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2
Contents
General
introduction
……………………..……………....……..01
Presentation of the textbook………………....……....……….....26
Sample  le teaching …………………………..……......………..80
Keys and tips …………………………………….....………........81
File two : Travel
………………………..………………104
File Three : Work and play
..……………..….......……135
File
Four : Around the world
…………..….............……158

Introduction
Spotlight on English: Book Three
substantiates the new English
studies syllabus for the Third Year of Middle School as set down by
the Ministry of Education in July 2004.
This does not mean, however, that this book
is
the syllabus.
This is the reason why teachers and inspectors are well advised to
refer to the syllabus proper and to all accompanying documents. This
will help them understand the ways in which the book ‘translates’ the
syllabus. Such purposeful cross-referencing is precisely what we had
in mind when we devised the present
Teacher’s Book
. Its aim is to
make the ‘teaching’ of , learning from
Spotlight on English : Book
Three
less daunting, more fruitful and certainly more interactive.
Since this book
addresses itself speci cally to the teachers, one
thing should be made clear right at the outset: it
does not
seek at all
to get them to toe the pedagogical line. It should rather be regarded
as a facilitator the purpose of which is to make
Spotlight on English:
Book Three
user-friendly to teachers and learners alike.

4
Presentation
This presentati
on seeks to answer the following questions:
1- What is
Spotlight on English: Book Three
?
2- What is the Competency-Based Approach ?
3- How is it realised in the textbook?
4- What is project work and how does it  t in the Competency-Based Approach?
5- What is the teacher’s role in Competency-Based Teaching ?
I. What is
Spotlight on English: Book Three
Spotlight on English: Book Three
is a follow-up course to
Spotlight on English:
Book One
and
Spotlight on English: Book Two.
It is designed for learners aged
13 to 15, who have already 160 hours’ tuition in English . It consists of four  les,
to be covered in some twenty hours’ teaching each.
The overall aim of
Spotlight on English: Book Three
is to
consolidate
and
extend the
competencies acquired in the course of the previous two
textbooks
, i.e., in MS1 and MS2. These broad competencies are worded in the
syllabus as follows:
- interacting orally in English
- interpreting oral and written texts
- producing oral and written texts
It has to be observed that the notion of competency in the MS3 syllabus
is viewed as an on-going process extending from MS1 to MS4. Hence the
cyclical format of
Spotlight on English: Book Three.
The cyclical format
as an organisational principle allows work with the same topics, functions or
skills more than once, «but each time a particular one reappears, it is at a more
complex or dif cult level». *
Apart from its cyclical format,
Spotlight on English: Book Three
has the
following features:
First, it seeks to motivate the learners through
variety
: variety of activities/
tasks ranging from individual, to pair and group work; variety of text types (
dialogues, letters, tables, maps, comic strips and so on…); and  nally variety
of «teenage» topics.
* F. Dubin and E. Olshtain,
Course Design
( Cambridge : C.U.P. ), 1997, p. 55.

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Second, it seeks to materialise the syllabus not simply in terms of language
components but also in terms of broader educational aims through emphasis on
cross-curriculum and cross-cultural links, i.e., ensuring an
interface
with other
school subjects, with the Anglo-American world and with society at large.
Third, it holds the theory that learners learn most effectively when it involves
problem solving situations.
Fourth, it takes for granted that learners
differ in learning styles
. Hence the
incorporation of semi-guided and personalised activities, and the inclusion of
what could be called self-study rubrics like
Read and Write Two
,
Activate
your English,
and
Do the Exercises and Draw the Rules.
Fifth, learners want and need to be able to measure their own progress. Hence
the inclusion of
Where do we Stand now?
section, which seeks to assess their
progress through revision exercises and an end-of- le checklist.
Spotlight on English: Book Three
consists of four  les, all of them following
a broadly similar format.
- Three Sequences, themselves divided into two core teaching/learning rubrics:
•
Listen and Speak
•
Read and Write
and followed by the following sections:
•
Snapshots of culture
•
Activate your English
•
Do the exercises and draw the rules
•
Project round-up
•
Where do we stand now ?
The Sequences
The
Listen and Speak
and the
Listen and Speak and the Listen and Speak
Read and
Write
rubrics unfold in a
three-phase progression related to the same topic (e.g. « On my Way), each
embodying/exemplifying one of the three steps involved in any teaching/
learning session, i.e., presentation, practice and production. The aims of the
sequences are formulated in terms of functions in the
Preview
that opens every
 le.