Timesaver_New_York.pdf

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9
Pre-Intermediate
(students with up
to two
years
of
English)
Broadway
Star Sightings
Take Me Out to the Ballgame
New York Marathon:
A Tour of the Boroughs
Times Square:
New Year's Eve in New York
buying tickets; polite requests
verb patterns: infinitive and
-ing
forms
baseball vocabulary
map reading and distance; daily routine
speaking
reading; writing
reading; listening
reading
34
36
38
40
making and responding to suggestions
speaking
42
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MARY GLASGOW MAGAZINES, AN IMPRINT OF SCHOLASTIC INC.
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The American Museum
of Natural History
The United Nations
Grand Central Terminal
making recommendations
reading; writing e-mails
44
phrasal verbs
functional language: shopping, eating out,
asking for information; buying tickets
adverbs of frequency; garden vocabulary
past simple and past continuous
quantifiers: a
few,
a
lot of..
...
reading
speaking
·46
48
Community Gardens
Manhattan History
Big City Houseboats
reading
reading; writing
reading; writing
50
52
54
G)
Intermediate
(students with up
to
three years
of
English)
Ellis Island
African Burial Ground
Fugghedaboudit!: Cabbies
New York in the Spotlight
City of Sports
Macy's Thanksgiving Day
Parade
literary New York
Wall Street
The Performing Arts
Jazzy New York
The Narrowest House
in New York
City of the World
Ground Zero
The Big Apple
Late Night New York
past simple and present perfect
past simple and past perfect; numbers
pronunciation; asking for repetition
describing TV shows; natural dialogue
agreeing and disagreeing
modal verbs for expressing certainty
and uncertainty
figurative language
abbreviations; money vocabulary
future plans and expectations
irregular past simple; pronunciation
idiomatic language
reading; writing
reading
speaking
speaking; writing
speaking; listening
reading; writing
56
57
58
59
60
62
reading; writing
reading; speaking
reading
reading; speaking
reading; writing
64
66
68
69
70
multi-word adjectives
making presentations
metaphorical language
making suggestions and decisions
reading
speaking; writing
reading; writing
speaking
71
72
74
75
T1MESAVER NEWYORK
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Teacher's
~otes
and
Background Information
Key to symbols:
O
Elementary up to one year of English)
(students with
f t
Pre-Intermediate
W
(students with 1-2 years of English)
e
~
Intermediate
(students with 2-3 years of English)
The shaded area on the clock face represents the
approximate amount of time needed for reading
the text and completing the activity.
can be read out loud by the teacher or by selected
students. To get the most from these activities, it is best if
the teacher does not provide the text to the students
before reading it out loud, as students will be tempted to
read along rather than trying to understand what they're
hearing. After listening to the teacher read the selection
and answering the questions based on what they heard,
students can read the text themselves and check their
work. Therefore, teachers may want to cut up the
photocopied worksheets and present them to the class in
stages, or withhold one page of a double-page activity
from the class (e.g. "Circle Line Tours" on p16-17 or "The
City That Never Sleeps" on p32-33), until the listening
component of the lesson has been completed.
In addition to these specific activities, other activities in
Timesaver New York
feature conversation exercises and
student role-play which can also be used to enhance
speaking and listening skills. In those exercises where
students are instructed to create their own dialogue and
perform it for the class (e.g. "Ninth Avenue Food Fair" on
p24-25), students can perform the dialogue and then quiz
their classmates on the content of what they've presented.
Timesaver New York
is designed so that each topic is a
stand-alone practice activity and should require no
further explanation. There is a mix of one- to two-page
topic-based lessons in the book. Each lesson has a
reading component and most also include exercises that
focus on the skills of speaking, listening, writing or any
combination of the three.
The Levels
The levels have been designated to correspond as closely
as possible to the descriptions above. However, due to
the varied nature of the activities and the subjects they
correspond to, there may be topics that feature a more
advanced level of vocabulary even though the grammar
focus is lower level. In these cases, the vocabulary in
question may be featured in the vocabulary check lists
(see below) or the activity itself may be at a higher level
than the grammar focus alone would normally indicate.
Testing Standards
Teachers will notice that a few activities focus on skills
and testing methods useful in preparing for various
standardized language tests. "Arriving in New York" on
p8-9 and "Central Park" on p14-15, for example, feature
sign interpretation activities similar to those required for
the Cambridge KET and PET examinations, while "Times
Square" on p42-43 and "Late Night New York" on p75 are
based on part of the speaking component of the
Cambridge FCE exam.
Vocabulary Check lists
A vocabulary check list has been included in each activity.
These check lists include those words that are generally
too difficult for the stated level but are essential to the
understanding of the text and activity. There may be
other unknown words in the text or activity, and these
can present an opportunity for students to develop
strategies for guessing unknown words from context.
The vocabulary check list itself can also be used to
develop dictionary skills. Individual students can each be
assigned a word from the check list to look up in a
dictionary before class and then explain the meaning and
the pronunciation of the word to their classmates.
British and American English
Throughout
Timesaver New York,
British spelling and
measurements have been used. Where American English
and measurement play an indispensable part in the
understanding or sense of the activity ("Greenmarkets"
on p20-21 and "The Statue of Liberty" on p12-13, for
example), you will find a section of the vocabulary check
list labelled "US-UK" (annotated in the text as
l))
which
will provide the corresponding British-English word or
phrase. Some important spelling differences are also
noted.
Listening Skills
Although this resource does not include audio materials,
several activities in
Timesaver New York
include a specific
focus on listening skills. These activities feature text that
Extension Activities
Throughout the book, where applicable, we have included
suggestions for ways to extend the activity focus beyond
the worksheet. Some worksheets provide suggestions for
speaking opportunities for pairs and groups, in
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