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Challenges Total Teacher’s Pack Melanie Williams ã Rod Fricker KSA Edition Arab Educational Publishers Co. Maktabet Al Nashr Al Tarbawi Al Arabi Co. Jeddah 21563, P.O.Box: 52269 Kingdom of Saudi Arabia Tel: (02) 2383911 Fax: (02) 6622327 E-mail: info@aep-ksa.com Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE England and associated companies throughout the world House of Education Ltd Woodbourne Hall, P.O. Box 916, Road Town, Tortola, British Virgin Islands www.longman.co
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  Challenges Total Teacher’s Pack Melanie Williams   ã   Rod Fricker KSA Edition  Arab Educational Publishers Co. Maktabet Al Nashr Al Tarbawi Al Arabi Co.Jeddah 21563, P.O.Box: 52269Kingdom of Saudi ArabiaTel: (02) 2383911Fax: (02) 6622327E-mail: info@aep-ksa.comPearson Education Limited, Edinburgh Gate, Harlow,Essex, CM20 2JE Englandand associated companies throughout the worldHouse of Education LtdWoodbourne Hall, P.O. Box 916, Road Town,Tortola, British Virgin Islands www.longman.com© Pearson Education Limited 2007 New edition for the Kingdom of Saudi Arabia 2010All rights reserved; no part of this publication may bereproduced, 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 copyright holders.First published 2007Printed in the Kingdom of Saudi Arabia 2010Illustrated by Beehive Illustration: Adrian Barclay (pg 54, 56, 63, 75, 78); Alan Rowe (pg 70); David Woodroffe (pg 65)Cover photography by Art Directors: (tl) (Helene Rogers), (tr) Helene Rogers, (br) Trip; Bibliotheca Alexandrina: (bl). Layout by Ken Vail Graphic Design, Cambridge (kvgd.com)Prepared for publication by AMR Design Ltd (www.amrdesign.com)   3 Contents Introduction to Challenges   4Photocopiable resources by Rod Fricker  Teacher’s Notes   52 Photocopiable Activities   56Module Tests 92Module Tests Key 122Teacher development workshops by Melanie Williams    Introduction   13 Teaching teenagers   14 Classroom management   16 Discipline   18 Mixed ability/level   20 Learning styles 22 Lesson planning   24 Assessment   26 Teaching grammar   28 Teaching vocabulary   30 Teaching listening   32 Teaching speaking   34 Teaching reading   36 Teaching writing   38 Teaching pronunciation   40 Learner autonomy 1   42 Challenges Total Teacher’s Pack A unique teaching package with teacher development workshops and photocopiable resources  Learner autonomy 2   44 Crisis management 46 Indirect strategies 48 Content and language integrated learning (CLIL) 50 KSA Edition   4 CHALLENGE We first thought of the title of this book after speaking to the inspired (and inspiring) head teacher of a particular secondary school. He was talking to us about all the problems his school faced and, despite them, the many achievements of his students inside and outside the classroom. They took part in science olympiads, sporting events and many other activities. This demonstrated the kind of enthusiasm and challenge we wanted to inspire in our own material. Our definition of a challenge is a task that, while not easy to accomplish, is worthwhile and rewarding. A challenge requires patience, hard work and the ability to overcome problems. Many challenges also involve working with other people as a team to achieve goals that would be impossible to reach as an individual. For many years, in both society and education, there has been a tendency to focus on activities that give instant reward and success. However, more and more young people are taking part in challenging activities like expeditions, difficult sports and voluntary work. Even in the unlikely world of computer gaming, game designers have found that the most popular games are those that are the most difficult, hence the expression ‘hard fun’. The conclusion must be that a challenge is often fun because  it is not easy; people enjoy being stretched and challenged. CHALLENGE IN THE CLASSROOM Within the English language classroom there is one obvious challenge: learning a foreign language in a few hours a week within a school context. The challenge is there for students (and teachers) whether we like it or not. It may sometimes seem insurmountable, but if we break it down into a series of smaller tasks or ‘challenges’ it does not have to be.In Challenges , each module contains a series of grammar and skills activities and builds towards final speaking, writing and listening tasks in which students can use the language they have learnt. Because these tasks are achievable , they build students’ confidence as well as laying the foundations for communicative competence. In parallel, there are learner development activities, such as self-checks, at the end of each module that encourage students to be aware of how well they are progressing towards the greater challenge of learning English.The theme of ‘challenge’ is also present in such topics in Challenges   as overcoming disability, fighting to achieve ambitions and to survive. In addition, the stories focus on how teenage characters, at both a group and personal level, take part in challenges. The characters in the team provide positive role models for teenage students because they are doing something worthwhile and overcoming personal and group problems to achieve their goals. The story provides a springboard for education in citizenship: making students aware of their rights and responsibilities; helping others and working for the community; being a good citizen. STUDENT’S BOOKS 1, 2 and 3Organisation Challenges  has a topic-based approach because it enables students to learn about the world through English and to learn the language at the same time. Student’s Books 1 ‒ 3 are each divided into six main modules. The themes in the main modules: 1) are related to students’ own world  (e.g. friends, shopping, books, neighbours, holidays, sport)2) are cross-curricular  (e.g. science and technology, history)3) develop citizenship education  (e.g. belonging and identity, diversity, awareness of disability)4) are about other cultures around the world  (e.g. costume, performers, houses) Each of the six main modules is organised like this:1) a Get Ready   page introduces students to the topic2) the first lesson presents grammar through reading texts and gives plenty of practice 3) the second lesson develops reading, presents vocabulary and practises speaking4) the third lesson develops a story and has a major focus on speaking and listening5) some modules have  Across Cultures  lessons with reading, speaking and a project6) other modules have Your Challenge  spots with writing tasks and  Understanding Grammar   spots 7) at the end of every module there is a language check and a learner development spot INTRODUCTION TO CHALLENGES 
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