SOLUTIONS ELEMENTARY 2ND EDITION: Audio in class: Teacher's book: /Teacher%27s_Book_-_Solutions_2n Test Bank. Solutions Elementary 2nd Teacher's Book - Download as PDF File .pdf) or read online. 2nd Edition. — Oxford University Press, — p. The Teacher's. 2nd Edition. Oxford University Press, p. The Teacher s book includes notes for every unit, and provides numerous ways to extend the material.

Solutions Elementary 2nd Edition Teachers Book

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IElementary Teacher's Book Marta Umifiska, Caroline Krantz Tim Falla, Paul A Davies Checkwith the whole class Solutions elementary tb Where two different answers are possible, try to find students with different and hand it in. twenty-first - 21st fifth - 5th first - 1st second - 2nd tenth - 10th thirtieth. Teacher's Book - книга для преподавателя с ответами и рекомендациями. Solutions Upper-Intermediate Tests · Oxford Solutions Upper-Intermediate Teacher's Book + workbook keys Oxford Solutions Second Edition - второе издание. Solutions Elementary Teacher's Book. Share Print. download from . GL Solutions. Solutions · GL Project, Fourth Edition. Project, Fourth Edition · GL English File.

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Andhe ke ankh batair lag gayi isliye pass huwe. Your email address will not be published. This gives trajectory as a parabola as you have studied. Thanks for your answers. Elder brother This is only a poor translation of "Bade Bhai Sahab" by Munshi Premchand; the objective is merely to exhort readers to read the original story or better translations. The younger one, is younger to his elder brother by five years and hence bade bhai sahab takes it on him to paramash the younger one on everything.

Bade Bhaisaab Malayalam Best Answer: wow, I am a fan of Munshi Premchand too, here's the website for most of his stories and novels for safety no 2 link will also take you to the same website.

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Premchand was focused on the economic liberalisation of the peasantry and the working class, and was opposed to the rapid industrialisation, which he felt would hurt the interests of the peasants and lead to oppression of the workers. What is the moral of the story bade bhai sahab?

Summary of bade bhai sahab a story by premchand? I need help if you or anyone else can help me. Log in Join now 1. Bade bhai sahab chapter text book question answer. Chapter 1 To 8 Question Answers. He is perhaps the only name in Hindi literature to have captured the true picture of his era — the s. Summary of chapter bade bhai sahab sparsh class 10 - 1. See more. You can ask a few students Questions like: Is thisyourpen?

Noit isn't? Oh, is ithis? Students look back at the text in exercise 1 and fill In the table individ ually. Check with the whole class. Students continue in closed pairs.

Circulate and monitor. Exercise 1 page 6 "1. Focus students' attention on the photo and ask them to read the task.

Play the recordin g once. Allow a moment for everyone to finish answering and then checkas a class. This is mysister. Ask students around the class: Have yougot a sister? Have you got a brother? Report the students' answers to the class. If you haven't got any siblings, you can start by talking abou t your dog, cat, bike, etc.

Finally, write on the board: They've got a lovely house, Have you got brothers or sisters? I haven't got a sister, but I've gota brother. He's got blue eyes, but he hasn't got fair hair.

Have they got children? In a weaker class, go through the dial ogue together first, and underline the examples as a class. Point outthat nearly all the forms are the same, justone is different. Which one? This ismybag. These are markers. That's a map of Britain. Those areposters. Check understanding by eliciting some examples from the class.

Ask stude nts why they have used this, that, these, or those - Is the abject close orfurther away? Is there one object or morethan one? Check with the who le class. With a stron g class, you can do the exercise orally. With a weaker class, checkany unknown vocabulary first and do a few exampl es togeth er. Whathave wetalkedabouttoday? Tryto elicit: Brieflyrevise the conjugation of to be. Drawstudents' attentionto the lesson statement: I can ask and answer questions.

KEY 1 He's got a bike. Some of the questions are about quite expensive possessions, and it is important that nobody should feel embarrassed by havingto make statements about their material status.

If you think this is likel y to be a problem, tell students that they don't have to tell the truth, they should focus on practising the language. It wouLd be good to have a calendar with the names of th e days and month s in Engli sh on th e wall in your classroom. Exercise 1 page 7 "1. Piay th e recording once for students to li sten, and th en again, pausing afte r each time for them to repeat. Exercise 2 page 7 "1.

Play the recordin g th rough once, th en again, pausing aft er each time.

Ask a student to write each tim e on the board in numbers: If you are short of time, write them yourseif. Accept translations. Put these examples on the board: He's got long, blackhair. She's gotshort, curlyhair. He's got straight, fairhair. Now ask students to put these three adjec tives In the right order before the word hair: She's got long, wavy, dark hair. Then let students talk about the remain ing one s in pairs. Circulate and mon itor, help with sentence-buil ding and pron unciat ion.

Finally, ask a few students to descri be the photo s to the who le ciass. Give feedb ack: Her eyes areblue. His hairis lang and dark. Point out that hair is not plura l - in English it is seen as one substance, one mass of something. Lesson outcome Ask students: Ask everyone to say one word they learned from the lesson.

Draw students' attention to the lesson stat ement: Ican describe people. Exercise 3 page 7 "1. Make sure everyone understands what they have to do. Check answers by getting a pair of confident students to read out the dialog ue. KEY 1 Excuse 2 time 3 to 4 very 5 welco me.. Work on intonation. When you feel students have had sufficient pronunciation practice, ask them to talk about the times in this exercise. Circulateand monitor. Ask them to pick out a few words which are days of the week anda few which are months.

Itvou have a calendarwith thosewords in English. You maywant to introduce a certain conditio n: Exercise 6 page 7 "1. Play it through for students to check their answers, andthenagain, pausing after each item forthem to repeat. Point out the silent letters in Wednesday and practise the pronunciationof Thursday. Lesson outcome Ask stude nts: Whathave we talked about today? Ask seven students to say the days of the week in order, then twelve to say the months in order.

Icon ask the time and talkabout the months of the year. Then ask them to match the pictures with the seasons. KEY 1 spring 2 summer 3 autumn 4 winter Exercise 8 page 7 "1. After exercise 8, ask fourstudents to come and write the names of the seasons on the board under the photos. After exercise 9, ask 12 students On turns - four at a time to come to the board and write the names of the months under the names of the seasons.

The students then returnto their seats. Discussthe answers on the board with the class- aretheyaccurate? Who's myuncle's wife? Your aunt orAunt. With a weakerclass, write on the board: Formore practiceof family vocabularyand possessive 's, go to: Vocabulary 8uilder part 1: Chartes' sisteror Charles's sister. In both cases the pronunciation isl rtJ. Write 2 or3 more questions.

Who is my father's granddaughter's mother? Who is my son's brother's mother? Afterthat, students ask and answer in pairs. If possible, dictionaries should be available. Taday's topic is family. Write family an the board. Do you knowany words formembers of the family!

If students don't understand, prompt them: For example. Limit the numberof questions in exercise 6 to 2- 3 and set exercise 8 as homework tao exercise 9 willthen providea method of checkingthat pieceof homework in the next lesson.

Exercise 7 page 8 "1. The 'ME' in the middle is Laura; she has classified the people in her life into threedifferent categories: Would yourcategories be the same or different? Help students to put their ideas into words. Play the recording. Point out that the final -r in mother, father, sister, etc.

Students are likelyto have some experience ofAmerican English pronunciation from films, etc. Exercise 3 page 8 "1. You can aiso model the pronunciation yourself. Aska few students to repeat. KEY grandmother husband son uncle brother grandson Exercise 4 page 8 "1.

Pay allention to the pronunciation of IA!. For work on pl ural forms of nouns, go to: Vocabulary 8uilder part 2: If time's short, this exercise can be done at home. Ask them to sit sothat theycan't see their partner's worksheet. Students fill in the missingnames and ages in the family tree byaskingand answeringquestions in pairs. Who's Tony'sfather? Student A: He's Peter. Student B: Howald is he? He's When they have finished they can look at their partner's worksheet to check their answers.

Hestudies at university. To do the lesson in30 minutes.

Amy's cousin, Jake family: Mark and Lucy: Sam KEY volleyball team: Hannah music group: Molly favourite teachers: Mr Baker Transcript 1. I'm Laura. I've got one brother,and hisname isSam. I haven't got a sister, but I've got two cousins - MarkandLucy. Ourhouse isnearthe centre oftown. I'ma student at WhitesideSecondary School. Amyhas gota cousin - Jake. He's really nice!

Myhobbies arevolleyball and music. I'm in a volleyball team. Ourtwo best playersareJanice and Hannah. I'm also in a musicgroup with two friends, Boband Molly. Put names of realpeople from yourown network on the board and encourage students to ask: Write the namesyour family and friends use normally, to show students that there's no need for artificial English names just because you're speaking English.

The notebook should be a resource and contain information of lastingvalue. KEY 5 1 noses 2 watches 3 boxes 4 videos 5 tomatoes 6 stories 7 leaves Notes forPhotocopiable activity 1. Pairwork l anguage: What have we talked about today? Canyougive mesome words forfamilymembers?

Solutions Elementary Teacher’s Book 2nd

Praise the students who comeup with the more sophisticated ones, such as cousin, niece, grandfather, etc. Draw attention to the iesson statement: I can talk about people I meet regu larly. Elicit some names of his family members. KEY Hisdad's name is Homer.

His mum's name is Marge. He's got two sisters called Lisa and Maggie. Ask if students knowwhatthesewords mean. Acceptanswers in the stude nts' own language. Is this present, past or future? After eliciting present, erase past and future from the board, so that what's left is: Add the word simple afterpresent and say: Today, we'regoing tolearn a tense called the present simple. Does everyone understand lazy, classmates, powerstation, and studies hard?

With a weaker class, be prepared to explain the vocabu lary yourself e. Daniel, Marta, Eva and so on are yourclassmates - people in the same class. With a stronger class, ask students to usetheir dictionaries. You may wish to mention that English verbs are quite easy in one way,as many forms are the same: Ask studentsto lookfor the third person singular in the text and see whether it is the same too. Quote sentences from the text as examples: Eleven million Americans watch it everyweek. Fast finisherswrite one more sentence said by a member of the Simpson family.

They can read theirsentences aloud and the whole class guesses the person who says the sentence. Check answers as a class. KEY lsi or IzI: Be prepared to explain. Help with pronunciation, especially of the present simple third person forms: KEY 1 lives 5 gets up 9 hates 2 go 6 finish 10 thinks 3 walk 7 listen 11 loves 4 goes 8 like For further practice of the present simple affirmative , go to: Grammar Builder 1B: Have onetrue and one false sentence about yourself or a member of your family prepared.

Read your sentences to the whole classand ask: Isthis true? Students then work on their own sentences. KEY 1 2 watches 5 does 8 plays 3 goes 6 likes 4 flies 7 finishes 2 1 watches 4 goes 7 likes 2 does 5 studies 8 flies 3 finishes 6 plays 3 2 My brother loves pizza. Make sure they differentiate between lsi in e. Exercise 6 page 9 "1. However, when they have listened, you maywant to askthem to repeat the verb forms. Lesson outcome Ask students in thei r own language if necessary: What tense have we lookedat today?

The presentsimple tense. Conducta brief drill, using verbs from the lesson. Then ask for names of contemporarymembers of the Royal Family and anything students know about them. If they find it interesting, you can askthem to draw a family tree of the three generationsof the Royal Family shown in the pictures. Let them compare answers in pairs, then checkwith the whole class. You can reinforce the words by asking questions about the students' own country like: Can you give me the name ofa famous monarch?

Exercise 5 page 10 "1. With a weakerclass, read the opinionswith the whole class. Expensive and modern may need explaining. Then play Speaker I only and ask how many of the opinionslisted in the taskshe expresses. If more than a few students are not sure, play Speaker I again. Ask a studen t whic h opinions the old lady expressed. Follow the same procedure for Speakers 2 and 3. The maj ority of the British public supported the marriage, despit e Princess Diana's great pop ularity.

He is expected to becom ethe next Briti sh king. He is well known for his interest in architecture and his concern for the environment. Diana, Princess of Wales, was the first wife of Prince Charles. She was the most popular member of th e royal family and was often referred to as Di. She died in a car accide nt in Paris while trying to escape photographers. Prince Harryisthe youngerson ofCharles and Diana.

He is in the Briti sh army. I prince Philip, Duke of Edinburgh, is the Queen' s husband. Prince WllUam is the first child of Charles and Diana. He is the second in line to the British throne. He joined his younger brother in the army in Allow students to compare answers in pairs, then go over them with the whole class.

If there are any wrong answers, discusswhy, forexample, Why is 0 The Queen's job' andnot 'The Queen'stravels'? Man 2 Int. Man 3 Int. Man Int. Man Transcript 1. Do you thinkthe royal familyisimportant? Woman Important? They'revery expensive. Woman Yes. We spend miiiions of poundson them.

Solutions Elementary Student' s Book, 2nd Edition

And they aren't modern. They're old-fashioned! I want a republic! Whatdoyou thinkof theroyal family? I like reading about them in newspapers and magazines. Soyouthinkthey're important? Oh, yes, very important. They have really interesting lives. What do youthinkof the royal family? They'reOK, I suppose. So you don't reallylike them.

Well, I don't mind them. They're a bitboring, butthey work hard. Dothe firstone as a class. Theword charity may need explaining. If a student says a sentence that's correct but false, ask the class: Is that true?

If a student says a sentencewhich is not a statement of fact, but an opi nio n such as, They have interesting fives. Icanunderstandinformation and opinions on the Royal Family. Forfurtherpracticeof the present simple, go to: To do the lesson in30 minutes, don't ask students to writeall 12 sentences in exercise 5 affirmative and negative should be enough. Set the Grammar Builder for homework.

Students read and match the names to the photos. Explain othletic: After that students continue on their own. Circulate and lookover their shouldersto see if they're getting it right. With a weaker class, you may want to copy the table onto a transparency or write it on the board for studentsto see and check. Grammar Builder 1D: Stud ent's Book page KEY 5 1 doesn't 5 don't a don't 2 don't 6 doesn't 9 doesn't 3 doesn't 7 don't 10 don't 4 don't 6 1 don't know 4 stay 7 doesn't work 2 walk 5 hates a doesn't listen 3 doesn't like 6 love 7 2 He doe sn't walk to school.

He goes to school by bike. Shewatches 1Vin her bed room. He stays in bed on Sundays. She doe sn't teach English. Exercise 4 page 11 "1. This is Mark. This is Sally.

They're students. Draw students' attention to the table.OK, thankyouAnna.

Answer: Headings are words and phrases that introduce sections of text. Destination devices reassemble messages and pass them to an application. What have we talked about today? Thanks for your answers. Read it online with free PDF.

Put new vocabularyon the board and pre-teach it.

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