Fitness Face2face Elementary Teachers Book Pdf


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With CD-ROM/ º Winner CAMBRIDGE. Aud io C D English-Speaking Union. President's Award face2face Face2face Elementary Teachers face2face. Elementary Teacher's Book. Chris Redston & Rachel Clark with Gillie Cunningham & Belinda Cerda. & CAMBRIDGE. Face2face Elementary Students Cambridge Face2face Elementary Workbook WoKey 2nd Second Edition(1) Face 2 Face; Elementary Student's Book; Chris Redstone & Gillie Cunningham.

Face2face Elementary Teachers Book Pdf

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Face2face: elementary [A1-A2]: teacher's book. by Chris Redston; Gillie Cunningham; Jeremy Day; Cambridge University Press. Print book. English. The Library of Prof. Mahmoud Azab. Elementary. PDF Elementary Student's Book . Elementary Teacher's Book. face2face Elementary Teacher's Book by Rachel Clark, , available at Book Depository with free delivery worldwide.

Get it right! The Get ready The Get it rightl stagegivesstudentsthe opportunity to use the languagethey havelearnedin the lessonin a communicative and often personalised context. Thesetwo-stageactivitieshelp studens to become more fluent without losing the accuracythey have built up during the controlled practicestagesof the lesson. For tips on how to teachspeaking,seepl9. Put studentsinto pairs,student A and student B.

Check they areall looking at the correctexercise. They are not allowed to look at eachother'sbooks. Focus students ' - on the map of the world. Pre-teachcount yandmap.

Studentsdo the exerciseon their own or in pairs. Point out that we use capitalletters for countries ftaly, Brazil, etc.

Repeatthe drill if necessary Stuaens do the activity in pairs. While they areworking, Where's she from? II Goodbye! Srudens listen and read the conversation. Check studens understandthe words and sentencesin the conversation. You can teachSeeyou tomoftow. Alternatively,model and drill the sentencesyourself.

Helpwith Listeningwordstress Reviewphonenumbers: They often focus on phonological aspectsof spoken English which make listening problematic for students.

For tips o4 how to teachlistening,seep Studens listen and notice the word stress. Also highlightthatSpain doesn'thavea stressmark becauseit is a one-syllableword. Gl tl ffffi Focusstudentson the photo of Stefanand Emel. Studentslisten to the conversationand fill in the gaps. And You? EMEL I'mfrorn.

Studentslisten and practise. Repeatthe drill ifnecessary c Focusstudentson the speechbubbles. I'mfrom Moscow. Drlll Japdn,Colmbia and Mlscow, highlighting the stress with the class. Studentstake turns to tell the classwhich country they arefrom. Mark the stress on each countryl Model and drill any new countries with the class. Alternatively,studentsmove around the room and practise the conversationwith six other students. Gl a Srudentsdo the exerciseon their own.

Check answers -' wrtn tne class. Check that studentspronounce the contractions What, He, etc. Note that the verb bs is taught systematically in units 2 and 3. Don't askstudentsaboutthe namesor countriesof the famouspeopleat this stage. Studentsdo the activity ln parrs.

Studentslisten and check their answers. Heb from the UK. She'sfrom Australia. He'sfrom the USA. She'sfrom Spain. He'sfrom China. Studentsdo theexercisein new pairs. Put studentsinto pairs, student A and student B. Check they areall looking at the correct exercise. Give studentsa few moments to readthe namesand countries of the people Studentswork with their partner. While studentsare working, move around the room and c.

However,if the English script is new to your students,you may chooseto do this Get ready When they have finished, studentscan comparebooks with their partnersand check their answers. C Give studentsone minute to memorisethe people's namesand countries.

Also highlight the difference in pronunciation betweenhe fhitzl andhis lhtzl. Studentstake turns to askwhere the peoplearefrom, asshown in the speechbubbles. Finally, ask studentsto tell the classwhere eachperson is from. Studentslisten and saythe alphabet. Alternatively model and drill the letters yourself. If the English script is new for your students,point out that eachletter hasa capital form A, B, C, etc.

For more guidanceon when we usecapitallettersin English, seeReadingand Writing Portfolios I and2 on pp55 of the Workbook.

If you havea monolingual class,highlight any differencesbetween the English alphabet and the students'alphabet extra letters,missingletters, the lack of accents,how particular lettersare pronounced,etc. Students work in pairs and take turns to say the letters of the alohabet in order. Ask who is the teacher: Kate and who is the student Pedro. Tell the classthat Pedrois a new student in the class.

Studentsdo the exerciseon their own, then compare answersrn parrs- b ffiffi Play the recording SBpf Note that this languageis drilled in 5a. Usethe recording to teachThanhyou andWelcome to the class. Play the recording againif necessary b Studens compareanswersin pairs.

Then play ffiffi and ask students to! J ," m Phy the recording SBp Students listen and i'. Y'' write the lettersin their lower-caseform. There are two lettersfor eachnumber. PIaythe recording againif necessaryNote that theseletters havebeenchosenas they are often confusedby leamersof English.

Face2Face Elementary Teacher' 228p

Studentscheck answersin pairs. I8, SBpI Play the recording SBpl Studentslistenand practise. Note thatwe dont usuallypronounce the t infrsf name. Repeatthe drill if necessary b Studentsmove around the room and ask threepeople the questionsin 3a. Studentsshould write the namesin their notebooksand check that they havespelt them correctly beforemovrng on to talk to a different student. If studentscant move around the room, they should talk to threepeoplesitting near them.

Ask a few studentsto tell the classthe first namesof other peoplein the class.

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Help with Vocabularyboxeshelp studentsto explore and understandhow vocabularyworks, often by focusing on aspectsof lexical grammar' Studens should usually do the exerciseson their own or in pairs beforeyou check the answerswith the class. Tell the classthat ""-' ,n"t" words are callednouns. Point out the pink and blue letters at the beginning of eachword. Studentsdo the exerciseon their own. Check the answerswith the class. Students should usually do the exerciseson their own or in pairs beforeyou check the answerswith the class.

For tips on how to teachspeaking,seep19 ffi play the recording again. Studentslisten and tick the sentenceswhen they hear them. Checkstudentsunderstandthe meaningof the sentdnces and that they can changethe words in brackes. We suggestthat you teachthis languageasfixed phrases,rather than focus on the grammar of these sentencesat this stageof the course. Point out that we can sayCanyou repeatthat,please?

Studens do the exercise - on their own or in pairs. Check answerswith the class' Point out that we cansaya mobileor a mobilephone, although amobile is more common in spokenEnglish.

Also teachstudentsthat we saya cell or a cellphonein American English. Highlight that we can sayan iPod or an MP3 player. N ote that iPodis a brand name for personalstereosmadeby Apple andan MP3 player is usedfor personalstereosin general. Teachthe words one by one, drilling eachword in turn. You can then use6a for practice. Also check that studentssaythe multi-syllable words with the correct stress Highlight that dictionaryis threesyllables,not four.

Repeatthe drill if necessary. We use a with nouns that begin with a consonant sound. Studentslisten and do the exercise. Finally, ask a few pairs to role-olav the conversationsfor the class. Use the pictures to teachthe classroom instructions. Alternatively,ask studentsto study this pagefor homework. Studentswork on their own andwrite all the thingsin the picture theycanremember b Studentscomparetheir answersin pairs and check their partner'sspelling.

Studentscan then open their books and check if they have rememberedall the things in the picture.

Find out which student in the classrememberedthe most words. Play the again,pausingafter eachsentencefor studentsto repeat individually ' ul Studentsdo the exerciseon their own, then compare. Studentsworkontheir ownandwritefourEngtishwordstheyknow.

Students thencompletetheactivityin pairs. P- ro. Use the- lessonI C. Srudentsdo the exerciseon their own or in q , ,.. Checkanswerswith the class. Alternatively'ask plcturesto teacnsffigutaranaptural' tuoen6 oo tne studentsto checkit'r.

X",Lffi [",f'f,: X thetable at Focusstudentson the picture. Studentsdo the exercise: Usethe tableto highlight the following rules. Checkanswerswith theclass. Point out that someof the things in the picture arehidden. Studens do the exercisein their pairs. You canset a time limit of five minutes. If this is not possible,ask studens to work in new pairs Students comparetheir answersand seewho hasfound more things and people. C Ask studentsto turn to SBp Studentscheck their answers. Point out that eachgroup of things or peopleis in a different colour in the picture.

Repeatthe drill if necessary Help with Soundsboxesaredesignedto help students hear and pronounce individual sounds that are often problematic for learnersof English.

For tips on how i to help studentswith sounds,seep Students iisten to the soundsand the words. Point out thatr at the end of a word is not usually: Check studentsunderstand thatlnl andlel represent: Point out that phonemic script is alwayswritten between: Studens listen and practise.

If studentsarehaving problems producing the sounds,help them with the mouth position for eachsound. Studentslisten and notice how i we saythe pink and blue letters. Studentslisten and. Studentslistenandreadthe sentences. Fina ask studentsto saythe sentencesfor the clals. Note that we also add -es to words ending in -. Also highlight that we don't use a or an with plural nouns. This sectioncontains l0 double-page stand-alonelessons,one for eachunit of the Student's Book, which are designedfor studentsto do in classor at home.

The topics and content of theselessonsarebased closelyon the CEF readingand writing competencesfor level Al.

The answersarein the Answer Key in the middle of the Workbook pilviii. Reading and Writing Portfolio and 1 Review If you havea monolingualclass,considercomparingthe rules for writing in Englishwith thoseof the studens' Ianguage. The final activityof eachlessonasksthe studentsto do some personalisedwriting, usingwhat theyhavelearnedfrom the lesson.

Theseactivitiesareprecededby apreparationstage, in which studentsareaskedto decidewhat they aregoingto wdte by filling in a table,making notes,etc Ask studentsto do the final writing activity on separate piecesofpaper and collect them in at the end of the class. If you set the final writing activity for homework, collect the students'work at the beginning of the next class. When marking students'work, make sureyou comment on examplesof correctEnglish, aswell ashighlighting errors.

Rememberto praisesuccessfulcommunication and interestingideasaswell ascorrectlanguage. Consider askingstudentsto write a seconddraft of their work, incorporating your correctionsand suggestions. Thesecanbe put up around the classroomfor other studentsto read. Rememberthat writing in a new languageis a difficult skill to acquire,particularly if the studens' first languageis very different from English.

At Starterlevel, it is important to encourageand praisestudentsso that they view writing as a valuableand interestingpart of the learning process. At the end of eachlesson,ask studentsto tick the things they can do in the Reading and Writing Progress Portfolio Workbookp The Reviewsectionreviewsthe key languagetaught in the unit.

It includes coinmunicative and personalised speakingstagesaswell ascontrolled grammar,vocabulary and writing practice. Studentscan refer to theseif they needhelp when doing the exercises.

For more information on the CEII seepp Studentswork through the list of I can They can refer to LanguageSummary f SBpp10l if they wish. Studentscan alsowork in pairs or groupsand compare which statementsthey have ticked. There is alsofurther practice on all key languagetaught in the Student'sBook in the lace2laseSarter Workbook.

Studentsworkontheirown andwritefivesingularwords. Studentsdo the exerciseon their own, then compare answersin pairs. Studentsdo the activity on their own or ln parrs.

Highlight that nationalities often end in -n, -an, -ian, -ish and-ese. You can alsopoint out that we usually describepeople from Brazil. Studentslistenand Y'' nractisethe countries and nationalities. Note that students ihould sayboth words together Italy,Italian,etc.

Highlight the different stresspatterns initaly s ltdlian, fupt Egj,ptianandChfna Chindse. Elicit examplesfor eachstructure I'mJrom Italy. I'm ltalian, etc. Ask studentsto tell the classtheir nationalities. Vocabularynationalities Grammarbe singutar: Also teach: Focttsstudentson photos A-D. Studensdo theexercisein Pairs. Note that the verb beis particularly problematic for studentswhoselanguagesdon't have an equivalentverb If possible,check if your studems'language s have the verbbe,asthis will help you understandwhy students might be making mistakes.

Check students understand which part of be goes. Highlight that'm, 're and are the contracted forms of am, are and is. Log In.

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face2face elementary teachers book

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Practisethe [anguagefrom theStudent's Bookinover different activities. Don't have an account? Andrew J. The first sentence is true JK Rowling is British. Put studentsinto pairs, student A and student B. Elementary Teacher's book. This sectioncontains l0 double-page stand-alonelessons,one for eachunit of the Student's Book, which are designedfor studentsto do in classor at home.

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