The Language Leader Teachers Book contains teaching tips, extra photocopiable materials and audio for the coursebook. Language leader coursebook решебник ответы, занятия с этим комплексом позволяют развить аналитическое мышление и коммуникативную компетенцию, более того.
List of photocopiable worksheets. Уровень LL название учебника продолжительность курса, учебники для учителей помогут грамотно создать для этого процесса условия.
Ответы language leader intermediate. Сам им пользовался для подготовки к FCE. Перед тем, стоит познакомиться с направлениями деятельности, как изучать язык по определенным материалам или обучать кого - нибудь, с особенностями преподнесения в учебниках информации.
Ведь оно акцентирует свое внимание не только на приобретении базовых языковых знаний, а также на формировании критического мышления, но и на повышении мотивации к изучению чужого языка.
With its engaging content and systematic skills work, it is the ideal course for students who want to express their ideas and develop language leader coursebook решебник ответы communicative abilities. Language Leader Intermediate provides a thought - provoking, purposeful approach to learning.
Задача учителя научить их применять, а также самостоятельно добывать. Longman — Language Leader — Elementary Longman — Language Leader — Pre-Intermediate Longman — Language Leader — Intermediate Longman — Language Leader — Upper-Intermediate Longman — Language Leader — Advanced Курс Longman — Language Leader — Pre-Intermediate рассчитан на взрослую аудиторию — Мотивация и информативные тексты, которые улучшают чтение и аудирование; — Уроки-сценарии, которые помогают сосредоточить внимание на ключевых точках и работать в направлении окончательной коммуникативной задачи; — Систематическая грамматика и практика словарного запаса с детальной проработкой самых частых лексических единиц; — Сильный акцент на навыки обучения, способствующих самостоятельному обучению; — Стимулирующая и всеобъемлющая программа по письму.
Курс Language Leader предлагает систематическую работу над изучением английского языка Language Leader by Pearson Longman is the five-level general adult English course that provides a thought-provoking and purposeful approach to learning English. А также с приемами активной мотивации к обучению — Motivating and informative texts which improve reading and listening skills; — Scenario lessons that focus on key language and work towards a final communicative task; — Systematic grammar and vocabulary practice with extensive recycling and frequent review units; — A strong focus on study skills encouraging independent learning; — A stimulating and comprehensive writing syllabus.
Мы будем благодарны, если Вы поделитесь с друзьями:. May 14, 0 Комментарий. March 12, 0 Комментарий. Well, psychometrics is really related to the measurement of intelligence and personal qualities. It measures four things: How did psychometric testing start? I mean, who designed the early tests? Well, the first psychometric tests were designed to measure intelligence.
I think the first usable intelligence test was the Stanford— Binet test. The test was developed originally by a French psychologist called Alfred Binet. So, how useful are the tests? All tests must have reliability and validity. Let me explain what I mean.
When you use a reliable test, you get the same results each time. I wonder if you could give us an example of what exactly you mean by validity? Well, what can personality tests tell you about a person? You can, for example, find out how organised, reliable and sociable you are. I think the questions are quite interesting and people seem to enjoy doing them.
There are questions like: Have you taken any of these tests yourself? The results were very interesting. OK, thanks for that. What are you working on at the moment, Dr Partridge? I am particularly interested in whether actors, such as method actors who thoroughly immerse themselves in a role If they found the listening difficult the first time, pause after each question. Students will focus on structure in Exercise 5.
We use the auxiliary verb did, i. Check students understand influenced had an important effect on. Note the position of the adverb easily in this question.
What makes you worried? What do you worry about? Give students time to plan the questions they need to ask. At the end of the activity, correct some of the more common mistakes. With a weaker class, divide the students into two groups A and B. Ask the students in each group to help each other decide which questions they need to ask.
Student B question 4 is in the passive voice. Or Which university did he study medicine at? Student B 1 Where was Sigmund Freud born? Or How many years did he live in Vienna? Or Where did Freud live? Then write the words method acting on the board and ask if anyone knows what it is. If not, ask them to read the first paragraph and then ask one student to explain. If you have an exam class, set a second time limit. Daniel Day-Lewis The Boxer: Reacting to the text. Students discuss in pairs.
You could also ask whether they think acting is more than just lying. Ask students what they know about the theatre and Shakespeare in general. Ask if they can answer any before they watch again. Understanding English-speaking cultures can help learners understand and use language more effectively. Students can learn useful techniques by talking to people who have already successfully learnt English. I work as an actor in theatre, television and film.
Then I went on to train as an actor at the Academy of Live and Recorded Arts, where they taught me the basic techniques of acting, like voice and movement.
I then watched some actors at the Royal Shakespeare Company and what impressed me most about them was their ability to transform themselves completely from one role to another, and then some years later I was lucky enough to work there myself. The popular perception is that a method actor immerses himself so completely in a role that he loses all sense of himself.
The reality in my view is that method acting is more of a process by which an actor can use his own life experiences in order to create a character in a situation.
I really admire Daniel Day Lewis. I remember seeing him in a film called My Beautiful Laundrette when I was a younger man and I found his performance completely compelling. I totally believed in the character he was playing. Now she uses it in two ways. One is to help us build the character prior to the events of the play. And the second way she uses it is between the scenes that the audience will eventually watch, so that we know what has happened between each scene and we can bring that on to the stage when the audience are watching it.
One piece of preparation I always do is establish a time line for the character. So for example, if the play is set in and I am playing a character who is 50 years old, set in London, I would research that time and that place in order to establish what the character has been through.
And I noticed that his very first line suggested that he had killed as part of a war. And that inspired me to look at post traumatic stress syndrome, the experiences of war veterans and I also talked with psychiatrists who helped me get an insight into that kind of experience.
They can also do the MyEnglishLab video activities. Students write a brief profile of the famous person they wrote questions for in Exercise Next, students use examples from the text to extend their knowledge of prefixes. Students discuss the impact of charisma before revising the uses of the present simple and present continuous.
In the next lesson, check the answers and then follow the procedure on for Exercise 8b. As an example, ask students to give you the names of charismatic people or give examples yourself. Turkish nationalist leader, and founder and first president of the Republic of Turkey; B: Aung San Suu Kyi: Burmese political leader held prisoner for many years under house arrest; D: Ask students what they understand by topic sentence and where they expect to find it in a text usually at the start of a paragraph.
Ask students why they should try to include a topic sentence in their own writing. The IELTS reading task of matching headings to paragraphs is a similar skill to matching topic sentences to paragraphs. Ask students how topic sentences are similar to paragraph headings. They think it is a kind of fame. They are able to draw people to them and get others to see them as leaders.
Equality between black and white people in the USA. He misused his charisma and damaged his company. That it can be dangerous. Students will need to look at the gapped topic sentences as well. Elicit that over- is a prefix. Ask students to underline the prefixes in the other words and match them with the meanings. If necessary, tell students to use their dictionaries to find the words and then decide what the prefix means.
Tell them they should be able to work out the answers by looking again at Exercises 3a, 3b and 4a above. If you are short of time, tell students to discuss one or two questions only. Set the first question and tell pairs to choose three charismatic people for the article. However, the idea of present continuous for changing situations may be new to students. PC b Michelle Obama regularly gives talks all over the world PS c She inspires young people PS d Nowadays, psychologists are taking a greater interest in charisma PC While these structures might be familiar to students, the present simple is extremely important as it has a very high frequency in academic texts.
If your students are in an academic context, ask them which use of the present simple they think is most common and why? For a full explanation and further practice, ask students to look at the Language reference on pages — What do you usually do at the weekend?
What are you reading at the moment? Do you enjoy art and music? Do you prefer extroverts or introverts? Are you working on any new projects now? Are you doing anything interesting at the moment? Do you lose your temper easily? Students write the numbers of the questions down the left-hand side of a large piece of paper and then draw three further columns.
Students use some of the information they gathered in Exercise 8b to write a short paragraph about another student in the class. Remind them to pay attention to the grammar they use. Students choose one of the charismatic people from the reading to research online.
They then write a paragraph about this person. If possible, it should be a living person, so that students can practise the present simple and present continuous. Students read the scenario about recruiting a new employee to work for two bosses. They listen to two people discussing the problem and then focus on the Key language. Finally, the main task asks students to choose a suitable candidate for the job. Students may say one problem is people not liking each other.
If so, teach get on with somebody in preparation for the listening. Chris and Jodie have different personalities and the assistants preferred one boss to the other. There were personality clashes between the assistants and the two bosses. Two assistants leaving us in the last three months. You speak your mind instead of being diplomatic. I think you upset her quite often. She wanted to go shopping during office hours, to buy a birthday present for her mother. She always gave me funny looks when I went out of the office to have a cigarette.
I like open-minded people, you know, people who live and let others live. In my opinion, she was a really hard worker, she did a good job for us. What about the other one who left, Louise? She was too quiet and it really got on my nerves. She was a sensitive person, Louise. Yeah, without any sense of humour at all. Well, I liked her. And I have missed her — a lot. She was a great worker, she always did exactly what I asked her to do. You know, she was afraid of you, Jodie, you have such a strong personality.
I suggest we contact the agency again. OK, how about you phoning them this time? All right, leave it to me. There are a lot of personality adjectives in the text, but many of them are about the two assistants. Tell your students to focus only on the adjectives to describe Chris and Jodie.
As a follow-up to Exercises 5 and 6, students write short notes on two of the candidates to send to Chris and Jodie. These should summarise the good and bad points of each candidate. Students use a text about women and men drivers to experiment with two different ways of taking notes and then look at symbols and abbreviations used in note-taking. In the writing section, students focus on paragraph structure, linking phrases and the process of planning before writing their own for and against essay.
They can write about studies, behaviour, socialising or any other topics they want. Elicit ideas from two or three pairs and ask the rest of the class if their ideas were similar. This whole lesson has much that is relevant for academic learners, and Question 3 in this task can particularly be picked up on and expanded. Many students initially struggle to identify reliable internet sources and require help in doing so. Make sure they give reasons. Ask a few students for their ideas in open class.
Then elicit the following change from the class: Personality 24 To give students more practice in using the symbols and abbreviations, ask them to change the notes they made in the warm-up using the ideas in Exercise 3a. Ask them to compare with a partner before getting a few ideas from the class. Set a short time limit. If students are unsure, refer them to the sentences with the highlighted examples to demonstrate their use.
Go through answers with the class. However, in contrast and on the other hand need a new sentence. Although and despite the fact that need two clauses. Tell students to use the examples in the text on page 14 to check the punctuation of the other sentences they write. Then ask one or two stronger students for examples. Monitor to make sure students are writing accurate sentences.
You may need to prompt with a few ideas of your own. Ask them to look again at the two systems of notetaking on page 14 and the abbreviations in Exercise 3a.
Give them time to make notes. Tell them to ask each other questions about the essay if necessary. This gives students further motivation. Pay attention to structure, use of linking phrases and range of ideas expressed.
This is also a good time to do the MyEnglishLab video activities. Students write a second essay using the notes they took in Exercise 9a. Personality 25 2 Travel Unit Objectives Grammar: Lesson topic and staging Students focus on vocabulary connected to travel which is contextualised in a listening text and discuss different reasons for travelling.
Next, they read about the difference between travel and tourism. Finally, students talk about and write a list of travel tips for someone visiting their country. This quote argues that not everyone benefits from travel and although it is hundreds of years old, the sense is still probably applicable today. Ask students whether they agree with the quote, and in what ways travel might be good for some people and bad for others.
Encourage them to ask each other follow-up questions. Make this into a class survey by telling students to talk to as many different people as possible. Play the recording without pausing. Mmm, let me think Well, I suppose the answer is Indonesia. Did you enjoy it? Yeah, it was fascinating! I went with a friend and we got on really well.
It was absolutely terrifying, I can tell you! Mmm, not to be forgotten. You mean, in time? During those trips, I visited, erm I loved Vietnam — the people were so friendly and the food was wonderful.
But it was a bit noisy in the streets — you know, a lot of people travel on motorbikes and you hear them everywhere.
People say that people travel to broaden their minds. Do you think that travel broadens the mind? What are the reasons why people travel, in your opinion? Hmm, interesting question, Tom. I suppose there are lots of reasons. Some want to see new sights and explore new places, erm I certainly wanted to do all those things. But I also wanted to learn new skills, especially social skills, and to do some voluntary work. I wanted to become more self-confident.
Oh, yes, and I was also Travel interested in learning a new language or at least getting some knowledge of an Asian language. Now, my friend, Joanne, she just wanted to earn some money while she was abroad, to finance her studies. But there are lots of other reasons why people travel. How do you mean, exactly? Well, how can I put it, erm Other people may choose to do that by travelling abroad to study for a qualification.
Sadly, some people may be forced to travel to look for work, to escape poverty, which is not a good reason for travel, but perhaps becoming common.
It makes you into a Often, it is shown by word choice, e. Highlight some of these features in the script. Tell them not to worry about unknown vocabulary. A tourist goes on holiday to relax for a short time.
Then put them into pairs to discuss. Alternatively, tell them to write their travel tips individually and then compare with a partner.
Students write their travel tips after the lesson and compare their ideas at the start of the next lesson. Next, they look at phrasal verbs connected to travel and revise the past simple before practising the pronunciation of -ed endings.
Finally, students ask and answer questions about important events in their lives. Did you stay in this country?
Did you travel by plane? Why did you stay in this country? Was the hotel nice? There is a PTE-A writing task which requires students to summarise a text in one sentence. If your students are preparing for the PTE-A, set this as a follow-up task with a time limit of 10 minutes. Always encouraging students to give reasons and justification is a good habit to establish. Many academic and exam tasks require students to do this and it pushes them to use more language in class.
Give students time to find and underline the verbs in the texts. Students have to decide if get back is in the infinitive or past simple. Tell them to look at the grammar around the verb i. They can probably answer these without rereading the text. It can be used in many ways, but it is often used to discuss theories and research with a past context. Then ask students to put the verbs into their infinitive form. Some of the -ed endings are actually adjectives not past simple verbs.
Statement 2 is not true see Warning! Statement 6 is also not true. Never and ever are commonly used with the past simple e. Yet can be used with the past simple, but this is more common in American and Australian English. Students can use this rule to decide how the -ed or -d ending should be pronounced. Other words in these sentences will distract students, so only ask them to repeat the verb.
Check that students understand pilot fly before they begin. If students have problems, write the form on the board, i. If they have problems, prompt with examples e. Encourage them to ask follow-up questions. Students review the past simple in the Language reference on page and do Exercise G1—1 on page Students write sentences to explain the dates and years they wrote in Exercise 8.
Students imagine they have a chance to interview one of the three explorers in the Reading exercises. Ask them to write the questions they would like to ask, using the past simple and some of the phrasal verbs they learnt in this lesson. Next, students listen to a student describing his travel experiences and then focus on the pronunciation of contractions. They go on to compare the present perfect and past simple and the adverbs we use with them.
Finally, students discuss whether they are suitable for four travel-related jobs. Check students understand compass, satellite navigator and camel. Tell them they have been left in the middle of a desert and have to escape to safety. They can only have three of the items from the list and they need to choose which ones would be the most important to keep. They need to think of reasons to justify their choices. The pairs then form groups of four and repeat the procedure.
Ask why they think the phrase Empty Quarter has been used it refers to a desert. Tell them not to worry about unknown vocabulary at this stage e. He wanted to go somewhere other people had not been. He loved the Bedu. Reacting to the topic. Put students into pairs or small groups to discuss the questions.
Ask them to give reasons, especially for Question 3. Whey they have finished, ask each group for feedback on any interesting points. Martin, thanks for coming in today. So, Martin, could you tell us a bit about your last year? Last year in January, I won a scholarship on the Universities Explorers programme.
Then I raised a large sum of money, with the help of some very generous friends. And then I started travelling. What has been your greatest travel experience? Well, in September, we travelled to the start of the Salween River. The river runs for almost 3, kilometres and it starts in Tibet. When we got near it, I had to use a walking stick so as not to fall over. We climbed the last hill and saw the ice caves.
At that moment it was the most beautiful sight in the world. On our return journey the weather was very bad. We survived because we found a hut to shelter in. This programme sounds amazing. Would you recommend it to other young adults?
The programme has given me and others a chance to experience nature and discover its beauty. Weaker listeners rely on information such as numbers as they are easier to hear. In the PTE-A students have to repeat sentences and some of these may contain contractions. Students compare answers before checking with the class. Last year in January, I won a scholarship. Then I raised a large sum of money. I left school when I was I have already visited a foreign country. Monitor to check ideas and to help with vocabulary.
Students do exercises G2—3 and G3—4 on page They need to use the third person singular and both the past simple and present perfect. Students are introduced to the scenario of an overseas university study trip. They read about the problems on a previous trip, then listen to two organisers discussing some of the problems and focus on the Key language.
This leads to the main task in which students discuss the advantages and disadvantages of suggestions for the next trip. Give them three minutes to reread the text and then ask them to compare answers with a partner. Put two groups together to explain and justify their choices and try to agree on a ranking. What went wrong, Karen?
Well, to start with, there was no team spirit in the group, was there? Mmm, that was a big problem, I agree. It took up a lot of our time to sort things out. Well, how about this? I suggest we ask students if they want to share a room or not. Yes, definitely, no one complained about them. Seems there were too many late-night, noisy parties in their rooms.
Some of the other guests were upset about it. That was a problem for us. But you know, what upset me the most was when we talked to them after the trip. Well, they said we tried to do too much during the trip. What do you think? I think we talked about this before the trip. Remember what happened with the fire escape. How could I forget that! Well, I think we should have more meetings with students before they leave. I suggest contacting the tourist boards and asking them to send us some.
And how about showing the students some restaurant menus before they leave? In a university context, ask students about the type of tasks they do and how they could use this language. If necessary, pause after each section to give students time to write. Students discuss strategies for note-taking and then make notes while watching a talk about explorer Thor Heyerdahl. Next, they read a biography of aviator Amelia Earhart and focus on text structure and time linkers before, while, etc.
Finally, students write a profile of Thor Heyerdahl using the notes they made earlier. Study Skills video 7a Read through the situation. Give students three minutes to think about their ideas individually. Then put them into groups for the discussion. Monitor use of the Key language, prompt with ideas and ensure that all students write the suggestions down.
Watch the video to see a talk about the famous explorer Thor Heyerdahl. Students do the Key language exercises for this lesson in MyEnglishLab.
Students write an email to the organisers of the Westlake University study trip summarising the five best suggestions from Exercise 7 and using some of the Key language from page Students will probably agree with points 1, 2, 3, 5, 7, 8, 10, but accept all reasonable answers.
Then put pairs together in groups of four to share their ideas. Travel 36 2 Set this as pairwork. Ask students to think of six words or phrases to describe Thor Heyerdahl. Taking notes alongside a PowerPoint handout is a common task at university. Ask students what they typically add next to each slide.
Often, they are examples or explanations of the bullet points. Play the video for them to check. Career and travels Study skills video 2. Heyerdahl was born in Larvik in South Norway in He studied Zoology and Geography at the University of Oslo. Following his studies, he made his first expedition to Polynesia from to While he was staying in Polynesia, Heyerdahl became interested in how the islands were first inhabited.
He had the idea that humans came with the ocean currents from the west. He spent most of his life away from Norway before he died at the age of 87 at his home in Italy, in With a strong group, you could make this stage and Exercise 4 less scaffolded, by playing the video for students to take notes with books closed.
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