LANGUAGE TO GO ELEMENTARY TEACHERS RESOURCE BOOK

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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 to Go Intermediate Teachers Resource Book by Robin Wileman, , available at Book Depository with free delivery worldwide. Language to Go Elementary Students Book by Simon Le Maistre, , Built in' extra resources, such as the Practice section of extra exercises, mean A syllabus of independent lessons enables teachers to adapt the course.


Language To Go Elementary Teachers Resource Book

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Language to Go is an ideal course for busy students and can be used for short or intensive courses. A photocopiable resource book of skills activities for advanced-level students. Ready-made photocopiable lessons for Content Language Integrated Pronunciation Games is a photocopiable resource book for use with students of elementary to Ready-to-go activities for teacher trainers running pre- and in- service. face2face - Teacher's Edition - View and download the face2face Teacher's Edition. face2face Elementary Teacher's Book · face2face Pre-intermediate.

Language to Go Elementary Teacher's Resource Book

Students however may not see it that way. Perhaps they have had past experiences with a "bad" textbook, in other words, following a book which is not well chosen in terms of their age, interests and needs. Maybe they are lacking a little variety in their classes or perhaps you or they just want a break or a change from routine.

A topic-based syllabus What might sound like fun for the students can seem a bit daunting for the teacher. By taking away the course book we are taking away our safety net, our tried and tested syllabus written by someone who apparently knew what they were doing!

Using a topic-based syllabus as a framework, however, provides a natural stimulus for language learning in a realistic context. By starting with a topic of interest and then discussing or explaining an issue or opinion, students will find out what they want to say and whether they can say it or not.

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This then, provides further objectives, whether they be grammatical, lexical or pronunciation based, on which to build the course. Structuring the course What might at first sight seem like quite an unstructured course can in fact be deceptively well organised.

Here are five steps to follow to ensure that both students and teacher feel that the course is properly designed: Needs analysis The key to beginning a successful topic-based course is to clearly establish the students' interests and motivations. As part of your lesson get the students to talk about themselves and each other and find out what they enjoy, what they don't like, whether they know what's going on in the news at the moment and so on.

Keep a note of what comes up as the list of potential topics can be long and every student will be different.

Ultimately, those topics which will be successful are those which spark off an agreement or disagreement with someone else in the class as well as those the students seem well-informed about. The students will take over the conversation and lead it where they want it to go.

Language to Go Upper - Intermediate

Whether or not you get a long list from students, you can always use course books "behind the scenes" to help you. Popular Features. New Releases.

Notify me. Description The Teacher's Resource Book includes: Step-by-step teaching notes with full answer key Photocopiable activities for every lesson Photocopiable tests to check progress regularly throughout the course Writing Bank for additional skills work. Other books in this series.

Add to basket. Sue is now a full-time ELT author and has written many books.

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Rating details. Below you will be able to read information about these six different reading resources pages.

You can click on the underlined links in each paragraph, and at the bottom of each text box, to go to these six reading resources web pages. Below you will find information about the different kinds of reading resources that are found on Unique Teaching Resources.

Why choose Backpack?

This reading resources page contains information about some of the different strategies that I have used with my own students to promote reading literature. You can read about the three easy steps that I have successfully used with my students that has engaged them in reading books on their own. My students are excited to read their next books and begin their next projects.

They think that reading is fun! On this page, you will also find examples and photographs of many of these unique reading resources and student projects. Click here to go to book reports information page. This web page contains over 25 different book report templates and projects. These fun reading projects come in a variety of different shapes, sizes, and themes.

I created all of the book report projects that you will find on this page for my own students. These book report projects have been tried, tested, and refined over the years as I have used them year after year with my students. Rather than reading an explanation about the book report projects that are on my website, I'm going to share a few of the letters that I have received from teachers about these reading resources.

Click here to go to book report templates and projects page. Name: Margaret Grade: Year 5 From: Victoria, Australia Comment: Dear Heidi, I just wanted to say thank you for the most amazing reading resources that I have ever come across in my thirty years of teaching.

I used many of the book report projects this year and the students absolutely loved them. What was particularly pleasing was seeing some of my reluctant readers especially the boys really wanting to read books and complete the activities.

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Keep up the great work! I'd rather pay for something that I will use, instead of downloading an entire teaching resource book and only use 1 or 2 things.Although they may not want to follow a structural syllabus per se, there will be structural errors which repeatedly occur both in needs analysis and during the course and these will form the underlying framework for language input. The students must then give the pictures back.

OPTION Give a new copy of the worksheet to each student in the class and askthem to li11 it in with details about thcir weekend routine. I den'L The studmts sbouId put a tick or aCJU5S in the end cotumn next to each question, ckpcnding on whmlcr they haveguessed correctly or not 7 Vhm the studcrus have finished checking their predictions with their partner, they should add up their total nwnbcr ofrightguesses and comparescores. Encourage them to use a variety of prepositions of time. Tbe students take it in turns to a.

Keep up the great work! Conclusion Teaching without a coursebook won't please everyone all of the time and can create a lot of extra work, but in terms of your own teacher development and as a way of keeping your classes fresh and interesting for your students, I would definitely recommend giving it a try from time to time.

FRANKIE from El Paso
Feel free to read my other posts. I have only one hobby: metalworking. I do fancy upwardly.
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