Upbeat Elementary Teacher's Book - Ebook download as PDF File .pdf), Text File .txt) or read book online. teacher's book. Freebairn Ingrid. Upbeat Elementary Student's book & Language builder. Файл формата zip; размером 47,85 МБ; содержит документ формата pdf. Upbeat recognises that different students have different learning styles Auditory learners will relate to the recorded dialogues and texts in the Students' Book and a Starter level for complete beginners and Elementary level for students with.
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The exact meanings of the words after the first reading. Tel l students they will suggestions for each lesson are given in the Teacher's meet these words when they read. The following guidelines are for words that are essential to the comprehension tasks exploiting listening texts in general in all the D lessons.
Real-life issue: Listening and speaking The following guidelines are for exploiting reading texts skills development in general in all the D lessons.
Reading tip boxes offer strategies for should be encouraged to read silently as soon as they training students to be more efficient. Specific suggestions for each lesson are given in the Teacher's Book lesson notes. Specific they know any of the words. It is important to treat the reading texts in the D lessons honesty. Ask them if subjects at school. Explain any new Book lesson notes. Check the answers with the Curriculum link: Reading skills class.
The texts are recorded. Suggested procedure Reading and which contain moral dilemmas. Ask for any comments w hich students topics wh ich students might encounter in their other might have about what they have read.
The Curricu lum links are Geography. History and Citizenship. Band C serve th is purpose. This is useful in the In the Curriculum link lessons. Make notes on the board of simple questions of your own to focus students ' any predictions they make to provide focus for the attention on the topic of the text. These tips offer of the text. The Real-life issue sections to treat them as opportunities for language analysis.
Ask some questions about them to activate students' background In the Real-life issue lessons.
Students can be told the analysis. Guessing meaning is one of the most important They may provide a continuation of the story or topic. Lessons A. Write Discuss students' original predictions and what they In the Across cultures lessons.
They need plenty of encouragement to 'have on linguistic elements of writing. Write a list of these words on the board. The writing tasks first provide: You can walk around the: Play for each lesson are given in the Teacher's Book lesson the CD again. In Upbeat Elementary. It is always a good idea to -: The following guidelines are for exploiting writing com plete and check their answers. Check that they understand used as a guide for the students' own writing.: Write -3 to do. The following guidelines needed.
The Speak and Speak your controlled practice and then ask students to produce ind! Ask them if they found it easy Suggested procedure Writing or difficult.: Praise students for students to revisit their work in this way before giving -. The Across cultures -: Jd ents often find speaking at length difficult and to reading so that students can use the reading text as: Check that for the task..
Check that: Upbeat aims always to provide an source of extra exercises. It is in the nature of teenagers to explore teachers and students alike. You may not be able to solve the problem if asked to do activities like miming or performing. Take the opportunity to put students into pairs or content of the lesson to their own lives. In this event. Teenagers are generally used to a rapid pace of. Learn as much as possible about you r students as individuals and as learners.
This can refresh and problems w hatsoever with a class of teenagers over an renew teaching techniques and keep lessons alive for academic year. If yo u suspect that boredom is meet these needs. Most of them dislike Although there are many reasons for discipline being seen as different. They may those areas where students know more than the teacher find the pace of the lesson too slow or the topic not can help to create mutual respect in the classroom. They but at least by listening. Avoid asking teenagers to do something w hich information and changing the pace and activity can help may embarrass them in front of their peers.
By responding to poor behaviour on a personal level. Even the most popular of topics will topics within Upbeat have been carefully selected to not reach every student. The or patronising. Avoid activities which students might see as 'childish' to maximise the appeal of the lesson to teenagers.
This allows them to work in English with a occasionally reverting to their L 1. For more information speaking. Tapping into this knowledge and openly acknowledging Secondly.
Girls tend The teacher is the professional in the classroom and all to develop faster than boys. Upbeat contains Thirdly. Many teenagers have a that you acknowledge them as an individual and not wealth of knowledge about particular subjects and they merely as a problem.
Current teaching issues. A typical class of teenagers wi ll contain students with fool around. In some cases. A successful class is often Though most teachers are busy with planning. They relationship w ith the student that allows him or her to are often shy and self-conscious and feel embarrassed express this. Below is a brief review of boundaries and almost all teachers will be familiar with some current issues with suggestions for modifying this. This is the teacher does not take the behaviour personally.
This can Teaching teenagers occur w hen. Acceptance by their peer group problems. The relevant to them. You can involve students by appropriate level of challenge for teenage learners.
Upbeat Student's Book has you know that they have a particular talent for a wide range of activities within a single lesson in order performance. If asked a question in class. Revisi r " I trigger those sanctions. Some students are simply better recording vocabulary.. All students should but essential for weaker learners Differences in language ability can result from.
Talk to processing and memorising new information. 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.. Extra practice activities for each Studen-s': Jr side if and when discipline problems arise. The first aim. Use Extra practice activities and differentiation 0 Any new language. During a lesson. If you wish to take this further. All parties can then sign the teacher can devote more time to helping the weaker For these fast fini shers.
Teachers can ask weaker students to prepare a. Teenagers are very quick to sections in Upbeat after every two units help with s 'scognise and respond to injustice.. Other memorisation techniques. After the lesson. To this end. Make use of homework before a lesson prepara I Jdents engaged. Make students aware of the different techniq ues ': Help students with revision and offer them differe:: Book lesson in Upbeat serve this purpose.
Get students to change places and do speaking quietly first. Reflective learners prefer to think about new information. Global learners tend to learn in large chunks.
There is a bank and explaining it to others. They respond well to stories. These students can also be laid out pages with numbered sequencing of exercises. Also encourage rather than stay still in their seats. They tend to like pair and of songs in the back of the Motivator. They enjoy acting and learning language which allows Global learners them to imagine a scene in their minds. Sensing learners will appreciate the way the grammar Verbal learners tables are laid out in Upbeat.
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. They can be good at. Upbeat appeals to auditory learners through using. They often prefer to work alone and can activities in pairs as much as possible. They like innovation and them time to mentally process and rehearse what they dislike repetition and memorisation exercises.
New vocabulary is also recorded. 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.
Components such as the Student and surprises. Intuitive learners often prefer to discover ru les and like guessing meanings of new words. You may be in the habit of teaching according to your them. Visual Sequential learners Visual learners prefer to learn new language when it is Sequential learners understand new information in contextualised in pictures.
Make use of personal stories and anecdotes for verbal learners and encourage students to tell their own stories occasionally. Use music for auditory learners. Do not always press reflective learners to speak.
Allow understanding new concepts. They enjoy repetition. They respond wel l to clearly maps rather than lists. This will help dislike pair and groupwork. Engage students' visual senses. Upbeat appeals to visual learners by doing something active with it rather than learning through strong situational photographs. Discussion with other students and teachers is own learning preferences. 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.
They often dislike complications meaningful way. They perceive the details well but may not When recording vocabu lary. These are groupwork. They like to to accommodate both sensing and intuitive learners. They also like to get up and move around recorded on the Class audio CD.
Upbeat appeals to kinaesthetic learners through personalised speaking activities and pairwork Sensing learners like learning facts. Vocabulary aturali stic: The intelligences are: Encourage self-assessment after a test by asking questions like: A progress test assesses 'nguistic: Be means of a simple self-assessment box.
From the students' point of view. Visual intelligence can be stimulated by individual language points. Plan progress tests to occur at regular intervals. Most schools use this: According to this theory. Explain the lesson objectives and the sequencing Assessment of the lesson for the benefit of sequential learners.
If you are high in mathematical Students' Book. These test Grammar. These not only give a numerical -: Igence and lower in kinaesthetic intelligence. Intelligences is not related to a course of study. Global by parents and sometimes dreaded by students!
Assessment of students' language abilities is often The clearly numbered exercises and sirnple layout required by school or government policy. If you take the tests in.: Too much testing can be -: These test -: Test results can lesson on the page. In this way. There are lessons monitor their own progress. 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. Make sure that assessment does not take up.
Make sure a identified and sequencing of sounds is confused teacher is available to help w ith instructions. Ask them to prepare classroom texts before the vocabulary? How fluent were they? How intelligible? Not all schools are able their own speed at home. Assess productive skills through classroom activities.
Make sure you give very clear instructions. Share with other teachers your diagnosis of a dyslexic At other times they leave off the beginnings and endings student and discuss w ith other teachers how you can of words as they rush their way through reading.
Many they are taking their time. Give students extra time to complete a task. By doing this. Most class teachers are familiar with the classroom. Make sure that students have access to the Student behaviour of SLD students.
These students are. Use the red bookmark to alleviate eye strain and However. Identify students who might be dyslexic and modify while they are writing or speaking in class e. These can be done by dyslexic students at informal. Talk to students about their test results. For thi s reason. Avoid using small handwriting and make sure any labelled variously as: This can be a motivating and accessible who do not speak at all in the lesson. The simple disciplined'.
An extra initial. Types of SLOs. Write a brief numbered outline of the day's lesson on you can show them where they are strong and help the board. They invariably make mistakes with small words.
Avoid giving complicated feedback on written work. Dyslexic to gain control. 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.
How accurate were they in their use of grammar and. You the letters from right to left. 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.
How what you expect from them accordingly. Dyslexic students usually Give students feedback after the activity.
In fact. Dyslexic students have problems with a correction code. Check off each stage as it is completed. 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.
Tips Develop a set of criteria for students' performance.
They will be the students Multi-ROM. While potential and they may fail in formal assessments. SLDs to do. Allow extra time in tests and examinations. As there are exercises at two levels of difficulty in the class teacher to deal with these students and support Language Builder.
In many Dysgraphia cases. 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.
Note that in the D attitude towards it and helping SLD students to develop lessons. You may notice uneven sizes of letters and the It is Specific learning differences are conditions w hich make important that students understand exactly what understanding and producing information difficult.
J ucing whole sentences and eventually short help to make dialogue work more engaging.. I untidy. Start out of activities can be helpful. D is marked by three areas: Some Tips 3: Jdents move the pen more naturally from right to left. As ADHD students are highly kinaesthetic.
The use of the red "':: Making a game. They have: Keep th ings '" pectations accordingly..
Writing is an. Praise acceptable behaviour as much as possible. For students with dysgraphia. It can actually interfere with. Students often blurt out answers before: Avoid long and complicated instructions. Students are restless and fidget a lot..
If possible. Avoid getting into long discussions with the student. Students fail to give close attention to: For any writing. Have a clear routine. End the lesson occasionally by using a photocopied Sections of the:: Jaci ng between words is not consistent or clear. Keep things simple but motivating. Their work Oh hi. See you later: An informal Josh: There's Greg! He to my school.
Lin from Australia. Countries and nationalities used mainly by young people. Who are your friends? Family cool: An informal expression. I've got two aunts. American English. There Josh: Comprehension Vocabulary: Family 2 Ss listen again and write the names of the people on the 3 Ss work individually.
Hi is often used Present simple informally. My dad for an international bank female. Complete the dialogue with the correct phrases from the box.. How many male and female family words can you remember? Writ e them in two lists. It's a really cool city. When checking Ss' answers. Like OK.
With a good class. And this is her cousin. Hello is appropriate in all situations. Ss 4 Lin is from the USA. Check pronunCiation dialogue and answering true or false.
With an 1 Greg and Josh are at the same school. In their pairs or groups of three. And you. An informal word for Greg: Are you on holiday in London? Ss tell eacl'" correct the false sentences. So soon? Ss when checking answers.. Lond on? T average class. I'm not. Family Play the recording. Write the names on the photo.. Dialogue cool can also be used as an agreement to a suggestion.
W Solve it! Then the dialogue. Play the dialogue once for general comprehension. Lin 's father is Polly's. He's in the expression. Polly is Un's father's.. Un's mother is Polly's. 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. Check that they dialogue in Exercise 1 and remembering the questions and answers.
Your cousin 's reall y cool.. Go to the Word bank on page and check and they. I don't come from an estimated metropolitan London. They bookmark. C Ss work individually. They Ii. Ss work across the class questions. Ask individual Ss: Which country are you from? What's your nationality?
Bondi Beach: Australia's most country. Pay particular attention to Ss read aloud the sentences or in groups of four. He's my dad 's brother. Harbou r Bridge and its Chinese? Cool or what? Which city is Lin from? Ss feedback to the class. Does he speak Chinese too? Write the countries on Polly: Ss countries.
She speaks other countries that they English and Chinese. It is He speaks English. Practice Grammar 8 Check that Ss understand how to use the 9 a In open pairs. Monitor and help if Greg: Complete the names of the them on the board. Where do they live in Australia? He doesn't speak built around Port Jackson on Chinese.
Choose four speaks. I don 't. Countries and nationalities 1A 6 a Elicit one or two answers Vocabulary: Countries and nationalities from the class and write 6a Recall. I know. Point out the use of Ss to perform the dialogue. He only sp. Ss then ask and answer questions about come from? Australia their family in open pairs. Ask Ss: Which themselves and members of their family. Ss ask and answer the red bookmark. Choose two Ss to perform the does her mother come from? Monitor and help Singular verb form e.
Play the recording for Ss to listen and repeat the words. She works in an office.: He works in a school. She speaks Ss' answers by asking pairs to say the Polish. Check 4 Marta doesn't speak French.. What languages do you speak? You can invent answers if you like.
What nationality is Greg? German and English. He speaks English and Spanish.. Ss then work in closed pairs. Go t o page He speaks English and French. Ask and answer the questions above but change the underlined words. Explain that there Where do you come from? Parents' father: Do you like London? I come from the USA. Nice to meet you. He comes referring to the information in the -: They live in Quebec in Canada.
He's British. Monitor Extra practice and help Ss correct any For more practice.. Are all your family American too? Are all your family Australian too? I hardly ever study at the weekend. Read 4 does homework in the evening? Who studies more. Vocabulary Daily routines Ss respond as a class and then Phrases with have individually. School sta rts at 'I get up at 6. I usually get We have a break of two hours at lun chtim e.
If necessary. Ss may put have a class. Ss can write both if they do answers as a class. Mini-revision Say names of countries from Lesson 1A. I usually go to bed at go out during the week. Ss then check the Word bank on page Lunch complete the groups and write at home or Grammar starts at Wei's school.
They weekends: Which phrases do you know for daily Who. Check any new vocabulary. W Wei Vocabulary: Daily or B both. Lunch is at sta rt at 8 a. Exercise 6a for Ss to say the nationality. Focus on the position of the adverbs and rest with Studying or Relaxing. I always study for about six hours at answer the questions. I often watch television in the I do two hou rs of homework. Check the Word bank on page Ss read the text silently to find who studies more. Wel hom e from sc hool at about 4 p.
Read through the adverbs. I'm hardly ever late for schoo l. Lunch fin ishes at Check answers by asking individuals to Lin's school. Then I do my hom ework and we have 6 p. We have an hour for lunch. China's largest commercial and ind ustrial city. Check the answer. I'm usui'llly in bed at about ten. Lessons 9 a. Un or Wei? Grammar Adverbs and expressions of freq uency T: The UK.
If Ss disagree about any of the answers. I get home and have dinner and then dinner at 6. The time Comprehension Vocabulary: Daily routines 3 Answer the questions with L Un.
Solve it! 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. Wha t time do you get up? J volleyball How often does the new member: I often do you watch television? Then put the phrases in the correct the form. Speak and write pairs of Ss to say the 10a Talk about you. Listen and complete. Each S reads the:: Extra practice b El icit example sentences For more practice.
Monica Evans I 2 Age: Say if you do this activity at home o r at school. The time information is true I 10 do exercise? Then check the Word bank new vocabulary. I get up at 7 from Monday to Friday and 6. Monitor and help:. They on go every 7 o'clock. J three times a week 11 play -e er go out during the week. Ask and example dialogue and tice answer questions in Exercise 9.
Ss then work in closed -. Ss then work 11 individually. Play the ocabulary: Phrases with have on page Ask See page in the SB -: 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. Listen and repeat.. I I three times a week 8 everyday.. Ss form the same pairs "' J lng the text and remembering the 4 Karen often does her homework at school.. Listen 1B 9 1. Say the times in the text to listen for. Ss then check their answers in the Word bank on page Read Vocabulary: Tell the class how often you Vocabulary: Leisure 1 Where are Greg and Josh in the photo? Alex TomTom to Josh No problem. Have a look at my cool photos! Use some of the questions from 1 We're having a barbecue.
Add more activities that you know. And Polly to This is Greg and me. The 12 groups feedback to the class and see how many different activities they have th ought of. Point Ss read the sentences. Comprehension Great photos! Check that Ss understand the short verb exercise.
Practice Grammar 6 Elicit the first answer from the class. Focus on the use of out that Ss have to write one negative and the present continuous for what is happening one positive sentence. I go skateboarding once or twice a week. What do you do at weekends?
Check any music on her new MP3 player. Ss complete the now. Dad the burgers! Encourage forms. Ask Ss if they think Alex is Josh's 'friend' or just his 'brother'. Lesson 1B and ask: Mini-revision Revise the use of the present simple to talk about daily rout ine. Polly and Lin. List the leisure activities on Josh's 1 at the sports centre 2 Josh's Josh's four friends?
Who are aa Recall. Ask Ss to fin d and read out sentences containing the present continuous in Josh's any pronunciation errors. We answering the questi ons. Choose individual Ss to playing computer games and having Teach any new leisure read out secti ons of text.
Josh to TomTom: Ss read the webpage to find Hi Tom! What you the names of Josh 's friends. Point out the use of the Ss then check the Word activities. After checking Ss' answers. We listen and read.
Extra practice For more practice. I'm late for my guitar lesson. Use the prompts below.
Ss then work stress and intonation patterns. I can't. Agree or refuse with a reason. Make a request requests. Ask -'. Find Josh's brother. Ss practise. Then Encourage them to use 3rammar practise the conversation in pairs. Make a note of any. I o ns and answers. Egative b Elicit two or three different not watching TV. Each pair then -e ou having a barbecue?
J Yes.: In pairs. Never mind.. Ss work in open pairs -j Solve it! The course is suitable for a wide range of classroom situations and teaching styles. Teachers will appreciate the easy-to-follow layout, the straightforward signposting and the lively attractive design. The multi-strand syllabus contains a balanced mix of grammar, vocabulary and communication activities, with comprehensive practice of the skills of reading, writing, listening and speaking.
The language objective boxes in the Revision sections encourage learner independence. There are two entry points: Placement tests help teachers decide which level to choose as the starting point. There is a full library classic and contemporary books that have been adapted for readers at every level of English and include support materials to help students learn English. Selected examples for Upbeat include:.
Contact your local sales representative. View components. Order Locally. A complete four-level English language course. For 12 to 16 year olds.