Maker 02 Teacher's Guide Unit 4

#MAKERS refers to situations that are relevant to an individual who wishes to meet the challenges and opportunities of today’s world, considering the knowledge, literacies and proficiencies that might work as a springboard for a holistic development. The tasks and activities in the series work with aspects that are not merely linguistic and give students opportunities to develop 21st-century skills such as creative thinking, collaboration, critical thinking, communication, flexibility, initiative, empathy, openness to new experiences and leadership. This can only be achieved because the interaction encouraged revolves around contexts and situations that go beyond the atomistic use of language. Both the communicative approach and task-based learning principles compose a fertile ground for the development of these and many other skills. #MAKERS sees the teaching of English as a lingua franca as a tool to help students become better-equipped citizens of the 21st century who will use the language to act as protagonists in a multicultural and globalized world. Opening Pages The purpose of the image in the opening pages is to awaken students’ curiosity regarding a certain topic and give teachers a great opportunity to work with visual literacy in the classroom. Consequently, we suggest asking students questions about the image and the title of the unit, encouraging them to find connections between these two elements and to list what comes to mind when looking at both. The questions about the image should not only be merely descriptive, but also take into account associations made, emotions caused and other questions that might be relevant to the topic. This will foster curiosity in students’ first contact with the unit and give them an opportunity to both activate their previous knowledge on the topic and personalize their learning experience by mentioning in their answers elements that are part of their lives. When working with these pages, welcome students’ contributions and encourage them to participate, reminding them that language accuracy is not the focus here. First Move By presenting varied materials, this section intends to discuss the main topic of the unit in order to familiarize learners with it. The React! subsection offers the perfect opportunity to let students share their personal opinions. This is a chance for you to discuss with them which kinds of comments they should make not only in the activities in the book, but also in real- life situations, such as when commenting on social media, which is an important part of their interactions with friends and acquaintances. When working with this subsection, remind them that it is important to show respect, empathy and interest and also to agree or disagree with something based on verified information and reasonable personal opinions. Moreover, discuss with them why it is important to do so, instead of simply telling them to do so. It is also a fruitful opportunity to motivate students to voice their opinions, teaching them how to become active participants in discussions. For the I Wonder subsection, encourage learners to be curious and creative when coming up with their questions. As they progress in the series, motivate them to go further and ask more unexpected and innovative questions. Another important aspect of this subsection is how to look for the answers. Remind students that they should look for these answers in varied sources, in order to learn about different perspectives and points of view. It is also essential to discuss with them how to determine if a source is reliable or not. Language 1 This lesson familiarizes students with the main lexical items related to the topic of the unit. The items are introduced through dialogues, short readings, picture analysis, etc. Lexical development is a basic element in language learning, but it is not considered an isolated process. Rather, it is a series of items within a context, and with clear communicative purposes. Listening and Speaking This section emphasizes the development of listening and speaking strategies and includes pronunciation tips in context. Make sure to elicit students’ predictions by studying the material given (vocabulary, sentences). After that, allow them to listen to the recording as many times as necessary to clarify difficult parts. Reading This section presents a wide variety of text genres—and the identification of these genres and their individual features are essential for the work developed here. Encourage students to explore the visual aspects of the texts, describing what they see and reflecting on what these characteristics imply in terms of essential features of the text, such as who wrote it, who the target audience is, where it was published and what its purpose is, among others. The difficulty of the reading comprehension activities increases throughout the series, so help students realize when the information they are required to find is explicitly mentioned in the text and when it has to be inferred. Asking follow-up questions and having them justify their answers by pointing out evidence in the text is a good way to guide them in this process. Language 2 In order to make the most of the inductive approach to teaching grammar, pay special attention to the first activities of this section. Instead of simply explaining rules, let learners take some time to analyze the examples given and encourage them to return to the text in the Reading section to see them in context, which will usually help them notice the use and function of the language topics in focus. When working with grammar, students might be tempted to focus on form, so help them notice that their observations should also explore the use and function of certain structures. Refer those students who have difficulties understanding certain topics to the Language Reference , where they can find more detailed explanations and further practice. Writing In this section, students are asked to produce a text from the same genre as the text they have worked with in the Reading section. Therefore, encourage them to return to the text in the Reading section and use it as a model. Collaboration