!
k
c
a
r
T
Back on
By Rasma Haidri Sjøvoll
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While I am very proud to be part of the
team that produced the new Tracks
all-in-one book for vocational English,
my greatest excitement about the
book is as a teacher of vocational
English myself. I think that a single
book for both Vg1 and Vg2 vocational
programs will give the students
greater continuity throughout their
two years of study.
Vocational issues
The new Tracks addresses vocational
English in two distinct ways. A
separate website – called Tracks Pro
– is being made for each vocational
program. This will be a licensebased resource where job-specific
texts, themes, topics and terms are
explored. There is such a wide array of
vocational subjects, each with its own
specific topics and terminology, that
Tracks has now moved each vocation’s
specific material out of the textbook
and onto the web. The flexibility of
the website format allows for regular
updating of material.
The Tracks textbook itself addresses
vocational issues in two of its seven
chapters. In both of these chapters,
Tasks
– be attractive
– be creative
– always be on time
oral
– be able to understand written and
instructions
– know how to use a computer
– get on well with colleagues
– understand literary texts
– be a practical joker
dirty
– not mind getting his or her hands
drawings
– be able to understand technical
life
of
view
tic
optimis
an
– have
1* Understanding the text
speak English?
a How many people in the world
English may be
b Give at least one reason why
important in your job.
English not
c Why is learning only vocational
enough?
explain why
d Choose two of the students and
in their jobs.
English will be important to them
explain which
e Choose two other students and
e.
English skills they want to improv
– be hard-working
– like to care for other people
of weather
– like being outdoors in all kinds
– enjoy teamwork
2* Understanding the student
responses
ed in each
Which of the five students is describ
sentence?
y
a might work outside of Norwa
speak
b might have colleagues who don’t
Norwegian
c
enjoys speaking
d enjoys grammar
writing
e needs to improve reading or
talking
f needs to improve listening or
3 Talking
of the
a* Retell in Norwegian at least two
1.
findings in the report on page 107/11
important. What
b Having good English skills is
the list
at
other qualities are important? Look
e five
of personal qualities below. Choos
ant
import
are
personal qualities that you think
in
for someone who is going to work
ion
professions covered by your educat
programme.
profession
A person who wants a future in my
should …
n
childre
with
good
– be
ers
– be friendly and polite to custom
– have technical abilities
film and music
– know the latest trends in clothes,
– know how to cook
c
4 Working with numbers
5 Writing
of
When talking and writing about parts
But for
numbers, we often use percentages.
we may
107,
page
on
facts
the
in
as
variation,
sions with “in”
also use fractions (brøk) or expres
fifths =
two
=
cent
per
40
le:
Examp
or “out of”.
two in five / two out of five.
at least
into
below
ts
amoun
Convert each of the
one of the other expressions.
a 10 per cent
b three in four
c
task
Use the notes from the pre-reading
task.
(p. 107) when doing this writing
nt on the
comme
you
Write a personal text where
you. What will
importance of learning English for
ional
profess
future
English mean to you in your
facing? What
life? What challenges will you be
nd
comma
good
a
benefits do you see in having
English will be
of English? Call your text: “How
important for me”.
’s website, so
The text is intended for your school
ge such as
you should avoid informal langua
slang expressions.
60 per cent
d one fifth
e a quarter
f
seven out of ten
ate’s.
Compare your choices with a classm
“musts” in
Decide which ones are top three
explain
Then
.
chosen
have
you
ion
the profess
on
to the rest of the class how you agreed
list.
ee
your top-thr
Toolbox
Mean and meaning
ly start
In Norwegian you would probab
… / Eg
sentences like this: “Jeg mener at
cannot use
meiner at …”. But in English you
say: I
must
you
,
Instead
here.
mean
the verb
think that … or I believe that …
m:
proble
a
also
is
g”
Norwegian “menin
g er at …”
“Min mening er at … / Mi meinin
is that ….
has to be My opinion/view/belief
/ Etter mi
The phrase “Etter min mening …
as In
English
in
said
be
meining …” would
my opinion/view …
g are
meanin
In English the words mean and
used in sentences like:
“Hva mener
– What do you mean by that? =
med
du med det?” / “Kva meiner du
det?”
“Hva betyr
– What’s the meaning of this? =
dette?” / “Kva tyder dette? ”
Mason at work
6 Vocabulary
client?
ne, what are you? A customer? A
If you buy something from someo
tions on the right.
the terms on the left with the descrip
Well, that depends. Try to match
A customer is someone
A buyer is someone
A client is someone
A patient is someone
A guest is someone
lawyer, a hairdresser, etc.
who gets services from a bank, a
, restaurants, etc.
who gets service in hotels, hostels
s in a shop
who typically buys goods and service
, for example a car or a house
who buys property off another person
example in a hospital
who gets medical treatment, for
WORK MATTERS
112
113
CHAPTER THREE
students are asked to reflect on their
own vocational choices and work
with program-specific vocational
vocabulary that they find on the
book’s free website.
Chapter 3 Work Matters introduces
students to issues in working life,
such as choosing a career, identifying
vocations, finding jobs, conducting
interviews, and evaluating the role
of English in the workplace. In this
chapter there is also vocabulary for
talking about professions, customers,
accidents and tools.
Chapter 6 Work Values focuses on
work-related ethical issues such as
gender roles, discrimination and child
labor. Lastly, health, environment
and safety – or HES – are presented,
and there is a suggested oral crosscurricular project on these themes.
Skills
Basic skills have always been
an important part of the Tracks
series. In the new textbook they are
enhanced with even more variety and
differentiation. In addition there
is focus on speaking, listening and
numerical competence.
Above is a sample task page from
chapter three. In tasks 1 and 2 reading
comprehension is checked. Note that
some questions ask for the main
idea, while others focus on detail.
This distinction between main ideas
and details is a recurring theme in
the book. Strategies for listening or
reading for main ideas and details are
taught in various mini-lessons, before
being put into practice like in the
tasks above.
The aim of Tracks is to motivate all
students in learning English. Blue
stars identify easier tasks that
all students – main text readers
and shortcut readers – should be
able to do. As well as checking
comprehension, these tasks often
give students a chance to reflect and
talk. On the page shown above, the red
circle and arrow on task five shows
the task is a demanding one where
more teacher guidance is likely to be
needed.
You may notice that the basic skills
of reading, speaking, writing and
using numbers are addressed in one
or more of the tasks on this page. In
the Toolbox, we present language or
writing issues with which students
often struggle. Toolboxes appear
throughout the book with simple
explanations and examples that
students can use as a quick reference.
01
02
03
Society, culture and literature
There are five chapters on society and
culture. Chapter one deals with global
English and chapters two and four
present English-speaking societies in
North America and the British Isles.
Chapter five presents the societies of
South Africa, India, Australia and New
Zealand. Last but not least, chapter
seven profiles indigenous peoples in
Australia, New Zealand and North
America. In all these chapters there
are carefully selected literary texts
that aim to further enhance students’
awareness.
Reading strategies
The book contains a wide array of
texts, both factual and literary, in a
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12
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17
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Tasks
3 Vocabulary
1* False statements
Emma (17): Heli-skiing
high up
g. A helicopter takes you
My favorite is heli-skiin
powI love all winter sports.
Then you ski down on
off.
you
s
drop
and
d snow
be
into an area of untouche
straight down. There can
res
met
0
300
be
can
s. The run
I plan
der snow with no trail
g. Next summer holiday
doin
are
you
t
wha
w
kno
on south of
avalanches. You need to
the largest heli-ski regi
friend in Wanaka. It’s
to go heli-skiing with a
the equator.
2 Comparing sports
in
me sports mentioned
Choose one of the extre
me sport you practise
the text and a non-extre
or
all
footb
t (for example
yourself or know abou
ram (see p. 142) and
skiing). Make a Venn diag
ts.
spor
two
the
pare
com
key words about the
– In the left circle: write
single participant
extreme sport. Example:
key words about the
– In the right circle: write
n players
eleve
other sport. Example:
ts
key words the two spor
– In the middle: write
ple: exciting
have in common. Exam
ping
island in
sport. It started on an
most famous extreme
tradition, then men
the
Bungy-jumping is our
ted
star
en
Wom
sand years ago.
1980s
Vanautu more than a thou
jump from towers. In the
s around their ankles and
took over. They tie vine
made
two New Zealanders
ness.
a bungy-jumping busi
s inThey used rubber rope
Esther (18): Bungy-jum
extrem
island
helicopter
inside the
cm thick. You get tied
ball with walls about 70
h 50 kilometres
A zorb is a huge plastic
hill. The zorb can reac
a
n
dow
d
rolle
then
water
middle of the ball, and
safe. Sometimes they put
ion in the wall keeps you
day with my Mum
per hour. The air cush
I started zorbing on holi
nd.
arou
slide
you
inside the ball and
a zorb centre.
I got a job working at
and Dad. Last summer
region
Zach (18): Zorbing
think metres
holiday
e
zorb
about
se teenagers are talking
for extreme sports. The
New Zealand is famous
some of them.
from the word cloud and
a* Choose five words
three sentences.
use them to write at least
huge
Extreme Sports in
New Zealand
ences. Comment on your
Correct these false sent
changes.
not popular in New
a Extreme sports are
Zealand.
you lie on top of.
b A zorb is a big ball
s to areas with lots of
c Heli-skiing takes skier
people.
very new sport.
d Bungy-jumping is a
a lot when bungye It is important to think
jumping.
famous
Shortcut
jump
winter
d
s from the text are mixe
b The following word
the last letters are
up. Only the first and
they
are
t
Wha
s?
word
correct. What are the
in Norwegian?
runas – gecailr
rttooain – bekcut – dgeo
– bahtdiry
– hptcoeilr – arednilan
teenagers use to
c What words do the
sport experiences?
describe their extreme
a short text about a
Make a list. Now write
one you would like to
sport you have tried, or
s from your list can
try. How many of the word
you use when writing?
4 Talking
Discuss:
for
tried out these sports
a* The teenagers here
a special occasion,
the first time to celebrate
like doing
you
do
t
Wha
ay.
or when on holid
occasion? What unusual
to celebrate a special
t have you tried while
activity or extreme spor
on holiday?
talked about in the text
b* Which of the sports
Why?
would you like to try?
have to risk their lives
c Sometimes people
, for example, fallen
saving others who have
Rescue missions and
off a cliff while climbing.
society a lot of money.
hospital treatment cost
me sports should be
Does this mean that extre
opinion.
banned? Explain your
stead of vines.
On my sixteenth birth
bour
day I jumped from Har
and
Bridge. Once my mother
tied
I jumped with our feet
ing is
together. Bungy-jump
tan amazing rush, but frigh
to
ening too. You just have
ut it.
jump, and not think abo
THE ENGLISH-SPEAKING
224
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
WORLD
225
CHAPTER FIVE
variety of genres. Reading strategies
are taught in mini-lessons and prereading activities, then mentioned
regularly in the tasks. Special focus
is given on using different reading
strategies for different outcomes
and purposes. Strategies for reading
literature are presented
ted separately
from factual texts.
Young adult
literature
Many of the
literary texts
in Tracks have
a teenage
protagonist facing
a teenage dilemma
in a teenage
setting. They are
in the genre of
Young Adult (YA)
literature. In one
story (see picture)
we have a sixteenyear-old Australian
girl facing a typical
teenage issue of
choosing something
this story uses humor to balance out
the darker side of teenage angst.
There is a mixture of male and female
protagonists in the literary excerpts
used in Tracks, but all of them bring
up social issues that relate to both
genders.
to wear that others won’t make fun
of. However, in this case the question
is: does she want to wear the hijab
or not? Living in the multicultural
society of modern Australian
complicates her teenage dilemma. As
is often the case with YA literature,
labelled stemplet/
stempla
odd one out den som
skiller seg ut / den
som skil seg ut
primary school
grunnskole
to legitimise å tillate
Eid id (muslimsk høytid)
/ (muslimsk høgtid)
to taunt å spotte, å erte
unpronounceable
umulig å uttale /
umogleg å uttale
sunnies solbriller
rollcall (navne)opprop/
(namne)opprop
s the adventures
Look Big in This? follow
The novel Does My Head
g with a mum who is
teen-year-old girl dealin
of Amal, a typical seven
young and cool
is
he
thinks
who
and a dad
obsessed with cleaning
Amal also faces the issports car. In addition,
enough to drive a red
tinian-Muslim”. Just
-Pales
ralian
“Aust
an
sues that come with being
ger in multicultural
are Muslims. For a teena
over 1% of Australians
also being true to
of wanting to fit in while
Australia, the dilemma
nging.
yourself can be extra challe
Discuss with a classmate:
it comes to teens
ng and hairstyle when
a How important is clothi
other?
liking and accepting each
l? Explain.
schoo
in
ear
n about headw
b What is your opinio
ng a baseball cap and
same way to a boy weari
c Do you react in the
and a girl wearing a
n
turba
a
ng
weari
A boy
a girl wearing a hijab?
one
scarf? Explain.
to fit in and be like every
tant,
impor
more
is
d What do you think
unique?
else or to stand out as
Does My Head Look
Big in This?
5
by Randa Abdel-Fattah
obsessed with besatt av
/ besett av
headwear hodeplagg/
hovudplagg
guts tæl, kraft, styrke
presence tilstedeværelse/nærvær
immediate her:
nær(meste)/
nær(maste)
mosque moské
home-room klasserom
nostril nesebor/
nasebore
232
CHAPTER FIVE
got the guts to do it.
ing about whether I’ve
I can’t sleep from stress
-timers” are what
head scarf, full-time. “Full
To wear the hijab, the
the hijab all the time,
wear
who
girls
call
I
my Muslim friends and
e in the presence
you’r
ever
wearing it when
which basically means
rs” like me wear
diate family. “Part-time
of males who aren’t imme
ic school or
Islam
an
at
rm
school unifo
the hijab as part of our
we’re having a
ue or maybe even when
when we go to the mosq
bad hair day.
Four days to
of my school holidays.
I’ve got four days left
third term at
to actually start on my
decide whether I’m going
d know that
shoul
You
l as a full-timer.
McCleans Grammar Schoo
-room with the
of stepping into my home
right now the thought
edge.
on
stand
nostril hair
hijab on is making my
in with it on.
class will say if I walk
I can’t imagine what my
dream another
walking-into-class-naked
Oh boy does this give the
10
5
15
10
20
15
naked. I’m walkcase, I’m not walking in
dimension. Except in my
out into a sweat.
yet I’m still breaking
ing in fully covered and
to go through school
going
I’m
and
out
They’re all going to freak
st loser of all time.<…>
officially labelled the bigge
used to being the
h, it’s not like I’m not
Come to think of it, thoug
l because we
a Catholic primary schoo
odd one out. I attended
parents didn’t
my
and
l
schoo
ic
an Islam
lived too far away from
<…>
the distance twice a day.
have the time to travel
red socks were
ry school, different colou
prima
in
was
I
When
So when you’re a
legitimise a good tease.
enough difference to
ing nickname
taunt
in
(as
ie
elebrating Moss
non-pork eating, Eid-c
e surname and
with an unpronounceabl
for Muslim, not mosquito)
hijab and Gua
ng
weari
l
schoo
up from
a mum who picks you
s peace’ bumper
a car with an ‘Islam mean
cci sunnies, and drives
is impossible.
sticker, a quiet existence
in the Arabic
letter
a
sneeze sound like
Hey Amal, why does a
language?
chip?
e and bacon
Hey Amal, want a chees
a camel as a pet?
Hey Amal, do you have
you “Anal” at
e the sub teacher called
Hey Amal, did you notic
Stop!
a) What are full-timers
and part-timers?
b) What are three
reasons Amal gives
for wearing the
hijab?
c) Why is Amal feeling
so stressed she can’t
sleep?
d) What kind of school
did Amal go to as a
child? Why?
rollcall this morning?
THE ENGLISH-SPEAKING
WORLD
233
Revision: Chapter 3
Talk
ingKS
Course 2:
TAS
Shortcuts
Learning targets: self-evaluation
1. xxxxx
Shortcuts are an
Oral Presentations
important feature in
An oral presentation can be about
almost
anything: a place, an event, a person,
a book,
a film … you name it. You can use
the differentiation
it to inform people, to instruct them, to
entertain
them or to persuade them. Since
a presenin Tracks. Shortcuts
tation is both visual and aural (i.e.
you lisWriting
ten to it), it can be a very effective
way of
are aimed at
delivering ideas and information.
Nerves
students who may
Do you feel nervous when you have
to speak
in front of an audience? Well, join
Chapter key words
the club.
struggle with the
Most people do. Even people who
do it for
a living feel at least a slight quicken
ing of
Grammar teaser 3: Pronouns
complete text. As
the pulse when all those eyes are
turned on
them. (Ask your teacher!) The best
way to
combat nervousness is to be prepare
is shown on page
d. That
means having a clear idea of what
you are
going to present and how you are
16, the shortcut
going to
do it. Also make sure your presenta
tion is
strong visually; the more the audienc
e is result is that they lose interest
can be illustrated
and find somelooking at other things (see “visual
aids” be- thing better to do. So
whatever else you do
low), the less they will be looking
at you.
in an oral presentation – don’t read
with a photo that
aloud!
In a proper oral presentation, the
Talk – don’t read!
presenter speaks directly to the audienc
Imagine
e, perif
your
teacher came into the class- haps
can be used as a
using notes to help him or her rememroom at the beginning of the lesson,
took out ber points. These notes
should be no more
a piece of paper and began reading
aloud in than key words. If you
starting point for
are using PowerPoint
a monotonous voice: “Good morning
, class. or some other presenta
tion software, you
Today we are going to learn about
English as don’t even need notes.
See Toolbox on the
discussions. The
a global language. Please open your
books at website for help on
making notes for oral
page 134 …” I think you will agree
it would presentations.
be rather odd. If she continued to
comprehension
do so, it
A final important note: if you prepare
would also become terribly boring.
your presentation by memorizing sentence
For an audience, the difference between
by
tasks marked with
sentence what you are going to say,
you will
being spoken to and read to is
enormous. sound like you are
reading! Remember: the
When someone is reading, their
face and point of oral presenta
a blue star can be
tions is to show you
attention is directed towards the
text. The can speak freely on a
topic you have learned
audience notices this immediately
and the about.
answered after
reading either
the shortcut or
The focus in both courses is on
the original text. Notice the different method for getting students to use
choosing a style of language to match
vocabulary tasks here. One of the
the key chapter vocabulary. A writing
the purpose and situation.
tasks this time is using a Venn
task, often based on a former exam
diagram.
question, is also given.
A full English resource
The Tracks textbook and website make
Chapter targets
Writing and talking courses
a complete vocational English course.
and review
Above you can see the beginning of
The fundamental skills are repeated
Each chapter starts out with a set
the Talking Course about giving oral
in every chapter. The book gives
of key words and targets, covering
presentations. One of the unique
students coming to new schools in
culture and society, reading, writing,
features of Tracks is the eight
Vg2, as many do for their vocational
oral, digital and numerical skills.
Writing and Talking mini-courses
specialization, easy access to what
Each chapter ends with a revision
that are found between the chapters.
they “were supposed to learn last
page. Here students are given a
The writing courses help students in
year”. In addition, the single book
framework to reflect on how well
using formal and informal registers,
for all vocational programs over both
they master the aims of the chapter.
structuring paragraphs and essays,
years gives teachers an advantage
The review includes a hands-on
taking notes and writing coherently.
when it comes to cooperative
encounter with a grammar problem
The talking courses help students
teaching, planning and test-making
with follow-up tasks on the website.
with different types of spoken tasks,
Each chapter revision uses a different from small talk to oral presentations. within a school. These are just some
of the features of Tracks
tthat make it an inspiring
Pre-writing #6:
rresource for both teachers
Pre-writing #4:
Writing Course 2:
aand students.
7) can tell you what you should
think about
before going to a job interview
8) can explain what it means to
take pride in
your work
9) can tell you about the career
they are
aiming for
Afterwards, go through the question
s in class
and tell your classmates who gave
you the
answer and explain what the person
said.
a Work with a partner. Go to page
102 and
read the learning targets given there.
Make “I can” statements for each
target
– for example “I can use mathema
tical
vocabulary”. Then tell your partner
if
you can do this …
– very well
– quite well
– not very well
Also discuss: What can you do to
improve
your skills?
b Go to the website to find a full
list of
learning targets for the chapter as
well as
tasks for self-evaluation.
15
20
There are many different kinds of
pronouns,
and they have difficult names. Do
you know
the difference between possessiv
e pronouns,
relative pronouns and reflexive pronoun
s?
There is help and lots of tasks to
practise on
– just go to the website!
Try this task first to test your pronoun
skills.
25
Which alternative is correct?
a John thinks that his / he’s dog
is the
cutest dog on earth.
b I can see my car, but where is
your /
yours?
30
c Peter is the only one who / which
can do
it.
d Paula has a bike who / which
has to be
fixed.
e I had to tell her the whole truth,
who /
which / that was a very hard thing
to do.
f In the end they had to do everythin
g self
/ themselves / them self.
35
40
a. his, b: yours, c: who, d: which, e:
which, f: themselves
136
xxxx
10
Write a 5-paragraph essay (see page
198) in
which you comment on the importan
ce of
English in the workplace. Include
examples of
how English is used in Norwegian
companies.
Use articles from this book or other
sources
to illustrate your discussion.
Make questions out of the points
given
below. Go around class and find
someone
who can help you answer the question
s. For
each question you must write down
the
answer you have been given and
the name of
the person who has given it to you.
You can
ask each person one question only.
Example: Can you explain to me
the
difference between job and work?
Find someone who …
1) can explain the difference between
job
and work
2) can give you English words for
five
different tools in your work field
3) can give you three pieces of advice
for
finding a job
4) can tell you about an accident
he or she
has heard of or witnessed
5) can give you at least three facts
about a
profession someone in their family
has
6) can give you information about
some of
the differences between different
systems
of measurement
5
CHAPTER THREE
137
Planning Your
Text – Six Steps
to Success
5
5
10
What does it mean to plan your long text?
These six steps will give you everything you
need to get started writing a good essay.
Choose some sources.
An essay needs well-developed ideas. Use
examples, facts, definitions and information
from other texts to back up your ideas. (See
the text “Using Sources” in Toolbox on the
website.) Sometimes exam questions will
tell you to use literature and film as sources.
Other exam questions assume you will use
factual texts from textbooks or other sources. Combine examples and information from
sources with your own opinions to make a
solid and interesting discussion.
10
Pre-writing #5:
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15
Pre-writing #1:
Read the task carefully.
Underline the key words that tell you what
to do. Let’s find the key words in one of the
exam tasks mentioned in Writing Course 1.
Write an essay using “Love the Way
You Lie” and other songs to discuss
this statement: Do bands feel a duty to
comment on social issues, or are they
more interested in singing about themselves and their personal issues?
Key words: Write ... essay ... use “Love the
way” & other songs ... discuss: Do bands comment social issues ... or sing about themselves?
Pre-writing #2:
Find the purpose.
In the example above, the key word “discuss” tells the purpose of the text. Here is a
list of purposes and what they mean.
– discuss: explain different sides of an issue,
give reasons why, recommend one
– compare and contrast: point out what is
the same and what is different between
two topics
– write a review: give a personal evaluation
of a book or film
20
25
20
Brainstorm your ideas.
Use five minutes to write down everything
you can think of related to the topic. Write
fast. Be messy. Don’t worry about spelling.
Write a list, mind map, or a free text. Force
yourself to keep coming up with key words
until the five minutes have passed. What you
write during the brainstorming will be used
in the final pre-writing step.
Organize the key ideas into a plan.
Read over the brainstorming to pick out key
words or ideas to put in the essay. Sort them
into groups of related ideas. Then organize
these groups into the structure of your essay.
When you are done organizing, you are
ready to write! Here are three tools to help
you organize the key ideas into a plan.
1) Mind Map
Imagine you are going to write a text presenting Global English. Put the words “Global
English” in a circle in the middle of the page.
Connect key words to the circle in the middle to make a mind map:
popular culture
lingua
franca
UK
Global English
25
USA
– write a speech: inform, persuade or entertain an audience about a topic
– analyze: show you understand the ideas
in a text or film
– explain: present one topic or issue fully,
all sides
– summarize: give the main features of a
topic, but leave out details
colonies
other Englishes
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30
35
35
40
40
Pre-writing #3:
Choose the style of writing (formal or informal) and text type or genre (essay, speech,
letter, report, article).
The task will usually tell you what type of
text to write and the situation. In general,
use a more formal rather than informal style
on long written texts. See more on formal
and informal style on page 98.
media
Draw a line to connect “UK” with “colonies”. Then connect “colonies” with “other
Englishes” because other Englishes developed in the colonies. Move “media” and
“popular culture” to “USA” because they
came from there. Keep adding key words
from your brainstorming. Is there anywhere
to put “lingua franca”? Maybe you need to
add a circle that says “foreign language” and
connect it to “lingua franca”. Hmm, perhaps
“native language” and “second language”
should go in as circles somewhere …?
You see how working with organizing
your key words helps you think through the
topic you will write about.
141
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T
Tracks
contains such a
wealth of visual, audio
w
aand written material
tthat I think teachers will
find plenty to challenge
aadvanced students as well
as
a differentiate for weaker
ones.
The underlying
o
approach
of Tracks is to
a
ggive students a sense of
mastery of English skills,
while exploring issues they
care about in English.
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