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UP BEAT 2 TEACHERS BOOK

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Upbeat 3 Teacher's Book - Ebook download as PDF File .pdf) or read book online. Revision: Units 1 and 2 oo 3A 'aad Av you a domestic crea origina?. Upbeat Elementary Teacher's Book - Ebook download as PDF File .pdf), Text . =' n, encourage students to use English as far first, shorter type is used to. The Teacher's Resource Materials in pdf format include teaching notes, answer keys, audio scripts and background notes as well as extra activities and an.


Up Beat 2 Teachers Book

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The Teacher's Book contains step-by-step teaching notes arranged around reduced-size Students' Book pages. A detailed introduction includes a Teaching . Title, Upbeat 2: Teacher's Book. Contributors, Patricia Mugglestone, Kate Wakeman. Edition, 2. Publisher, Pearson Education Polska, ISBN, Upbeat Starter Teacher's Book; Upbeat Starter Motivator; Upbeat Starter Class Audio CD 3; Upbeat Starter Class Audio CD 2; Upbeat Starter Language Builder .

In the beginning, students may perceive etudes as somewhat dry. Teachers have to be very inventive to counter these assumptions.

With the first etude, assign a few lines to be prepared in one week and in subsequent weeks add the remaining lines. Ask the student to write in the names of the notes to ensure that note reading skills are accurate and reliable. These first etudes are taught using the same approach and process introduced in StringPedagogy. Check that the 1st and 2nd fingers are balanced back from the 3rd and 4th fingers. Be aware to relax each finger after it has played.

Basically, all the subsequent 8th and 16th note etudes are taught in this manner. As the student develops, more complex variations can be added. The first etude may take a young student many weeks to learn, but the payoff will come as the student progresses through Wohlfhart, and then will apply the same principles to the next set of etudes.

As the student works through these etudes, continue to be specific as to how the bow is divided and to how the fingers will be placed. Revisi r " I trigger those sanctions. Teenagers are very quick to sections in Upbeat after every two units help with s 'scognise and respond to injustice, so it can be useful process. If you wish to take this further, you can draw up before the weaker students. For these fast fini shers. All parties can then sign the teacher can devote more time to helping the weaker Extra practice activities for each Studen-s': Jr side if and when discipline problems arise.

Book lesson in Upbeat serve this purpose. The sam e activities can be done by the weaker students for IP S homework. The work that a student does as homework before n' t take poor behaviour personally. Jdents engaged.

During a lesson, it may be helpful to grade certain as. Differences in language ability can result from - Make students aware of the different techniq ues ': Some students are simply better recording vocabulary. As - Help students with revision and offer them differe:: Other memorisation techniques. Alternatively, allow all students to achieve success in a lesson. The first aim To this end, it is important to and pairs so that roles are also changed someti mes.

Talk to processing and memorising new information. Visual Sequential learners Visual learners prefer to learn new language when it is Sequential learners understand new information in contextualised in pictures, graphs, diagrams and charts. They perceive the details well but may not When recording vocabu lary, they will benefit from word see the overall idea quickly.

They respond wel l to clearly maps rather than lists. These students can also be laid out pages with numbered sequencing of exercises.

They enjoy acting and learning language which allows Global learners them to imagine a scene in their minds. Global learners tend to learn in large chunks, getting the 'big picture' first before they see the details.

The details Auditory may not be clear in their minds even after understanding Auditory learners need to hear new language as part of the general idea. They respond well to stories, poems, anecdotes and jokes told by the teacher and Tips like hearing dialogues and texts rather than reading - You may be in the habit of teaching according to your them.

Discussion with other students and teachers is own learning preferences. It can be useful to think important for these students and they will also enjoy about the way you commun icate with your students songs and music in the class as well as frequent use of and vary it from time to time.

Upbeat appeals to visual learners by doing something active with it rather than learning through strong situational photographs, entertaining through an academic approach. They enjoy repetition, artwork and attractively laid out pages. There is a bank and explaining it to others.

They tend to like pair and of songs in the back of the Motivator. These are groupwork. They also like to get up and move around recorded on the Class audio CD. Also encourage rather than stay still in their seats. The emphasis for students to bring in their own favou rite songs to use these students should be on 'heads-up' doing and in class.

Upbeat appeals to auditory learners through using, rather than 'heads-down ' studying. New vocabulary is also recorded. Reflective learners prefer to think about new information - Get students to change places and do speaking quietly first. They often prefer to work alone and can activities in pairs as much as possible. This will help dislike pair and groupwork. Upbeat appeals to kinaesthetic learners through personalised speaking activities and pairwork Sensing learners like learning facts, are good at getting that allow them to use the new language in a detail s and memorising.

They often dislike complications meaningful way. Components such as the Student and surprises. Intuitive learners often prefer to discover ru les and like guessing meanings of new words. They can be good at - Do not always press reflective learners to speak.

Allow understanding new concepts. They like innovation and them time to mentally process and rehearse what they dislike repetition and memorisation exercises. They like to to accommodate both sensing and intuitive learners. Assessment of students' language abilities is often The clearly numbered exercises and sirnple layout required by school or government policy, expected of Upbeat will appeal to sequential learners.

Global by parents and sometimes dreaded by students! Test results can lesson on the page, aided by motivating visuals and show the teacher where remed ial work is needed clearly labelled headings. According to this theory, students There are different types of test. A proficiency test -eve a range of intelligences rather than just one assesses a student's current language competence and easurement of IQ intelligence quotient.

Intelligences is not related to a course of study. Most schools use this: The intelligences are: A progress test assesses 'nguistic: In this way, students and teachers can build an accurate profile of the students' terpersonal: These test Grammar, Vocabulary aturali stic: These test -: If you are high in mathematical Students' Book.

These not only give a numerical -: Igence and lower in kinaesthetic intelligence, you indicator of how well a student is doing, but also Be means of a simple self-assessment box. There are lessons monitor their own progress.

Visual intelligence can be stimulated by individual language points. Too much testing can be -: Tips Develop a set of criteria for students' performance - Identify students who might be dyslexic and modify while they are writing or speaking in class e.

How what you expect from them accordingly. How accurate were they in their use of grammar and - Ask them to prepare classroom texts before the vocabulary? How fluent were they? How intelligible? Dyslexic students usually Give students feedback after the activity. By doing this, - Write a brief numbered outline of the day's lesson on you can show them where they are strong and help the board. Check off each stage as it is completed , them see in wh ich areas they need to study more.

It is Specific learning differences are conditions w hich make important that students understand exactly what understanding and producing information difficult. SLDs to do. For thi s reason, instructions in the Upbeat are not indicative of low intelligence. In fact , students Students' Book are kept as clear and simple as who have a learning difference are often very bright.

However, their performance in class may hide their true - Give students extra time to complete a task. While potential and they may fail in formal assessments. Many they are taking their time, you can keep faster of these students find it particularly difficult to learn in students occupied by setting them the Extra practice a formal classroom setting, but learn very well in more exercises. These can be done by dyslexic students at informal , individualised settings.

Not all schools are able their own speed at home. Most class teachers are familiar with the classroom - Make sure that students have access to the Student behaviour of SLD students. They will be the students Multi-ROM. This can be a motivating and accessible who do not speak at all in the lesson, refuse to do way for dyslexic students to do some extra practice in w ritten exercises , refuse to co-operate with peers in their own time.

These students are - Avoid using small handwriting and make sure any labelled variously as: The simple disciplined', 'a slow learn er', 'disturbed' or 'stupid'. This layout and clear sign-posting of Upbeat makes it abel ng implies that there is nothing the teacher can do especially appropriate to use with dyslexic students. Note that in the D attitude towards it and helping SLD students to develop lessons, texts are printed on a pale beige background, appropriate strategies can make a huge difference.

Types of SLOs - Avoid giving complicated feedback on written work. Dyslexia A discussion with the student about the content and Dyslexia is characterised by difficulties in reading errors may be more helpful than a lot of red marks and and spelling. Dyslexic students have problems with a correction code.

The - Allow extra time in tests and examinations. An extra initial, middle and end sounds of words are incorrectly 15 minutes per hour may be appropriate. Make sure a identified and sequencing of sounds is confused teacher is available to help w ith instructions. They invariably make mistakes with small words , for example, replacing the article 'a' with 'the'.

In many Dysgraphia cases, students read from right to left or sequence Dysgraphia refers to specific problems in writing. You the letters from right to left.

Sound-spelling rules are will often see a dysgraphic student gripping the pen always a problem and the complicated sound-spelling very tightly and trying to fix the pen to the page in order relationships in English make this very difficult. Dyslexic to gain control. There is a lack of fluency in moving students also often experience visual stress from reading the pen over the page and the writing is stilted and text printed on a w hite background.

You may notice uneven sizes of letters and the. Jaci ng between words is not consistent or clear. Some Tips 3: For students with dysgraphia, writing expectations accordingly. It can actually interfere with - Have a clear routine. Keep th ings '" pectations accordingly. Start out of activities can be helpful. The use of the red "':: Sections of the:: D is marked by three areas: Students fail to give close attention to: They have: Students are restless and fidget a lot.

Students often blurt out answers before: Hello is appropriate in all situations. Hi is often used Present simple informally. Family cool: An informal expression, Countries and nationalities used mainly by young people, meaning 'very good'.

Like OK, Dialogue cool can also be used as an agreement to a suggestion. Complete the dialogue with the correct phrases from the box. See you later: An informal Josh: There's Greg! He to my school. He's in the expression , used mainly by basketball team.

Hi, Greg! Oh hi, Josh. Who are your friends? There Josh: Hello, Greg. You, too. And this is her cousin , Lin.

Lin from Australia. An informal word for Greg: Are you on holiday in London? No, I'm not. My dad for an international bank female, commonly used in and we're here for a year.

American English , but also Greg: Lond on? Yes, I it. It's a really cool city. And you Oh , it's a text message from my mother. So soon? Yes, sorry. Play the dialogue once for general comprehension. W Solve it! Write the names on the photo. With an 1 Greg and Josh are at the same school. T average class, check that Ss 2 Polly is Greg's best friend.

Family Play the recording, several times if necessary, for Ss to complete 4 Recall. How many male and female family words can you remember? Writ e them in two lists. Then the dialogue. Comprehension Vocabulary: Family 2 Ss listen again and write the names of the people on the 3 Ss work individually, referring to the 4 Ss work in pairs or groups of three, listing photo. Check pronunCiation dialogue and answering true or false.

Ss when checking answers. When checking Ss' answers, ask them to Explain any new vocabulary. In their pairs or groups of three, Ss tell eacl'" correct the false sentences. I've got two aunts. Polly is Un's father's Un's mother is Polly's Countries and nationalities 1A 6 a Elicit one or two answers Vocabulary: Countries and nationalities from the class and write 6a Recall. Complete the names of the them on the board.

Ss countries. Ask individual Ss: Which country are you from? What's your nationality? Which city is Lin from? Your cousin 's reall y cool , Polly. C Ss work individually, listing Polly: I know, and she's clever too. She speaks other countries that they English and Chinese.

Monitor and help if Greg: Yes , her mother comes from China but her necessary. He's my dad 's brother.

Ss feedback to the class. Does he speak Chinese too? Write the countries on Polly: No, he oesn't. He only sp. Where do they live in Australia? They Ii Cool or what? I don't come from an estimated metropolitan London. It is He speaks English. He doesn't speak built around Port Jackson on Chinese. House, Harbou r Bridge and its Chinese? Bondi Beach: Australia's most country.

No, he doesn't. Go to the Word bank on page and check and they. List any other countries which S Cover the dialogues in Exercise 1 on page 6 first time to find out which you know and tell the class. Play the recording again for Ss Ss make positive and negative sentences about Ss then work in pairs with the red to read and listen. Ask Ss: Which themselves and members of their family. They bookmark, reading the dialogue in languages does Un speak? Choose two Ss to perform the does her mother come from?

Ss then ask and answer questions about come from? Australia their family in open pairs. Practice Grammar 8 Check that Ss understand how to use the 9 a In open pairs, Ss ask and answer the red bookmark. Ss work across the class questions. Pay particular attention to Ss read aloud the sentences or in groups of four, reading aloud the the use of the third person singular in in the box. Check that they dialogue in Exercise 1 and remembering the questions and answers.

Monitor and help Singular verb form e. Choose four speaks. What nationality is Greg? No, it isn 't. He's British. Where do you come from? Are all your family Australian too? Do you like London? What languages do you speak? Go t o page Ask and answer the questions above but change the underlined words.

You can invent answers if you like. I come from the USA. Are all your family American too? Ss then work in closed pairs, Monitor Extra practice and help Ss correct any For more practice, go to page He comes referring to the information in the -: He speaks English and Spanish, individuals to say the sentences.

He speaks English and French. She works in an office,. Grammar Adverbs and expressions of freq uency T: The UK. Vocabulary Daily routines Ss respond as a class and then Phrases with have individually. The time Comprehension. Daily or B both.

Which phrases do you know for daily Who Check the Word bank on page Read 4 does homework in the evening? Who studies more, 5 goes to bed first? Un or Wei? Ss then check the Word bank on page China's largest commercial and ind ustrial city , with a popu lation of over 20 million. Ss read the text silently to find who studies more. Check the answer, then play the recording for Ss to listen and read. Check any new vocabulary. School sta rts at 'I get up at 6.

Lessons 9 a. Lunch is at sta rt at 8 a. I'm hardly ever late for schoo l. We have an hour for lunch. I usually get We have a break of two hours at lun chtim e.

Wel hom e from sc hool at about 4 p. Then I do my hom ework and we have 6 p.

I get home and have dinner and then dinner at 6. I often watch television in the I do two hou rs of homework. My mother Comprehension evening but I go to my cousin Polly's house sometimes gives me extra hom ework! I never 3 Ss refer to the text and once or twice a week. I usually go to bed at go out during the week. I'm usui'llly in bed at about ten, I hardly ever study at the weekend. I always study for about six hours at answer the questions. They weekends: Solve it!

Ss can write both if they do answers as a class. Lunch fin ishes at Check answers by asking individuals to Lin's school.

Lunch complete the groups and write at home or Grammar starts at Wei's school. Read through the adverbs , expressions of at school or both. If Ss disagree about any of the answers, ask them to give reasons frequency and the example sentences with the for their answer, e.

Ss may put have a class. Focus on the position of the adverbs and rest with Studying or Relaxing. The time throug h the form and see w hat information they need 4 What time does lunch finish at Lin 's school? What time S Recall. Say the times in the text to listen for. Then check the Word bank new vocabulary. Play the ocabulary: Phrases with have on page Listen and repeat. Then put the phrases in the correct the form. Say if you do this activity at home o r at school.

Listen and complete ,ashing 2 Eating 3 Studying 4 Relaxing play the recording again and the form. Monica Evans I 2 Age: I I three times a week 8 everyday - 'Ways usually often sometimes hardly ever never What time does the new member: J three times a week 11 play -e er go out during the week. J volleyball How often does the new member: I often do you watch television? I 10 do exercise? Speak and write pairs of Ss to say the 10a Talk about you.

Ask and example dialogue and tice answer questions in Exercise 9. Wha t time do you get up? I get up at 7 from Monday to Friday and 6. Ss then work in closed -;: They on go every 7 o'clock.. Extra practice b El icit example sentences For more practice, go to page Ss then work 11 individually, writi ng about their partner's daily routine.

Monitor and help: Ss form the same pairs "' J lng the text and remembering the 4 Karen often does her homework at school. Each S reads the:: The time information is true. Ask See page in the SB -: Ss then check their answers in the Word bank on page Lesson 1B and ask: What do you do at weekends? Ss read the webpage to find Hi Tom! What you the names of Josh 's friends, right now?

Ask Ss if they think Alex is Josh's 'friend' or just his 'brother' , After checking Ss' answers, Polly and Lin , of play the record ing for Ss to cou rse! And Polly to This is Greg and me. We listen and read, Check any music on her new MP3 player.

Have a look at my cool photos! No problem , Comprehension Great photos! We answering the questi ons, t lunch in the kitchen This is my little brother Alex, today, we r a barbecue Check answers by asking He his homework, outside for a change - and pairs of Ss to read out the He computer games!

Dad the burgers! Who are aa Recall.

List the leisure activities on Josh's 1 at the sports centre 2 Josh's Josh's four friends? Add more activities that you know. Tell the class how often you Vocabulary: Leisure 1 Where are Greg and Josh in the photo?

Upbeat 3 Teacher's Book

I go skateboarding once or twice a week, activities 3 Do Polly and Li n often go shopping? Ask Ss to fin d and read out sentences containing the present continuous in Josh's any pronunciation errors, 4 If Ss disagree about Alex's favou rite message to Tom, Point out the use of the Ss then check the Word activities, ask them to give reasons for their expressions right now and at the moment, bank on page , choice, b Ask Ss to tell the class S Ss work in pairs with the red bookmark, about two or three of reading the webpage and remembering ANSWER KEY their favourite activities, the missing words, Choose individual Ss to playing computer games and having Teach any new leisure read out secti ons of text.

Ss work in open pairs -j Solve it! Find Josh's brother, to requests making conversations -. Guess Alex's two favourite activities. Then Encourage them to use 3rammar practise the conversation in pairs.

Explain in J esent continuous L 1 that the focus of these - --rm ative activities is on fluency. Make a note of any - a's playing a computer game right now.

Egative b Elicit two or three different not watching TV. Can you take a photo of me, please? No problem. Thank you! And could you email it to me? Yes, I am. I'm sorry, I can't. I'm late for my guitar lesson.

Never mind. Yes, he is. Make a request requests. Each pair then -e ou having a barbecue?

Up Beat Intermediate Student s Book

J Yes, we are. Agree to a request class. It doesn't matter. Use the prompts. Agree or refuse with a reason. Use the prompts below. Extra practice For more practice, go to page Pay particular attention to question forms R KEY and subject-verb agreement, e.

They're Use your English: Make and: Ss then work stress and intonation patterns. Ss practise ,.. With in closed pairs. Ask -';;': Monitor the three or four open pairs of Ss to make: I' In small groups, Ss exchange ideas and see if there is any Free-time factfile general agreement about the most important and the least important of the six things.

British and American The groups then feedback to the class. The UK does not today watc h television less than before but they use th e Internet more. They include the Republic of Ireland. American football: In the USA it is round ball. They spend their money on refer to British football as clothes and going out, but magazines, soccer.

Friends The average British and American teenager 2 1. He or she has silently, making a list of all also got sixteen online friends on social the outdoor and indoor networking websites. Ask them to note In my free t ime which activities are especially I usually play I go swimming computer games or important in the UK or the twice a week after I chat to my friend s USA.

Ss can compare sc hool and I go to onl ine. At weekends answers in pairs before the cinema with I hang out with my checking answers as a class. Danny, 15, class and check the answers. After checking Ss' answers, Put them in order: Make a list of all the different.

American teenagers play shopping clothes, going out, from the context. Ss find the words in the text American football , athletics, basketball and magazines, presents, snacks in Exercise 2. Where possible, Ss guess the baseball. Internet and TV, play Comprehension computer games, chat to After checking answers, develop a more friends online 3 Ss work individually, referring to the text general discussion with the class about pocke, and answering the questions.

Encourage Ss to express their opi nions in English to practise fluency. With weaker 3 Answer the questions about British and Writing tip: We can join two ideas in one sentence by using the questions and example "lat sports do they play in their free time? On Monday I go to a cookery club and on Friday before Ss work in pairs. I go to an IT club. In pairs , Ss take turns to ask On Saturday afternoon we go shopping or go to - " many online friends have they got?

I'm not usually tired so I often go to bed late. Monitor and help as the names to the activities that they like I I have a snack after school because I'm hungry. Ss choose two or three of 6 Join the sentences with and, but, or, their partner's answers to tell because or so.

Is it your sister's DVD? She goes to bed late. He has a shower. She prefers her Write IT club.

Writing tip: Linkers and, or, 5 He's in bed. He can 't come to the phone. Try to use and, but, or, so or because to link your sentences. Ss' understanding of any new Ss may find it helpful I play football twice a week after school but my the questions in the Free-time quiz favourite sport is basketball. Which programmes? Elicit money Do you get pocket money?

Ask them to write sentences. Monitor and help Ss correct Do they spend answers by playing the recording again,: If appropriate, discuss 1 Cody 2 Nell 3 Louis 4 Lauren - -8 class some of the potential dangers of After checking Ss' answers, play the recording -c..

Natural History Museum: The museum houses over 70 Grammar Present simple and present continuous million items of life and earth Vocabulary Jobs science specimens , including an impressive display of dinosaurs and a life-size model of a blue whale.

In the Planet Earth gallery of the museum , you can experience an earthquake in the simulator and find out what actually happens when volcanoes erupt. Use the photos to introduce vocabulary from the text, if appropriate, e. Play the recording for Ss to Dream job for a day: After checking answers, play the recording 1Nl r;rmEill This week's competition winner is Toni The d irec t o r doesn't like my top.

Her prize is to do isn't a good colour on TV: Check any new her dream job for a day. This is her diary got a blue top? I'm standing outside the m useum. Monday 7th October People are watching me and I'm very nervous.

Photo 2 11 a. My dad usually takes me to schoo l Photo 3 2 p. I usua lly get home at about half Museum in London. I'm going to present past four. It's half past five now and we're still a Science programme for teenagers.

I like working in the museum. But at last I'm starti n, Comprehension Science but I don't like early mornings!!! Match a photo 2 Answer the questions.

Who ". Toni's dad the questions. Photo 1 - 5. Check that they reading the diary and remembering the Jenny writes emails to her friends every remember that the present missing words. Choose individuals to day but today she's writing a story for a simple is used for daily routines read out sentences in the diary, using the newspaper.

Kevin often spends the weekend at home but things happening now or around today he's eaching people to ski in Scotland. Practice Rebecca ,',a"s ihe dog every Sunday but Ss may find it helpful to revise 4 Read through the prompts with the class tooa, sre s re 0 '19 a vet with sick animals. Ask questions in the present simple one of the Ss to read aloud the example and present continuous, e.

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Jobs sentence. Point out the use of the linker My sister doesn't often walk to but. Do you sometimes miss breakfast? Are you watching Ss work in pairs, making sentences with:: Ss then check their the prompts in the table.

Check Ss' TV at the moment? We aren 't answers by asking individuals to say the C read out the words. He's taking me to the museum. I' m wearing a yellow top.

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If you wish, set a maximum number of 3 Cover the text with the red bookmark and remember the missing words. Demonstrate the game with - e sentences with the present simple or present continuous form of the verbs. Ss then play the. Write 8 In turn, each S tells the class w hat their dream job is.

Teach any new words the Ss need. The class can see if any of the Ss choose ocabulary: Jobs 'Kif Solve it! Complete the words to make jobs. Then check 6 Look at Exercise 4 again. What wh ich dream job is the rd bank on page Mime a job. List en and repeat. Are you serving food?

In pairs or groups of three,: No, " m not. Do you work in an office? No, I don 't. See page 11 7 in the SB. Write a diary. Use Toni's diary to help you. Dream Job for a dav: I usually". For more practice, go to page Pay particular attention to.. Who do you go to when What have you got In your 2B Where are yours? Grammar Whose.. Have you got a rubber? Ss ask Possessive adjectives and pronouns 1 Where are Josh 's swimming things? Function Shopping 3 Why does Josh want to borrow money?

Dialogue Pronunciation: What does Josh buy? Use the photo to present Josh and Polly are at the local sports centre. Money Josh: Have you got a spare pair of swimming gogg les? Encourage Ss to Polly: No, I haven'!. Where are? Look at Money in the Josh: They're at school with all my swimming stuff. Word bank on page and say these guess what Josh is saying.

So sw swimming shorts are those? Then listen and check. Play the recording for Ss Josh: They're my bro and this is my towel. After Assistant: Can I help you? Yes, please. Have you got any swimming goggles? Try these. Check any Josh: How much are they?

Great, I'll take them. Of course. The water's 80p. Oh, no. My wallet's at school too. Comprehension 2 Ss work individually, referring to the dialogue and answering the questions. They can compare answers in pairs before checking answers as a class.

His wallet is at school. Where's ttle b oom? Money individuals to underline 5 After checking the answer, ask Ss to say and circle the relevant 4 1. After checking answers, Ss read out the sentences. Use your English: Shopping conversation from the class.Teach Like a Champion 2. These not only give a numerical -: This isn't ketchup! Do not interrupt unless students ask for help.

The skills of Reading , However, their performance in class may hide their true - Give students extra time to complete a task. Our aim when writing Upbeat was to create a As well as aiming for competence in the English course which would stimulate, educate and encourage language, classroom materials should help students teenage students of all abilities whilst at the same time explore and establish their own moral and ethical values.

These learners need special Upbeat achieves this by providing:

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