Lifelines: Pre-Intermediate: Teacher's Book [Tom Hutchinson] on mtn-i.info * FREE* shipping on qualifying offers. A motivating three-level course with a clear, . Pre-Intermediate. Teacher's Book. Front Cover. Tom Hutchinson (Lifelines). Oxford University Press, QR code for Pre-Intermediate. Teacher's Book. Lifelines is a two-level English course at pre-intermediate and in the UK, Germany, and Croatia, and he has given teacher training courses in.
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At Pre-Intermediate and Intermediate level there are about 30 hours of optional Extension material in the form of skills-based practice at the end of each unit. Lifelines: Pre-Intermediate: Teacher's Book by Tom Hutchinson, , available at Book Depository with free delivery worldwide. mtn-i.info: Lifelines: Pre-Intermediate: Teacher's Book () by Tom Hutchinson and a great selection of similar New, Used and Collectible.
Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Seller Inventory GOR A readable copy of the book which may include some defects such as highlighting and notes.
Cover and pages may be creased and show discolouration. Tom Hutchinson. Oxford University Press , This specific ISBN edition is currently not available. View all copies of this ISBN edition: Synopsis About this title A motivating three-level course with a clear, coherent structure and built-in flexibility. There are far from all results that meet your criteria are shown. To see more results, please specify your inquiry.
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A teacher should adopt the activities according to the needs of the learners. However, it might not be very useful to use poems for young students or for beginners. Instead of poems, using nursery rhymes or songs would be more helpful since they provide more joyful and easier contexts. From pre-intermediate to advanced levels, it is really beneficial to use either songs or poems. Several poems can be adopted from contemporary poem books.
The poems of the W. Using Games and Problem-Solving Activities The latest concern of the foreign language teachers is to make the students use the language communicatively. After the realization of communicative competence , activities or techniques that are task-oriented and that lead students to use the language creatively have gained importance.
Games and problem-solving activities, which are task-based and have a purpose beyond the production of correct speech, are the examples of the most preferable communicative activities.
Such activities highlight not only the competence but also the performance of the learner. Yet they are the indispensable parts of a grammar lesson, since they reinforce a form-discourse match. In such activities the attention is on the discourse context. Both games and problem-solving activities have a goal. Games are organized according to rules, and they are enjoyable. Most games require choral responses or group works, whereas problem-solving activities though they are structured require individual response and creative solutions.
Games and problem-solving activities are generally used after the presentation, in the practice part, because such communicative tasks can only be handled after mastering sufficient grammar and lexical points. Through well-planned games, learners can practice and internalize vocabulary, grammar and structures extensively.
Play and competition that are provided by games enhance the motivation of the students. They also reduce the stress in the classroom. While playing games, the learners attention is on the message, not on the language.
In a way, students acquire language unconsciously since their whole attention is engaged by the activity. By providing personal, social, and cross-cultural issues to define, they sometimes simulate real life situations. Many grammar games can be found in teaching grammar or course books. There is a great overlap between games and problem solving activities.
Though games generally place an emphasis on competition and wining, they also require some type of problem-solving activity. Like games, problem-solving activities have communicative purposes. Questions which require students to use available evidence to reach a conclusion and the logic problems which assist language learning by challenging students to demonstrate their understanding of English in an interesting way are the types of problem-solving activities.
In problem solving activities, the problems are either based on real or imaginary situations. In the activities students are given a real or an imagery situation, and they are expected to find solutions for the problems. Games and problem solving activities can be used for all levels.
By regarding the proficiency, age and experience of the learners, appropriate activities might be applied successfully. It is also important to design clear and easy directions for the games or the activities. Through problem solving activities students utmost attention is to the detail and to the meaning.
The solution part of the problem can be used to generate any specific grammar point. In such activities a teacher should act as a facilitator rather than a director. It is also possible to integrate all skills in such activities.
Reading or listening to a situation, a problem, or a question; responding or commenting either through speaking or writing. It is also advisable to keep in mind that such activities provide entertaining opportunities to practice thinking clearly while focusing on the form unconsciously.
In sum, games and problem solving activities provide favorable usages for extended communicative practice of grammar. They are both motivating and challenging. They encourage students to interact and communicate. Through such activities students match the discourse with the context of the game or the problem solving activity.
So these activities create a meaningful context for language use. The use of such activities both increases the cooperation and competition in the classroom. Thus, potential classroom ideas come into being, and a successful, joyful and enthusiastic learning is provided. Conclusion So far, the usage of songs, poems, games, and problem solving activities are clarified.
The advantages and some key points are explained. It is now more apparent that the teaching of grammar can be supported effectively by using such resources. According to the needs analysis of a classroom, several techniques can be integrated with such resources. Since teaching is a developing art, which requires innovative and creative ideas to enrich its effectiveness, we must not hesitate to use such resources in our classrooms. These resources can assist our teaching of grammar while providing a relaxed atmosphere and motivated students.
Such activities are student centered, hence, by using them we give a chance to our students to express themselves, enjoy themselves during learning, and use the reserves of their minds. As, it should be born in mind that all these resources require the activation of both left and right hemispheres.
Thus, we let our students use their long-term memory and learn effectively during such activities. So there is an undeniable fact that if our concern is to provide a successful and beneficial teaching, we must not hesitate to use songs, poems, games, and problem solving activities, which bring the structural, pragmatic, prosodic and communicative aspects of language together, in our language classrooms.
Bibliography Celce-Murcia, M. Techniques and resources in teaching grammar. Oxford: Oxford University Press. Cross, D. A practical handbook of language teaching. Eken, D. Ideas for using songs in the English language classroom.