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HERE WE GO 3 TEACHERS BOOK

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here we go! 3 Student's Book e-Books; Workbooks; Companions; Test Books ; Grammar Books; Whiteboard Software; Teacher's Guides; Class Audio CDs. Burlington Books is one of Europe's most respected publishers of English language teaching materials, with Here We Go! 1, Here We Go! 2, Here We Go! 3. Teacher's Zone e-Book Downloads. Κατεβάστε το e-Book που αντιστοιχεί στο βιβλίο της Burlington Books που Burlington Webkids 3 Here We Go! 1.


Here We Go 3 Teachers Book

Author:DEWEY SOORUS
Language:English, Spanish, Dutch
Country:Eritrea
Genre:Religion
Pages:455
Published (Last):22.01.2016
ISBN:801-1-37941-287-9
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Here We Go Grammar! follows the Here We Go! grammar syllabus but can Teacher's Editions with answers overprinted and photocopiable tests are available. Teachers can monitor student progress and test Interactive Practice 1, 2, 3, B1 . Here We Go! 1, 2, 3. Readers. A-D Class. Student's Books with Two-in-One. TOP Grammar consists of a Student's Book, a CD-ROM and a Teacher's Book. . I want you to come here right I'm sure I will be allowed to go. now! I'm sure they will Student 3: So, a young man called Daniel was hurrying to the town centre.

What behaviors and characteristics would you see in the life of someone who was building on the foundation of Christ? Using what we have learned in Alma 40 , how would you explain the doctrine of resurrection to a friend who is not of our faith? Questions That Invite Feelings and Testimony [5. Many times, those feelings engender a stronger desire in the hearts of students to live a gospel principle more faithfully.

Great teachers ask those. Many students could participate in answering. Most could give at least a passable suggestion. And minds would be stimulated. After asking, we might wisely wait for a moment before calling on someone to respond. Even those who do not speak will be thinking of spiritual experiences.

Often, these questions result in students sharing those feelings and experiences or bearing testimony of a doctrine or principle. And when they feel in their hearts the truthfulness and importance of a gospel doctrine or principle, they are more likely to apply it in their lives. Here are some examples of questions that can encourage feeling and invite testimony: When have you felt the peace and joy that comes from forgiving someone? Think of a time when the Lord directed your decisions because you trusted in Him rather than relying on your own understanding see Proverbs —6.

How were you blessed for doing so? If you could personally express your gratitude to the Savior for His sacrifice for you, what would you tell Him? How is your life different because of what happened in the Sacred Grove? When have you seen others respond faithfully to trials? How has that influenced you? A word of caution: Responses to questions of this nature can be especially personal and sensitive.

Teachers should ensure that students never feel forced to answer a question, share their feelings or experiences, or bear testimony. Questions That Encourage Application [5. Students who are able to see how they have been blessed by living gospel principles in the past will be more desirous and better prepared to successfully apply them in the future.

Questions can play a vital role in helping students see how they can apply these principles in their current situations and consider how they can apply them in the future.

Following are some examples of questions that can help students think specifically about ways they can apply principles and doctrines in their own lives: What changes would you need to make to better keep the Sabbath day holy so that you can be more fully unspotted from the world? What is something the prophet has counseled that you could follow with greater exactness? How can the principle that if we seek the kingdom of God first, we will be blessed in other areas of our lives help you prioritize your goals and activities for the next two or three years?

Class Discussion [5. A class discussion occurs as teachers verbally interact with students and students verbally interact with each other in a manner that fosters learning. A good discussion can help students learn the significance of seeking answers to important questions and the value of listening to and learning from the comments, ideas, and experiences of others.

It can also help students maintain a level of concentration and participation in class that often results in a deeper understanding of the doctrines and principles of the gospel being discussed, as well as a more genuine desire in their hearts to apply the things they learn and feel.

Following are some ideas to help teachers direct engaging and inspiring class discussions: Plan the discussion. Like other methods of teaching, a discussion needs to be carefully prepared and then conducted under the influence of the Spirit. Avoid excessive teacher commentary. Teachers who comment excessively on a discussion topic may discourage students from making the effort to participate because they have learned that their teacher is often anxious to provide the answer.

Excessive teacher commentary can make students feel that their contributions are less valuable and cause them to lose interest. Invite all students to participate. Teachers should strive to find ways to appropriately invite all students to participate in meaningful discussions, even those who are hesitant to participate for various reasons. Teachers should be careful not to embarrass students by calling on them when they know the student is unprepared to answer.

Sometimes a student or a small number of students tend to dominate class discussion. Teachers may need to visit privately with such individuals, thank them for their willingness to participate, express how important it is to encourage all class members to participate, and explain why they may not be called upon each time they volunteer to respond. Call on students by name.

Calling on students by name to respond to a question or make a comment helps foster a learning environment of love and respect. Sometimes when asked an effective question, students may not immediately respond.

This silence should not trouble the teacher if it does not go on too long. At times, students need an opportunity to reflect on what they have been asked and how they might respond to the question. Such reflection can facilitate instruction by the Holy Ghost. Rephrase the question. At times students may struggle to respond to a question because the question is not clear.

The teacher may need to rephrase the question or ask the students if they understand what was asked. Teachers should avoid asking a series of questions in succession without allowing students adequate time to think deeply enough to formulate appropriate responses. Listen carefully and ask follow-up questions. Teachers are sometimes so concerned about what to say or do next that they do not pay attention to what students are saying. By observing and listening carefully to students, teachers can discern their needs and guide the discussion under the direction of the Holy Ghost.

Teachers should remind students to listen to each other as well and not to talk when someone else is speaking. Discussions can become much more meaningful, lively, and effective when a teacher redirects an answer or comment from one student to other students.

This often greatly enhances the learning experience. Usually, unless time is limited, all students who desire to make a comment should have an opportunity to speak. Acknowledge the response in a positive manner. When a student gives a response, the teacher needs to acknowledge it in some way.

When an incorrect response is given, the teacher needs to be careful not to embarrass the student. Read the Scriptures Together in Class [5. It can also help them become more confident in their ability to read the scriptures on their own. Teachers need to be careful not to embarrass those who do not read well or who are very shy. Students who prefer not to read aloud should not be forced to do so, but teachers can encourage them to participate in ways that they are more comfortable with.

For example, assigning a short scriptural passage to a student beforehand so he or she can practice reading it may be an appropriate way for that student to participate in class. There are several ways to read the scriptures together in class: Have students read aloud, either one-by-one or in unison. Have students read to each other. Have students read a passage silently. Assign different students to read the words spoken by various individuals in a story.

Read aloud to the students as they follow in their scriptures. Teacher Presentation [5. Teacher presentation can be very effective when summarizing large amounts of material, presenting information that is new to students, making transitions between various parts of the lesson, or drawing conclusions. A teacher might need to explain, clarify, and illustrate so that students can more clearly understand the context of a scripture block.

A teacher may also emphasize key doctrines and principles and exhort students to apply them. Perhaps most importantly, teachers can testify of gospel truths and express their own love for Heavenly Father and His Son. The following ideas can help a teacher utilize this method more effectively.

Follow-up activity: Have your students play get-to-know-you bingo to find out just how much they have in common with their classmates.

Here We Go Round the Mulberry Bush

All Are Welcome by Alexandra Penfold Pre-K—3 A lovely story that celebrates diversity and inclusion in a school where everyone, no matter their dress or skin color, is welcomed with open arms. Follow-up activity: Create an anchor chart of character traits. Brainstorm with your students all the ways they are alike and some of the ways they may be different.

She has some very important questions: What are my classmates going to be like? Will they be nice? How many teeth will they have? Little ones, even little humans, will relate to this charming story. Follow-up activity: Ask your students to share some of the questions they wondered about before starting school. Follow along with the main character, Bunny, as he bounces through a hilarious range of emotions. All of your students will recognize the back-to-school feelings beneath the surface of this silly, in-your-face story.

Follow-up activity: Have students draw a self-portrait that shows the strongest emotion they felt coming into school this year. She just knows it will be awful!

She reluctantly pulls herself together and heads to school, where she meets a friend who helps smooth her transition. Kids will love the delightful surprise ending of this sweet story!

Follow-up activity: Have students write about a time they were scared and how their situation turned out! Or, have students partner with a friend and tell their stories to each other.

Does she need an American name? How will she choose? And what should she do about her Korean name? This heartwarming story speaks to anyone who has ever been the new kid or welcomed one into their familiar surroundings.

To facilitate this the expressions are listed in the Workbook as well. Through guided reading and listening activities, followed by analysis of the key language in File, students are gradually led to a point where they can actively and confidently use the language themselves in pairwork and group work activities.

There is authentic material from web pages, holiday brochures, e-mail and phone messages, film adverts and book reviews, and coverage of interactive areas such as telling anecdotes about childhood memories and discussions about controversial topics like animal testing. It also includes interactions between friends and characters in the photo story. Learners can explore grammar at any point in the course, so grammar is set out on a separate page that provides a range of controlled exercises and text types.

There is an extensive series of Grammar exercises, which can either be assigned as homework or used for classwork.

Exercises include matching, transformation, gap-filling, choosing the correct alternative, etc. Grammar rules are mostly presented with an inductive approach. Clear examples that pinpoint the target structure enable students to complete the rules and reflect on usage.

They can also be assigned as homework. References are made also to the lexical categories used in the Unit, Wordlist, and to Useful expressions and phrases. It provides breathing space in the classroom and allows students to consolidate and experiment with language. The approach is wide-reaching and playful — students need to use all their linguistic resources to engage with the tasks and really think in English. They offer students an opportunity to practise speaking in a series of entertaining role plays, tasks and problems.

The key is fun and entertainment and the three-page lessons often start with an intriguing situation. Some of them are lighthearted, others are more related to the real world. The themes include safety on the Internet, strange news reports, job interviews, conducting a crime investigation, exploration of stereotypes and preparation of a TV film. Pairwork and Groupwork Communicative skills are developed by working in pairs or in groups, conducting interviews and surveys, reporting back to the class, participating in class debates.

A number of techniques, such as visuals, questionnaires, games, humorous pictures, and mystery stories, are adopted to create spontaneous responses and to encourage the expression of personal views or emotions. Study Skills Workbook Study skills relate to the soft skills that students need to be effective in the adult world; they also help students improve their performance in English.

There are suggestions on how to develop English outside the classroom, organise a work schedule and a study plan, take notes, present work effectively, develop listening skills and so on. Strategies are designed to have a cross-curricular application and to produce a pool of skills for the future educational and professional career of the learner.

This page offers key lexical techniques such as word building, word fields and dictionary work. It also gives students guidelines and practice through explanations, graphics and exercises. They can select items from the tests allocated to each unit to produce one version of a test, which can then be modified to produce a further version and so on. Students can record their pronunciation and compare it with models given by native speakers. Students can listen to a dictation and check their English spelling.

For Real Intermediate offers extensive support for the students to become effective B2 users. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A2 Waystage Intermediate or survival Can understand sentences and frequently used expressions related to areas of most immediate relevance e.

Teacher Books Intermediate For Real

Can communicate during simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. A Basic User B1 Threshold Can understand the main points of clear standard input on familiar matters regularly encountered in school, leisure, etc.

Can deal with most situations likely to arise while travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B Independent User C1 Effectiveness Can understand a wide range of demanding, longer texts and recognise implicit meaning. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, demonstrating controlled use of organisational patterns, connectives and cohesive devices. C2 Mastery Can understand with ease virtually everything heard or read.

Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. I can understand texts that consist mainly of high frequency everyday or job-related language.

I can understand the description of events, feelings and wishes in personal letters. I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life e.

I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.

I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions.

I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. I can present clear, detailed descriptions on a wide range of subjects related to my field of interest.

I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view.

I can write letters highlighting the personal significance of events and experiences. Ask someone else, for example your teacher, to also assess what they think you can do Column 2.

Add to the list — perhaps with your teacher — other things that you can do, or that are important for your language learning at this level. Use the following symbols: In columns 1 and 2 3 I can do this under normal circumstances! This is an objective for me 33 I can do this easily!! I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.

I can understand TV documentaries, live interviews, talk shows, plays and the majority of films in standard dialect. I can understand the main ideas of complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in my field of specialisation.

I can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension by using contextual clues. I can rapidly grasp the content and the significance of news, articles and reports on topics connected with my interests or my job, and decide if a closer reading is worthwhile.

Reading I can read and understand articles and reports on current problems in which the writers express specific attitudes and points of view.

I can understand in detail texts within my field of interest or the area of my academic or professional speciality. I can understand specialised articles outside my own field if I can occasionally check with a dictionary. I can read reviews dealing with the content and criticism of cultural topics films, theatre, books, concerts and summarise the main points.

I can read letters on topics within my areas of academic or professional speciality or interest and grasp the most important points.

I can quickly look through a manual for example for a computer program and find and understand the relevant explanations and help for a specific problem. I can account for and sustain my opinions in discussion by providing relevant explanations, arguments and comments. I can help a discussion along on familiar ground confirming comprehension, inviting others in, etc. I can carry out a prepared interview, checking and confirming information, following up interesting replies.

I can give clear, detailed descriptions on a wide range of subjects related to my fields of interest. Spoken Production I can understand and summarise orally short extracts from news items, interviews or documentaries containing opinions, argument and discussion.

I can understand and summarise orally the plot and sequence of events in an extract from a film or play. I can construct a chain of reasoned argument, linking my ideas logically. I can speculate about causes, consequences, hypothetical situations. I can generally correct slips and errors if I become aware of them or if they have led to misunderstandings.

Language quality 1 2 3 I can produce stretches of language with a fairly even tempo; although I can be hesitant as I search for expressions, there are few noticeably long pauses. I can pass on detailed information reliably. I have sufficient vocabulary to express myself on matters connected to my field and on most general topics.

I can communicate with reasonable accuracy and can correct mistakes if they have led to misunderstandings. Writing I can write clear and detailed texts compositions, reports or texts of presentations on various topics related to my field of interest. I can summarise information from different sources and media. I can develop an argument systematically in a composition or report, emphasising decisive points and including supporting details. I can write about events and real or fictional experiences in a detailed and easily readable way.

I can write a short review of a film or a book. I can express in a personal letter different feelings and attitudes and can report the news of the day making clear what — in my opinion — are the important aspects of an event. Spoken Interaction I can initiate, maintain and end discourse naturally with effective turn-taking.

I can exchange considerable quantities of detailed factual information on matters within my fields of interest.

Βιβλία αγγλικών A' - B' - C' Senior

I can convey degrees of emotion and highlight the personal significance of events and experiences. Presentation: each spread is presented as a lesson, with a clear rationale of its aim and structure, a clear indication of the CEF descriptor s that will be practised from the full range of B2 and a clear focus on the introduction and practice of the new grammar. There are tips about different ways of getting into lessons.

There are specific teaching notes for weaker and stronger students. There are extra ideas for study skills, dictations and vocabulary work. Real Communication: this spread is presented as a lesson.

The teaching notes offer an analysis of these communicative activities which reinforce the language previously introduced.

They also suggest techniques for exploiting the material. Cultural pages: further cultural and background information is provided in the teaching notes.

It introduces the main theme of the course — exploring ourselves and our place in the world. Our inspiration is webpages where young people talk about who they are, what they think and their ambitions. The young people here give a wide range of opinions which will help students with expressing their own ideas.

The lesson also activates language students already know in a non-threatening context. Cultural information Jonathan Davis, born in California in , is the singer of the nu metal band KoRn.

He also composes songs on the guitar and plays the drums and the bagpipes. Mark Twain, pen name of Samuel Langhorne Clemens — , is a famous American humorist and novelist. Add some information, if necessary. Teaching tip Encourage the students to make notes during pair or group discussions. This helps them to organise their ideas and, in some cases, to report to the class.

Answers 1 being the centre of attention 2 be out for themselves 3 be comfortable in your own skin 4 a phase 5 fitted in 6 p. She has strong opinions but also likes dreaming. She is using a form of communication, the blog, that your students are familiar with. They probably either read them or write their own. Students can identify with what she says, and learn how English-speaking bloggers write. Reading and speaking 1 p.

Allow them a few minutes to discuss what they know about blogs. They can make notes, if they want. Answers 1 Going out, having fun, music, shopping and writing her blog. Grammar Present simple and present continuous 4 p. Ask them to read the sentences, underlining the verbs in the present simple and circling the verbs in the present continuous. Pronunciation Showing interest www. The first is a long conversation between a woman who tells a story and a man who uses expressions to show interest. The second is a long story with pauses for the students to give their own responses showing interest.

Woman: She was at a job interview recently. She had to do a quick online computer test, you know, they sometimes ask you to do a project in some job interviews… Man: Uh huh. Woman: Well, just as she was going into the office she caught her finger in the door, and hurt it really badly. So she had to go to the receptionist and get a plaster for her finger. Luckily they said she could come back the next day and do it then. Man: Right. Woman: Can you imagine that happening to you! How embarrassing.

Man: Mmm. So I grabbed my card and ran on to it. I was in a hurry, you see, because I was late for an appointment. Word expander make and do p. Suggest they find as many as possible in the blog. There is an emphasis on vocabulary development and students use this language in the context of grammar practice, before going on to read the text.

The lesson ends with a personalisation where students talk about their own style. Vocabulary: fashion Quantifiers 1a p. Read these words out loud and point out the differences in pronunciation. Reading 2a p.

Poetry + the Texas TEKS

Ask the students to note these down in their vocabulary notebook. Possible answers The sixties saw a revolution in fashion led by young women in miniskirts and young men in brightly patterned clothes. Flower power was the hippie movement of the late sixties when people wore long hair and ethnic clothes and protested against the Vietnam war and nuclear weapons.I was in a hurry, you see, because I was late for an appointment.

John John does. Not only does the book show the benefits of travelling, but it also explains the pitfalls. What time Something that activates the language knowledge students already have, but also adds to it, through motivating and interesting material.

He should c to help the flood victims.