The Let's Go Skills Book with Listening Practice CD supports the Student Book and Workbook. It gives students extra practice in reading, writing and listening. mtn-i.info: Let's Go 1: Let's Go 1 Skills Book with Audio CD Pack ( ): R. Nakata, K. Frazier, B. Hoskins: Books. Lets Go: 4: Skills Book [NA] on mtn-i.info *FREE* shipping on qualifying offers. Let's Go 4E 4 Skills WB with CD.
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Lets Go: 2: Skills Book [NA] on mtn-i.info *FREE* shipping on qualifying offers. Let's Go 4E 2 Skills WB with CD. Lets Go: 5: Skills Book [NA] on mtn-i.info *FREE* shipping on qualifying offers. Let's Go 4E 5 Skills WB with CD. The Let's Go Skills Book with Listening Practice CD supports the Student Book and Workbook. It gives students extra practice in reading, writing.
However, if we look back on our own school days, I think we can say that we also had a similar experience: often forgetting what we had learned. We also crammed for tests and tried to memorize everything, forgetting most of it after the test. Children tend to forget things Why do you think you forgot your lessons? Was it the way the teacher taught you or was it your own attitude towards learning? It might have been a combination of both. There might have been other factors as well, like the way you felt at the time, or the environment in which you were living and learning.
There are many reasons why students forget. As teachers, we have a great responsibility to get our students to learn as much as possible. When I first started out teaching, I worked very hard in every lesson and the children were able to repeat after me quite well. However, I was shocked when I saw them again at our next lesson. They had forgotten almost everything!
They could repeat well after me, but could not say a single word on their own.
I was beginning to think my students were just not good at learning English. I was teaching them to become parrots, repeating all the time and speaking like robots. The children were satisfied just to repeat rather than trying to remember what to say, because I did not teach them how to retain what they learned and actually use the language themselves.
So what are some other reasons children forget what they have learned?
Perhaps they were not paying attention during the lesson or were bored. They may not have been given enough of a chance to internalize the language. Or they might have not practiced it enough to react spontaneously to it. So what is remembering and being able to retain new language? It is NOT memorization. The loser has to select one of their cards, but shows only the back of the card to the winner.
The loser asks: "Is this a ruler? Students then change partners. Brief view only. Show the card but only for a second or two, moving it around quickly. Then ask, "Is this a book? Blind quiz.
Students are in pairs. They do SPS and the loser closes their eyes. The winner chooses something to give to the loser and asks, "Is this an eraser?
Numbered list Problem: Assumes that students can recognise the numbers 1 to 8. Use the pictures on page 11 of the textbook. Each picture is given a number. Initially, this is in a straightforward order - the top four are one to four and the bottom four are five to eight. Do not allow the students to write the numbers in their books, but instead write the numbers on the board.
Then ask questions such as: "Is number one a pencil? Variation 3 Also, the items can be labelled with some of the letters of the alphabet. Variation 4 This can become a writing exercise. Each team send one member to the blackboard. When they hear the item, they shout out the answer to their colleague, who writes the letter on the board. Variation 5 Students listen and write the answers on their individual white boards.
Memory Quiz. Problem: Assumes that students can recognise the numbers 1 to 8. Number the items on page 11 see also. Everyone looks at the page for a short while. Then they all close their books. The teacher asks, "Is number 3 a book? Guess the card. Students are in groups, with two sets of the cards. The cards are shuffled and placed face down. The first student takes the top card and looks at it.
The next student asks, "Is it a pencil? The student who correctly guesses the card takes it, and then takes the next card off the pack. The next student in the circle guesses first. Telepathic student.
Tell one student the telepathic secret before the class or take the student outside briefly and explain it just before the activity. The secret is that when you point to the top of the card, the student should reply "No, it isn't," but when you point to the bottom of the card the reply is "Yes, it is.
The student goes out of the door and the class chooses one card. The telepathic student is brought back in. Points to one card top for no, bottom for yes and the whole class asks the question - "Is it the book? Problem: of course, this activity can be used only once in a course. However, you can vary the rule to use it a second time. Return to the owner. Give students some "This is my Also make your own set. For the following week: Photocopy each student's set, and give them their copy. Cut up the cards and give each child one card at random.
Take a card yourself, and ask one student, "Is this your bag? When you find the owner, give them their card.
Students have to return the card to its owner. Then they come to you to get another card. For each card they return to its owner, they get 2 points.
They must first ask you, "Is this your book? At the end, most students should have their own cards. You may need to put aside some cards if a student says they have asked everyone and no one said yes and they don't get any points for that card.
Students get one point for each of their own cards they have collected. Sit down. Point to the teacher. Touch the desk. Please be quiet. Listen carefully. Eyes closed TPR.
Simon says. Or, modify for Please or Don't. Make into a four skills test and record the points for each section in the progress columns of the student's passport. I can hear, I can say, I can read and I can write. Listening: Instead of using the pictures in the book, ask the students to write the meaning of about 20 items in their native language.
Explain that you are testing their progress, and also your own teaching. Or: use the book for a choice of two, or make a new sheet with a choice of three pictures. Speaking: The teacher holds up one card and asks a question: "What's this?
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