NEW GRAMMAR TIME 1 TEACHERS BOOK СКАЧАТЬ

expensive ltalian sunglasses into the water. Wanda was very
upset because Roy had given her the sunglasses for her birthday.
The next day, they were sunbathing on the same beach and Wanda was wearing a new, cheap pair of sunglasses, when suddenly th[r]

Thịs use was practised in the Everyday English section of Unit 4.

POSSIBLE PROBLEMS
Thịs unit looks at three ways of referring to the future: wiÏl going to, and the Present Continuous. Your students will probably have come across all three ạt some t[r]

im touch. Tell the students that these are words and
expressions they will hear Louisa use when she describes her chilđhood. Elicit or teach the meanings of the words,
Then ask Do 7ö think Louisa care ffom a rích [amily? Why not? Do vơu think one 0ƒ h[r]

possible conditional forms, thus introducing students to the
idea that conditiona]s can be formed ỉn many ways and
used in a variety oÉ functional contexts. DonỳỢt forget that Test your gratnmar sections find out what students know and focus theỉr attention[r]

SUGGESTION
You can give students further practice in the language used when shopping with the photocopiable activity on TB p116. Photocopy enough pages for students to work in pairs. Cut up the lines of conversation and keep each set of lines together i[r]

them to ask Did you haye a good time? about each trip. 2 This section practises typical conversations in a tourist
office and reviews would Ïike from Unit 12. Focus
attention on the photos and ask Wfere are the people? (In a tourist office.) and[r]

1 Askstudents in pairs or smail groups to đecide which four words in each group cannot go with the noun in the middle. Encourage them to make guesses, then use their đictionaries to check. Allow plenty of time — there is a lot †o explore,[r]

Can / tell / please / you / me / the / time / ?
ơ
6 car/ want/ They / to/a/ buy / new 7 like/ would/ to/What/ you / drink/? 8 _and/a/is/ He/ wearing / jeans / T-shirt 9 weekend / goïng / are / Where / you / next? 10 bed/you/ Why/ don t/ go /[r]

7 Put students in groups o£ four to think o£ questions. Go round monitoring and helping. In whole-class feedback,
see ̓ anyone can answer the questions.
8 Ask cach group to choose two quesfions. Decide how much time to give students for their res[r]

Present perfect simple
® For some SS the present perfect may be a new tense. 'They may have a similar tense in their L1 or they may not, and the use is likely to be đifferent. It takes time for SS to learn and use this tense correctly, b[r]

magazine article about famous people and their phobias, and the vocabulary focus is on different ways of expressing,
Tear, e.g. afraid, frightened, etc. Thịs use of the present
perfect is hard for most SS to use correctly, as their languages will probably[r]

M Because Ï đidnt like any of the subjects. Well, that's not quite true, Ï liked English, but that was the only kesson Ï used to look forward to. [ đdiđn like maths, đidnï like science at all, and I hafeđ PE, I used to argue with the PE teacher all[r]

2 _1spenda lot less time than before. My youngest chỉlủ has just started school, and I've gone back to work, sơ I never make lunch now during the week — l just have a sandwich. And in the evenings we often get take-away pizzas or Chinese food, or[r]

a ® Focus on the photos and ask SS if they know where it 1s (Milan), and ¡f anyone has ever been there. Focus on the instructions. Go through the words in the box and check 5S remember their meaning. Set a time limit for S5 to read the đescript[r]

Lesson plan
In this lesson $$ are introduced to the future forms w;σ and +worft for the first time. They learn a specifc se of these forms, that is to make predictions m response to what somebody says to you, e.g. A: England are pÌaying Brazi[r]

How long does the bus tour last? 'Would you like to listen to the radio?
Can you tell me the time, please? They want to buy a new car. 'What would you like to drink? He is wearing jeans and a T-shirt. or He ïs wearing a T-shirt and jean[r]

Ask stuđents in pairs to đescribe Judy”s day to each other by referring to the điary, for example She gof úp at 6.30, and then she packed her suitcase.
2 Thịs activity provides controlled oral practice of the third person of the Past Continuous. First, c[r]

Grammar - auxiliary verbs A global view ỉs taken of the language in Unit ]
by focusing on the auxiliary verbs which help form the different tenses.
Thịs allows you to assess students' knowledge of familiar verb Íorms that can
sometimes cause diffi[r]

Pre-intermediate students need
© cngaging topics and stimulating †exts.
e challenging tasks which help them read better. Many stuđents need †o read in English for their work or studies, or will want to read for pÏeasure about their hobbies and interests. Re[r]

†o ask more specific check questions with reference to the pictures. This avoids long-winded explanations in English from students, and, hopefully, guides them to see rules they might be a little unsure o£, For example, ask In which pictire dị Mark star1