Traveller KSA - Edition
Kingdom of Saudi ArabiaKSA - EditionTraveller 3English LanguageSecondary StageCredits SystemSemester SystemCompulsory ProgramSpecialized PathwaysLevel ThreeEnglish Language 3Teacher’s ManualKSA EditionEdition 2017/2018
Kingdom of Saudi ArabiaKSA - EditionTraveller 3English LanguageSecondary StageCredits SystemSemester SystemCompulsory ProgramSpecialized PathwaysLevel ThreeEnglish Language 3Contents of Teacher’s ManualH. Q. Mitchell - Marileni MalkogianniIntroduction .2Contents of Student’s Book .8Module 1 .10Module 2 .24Module 3 .38Module 4 .52Tasks .66Culture Pages .70Listening Transcripts Student’s Book .72Listening Transcripts Workbook .78Track list for Class CD.80Pacing Charts .81Published byEdition 2017/2018
OUTLINE OF THE COURSEKey featuresObjectivesCertain key features of the book add to the challengingand motivating material of the course:Traveller is an exciting and easy-to-use language course.The main concern of the writers of this course has beento explicitly demonstrate how English is used in real-lifesituations, thus, enabling learners to use it in meaningfulcontexts. Traveller has been meticulously designed tobuild up the learners’ ability to communicate their ideasfluently, accurately and confidently.GoalsTraveller follows the requirements of the CommonEuropean Framework of Reference for Languages (CEFR).It aims at achieving the following goals: Communicative - to help students establish relations,exchange information, express ideas, attitudes andfeelings. Socio-cultural - to help students grasp an understandingof everyday life patterns of their age group. This coverstopics such as home, leisure, etc. in the target language. Learning how to learn - to help students plan their workover a time span and set themselves realistic objectives. Language and cultural awareness - to help studentsacquire an understanding of the language and culture. Effective preparation for all exams (Cambridge FCE,etc.). Intercultural awareness Learner autonomy - to help students assess themselvesthrough self-evaluation sections and set objectives.SyllabusTraveller follows the modular approach, which enablesstudents to deal with topics in depth and over a longerperiod of time. Moreover, the course uses an integratedapproach to all four language skills (reading, listening,speaking and writing) in a carefully graded and wellorganised, user-friendly syllabus combining functions,structures, vocabulary, pronunciation and communicationskills. A building-block strategy has been employedthrough which every lexical and grammatical item iscarefully presented and systematically revised enablingstudents to acquire the language naturally and use it inmeaningful contexts. Communicative language teachingis viewed as a practical activity rather than a theoreticalnotion.Organisation and length of the courseThe book is organised in four modules, each of whichis based on a general topic. The modules are wellorganised within a steady framework. Throughout themodule, students are presented with different aspectsof the same topic. The modular approach promotesprogress in all dimensions and by the end of the course,students will have systematically covered the vocabularyand grammatical structures outlined in the contents.Additionally, they will have been given the opportunityto develop all four skills, having been given adequatepractice throughout the book. The precise time neededto complete the course will vary according to factorssuch as school organisation, class size, learner ability andmotivation.2 TM Motivating and contemporary topics related to theinterests of teenagers and young adults Lively dialogues presenting real spoken English An integrated approach to all four skills Emphasis on vocabulary building Grammar presented and practised in context Systematic development of reading and listening skillsand subskills A variety of communicative exam-oriented tasks A step-by-step approach to writing Gradual familiarisation with examination-type tasks Practical tips leading to the development of skills andstrategies A round-up section in each module providing regularrevision and consolidation A grammar reference section Task-based activities preparing students for the realworld Cross-curricular and cultural information Personalisation activities Opportunities for promoting learner autonomy withlearning tips, self-assessment (Now I can) sections andlearning objectives on the cover pages. Inductive approach to the presentation of grammar andvocabulary. Other features which facilitate the learningprocess include relating new information to priorknowledge with warm-up activities, asking open-endedquestions and providing students with problem-solvingactivities. A Portfolio featuring a self-assessment section andProjects is included in the Workbook.The language used in Traveller 3 is mainly BritishEnglish. However, it has been taken into considerationthat English is spoken as a first, second or foreignlanguage throughout the world. Therefore, in certainsections, American English is used in spoken texts.
COURSE COMPONENTSStudent’s BookThe Student’s Book contains: A table of contents presenting the topics, grammar,vocabulary, reading, listening, speaking and writingactivities practised in each module. Four modules, each 16 pages long, divided into two parts aand b and including a round-up section. A section with task-based activities (one for everymodule). Two culture pages. A speaking section including pair work activities. A grammar reference section with useful tables,examples and explanations of the structures dealt within each module and a list of irregular verbs. An appendix containing information about the layoutand set phrases students can use in the writing tasks. An appendix with differences between British andAmerican English. A word list of the active vocabulary of each lesson inalphabetical order.Student’s CD/CD-ROMThe Student’s CD/CD-ROM includes the dialogues fromthe Student’s Book and is meant to give students extrapractice at home. It also includes the recordings for thelistening tasks that appear in the Workbook, as well as avocabulary list with all the active and passive vocabularythat appears in the Student’s Book and Workbook. Thepassive vocabulary is marked with an asterisk.WorkbookThe Workbook is divided into modules corresponding tothe Student’s Book (14-16 pages per module). It providesfurther practice of all the linguistic items and skills dealtwith in the Student’s Book, and includes vocabulary,grammar, reading, listening and writing tasks. Studentsare thus able to reinforce and consolidate what they havelearnt and also gain a sense of achievement. There arealso exam-oriented tasks to provide students with furtherpractice and familiarise them with the examinations.The reading texts and tasks appearing at the end of eachmodule are thematically linked to the topic of the moduleand offer further reading comprehension practice. Thewriting tasks focus on various aspects of writing suchas style, register, content, organisation, etc. and providestudents with further practice. It is recommended thatsome of the exercises in the Workbook should be done inclass, but most of them should be assigned for homework.At the end of the Workbook there is a Portfolio whichincludes: A self-assessment section with evaluation charts to helpstudents monitor their progress. Projects which are thematically linked to each module.Each project is meant to be done when the module hasbeen completed, hence providing an opportunity forrevision and consolidation. Furthermore, students gainconfidence and a sense of achievement as they use thelanguage they have acquired in a creative manner.The self-assessment section is meant to be done whenthe material has been completed. This section enablesstudents to assess themselves and record their progress,and promotes self-awareness about their strengths andweaknesses. It also enables teachers to see whether anyremedial work is necessary.Workbook Teacher’s editionThe Workbook is also available with overprinted answersfor teachers.Teacher’s ManualThe Teacher’s Manual contains: An introduction. A table of contents as it appears in the Student’s Book. Teacher’s Notes corresponding to the pages of theStudent’s Book. These notes provide teachers with a stepby-step guide to each stage of the lesson within a flexibleframework that allows teachers to adapt the activities totheir own teaching style as well as to the students’ needs.Answers to all exercises, vocabulary boxes and the aimsfor every activity in the Student’s Book are also included. Ideas for optional activities which help students get abetter understanding of the vocabulary and grammaticalstructures or forms introduced and provide them withan opportunity for further practice. Background notes on different topics which aim atproviding teachers with useful information about thetexts appearing in the Student’s Book. Language Plus boxes which give further linguisticinformation about the new linguistic items presented ineach lesson. All the transcripts for the listening tasks included inthe Student’s Book and the Workbook at the back of thebook. The tracks ( 22 Track 22) for all the recordedmaterial included in the Class CD. The Class CD track list. Pacing Charts.Class CDThe Class CD includes all the recorded material fromthe sections in the Student’s Book where the symbolappears. It also includes the recordings of the listeningtasks that appear in the Workbook. The tracks are clearlyhighlighted in the corresponding Teacher’s Manual pageswith the use of the symbol ( 22 Track 22).Test CD/CD-ROMThe Test CD-ROM contains: four tests corresponding to the modules of the book a final test covering modules 1-4 keys and transcriptsThe tests can be printed in their original form. However,the teacher has the ability to add, omit or change the orderof the items and/or exercises according to the needs oftheir classes.The CD contains the recordings of the listeningcomprehension section of the tests.Interactive Whiteboard MaterialThe Interactive Whiteboard Material includes all thetextual, visual and audio material from the Student’s Bookand Workbook. It also includes a vocabulary list withall the active and passive vocabulary that appears in theStudent’s Book and Workbook. The passive vocabulary ismarked with an asterisk.TM 3
THE STRUCTURE OF THE MODULESModules 1-4 (an overview)Each module is divided into two parts a and b. Inboth parts, the target language (vocabulary, grammar,functions) is presented and practised extensively, whileat the same time the four basic skills (reading, listening,speaking, writing) and micro-skills are developed.Lastly, the round-up pages at the end of each modulethoroughly revise the grammar and vocabulary thathave been taught in the module, provide additionalpractice with examination-type tasks and offer aunique opportunity for self-evaluation.The structure of each module is as follows: Cover page Part a reading, vocabulary and grammar (2pp.) Part a listening & reading, vocabulary and grammar(2pp.) Part a listening, speaking and writing (2pp.) Part b reading, vocabulary and grammar (3pp.) Part b listening, speaking and writing (3pp.) Round-up (3pp.)Cover pageThe cover page is the first page of the module.Students are introduced to the topic of the modulethrough a discussion. They also learn about what topicsthey will deal with in the module. The purpose ofdoing so is to activate students’ background knowledge,motivate them and create a sense of anticipation. Thethird section of the cover page is a set of learningobjectives. Students read about what they will learnin the module, which motivates them and helps thembecome autonomous learners.DialoguesThe aims of the dialogues throughout the book areto present vocabulary, structures and functions incontext and to expose students to natural spokenEnglish through meaningful contexts. All the dialogueshave been specially designed to familiarise studentswith spoken English in a variety of different real-lifesituations and they can be dealt with as both readingand listening activities. These dialogues rouse students’interest through witty exchanges in up-to-date, modernEnglish, the objective of which is to promote learning ina communicative way. The dialogues are accompaniedby a wide range of comprehension activities, such asopen-ended questions, True/False exercises, orderingevents, identifying speakers, gap filling, extractingspecific information, etc.ReadingThere are two reading sections and a dialogue in eachmodule. Throughout the book, students are exposedto the written language through a variety of readingmaterial: newspaper and magazine articles, brochures,advertisements, extracts from literature, etc. The textscover a broad range of motivating and contemporarytopics and provide students with interesting, multicultural, cross-curricular information about the realworld. The texts have been carefully selected not onlyfor their language content, but also for their interestand appropriateness to the level and age of students thiscourse is intended for. The texts aim at the development4 TMof reading micro-skills with emphasis on skimmingor reading for gist, scanning for specific information,understanding details and awareness of text cohesion.The reading section is divided into five subsections:A. PRE-READINGBefore students are asked to deal with the readingmaterial, they are engaged in warm-up activities, whichintroduce the topic. These pre-reading questions areusually of a general nature, which students can relate toand express their opinion about or answer according totheir personal experience.B. READING FOR GISTThis task requires students to read the text quickly andunderstand the main idea(s), the topic(s) discussed,the writer’s purpose, etc. It is advisable that studentsare given sufficient but not excessive time to carry outthe task and that teachers point out to students thatunknown words should not worry them at this stage.C. READING FOR DETAILStudents are required to read the text again, this timein detail, and do various types of activities, such asmultiple matching, answering multiple choice questionsor reconstructing a gapped text, all of which familiarisethem with examination-type tasks. It is important thatteachers set a time limit and stick to it. Unknown wordsin the text, apart from a few key ones, should not beexplained, but teachers should make sure that studentsdo not have any unknown words in the questions andoptions as this could render the reading task impossibleto complete. Teachers should vary the approach adoptedand have students work individually at times and ingroups at other times. Students should be encouraged tounderline the parts in the text which led them to theiranswer choice and compare their answers in pairs orsmall groups before they discuss them in class. Teachersshould always ask students to justify their answers andsay why they have eliminated the other options.Students are further helped to develop theirreading skills with the inclusion of useful advicegiven throughout the book in the form of tips.D. GUESSING THE MEANING OF UNKNOWNWORDSThis section requires students to guess the meaningof certain unknown words appearing in the text bylooking for clues in the context. It is worth mentioningthat some of the words appearing in this section maybe beyond the level of the students. However, the aimof the activity is to have students guess the meaningof advanced lexis, which they are likely to encounterin examinations as well as in real life when readingauthentic texts. It is important to do this activity in classand it is strongly recommended that students work inpairs or small groups and compare their answers.E. POST-READINGThe reading section ends with one or two post-readingquestions, which give students the opportunity toexpand on the topic of the reading text using topic-
related vocabulary. It is recommended that this activityis done systematically to round up the reading section.Vocabulary and GrammarThere are three vocabulary and grammar sections ineach module after the reading sections of the module.At the end of the third vocabulary and grammarsection, there is a subsection entitled English in Use,which gives students further practice in structuralaccuracy through tasks that simulate examination-typetasks (open cloze, sentence transformation, multiplechoice questions, etc.).The lexical material presented is relevant to the topic ofthe module and is semantically grouped. Vocabularyis presented and practised in situational and linguisticcontext, which facilitates understanding. Particularattention has been paid to the selection of useful,high-frequency lexis appropriate for the students’level, while it is borne in mind that vocabulary is notjust words but also phrases or chunks of language,which have the same function as single words.There are 1-3 subsections in each vocabulary sectioncovering different lexical areas such as phrasal verbs,collocations, words easily confused, word building,lexical sets, words with prepositions, prepositionalphrases, idioms, etc. It is worth mentioning thatthe text in the reading section always serves as aspringboard for the vocabulary section. Students areasked to observe the lexical items as used in the text,infer their meaning or use and come up with moreexamples of their use.Listening & speakingIn each module there are two listening sections, thetopic of which is always related to the general topicof the module. A variety of spoken text types andtask formats have been employed, through whichimportant listening micro-skills are developed. In mostcases, there is a pre-listening activity which smoothlyintroduces the topic of the listening activity, activatingstudents’ background knowledge and preparing themfor the task at hand. Quite often there is also a listeningfor gist activity requiring students to listen to the textonce and check their predictions or understand themain idea(s), the topic(s) discussed, etc. The mainlistening task focuses on listening for gist and/orspecific information. There are different task types allof which are to be found in Cambridge FCE and otherexams (multiple choice questions, multiple matchingand gap filling).This section also deals with essential grammar andfocuses on the main grammatical points and structures,examples of which appear in the preceding readingtexts. Their use and usage is illustrated in contextthrough example sentences, and stu
Workbook Teacher’s edition The Workbook is also available with overprinted answers for teachers. Teacher’s Manual The Teacher’s Manual contains: An introduction. A table of contents as it appears in the Student’s Book. Teacher’s Notes corresponding to the pages of the Student’s Book. These notes provide teachers with a step-
2.2 Overview of Kingdom of Saudi Arabia (KSA) 29 2.2.1 The History of KSA 30 2.2.2 The Tradition and Culture in KSA 30 2.2.3 KSA’s Political System 31 2.2.4 The Role of Religion in KSA 32 2.3 The Saudi Arabian Economy 34 2.3.1 The Role of KSA i
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Workbook Traveller 1 KSA_Traveller_Workbook_2017-2018.indd 1 12/21/2016 1:01:50 PM KSA - Edition Workbook Teacher’s Edition H. Q. Mitchell - Marileni Malkogianni Traveller 1 Traveller1 English Language Secondary Stage Credits System
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