Solutions intermediate 2nd edition teachers book pdf

 

    L Workbook TheWorkbookprovidesfurtherpracticeforboththeoraland Oxford solutions 2nd edition pre intermediate student billpercompzulbe.ga (1). SOLUTIONS UPPER INTERMEDIATE WORKBOOK KEY 2ND EDITION PDF Intermediate Accounting IFRS Edition 2nd Edition Solutions Manual Kieso. формат (format): PDF, MP3, ISO, Doc, CD-EXE Workbook - рабочая тетрадь студента для самостоятельных занятий дома. Oxford Solutions First Edition - первое издание: Oxford Solutions Upper-Intermediate Tests · Oxford Solutions Upper-Intermediate Teacher's Book + workbook keys · Oxford Solutions .

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    Solutions Intermediate 2nd Edition Teachers Book Pdf

    Solutions Elementary 2nd Teacher's Book - Download as PDF File .pdf) or read Solutions Elementary Student' s Book, 2nd Edition Intermediate Solutions. Cover of "Solutions 2nd ed intermediate workbook" English Lessons, Learning New English File: Pre-intermediate Teacher's Book Vocabulary Pdf, American. Teacher's notes for photocopiable activities. Tests index. Tests. Answer key . write answers to a questionnaire . discuss environmental issues and solutions.

    Play games to practice essential English grammar and vocabulary skills. Also below are links to practice example tests for each of the five parts to the B2 level exam. Verb Vocabulary: clothes and fashion Last Thursday we talked about fashion and clothes. Worksheets that save paper, ink and time. Learning Contractions. Learn new words and practise your vocabulary. B2 Upper Intermediate 5. Key features More than vocabulary activities per level A good command of B2 vocabulary. Cloze practice outside the class. SecuFiles is a free online file hosting and file sharing service founded in Worksheets that speak. The Student's book includes : a variety of grammar and vocabulary exercises.

    We collected one metadata history record for Englishlibrary. It provides novice teachers and those who are in the early years of their careers with 1, creative tips, techniques, questions, thoughts and ideas on common teaching and classroom issues. Facebook is showing information to help you better understand the purpose of a Page. A2 Key, A2 Key for Schools, B1 Preliminary and B1 Preliminary for Schools have undergone a thorough review to ensure that our exams continue to remain relevant to the needs of schools and learners.

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    The Library encourages an environment where its patrons may inform, educate, and enlighten themselves. An online children's book library, where kids discover and read stories on desktop and laptop computers for free. For schools or individual study. Using this book will help you improve your pre-intermediate writing skills for You just clipped your first slide!

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    Shop with confidence on LoveAntiques. It combines this guided discovery approach with extensive form-based practice, ensuring that students have all the knowledge they need to use English grammar confidently and accurately. Jadi, tulisan ini dibuat untuk memenuhi janji sendiri. List of Virtual Key Codes. Combining pre filter, hepa filter, activated carbon and the reactor cell of 8 super UVC lamps with 40 Tio2 hexagon filters makes it the ultimate solution for spaces up to 60 square meters.

    TCNJ Library is excited to announce the launch of two new online services. Reading rockets www. Themain lessonnotes,c. WeareconfidentthaiSorutionswillbeeasyto use,bothfor studentsandforteac-es.

    Eachunithassevenlessons A-G. Eachlessonprovides materiaIforoneclassroomlessonof approximately45 minutes. Solutionsandtheexam SolutionsIntermediatenotonlyconsolidateswhatwasstudied at Pre-lntermediatebutextendsit, providingcomprehensive coverageof B1examrequirementsandfurtherdeveloping students'languagecapabilities. Thislevelalsoaimsto introducestrongerstudentsto theskillstheywiltneedto progressto theB2level,layingthefoundationsforcandidates whowittuseUpper-lntermediateandthengoonto sitexamsat a higherlevel.

    Typicatexamrequirementsarereflectedthroughoutthecourse in thechoiceof topics,task-types,textsandgrammar structures.

    Student'sBook TheStudent'sBookincludestenexam-specificlessons designedto familiarisestudentsnotonlywiththetask-types andrequirementsoftheexam. Thelessonsprovidestrategies andexamtechniquesto givestudentstheskittstheyneedto tackleexamtaskswithconfidence. Fourextralessonsallowstudentsto getacquaintedwithB2 levelexams. Workin classcanbefollowedupwith Workbooktasksdoneashomework. Teacher'sBook Theexamlessonsin theStudent'sBookareaccompaniedby fullproceduralnoteswithadviceandtipsforexampreparation.

    Thenewlanguageis presentedin a shorttextor other meaningfulcontext. Thislessonlinksto theGrammarBuilderatthebackof the bookwhichprovidesextrapracticeandgrammar reference.

    Everylessonhasanexplicittearningobjective,beginning 'l can LessonA introducesthetopicofthe unit,presentsthe mainvocabularyset,andpractisesit throughlistening andotheractivities. Thislessonlinksto the VocobuloryBuilderat the backof the book,whichprovidesextrapracticeandextension. Erirp ftnir kr. N hd ah. Fhh, ld. Extravocabularyandstructuresarepresented,if necessary. Studentsfollowa clearguidewhentheyproducetheir owndialogue. Thestep-by-stepapproachof'presentation,practiceand production'is suitableformixed-abitityclassesandoffers achievablegoals.

    Thelessonalwaysbeginsbytookingat a modeltextor textsandstudyingthe structureandformat. Thereisa clearwritingguideforthe studentsto produce theirowntext. Thissupportedapproachto writingincreasesstudents' linguisticconfidence. A great night out rF rwddb-srr. En a Yernehrbft rd. F mmrholi. MdErd-6 6d. Thelessonsincludeexamtasksforreading,speakingand listening withwritingexamtasksin theWorkbook. Eachlessonincludesactivitiesto preparestudentsforthe examtasksandprovidethemwiththe languageandskitls theyneedto do themsuccessfully.

    Theselessonsalsorecyclethe languagefromthe previous twounitsandtinkwiththetopics. Thefirstlessonof eachreviewis a LanguageReviewof the precedingtwo units. Thereareexeicisesfocusingonvocabulary,grammarand functions. Themarksalwaystotal50,so it is easyto monitorprogress throughthe book.

    Thelessonincludespracticeof allfourskills: Introduction 6. Tipsandideas Teachingvocabulary Vocabularynotebooks Encourageyourstudentsto recordnewwordsin a notebook. Theycangroupwordsaccordingto thetopicor bypartof speech.

    Tetlthemto writea translationandanexample sentencethatshowsthewordin context. Youcan askstudentsto makea tistof atltheverbsthatappearin a Grammarsection,orto choosefiveusefulwordsfroma reading textandlearnthem.

    Solutions Pre-Intermediate 2nd Edition Teacher's Book with CD-ROM

    Learningphrases Weoftenlearnwordsin isolation,buta vocabularyitemcan be morethanoneword,e. Makestudentsawareofthisandencouragethemto record phrasesaswellasindividualwords. Revision Regularlyrevisepreviously[earnedsetsofvocabulary. Hereare twogamesyoucouldtryin class: Givefourwords,eitherorallyorwrittenon theboard. Youcan choosethreewordsfromonevocabularysetandoneword froma differentset arelativelyeasytask or fourwords fromthe sameset,e.

    Thisgamecanbeplayedto revisewordsets. Calloutwordsin theset,andnominatea studentto answer. Thestudentmustresoondwithanotherwordin theset. Forexample, withclothes: T-shirt SL: Donotrushfromthepresentation to the practicebeforethestudentshavefullyabsorbedthe meaningofthenewlanguage.

    Youcancheckthattheytruly understanda newstructureby: Practice Practicemakesperfect. Learninga newstructureis noteasy, andstudentsneedplentyof practice. Progression Mechanicalpracticeshouldcomebeforepersonalisedpractice. Thisallowsstudentsto masterthebasicformandusefirst, withouthavingto thinkaboutwhattheyaretryingto expressat thesametime. Teachingreading Predictingcontent Beforereadingthetext,askstudentstolookatthepictureand tellyouwhattheycanseeorwhatishappening.

    Youcanalso discussthetitleandtopicwiththem. Deatingwith difficuttvocabulary Herearesomeideas: Anticipatewhichwordstheywillhave difficuttywith.

    Putthemontheboardbeforeyoureadthe textwiththeclassandpre-teachthem. Youcancombine thiswitha predictionactivitybyputtinga listof wordson the boardandaskingstudentsto guesswhichoneswill notappearinthetext.

    Forexample,forthetextaboutDoug Bruceon page19oftheStudent'sBook,listthesewords: Atthesametime,checkthattheyunderstandthe otherfivewords. Thenaskthemto calloutthewords.

    Youcan thenexplainortranslatethem. Knowingthepartof speechsometimeshelps themto guessthemeaning. Afterworkingona text,havestudentswritefourorfivenew wordsfromthetextthattheywouldliketo learnin their vocabularynotebooks. Teachinglistening Pre-listening Thisis animportantstage. Listeningto something'cold'is not easy,sopreparethestudentswel[. Focusonteachingrather thanontesting. Putnewvocabularyontheboardand pre-teachit.

    Translatingthewordsis perfectlyacceptable. Readthroughtheexercisecarefullyandslowlybeforethe studentslisten. Ensurethatthestudentsunderstandboth thetaskandallthevocabularyin theexercise. Uoucan checkthattheyunderstandthetaskbyaskinga studentto explainit in theirownlanguage.

    Familiarprocedure It isn'teasyto [isten,readtheexerciseandwritetheanswers allatthesametime. Takesomepressureoffthestudents bytetlingthemyou'llplaytherecordinga numberof times, andthattheyshouldn'tworryif theydon'tgettheanswers immediately. Tellstudentsnotto writeanythingthefirsttime theylisten. Monitor Whitethestudentsarelistening,standat thebackoftheclass andcheckthattheycanallhear. Teachingwriting Usea model Ensurethatthestudentsunderstandthatthetextin LessonG seryesasa modelfortheirownwriting.

    Preparation Encourageyourstudentsto brainstormideasandmake notes,eitheraloneor in pairs,beforetheyattemptto writea composition. Draft Tellthemto preparea roughdraftofthecompositionbefore theywriteoutthefinalversion. Introduction 7. Checking Encouragethemto readthroughtheircompositioncarefully andcheckit forspeltingmistakesandgrammaticaIerrors.

    Correction Estabtisha setof marksthatyouuseto correctstudents' writtenwork. TeachingspeaKng Confidencebuitding Beawarethatspeakingisa challengeformoststudents. Build theirconfidenceandtheywiltspeakmore;undermineit and theywittbesilent. Preparation Allowstudentstimeto preparetheirideasbeforeaskingthem to speak.

    Thismeanstheywillnothaveto searchforideasat thesametimeastryingto expressthem. Support Helpstudentsto preparetheirideas: Allowthemto workin pairs,if appropriate. Choraldrilling Listenandrepeatactivities,whichtheclassdoestogether, canhelpto buitdconfidencebecausethestudentsfeel[ess exposed.

    Theyarealsoa goodchanceto practisewordstress andintonation. Teachingmixedabitityclasses Teachingmixedabilityclassesis demandingandcanbevery frustrating. Therearenoeasysolutions,butherearesome ideasthatmayhelp. Preparation Tryto anticipateproblemsandpreparein advance. Drawup a listofthefivestrongeststudentsin theclassandthefive weakest.

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    ThinkabouthowtheywilIcopein thenextlesson. Whichgroupis tikelyto posemoreof a problem- thestronger studentsbecausethey'ltfinishquicktyandgetbored,orthe slowerstudentsbecausetheywon'tbeableto keepup? Think howyouwillattemptto dealwiththis. TheTeacher'sBook includesideasandsuggestionsforactivitiesandfillersfor differentabitities. Independentlearning Thereisthetemptationin classto givemostofyourattention to thehigher-levelstudentsastheyaremoreresponsiveand theykeepthelessonmoving.

    Butwhichofyourstudentscan bestworkontheirownor in pairs? Peersupport lfyouaredoingpairwork,considerpairingstrongerstudents withweakerstudents. Projectwork Provideon-goingworkforstrongerstudents. Youcangiveyour strongerstudentsextendedtasksthattheydoalonein spare moments. Forexample,youcouldgivethemreaders,askthem to keepa diaryin Engtishorworkona proiect.

    Theycanturn to thesewhenevertheyarewaitingfortherestoftheclassto finishanactivity. Correctingmistakes Howmuchwecorrectshoulddependonthepurposeofthe activity. Accuracy Withcontrolledgrammarandvocabularyactivities,where theemphasisisontheaccurateproductionof a particutar languagepoint,it'sbestto correctallmistakes,andto do so immediatelyyouhearthem. Youwantyourstudentsto master theformsnowandnotrepeatthemistakein laterwork. Fluency Withactivitiessuchasrole-playorfreergrammarexercisesit maybebetternotto interruptandcorrecteverymistakeyou hear.

    Theimoortantmistakesto correctin thesecasesare thosethatcausea breakdownin communication. Weshouldn't showinterestonlyin thelanguage;weshouldalsobeasking ourselves,'Howwelldidthestudentscommunicate? During theactivity,youcanmakea noteof anyseriousgrammatical andlexicalerrorsandoutthemontheboardattheendofthe activity.

    Self correction Givestudentsa chanceto correctthemselvesbeforeyousupply thecorrectversion. Modelling Whenyoucorrectanindividualstudentalwayshavehimor her repeattheanswerafteryoucorrectly. Peercorrection Youcaninvolvetherestofthe classin theprocessof correction. Youcando thiswhen thestudenthasgivena correctanswerasweltaswhenthe answeris incorrect. Doa quickclasssurveybywritingthesesentenceson the board: I likewearingcomfortableclothes,Iikeboggy trousersand loosetops.

    I liketo lookdifferentfrom other people. I reallydon't careaboutfashion. Whichof thesestatementsdescribesyoubest? Students discussthesentenceswitha partnerfora minute.

    Findout witha showof handswhichisthemostpopularattitude. Exercise1 page4. Whatorethesepeopledoingandwhereare they? Beforestudentsdescribethephotos,checkthatthey understandthemeaningof thewordsin thebox,bygivinga translationandelicitingthe Englishword. Askoneortwoof themto repeattheir descriptionsto the restof theclass. Selfcheck1 page Studentsmaketheirlistsin pairs.

    Goaroundgivinghetp withvocabularyasnecessary. Thiscouldbedoneasa competitionto seewhichpairof studentscancomeupwith thelongestlistin twominutes.

    Askthewinningpair,and oneother,to readouttheirlists. Playtherecording,checktheanswerand seeif studentscanremembertheohrasesthathelpedthem identifythephoto. He's wearinganattractiveplain,brownleatherlacketanda tight,cottonT-shirt.

    I particularly likethosecasual,baggy,blackieans. Thenextmodeliswearinga shiny,grey,nyloniacketwith matchingtrousers.

    She'salsogota large,spottyscarf aroundherneck- atouchofhumourfromthedesigner,I feel- anda spotty,long-sleeved,blouse. Andonherfeet, aresimplebutstylishblackteathershoes. Averyelegant outfit,in myopinion. She'swearingared, stripytopandalong,dark,woolcoat. Belowthat,ashort, stripyskirtandblack,leatherhigh-heeledshoes.

    Witha weakerclass, allowthestudentsto listento thecommentaryagainbefore theycompletethe phrases. Theycanthenlistena thirdtime to checktheanswersoryoucouldsimplygivethemto them.

    Fashion KEY 1 ptain,leather 2 tight,cotton 3 baggy,black 4 shiny,nylon 5 spotty 6 [ong,wool 2 a miniskirt e b teggings f c combattrousers d fleece 3 Openanswers Exercise2 page4 o Askindividualstudentsto readoutthewordsin each category. Drawattentionalsoto thefinaIconsonantlsl in looseandpointouthowit differs fromfinalconsonantlzl in lose.

    Exercise5 page4 r Studentscanworkin pairs. Attow2 minutesbeforechecking answers. Onramera KEY lshape 2colour 3material 9. Forfurtherprocticeof Orderof adjectives,go to: KEY 1 2 That'sa smartstripycottonshirt. LIKE Thefotlowingsentencesfromthelessonincludetheword 'like'in its3 differentuses: I likewearingcomfortableclothes,tikebaggytrousersand loosetops.

    Inthefirstusage,likeis a verbexpressingpreference, whereasthesecondusageis nota repetitionoftheverb buta prepositionwhichmeans'forexample'. Theother twounfinishedsentencesincludethesamepreposition withanothermeaning 'simitarto'. Studentsshould understandthesedifferences. Emphasisethatthese phrasesareextremelyfrequentin everydayspokenEnglish. Arethesepeople professionalmodels?

    ShouldwefollowfashionZAltow3 minutes. Asksomestudentsto justifytheiropinions. Aska fewotherswhytheydisagree. KEY t high-heetedhard-working bad-temperedwel[-known 2 2 easy-going 6 3 high-heeted 7 4 hard-working 8 5 bad-tempered 3 2 well-known 6 3 old-fashioned 7 4 good-looking 8 5 high-heeted old-fashionedgood-looking easy-goinglong-haired good-looking well-known long-haired bad-tempered hard-working easy-going t Lessonoutcome Askstudents: I can describesomeone'sclothes,I canuseadjectivesin thecorrect order,I cangive 'vaguedescriptions'of thingsthatarehard to describeexactly.

    Whotusefulwordshaveyou learned? Go throughtheinstructionsanddothefirstexamptetogether, thenletstudentsworkin pairsto filtin thegaps. Tettthem notto answerthequestionsatthisstagesothatyoucan concentratefirstonthecollocationsandnewitems. Elicitorexplainthefollowingphrasesandsuggestthat studentswritethemin theirnote-books: Studentsaskandanswerthequestionsinpairsorsmall groups.

    Encouragethemdeveloptheirconversationsbygiving reasonsfortheiranswersandaskingfollow-upquestions. Monitorandhetpasstudentsaretalking,notingany commonmistakesandexamplesof gooduseof language andconducta brieffeedbacksessionattheend.

    Beforestudentsopentheirbooks,brainstorma listofthings thatyoucandowitha mobilephone. Encouragestudentsto comeupwiththecorrectverbsaswellasnouns. Writethe students'suggestionsontheboard. Takinga photo. Exercise1 page5 Putthestudentsintopairsto describewhat'shappening in thepicture. Youcouldencouragethemto giveasmuch detailaspossiblebytellingthemyouaregoingto timethem andthatbetweenthetwoofthemtheymustnotstoptalking before60 secondsareuo.

    Suggestthataswellasusingallthewordsintheboxthey shouldgiveinformationaboutthepossiblerelationship betweentheboyandthegirl,howtheyarefeelingand whattheweather'slike. Remindthemalsoto tryto include descriptivevocabularyfromthepreviouslesson. Askonepairto repeattheirdescriptiontotherestoftheclass.

    Exercise2 pages e Askstudentsto readthedialogueto themsetvesandthen asktwostudentsto readit aloud. Whyis Louisannoyedwith Carol? Whois Caroltaking thephotofor? Suggestthatstudentsunderlineexamplesof presentsimple andoresentcontinuousintwoseoaratecolours.

    KEY presentsimple: Ourfilmstartsin fifteenminutes. Whatdoyou dowiththemall? Shelives in NewYork. I'mtakinga photoofyou. You'realways takingphotos. She's comingto staywithusnextmonth. Whyareyousendinghera photoof me? Exercise3 pages. Checkasa class. Ina weakerclassaskstudentsto readouttheexamplefrom thediatoguethatshowstherule. Exercise5 pase5 o Monitorstudentsastheyworkin pairs,checkingfor appropriateuseofthepresentsimpteandcontinuous. With a weakerclassgivestudentsthinkingtimeto notedown theiranswersbeforetheyspeak.

    Forfastfinisherswriteget andmokeontheboardandaskthemto makeadditional sentenceswiththeseverbs. Exercise6 pages o Directstudents'attentionto theLearnthis! Studentswilldevelooa naturalinstinct astowhetheraverbisa stateverboranactionverb. Inthe meantimeit ishetpfutforthemto learna listofstateofverbs. KEY 1 belongs 2 prefer 3 wants 4 don'tunderstand 5 know,mean 6 Do,remember 7 Do,tike KEY l simpte 2 continuous 3 continuous 4 simpte 5 continuous 6 simple Exercise4 page5. Givestudentstwoorthreeminutesto completethedialogue in oairs.

    Remindthemto usecontractionsratherthanfull forms. Asyougothroughtheanswersaskstudentsto tell youwhichofthe usesfromexercise3 eachverbrepresents, e. Myphone'sringingis usenumber2 something happeningnow ,We'reseeingthenewSpielbergfilm this afternoonis usenumber5 arrangementsforthefuture. KEY 1 1 don'tremember 2 needs 3 doesn'tlike 4 is raining 2 1 'm enjoying 2 thinks 3 's having 3 1 a smells 2 a looks 3 a tastes 4 a feels KEY 1 's ringing 2 'reseeing 3 'm looking 4 makes 5 lsshephoning betong Do you know arewaiting want feel 'reconsidering forget 's smelling 'm [ooking 'm tasting 's feeling 6 's shesaying 7 's alwaysintenupting 8 oftengo 9 areyoulaughing 10 finishes 5 6 7 I 4 5 6 b b b b KEY I 1 Theplanetakesofftomorrowmorningat eighto'clock.

    I'mnottakinga jacket. Demonstratetheexerciseyourselfbygivingthe answersto thefirsttwoquestions. Getstudentsto askone ortwofollow-upquestionsforeachanswertheirpartner gives althoughthiswon'tbepossiblefornumber2. Monitorandnotedownanypersistentmistakesandwrite themonthe boardforstudentsto correct. Whatcanyoudo now? I conusedifferentpresenttensesto talkaboutthepresentandfuture. I understandstateverbs. Forfurtherpracticeof Presenttensecontrast,go to: Ontamera Elllilitt Stereotypes? Beforestudentsopentheirbooks,writeLondonontheboard andexplaintotheclassthattheyaregoingto brainstorm wordsassociatedwithLondon.

    Givethematopic,forexampte, buildings. StudentsnameasmanyLondonbuildingsasthey can. Ussongwrittenby HubertGreggin ALondoneris a personfromLondon. Inthiscase,adding -ermakestheworddescribea person. A personfromManchester,forexampleisa Mancuniananda personfromLiverpoolisa Liverpudlion. Exercise1 page6.

    Beforeproceedingwiththeexercise,elicitor explainthe meaningof the lessontitle,stereotypes afixedidea orimagethatmanypeoplehaveaboutsomethingor somebody,especiallya race,nationalityorgender,which isoftennottrue.

    Askthequestions to theclassasa whole. Whattimeofyeoris it? Wherearethey going? Exercise2 page6. Askstudentsto readthroughthetext lookingonlyforinformationthatanswersthequestion. Tetlthemto hightightanythingin thetextthatsuggestsa negativeopinion,to hetpthemanswerthequestion. Tellstudentsthatwhenthey listenforthefirsttimetheyonlyneedto tryto geta general understandingofwhattheteenagersaresayingandto write downtheirnationatities.

    Witha weakerclass,pre-teacha fewkeywordsor phrases thatyouthinkthestudentsareunlikelyto know. Thebestthingaboutthemis,theylaugha lotand theysmilea lot. Anotherthingisthatthey'realwayswitlingto share whatthey'vegotwithyou;evenif theyhaven'tgotverymuch themsetves They'renotat atlmean.

    ButI thinktherearesomecharacteristicsthat aretypicalandthataresharedbyAmericansacrossthe country. Letme giveyou an example. In generat,Americans workhard- theystartworkearly,finishlate,andtheydon't havelonghotidays. In my opinion,they'reproudof their country,andveryproudto beAmerican,whatevertheirethnic background. Infact sometimestheycanbe ratherformal. Personally,I'm not! Anotherdifferencebetweenme and otherJapaneseis that I'm veryopen,evenwith peopleI don't know.

    Japanesepeople oftenhidetheirfeetings. Theydon'tlikeotherpeopleto know whattheyarethinkingor feeting. I think Spanishpeopte,in general,arequitewarm-heartedand theylikemeetingnewpeopteandmakingnewfriends. The Spanishdon'tliketo sitin silence- theyliketatking- they canchatawayfor hourson end.

    That'smy opinion,anyway. Exercise5 pagee f r. Playtherecordingagainandpause aftereachansweris givento givestudentstimeto write theiranswer. Letstudentschecktheiranswerswitha Dartnerbeforecheckineasa class. Encouragethemto lookfor synonymsforthewordsinthetask. Demonstratethefirst question,showingthemhowto scanthetextuntittheyfind theappropriatesynonymorsynonymousphrase cotdand unfriendly.

    Againencouragethemto underlinetheanswerin thetext. Altow studentstwoto threeminutesto discusstheirideasand notethemdown. Encouragethemto recyclewordsfrom thetexttooandanyotherideastheymighthavesuchas punctual,romantic,formal,etc. Oncamera Exercise7 page6. Askstudentsto readouttheirideasandseeif otherstudents agree. Youcouldhavea discussiononstereotypesingeneral, genttyguidingthemtowardstheideathatstereotypesusually containsometruthbutthatwemustbecarefulnotto over- generalise.

    Doyouthink stereotypesarebasedon truth? I cantalkoboutdifferencesbetweennationalities. Whotusefulwords,phrasesand ideashaveyou learned fromthelesson? KEY 1 1 notto spend 2 going 3 notto see 4 to download 5 eating 6 doing 7 notto arrive 8 driving Exercise3 page7 r Studentscanworkaloneorin pairs.

    Tellthemto referbackto theverbsin thetable,includingthosethatarealreadythere. KEY t hearing 2 having 3 togo 4 to hate 5 taking 5 to co-operate 7 tobe 8 to see 9 being Exercise4 pagez. Again,studentscanworkindividuallyorin pairs. Asyougo throughtheanswers,highlightthewordorderusedifthe infinitiveisnegative: ExplainalsothatIfailtounderstandisafixedexpressionand isa moreformalwayof sayingI don'tunderstand.

    Thenaskthemto comparetheiropinionwiththeir partner's. Encouragethemto developtheirargumentsby sayingwhytheyagreeandgivingexamples,if possible. Remindthemthatthereisoneopinion whichdoesn'tmatchanyofthespeakers.

    KEY Speaker1: I don'tadmitit,ofcourse! No,I neverdownload them. ButwhenI'mwaitingto seethedentist,orthedoctor, andI seethemagazinesonthetable,I havequicklook- I nevertellanyone,ofcourse,- andI quiteenioyit,reatly.

    Whichcelebritiesareyou interestedin readingaboutand seeingphotosof? Wouldyouliketo befamousandseeyour photosin magazines? Thenamepaparazicomesfroma chamctercalled Paparazzoin the Fellinifilm,ta DolceVita,whorode aroundona scootertakingphotosof richandfamous people. Thewordpaparwzooriginallymeans'a mosquito'. Exercise1 pase7 Focusonthephotoandelicitwhatishappening.

    Askstudents to readthetextquicklyto decidewhichviewtheyagreewith. Findoutthrougha showofhandswhatthemajorityofstudents think. Askifstudentsknowofanyfamousincidentsinvolving paparazzi.

    Don'tencouragefurtherdiscussionabouttherights andwrongsofphotographingcelebritiesatthisstageasthey willhavea chanceto dothisinexercise4. Exercise2 pageT r Askstudentsto copythechartintotheirnotebooksandadd theverbsfromthetextintothe correctcolumn.

    Dothefirst exampletogetherandthenletstudentsworkalone. I can'tfacedoingmy homeworklthewashingup andcon'thelp notbeableto stopyourselffromdoingsomething,e. I couldn'thelp Iaughingwhenshewastalking. Speaker2 Yes,I oftendownloadmagazinesaboutcelebrities- tike to readabouttheirIives. And I liketo seethe photos,too, but I don'tagreewith the paparazziwhowait outsidepeople'shousesandthenfollowthem.

    Thatmustbe tenible. Speaker3 don'treadthosemagazinesveryoften. I supposeI'm quiteinterestedin famouspeopte,butI getboredwiththesame namesandfacesallthetime. WhocaresaboutTomCruisethese days? ButeverytimeI pickupa magazine, there'sanarticleaboutTomorBritney.

    Theyneed to find somenewcelebritiesto writeabout. Speaker4 downloadall the celebritymagazinesassoonastheycome out. I wantto knoweverythingaboutthesepeopte-.

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    I'm notsure why- supposeit'stheglamourand romanceof it. The beautifuldressesand diamondjewellery. I oftenthinkwhatit mustbe tike,beingrichandfamous,and havingan exciting, glamoroustife. Themagazineshelpmeto dream,I guess!

    Exercise6 pagel r FocusontheLearnthis! Givestudentstimeto read it ontheirownandthengetthemto translatethepairsof sentenceswitha partner. Seethe languagenotebelowfor anexptanationofthechangein meaning. Withremember,forget,stopandgo on the-ing form referstoanactionthathappensbeforetheremembering, forgetting,etc.

    There isa subtledifferencein meaningbetweenthetwo. I liketogo ioggingbeforeschool: I think it's a goodideato do this butI don'tnecessarityenioyit.

    Exercise7 page7. Givestudentsa minuteto thinkandmakea noteoftheir answers. Asstudentsdothetask,goroundmonitoringand checkingforcorrectuseofverbpatterns. Afterwardsconduct a brieffeedbackaskinga fewstudentsto reportbackto the classsomeofthethingstheirpartnertalkedabout. Forfurtherpracticeof Verbsthatchangetheirmeoning,go to: D1 KEY l l ptaying 2 tostudy 4 to make 3 taking 5 to download 6 to get 7 dancing 8 giving 3c2d t Lessonoutcome Askstudents: I canidentifyandusedifferentverb patterns.

    I canexpressopinionsaboutthepaporazzi. What newverbsandphraseshaveyouleorned? Exolainthat if someoneisundersurveillancetheyarebeingwatched veryclosely. Whois usuallykeptundersurveillance? Someonesuspectedof a crime,a memberof a gang,a wife or husbandsuspectedof havinganaffair,etc. Whokeeps themundersurveillanceT Thepotice,privatedetectives, rivalcriminals,etc. Exercise1 page8. Students wiltprobablysaycameraor videocamera.

    It iscalledclosedcircuitbecauseit isfora smalInumberof viewersasopposedto broadcastft. ElicitwhereCCWcamerasarenormallyfound shopping centres,carparks,stations,airports,etc.

    Exercise2 page8. Ask studentsto underlinethekeywords. Emphasisethatifthey readthemcarefullyit witthetpthempredictthecontentof thetext. Givethestudentsabout5 minutesto matchtheparagraph headings. Makesuretheyunderstandthatoneheadingis notnecessary. Encouragethemto sharetheirideasin pairs. Theyshoutdunderlinethepartofthe textthatgivesthemtheanswersandalsonotethenumber ofthequestionnextto whatthey'veunderlined,sothat duringfeedback,whenyouaskthemto giveevidencefor theiranswerstheywittbeableto findit moreeasily.

    KEY 1b 4d 5d 6d Exercise4 pageg. Dothefirstoneortwo definitionswithclassshowingthatmanyofthecluesarein thewordsthemselves cashmochine,monitoring. KEY 1 cashmachine 2 monitoring 3 passwords 4 itlegal 5 citizens 5 tag 7 download 8 software 9 shoptifters Exercise5 pages f r.

    Youmanyneedto explain tricks- to ploya trickonsomeoneisto deliberatetytryto makesomeonebelievesomethingthat'snottrue. Witha strongerclassstudentscancompletethegapsbefore listeningto check.

    Remindthemto thinkaboutrhymeas wellasmeaning. Witha weakerclassaskstudentsto readthroughthe lyrics ignoringthegapsandthenptaytherecordingforthemto fitl themin. Allow minutes. Theirroleisto take notesofthe argumentspresentedbyotherstudentsand finallydecidewho- theopponentsortheproponents - aremoreconvincing. Thefourgroupschoosetheirspeakers,whotakeit in turnsto presenttheirarguments. Theyhavea minute each.

    Beforetheystart,explainthateverybodyshould listencarefullyto theothersastheywitthavea chance to respondto theargumentsofthe othergroupseither strengtheningtheirpointorcontradictingit. Whenthisroundis finished,allowgroupsto worktogether againanddecidewhatto sayin thesecondround.

    Feed phraseslike: After minutesletthe speakerstalkagain. Whenthey havefinished,eachmemberoftheiurywritesdownon a pieceof paper'for'or'against'statingwhosearguments werethe mostappealing. Readthedecisionof theiuryoutto theclass. At theendof activityreadyournotesoutto theclass. Elicit corrections;putcorrectexamplesonthe board.

    Whotconyoud now? I cangivemyviewsonsurveillance. I havegot tt knowthesongSomebodyWatchingMe. Writethefoltowingquestionsontheboardforstudentsto discussin pairsorsmallgroups: Doyouenjoylookingatoth, people'sphotos? Whotsortofphotosdoyouenioylooking at? Arethereanythatyoufind notsointeresting? Doyou likt' havingyourphototokenTHavea quickclassfeedback. Exercise1 page1o f r. Ptaytlr, recordingforstudentsto readandlistenanddecidewho Connor'ssisteris.

    Exercise6 page9 Dothisexerciseasa class. KEY paranoidWhenpeopteareparanoidtheyworrythatotherpeople don'ttikethem,aretryingto harmthemorthatpeopleare watchingthem. Exercise7 page9 Gothroughthesentencesandansweranyquestionsabout vocabulary,e. Sometimesstudentsareshyto askwhenthey don'tknowa wordorthinktheyknowthemeaning. Studentsworkin oairsto dividethesentences.

    KEY For: Youcouldfindoutthrougha showof handswhatstudents' viewsarebeforetheystarttheactivityandpairthemso thata studentwhois pro-surveillancesitswitha student whoisantisothatdiscussionismoreanimated.

    Goaround monitoringandfeedingin languageasnecessary. Brainstormandagreeontheplaceswhere the camerasmaybe put classrooms,halls,toitets? Twogroupsprepare argumentsforor againstthe camerasfromthe pointof viewof students. Twoothergroupsworkonargumentsfor or againstfromthe pointofviewofteachers.

    Encourage unit1. Sheresemblesa famous personin herappearance. Exercise4 page1o. Studentscompletetheexercisealoneor in pairs. Exercise2 page1o o Studentsdotheexerciseindividualtvordoit asa wholeclass.

    Exercise3 page1o. Gothroughtheinformationin theLearnthis! Practisethepronunciation oflooksosthough. Thenaskstudentsto findthe expressionsin thedialogue KEY 1 Shelooksa bitlikeyou. Sarah Fromschoo[? Connor No,Mikeand I ptayfor the samefootbaltteamon Saturday morntngs. Sarah Helooksas thoughhe fanciesyoursister. Connor Whatmakesyouthinkthat? Sarah Thewayhe'ssmilingand lookingat her. Connor No,I don'tthink so. Anyway,he'sgota girtfriend. Sarah Really? Exercise7 pase1o.

    Studentswritetheirdialoguesin pairs. Ina weakerclass theyshouldwritefulldialogues. Ina strongerclassnotes willbesufficient. Remindthemto usetheexpressionsfrom thelesson. Circutateastheywrite,correctingmistakesand hetping. Exercise8 page1o. Remindthemto speak toudlyandclearly,to maintaineyecontactwitheachother, andto showinterestin whattheotherpersonissaying. Evenif theyhavewrittenoutthefulldialogueencourage themto readaslittleaspossible. Whotcanyoudo now?

    I cantalkoboutphotos. I conidentify whois who. I cansaywheretheyore in a photo. I cantalk about howtheylook. Tell studentsthattheymustnotlookat theirpartner'spicture. Explainthattheybothhavea pictureof a classphotobut therearetendifferences. Studentsdescribetheiroicturesandaskouestionsabout theirpartner'spicturein orderto findthedifferences. When theyfinda difference,theVmarkit witha cross.

    AskStudentA to beginbydescribingthefirstpersonon theleft. StudentB listensandasksquestionsto findoutif thereareanydifferences. Explainthatthedifferencesrelate onlyto thepeople,andthattheremaybemorethanone differencerelatedto eachoerson.

    Stoptheactivitywhenmostpairshavefoundtheten differencesandletthemcomparethepicturesto check. Duringthisfeedback teachthefollowingexpressions Don'tpre-teachthemas it wilt spoitthe activity: InpictureA heis leaningfonta'Cirith hiselbowonhisknee. In pictureB heis leaningbackr,'i- 'ris armsfolded. InpictureA thesecondguyontheleftisn'earinga! Doanexampletogetherasa classbeforestudentsworkin oarr5.

    Exercise6 pagero f r. Lookagainat the photoin exercise1. Playthe recording. Sarah No,inthegreyandwhiteshirt. He'sleffs brother. Sarah Sohe'syourcousintoo. Sarah Theydon'tlooklikebrothers. Butthey'vegotverydifferent personalities. Kim'sveryquietbutJeffs reallyoutgoing. Sarah Who'sthegirlontherightinthewhitedress? ConnorIthinkshe'sa friendofJeffs. I can'trememberhername Sarah Shelooksyoungerthaneveryoneetse. Ithinkshe'sabout74o Sarah Theguyinthewhiteshirtlooksnice. ConnorHe'sa friendofmine.

    Oncamera 17 InpictureA thegirlintheskirtispullinga sitly face. Inpicture Bsheissmiling. InpictureA thegirtontherightiswearingglasses,in picture B sheisn't.

    InpictureB sheisdoinga V-sign. InpictureA sheisn't. InpictureBthegirtonthelefthasgotherarmaroundthegirl nextto her,in pictureA shehasn't. InpictureA thegirlinthemiddlehasshoulder-lengthhair. InpictureBtheguyontherighthashishandontheshoulder ofthegirtin themiddte,in pictureA hedoesn't. Elicititsmeaning andbrainstormreasonswhypeopletakepartin thiskind of exchange.

    Toimprovetheirforeign[anguageandget to knowanothercountry'scultureandschoolsystem,to experiencetheindependenceof beingawayfromfamily.

    Askstudentsif theywoutdliketo do it.

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