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ENGLISH RESULT PRE INTERMEDIATE TEACHERS BOOK

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УМК English Result состоит из 4 уровней: Elementary - Pre-Intermediate - Intermediate English Result Pre-Intermediate Teachers book + Resource book. each level of English Result is accompanied by a Teacher's Book which EnglishReSUlt Pre-intermediate Teacher's Book Annie McDonald. English Result Pre-Intermediate Teacher's Resource Pack with DVD and Teacher's Book; Teacher's DVD; Photocopiable Materials Booklet; Student's DVD .


English Result Pre Intermediate Teachers Book

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English Result Pre-Intermediate Teacher's Book - Ebook download as PDF File . pdf) or read book online. A book for teaching 4 skills in english and develop. English Result Pre-Int SB - Ebook download as PDF File .pdf) or read book online. Student Book of the Serie English Result Pre Intermediate level of Oxford. Bartran Mark. Business Result: Pre-intermediate Teacher's Book Oxford University Pressm , Business English you can take to work today. With a highly.

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Teachers and students know w hat they are practising and why. Both audio and textual m aterials are true to their genre. For example, casual conversation contains features of natural speech such as hesitation. Scripted dialogues contain authentic sound effects so students are exposed to the contrasting varieties of spoken English they m ight expect to hear both in the m edia and on the street. Pronunciation Pronunciation sections flow naturally from the How to, gram m ar, or vocabulary of each lesson, helping students see how pronunciation fits into the w ider picture.

Equal w eight is given to segm ental features such as sounds and to supra-segm ental features such as sentence stress. In this way, students get balanced practice of English pronunciation both receptively and productively. Pronunciation exercises take a m eaning-based approach wherever possible, so that students can see how pronunciation can change m eaning.

Productive Skills The Put it all together section at the end of every A-D lesson gives students the chance to put new language into action in a speaking or interaction activity. This provides an opportunity for freer oral practice of the new language. The students are given plenty of support and preparation for these activities to help give them the best possible chance of success.

The Put it all together section at the end of every E lesson is a piece of w ritten work that has been carefully prepared, step-by-step, throughout the whole lesson. In this way, students have plenty of ideas, strategies, and appropriate language before they start w riting.

Students are also shown stages involved in the w riting process. Introduction vii 8. What else does English Result offer? This, together w ith strong section headings, clear answ er keys, and colour-coded extra activities, makes for easy navigation and fast cross-referencing.

Go through the instructions and the questions. Direct students to the note.

Set a short time limit for students to skim and scan to answer the questions. Go over answers as a class.

Do the example to make sure students understand the activity. They compare in pairs before you go over answers as a class. HU, use of short sentences - one on each line, imperatives, contracted forms. What's in it? The teacher's notes for each lesson are in three m ain sections: Orientation These notes appear in the first column of a set of notes for each lesson, and provide you w ith a variety of lesson-appropriate information: The section ends w ith practical preparation ideas and w arm er suggestions.

You can use this inform ation to help your students become more inter- culturally aware. For moire inform ation, go to www. This helps you distinguish betw een areas of language w hich needs greater attention and language w hich is incidental to a particular lesson. This m eans you know in advance w hat the whole lesson is building towards. This helps to ensure you're not caught unprepared. Step-by-step lesson notes Num bered exercise notes These notes accompany the exercises in the Student's Book, follow ing the sam e num bering system for ease of navigation.

The notes include: There are a w ide variety of techniques to help you va ry your teaching style and discover w hich procedures best suit you and your class. The notes also advise you where not to expect accuracy or correct error. For more inform ation go to www. Extras These notes are in colour so that you can distinguish them from the procedural notes.

They include: For more open-ended exercises w hich don't have a single correct answer, suggested answ ers are given so you know the kind of answ er the students are expected to produce. Student performance At the end of each lesson, you w ill find an assessm ent checklist to help you to assess and give feedback on student performance, and to focus student attention on specific criteria w hen they are deciding; where to place them selves on "the Can do bar.

Student performance Students should be able to use simple sentences to give information. The criteria are system atically varied from lesson to lesson so that your assessm ent and feedback is balanced and not dom inated by only one aspect, such as gram m atical accuracy for example.

For this reason, there are only a few criteria specified in each assessm ent checklist, in order to m ake the task more manageable. In addition, for each criterion, a very concrete and specific feature is specified for you to listen out for, helping to m ake your assessm ent more focussed and objective rather than impressionistic. This m eans you can be confident that the assessm ent criteria are relevant and appropriate to the students' level.

They m ake it easy for you to explain and for students to understand exactly w hat they're doing w ell and w hat could be improved. A final note in the Student Performance section gives more advice on helping students self- assess on the Can do bar at the bottom of the page.

Notes for Review Lessons The Review lessons in the Student's Book provide a set of fam iliar, free-standing exercises w hich students can use to review the m ain gram m ar and vocabulary in a unit. The accompanying TB notes provide a w ealth of extra activities and exercise types to help tailor the m aterial to your students' needs.

For further information, go to www. The Review lessons can be used in a variety of different w ays. For example: In each set of Teacher's Book Review lesson notes, you w ill find: Introduction ix DVD Key features: Website The Result Website provides extra interactive and downloadable m aterials, including: These m aterials can be found in various components in English Result: We take a broad view of assessm ent and provide a set of resources w e think w ill be useful for both teachers and students.

We believe that one of the m ain purposes of assessm ent is to show w hat has been achieved, and so, in keeping w ith the key values of the course, w e have provided m aterial to help you to provide reliable feedback and to credit students for w hat they are able to do. In other words, as w ell as providing traditional tests, w e also offer assessm ent m aterials w hich are success-oriented and inform ative.

We hope the result w ill be a positive im pact on m otivation and learning. For teachers: We provide a set of traditional tests which com prehensively assess language and skills on a unit-by-unit basis, and w hich are easy to adm inister and mark. To help teachers feel that they are being fair and consistent in their assessment, w e also provide clear answ er keys w ith suggestions on how to allocate m arks and w hat to focus on w hen assessing the w riting and speaking skills.

For students: We provide a range of m aterials w hich w ill encourage students to reflect on their progress in relation to their personal learning needs and current learning goals.

Our aim is to help teachers to help students to take greater responsibility for their ow n learning. Assessment for teachers Put it a ll together tasks In the Teacher's Book lesson notes, w e provide a general description of the type of activities students do in the Put it all together section in each lesson. We also offer some task-specific criteria to help you focus on particular aspects of students' language. The checklists offer different criteria on a lesson-by-lesson basis, and using these w ill help you become more confident in using a range of criteria for speaking and w riting tasks.

If you w an t to use the criteria to give your students a m ark for their performance, you should also add an overall evaluation of how w ell you felt students performed the task.

Unit tests The Unit tests give students the chance to show how m uch they can do. On pp. There are three sections, testing Grammar, Vocabulary and Pronunciation Awareness, and a further tw o sections w ith Reading Comprehension and W riting tasks.

There are 60 marks in total for this part of the test, divided equally betw een language and skills. Overall, each test takes about 40 minutes, and is easy to administer, w ith clear instructions and exam ples which demonstrate to students w hat they have to do.

The listening and speaking tests, w ith 20 marks allocated to each skill, can be found on www. A ll the questions and activities are based on the m aterial students have covered in the corresponding Student's Book unit.

The gram m ar and vocabulary content of a unit test is closely linked x Introduction We have designed the speaking tests so that you can choose to focus on either spoken interaction or spoken production, testing students in groups of tw o or three.

There are role cards for students, w ith clear instructions for each part of the test. There are also step-by-step instructions, and a user-friendly m ark record sheet to help you assess your students' perform ance reliably and w ith confidence. Samples of the Unit tests and answ er keys were trialled in different countries, and w e looked carefully at how the students answ ered questions and w hat the teachers had to say about the m aterial. The insights w e gained inform ed development of the tests and the answ er keys.

The answ er keys The Unit test answ er keys on pp. For example, in order to help you be sure you are responding to students' answ ers objectively and consistently, w e suggest that it is best if no half marks are awarded. In a reading comprehension test, for example, w e advise that an answ er w hich shows a student has understood a text should not be penalised for spelling mistakes. This isn't to say that accurate spelling isn't im portant - students w ill be required to demonstrate this in another part of the test.

In the answ er keys, w e also include assessm ent criteria to help you assess students' w riting and speaking skills, plus advice on how to distribute m arks for the different areas. The task-specific assessm ent criteria have been anchored to A 1 descriptions of ability in the CEFR, and they follow a sim ilar form at to the assessm ent checklists in the Teacher's Book notes.

You could use inform ation you collect to diagnose and build up a picture of strengths and weaknesses on a class basis or for individual feedback. By showing students how you assess, you can help them develop criteria to evaluate their ow n work and identify areas needing further attention. Assessment for students The Can do bar At the end of each lesson in the Student's Book, students are invited to reflect on their perform ance in the task and m ark their self-assessment on the Can do bar at the bottom of the page.

The bar is worded to encourage a positive outlook and is a simple learner-training device. With regular use, it should: There is also a brief description of the abilities of a student w ho m ight be considered to be at one of the middle positions on the scale - with some help or on m y own. The other positions, with a lot o f help and very easily, can be described relative to the middle positions. Students can return to their initial self-assessment and review their position on the bar after they have worked w ith other English Result m aterials, for exam ple the Workbook.

Students can transfer their self-assessment to the Biography in the English Result Portfolio Practice Book at regular intervals. Later, these can be transferred to the Passport, w hich has descriptions of ability in the five skills based on the CEFR.

Thus, the bar acts as a personalized record of both achievem ent during the lesson, and progress over the course. The Self Check tests In addition to on-going self-assessment using the Can do bars at the end of each lesson, students are given the opportunity to think about their progress by using the Self Check tests after each unit of the Workbook. Students are given an answ er key, and encouraged to use the tests as a do-it-yourself diagnostic tool.

The questions are based on gram m ar, vocabulary, and pronunciation awareness. Once students have checked their answers, they are encouraged to reflect on their performance and self-assess their achievements.

The notes w hich follow the Self Check activities help students reflect on language and skills achievement. Using these, students can determine personal study objectives and are given inform ation w hich guides them to corresponding Student's Book, Workbook, and MultiROM activities for further practice. It is for students w ho w ant to keep records of their work, to record and reflect on their learning experiences, to monitor their progress, and to see how their learning progresses during the course.

Students reflect on their ability to perform com m unicative tasks they practise at the end of each lesson. Teacher's notes explain the purpose of the different sections in the portfolio, and how to integrate them w ith the course.

Introduction xi In Famous surnames quiz, students must match the nam es of w ell-know n people w ith their photos. Culture note r". Haveyou got? English, Chinese, Russian, Spanish, etc. Students look at exercises 5 and 13 for help. Victoria Caroline -dam s is know n as Victoria Beckham or by her nicknam e osh.

Students mrrinue. Next, students throw the ball to each other, saying me nam e of the person they are throw ing to. In pairs, students see if they can nam e all their classmates, mr. In this section, students activate background knowledge of a topic before skim m ing and scanning short texts for gist and detail. See if students can nam e the people in the photos before they read texts Check students remember vocabulary for jobs and do the exam ple together to check understanding. Set a short tim e lim it for the activity and elicit answ ers around the class.

Do not overcorrect for precise pronunciation, but check students can understand each other. Rowling e Bjork d Jackie Chan c M aria Sharapova 2 Ask about the people, encouraging students to guess their nationality and job. Do the exam ple as a class. Monitor and help as necessary as students continue in pairs or sm all groups.

Ask for volunteers to give inform ation and see if the class agrees. Do the first m atching item w ith the class. Students continue individually and compare in pairs before you check answ ers as a class.

Ask for answ ers around the class. Demonstrate the first item if necessary. Monitor and help as necessary.

English Result Pre-intermediate Teacher's Book Introduction.pdf

Ask for volunteers to tell the class some inform ation about their partner. Extra plus Nom inate students to ask and answ er the questions. J Grammar possessive's 6 Draw a simple fam ily tree w ith exam ples of fam ily members for the words in the box on the board.

Elicit or give the words as you go along.

Direct students to the column headings, male, fem ale and elicit or give exam ples to show the m eaning. Check answ ers around the class and help w ith pronunciation as necessary.

M ake it clear in the instructions that students should only tick the fam ily members they are happy to talk about. Monitor and check pronunciation as students continue the activity in pairs. Write the first sentence from each colum n on the board, h ig h lig h tin g 's and s'to show how punctuation carries singular or plural m eaning.

Direct students to the rules below the box before they complete the exam ples. Elicit and w rite the correct answ ers on the board.

Go through the exam ple to dem onstrate if necessary. Extra help Students repeat the activity w ith a different partner. Check vocabulary, and go through the first item as a class before students do the exercise individually.

Monitor and help as necessary and m ake a note of any problem areas to go over w hen you check answ ers as a class.

I've got tw o brothers. Their nam es are Ruy and Edson. Extra activity Students w rite nam es of these people on a piece of paper: In pairs or sm all groups, students ask each other about the nam es, e. Who's Tiggy? Go through the instructions and ask students w hen they m ight have to spell their nam es. On the telephone, talking to someone who speaks a different language, when giving information to an official to complete a form.

Tell students they w ill hear five more nam es and play the audio. Pause after each nam e and elicit the answer. Play the audio a second tim e for students to w rite the names. Check answ ers on the board to elicit the m eaning of the words double, small, and capital for describing letters, and apostrophe for the punctuation mark.

Remind them to ask for repetition. Play the audio, pause after each item and give team s tim e to w rite their answer. After listening, nom inate team m em bers to w rite the nam es on the board, and invite others to say if the answ er is right and the nam e spelt correctly. Play the audio a second tim e, pausing after each item to give the answer. Extra activity See if students know the first nam es of the other people in the quiz.

They are: Three, orfo u r if you count his nickname. In pairs, students guess the gapped words before listening to the audio to confirm their guesses. Do not give answ ers at this stage. In pairs, students practise reading the dialogue. Monitor and encourage them to look less and less at their book to become more confident and independent. Monitor and check pronunciation of the final and m ake sure they sw ap roles. ABC Put it all together 16 Explain to students that they w ill stand up and w alk around to ask five other people in the class about their nam es.

Tell them to try and ask the questions from m em ory or to look at exercises 5 and 13 for help if necessary. Student perform ance Students should be able to have short inform al conversations. Content Do students ask about all parts of a name?

To illustrate this, draw a thought bubble on the board and w rite You. Students could repeat exercise 16 before self-assessing. Help them use the Can do bar, encouraging them to think positively.

Students tick on m y own if they have found out about at least three students in the class, if they have looked at exercises 5 and 13 occasionally for key words. They tick with some help if they have read tw o or three questions from the exercises.

E arly fin ish ers In pairs or sm all groups, students role play being one of the fam ous people in Famous surnames quiz, who m eet at a party. Give each student a card w ith a different name. Additional material www.

Student's Book and Workbook Audio

How to give and understand personal details Orientation Context In this lesson, students w ill practise giving inform ation about their laily routines. Some o f the iccum ents are labelled. Enunciation when is -s an extra syllable? This is looked at in section D. They use the notes th ey have m ade in a e d s e 13 and link inform ation w ith and and then.

M ake sure students have dictionaries. Give ir. Elicit suggestions around the class sn r ghre one point for each piece o f inform ation. In pairs, students show or tell each other about an y docum ents or cards th ey have w ith them.

Monitor and help w ith pronunciation as necessary and m ake a note o f any problems for exercise 3. Extra help Students repeat the exercise w ith j different partner. Elicit or remind students that marital status refers to whether or not a person is married.

Go over the use of Mr, Miss unmarried , Mrs married , and Ms either. Do the example together and set a short time lim it for students to complete the form individually. Students compare in pairs before you ask for volunteers to give answers. Students continue in pairs.

Monitor and help them to use the vocabulary from the table in exercise 2. Go over the answ ers as a class. Extra activity Students tick the inform ation on the form a detective w ould find out about them from the docum ents th ey are carrying.

See w ho has the m ost and least ticks. Explain that the inform ation on the audio is not in the sam e order as the form. Play the audio. Students compare answers. Play the audio a second time. To check answers, read through the words on the form, pausing for students to say yes or no according to w hether she talked about them.

Ask students about the type of inform ation they w ill listen for to complete the second column, checking the m eaning and use of then and and. Play the audio and check answ ers as a class. As students compare in pairs, m onitor and see how w ell they use the present simple, but do not correct at this point. Encourage students to join sentences using and and then. Extra plus Students tell the class about their norm al day.

Then point to other Xs and say Monday, Tuesday, Ask Is this is the same routine every day fo r me? Point to the second colum n heading and rem ind students that the verb go is spelt w ith -es in the third person. Elicit or explain that have and be are irregular in the present simple. Students complete the box individually. Check answ ers and w rite the verbs in tw o colum ns on the board.

Ask for volunteers to give the answ ers and point out that most verbs just take -s, apart from verbs ending in -ch, -sh, -x and -s. Point to it every tim e you hear it omitted. A fter a w hile, you w ill only need to turn in the direction of the 'S' for students to rem em ber it. T J Pronunciation when is -s an extra syllable? Ask How m any syllables? Play the first item on the audio and tap the table.

Repeat w ith the second item. Continue w ith item s , pausing after each pair of sentences to give students tim e to count and decide w hether the num ber of syllables is the sam e or different. Play the audio a second tim e, stopping after each pair of sentences.

Elicit answ ers around the class. Nom inate sm all groups, pairs, or individuals to repeat. Go through the exam ple and do another one, e. Box 2. Opens - box 1 or box 2? A new general English course with a strong focus on student motivation and communicative speaking outcomes. Package includes DVDs and interactive whiteboard resources. English Result offers a fresh approach to learning. The two-page lesson format maximizes student motivation through enjoyment and success.

Enjoyment comes from the visual whole-page texts in every lesson. Success comes from putting real-world language into practice - in every lesson. With class DVDs, teacher's DVDs and interactive whiteboard resources available, you get total multimedia support for the classroom. Introduction Success-oriented Action-oriented and practical English Result is designed for success. For example, we do not expect students to be able to discuss issues in fluent English when they have only been prepared to produce a few basic exchanges.

The course is challenging enough to keep a student of this level alert, but not so difficult that they get lost and lose their sense of control.

English Result Pre-Intermediate Teacher's Book

In this way, students are positioned right at the edge of their competence and pushing it forward. English Result encourages students to see language in terms of what they can do with it, rather than as a body of knowledge. Language learning is a complex process and we do not expect that, at the end of a lesson, a student will be able to produce a flawless performance in a communicative task. Instead, we take a positive approach to learning by helping teachers and students focus on elements of communication which are successful, rather than viewing an utterance as something to be corrected.

For example, for spoken English: — New words and phrases are modelled on the audio component to help with pronunciation. The grammar and vocabulary input is informed by publications related to the Common European Framework of Reference, based on what is most useful and frequent.

In this way, students are not adrift in an endless sea of new language — they are in a pool, and they have a good chance of reaching the other side. In addition to this implicit recycling, there is explicit recycling in the E lessons and Review lessons at the end of every unit.

The E lessons are designed to put some of the new language from the unit into action in the context of a carefully staged and supported writing task. The Review lessons give students a chance to revisit all the new grammar and vocabulary in the unit.

Complete The English Result Pre-intermediate syllabus is closely informed by Council of Europe publications and includes a comprehensive coverage of the various competences outlined in them.Monitor and help as necessary. BISL 01 - Universe. The m ain characters are Justin and Holly. There are 60 marks in total for this part of the test, divided equally betw een language and skills.

PronPack 3: English Result Elementary: Go through the instructions and the questions. T We worked in an office.