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Welcome to American Jetstream , a course designed to motivate and engage learners. We aim to provide you with material that is stimulating and relevant, so your students learn English easily and with real enjoyment.
We hope to give you everything you would expect, and more. We have aimed to balance the familiar and the new: to give you what you know works well and, at the same time, to introduce some unique features that will greatly enhance your students’ learning experience.
Our approach in general We believe that engaging content together with enjoyable and useful learning activities are the keys to successful learning.
We believe that students need to be exposed to the most useful vocabulary that they will need to speak and write English at this level. We pay special attention to the grammar of the language – without grammar, vocabulary is just words!
We believe in the importance of having students meet words and grammar in exciting and interesting situations
- and in giving opportunities for students to practice this language so that they can be comfortable with it.
We also believe that teacher support is crucial – we know you’re really busy. This Teacher’s Guide provides clear lesson notes and a lot of other things as well (see Contents page 3). There is also a lot of support online in the form of extra material, practice tests, and so on.
You don’t have to use all – or even any – of the Teacher’s Guide, of course, but it’s there if you need it, and it will help to give you lots of choices. We’ve put a lot of work into ensuring that American Jetstream is simple to use. And thought-provoking. And effective. And fun.
Enjoy! Jane Revell and Mary Tomalin
Letter to you, the teacher
8 8 Unit 11Introduction
American Jetstream
Elementary components
For the student:
Student’s Book
The Student’s Book contains 1 2 units of three double- page lessons, and a Vocabulary PLUS and a Language in Action section at the end of each unit. It also contains the following:
- a two-page review unit after every two units
- four stories
- a comprehensive grammar reference section
- information-gap activities and extra material
- complete transcripts of the audio and video
- a pronunciation section covering the main vowel sounds
- an irregular verbs list
Workbook with audio
The Workbook contains 1 2 units of four pages – one page per SB lesson, and one page for Vocabulary PLUS and Language in Action. It also contains the following:
- a Review quiz after every two units
- a Check your progress test after every two units
- one page of dedicated writing practice for each unit, giving students a structured writing development course
E-zone
The e-zone is an online resource for students and teachers containing:
- the video and/or audio for all Language in Action pages
- a Cloud book – an interactive version of the Student’s Book including all video and audio
- Cyber homework – interactive activities covering grammar, vocabulary, reading, listening, and conversations. They are assigned by the teacher in a virtual classroom and have automatic feedback.
- MP3 audio files
- online training – pronunciation exercises, exam practice (Cambridge ESOL, TOEFL, IELTS, and TOEIC), and cyber homework in self-study mode (extra practice)
- CLIL projects
For more information on the e-zone, see page 11.
For the teacher:
Teacher’s Guide with class audio CDs
The Teacher’s Guide contains full teaching notes for each unit including all transcripts, answer keys, and useful background information, plus ideas for early finishers and mixed-ability suggestions. Three class audio CDs contain all the listening material for the Student’s Book. The Teacher’s Guide also contains the following extra material:
- one photocopiable game per unit
- one activity per unit
- readings and activities based on popular movies & music
- “technique banks” giving ideas in the following areas: Using the video Using stories Using memory games 20 easy games Five fun techniques to use with a flagging class Working with mixed-ability classes Ensuring learner autonomy and using technology
Interactive book for whiteboards DVD-ROM
E-zone
Full access to the students’ area plus:
- the videos for the Language in Action pages
- MP3 audio files
- downloadable Teacher’s Guide with answer keys
- HELBLING placement test
- Guide for new teachers
- Testbuilder containing 1 2 Unit tests covering Grammar, Vocabulary, Functions, and the Four skills and 6 Progress tests
American Jetstream approach
A summary
Motivation
Research shows that motivation is key to learning; to learn, students need to be interested! American Jetstream has been written to be highly motivating for students, and includes the following:
- interesting and relevant topics
- stimulating and often thought-provoking photos
- lots of personalization activities where students are encouraged to talk about themselves
- communicative activities that give students a real purpose for completing a task
Regular features in the writing section include tips on useful language, including linking words and other accuracy features, such as word order, punctuation, time expressions, paragraphing, etc. The Writing section also introduces the concept of format and tone, which many lower-level books don’t cover until later. The Check it sections allow students to review and improve their work.
Listening
The main listening focus in American Jetstream is in Lesson 3 of each unit, but there are often shorter listening activities elsewhere within the units. The Language in Action pages with audio only (Units 2, 4, 6, 8, 1 0, and 1 2) provide further listening practice in the form of functional conversations. To train students in useful and relevant listening skills, the listening texts reflect a variety of real-life situations, including:
- conversations
- interviews
- talks
- reports
- radio shows
The transcripts of the listening texts can be found at the back of the Student’s Book for students’ reference and are also reproduced in the relevant activity notes in the Teacher’s Guide. The Language in Action pages with video also contain the audio-only versions of the video (Units 1 , 3, 5, 7, 9, and 11 ) and can be approached as listening exercises if the visual component is not available.
Speaking
For many learners of English, speaking is the most important language skill. For this reason, there are frequent speaking activities at all stages of a lesson in American Jetstream :
- At Elementary level, activities are carefully controlled so that students can express themselves freely without the fear of making a lot of mistakes.
- The photos, cartoons, listening, and reading texts all provide stimulating platforms for speaking activities.
- You first! at the start of some lessons uses a short question to get students engaged with the lesson topic immediately.
- The main Speaking section of each lesson generally has more involved activities than those that come earlier in the lesson.
- Everybody up! sections encourage students to stand up and move around the class, interacting with each other to find out information.
- The Did you know? sections in the main units, and the Cross Culture sections in the Review units also provide platforms for stimulating discussions. - The photocopiable activities in the Teacher’s Guide and the information-gap activities at the back of the Student’s Book provide further communicative practice.
De-stress!
Apart from providing tiny practical texts to read, these sections appear in some of the Language in Action pages and on page 204 of the Teacher’s Guide to help students unwind from time to time. Why? Because, quite simply, we don’t learn well when we are stressed. We learn best when we are relaxed, and this is particularly important when you are producing new language. If a De-stress is a piece of advice, talk about it with students. If it’s a physical exercise, get (or help) students to read it and then follow the instructions. Do it with them in the classroom if you can. Then you can repeat it again and again whenever it’s useful.
Pronunciation
Short pronunciation activities throughout the Student’s Book provide clear practice of some common areas, including:
- specific sounds
- word stress
- sentence stress
- simple intonation In addition, students are encouraged to listen to and repeat the main vocabulary groups throughout the book. The Pronunciation section on page 1 56 of the Student’s Book includes a phonemic chart for students’ reference and fun practice of all the major vowel sounds in American English. Students should be encouraged to listen to these sounds repeatedly and to search online dictionaries for further pronunciation practice.
Stories
There are stories about real and fictional people throughout the course, but at the back of the Student’s Book (SB pages 1 24– 131 ) you will also find four slightly longer, completely new stories. These stories are a way of providing an opportunity for students to read more extensively and gain a sense of satisfaction from doing so. For this reason, they deliberately contain language that is slightly above students’ level (linking in with Stephen Krashen’s idea that we learn most from language that stretches us a little, but not too much). Students should find the stories challenging but engaging, and while they may need to check some of the vocabulary, they should be able to follow the storylines without a lot of extra assistance.
There are no activities accompanying the stories on the Student’s Book page itself in order to leave you completely free as to how you approach the stories. However, if you’d like to apply some techniques, please refer to page 1 95.
Consolidation and review
Consolidation of recently acquired language and regular review are crucial to learning. After every two units there is a Review unit that goes over the key language in these units. Each Review unit contextualizes the language through reading and sometimes listening texts. There are also grammar exercises and writing and speaking activities. The Workbook provides further practice and testing of the language in a unit. In addition, after every two units in the Workbook, there is a Review quiz , which tests students using a general knowledge quiz. This is followed by a Check your progress test.
Online resources
(available on e-zone)
HELBLING Placement Test Designed to give students and teachers of English a quick way of assessing the approximate level of a student’s knowledge of English grammar and usage.
Online training Resources and interactive activities for individual student access. Includes:
- exam practice
- pronunciation
- all exercises from the Cyber homework in self- study mode.
Cloud Book An interactive version of the Student’s Book & Workbook, where students can access all audio and video content at one click or touch. Students can complete the activities, check their results, and add their own notes.
Projects Open-ended activities on both cultural and global themes where students can embed other resources, such as web links or files, and share them with the teacher and their class.
Cyber homework Interactive activities assigned to students by their teacher within an online virtual classroom. Full results and feedback are automatically given as soon as the deadline fixed by the teacher has been reached.
How to integrate LMS (a Learning Management System) into your teaching
Initial assessment
HELBLING Placement Test Planning
Scope & Sequence Teacher’s Guide
Class routine
Student’s Book & Workbook
Lesson enrichment
- Resources
- Videos
- Interactive Book for Whiteboards
- Teacher downloads
Virtual Class and Self-study practice
- Projects
- Online training
- Cyber homework
- Student downloads
Assessment
Exam Practice Testbuilder
Did you know?
These are very short, interesting pieces of information related to the theme of the lesson. They can usually be done at any point in the lesson. The individual unit notes within this guide suggest ways of exploiting this section, but if students want to know more, they can be encouraged to search online.
P (^) Pronunciation
There are regular pronunciation activities throughout the Student’s Book. At Elementary level, these focus mostly on simple, but often-heard sounds, and word and sentence stress. There is a small introduction to intonation, but it is not a key feature of this level. All the pronunciation activities are recorded so that students can hear the correct sounds or stress.
Memory games
This symbol represents your brain! Memory is a crucial component in learning anything, and it’s like a muscle: the more you exercise it, the stronger it will be. These simple games ask students to remember a variety of things: vocabulary items, facts from an article, and so on. But you can play a lot more games than the ones suggested here (see page 1 96). And remember that the more you get students to exercise their memory in English, the more it will serve them in other aspects of their life as well.
Listening
This symbol tells you that there is recorded material that goes with the activity. This can either be a full listening text, where there is no text on the page, or, as here, it might be listening to check answers or to hear the correct pronunciation of words or the correct stress on words or sentences. Full transcripts are available at the back of the Student’s Book.
Everybody up!
This is a Find someone who … activity, a chance for students to move around the classroom and use specific language in a controlled way to get information from other students. This kind of short, intensive practice can be very lively and also rewarding if students succeed in completing the activity using the language resources available to them. It also allows them to interact with lots of different people. The act of physically getting up and moving around is also mentally refreshing; being physically active helps us learn. Students may naturally find that they engage in longer conversations than the activity requires. If time allows, this is good and enjoyable practice for them. However, it’s a good idea to set a time limit for this activity.
We don’t say … / We say …
This section appears in the Language in Action pages and focuses on common errors that students are likely to make. The ones selected are made by learners from a variety of different language backgrounds, but you can, of course, bring in your own examples from the particular language group you are working with. By drawing students’ attention to the examples, and making it clear that these are common errors, the hope is that they will feel relieved that they are not the only ones and they can see how to avoid making that particular mistake.
6 Video
American Jetstream presents all new video with corresponding exercises that exploit the language in the odd- numbered units. The videos feature the same characters in a variety of situations that facilitate the use of the language from the unit. They provide extra contextualization for the functional language. By seeing the same characters, we begin to learn about their personalities and how they react to a range of circumstances. See also Using the video on page 1 94.
Language in Action
This section provides practice in the everyday functional language that students need when getting around in English and interacting with people, such as making requests, asking for directions, buying a ticket, and so on. Students are presented with a variety of different situations and given the vocabulary and opportunity for practice both in written and spoken form.
Review units
Six review units provide practice of key language from the preceding two units, using a reading text as the main presentation. Beyond the reading and corresponding activities, they contain two additional sections: Preposition Park and Cross Culture.
Guess
Asking students to “guess” answers before reading or listening to information not only gets them to interact, but it also frees them up from having to know the “right” answer, which can sometimes inhibit their response. In addition, it prepares them for the text, giving them a valid reason for reading or listening to something and checking if they were right. For this reason, it’s very important not to correct students who are guessing. Just say things like: Hmm or That’s interesting or Possibly , etc. so they keep talking. Then let the text provide the answers.
- People are different. Some people are more out- going and naturally social, while others are more introspective and reflective. The former readily enjoy interacting with others while the latter often prefer to work on their own. The latter usually welcome time to think on their own, too, before being asked to participate in an activity. As teachers, we need to try to accommodate these differences and bring out the best in our students.
*The roots of Accelerated Learning go back to the Bulgarian educator, Georgi Lozanov, who developed something called “Suggestopaedia” in the early 60s. By helping learners feel comfortable, relaxed, and confident, they were able to absorb and remember more information more quickly. That’s it in a nutshell!
A final word
The features new to American Jetstream , which occur throughout the units, are informed by some of the key principles of Holistic Learning (sometimes called Accelerated Learning*):
We learn with our body as well as our mind: they are connected. Hence the value we attach to bringing more physical activities into the classroom and paying attention to our students’ physical well-being.
Different learners prefer different kinds of input. Some people learn more with their eyes, some more with their ears, and some more with their bodies and movement. We aim to provide a variety of activities to reflect these preferences.
What we learn with emotion, we tend to remember best. We hope to engage students’ emotions through the use of stories, songs, and games – and making them laugh.
Our memory is very powerful … and we can make it work even better. The reason for all the little memory training games is to give students practice in using their memory and aid their learning.
People know a lot already – more than they think. Good teaching and good material can help to make students aware of what they already know and boost their confidence.
Nice to meet you!^ Unit 11 23 23
Nice to meet you pp 6–
GRAMMAR: the imperative VOCABULARY: the alphabet; numbers; personal information; classroom language
UNIT
FOCUS
Aims The focus of this introductory unit is to give students the opportunity to get to know each other and feel relaxed about speaking English in the classroom. The focus is on creating a positive and comfortable atmosphere and helping students reduce possible anxiety about speaking.
You first! There are You first! boxes at the beginning of many lessons in the Student’s Book. They have three goals: first, to engage students and get them saying something immediately, second, to allow students to use what they already know and boost their confidence, and third, to give you an idea of what and how much they already know so you can target your teaching more effectively. Students can say as much or as little as they want.
For this one, start by introducing yourself to the whole class. Say: I’m …, / My name’s … Then introduce yourself to one or two individual students. Model shaking hands. Emphasize warm, positive intonation, making eye contact, smiling, and nodding.
Introductions
- 1 .2 Play the audio and ask students to repeat the shor t conversation all together and then individually. Emphasize warm, positive intonation.
TRANSCRIPT FENG Hi, I’m Feng. LEILA My name’s Leila. Nice to meet you.
Ask students to stand up and move around the classroom. Walk among them and join in the activity. Tell students to try and remember the names for the next activity.
TIP: You may want to introduce a strategy for signaling the end of walk-around activities. Sometimes these activities can be a little noisy, so it’s a good idea to have a signal that everybody recognizes and to avoid having to raise your voice. Ideas could include:
- switching the lights on and off.
- raising your hand – everybody who sees you raises their hand and stops talking.
- ringing a small bell.
- This symbol shows that this is a memory game – the first of many in the book. Memory is an impor tant par t of learning, and the more we exercise our memory by playing these kinds of games, the better it will be. Practice the language with the class and check understanding of my and your. Tell students to remain standing. This time, they should move around the class and try to remember everybody’s name. Focus on the example exchange in the book.
The alphabet
- (^) P 1 .3 Ask students to call out each letter in turn. Focus on their pronunciation. This will help students to complete Exercise 4.
TRANSCRIPT AND ANSWERS A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
TIP: Some letters are pronounced differently in different languages. For example, “ a ” can be pronounced /æ/ and “ b ” can be pronounced /beɪ/. You may want to use this kind of contrastive approach to help students improve their pronunciation.
- (^) P 1 .4 Say the first letter in each line, emphasizing the vowel sound in each case. Students can work in pairs to complete the lists. Encourage them to say the letters aloud as they work. Then play the audio to check the answers and repeat the letters again.
TRANSCRIPT AND ANSWERS 1 A, H, J, K 2 B, C, D, E, G, P, T, V 3 F, L, M, N, S, X, Z 4 I, Y 5 Q, U
- 1 .5 Play the audio once through. Then play it again, pausing to allow time for students to write. Play it several times if necessary. Practice the conversation as a class. Divide the class into two groups. Each group says one par t. Then they switch roles.
Nice to meet you!^ Unit 11 25 25
- Allow time for students to work individually or in pairs. Play the audio again to check the answers, then write the answers on the board. Practice the conversation as a class. Divide the class into two groups. Each group says one part. Then they switch roles.
ANSWERS 1 What’s your first name? 2 What’s your last name? 3 What’s your cell phone number?
1 2. Allow time for students to work in pairs. Then call for volunteers to present their conversations to the class.
TIP: To encourage students to get to know each other, ask one student in each pair to sit with another partner. Repeat as many times as appropriate so that students have the opportunity to work with different partners.
Classroom language 1 3. This part of the lesson focuses on language that students will need to understand your instructions. You may want to add other instructions that you frequently use, e.g. Stand up. Walk around. Make groups of three. Swap books with your partner. Switch roles. etc. Focus on the use of the imperative for giving instructions. Refer to the grammar reference on SB page 1 32 for more information about this structure. Go through it with them. Elicit / Show students that don’t = do not.
ANSWERS 1 f, 2 d, 3 e, 4 b, 5 a, 6 c
EXTRA IDEAS Say four or five instructions and have students act out the response, e.g., stand up, sit down, open your books , etc. Then have students repeat the activity in pairs. Write these instructions on the board. Put students in pairs and ask individual students to read the instructions aloud and follow them. Then in their pairs, students take turns to follow the instructions. 1 Ask your partner a question. 2 Repeat the answer. 3 Write the answer in your notebook. 4 Circle the answer. 5 Check the answer. Ask, “Is this right?”
1 4. Ask students to look at the pictures and work out the instructions. MA For an extra challenge, ask students to cover the instructions in Exercise 1 3 and try to remember the words.
ANSWERS A 2, B 5, C 6, D 4, E 1 , F 3
1 5. 1. 10 Check understanding of any new language before allowing time for students to circle the correct words. Then play the audio. Check answers, then practice each line with the class.
ANSWERS 1 Excuse 2 Sit down 3 look 4 say that again 5 look
TRANSCRIPT JAVI Excuse me, is this the Elementary class? TEACHER Yes, it is, come in. Sit down. What’s your name? JAVI Javi. TEACHER Say hello to Javi, everyone. CLASS Hi Javi. TEACHER OK, everyone, look at page 2 1 , please. JAVI Sorry, I don’t understand. Can you say that again? TEACHER Of course! Yes, look at page 2 1 , please.
(^2626) UnitUnit 11 1
Who are you?
GRAMMAR: be present tense; possessive adjectives VOCABULARY: countries and nationalities; jobs; common objects FUNCTIONS: introducing yourself and other people; asking about language; making requests
UNIT
FOCUS
Lesson 1
I’m from Brazil pp8–
Aims The focus of this lesson is to practice the verb be in the affirmative form, to learn names for countries and nationalities, and to practice introducing yourself and other people.
Note: It will be useful to have a map of the world on a wall or a computer during this lesson.
You first! If possible, point to a world map on the wall or projected on your screen or whiteboard. Point to various countries and ask students to name them. Invite volunteers to come to the board and point to their country saying, I’m from … Ask five or six individual students the question. Ask a student to ask you, too.
VOCABULARY Countries and nationalities
When you see this icon with a vocabulary exercise, it means that you should ask students which words are the same or similar to words in their own language – and also, which are very different. See detailed notes in the Introduction, page 1 8. Check that students understand the word continent. Allow time for individual work. Elicit from students that Turkey is in Europe and in Asia. Ask students which words for countries are very similar in their own language and which are very different. Do not check answers at this point.
- 11 Play the audio, then ask students to repeat the countries as a class and individually. Notice any names that cause special problems and practice them again.
ANSWERS 1 South America 2 Europe 3 Asia 4 Asia 5 Africa 6 North America 7 North America 8 Europe (although large parts of Russia are also in Asia as it is such a big country) 9 Europe 1 0 Europe (it is in both Europe and Asia)
TRANSCRIPT Europe: the UK, Spain, Turkey, Russia North America: Mexico, the US Asia: Thailand, China Africa: South Africa South America: Brazil
- Model the example dialogue with one or two students. Ask one or two students to ask you questions as well. Than ask students to practice in pairs. Notice any problem words and practice them again.
- This exercise reviews the use of correct pronouns ( he , she, or they ) and the correct form of the verb be. Review these points before starting the exercise if you feel students may have problems with them. Tell students to look at the photos and the world map, then complete the sentences.
ANSWERS 1 They’re from Mexico. 2 He’s from Brazil. 3 They’re from the UK. 4 She’s from South Africa. 5 She’s from Spain. 6 She’s from Turkey. 7 They’re from China. 8 He’s from Russia.
- 12 Tell students to look at the photos again and the list of nationalities. Point out that there are two nationalities they don’t need to use. Check the answers and correct any problems with pronunciation. Play the audio and practice the pronunciation again. Pay attention to stress patterns in each word, e.g., Brazilian and Chinese.
TRANSCRIPT AND ANSWERS Photo 1 They’re Mexican. Photo 2 He’s Brazilian. Photo 3 They’re British. Photo 4 She’s South African. Photo 5 She’s Spanish. Photo 6 She’s Turkish. Photo 7 They’re Chinese. Photo 8 He’s Russian.
