Beyond B1 Student''s Book

About Rebecca Robb BenneRob MetcalfRobert Campbell

Rebecca Robb Benne Ive written a wide range of language learning materials in the last twelve years and my main principle has always been motivation. As a teacher I observed that motivation is a huge factor in language learning particularly in the case of teenagers. Language learning should be fun and I try to write materials that engage learners through interesting topics which are also relevant to students lives. Today the use of technology is central to learning English and I think its important to produce materials that respect and exploit the proficiency and creativity of teenagers in this area. In addition I firmly believe teaching materials should have some educational value and play a part in helping students develop as a whole person. Being a teenager can be a confusing experience and good learning materials can contribute to students development of self-confidence independence and respect for others. Materials need to help provide a successful learning experience which is suited to the level of each individual student and which is rooted in a solid communicative methodology. I see the main focus as being on the training of skills so that students learn to use English confidently and fluently outside the classroom. Robert Campbell After editing magazines for teachers and students over the past 22 years I know how important it is to produce material that students will find engaging and motivating and that teachers will find easy to set up and use in the classroom. I think its important that students read and listen to texts because they want to understand them. The texts may contain new language but the initial focus is on meaning. This reflects how we often relate to new language in the real world when reading something in another language or when living in a new country. We notice something new think about it and then look at it in more detail to see how it works. It makes the reading and listening material more authentic and involves students much more in the learning process. Since my early days as a teacher in Spain Ive always had a special interest in using video in the classroom. Although I can see the value of using audio material video feels more relevant in todays digital world. Bringing pages to life with video is another way to engage students attention and make new language more meaningful and easier to process. Rob Metcalf I have a wide range of teaching experience from children to adults in face-to-face and online classes but have always enjoyed teaching teenagers most. They have opinions curiosity doubts. They are discovering themselves and are not yet set in their ways. If you can engage their interest you have as much to learn from them as they do from you. As a writer I try to keep my classroom experience present at all times. A good lesson needs to start with engaging materials and ideas. These are not enough by themselves though. There needs to be respect too giving people the chance to express what they think and feel and really listening when they do so. Teaching materials need to provide opportunities for self-expression. And last but not least theres success. Students need to see that they can trust you to help them achieve their aims. That means making decisions that are informed by knowledge about the learning process but also adapting to their real needs at all times. I try to write materials with sound pedagogical objectives and enough variety to support all students in a class as they grapple with learning my language. The author team One thing we all have in common apart from our view of what is important in learning materials is that we all live in a foreign country and speak another language or languages on a daily basis. We all know what its like to be a language learner and be unable to express ourselves and have learnt first-hand what strategies you can develop as a learner to make the learning experience more successful. Here are some of the guidelines we have followed in Beyond . · Students learn more if they understand why they are doing a particular task. Thats why Beyond lessons always start with a clearly-stated aim. Its also why Beyond has a systematic subskills syllabus. Every reading and listening lesson for example has its own explicit subskills focus that teaches students how to recognise and get what they need from different text types. · Students need to meet new language in meaningful contexts. This is why new grammar and vocabulary in Beyond is always contextualised. · Learning is more memorable if students work things out for themselves. This is why students are encouraged to complete grammar rules. · Learning is more memorable if practice takes place in meaningful contexts. Thats why all exercises and tasks on a particular page are linked to an appropriate theme or context. · In order to improve students need regular opportunities to use the second language to express themselves and interact with others. Thats why in addition to dedicated speaking and writing lessons most pages in Beyond end with a communicative task. Its also part of the thinking behind the Life Skills pages. These deal with important themes that are not usually covered in course books. Theres no language agenda so it gives students practice in getting their meaning across with less support. This is good preparation for communication in the real world. It also highlights gaps in their ability to communicate and so prepares them for further learning. · Students learn things in different ways. Thats why Beyond has a variety of learning tasks for cognitive audio visual and kinæsthetic learners. · There is a close relationship between personal motivation and success as a language learner. Thats why in Beyond we have tried to develop material that will be fresh and engaging for students. Its also why Beyond is cutting edge in terms of its use of technology which is such a key part of many young peoples lives.