Elton da Silva VargasWellington da Silva Rehder

Teacher´s Guide

Autores: Elton da Silva VargasWellington da Silva Rehder

Revisão Técnica: Josiane Aparecida FerreiraMárcia Cristina Giunta Peregini

Direção de Arte, Design: Luciane Mendonça

Ilustrações:StockxpertStock.xchngiStockphotoLuciane Mendonça

Editora VienaSanta Cruz do Rio Pardo - SP

ISBN: 978-85-371-0229-9

Nenhuma parte desta publicação poderá ser reproduzida ou transmitida, sejam quais forem os meios empregados: eletrônicos, mecânicos, fotográficos, gravações ou quaisquer outros.

Todos os direitos reservados para EDITORA VIENALEI 9.610/98 e atualizaçõesCopyright© 2006 - Editora Viena Ltda 2ª Edição - Revisada e Ampliada - 09/2006 - SCRPardo / SP

Teacher´s Guide

Dados Internacionais de Catalogação na Publicação (CIP)(Câmara Brasileira do Livro, SP, Brasil)

Vargas, Elton da Silva Newfast English, book 3 : teacher's guide / Elton da Silva Vargas, Wellington da Silva Rehder. -- 2. ed. -- Santa Cruz do Rio Pardo, SP : Editora Viena, 2010. -- (Coleção newfast)

ISBN 978-85-371-0229-9

1. Inglês - Estudo e ensino I. Rehder, Wellington da Silva. II. Título. III. Série.

10-05121 CDD-420.7

Índices para catálogo sistemático:

1. Inglês : Estudo e ensino 420.7

Teacher´sGuide

3

INTRODUCTION

Teacher, this book aims to improve the student’s reading, writing, speaking and understanding abilities through advanced lessons focusing current news and daily vocabulary.

Fast English Book 3 brings listening exercises and vocabulary comprehension. As a teacher’s desire, both of them can be performed freely. A suggestion is that the student prepares the topic “ENGLISH TO ENGLISH” before classes, so your student will have previous knowledge on the vocabulary and the meaning of each one.

The students must fi nd a defi nition for the words and write them on their books or even a notebook. Let your students know how important it is and it will be to read in English and build a progressive comprehension.

The listening activity can be done in class or as homework. The teacher is free to deal with the students.

PREPARATION

Prepare the structure of the conversation carefully and logically, just as you would do to a written report.

What are:

the objectives of the conversation?

the main points you want to make?

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DELIVERY

Make a list of these two things as your starting point.Speak clearly. Don’t shout or whisper - judge the acoustics of the room.Don’t rush, or talk deliberately slowly. Be natural - although not conversational.Deliberately pause at key points - this has the eff ect of emphasizing the importance

of a particular point you are making.To make the presentation interesting, change your delivery, but not to obviously,

e.g.:

speed

pitch of voice

Use your hands to emphasize points but don’t indulge in to much hand waving. People can, over time, develop irritating habits. Ask colleagues occasionally what they think of your style.

Look at the audience as much as possible, but do not fi x on an individual - it can be intimidating.

Pitch your presentation towards the back of the audience, especially in larger rooms.st

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Teacher´sGuide

Unit 1

5

UNIT 1

READING ACTIVITY

SPECIAL CELEBRATIONSAs a suggestion, start the class talking about a holiday, which has happened recently.Ask your students if the mentioned holiday took place all over the world or it was

just a celebration for some countries or even a typical Brazilian holiday.After debating and obtaining information on the most recent holiday, the teacher

could ask the students about other holidays they know and their specifi c days.While the students explain what they know, ask them if they realize the origin of the

holidays; why holidays exist; what the common holidays all over the world are; what the typical holidays and their origins; their countries, and as much information you are able to obtain.

Previously, read about Valentine’s Day, St Patrick’s Day, and others, to talk to your students and motivate them to speak in English most of the time.

Read the texts for them. This reading activity is not recorded, so the teacher will not fi nd it in the CD.

After reading the texts, ask the students to answer the questions from the text orally. If they or some of them wish, they are free to write down their answers. However, do not forget: book three is based on situations that motivate students to improve their speaking abilities.

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Teacher´sGuide

Unit 1

6

HOLIDAYS

Play the CD (books closed). The students are supposed to listen to it carefully. The main idea is to ask them if they have understood what they listened to. Try to make sure the students must focus their attention to what they are listening to in order to understand the context.

EXERCISES

Most exercises are prepared to encourage students to speak in English. In this case, the most important tool is the teacher, obviously.

INTERVIEW YOUR CLASSMATES AND FIND SOMEONE WHOAll the suggested questions are prepared on the 3rd person. They must notice that

they have to use other pronoun to ask their friends.After going trough the interview exercise, the students are supposed to tell the

teacher what their classmates’ answers are. This is a way to work verbs and indirect speech.

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Teacher´sGuide

Unit 1

7

IMPORTANT POINT 1

MODALSModal or Anomalous verbs are those which express diff erent features. These verbs are

also known as defective and auxiliaries, because they are able to perform interrogative and negative sentences without using any auxiliaries.

Modal verbs do not vary on the 3rd person (he – she – it).The verb following a modal verb is always in the infi nitive form.

Suggest a few sentences using the modals as examples. Emphasize the use of them in each sentence.

They are verbs which ‘help’ other verbs to express a meaning: it is important to realize that “modal verbs” have no meaning by themselves.

You should practice your English more often.

You should talk to your classmates in English in the classroom.

It may rain later.

You may close you book.

May I drink water? (Formal)

EXERCISES

1. Ask the students to use the correct modal verb and correct the exercises discussing their answers and making them to understand the correct use of each one.

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Teacher´sGuide

Unit 1

8

IMPORTANT POINT 2

I can speak English fl uently.

I can drive a car.

I can’t/cannot swim.

What can you do?

Can you play the guitar?

Can I drink water? (Informal)

The important point is divided into two parts, so it will be easier to understand the verbs and their meanings.

EXERCISES

The students must do the exercises giving special attention to the meaning of the sentences.

After the exercise is ready, the exercise may be correct orally by the students.

ORAL ACTIVITY

This activity is orally practiced, however it can be developed diff erently if the teacher and the students wish. They can prepare posters, or even bring photos of a trip they have taken. The classmates and the teacher may suggest a holiday to be researched in advance. Try to emphasize the importance of looking for news about holidays or special celebrations.

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Teacher´sGuide

Unit 1

9

LISTENING AND COMPREHENSION

This exercise may be done as homework or in class.

ENGLISH TO ENGLISH

This exercise aims to improve the student’s writing ability. All the student has to do is to give a defi nition to the words. The vocabulary is picked out from the unit, which has just been studied.

That is why so important that the teacher ask them to prepare the lesson in advance.

Army: an organized military force equipped for fi ghting on land.

Bona: genuine; real.

Bishop: a senior member of the Christian clergy, usually in charge of a diocese and empowered to confer holy orders.

Blindness: 1 lacking the power of sight; unable to see;

without being able to see clearly.

Emperor: the ruler of an empire/empress – a female emperor; the wife or widowof an emperor.

Fide: genuine; real.

Heritage: property that is or may be inherited; an inheritance; valued things such as historic buildings that have been passed down from previous generations; before another relating to things of historic or cultural value that are worthy of preservation.

Legend: a legend is a traditional story that some people think of as being historical, but which is not authenticated.

Marriage: the formal union of a man and a woman, by which they become husband and wife. A combination of two or more elements.

Mileage: a number of miles traveled or covered; actual or potential benefi t or advantage.

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Patron: patron saint

the protecting or guiding saint of a person or place; a person who gives fi nancial or other support to a person, organization, cause, etc.

Priest: A priest or priestess is a person having the authority or power to perform and administer religious rites; and in particular, rites of sacrifi ce to, and propitiation of the deity or deities.

Scholarship: A scholarship is an award of access to an institution, or a fi nancial aid award for an individual student scholar, for the purpose of furthering their education.

Sermon: A sermon is an oration by a prophet or member of the clergy.

Shamroch: A clover – The shamrock, an unoffi cial symbol of Ireland, is a three-leafed old white clover,

Stem: The above ground structures that have vascular tissue and support leaves and fl owers.

VERB FORMS

Lack: To lack something is to not have it.

Perform: To behave in a particular way for another group of people.

Surround: To be all around someone or something on every side.

Throw: To make an object such as a ball move quickly through the air by pushing your hand forward quickly and letting the object go.

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Teacher´sGuide

Unit 2

11

UNIT 2

READING ACTIVITY

CULTURAL FACT

The cultural facts in this unit aim to promote the dialog among the students in order to exchange ideas about their habits or attitudes during those celebrations.

Motivate your student to tell the other classmates what the usual things or activities he/she does and practices during Easter, and the jokes your students play among their friends, which are popular.

The questions are simple, but if the teacher wishes they may be replaced.

If the students wish, they may write down their own questions and ask their classmates.

When it is possible, give examples about your experiences and motivate students to formulate questions on what they would like to know.

THE ZODIAC

This lesson focuses the idea of working a few adjectives.

Start the lesson asking the students if they believe in Astrology.

What they know about their zodiac sign. Ask the students what their personal characteristics are. Promote a group of questions and tell them to ask each other. If it is possible, suggest a student to give his/her opinion about a classmate’s personality. After the student expresses his/her opinion, give a chance of the chosen person to defend himself/herself.

Play the CD and have your students repeating the signs of the Zodiac and their characteristics.

After playing the CD, ask the students if the adjectives fi t them. If not, ask your student to tell why.

The Chinese horoscope. It is another idea about signs. In this case, the students are named after animals.

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Teacher´sGuide

Unit 2

12

IMPORTANT POINT 1

ADJECTIVES THAT DESCRIBE PEOPLE

A suggestion for this exercise is to have your student explaining what they understand about each characteristic. If they are not comfortable to do that, they are free to look for the word in a dictionary.

Exercises. They must answer the questions and then, exchange ideas with a partner. After analyzing his/her classmate, have your student(s) reading aloud the answers.

The Chinese horoscope. Previously, surf on the net and look for information about the Chinese Horoscope. It is an idea to use the teacher’s image to exemplify the matter. Be Rat, an Ox, a Tiger, ...Tell the students about your own personality.

GAME - “JEOPARDY”: este jogo é baseado em um famoso programa norte-americano, que divide suas questões em categorias.

Desenhe uma tabela com quatro colunas e quatro linhas. (6cm).

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Teacher´sGuide

Unit 2

13

Escreva uma palavra ou desenhe uma imagem na primeira caixa. (esta deve representar os quatro itens a serem trabalhados): “holidays, adjectives, places, activities.”

para alunos mais avançados e com maior conteúdo de vocabulário, faça variações nas categorias.

Deve haver quatro categorias, cada uma com três caixas abaixo, representando os três níveis de questão. Atribua valores: 10 – 30 – 50 pontos, de acordo com o grau de difi culdade.

EXAMPLE

What Holiday does a rabbit represent?

Why was the rabbit chosen?...

What are the common activities on this day/holiday?

No programa original, cada participante elabora suas questões. Caso o professor deseje, peça aos alunos que façam o mesmo. Se necessário for, elabore uma primeira aula ou simulação do jogo para que os alunos interajam e os estimulem a fazer o mesmo nas aulas seguintes, sempre usando o vocabulário da lição.

ADVERBS AND ADJECTIVES

Fill in the words in brackets as adjective or adverb like in the example.

EXAMPLE

The student works ................................................................................................................................... . (slow).Answer: The student works slowly.

1. Ann .................................................................................................................................. reads a book. (quick)

2. Hellen is a ......................................................................................................................................... girl. (pretty)

3. The music is ....................................................................................................................... loud today. (terrible)

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Unit 2

14

4. Paul is a ......................................................................................................................................... player. (good)

5. He can ............................................................................................................................ open this can. (easy)

6. It’s a ............................................................................................................................ afternoon today. (terrible)

7. She sings the song ............................................................................................................................. . (good)

8. He is a ...............................................................................................................................................pilot. (careful)

9. Adrian drives the car ......................................................................................................................... . (careful)

10. The dog barks .................................................................................................................................... . (loud)

LISTENING AND COMPREHENSION

Write down what you listen to.

1. Do you believe in horoscopes?...........................................................................................................................................................................

2. My cousin is tolerant, sincere, cheerful, careless and noisy............................................................................................................................................................................

3. If you are energetic, brave, selfi sh and impatient, you maybe Aries............................................................................................................................................................................

4. Very good friends inspire confi dence and enthusiasm............................................................................................................................................................................

5. The Chinese horoscope is based on the year of the birth............................................................................................................................................................................

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Teacher´sGuide

Unit 2

15

ENGLISH TO ENGLISH

Aggressive: behaving in an angry, threatening way, as if you want to fi ght or attacksomeone.

Amusing: funny and entertaining.

Cheerful: happy, or behaving in a way that shows you are happy; something that is cheerful makes you feel happy.

Cynical: unwilling to believe that people have good, honest, or sincere reasons for doing something.

Eloquent: able to express your ideas and opinions well, especially in a way that infl uences people; showing a feeling or meaning without using words.

Fond: be fond of somebody to like someone very much, especially when you have known them for a long time and almost feel love for them; be fond of (doing) something to like something, especially something you have liked for a long time.

Fussy: very concerned about small, usually unimportant details, and diffi cult to please; fussy clothes, objects, buildings etc are very detailed and decorated - used to show disapproval.

Gifted: having a natural ability to do one or more things extremely well talented.

Jealous: feeling angry and unhappy because someone has something that you wish you had; jealous of something formal wanting to keep or protect something that you have because you are proud of it.

Moody: annoyed or unhappy; often changing quickly from being in a good temper to being in a bad temper – temperamental.

Naive: not having much experience of how complicated life is, so that you trust people too much and believe that good things will always happen (innocent).

Odd: strange – diff erent from what is normal or expected, especially in a way that youdisapprove of or cannot understand; occasional; separated from a pair or set.

Pedantic: paying too much attention to rules or to small unimportant details.

Rebellious: deliberately not obeying people in authority or rules of behavior.

Snobbish: behaving in a way that shows you think you are better than other people because you are from a higher social class or know more than they do.

Teacher´sGuide

Unit 2

16

Stubborn: determined not to change your mind, even when people think you are being unreasonable; stubborn- resistance, refusal.

Vain: someone who is vain is too proud of their good looks, abilities, or position - used to show disapproval.

VERB FORMS

Entertain: to amuse or interest people in a way that gives them pleasure.

To be hold: event; to have a meeting, party, election etc in a particular place or at a particular time.

Incorporate: to include something as part of a group, system, plan etc.

Play joke: to trick someone; something that you say or do to make people laugh, especially a funny story or trick.

Demand: to ask for something very fi rmly, especially because you think you have a right to do this; to ask for something forcefully.

Guide: to take someone to a place; to lead; to help someone or something to move in a particular direction.

LISTENING AND COMPREHENSION

WRITE DOWN WHAT YOU LISTEN TO

1. Mother’s and father’s days are commercial dates nowadays.............................................................................................................................................................................

2. The American couldn’t understand Portuguese at all.............................................................................................................................................................................

3. The restaurant menu had complicated foods.............................................................................................................................................................................

4. Many of the attendees have gone to the memorial.............................................................................................................................................................................

5. Waiter, please! What local dish do you recommend?............................................................................................................................................................................

Teacher´sGuide

Unit 3

17

UNIT 3

ENGLISH TO ENGLISH

Attendees: People who is are an event such as a meeting or a course.

Birthplace: The place where someone was born. The place where something fi rst started to happen or exist.

Campaign: A series of actions intended to achieve a particular result relating to politics or business, or a social improvement.

Dessert: A sweet food served after the main part of a meal.

Inheritance: Money, property etc that you receive from someone who has died.

Sauce: A thick cooked liquid that is served with food to give it a particular taste.

Seasoning: Salt, pepper, spices etc that give food a more interesting taste.

Service: The offi cial system for providing something, especially something that everyone in a country needs to have, or the offi cial organization that provides it.

Side dish: A small amount of food such as a vegetable that you eat with a main meal.

Waiter/waitress: A man or woman who serves food and drink at the tables in a restaurant.

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Teacher´sGuide

Unit 3

18

VERB FORMS

Appreciate: To understand how serious or important a situation or problem is or what someone’s feelings are (realize); to express how good or useful someone or something is.

Attend: To go to an event such as a meeting or a class.

Campaign: To lead or take part in a series of actions intended to achieve a particular social or political result.

Commercialize: To be more concerned with making money from something than about its quality. To deal or to sell something.

Spread: To become larger or move; to aff ect more people or a larger area.

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Teacher´sGuide

Unit 4

19

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UNIT 4

READING ACTIVITY

INTRODUCTION

This unit presents two cultural facts that happen in diff erent months, according to the Brazilian celebrations.

It is important to mention those dates and facts. Try to have the students placing their comments, and understand the diff erences and similarities in the Brazilian culture.

Suggest them to elaborate questions to each other or have the students in small groups, so it will be easier to improve their development.

Ask a few facts that could be easily prepared previously.

There are questions, which are suggested on this page; therefore, more questions may be added.

HOLMES, SWEET HOLMESThe procedure for this unit and reading is free. The teacher is free to choose whether

he is going to play the CD or read the text. The teacher is also free to decide if the students are going to follow the reading or listening with their books open or closed.

After reading or playing, the CD referred to this unit, ask the questions and have the students answering them orally.

EXERCISES

1. Interview

Interview a partner and the students must tell their partners what they have found out about his/her classmates.

Suggest the students to make comparisons among them and repeat aloud what they have concluded.

Teacher´sGuide

Unit 4

20

IMPORTANT POINT 1

USED TO

It is used to express an habitual action in the past that does not happen any more.

WOULD

It is used to express a condition in the past that has never happened.

Explain the grammar point and make sure the students have understood it. Ask them to give a few examples about the learned subject.

EXERCISES

1. Match the Columns.

Give some time to the students to solve the exercise. After matching the columns, ask them to use the information from the given exercise to tell their classmates a few things they used to do when they were children.

2. Exercise.

There are mistakes in those sentences. Suggest the students to read them aloud and recognize the mistakes. They are expected to correct the sentences. If there is more than one possibility to be used during the correction, they are free to expose their comments.

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Teacher´sGuide

Unit 4

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3. Interview your partner.

This exercise may be worked in pairs, three students or even a whole group. The purpose is to establish a conversation among the students and to motivate them to create more questions while they are telling their life experiences.

Motivate your students to elaborate questions, asking their classmates to justify their answers.

4. Composition.

The students must write down a few lines telling the things they used to do in the past.

(TITLE)

where he/she was born.

what TV programs he/she used to watch.

what kind of games he/she used to play.

what he/she used to eat and what he/she eats now.

where he/she used to spend vacation.

Etc...

EDUCATION IN THE USA

There is a brief introduction in this text about the American Education.

Suggest your students, in case you have internet at school, to research over diff erent sites about the education system in the USA and, perhaps, about it in other countries, as well.

If the students agree, they may be divided into groups and each group may create its own education system and how it would improve students learning, abilities and interests.

Allow them to imagine what they would be able to do to make school more interesting and pleasant.

As a suggestion, ask students to choose the subjects they would have on their educational system.

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Teacher´sGuide

Unit 4

22

LISTENING AND COMPREHENSION

WRITE DOWN WHAT YOU LISTEN TO.

1. He used to study more than eight hours a day.

2. The government and the control funding provide education.

3. An annual holiday is held to celebrate Labor’s Day.

4. Most America high-school students leave their homes when they graduate.

5. What would you do to obtain better grades?

ENGLISH TO ENGLISH

Amusingly: In a funny and entertaining way. Humorous, witty, very funny, hilarious.

Badge: A small piece of metal, cloth, or plastic with a picture or words on it, worn to show rank, membership of a group, support for a political idea.

Chatity: An organization that gives money, goods, or help to people who are poor, sick etc.

Current: Happening or existing now.

Curriculum: The subjects that are taught by a school, college etc, or the things that are studied in a particular subject.

Diabetes: A serious disease in which there is too much sugar in your blood.

Donor: A person, group etc that gives something, especially money, to help an organization or country.

Fund: An amount of money that is collected and kept for a particular purpose.

Stripe: A line of color, especially one of several lines of color all close together. A narrow piece of material, worn on the arm of a uniform as a sign of rank.

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Teacher´sGuide

Unit 4

23

VERB FORMS

Arrange: To organize or make plans for something such as a meeting, party, or trip. To put a group of things or people in a particular order or position.

Design: To make a drawing or plan of something that will be made or built. To plan or develop something for a specifi c purpose.

Demonstrate: To show or prove something clearly. To show or describe how to do something or how something works.

Devote: To use all or most of your time, eff ort etc in order to do something or help someone. To dedicate. To use a particular area, period of time, or amount of space for a specifi c purpose.

Disappoint: To make someone feel unhappy because something they hoped for did not happen or was not as good as they expected.

Dip: To put something into a liquid and lift it out again.

Prescribe: To say what medicine or treatment a sick person should have. To state offi cially what should be done in a particular situation.

Sew: To use a needle and thread to make or repair clothes or to fasten something such as a button to them. To fi nish a business agreement or plan and get the result you want.

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Teacher´sGuide

Unit 5

24

UNIT 5

INTRODUCTION

READING ACTIVITY

COLUMBUS DAY

COLUMBUS QUIZ

Test your knowledge on Columbus and his New World explorations!

1. Which ship did Columbus command on his fi rst voyage to the New World?

( ) Nina( ) Pinta( ) Santa Maria

2. When was the fi rst recorded celebration of Columbus Day in the United States?

( ) 1692( ) 1792( ) 1892

3. The Santa Maria was shipwrecked off the coast of this present-day island:

( ) Haiti( ) Cuba( ) Trinidad

4. During which voyage was Columbus led back to Spain in shackles?

( ) second voyage( ) third voyage( ) fourth voyage

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Unit 5

25

5. Columbus declared himself governor of this island:

( ) Hispaniola( ) Puerto Rico( ) Jamaica

1. Santa Maria 2. 1792 3. Haiti 4. third voyage 5. Hispaniola.

This Holyday may be not important for Brazilians but for many Americans it is a symbol of nationalism to be commemorated in October, when the date celebrates Columbus landing in the New world.

HALLOWEEN

This date is celebrated all over the United States. Halloween has fi rst arisen due to ancient people a long time ago. It is said that Halloween is linked to planting and harvest time or to honor the dead.

There are many activities, which are possible to do with the students and as a suggestion, you, the teacher could ask them to tell each other what they know about this celebration.

Ask the students if they have already taken part in such a celebration.

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