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Teacher ' s Resource Manual Internet Activities by Howard Beckerman Heartworks International, Inc., Stony Brook, New York H. DOUGLAS BROWN ANNE ALBARELLI-SIEGFRIED ALICE SAVAGE • MASOUD SHAFIEI by LORNA JOY SWAIN

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T e a c h e r ' sR e s o u r c e

M a n u a l

Internet Activities by Howard BeckermanHeartworks International, Inc., Stony Brook, New York

H. DOUGLAS BROWN

ANNE ALBARELLI-SIEGFRIEDALICE SAVAGE • MASOUD SHAFIEI

by LORNA JOY SWAIN

ii

Voyages 3, Teacher’s Resource Manual

© 2000 by Prentice Hall Regents.Addison Wesley Longman, Inc.A Pearson Education Company.All rights reserved.No part of this publication may be reproduced,stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical,photocopying, recording, or otherwise,without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Editorial director: Allen AscherProject manager: Margaret GrantDevelopment editor: Susan IannuzziDirector of design and production: Rhea BankerAssociate director of design and development: Aliza GreenblattExecutive managing editor: Linda MoserProduction manager: Ray KeatingProduction editor: Martin YuAssociate technical production manager: Steven D. GreydanusDirector of manufacturing: Patrice FraccioSenior manufacturing buyer: Edith PullmanCover design: Carmine VecchioText design: Eric DawsonRealia: Steven D. Greydanus

Reviewers: Peggy Armstrong, Kaplan Educational Services; Leslie Biaggi, Miami-Dade Community College; Melanie Blair,Catholic University of Korea; Susan Vinsinges Caesar, Korea University; Ulysses D’Aquila, City College of San Francisco; M. Sadiq Durrani, BNC Santa Cruz; Sally Gearhardt, Consultant, Santa Rosa, California; Margot Gramer, Consultant,New York; Kathy Hamilton, Elk Grove Adult Education; Peter Jarvis, New York City Board of Education; Kevin Keating,University of Arizona; Alberto Lima, Yazigi Language Schools, Brazil; Margaret Masterson, Bethune Middle School; JoAnnMiller, Universidad del Valle de Mexico; Joanne Mooney, University of Pennsylvania; Janet K. Orr, Shanghai Centre, Beijing;Cheryl Pearson, University of Houston; Randy Schaefer, Freelance Instructor, Japan; Tammy Smith-Firestone, EdgewoodLanguage Institute; Amporn Srisermbhok, Srinakharinwinot University, Thailand; M. Rita Vieira, Yazigi Language Schools,Brazil

ISBN 0-13-096607-X

1 2 3 4 5 6 7 8 9 10—WC—05 04 03 02 01 00

UNIT 1 Lesson 1 Let’s keep in touch! 1Lesson 2 I have something to tell you! 5Lesson 3 The Colorful Years 9

UNIT 2 Lesson 1 Let’s get to know each other. 15Lesson 2 Nice to meet you, Mr. Robinson. 19Lesson 3 When Home Is a World Away 23

UNIT 3 Lesson 1 Across Generations 29Lesson 2 A Woman of Science 33Lesson 3 Nelson Mandela 37

UNIT 4 Lesson 1 Anatomy of an Illness 43Lesson 2 He said, “It’s just indigestion.” 47Lesson 3 Guaranteed: Instant Relief 51

UNIT 5 Lesson 1 Reverse Culture Shock 57Lesson 2 It was good to hear from Yon Mi, wasn’t it? 61Lesson 3 The Quality of Life 65

UNIT 6 Lesson 1 They think she’s too young. 71Lesson 2 Matchmaking around the World 74Lesson 3 East meets West. 78

UNIT 7 Lesson 1 All in a Day’s Work 83Lesson 2 Nine to Five 87Lesson 3 The Moneymakers 91

UNIT 8 Lesson 1 Pablo Takes the Road Test 97Lesson 2 Fender Bender 102Lesson 3 Teen Driving and Safety on the Road 106

UNIT 9 Lesson 1 Trying to Keep a Budget 111Lesson 2 Wants vs. Needs 115Lesson 3 The Lure of Advertising 119

UNIT 10 Lesson 1 Having a Good Time 125Lesson 2 Let’s go somewhere romantic. 129Lesson 3 But the journey has just started. 133

Tapescripts T139

ContentsContents

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Unit Topics Functions

Moving on to New ExperiencesMoving on to another class and a newteacher; goodbyes; remembering good times;life decisions; daily routine; comparing cul-tures; lifestyles; comparing education sys-tems

Talking about things that happened in the past; ending a conversationappropriately; talking about future plans; expressing obligation; indi-cating necessity; expressing hope; discussing cross-cultural experiences;comparing and contrasting lifestyles across cultures; asking for anopinion; giving an opinion

Meeting New Friends and AcquaintancesMeeting new classmates; beginning classesin a new program/in a new country; gettingacquainted; appropriate classroom behavior;cultural differences

Exchanging information about personal history; talking about oneself andone’s experiences; expressing understanding or lack of understanding;clarifying information; introducing oneself and others in a group; askingand talking about class rules and regulations; describing appropriateclassroom behavior; discussing cultural adaptation; expressing conclu-sions

Changing TimesThe Generation Gap; four differentgenerations in the U.S.; “the good old days;”changing times; contributions of senior citi-zens; traditionally male/female roles; personalgoals; Nelson Mandela; goals/heros

Confirming information; talking about the past; expressing one’s opin-ions; expressing goals; writing a letter defending one’s opinion; identi-fying the main idea; reading for specific information; arranging events inchronological order; writing a definition of a hero

Illness and HealthIllness and treatment; schedules; journals;emergency care; a hospital bill; warnings onmedicine labels; health insurance

Describing a sequence of events in the past; writing a journal entry;asking for and giving reasons; discussing a visit to an emergency room;reporting direct speech; understanding a hospital bill; demonstratingunderstanding of medicine labels; discussing health insurance and how itworks; scanning for specific information; discussing the relationshipbetween lifestyle and health

Change for the BetterCulture shock and reverse culture shock;young people in the United States; the sub-urbs and the city; likes and dislikes

Discussing cross-cultural experiences; talking about ongoing experiences;making inferences; asking for and giving an opinion; using time expres-sions; stating one’s opinion about information from a survey; reading forspecific information; expressing observations about the surroundings andthe environment; giving an opinion about an issue; asking for and givinga reason

Love and MarriageRelationships and marriage; personal ads;emotions; matchmaking; marriage customs;stages of marriage

Discussing relationships and marriage; expressing agreement and dis-agreement; giving reasons; describing emotions; comparing dating andmarriage customs in different countries; expressing preferences; talkingabout feelings and emotions; expressing similarities and differences;expressing results

The Job MarketplacePart-time jobs related to future careers; jobduties and responsibilities; work environmentpreferences; comparing wages; evaluatingjobs

Giving advice; expressing obligation; discussing job searches; makingsuggestions; identifying personal skills and abilities; interpreting a bargraph; interpreting information on a pay stub; discussing advantages anddisadvantages of job

Road SafetyRoad test for a driver’s license; traffic safety;traffic signs; accident prevention; transporta-tion expenses

Interpreting driving regulations; identifying traffic signs; giving adviceabout road safety; describing an accident to the police; calling for roadassistance; filling in information on a form; expressing and acceptingapologies; reading and interpreting information in a bar graph; givingadvice; giving one’s opinions; comparing solutions

Confronting Everyday RealitiesKeeping a budget; saving money; lifestylechoices; goals for the future; advertisements

Describing problems and their solutions; making suggestions; calculatingpercentages; filling in missing information on a billing statement; offeringsolutions and suggestions; drawing conclusions; describing feelings;reading and understanding the fine print in ads; comparing products;making polite requests

Following a DreamSports and recreation; vacations; personalexperiences; plans for the future

Discussing recreational activities; offering suggestions and advice;expressing enthusiasm; expressing fatigue; brainstorming possible solu-tions to a problem; talking about vacation plans; talking about possibili-ties; talking about past opportunities; talking about past abilities; givingan excuse; talking about learning from past experiences; writing andtalking about future plans; writing and delivering a speech

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Grammmar andPronunciation

Communication SkillsLISTENING AND SPEAKING READING AND WRITING

• Simple past: regular/irregular verbs • Past continuous and simple past• Future tense, will and be going to• Necessity: must, don’t have to• Hope + future clauses• Additions with too, not either, and but• Contractions with will

Listen for details; describe a recent experience; listenand take notes; end a conversation appropriately;discuss making important decisions; put tasks in log-ical order; discuss schedules; express opinions; inter-view a partner and take notes

Read an article for details; guessmeaning from context; write a note;fill in a questionnaire; set up a per-sonal journal

• Modals: can, may, should, ought to,must, must not

• Present perfect with since, for• Stress in questions and answers with

can/can’t

Listen to a conversation for details; listen, take notes,and compare information; give instructions; expressunderstanding or lack of understanding; describe anembarrassing situation; make introductions; expressagreement or disagreement; listen to/role play arequest for assistance in a problem situation

Write a paragraph describing agood English teacher; write a dia-logue for a role-play; make infer-ences and draw conclusions aboutpictures; make and post a list ofhelpful classroom behaviors

• Present perfect tag questions • used to• Comparison of adjectives and adverbs• Wh- questions• Tag questions: rising–falling vs. rising

intonation)

Check for confirmation; elicit agreeing and dis-agreeing responses by asking tag questions; ask forand give opinions; listen for chronological order; dis-cuss a word definition

Read for specific information;determine the meaning of newvocabulary from context; identifymain ideas; make inferences; writean opinion letter; write a definition;write a biographical paragraph

• Complex sentences with time clauses• Cause/effect• Direct speech• Comparisons with as/not as

Ask for and give reasons for certain procedures;interview a classmate; report the actual wordssomeone said; listen for specific details in a phonecall; make recommendations

Understand charges on a bill;understand medicine labels;scan for specific information; writea journal entry; make a list of rec-ommendations

• Present perfect continuous; affirmative,interrogative, and negative • Passivevoice; affirmative and interrogative

• Sense/Perception Verbs + Adjective• Present continuous vs. Simple present • Sentence stress and rhythm

Discuss the meaning of new terms; listen to detailsand make conclusions; give an oral presentation inclass; express opinions based on a written text; stateadvantages and disadvantages; give reasons for likesand dislikes; conduct an opinion survey

Read for specific information; makeinferences; support opinions withexamples from a written text; writea journal entry

• State verbs • Adjective/Noun• Prepositional phrase: because of; com-

plex sentence: because• Would rather, would prefer• Compound sentences with and, but

and so •Contractions with would rather

Listen and express opinions based on the listening;compare marriage customs; express preferences

Read the personals; write a per-sonal ad; read for details; makeinferences; paraphrase information;make conclusions based on specificdetails

• Unreal conditions in the present/future• Modals: be supposed to (questions and

statements)• Too/ very/ enough • Verb + gerund• Contractions with would

Listen and express opinions based on the listening;respond to difficult situations; listen for specificdetails and make inferences; give advice

Understand words from context;read and write an ad; make infer-ences; interpret a bar graph; readfor main ideas and supportingdetails; interpret information on apay stub; prioritize a list

• Had better• Gerund as subject • Gerund after preposition• Questions with How• It is + adjective + infinitive• Syllable shift

Listen for details; give advice; describe a personalexperience; listen and role play a similar situation

Interpret driving regulations; identifytraffic signs; fill in information on aform; read and make conclusions;interpret information from a bargraph; read and infer the main idea

• If clauses with modals • Participial adjectives • Verb + infinitive • Comparison of nouns • Modals: requests• Intonation

Describe problems and their solutions; offer solu-tions and suggestions; discuss the meaning of newexpressions; listen for specific details (numbers) anddraw conclusions; compare products; make politerequests; role play a situation

Calculate percentages and charges;read ads and understand the fineprint; write a television ad

• Real conditions in the present• Modals: may/might; was/were able

to/could• Gerund as subject• Complex clauses• -ing (pronunciation)

Listen for details; role play a problem situation;brainstorm possible solutions to a problem; talkabout possibilities; role play giving an excuse; talkabout future plans; deliver a speech

Brainstorm meanings of unfamiliarvocabulary/determine meanings inpicture contexts; read travel ads forspecific details; write short dialogs;write about future plans; write aspeech

vi Introduction

Welcome to VOYAGES. This five-level course givesadult and young-adult learners a comprehensive setof communication skills in the English language.Throughout each level, language is natural andauthentic, and contextualized in lively, interestingsituations with which your students can easilyidentify. The lessons in VOYAGES presuppose thatits users are motivated by factors typical of adults,making the series appropriate for students who arehigh school age and older. Each lesson challengesstudents by capitalizing on what they know or havelearned, and by encouraging them to stretch just alittle beyond their current stage of languagedevelopment. With each new step, students aregiven a firm grammatical basis on which to buildtheir communication skills.

THE COMPONENTS OF VOYAGES

Each of the five levels of VOYAGES includes fourcomponents to make your students’ learningexperience interesting and successful.

1. The Student Books consist of ten units each. Eachunit is divided into three separate lessons. Lessons1 and 2 introduce new language through dialogs,readings, conversation practice, and task-basedactivities. Grammar is treated inductively asstudents first use new structures to complete simplecommunication tasks, and subsequently have theirattention drawn to those structures. Lesson 3integrates and expands the functions and structurestaught in Lessons 1 and 2, and directs the studentstoward a more personalized use of English. At theend of each unit all grammar, vocabulary, andcommunication skills are summarized. Each levelprovides enough activities for approximately sixtyclass sessions of 50 minutes each. The material canbe extended to ninety class sessions by usingcorresponding Workbook exercises and activitiessuggested in the Teacher’s Resource Manuals.

One of the innovative features of VOYAGES is aseries of exercises called “Strategies for Success,”found at the end of each unit in Books 1 through 4.These sections are designed to encourage students to

• do something on their own, beyond theclassroom, to improve their skills;

• become aware of some of the techniques thatsuccessful language learners have used toachieve their highest potential;

• work with another student, a learning partner,in a cooperative venture to practice English andreflect on their learning; and

• write entries in a personal journal to reinforcetheir English skills, and, starting in Book 2, toreflect on their learning styles, their strategyuse, and their progress in English.

Your encouragement and guidance of yourstudents is an important factor in making the“Strategies for Success” exercises doable andpractical. Research has found that if students aresimply told to do these exercises if they want to,only a very small number of students will do so.So what is needed is your conviction that

• students can gain significantly from performingself-help exercises outside the classroom;

• making some effort on their own—without theteacher there for every step—develops students’autonomy and pride in their accomplishments;

• doing the exercises in a low-risk setting with alearning partner will increase their motivationto learn English;

• writing in a personal journal helps to reinforcelanguage skills.

In other words, if you convey your own positiveoutlook on strategy training and help yourstudents to get started, they will be interested andchallenged to perform the exercises.

2. The Teacher’s Resource Manuals provide clearprocedures for teaching each page of the StudentBook. First, an overview lists the topics, grammar,and communication skills covered in each unit.Then, step-by-step instructions for deliveringclassroom lessons are given. Also included areexplanations of grammar points, pronunciationpointers, information on cultural topics, tapescripts,answers for each exercise, optional activities forfurther practice, and specific suggestions forimplementing the “Strategies for Success” modules.

Each Teacher’s Manual for levels 1–4 includes a set oftests: one mid-term (covering units 1–5) and one

Introduction

viiIntroduction

final (covering units 1–10). Each test is accompaniedby directions to the teacher for administration andscoring. A unique feature of the Student Placementand Evaluation Test is that it includes sections onspontaneous oral and written production.

The Teacher’s Resource Manuals are designed so thatteachers new to the field will find all the informationthey need to become immediately successful in theclassroom. More experienced teachers will find awealth of suggestions to add to their repertoires.

3. The Workbooks include a variety of exercises tobe used either for homework or for extraclassroom practice. The exercises strengthen thestudents’ competence in English and provideadditional interest and motivation. The answers tothe Workbook exercises are provided at the end ofeach unit of the Teacher’s Resource Manual.

4. The Audio Programs contain recordings ofdialogs, listening-comprehension exercises, andother exercises for which hearing examples andmodels can enhance students’ learning. Exercisesare recorded at normal conversational speed, usinga variety of native speakers of English, so thatstudents can build their listening skills and practicecorrect pronunciation. Recorded exercises areindicated in the Student Book with a symbol.

5. The Companion Website is an online feature new tothe VOYAGES program. Ten online unitsaccompany the Student Book. Each unit consists ofclearly stated activity “Objectives”; “Web” activitiesthat facilitate exploration of unit themes within amultisensory learning environment; “E-mail”activities that prompt students to “talk”about unitthemes by corresponding to a pen pal, encouragingstudents to use unit vocabulary and grammaticalstructures in a meaningful context; “Grammar”activities that feature instant scoring and feedbackso students will recognize their strengths andweaknesses immediately. The site also features a“Teacher Notes” section, which includes Vocabulary,Wrap Up, and Putting It Together sections, andadditional links to help facilitate student learning.The entire Teacher’s Resource Manual is availableonline for download. Navigating through thewebsite is simplified through easily identifiedbuttons. The “Preferences” button helps to managestudent performance by having students e-mail allof their answers to the teacher and to themselves forfollow-up activities. The “Help” button providessupport to the companion website. The “Feedback”

button allows for better maintenance of the sitethrough teachers’ and students’ feedback. Onlineactivities are indicated in the Student Book with a

symbol.

FEATURES OF THE VOYAGESSTUDENT BOOK

Each lesson opens with an attractive illustrationand a presentation of an authentic conversation orreading.

• Exercises provide students with varied,interesting tasks that are authentic, creative, andinteractive.

• New vocabulary in the unit is systematicallypracticed in a section called “Word Bag.”

• Sections called “Hear It. Say It.” focus onpronunciation.

• Special new sections labeled “Strategies forSuccess” show students how to use learningstrategies outside the classroom.

• Another new feature, an “Online” section,introduces students to simple Internet activities.

• Sprinkled through the units are various culturalnotes and information pieces.

• The “Wrap Up” exercise is a personalizedactivity that culminates each unit.

• Two new self-check sections at the end of eachunit help students to evaluate their learning(“Checkpoint”) and to think about theirlearning modalities (“Learning Preferences”).

• Summary pages at the very end of each unitsummarize the vocabulary, grammar, andcommunication skills covered in that unit.

FEATURES OF THE VOYAGESTEACHER’S RESOURCE MANUAL

• A Unit Overview listing (a) topics, grammar, andcommunication skills and (b) skills standardsusing CASAS and SCANS competencies.

• Step-by-step, explicit instructions for takingstudents through each exercise.

• An Answer Key for each exercise.

• Tapescripts for all audiotaped material.

• Answers to Workbook exercises.

viii Introduction

• All the materials for the mid-term test (see Unit 5)and for the final test (see Unit 10). These include:

(a) photocopy-ready student test pages

(b) complete directions for administration

(c) tapescripts for listening comprehensionsections

(d) instructions for scoring and a scoringsummary sheet

(e) answer sheets and answer keys.

BACKGROUND ON SCANS AND

CASAS

The SCANS and CASAS skill standards are careerand vocational goals advocated by the federalgovernment and by the State of California to preparestudents for the demands and challenges of theworkplace. These skills standards constitute aprogressive series of levels of proficiency in languageand communicative functions, as well as a generalintroduction to the technological and interpersonaldemands of the international workplace.

In 1990 the Secretary of Labor appointed a groupcalled the Secretary’s Commission on AchievingNecessary Skills (SCANS) to determine the skillspeople need to succeed. The commission wascomposed of 30 representatives of education,business, labor, and state government. It wascharged with defining a common core of skillsthat constitute job readiness in the currenteconomic environment.

Under separate auspices, the State of Californiaappointed an advisory committee in 1983 to helpimprove education in its primary and secondaryschool system. In 1988 the state superintendent ofpublic instruction broadened the scope of thisinitiative, appointing an adult education advisorycommittee as well. Their report, entitled AdultEducation for the 21st Century: Strategic Plan to MeetCalifornia’s Long-Term Adult Education Needs, extendsCalifornia’s educational mandates to include ESLprograms for adults. The criteria in the Strategic Planform the foundation of English-as-a-second-languageModel Standards for Adult Education Programs.

The Comprehensive Adult Student AssessmentSystem (CASAS) is a widely used system forassessing adult basic skills within a functionalcontext. It has been approved and validated by the

U.S. Department of Education in the area of adultliteracy. CASAS provides a framework forimplementing quality programs with a built-instandardized accountability system for reportingresults. The assessment, training, and evaluationare based on the critical competencies and skillareas required for success in the workplace,community, and family.

Each VOYAGES Teacher’s Resource Manual displaysa Skill Standards Overview at the beginning ofevery unit so that educators and administratorscan determine at a glance which competencies andskill standards are addressed within a particularunit of the Student Book.

THE VOYAGES APPROACH

VOYAGES features the best of what has come to beknown as “communicative language teaching,”including recent developments in creatinginteractive, learner-centered classrooms. VOYAGESprovides students with natural, meaningfulcontexts in which to practice the communicativefunctions of the language. As such, it emphasizesthe internalization of language structures andfunctions through practice in using the languagefrom the very first day. VOYAGES deemphasizesthe use of grammar rule memorization,overlearning, translation, and teacher-centeredactivities. When grammar practice and explanationsoccur, they are kept simple and are alwaysembedded in real, communicative contexts.

VOYAGES emphasizes practice in all fourlanguage skills. In the process of helping studentsto acquire their new language, the teacher acts as afacilitator and guide in a student-centeredclassroom. The ultimate goal of this series is toprovide students with the fluency needed to useEnglish in unrehearsed situations outside theclassroom. How is this goal achieved?

1. By presenting language in meaningful,communicative, and functional contexts

VOYAGES emphasizes using language functionsin meaningful, communicative contexts and notusing individual structures, forms, or sounds inisolation. Dialogs are used not for rotememorization, but for adaptation to pair andsmall-group work. And rather than focusing on

ixIntroduction

mastery through memorization, “overlearning,”and drilling, VOYAGES places emphasis onstudents’ attempts to communicate spontaneously,even if those attempts have errors in them.Students are encouraged to take risks and to use atrial-and-error approach as they try out their newlanguage. Class work is learner-directed so thatstudents gain confidence and eventually attainfluency and accuracy in the language.

Grammatical structures have their place inVOYAGES too, but not as isolated patterns foranalysis and rule memorization. Instead, allstructures are taught within a functional andcommunicative context. As students progressthrough units that are grammatically sequenced,they practice functional language that enablesthem to accomplish specific communication goals.In this way, students have a chance to use thelanguage at the same time as they learn about itsstructures and functions.

Each unit helps students do things with thelanguage they are learning—to use the naturalfunctions of language in familiar, meaningfulcontexts. For example, they may learn to greetsomeone (“Hello. How are you?”), to ask forinformation (“What time is it?”), to make asuggestion (“Let’s go to a movie tonight”), to givean opinion (“I think he’s happy because he doesn’thave to get up early”), and so on.

VOYAGES provides a wide range of opportunitiesfor English language practice. This is achievedthrough student/teacher interaction and a great dealof pair and small-group work in which studentsexpand on structural and functional models andthus gradually learn to express themselves creatively.

2. By encouraging the integration of allfour language skills

Certain language teaching methods defer teachingreading and writing until speech is mastered.VOYAGES advocates the use of all four languageskills—listening, speaking, reading, and writing—from the very first lesson. Each unit includesactivities in each of these skills areas. Emphasis isplaced on listening activities as one of the mainsources of comprehensible input for the student;therefore, tape recordings and tapescripts withmeaningful and communicative contexts areprovided for every lesson. The naturalinterrelationship of the four skills is exploited and

developed. For example, a spoken answer followsa spoken question, a written response may followthe reading of a letter, and so on.

3. By focusing on student-centeredlearning with the teacher as facilitator

VOYAGES encourages teachers to be more thefacilitators of the students’ language acquisitionprocess and less the directors of a language class—to be less directive, but no less effective. Thismeans motivating students to grasp the languagethrough their own involvement in a meaningfuland communicative process, which necessarilyinvolves risk-taking and trial and error.

VOYAGES is a student-centered series; it focuses onstudent “ownership” of the English they arelearning from the very first lesson. Once studentshave been initially exposed to correct languagemodels, they are expected to take the lead in usingthem. For example, in the Teacher’s Resource Manual,the students, not the teacher, ask the questions,write the answers on the board, give the dictations,and so on. Exercise instructions frequently specifythat students work in pairs or small groups notonly to practice a given conversation pattern butalso to expand on it creatively. The teacher’s role isgenerally that of a facilitator and monitor of thelanguage learning and acquisition process. Ofcourse, you are expected to be in charge of theoverall syllabus and how it flows, but you need notdirect all the activities at all times.

Above all, VOYAGES encourages students tocommunicate creatively. Lesson 3 of every unit hasstudent-centered activities that motivate thestudents to integrate and apply in an originalmanner the skills and content they’ve learned inLessons 1 and 2. For example, exercises havestudents “Write a postcard . . . ,” “Interview aclassmate . . . ,” and so on.

4. By assigning a secondary role tostructural information and a minor roleto translation

In Getting Started, structural (communicative)information is summarized at the end of each unitbecause research has demonstrated that studentsshould first receive meaningful and communicativepractice in the target language. Translation ofvocabulary items or whole phrases and structuresinto a student’s native language should be resortedto only if other means, such as paraphrasing,

x Introduction

gesturing, and using visuals and diagrams, havefailed to get the message across. In this way, studentswon’t come to depend on their native language as acrutch. Research shows that frequent or excessivetranslation can markedly slow students’ progress.

GUIDELINES AND SUGGESTIONS FOR

USING VOYAGES

The following are some guidelines and suggestionsfor using VOYAGES by skill area, with additionalnotes on grammar and vocabulary. More specifictips on classroom activities in all of these areas areprovided in the Teacher’s Resource Manuals.

Listening

All of the listening activities in VOYAGES arerecorded on cassette, with tapescripts in theTeacher’s Resource Manual. As a general rule, usethe following procedure for listening exercises.

1. Preview the context of the listening exercise bydiscussing where the conversation takes place,who the speakers are, and the purpose of theconversation. You might write new vocabularyitems on the board and check to see if yourstudents understand them. It is important, though,to remind students that the usual goal of alistening activity is to remember not the specificwords or structures, but the main idea(s).

2. Make sure that students know exactly whatthey are expected to listen for: grammatical cues,particular vocabulary items, specific information,overall meaning, or all of these? Before you begin,be sure to give students an opportunity to ask youany questions about the exercise.

3. Play the cassette or read the tapescript (in anormal, conversational tone) as many times asyou think necessary. Students often gain“comprehension confidence” through repetitionof material.

4. Allow the students time to give their responsesto a listening activity. The recordings leave amplepauses for this purpose. Students respond bywriting the answers in their books, on separatepaper, or on the board, or by answering orally.

5. Sometimes it’s necessary to play the cassette orread the tapescript one more time after studentshave completed all aspects of the exercise. In thisway, students can check or verify their answers.

Speaking

There are many different kinds of speakingactivities in VOYAGES. They range from choralrepetition and other forms of teacher-studentpractice, to student-student practice, to free,creative conversation. In each case, the Teacher’sResource Manual provides detailed suggestions onhow to proceed.

As a rule, follow these general guidelines for allspeaking activities.

1. Make sure your students understand whatthey are saying. This means that you may need topreview vocabulary, grammar, or context cues. Insome cases, students will be practicing phraseswhose component parts they may not completelyunderstand. For example, in Unit 1, Lesson 1, theyare taught to use “How are you?” as a formula,without necessarily understanding questionformation or verb inversion. At the beginning ofthe book, the main thing is that they understandwhat they are asking when they say “How areyou?” One way of ensuring that they understandmeaning is to allow for or provide a nativelanguage translation of the question.

2. Know how and when (if at all) to correctpronunciation and grammar errors. You do notneed to correct every single error that a studentmakes. If you overcorrect, your students willbecome discouraged and will stop trying to makean effort to speak; if you undercorrect, they maylearn incorrect forms of language. Your job is tofind the optimal point in between. Here are somepoints to bear in mind.

Focus on errors that affect meaning, not on those thatonly affect form. For example, a student whopronounces the word that so that it sounds like “dat”will still be perfectly understood when he or shesays, “Dat’s all right.” Likewise, a student who says,“They always walks home from school” will beperfectly understood. Research shows that mosterrors of this type are eliminated by the student overtime through natural exposure to the correct forms.

Give students a chance to discover and correcttheir own errors. For example, if a student says“Eats good” for “It’s good,” you might say,“You’ve made a slight mistake. Try it again.” If thestudent still can’t discover the error, then simplypoint it out for him or her by saying “What’sgood? Tell me again.”

xiIntroduction

Never stop a student in mid-conversation tocorrect an error; instead, repeat or rephrasecorrectly what the student has said. For example,if the student says, “I need a pain to fry this,” youmight say, “Right! A pan is just what you need.”

3. Pronunciation is specifically addressed in eachunit in sections labeled “See It. Hear It.” Explicitdirections for teaching these pronunciationexercises are given in the Teacher’s ResourceManual. Here are some general guidelines forteaching pronunciation.

• Pronunciation is a psychomotor skill, sostudents need plenty of practice to improvetheir pronunciation. Don’t be afraid to havethem do this practice in the form of drills, bothchoral and individual. But keep these drills“short and sweet”—if they go on too long,pronunciation exercises become boring!

• Feel free to use the audiotape for pronunciationexercises. Even if your own English is verygood, it gives students another voice to listen to.

• Some students might be afraid to speak out anddo pronunciation exercises. You will need toencourage these students and praise them evenfor little attempts to speak. Don’t ever scold ormake them feel ashamed of their ownpronunciation.

• You can do little unplanned pronunciation drills(for just a few seconds at a time) when anEnglish sound or an intonation, stress, orrhythm pattern needs to be worked on. Don’tsave all your pronunciation teaching for the“Hear It. Say It.” sections.

• Finally, remember that 99 out of 100 adultlearners of English will retain a bit of an accenteven when they become “advanced” learners.So, ultimately your students’ goal inpronunciation should be clear, comprehensiblearticulation, even if a little of their own accentstill remains. In this day of internationalvarieties of English, there are many differentacceptable standards of pronunciation.

Reading

Reading is an important part of communication ina new language. Through reading, studentsreceive language input in the form of vocabularyand grammar. They are able to use the new wordsand structures thus acquired when they speak,

listen, and write. In this series, readings arefrequently combined with listening exercises:students read along in their books as the teacherplays a cassette or reads a passage aloud.

Once students have learned the alphabet and basicsound-symbol relationships, learning to readmeans learning to comprehend increasingly morecomplex structures and new vocabulary. Thereadings gradually increase in length andcomplexity from book to book. They range, forexample, from single words and phrases on a sign,to postcard messages, to newspaper articles.

Here are some guidelines and suggestions forconducting reading activities.

1. Help students use pre-reading techniques, suchas making predictions about what they are about toread, guessing at main ideas and unknown wordsand phrases, and mapping out the ideas in graphicform. Where appropriate, summarize the passagefor the students before they actually read it.

2. Have students relate the main idea and othertopics in the reading to their own experiences andsurroundings.

3. Emphasize that students should read byphrases and larger word groups rather than justword by word.

4. Discourage students from looking up everynew word in their dictionaries. Instead teach themhow to get the meaning from the surroundingcontext. Other ways of providing meanings arethrough visuals, gestures, and realia, or throughpeer information exchanges. You can also rephraseunknown concepts in more familiar terms.

5. Show students how to scan reading passagesfor specific information and how to skim forgeneral or main ideas.

6. Explain that different reading passages mayrequire different reading strategies. For example,reading a sequence of information, such as arecipe, requires slower reading than scanning ashort letter.

Writing

This series leads students from the early stages ofmechanical writing to the expression of their ownideas on paper. Writing activities include copying,

xii Introduction

filling in blanks, dictations, sentence transformations,answering questions, and controlled-to-freeparagraph writing. Many of the writing exercises arelinked to listening tasks—students write down partsof conversations or discourses that they hear.

Bear in mind these points when you teach writing.

1. During the early stages of writing practice,provide a standard model of cursive writing forthe students to imitate. If all class members shapeand connect their letters in a similar fashion, it willbe easy for you to recognize and correct theirwork and for them to read each other’s writing.

2. When students are expected to write based ona spoken stimulus, make sure that what they hearis audible and repeated until everyone has hadample opportunity to complete the exercise.

3. When students are required to produce words,phrases, or sentences in written form, provideexamples on the board and answer any questionsthey may have about the process.

4. Model and help students identify key elementsused in writing sentences and paragraphs, such assentence subject + verb + object, the paragraphtopic, and supporting sentences. Make sure thatstudents include these key elements when theywrite their own sentences and paragraphs.

5. Encourage students to write on their own.Have them keep separate notebooks or journals inwhich they can write down new words, events,ideas, or questions as they arise. Students’ entriescan include the following:

• Lists of new words and idiomatic expressions.When students encounter items whosemeanings they don’t know, they can jot themdown and then search for the definitions, eitherby asking someone who knows (the teacher) orby looking in a dictionary. Then they can writedown the definitions for later study or reference.

• Simple descriptions. Students can write downtheir personal descriptions of objects, people,scenes, and events they encounter.

• Diary entries. On a daily basis, students canrecord events, for example, something they doto improve their English. (This should probablybe an event other than the usual English class.)They can also record their feelings, for example,about learning English.

6. As students begin to write actual discourse,guide them through a pre-writing stage. Forexample:

• Discuss the topic to be written about. Includebrainstorming to generate ideas about the topic.

• Gather visuals and other information about thetopic from sources such as magazines orencyclopedias.

• If possible, read over a model of the topic withthem. For example, if they are supposed towrite a paragraph describing someone, read adescription of a famous person from amagazine or encyclopedia.

• Have students take notes about the topic. Thenhelp them plan and write an outline of thediscourse.

7. Point out to students that risk-taking and trialand error are important in the writing process, justas they are in speaking. Have them write draftsthat focus on ideas rather than on the languageitself. Remind them that at this stage they shouldnot worry about being perfect in grammar,spelling, or punctuation. For input in the revisingprocess, have them share their drafts with eachother and with you. Be careful not to overcorrect.Follow the same general principles for correctingstudents’ errors as mentioned earlier in Speaking.

Grammar

In this series, grammar has an ancillary orsubordinate role to the communicative functionsof language. As the students progress throughunits that are grammatically sequenced, they areactually practicing functional language thatenables them to accomplish specificcommunication goals. Grammar is not the primarygoal; communication is. Of course, grammar playsa necessary part in achieving that goal. Studentsabsorb grammatical principles inductively.Conscious attention to grammatical forms comesonly after students have practiced these forms in ameaningful or communicative context.

Some points to bear in mind:

• It is important to point out to your students thatin this program rule memorization is notimportant and that their ability to applygrammar rules will come automatically as theypractice communicating in English.

xiiiIntroduction

• Avoid using a lot of grammatical terminology. Afew useful labels for students to know afterthey have practiced certain forms are termssuch as “sentence,” “phrase,” “subject,”“object,” and “noun.”

• If you do give grammatical explanations, usesimple charts or boxes to illustrate a givenpoint. Feel free to use the students’ nativelanguage to explain grammar.

• Do not test students on their ability to verbalizerules; test them, rather, on their use of thelanguage to express meaning and tocommunicate.

Vocabulary

The acquisition of vocabulary is a key to languagedevelopment. Knowing the meanings of wordsenables students to attempt and succeed atcommunicating ideas. Vocabulary is the key tocommunication when we speak, listen, read, orwrite. All exercises and activities in the series focuson students’ recognition and production ofvocabulary. Through reading and listeningactivities, students acquire receptive vocabulary.Through speaking, writing, and grammar activities,they learn to use vocabulary productively.

Here are some suggestions and guidelines forteaching vocabulary.

• Discourage your students from memorizing listsof isolated and unrelated words. Rather, havethem practice new words in meaningful contexts.

• Don’t teach each and every word in a lesson;encourage students to guess the meanings ofunknown words or to try to determine themeanings from the surrounding context.

• Explain unknown words with words alreadyunderstood by the students or with gestures,mime, realia, and visuals such as photos,pictures, graphics, and diagrams.

• Allow students to consult with peers tocompare and share word meanings.

• At this point, have students use dictionaries forword meanings they still don’t know.

• For terms students still do not understand,allow for native language translation.

• For at-home and in-class study and reference,have students keep written logs and makeaudiotapes of new words and their definitions.

• As suggested in the Teacher’s Resource Manual,play vocabulary games with your students.Crossword puzzles, Hangman, and other gamesare enjoyable activities for learning vocabulary.

• Test students’ knowledge of and ability to usevocabulary only within a context. For example,don’t simply have them match unrelated wordswith definitions or write definitions forunrelated words.

Internet Skills

Using the Internet is a skill that needs to belearned in today’s technological society. Englishstudents greatly benefit from this multisensoryenvironment, especially with the use of the Weband e-mail. The VOYAGES Companion Websiteprovides unit-specific, student-directed activitiesthat will propel them into using the Englishlanguage. Although it is possible for students towork independently on the activities, all of theactivities are designed for supervised work.

Managing student work is accomplished with the“Preferences” option. When clicking on the“Preferences” button, students have the option toselect people to whom their completedassignments will be mailed, i.e., the teacher andthemselves. It is most efficient for students to sendtheir grammar answers to you, and their e-mailand Web answers to themselves.

Grading student work is done differently amongthe three types of activities. The Web activitiesinvolve many open-ended answers, soassignments are designed to be concluded with awrap-up discussion and a culminating activity;both are provided in the “Teacher Notes” sectionof each unit. Student participation is stressed. E-mail activities are best managed by havingstudents create a portfolio of their messages.Create grading criteria for your students’ work,and make those standards clear to them. Meetregularly with students to review their progress.Students will be graded against their own pastwork, rather than against the work of theirclassmates. Grammar activities are scored onlineand students are encouraged to go back to the unitwhen they answer incorrectly.

Prior to initiating student activities, familiarizeyourself with the Companion Website. All of theInternet activities and the Teacher Notes are online

and can be accessed using the Prentice Hall URLhttp://www.prenhall.com/brown_activities. Helpis provided online.

Once you feel comfortable with the companionwebsite, conduct an online orientation for studentsto learn how to navigate the website. Provideinstruction on how to use e-mail and the Web, andintroduce necessary Internet vocabulary (See Unit1 online Teacher Notes).

During the orientation, have students choose theirassignment preferences by clicking on thePreferences button.

Here are some tips for integrating the onlineactivities into your classroom.

1. Review the lesson objectives and directions withstudents prior to each unit activity. Upon

completion of the online activities, students mustsend their work to their chosen preferences.

2. Conclude the online activities by reviewingstudent answers and discussing any concerns as aclass. Answers should also be written on theboard. Tie the discussion to and follow up withthe “Putting It Together” activity.

Exploring a new language is an exciting journeyfor students and teacher alike. Best wishes to youand your students as you open up for them newvistas of meaning and understanding in theirlinguistic voyages to effective communicationacross international borders.

Introductionxiv

Pronunciation Guide xv

Key to Pronunciation

PHONETIC SYMBOLS

STRESS AND INTONATION

Statement: Hello. My name’s Tony.

Yes/No question: Are you a new student?

Information question: Where are you from?

Statement with emphasis: That’s right!

Consonants

/p/ pen lamp

/b/ bag job

/t/ teacher light

/d/ do bed

/k/ clock talk

/g/ go egg

/f/ fix off

/v/ very live

/†/ thank bath

/ð/ the together

/s/ sit false

/z/ zip please

/�/ show wash

/�/ pleasure beige

/�/ chair watch

/�/ jacket age

/l/ light fall

/r/ room for

/m/ man home

/n/ news clean

/ŋ/ spring

/w/ we

/y/ you million

/h/ hand

Vowels

/i/ be street

// in big

/e/ age space

/ε/ desk bread

/æ/ add fast

/ë/ but rug

/a/ clock father

/u/ you school

/υ/ book would

/o/ coat code

/ɔ/ bought long

/ai/ smile nice

/oi/ boy oil

/au/ town out

Pronunciation Guide

Pronunciation Guidexvi

First Names

Alice ælës

Ana ænëBetty bεti

Danielle dænyεl

David dévdElaine ilén

Elizabeth εlzëb†Gina �ínëGreg greg

Hamid hæmdHan han

Heidi háidi

Henry hεnri

Ivan áivën

Jacques �ak

Jerry �εri

Jim �mLinda lndëLynn lnMargaret márgrtMark márk

Martin mártnMina mínëNatalie nætëli

Natasha nëtá�ëNelson nεlsën

Nicole nkól

Omar ómar

Oscar áskër

Pablo páblo

Parker párkεr

Ricky rki

Sophia sofíëStella stεlëSteve stiv

Susan súzën

Tony tóni

Tracy trési

Vicky vki

Vito víto

Yon Mi yan mYumiko yumíko

Last Names

Brennan brεnën

de Klerk dë klεrk

Fortier fortiyé

Goldman góldmën

Gorki górki

Henry hεnri

Lei li

Loudon láudën

Mandela mandεlëMcGuire mëgwáiërMeyer máiër

Miller mlër

Poggi pó�i

Robinson rábnsën

Sato sáto

Tanori tënúri

Wang waŋ or wæŋWest wεst

Wright rait

Yu yu

Places

Alaska ëlæskëArgentina ar�ëntínëAustralia ɔstrélyëBali báli

Brazil brëzlCalifornia kælfórnyë

Canada kænëdëChicago �kágo

China �aínëEgypt í�pt

France fræns

Germany �ërmëni

Hawaii hëwái

Indonesia ndoní�ëIran ræn

Italy tëli

Japan �ëpæn

Kenya kεnyëKorea koríëMali máli

Manhattan mænhætn

Mexico mεksko

Middle East (the) mdl íst

Midwest (the) mdwεst

Minneapolis mniæpolsMinnesota mnësótëNew Jersey nu �ërzi

New York nu yórk

Paris pérsRiverside rvërsaid

Rome rom

San Francisco sæn frënssko

Seattle siætl

Seoul sol

South Africa sau† æfrkëSpain spen

Taiwan taiwán

Thailand táilænd

Turkey tεrki

United States (the)yunidd stéts

Venezuela vεnëzwélë

Pronunciation Guide to Names and Places Used in Student Book 3

Pronunciation Guide xvii

Nationalities andLanguages

American ëmérkën

Balinese balëníz

Chinese �ainíz

Egyptian �p�ën

English íngl�French frεn�Indonesian ndoní�ën

Italian tælyën

Japanese �æpëníz

Russian rë�ën

South African sau† æfrkën