NEW TOTAL ENGLISH UPPER INTERMEDIATE TEACHER BOOK PDF
Total English Upper Intermediate Teachers Book - Download as PDF File .pdf), Text File New Total English Upper Intermediate Teacher's Book and Teacher's. Veja grátis o arquivo Total English Upper Intermediate Teacher's Book enviado para a disciplina de Inglês Categoria: Aulas - 17 - Total English Upper Intermediate - Teachers Book - dokument [*.pdf] Over view Summary this short film in class, see Students' Book page and Teacher's Book page . Answer: New friends will replace old friends.
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Crace a., gallagher f. new total english upper-intermediate. teacher's book. views. Share; Like; Download. New Total English Upper Intermediate Teacher's Book and Teacher's Resource CD Pack by Araminta Crace, , available at Book Depository. New Total English Intermediate Teacher's Book and Teacher's Resource CD New Total English Upper Intermediate Students' Book with Active Book Pack.
Dispatched from the UK in 1 business day When will my order arrive? Araminta Crace. Mark Foley. Rachael Roberts. Will Moreton. Jonathan Bygrave.
Diane Hall. Antonia Clare. Anthony Cosgrove. Fiona Gallagher. Diane Naughton. Richard Acklam. Irene Ofteringer.
Teacher's Book with Resource Disc (Upper-Intermediate)
Home Contact us Help Free delivery worldwide. Free delivery worldwide. Bestselling Series. Harry Potter. Get class feedback.
Intermediate Teachers Book
Read out the five reasons listed. Get Ss to read the notes and messages A-E quickly and match each one with one of the reasons. Ask 5s to check their answers in pairs and then get feedback from the whole class.
Ask Ss to read the messages again and decide who might have written each one. How r u? Do the first one as an example.
Total English / New Total English
Get feedback by asking individual Ss to read out the complete message. Ishould be. Do 'INI toney lunch? I will see 'OU at tM restaulflnt fit about 7p.
I hope you Check that Ss know that we often use abbreviations in text messages to save time. Get Ss to decide in pairs what the abbreviations in the message mean. Then get whole class feedback. Ss listen to three answerphone messages and note down the purpose of each one. Play recording 1. Play recording t. Encourage them not to Iry to write the whole message, but just the most important bits.
Remind them to leave out words and use abbreviations. Get class feedback by asking a few 5s to read out each message and briefly compare each one. Jackie and Steve can't come. You stili want to SO to the Him? Please call Keith on mobile.
Encourage them to justify their opinions. Get feedback from the class and establish which of the statements most 5s agree with. Focus 5s briefly on the photo of two friends, Harry and Fiona. New friends will replace old friends. Get 5s to check their answers in pairs then get feedback from the class.
Harry talks to Get feedback from each group and find out if most of the class identifies with Harry's or Fiona's situation. Lifelong learning..
Read the questions with the class. In pairs 5s share strategies that have helped them Improve their English. For homework, 5s ask these people for advice on improving their English.
You like football, don't you? Elicit that you are using question tags to check information that you think you know but are not sure about. Get Ss to check their answers in pairs then get whole class feedback. Active grammar 1 1.
Isn't II? Read Rule A in the Active grammar box to the class. Then ask 5s to work in pairs and match Rule B and Rule C to examples in the box. Get whole class feedback.
Rule B-3 and 4; Rute C-1 and: Get 5s to work in pairs. So, Simon, you'Ve been with the company for nearty a vear now, Explain that Active grammar box 1 contains the basic rules but that there are some more difficult cases which you will look at in Active grammar box 2.
Get 5s to work in pairs a,! Active grammar 2 Get class reedback. Get 5s to complete the sentences with the correct question tags.
They then check their answers in pairs. Elicit or read out the list of reasons. Ask them to write one or two racts they think they know about three other 5s.
Encourage them to write some facts they are quite certain about and others they are less certain aboul. Get Ss to check Iheir facts by asking the other Ss using appropriate question tags. Get Ss moving around the class to talk to different 5s.
They have been performing to audiences with their varied juggling, gymnastics and unicycling skills for over a decade. In recent years, there has been a lot of research into 'birth order' and how your position in your family and your relationships with your siblings can affect your personality.
In this lesson, Ss listen to part of a radio programme about the Boehmer family and then focus on the grammar connected with the words any, every, no and some. They also read an article and discuss their own opinions about 'birth order', position in a family and personality. Ask them these questions.
Have you ever been to a circus? If not, would you like to go? Why not? What different types of circus skills can you name? Which are your favourites to watch? Can you do any of them? How do you think circuses have changed over the years? Do you think the changes have been a good thing or not?
The main way most circuses have changed is that many are not allowed to use animals in their acts anymore. Listening '. Get Ss to look at the photo and tell them that all the people are members of the same family and they all work together as jugglers.
Ask 5s to discuss the questions in pairs or small groups. Encourage them to give reasons for their answers. Get feedback. Get them to check their answers in pairs briefly and then get whole class feedback.
Get 5s to read the questions.
New Total English Intermediate Teacher's Book and Teacher's Resource CD Pack
Then play recording 1. Get 5s to check their answers in pairs and then get whole class feedback.
Tell 5s that they are going to look at some expressions from the radio programme. Remind them to use the context and the sentences around the expressions to help them.
Get 5s to work in pairs and to summarise what they heard on the radio programme using the phrases in Ex.Students analyse characteristics of written and spoken academic texts, develop awareness of academic culture and learn to avoid plagiarism. Then ask 5s to work in pairs and match Rule B and Rule C to examples in the box. Ss exchange personal information about each other and get to know each other more.
Pearson Education, Ss listen to a man talking about his family tree.