ELEMENTARY LEVEL GENERAL ENGLISH. How to askfor information Orientation Context.n this lesson,studentswill focus on asking for English result elementary tb English Result Intermediate Student´s Book pdf file. формат (format): PDF, MP3, CD-EXE, AVI. Описание: Данный УМК English Result состоит из 4 уровней: Elementary - Pre-Intermediate - Intermediate - Upper-Intermediate. English Result Elementary Students book + class audio CD. goudzwaard.info - Ebook download as PDF File .pdf) or read book online.
|Language:||English, Spanish, German|
|Distribution:||Free* [*Registration Required]|
English Result Elementary is designed to take a false beginner to A1 or A1+ on the PDF icon English Result Elementary CEFR Mapping, KB. PDF icon . Welcome to the Result Student's Site. Here you will find lots of interesting activities to help you get the most out of Result. We hope you enjoy using these extra. English Result Elementary Student's Book with DVD Pack Book with DVD Pack . General English four-skills course for adults Our discounted price list (PDF).
Write nameg placesand nationalitiesaboveeach one. Ask r: What'syour name? Whereare ,: Are you FrenchT ',', rite How to start a conversationon the board. Ask about the people. Are theyfriendsT Gottuough the instructions, checkingstudentsunderstandthe activity and vocabulary.
PIay the audio. Studentscompareanswersrn parrs. Playthe audio a secondtime if necessary. Gooveranswersasa classby askingWhat'sher name?
Where's hefrom? Askaboutthe people,e. Do theyknoweachother? Are theyfriends? Go through the instructionsand items Checkstudentshave coveredthe text beforeyou play the audio. StudentscomPare answersin pairsand listen a secondtime if necessary. Readthe first item and stressthe word isn't Checkstudentsunderstandthe vocabularyin items z-6, andtell them to lookquicklythrough the conversationto find the answers.
Elicitanswersaroundthe class,and askWho startsthe conversation,Natalia or Eddy? Highlight the contractedform of u not andthe inversion of the subjectand verb to makethe guestion-Direct studentsto the grammar box and checkany vocabu-lary- Studentscompletethe sentencesin pairs,ustng tle serrtences in exercises3and 5to help, if necessary.
Goover answer as a classand point out the useof short forms rn negativeshort answersI'm not,He isn't but not in the affrmative answers I am andHe is. Tell studentswe don't say.
Is shemarried? Extra activity Givestuder: Isbeforehein a questicr.. Checkstudentsunderstandthe activity and set a short time limit of oneminute. Studentscomparein pairs beforethey give you examplesfrom both conversations.
MriMrs,Miss,Ms,sinqle, morried politeforms: China,English,London, etc.
Extra plus l. Point out that if we give a negative a. Monitor a: Ask the J-ies' Now sayMy name's Dlrect students to the box and go through the example conversation. Ask a few more questions before putting students in pairs to continue. Monitor and give positive feedback for accurate word order in questions and the use of short forms.
Make sure students swap roles. Extra plus P-rtstudentsinto different pairsto tell a new partner about tneir first partner. Monitor and helpthem usehe'shecorrectly. Mr rnistr,Mrs 'mrsrz,Ms nrrr,Miss r: Pointout how dictionaries showhow many syllablesa word hasandwhereword stress falls.
Tellstudentsthat itemsarevery similar to the way information aboutwordsis givenin a bilingual dictionary,and gothrough the exerciseasa class. Askstudentswhy EddysaysNiceto meetyou, MissDubois. Or is it MrsDuboisor Ms Dubois? AskHow ntanysyllables? Doa minimalpairactivity rviththe class. Studentscontinuetn pairs.
Tellstudentsthat the peoplein the conversationsarepolite and elicit a few examplesof politewordsand phrases,e. Mime to showstudentsthe difference betweenExcuseme andSorry? ForExcuseme,tap on a desk to get students'attention. Thenaska studenta questionand saySorry? Studentscompletethe exercise individuallyandcomparein pairs. Monitor and giveextra practiceasnecessary. Givepositivefeedback orsmile ,when studentssoundfriendly. Label the first column.
Ask students to find words and phrases with similar meanings in In the street yes,father, goodbye. Point out that the words in the first column are used in a lessformal context.
Go through the instructions and the example and check students understand the activity. In pairs, students have the conversations.
Check students use formal or informal words consistently in their conversation. Check students swap roles. Extra help Givestudentstrme to write the conversationfirst.
Monitor and help as necessary. Givepositrvefeedbackwhen studentsdc,tl: Picturest andz - more formal PicturesinformalJIn pairs,studentswrite their conversations. Encouragethem to lookup from the page. Studentperformance Studentsshouldbeableto startandmaintaina shortconversation.
Youcanusethis checklistto monitorandgivefeedbackor to assess students'performance. Students tick on my own if they can ask two or three questions to keep the conversation going. They tick with some help if they refer to the cues on the board once or twice. Early finishers studentschangep ,.
Usethesewordsfrom lessonsA-D: Teamswrite answerson paperandthen onthe board. Askstudentsfor one WriteHowto givepersonalinJormation. I Readand give information -- Before you give answers, ask students how many:: Students complete the: Monitor and give positive: Students read the conversation before they write.
Go through the flrst item as an: Students complete the flrst four items individually. Full name: Satomi Sakamoto Age: Before they listen, seeif they can suggest any words: PIay the audio and check answers. Home address: Nakanochl 13,Tokyo Telephone: Askstudentsif Satomiunderstoodthe man. No,shehadto ask nim questions. Studentsreadthrough the questions andanswersandorderthe words. Sorry,I don'tunderstand. How doyou spellthat,please? In pairs,studentspractisethe conversations.
Monitorand checkthey areusingcorrectintonationandmakesurethey taketurns to askandanswer. Encouragestudentsto write new conversationsandaskfor volunteersto actthem out.
Extraplus Youcanomitthe'. G Write and checkcapital letters: In this section,students are introduced to the idea of review writing to correct mistakes. Ask the classto identify the probier.. Students look again at the information about John Evans. When they have finished, ask how many mistakes there are Encourage them to go over their work again if they have not found 16mistakes. My name's lohn Evans. I'm Britlsh. I speakEnglish. My addressis 18Park Street. Explain that they will find the answers in John's paragraph and iessons A-D in the unit.
Check answers as a class. Passportnumbercouldbereplacedwith ID,NI number. In pairs,studentsaskand answerto complete the form. Encouragethem to checkthe information they have written. Studentperformance Studentsshouldbe abieto askquestionsto completean appiication form accurately. Youcanusethis checklistto monitor and glvefeedbackor to assess students'performance. I can give personal information. I car.
Studentstick on my own if tne-vhave copiedand compietedthe form correctly Thev tick wrth someheip if they have to look at the questionsbeforetrev ask. Early fi. Warrner Rememberthe sentences Teamgame. Write thesewordson the board: Givestudentsthreeminutesto make sentencesin smallteams.
Askeachteam in twn to saya sentence. If it is andthey'recorrect! If it isn't, givetwo pointsto the flrst team to correctthe sentence. Possibleanswers Niceto meetyou. Seeyou later. I don't understand. Vocabulary GreetingsrA exercise3,rCexercise6 Warm-up: Beforestudentsdothe exercise,they readthrough the conversation.
Ask Whoarethe speakers? Where areyoufrom,lan? And you? Studentswrite the conversationin the correctorder andthen translateit.
Wnte-frst names,surname,town,country,phone numberon the board. Givethreeexamplesof the sametype of word for studentsto saythe category. Repeatusingdifferent wordsand categories. Gothroughthe exampleandcheckunderstanding. L26arrdlabelthe partsfrom memory. NumbersrB,rC Warm-up: Studentssaywho it is. Write the letter e on the boardandthe following Iettersaroundit o,t,J h, t v,i, s,n,y. Studentswrite numberwordsbetweenoo,usingthe letter e andthe other lettersmorethan once.
Suggestedanswers one,three,five,seven,nine,ten,thirteen,seventeen,nineteen, thirty-one,thirty-three,thirty-seven,thirty-nine,flfty, flfty-one,fifty-three,fifty-five,fifty-nine, seventy-three, seventy-nine,ninety,ninety-one,ninety-three,ninety-seven, ninety-nine Justfor fun Warm-up: Write the lettersCUon the board. Elicitor explainthat this shortform is often usedin an email or text message. Giveanotherexamplebeforestudentsdothe exercise.
Write I'm 18onthe board. In pairs,studentsguesswhat it representsandwho saidLt. Eddy 2Whereareyoufrom? Tellstudentsto imaginethat Pablois giving his nameon the telephonebut the line'sbad. Thisis what he says. My name'sPablo. No,not Pavlov,Pa- blo. Studentswrite their nameand seeif they canfind oneword from the unit for each letter. If you havea Pabloin the class,he canusea middle name! Earlyfnishers Studentswrlte My LanguageandEnglishanddrawtwo columnswith the headingssameandsimilar.
Theyfind words in unit r to put in bothcolumns. Telithem to coverSayhello andsaypicturenumbersfor the classto sayphrasesfrom memory. Usethe exampieandteli studentsto makesentences by movlng from left to right, right to left, up and down but not diagonally. Thefirst word of eachsentenceis numbered. Studentslook at audioscript1C. Studentsaskand answerin smailgroups. Presentsimpleof beE rCexerciserz,rD exercise6 Warm-up: Classchain drill.
SayMy name's Studentscontinuewith their own nameand another. They continuerandomlyroundthe classat a briskpace. Beforestudentsdothe exercise,they coverthe text and lookat the pictureof lvan. In pairs,studentscreatethree gap-filisentences aboutothersin the classusingthe text asan example. They swapwith anotherpair.
Studentscompletethe sentencesand checkanswerswith the pair who wrote the sentences. PronounsandpossessivesrCexerciserr Warm-up: Saythe namesof six peoplefrom unit r. As a class, studentscall out heor she. Gothrough the flrst item togetherto check understanding. In pairsor small groups,studentschoosetwo people from the unit andwrite three sentencesabouteachone.
Studentsreadtheir sentencesfor othersto guesswho. T15 nl Howto useEnglishin the classroom 3rientation l: In someculturesthis would not be '' ; classroompracticeand might evenbe impolite. This mlght be different for your students. They ask Ask studentsto spell the names and write them on the Seewhat studentsknow by holding up or pointing to:: Write the word on the board Write the letters a-m on the board.
Point to the words and askstudentsto saythe letter. In pairs or small groups,students rcad,Thingsin the classroomagain and completethe exercise-Checl answers.
Usethe pictwe for further practice- Extra plus Encouragestudentsto askaboutotherclassroclT,iie: In pairs, studentstest a partner. Gothrough the examplewith a volunteer. Saya letter and ask What'sthat in English? How doyou spellit? Gesturefor them to spell the word chorally. Studentscontinue the activity in pats. Monitor, checkpronunciation and give positive feedback If necessarydrill problempronunciation or play the audio again lxtra help Reviewspellingusingthe alphabetbeforestudentsdoexercise Extra plus Booksclosed.
Studentspoint andaskaboutotherthingsin their ciassroom. Remindthem to useI don'tknow. Copythe table and the syllable symbolsonto the board-Say pencil to show it hastwo syllables. Studentscontinue in pairs. Monitor andmodelpronunciationasnecessary. Check answers. Extra plus Play a speliing game. Ask a stuc: The first studer.: Ask questionsabout English 2A.
CopyquestionA on tlre boardto show the stress. Playthe fust conversationand model or play it again if necessary. Sfudentscompletetlrc exercise-Checkanswers. Takethe part of lim and nominate or askfor volunteersto read the parts ofAna Pablo,and Satomi. Checkstudentsunderstand slowlyby emphasizingthe pronunciation of dictionarryin three syllables.
Do not correctpronunciation. Itcyiew Fmmar arlicles: Canyou saythatslowly,please? Seeyou onMonday. Playthe audio. As studentslisten andrepeat,encouragethem to lookup from their books. Monitor for pronunciation problemsand play the audioagainif necessary. Extraactivity Stu,,1: Write What? Ask for a volunteerand sayyour answerquicklyto elicit Canyou say that moreslowly,please?
Groupswrite the word. Encourage them to askmorequestions. Extraplus StLrdcntsrepcatexercrse9,n-: C Grammar imperativesrL In this section, students are introduced to imperatives presented in the context oflanguage used by the teacher.
Go through the example with the class. Elicit that all the words in Actions in the classroom are verbs. Ask Which word is the verb? Students read audio script 2A. Students continue individually or in pairs, using the verbs. Studentsciii out tire [oLrils,i: Next, call ont the verbsfor studentsto saythe completesentence. Ask Whatdayis it today? Underline the first letter to showstudentsthat the daysof the weekalwaysbeginwith capitallettersin English.
SayMondayand askHow manysyllables? Write it on the board. Thenwrite three-syllablewordsabove. Saturdayhasthree syllables. Remind them that they do not need to understand all the words in the questions. Students complete the exercise.
U IA ; Ask students to read the text and ignore the blanks. Ask DoesPablo understand everything in English? He doesn't because he askslim a question, using some words in a different language, Spanish. Explain that it helps to read the whole text and think about possible answers first before doing an exercise. Play the audio for students to complete the text. Play the audio again and encourage students to read audio script 2A. In pairs, students decidewho is the teacherand student.
Monitor and make a note of any problems. Ask a pair to volunteer to read out the dialogue, encouraging them to look up from the book as they speak. Take the part ofA and askfor a volunteerto beB. Students continuein pairs. At the endof the classsayOK,that'saIIfor today. Havea good Seeyou on Encouragestudentsto give you an appropriateresponse.
This canbe doneon an individual basisasstudentsleavethe lessonand in future lessons. Student performance Studentsshouldbe ableto usequestionsto askfor wordsfor things in the classroomandwrite the word correctly.
Youcanusethis checklistto monitor andgivefeedbackor to assess students'oerformance. Studentstick on my own if they havefound the namesfor things andwritten them correctly. Theytick with somehelpif they looked at the picturepageto helpthem rememberthe questions. Earlyfinishers Studentsrepeattheactivrtyr,sinqr. Additionalmaterial wwwoup. Intenction Dostudentsaskappropriatequestionsincontext? How to introduceyour family Orientation -cntext: The -: More Their names are ,:: Ln that actressis sometimesusedfor femalc actorsbut cctor -: One Draw a family tree on the board.
Draw a horizontal -: Now draw vertical lines and elicit and write the ' ":: Point to eachof the children and describe -. You could write these words on the board lf they are ': Ask students if they knolv the names of any of Bob Marley's family and write them on the board. Demonstrate the activity. Go through the exarnple.
Students complete the exercise ir. Wrllefather on the board,underlining the stressei syllablefor studentsto repeat. Extra activity Studentsreadthe rhymethroughwithout the a Checkstudentsunderstandwhy my s the correctanswer. Studentscompletethe exerciseindividually then compareanswersin pairs. Grammar possessive's;demonstratives Write the two example sentenceson the board.
Elicit some examplesusing students' real names and their classroom.
Focuson item r in the box. Ask How many 'sare there in the sentence? Students complete the exercise in pairs. Write tne answers on the board and ask for volunteers or nominate students to underline the possessive's. Students read through rterrs F5 Students work individually and compare in pa: Creri answers. Monitor for pron'. Ask individuals to te': Go over any pror. Extra help Giveeachstu: Show the use of this for thr. You can use real classroom objects you placed before the lesson seePreparation.
Repeat to show the use of theseand those. Do the exercise as a class before students write the sentencesin the box.
Checkthey understand celebrity. Brian Brennan. PronPack English Teaching Professional. Steve Hirschhorn. PronPack 1: Pronunciation Workouts. Kobo iBooks. PronPack 2: Pronunciation Puzzles. PronPack 3: Pronunciation Pairworks. PronPack 4: Pronunciation Poems. Kobo iBooks site. Authentic Listening Resource Pack. Robin Walker. English Result Elementary. Mark Hancock.
Overview page: English Result - overview. Sample pages, click to see larger images: Further information: Click on a link to see a preview of an attachment in a new browser window or document preview window. Alternatively "right-click" to save the file directly to your computer. The right page gives you the lesson itself.
The real-world 'how to' language clearly matches students' learning goals - to communicate outside class - and the 'can do' outcome at the end puts language into practice immediately. Look at some sample pages to see how these lessons work, especially for those students who might need extra help with motivation. Mark Hancock and Annie McDonald. Oxford University Press. Like and Repost, please. Find Me in Social Networks: