FACE TO FACE ELEMENTARY TEACHERS BOOK

adminComment(0)

With CD-ROM/ º Winner CAMBRIDGE. Aud io C D English-Speaking Union. President's Award face2face Face2face Elementary Teachers raudone.info Face2Face Elementary Teacher'raudone.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.


Face To Face Elementary Teachers Book

Author:LAKESHIA KOMMER
Language:English, Dutch, French
Country:Namibia
Genre:Lifestyle
Pages:269
Published (Last):02.01.2016
ISBN:703-9-15927-572-5
ePub File Size:19.84 MB
PDF File Size:15.68 MB
Distribution:Free* [*Registration needed]
Downloads:29346
Uploaded by: DESHAWN

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.

There isn't an education system on the planet that teaches dance every day to children the way we teach them mathematics. Why not? I think this is rather important.

I think math is very important, but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting? Laughter Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads.

And slightly to one side. If you were to visit education as an alien and say "What's it for, public education? Isn't it? They're the people who come out the top. And I used to be one, so there. Laughter And I like university professors, but, you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life.

Another form of life. But they're rather curious. And I say this out of affection for them: there's something curious about professors. In my experience — not all of them, but typically — they live in their heads. They live up there and slightly to one side. They're disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads.

Laughter Don't they? It's a way of getting their head to meetings. Laughter If you want real evidence of out-of-body experiences, by the way, get yourself along to a residential conference of senior academics and pop into the discotheque on the final night.

Laughter And there, you will see it. Grown men and women writhing uncontrollably, off the beat. Laughter Waiting until it ends, so they can go home and write a paper about it.

Laughter Our education system is predicated on the idea of academic ability. And there's a reason. Around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism.

So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds you would never get a job doing that. Is that right? The whole world is engulfed in a revolution.

And the second is academic ability, which has really come to dominate our view of intelligence, because the universities design the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance.

Life Elementary Student's Book with App Code

And the consequence is that many highly talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way. In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people.

And it's the combination of all the things we've talked about: technology and its transformational effect on work, and demography and the huge explosion in population. Suddenly, degrees aren't worth anything. Isn't that true? When I was a student, if you had a degree, you had a job.

The Pianist and the Lobster

If you didn't have a job, it's because you didn't want one. And I didn't want one, frankly. Laughter But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other.

It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence. We know three things about intelligence. One, it's diverse. We think about the world in all the ways that we experience it.

We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn't divided into compartments. In fact, creativity — which I define as the process of having original ideas that have value — more often than not comes about through the interaction of different disciplinary ways of seeing things.

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.

Item Preview

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. 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.

Studentslisten and notice how i we saythe pink and blue letters. Studentslisten and. Studentslistenandreadthe sentences. Fina ask studentsto saythe sentencesfor the clals. Note that we also add -es to words ending in -. Also highlight that we don't use a or an with plural nouns.

This sectioncontains l0 double-page stand-alonelessons,one for eachunit of the Student's Book, which are designedfor studentsto do in classor at home. The topics and content of theselessonsarebased closelyon the CEF readingand writing competencesfor level Al. The answersarein the Answer Key in the middle of the Workbook pilviii. Reading and Writing Portfolio and 1 Review If you havea monolingualclass,considercomparingthe rules for writing in Englishwith thoseof the studens' Ianguage.

The final activityof eachlessonasksthe studentsto do some personalisedwriting, usingwhat theyhavelearnedfrom the lesson. Theseactivitiesareprecededby apreparationstage, in which studentsareaskedto decidewhat they aregoingto wdte by filling in a table,making notes,etc Ask studentsto do the final writing activity on separate piecesofpaper and collect them in at the end of the class.

If you set the final writing activity for homework, collect the students'work at the beginning of the next class. When marking students'work, make sureyou comment on examplesof correctEnglish, aswell ashighlighting errors. Rememberto praisesuccessfulcommunication and interestingideasaswell ascorrectlanguage. Consider askingstudentsto write a seconddraft of their work, incorporating your correctionsand suggestions. Thesecanbe put up around the classroomfor other studentsto read.

Rememberthat writing in a new languageis a difficult skill to acquire,particularly if the studens' first languageis very different from English. At Starterlevel, it is important to encourageand praisestudentsso that they view writing as a valuableand interestingpart of the learning process.

At the end of eachlesson,ask studentsto tick the things they can do in the Reading and Writing Progress Portfolio Workbookp The Reviewsectionreviewsthe key languagetaught in the unit. It includes coinmunicative and personalised speakingstagesaswell ascontrolled grammar,vocabulary and writing practice. Studentscan refer to theseif they needhelp when doing the exercises. For more information on the CEII seepp Studentswork through the list of I can They can refer to LanguageSummary f SBpp10l if they wish.

Studentscan alsowork in pairs or groupsand compare which statementsthey have ticked. There is alsofurther practice on all key languagetaught in the Student'sBook in the lace2laseSarter Workbook. Studentsworkontheirown andwritefivesingularwords. Studentsdo the exerciseon their own, then compare answersin pairs. Studentsdo the activity on their own or ln parrs.

Highlight that nationalities often end in -n, -an, -ian, -ish and-ese. You can alsopoint out that we usually describepeople from Brazil. Studentslistenand Y'' nractisethe countries and nationalities. Note that students ihould sayboth words together Italy,Italian,etc.

Highlight the different stresspatterns initaly s ltdlian, fupt Egj,ptianandChfna Chindse. Elicit examplesfor eachstructure I'mJrom Italy. I'm ltalian, etc. Ask studentsto tell the classtheir nationalities. Vocabularynationalities Grammarbe singutar: Also teach: Focttsstudentson photos A-D. Studensdo theexercisein Pairs.

Note that the verb beis particularly problematic for studentswhoselanguagesdon't have an equivalentverb If possible,check if your studems'language s have the verbbe,asthis will help you understandwhy students might be making mistakes. Check students understand which part of be goes. Highlight that'm, 're and are the contracted forms of am, are and is. Point out that contractions are very common in spoken and written English.

Tel sfudents to use contracted forrns when speaking and wriring, particularly after I, you, he, she and it Play the r. Y'' recording SBp I was a music major throughout High School and College. I also learned a lot by educating myself at the Brand Library in the Los Angeles Area, which specializes in the arts.

I specialized in advanced music theory and improvisational techniques. I have enjoyed teaching music lessons since I custom tailor a lesson plan to fit your individual needs and goals!

I can teach you songs you'd like to learn instantly when I hear them on your iPod, mobile phone, cassette or CD that you bring in. I ca n explain musical theory and concepts many different ways, to make sure you understand them. I am very friendly and patient. Sometimes I might inject humor into the learning process to make it an enjoyable learning experience, and to help you remember the important things.

iii. Why an ‘open’ textbook?

I love the satisfaction of seeing my students grow musically proficient and and seeing the JOY that it brings them. Many of my students have gone on to become professional. I am well-versed and well-equipped to teach many styles: Rock including all sub-genres Amplifiers, guitars, effects pedals, bass, ukulele, balalaika, drum set, PA system and recording equipment.

This is a very serene and peaceful environment with no distractions!It's really prompted by a conversation I had with a wonderful woman who maybe most people have never heard of, Gillian Lynne. The presentation and practice of vocabulary and grammar are of equal importance and there is a strong focus on listening and speaking with an emphasis on 'real world' language for social situations. I remember our record player in the living room. Just do it. It could be like a kind of code.

Take her to a dance school. I love that stuff.

TILLIE from Phoenix
I love exploring ePub and PDF books restfully. See my other articles. I enjoy underwater hockey.
>