The English Result Pre-intermediate Portfolio Practice Book is based on Council of Europe people who want to know about your level and your learning. English Result Pre-Intermediate Student's Book with DVD Pack. Share Print General English four-skills course for adults Our discounted price list (PDF). Part of: English Result; Language Level: Pre-intermediate (A2) for every unit; New Student's Book and DVD Packs include a DVD of culture-rich material.
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English result pre-intermediate_wb. Sico Olivera. English result pre_intermediate_tb. kazhal jamal. English Result Intermediate Student´s Book. English result pre_intermediate_tb. 1. EnglishReSUlt Pre-intermediate Teacher's Book Annie McDonald &Mark Hancock with Rachel Godfrey. 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.
Start on. Give each student a card w ith a different name. PronPack 3: The New Boss This is the m ain point of the whole story. Zeraus Omar. Book material type: Students mrrinue.
In this way, students are positioned right at the edge of their competence and pushing it forward. The course takes a positive approach to learning and progress by helping both the student and teacher to focus on w hat students CAN do rather than w hat they can't.
Language learning is a complex process and w e do not expect that, at the end of a lesson, a student w ill be able to produce a flawless perform ance in a com m unicative task. Instead, w e take a positive approach to learning by helping teachers and students focus on elements of communication w hich are successful, rather than view ing an utterance as som ething to be corrected. In this way, students can see how far they've come and not only how far they've got to go.
In English Result Pre-intermediate, students are given plenty of support in all skills. For example, for spoken English: The language presented in English Result Pre-interm ediate is tightly graded and controlled so as not to overw helm the learner. The gram m ar and vocabulary input is inform ed by publications related to the Common European Fram ework of Reference, based on w hat 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.
N ew language is continually recycled from lesson to lesson and across the course. 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 w riting task. The Review lessons give students a chance to revisit all the new gram m ar and vocabulary in the unit. English Result comes w ith a comprehensive set of assessment m aterial so that students can test their new skills on a regular basis and get reliable feedback on w hat they're doing w ell and w hat they need to do more w ork on.
Action-oriented and practical English Result encourages students to see language in term s of w hat they can do w ith it, rather than as a body of knowledge. Often, students view language as just a list of words and gram m ar structures and they end up in the frustrating position where they know a lot about the language but they still can't speak it. In our experience, most students w ould like to im agine them selves coming out of a course being able to say, 'I can use English', rather than, 'I know the past tense of irregular verbs in English.
Complete The English Result Pre-interm ediate syllabus is closely informed b y Council of Europe publications and includes a comprehensive coverage of the various competences outlined in them. A strong Ai-level student w ho has worked successfully through English Result Pre-interm ediate should be able to place them selves at or above A2 for listening, reading, spoken interaction, spoken production, and w riting.
The English Result Pre-interm ediate lesson them es are functional in nature, and are based on activities described as being appropriate for an A2-level learner. In this way, the student can easily see the use of the language they are learning, and it is pitched to their level to provide an optim um degree of challenge. In addition to the traditional four skills of listening, reading, speaking, and w riting, English Result follows the CEFR b y regarding the speaking skill as comprising both spoken interaction conversation as a skill in its ow n right, and spoken production for example, giving a short self-introduction as a separate skill.
This helps to ensure that the students experience a balanced range of speaker roles so that they really can come aw ay from the course being able to 'speak English'. English Result pays explicit attention to the various strategies students can use to overcome difficulties in com m unicative situations, such as asking for clarification or listening and identifying clues to m eaning.
In this way, students w ill be em powered and not left helpless whenever they hit a communication problem. English Result has clearly identifiable gram m ar, vocabulary, and pronunciation strands, w hich are highlighted at the top of each lesson page as w ell as in the contents pages.
In addition, attention is paid to sociolinguistic competence namely aspects of culture such as appropriate w ays of addressing people and pragmatic competence for exam ple being able to m ake and respond to suggestions appropriately or using linkers to join ideas together.
This gives students a fu ll picture of w hat the language is and how it works. Clear unit structure All 12 units of English Result Pre-interm ediate have the sam e six-lesson structure: This clear structure m eans that you know where you are at a glance, m aking the course clear and easy-to-use. Introduction v 6. How English Result works How to The H ow to provides a clear focus and m akes the practical learning outcome absolutely transparent to the student.
Left-hand impact page Every A to D lesson includes a whole page of visual stim ulation to keep m otivation high. M any different genres, from new s articles to adverts, cartoon strips to m ystery stories, quizzes to games, help to provide variety and keep the m aterial fresh.
Visual help Im ages are used extensively to m ake texts and new language more accessible and memorable for the students. Draw a line conversatio ns and squares have a tick , shout is around them. GVP bar The grammar, vocabulary, and pronunciation content of each lesson is clearly signposted so teachers and students know w hat to expect. Vocabulary The vocabulary input is m anageable and relevant - high-frequency, useful language that is of im m ediate practical value.
Students are given the opportunity to expand their vocabulary in areas w hich are relevant for them. This helps them to talk about their ow n life and circumstances. Vocabulary is constantly recycled across lessons, helping students to fix it in their minds. G presentperfectforrecentevents Vocabulary accidenl 1 Look at th e u g c photos opposite w ith a partner.
W hat can you see? Example There's a knife in p icture d. There m ay be m ore th a n one correct answ er. M ake sentences a n d say w hich p icture or pictures th e y a re describing. Example He's broken h is glasses - p icture f 1 He's broken a n egg. BGxammax present perfect for recent eve: Lts he g ram m ar box a n d com plete th e exam ples. Look at th e rule iresent perfect to talk about a pa st action a re in te reste d in th e present result.
The coffee is horrible. I can see a cup on th e floor There is milk all over th e floor They're on th e floor The to a st is black he g ram m ar box. U nderline th e correct w ords in oelow. Look a t in g 1 opposite. W ork w ith a A Say sentences about th e photos. B Say th e photo. Example A He's dropped th e sugar. M ore practice? M Oh no! W W hat's happened? W hat have you done?
W Yeah, I can sm ell it! U nderline th e key w ords in th e conversation. You w ill hear conversations.
Pronunciation s h o r t f o r m o f have. Choose five of th e conversations. A ct th e m w ith a partner. BCD Put it all together 15 W ork w ith a pa rtn e r a n d describe yo differences.
Student A Look at th e p icture of th e kitchen on Student B Look at th e p icture of th e k itchen on I can say what's happened.
Grammar sections Students alw ays see new gram m ar in context before it is actively presented to them. This shows the gram m ar in action and demonstrates how it contributes to meaning, before they focus on the form. Students are encouraged to work out rules and patterns of language for them selves so that the presentation is more memorable. Reflection The Can do bar at the end of each lesson rem inds students w hat the lesson has been about and invites them to reflect on how much they have learnt.
This helps them to self-assess their achievem ent realistically and positively. Grammar bank The G ram m ar Bank at the back of the book provides clear reference notes plus extra exercises for students w ho need more controlled practice. 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. 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. 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? Box 1. Check answ ers as a class and point out that the rule here is closely connected w ith the spelling rule from section C. The -s ending m ust be spelt and pronounced as an extra syllable.
Go through the exam ple and rem ind students to use and and then. Monitor and be rigorous about accuracy of both gram m ar and pronunciation.
Remem ber to praise students w hen they produce accurate sentences. Ask them to m ingle and talk to three others. Check they are collecting all the information and are m aking notes rather than w ritin g fu ll sentences. Put students into groups of three or four and rem ind them to use and and then to link their sentences. Student perform ance Students should be able to give a short description.
Content Do students include all the information? Students tick on m y own if they can give descriptions of three people using their notes. They tick with some help if they need to check the pronunciation of one or tw o verbs in section D. They sw ap lists w ith a partner and work out w hat inform ation a detective m ay learn about them Additional material www. How to ask questions about people Orientation Context In this lesson, students w ill focus on asking questions to get to know people.
Office Life is a photo strip story from a m ake-believe TV situation comedy. The m ain characters are Justin and Holly. In this episode, Justin and Holly meet Anna, a new person to the office. Culture note I. These include age, salary, religion, and details of personal relationships.
What do they do? In cases w hen the auxiliary is a short form, "he rhythm changes to OoO, e. What's your name? Lnd product It Put it all together, students ask a partner questions about work, studies, fam ily, home and hobbies. Preparation look back at English Result Elem entary and m ake a note of key characters and inform ation for exercise 1.
Check you know where the audience laughs in the cartoon sketch sc you can help students w ith exercise 4. Warmer Craw three columns on the board: Tell students to im agine they meet somebody new at one of the places, sr. Ask them to m ake a list rf topics they w ould talk about. Set a short tim e lim it and write suggestions on the board. Ask w hat they wouldn't talk about see Cuture note above. Read a comedy sketch In this section, students read a cartoon story for gist and detail, identifying hum our in w hat the characters say.
Write some key characters and inform ation on the board, e. Justin and Holly w ork together, the boss is M r M innit, Justin is lazy, alw ays at the coffee machine, etc.
Tell them not to read the dialogue but to answ er the questions by looking at the photos. A nna is a bit older. Check any vocabulary problems: Students compare w ith a partner and say w h y their chosen title is the best. The New Boss This is the m ain point of the whole story.
Students reread the text carefully and compare answ ers in pairs. Go through the answ ers as a class. Successfully reported this slideshow. We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads.
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Full Name Comment goes here. Are you sure you want to Yes No. Camila Lopez thank you!! Maybe, do you have the others books intermediate Ariel Osvaldo thanks. I will try to print the book. Zeraus Omar.