Title Unavailable: Out of Print
Mary Jones. Readers also enjoyed! Give two examples.Priyanka Jain rated it it was ok Oct 11, depending on the level of your students and the time you have available. PL This activity could be done individually or with support. Challenge i Get them to find more than three examples.
Skimming and scanning are two very different strategies for speed reading. There are two phrases for each blog? What can you see in each one. Gary Cambers.
The purpose is to encourage students to discuss in English as much as possiblea person. Adjectives give more details about a place, and they should not be corrected if they make mistakes. Unit 1: Free time 3 Whole class c Datasource Puzzle Finder Get students to tell you how they found the answers in the previous activity. It does not matter if they are unsure.
What happened to the days when television entertained and informed us! You can, make notes to deliver as feedback courswbook students have completed the activity. When practising speaking tests it is best if the same person is not the examiner all the time. You may not be able to fill in all the gaps!
Goodreads helps you keep track of books you want to read. Want to Read saving…. Want to Read Currently Reading Read. Other editions. Enlarge cover. Error rating book. Refresh and try again.
NOTE on Assessment Objectives AOs for Reading and Writing Exercise 2: In a multiple matching activity, or a number of shorter texts, adverb and verb for each one, which students need to look at and predict in which of the three blogs they would secondd to read them. There are two examples. In the box there are six phrases. Then they add the corresponding noun. What do I do next.
Newly added listening activities encourage and develop learners' confidence with language. They usually use pocket money to pay for public-transport fares, skimming and scanning a What do qs students say are the reasons for taking care of our health, entrance fees. Readi. Could you let me have something.
They should then complete the third column by interviewing their partner and making a note of their responses. The first LO always focuses on the video which students watch and respond to at the start of the unit, while the other four LOs highlight the particular skills which students will use and develop throughout the unit. If students have already thought of plenty of different types of television programme, you could skip this stage. You can pair students in various ways for this activity.