Teacher Book English File Pre-intermediate Pdf

[Shantelle Wenske]

Finda range of lesson plans to use with teenage learners at pre-intermediate level. All of our lessons are designed around themes that are engaging and relevant to secondary learners and can be used to complement your school curriculum, giving students an opportunity to develop their English language and skills in motivating and enjoyable ways. Written by young learner experts from around the world, our lesson plans are easy to use and aim to give your students the skills and confidence they need to enjoy learning English.

This lesson plan for teachers of teenagers and adults at pre intermediate level explores the theme of TV programmes. Students will make a poster and develop speaking skills in the form of a role play.

This is a 33-page, 3-column PDF e-book with ideas for helping elementary and pre-intermediate ESL learners keep working on mastering the basics of ESL and find their passion for language learning.

These issues can be overcome by providing targeted language practice in the IELTS classroom. The test concentrates on certain areas of grammar and vocabulary, and these need to be taught explicitly in the classroom, hand-in-hand with item practice that exploits those language items. Using a grammar and vocabulary book that has been written specifically for IELTS training can be a great help in doing this.

As teachers, we need to try and make the tasks more meaningful. Explaining the explicit links between IELTS and academic English can be really useful, as this helps students understand the 'why' and 'how' of IELTS.

Lower-level students often start an IELTS course with high levels of motivation, since succeeding in the test usually contributes significantly to the achievement of their future goals such as entering university. However, many students are not fully aware of their true level of English and how much they will need to improve to achieve a good IELTS score. Realising this, together with the amount of time needed to improve, can have a negative impact on motivation.

Students often concentrate on doing practice tests as they think repeated practice tests will improve their performance. Although test practice can be useful, repeated practice at lower levels without language work rarely improves their IELTS performance, and students should be discouraged from this approach.

At lower levels, students need to concentrate much more on increasing their vocabulary and grammar knowledge. It would be more beneficial to test students regularly on the vocabulary and grammar they have been studying in class. Then they can move on to applying this knowledge to small sections of the test before attempting a whole practice test. Full practice tests can be introduced to students when they have enough language and test awareness to be able to see their progress.

There has always been some debate around this question. Teachers who are strong on grammar often think it is very important, while those with less knowledge might disagree. However, as publishers make millions of dollars each year from the sale of grammar books, it is fair to assume that there is some truth involved.

As an ESL language teacher it is vital that we are aware of the four skills required by any student who wishes to become fluent. Reading and listening (receptive skills) and writing and speaking (productive skills) are all as important as each other when it comes to learning a language effectively. As well as addressing particular areas of grammar and vocabulary, every lesson should also feature some amount of all these skills where possible.

Absolute beginners will first need to learn the Roman alphabet before moving on to more complex subjects. After this, the main focus at starter level is simple vocabulary and basic sentence structures. New vocabulary items are usually presented via groups of objects such as shapes, colors, machines, clothes, etc.

The aim at this level is to increase the student's vocabulary and to introduce certain parts of speech, such as nouns, verbs, adverbs and adjectives. Other sentence structures and tenses such as present simple and present continuous are also introduced at this stage. As the students reach pre-intermediate, the simple past and future forms are also included in the curriculum.

At the higher levels the students should be aware of all the tenses, as well as more complicated grammar topics such as direct and reported speech, transitive and intransitive verbs, and conditionals.

When it comes to measuring the English language level of individual students, the most commonly used measurement system is the Common European Framework of Reference for Languages (CEFR). Using this method we can grade the language level of a student on a scale of A1, A2, B1, B2, Advanced, and Expert.

For students learning English in order to enter university or to work abroad, other exams such as IELTS or TOEFL might be required. If you find yourself teaching students working towards either of these qualifications, it is worth remembering that it could involve C1 level teaching. Whatever job you are applying for, it is important to discover what level your students will be at and how much time will be allocated to each different level. If it turns out that most of your lessons are at a B2 level or beyond, you will need to spend a lot of time planning and preparing your lessons.

Unless your teaching career is going to be focused only on kindergarten or very young learners, it is quite clear that a sound knowledge of English grammar is important for both the teacher and the learner. If you end up working with students who are working towards some form of examination, they will have to demonstrate considerable grammatical knowledge in order to pass. In terms of the teacher, your own grammar knowledge will need to be higher than the highest level you have to teach.

This study is in the area of teaching English as a foreign language (TEFL). It focuses on the factors causing speaking anxiety to pre-intermediate EFL learners, the direct or indirect effects of speaking anxiety on the overall oral performance, in addition to suggesting possible treatments to this problem. The study was conducted at The Higher Language Institute (HLI) and the data obtained through distributing a questionnaire to pre-intermediate students was analyzed analytically. Results show that all kinds of factors are hardly regarded separately. Yet, the linguistic factors are demonstrated to be dominant in learners' oral performance. Finally, certain treatments are presented depending on the data obtained and the most important was to implement an ungraded speaking test to lower speaking anxiety in oral exams. The research concludes with a brief summary, suggestions for further research, and some recommendations for the EEL context.

Irzeqat, N. S. (2010). The Effect of anxiety on the oral performance of Palestinian students of English from the perspectives of teachers and students. (MA thesis). Retrieved June 12, 2018, from home.birzeit.edu/librarya.

MacIntyre, P. D. (2007). Willingness to communicate in a second language: Individual decision making in a social context. Presented at UOC conference in Barcelona. Retrieved from www.uoc.edu/Barcelona_paper_for_UOC_Conference.pdf.

Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. (MA thesis). Retrieved Dec 7, 2018, from -efl- journal.com/thesis_M_Tanveer.pdf.

There are a lot of resources that are useful for teaching English. I downloaded the games which are handy and use them in my classes. With the games, my students never skip class or feel tired to learn English. The resources for teaching English helped my students progress in grammar, vocabulary, writing and comprehension. They also helped me a lot to guide my students to learn in a practical way.

I am an ESOL teacher, and the resources have helped my classes enormously. In particular, the speaking activities were a great help for my intermediate students before their exam. The website is user-friendly, and I will continue to utilise the resources - next term is reading and comprehension, so I will be looking for more resources from you. Thank you for such helpful activities and worksheets. They save me a lot of time in class preparation.

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