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Oxford University Press Business Result Elementary. Student's Book Answer Key. 1 │ Jobs. Working with words. 1. Dahlia is from India. Business Result Elementary Teacher's Book Pack. Share Print. download from Teacher's Book Pack. Business Result DVD Edition Teacher's Book with Class DVD and Teacher Training DVD the discounted price. Our discounted price list (PDF). Business Result: Elementary: Teacher's Book Pack by Professor John Hughes Mbbs, Frca, Ffpmrca, , available at Book Depository with free.

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Business Result Elementary Teachers Book Pdf

ELEMENTARY LEVEL GENERAL ENGLISH. Try not to give the answers as students 3re ;: no to listen and check. Culture note In English Business result elementary sb English result intermediate teacher book tb pdf. Business Result Elementary Student's - Download as PDF File .pdf) or read online. Business Games Teaching English. Uploaded by. ladyreveur. PDF. English Result Elementary Uploaded by. Jose Carlos Samaniego. Business Result Upper-Intermediate Student's Uploaded by.

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. If you believe motivation is essential for effective learning, you're not alone. Authors Mark Hancock and Annie McDonald believe that too, which is why they wrote English Result - to create a course that puts motivation at the very heart of the methodology. They focused on two key areas for learners: enjoyment, and expectancy of success results. If students enjoy learning, they'll be motivated. If they experience success - or can reasonably expect to experience success - they'll be motivated. English Result delivers both, using an accessible two-page lesson format which brings these two ideas together. The left page gives you a bold, visually attractive text on a topic that arouses curiosity, provides entertainment, or covers an area of human interest.

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Earlyfinishers StudentA chooseswordstheywantto rememberfromthelesso: Howto giveyour name and address Srientation l: The towns are all equivalents of Newtown. Therearemany variatrons Thesemay alsooccurin. Put it aII together,students work in pairs or groups of three to: What's ': Youcoulduseyour nameandthe addressof the schoolto help.

Studentsscanthe picturesto find the information qacky sumame: In pairs, studentsfind the otherpicturenumbers. Youcouldseta time limit. When studentshavefinished,saythe wordscountn'es, streetnamesand townsand gesturefor them to call out the picturenumbers.

Monitor for pronunciation. Studentslook at the tableand point to the namesof the columns. Studentswork individually or in pairsto follow the lineslinking the picturesbeforethey completethe table.

Monitor for capitallettersand correct spelling,and rememberto giveplenty of positivefeedback. Do not checkanswersat this stage. PIaythe audiofor studentsto checkanswers. NorveMiasto IvanKuznetsov. Ncvgcroc JuanrtaHerrero,Mexrco.

Neuvri,e Languagenote AIIthepartsof the namesanciaddressesonthispageare translatableequivalents seeCulturenote. Seeif your students noticethisforthemselvesafterdoingexercise3. Gothrough the example. Studentscompareand checkspellingin pairs. Encouragethem to lookup from the pageasthey repeatsothey concentratemoreon listening.

Monitor andhelpwith pronunciationby playingthe audio againor modelany numbersstudentsfind problematic. J explain,very simply,why.

T10 presentof be: Uvhatt yoursurname? Pronunciation stressin questions 6 1C. Therearethree morequestions and studentswill practisesayingthesebeforeseeingthem written down. Playthe audioand beatthe rhythm asstudents saythe questions. Givepositivefeedbackand play the audio againasnecessary. Write Whereareyoufrom? In pairs,studentswrite the next three questionsfrom memory. Monitor andprovidesomewordsto help if necessary.

Donot giveanswersat this stage.

Explainthat the questionsin exercise7 arein a different orderto the audioscript. A What'syour address? A What'syourf,rstname? A What'syour surname? Monitor for rhythm andtap the deskto remind studentsto useit. After a few minutes,studentsswaproles. Drill the questionsasa class beforethey start the activity. Putthe wordsname,surname, from, address,countryon the boardand encouragestudentsto work without their books.

Monitor and checkthey areasking and answeringcorrectly,making a noteof any repeatederrors to gothrough asa classafter the activity. I'm,My name is Gothrough the exampleasa class,making surestudentsunderstandwhy my is the correct answer. Write the sentenceson the boardand draw a line to showthe connectionbetweenI'm andMy. Starta sentence with both and getthe classto finish them,to checkthey understandthe difference. Weusepronouns with verbs.

Remindthem to referbackto their answersin exerciseu if necessary. Goroundthe classandhelp. Studentscompareanswersin pairsor groups. Theyusethe full form isafter vrcrdslike address,which endsin s. Usethe examplesin the gran. Studentswill seeanotherexampie cf this: Remindthem to ignorethe gaps. Checkany vocabularyproblems. Gothrough the exampleasa class,making surethey understandwhy 'm is the correctanswer. Gothrough the secondgapif necessary, reminding studentsto lookat the subjectof the verbbefore they choosewhich part ofthe verbto use.

Studentscomplete the text with the appropriateparts of the verbbe. Theycan compareanswersin pairsbeforea whole classcheck. Listencarefullywhen studentsreadthe text to their partner. Makea noteof any pronunciationproblemsand drill dificult sounds,e. If youthinkrr ': Demonstrate the activity by sayingWhoam I? Write address? AskHow manypeopleliveat 4 MarketStreet? In pairsor small groupsof three,studentscontinue the activity.

Encouragethem to lookup from the pageto ask the questionsfrom memory. Tapthe deskto remind them of rhythm asthey askthe questions. Studentperformance Studentsshouldbe ableto find the identity of oneor two studentsby askingquestions. Their questionsdo not haveto soundperfect,but an attempt at using sentencerhythm should beevident. Youcanusethis checklistto monitor and givefeedbackor to assessstudents'performance. I cangive my name and addtess.

Studentstick on my own if they havefound the identity of both students. Earlyfinishers Studentsrepeatexercis: How to start a conversation lrientation -E: On the: In the second,In the street,a teacher and a well Mr, Mrs, and ,' are abbreviations,so offer no indication of how the words are Ms and Mrs look very similar, but are pronounced -,: Accuratepronunciation is important to avoid a possible: Put it all together,students practise having a conversation they -: In pairs,they act ':: Warmer l: In the first column write , Spain,London,Britain, Poland and in the third write.

Elicit a couplemore: Write nameg placesand nationalitiesaboveeach one. Ask r: What'syour name? Whereare ,: Are you FrenchT ',', rite How to start a conversationon the board. Ask about the people. Are theyfriendsT Gottuough the instructions, checkingstudentsunderstandthe activity and vocabulary. PIay the audio. Studentscompareanswersrn parrs. Playthe audio a secondtime if necessary. Gooveranswersasa classby askingWhat'sher name? Where's hefrom? Askaboutthe people,e. Do theyknoweachother? Are theyfriends?

Go through the instructionsand items Checkstudentshave coveredthe text beforeyou play the audio. StudentscomPare answersin pairsand listen a secondtime if necessary. Readthe first item and stressthe word isn't Checkstudentsunderstandthe vocabularyin items z-6, andtell them to lookquicklythrough the conversationto find the answers.

Elicitanswersaroundthe class,and askWho startsthe conversation,Natalia or Eddy? Highlight the contractedform of u not andthe inversion of the subjectand verb to makethe guestion-Direct studentsto the grammar box and checkany vocabu-lary- Studentscompletethe sentencesin pairs,ustng tle serrtences in exercises3and 5to help, if necessary.

Goover answer as a classand point out the useof short forms rn negativeshort answersI'm not,He isn't but not in the affrmative answers I am andHe is. Tell studentswe don't say. Is shemarried? Extra activity Givestuder: Isbeforehein a questicr..

Checkstudentsunderstandthe activity and set a short time limit of oneminute. Studentscomparein pairs beforethey give you examplesfrom both conversations. MriMrs,Miss,Ms,sinqle, morried politeforms: China,English,London, etc. Extra plus l. Point out that if we give a negative a.

Monitor a: Ask the J-ies' Now sayMy name's Dlrect students to the box and go through the example conversation. Ask a few more questions before putting students in pairs to continue. Monitor and give positive feedback for accurate word order in questions and the use of short forms. Make sure students swap roles. Extra plus P-rtstudentsinto different pairsto tell a new partner about tneir first partner. Monitor and helpthem usehe'shecorrectly. Mr rnistr,Mrs 'mrsrz,Ms nrrr,Miss r: Pointout how dictionaries showhow many syllablesa word hasandwhereword stress falls.

Tellstudentsthat itemsarevery similar to the way information aboutwordsis givenin a bilingual dictionary,and gothrough the exerciseasa class. Askstudentswhy EddysaysNiceto meetyou, MissDubois. Or is it MrsDuboisor Ms Dubois? AskHow ntanysyllables? Doa minimalpairactivity rviththe class. Studentscontinuetn pairs. Tellstudentsthat the peoplein the conversationsarepolite and elicit a few examplesof politewordsand phrases,e.

Mime to showstudentsthe difference betweenExcuseme andSorry? ForExcuseme,tap on a desk to get students'attention. Thenaska studenta questionand saySorry? Studentscompletethe exercise individuallyandcomparein pairs. Monitor and giveextra practiceasnecessary. Givepositivefeedback orsmile ,when studentssoundfriendly. Label the first column. Ask students to find words and phrases with similar meanings in In the street yes,father, goodbye. Point out that the words in the first column are used in a lessformal context.

Go through the instructions and the example and check students understand the activity. In pairs, students have the conversations. Check students use formal or informal words consistently in their conversation.

Check students swap roles. Extra help Givestudentstrme to write the conversationfirst. Monitor and help as necessary. Givepositrvefeedbackwhen studentsdc,tl: Picturest andz - more formal PicturesinformalJIn pairs,studentswrite their conversations.

Encouragethem to lookup from the page. Studentperformance Studentsshouldbeableto startandmaintaina shortconversation. Youcanusethis checklistto monitorandgivefeedbackor to assess students'performance. Students tick on my own if they can ask two or three questions to keep the conversation going. They tick with some help if they refer to the cues on the board once or twice.

Early finishers studentschangep ,. Usethesewordsfrom lessonsA-D: Teamswrite answerson paperandthen onthe board. Askstudentsfor one WriteHowto givepersonalinJormation.

I Readand give information -- Before you give answers, ask students how many:: Students complete the: Monitor and give positive: Students read the conversation before they write.

Go through the flrst item as an: Students complete the flrst four items individually. Full name: Satomi Sakamoto Age: Before they listen, seeif they can suggest any words: PIay the audio and check answers.

Home address: Nakanochl 13,Tokyo Telephone: Askstudentsif Satomiunderstoodthe man. No,shehadto ask nim questions. Studentsreadthrough the questions andanswersandorderthe words. Sorry,I don'tunderstand. How doyou spellthat,please? In pairs,studentspractisethe conversations.

Monitorand checkthey areusingcorrectintonationandmakesurethey taketurns to askandanswer. Encouragestudentsto write new conversationsandaskfor volunteersto actthem out.

Extraplus Youcanomitthe'. G Write and checkcapital letters: In this section,students are introduced to the idea of review writing to correct mistakes.

Ask the classto identify the probier.. Students look again at the information about John Evans. When they have finished, ask how many mistakes there are Encourage them to go over their work again if they have not found 16mistakes.

My name's lohn Evans. I'm Britlsh. I speakEnglish. My addressis 18Park Street. Explain that they will find the answers in John's paragraph and iessons A-D in the unit. Check answers as a class. Passportnumbercouldbereplacedwith ID,NI number. In pairs,studentsaskand answerto complete the form.

Encouragethem to checkthe information they have written. Studentperformance Studentsshouldbe abieto askquestionsto completean appiication form accurately. Youcanusethis checklistto monitor and glvefeedbackor to assess students'performance. I can give personal information. I car. Studentstick on my own if tne-vhave copiedand compietedthe form correctly Thev tick wrth someheip if they have to look at the questionsbeforetrev ask.

Early fi. Warrner Rememberthe sentences Teamgame. Write thesewordson the board: Givestudentsthreeminutesto make sentencesin smallteams. Askeachteam in twn to saya sentence. If it is andthey'recorrect! If it isn't, givetwo pointsto the flrst team to correctthe sentence. Possibleanswers Niceto meetyou. Seeyou later. I don't understand. Vocabulary GreetingsrA exercise3,rCexercise6 Warm-up: Beforestudentsdothe exercise,they readthrough the conversation.

Ask Whoarethe speakers? Where areyoufrom,lan? And you? Studentswrite the conversationin the correctorder andthen translateit. Wnte-frst names,surname,town,country,phone numberon the board. Givethreeexamplesof the sametype of word for studentsto saythe category. Repeatusingdifferent wordsand categories. Gothroughthe exampleandcheckunderstanding. L26arrdlabelthe partsfrom memory. NumbersrB,rC Warm-up: Studentssaywho it is. Write the letter e on the boardandthe following Iettersaroundit o,t,J h, t v,i, s,n,y.

Studentswrite numberwordsbetweenoo,usingthe letter e andthe other lettersmorethan once. Suggestedanswers one,three,five,seven,nine,ten,thirteen,seventeen,nineteen, thirty-one,thirty-three,thirty-seven,thirty-nine,flfty, flfty-one,fifty-three,fifty-five,fifty-nine, seventy-three, seventy-nine,ninety,ninety-one,ninety-three,ninety-seven, ninety-nine Justfor fun Warm-up: Write the lettersCUon the board.

Elicitor explainthat this shortform is often usedin an email or text message. Giveanotherexamplebeforestudentsdothe exercise. Write I'm 18onthe board. In pairs,studentsguesswhat it representsandwho saidLt.

Eddy 2Whereareyoufrom? Tellstudentsto imaginethat Pablois giving his nameon the telephonebut the line'sbad. Thisis what he says. My name'sPablo. No,not Pavlov,Pa- blo.

Studentswrite their nameand seeif they canfind oneword from the unit for each letter. If you havea Pabloin the class,he canusea middle name! Earlyfnishers Studentswrlte My LanguageandEnglishanddrawtwo columnswith the headingssameandsimilar. Theyfind words in unit r to put in bothcolumns. Telithem to coverSayhello andsaypicturenumbersfor the classto sayphrasesfrom memory.

Usethe exampieandteli studentsto makesentences by movlng from left to right, right to left, up and down but not diagonally. Thefirst word of eachsentenceis numbered. Studentslook at audioscript1C.

Business Result Elementary Teacher's Book with Teacher training DVD

Studentsaskand answerin smailgroups. Presentsimpleof beE rCexerciserz,rD exercise6 Warm-up: Classchain drill. SayMy name's Studentscontinuewith their own nameand another. They continuerandomlyroundthe classat a briskpace. Beforestudentsdothe exercise,they coverthe text and lookat the pictureof lvan. In pairs,studentscreatethree gap-filisentences aboutothersin the classusingthe text asan example.

They swapwith anotherpair. Studentscompletethe sentencesand checkanswerswith the pair who wrote the sentences. PronounsandpossessivesrCexerciserr Warm-up: Saythe namesof six peoplefrom unit r. As a class, studentscall out heor she. Gothrough the flrst item togetherto check understanding. In pairsor small groups,studentschoosetwo people from the unit andwrite three sentencesabouteachone.

Studentsreadtheir sentencesfor othersto guesswho. T15 nl Howto useEnglishin the classroom 3rientation l: In someculturesthis would not be '' ; classroompracticeand might evenbe impolite.

This mlght be different for your students. They ask Ask studentsto spell the names and write them on the Seewhat studentsknow by holding up or pointing to:: Write the word on the board Write the letters a-m on the board.

Point to the words and askstudentsto saythe letter. In pairs or small groups,students rcad,Thingsin the classroomagain and completethe exercise-Checl answers. Usethe pictwe for further practice- Extra plus Encouragestudentsto askaboutotherclassroclT,iie: In pairs, studentstest a partner.

Gothrough the examplewith a volunteer. Saya letter and ask What'sthat in English? How doyou spellit? Gesturefor them to spell the word chorally. Studentscontinue the activity in pats. Monitor, checkpronunciation and give positive feedback If necessarydrill problempronunciation or play the audio again lxtra help Reviewspellingusingthe alphabetbeforestudentsdoexercise Extra plus Booksclosed. Studentspoint andaskaboutotherthingsin their ciassroom. Remindthem to useI don'tknow. Copythe table and the syllable symbolsonto the board-Say pencil to show it hastwo syllables.

Studentscontinue in pairs. Monitor andmodelpronunciationasnecessary. Check answers. Extra plus Play a speliing game. Ask a stuc: The first studer.: Ask questionsabout English 2A. CopyquestionA on tlre boardto show the stress. Playthe fust conversationand model or play it again if necessary. Sfudentscompletetlrc exercise-Checkanswers.

Hm... Are You a Human?

Takethe part of lim and nominate or askfor volunteersto read the parts ofAna Pablo,and Satomi. Example: An air traffic controller controls the movement of aeroplanes. Make sentences about these departments using words in the table. Example: Logistics plans deliveries from suppliers. Listen and write the sounds. Try to guess the department your partner describes. Example: A This department works with customers.

A Correct. Take turns to choose a square. On a yellow square, have a role-play with your partner, on a blue square follow the instruction, on a pink square answer the question s. If you are correct, or if you complete the role-play, you win the square.

If you are not correct, the squares stays open.

What is your nationality? What is your job? A Call a hotel and ask about its services then book a room. David Grant. Kate Baade. Rachel Appleby. John Hughes. Michael Duckworth. Christopher Holloway. Louis Rogers. Home Contact us Help Free delivery worldwide. Free delivery worldwide. Bestselling Series.

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