Reading & Writing Targets 1 Teacher's Book.PDF

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Jenny oooley - virginia Evans

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byExpre$Publlshlng

LlberlytlouseNewGreenhamParNewburyB€rbhlro BG196HW

rel: (0044) 1635817363Fax (00/14) 1635a17463

o-mall:Inqulrles@expresspublbhlng.co.ur

hltp: //wvrw.expr6sspublishlng,co.uk

OvifginiaEv€ns

- JennyDooley.2001

D6sign& lllustration

O Express

Publishing,200l

All rightsreserved.No pad of this publication may be reproduced,

stored

photocopying

ortransmitted

inanyfom,orby

anymeans,

electronic,

orotherwise,

without

the

prior written permission

ofthePublishers,

Fhst published

2001

tsBN 1{,1325-264-3

Publlshed

inaaelevalsystem,

Conte nts

Unit1

Unit 2

Unit3

Unit4

Unit5

Unit6

Unit7

UnitI

Unil9

Unit10

Unit11

Unil12

Unlt 13

Unit14

Unit 15

Abbreviations

usedin the book

e.g.

elc

= example

= thatis

= page

- pages

= student

= students

lntroduction

to the Teacher

Reading& Wtiting Taryets1,lot learnersof Englishat Elementary

level, provides syslematic

development

of students'

readingandwritingskills.

lo betaughtin20 - 25teachlnghoursThetopics

of the units havebeencarefullyselectedto appeal to and motivatelearnersat Elementary

level.

situation,whichnot only

Eachunit beginswith a t€xt,basedon a real-lifecommunicative

readingskillsbutalsoservesasa model forthestudents'ownwittenwork

A varietyof readingskills skimming

for overall understanding,

scanning, predicting a topic

fromvisual prompts or clues,reconstructing

a text,infering,rocognisingword€quivalences,

jigsaw reading,etc areintroduced,

taughtand practised

to helplearners

read moreeffectively

inEnglish.

learnsrs' passive andactive vocabulary

andfeedthemwithideaswhichcan bo usedby leamers

thatfollowarespeciallychosen

toexpand

in theirwriting projects. Grammar

structuresarealso presented and practised

to helplearners produce

in a meaningful

conte)d

successful

pieces otwriting.

in this bookincludeInformalletters,artlcles, recipes,advertlsements,

poslcalds, film rcvlewsandstories through pictures. Usefulwllllng Tip boxeshelplearners

understand

thestructureofeach piece ofwriting.ParagraphPlansarealso provided

to give th€

to be used in classfor discussion

beforelearnerswrite theirown pieces. Teachersareadvised

guidance.These plans areintended

studentsstep-by-step

to elicit, inclass,the points which

inthek piece ofwitingandalways

lo havesomestudentscomplete

the

learnersshould include

taskorallyinclass before

lheexelcise

isassignedaswritten homework

ThePhotoFlleaection attheendoftheStudent'sBook providespictures whichstudentscan

useto decorale

theirwriting projects

forUnits2,3,6,7,9, '10 and12.

Thebook consistsof 15unitsandis planned

develops

Theexercises

Thetoxttypes presented

Unil

1 - tomily

lhs (01.4-l)

male

uncle lather

brother husband

grandfather son

cousln

Obiectlves

grandson

vocabulary:the family; jobs; simple physical

descriDtions:

numbers

Grammar: theverbtobe (present simple);

female

ihe

letb have got (present simple); personal

pronouns; possessive adjectives; the

possessive case 's; abbreviations;capatal

letterst

moher

cousrn

wile

granddaughter

daughter

aunt

sister

grandmother

fullstops; the coniunctionand

Reading:scanning Jorspecificinformation

Writing:a project on your famiv

b) (Ask S.t lo nake paits of words. Write theil

answers in a list on the board, as shown below,

Ss should copy this list in thei notebooks.)

1 (Pointout thatSsthoulc!label the people accotding

to how theyarerelatedto Carl.)

fiothet - father

aunt - uncle

sister - brother

granddaughter grandson

grandmother - grandlather

wife husband

daughter - son

2 mother

3 brolher

(CheckSs answeGby prcmptmg senlences.

e.g. T: Nunber 1 Whois she?

St: Sheis Cals slsler.)

oturty, "

individua!

ss to answer

the questions

y:i.Ex:;,f.?#'{i:::;trii;:!i"::,*

helpingwhetenecessary.

)

Affirmatlve Negative

lnterrogative

(Suggested answer)

Therearefour people in my family.I\,'lymothels

nameis Susan.lvlylathels nameis William.My

brotheis name s Neil a.1dmy sister'sname is

Tanya.

lam

you afe

Imnot

you arent

h"l

she l

Am l?

I he?

ls { she?

L it?

.snel rs

IIJ

isn't

ItJ

3 (Readeach of the statementsaloud ard ask ss to

iclentifythemas trueor false.Ss should be advlsed

to scanthe te}is quickly fot the rclevant infotmation,

@therthanrcadingfor complete undorctanding.)

in"vJ

you l aren'l

they ,

Are ,l you?

t lhey?

(Mer Ss havedoneEx.7, askthemto count frcm 1

to 100,oneafterthe other.)

21 4 F 6 F I T

3T 5 T 7 F

one

twentylhree 23

(AskindividualSsb Ake turnsin reading ponions of

the textaloudand evelainlelicitthe moaningof any

unknown vocabulary,)

twelve

nineteen

thirty-six

twentyJive 25

ten

forty-four

41b 2a 3d 4c

twenty-nine 29

fifty-eight

thetaskoralywiththeckss,explainingl

eliciting the meaningof any unknown wotds.

Explainthat cousin appliesto both malesand

females-)

STUDYTIP (p. 5)

(Prcsent the useof Thls is .,. and explainlelcit the

meaningof inkoaluce.)

1 sister

4 falher

2 (Ask

5 a) (Complete

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