Title Slide of Messages 1 teacher's book. English teacher at Primary school. Follow. Published on Aug 28, Published in: Education. 4 Comments; Cao Zorana!Bila bih ti izuzetno zahvalna ako bi mi pomogla da nadjem Messages 1 Teacher's book i resource pack!! Hvala!!!! 4 years ago. 'SBN Messages Level 1 and 2 DVD PAL / NTSC i Cambridge University Press ( ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Contents ‘Map of the Student's Book Introduction Teacher's notes and keys.
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Documents Similar To Messages 1 Teacher s Resource Pack. Messages 3 Teacher s Resource Pack. Uploaded by. DJARistov. Messages 3. Product description. An attractive and innovative four-level course for lower- secondary students. This Teacher's Book contains extensive notes on how to use the. Messages 1 Teacher's Book by Meredith Levy, , available at Book Depository with free delivery worldwide.
Views Total views. Actions Shares. Embeds 0 No embeds. No notes for slide. Messages 3 teacher's book 1. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.
Making a vocabulary notebook Progress check Coursework: What a mixture! The history of the Olympics Grammar check Study skills: Thinking about learning Progress check Coursework: Getting around Grammar check Study skills: Your coursebook Progress check Coursework: A poem: What has happened to Lulu?
Learning to listen Progress check Coursework: Useful information Unit 9 Getting it right Unit 10 Where is it made? Review Grammar check Study skills: Speaking Progress check Coursework: Central Park Review Grammar check Study skills: Checking your work Progress check Coursework: I think so. Messages is designed to meet the needs of you and your students by making both learning and teaching simple and effective.
It has a clearly structured progression in both grammar and vocabulary, and a wealth of opportunities for students to practise the language they are learning. We hope that students will find Messages an enjoyable, engaging course, with its clear signposting of aims, interesting and motivating themes, and a wide range of rich resources, while teachers will find it offers practical, easy-to-use material that can be adapted to mixed-ability classes. Messages 3 is designed for students who have studied English for two years at secondary level, and includes revision of many basic structures.
The step begins with a description of the target language and the communicative task s Use what you know which students will be able to do, using that language. Short, carefully prepared and guided tasks ensure that even weaker students can enjoy a sense of success. This is a continuous Coursework project, based on different aspects of the overall theme of the book see below and on the language of the preceding units.
Language is recycled and revised in the modules themselves and in the reviews, tests and additional material. Each book has its own theme, exemplified in the six Coursework tasks. In Book 3, the theme is visiting an English-speaking country.
By the end of the year, students should be able to describe their own social environment, interact successfully with English- speaking visitors, and feel prepared to interact with English speakers if they are travelling abroad.
Authentic and meaningful language learning As in Messages 1 and 2, the language is controlled but is as natural and realistic as possible, presented and practised in authentic contexts. Students will continue to learn about their English-speaking counterparts, and about the world around them. There are frequent opportunities for students to talk about themselves and their interests.
In the reviews, a series of exercises and tasks help learners to monitor what they can do. This is reinforced when they complete the Learning diary in the Workbook. The pages contain a selection of visuals from the coming units, a list of what students will study in the module and what they will be able to do at the end of it, and a brief matching exercise.
You may need to translate some of the language points for weaker classes, but encourage all classes to say as much as they can about the pictures before they do the matching exercise. With stronger classes, you may want to ask students to identify which language point each of the sentences relates to, or to supply similar sentences. Presentation In Steps 1 and 2 of each unit, there is a wide variety of presentation texts and dialogues. They each present the new grammar point in a context which illustrates its concept and meaning, as well as providing plenty of natural examples of it.
In some cases, students listen first with their books closed or the text covered. This will enable them to focus on the sounds of the language without being distracted — and sometimes confused — by its written equivalent.
Ask plenty of comprehension questions, and get students to repeat the key sentences. Share your ideas The presentation is often preceded by this preparatory discussion, which reactivates and revises known language and sets the scene for the students, so that they can anticipate what they are about to hear or read.
Key grammar Key grammar activities follow on from the presentations and focus on the language within them. Give students a few moments to look at the grammar box and reflect before they discuss and complete the examples and explanations orally. They can then copy the completed sentences into their notebooks.
In some cases, students translate the examples and compare them with the mother tongue equivalent. Practice The controlled practice exercises which always follow Key grammar sections can be done orally with the whole class, and then individually in writing.
Look at the example in the book with the whole class first, adding further examples on the board if necessary. This is an excellent opportunity for students to focus actively on the new grammar and test their understanding. It also gives you a chance to monitor and deal with any difficulties they may have before you move on. We suggest you play the complete drill through at least once, before pausing for the students to respond each time. You may prefer to do the drills yourself, without the recorded version.
Key vocabulary These are often matching activities, but with more emphasis now on using words in context. Some of the lexical groups recycle items which students should know, as well as introducing new words. The core vocabulary of each unit is practised further in the Workbook. Encourage students to start their own vocabulary notebooks and to record new vocabulary in them.
Key expressions In each unit, students learn a set of practical, functional expressions that they can use in everyday situations for example, for apologising, making polite requests, expressing thanks.
These expressions are first encountered in the presentation dialogues, and students practise them through pairwork. There is further practice of the expressions in the Workbook. Key pronunciation Messages 3 further develops basic areas, such as stress in multi- syllable words and weak forms. It also focuses on features such as vowel sounds and intonation in sentences. The pronunciation activities are always linked to the language of the unit. Use what you know The Use what you know tasks at the end of each step enable students to use what they have learnt for an authentic, communicative purpose.
Many of these tasks can be prepared in writing and then done orally, or vice versa. In addition, new language is practised in meaningful contexts that involve an element of creativity on the part of the learner, with an emphasis on moving from accuracy to fluency. Students ask questions, share opinions, talk about themselves, their country and the environment around them. Speaking can also be encouraged by giving students the chance to act out rough or reduced versions of some of the presentation dialogues, and also to engage in role plays.
The aim here should be to reproduce the situation rather than the original conversation word for word. Stronger students can work in groups and write a slightly different conversation. Writing Writing is involved in many of the Use what you know activities, where students write sentences, paragraphs or short dialogues.
In Messages 3, a more extended writing task comes at the end of Step 3 in each unit. Here students are asked to write a variety of text types for example, a report, a short story, a letter, a biography.
To help them to organise their work and choose appropriate language, a step-by-step Writing guide is provided, with practical advice and examples that they can use or adapt. These writing tasks can be prepared in class and done for homework. For longer writing tasks, encourage students to first write a rough draft, then read through and check their work before writing a final version. Listening Messages 3 provides plenty of practice of this skill.
Students listen to presentation and reading texts, and in each unit there is a specific listening task, covering a variety of text types, for example, a conversation, an interview, a radio advertisement.
Four authentic songs are included for listening comprehension. However, they are not expected to understand or reproduce everything they have heard. You should focus on the key sentences only.
Remember that learners may need to listen more than twice during these activities. Most of the texts are recorded, but students are asked to read the text themselves before listening and reading as a second step. Tasks provide practice in specific reading skills for example, identifying the topic, skimming, scanning, guessing meaning from context , and there are also questions to check comprehension.
A Word work section highlights certain word patterns or grammatical forms, based on language used in the text. Additional reading practice is provided through an extra reading text with each unit, dealing with Life and culture in the English- speaking world.
Consolidation and testing At the end of each unit, there is a page of extra exercises on the language of the unit, providing practice of KET-style tasks. At the end of every module, preceding work is pulled together in the Review. For each language point, students work through a simple analysis of the grammar and complete one or two tasks showing how they can use the language. In the Coursework there is a model each time, based on the character Ana, for you to study with the whole class.
Individual coursework can then be done at home over a period of a couple of weeks or so.
In addition, the Review section includes work on study skills to help students become more independent and effective learners, and a chance for students to assess their own progress.
Workbook Workbook activities should, in the main, be done for homework, though they can be prepared in class with weaker students if necessary, and you can also give stronger students the Extension exercises if they finish earlier than their classmates. Make sure you have covered the relevant part of the step before students begin the corresponding Workbook exercises.
Sentences for translation are introduced for the first time in Step 3. At the end of the unit, students complete their Learning diary. Infoquests Each module of the course is accompanied by an Infoquest, in which students are encouraged to find information on specially designed websites and to work co-operatively.
The websites are housed at http: You will need to complete a simple form to register and then get access to these items, and will need to log in with your user name and password each time you want to use them. Use classroom instructions in English from the beginning, and get students to address you in English as much as possible. Making good progress A wide variety of task types ensures regular changes of pace and activity, with frequent opportunities for students to work at their own level.
Work at a lively pace and have the courage to move on even though students may not have learnt everything in a lesson perfectly. Dealing with classes of mixed ability There are a large number of personalised and open-ended activities which allow students to respond in different ways, depending on their ability. The rubric do at least … also enables students to work at their own level.
Other activities If you have time, Try this! Try to make sure you involve all the students. For example, ask weaker students to suggest single words to describe a photo, while stronger students might think of a question to ask about it.
When you ask a question, give everyone the chance to think of the answer before calling on individuals to do so. When doing individual repetition, ask stronger students first, but be careful not to make this too obvious by always varying the order, and who you call on. Use the different skills of the students in as many ways as you can. The student who hates speaking may enjoy writing vocabulary on the board, while another student may be good at drawing, or making posters.
Try to build an atmosphere in which students communicate with you and with each other in a respectful, courteous and good- humoured manner. Never underestimate the importance of praise and encouragement: Well done! Explaining new words New vocabulary which arises other than in the Key vocabulary section can be explained using visual aids such as your own set of flash cards, pictures on the blackboard, mime, contextualised examples or, if necessary, translation.
Encourage students to guess the meaning of new words as well as using their dictionaries. Controlled oral repetition Key vocabulary and expressions and key sentences in presentations can be reinforced through choral and individual repetition.
When asking a question, give everyone time to think of the answer before asking an individual student by name. When two or three individuals have responded, finish by getting the whole class to repeat.
Get students to ask as well as answer questions. Questions and answers can be drilled by dividing the class in two and getting the groups to take it in turns to ask and answer, before moving on to drilling with two individual students. When drilling words or sentences, you can beat the stress of words and sentences with your hand to show where the main stress is — exaggerate slightly if necessary. You can also use your hand to show whether the sentence goes up or down at the end.
I usually go to bed at half past ten. Pairwork Getting students to work in pairs will greatly increase the amount of English spoken in the classroom, even if some students may use the mother tongue. Walk round and listen whilst students are speaking. Vary the pairings so that students do not always work with the same partner. Always give examples of what you want students to do and check that they understand the activity clearly.
Group work Some of the activities in Messages 3 can be done in groups if you wish. Use mixed-ability groups and appoint a group leader. Correcting oral mistakes When correcting students, be sensitive and realistic about what you can expect at their level.
Focus on fluency rather than on accuracy when students are engaging in communicative activities such as pairwork and talking about themselves. You can note down any important and recurring errors and go over them with the whole class at the end of the lesson. Try to focus on content as well as on accuracy, and respond accordingly if something is interesting. Correcting written work Make your corrections clear by indicating the type of error, for example, vocabulary, grammar, spelling etc.
Comment positively on content where applicable, e. This is very interesting, Carlos. Enjoy it We hope that the material in Messages 3 will motivate the students and facilitate their learning, and that the way the material has been structured will make your job as straightforward and effective as possible. Most of all, we hope it proves a rewarding experience for you and your students.
Answers 1 c 2 d 3 b 4 a Revision: Questions and answers Expressions: Greetings and introductions Communicative tasks: With a population of over 20 million, it is one of the biggest cities in the world. Veracruz is a busy port on the Gulf of Mexico, km east of Mexico City.
They can do this individually, in pairs, or with the whole class working together. Students listen and check their answers. Check that students understand the meaning of Pleased to meet you. Explain that Do you fancy …? Pause after the questions and ask students to repeat them.
I come from Mexico. I live in Veracruz. I like it, but I sometimes feel a bit homesick. Pleased to meet you, Ana. Er … do you fancy an ice cream? Check comprehension by asking students to suggest answers for each question. If necessary, prompt them with questions, for example, Is the girl British? Preteach homesick. The boy is probably British. The girl is unhappy. Emphasise the connection between the question and the short answer: Is Ana …? Yes, she is.
Does she …? Note that the difference between the present simple and the present continuous is revised in Step 2. Answers 2 Where are they? When they give the answers, you could ask them for further information, for example: Yes, it is. Is it raining? Does he know her?
Are they friends? Establish that the first picture shows a formal conversation between two school teachers and a parent. Students listen and check their answers, then practise the conversations in pairs.
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WordPress Shortcode. Zorana Galic , English teacher at Primary school Follow. Published in: Full Name Comment goes here. Are you sure you want to Yes No. And resource pack, please! Boca DG Thank you a lot for all,i really need them.
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