Table Of Content

ANA A CEVED O M ARISO L GO W ER Lon gm an Addison Wesley Longman Limited Edinburgh Gate, Harlow, Essex CM20 2JE England and Associated Companies throughout the world. ‘ © Addison Wesley Longman Limited 1996 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers. First published 1996 Printed in Spain by Mateu Cromo ISBN 0 582 25605 4 Acknowledgements We are grateful to the following for permission to reproduce copyright material: Guinness Publishing Ltd for a simplified and adapted extract on ‘Monopoly’ in The Guinness Book of Innovations; Newspaper Publishing pic for an adapted extract from article ‘Teenagers and how to survive them’ by Nicholas Roe in Independent 21.9.94; Scholastic Inc for an extract from Goosebumps - You Can't Scare Me by R. L. Stine. Copyright (c) by Parachute Press. Though every' effort has been made to trace the owners of copyright material, in a few cases this has proved impossible and we take this opportunity to offer our apologies to any copyright holders whose rights may have been unwittingly infringed. Designed bv Vic Joslin Cover designed by Clare Sleven Cover photo by Gareth Boden/Longman ANA A CEV ED O M A RISO L G O W ER Lo n g m a n ^ Contents page Introduction: Welcome to High Flyer 3 The course 3 The components 3 The strands in High Flyer 3 leaching and learning with High Flyer 6 The first lesson 9 Unit 1 Crossing borders 10 Unit 2 Exploring the world 16 Unit 3 That’s what friends are for 22 Unit 4 Kicks and thrills 29 Unit 5 Parents in the classroom 36 Unit 6 Revision 41 Unit 7 Don’t judge a book by its cover 47 Unit 8 Puzzling puzzles 52 Unit 9 Home and away 57 Unit 10 Myths and legends 62 Unit 11 Rocking ’n’ rolling 68 Unit 12 Revision 73 Unit 13 What’s on the box? 78 Unit 14 Just the job 83 Unit 15 A slice of life 89 Unit 16 Dreams and worries 94 Unit 17 In the dead of the night 100 Unit 18 Revision 106 Unit 19 How was it done? 111 Unit 20 Young people in the news 118 Unit 21 Behind the scenes 123 Unit 22 Land of the brave? 128 Unit 23 Let’s keep talking 134 Unit 24 Revision 139 Introduction Welcome to High Flyer which would have allowed them to arrive at accurate production. At the intermediate plateau stage, it is therefore necessary for them to take stock of and to revise what they know. They can The course then add to that knowledge. High Flyer is a two-book course especially Second language acquisition research has shown designed for young teenagers who have reached an that the grammar of the second language does not intermediate level of English. It follows a solid develop unless an effort is made to consciously grammar syllabus and includes development of the analyse, learn and practise it. four skills, while focusing on topics that reflect young people’s interests. The core of High Flyer is a grammar syllabus which starts, at the Upper Intermediate level, with a revision of the past tenses. Each unit revises or The components presents two different grammar points in the High Flyer Upper Intermediate consists of: context of a topic, through a reading or listening text. The rules of form and use of each point are A Students’ Book with 24 units arranged in four then explicitly highlighted in a grammar box, like blocks of six units each. The sixth unit is a revision this: of the grammar and skills work featured in the previous five units. It includes project work, a So/such . . . (that) introduces a result. summary of the teaching points in the block and a 1 so + adjective (+ that + sentence) series of grammar practice exercises. George is so charming (that) everyone wants to be his friend. Two Class Cassettes to accompany the Students’ George is very charming. As a result, everybody Book. wants to be his friend. 2 so + adverb (+ that + sentence) A Workbook with 24 units which provides further He plays basketball so well (that) he is always practice in all elements of the syllabus and reflects chosen for the school team. the topics in the Students’ Book. It can be used in 3 such + a/an + adjective + singular noun (+ that class or set for homework. + sentence) Peter is such a good student (that) teachers A book of Tests to help monitor students’ hold hint up as an example. progress. 4 such + adjective + plural/uncountable noun (+ that + sentence) This Teacher’s Book with detailed unit by unit They were such good friends (that) they notes and an answer key for the exercises in the became known as the ‘Three Musketeers’. Students’ Book, Workbook and Tests. (from Unit 3) The strands in High Flyer These grammar boxes have deliberately been kept The course consists of the following strands succinct so as not to overload or intimidate running parallel through both levels: students. The back of the Students’ Book contains a grammar reference section with further Grammar information for teachers to refer students to in class or for students to consult when studying on their Learners of English who have reached an own. intermediate level in their early teens may have already acquired the basic rules of English grammar in a subconscious way. However, given learners’ The grammar boxes are followed by controlled and relatively limited exposure to English, there may then freer practice of the structure. This allows the not have been sufficient opportunity for practice, rules to be internalised so that learners can achieve linguistic competence. 3 Introduction Vocabulary an awareness of the conventions of formal English, In order to be competent speakers of English, as well as the use of a variety of reading strategies. learners at intermediate level have to considerably expand their knowledge and store of vocabulary. The course includes a large range of authentic texts This includes knowing the meaning, connotation such as magazine articles, newspaper stories, and collocation of words. To this greater end High pamphlets, poems, play and novel extracts, letters, Flyer includes two types of vocabulary work: publicity materials etc. as well as a story in instalments in each book. Vocabulary - Exercises that recycle the new vocabulary from the texts, e.g. High Flyer Upper Intermediate recycles die reading strategies taught at the Intermediate level 5 Find words in the text to match the and develops more complex strategies such as definitions. reading meaningful groups of words in order to 1 To take something away from increase efficiency, and identifying the writer’s somebody. □ _ □ _ angle, e.g. 2 To make something suitable for new conditions. _ □____ Efficient learners don’t read word by word. They 3 A long, organised journey made for a specific move their eyes along the lines of a text, taking in purpose. □__________ D _ meaningful groups of about three to six words at a 4 A drug used to treat an illness. time. □ □ 5 This word describes something which hurts a lot. (from Unit 5) _ □ □ _ Complete this word with the letters in the The storylines in each book provide an opportunity boxes and find out a quality explorers must to read for pleasure. Students’ attention is engaged, have. not only by the suspense of die stories in itself, but Explorers have to be_________U ____ S. by the ‘What do you think will happen next?’ type (from Unit 2) of questions. Word watch - Information and tasks that enable Listening learners to increase their awareness of the way For a listener to interpret a speaker’s intendon and words in English are formed and used. This really understand what is being said, he or she awareness enables learners to deal with new words needs to know about the background, the form of independently, e.g. discourse, the context and the syntax and semantics of the language. Since a student normally has no We can add a prefix to a word to form the control over the speed of a listening text, listening opposite, or near opposite. Some of these prefixes tasks can be nerve-racking and demotivating, are: un- unhappy, unrepentant especially for the younger student. in- indirect, inefficient im- (usually before'm’ or ‘p’) immoral, impossible High Flyer makes learners aware of all that il- (usually before T) illegal, illogical successful listening entails. A variety of tips and ir- (usually before ‘r’) irregular, irresponsible tasks help students develop strategies for successful dis- disagree, disapprove, dishonest listening such as guessing what speakers have been talking about and identifying the speakers’ attitude, (from Unit 20) e.g. In High Flyer Intermediate, students were taught to make efficient use of monolingual dictionaries. When you have missed the beginning of a This work is continued in High Flyer Upper conversation, you can still guess what the Intermediate: the teacher’s notes include speakers are talking about. To do this: suggestions for further dictionary work. 1 Try to pick out key words in order to guess the topic of conversation. Reading 2 Try to make deductions about what was said before. Successful understanding of a written text involves (from Unit 14) 4 Introduction The course includes a variety of listening text types Pronunciation (conversations, prepared talks, interviews, extracts Regular pronunciation exercises help raise students’ from plays, advertisements, etc.). The cassettes awareness of and sensitivity towards some of the have been recorded using a variety of accents to main features of English pronunciation. Individual reflect the English-speaking world. sounds, rhythm, word stress and aspects of intonation are all dealt with through activities that Speaking move from recognition to production, thereby improving both listening and speaking skills, e.g. In its ‘Get talking’ sections, High Flyer includes a variety of pair and group communicative tasks and 12 *-=-* Listen to three mini-dialogues. problem-solving activities for students to practise a) Which is the most important stressed syllable in and improve both the accuracy and fluency of their each answer? spoken English as well as some of the interactive 1 What do you think of Monopoly? skills used in everyday conversation, e.g. It was a remarkably good idea. 2 Are you sure? When you take part in a discussion: Yes, it was a remarkably good idea. • Support what you say with reasons or 3 Don’t you think it’s too complicated? examples. No, it was a remarkably good idea. • Listen to others. Don’t interrupt them. b) Why are different syllables the most important • Involve those who are not taking part. Ask, ‘What do stressed syllables in each answer? you think?’ c) Practise saying the three mini-dialogues. (from Unit 20) (from Unit 19) Writing Project work Successful writing requires a higher degree of A project is an extended language activity executed by organisation and planning. This skill develops students, both in and out of the classroom. Since gradually both as a side effect of reading and as a projects involve research and putting together result of practice in the different stages which information, they bridge the gap between language constitute the process of writing. study and language use and ensure genuinely communicative integration of the language skills, e.g. High Flyer teaches and trains learners in the various steps involved in writing clear coherent 9 In groups, you are going to write a continuous prose of various types. High Flyer newspaper for your town or your school. Intermediate concentrates on the process of a) Agree on what you are going to write about, for writing, from paragraph organisation to editing example personalities, events, etc. one’s work. High Flyer Upper Intermediate b) Decide what article you each want to write. concentrates on the characteristics of different text Gather your information. (Interview the people types, from formal letters to descriptions and from you want to write about, for example.) narratives to reports and compositions which c) Write your individual articles. present arguments, e.g. d) When your articles are ready, stick them on large sheets of paper to make a newspaper. Try to include some pictures if you can. When you write a description of someone, write about the person’s general appearance, give some (from Unit 6) details of physical characteristics which you think are important, and include some information about the Since students are free to choose what they include, person’s character. they generally find projects exciting and motivating. Project work also gives young people (from Unit 15) valuable practice at working in teams. High Flyer includes a project in every revision unit. 5 Introduction Teaching and learning with High - Having written example sentences on the board, elicit from students the rule of form or an Flyer explanation of the meaning (even if you simply say Each unit of the Teacher’s Book contains clear and Does this mean detailed notes on preparing and carrying out - Deal with the point(s) on the board before exercises, as well as suggestions for further practice. referring students to the box in the Students’ Book. As the length of lessons can vary, adjustments can - Ask the class to read the example sentence(s) be made for shorter or longer class periods by aloud or repeat them after you. setting some of the exercises for homework or by incorporating Workbook exercises into class time. - Elicit other examples. Elicitation - Ask students how the grammar point is expressed At the upper intermediate level, students have a in their language.'l'hc comparison/contrast will considerable store of language which they will have help reinforce the point. acquired from different textbooks and from informal learning from songs, magazines, travel, - Get students to look at the grammar box and etc. - discuss it in pairs before you go through it. Elicitation involves drawing information out of - Get students to copy the examples into their students, or guiding them towards producing exercise books. answers by themselves rather than telling them directly. The detailed unit by unit teacher’s notes include suggestions for handling each of the grammar Elicitation is important because: boxes. - it gives students the opportunity of showing what they know and so keeps them interested. The grammar notes at the back of the Students’ - it tells the teacher how much the class knows and Book contain additional information on the how much work students still need to do. grammar points. Sometimes it is appropriate to refer students to them immediately after going At times, however, it may be necessary to prevent through the box on the unit page (for instance in very good students from monopolising the class. the case of the grammar box on page 65). At other times, as in the case of wish (Units 16 and 17), it Dealing with the grammar boxes will be better to refer students to the grammar notes later, after the structure has been presented in The boxes that highlight the presentation or its entirety. Students will also be able to make use revision of grammar points feature examples of the of this section for self-study purposes e.g. when structures which are generally taken from the writing a composition for homework. reading or listening presentation texts. The grammatical structures appear in bold letters, while the meaning is explained in italics immediately after Dealing with the starred skills boxes the example. For each grammar box you can use There are various ways of dealing with the any combination of the following techniques: strategies in the starred boxes. You can elicit the strategy from the class before they read the - Go through the box reading aloud and pausing at information in a box (e.g. Ask: What do you do when several stages to ask ‘concept questions’ and so you want to find a number in the phone book? Do you check that the meaning of the structure is clear to read all the names on the page? before dealing with students. The detailed unit by unit teacher’s notes the reading skills box on page 42.) Alternatively, include suggestions of concept questions. you can simply go through the box with the class, or ask students to read and discuss it before you go - Write the examples on the board and underline through it. the relevant grammar either before or after students look at the book. Different people have different learning styles, so 6 Introduction some students will find some suggestions in the The easiest and most time-effective way of starred boxes more helpful than others. Since the grouping students is according to the way they are objective is for these strategies to become part of sitting. But you may want to organise the groups in the students’ repertoire, it is important to get a different way. In groups that include weaker and students to react to the suggestions. Ask them to stronger students the weaker students can learn reflect and tell you if they do the same thing in from the stronger ones, while the stronger students their own language or if they have ever employed may benefit from being called on to demonstrate or any of the strategies when learning English. to help. If the weaker students are being dominated Encourage students to think about and develop the by the strong students, it may be better to form strategies that work best for them. separate groups of weaker and stronger students. This way you can give more attention to those students who need it most. Pair- and groupwork In order to increase the amount of oral practice in One reservation many teachers have about pair- class, High Flyer includes activities where the and groupwork is that it can cause too much use of whole class works together as well as activities done the mother tongue. The freer the activity, the more in pairs or groups. students in a monolingual class will slip into their own language. Some use of the students’ own Pairwork maximises the amount of practice that can language may be helpful for clarification, as long as be done and encourages students to co-operate and the focus is still the production of English. to learn from each other. Working in pairs can also However, at this level, students should be be a welcome change from the lockstep class where encouraged to use only - or mostly - English. the teacher stands at the front and dictates the High Flyer gives practice in some of the language rhythm of the class - a rhythm which may be too necessary for actually carrying out pair and group fast for some students, and yet too slow for others. activities (e.g. What do you think?) and you can extend this range as necessary (e.g. It 's your turn). Having students work in pairs frees the teacher to walk around the class and monitor individual During the activities, go round the classroom students, act as prompter, help the weaker students monitoring students and reminding and prompting and even participate in discussions. them to use English where they seem to be slipping into the mother tongue. However, successful pairwork needs careful setting up and monitoring. To help achieve this you can: - read through the instructions with the class and Monitoring students while they are doing a task make sure these are clear before putting students Walking around while students are doing a written into pairs. You can check comprehension by asking exercise or oral work in pairs gives the teacher the students to explain in their own words what they opportunity to see how well the different language are going to do and/or by getting a good pair of points have been understood and to give more students to demonstrate the activity. personalised attention to individual students. It is a - make sure you do not let the activities go on for good opportunity to improve the rapport with too long. students, to praise or to re-explain a point. It also frees the teacher from the role of controller and With difficult classes where there may be discipline allows him or her to act as facilitator, as a resource problems, you can remain at the front of the class or as a prompter. to oversee what is happening (although the advantages of this must be weighed against the With classes of adolescents, however, it is often benefits derived from walking around listening to necessary to keep an eye on the whole group while how students are doing). walking around helping individual students. Spending time bending over to help a student Groupwork - 4/5 students working together is a sitting to one side of the room may be the ideal good size - has all the advantages of pairwork but is opportunity for another student, who may have more dynamic and gives more opportunity for finished, to start disturbing other students. In a discussion. Problems can be minimised by using the case like this, you will need to go over and give same strategies as for pairwork. him/her an extra activity. If an individual student 7