of different ways. The materials All these components are combined in various have been carefully chosen to show people, proportions. At the beginning of the book, there places, situations, etc. from different backgrounds is a Table of Contents presenting the language and different environments. The protagonists in the skills, functions, notions, learning strategies, communicative tasks are not all English and come structures and vocabulary dealt with in each from different ethnic and cultural backgrounds in Unit. The Cover page at the beginning of each order to stress the diversity of the world in which Unit informs Ss about the content and objectives Ss are growing up and, at the same time, the need of the learning material so that they become to approach the Other. aware of what they are learning and why they are learning it. The components of the course More specifically, there is one table at the bottom Think Teen - 2nd Grade of Junior High School of each Cover page, which includes the main (Προχωρημένοι) consists of the Student’s Book, goals of the Unit regarding the four skills and the Workbook, the Teacher’s Book and the Audio another table, which contains the functions Ss CD. will practise in the Unit. These statements are closely connected to the “Can-Do” statements at The Student’s book is divided into eight Units, the end of each Unit (see self-assessment p. 13). each of which comprises three lessons. Each Unit focuses on a central topic or theme, which links 005-016:Layout 1 11/13/08 6:16 PM Page 7 INTRODUCTION 7 At the end of the Student’s book, there are Reading Appendices containing Differentiated Learning Material called “It’s up to you”, a Grammar In the Student’s Book, there is strong emphasis Reference section, word lists, a list of irregular on the content of the input material in order to verbs, learning tips, maps, diagrams for create interest in the theme and promote organising information, and the key to the self- discussion and other kinds of work on the assessment of each Unit. relevant topic. As a result, the information content of a text is of primary importance. The reading The Workbook consists of eight Units also texts explore topics from authentic sources (e.g.