Language to Go Intermediate Teachers Resource Book by Robin Wileman, , available at Book Depository with free delivery worldwide. Language to Go is an ideal course for busy students and can be used for short or intensive courses. "Maybe You Should Talk to Someone" by Lori Gottlieb "Wise, warm, smart, and funny. You must read this book." ―Susan Cain, New York Times bestselling.
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Language to go's flexible structure and resources allow teachers to provide a course that perfectly suits their adult learners' hectic lifestyles and delivers the. Language Leader Intermediate Teacher's Book - Free ebook download as PDF File .pdf) or read book online for free. Language Leader Intermediate Teacher's . Language to Go Upper - Intermediate - Download as PDF File .pdf) or read online. English Course. New Cutting Edge Upper-Intermediate Teacher Book.
Do not overcorrect for accuracy at this stage. I Getideasto write about They analyse the organization of an email introduction. Ask them to read sentencesr-3 and check vocabulary. Students continue the activity.
Language to Go Upper Intermediate Students Book
Check answers. Ask them how they 3uessed,for example,by thinking about the topic of the text rnd sentence,the position ofthe word in the sentence,etc. Wanda works at SafeguardHome Insurance. F 2 Ask students to read items r-6 and check vocabulary.
Readthe instructions and go through the activity with the whole class. Ask about Wanda's email at the end of the activity, e. Does it contain the inJormation you would expect tofnd? Yes 2 my name and how Draw a table on the board, with rows numbered r-6 to represent the points in exercise z. Ask students to read the items, and point out that they are written in note form, e.
Chooseone or two items from the words and phrases and write them in the appropriate rows on the board. Ask students to copy the table and put them into tairs to complete the activity. Askstudentsto draw another tablewith rowsnumberedr Encouragethem to write their ideasasthey cometo mind.
Monitorandhelp,checking studentsarewriting in note-formand givepositivefeedback whereappropriate. Put studentsinto small groupsto taketurns to explainwhat theywill write about. Encouragethemto usethe languageof suggestionsandresponses,e. In this section,students proofread a firsi dtan of an email. Ask Was it easytofollow? Does it say what yo: Is it formal or informal? Is it accurate? Remind studentsto look at organizatior. Students cot'!: Wanda - Wanda Jones Srammar: I'm lookforward to - I'm ic: Remind them to thir.
Monitor and help as r'. Student performance Studentsshould be ableto write a short -. You can use this checklist to monitc: Content Havestudentscc,,: Otganization Havestudents.
See a Problem?
I can write a self-introduction email. Students tick on my own rf rb. Drafting andediting Early finishers irrdpnlc r,l: Warmer Rememberwho Readout or write sentencesr-ro below on the boardfrom Unit r.
In small groups,studentswrite down who saidor wrote them. Studentslookthrough the unit to checktheir answersat the end. I I neverintroducemyselJwith Mr and my surname. Sayoneor two sentencesfrom the exercise,mumbling the missingword to elicit a questionfrom the students. Direct studentsto the example. And thesecond? Put studentsinto pairsto askquestionsaboutthe peoplein their answersto the Warmer.
Givethem time to write questionsand monitorand checkfor accuracy. Gothroughthe instructionsand exampleasa class.
Studentswrite three similar sentencesand swapwith a partner. Direct studentsto the painting and elicit f,ve words they think might appearin the text. Write them on the boardand ask studentsto readthe text to seeif they were right. Checkvocabularyin the text asnecessary. In pairs,they describea personfor a partnerto guesswho it is. Vocabulary 4 Thepeoplein rny life 1Aexercrses2,3 Warm-up: Draw three columnson the board: Add oneexamplefor each.
Seta time limit of about 9o secondsfor students,in pairs,to suggestwordsfor eachcolumn. Writethem onthe board. Readthe instruction. Dothe exampieasa classto check studentsunderstand. Studentswrite the namesof six peoplein their lives. Theywork with a partner and askeachother aboutthe people. Monitor and give extra pronunciationpracticeif necessary.
Write the title for the exerciseon the board and elicit different ways of greeting. Checkstudentsrememberthe words in the word pool. Do the exampleasa class. Put studentsinto groupsof four. Askeachpair to mime waysof greeting,for the othersto guessthe phrases.
Elicit answersaroundthe class. Monitor for accuracy and correctif necessary. Gothroughthe instructionswith the class. Theyexchange diagramswith anotherpair who write phrasesdescribingthe positionof the number.
Write thesewords on the board: Ask studentsto readthe sentencesquickly and to explain the misunderstanding. Awantsa pot of tea,B thoughtA wanteda pot oJcheese. Theyswapexercisesand then correcteachother'sanswersat the end. Early finishers StuCentsrevre',. Theywrite a translaticn: How to talk aboutyour background f,rientation l: Their presentationis basedon audio script 2A.
Takedictionaries to class. Readyour descriptionsof famous.: Tell students '.: Seeif students can tell you anything more about the: Studentscontinue in pairs.
Monitor and help as necessary, checking students are using capital letters. Guatemala,Tanzania Set a time limit of about three minutes for students to add more examples to each column. Encourage students to use their dictionaries to check any spelling they are unsure of. Ask around the classfor suggestions.
Ask students to compietethe information in the box. Monitor and help. Morocco region Extra activity Booksclosed. Usethe captionsto reviewindefir Describethe peoplefor studentsasa classto cailour a cl an,e. Pointout that maybeis usedto indicatethat the speakeris guessing. Do one or two photostogetherasa classandput studentsinto pairsto continue. Seta shorttime limit to keepthe paceand monitor and help asnecessary.
Askfor suggestionsaroundthe class andtell studentsto makebrief notesby the photos. Donot commenton suggestionsat this stageasthe activity prepares studentsfor the listening sectionthat follows. Tofind out specificinformation,e. Gothroughthe instructionsandplaythe audiofor studentsto underlinekeywordsasthey iistenandto answerthe question photoz. Remindthem not to worry aboutcorrectspeliing, especiallyof placenames. After the listening,point out that, by understandinga few keywords,studentswereableto understandwho wasbeingdescribed.
Teaching tip Drawing students'attention to using the same strategiesth: Go through the instructions and play the audio. Pauseafter each description and elicit the photo number. Ask students to put a tick by their guessesin exercise4, but do not comment on this at the moment.
Direct students to audio scdpt 2A. Extra help Ask students to underline two new words in each description in the audio script. In pairs,they look at photos r-ro to seeif they can guessthe meaning before checking in a dictionary. Grammar fhe before geographical names L 8 Direct students to the headings of the two columns in the grammar box.
In pairs, students write the names of the places in the box. Ask for volunteers to give answers and point out the exceptions below the box. Use the example to demonstrate that students should use 'environment'words like lcke or mountain and the information in the grammar box to help them work out the answer.
Monitor and heip as students continue individually. Chooseflve geographicalnames from exercise 8 and make anagrams-Put students into pairs and set a time limit for them to write the names on a pieceof paper.
Pairs swap piecesof paper and correct each other's answers. Extra plus Give students time to study the vocabulary in exercise 8. In pairs, students take turns to test a partner. Student A saysa category. Student B says a place.
Ask students if spelling in English always represents pronunciation. Go through the information in the box and point out the exceptions. Do the activity as a class. Ask studentsto readthe text and check any vocabulary. Point out the use of the present simple tense for states and repeated habits.
Put students into pairs to decide how the letters in green are pronounced. Extra activity Studentstake turns readingthe text and checkingeach other s pronunciation.
Monitor and give positive feedbackfor rntelligrblepronunciation. Put students into pairs to take turns to make statementsabout Gerry. Elicit suggestionsaround the classand monitor pronunciation and accurateuse of the present simple tense. Give extra practice as necessary. Extra plus Ask students to finci the words and and becausein the text.
In pairs,studentsseehcw many sentencesthey can make about Gerry using the conjunctions. If your students come from the same piace, encouragethem to add more personal details. For example, for interests, students could add placesthey have visited and peoplethey have met. Monitor and help as necessary,directing studentsto the text in exerclserr for ideas. Give students time to rehearse,mumbling presentationsto themselvesbefore doing exerciser5.
Tell them to make a note of similarities between themselvesand others asthey listen to the presentations. At the end of the activity, ask for volunteers to report any similarities to the class. Student performance Students should be able to give a short, factual presentation. You can use this checklist to monitor and sive feedbackor to assess students'performance. Content DostudentstalkaboutmostofthetopicsinPeopleand Dlaces? Studentstick on my own ifthey have given their presentation using their notes.
They tick with somehelpif they have looked at the text in exerciseu occasionallvfor ideas. Early finishers Studentschoosei''r'i repeatexercrser5: Howto talk abouttourism l: Theseideastend to be applied.
Language to Go Intermediate Students Book
C product? Lt it all together,studentsdescnbetyprcal or famous things , -: They rehearsethe ,:: The presentationis:. C on audio script 2B. Buckingham -: BigBen 6 Wherepeopleparty on '. Trafalgar Square 7A ferris wheel with a view of -. TheLondonEye 8 Whereyou can seemodelsoffamous.. MadameTussauds ,-. I Gothroughthe instructionsandcheckvocabulary. Monitor andhelpasstudentscontinuethe activity individually. Put studentsinto pairsto compareideas.
Elicitsuggestionsaround the classandwrite suggestionson the board. Studentscan referto theseif they needhelpfor exerciset7. Put pairs of studentstogetherto comparelistsand askvolunteersto give suggestions.
Encouragestudentsto addcommentsand exchangeopinionsasyoutalk abouteachtopic.
Askthem to look at the picture and headlineand guesswhat the article is about. Elicit ideas,but do not commentat this stage. Readthe instructions and askstudentshow they aregoingto read. Lookquicklytofnd examplesof the wordsin exerciser. Set a time limit of aboutthree minutes to encouragestudents to scanthe text, ignoring new vocabularyat this point.
Ask volunteersfor examples. OliverTWist clothes: WinstonChurchill,KarlMarx food: Chinesefood geography: Dothe exar. Donot correct r.. Gooveranswersasa classandcheckany new vocabulary. Pointout that beforewe readnewspaperarticles,we normally usepicturesandskim and scanto getthe generalideaof content,beforereadingin detail.
Reflecton how thesestages haveheipedstudentsgain an understandingof the newspaper articleandcommentontheir success. Ask studentsto readthe text againandanswerthe questions.
Nominate studentsto give answersandusethe line numbersto helpthe classlocate relevantinformation. Do not overcorrectfor accuracy,but help studentsgettheir ideasacross. Extra activity Putstudentsinto groupsto talk aboutstereotyping. AskDoyou thinkthat all Chinesetouristsdownloadexactlythesamethings? What dopeoplefrom your countrydowhentheygo on holiday? Dotheyallgoto thesameplace?
Do theyalldo thesame things? Askstudentsto dectdeif the article stereotypesChinesetourists. Notreally,it useswordsand phraseslike: Ifthey have beento Britainor arestudyingin Britain,they cantalk about what theyhavedoneor did. Monitorandhelpasnecessaryas studentsdiscussthe topic.
Askfor volunteersto tell the class, and encouragestudentsto commenton eachother'sideas. Grammar adverbsof frequency Go through the instructions and direct studentsto the Iast column in the box. Ask them to read the phrases. Check understanding and elicit or explain that the final words in each line rhyme and that the completed text is a poem about tourists in Britain in generai not the Chinesetourists in the article.
Students do the activity individually before comparing in pairs. Do not go over answers at this point asthey will listen to checkin exercise8. Tap out the rhythm if necessary to encouragestudents to keeptime. Extra help Studentsread alternate lines, in pairs or smaI1groups. Go through the instructions and do the activity as a class.
Monitor and help as necessary before students comparetheir ideasin pairs. Go through each item as a class, asking for volunteers to explain their sentences. Extra plus Studentswrite a short verse about visitors to their country uslng exercrse7 as a model.
F Listen for detailtL -n this section,students listen intensively to short descriptionsof: Play the audio and pauseat the end of Ask students which words give them cluesabout Continue with the audio,pausing after --': Give students time:: Piay Elicit and confirm L-j Explain that it's a good idea to ihink about the general idea flrst, and to continue listening to confirm an idea.
Direct studentsto the topic words in exerciser. Tell students to listen again and write the topic words for each country. Go over answers as a classor direct students to audio script Monitor and help as students continue in pairs, checking they are using note-making strategiesfrom Unit r.
Encouragestudents to repeatwords and phrasesto checkthey have understood correctly. Monitor and make a note of any problemswith usesof frequency adverbsto go over as a class at the end.
Language To Go: Pre Intermediate, Teacher's Resource Book (Lngg)
Grvepraise when students give interesting clues. Extra activity Studentsrepeat BC Put it all together 16 Go through the instructions. If you have a monolingual class, ask studentsto choosea region of their country. Tell students to think of three or more cluesand monitor and help as necessary, checking students are writing notes rather than full sentences.
Tellthe students who are listening to make a note of the topics in exerciser as their partner gives information. Studentstell eachother which topics they ta. Student performaace Studentsshcuri be arie tc elve a short factual presentationfrom memory.
You can use thrs checklist to monitor and give feedbackor to assess students performance. I can talk about tourism. Students tick on my own if they have given two or more clues without using their notes. They tick with some help if they have looked at the board onceor twice for ideas. Early finishers In parrs,students repeat exerciser7 without their notes. Partners make a note of how many frequency adverbsthey used. As a follow-up project,students could do some Internet research to find out more about another place.
Howto describeobjects Srientation I The names of the atticles have been removed. This lessonfocuseson - ;nstressedforms offor, of,from, an-daswhen thev: Familiarize yourself with the - ,: Tell students that you. Put them into two or Give students these categoriesto think about beforethey -. Tell them they can - , iuess after they have askedall their questions. Teamstake -r:: I Readfor detail In this section,studentsreadshortdescriptionsfor gistanddetail. Put studentsinto pairsandseta two- or three-minutetime limit for them to continue.
Drawthree columnson the boardand elicit suggestions. Write the words onthe boardandcheckanynew vocabularyasnecessary. Suggestedanswers material: Elicit or give the following phrases lt's madeof Do one or two examples together to demonstrate the activity. Go through each item in turn, eliciting suggestions and helping students to get their ideasacross. Do not expect students to name the objects in the same way they are given in the answer key. Help students get the general idea across.
I baseballglove Readthe instructionsand titles r,viththe classir.: I 3ase'ca.. Nominatestudentsto giveanswers. Referto the information in the texts to help studentsunderstandany mistakes. Askstudentsto readthe first two sentencescarefullyto underlineclueswhich would givethem an ideaof the meaningof the word.
Teachingtip Putstudentsinto pairsor smallgroupsto tell a partnerabout the wordthey chose,how they guessedthe meaningandrf theywere moreor less correct. Studentsmaybeawareof somestrategiesfor guessingthe meaningof words Bygi'.
Whatdoesit looklike? What'sit usedfor? Vocabulary phrasesfor describingobjects 12 13Gothroughthe instructionsandthe exampleasa class.
Ask studentsto readsentencesz-6 andcheckvocabulary. Tell studentsthat they might flnd morethan onepossibleanswer especiallyif they usetheir imaginations!
Nominate studentsto give answers Suggestedanswers 2b,e 3e,h,i 4k 5c,1 5f: Tellstudentsthey will find the phrasesin greenin morethan onetext. Monitorandhelpasnecessary,showingstudentsthat sometimesthey will haveic lo: Ask f: Point out or eiicit that the phrases usedas, Iookslike, m. I b lr rsnt a glove,but it lookssimilar. Write the title and copy the first example from each column. Readthe instructions. It means that a small amount of knowledge replies in their notebooks.
Monitor to check accuracy and can make people think they are more expert than they invite Ss to write their answers on the board in feedback. I think you should The best way to learn is to teach is a quote from Frank.
Oppenheimer 1 9 1 2- 1 , an American physicist. Answers: 1 I think you should study online. The quote Anyone who stops learning Is old, whether at 3 You shouldn't worry about grammar. It's a good idea to focus on listening.
Do the exercises. Read news match. Elicit examples. Discuss the first quote with Ss. Then B Ss discuss their answers in pairs. In feedback, refer to give them mins to make notes on the others. In feedback, invite sentence.
Find out what the majority opinion is. Answers: positive: I think you should, You should. Why don't you. I don't think it's a good idea to. They then 6A Ss first read the information i n the table: check frightened, compare answers and check new words in their dictionaries. Ss then listen and complete the notes. In feedback, check answers and elicit other With weaker classes, first play the recording up to Hove you got sentences using the words in bold. After Ss have compared answers, play the relevant parts of the Answers: 1 b 2 a 3 e 4 g 5 c 6 f 7 d recording again if they don't agree.
Check Ss' answers in bold in the audio script. With stronger classes. Monitor and notice Ss' answers, especially those for question 3. Why is it a good idea to talk to yourself in English? This will give you important information about the language learning strategies your Ss are aware of B After Ss have discussed the questions, elicit their answers.
Optional extra activity Ss work in pairs and choose one or two new learning strategies each to try out. You're listening to Ask the expert and in today's programme Ex A and B. Our Answers:expert today is Sally Parker. A a That's a good idea. He says. My problem is that I am too frightened tospeak.
My grammar is not very good so I'm worried about saying B b , a. SA Ss cover the text and look at the pictures. Give them S: OK. They then check their answers with the text. P: Speaking to himself? I'm not surethats' agood idea, Suggested answers: A She eats unhealthy fast food,S: I know it sounds silly.
B She works out on hertolanguage is a really good way to practise. You don't have feel exercise bike, but he plays computer games.
C She's very fit and can run a lot, but he isn't fit and gets tired easily. D Hisembarrassed, because nobody can hear you. You're listening to Ask the expert and in today's programme Ex A and B. Our Answers:expert today is Sally Parker. A a That's a good idea. He says. My problem is that I am too frightened tospeak. My grammar is not very good so I'm worried about saying B b , a. SA Ss cover the text and look at the pictures.
Give them S: OK. They then check their answers with the text. P: Speaking to himself? I'm not surethats' agood idea, Suggested answers: A She eats unhealthy fast food,S: I know it sounds silly. B She works out on hertolanguage is a really good way to practise. You don't have feel exercise bike, but he plays computer games. C She's very fit and can run a lot, but he isn't fit and gets tired easily. D Hisembarrassed, because nobody can hear you. You can talk to clothes are old and unfashionable so he needs new ones.
And the more B Ss can use language from Ex SA and 7 to complete theyou do it, the more you will get used to hearing your own voice conversations. Check their answers in feedback and drill the conversations. Ss then practise reading them out in pairs. Andy should try it. You're C Why don't. QUil Anything else? What about his grammar? B,lots of mistakes.
That's how he'll learn. Andy shouldn't worry about making mistakes. First read out one of the problems and elicit how to change it into their own problem using I, my son, etc. Ss thenP: You'rergi ht. So Andy. Give them I min to think about how to change them. Ss then take it in turns to explainabout making mistakes. Our next problem comes from Olivia in their problem and get advice from their partners.
Monitor andBrazil. She is worried about pronunciation. She says. The problem make notes of problems Ss have with the language of adviceis I can't understand native speakers. They speak so fast and I can't and give feedback afterwards. If you have recording facilities,understand their pronunciation. Ss watch them and then try to improve on their performance. S: Well.
Listen to the news. Say why you chose them and what you'll do. If you listen to something on the internet.I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
His autobiography A Long Walk to Freedom was published in She is introspective, a bit depressive and emotional. Monitor and encourage them to look less and less at their book sothey becomemore confldent and independent. Studentperformance Studentsshouldbe ableto tell a short narrative. Directstudentsto audioscript2D. A2 Waystage Intermediate or survival Can understand sentences and frequently used expressions related to areas of most immediate relevance e. Studentslick on my ownif they haveroleplayedoneof the conversationswithout lookingat their notes.