When you ask a question, give everyone the chance to think of the answer before calling on individuals to do so. At the end of every module, preceding work is pulled together in the Review. The pronunciation activities are always linked to the language of the unit. Davies Oxford University Press 2009 Solutions Elementary is intended to introduce students to the task type s and format of. With books closed, students listen for the answer to the question. Infoquests Each module of the course is accompanied by an Infoquest, in which students are encouraged to find information on specially designed websites and to work co-operatively.
Short, carefully prepared and guided tasks ensure that even weaker students can enjoy a sense of success. Each level of the course provides 80-90 hours of classwork with lots of recycling in regular four-page sections. Language is recycled and revised in the modules themselves and in the reviews, tests and additional material. Use mixed-ability groups and appoint a group leader. Try to build an atmosphere in which students communicate with you and with each other in a respectful, courteous and good- humoured manner. The rubric do at least … also enables students to work at their own level.
Say a large number for the class to write down. Students can see quick results through regular 'Use what you know' sections at the end of each step. Work at a lively pace and have the courage to move on even though students may not have learnt everything in a lesson perfectly. Give students a few moments to look at the grammar box and reflect before they discuss and complete the examples and explanations orally. Make sure they realise that each answer is independent.
Ask students to explain the difference, in their own language if necessary. Write these on the board next to the number of students. Whatever your communication needs, this book offers you real tools you can use to express yourself well and relate to others effectively. Pause after the questions and ask students to repeat them. Remind students of the use of and after hundreds.
There are 6 modules of 2 units per level, each divided into 3 manageable steps. Students will continue to learn about their English-speaking counterparts, and about the world around them. Use this discussion to introduce or revise key words in the reading text for example: communicate, foreign language, travel abroad, business and write them on the board. Could this be causing the error message above? I have one issue and one puzzlement in this shared workbook. An attractive and innovative four- level course for lower- secondary students. Use classroom instructions in English from the beginning, and get students to address you in English as much as possible. The family that Ana is staying with in London.
Example answer Use of English in Class 4B 8th September We asked four questions about using English. Key vocabulary These are often matching activities, but with more emphasis now on using words in context. Вопросы и ответы рапсространенные ошибки. See also the Extra reading text in Unit 2. Correcting oral mistakes When correcting students, be sensitive and realistic about what you can expect at their level. Invite the class to guess the person: Is it …? Sentences for translation are introduced for the first time in Step 3. Writing Writing is involved in many of the Use what you know activities, where students write sentences, paragraphs or short dialogues.
Ask them to say why the other two are not accurate. Use the examples to show that a report presents factual information in a very clear form, and that the style is formal. Tell them to look carefully at the time expressions to help them choose the right tense. Ask students to identify the invaders who are represented by the arrows. In the reviews, a series of exercises and tasks help learners to monitor what they can do.
Step-by-step worksheets, fill-ins, and case stories help you avoid communication pitfalls and make long-lasting, life-enhancing changes. Changes in Teacher's Books and Teacher's Resource Packs reflect this new material accordingly. Make sure they recognise that in 1 and 4 the questions are asking about things that happen normally or all the time, while in 2 and 3 they are asking about this particular morning. Choose a member of the class and make a brief description using both present tenses. Some of the lexical groups recycle items which students should know, as well as introducing new words. The boy is probably British. If necessary, prompt them with questions, for example, Is the girl British? A 'Learning diary' helps students assess their progress and take ownership of their own learning.
Blockbuster 2 Student's Book 1. In reference to the sentence The Grants are talking about the weather again, you may want to explain that the weather is a common topic of conversation in England, probably because the English weather is so unpredictable. With a population of over 20 million, it is one of the biggest cities in the world. Leave space after each question to write the responses. Ask them to identify the paragraph where each of these ideas occurs. Remember that learners may need to listen more than twice during these activities. Puzzlement: When the workbook owner looks at the following dialog box, they see this.