ppti.info Fitness New Inspiration 3 Teachers Book

NEW INSPIRATION 3 TEACHERS BOOK

Thursday, June 13, 2019


Download a complete sample unit from each level of New Inspiration below. Student's Book 3 Unit ppti.info; Workbook 3 Unit ppti.info; Teacher's Book 3 Unit ppti.info . The Teacher s Book features a practical approach to methodology with step-by- step lesson notes. New Inspiration 3. Teacher s book. Файлы. Академическая и . The New Inspiration Teacher's Book provides step-by-step notes for all the lessons in the . language skills in each unit, both in the first three lessons and in the.


New Inspiration 3 Teachers Book

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New-Inspiration-Teachers-Book-Levelunitpdf - Free download as PDF File ( .pdf), Text File .txt) or read online for free. BR/> Takes all the best elements of the original course and adds some exciting new characteristics perfect for moti. New Inspiration takes all the best elements of the original course and adds some exciting new characteristics perfect for motivating and.

Extension Students write a list of things to do before you are sixteen. To help less confident students, write a list of general categories on the board, e. In pairs students ask and answer questions about their lists, using Have you? Ask students to look at the box with the route of the journey. Ask Where are they now?

Kazakhstan and When did they arrive in Kazakhstan? Theyve been to six countries so far: Students look at a world map and find the countries McGregor and Boorman travelled through. Ask students to look at the example sentences and ask them to use the information in the route of the journey to make three more sentences about the journey.

Suggested answers. Your response. Students work individually and note their answers in their notebooks. Ask them to give reasons for their choice of transport. Ask them other questions, e. How long would you go for? How would you pay for it? Which charity would you raise money for? Ask them to compare their answers in pairs. Ask each pair to report back to the whole class. Students complete the word maps with the appropriate words and phrases. Students compare answers before answers are checked as a whole class.

Fast finishers think of other things you can learn, go or ride and add them to the word map. Highlight the use of been instead of gone. My sister has just gone to the shops means she is there now.

Students use the prompts to write complete questions. They use the route of the journey to answer the questions. Check students know that it is now 1 May. Elicit the first answer, given as an example. Yes, theyve already been to Germany. No, they havent reached Alaska yet. Yes, theyve just been to Russia. No, they havent crossed Mongolia yet. Yes, theyve already travelled through Ukraine.

No, they havent arrived in Canada yet. Ask students if they remember this sound Unit 4, Lesson 1. Elicit some words which have this sound, e. Write way on the board. Compare how the two sounds are formed: Ask students to look at the words in the chart. Play the first part of the recording, pausing after each word for students to repeat.

Students listen and write the words they hear. Ask students to compare answers. If necessary, play the recording again. Have different students say and spell the answers. Ask for some suggestions, e. Encourage students to write realistic achievements rather than improbable ones.

Students give their list to their partner who writes sentences saying which ones they have already done and which they have not done yet. Monitor and help as necessary. Students work with a different partner and write five sentences about themselves, three true and two false, e. I havent been to France. Ive run a marathon. Students exchange papers and guess which of the sentences are true and which are false. Confident students can complete first and then check, while others can look back at exercise 5 and then complete.

Students turn to page of the Language File to check their answers. Answers just already yet yet just already yet Highlight that: Highlight the effect of using already and yet. Write the following sentences on the board: I have done that. I have already done that. Ask Which has a stronger meaning? I havent done that yet. Ask Which one suggests that you will do it in the future?

With a less confident class, review irregular past participles: The teacher has just explained the grammar, but we havent done the exercise in the Language File yet. Do the first one together as an example. Check the answers by asking different students to say the completed sentences. Organise students into teams. Say an action, e. Each team must write a sentence using just, yet, already which is true, e. We have just had lunch. The first team to run to the front and show you a correct sentence wins a point.

Continue with other actions, e. Game Are we ready? Write a list of six things on the board, e. Students copy the list into their notebooks. They then each choose three things they have done and tick them, and three things they have not done and put a cross next to these. Students then stand up and move round the class asking different students Have you yet?

The aim of the game is to find a student who has done the three things that you have not and therefore you are ready to go away together. They can use the reading in exercise 5 as a model but change some of the information. Ask team A to spell a word. Choose words that your students have had difficulty with. Possible words include: They can choose to spell it or pass it to another team. If they spell it correctly themselves, they win a point. If they get it incorrect, they get no points.

If they pass it to team B and they get it correct, then team B get the point. If they pass it and team B get it incorrect, then team A get the point. Continue until all the words have been spelled and there is a winner. They answer as many questions as possible from memory before reading the text again to check and complete their answers. Encourage students to work out the meaning of new words from context and ignore words which are not necessary to complete the exercise.

Check the answers by choosing different pairs to ask and answer the questions. Mime the sport Organise students into teams.

One student from each team comes to the front. Show them a card with a sport written on it.

Students mime this sport for their team. The first team to shout the correct word wins. Ask students to cover the magazine extracts and look at the photos. Ask What are they doing? Students do not need to name the sport at this stage. They only need to say what is happening. Ask Are these normal sports? Write some of the words from the reading on the board, e. Students check the meaning in an English-English dictionary, and predict which sport each word will be used to describe.

Set a short time limit for students to quickly read and match the definitions to the pictures. Students then listen and check their answers. Ask students Which sport do you think is the most dangerous? Which one do you think is the most exciting? Which sports would you most and least like to try? Check students understand the words using pictures or by giving descriptions, e. Its an attraction at a theme park you sit in a small car and it goes up and down and round in circles.

Ask students why these words are called compound nouns because they are formed using two nouns together. Ask which one of the two nouns, the first or the second, is used as an adjective the first one it describes the type, e. Students copy the words into their notebooks. Play the recording one word at a time. Students listen and repeat the word and mark the stress over one of the syllables. Check answers by asking students to read the words and exaggerate the part of the word which is stressed.

Ask What do you notice about the pronunciation of compound nouns? The first noun is always stressed. In pairs, students read the words aloud to each other to practise pronunciation. Define other examples of compound nouns, e. Students listen and call out the correct compound noun. You could run this as a team competition. Make sure they pronounce the correct syllable in each compound noun, e. Students then compare their answers and work in pairs or small groups to add their own ideas to the map.

You could set a target for the total number of words to add to the map, e. If you want to pre-teach the language students will be using in the following activities, you may like to go to the Language Workout box now.

With a less confident class, dictate all the sports in a random order. Students listen and write the name in the correct place on the map.

Organise the students into three groups A, B, C. Each group works on one category within the word map, eg A works on Air. Students then regroup into groups of three one A, one B, one C. Students write [] next to sports they have tried and like, [] next to ones they have tried and didnt like, [] next to ones they would like to try and [] next to ones they would not like to try.

Nominate two students to read the example conversation aloud. With a less confident class, check students understand What was it like? Tell students that the aim is to find one person who answers Yes for each question. They only need one name for each activity. They must note the name and extra information when a student answers yes. Encourage confident students to ask more follow-up questions, e. Where was it? Who were you with? How did you feel? Ask students to stand up and move around, asking different students the questions.

Make a note of examples of good language and errors. When one student has completed the chart, stop the activity. In groups, students compare their charts. Ask a few students to tell you something interesting they learnt. Write on the board some examples of good language and some errors. Praise the former and ask students to correct the latter. Extension Students add five more activities to the chart. In groups of four they ask and answer questions to complete the chart.

Set a minute time limit to write a paragraph. Students exchange their paragraphs in pairs and read and correct each others work. They look back through the lesson and add all the sports they. Nominate two students to read the example aloud. Tell students they are going prepare some more questions starting Have you ever wanted to?

Give students two minutes to think of ways to finish the last three questions. In pairs, students ask and answer the questions. Brainstorm possible topics, e. Set a minute time limit for students to write about five things they havent done and why they have never done them. You should go the gym on Saturday morning they have judo lessons there then. Confident students can complete first and then check, while others can look back at exercise 2 and then complete.

Answers ever ever never never ever; never present perfect past simple Highlight that: If we think it is related to now we use the present perfect. If we think it is something finished and in the past we use the past simple, even if the time is not mentioned. Compare Ive had skiing lessons but Ive never been on a skiing holiday I might have more skiing lessons in the future , My mother had skiing lessons but she didnt enjoy them.

She probably wont have any more lessons. Drill the examples in chorus and individually for pronunciation. Ask students to look at Practice exercise 18 of the Language File on page and complete the sentences with the correct form of the verb present perfect or past simple.

Ask students to compare their answers in pairs. Write the following activities on the board: Students ask each other Have you ever? Their partner then asks follow-up questions to guess to whether they are telling the truth or lying. Game Guess who Organise students into groups of four. Write the following on the board: All of us have Three of us have never Two of us have never One of us has never Students copy the sentence heads and finish the sentences so they are true for their group.

To do this they will need to think of activities they have done and find out how many other students in their group have done it. Groups read their completed sentences to the class who can guess the student s in each case.

The article should start Have you ever wondered what is like? Have you ever wanted to? Have you ever wanted to dance like a professional dancer? Tell them to use the texts in exercise 2 as models.

Write the following time expressions on the board: This week Last week Yesterday Today Dictate true endings for the four sentences, e. Ive drunk four cups of coffee, I ate too much. Students match endings and beginnings, then they make their own sentences and work with a partner. Students note all words in the text connected with sports events, e. Tell the students that you have a puzzle for them. Its an event. People from all over the world take part in it. It happens every four years. You can win a gold, silver or bronze medal.

Elicit the answer Olympic Games. Students work individually and answer the three questions, making notes. Ask them to work in pairs and compare their answers and then share their ideas with the class. Students look at the photos. Ask Where is he from? Do you know his name? How is he feeling? What has he done? Pause and check How many medals did Usain win in Beijing? Which two world records did he set in ?

Ask students to read the six headings. Tell them they will hear six quotations from Usain Bolts autobiography a book about his own life. They should match the headings to the quotations. Students read and listen. Check students understand fall out with someone have an argument with someone and stop being friends , cut out something stop a bad habit.

Noughts and crosses See Unit 2, Lesson 1 page 45 Play this to review these and other verbs and adjectives with dependent prepositions, e.

Point out that two of the answers are not used. Be prepared to explain hit it off like each other from the start , achievement something that you succeed in doing , novelty the excitement something new creates , and wear off gradually disappear.

Students look at the words in the box. In pairs, students decide where the main stress is. Play the recording for students to listen and check and then pause after each word for students to repeat.

Ask students to complete the Language box. Students turn to pages of the Language File to check their answers.

Answers since for present perfect past simple. Ask which tense is used and why. The present perfect simple is used in the first example because the question is How long?

Ask students to demonstrate the activity by asking and answering the example questions.

Tell students to note their partners answers. Be ready to help with the first part of question 3 as the choice of tense is less obvious: Suggest students say the more natural All my life in answer to questions 7 or 8, rather than Since I was born. When did you first meet them? How long have you been friends?

When did you first hear them? How long have you played it? When did you get them? How long have you had them? Students tell another partner about the most interesting answers. Ask some students to report back to the class. Extension Students work in different pairs and interview their partner. They should give some false answers and have their partners work out which answers are false. Set a minute time limit. They put the verb in the present perfect and complete the sentences with for or since.

For instructions see Unit 1, Lesson 2, p Play with the phrases for and since. Write Olympic Games vertically down the board.

Miami, FL Ear Training Lessons

In pairs students race to think of one word connected with the games for each letter. Students write new vocabulary from the lesson on cards to add to the Vocabulary box or to play Password see Unit 2, Lesson1 p Have them use the reading on page 66 as a model. Reading Connecting ideas: They read their sentences to their partner who guesses which one is false. Tell students you will only accept the English name for the country.

The pair with the most countries at the end of the minute writes them on the board. Other pairs call out countries which can be added to the list. Students say what they know about each country, e. Ask where students think they were taken but do not provide the answers at this stage.

Students use the words in the box to describe what they can see. Use the pictures to explain llama, ruins, lake. Students answer the quiz questions in pairs. First, check general comprehension: Give students one minute to read the travelogue and say which country Julie is mainly writing about and the name of the two places in the photos.

Check the answers Peru, Machu Picchu, Lake Titicaca and then give students a further five minutes to read the text more carefully and choose the appropriate phrase for the spaces. Students compare answers.

Play the recording for students to listen and check. Weve been busy since we arrived in Peru from Ecuador a week ago! Its our fourth country so far. First we took a bus from Lima, the capital, to Cuzco 24 hours! Somewhere on the journey I lost my watch, but it wasnt valuable, so it didnt really matter.

Cuzco is a beautiful old town surrounded by the Andes mountains it was the capital of the Inca empire. We spent a night in a hostel, and the next morning we started to walk the Inca trail to the city of Machu Picchu. The trail is often very steep and rises to over 4, metres in some places, so lots of people suffer from altitude sickness.

Ive been lucky because I havent felt ill, but Simon has had a bad headache for a couple ofdays. The trek along the Inca trail took four days and it was exhausting. But it was well worth it. On the last day, we got up at 4am to reach Machu Picchu in time for sunrise. When we got there, the city was invisible because it was covered in cloud. But suddenly the cloud lifted, and there was Machu Picchu on the edge of the mountain.

It wasmagic! We spent several hours wandering round the site what an incredible place! Then back to Cuzco by bus and train for a hot shower and a rest before dinner. Weve had some interesting food in Peru. Ive already tried llama, which tastes a bit like beef. A local speciality in Cuzco is roast guinea pig, but I couldnt face it! Tomorrow were going to Lake Titicaca, on the border between Peru and Bolivia.

Its the largest freshwater lake in South America and one of the highest in the world its 3, metres above sea level. The weather has been great lets hope it stays that way. They exchange their questions with another group and try to answer from memory. The aim is to encourage students to deduce meaning from context. Students look at the highlighted words in the text and match them to the correct meaning.

Students find and note examples of sentences in the text with so and because. They use the examples to complete the rules. Check answers. Use the examples to further check comprehension: Ask which part of the sentence happened first, e. It wasnt valuable 1 , so it didnt really matter 2. The city was invisible 2 because it was covered in cloud 1. Examples in text: It wasnt valuable, so it didnt really matter.

The trail is often very steep, so lots of people suffer from altitude sickness. Ive been lucky because I havent felt ill. The city was invisible because it was covered in cloud. We use because to talk about reason or cause. We use so to talk about consequence or result.

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In pairs, students talk about the journey using already and yet. Theyve already visited Venezuela, Colombia, Ecuador and Peru. They havent been to Chile, Argentina, Uruguay and Brazil yet.

Did you spend any time in Lima? No we came straight to Cuzco. But well go back to Lima on our way to Chile. And after Chile? And then I guess youre going to Brazil.

Oh yes! We go over the border to Brazil up the coast to Rio and Salvador, and then up the mouth of the Amazon. And then we fly home. Sounds great. Students look at the map of South America and read out the different countries they can see. Drill the names of the countries chorally.

Students listen and put the countries in order. So how long have you guys been on the road? About two months we left Britain eight weeksago.

And have you enjoyed it so far? Oh yes, its been absolutely great! Where did you start? Well, we flew from London to Venezuela and we spent a couple of weeks there. Then we took a bus to Colombia weve had an awful lot of long bus rides! Some more comfortable than others! Thats right, but its a great way to see the countryside. And its cheap. Yeah, really cheap. So we were in Colombia for three weeks, and then we went down to Ecuador.

I loved Ecuador. Yes, we did too. We stayed there for two weeks, and then we came to Peru. Students work in pairs or small groups and tell each other which countries in general they have visited and which they havent visited yet. They are going to go during their long holiday from school so they need to plan for that length of time and consider the weather around the world at that time of year. In their pairs, students decide which country or countries they are going to visit.

If possible, provide a map of this area for them. Students decide which places they are going to visit. Optional activities. Students present their plans to the class. Students vote on which trip sounds most enjoyable, dangerous, cultural, or relaxing. Give students five minutes to discuss the answers to the questions with their partner and take notes. Tell students they are going to write a blog including this information. Ask How do you usually start a travel blog?

Ask them to refer to the text in exercise 2. Give students 10 minutes to write their blog. This could be done in pairs with both students writing the same blog or individually. Encourage students to use a range of adjectives to describe the journey and the places, and to link sentences with so and because. Students make a list of what they have learnt. Check that students have a complete list of the language and information covered in the unit.

Students choose one or more areas which they would like to review. Students wishing to review the same area, could work together. For grammar, students can look at the examples and re-read the Language File at the end of the Students Book. For vocabulary, students can make a new list or mind map, or think of ways to remember particularly difficult words.

Students complete the sentences individually and then compare in pairs. Check answers as a whole class. Tell students to think about the pronunciation of the nouns. Ask What is the rule? The main stress is always on the syllable before the -ity ending. Be ready to help as necessary.

Play the recording, pausing after each expression for students to repeat. Students can add expressions they like to their Personal Phrasebooks. Ask students to work in pairs to make up the five-line dialogue. Invite some pairs to act out their dialogues in front of the class. I didnt have a clue. L2, Ex2 Have you ever wondered what its like? L2, Ex2 Ive never had so much fun.

L2, Ex2 Ive never done anything like it before. L2, Ex2 It didnt really matter.

L4, Ex2 It was well worth it. L4, Ex2 It was magic! L4, Ex2 What an incredible place! L4, Ex2 I couldnt face it. L4, Ex2 Lets hope it stays that way. L4, Ex2 Follow-up activities. In groups, students choose one area of grammar, vocabulary or information from the list made in exercise 9 and prepare a short test on the area for the rest of the class.

Game Shark For instructions see Unit 1, Lesson 3, p Play with new words from the unit. They each decide on their own sub-categories, e. Write the word colours on the board. Tell students there are eleven words to describe basic colours in English.

Students work in pairs and write down as many words for colours as they can. Students read the text and check their answers. Ask students to read the list of colours and find out if they know any of them. Students use their dictionaries or the Internet to find the meaning of each word and identify which of them are colours of the rainbow violet and indigo. The aim is for students to enjoy using their English while also reviewing language presented in this unit and getting valuable stress and intonation practice.

Ask the students to look at the title and the cartoon and establish that the sketch is about a job interview. Students guess which one is the interviewer, the man or the woman, and what the job is.

With a more confident class, play the recording with books closed. With a less confident class, play the recording while the students follow in their books. Check the answer the man is interviewing the woman for a deep-sea diving job and the woman is interviewing the man for an interviewer job! Write these languages on the board: Japanese, Hanuno, Navaho and Dani. Ask students to read the text again and say what is strange about the words for colours in each of these languages, e.

Japanese has one word which means blue, green or pale.

Students rank the six extra colours in order of preference and give reasons for their choice. Organise students into groups. Ask students to read the instructions carefully. You can edit your photos, you can put photos on top of photos and you can even add stickers. I use this app at school and at home. For school he teachers ask fo posters and this app is amazing at that. At home I use it to change my wallpaper because of the high quality stickers they have.

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Believe it or not, neither am I. This app is so easy to use because people that are not good at design can use this. On this app you can even make phone covers to birthday cards. How cool is that. I would really recommend this app to anyone because of its features. You can use it at home, school and work.

New Inspiration 3. Teacher's book

In-App Purchases.When one round has finished, remind students to try with another verb and change their order in the group.

Ask students if they remember this sound Unit 4, Lesson 1. WARMER 1 Students look back at Units 34 in their books and talk in pairs about the activities or reading texts that they enjoyed or didnt like. With a less confident class, students discuss their ideas and make notes together first. Ask students to compare answers. No, she hasnt done that yet.

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