Arbeitsblatt: Working with Voices


Buchinhalt, 20 Seiten, von der Bibliothek der PH Zürich eingescannt
20 Seiten




Marlis Huber
Land: Schweiz
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- -- - - -:;---- - - - - - - - ,\,.: -- - - - - - - - - -- c-volce Bibliothek PH Zürich ISBN 978-3-03713-343-9 rUiw gnihoW Working with --- LEHR HO 220 1 Someone (a re about Young photographers Youregoingtomakea photo por traitofomeone imporlJnlinyourlife,Youwillstartbylookingatthe PI(ljctthattheyoungstersin Hawaii did Vouregoing to look al photog raphswhkhyoung photo· graphersuploaded onto an Internet forum. You will talkaboutthequalityofthephotosanddecideonthe bestpicturesforaeontesl. 1 ThetextsbelowarethecommenUwhichtheyoung 1 FOImgloupsofthreeorfouranddiscussthesepoints. Ooyouhaveacameraorcanyouusesomeoneelse? ·Isitadigital came raoracamerathatusesfilm? \\Ihatkindsofplcturesdoyoum etaking? .\Vhotakesthe bestpicluresinyourfamily? .Whatdoyoudowithyourdig italpiclures?Withprints? 2 Thhlsan extracl homan lnterneldlscus.sionforum. Ilere,youngp eople canpostthehst photostheyhave akenwiU,theirdlgitalcameras. Read the inuoduetlon by th emodelöltor duda nswer th eq uesti ons. phoIQgraphrsinProjrctfo(UsllmmiiWfoteilboutlhe peopletheyportraye1l. Form groupsofthree, Each ofyou readson eoflhete xls. The structure of Voices Course Book units Flndthephotographorthe pe rson described in the text. • GtorqeUt,lgrlJ UNH Picture yourself Th;s unlt is about photography and photogrophs: the moments thot pfdures (on catcht the people ond maods theycan show and the RieD, age 11 Hydoad ts funnyd,d. [yery time lm down,. h. IIliIkH mt taugh lid iYfIY 1111\11 nHit hirn, he Is lh. /e Pol me. Whn my mam Uoyt no about somethlg, heu) yu. He gol grut $torl es toD, .bout when he . my ag . He tfllsmt.bouthowhlglewup. Myr.ndrnaGttal!.li myd Task • structured activity which requires the pupils to go through aseries of steps to produce an outcome such as aposter, short text or presentation • Atask typicaLLy has between 8 and 12 steps. • There is usuaLLy Language review at the end of the task which picks up an aspect of grammar or Lexis that comes up in the task. Task • DeaLs with another aspect of the main topic • The structure is simiLar to Task A. Focus on skills Li ru nln for debib 1 CO 1.1 UstentothiseollYlrsationbelweenleoandhis sister, Melanie. Theydliketosendtheircousin Jacque!ine an e·cardforherblrt hday.TheyrelookingatvariOlJS e·cardsontheirCOIputerSCfeen Whkh[arddoyouthink theychcoseinlheend? Unit overview • VisuaL or auditory stimuLus for warm-up activity (e .g. browse through the pages and find photos) • List of objectives and activities ofthe unit • List ofthe Language features to be revised and Learnt Focus on skiLls • Practice of Listening, reading, speaking and writing skiLLs • Opportunities to buiLd up Learning and communication strategies Contl1lrllldfomll Ph oto booths Eryoneltoflnd,phDtoboot.h,putlr.w(olns n.nd$ltstiU whi the .uloticGlIIM!1s !.king pictul1!s. Yau USl,UUy get phOlostriplrilhrourpiu,whlch you CilnhtpfofvourselfofgM.oto frleoos.Peopteoftenhavefun lnthebooltl,butsometimultl :IoII!fious;lfhlr,foreumplewtlenth.yh. \,toukepilrtrallphoto- gr.JptnforlpoiuportorJOcanl. :I Afteryou have e theshort tet. underline alt the wInds used 10 refertophotographicpictures.Whichisthe mostfo rmalword,and whichisanlnformalword?Chetkyour3I1swersinthekey. 2 Lookat thesl photos. Answert hequestionsin pairs. Focus on Language • Introduction or revision ofimportant grammar structures or LexicaL features • ExampLes aLLow pupils to discover ruLes and appLy them in practice exercises. • Some exercises can be suppLemented with more practice materiaLs on worksheets. InthislInityouhave hadtheoppOftunitytoreviseandextendyour langllageandcommu nicative skills. llowdothe fo!lowingtasbto see how wdl you un use what you have leamt. (hed your answers in thekeywhereoneisavailable. Thendoyourpeßonalevaluationin the checklist on the next page. I descrlb plcture 01 pe rso 1 lIorkillpairs.UsethephctoboGthpicluresofyourselvesd ndexchange them. Describeyourpartner pictu re, usingyou/your. Talkabouthisl herlooksandmood 2 HowweUdidyoudescribethepieture?Rateyourdescriptionwiththe help oftheoiterla In U\e ey on page 1. 8 Cd!1 Wnle ad esc riptlonofmYJe lf Il Exposure • PreLiminary input that Leads into the topic • Activation of pre-knowLedge • Provision of some key vocabuLary needed in the unit Who is the mysterious man? Photo boo th an bt points of att/act1c fcr ill1 cru of people. Bul hve you I!wr hunl of CrMOne who [oltuts Ihe phclos whld! olher people hlVl! thrown ilWilY? Mark Abu Ius iI [ollee· ttonofthouwndsofdlKudedpholoshe hufournilniind uound photo boolhs. HeiitsoowlU.nexdu!ilveselofplcture.s of onemysterlousmiln. Vouregoingtolistentoarad oreporler,Jill\M leod,whohas accompaniedMarktohlsfilvouritephotobooth. 1 CO I.) tlstento MarkandJill.Whataretheydolng? EJcplainthemeaningsofthesewo,ds:lop,Slool,fIlrn,sIOI, rtoin. Compa llnswefS it ha p.l rtne!. ,nr1lar 01 \ ,amll illconvN!lIti on Life stories (Voices 1), Work stories (Voices 2), Goods stories (Voices 3) • Entertaining extra input • OptionaL section; can be done outside cLass Checkpoint • SeLf-evaLuation of Lea rni ng outcomes • Short t.asks assessing individuaL achievement, some of which are on the Trainer CD-ROM • Can-do statements Linked to the Learning objectives of the unit • Checklist as arecord of personaL achievement The parts at the back of the book are Linked up with the individuaL units. • Resource bank: texts, pictures and other input for information gap activities; scripts of seLected Listening comprehension activities; additionaL Language support • Key: soLutions and suggested answers for seLected exercises and activities • VocabuLary: unit-by-unit List of words and phrases with an exampLe senten ce and German transLation containing the active vocabuLary; aLphabeticaL word List EngLish German For work with the Course Book, additionaL components are needed: • The Audio CD contains aLL the Listening texts incLuded in both the Course Book and the Topic Files. • The DVD offers short films that go with some Course Book and Topic File tasks • Worksheets offering additionaL practice materiaLs for cLassroom work are provided as photocopiabLe master sheets in the Teacher Pack and additionaLLy as Word files on the Teacher CD-ROM • The Language Guide is aseparate companion book which provides grammar expLanations and exampLes as weLL as speaking and writing support. It aLso presents particuLarities ofthe EngLish Language. VI . Qj o a. o VI . C rc Qj VI - ::J Qj oe . VI Qj 8 9 Important features of the Course Book CD 2.28 ** HejShe is Like . to me. ShejHe is known as . Grammar Resource Modal auxiliary verbs. (LG) The letters CD followed bya track number refer to specific recording on the Audio CD that is needed for an activity. The one-star symbol shows that an activity is suitable for less confident learners. The two-star symbol shows that an activity is suitable for more confident learners. Steps with no star symbols are for alllearners. Phrases in blue box provide task-specific language support for the pupils. The language support offers senten ce starters andjor alternative phrases sepa rated by slashes. In some cases the language support has been placed in the Resource bank to encourage more confident pupils to work without support. Pu pils working at the one-star level can consult the support in the back. References ending with the letters LG refer to additional support in the Language Guide. This is aseparate component ofthe Voices course providing ample information about grammar and functions (for more information see 2.5). The pupils fill in the checklist after they have done the self-assessment tasks in the Checkpoint. They rate their results on three-level scale: well-done, okay, more work needed. 2.3 The Voices Trainer: Practising language for consolidation Most ofthe practice materials are supplied by the Voices Trainer. It contains numerous interactive exercises that help consolidate grammatical and lexical knowledge as well as communicative skills. It allows pupils to work independently at the computer to meet their personal needs. According to the Voices concept, practising with the Trainer is primarily intended as homework. Teachers will advise the pupils and require them to do certain sets of activities. But the learners take over most ofthe responsibility for assessing their own progress and choosing how often and how intensively to practise. The Trainer CD-ROM offers immediate responses in the form of feedback and also provides solutions for most of the exercises. The teacher will only check longer spoken or written products that the pupils are expected to hand in or present. The hundreds of short practice activities in the Trainer follow the structure of the Course Book. They are organised into units and go with the following sections: Exposure, Task A, Focus on language, Task B, and Focus on skills. In addition, there are two check sections, the Vocab check to assess lexical knowledge and the Checkpoint supplementing the self-evaluation section of the Course Book. For every grammatical or communicative problem, the Trainer provides certain amount of exercises with increasing degree of difficu lty, as Table 5 illustrates The exercises are organised into two sets, (one-star) exercises for less confident learners and ** (two-star) exercises for more confident learners. However, since the pupils organise their practice sessions themselves, less confident lea rners may still decide to go on with ** activities after having completed the less demanding ones This allows differentiation between more than two levels of competence and, consequently, individual practising profiles. Even though pupils normally work with the Trainer autonomously, it is important for teachers to be able to supervise individual practice. Pu pils therefore should list the exercises they have covered and state how much help they needed in order to do them successfully in personallearningjournal. sample learning journal can be down loaded from The teacher should examine these personallearning journals at regular intervals. Table 5: Practice profile for the Voices Trainer exercises ** exercises easiest exercise Individual practising profiles 1 VI . most demanding exercise -r -[ basic demands medium demands ClI o a o VI . enhanced demands ltJ ClI VI I- ::l ClI .t::. J.J VI ClI 10 11 2.4 QJ The Topic Files: Using language to learn I, For each year, the Voices course offers four Topic Files. They are attractive opportunities for contentbased Language Learning. Each ofthem aLLows the pu pils to use the Language that they have systematicaLLy buiLt up over two Course Book units whiLe expLoring aspects of one ofthe gLobaL themes. At the same time they extend their topic-specific vocabuLary and content knowLedge. In addition, the pupiLs produce concrete outcome, often summarising their content Learning. Depending on its LeveL, dass works through between 1 and 4 Topic Files year. Each ofthese consists of bookLet that has been conceived as muLtiuse component. 5uppLementary materiaLs are recordings on the Audio CD and/or worksheets. WhiLe the whoLe Course Book needs to be worked through, teachers can decide how many and which Topic Files to choose. 11 c: FOOd: Faet and f.antasy5, eton There are two principLes that guide the seLection of suitabLe Topic FiLes: PrincipLe 1 The Topic Files are Linked to the Course Book in consecutive fashion. Each Topic File foLLows on from Course Book unit with an even number. That is, the dass must have compLeted this unit before the reLevant Topic File can be tackLed. For exampLe, before starting Topic File 1B, 5chooLkids in Britain a muLtilinguaL community, Unit 4 has to be covered because the topic of different kinds of EngLish, the reLevant vocabuLary and key structures are introduced in the unit. The exception to this principLe is Unit 8, which is arevision unit. Topic File 0 can be tackL ed after Unit 7 aLready (see Table 3, page 6). 01 c: Music styles and their roots topk fil 0 \ PrincipLe 2 For every year, there are four different types of Topic Files. They vary according to the skiLL that they mainLy focus on and the use of media they reLy on (see Table 6 beLow) The project-based Topic Files tend to be more demanding with respect to how pupiLs work, for exampLe they shouLd be ready to work fairLy independentLy. Text- and fiLm-based Topic Files are more tightLy structured and Led. ATopic File aLways Leads pupiLs towards producing Linguistic outcome, for exampLe magazine, an advert or simpLe report. The Topic FiLes are structured around smaLL number of subtopics and each ofthese is subdivided into set ofthematicaLLy connected activities. WhiLe no new grammaticaL structures are introduced, new thematic words do come up and are Listed as target vocabuLary at the back of the bookLet. Table 6: Types of Topic Files in Voices Schoo lki ds in Britain multilingua community Mai skiLL Charaeteristics Main medium and form ext ensive reading The overwheLming part ofthe input is different types of texts to be read by pupiLs in dass or in their own time. print texts reader The key eLement for input and interaction is film or set offiLms speciaLLy made for Voices that engage Learners in different forms of viewing, Listening and expLoitation. footage -7 fiLm-based fiLe PupiLs do research on the Internet and produce outcomes working with the computer. computer and Internet ICTfiLe PupiLs work on range of different inputs and investigate subject on their own. The focus is on producing outcomes in coLLaborative ways. various -7 project fiLe exte nsive Listening 11 QJ c: writ ing inte grated skiLLs -7 .\11 c: Qj c: 0 a. 0 .-. \11 -7 c: ttJ Qj \11 \. ::l 0 Qj r::. . \11 Qj 13 0 Laneuaee Guide 2.5 The Language Guide: Looking up language for support 2.6 The Website: Support for learners and teachers The Voices Language Guide is reference resource for learners to develop an increasingly independent approach to language learning and use. It provides dear explanations and examples ofthe ways in which grammatical structures are formed and used in context. It also lists phrases and senten ces for oral and written real-life communication, grouped according to functions. wide range of language structures and functions from basic to intermediate level offers comprehensive information for alllearners, which they can use according to their personal needs. The Language Guide thus meets the needs of secondary pupils with increasing cognitive abilities as they approach intermediate level. The three main sections ofthe related website www.voicesweb .ch Über das Lehrmittel, Resources and Voices words support both teache rs and learners in their work with Voices. The resource section is an especially important extension ofthe print materials for teaching and learning with Voices. Arranged by units or files, additional information, materials or usefullinks are offered here for every volume of Voices For pupils working with the ICT files, for example, this is also an opportunity to place links and inform the Voices community where they have displayed products they would like to share with other pupils. The Language Guide is reference book made up of fou parts. Toble 7 shows what the four seetions offer and how they are best used. The Language Guide is tool which needs to be on hand in the dassroom If homework assignments require it, the pupils can also take it home A dass set should be available so that each pupil has personal copy to work with. In addition to the Language Guide, the pupils will be using bilingual and monolingual dictionaries as well as lexical tools on the Internet. The Voices words section provides an electronic dictionary. Pupils cannot only check meaning but also pronunciation ofthe vocabulary they come across while working with Voices Another attractive tool in this section is the Vocab-Trainer that can be used online by pupils to learn the active vocabulary of unit or file. As an alternative, the Vocab-Trainer can be down loaded onto an MP3 player and pupils therefore are free to build up their vocabulary wherever and whenever they want. Home lmpie:!5um Kontut [Xr.Jre !Q. Course Book Unlt 5: Forces of nature Toble 7: The vorious sections ofthe Voices Longuoge Guide Section Description Use Grammar Reference Explains and exemplifies the basic to intermediate grammar of English, covering the most important aspects of levels Al to B2 Pupils look up how correct English sentences are formed and learn about exceptions to rules. They can use this section in dassroom work or when they work on their own, e.g. on home assignments. 10 Speaking Support Writing Support Language Links Contains set of speaking functions for everyday communication. Each set offers different realisations (lists of example utterances) The speaking functions cover competence descriptors at A2 to Bllevels. Generalitle.s 0 Vocaone Volres two f-- rcesthree @/,, (!)Oldionaty Un\ T.i.Sk A, Step 6, Volaruc aaMty, Yellcwm:one RHdus C;liUlr (origiNl vusion (lf the film; an ada$Itect -sion is le on tht Voias OVO): Qov/arr.hIvWlllyel!awsloneb1dep\hlepht0d81 .hl .c -J 3: 3: 0 . 3: 18 19 0 ::I: ,I 3.5 3.4 How are new words introduced and consolidated? Which grammatical features are buHt up and how? Voices buiLds on abasie inventory of grammar structures which Learners have been exposed to in their primary schooL cLasses. This incLudes, among others, the present simpLe (statements, questions, negatives), the present continuous, the past simpLe, adjective use and comparison, nouns in the singuLar and pLuraL as weLL as aLL personaL pronouns. Most of these structures are taken up again and consoLidated in Voices 1. The Language features that are focused on in each Course Book unit are Listed on the introductory page. They can aLso be found in the Teaching Notes in the overview tabLe and in the rubric Language aims, where they are aLso cross-referenced to the Grammar Resource in the Language Guide. True to the Voices approach, Linguistic means are embedded in situations of use. The key structures wiLL come up in reading and Listening texts, in diaLogues as weLL as in the Language support in the Exposure and Task sections. Howeve r, the main focus in these sections is on meaning and communication and pupiLs are not expected to produce target forms correctLy in these beginning stages. In the Language review section and on the two Focus on Language pages, new or recycLed structures are deaLt with expLicitLy. The Language review picks up senten ce pattern or phrases such as Linking devices from the texts. It aims to raise Learners awa reness of reguLarities and asks them to manipuLate the patterns in some way (transformation, compLetion, matching, etc.). The Focus on Language, which usuaLLy highLights two different grammaticaL structures andjor LexicaL phenomena, presents more in-depth anaLysis and practice than the Language review. EspeciaLLy more confident pupiLs are often asked to discover ruLes of usage themseLves. For Less confident Learners, this phase of expLoring the EngLish Language will require support fram the teacher. The basic grammaticaL patterns are described, exempLified and expLained, and there is Lin to the Language Guide for more detaiLed information Ashort practice section then aLLows Learners to test if they have understood how to use the patterns as Figure 3 iLLustrates for the refLexive pranoun. More drilL-type practice is usuaLLy needed to get pupiLs to use forms automaticaLLy. In Voices, practice exercises are provided on worksheets and particuLarLy on the Trainer CD-ROM. Since pupiLs normaLLy need number of occasions to encounter and activeLy use Linguistic means untiL they can contral them fuLLy, Voices systematicaLLy recycLes grammar structures in spiraL fashion Figure 3: Grammar analysis and practice. Extractfrom Voices 1, Unit 1, p. 12 3 CompLete th pattern to show how th refLexive pronoun is used. Di Did made he cake ma ke he ca ke didn t make th cake made video of make video of didn t make any videos of myself. yo urseLf? himseLf/ herseLf. ourseLves. yourseLves? th emseLves. Noticing, understanding and Learning new words is key ingredient of Learning foreign Language. EngLish is Language with rather Low morphoLogicaL and syntactic compLexity but is rich in LexicaL items Voices has cLear LexicaL syLLabus in the form of set oftarget words, i.e. words and phrases that are intended to be Learnt by aLL pupiLs to be incorporated into their active LexicaL competence. This means they shouLd be abLe to pronounce and speLL the words correctLy and use them activeLy. Each unit and topic fiLe comes with chronoLogicaLLy ordered List of about 60 new words at the back of the book or bookLet. The active word Lists of Voices 1 to 3 are the resuLt of carefu LseLection of words, using the foLLowing criteria • Is the LexicaL item part of the topic core vocabuLary? • Does the item occur frequentLy in the unit or subtopics? • Is it generally frequent wo rd andjor is it particuLarLy usefuL in the Language cLassroom? Words which pupiLs can be expected to have Learnt in primary schooL are not incLuded in the target word List. This List of basic words is incLuded on the Teach er CD-ROM It has deLiberateLy been kept short. The fact that vocabuLary is taken up again in Voices aLLows pupiLs to consoLidate some ofthe vocabuLary Learnt at primary school. New target words occur in written and, rareLy, in spoken texts as weLL as in instructions and expLanations (e.g. in Focus on Language). It might be heLpfuL for teachers to highLight these words in their personaL copies ofthe Course Book and Topic Files. PupiLs shouLd be cLear about the meaning and use of the words before they are given the task to Learn them The exampLe senten ces in the vocabuLary List support them in this. The transLations are provided as quick reference for the rneaning(s) reLevant in the context ofintroduction. FrequentLy used additionaL meanings may be incLuded as weLL, but transLations do not claim to be exhaustive definitions ofthe EngLish words. It is essentiaL to encourage pu pils to keep up to date wit new wo rds reguLarLy and in manageabLe portions, e. g. weekLy set of about 20 new words. It is good idea for pupiLs to write the words and phrases on smaLL cards and to revise them (reducing the pack of cards untiL they know aLL the words). Target Lexis is frequentLy revised impLicitLy in reading and Listening texts. On the Trainer CD-ROM, the Vocab check section aLLows pupiLs to assess their unitspecific knowLedge of vocabuLary and LexicaL chunks Quick vocabuLary recaps can be done with games and quizzes that activate aLL ofthe pupiLs The Teaching Notes offer some suggestions in the Options and Tips sections. For an effective process ofvocabuLary Learning, however, it is important to present Lexis in contexts of use and not as isoLated items in vocabuLary tests. The onLine dictionary in the Voices words section on www.voicesweb .ch heLps pupiLs with pronunciation and is quick way to find words, e.g. when doing homework. GraduaLLy, especiaLLy stronger Learners shouLd aLso be intraduced to monolingual dictionaries, which offer definitions in EngLish and thus enhance the Learning of Lexis. VI Q.J 0 t::. . . . 0 20 21 0 :::c 3.7 3.6 What are the Learning objectives of Voices and how are they assessed? Wh at practice opportunities are offered? In generaL, Voices does not distinguish between presentation, practice and production phases. In the task-based approach, with its emphasis on meaningfuL Language use, new Linguistic materiaL is unobtrusiveLy embedded in interesting texts and topics. As pupils carry out steps in task, they use the resources that are availabLe to them and stretch them to the best possibLe use. In this way, practicaL Language use is buiLt into the communication process of probLem-soLving and discovery tasks Figure 4 iLLustrates this procedure. Learners work with set of graphs of geyser eruption to answer some questions and then go on to write simpLe connected text, using the Language support. In doing so, they make choices about which verb forms to use and how to put the phases of the process in sequence. Ifthey do this weLL, they wiLL find outrather than just guess why geysers often erupt at reguLar intervaLs. Apart from impLicit opportunities to use Language, the course aLso offers expLicit practice focusing on individuaL features of Language. The Focus on Language highLights key structures and foLLows this up with short exercise or two. More individuaL structuraL practice is offered on the Trainer CD-ROM. These exercises aLLow Learners to acquire the specific structures and transfer them to similar contexts. They consoLidate their knowLedge and know-how through frequent repetition with Limited variation. As the Trainer offers immediate responses by means of feedback and answer keys, the pupils can evaLuate their own rate of success and decide on the need for further practice. The teacher roLe is to assess the personaL profiles and needs of pupils and advise them with regard to individuaL practice. For exampLe, Learners shouLd be toLd wh at LeveL to start with (* or ** and Less confident Learners shouLd be encouraged to try and go on with more demanding exercises (see Table 5, page 11). Pupils who have difficuLty in working independentLy will benefit from cLear instructions as to which Trainer sections to cover and in what time period From time to time and especiaLLy when pupil reguLarLy shows poor performance in the end-of-unit tests the teacher shouLd supervise individuaL work with the Trainer. To that aim, pupils are asked to hand in their Trainer Learning journaL (for more information, see 2.3, page 11). Figure 4: Extractfrom Voices 1, Unit 5, pp. 72-73 :::r.::-::- What happens when water turns into steam? What is the roek in the ground below geysers like? What eould be the heat souree that is responsible fo geysers? •• What are the stages in the proeess of geyser eruption? •• Some geysers erupt at regular times. ean you guess why? •• As stated before, Voices buiLds on the Learning objectives ofthe EngLish curricuLum for primary schooL and is geared to the Learning objectives ofthe EngLish curricuLum for secondary school. For each voLume of Voices, cLear aims differentiating between the skilLs have been fixed Table 9 presents the aims of each voLume in terms of European LeveLs. The Learning objectives for each Course Book unit are cLearLy signposted on the introductory page. The statements capture the content, the skiLLs used and the expected outcome. First, the Learners are toLd what they are going to do and what the outcome is, as for exampLe in Voices 1, Unit 5: Youre going to watch film about hidden voLcano and write text about the film. In second List of objectives, features of Language are described that wilL have to be mastered by the end of Course Book unit. Since the objectives reappear in the Checkpoint section in form of can-do statements, this feature supports goaL-oriented Learning. In the Topic Files, the focus of the objectives is on the investigation of subjects through communication and skilLs. Language features are aLso Listed here to point out what is supposed to be practised and consoLidated. In task-based Learning, the ongoing assessment is based mainLy on the outcomes oftasks. In the exampLe ofthe task deaLing with voLcanic activity, both pupils and teachers wouLd evaLuate the accuracy, factuaL correctness and comprehensibility ofthe text about the film. modeL text is provided to guide the assessment ofthe outcome. This ongoing formative assessment couLd resuLt in recommendation, for exampLe to rewrite, reorganise or shorten the text. Teachers have the possibility of cross-checking achievement with the more generaL competence descriptors of the Common European Framework of Reference that are part of the introductory pages to each unit in the Teaching Notes. If and when pupils update their European Language Portfolio, it wiLL be heLpfuL to show them how their Learning progress reLates to the European competence LeveLs and checkLists of descriptors. Some ofthe products arising from tasks or Topic Files can be stored in the Dossier part ofthe ELP as evidence of objectives attained, e.g the food advert that pupiLs create in Topic File 1C Food: Facts, fiction and fantasy. The Checkpoint at the end of each Course Book unit is tooL for seLf-assessment. The five to seven items cover the main communicative and Linguistic objectives of the unit. They are intended for the pupils to do on their own, onLy occasionaLLy do they taLk to partner. The pupils check their answers in the key or find suggested soLutions and criteria against which they can assess their resuLts in simpLe way, by choosing one ofthe three symboLs (for more detailed information see 2.2, page 9). At the beginning of Voices 1, seLf-assessment needs to be introduced carefuLLy and it is important for teachers to respect the pupils judgements. However, if seLf-assessment repeatedLy differs from resuLts in formaL tests, the teacher and the pupil shouLd anaLyse and discuss this discrepancy thoroughLy. The Voices Assessment Pack provides achievement tests which can be used for formaL assessment at the end of each unit. It presents assignments to check the achievement of the unit objectives for the various skiLLs and thus provides basis for schooL reports. Table 9: Progress scales in sub-skills for pupils with different profiles Under the earth surface, there isjare . Reading and Listening Th water gets very hot because •.• Speaking VI Writing Qj Wh en the water heats up, it After while, littLe water Voices 1 A2 .1 A2.2 B1.1 B1.2 B2.1 A2.1 A2.2 B1.1 B1.2 A1.2 A2.1 A2.2 B1.1 Voices 2 A2.1 A2.2 B1.1 B1.2 B2.1 A2.1 A2.2 B1.1 B1.2 A1.2 A2.1 A2.2 B1.1 Voices 3 A2.1 A2.2 B1.1 B1.2 B2.1 A2.1 A2.2 B1.1 B1.2 A1.2 A2.1 A2.2 B1.1 Th njSudde nly, the • The vapour eruptsjcomes out . This lasts for . Finally, the geyser is empty and . L: .t.J 22 23 :r:: 5 Ta[k about these questions. Which ofthe peop[e were in dangeraus situation? Why? .* 6 3.8 How are differing abilities and learner types dealt with? Voices handLes the fact of heterogeneity between and within the cLasses of secondary schooL with great care. The course deaLs with this chaLLenge by offering wide range of motivating Learning opportunities and by signposting different paths towards comparabLe objectives. The quaLity ofthe execution