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High Flyer Teacher s Book Upper Intermediate - Free download as PDF File .pdf) or read online for free. cartea este destinata profeserilor de limba . The components High Flyer Intermediate consists of: A Students' Book with 24 units This Teacher's Book with detailed unit by unit notes and an answer key for the exercises in the High Flyer Teacher s Book Upper Intermediate. High Flyer Upper Intermediate TB. Introduction Teaching and learning with High Flyer Each unit of the Teacher's Book contains clear and.

High Flyer Upper Intermediate Teachers Book

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Ana High Flyer-Upper Intermediate: Student's Book / Ana Acevedo,Marisol Acevedo, Ana High Flyer-Upper Intermediate: Teacher's Book. teacher's book business upper intermediate Download intelligent business upper intermediate teacher's book Them to see if download. High Flyer Upper Intermediate Teacher's Book [Ana Acevedo, Marisol Gower] on wildlifeprotection.info *FREE* shipping on qualifying offers. This is part of an.

In groups that include weaker and stronger students the weaker students can learn from the stronger ones, while the stronger students may benefit from being called on to demonstrate or to help. If the weaker students are being dominated by the strong students, it may be better to form separate groups of weaker and stronger students.

This way you can give more attention to those students who need it most. One reservation many teachers have about pair- and groupwork is that it can cause too much use of the mother tongue. The freer the activity, the more students in a monolingual class will slip into their own language.

However, at this level, students should be encouraged to use only - or mostly - English. High Flyer gives practice in some of the language necessary for actually carrying out pair and group activities e. What doyou think? It 'syour turn. During the activities, go round the classroom monitoring students and reminding and prompting them to use English where they seem to be slipping into the mother tongue. Monitoring students while they are doing a task Walking around while students are doing a written exercise or oral work in pairs gives the teacher the opportunity to see how well the different language points have been understood and to give more personalised attention to individual students.

It is a good opportunity to improve the rapport with students, to praise or to re-explain a point. It also frees the teacher from the role of controller and allows him or her to act as facilitator, as a resource or as a prompter. With classes of adolescents, however, it is often necessary to keep an eye on the whole group while walking around helping individual students.

Spending time bending over to help a student sitting to one side of the room may be the ideal opportunity for another student, who may have finished, to start disturbing other students. If an individual student 7 Feedback After students have completed an activity, they, and the teacher, will want to know how they have done.

There are essentially two types of feedback which you can give: Formfeedback This is when the teacher lets the students know how correct the language was. This can be done by: The above suggestions range from the most teacher-controlled and most economical in terms of time, to the most student-controlled, which take longer but which can be the most beneficial. Student to student correction can be the most profitable in terms of the learning experience.

A considerable amount of reflection and peer teaching can take place in this situation. However, students need to be used to learning more independently and they need to be able to say whether things are right or wrong and why.

In practice, a variety of feedback techniques should be used, with a progressively greater emphasis on peer correction as the students get used to making linguistic judgements. Whichever method of feedback is used, the teacher should take a mental or written note of the most frequent mistakes for any revision work that needs to be done.

Contentfeedback This concerns the results of the activity or how well it was completed rather than the language in which ideas and answers are expressed. The topics in High Flyer have been carefully selected to reflect the interests of teenagers, so students will feel inclined to express their opinions.

It is therefore important that feedback sessions focus on what students say or how the task was done, as well as on how correct the language was. This way, students will feel that their opinions are respected and will come to regard the English language as a medium of communication, not just as an academic exercise.

For other mistakes you can: Whichever suggestion you follow they are given in order of the degree of difficulty for students , make a note of recurrent mistakes so that you can plan revision work.

Walk round helping where necessary. If appropriate, go through the answers with the whole class, revising points where necessary.

You may want to ask students to rewrite and hand in some pieces of work. You may even offer to mark the work again so that students see how much they have improved. Talking to colleagues Teaching can be one of the loneliest jobs. A teacher can end up simply walking into the classroom, closing the door and teaching without any support 8 Introduction or guidance. Talk to your colleagues about your teaching.

Share ideas for classroom management or good activities. Do not be afraid to ask how they go about teaching a particular point. Teaching is a constant process of learning. We hope you enjoy working with H igh Flyer. Ana Acevedo Marisol Gower The first lesson The students for whom H igh Flyer is intended are at a very important stage in their personal and emotional development.

They will be discovering individuality and independence and will not appreciate being treated like children. Let them know how the course will be assessed and what the assessment will consist of. Tell them about the learning activities they are going to do during the course and the reason for these activities. High Flyer includes games and competitions in order to motivate, concentrate or relax students.

Students should recognise that there is a time to work and a time to play. If the class is new to H igh Flyer you can help students become familiar with the structure and features of the book by organising the following competition.

Explain to students that the object is for them to gain familiarity with how the book is organised. The High Flyer quiz Instructions - Divide the class into two teams.

The quickest way is to stand at the front with half the group to your right and half the group to your left. With your arm, draw an imaginary dividing line between Team A and Team B. You may want to let the teams choose a name. Points are awarded if a member of a team answers a question about the book correctly.

If an incorrect answer is given, the other team gets the chance to answer the question and win an extra ' point. Ts this symbol only for advice on writing? Answers 1 24 2 4 3 Every sixth unit 4 Sequence of adjectives and phrasal verbs 2 5 Unit 11 6 Television programmes 7 Unit 19 8 Unit 24 9 Starred boxes 10 No, it also indicates advice on reading, listening, speaking and word building Word watch.

Read out the instructions for the exercise. Start by eliciting names of countries where English is an official language. Write the information next to the name of the country in note form. Tell the class to do the same for the other countries and to add names of countries to the list in the same way. Answers English speaking countries: Great Britain: England, Scotland, Wales.

After a few minutes, ask them to think of their own answers to the questions. Remember to give them enough time to do this. Students then do the same in pairs. Show interest in the responses by asking follow up questions: Why doyou think you wouldfind those particular things difficult?

What doyou think you could do about this? Encourage other students to ask this kind of question too. Get them to tell the class what kind of articles they prefer to read in their own language and what makes them read them. Ask these questions to check understanding: What do articles in English often include? Students should answer in their own words. They must decide in each case whether the article will be 1 serious and formal or 2 light and entertaining.

Tell them to pay particular attention to the words used: Then they discuss their answers in pairs. At this point, do not say whether students are right or wrong.

Tell them not to worry about details in the text at this stage but to concentrate on whether the article is serious or light. Do not at this point answer questions about vocabulary.

It is considered one of the best in the country and entry is very competitive. Public schools are in fact private fee-paying schools. The academic standards are generally considered to be very high and it is often difficult to get a place at such a school.

Spain is one of the favourite holiday destinations for English people, which is why Piotr jokes that going there for their holidays means they really behave like the British. Szkola Podstawowa is the school which pupils in Poland attend from the age of seven to fifteen. Take feedback from individual students as soon as the first few have completed the task.

Ask the class to say whether they agree and ask students to justify their answers by quoting parts of the text. Ask them to read them in the context and to try to guess what dtey mean.

They should then check their guesses in their dictionaries. Be prepared to intervene to help students. Are any of the things they mentioned also mentioned in the text? Do this orally and fairly quickly. Gram m ar Revision of past tenses Students have already learnt all the tenses in this box.

The objective is to remind them of all the different ways they should know of talking about the past. Remind students that the Present Perfect is a past tense too despite its name. Two months ago? Before Did they stop playing when they saw her?

No, they continued to play. Each group then looks at a different paragraph. Do the first one with the whole class to demonstrate the task.

total english upper intermediate teachers book

Then ask students to do the same with the rest of the tenses they underlined. At this point you may want to ask students to give you further examples of the structures by making sentences about themselves and their friends and family for each tense in the box.

Pedro, what exciting things have you done this week? When did you watch the games? Who won? I watched one game on Sunday. Present Perfect: Check understanding and demonstrate the exercise by doing the first sentence with the class. Special attention - in the form of concept checking - can be devoted to these problems at the feedback stage. When the whole exercise has been corrected on the board - do students agree with what is on the board? Circulate to make sure that this is done correctly.

Where does it come from? Ask them to answer the questions about it, clarifying them if necgssary. Seventeen-year- old Richard went to live in Argentina three years ago. I was born in Austin, Texas. And you went to Argentina after your parents got divorced.

Well, they got divorced a year before we went. I think my mum felt a bit lonely in the States. She was born in Argentina and she wanted to be near her family. W hat about you? So you went with your mum.

The three of us talked about it a lot. We decided it was best if I did. Has adapting to a new country been difficult? Sort of. Now I like it a lot. But so many things seemed different at first. It must have felt very strange. Yes, it did. And then there was the language. N ot much. Mum had always spoken to me in Spanish, but I usually answered in English.

And how are you doing now? Quite well. I hope to pass my exams and and get accepted at university to do journalism. Do you miss the USA? N ot very much now, but I miss football games.

American football, that is. Can they complete any of them at this stage? Take an example answer to demonstrate the activity.

Tell them to listen for the relevant parts carefully. Go round, check and help. Richard emigrated to Argentina.

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They arc going to use their notes in Exercise 9 to write an article about Richard. Remind them that each paragraph should be about a different point. Suggested groupings: Ask them to guess what the article is going to be about.

Write a few of their suggestions on the board, e. Unit I Young people getting together via computers. Ask them to add three more suggestions about the content of the article, e. It will mention high-tech equipment.

Elicit any other main points in the article. Now that students have completed the task, you may want to clarify some of the new vocabulary. Point out that some information is missing. Ask students to read the text again to complete the dialogue in pairs.

Give students time to correct their work in their exercise books. Suggested answers: They see only video images of each other.

I never talked to them. Nobody wasted any time. W hat do they all have in common? They are all negative. Ask them to identify the part of each sentence that makes the sentence negative. Get students to identify the auxiliary verb in sentence 1 and the infinitive in 2. Elicit other no- and any- words. Elicit these sentences by saying: Doyou have any ideas? Give students time to do the exercise and circulate to check that the task is being done correctly but do not interfere unless students ask you specific questions.

Check the answers with the rest of the class and make sure students correct their work. Go through the instructions in a and the example in order to clarify the activity. Elicit further examples.

Students use their notes to tell the rest of their group what single country and what single topic from their list they would like to discuss in the Global Schoolhouse project. Ask the groups to make a list of questions they would ask the people in the country of their choice about the topic they chose in b. Go through the example and elicit further examples from a couple of groups to make sure everyone understands the task.

Choose a couple you have found particularly interesting or original and ask for the opinion of the rest of the class. Workbook Students are now in a position to do pages 4 to 5 of their Workbook. Exercise 3 Suggested answers: Negotiating a solution to a problem Pronunciation: Which words stand out?

Ask students if they have ever heard of the person. If they have, get them to tell you what they know. Does everyone else agree? Students compare the difficulties mentioned in the text to those they wrote in Exercise 2. Encourage them to read qu ickly just to answer this question and not to focus on other details at this stage. Get Ss to check their answers in pairs before getting whole class feedback.

Susannah is catherine's real mother who died wilen catherine was a baby.

Ss should then check answers in pairs befo re getting whole class feedback. Some of the answers req uire a subjective response. AnswtrI: t People often Idealise the dead i. Get 5s to work in pairs and find examples in the text of five of the feelings referred to in Ex. Get them to explain who has the feelings and what causes them.

Get whole class feedback. Get Ss to divide them into two groups and to justify their groupings. After checking answers in pairs, get whole class feedback. Active grammar 1 b is correct. Although joins two clauses in one sentence. It does not begin a new sentence. We do not usually follow but with a comma. However begins a new sentence and comes before the clause which Introduces the surprising or unexpected information.

Matters of the heart Give me a clue Believe it or not! It follows a solid grammar syllabus and includes development of the four skills, while focusing on topics that reflect young people's interests. The components High Flyer Intermediate consists of: The sixth unit is a revision of the grammar and skills work featured in the previous five units. It includes project work, a summary of the teaching points in the block and a series of grammar practice exercises. It can be used in class or set for homework.

A Grammar Praetice book which provides further practice of the grammar points in the Students? A book of Tests to help monitor the progress being made. Grammar Learners of English who have reached an intermediate level in their early teens may have already acquired the basic rules of English grammar in a subconscious way. However, given the relatively short amount of exposure, there may not have been sufficient opportunity for practice to allow learners to achieve accurate production.

At the intermediate plateau stage, it is necessary for them to take stock and to revise what they know. Sccond language acquisition research has shown, that the grammar of the second language does not develop unless an effort is made to consciously analyse, learn and practise it. Each unit revises or presents two different grammar points in the context of a topic, through a reading or listening text.

Resources for teachers.

The rules of form and use of each point are then explicitly highlighted in a grammar box, like this: Present Continuous 1 Supersonico are taking part in an international music festival a temporary situation.

Now, at the moment of speaking.Vooabulary: idIoms deaorlbiDg people this lesson. Grammar Learners of English who have reached an intermediate level in their early teens may have already acquired the basic rules of English grammar in a subconscious way.

Ask students to choose one of the people to write to. You could get whole class feedback by asking two or three 5s to describe one of their people to the class. Points are awarded if a member of a team answers a question about the book correctly.


Introduction some students will find some suggestions in the starred boxes more helpful than others. Holyoke Rd parking lot. Be the first. Now, at the moment of speaking.

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