Audios caite.info?oid=&p=Face2Face. Starter. PDF Student's Face2face Starter CD 1, CD 2, CD 3 Face2Face Elementary WorkBook. face2face Starter Workbook with Key by Chris Redston, , available at Book Depository with free delivery worldwide. Face2Face Full series - 6 Starter Teacher's caite.info 27 MB, caite.info doc_?hash=44e97b0a.. Starter caite.info 96 MB.
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Face2Face Starter Workbook - Download as PDF File .pdf) or read online. Workbook beginner level. Cambridge Face2Face first and second Edition Download for free Full set All levels: Starter, формат (format): PDF, Mp3, CD-Exe, DVD Face2Face 2d Edition Starter Workbook ISBN: ; Face2Face 2d Edition Starter. face2face Starter Student's Book - caite.info Download face2face Upper Intermediate Student's Book with CD Face2face Elementary caite.info
Subjectto statutory exception and to the provisions of relevantcollectivelicensing agreements, no reproduction of any part may take placewithout the written permission of CambridgeUniversity Press. Focttsstudentson photos A-D. Ifnecessarydirectstudentsto 9b for examples of the typesof sentencethey canwdte. Whenyou have finishedthe activity, you cangetyour final scoreby clickingon the chequeredflag iconffi. You can change your ad preferences anytime. Teaching English is our passion. Show related SlideShares at end.
Harry Potter. Popular Features. New in Description face2face Second edition is the flexible, easy-to-teach, 6-level course A1 to C1 for busy teachers who want to get their adult and young adult learners to communicate with confidence.
The Starter Workbook with Key is ideal for self-study, offering additional consolidation activities and a Reading and Writing Portfolio for extra skills practice.
A list of 'Can do' statements helps students to track their own progress in reading and writing and the pull-out answer key gives added flexibility. Review Text face2face Second edition is the flexible, easy-to-teach, 6-level course A1 to C1 for busy teachers who want to get their adult and young adult learners to communicate with confidence.
Book ratings by Goodreads. Goodreads is the world's largest site for readers with over 50 million reviews. Getit rightl sections. Theseallow studentsto work out what languageto usebefore they do the communicative stage of the activity, which will help them to retain the accuracy that hasbeenbuilt up during the lesson. Help studentswith the languagethey needto do speaking usks by drawing their attention to the'transactional language'in the speechbubbles.
If your studentscan't swapplaces,ask them to work with studentsbehind or in front of them aswell ason either side of them.
For example,beforeaskingstudens to talk about their family in pairs,you can talk about your family with the whole classto give studens a model of what they areexpectedto do. Go around the classand monitor students while they are speakingin their pairs or groups. At this stageyou can provide extra languageor ideasand correctany language or pronunciation which is impeding communication.
Correction o When you hear a mistake,it is often useful to correctit immediately and ask the student to say the word or phrase againin the correct form, particularly if the mistake relates to the languageyou havebeenworking on in the lesson. Studentscan then work in pairs and correct the mistakes. Alternatively, you can discuss the mistakes with the whole class. Uocabulary o Most of the new vocabularyin face2faceStarteris presentedpictorially and studentsareusually askedto match words to pictures themselves.
If all your classare realbeginners,considerintroducing new vocabulary yourself first by bringrng in pictures,flashcards,objects, etc. You can then use the first exercisein the Student'sBook aspractice. Note that theseshow only the main stresson words and phrases. Thesefocus on lexical grammar and help studentsto understandthe underlying patternsof how vocabularyis usedin sentences. You can either go through eachpoint with the whole classor ask studentsto do the exercisesthemselvesbefore you check answerswith the class,asshown in the kaching Notesfor eachlesson.
Theseworksheetsintroduce and practise extra vocabulary which is not included in the Student's Book. They canbe usedfor self-studyin classor as homework, or asthe basisof a classroomlesson.
There is oneVocabularyPlusworksheet for eachunit in the Student'sBook. Grammar o Make full use of.
Thesehighlight the rules for form and use of eachgrammar point. You can either go through each point with the whole class,or ask studens to do the exercisesthemselvesbefore you check answerswith the class,asshown in the TeachingNotesfor eachlesson.
When using thesetables,use the pink and blue words to highlight the underlying grammatical patternsof the new language. This helps studentsbecomemore independentand allows them to use grammar referencebooks more effectively However, try not to overload students with terminology at this level. This raisestheir awarenessof potential problems if they try to translate. It is also useful to highlight grammaticalsimilarities when a structure in English is the sameasin the students'own language.
Thesedrills are marked with the icon ffi in the Student'sBook and give standardBritish native-speaker models of the languagetaught. Note that there areaheadysufficient pausesbuilt into theserecordeddrills for studentsto repeatchorally without you having to pausethe recording. If studentsare finding a particular word or sentencedifficult to pronounce,you canpausethe recording and ask each student to repeatindividually before continuing. Encouragestudentsto usethesefor pronunciation practice on their computer at home.
When you model a phrase or sentence,make sure that you speakat normal speed with natural stressand contractions. Repeatthe target language two or three times before asking the whole class to repeatafter you in a 'choral drill'. Start with the strongest students and drill around the classin random order. However,avoid making the studentsfeeluncomfortable and dont spend too long with one student.
This 'open pairs' techniqueis very useful to check students' pronunciation before they go on to practisein 'closed pairs'. It can alsobe used after studentshaveworked in closedpairs to check their performanceof the task. Helpingstudentswithstressandintonation o Point out the stressmarks on all new vocabularyin the vocabularyboxesand the LanguageSummanes.
Note that only the main stressin each new word or phrase is shown. For example,in the phrase Jinishw6rh, the main stresson worhis shown, but the secondarystresson. We feel this simplified system is the most effective way to help studentsstresswords and phrasescorrectly. When drilling new vocabularypay particular attention to words that sound different from how they are spelt. Words that students often find difficult to pronounce are highlighted in the TeachingNotesfor each lesson.
You can also 'beaCthe stresswith your hand or fist. For example,a falling intonation on the word pleasecansound very impolite to a native English speaker. Helpingstudentswithsounds o Make full useof the Help with Sotmdssectionsat the end of eachunit in the Student'sBook.
Thesefocus on sounds in English that most learnersfind difficult to pronounce. Often studentscan'tsaythesesoundssimply becausethey dont know the mouth position required. The mouth positions for all soundsin the Help with Sounds sectionscanbe found in ttreTeachingNotesfor eachunit. ReviewingandRecycling o Use the Quich Reviewsat the beginning of eachlesson. They areeasyto setup and should take no more than five to ten minutes. They area good way of getting the classto speakimmediately aswell asreviewing what students have learnedin previouslessons.
They canbe done in classwhen studentshave finished the unit, or setfor homework. Note that the Reviortexercisesare organisedin lessonorder,so that individual exercisescan be used asfillers at the beginning or end of a lesson. Thesequick 'What havewe just learned? Also encourage students to review new languageby reading the Language Summaryfor the lesson. The face2faceStartei Workbook hasa sectionfor eachlessonin the Student's Book, which reviews all the key language taught in that particular lesson.
Thesecanbe done in class or given for homework. I Nernr frlends Student's Book p6-p13 What's your name? Play the recording againifnecessary Check that studentsunderstandthe sentencesin the conversation.
Point out that when giving our name,we cansayI'm.. You can also teachAndyou. Alternatively model eachsentenceyourself and ask studentsto repeatchorally and individually For tips on drilling, seep Then ask students to practisethe conversationwith four other students, either by moving around ihe room or by talking to studentssitting near them Studentsshould use their own first names.
Studentsdon't have to leavetheir seats. Correct students'pronunciation asnecessary,then ask them to practisethe conversationagain. Repeat this 'openpairs'procedurewith other students this techniqueworks well with your class, when appropriatein future lessons. G Focusstudentson the speechbubbles. Studentstake turns to introduce themselvesto the class.
Leavethe i plan on the board for students to refer to during i the lesson.
Studentslisten and read. Checkstudentsunderstandall the sentencesin the conversation. Youcanalsopoint out that Hi is moreinformal thanHello. Alternatively model eachsentence yourself and ask studentsto repeatchora and individually use Vocabularynumbers Grammarl,my,you,your RealWorld sayinghe[[o;introducingpeople; phonenumbers;sayinggoodbye b Demonstratethe activity yourself by role-playing the conversationwith a confident student.
Then ask students to practisethe conversationwith four other students, either by moving around the room or by talking to studentssitting near them. Studentsshould use their own first names. For tips on how to teachgrammar,seep Check answerswith the class. You can also teil students that there is no polite form of you in English. Students may ask you about the meaning of 'm, are and 3 in the example sentences Tell the class they are par[ of the verb be,brt treat the new ]anguage as fixed phrases at thrs stageof the course.
Note that the verb be is taught systematically in units 2 and 3. Ask studentsto find ffi and give them time to read the information. Point out that all the new languagein eachunit is included in I the l-anguageSummaries. Y' Playtherecording. Studentslistenandreadthe conversanon. Check studentsunderstandthat we use this is Alternatively,model eachsentence yourself and ask studens to repeatchora and individually b fut studentsinto groups of three.
Studentspractise conversation3 in their grouPs. Ask a few groups to role-play their conversationsfor the class. Alternatively,ask studentsto move around the room and introduce people to eachother. Numbers ll W W Teachthe word'number. Play the recording. Repeatthe drill ifnecessary b Demonstratethe activity by sayingfour numbers and asking studentsto write them down. Check they havethe correctanswers. They can then count backwards alternatelyfrom 12 to 0.
Phonenumbers qt ffi Pre-teach phoneru'tmber. I Studentslisten and read the questionsand answers. Check studentsunderstandmobilenumberandhome numberby referring to the photos. Point out the TFF! Note that we can alsouse zeroin phone numbers. Studentslisten and '. Play the recording againif necessary b Studentscompareanswersin pairs. You can alsousethe recording to teachthe phrases Yes,thatl nght.
PIaythe recording. Note that in most recordeddrills there arealreadysufficient pausesfor studentsto repeatchorally without you pausing the recording yourself. A sUE Hello, my name'sSue. What's your name? MEc Hi, Adam How are you? Get it right! The Get ready The Get it rightl stagegivesstudentsthe opportunity to use the languagethey havelearnedin the lessonin a communicative and often personalised context.
Thesetwo-stageactivitieshelp studens to become more fluent without losing the accuracythey have built up during the controlled practicestagesof the lesson. For tips on how to teachspeaking,seepl9. Put studentsinto pairs,student A and student B. Check they areall looking at the correctexercise. They are not allowed to look at eachother'sbooks. Focus students ' - on the map of the world. Pre-teachcount yandmap. Studentsdo the exerciseon their own or in pairs.
Point out that we use capitalletters for countries ftaly, Brazil, etc. Repeatthe drill if necessary Stuaens do the activity in pairs. While they areworking, Where's she from? II Goodbye! Srudens listen and read the conversation.
Check studens understandthe words and sentencesin the conversation. You can teachSeeyou tomoftow. Alternatively,model and drill the sentencesyourself. Helpwith Listeningwordstress Reviewphonenumbers: They often focus on phonological aspectsof spoken English which make listening problematic for students.
For tips o4 how to teachlistening,seep Studens listen and notice the word stress. Also highlightthatSpain doesn'thavea stressmark becauseit is a one-syllableword. Gl tl ffffi Focusstudentson the photo of Stefanand Emel. Studentslisten to the conversationand fill in the gaps. And You? EMEL I'mfrorn. Studentslisten and practise.
Repeatthe drill ifnecessary c Focusstudentson the speechbubbles. I'mfrom Moscow. Drlll Japdn,Colmbia and Mlscow, highlighting the stress with the class. Studentstake turns to tell the classwhich country they arefrom. Mark the stress on each countryl Model and drill any new countries with the class. Alternatively,studentsmove around the room and practise the conversationwith six other students.
Gl a Srudentsdo the exerciseon their own. Check answers -' wrtn tne class. Check that studentspronounce the contractions What, He, etc. Note that the verb bs is taught systematically in units 2 and 3. Don't askstudentsaboutthe namesor countriesof the famouspeopleat this stage. Studentsdo the activity ln parrs. Studentslisten and check their answers. Heb from the UK. She'sfrom Australia. He'sfrom the USA. She'sfrom Spain.
He'sfrom China. Studentsdo theexercisein new pairs. Put studentsinto pairs, student A and student B. Check they areall looking at the correct exercise. Give studentsa few moments to readthe namesand countries of the people Studentswork with their partner.
While studentsare working, move around the room and c. However,if the English script is new to your students,you may chooseto do this Get ready When they have finished, studentscan comparebooks with their partnersand check their answers. C Give studentsone minute to memorisethe people's namesand countries.
Also highlight the difference in pronunciation betweenhe fhitzl andhis lhtzl. Studentstake turns to askwhere the peoplearefrom, asshown in the speechbubbles. Finally, ask studentsto tell the classwhere eachperson is from. Studentslisten and saythe alphabet.
Alternatively model and drill the letters yourself. If the English script is new for your students,point out that eachletter hasa capital form A, B, C, etc. For more guidanceon when we usecapitallettersin English, seeReadingand Writing Portfolios I and2 on pp55 of the Workbook.
If you havea monolingual class,highlight any differencesbetween the English alphabet and the students'alphabet extra letters,missingletters, the lack of accents,how particular lettersare pronounced,etc. Students work in pairs and take turns to say the letters of the alohabet in order. Ask who is the teacher: Kate and who is the student Pedro. Tell the classthat Pedrois a new student in the class. Studentsdo the exerciseon their own, then compare answersrn parrs- b ffiffi Play the recording SBpf Note that this languageis drilled in 5a.
Usethe recording to teachThanhyou andWelcome to the class. Play the recording againif necessary b Studens compareanswersin pairs. Then play ffiffi and ask students to! J ," m Phy the recording SBp Students listen and i'. Y'' write the lettersin their lower-caseform.
There are two lettersfor eachnumber. PIaythe recording againif necessaryNote that theseletters havebeenchosenas they are often confusedby leamersof English. Studentscheck answersin pairs. I8, SBpI Play the recording SBpl Studentslistenand practise. Note thatwe dont usuallypronounce the t infrsf name. Repeatthe drill if necessary b Studentsmove around the room and ask threepeople the questionsin 3a.
Studentsshould write the namesin their notebooksand check that they havespelt them correctly beforemovrng on to talk to a different student.
If studentscant move around the room, they should talk to threepeoplesitting near them. Ask a few studentsto tell the classthe first namesof other peoplein the class. Help with Vocabularyboxeshelp studentsto explore and understandhow vocabularyworks, often by focusing on aspectsof lexical grammar' Studens should usually do the exerciseson their own or in pairs beforeyou check the answerswith the class.
Tell the classthat ""-' ,n"t" words are callednouns. Point out the pink and blue letters at the beginning of eachword. Studentsdo the exerciseon their own. Check the answerswith the class. Students should usually do the exerciseson their own or in pairs beforeyou check the answerswith the class. For tips on how to teachspeaking,seep19 ffi play the recording again. Studentslisten and tick the sentenceswhen they hear them.
Checkstudentsunderstandthe meaningof the sentdnces and that they can changethe words in brackes. We suggestthat you teachthis languageasfixed phrases,rather than focus on the grammar of these sentencesat this stageof the course. Point out that we can sayCanyou repeatthat,please? Studens do the exercise - on their own or in pairs. Check answerswith the class' Point out that we cansaya mobileor a mobilephone, although amobile is more common in spokenEnglish.
Also teachstudentsthat we saya cell or a cellphonein American English. Highlight that we can sayan iPod or an MP3 player. N ote that iPodis a brand name for personalstereosmadeby Apple andan MP3 player is usedfor personalstereosin general.
Teachthe words one by one, drilling eachword in turn. You can then use6a for practice. Also check that studentssaythe multi-syllable words with the correct stress Highlight that dictionaryis threesyllables,not four. Repeatthe drill if necessary. We use a with nouns that begin with a consonant sound.
Studentslisten and do the exercise. Finally, ask a few pairs to role-olav the conversationsfor the class.
Use the pictures to teachthe classroom instructions. Alternatively,ask studentsto study this pagefor homework. Studentswork on their own andwrite all the thingsin the picture theycanremember b Studentscomparetheir answersin pairs and check their partner'sspelling.
Studentscan then open their books and check if they have rememberedall the things in the picture. Find out which student in the classrememberedthe most words. Play the again,pausingafter eachsentencefor studentsto repeat individually ' ul Studentsdo the exerciseon their own, then compare.
Studentsworkontheir ownandwritefourEngtishwordstheyknow. Students thencompletetheactivityin pairs. P- ro. Use the- lessonI C. Srudentsdo the exerciseon their own or in q , ,.. Checkanswerswith the class. Alternatively'ask plcturesto teacnsffigutaranaptural' tuoen6 oo tne studentsto checkit'r. X",Lffi [",f'f,: X thetable at Focusstudentson the picture. Studentsdo the exercise: Usethe tableto highlight the following rules. Checkanswerswith theclass.
Point out that someof the things in the picture arehidden. Studens do the exercisein their pairs. You canset a time limit of five minutes. If this is not possible,ask studens to work in new pairs Students comparetheir answersand seewho hasfound more things and people.
C Ask studentsto turn to SBp Studentscheck their answers. Point out that eachgroup of things or peopleis in a different colour in the picture. Repeatthe drill if necessary Help with Soundsboxesaredesignedto help students hear and pronounce individual sounds that are often problematic for learnersof English. For tips on how i to help studentswith sounds,seep Students iisten to the soundsand the words.
Point out thatr at the end of a word is not usually: Check studentsunderstand thatlnl andlel represent: Point out that phonemic script is alwayswritten between: Studens listen and practise. If studentsarehaving problems producing the sounds,help them with the mouth position for eachsound. Studentslisten and notice how i we saythe pink and blue letters.
Studentslisten and. Studentslistenandreadthe sentences. Fina ask studentsto saythe sentencesfor the clals. Note that we also add -es to words ending in -. Also highlight that we don't use a or an with plural nouns. This sectioncontains l0 double-page stand-alonelessons,one for eachunit of the Student's Book, which are designedfor studentsto do in classor at home.
The topics and content of theselessonsarebased closelyon the CEF readingand writing competencesfor level Al. The answersarein the Answer Key in the middle of the Workbook pilviii. Reading and Writing Portfolio and 1 Review If you havea monolingualclass,considercomparingthe rules for writing in Englishwith thoseof the studens' Ianguage. The final activityof eachlessonasksthe studentsto do some personalisedwriting, usingwhat theyhavelearnedfrom the lesson. Theseactivitiesareprecededby apreparationstage, in which studentsareaskedto decidewhat they aregoingto wdte by filling in a table,making notes,etc Ask studentsto do the final writing activity on separate piecesofpaper and collect them in at the end of the class.
If you set the final writing activity for homework, collect the students'work at the beginning of the next class. When marking students'work, make sureyou comment on examplesof correctEnglish, aswell ashighlighting errors.
Rememberto praisesuccessfulcommunication and interestingideasaswell ascorrectlanguage. Consider askingstudentsto write a seconddraft of their work, incorporating your correctionsand suggestions. Thesecanbe put up around the classroomfor other studentsto read. Rememberthat writing in a new languageis a difficult skill to acquire,particularly if the studens' first languageis very different from English. At Starterlevel, it is important to encourageand praisestudentsso that they view writing as a valuableand interestingpart of the learning process.
At the end of eachlesson,ask studentsto tick the things they can do in the Reading and Writing Progress Portfolio Workbookp The Reviewsectionreviewsthe key languagetaught in the unit.
It includes coinmunicative and personalised speakingstagesaswell ascontrolled grammar,vocabulary and writing practice. Studentscan refer to theseif they needhelp when doing the exercises. For more information on the CEII seepp Studentswork through the list of I can They can refer to LanguageSummary f SBpp10l if they wish. Studentscan alsowork in pairs or groupsand compare which statementsthey have ticked.
There is alsofurther practice on all key languagetaught in the Student'sBook in the lace2laseSarter Workbook. Studentsworkontheirown andwritefivesingularwords. Studentsdo the exerciseon their own, then compare answersin pairs.
Studentsdo the activity on their own or ln parrs. Highlight that nationalities often end in -n, -an, -ian, -ish and-ese. You can alsopoint out that we usually describepeople from Brazil. Studentslistenand Y'' nractisethe countries and nationalities.