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Solutions upper intermediate 2nd edition teachers book pdf

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Приложение к учебнику Solutions Upper-Intermediate 2nd edition. Falla Tim, Davies Paul A. Solutions. Upper-Intermediate - Teacher's Book. pdf. Раздел. Books for language learning Language learning Solutions Solutions Upper- Intermediate 2nd Edition Teacher's Book with Teacher's Resource CD-ROM. формат (format): PDF, MP3, ISO, Doc, CD-EXE Workbook - рабочая тетрадь студента для самостоятельных занятий дома. Oxford Solutions First Edition - первое издание: Oxford Solutions Upper-Intermediate Tests · Oxford Solutions Upper-Intermediate Teacher's Book + workbook keys · Oxford Solutions .


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Page 1 oxford 2nd edition eX a ſm support Solutions Upper-Intermediate Teacher's Book with Pages·· MB·1, Downloads. SOLUTIONS UPPER INTERMEDIATE WORKBOOK KEY 2ND EDITION PDF Download Now for Free PDF Ebook Solutions Upper Intermediate Workbook Key . Nino Alania. PDF Online 2. Uploaded by. Todor A. Ivanov. Solutions 2nd Ed Interm Student's Book. Uploaded by. Maria Pop. Upper-intermediate tests. Uploaded.

Ben In my opinion, the two don't compare. He doesn't rush into things. Full Name Comment goes here. Put them in pairs to discuss and decide. Introduction 9 Exercise 1 page 14 minutes 0 Focus students on the words in the box.

You can rely on her to have your best interests at heart. Exercise 5 page 5 9 1. Explain that they need to write down examples ofwhat the people don't do as well as what they do do. They only need to write in note form. Does Amy make decisions quickly? Yes Is her brother similar to her? No What does he do before he acts?

Elicit their meaning and ask students to say whether they have positive or negative connotations: He'll think carefully and weigh up his options. He's the life and soul of the party. She's always showing off something new. She doesn't make empty promises. Elicit three or four examples of narrow-minded behaviour from the class.

Encourage students to think of people they know who sometimes display these qualities to help them think of concrete examples. Share ideas. By using being we can suggest that In this Instance the person is showing a certain trait, rather than saying somebody is e. Exercise 7 page 5 0 Demonstrate the activity with your own example. Give students a minute to think of three people who they know well and make notes on their personality and behaviour. Circulate as they are speaking and make note ofany important mistakes to be used in feedback at the end.

For practice of Comparisons with as as, go to: Vocabulary Builder 1. What have you learned today? What useful words and phrases have you learned? In a stronger class, allow students a few moments thinking time only. Did you mainly use past simple or present perfect? Did you use any other tenses? What about past continuous or past perfect? Exercise 1 page 6 0 Explain that these are revision exercises to check what students can remember about past and perfect tenses.

Check answers as a class before asking students to complete the rules. KEY 1 Yes, she did. No, he got the job after leaving school.

Yes, she has. Learn this! As you go through the answers ask students to name the tense and justify their answers with reference to the rules in exercise 1. KEY a I've been doing 4 b hadn't arrived 2 c I've had 3 e lsaw 3 d found 1 Exercise 3 page 6 0 Read through the rules as a class.

Ask for examples of other state verbs. Students complete the exercise individually or in pairs before class feedback. Grammar Builder 1. Student's Book page KEY 1 have you been waiting 8 was helping 2 bent down, picked up 9 Have you taken the magazine and put 10 have you had.

Remind them to use contractions rather than full forms. KEY 1 '5 had 7 had hit 2 was climbing 8 had broken 3 fell 9 rushed 4 happened 10 took 5 were spending 11 has been recovering 6 went 12 hasn't been Exercise 5 page 6 I If possible, ask students to work with a new partner for this exercise. Get students to ask one or two follow-up questions for each answertheir partner gives. Circulate and monitor as they are speaking and note down any errors the students make with the grammatical forms practised in the lesson.

At the end ofthe activity write the sentences on the board and ask students to correct them in pairs. What can you do now? Notes for Photocopiable activity 1. Give out a game board to each group.

Ask the students to look at the topics on the board and brainstorm in their group questions they could ask on each topic. If necessary, write some suitable structures on the board: How long have you. With a stronger group, this brainstorming stage could be omitted. When they land on a square, they must talk for thirty seconds about the topic. With a stronger group, students could speak for one minute. The other students ask as many questions as possible about the topic to naturally extend the conversation.

English-speaking countries ,1. To do the lesson in 30 minutes, keep the lead-in brief, ask students to read the text before the lesson, and do exercise 2 as a whole class activity. Exercise 1 page 7 0 Focus on the photos and elicit the names ofthe four Britons. Ask students to discuss in pairs the reasons why they are famous. Find out through a show of hands which ofthe four people in the photos they predict will be number 1.

Don't give away the answer at this stage. KEY Winston Churchill was Prime Minister and Minister of Defence during the Second World War and is especially famous for his speeches on the radio which gave British people strong hope and determination to win the war. Diana, Princess of Wales. She was famous for her charity works and for her honest and open conversations with the press.

She died in a car accident in Paris in while trying to escape photographers. William Shakespeare was a poet and playwright, often described as the greatest writer in the English language. His plays are especially admired for their poetic language and dramatic technique. He wrote 36 in total. Iohn Lennon was a singer and guitar player with the Beatles. He and Paul McCartney wrote most of their songs. He was murdered in New York in Are they surprised at the result?

I Focus on the Use ofEnglish tip and quickly elicit examples of prepositions, articles and auxiliary verbs. Check answers as a class. KEY 1 the 3 to 5 a 7 them 2 of 4 which 6 about Exercise 3 page 7 0 Students reread the text and answer the questions. Ask individual students to explain who the people in the list are.

It's likely that nobody will know who Tim Berners-Lee is. He invented the Internet but his name isn't well-known. Lucy Who's Tim Berners-Lee? I think he has to be in our top three. Sarah Yes, I agree. Lucy, what about you? Lucy I'm not sure. What about Emmeline Pankhurst? I thinkthat getting votes forwomen was just as important as the Intemet. Ben In my opinion, the two don't compare. The Intemet has revolutionised our lives. Well, to my mind, what Emmeline Pankhurst did was far more important and far braver.

She was a woman ahead of her time. Lucy I agree with that. I think Emmeline Pankhurst should be in our top three. Ben But what about] K Rowling? She is now one of the most successful authors of all time, and she started with nothing.

Isn't she a modern heroine? That's true, but the other two on the list are also modern success stories, aren't they? Lucy OK, but he's only famous in Formula 1, whereas Robbie Williams is the most successful British singer of all time, and he's world famous. Shouldn't he be in our top three? I disagree. Robbie Williams is only famous for singing.

Ben OK, we need to agree on the top three. I vote for Tim Berners-Lee. Lucy Oh, OK, then. But then we must have Emmeline Pankhurst. Sarah I agree. Ben Fine, but who's ourthird?

Lewis Hamilton? Sarah No, he hasn't done enough yet. I K Rowling? So that's our top three. Sarah Sarah Sarah Exercise 5 page7 9 1. Unit 1 o Against the odds 13 KEY 1 think 3 opinion 5 true 7 need 2 hasto 4 agree 6 disagree Exercise 6 page 7 0 Brainstorm the names of the greatest people of your nation with the class and write them on the board.

Divide students into pairs or small groups. Write on the board: The achievements of a few great men and women make us proud of the nation to which we belong. Which famous personality of your nation inspires you? I can give opinions on what makes a national hero. Have you ever been on a boat? Ifso, what kind of boat was it? Where were you going? Was it a good experience? Would you like to? I Encourage students to discuss in pairs. Unit 1 0 Against the odds Exercise 1 page 3 0 Focus on the photographs and the title and ask students what they think the text is going to be about.

Suggest that they skim the text quickly before answeringthe questions. They then search for the key words or their synonyms in the text and underline the relevant chunks. When the time is up. Check both tasks as a class. Elicit translations for some of them. KEY The words are time linkers and are used to make the sequence of events clear to the reader. Exercise 4 page 8 0 Elicit quick translations to check students understand the words and then ask them to do the task alone or in pairs. KEY 1 horror 3 resignation 5 determination 2 misery 4 obstinacy 6 relief Exercise 5 page 8 0 Students complete the exercise alone and then compare answers with a partner before open class feedback.

Perhaps draw a little picture of a desert island on the board. Ask students: How did you get What are you wearing? Who are you with? What can you see around you? What can you hear? I Focus on the instructions then put students into small groups. I As you monitor the groups, make sure they are thinking in detail about exactly how they would deal with each situation.

Note down any examples of good language use and errors to highlight later. I Give students 5 minutes to make notes of their ideas and another minutes to recap on what they've decided using phrases from the box before they present their ideas.

Exercise 7 page 8 I Ask each pair orgroup to present their ideas to the rest of the class. The class votes on who they think would survive the longest.

I Conduct a brief language feedback, remembering to focus on good use of language as well as bad. Check their lists and make sure they have included items from paragraph three. Tell them that they already have some packets of biscuits, tins of food and containers of water. They can take 10 more items. Put them in pairs to discuss and decide. Once they have 10 items, allow them to work with another pair and share ideas. At this point they can change their choices but they are still only allowed 10 items.

Elicit the word deteriorate highlighted in paragraph four. Ask them to discuss which three they can get rid of and tell them to throw them overboard and delete them from their list. Having reached dry land again, the students will need to attend a press conference. At this conference the pairs of students should present their original choice of 10 items and explain which 7 items remain with their reasons. Remind the students of the simple past, past perfect and present perfect tenses studied in 1B and advise them that they might need them in explaining which items they no longer have in the dinghy.

Allow preparation time for the presentations. To give the class a reason for listening to similar presentations, they could be asked to judge categories such as the most original choices. A quick show of hands and rounds of applause for the winners. What is the highest mountain in the world? I Ask the students to share, in pairs, what they know about Mount Everest. I Elicit information about Everest from the students and give them further details if necessary.

Exercise 1 page 10 I Focus on the photos and ask: Who do you think the people are? What do they have in common? I Students read the text and underline examples ofthe two tenses. Suggest that they underline each tense in a different colour.

I After checking the answers elicit the rules for the formation of the tenses. KEY Past perfect simple: You could show the difference between the two tenses with the timelines below. Timeiines are especially helpful for students with a predominantly visual leaming style. KEY had been raining, rule 2 had been waiting, rule 4 had changed, rule 2 had been mending, rule 2 had known, rule 3 had been going.

Write the different options on the board and analyse the differences as a class then ask students to continue the exercise in pairs. Give them a minute or two to remember times when they last felt these emotions. I Students take it in turns to find out why their partner felt these emotions. What have you learned?

Solutions Upper-Intermediate 2nd Edition Teacher's Book with Teacher's Resource CD-ROM

I can identify and use past perfect simple and past perfect continuous. Divide the class into pairs and give them one cut up story, eitherA or B. Tell them to work together to reorder the story. As they do so, they should choose the correct tenses from those given. Thi should encourage discussion about the grammar. I When they have put the stories in order, ask two pairs with the same story to compare their answers.

You will also need to monitor and check that the students have the correct grammar and order of the stories before they tell them to their peers. I Now, pairA read their story to pair B taking it in turns to read.

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Tell Pair B that they cannot read the story, only listen and make notes if they wish. They will need to remember th story. After this, Pair B read their story to PairA. I Give out to each pair the relevant main facts sheet for the story they listened to. Each pair then work together to number the main events of the story they heard in the order that they happened. With a weaker group, two pairs of students can work together to numberthe events. I Finally, the students can check with the original story.

At th' stage, help students to notice the order ofthe events and how the tenses help the organisation of the story. Were these people really heroes How should they be rewarded for their actions? What would you have done in their position? Exercise 1 page 11 0 Ask someone to read out the quotation. Decide by a show of hands how many students agree and disagree with the statement.

Read the questions together so students understand what information to listen for. Ask students to compare their answers with a partner. Check as a class. KEY 9ue thinks it's probably a national exam like A levels. The Qadents in the pictures all look very serious. Tnnscript 1. I would guess that they're around 18 years old. The photos show different aspects of the topic of exams. From their expressions.

I would say that the exam is not particularly easy! They certainly seem quite stressed or perhaps they're just concentrating. It's hard to say whether it's a national exam or an internal school exam. The fact that they all look so serious would suggest that it's an important exam, so probably a national exam, like A levels. The second photo shows two girls who have just received their exam results, I assume. If these are A level results, then good grades will mean that they can go to a good university.

Exercise 4 page 11 9 1. The second shows two girls opening their exam results. I imagine they're in the school hall. The second photo shows a much more relaxed scene. They could be in a park, or somebody's garden. The girl on the right has obviously just opened a letter containing her results. She's grinning, so she must have done well. The other girl is grinning too. Maybe she's happy about her friend's results — or about her own.

Exercise 6 page 11 0 Students rewrite the underlined parts ofthe questions. There is often more than one possible answer — you may want to ask students to justify their choices. Ask some students to feed back on what their partner said. KEY Possible answers: Exercise 7 page 0 If you want to use this activity for further practice. Walk around and monitor their use ofthe expressions from exercises 4 and 5.

Ask pairs to discuss each other's performance — highlighting the aspects ofthe task they have done well in, and those that would need further practice. Unit 1 - Against the odds 17 Give each student 2 or 3 minutes to collect their ideas and make notes if they want.

Then ask a few students to talk about the photos independently. Ask the rest of the class to listen and feed back on how well they think their peers have performed. Follow up in class in a later lesson for example, when you reach the end of Unit 1.

I can talk about photos. To do the writing analysis and writing task in one minute lesson, keep the lead-in for the writing analysis brief and set the grammar and vocabulary builder exercises for homework. Skip the lead-in for the writing task, limit time spent on exercise 1 and omit exercise 2 on page Have you ever been involved in a performance at school?

What was your role? How did you feel about the experience? If there are no or only very few students who have had any experience with school plays.

Would you like to be in a school play? Why not? Exercise 1 page 12 0 Read the exam task in the yellow box. Ask students to justify their answers. KEY 1 False. The style should be informal or semi-formal but not too formal. The article is for a school magazine, so your readers will be other students. The instructions say you should write about something that happened to you.

The task doesn't specify giving a title but magazine articles always have titles.

Ask individual students to read out a sentence each. Ask students which is the best and why. KEY 2 is the best because it builds suspense and draws us in.

Exercise 3 page 12 0 Students complete the writing plan individually. During feedback explain that this is known as stylistic inversion. See Language note. For practice of Stylistic inversion, go to: Never had Harry been so embarrassed.

Had he looked both ways before crossing the road, he wouldn't have been knocked down. Not only can Fred dance well, but he has also got a wonderful voice. Not since has a team won twenty matches on the trot. KEY Last month, the day before the play, only then, the following day. Let them compare their answers with a partner before checking as a class. Only then Merlin -ears a long hat and beard! Student's Book page KEY It was amazing! They were 3 Dirty? She's gorgeous! It was hilarious!

It's astonishing! What have you studied today? I know how to structure a magazine article giving: Tell them: You have half a minute to remember as much as you can about what you read. With a weaker group, allow them to quickly reread the account to check the details. Exercise 1 page 13 - Students look at the pictures in pairs and brainstorm ideas for what happens in the story.

Encourage students to embellish their stories with extra details. Exercise 2 page 13 0 Ask two orthree pairs to tell their stories to the class. Exercise 3 page 13 C 1. Get feedback from one or two pairs.

Solutions Upper Intermediate 2nd Edition Books - PDF Drive

Transcript 1. But two days before the match. I fell off my bike and broke my leg. The girl who took my place is called Sally. The problem was that she hasn't been playing volleyball for very long, and so she isn't really very good, though she tries really hard and she's getting better.

2nd book teachers pdf intermediate solutions edition upper

We started well and took an early lead. But Longbridge fought back and soon the match was tied at Then Sally missed a really easy ball, so that made it Then she missed another one and Longbridge were within one point ofwinning the match!

Solutions Upper-Intermediate 2nd Edition Teacher's resource CD-ROM

We somehow managed to win the next three points, so it was to us. Anyway, it was Longbridge to serve, and over came the ball. Anita, a really tall girl in ourteam knocked the ball high into the air, and Sallyjumped up and hit the winning point. We cheered like mad and rushed onto the court. The team carried Sally off on their shoulders.

Exercises 4 and 5 page 13 0 Focus on the task and make sure students are clearthat they are writing from the point of view of Sally this time. Students copy out the plan then brainstorm ideas for an introduction. Ask which two sentences are examples of stylistic inversion. Exercises 6 and 7 page 13 0 Allow a further minutes for students to make notes for the remaining paragraphs in pairs. Encourage them to try to introduce the features listed in the writing tip on page Walk around helping and correcting.

I have learned how to brainstorm, plan, write and check a magazine article. Unit 1 - Against the odds As an optional extension, you could ask them the following questions: Have you ever considered doing some kind of social work helping people in need? Start on. Show related SlideShares at end. WordPress Shortcode. Published in: Full Name Comment goes here. Are you sure you want to Yes No. Show More. No Downloads. Views Total views.

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