คู่มือครู Spark2

Minimum System
Requirements

ñ Windows XP/Vista/7
Operating System

ñ Pentium®4 2,2GHz CPU
ñ 512 MB R∞ª
ñ 128 MB RAM graphics card
ñ QuickTime Player 6 or later
ñ DVD-ROM drive
ñ 16-bit sound card

ñ Mac OS X v10.5
ñ Power PC G4 @ 867 MHz CPU
ñ 512 MB RAM
ñ 128 MB RAM Graphics Card
ñ DVD-ROM drive
ñ 16-bit sound card

Table of Contents

Part A (User’s Manual)

1. What is an Interactive Whiteboard? .......................................................... p. 3
2. What equipment do I need to use the IWB software? ............................ p. 3
3. Internet Disclaimer .................................................................................... p. 3
4. Running the application ........................................................................... p. 4

On an IBM compatible PC .......................................................................... p. 4
Install ..................................................................................................... p. 4
Uninstall ................................................................................................ p. 5
Autoplay ................................................................................................ p. 5

On a Mac OS .............................................................................................. p. 5
5. Navigation ................................................................................................. p. 6
6. Task types and how to complete them .................................................... p. 17

Clicking ...................................................................................................... p. 17
Clicking and dragging ................................................................................ p. 24
7. The toolbar ................................................................................................ p. 25
8. The toolbar at a glance ............................................................................. p. 25
9. Using the tools .......................................................................................... p. 26
PC Mode .................................................................................................... p. 26
Pencil .......................................................................................................... p. 26
Highlighter ................................................................................................. p. 26
Create Text Box .......................................................................................... p. 26
Select Pencil / Highlighter Thickness ........................................................... p. 27
Select Pencil / Highlighter Colour ................................................................ p. 27
Zoom .......................................................................................................... p. 27
Eraser and Eraser Thickness ........................................................................ p. 28
Hide Part of the Screen .............................................................................. p. 28
Isolate Part of the Screen ........................................................................... p. 29
Page Controls ............................................................................................. p. 29
Print ........................................................................................................... p. 29
Clear Notes ................................................................................................ p. 29
Undo / Redo ............................................................................................... p. 29
Save and Load Notes .................................................................................. p. 29

Saving Notes .......................................................................................... p. 30
Loading Notes ........................................................................................ p. 30
Browser ...................................................................................................... p. 31
10. Using Note Exporter on an IBM compatible PC ......................................... p. 32
Exporting notes .......................................................................................... p. 33
Importing notes........................................................................................... p. 35
11. Using Note Exporter on a Mac OS ............................................................. p. 37
Exporting notes .......................................................................................... p. 38
Importing notes........................................................................................... p. 39
12. Troubleshooting & Contact support ......................................................... p. 41
Part B (Teacher’s Guide) .............................................................................. p. 42

© Express Publishing 2

Welcome to Spark 2 Interactive Whiteboard (IWB) software. This application
is designed to follow the Spark 2 course and enhance your own and your

learners’ experience in the language classroom.

What is an Interactive Whiteboard?

An Interactive Whiteboard is a type of touch-sensitive board, which has the power to transform
any classroom into a dynamic learning environment.
It allows teachers and students to participate interactively in activities projected onto the board
from a data projector which is connected to a computer.
Interactive whiteboards are very popular in schools and are considered a more lively and
interesting approach than conventional teaching. They provide ways to show students anything
which can be presented on a computer (educational software, videos, websites, etc). Research has
shown that teaching through interactive whiteboard software has numerous advantages:

ñ It can accommodate different learning styles
ñ It is suitable for both small and larger groups of students
ñ It helps increase students’ attention span
ñ It facilitates the assimilation of new information
ñ It dramatically increases real teaching time
ñ It reduces the time teachers need for preparation
ñ It eliminates the need for additional equipment (DVD player, CD player, etc)
All in all, it is a powerful teaching tool that will transform your lesson and your classroom!

What equipment do I need to use the IWB software?

ñ A computer (IBM compatible or Mac OS)
ñ A projector
ñ An interactive whiteboard or a device that turns a plain whiteboard into an interactive whiteboard
ñ Speakers

Internet Disclaimer

This application contains links to websites and content that are external to Express Publishing.
Express Publishing takes reasonable care in linking websites but has no direct control over the
content of the linked sites, or the changes that may occur to the content on those sites. Links to
external websites do not constitute an endorsement or a recommendation of any material on
those sites or of any third party products or services offered by, from or through those sites.
It is the responsibility of the user to make their own decisions about the accuracy, currency,
reliability and correctness of information contained in linked external websites. Users of links
provided by this application are responsible for being aware of which organisation is hosting the
website they visit and the nature of the content that it is linked to.

3 © Express Publishing

Running the application

On an IBM compatible PC

When you insert the CD/DVD into the
CD/DVD drive for the first time, the
application will display two options –
INSTALL and AUTOPLAY (see Fig 1).

Fig 1

Install

Clicking INSTALL will start the process of copying the software to your hard drive (see Fig 2), this
will take 5 – 15 minutes depending on the computer’s configuration. When the installation of the
software is complete (see Fig 3), a shortcut will automatically be created on your Desktop. You will
now be able to access this software from this shortcut. You can now remove the CD/DVD from your
CD/DVD drive.

Fig 2 Fig 3

The INSTALL function only copies the CD/DVD’s data to your hard disk drive in the C:\EPIWB
location. In this location, you will find all of our software which you may have installed over time.

© Express Publishing 4

Uninstall

If you wish to free space from your computer in the event that you don’t need the software any
longer insert the CD/DVD into the CD/DVD drive (autorun or run the INST.exe file). The application
will display two options – AUTOPLAY and UNINSTALL (see Fig 4). Clicking UNINSTALL will take you
to a prompt that requires your confirmation that you wish to remove the software from the
C:\EPIWB\SPARK2 location (see Fig 5), thus removing all of the contents of the relative folder. Click
on the prompt if you are certain that you wish to proceed with the deletion of the relative folder.

Fig 4 Fig 5

If the abovementioned prompt (see Fig 5) displays on screen and it is the first time you have used
this CD/DVD, it means that the path C:\EPIWB\SPARK2 is already in use and that you already have
data stored in this location. In order to proceed with the installation of our software you are advised
to change the location of your stored data as the relative path is reserved for the installation of our
software. If again, you are certain that you no longer require the data that is currently stored in this
location, click to proceed with the removal of the data in order to install our software.

Autoplay
Clicking AUTOPLAY will run the software directly from the CD/DVD.

On a Mac OS
When you insert the DVD into your drive, an icon will appear on your desktop with the name
Spark2. If you click it, the contents of the DVD will appear in a browser window. Click the
Spark2.app file to run the application.

5 © Express Publishing

Navigation By clicking this button you
can EXIT the application,
Fig 6 at any time.

Once in the MODULE MENU (see Fig 7) Once the application has run in your
you can enter the desired lesson of system, the first screen you see is the
Module 1 by clicking the cover page, 1a, MAIN MENU (see Fig 6). By clicking any of
1b, 1c, 1d, 1e, 1f or Monstertrackers! the titles or their numbers, you can enter
the corresponding section of the course.
If you click this button,
you can go back to the All sections that appear in the MAIN MENU
MAIN MENU at any time. lead to SUBMENUS. For example, if you
wish to enter Module 1, Click 1 or At work,
at play (see Fig 6).

Fig 8 Fig 7

© Express Publishing In the LESSON MENU the active tasks you
can enter are indicated by an orange circle
(see Fig 8). Click a task to enter. This allows
you the flexibility to skip certain tasks or
pick up from where you left off in the
previous lesson.

This button will take you to
the previous menu; in this
case, the MODULE 1 MENU.

6

Fig 9 Fig 10

These two buttons will take you These two buttons will take you
to the PREVIOUS and NEXT tasks, to the PREVIOUS and NEXT part
respectively. of the task, respectively.

For example, Fig 9 shows the screen for Exercise 4, Lesson 1a.

While navigating, you will notice a few more buttons that are designed to help you do the tasks.
For instance:

Fig 11 Clicking this button will Fig 12
allow you to restart the
Clicking this button task as many times as you Click this button to
will give you a wish (where applicable). PLAY a further
sample answer to extension GAME.
the task.
© Express Publishing
7

Fig 13 Fig 14
Clicking this button will show a
screen with the GRAMMAR Once you have gone through the Grammar
REFERENCE related to the particular Reference, click this button to return to the
unit and exercise (see Fig 14). EXERCISE SCREEN.

Clicking this button will activate Click this
the ILLUSTRATED PRESENTATION arrow to GO
of grammar for the particular TO THE NEXT
exercise (see Fig 15). SCREEN.

Click this button Once you have
to remove or add gone through the
the subtitles. ILLUSTRATED
PRESENTATION of
Click this button to HIDE the grammar, click this
vocabulary (see Fig 17). Click again button to return
to show the vocabulary (see Fig 16). to the EXERCISE
SCREEN.

Fig 15

Fig 16 Fig 17

© Express Publishing 8

Fig 18 Clicking the Fig 19
HEADPHONE
Clicking this button will give you the will allow Click this button to return to the
WORD LIST for the unit (see Fig 19). you to hear EXERCISE SCREEN.
the word.

Fig 20 Fig 21

Clicking the WORDS Clicking the NUMBER
button hides all the English words. button will hide and/or show
the English word individually.

9 © Express Publishing

Fig 22 Fig 23

Click here to go to an extra activity
(see Fig 23).

In most reading exercises and, in all songs, there is a KARAOKE PLAYER (see Fig 24 & 25).

A SEEK BAR that operates
in the same way as the
one in the video player.

Fig 25

PLAY PAUSE STOP

Fig 24 10
© Express Publishing

Exercises with crosswords have a KEYBOARD where you can type your answer as you would with
your PC’s keyboard (see Fig 26). To activate the keyboard, click on a flashing number and type in
your answer (see Fig 27). There are two ways of using the KEYBOARD function. One way is to click on
each letter by using your mouse. The second way is by using your PC’s keyboard to type in the answer.

Fig 26 Fig 27

Click When you finish typing your
DELETE or answer click CHECK or ENTER on
BACKSPACE your PC’s keyboard.
on your PC’s
keyboard to
delete an
entry.

If the answer is correct you can then solve the next word (see Fig 28). If the answer is wrong a red
cross is shown where the error is (see Fig 29) and the correct answer is given as a clue, then you
can have another try.

Fig 28 Fig 29

11 © Express Publishing

The FUN TIME/SELF-CHECK/LANGUAGE REVIEW, WORKBOOK, VOCABULARY BANK and
GRAMMAR BANK sections are organised in a similar way. For instance, if you click to enter the
FUN TIME/SELF-CHECK/LANGUAGE REVIEW SECTION from the MAIN MENU, first you will see
the FUN TIME/SELF-CHECK/LANGUAGE REVIEW MENU (see Fig 30). Clicking any of the sections
will take you to that page spread (see Fig 31).

Fig 30 Fig 31

The purpose of the VOCABULARY BANK is to consolidate and enrich the students’ knowledge of
vocabulary. To use the VOCABULARY BANK, click the section you wish to enter. Each section
indicates which unit it corresponds to in the student’s book modules (see Fig 32). In many of the
exercises, the words/phrases are accompanied by headphones. These headphones can be clicked
on to hear the relevant word/phrase prior to or after solving the exercise (see Fig 33). The
WORKBOOK and GRAMMAR BANK sections are organised in a similar manner.

Fig 32 Fig 33
© Express Publishing
12

On entering the GAMES section, you will first see the GAMES MENU (see Fig 34). Each BOARD
GAME is numbered and corresponds to the modules in the student’s book. Click on a BOARD
GAME to play the respective game (see Fig 35). There are two additional Vocabulary Revision
games for further practice. To see the answers without picking an option, click on this icon
in the games. To choose an option, click on your chosen answer.

Fig 34 Fig 35

Click on your Click on this icon to see the
chosen answer. answer but miss your turn.

The QUIZZES section is organised in a similar way. If you enter the QUIZZES section, first you will see the
QUIZZES MENU (see Fig 36). Clicking any of the module numbers will take you to the corresponding
game (see Fig 37).

Fig 36 Fig 37
© Express Publishing
13

Click on the screen to start the game and follow the instructions (see Fig 38).

Fig 38 Questions are multiple choice, where Fig 39
you select your chosen answer.

If you enter the READER VIDEO section from the MAIN MENU, first you will see the READER
MENU (see Fig 40). Clicking any of the episode numbers or their title will take you to that particular
episode (or song) (see Fig 41). In this screen, you will also find the VIDEO PLAYER (see Fig 42).

Fig 40 Fig 41

Click and drag the Click and drag
seek bar indicator to this indicator to
LOCATE A SPECIFIC the left or right
POINT in the video. to ADJUST THE
VOLUME of the
© Express Publishing video.

STOP PLAY PAUSE SUBTITLES Fig 42

14

There are also READER E-BOOKS for some of our readers. If you enter the READER E-BOOK
section from the MAIN MENU, first you will see the cover of the reader (see Fig 43).

Fig 43

Click the
top or
bottom
corner to
flip the
page.

Fig 44

Click right or left arrows
to flip the page.

Click on the
text to listen
and read the
story.

Fig 45 Click on this button
to return to the
15 MAIN MENU.

© Express Publishing

When you enter the VIDEO section you will be taken to the VIDEO MENU (see Fig 46). Click on a
module number to watch the corresponding video. In this screen (see Fig 47), you will also find the
VIDEO PLAYER (see Fig 42).

Fig 46 Fig 47

The VOCABULARY has been included in the READER sections (see Fig 48 & 49).

Click this button to Fig 48 Fig 49 Click this button to
show the vocabulary hide the vocabulary.
(see Fig 45).

When you click on the or button, it takes you to the tasks for each

respective READER or VIDEO (see Fig 50 & 51). The tasks in the READER and the VIDEO sections,

present similar tasks to those in each module.

Click this button to take Fig 50 Fig 51
you back to the video.
16
© Express Publishing

Apart from the WORD LIST that you will find in the units, there is a global WORD LIST that you

will find in the MAIN MENU (see Fig 52). There are three ways to view the words, by ALL,

BY MODULE and BY LETTER (see Fig 53). Click here to exit.

By clicking
on a word,
the audio
is heard.

Fig 52 Fig 53

Task types and how to complete them

The Spark 2 IWB is designed as a teaching aid to be used in conjunction with the coursebook and
for this reason the content is identical. However, in order to do the exercises, you will have to carry
out two basic computer actions – clicking and clicking and dragging.

Here is an overview of the types of tasks in this software and how to do them:

Clicking

In all tasks with fixed answers, such as multiple choice, gap-filling, ticking, circling, matching and
so on, apart from the ability of the user to select the correct answer manually, there is the additional
option of a button which is present on the left or the right of the question (see Fig 54). This is called
the SHOW KEY button and it selects the correct answer automatically (see Fig 55 & 56).

Fig 54

Fig 55 Fig 56

17 © Express Publishing

In most of these tasks, apart from the additional button on each question, there is a SHOW KEY
button at the end of the rubric, which will reveal the correct answers to the whole task
automatically. However, the INDIVIDUAL SHOW KEY buttons often have the advantage that they
highlight the relevant picture or phrase on clicking. This is also the case when the exercise is solved
manually (see Fig 57).

The INDIVIDUAL The button at the
SHOW KEY buttons end of the rubric will
may highlight the reveal ALL the correct
relevant picture or answers.
phrase.

Fig 57

In many exercises, a question is addressed directly to the students. Click the SHOW KEY buttons
to reveal the students’ suggested answers (see Fig 58 & 59).

Fig 58 Fig 59

When a SHOW KEY button is in the form of a question mark (see Fig 60), this is to
indicate that the corresponding answer is a suggested one only and that there can be
many possible variations.

Fig 60

All answers that the SHOW KEY buttons reveal can be made to disappear again by clicking once
more.

© Express Publishing 18

In Listen, read and check tasks, sometimes the texts will be revealed if you click the CHECK THESE
WORDS KEY button (see Fig 61 & 62).

Fig 61 Fig 62

In Check these words, the audio, and example
of the word will be revealed if you click on
the word in the box (see Fig 63).

Fig 63 (see Fig 64).

In many reading tasks, the texts will be revealed if you click the SHOW TEXT button

By clicking the button, you can hide the text and return to the task (see Fig 64).

Fig 64 Fig 65
© Express Publishing
19

Clicking is also used in pronunciation tasks. Click the HEADPHONES next to each item to activate
the audio as well as the SHOW KEY button to reveal the answer to the task (see Fig 66). In some
tasks, clicking the correct column will reveal a tick (see Fig 67).

Fig 66 Fig 67

In listening exercises, there is a simple
AUDIO PLAYER (see Fig 68). All its buttons
are activated by a click (see Fig 69).

Fig 68

Click and drag the Click and drag this indicator to
SEEK BAR INDICATOR the left or right to adjust the
to locate a specific VOLUME of the recording.
point in the recording.

Fig 69 PAUSE Fig 70
PLAY
You will also notice a TAPESCRIPTS
© Express Publishing button in listening tasks. This will reveal
the tapescript of an audio recording.
Click again to hide the tapescript.

20

Sometimes, selecting the correct answer will reveal a second SHOW KEY button (see Fig 71).
Clicking the second SHOW KEY button reveals the reference in the text (see Fig 72 & 73).

Fig 71 Fig 72

On pressing these keys,
the reference to the text
will be revealed (see Fig 72 &

73).

Fig 73

In multiple choice tasks clicking directly on the correct answer may change its colour (see Fig 74)
or underline it (see Fig 75). In all tasks, if the option which is clicked is wrong, then the correct
answer will automatically appear.

Fig 74 Fig 75

21 © Express Publishing

In our Monstertrackers! section you will find the ANIMATED VIDEO BUTTON (see Fig 76).

Clicking this button will take you to the animated version of that particular episode (see Fig 77).

Fig 76 Fig 77

There are various ways to listen to our Monstertrackers! episodes. Firstly, by clicking on any
speech bubble, you will hear that particular speech bubble (see Fig 78). Secondly, by clicking the
button to remove the text, you are able to hear each speech bubble without the text by clicking
on the headphone in the speech bubble (see Fig 79). The third way is to simply click on the audio
player, where you will hear the whole episode (see Fig 80).

Fig 78 Fig 79
Click on a speech bubble to
listen to and read the text. Click on a headphone to listen
The chosen speech bubble to the text. The chosen speech
expands. bubble expands.

© Express Publishing Fig 80

22

Games are also included within the modules. They can be seen on the SUBMENU of each

individual module, indicated by the logo (see Fig 81). The same logo appears next to

the exercise that contains the game (see Fig 82).

Fig 81 Fig 82

A further extension A further extension game can be
game can be found in this unit. found in this exercise.

The Game should be played after completion of the exercise and its content is related to the
specific exercise and often those preceding it (see Fig 83 & 84).

Fig 83 Fig 84
Click this button
to PLAY a further Click this button Click this
extension GAME to reset the game. button to return
(see Fig 84). to the EXERCISE
PAGE (see Fig 83).
23
© Express Publishing

Clicking and dragging

Fig 85 Fig 86

Fig 87 Fig 88

To match any item (word, phrase, picture etc) to another, you simply click the item and drag it to
your chosen place (see Fig 85-88). If the answer is wrong, it will bounce back to its original position.
With the exception of listening exercises, these actions are accompanied by sound effects.

© Express Publishing 24

The toolbar

At the bottom of every screen, you will find the Toolbar (see Fig 89-91).

Fig 89 Fig 90

If for any reason you wish to hide the toolbar during your lesson, you can do so by
clicking this arrow on the left-hand side. To make it reappear, you can click the remaining arrow
at the bottom on the right.

The toolbar at a glance These little green triangles indicate that there
are further options available for this tool.

Select pencil / Isolate part Save notes
highlighter of the

colour screen

Create Zoom Browser

Pencil text box Print Undo

Fig 91

Highlighter Eraser and Redo
eraser Load notes
PC mode Select pencil / Notes page
highlighter thickness controls
thickness
Hide part of Clear notes
the screen

25 © Express Publishing

Using the tools

PC MODE: After you have used one
of the tools, click this to regain your
normal mouse pointer function. This
way you can once again click and click
and drag.

PENCIL: Click to turn your mouse Fig 92
pointer into a pencil. Now you can
make your own notes on every screen
provided in this software – a very useful
tool if you want to write students’ own
answers during prediction warm-up
or error correction (see Fig 92). Make
sure you select a colour and thickness
for your pencil before you actually
write anything (see SELECT PENCIL /
HIGHLIGHTER THICKNESS and COLOUR).

HIGHLIGHTER: Click and drag on Fig 93
every word, phrase or sentence you
wish to highlight in a text (see Fig 93).
Again, you have the option of
selecting the colour and thickness of
your highlighter first.

CREATE TEXT BOX: If you don’t want to use the pointer/electronic pen of your interactive
whiteboard, this is a useful alternative for making notes. Click and drag to create a text
box and type in your notes (see Fig 94).

Drag the grey
bar to MOVE
the text box.

This is a sample text box:

This is the TEXT Click and drag the
BOX FORMATTING arrows to RESIZE

PANEL. the text box.

Fig 94

© Express Publishing 26

Once you have created a textbox, a formatting panel appears so you can customise your
text (see Fig 95).

This indicator shows This indicator shows that Increase font Click to underline
that these colours are these colours are applicable size by 1 pt your text.
applicable to the text. with each click.
to the background.

Click a colour for your text. Click a colour for Click to make
your background. your text bold.

Fig 95

Click to make your background Decrease font Click to Click to
transparent so you can see your notes size by 1 pt italicise bullet
with each click. your text. your
superimposed on the screen. text.

SELECT PENCIL/HIGHLIGHTER THICKNESS: Once Fig 96
you have clicked this tool, another options panel
appears (see Fig 96). Click any of the brush strokes
to select the thickness of your pencil or highlighter.

SELECT PENCIL/HIGHLIGHTER COLOUR: Click to reveal the colour options panel and select
a colour for your pencil / highlighter (see Fig 97). This is a very useful tool if you like to use
colour-coding while teaching.

Fig 97

ZOOM: Once you have clicked this tool, another options panel appears (see Fig 98).

Click and drag this Click this to exit
diagonally over the the zoom mode.
part of the screen you
want to zoom into. Fig 98

27 © Express Publishing

For example, Fig 99 shows a zoomed in area of a screen.

In the bottom right corner, there are
four arrows pointing to the top,
bottom, left and right. By clicking
them you can navigate the screen.

Fig 99

ERASER and ERASER THICKNESS: When you click Fig 100
this tool, another options panel appears so you can
select the thickness of your eraser (see Fig 100). Click
the circle of your choice to select the thickness of
your eraser and your pointer turns into an eraser.
Drag it over the area you wish to erase. If you want
to erase a text box, simply click it once and the entire
textbox will be deleted.

HIDE PART OF THE SCREEN: When you click and drag over a selected area with this tool,
you can hide areas such as individual illustrations, paragraphs, words, phrases etc (see
Fig 101). This will give you the opportunity to explore tasks and texts further.

© Express Publishing Fig 101

28

ISOLATE PART OF THE SCREEN: When Fig 102
you click and drag over an area of the
screen with this tool, the section you Current Click to Click to
have selected will be visible and page go to make a
therefore focus students’ attention the next
directly on it. The rest of the screen page page
fills up with the colour of your choice opaque
(see Fig 102).
Click to Total Click to Click to
PAGE CONTROLS: Clicking this tool will go to the number make a delete a
reveal another options panel so you can previous of pages
organise your notes in different layers page page
(see Fig 103). Each layer works as a blank page transparent
page you can write your notes on. This
page can be either transparent and Fig 103
visible over the task screen, or opaque
and function like a conventional
whiteboard. The difference is that now
you can prepare your notes before your
lesson, or save them after the lesson so
as to use them again in the future, with
the same class or a different class of the
same level.

PRINT: Click this to print the screen you are working on, as it is – with notes. Please note
that the preferred printing mode for this feature is landscape.

CLEAR NOTES: Click this to erase all your notes on a particular screen.

UNDO / REDO: Click to undo or redo any action you have just done.

SAVE and LOAD NOTES: These two tools are especially useful if you want to use
the same notes with another class on a different day. Please note that the
Spark 2 IWB notes and annotations can be accessed only through this software;
therefore, they will be saved in a file created by the software and identified by the
software alone.

29 © Express Publishing

Saving notes

First you need to make notes,
either using the pencil or the
text box tool, as in the
example in Fig 104.

Fig 104

Then click SAVE . A blue window appears

with the options SAVE and CANCEL. Type a name for

your notes in the field that appears above these two

options and click SAVE. It is best to name your notes

according to the unit, exercise, page number and

possibly the date you created them (see Fig 105). For

example, you could name a file M3a_Ex5_07Sept.

In this way, you can locate them easily once you have

accumulated a long list of notes.

Fig 105

It is possible that your system will notify you that ‘Local’, i.e. this software, is trying to store a file
in your computer. Click ALLOW.

Now you have successfully saved your notes.

Loading notes

Fig 106 Fig 107

Click LOAD NOTES to load a page Your saved notes will appear in the
same manner as they did when you
of notes you have saved. Another blue saved them (see Fig 107).

window appears with the options LOAD

and CANCEL (see Fig 106). Click the file

name of your notes and then click LOAD.

© Express Publishing 30

BROWSER: Clicking this tool will open up a panel where you will be able to type in the web
address of your choice (see Fig 108). This will then take you to the corresponding website
(see Fig 109), providing you have Internet access. You are able to bookmark websites which
you can then access at any time.

Fig 108 Click here to exit Fig 109
BROWSER.
When you click inside the Use your keyboard to type in the
Website or Description address or click on the letters
box the keyboard appears manually. Then, click Go or Enter.
(see Fig 109).

Fig 110 Fig 111

You can bookmark the web

address by clicking . Click to exit

BROWSER. Bookmark list,
click here to access
at any time.

31 © Express Publishing

Using Note Exporter on an IBM compatible PC

As you save notes while using the Spark 2 IWB Software, you may wish to share them with other
teachers using this software. You may also wish to use them on a different computer for a
different class of the same level. In order to do either, you have to export your saved notes.
For this purpose, we have included the Note Exporter utility in this software. Please note that this
function is only available for systems that are using the same software and that for Note Exporter
to function correctly, you need to have saved at least one set of whiteboard notes.

To run Note Exporter go to My Computer.
Then, right-click on the icon Spark 2 on
your disk drive. A drop-down menu will
appear (see Fig 112). Click EXPLORE.

Fig 112

In the new window that appears, double-click
the NoteExporter.exe icon (see Fig 113).

Fig 113

Note Exporter will now start. The new window that
appears will offer you two options (see Fig 114).
Click EXPORT NOTES if you want to transfer
notes from this computer to another computer.
Click IMPORT NOTES if you want to transfer
notes to this computer from another computer.

Fig 114

© Express Publishing 32

Exporting notes

N.B.: Before exporting any notes, you will need to have created a folder in your computer into which
your notes will be exported. In this example, we have named this folder Spark2.

When you click EXPORT NOTES the computer
will start searching your hard disk for any
interactive whiteboard notes that may exist
on it. You will see the message in Fig 115.

Fig 115 Fig 116

After a few minutes, you will be prompted to
enter the application file identifier (see Fig 116).
This is the file in which the software saves all
your notes. Please type

Spark2
in the space provided. Please note that this file
name is case-sensitive, so it is important that
you type it in correctly. Now click OK.

Fig 117 A window will appear that asks you to specify
the folder in your system where you wish to
export your notes. Select the drive and the
folder from the drop-down menu and click
OK (see Fig 117).

33 © Express Publishing

Please note that, after saving your exported
notes on your computer, you may transfer
them onto a CD or DVD, a floppy disk or a USB
memory stick.

Once you have specified where you want your
notes to be saved, click OK. You will see the
message shown in Fig 118 after a few seconds.

Fig 118

The saved notes files have now been moved to
the folder that the user specified (see Fig 119).

Fig 119

You can rename the file if you wish. However, please DO NOT CHANGE THE FIRST SEVEN
CHARACTERS (Spark2_) OR THE EXTENSION, as this will make your notes untraceable by the
application.
You can now store the file(s) you exported on any storage media, or send them by email. When
you want to use these files on another computer, use the IMPORT NOTES function.

© Express Publishing 34

Importing notes

To import your exported notes onto another computer that has the same software, run Note
Exporter as described in the previous section (see Exporting notes).

When you see the window shown in Fig 120,
click IMPORT NOTES.

Fig 120

The message in Fig 121 will appear: Fig 121

Fig 122 After a few minutes, you will be prompted to
enter the application file identifier (see Fig 122).
Please type

Spark2
in the space provided. Again, please remember
that this is a set file name and that it is case-
sensitive. Now click OK.

35 © Express Publishing

Δhe message in Fig 123 will appear. Click OK.

Fig 123

The next window will ask you to specify the
folder in which you have saved the exported
notes (see Fig 124). Scroll down the menu and
select the folder. Then, click OK. In this
particular example, the user has saved their
exported notes on their computer in a folder
called Spark2. However, you can import
notes from a CD, DVD, USB stick or any other
portable medium.

Fig 124

When you have successfully imported the
notes, the window in Fig 125 will appear.

Fig 125

In order to view the imported notes, you may now load them using the LOAD NOTES function.

© Express Publishing 36

Using Note Exporter on a MacOS

Note Exporter operates in a slightly different manner on a Mac Os.

To run Note Exporter, insert the disk into your drive. The icon shown in Fig 126 will appear on your
desktop.

Fig 126

When you click it, the contents of the disk
appear in a browser window with the icons
and file names shown in Fig 127.

Fig 127

Click the file to run the application.

Note Exporter will now start. The new window
that appears will offer you two options (see
Fig 128).

Click EXPORT NOTES if you want to transfer
notes from this computer to another computer.

Click IMPORT NOTES if you want to transfer
notes to this computer from another computer.

Fig 128

37 © Express Publishing

Exporting notes

When you click EXPORT NOTES the computer
will start searching your hard disk for any
interactive whiteboard notes that may exist
on it. You will see the message in Fig 129.

Fig 129 Fig 130

After a few minutes, you will be prompted to
enter the application file identifier (see Fig
130). This is the file in which the software
saves all your notes. Please type

Spark2
in the space provided. Please note that this
file name is case-sensitive, so it is important
that you type it correctly. Now click OK.

A window will appear that asks you to specify
the folder in your system from which you
wish to export your notes (see Fig 131). Select
the drive and the folder from the drop-down
menu and click CHOOSE.

Fig 131

© Express Publishing 38

Please note that, after saving your exported
notes on your computer, you may transfer
them onto a CD or DVD, a floppy disk or a
USB memory stick.

Once you have specified where you want your
notes to be saved, click OK. You will see the
message shown in Fig 132 after a few seconds.

Fig 132

The saved notes files have now been moved to the folder the user specified. You can rename the
file if you wish. However, please DO NOT CHANGE THE FIRST SEVEN CHARACTERS (Spark2_)
OR THE EXTENSION, as this will make your notes untraceable by the application.

You can now store the file(s) you exported on any storage media, or send them by email. When
you want to use these files on another computer, use the IMPORT NOTES function.

Importing notes

To import your exported notes onto another computer that has the same software, run Note
Exporter as described in the previous section (see Exporting notes).

When you see the window shown in Fig 133,
click IMPORT NOTES.

Fig 133

The message in Fig 134 will appear: Fig 134
© Express Publishing
39

After a few minutes, you will be prompted
to enter the application file identifier (see
Fig 135). Please type

Spark2

in the space provided. Again, please
remember that this is a set file name and
that it is case-sensitive. Then click OK.

Fig 135

The message in Fig 136 will appear. Click OK.

Fig 136

The next window will ask you to specify the
folder in which you have saved the exported
notes (see Fig 137). Scroll down the menu and
select the folder. Please note that you can
import notes from a CD, DVD, USB stick or
any other portable medium. Click CHOOSE.

Fig 137

When you have successfully imported the
notes, the window in Fig 138 will appear.

Fig 138

Again, in order to view the imported notes, you may now load them using the LOAD NOTES
function.

© Express Publishing 40

Troubleshooting Solution

Problem Your computer’s autorun feature is
I insert the CD/DVD in my CD/DVD possibly disabled. Go to My Computer
drive but nothing happens. and locate the icon of your CD/DVD
drive. With the Spark 2
Interactive Whiteboard disk
inside your drive, right-click the icon
of your CD/DVD drive and choose
EXPLORE. In the new window that
opens, double-click on Spark2.exe.

Interruption during the installation Disable your personal firewall.
stage.

I can’t find the path to C:\EPIWB. Go to My Computer and locate the
Local Disk (C:) Drive. In this drive you
should see the EPIWB folder. If you
can’t see this folder, you may not have
followed the installation procedure
correctly. Run INSTALL again.

I’ve just written some notes and I Ensure that you are in ‘mouse’ mode,
want to go back to using the main by clicking on the ‘mouse’ icon on
application, but it seems that I cannot your toolbar.
click on anything.

Note Exporter cannot find my files. ñ Make sure you have typed the
application file identifier correctly.
For Spark 2 IWB, the file identifier
is Spark2.

ñ If the problem persists, avoid using
other applications while running
Note Exporter.

My pages do not print properly. Make sure your printer is set to print in
landscape mode for optimum results.

Contact support

In case you have any queries on the use of Spark 2 IWB, please contact us at
[email protected] .

41 © Express Publishing

A user-friendly Teacher’s Guide on how to use the
Spark 2 Interactive Whiteboard Software with Spark 2.

Here are some suggestions on how to approach each section/activity type encountered within
the Spark course.

MODULES

❏ Module presentation page

This page is meant to be done mainly using the Student’s Book. The IWB software can be used to
facilitate checking answers or having a picture discussion.
We suggest you handle each section/activity type in the following way:

ñ Activities such as Find the page numbers for …, Describe the pictures, Match the pictures to
the words, etc can be done first in the Student’s Book and then checked using the IWB
software by clicking on the key button(s).

ñ Listen and repeat exercises should be done using the IWB software. Play the recording and
invite students to repeat chorally and/or individually.

❏ Reading

Lead-in activities

There are different types of Lead-in activities such as picture-prompted discussion, short listening
extracts, prediction activities, etc. All Lead-in activities should be done using the IWB software. On
completion of the activities, teachers can check the students’ answers by activating the key
button ( ) to reveal the suggested answers.

Reading tasks

Reading tasks are to be done using the Student’s Book. The IWB software can be used for listening
to the text and/or for the students to check their answers.

Note: Time allowing, we suggest that you do the following extension activities in order to get the
full benefit of the applications on the IWB software. Here are some ideas:

ñ Words/phrases/sentences, etc can be hidden, using the appropriate tool from the toolbar (See
User’s Manual p. 25.), to practise:
– vocabulary (i.e. hide the adjectives, nouns, verbs, adverbs, etc),
– grammar (i.e. tenses, infinitive, gerund, prepositions, conjunctions, etc) and
– comprehension (i.e. what the paragraph is about, summary, etc).

ñ Words/phrases/sentences, etc can be underlined/highlighted, using the appropriate tool (See
User’s Manual p. 25.), in order for the students to provide questions to statements.

Check these words

First the students offer their own explanations of the words in context and then the teacher
reveals the definitions on the IWB software by clicking on them.

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In cases where the students are unable to offer a definition, the teacher reveals the definition to
begin with by clicking on the words and then allows the students some time to make up their own
sentence using the word.

❏ Vocabulary

The course includes different types of vocabulary activities such as:
ñ Look up words/phrases in the Word List.
ñ Match words to their synonyms/opposites/definitions, etc.
ñ Spidergrams.
ñ Gap-filling exercises.
ñ Categorising.

All the above activities should be done in the Student’s Book and then checked using the IWB
software.
The IWB software can also be used for revision purposes. If this is the case, the teacher goes through
the activities on the IWB with student’s books closed. This is an ideal way to revise vocabulary.

Note: In cases where the vocabulary activities are accompanied by an audio extract, the teacher
should use the IWB software to play the audio by clicking on the audio player/symbol.

These activities are either writing or speaking tasks.
In the first case the students should complete the task in their books and report their answers
back to the class. The teacher should give feedback to the students through the IWB software.
In the second case, the teacher should instigate a discussion in class with the students. He/She
can use the suggested answer on the IWB software as a model for the students and keep notes
on the board in order to enrich the students’ vocabulary. (For further information see User’s Manual.)
As an extension, the teacher can ask the students to write their ideas down before they report
back to the class.

❏ Grammar

There are different ways of approaching the grammar presentation:
ñ If the teacher wishes to do his/her own presentation, he/she can use the appropriate tool from
the toolbar (See User’s Manual p. 25.) to open a blank page and present the grammatical
structure through his/her own examples.
ñ The teacher can refer the students to the grammar reference through the IWB software and
present/review the grammar structure, by highlighting, underlining, etc form and usage.
ñ For a more stimulating, student-friendly explanation of the grammar structure, the teacher
can click on the existing owl symbol and present the grammar with the aid of audio visual
prompts.

43 © Express Publishing

❏ Listening

All listening activities should be done the following way: The students work in their books while the
teacher plays the audio through the IWB software. Once the activity is completed, the teacher
checks students’ answers through the IWB software.

Note: 1 In certain listening tasks such as note taking (listening for specific information), the
teacher is advised to go through the gapped text through the IWB software and elicit
what kind of information is missing. Then the teacher plays the audio through the IWB
software and the students complete the task in their books.

2 All listening tasks in the IWB software are accompanied by a script. This gives the
teachers the opportunity to work with the script during the feedback stage.

Listen and repeat.

All the Listen and repeat activities should be completed using the IWB software. The IWB software
provides the teacher with the opportunity to play the audio as many times as is necessary.

❏ Speaking

The course includes several types of speaking activities. The students are asked to work on a variety
of tasks, some on their own and some in pairs or groups. The students are required to engage in
the following activities:

ñ conducting an interview
ñ performing a dialogue
ñ sustaining a monologue (i.e. reporting somebody’s experiences)
ñ improvisations using prompts

We suggest that all types of speaking tasks should be exploited with the use of the IWB software
as follows:

ñ First the teacher explains the task and assigns roles.
ñ Then the teacher uses the model on the IWB software by activating the key button ( ) in

order to elicit ideas/vocabulary, highlight certain key prompts, analyse mind maps, brainstorm
for further ideas, etc.
ñ Then the students prepare the task as the teacher circulates and monitors the activity.
ñ Finally, the students perform the task in front of the class.

Note: We advise that all speaking tasks be recorded in order to be included in the Students’
Portfolios.

❏ Pronunciation

The teacher plays the audio through the IWB software and the students complete the exercises in
the Student’s Books. Then the teacher confirms the students’ answers and provides feedback via
the IWB software.

❏ Writing/Portfolio

We suggest that all writing activities (Portfolio) are approached exclusively by means of the IWB software.

First, the teacher works with the students on the plan step by step (i.e. reading through, eliciting
answers/ideas, etc). The teacher allows the students some time to make notes.

© Express Publishing 44

Then the teacher activates the key button ( ) to reveal the model. The teacher, or a student,
reads through the model. (The model can be enlarged using the magnifier by clicking on the
appropriate tool from the toolbar.)
At this stage, the teacher can underline, hide, highlight, etc key phrases on the board and ask the
students to replace the phrases with their own ideas. Then the teacher assigns the writing activity
as homework.

❏ Projects

We suggest that all project work is done through the IWB software.
The teacher explains the task and goes through the information required to complete the project.
The teacher elicits answers and/or suggestions and conducts a general brainstorming.
Then the teacher displays the model on the IWB. He/She can underline, hide, highlight, etc key
phrases on the board in order to provide the students with a skeleton for their project work.
Finally, the project is assigned as homework.

❏ ICT

The ICT sections have been included in order to provide the students with the opportunity for self-
access. This gives the students responsibility for their own learning and develops their autonomy.
For these sections, if the teacher wishes to use the IWB software, we suggest they approach it in
the following way:
The teacher divides the class into groups and explains the task. He/She displays the model and
instigates a class discussion (i.e. picture discussion, what information is included, the way the
information is organised, etc). At this stage, the students can take notes.
Then the teacher encourages the students to use the Internet in order to obtain the information
required to complete their assignment.

❏ Gap-filling exercises

The students complete the gap-filling exercises in their Student’s Books. On completion, the teacher
checks their answers with the use of IWB software.

❏ Games

In some cases the games on the IWB software do not correspond with those in the Student’s Book.
We suggest that you work with all of the games through the IWB software. To make the games
more fun and competitive, the teacher can divide the class into two teams, A and B.

45 © Express Publishing

SELF CHECK, LANGUAGE REVIEW, WORKBOOK,
VOCABULARY BANK & GRAMMAR BANK

The students complete the tasks in the Student’s Books. Then the teacher checks their answers
through the IWB software.

GAMES

Apart from the module games, the IWB software offers the opportunity to revise the vocabulary
and grammar structures of each module through extra interactive board games. We suggest
playing these board games after the completion of the respective module in the book as a revision
activity.

QUIZZES

This section includes one quiz per module and can be played only through the IWB software. The
teacher assigns two teams and the class plays the game together following the instructions.

SPARK VIDEO

This section includes realistic videos related to the theme of each module with follow-up questions
to develop students’ comprehension skills.

READER VIDEO

The Reader section includes a bonus reader animation for students to watch in class. The tasks
included in this section can be completed only through the IWB software.

READER E-BOOK

The IWB software includes the reader in a flip-book format and has a karaoke application, that
allows students to listen and read at the same time.

WORD LIST

The IWB software also offers this extra audio dictionary to use in class and practise/revise
vocabulary and pronunciation with students.

© Express Publishing 46

How to approach a module
using the IWB software.

Below the teachers can find a detailed guide for a selected module from Spark 2.

1SPARK 2

MODULE

Module presentation page (p. 9)

ñ Find the page numbers for …: The students work with the Student’s Book and then the
teacher checks their answers through the IWB software.

2Ex. 1 (p. 9) (Student’s Books open.) The teacher explains the task and the students complete the exercise
in their books. The teacher checks their answers using the IWB software. Then, the teacher plays
the audio on the IWB software and the students repeat chorally and/or individually.
Ex. 2 (p. 9) (Student’s Books closed.) The teacher explains the task and provides additional

support/suggestions using the IWB software. The students complete the task in pairs and,

3then, they report back to the class.

Unit 1a

Ex. 1a (p.10) (Student’s Books open.) The students complete the exercise in their notebooks. The
teacher elicits answers from various students around the class and provides additional
support/suggestions using the IWB software.

4Ex. 1b (p.10) (Student’s Books open.) The first part of this exercise should be done using the IWB
software. The teacher invites the students to look at the pictures and answer the questions.
He/She activates the key button(s) to reveal the answers. Then, the students read the text in
their Student’s Books while listening to the audio through the IWB.
Ex. 2 (p.10) (Student’s Books open.) The students read the text and complete the exercise in their

5Student’s Books. Then, the teacher checks their answers using the IWB software.

Extension
The teacher hides words/phrases (i.e. nutrition, chocolate, tricks, patient, etc.), using the

6appropriate tool, to provide further reading comprehension practice.

Then, the teacher refers students to the Check these words box and elicits the meanings of
the words from various students. He/She reveals the definitions by clicking on the words on
the IWB software.
Ex. 3 (p.10) (Student’s Books open.) The teacher explains the task and gives students three minutes

7to write a paragraph. Then, he/she elicits answers from various students around the class and

provides additional support/suggestions using the IWB software.

47 © Express Publishing

Ex. 4 (p.11) (Student’s Books open.) The students complete the exercise in their Student’s Books.
Then, the teacher checks their answers using the IWB software.

Ex. 5a (p.11) (Student’s Books open.) The students complete the exercise in their Student’s Books.
Then, the teacher checks their answers using the IWB software.

Ex. 5b (p.11) (Student’s Books open.) The teacher explains the task and allows students some time
to write their sentences. Then, he/she elicits answers from various students around the class
and provides additional support/suggestions using the IWB software.

Ex. 6 (p.11) (Student’s Books open.) The students make notes in their notebooks while listening to
the audio through the IWB software. The students report back and the teacher checks their
answers using the IWB software.

Ex. 7 (p.11) (Student’s Books closed.) The teacher refers the students to the exercise on the IWB
software. He/She explains the task providing additional support/suggestions using the IWB
software. Then, the students interview a member of their family and make notes of the
answers. The teacher asks various students to read out their interviews in the next lesson.

Unit 1b

Ex. 1 (p. 12) (Student’s Books closed.) The teacher refers the students to the grammar box on the
IWB software. He/She reads the table along with the students and elicits the L1 equivalents
in order to check students’ understanding.

Note: Should teachers wish to provide a more detailed analysis/presentation of the grammar
structure, please refer to the Grammar section on p. 43.

Ex. 2 (p. 12) (Student’s Books open.) The students complete the exercise in their Student’s Books.
Then, the teacher checks their answers using the IWB software.

Ex. 3 (p. 12) (Student’s Books open.) The students complete the exercise in their Student’s Books.
Then, the teacher checks their answers using the IWB software.

Ex.4 (p.12) (Student’s Books closed.) The teacher refers the students to the exercise on the IWB
software. He/She explains the task and reads the example. The students work in pairs and
ask and answer questions using the prompts. Then, the teacher asks some pairs to ask and
answer in front of the class. During this stage, the teacher can provide support/suggestions
to students using the IWB software.

Ex.5 (p.12) (Student’s Books open.) The students complete the exercise in their Student’s Books and
the teacher checks their answers using the IWB software.

Ex.6 (p.12) (Student’s Books open.) The teacher refers the students to the exercise on the IWB end
explains the task. The students complete the exercise in their Student’s Books. Then, the
teacher checks their answers using the IWB software.

Ex.7 (p.13) (Student’s Books open.) The students complete the exercise in their Student’s Books.
Then, the teacher checks their answers using the IWB software.

Ex.8 (p.13) (Student’s Books open.) The teacher refers the students to the grammar box on the IWB
software. He/She reads the table along with the students and elicits the missing words.
Then, he/she allows students some time to complete the table in their Student’s Books.

© Express Publishing 48

Note: Should teachers wish to provide a more detailed analysis/presentation of the grammar
structure, please refer to the Grammar section on p. 43.

Ex.9 (p.13) (Student’s Books open.) The teacher refers the students to the exercise on the IWB
software. He/She explains the task and reads the example. Then, the students write
sentences for the rest of the items. The teacher checks students’ answers providing
additional support/suggestions through the IWB software.

Ex.10 (p.13) (Student’s Books open.) The teacher explains the task and reads the example using the IWB
software. Then, he/she allows the students some time to write their sentences. The teacher
checks students’ answers providing additional support/suggestions through the IWB software.

Ex.11 (p.13) (Student’s Books closed.) The teacher refers the students to the grammar box on the
IWB software. He/She reads the table along with the students and elicits any similar
structures in students’ L1.

Note: Should teachers wish to provide a more detailed analysis/presentation of the grammar
structure, please refer to the Grammar section on p. 43.

Ex.12 (p.13) (Student’s Books open.) The students complete the exercise in their Student’s Books.
Then, the teacher checks their answers using the IWB software.

Ex.13 (p.13) (Student’s Books open.) The teacher explains the task and allows students some time to
complete the task. Then, the teacher elicits answers from various students around the class
and provides additional support/suggestions using the IWB software. Alternatively, the
teacher provides the suggestions at the onset using the IWB software in order to give the
students some ideas to help them carry out the task.

Unit 1c

Ex.1a (p.14) (Student’s Books closed.) This exercise should be done using the IWB software. The
teacher invites the students to look at the pictures and read the title. He/She elicits answers
to the questions in the rubric from various students around the class and provides additional
support/suggestions using the IWB software.

Ex.1b (p.14) (Student’s Books open.) The teacher reads through the options using the IWB and elicits
answers from students around the class. The students read the text in their Student’s Books
while listening to the audio through the IWB software. Then, the teacher checks their guesses
using the IWB software. Finally, the teacher refers students to the Check these words box and
elicits the meanings of the words from various students. He/She reveals the definitions on the
IWB software.

Ex.1c (p.14) (Student’s Books open.) The teacher elicits which animals are shown in the pictures from
various students around the class and cheks their answers using IWB software.

Ex.2 (p.14) (Student’s Books open.) The students read the text in their Student’s Books and complete
the task. The teacher checks their answers using the IWB software.

For the second part of this exercise, the teacher refers the students to the IWB and explains the
task. Then, he/she allows students some time to complete the sentence. The teacher asks various
students around the class to read out their sentences and provides additional support/suggestions
using the IWB software. Alternatively, the teacher provides the suggestions at the onset using the
IWB software in order to give the students some ideas to help them carry out the task.

49 © Express Publishing

Ex.3 (p.14) (Student’s Books open.) The teacher refers the students to the activity and the model on
the IWB software and explains the task. He/She allows students some time to think of a
leisure park in their country and make notes about it. Then, the teacher elicits answers from
students around the class and asks them to tell the rest of the class.

Ex.4 (p.14) (Student’s Books closed.) The teacher explains the task and displays the model using the
IWB software. Then, he/she allows time for students to complete the task in class or assigns
it as homework.

Unit 1d

Ex.1a (p.15) (Student’s Books closed.) The teacher plays the audio on the IWB software and the
students repeat chorally and/or individually. He/she focuses students’ attention on the
stressed words and checks students’ pronunciation and intonation.

Ex. 1b (p.15) (Student’s Books open.) The teacher refers the students to the exercise on the IWB
software. He/She elicits answers to the question in the rubric from various students around
the class and reveals the answer by clicking on the key button. Then, the students read the
dialogue in their Student’s Books while listening to the audio through the IWB software.

Ex.2 (p.15) (Student’s Books open.) The students complete the exercise in their Student’s Books.
Then, the teacher checks their answers using the IWB software.

Ex. 3 (p.15) (Student’s Books open.) The students, in pairs, act out the dialogues using their books.
The teacher monitors the activity and asks different pairs to act out the dialogue in front of
the class. Then, he/she focuses students’ attention on the sentences on the IWB software
and elicits the L1 equivalents.

Ex.4 (p.15) (Student’s Books open.) The students complete the exercise in their Student’s Books.
Then, the teacher checks their answers using the IWB software.

Ex. 5 (p.15) (Student’s Books closed.) The teacher goes through the instructions using the IWB
software and explains the task. He/She refers the students to the model and the diagram on
the IWB software. The, he/she divides the class into pairs and assigns roles. He/She allows
the students some time to prepare their role-play and then invites each pair to perform their
dialogue in front of the class. During this stage, the teacher can use the IWB in order to give
the students any further assistance.

Ex.6 (p.15) (Student’s Books open.) The teacher explains the task and the students complete the task
in their books. The teacher checks their answers using the IWB software. Then, the teacher
plays the audio on the IWB software and the students repeat chorally and/or individually.
He/she pays attention to students’ intonation.

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