FACE TO FACE ELEMENTARY TEACHERS BOOK
Elementary Teacher's Book. Chris Redston & Rachel Clark with Gillie Cunningham & Belinda Cerda. & CAMBRIDGE. UNIVERSITY. The Teacher's Books contain optional photocopiable resources and tests, The face2face Elementary Student's Book CD-ROM/Audio CD won the ESU. Face2face: elementary [A1-A2]: teacher's book. by Chris Redston; Gillie Cunningham; Jeremy Day; Cambridge University Press. Print book. English.
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With CD-ROM/ º Winner CAMBRIDGE. Aud io C D English-Speaking Union. President's Award face2face Face2face Elementary Teachers cittadelmonte.info Face2Face Elementary Teacher'cittadelmonte.info p - Ebook download as PDF File .pdf ) or read book online. Face 2 Face Elementary 2nd Edition-students book. f2f face2face elementary teachers book for teaching English.
Cambridge University Press. June 14, It includes one progress test per unit, and multiple versions of each test can be printed, containing the same The Student's Book provides approximately 80 hours of core teaching material, which can be extended to hours with the inclusion of the photocopiable resources and extra ideas in the Teacher's Book. Each self-contained double-page lesson is easily teachable off the page with minimal preparation. Cambridge University Press, "Face 2 Face" is a general English course for adults and young adults who want to learn to communicate quickly and effectively in today's world. Based on the communicative approach, it combines the best in current methodology with special new features designed to make learning and teaching easier.
Starterstudens can lack confidenceand might not havestudied a languageformally before.
Here aresome tips to help you teachStarterclasses. Go slowly and methodically through the material exercise by exercise,making sure that studentsunderstandeach point beforemoving on. Keepyour instructions in classshort, clearand to the point. Studentscan often get lost if the teachertalks too much in English. It is perfectly acceptableto use imperativesto give instructions Loohat acercise3. Worhin pairs. Teachthe words and phrasesin Classroom Instructions, SBp early in the course.
Use these examples to check that the class knows what to do before asking studens to work on their own or in pairs. At Starterlevel, demonstrationis often a more effective way to give instructions than describing what to do.
You can demonstrateactivitiesyourself or by using a confident student asyour partner. This helps to build students' confidenceand allows them time to practisenew language in a controlled way All new vocabulary grarnrn r andReal Worldlanguage is included on the ClassAudio CDs to provide clearmodels of new language.
Seethe tips on drilling on p Using the board is particularly important with Starter studens. In the TeachingNotes p2l-p99 thrsiconl indicatesa point in the lessonwhere it may be useful for.
Give studentstime to copy what you havewritten and leaveuseful languageon the board so that students can refer to it during the lesson. Seethe tips on reviewing and recycling on p If you have a monolingual class,you rnaywant to use the students' language to give or check instructions for speakingactivities,or to dealwith students'queries. However, try to speak to the classin English asmuch as possible, as this will help establish the classroom asan English-speaking environment.
TeachingMixedLevels In Starterclassesteachersare often facedwith a mixture of real beginnersand'false'beginners. Here aresometips to help you deal with teaching low-level mixed-ability classes. Try not to let the fastestor sloweststudentsdictate the pace.
This helps prevent the more able students from dominating the class. Vary the interaction so that stronger studentssometimeswork with weaker students,and at other times for example,during freer speakingactivities studentswork with other studentsof the samelevel.
It is usually best to stop an activity when most of the classhasfinished. Vary the amount and tlpe of correction you give according to the level of the student, in order to push stronger students and to avoid overwhelming those who are less confident.
Rememberto praisesuccessfulcommunication aswell ascorrectlanguage. Listening o For most Starterstudents,listening to spokenEnglish is usually very challenging. Be sensitive to the difficulties that students might be having and play a recording several times if necessary o At this level, activities where students listen and tead at the sametime arevery useful, asthey allow srudents to 'tune in' to spokenEnglish and make the connection between what they hear and the written word.
Make full useof the'listen and read'activitiesin the Student'sBook in your classes. For other listening activities,you can ask studentsto read the RecordingScrips SBplp when they listen and check their answers. Teaching Tips o Give studens time to read the comprehensionquestionsin the Student'sBook and deal with any problems in these questionsbeforeplaying a recording. These canbe found in the ClassAudio sectionfor eachunit.
Note that studentscan only listen to theseclassroom recordingson a computer,not on a CD player. Getit rightl sections. Theseallow studentsto work out what languageto usebefore they do the communicative stage of the activity, which will help them to retain the accuracy that hasbeenbuilt up during the lesson.
Help studentswith the languagethey needto do speaking usks by drawing their attention to the'transactional language'in the speechbubbles. If your studentscan't swapplaces,ask them to work with studentsbehind or in front of them aswell ason either side of them. For example,beforeaskingstudens to talk about their family in pairs,you can talk about your family with the whole classto give studens a model of what they areexpectedto do.
Go around the classand monitor students while they are speakingin their pairs or groups. At this stageyou can provide extra languageor ideasand correctany language or pronunciation which is impeding communication. Correction o When you hear a mistake,it is often useful to correctit immediately and ask the student to say the word or phrase againin the correct form, particularly if the mistake relates to the languageyou havebeenworking on in the lesson.
Studentscan then work in pairs and correct the mistakes. Alternatively, you can discuss the mistakes with the whole class. Uocabulary o Most of the new vocabularyin face2faceStarteris presentedpictorially and studentsareusually askedto match words to pictures themselves. If all your classare realbeginners,considerintroducing new vocabulary yourself first by bringrng in pictures,flashcards,objects, etc.
You can then use the first exercisein the Student'sBook aspractice. Note that theseshow only the main stresson words and phrases. Thesefocus on lexical grammar and help studentsto understandthe underlying patternsof how vocabularyis usedin sentences. You can either go through eachpoint with the whole classor ask studentsto do the exercisesthemselvesbefore you check answerswith the class,asshown in the kaching Notesfor eachlesson.
Theseworksheetsintroduce and practise extra vocabulary which is not included in the Student's Book. They canbe usedfor self-studyin classor as homework, or asthe basisof a classroomlesson. There is oneVocabularyPlusworksheet for eachunit in the Student'sBook. Grammar o Make full use of. Thesehighlight the rules for form and use of eachgrammar point. You can either go through each point with the whole class,or ask studens to do the exercisesthemselvesbefore you check answerswith the class,asshown in the TeachingNotesfor eachlesson.
When using thesetables,use the pink and blue words to highlight the underlying grammatical patternsof the new language. This helps studentsbecomemore independentand allows them to use grammar referencebooks more effectively However, try not to overload students with terminology at this level.
This raisestheir awarenessof potential problems if they try to translate. It is also useful to highlight grammaticalsimilarities when a structure in English is the sameasin the students'own language. Thesedrills are marked with the icon ffi in the Student'sBook and give standardBritish native-speaker models of the languagetaught. Note that there areaheadysufficient pausesbuilt into theserecordeddrills for studentsto repeatchorally without you having to pausethe recording.
If studentsare finding a particular word or sentencedifficult to pronounce,you canpausethe recording and ask each student to repeatindividually before continuing. Encouragestudentsto usethesefor pronunciation practice on their computer at home. When you model a phrase or sentence,make sure that you speakat normal speed with natural stressand contractions. Repeatthe target language two or three times before asking the whole class to repeatafter you in a 'choral drill'.
Start with the strongest students and drill around the classin random order. However,avoid making the studentsfeeluncomfortable and dont spend too long with one student. This 'open pairs' techniqueis very useful to check students' pronunciation before they go on to practisein 'closed pairs'. It can alsobe used after studentshaveworked in closedpairs to check their performanceof the task.
Helpingstudentswithstressandintonation o Point out the stressmarks on all new vocabularyin the vocabularyboxesand the LanguageSummanes. Note that only the main stressin each new word or phrase is shown. For example,in the phrase Jinishw6rh, the main stresson worhis shown, but the secondarystresson. We feel this simplified system is the most effective way to help studentsstresswords and phrasescorrectly. When drilling new vocabularypay particular attention to words that sound different from how they are spelt.
face2face elementary teachers book
Words that students often find difficult to pronounce are highlighted in the TeachingNotesfor each lesson. You can also 'beaCthe stresswith your hand or fist. For example,a falling intonation on the word pleasecansound very impolite to a native English speaker. Helpingstudentswithsounds o Make full useof the Help with Sotmdssectionsat the end of eachunit in the Student'sBook. Thesefocus on sounds in English that most learnersfind difficult to pronounce.
Often studentscan'tsaythesesoundssimply becausethey dont know the mouth position required. The mouth positions for all soundsin the Help with Sounds sectionscanbe found in ttreTeachingNotesfor eachunit. ReviewingandRecycling o Use the Quich Reviewsat the beginning of eachlesson. They areeasyto setup and should take no more than five to ten minutes.
They area good way of getting the classto speakimmediately aswell asreviewing what students have learnedin previouslessons. They canbe done in classwhen studentshave finished the unit, or setfor homework. Note that the Reviortexercisesare organisedin lessonorder,so that individual exercisescan be used asfillers at the beginning or end of a lesson. Thesequick 'What havewe just learned? Also encourage students to review new languageby reading the Language Summaryfor the lesson.
The face2faceStartei Workbook hasa sectionfor eachlessonin the Student's Book, which reviews all the key language taught in that particular lesson.
Thesecanbe done in class or given for homework. I Nernr frlends Student's Book p6-p13 What's your name? Play the recording againifnecessary Check that studentsunderstandthe sentencesin the conversation. Point out that when giving our name,we cansayI'm.. You can also teachAndyou.
Alternatively model eachsentenceyourself and ask studentsto repeatchorally and individually For tips on drilling, seep Then ask students to practisethe conversationwith four other students, either by moving around ihe room or by talking to studentssitting near them Studentsshould use their own first names.
Studentsdon't have to leavetheir seats. Correct students'pronunciation asnecessary,then ask them to practisethe conversationagain. Repeat this 'openpairs'procedurewith other students this techniqueworks well with your class, when appropriatein future lessons.
Face2face Elementary Teachers cittadelmonte.info Download ( Pages)
G Focusstudentson the speechbubbles. Studentstake turns to introduce themselvesto the class. Leavethe i plan on the board for students to refer to during i the lesson. Studentslisten and read.
Checkstudentsunderstandall the sentencesin the conversation. Youcanalsopoint out that Hi is moreinformal thanHello. Alternatively model eachsentence yourself and ask studentsto repeatchora and individually use Vocabularynumbers Grammarl,my,you,your RealWorld sayinghe[[o;introducingpeople; phonenumbers;sayinggoodbye b Demonstratethe activity yourself by role-playing the conversationwith a confident student.
Then ask students to practisethe conversationwith four other students, either by moving around the room or by talking to studentssitting near them.
Studentsshould use their own first names. For tips on how to teachgrammar,seep Check answerswith the class. You can also teil students that there is no polite form of you in English. Students may ask you about the meaning of 'm, are and 3 in the example sentences Tell the class they are par[ of the verb be,brt treat the new ]anguage as fixed phrases at thrs stageof the course. Note that the verb be is taught systematically in units 2 and 3. Ask studentsto find ffi and give them time to read the information.
Point out that all the new languagein eachunit is included in I the l-anguageSummaries. Y' Playtherecording. Studentslistenandreadthe conversanon. Check studentsunderstandthat we use this is Alternatively,model eachsentence yourself and ask studens to repeatchora and individually b fut studentsinto groups of three.
Studentspractise conversation3 in their grouPs. Ask a few groups to role-play their conversationsfor the class. Alternatively,ask studentsto move around the room and introduce people to eachother.
Numbers ll W W Teachthe word'number. Play the recording. Repeatthe drill ifnecessary b Demonstratethe activity by sayingfour numbers and asking studentsto write them down.
Check they havethe correctanswers. They can then count backwards alternatelyfrom 12 to 0. Phonenumbers qt ffi Pre-teach phoneru'tmber. I Studentslisten and read the questionsand answers.
Check studentsunderstandmobilenumberandhome numberby referring to the photos. Point out the TFF! Note that we can alsouse zeroin phone numbers. Studentslisten and '. Play the recording againif necessary b Studentscompareanswersin pairs. You can alsousethe recording to teachthe phrases Yes,thatl nght.
PIaythe recording. Note that in most recordeddrills there arealreadysufficient pausesfor studentsto repeatchorally without you pausing the recording yourself. A sUE Hello, my name'sSue. What's your name? MEc Hi, Adam How are you? Get it right! The Get ready The Get it rightl stagegivesstudentsthe opportunity to use the languagethey havelearnedin the lessonin a communicative and often personalised context. Thesetwo-stageactivitieshelp studens to become more fluent without losing the accuracythey have built up during the controlled practicestagesof the lesson.
For tips on how to teachspeaking,seepl9. Put studentsinto pairs,student A and student B. Check they areall looking at the correctexercise. They are not allowed to look at eachother'sbooks. Focus students ' - on the map of the world. Pre-teachcount yandmap. Studentsdo the exerciseon their own or in pairs. Point out that we use capitalletters for countries ftaly, Brazil, etc. Repeatthe drill if necessary Stuaens do the activity in pairs. While they areworking, Where's she from?
II Goodbye! Srudens listen and read the conversation. Check studens understandthe words and sentencesin the conversation. You can teachSeeyou tomoftow.
Alternatively,model and drill the sentencesyourself. Helpwith Listeningwordstress Reviewphonenumbers: They often focus on phonological aspectsof spoken English which make listening problematic for students.
For tips o4 how to teachlistening,seep Studens listen and notice the word stress. Also highlightthatSpain doesn'thavea stressmark becauseit is a one-syllableword.
Gl tl ffffi Focusstudentson the photo of Stefanand Emel. Studentslisten to the conversationand fill in the gaps. And You? EMEL I'mfrorn. Studentslisten and practise. Repeatthe drill ifnecessary c Focusstudentson the speechbubbles. I'mfrom Moscow. Drlll Japdn,Colmbia and Mlscow, highlighting the stress with the class. Studentstake turns to tell the classwhich country they arefrom. Mark the stress on each countryl Model and drill any new countries with the class.
Alternatively,studentsmove around the room and practise the conversationwith six other students. Gl a Srudentsdo the exerciseon their own. Check answers -' wrtn tne class. Check that studentspronounce the contractions What, He, etc. Note that the verb bs is taught systematically in units 2 and 3. Don't askstudentsaboutthe namesor countriesof the famouspeopleat this stage.
Studentsdo the activity ln parrs. Studentslisten and check their answers. Heb from the UK.
She'sfrom Australia. He'sfrom the USA. She'sfrom Spain. He'sfrom China. Studentsdo theexercisein new pairs. Put studentsinto pairs, student A and student B. Check they areall looking at the correct exercise. Give studentsa few moments to readthe namesand countries of the people Studentswork with their partner. While studentsare working, move around the room and c.
However,if the English script is new to your students,you may chooseto do this Get ready When they have finished, studentscan comparebooks with their partnersand check their answers. C Give studentsone minute to memorisethe people's namesand countries. Also highlight the difference in pronunciation betweenhe fhitzl andhis lhtzl.
Studentstake turns to askwhere the peoplearefrom, asshown in the speechbubbles. Finally, ask studentsto tell the classwhere eachperson is from. Studentslisten and saythe alphabet. Alternatively model and drill the letters yourself. If the English script is new for your students,point out that eachletter hasa capital form A, B, C, etc.
For more guidanceon when we usecapitallettersin English, seeReadingand Writing Portfolios I and2 on pp55 of the Workbook. If you havea monolingual class,highlight any differencesbetween the English alphabet and the students'alphabet extra letters,missingletters, the lack of accents,how particular lettersare pronounced,etc.
Students work in pairs and take turns to say the letters of the alohabet in order. Ask who is the teacher: Kate and who is the student Pedro. Tell the classthat Pedrois a new student in the class.
Studentsdo the exerciseon their own, then compare answersrn parrs- b ffiffi Play the recording SBpf Note that this languageis drilled in 5a. Usethe recording to teachThanhyou andWelcome to the class. Play the recording againif necessary b Studens compareanswersin pairs. Then play ffiffi and ask students to! J ," m Phy the recording SBp Students listen and i'. Y'' write the lettersin their lower-caseform. There are two lettersfor eachnumber.
PIaythe recording againif necessaryNote that theseletters havebeenchosenas they are often confusedby leamersof English. Studentscheck answersin pairs. I8, SBpI Play the recording SBpl Studentslistenand practise.
Note thatwe dont usuallypronounce the t infrsf name. Repeatthe drill if necessary b Studentsmove around the room and ask threepeople the questionsin 3a.
Studentsshould write the namesin their notebooksand check that they havespelt them correctly beforemovrng on to talk to a different student. If studentscant move around the room, they should talk to threepeoplesitting near them.
Face 2 Face
Ask a few studentsto tell the classthe first namesof other peoplein the class. Help with Vocabularyboxeshelp studentsto explore and understandhow vocabularyworks, often by focusing on aspectsof lexical grammar' Studens should usually do the exerciseson their own or in pairs beforeyou check the answerswith the class.
Tell the classthat ""-' ,n"t" words are callednouns. Point out the pink and blue letters at the beginning of eachword. Studentsdo the exerciseon their own. Check the answerswith the class. Students should usually do the exerciseson their own or in pairs beforeyou check the answerswith the class. For tips on how to teachspeaking,seep19 ffi play the recording again. Studentslisten and tick the sentenceswhen they hear them. Checkstudentsunderstandthe meaningof the sentdnces and that they can changethe words in brackes.
We suggestthat you teachthis languageasfixed phrases,rather than focus on the grammar of these sentencesat this stageof the course. Point out that we can sayCanyou repeatthat,please? Studens do the exercise - on their own or in pairs. Check answerswith the class' Point out that we cansaya mobileor a mobilephone, although amobile is more common in spokenEnglish. Also teachstudentsthat we saya cell or a cellphonein American English.
Highlight that we can sayan iPod or an MP3 player. N ote that iPodis a brand name for personalstereosmadeby Apple andan MP3 player is usedfor personalstereosin general. Teachthe words one by one, drilling eachword in turn. You can then use6a for practice. Also check that studentssaythe multi-syllable words with the correct stress Highlight that dictionaryis threesyllables,not four.
Repeatthe drill if necessary. We use a with nouns that begin with a consonant sound. Studentslisten and do the exercise. Finally, ask a few pairs to role-olav the conversationsfor the class. Use the pictures to teachthe classroom instructions. Alternatively,ask studentsto study this pagefor homework. Studentswork on their own andwrite all the thingsin the picture theycanremember b Studentscomparetheir answersin pairs and check their partner'sspelling. Studentscan then open their books and check if they have rememberedall the things in the picture.
Find out which student in the classrememberedthe most words. Play the again,pausingafter eachsentencefor studentsto repeat individually ' ul Studentsdo the exerciseon their own, then compare. Studentsworkontheir ownandwritefourEngtishwordstheyknow.
Students thencompletetheactivityin pairs. P- ro. Use the- lessonI C. Srudentsdo the exerciseon their own or in q , ,.. Checkanswerswith the class.
Alternatively'ask plcturesto teacnsffigutaranaptural' tuoen6 oo tne studentsto checkit'r. X",Lffi [",f'f,: X thetable at Focusstudentson the picture. Studentsdo the exercise: Usethe tableto highlight the following rules. Checkanswerswith theclass. Point out that someof the things in the picture arehidden.
Studens do the exercisein their pairs. You canset a time limit of five minutes. If this is not possible,ask studens to work in new pairs Students comparetheir answersand seewho hasfound more things and people.
C Ask studentsto turn to SBp Studentscheck their answers. Point out that eachgroup of things or peopleis in a different colour in the picture. Repeatthe drill if necessary Help with Soundsboxesaredesignedto help students hear and pronounce individual sounds that are often problematic for learnersof English.
For tips on how i to help studentswith sounds,seep Students iisten to the soundsand the words. Point out thatr at the end of a word is not usually: Check studentsunderstand thatlnl andlel represent: Point out that phonemic script is alwayswritten between: Studens listen and practise. If studentsarehaving problems producing the sounds,help them with the mouth position for eachsound.
Forgot account? Not Now. Related Pages. English Collocations Education. Teachers' Library Community College. Free English Books Education. English Audio Books Education Website. Let's Learn English Personal Blog.
PDF Drive: English Teaching Education Website. Pages Liked by This Page. British Council. English Through Videos. Rachel's English - American Pronunciation. Recent Post by Page. Teachercom's Library. Mahmoud Daboul Prof. Mahmoud Azab https: Informal letters: Do you write letters, emails, speak on the telephone, send cards, text using a mobile phone, or use a social networking site such as Facebook?
Sometimes we need to communicate a lot of information and a letter or email may be the easiest way to do this. These are personal letters. Personal letters may be short or long but they are usually chatty and informal.
Formal letters: We may need to write formal letters or emails for many different reasons. For example, we may write to find out information, to apply for a job or a course, to make a complaint, to give information or to send an apology. It can be helpful to look at examples of different kinds of letters that other people have written to get an idea about how to lay out your letter and the kind of language to use. Who am I writing to? Why am I writing?
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