ppti.info Education Solutions Pre Intermediate Student Book 2nd Edition Pdf

SOLUTIONS PRE INTERMEDIATE STUDENT BOOK 2ND EDITION PDF

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Oxford solutions 2nd edition pre intermediate student book. Solutions Elementary 2nd edition. Solutions Pre-Intermediate 2nd edition. Solutions Intermediate 2nd edition. Solutions elementary Student's Book PDF file . Refer students to the Use of English tigers, the rhinos. Upper-Intermediate Teacher's Book with Teacher's Resource CD-ROM. Meredith Levy, Andrew Jurascheck Page 1 oxford nd ºf eXam 2nd edition Support Solutions Pre- Intermediate.


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2nd edition. Solutions. Pre-Intermediate Words. > Look it up: Choose how you view words from the Pre-Intermediate Student's Book and Workbook: by unit. Welcome to the Solutions Student's Site. Solutions Third Edition. Select your level. Elementary; Pre-Intermediate; Intermediate; Upper-Intermediate; Advanced . Solutions Pre-Intermediate Student's Book | Teenagers | Oxford University . ISBN: ; Pages: ; Binding: Paperback; Dimensions: x mm. Solutions 2nd edition retains the clear one lesson per page structure that.

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Brainstorm someusefulvocabularyandstructuresthattheycoulduse. Referthembackto lessons14and1F. Studentspreparesomequestionstheycouldaskaboutthe photoindividually. Theydothetaskin pairs,askingandansweringquestions aboutthepicture.

Askthethreequestionsaroundtheclass to followup. ExefCiSe6 page72 8-l0minutes o a Readthequestionsasa class. Pre-teachoffthepeg buying ready-madeclothesratherthanhavingclothesmadeto measure ,andaskstudentsifthereisa wordorexpression witha similarmeaningin theirown[anguage. Explainthatinthistypeoftaskthefocusisonfinding similaritiesordifferencesbetweenthetwosituations,not ondescribingthedetailsofeachimage.

Theycanmention specificdetailsto illustrateanypointstheywantto make. Allowa minuteortwoforstudentsto collecttheirthoughts abouteachofthequestions. Modelthetaskwitha strongerstudent. Studentsin pairstakeit inturnsto dothetask. Encourage themto noteanydifficulties,goodor Jacpoints,andgive feedbackto eachotherafterthevboif.

Conducta classfeedbackbvaskineaboutthedifflcultiesor issuestheydiscussei. I havepractiseda multiple-choiceclozetask. I can comporeandcontrastphotosanddiscusstheissuesinvolved. Getreadyforyourexam1 Elicitthenoun forms fame,poputarity. Whatcouldyoudo to becomefomous? Whichof thesethingsbroughtfamea hundredyears ogo? Wosit easierto becomefamousin thepastor is it easiertoday? Conducta shortclassdiscussion. ExerCiSe1 page13 5minutes o Studentsworkin pairs.

Encouragethemto expresstheir opinionsandsupportthemwithat leasttwodifferent argumentsandexamptes. EXefCiSe 2 page73 t minutes Askstudentsto readthewholetextandthesixheadings carefu[[ybeforetheystartcompletingthematchingtask. Explainto studentsthateachparagraphin a textis organisedaroundonekeyidea.

Thefirstsentenceof a paragraph thetopicsentence usuallysetsupthiskey idea,whichthe paragraphthenexploresin moredepth, andthelastsentenceusuallysummarisesthetopicofthe paragraph. Theycanunderlinethoseparts ofthetext keywords,etc. Tellthemto check theiranswerswhentheyhavefinished,andto makesure theremainingheadingcannotbematchedto anyofthe paragraphs.

Askstudentsto iustifytheirchoicesby supportingthemwithexamplesfromthetext forexample, usingthefragmentstheyundertined. Youcanaskfastfinishersto readthetextagain,andmakea listofthe advantagesanddisadvantagesoffamethearticte mentions. Studentsworkindividually,usingthecontextto matchthe definitionsto thewordsorexpressions. Theyshoutdusethe informationinthearticleto dothisratherthandictionaries ortheirnotebooks.

Exefcise4 page13 5minutes. Studentscanworkin pairsorsmallgroups. Encourager to saywhattheyknowandthinkaboutthestarsaswel describetheirlooks,thewaytheydress,theirpersonal andhowtheyfeelaboutfame. Youcanaskthemto bringintoclassphotosoftheirfav, stars,oryoucanbringin somephotosfrompopular magazinesor printedofftheInternetyourself.

EXefCiSe 5 page13 minutes Readthroughtheinstructionsandthefourdescription" asa class NBthefilmsdescribedarefictitious. Check comprehensionof keyvocabulary,or pre-teachepic, subtitles. Checkthatstudentsunderstandtheconceptof cinema certificates agetimits.

Istherea similarsystemit, country? Whatarethe differentcertificates? Areyoual[o toseea 15film if youare14butyouareoccompaniedi adult? Askstudentsto thinkaboutwhattypeof fitmstheyusu tike. Aska fewstudentsaroundtheclassforexamoles Studentsworkin pairs,anddiscussthefouroptions.

Referstudentsto theFunctionsBankinthe Workbookforusefulphrases. Walkaroundandmonitoi activity,makinga noteof anyseriouserrors mistakesi: ComebackI theseerrorsin a laterlesson,butdo notinterruptthecL activity,asit focuseson practisingfluencynotaccurac' Asksomepairsto reportbackwiththeirconclusions,ar explainthereasoningfortheirdecisions.

Uc suitar forall,especiallyforyoungchildrento watchon theiror U suitabteforatD,PG atlagesadmitted,butparentsai advisedthatcertainscenesmaybeunsuitableforchili' under7 , suitabteforthoseaged12andover. Thc agedunder12areonlyadmittedif accompaniedbyan adul0,15 onlyforthoseaged15andover,nobody youngerthan15mayseea 15filmin a cinema ,18 on forthoseaged18andover,nobodyyoungerthan18 nr, seea 18filmin a cinema.

Theycurrentlyusethe followingratings: G general viewing: Elic hovepractisedusingkeywordsandtopicsentencesto mol headingsto parographs. I haveproctisedworkingout the meaningsof unfamiliorwordsfromcontext. I hqve. GrammaF pasttensecontrast. Whatis the connection betweenthesewords? Theyarealladjectiveswhich describefeetings. Askstudentsto workin pairsto makea listof threethingsthatmakethemfeelthesefeelings. For example,scared: Aska fewpairsto readouttheirlists.

Exercise1 page14 " Checkthatstudentsunderstandandcanoronouncethe adjectivesinthebox. Focusonthephotosandeticitthefirstanswerbeforeasking studentsto continuein oairs.

Todemonstratetheactivity,mimeoneoftheadjectives yourselfandask: HowdoIfeelTAskanothercoupleof studentsto dothesameinooenclassbeforethestudentsdo theactivityinclosedpairs. Watkaroundmonitoring,listening outespeciallyforcorrectpronunciationoftheadiectives.

Exercise3 page Letthemcompareanswersin pairsbeforecheckingwiththerestoftheclass. KEY 1b 2c 3a 4c 5b 6a 7b 8a Exercise4 paget4 f r. Explainthatstudentsaregoingto hearfivedifferentpeople talkingabouteventsintheirtife.

Pointoutorelicitthatthere aresixeventsandonlyfivespeakerssoonewitlnotmatch anyof them. Checkanswersasa class. Youneededto pass a difficultexamto getin. SoI tookthe exam- and I failedit. WasI disappointed? I didn'twantto passtheexam, becauseI didn'twantto goto StMartin's. I wantedto goto WhiteStoneComprehensive,withallmyfriends. Sofor me, failingwasbetterthanpassing! ButI didn'ttellmy parentsthat, of course. Speaker2 remembermy bestfriendat primaryschoolwas caltedMandy.

Wewerealwaystogether- we sat nextto each otherin class,we playedtogetherin the ptayground. Thenone day,I gotto schootand Mandydidn'twantto sit nextto me - shewantedto sit nextto Karen. At the time,I feltreattybad. I gotangrywith Mandy aboutit, andshoutedat her- but ofcourse,thatdidn'thetpl Speaker3 WhenI wassix,I reallywanteda bikefor my birthday.

I remembergettingout of bed reallyearlythat morningand goingdownstairs. Inthe middteof the livingroom,was an enormouspresent,allwrappedup in colouredpaper.

I couldn'twait! I'll neverforgetthe feeling whenI tookthe paperoff and sawit forthe firsttime. Speaker4 WhenI wasaboutnine,mycousingotmanied. I wasreattytookingforwardto it. ThenI sawthe dress- the dressthatmyparentswantedmeto wear.

I alwaysworejeansandT-shirts. But myparentsinsisted. I feltso uncomfortabtein thatdress- and whenmyfriendssawme,myfacewentbrightred! Speaker5 lwasfivewhenI startedschool. I remembermymum sayinggoodbyeatthe schoolgate. Alttheotherchildrenseemed enormous!

AndI didn'tknowanybodythere. Iwantedto run! Infuct,I remembertryingto openthegateandescape, butI couldn't! Exercise5 page14 f r. Witha weaker class,stopaftereachspeakerandaskcomprehension questionsto guidethemto therightanswer. Forexample, afterthefirstspeakerask: No 5o howdid hefeel? KEY 1 relieved 2 jealous 3 detighted 4 embarrassed 5 scared Exercise6 page14 r Youcouldkeepthisexercisebrieforyoucoulduseit asan opportunityforsomeextendedfluencypractice. Focusattentionontheeventsin exercise4. Startoffby givingyourownminianecdoterelatedto oneoftheevents.

Thengivestudentstimeto lookattheeventsandnote downsomedetails. MemoriesI 21 Encouragethestudentsto ask questionsto helptheirpartnersexpandontheirstories. Thiscouldalsobetreatedasa diagnosticexerciseto see howwellstudentsusenarrativetenses,whicharecovered inthenextlesson. Exercise7 page Go roundhelpingstudentswithideas. Exercise8 page Circulateandnotedownanyimportantmistakesto beused fora brieffeedbackattheend.

Rememberto includesome positivefeedbackasweIt. Forpracticeof Nounformation,go to: KEY 1 -ment: Youmightneedto explainbounceandstare. KEY Possibleanswers: Eticitthathadcomeis pastperfect,werechattingis pastcontinuousandwentis pastsimple.

Thengetstudentsto writep. Askstudentsto tellyouwhichof th, verbsareirregular go,sit,throw,come,do. KEY pastsimple: Givestudentsa fewminutesto lookattheLearnfhislbox andcompleteit individually,thenreadit asa class. Theplantsdiedbecausewe hadforgottento waterthem Wewentoutafterwehaddoneourhomework. I boughta newmobilephonebecauseI hadlostmyoldone Theircarstoppedbecausetheyhadn'tboughtanypetrol I lockedthedoorafterI hadleftthe house.

Whotconyoudo nowTElicit: I cantalkaboutdifferentfeelings. Whatuseful wordsandphraseshoveyoulearned? Askstudentsto thinkof moreimportantfirstsandaddthem to thelist firstdayat primaryschool,firstexam,firsttrip abroad,firstdate,firstmobilephone Studentstakeit in turnsto telleachotherwhattheycanrememberaboutthese firsts.

Encouragethemto usethefeelingsadjectivesfrom thepreviouslesson. Exercise1 page15 o Focusonthephoto. Askstudentsto describewhattheycan seeandwhatmighthavehappened.

You mayneedto teachwindscreen. Exercise4 page15 o Studentsdiscussthedifferencebetweenthesentencesin pairs. Gothroughtheanswersasa class. Ina weakerclassstudentsmayfindit difficuttto formulate sentencesexplainingthedifferences. Askconceptquestion instead. KEY 1 KimopenedhispresentsafterI arrived. Exercise5 page15 o Studentscandothisexercisein pairs. Whenyougothrougt theanswersaskthemto explainwhythewronganswersar, wrong inthestudents'own[anguageif necessary.

Memories KEY - 5roke,wasdoing - Left,hadrained: Studentscanworkin pairs.

Letthemcomparetheiranswers withanotherpairbeforecheckingasa class. Forextrafreer practice,beforeyoumoveontothepersonalisedstoriesin exercise7,youcouldaskstudentsto closetheirbooksand tryto retetlSytvia'sstory. Tellthestudentstheyaregoingto talkaboutoneoftheir earliestmemories. Give themtimeto choosewhattheywantto talkaboutandplan whattheywantto say. Monitorandhelpwithvocabulary whilethey'remakingnotes.

Modeltheactivityfirstbytetlingthemthestoryof oneof vourearliestmemories. Youcouldpausefromtimeto time andgestureforthemto askyouquestions. Studentstelttheirstoriesto thewholeclassorto a oartner. Monitorwhiletheyareteltingtheirstories iftheydo it in pairs butdon'tovercorrectat thisstageastheyareunlikely to getallthetensesrightstraightaway.

You mightneedtowamthemthattheywitlbereteltingthestory sothattheypayfultattentionto altdetails. I condescribemyearliestmemoryusingdifferent posttenses. Groupwork Ianguage: WriteWhenAndymetSondyontheboardandexplainthat studentsaregoingto writea storyabouthowthesepeople metandwhathappened. Studentsworkindividuallyor in pairs. Handouta copyof theworksheetto eachstudentor pairofstudents.

Readjust thefirstquestiontogether. Givestudentsabouta minuteto writetheanswerto theflrstquestion. Theycanwritemore thanonesentenceandthevmustwritesentencesinfull. Remindthemthatthestoryisin thepastandencourage themto usea rangeof pasttenses. Thequestionsin italics arethereasprompts. Theydon'thaveto answeratlof them. Tellthemnotto showtheirsentencesto otherstudents. Whentheyhaveansweredthequestion,askstudentsto fold thepaperbacksothatthetheiranswerisonthereverse.

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Theypasstheirpaperto thestudent s ontheirleft. Tettthem notto lookattheanswerstheirneighbou s havewritten. Givethema minuteto answerthenextquestion. Aftera minutetheyfotdthepaperoverandpassitto theleft.

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Theyrepeattheprocessuntiltheyhaveansweredatlthe questionsandfinishedthestory. Attheendtheyunfoldthe paperandtakeit in turnsto readoutthestoriesto theclass.

Therestofthestudentslistenandcheckthatthelanguage iscorrect. Engtish-speakingculture Todo thelessonin 30 minutes,keepthelead-in brief,setthe VocabularyBuilderexercisesashomeworkond askstudentsto readthetextfor thefirst timeot home.

Givestudents,in pairs,twominutesto writedownotherwordsor phrases associatedwiththetopic. Exercise1 page16 Focusonthephotoandelicitasmuchinformationas possible: Whereis it? Whattimeofyear is it? Focusonthetaskandaskstudentsto readthetextfairly quicklyto underlinetherelevantsentences.

Theyshouldnot bedistractedbysentencesthatarenotrelevantto thetask. Then,at 11a. Exercise2 paget6. Studentsdotheexerciseontheirownwitha timelimitof 5 minutes. Emphasiseto studentsthatwhendoingmultiple- choicequestionstheyshouldreadalltheoptionscarefully andnotiumpto anyconclusionsaboutthecorrectanswer. KEY 1b 4b Exercise3 pase16 f r. Makesurestudentsunderstand thatwhentheylistenforthefirsttimetheydon'tneedto do anymorethantickthe peoplewhowearpoppies.

I eatat irregulartimes. I thinkI'mquiteinsensitive. Whatcanyou do nowTElicit: I haveleornedabouthowsoldierswhohave fought in warsorerememberedin Eritain. I candiscussthe significanceof importantdoys. I havelearnedhowto change themeoningof adjectivesbyaddingprefixes.

Theythendecidewhichofthesethingstheir grandparentscoulddowhentheywerechildrenandwhat theymighthavedoneinstead. Don'texpectthemto comeup withusedfo atthisstage. Thisisjusta lead-into thetopic. Exerciset pagetr f r. Whot'sthe relationshipbetvveenthetwopeople? Howold do youthink sheis? Thenlookat thephotoof thevillageask: What canyousee? Wheredo youthinkit is? Whendoyou think the photowostaken?

Focusonthe task,ptay therecordingandelicitanswersfromtheclass. KEY Whatdidyouuseto do? Weusedto sitandchat. Didyouuseto watchtelevision?

Wedidn'tuseto leavethevillageveryoften. Girl lnt. Girl Int. Girl 2 Int. Boy lnt. Boy Boy 3 lnt. Doyoualwaysweara poppy? Yes,I do.

I thinkit'sveryimportantto rememberthesoldierswhodied Inwars. Theymadetheultimatesacrifice- theygavetheirlivesfor otherpeople. No,I don't.

Well,I supposeit'sbecausethewarwasa longtimeago. Ithinkweneedto stop thinkingaboutthepastandthinkaboutthefuture. Don'tyoufeelit'simportantto remembersoldierswhogave theirlives? Ijustthinkwarisa horriblething. Weshoutdtryto forget wars,notrememberthem.

Becausewhenyoubuya poppy,themoneygoesto helpex- sotdiersandtheirfamilies.

Butordinarypeopleneedto help. Soldiersrisktheir livesto protectthepeopleathome. Exercise4 paget6 f r. Witha strongerclassstudentscompletethe sentences aloneorin pairsandthenlistento check. KEY 1 important,died 2 made,gave 3 past,future 4 forget,remember 5 soldiers 5 protect,home Exercise5 pagero r Askstudentsto writea Yes,Noot Notsurenextto each statementandthencompareanswersin pairsorsmallgroups.

Exercise6 page Givestudentstimeto reflectontheirviewsaboutremembrance andto pooltogethertheirknowledgeofspecialdaysdedicated to soldiersdefendingtheircountry,thendiscussthequestions in pairs. ForpracticeofAdjectiveprefixes,go to: Memories t. Studentscancomparewitha rartnerbeforeyoucheckanswers. Attheend,askstudentsto covertheboxandrecapbyasking: Doweuseusedto totolk aboutpresenthobitsorsituations?

No Whichtimeperiod? Exercise6 pagetT f r. Tellstudentsthattheyaregoingto listento a description of a ghosttowncaltedFairview. Theirtaskisto saywhythe townwasabandoned.

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Encouragethemto makea fewnotes astheylisten. Letthemcomparetheirnoteswitha partner beforecheckingwiththewholeclass.

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Whereis Foirview? Colorado,USA Whenwasit founded? Thlrscnrpr t. Therearehousesin Fairview- woodenhouses- and shopstoo. Butthey'reall empty. Fairviewis a ghosttown- nobody haslivedherefor morethan a hundredyears. Fairviewwasfoundedaround,whenprospectorsdiscovered gotdin the foothittsof the RockyMountains. Soon,it hada populationof 2, Theyworkedin the gotdminesin the hitls everyday,and in the evenings,theyateand drankin the saloon in the centreof town.

Today,the saloonis empty,likeall the other buitdings,the minesareclosed,and nobodyworksin the hitls. Thegold rushfinishedaftera fewyears,andgradually,the people teft. Today,touristsvisitFairviewbecauseit's a pieceof American history. Theyanivebycaror coachatongthe newroad.

Because therewereno carswhenFairviewwasa busytown,therewas no road. Theybuydrinksand snackat a coffeebar- the onlynew buildingin the town- buttheycan'tstayat the hotetbecauseit's beenctosedfor a hundredyears. Sotheydrinktheircoffeeand imaginewhatit wasliketo tivein a goldrushtown in the hills. Exercise7 pagetl f r.

Students comparewitha partnerbeforeyoucheckwiththectass. KEY 1 doesn'thave 2 don'twork 5 useto 6 did 7 useto Exercise4 pagetl f r. Explain thatyouaregoingto playthesentencesagainandthistime youwantthestudentsto listencarefullyto howthe's' and the'to'arepronounced.

Eticittheanswersandthenplaythe sentencesa thirdtimegettingstudentsto repeatchorally thenindividually. I usedmybikeyesterdoy. Exercise5 page1z. Pointoutorelicitthat studentswitlknowwhentheyneedto writea negative becauseofthewordony. KEY 1 usedto like 2 did she useto live 3 didn'tuseto do 4 didn'tusespeak 5 usedto work 6 Did she useto be 3 don'teat 4 buy 5 visit 6 can't 7is I EY 1 2 Whatdidyourgrandparentsuseto giveyouwhenitwas yourbirthday?

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Students candotheexercisealoneor in nairs. KEY 1 lt usedto havea poputationof 2, DidyouusetowatchW onSaturdaymorningswhenyougot up? Didyourmotheruseto readtoyoubeforeyouwentto bed? Didyouuseto getupearlybeforeyoustartedschoot? Memories 25 Exercise9 paget7.

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Makesuretheyunderstand thattheyhaveto chooseonetimeperiod. Givethentime to makenotes,notfullsentences,ontheirtopics. Goround feedingin ideas. Exercise10 page Remindstudentsthattheyshoutdusetheirnotesas prompts.

Theyshouldn'treaddirectlyfromthem,butshould lookattheotherstudentsastheyspeak. I cantalkaboutthingsthotweretruein the postbutaren'tnow.

I havelearnedhowto useusedto. I Lead-in 2minutes r Askthe class: Whotkindof thingsdoyourememberbest? Names,faces,facts,songs, jokes? Whatkindof thingsdoyoufind hardtoremember? What doyoudoifyouhavesomethingimportanttoremember? Exercise1 page Toencouragethestudentsto skimreadthetextandnotget distractedbywordstheydon'tknow,givethema timelimit of 2 minutes.

Remindthemto analvsethecontextof thewords. KEY th 2a 7e 8k 17i 72f 3i 5r 4c 5b 9 10 g d KEY 2 isn'ttrue Exercise2 page18 o Studentsdotheexerciseontheirownwitha timelimit of 5 minutes. Letthemcompareanswersin pairsbefore classfeedback.

Witha weakerclass,givestudentsthefirst answer e. Youcouldaskthestudentsto speculatewhy theythinkhelosthismemory.

KEY 1e 2b 3h 8d Exercise3 page Encouragestudentsto readthroughthestatementsand underlinekeywords. Theyshouldsearchforthekeywordsor theirsynonymsinthetextandunderlineanswersinthetext. Anexamplein thetextis, Hewasworriedaboutmeetinghisfamilyandfriends. GothroughtheLearnthislboxasa class.Cancel Save.

Full Name Comment goes here. KEY t hearing 2 having 3 togo 4 to hate 5 taking 5 to co-operate 7 tobe 8 to see 9 being Exercise4 pagez. Solutionshasbe"efitedfrorncotlaborationwithteacherswith extensiveexpeienceof teachingyeatotdsandof preparingstudentsfortheirschool-leavingexams. I don'tadmitit,ofcourse! Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. KEY 1 1 notto spend 2 going 3 notto see 4 to buy 5 eating 6 doing 7 notto arrive 8 driving Exercise3 page7 r Studentscanworkaloneorin pairs.

Tt'atiswhySolutionsis designedto beflexible. Published on Jan 4,

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