ENGLISH FACTFILE TEACHERS BOOK
English Scrapbook - Free download as PDF cittadelmonte.info), Text cittadelmonte.info) or read online for free. teacher's book. High Flyer Teacher s Book Upper Intermediate. The Garden of Words Quiz The Story of English Timeline Etymological dictionary Middle English Words Surnames Surnames cont'd Spellbound Factfile. A competition entry form Studying English A form;Spelling English; A teacher The food you like and don't like A conversation about cooking A factfile about.
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English Factfile Teacher Book 6 - Download as PDF File .pdf), Text File .txt) or read online. Teacher's Book. Teacher's Book English Factfile Teacher Book 6. October 20, | Author: Ruxandra Oprea | Category: Apollo Short Description. Teacher's Book. The world of nature 1 Animal factfile: the leopard Some possible questions: Where do they live? What do they Coober has got schools/teachers. 4 Impossible!.
Science Fact file Teaching Guide 1
A healthy mind in a healthy body Language aims: To pr ovide an opportunity for the practice of the variety of structures, functions and vocabulary already acquired by students at thi s level. Int egr at ed skills Outcome: A post er to illustrate a healthy future for people. A hrief presentation of the drawings Materials: Gal actic travellers Communicative ai ms: Talking ahout the present result of a past action Ask them to read the text silently while listening to the tape and find the answer to the question.
Play the tape, Tapescrlpt Capt. Bright What do you mean? Bright What about its people? Bright I see. They have serious ecologica l problems. Are they oriented towards self- destruction? Bright We are approaching the Planet Earth. Mr Data. They are intelligent and creative, but not very wise. They don't seem to realise how lucky they are to live on such a beautiful planet.
Captain Bright and Mr Data, his robot, are galacti c travellers. They have an important mission on Earth. Present perfect simple present result Vocahulary: Planet Earth, to pollut e, pollution, ecological passive: Slat e the fact that our galaxy is very large, ;hat it contains a lot of other solar systems, a of other planets.
Mr Data All the information we have indicates a future disast er. Who knows? Maybe they will change things before it is too late. They will contact some ver y important peopl e and make them under st and that the Earth is in danger of self-destruction. Pea ce and harmony in our galaxy Communicative aims: Expressing achievementllack of achievement Tell students to work in pairs to express the present result of a past action.
Encourage them to use the vocabulary items specific to the topic of this uni t. I They have not haven't been wise. The same sequence of Answers a l: Ask students to apply the rule in the Language Focus box to build sentences al -f. Students scan the text again to find the sentences that state what people have done wrong to their planet.
Tell students to copy them into their not ebooks in order to notice the new structure. Exercises 6 and 7 will draw their attention to the meaning. The two concept questi ons in this exercise and the visual support are meant to help the students to form a new concept. You could use them like this. Point to the first picture above and elicit answers.
When did the accident happen? In the past. Point to the second picture above and elicit answers. Is the sea water clean after the accident? No, it isn't. Of course not. There's a lot of oil in the wat er. The poor bird is eery unhappy. IVhat haoe peopl e done? People have polluted the sea. When did they do that? Can we see the result of their action now? Yes, we can. Ask them to read the dialogue between Capt.
Bright and Mr Data in pairs, giving as much expression as possibl e. Encourage them to act out the dial ogue in front of the class. The students read the questions and then scan the text to extract the specific information required by Questions ai-el. Conduct feedback. No, because: The Mayor of Plymouth. Ask students to work in pairs. Tell them to make sent ences using the ideas in column B to refer to the people in column A. Students may predict any reasonable combinations. Make sure they use has with 1 and 3 in column A and have with 2 and 4 in column A.
And now the Devon news. Anoth er case of a missing person has bee n reported in Plymouth, this morning. Thi s time the missing person is Mr Wood.
According to the statements of a police patr olman, two ext raterrestrials took Mr Wood int o their shuttle arou nd 10 a. The Policeman says that while he was caUing the police station he saw Mr Wood talking t o the Extr at errestrials and he didn't seem to offer any resistance to their operation. Two t eenagers. On the contr ary they seemed to be very peaceful and friendly. The investigation continues. Tapescript UNIT 4 19 2b Students listen to the tape, match the people with the action they have done and check their guesses.
One way of conducting thi s activity is as follows: Who are the Extraterres trials going to contact? Ask them to give reasons for their guesses. Tea ch the word mayor and write it on the board. Write the first question above picture 2 on the board: What has happened? Emphasise the pr esent results as clues to what has happened. Elicit a few past actions that could have caused the pr esent result seen in the picture. Accept any reasonable answers.
Help the students to use the pr esent perfect simple while making a few guesses about what has happened. There are a lot of policemen in the street. This means that somebody has called them there or there has been an accident. You may like to put possibl e ideas on the board like this: Students write four sentences to state what has really happened as a check on accuracy of meaning and form. Encourage students to use their imagi nation as well as information from the text. These wor ds and phrases might help them if you write them on the board.
Bright MrWood important mission don't trust you warn and help you It's none of your business too much violence, too many wars Leave us alone! Nobody cares! The students read Mr Data's Planet Report to find the answers to the two focus questions. Answers, The ticks show things the people have done. S They haven't stopped hunting animals yet. S They're going to stop hunting animals 6 They're going to try to throwaway less rubbish.
It's got a happy ending. The students re port to the class what the people have already done or haven't done yet.
This act ivity is suitable for homework. Many animals, plants, birds and fish may become extinct in the future for three reasons: Pollution destroys our lives through acid rain and the greenhous e effect. It is a good way of developing their dictionary skills. They are encouraged to become more autonomous learners by looking words up. They look at the work agenda on the right and make 7 sentences to say how Mr Wood and the people of his town are going to fight polluti on.
Save the dolphins Communicati ve aims: Giving and accepting warnings Grammar: Ask students where the dolphins live, what the y can do, if they are fish or mammals, etc. They havewarmblood. They breathethrough their lungs, so fromtime to time theyhaveto cometo the surface of the water to take air. Their babies are bornunder water and they are suckled bytheir mother. Theycan be easilytrained and taught a lot of tricks. American scientists believethat dolphins can be taught to understand and speakthe human language.
Ask students to read, then answer the focus questions by reading the text about dolphins in thei r book. You could ask the stndents to write complete sentences on the board. River dolphins are threatened by pollution, motor boat traffic and hunting. UNIT 4 21 Draw the students' attention to the Language Focus box and ask them to complete the warnings about the dolphins. Accept any reas onable answers. Don't kill Yangtze dolphins, because they are special.
Never pollute their water with rubbish. Always protect them. Students complete the warnings. Don't put your fingers through the bars. Don't throw things in the water. Don't come too near the fence. Don't feed the bears. Ask students what they think about: Students look at the pictures, re ad the words in the box and say which of the two pictures the words go with.
Ask students to read the verses. Draw their attention to the emotional message of the text. Ask students to find the main warning the children give.
If the childre n know the tune for these words, they may like to finish by singing the song. The phrase worth to save is poetic licence. In sta ndard gramma r, it would be worth saving. If we don't stop polluting nature, the world will die. Animals in danger Language aims: To provide an opportunity for the pr actice of the variety of structures, functions and vocabulary already acquired by studeuts at this level Outcome: Iutegrated skills Materials: Sheets of paper, pencils, crayons, rubbers 1 Divide the clas s into project groups aud give the necessary information about the purpos e and outcome of the proj ect: Students read the text and the model factfile.
They choose one of the rare animal s under the threat of extinction and make a factfile on it. They include this in their group factfile. Draw their attention to the first lesson, to Mr Data's presentation of the Earth and its people, for ideas. Explain that the lines will not nece ssarily r hyme.
The Earth is sad because Man has kill ed many of her children, many animals, birds and plants. The Earth is sad becaus e Man has pollut ed the air.
They write the best lines of the poem in their group agenda and decorat e the page. The Earth Is Sad Because.. Charli e and the Chocolat e Factory Chapter 4: Miracles See notes for Unit 1.
Lesson 5. Charli e found the fifth golden ticket and only one day before the visit. Grandpa Joe jumped out of bed and danced for the first time in twenty years. For pronunciation practice on this chapter we suggest you should choose the part beginning with: He deserves bett er than this. You shouldfd bett er go to bed ear lier than 12 o'clock. You shouldfd better have breakfast. You shouldn'tzd better not play computer games in the afternoon. You shouldfd better do some sport. You shouldn't be afraid of getting bad marks.
You'd better work harder. You shouldn'tzd better not make your parents unhappy. They swam round me in circl es and frightened the shark away. Weak as I was , I managed to swim to the shore. Reporter And help did come. Ther e was nothing else r could do. Jennings Of course, I was. I tried to get away from it but I couldn't. It took a large piece out of my surfboard. When it bit me I knew it was going to kill me. I was desperate.
Jennings It all happened so qui ckly that I ca n't remember if I shouted for help or only scr eamed.
Aust ralia. I was sur fing quite near the beach when I saw a long Great Whit e Shark swi mming towards me. It was three metres long. Reporter Were you terrified? Report er Mr Jennings. I understand that you are alive today thanks to a group of dolphins who came to your help one afternoon in February Is that correct?
Report er Did you call for help? Listening Tapescrlpt Report er Tell us something abo ut it. How did it happen? This should help the m with the test to follow. It's up to you. If necessary remind them what to do and me first example in each exercise as a class. Ask th em to copy the questionnaire down. Then t ell them to read the questionnaire and complet e it for their partner by asking them questions. Draw students' attention to the fact that question number 5 refers to opinions about books and some reasons for reading.
Ask them to copy the number of each question in their notebooks, first. Students list en to th e tape and write down Kate's answers to the appropriate numbers. Then tell them to read the In Britain box and find more infor mation on The Secret Diary of Adrian Mole and other reading preferences of English students. They r ead th e sentences and fill in th e blanks. The activity is also suitable for homework. The books around us Communicative aims: Expressing likes and di slikes about books.
Expressing opin ions about books. Skill s covered: Give students time to do the matching activity togeth er. Then encourage discussion like this: A What is there in picture I? B A bookshop. A Who is there in picture I? B A shop-assistant. A What is he doing? B He's selling a book. A Who's buying the book?
Do the same with picture 2. Teach the words: Take a book from one of your students and ask: Can 1 borrow your book? Then answer: Ask th e students to r epeat chorally and individually, Point to the librarian in the picture an d ask: Does the librarian sell books? Elicit the answer: He lends books. Point to th e boy in th e picture an d ask: What does the boy do in the library? Does he lend books? Then elicit the answer: No, he doesn't. He borrows books.
Ask the students to r epeat. Then check th e meaning: Does the boy buy books? No, he doesn 't. Then ask: Can he keep the book or does he have to give it back? The boy "an keep it for two weeks only. Kate Yes. What about? Report er Do you like books? Kate Er I love books. I read all sorts of books. I read at weekends when I want to relax.
Books cheer me up. Reporter Do you only read for pleasur e? Kate No. I study French and German at school so, in the evening.
I read books about France and Germany. This time the students list en to the dialogue between the reporter and Steve. Titl e; The Library - A magi c place Communicative aims: Asking for and expressing opinions about books. Talking about general experience Skills covered: Steve ' I like more exci ting books , scie nce fiction stories or adventure stories.
Rea ding takes me to another world. Books about history and geography. This activity is suitable for homework but it may start in the classroom. The students write a short paragraph 6 sentences about their own reading prefere nces giving reasons. It is a teacher directed activity: Stud ent s answer the questions. Then ask them wha t they can find in eac h type of book.
Tell them the words denoting kinds of books. Then ask them to read the sentences that say what you normally find in a book and match them with the covers.
Students repeat each wor d! We suggest you do it in three stages. First , demonstrate the activity acting out the situation so that students see the need for this particular language strategy. Show them a well-known book and ask; What do yoa think of this book?
Science Fact file Teaching Guide 2
Change your voice as if it were another person and answer: I think it's interesting. It's about In thi s way the need to ask for and express an opinion is created. It also pr epares the students for the dialogue.
Next, ask the question again to individual students, working T S round the class. Tell the student s to look for answers in the Language Focus box. T What are you reading? S1 'One Way TIcket'. T What do yoa think of it? S1 I like it.
It's interesting. T How do yoa like it, Sam? S2 It's all right bat there are too many frightening things. T Do yoa like it, Pam? S3 I don't know. It's well-written.. Finally, ask students to work in groups of three in the form of a chain S1 S2 S You may accept any title that fits.
You can do this by asking the students: What experiences has the author had in the library? Elicit answers like these: She has met a king. Then say: So she has had a lot of experiences. Then ask a student to read Liz's part in the dial ogue and you give the poet's answers. Work T S to give examples. Then let students work in pairs to continue the dialogue. Finally, ask them to take turns to act out the dialogue.
Liz Have you ever travelled to the Moon? Poet No, I haven't. Liz Have you ever been to sea? I have never done that.
Liz Have you ever visited space? Sa Students work in groups.
They practise the language pattern in mini-conversational exchanges of the type: Have you ever spoken to a famou s writer? No, I haven 't. I've never spoken to a famous writer.
Have you ever visited a famou s library? Yes, I have. I've visited the British Library. Have you ever written a poem?
No, I haven't. I've never written a poem. Have you ever met an important person? Tell st udents that a secre tary in the group must wri te the name of one person who has done each thing or writ e the word 'no one'.
Then everybody copies the not es. Sb This activity is suitable for homework but it may start in the classr oom. Ask stud ents to use the not es to write 4- 5 sentences to report what they have found out in their gr oups, to the class. Next class, grou ps excha nge their reports. They may begin their reports like this: I hav e never met an important person but Alice has met one.
Nobody has ever spoken to a f amous writer. I have never wri tten a poem but Mary and Tom have written several poems in Romanian. Bookworms Communicati ve aims: Asking and answering about general and specific past time Skills covered: Present perfect simple vs simpl e past Vocabulary: What books do you thi nk they 've "pod? Are they going to read the other books. Why do they read so many books? Elicit answers to lead to the explanation of a bookw orm'.
UNIT 5 27 1 Ask students: What do people generally read? Elicit from the students the answer: They read books they are int erest ed in.
Refer to the first activity.
Do the first example: She is int er ested in the book The Coin Atlas.. We suggest you do it in two stages. Firs t tell the students to practise the model dial ogue to get information about books they've read. Students work in pairs.
Next , as k the students if they have read certain books. Whenever the answe r is 'yes', ask for details. Refer to the Language Focus box and dr aw their atte ntion to the use of pr esent perfect when they as k about general experience and simple past when they as k for specific time or details in the past.
T Have you read Ghost Stories, S1?
Th e topi c basi s is und erpinned by a syste matic. Vocabulary is largely organised round the topi cs. Importantly, th e main focu s of English Factfile is on e ffective communica tion. We have also includ ed a syste ma tic introdu ction to English word and sente nce stre ss.
The interrelationship between the different elem ents in th e syllabus is sbow n in th e chart at th e begin ning of th e Studen t's Book. What kind of methodology does English Factfile imply? In writing English Factfi. Here are the main principl es we have tried to put into practice in this ne w course: The le arn er is at the ce ntre of all classroom processes.
Without learners , ther e would be no teach ers. Yet in so m any lan guage class es, it is th e teache r wh o dominates and gets more languag e pra ctice. We have tri ed to reflect learners ' interests as far as pos sibl e in our choice of topi cs. We have tried through pair-work and group-work activiti es to maximise oppor tunities for practice in sp eaking th e language.
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