Professional Documents
Culture Documents
Welcome to English Result! We’ve focused on making each lesson motivating, attractive, and
memorable. We’ve planned the course to be complete and success-oriented. We treat language as a
practical, action-oriented tool for communication. We’ve made the course transparent and easy to
follow, with a clear lesson and unit structure. We hope you enjoy it!
Introduction iii
Success-oriented Action-oriented and practical
English Result is designed for success. English Result encourages students to see language in terms of
– Optimum level of challenge: The course is based on realistic what they can do with it, rather than as a body of knowledge.
expectations of what the students should be able to achieve Often, students view language as just a list of words and grammar
in a lesson. For example, we do not expect students to be structures and they end up in the frustrating position where they
able to discuss issues in fluent English when they have only know a lot about the language but they still can’t speak it. In
been prepared to produce a few basic exchanges. The course our experience, most students would like to imagine themselves
is challenging enough to keep a student of this level alert, but coming out of a course being able to say, ‘I can use English’, rather
not so difficult that they get lost and lose their sense of control. than, ‘I know the past tense of irregular verbs in English.’ To help
In this way, students are positioned right at the edge of their move towards this, we have tried to show how the new language
competence and are pushing it forward. is used to create meaning and to communicate:
– Positive approach: The course takes a positive approach to – The How to titles of all the lessons indicate a practical purpose
learning and progress by helping both the student and teacher for the language in the lesson, showing the students that they
to focus on what students CAN do rather than what they can’t. are not simply learning new vocabulary and structures ‘because
Language learning is a complex process and we do not expect they are there’.
that, at the end of a lesson, a student will be able to produce – New grammar and vocabulary are presented within the flow of
a flawless performance in a communicative task. Instead, a lesson, as part of an overall practical objective, and not just for
we take a positive approach to learning by helping teachers their own sake.
and students focus on elements of communication which are – The Can do bar at the end of each lesson reminds students that
successful, rather than viewing an utterance as something to they are learning practical abilities, not passive knowledge.
be corrected. In this way, students can see how far they’ve come
and not only how far they’ve got to go.
Complete
– Support: In English Result Intermediate, students are given
plenty of support in all skills. In speaking, for example, new The English Result Intermediate syllabus is closely informed by
words and phrases are often modelled on the audio component Council of Europe publications and includes a comprehensive
to help with pronunciation. Students are also introduced to coverage of the various competences outlined in them. A strong
communication strategies and different techniques they can use A2 student who has worked successfully through English Result
to deal with difficulties they might experience in conversations, Intermediate should be able to place themselves at or above B1
for example, how to correct a misunderstanding. Students for listening, reading, spoken interaction, spoken production, and
are given the opportunity to prepare and plan before freer writing at the end of the course. For more information, go to
communicative tasks. Often, students’ attention is focused on www.oup.com/elt/teacher/result
how to do a particular reading or listening task, so that they are – Communicative tasks: The English Result Intermediate lesson
empowered to use appropriate and effective strategies for the themes are functional in nature, and are based on activities
task at hand. All of this kind of scaffolding means that students described as being appropriate for a B1-level learner. In this way,
are not simply ‘thrown in at the deep end’, and success is more the student can easily see the use of the language they are
than just a matter of luck. learning, and it is pitched to their level to provide an optimum
– Realistic learning load: The language presented in English degree of challenge.
Result Intermediate is tightly graded and controlled so as not – Skills: In addition to the traditional four skills of listening,
to overwhelm the learner. The grammar and vocabulary input reading, speaking, and writing, English Result follows the CEFR
is informed by publications related to the Common European by regarding the speaking skill as comprising both spoken
Framework of Reference, based on what is most useful and interaction (conversation) as a skill in its own right, and spoken
frequent. In this way, students are not adrift in an endless sea production (for example, giving a short self-introduction) as a
of new language – they are in a pool, and they have a good separate skill. This helps to ensure that the students experience
chance of reaching the other side. a balanced range of speaker roles so that they really can come
– Recycling: New language is continually recycled from lesson away from the course being able to ‘speak English’.
to lesson and across the course. In addition to this implicit – Strategies: English Result pays explicit attention to the
recycling, there is explicit recycling in the E lessons and Review various strategies students can use to overcome difficulties
lessons at the end of every unit. The E lessons are designed to in communicative situations, such as asking for clarification
put some of the new language from the unit into action in the or listening and identifying clues to meaning. In this way,
context of a carefully staged and supported writing task. The students will be empowered and not left helpless whenever
Review lessons give students a chance to revisit all the new they hit a communication problem.
grammar and vocabulary in the unit. – Language competence: English Result has clearly identifiable
– Feedback on progress: English Result comes with a grammar, vocabulary, and pronunciation strands, which are
comprehensive set of assessment material so that students can highlighted at the top of each lesson page as well as in the
test their new skills on a regular basis and get reliable feedback contents pages. In addition, attention is paid to sociolinguistic
on what they’re doing well and what they need to do more competence (namely aspects of culture such as appropriate
work on. ways of addressing people) and pragmatic competence (for
example being able to make and respond to suggestions
appropriately or using linkers to join ideas together). This gives
students a full picture of what the language is and how it
works.
iv Introduction
Clear unit structure
All 12 units of English Result Intermediate have the same six-lesson structure:
– Lessons A–D each consist of two pages: the impact page on the left and the lesson page on the right.
– Lesson E is one page, reviewing the language in the unit and building up to a written output task.
– Each unit ends with a one-page Review lesson, providing extra practice of the grammar and vocabulary covered
in the unit.
This clear structure means that you know where you are at a glance, making the course clear and easy-to-use.
a b c d
How to talk about the people in your life
� subject questions and object questions
A
�
Vocabulary the people in my life
subject
Tom
Sandra
verb
loves
married
object
Wanda.
� A Greetings
bow hug each other kiss each other on the cheeks kiss each other on the lips
put your hand on the other person’s shoulder shake hands with each other wave to each other
A
�
photos a–g.
� ways of greeting
pronouns
subject
me.
possessive
She introduced He introduced
his wife.
my
object
I introduced
them.
me
�B
reflexive
We introduced
ourselves.
myself
� Look at the photos in Wanda’s World opposite, but
�
�
Warren
Warren
visited
loves 1 What do people do when they
meet in your country? c 5 A new colleague at work
introduces himself or herself to
after a few days.
you you yourself
B
don’t read the text. Work with a partner and guess the a shake hands with each other you. Do you ever say any of these his himself
relationships between the people.
� forgot her key.
things? Say never, it’s possible, Read and respond
b put their hand on the other she her
� divorced Harry. sometimes, or often.
� Read the text and name the people in the photos. person’s shoulder we us ourselves
g h c bow a Enchanted. � Read How do you meet and greet? opposite and
Example a = Fatima �� Complete the questions about the sentences in the they their them themselves
f d hug each other b Pleased to meet you. choose the best title for each question.
grammar box and underline the correct word in the rule.
� Look at the mind map of Wanda’s World. How are the e kiss each other on the cheeks c How old are you? a Introducing friends Rules
e i j people related to Wanda? Tell a partner. Object questions (when you don’t know the object) f kiss each other on the lips d Hi, I’m Mr / Ms … (surname)
3 How do you address the people in b Getting attention Use a reflexive pronoun:
� Who does Tom love? g wave to each other e Hi, I’m … (first name)
stepmother question 2? c Addressing people � when the subject is the same person as the object.
� Who did Sandra ? h something else f Peace be with you.
father d Meeting new colleagues � to make it clear you did it and not someone else.
te Ray Dann y � Who did ? a Sir or Madam g Greetings.
Harry + Roxet Sandra + a b Mr / Ms / Mrs / Miss and their e Men and women � in the phrase by + reflexive pronoun, meaning alone.
Subject questions (when you don’t know the subject) surname f � Body language
Grace Stan � Who loves Wanda? c their first name
f g Meeting your teacher
Examples
k family � Who forgot ? a We didn’t get a painter – we painted the house
frien ds d a nickname
� Do the questionnaire. Compare your answers in small ourselves.
l m Warren
� Who ? e other
groups. b Come and join us – don’t just sit there by yourself!
s
Tina + Costa
ME Fatima
Rule Use do, does, or did in subject / object questions.
d � You will listen to Greg Brown, a 20-year-old student from c He’s an adult now and he can look after himself.
�� Look at the questions in exercise 7. Are they subject or Britain. Guess his answers to the questionnaire. �� Underline examples of reflexive pronouns in How do
work object questions? � �B.� Listen to Greg and check your guesses. How are his you meet and greet? and compare with a partner.
ces �� Look at the mind map in exercise 5 and ask your partner answers different from yours? Compare with a partner. �� Complete the sentences with a reflexive pronoun or
Tom acquaintan questions about Wanda’s World. � Pronunciation Match the titles and the pronunciation. each other.
Wanda’s World
Tracey
Mrs Mirren
n o
Example A Who loves Tom?
B Tracey! 2 How do you greet these people?
Is your greeting different if the
6 You meet a teacher from your
Mr Ms Miss Mrs
N*T Miss N*[
� In France, people kiss each other when they meet.
� Nobody introduced me so I introduced .
B
person is of the same sex or of school in the street. What do you
Listen for specific information
More practice? Grammar Bank >> p.136. e N*T*[ N*TU! S
� If you’re hungry, get something for .
the opposite sex? say? � How long have you and Jo known ?
� �B.� Listen and say if you hear Mr, Ms, Miss, or Mrs.
a a good friend a Hello, teacher! � In Britain, relatives give presents at
� �A.� Wanda and Fatima got eight messages on their
ABC Put it all together b an acquaintance – a friend of a b Hello, Mr / Ms … (surname) Example Audio This is Mrs Mirren.
Christmas.
and I live
I’m Wanda Jones. I’m 24, single, telephone today. Listen and decide who they are from. friend, for example c Hello, … (first name) You Mrs!
� Danny didn’t have trumpet classes – he
in Notting �� Draw a similar mind map of people in your life.
with another girl in a small flat c an older neighbour d Hello, Sir / Miss. taught .
C
� Read the audio script on >> p.150 and answer the
life …
Hill. These are the people in my
�� Look at your partner’s mind map and guess who the d somebody important – your e something else
Grammar reflexive pronouns � I hate eating in restaurants by .
questions. Compare with a partner. people are. boss, for example
I can talk about the people in my life. I can talk about greeting customs.
6 �A Tick the line. with a lot of help with some help on my own very easily 7 � �B Tick the line. with a lot of help with some help on my own very easily �
Las Meninas
� �
�
�
How to explain who people are
� present simple and continuous
A
�
Read an art catalogue description
� position
MEDICAL EXAMINATION
Age?
Eighteen.
Puzzle time
We use language to communicate and understand each other.
But quite often we misunderstand what the other person is saying.
Can you explain the misunderstandings in these situations?
How to correct a misunderstanding
� cognates and false friends; misunderstandings
A
�
�
�
Vocabulary cognates and false friends
abcdefghijklmn
opqrstuv w xyz
� Which seven other letters rhyme with tree?
�D
� The word is completely different in my language.
� Write the numbers of the people in Las Meninas in the � Maria and Isabel a lot of time with the � Which two other letters rhyme with day?
text. Which people in the picture are not mentioned? princess. They her now. spend / help a The Italian word calcio means football. � Which two other letters rhyme with new?
� Marcela and the bodyguard about
1 An English teacher was doing some
b The Polish word paszport means passport. � Which other letter rhymes with fly?
B
vocabulary work with his class. He was
Vocabulary position something. They for the king. talk / work c The Spanish word carpeta doesn’t mean carpet. It � Which letter doesn’t rhyme with any of the words in
� � � � asking questions and inviting students
� � I Las Meninas – I an essay means file. exercise 7?
about it for my class. like / write
to give the answers. ‘What is the
� Look at the phrases in Position opposite. Match them opposite of right?’ he asked. A student � Are these words cognates, false friends, or completely � �D.� Listen and complete the sentences. Here are the
with the numbers in the diagrams. �� Write a sentence about you for each of the rules a–e in called Jenny put her hand up. ‘Go ahead, different in your language? Write 1, 2, or 3. Check in a words you need.
exercise 8. Then tell a partner. Jenny’, said the teacher. mono-lingual dictionary if you aren’t sure. bored guessed knows meat
� Underline the correct words. One metre
Example rule a – I like European films. seventy. ‘The opposite of write is read!’ she actually apple camera exit new peace rode through
� The driver sits at the front / in front of a bus and the Height?
passengers sit at the back of / behind the driver. �� Change partners. Talk about your first partner. shouted. The other students all laughed large novel parent police Example Audio Nose, N-O-S-E, is pronounced the same
� In Britain, cars drive on the left / to the left of the road. Example Magda wants something to eat. and Jenny didn’t understand why. as …
smoking taxi tennis
If you want to pass a slow lorry, you have to pass You … knows; K-N-O-W-S
on the right / to the right of it.
More practice? Grammar Bank >> p.136.
2 A young man was talking to his colleague � Can you think of more cognates and false friends in
D
at work. ‘How’s Anita?’ his colleague English and your language? Do you think they could
Listen and follow a conversation
D
� Test a partner about the people in the painting. asked. Anita was the man’s girlfriend. cause misunderstandings? Discuss in groups.
Listen for detail
Example A Where’s Marcela?
B
‘Oh, she’s not very well, actually’, said
B She’s to the left of the bodyguard. the man. ‘She arrived back from Ireland Read and identify misunderstandings �� Read puzzle 4 in Puzzle time again and put this
�� �C.� You will hear a tourist, Barbara, and a guide talking conversation in order.
yesterday and she’s been in bed with a
C
about Las Meninas. What two parts of the painting do A I’m sorry, I don’t understand …
Grammar present simple and � Read Medical Examination opposite. What is the
In 1656,
they talk about? temperature since then.’
Diego Velázquez painted Las Meninas, A � Can I have some bananas, please?
one of the most famous works in the
Apart from her maids of honour, little Margarita also has continuous �� Listen again and answer the questions. ‘Flu?’ asked the man’s colleague. misunderstanding? Complete the explanation with a
two dwarfs to keep her company. Their names are Nicolas partner. A Oh, I see! No, I meant pair, P-A-I-R! I’d like those
history of Western art. Today, the painting is on display in � Read this text. Which man in the painting is it about? � Where are King Phillip and Queen Mariana? ‘Yes, she flew’, replied the man, ‘I went to two bananas, please.
and Maribarbola . You can them at the front on the right. Weight sounds the same as .
the Prado Museum in Madrid. Thousands of people visit A dog is lying in front of them and Nicolas is trying to wake it I’m studying� art history so I spend a lot of time in the � Who is looking at them? Weight? the airport to meet her.’ A Oh, ehm … I’ll take that pair.
Prado. Sometimes I watch� the visitors. When they see The doctor meant .
the museum every day, and most of them want to see this up with his foot. � Where is the red cross? His colleague looked at him very strangely.
Las Meninas, they usually look� at the princess first. But Weight? The young man understood . B Pardon? Don’t you want any bananas then?
masterpiece by Velázquez before they leave. � Who gave it to the painter? B Oh, ha ha. OK. Sorry, I misunderstood. I thought
3
Behind Isabel, the maid of honour, we can see Marcela , later, they usually notice this man. He works� in the � Who painted it? I was doing a crossword and I needed help. My � Read Puzzle time opposite. Match stories 1–4 with these
When you look at the picture, the first thing you see is the woman who looks after the princess. She’s saying palace – he checks� that all the palace rooms are clean you said pear, P-E-A-R!
mum was in the room, and I said to her, ‘Can you titles.
five-year-old Princess Margarita � . She’s standing in the something to the princess’s bodyguard . At the back of and in order. At this moment, he’s standing� on the stairs �� Read the audio script on >> p.150. Underline the words in B Yes, of course. Which ones do you want?
think of a word meaning boat with five letters?’ Buying Fruit Crossword
middle of a group of girls and she’s looking directly at you. the room, through the doorway, we can see José Nieto . and he’s looking� into the room. Perhaps he wants� to red below and match them with their meanings. B You want a pear?
The girls are wearing expensive dresses with very wide He looks after the palace buildings. He’s going up the stairs, ‘Do you know what the first letter is?’ she asked. Chatting at Work English Class
look at the painting. Some historians believe� he was a � b oh a to show you’re going to answer a �� �D.� Listen and check.
skirts. Margarita’s dress is white and shines brightly in the or perhaps he’s coming down, it isn’t clear. He’s looking relative of the artist. ‘Y’, I said. � Work with a partner. Read the puzzles again and explain
� uh huh? question.
light from a window on the right. The two girls on either towards us. the misunderstandings. These words are clues. �� �D.� Look at Misunderstandings opposite. Listen and
� Match the verbs in red in exercise 7 with the rules in the � well b to show surprise, or that the ‘Because it’s much easier if you know the first
side of the princess are her maids of honour, Maria and right flu why pair repeat the phrases.
Finally, on the left of the scene is the painter himself, Diego
grammar box. information is new to you. letter, isn’t it?’ she replied.
Isabel. Maria is kneeling and offering Margarita a drink. Velázquez . He’s working on an enormous painting, but we c to show that you’re following what �� Practise the conversation in exercise 10 with a partner.
C
I thought
Isabel is standing to the right of Margarita and she’s
looking in our direction.
can’t see what it is. Is he painting the whole scene in a mirror,
or is he painting something else? We will never know.
Use present simple for ...
a verbs which describe
Use present continuous for ...
d actions happening at this moment.
the person is saying. Why aren’t
you saying
anything?
you asked me
to wait … 4 Maria Teresa was in a greengrocer’s in
England buying fruit. She asked for some
Pronunciation the alphabet
ABCD Put it all together
states.* I like art. She’s looking at the princess. ABCD Put it all together bananas and the greengrocer asked
which ones she wanted. There were lots � Which letters rhyme with these words? Match them. �� Work with a partner. Look at Misunderstandings on
b an action which happens e actions happing these days, but S F B A Z X Q O N L I R M
�� Work with a partner. Look at a photo and ask and say of bunches of five or six bananas, but she >> p.126. Choose two of the misunderstandings and write
often. Tourists always visit perhaps not at this moment.
Position the Prado.
c permanent or long-term
I’m learning to paint. who the people are. Then compare your information.
Student A Look at Family photo on >> p.126.
didn’t want that many. Then she noticed
there was a bunch with just two bananas,
� B tree
� day
�
�
spell
them
��
��
necks
know
a conversation similar to the one in exercise 10. Practise
saying your conversations.
at the back (of the room) in front (of the girl) facts. He lives in Madrid. Student B Look at Family photo on >> p.133. and said, ‘I’ll take that pair, please’. � new � pen �� car �� Do your role play for another pair. What is the
� � �
in the middle (of …) to the left (of …) The greengrocer was confused. ‘Pardon? � fly 9 dress 13 bed misunderstanding?
� � * State verbs include: believe, know, like, see, understand, want, etc.
at the front (of …) to the right (of …) �
� Don’t you want any bananas, then?’ he � Jeff
on the left (of …) behind (the girl) �
asked.
on the right (of …) �
I can explain who people are. I can correct a misunderstanding.
10 �C Tick the line. with a lot of help with some help on my own very easily 11 �� �D Tick the line. with a lot of help with some help on my own very easily ��
Writing A self-introduction
A
�
Get ideas to write about
A
�
Grammar
B
Dear Mr Tony, boy. He � wear red
Drafting and editing I’m Mr Warren and I was invited to join the discussion trousers and a hat, and he
group by Wanda. � play a small flute.
� Read email B. Warren wants to join the discussion group The boy � seem happy �
I’m look forward to learning more from you all and I hope
and wrote this first draft. What changes should he make I can contribute something too. enough, but I � feel sad �
before he sends his email? when I look at him – will he live
I work for a Japanese company which makes cameras
� Work with a different partner or in a small group and to be an adult? I � know
for people who work in the film industry. I’m studying
compare your ideas. Japanese at evening classes so I can communicate myself this picture well because I
better with people in the company.
� see it every week –
I �� learn to play the flute and my teacher
AB Put it all together My biggest passion is photography and film and I love
going to the cinema. I’d like to learn more about film and
�� have a poster of it on his wall. � Misunderstandings Put the conversation in order.
� Use your notes in exercise 4 to write a first draft of your photography. I believe that a good film can be made A Oh, I see! No, I meant a pot of tea.
self-introduction email. better if the people who do the filming know a lot about A Pardon? I don’t understand.
photography too. I’m 22 and single and I live in notting Hill.
� Work with a partner and edit your writing together. Look � A Can I have a pot of tea, please?
for mistakes like Warren’s. Warren B Ah, I misunderstood. I thought you said ‘pot of
cheese’! Sorry about that.
�� Write your final draft. Are you happy to send it now?
� B I’m sorry, we don’t sell food.
B We don’t sell cheese.
I can write a self-introduction.
�� Tick the line. with a lot of help with some help on my own very easily ��
Introduction v
How English Result works
How to …
The How to provides a clear
focus and makes the practical
learning outcome absolutely
transparent to the student.
Greetings
bow hug each other kiss each other on the cheeks kiss each other on the lips
� �B
vi Introduction
GVP bar Vocabulary
The grammar, vocabulary, and The vocabulary input is manageable and them. This helps them to talk about their own
pronunciation content of each relevant – high-frequency, useful language that life and circumstances.
lesson is clearly signposted so is of immediate practical value. Vocabulary is constantly recycled across lessons,
teachers and students know Students are given the opportunity to expand helping students to fix it in their minds.
what to expect. their vocabulary in areas which are relevant for
�B�B
Reading and listening skills
Receptive skills, sub-skills, and strategies appropriate for
How toHow
talkto
about
talk greeting
about greeting
customs
customs a student aspiring to reach level B1 are made explicit in
� reflexive pronouns
� reflexive
� ways
pronouns � ways
of greeting � of T or Ms�[Miss T or Ms [
greeting
Miss
the section headings. Teachers and students know what
A A
VocabularyVocabulary
� Look at Greetings
ways of greeting
ways of greeting
at Greetings
� Look opposite and match
opposite
themandwith
�� Complete the
the photos.
with the photos.
� I hate eating� inI hate
restaurants
Grammar
More practice? More
eating in
Bank
practice?
by restaurants by.
Grammar
>> p.136. Bank >> p.136.
.
pronunciation can change meaning.
� They’re hugging
� They’re
each other.
hugging each other. ABC ABC
Put it all together
Put it all together
� She’s hugging
� herself.
She’s hugging herself.
�� Work with ��
a partner.
Work with
Make
a partner.
notes to Make
answernotes
questions
to answer questions
� She’s hugging
� someone
She’s hugging
else. someone else. about two countries.
about two countries.
Student A Read
Student
Two countries on >>countries
A Read Two p.126. on >> p.126.
Grammar bank
a a b b c c
Student B Read
Student
Two countries on >>countries
B Read Two p.133. on >> p.133.
�� Ask your partner
�� Askthe
your
questions
partner from
the questions
exercise 13
from
about
exercise 13 about
The Grammar Bank at the back of the book provides
his / her countries.
his /Did
her you
countries.
learn anything
Did you learn
new?anything new? clear reference notes plus extra exercises for students
who need more controlled practice.
Productive Skills
The Put it all together section at the end of every A–D
lesson gives students the chance to put new language into
action in a speaking or interaction activity. This provides
Grammar sections Reflection an opportunity for freer oral practice of the new language.
Students always see new grammar in The Can do bar at the
The students are given plenty of support and preparation
context before it is actively presented end of each lesson
for these activities to help give them the best possible
to them. This shows the grammar reminds students what
chance of success.
in action and demonstrates how it the lesson has been about
contributes to meaning, before they and invites them to The Put it all together section at the end of every E
focus on the form. reflect on how much they lesson is a piece of written work that has been carefully
have learnt. This helps prepared, step-by-step, throughout the whole lesson. In
Students are encouraged to work out
them to self-assess their this way, students have plenty of ideas, strategies, and
rules and patterns of language for
achievement realistically appropriate language before they start writing. Students
themselves so that the presentation
and positively. are also shown stages involved in the writing process.
is more memorable.
Introduction vii
What else does English Result offer?
�
lesson, and provide you with a variety of lesson-appropriate
– for planning before the lesson information: the context of situation, the language focus of the
– for quick reference during the lesson lesson, and what will happen in the Put it all together. The section
– for step-by-step guidance during a lesson ends with practical preparation ideas and warmer suggestions.
B
The Teacher’s Book is interleaved with the Student’s Book so that – Context notes This is a an overview of what the students will
the teaching notes are on the page facing the corresponding mainly focus on during the lesson, along with a brief summary
eting customs classroom material. This, together with strong section headings,
clear answer keys, and colour-coded extra activities, makes for easy
of the input material to help you quickly ‘tune in’ to the
material.
navigation and fast cross-referencing. – Language focus This is an ‘at-a-glance’ boxed summary of main
language areas of the lesson (grammar, vocabulary and phrases,
pronunciation and discourse), along with an indicator of
A Vocabulary ways of greeting language points being previewed, recycled or which should be
treated for recognition purposes only. This helps you distinguish
� Direct students to the phrases in Greetings and photos a–g.
eting and Match one or two together as a class. Students continue
between areas of language which need greater attention and
individually and compare in pairs. Nominate students to give language which is incidental to a particular lesson.
reeting. answers and help with vocabulary and pronunciation. – Language notes These notes give extra information about
e readers to aspects of the new language that often confuse students, such
a shaking hands, hands on shoulder
b kiss each other on the cheeks as structures which may be different in their own language, or
eeting. c kiss each other on the lips false friends. In this way, you’ll be prepared for those ‘difficult’
d hug each other e shake hands with each other questions.
f bow g wave to each other
tions, – Culture notes These are brief notes on aspects of everyday
t. Students Extra help culture such as different politeness conventions or
explain Call out a photo letter, for the class to say the phrase from conversational norms. You can use this information to help
Greetings. Monitor and drill pronunciation, encouraging your students become more inter-culturally aware. For more
students to link words together and say the phrases with information, go to www.oup.com/elt/teacher/result.
natural rhythm. Students continue in pairs or small groups.
elf, ourselves,
– End-product notes These notes provide a summary of the final
� Go through the instructions and examples. Elicit or write task: what students will be doing, what materials they can
examples of people on the board, e.g. neighbours, family look back to for support, and how they will work together to do
What’s in it?
members, colleagues at work. Put students into pairs to continue it. This means you know in advance what the whole lesson is
the activity and monitor and join in with conversations. Ask building towards.
e hands, The teacher’s notes
volunteers for the
to tell each lesson
class are in three
and review mainassections:
vocabulary necessary.
– Preparation notes These notes tell you what you can do before
• Orientation This gives you all the background
the lesson to make it run more smoothly, such as asking
meet, rude B information
Read about the language and content of the lesson
and respond
so that you can see ‘the bigger picture’.
students to bring dictionaries or thinking about classroom
organization for particular activities. This helps to ensure you’re
In• thisStep-by-step
section, students readnotes
lesson for gist and detail
These guidetoyou
do athrough the
me, hand, not caught unprepared.
questionnaire.
lesson.
nephew, – Warmer notes The Warmer section provides topic-opener
� Read the instructions and check students understand meet and
• Assessment guide At the end of the lesson, this helps activities for you to get your students thinking and
uns greet. Ask students to read titles a–g and check vocabulary as
you assess student performance so that you and your
necessary. Do the first item as a class. Ask students questions talking about the topic and to introduce the How to …,
U! S
students
about canread,
how they see e.g.
howDidfaryou
they’ve
need tocome.
understand every the communicative task focus and aim of the lesson.
word? (No.) Did you read slowly? (No.) Which words and phrases
helped you? (hands, shoulder, hug, etc.) Tell students to ignore
any new vocabulary for the moment.
. In theviii Introduction
Monitor and help as necessary as students continue
individually. Go over answers as a class, eliciting or pointing
Step-by-step lesson notes – Balanced The list gives you a menu of criteria by which to
judge performance, for example, content, grammar (accuracy
Numbered exercise notes and range), fluency, interaction, or coherence. The criteria
These notes accompany the exercises in the Student’s Book, are systematically varied from lesson to lesson so that your
following the same numbering system for ease of navigation. The assessment and feedback is balanced and not dominated by
notes include: only one aspect, such as grammatical accuracy, for example.
– Advice on classroom management, for example how students – Practical When you assess student performance, it is impossible
should be grouped. to focus on all aspects at once. For this reason, there are only a
– Teaching techniques, for example, learner training. When few criteria specified in each assessment checklist, in order to
dealing with reading and listening activities, it is often helpful make the task more manageable. In addition, for each criterion,
to give students the opportunity to think about different ways a very concrete and specific feature is specified for you to listen
of doing a task. The lesson notes in the Teacher’s Book offer out for, helping to make your assessment more focused and
suggestions to help you raise students’ awareness to different objective rather than impressionistic. This also helps give your
strategies they could use and to help them become more students informative feedback.
effective and successful language learners. – Appropriate The task checklists in English Result Intermediate
– Tips on when and how to give feedback on students’ are based on the scales at B1 in the Common European
performance, and what aspects of their performance to focus Framework of Reference. This means you can be confident that
on. The notes also advise you where not to expect accuracy or the assessment criteria are relevant and appropriate to the
ent, Greg, �� Set a short time limit of about three minutes for students to students’ level.
correct error. For more information go to
stion in find and underline examples in How do you meet and greet?
ncourage
www.oup.com/elt/teacher/result.
Check answers as a class.
– Transparent The assessment checklists are transparent for both
ences in – Text orientation for the listening and reading sections in each teacher and student alike. They make it easy for you to explain
Question � each other Question � yourself, themselves and for students to understand exactly what they’re doing
watching lesson, we provide
Question � him /aherself
mini-orientation to the topic of a text, a
well and what could be improved. A final note in the Student
summary of the sub-skills being developed, and supplementary
more than �� Go through
information onthe
theinstructions
genre of aand ask students
written text or to
theread sentences
qualities of a Performance section gives more advice on helping students self-
udio. Play 1–7. Check
listening text.vocabulary. Do the example as a class, pointing out assess on the Can do bar at the bottom of the page. For more
ake a note that each other can be used for two people or many. Monitor information, go to www.oup.com/elt/teacher/result.
er answers Extras and make a note of any difficulties as students continue
individually. Ask for volunteers to give answers and elicit or
ything they These notes are in colour so that you can distinguish them from
explain why the reflexive pronoun is used, referring to the Notes for Review lessons
the procedural notes. They
rules in exercise include:
10 as appropriate.
hakes a The Review lessons in the Student’s Book provide a set of familiar,
– Language notes on typical problem areas in the focus language.
gs father, � myself � yourself � each other � each other � himself free-standing exercises which students can use to review the main
b, c – Teaching tips to give you extra ideas for dealing with different
� myself grammar and vocabulary in a unit. The accompanying Teacher’s
rude) teaching points. Book notes provide a wealth of extra activities and exercise types
Extra help
– Extra help for dealing with students who areforhaving difficulty. to help tailor the material to your students’ needs. For further
asking Cue-response drill. Say a couple of sentences students to
ough the – Extra activities
continue withinthe
case you havereflexive
appropriate extra time and Twould
pronoun. I didn’tlike
go to information, go to www.oup.com/elt/teacher/result.
continue. givetomore practice. I cut it … SS … myself. T I took my car to the
the hairdresser’s. The Review lessons can be used in a variety of different ways. For
as necessary. garage. I couldn’t repair it … SS … myself. T We didn’t buy this pie. example:
– Extra plus: ideas to provide more challenge for those students
We made it … SS ourselves. etc.
who need it. – You can have a quiet class, to allow students to work at their
y and – Early finishers: extra activities for mixed ability classes or own pace, and make yourself available to attend individual
Continue ABCsome
where Putstudents
it all together
finish earlier than others. questions.
ate – Students could work through all the exercises in pairs or small
or correct – Answer keys: These
�� Go through have beenand
the instructions designed to beinto
put students quickly
A / B located
for ease groups.
necessary. pairs.of
Asuse during
turn the lesson.
to >> p.126 and Bs to >> p.133. Check students
understand the activity. Monitor and help them find the – Students could chose which exercises they want to do.
� Miss
Student performance
answers to the three questions, checking students are making
short notes to answer the questions for both countries.
– You could also use the Review activities at an appropriate point
in your lesson to give students further controlled practice.
point out At the end of
�� Read theeach lesson, you
instructions will
before find an
students doassessment
the activity. checklist
At the – You could set the Review exercises as homework, possibly
. Students to helpend,
youask
to assess
aroundand give about
the class feedback on student
any new performance,
information students
and to have
focuslearnt
student attention asking students to choose two or three exercises, and give
about greeting on specific
customs criteria
in the when they
four countries. Askare
oint out deciding where
further to place
general themselves
questions, e.g. Doon the
they Can
say thisdo bar.
to everyone? Do
students parts of the answer key for them to self-correct.
minimal pair they do this with men and women? In each set of Teacher’s Book Review lesson notes, you will find:
Student performance – A Review Lesson Warmer, with an exercise or activity based on
Students should be able to exchange factual information. ten key phrases from the unit.
ends You can use this checklist to monitor and give feedback or to assess – Warm-up activities for each exercise: suggestions for optional
rk; a shop students’ performance.
d student
short (often whole-class) activities which get students thinking
the cinema. Content Do students answer the questions? exercise � about a language point before they do the exercise.
uations.
Grammar Do students use subject and object pronouns accurately? – Set-up notes for each exercise: practical advice and answer keys.
exercise �� – Follow-up notes for each exercise: suggestions for optional
Vocabulary Do students use a variety of greetings phrases? exercise � activities which usually have a more student-centred focus.
– Early finishers: suggestions for further activities which students
a class. I can talk about greeting customs. can do individually, often giving them the opportunity for
Students tick on my own if they have answered the questions personal reflection on their work on the unit as a whole.
using their notes. They tick with some help if they have read a
couple of sentences from Pairwork, Two countries.
e column
ns in the Early finishers
Students repeat the activity without using their notes.
x Introduction
All the questions and activities are based on the material students Students can return to their initial self-assessment and review
have covered in the corresponding Student’s Book unit. The their position on the bar after they have worked with other
grammar and vocabulary content of a unit test is closely linked English Result materials, for example the Workbook. Students
to the unit’s Review Lesson, with a range of testing questions can transfer their self-assessment to the Biography in the English
designed to help to build students’ confidence before they embark Result Portfolio Practice Book at regular intervals. Later, these
on more specific exam training courses, for example if they plan to can be transferred to the Passport, which has descriptions of
sit internationally recognized language examinations. ability in the five skills based on the CEFR. Thus, the bar acts as a
We have designed the speaking tests so that you can choose to personalized record of both achievement during the lesson, and
focus on either spoken interaction or spoken production, testing progress over the course.
students in groups of two or three. There are role cards for The Self Check Tests
students, with clear instructions for each part of the test. There are
In addition to on-going self-assessment using the Can do bars at
also step-by-step instructions, and user-friendly assessment criteria
the end of each lesson, students are given the opportunity to think
to help you award marks for your students’ spoken performance
about their progress by using the Self Check Tests after each unit of
reliably and with confidence.
the Workbook. Students are given an answer key, and encouraged
Samples of the Unit Tests and answer keys were trialled in to use the tests as a do-it-yourself diagnostic tool.
different countries, and we looked carefully at how the students
The questions are based on grammar, vocabulary, and
answered questions and what the teachers had to say about the
pronunciation awareness. Once students have checked their
material. The insights we gained informed development of the
answers, they are encouraged to reflect on their performance
tests and the answer keys.
and self-assess their achievements. The notes which follow the
The answer keys Self Check activities help students reflect on language and skills
The Unit Test answer keys on pp.000–000 of the Teacher’s Book achievement. Using these, students can determine personal
include guidance on how to deal with students’ mistakes in study objectives and are given information which guides them to
relation to the testing focus of particular questions. For example, in corresponding Student’s Book, Workbook, and MultiROM activities
order to help you be sure you are responding to students’ answers for further practice.
objectively and consistently, we suggest that it is best if no half The Portfolio Practice Book
marks are awarded. In a reading comprehension test, for example,
The English Result Portfolio Practice Book is based on the
we advise that an answer which shows a student has understood
principles behind Council of Europe accredited models. It is for
a text should not be penalized for spelling mistakes. This isn’t
students who want to keep records of their work, to record and
to say that accurate spelling isn’t important – students will be
reflect on their learning experiences, to monitor their progress and
required to demonstrate this in another part of the test.
to see how their learning progresses during the course.
In the answer keys, we also include assessment criteria to help
Students reflect on their ability to perform communicative tasks
you assess students’ writing and speaking skills, plus advice on
they practise at the end of each lesson. Later, they will be guided
how to distribute marks for the different areas. The task-specific
on to use this information for more global self-assessment using
assessment criteria have been anchored to B1 descriptions of ability
skill-specific descriptions for levels A2, A2+, B1, and B1+. These
in the CEFR, and they follow a similar format to the assessment
provide students with a stepping stone to CEFR level descriptions
checklists in the Teacher’s Book notes. You could use information
in an officially accredited European Language Passport.
you collect to diagnose and build up a picture of strengths and
weaknesses on a class basis or for individual feedback. By showing Teacher’s notes explain the purpose of the different sections in the
students how you assess, you can help them develop criteria portfolio, and how to integrate them with the course. For more
to evaluate their own work and identify areas needing further information, go to www.oup.com/elt/teacher/result.
attention.
Introduction xi