Page 1 oxford 2nd edition eX a ſm support Solutions Upper-Intermediate Teacher's Book with Pages·· MB·1, Downloads. SOLUTIONS UPPER INTERMEDIATE WORKBOOK KEY 2ND EDITION PDF Download Now for Free PDF Ebook Solutions Upper Intermediate Workbook Key . Nino Alania. PDF Online 2. Uploaded by. Todor A. Ivanov. Solutions 2nd Ed Interm Student's Book. Uploaded by. Maria Pop. Upper-intermediate tests. Uploaded.
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Приложение к учебнику Solutions Upper-Intermediate 2nd edition. Falla Tim, Davies Paul A. Solutions. Upper-Intermediate - Teacher's Book. pdf. Раздел. Books for language learning Language learning Solutions Solutions Upper- Intermediate 2nd Edition Teacher's Book with Teacher's Resource CD-ROM. формат (format): PDF, MP3, ISO, Doc, CD-EXE Workbook - рабочая тетрадь студента для самостоятельных занятий дома. Oxford Solutions First Edition - первое издание: Oxford Solutions Upper-Intermediate Tests · Oxford Solutions Upper-Intermediate Teacher's Book + workbook keys · Oxford Solutions .
Why not share! Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Published in: Full Name Comment goes here. Are you sure you want to Yes No. Show More. No Downloads. Views Total views. Actions Shares. Embeds 0 No embeds. No notes for slide. You just clipped your first slide! The text is always interesting and relevant to the students, and links with the topic of the unit.
The text recycles the main grammar points from the unit. Important new vocabulary is highlighted in the text and practised in a follow-up activity and in the Workbook.
The lesson features exam-style reading tasks. The lesson always includes listening practice. Extra vocabulary and structures are presented, if necessary.
Solutions Upper-Intermediate 2nd Edition Teacher's resource CD-ROM
Students follow a clear progression to a sucessful exam- task outcome. Useful functional phrases are taught and practised. The analysis lesson always begins by looking at a model text or texts and studying the structure and format. Students leam and practise useful phrases. There is a clear writing guide for the students to produce their own text. I nu-: Qiiau-an, o. The lessons include exam tasks for reading, speaking, listening and use of English with writing exam tasks in the Workbook.
Each lesson includes activities to prepare students for the exam tasks and provide them with the language and skills they need to do them successfully. There are exercises focusing on vocabulary, grammar and functions. The marks always total 40, so it is easy to monitor progress through the book. The second lesson of each review is a Skills Round-up which covers all the preceding units of the book.
The lesson includes practice of all four skills: The material is centred around a Slovak girl called Kristina. Introduction A 1 9. Tips and ideas Teaching vocabulary Vocabulary notebooks Encourage your students to record new words in a notebook. They can group words according to the topic or by part of speech. Tell them to write a translation and an example sentence that shows the word in context.
Vocabulary doesn't just appear on Vocabulary pages. You can ask students to make a list of all the verbs that appear in a Grammar section. Learning phrases We often learn words in isolation, but a vocabulary item can be more than one word, e. Make students aware of this and encourage them to record phrases as well as individual words. Revision Regularly revise previously learned sets of vocabulary.
Here are two games you could try in class: Give four words, either orally or written on the board.
Students say which is the odd one out. You can choose three words from one vocabulary set and one word from a different set a relatively easy task or four words from the same set, e. This game can be played to revise word sets. Call out words in the set, and nominate a student to answer. The student must respond with another word in the set. Continue round the class. Students must not repeat any previous words.
For example, with clothes: T-shirt S1: Do not rush from the presentation to the practice before the students have fully absorbed the meaning of the new language. You can check that they truly understand a new structure by: Practice Practice makes perfect.
Learning a new structure is not easy. Progression Mechanical practice should come before personalised practice. Teaching reading Predicting content Before reading the text, ask students to look at the picture and tell you what they can see or what is happening. You can also discuss the title and topic with them. Anticipate which words they will have difficulty with. Put them on the board before you read the text with the class and pre-teach them.
You can combine this with a prediction activity by putting a list of words on the board and asking students to guess which ones will not appear in the text. At the same time, check that they understand the other words. Then askthem to call out the words. You can then explain ortranslate them. Knowing the part of speech sometimes helps them to guess the meaning.
Teaching listening Pre-listening This is an important stage. Focus on teaching rather than on testing.
Here are some things you can do: Put new vocabulary on the board and pre-teach it. Translating the words is perfectly acceptable.
Ensure that the students understand both the task and all the vocabulary in the exercise. You can check that they understand the task by asking a student to explain it in their own language. Familiar procedure It isn't easy to listen, read the exercise and write the answers all at the same time. Take some pressure offthe students by telling them you'll play the recording a number of times, and that they shouldn't worry ifthey don't get the answers immediately.
Monitor While the students are listening, stand at the back ofthe class and check that they can all hear. Teaching writing Use a model Ensure that the students understand that the text in Lesson G Analysis serves as a model for their own writing. Preparation Encourage your students to brainstorm ideas and make notes, either alone or in pairs, before they attempt to write a composition.
Checking Encourage them to read through their composition carefully and check it for spelling mistakes and grammatical errors. For example: This means: Show that you are interested. Preparation Allow students time to prepare their ideas before asking them to speak.
This means they will not have to search for ideas at the same time as trying to express them. Support Help students to prepare their ideas: Allow them to work in pairs, if appropriate. Choral drilling -. They are also a good chance to practise word stress and intonation.
There are no easy solutions, but here are some 'deas that may help. Preparation "y to anticipate problems and prepare in advance. Think about how they will cope in the next lesson. Think now you will attempt to deal with this. But which of your students can best work on their own or in pairs? Peer support fyou are doing pairwork, consider pairing stronger students with weaker students.
Project work Provide on-going work for stronger students. You can give your stronger students extended tasks that they do alone in spare moments. For example, you could give them readers, ask them to keep a diary in English or work on a project.
Correcting mistakes How much we correct should depend on the purpose of the activity. The key question is: You want your students to master the forms now and not repeat the mistake in laterwork. Fluency With activities such as role-play or freer grammar exercises it may be better not to interrupt and correct every mistake you hear.
The important mistakes to correct in these cases are those that cause a breakdown in communication. We shouldn't show interest only in the language; we should also be asking ourselves.
During the activity, you can make a note ofany serious grammatical and lexical errors and put them on the board at the end ofthe activity. You can then go through them with the whole class. Self correction Give students a chance to correct themselves before you supply the correct version.
Modelling When you correct an individual student always have him or her repeat the answer after you correctly.
Peer correction You can involve the rest ofthe class in the process of correction. Is that answer correct? You can do this when the student has given a correct answer as well as when the answer is incorrect. Introduction 9 They should think of two positive traits and one negative. In a stronger class, students work with books closed.
The odds are the chances of something happening. He survived for six weeks in the desert, against all the odds. Ask students to discuss the second photo in pairs.
Solutions Upper Intermediate 2nd Edition Books
Conduct a class feedback. Exercise 2 page 5 0 Students work in pairs to match the adjectives and their opposites.
Set a time limit of 5 minutes. Before checking in a dictionary, they should try to guess the meaning of the words. Vocabulary 0 talking about people 0 comparisons with as as 0 success and, achievement - extreme adjectives Grammar 0 past and perfect tenses - past perfect simple and continuous Speaking 0 talking about photos Writing - magazine article WORKIOOK pages 0 Model and drill words which are frequently mispronounced, especially: KEY 1c 3e 5f 7: Ask how the words are connected.
They are all compound adjectives i. Read out the words and ask students to tell you where the stress falls. Both words receive equal stress. Let them compare notes with a partner before checking answers as a class. Students may not always agree, e. KEY a tolerant, generous. Exercise 4 page 5 9 1. Pause after each speaker to allow them to choose an appropriate adjective and compare their choice with a partner before checking as a class.
KEY 1 level-headed 3 big-headed 5 dependable 2 cheerful 4 reserved Transcript 1. I mean, I often do things without thinking about the consequences. I'll decide I'm going to do something on the spur ofthe moment and I'll go ahead and do it. But my brother's the opposite really. He doesn't rush into things. He'll think carefully and weigh up his options before he acts.
And he's the same with his opinions. He's very balanced and doesn't jump to conclusions, whereas I always form opinions really quickly - mind you, I'm always happy to change them. I have rarely seen him in a bad mood. He really enjoys life and he's always laughing and joking. People automatically gravitate to him when we are out — he's always the life and soul ofany party we go to.
He's a great friend for me because I'm naturally more reserved and gloomy, but he can always cheer me up and make me laugh. He always sees the funny side of things and tells a lot ofamusing stories.
Actually, I'm sure he makes half of them up, but who cares when they are so entertaining! She's a couple of years older than me and her family has more money than us, which doesn't help, but I always feel that she thinks that she's better than me. Anything she does or has is always the best. She often criticises or laughs at me, and pays no attention to my opinions.
I've tried telling her how I feel but she just doesn't listen. He's just the opposite to Mum, who is very affectionate and is always throwing her arms around me and telling me how proud she is of me. She can be a bit embarrassing sometimes in front of my friends, but I don't care.
I wish my dad would do the same once in a while. For example, he came to watch me play in a football match and I scored a goal. I assume he must have been pleased and proud of me — he patted me on the back. But he didn't say anything at all. His father, my grandfather, was just the same, so it's obviously just the way he is.
Ifyou ask her to do something. And if she can't do it, she'll tell you straight out. You can always rely on her to do what she says — you know, she doesn't make empty promises. I often go to her for advice too, because I know she'll be honest with me. She doesn't just tell me what I want to hear.
You can rely on her to have your best interests at heart. Exercise 5 page 5 9 1. Explain that they need to write down examples ofwhat the people don't do as well as what they do do. They only need to write in note form. Does Amy make decisions quickly? Yes Is her brother similar to her? No What does he do before he acts? Elicit their meaning and ask students to say whether they have positive or negative connotations: He'll think carefully and weigh up his options. He's the life and soul of the party.
She's always showing off something new. She doesn't make empty promises. Elicit three or four examples of narrow-minded behaviour from the class. Encourage students to think of people they know who sometimes display these qualities to help them think of concrete examples. Share ideas. By using being we can suggest that In this Instance the person is showing a certain trait, rather than saying somebody is e.
Exercise 7 page 5 0 Demonstrate the activity with your own example.
Give students a minute to think of three people who they know well and make notes on their personality and behaviour. Circulate as they are speaking and make note ofany important mistakes to be used in feedback at the end. For practice of Comparisons with as as, go to: Vocabulary Builder 1. What have you learned today? What useful words and phrases have you learned? In a stronger class, allow students a few moments thinking time only.
Did you mainly use past simple or present perfect? Did you use any other tenses? What about past continuous or past perfect? Exercise 1 page 6 0 Explain that these are revision exercises to check what students can remember about past and perfect tenses. Check answers as a class before asking students to complete the rules. KEY 1 Yes, she did. No, he got the job after leaving school. Yes, she has. Learn this! As you go through the answers ask students to name the tense and justify their answers with reference to the rules in exercise 1.
KEY a I've been doing 4 b hadn't arrived 2 c I've had 3 e lsaw 3 d found 1 Exercise 3 page 6 0 Read through the rules as a class. Ask for examples of other state verbs. Students complete the exercise individually or in pairs before class feedback. Grammar Builder 1.
Student's Book page KEY 1 have you been waiting 8 was helping 2 bent down, picked up 9 Have you taken the magazine and put 10 have you had. Remind them to use contractions rather than full forms. KEY 1 '5 had 7 had hit 2 was climbing 8 had broken 3 fell 9 rushed 4 happened 10 took 5 were spending 11 has been recovering 6 went 12 hasn't been Exercise 5 page 6 I If possible, ask students to work with a new partner for this exercise.
Get students to ask one or two follow-up questions for each answertheir partner gives. Circulate and monitor as they are speaking and note down any errors the students make with the grammatical forms practised in the lesson. At the end ofthe activity write the sentences on the board and ask students to correct them in pairs.
What can you do now? Notes for Photocopiable activity 1. Give out a game board to each group. Ask the students to look at the topics on the board and brainstorm in their group questions they could ask on each topic.
If necessary, write some suitable structures on the board: How long have you. With a stronger group, this brainstorming stage could be omitted.
When they land on a square, they must talk for thirty seconds about the topic. With a stronger group, students could speak for one minute. The other students ask as many questions as possible about the topic to naturally extend the conversation. English-speaking countries ,1. To do the lesson in 30 minutes, keep the lead-in brief, ask students to read the text before the lesson, and do exercise 2 as a whole class activity.
Exercise 1 page 7 0 Focus on the photos and elicit the names ofthe four Britons. Ask students to discuss in pairs the reasons why they are famous. Find out through a show of hands which ofthe four people in the photos they predict will be number 1. Don't give away the answer at this stage.
KEY Winston Churchill was Prime Minister and Minister of Defence during the Second World War and is especially famous for his speeches on the radio which gave British people strong hope and determination to win the war. Diana, Princess of Wales.
She was famous for her charity works and for her honest and open conversations with the press. She died in a car accident in Paris in while trying to escape photographers. William Shakespeare was a poet and playwright, often described as the greatest writer in the English language.
His plays are especially admired for their poetic language and dramatic technique. He wrote 36 in total. Iohn Lennon was a singer and guitar player with the Beatles.
He and Paul McCartney wrote most of their songs. He was murdered in New York in Are they surprised at the result? I Focus on the Use ofEnglish tip and quickly elicit examples of prepositions, articles and auxiliary verbs. Check answers as a class.
KEY 1 the 3 to 5 a 7 them 2 of 4 which 6 about Exercise 3 page 7 0 Students reread the text and answer the questions. Ask individual students to explain who the people in the list are. It's likely that nobody will know who Tim Berners-Lee is. He invented the Internet but his name isn't well-known.
Lucy Who's Tim Berners-Lee? I think he has to be in our top three. Sarah Yes, I agree. Lucy, what about you? Lucy I'm not sure. What about Emmeline Pankhurst? I thinkthat getting votes forwomen was just as important as the Intemet. Ben In my opinion, the two don't compare. The Intemet has revolutionised our lives. Well, to my mind, what Emmeline Pankhurst did was far more important and far braver.
She was a woman ahead of her time. Lucy I agree with that. I think Emmeline Pankhurst should be in our top three. Ben But what about] K Rowling? She is now one of the most successful authors of all time, and she started with nothing.
Isn't she a modern heroine? That's true, but the other two on the list are also modern success stories, aren't they? Lucy OK, but he's only famous in Formula 1, whereas Robbie Williams is the most successful British singer of all time, and he's world famous. Shouldn't he be in our top three? I disagree. Robbie Williams is only famous for singing.
Ben OK, we need to agree on the top three. I vote for Tim Berners-Lee. Lucy Oh, OK, then. But then we must have Emmeline Pankhurst. Sarah I agree. Ben Fine, but who's ourthird? Lewis Hamilton? Sarah No, he hasn't done enough yet. I K Rowling? So that's our top three. Sarah Sarah Sarah Exercise 5 page7 9 1. Unit 1 o Against the odds 13 KEY 1 think 3 opinion 5 true 7 need 2 hasto 4 agree 6 disagree Exercise 6 page 7 0 Brainstorm the names of the greatest people of your nation with the class and write them on the board.
Divide students into pairs or small groups. Write on the board: The achievements of a few great men and women make us proud of the nation to which we belong. Which famous personality of your nation inspires you? I can give opinions on what makes a national hero.
Have you ever been on a boat? Ifso, what kind of boat was it? Where were you going? Was it a good experience? Would you like to? I Encourage students to discuss in pairs. Unit 1 0 Against the odds Exercise 1 page 3 0 Focus on the photographs and the title and ask students what they think the text is going to be about.
Suggest that they skim the text quickly before answeringthe questions. They then search for the key words or their synonyms in the text and underline the relevant chunks. When the time is up. Check both tasks as a class. Elicit translations for some of them. KEY The words are time linkers and are used to make the sequence of events clear to the reader. Exercise 4 page 8 0 Elicit quick translations to check students understand the words and then ask them to do the task alone or in pairs.
KEY 1 horror 3 resignation 5 determination 2 misery 4 obstinacy 6 relief Exercise 5 page 8 0 Students complete the exercise alone and then compare answers with a partner before open class feedback. Perhaps draw a little picture of a desert island on the board. Ask students: How did you get What are you wearing? Who are you with? What can you see around you? What can you hear? I Focus on the instructions then put students into small groups.
I As you monitor the groups, make sure they are thinking in detail about exactly how they would deal with each situation. Note down any examples of good language use and errors to highlight later. I Give students 5 minutes to make notes of their ideas and another minutes to recap on what they've decided using phrases from the box before they present their ideas.
Exercise 7 page 8 I Ask each pair orgroup to present their ideas to the rest of the class. The class votes on who they think would survive the longest. I Conduct a brief language feedback, remembering to focus on good use of language as well as bad. Check their lists and make sure they have included items from paragraph three.
Solutions Upper Intermediate 2nd Edition Books
Tell them that they already have some packets of biscuits, tins of food and containers of water. They can take 10 more items.
Put them in pairs to discuss and decide. Once they have 10 items, allow them to work with another pair and share ideas. At this point they can change their choices but they are still only allowed 10 items.
Elicit the word deteriorate highlighted in paragraph four. Ask them to discuss which three they can get rid of and tell them to throw them overboard and delete them from their list.Make sure the students understand this does not include people or pets, who are all already safe. Introduction 7. There is a clear writing guide for the students to produce their own text.
Walk around helping and correcting. Ask pairs to discuss each other's performance — highlighting the aspects ofthe task they have done well in, and those that would need further practice.
But Longbridge fought back and soon the match was tied at
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