Messages 3 teachers book


Cambridge University Press Cambridge University Press X - Messages 3: Teacher's Book Meredith Levy Diana. Messages 3 Teacher s Resource Pack The Teacher's Book designed to test understanding of key language at notes indicate where we would suggest using . Messages 3 Teacher s Resource Pack - Free download as PDF File .pdf), Text File The grammar practice, communication activities and tests in this book are.

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Messages 3 Teachers Book

Messages 3 | An attractive and innovative four-level course for lower-secondary students. | Meredith Levy, Diana Goodey. Messages 3 Teacher's Book by Meredith Levy, , available at Book Depository with free delivery worldwide. Messages 3 Teacher's Resource Pack A Teacher's Book containing teacher's notes, easy extension ideas, answer Messages 1 Teacher`s Resource Pack.

To browse Academia. Skip to main content. You're using an out-of-date version of Internet Explorer. Log In Sign Up. Messages 3 Teacher s Resource Pack. Igor Kajla. The grammar practice, communication activities and tests in this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. It will help provide a complete set of activities materials for the classroom, with further resources These contain clear step-by-step instructions for all available on the Messages website, the activities. In addition, there are answers for the www. They are designed to activities activate new language in a communicative context. They are intended for fast The contents are organised by these main areas, with finishers or students who need extra practice. Mixed-ability classes: There The entry test is for use at the beginning of the course are four of these exercises for every unit in the book.

Initially, it is usually a good idea to say that each student in each group must write a letter but that they should help each other and discuss exactly what to write.


Whether the students are working to produce a single letter together or several individual letters, experience shows that they become involved in intense discussion within their groups about phrasing and layout. Since the aim of the activity is to develop their writing ability, it does not matter whether the students discuss in English or - with a monolingual group — in their own language.

In fact, if you insist on an 'English only' rule, communication may become difficult and thus defeat one of the purposes of the activity: to encourage students to help each other become more aware of what they should write. You should, however, insist that any communication between the groups is in English and in writing.

Once the students have finished writing, they deliver the letter or one of the letters, if the'students have each written one to the appropriate 'company'.

Messages 3 Teacher's Book

You should then quietly tell them the number of their next role card shown in the appropriate unit in the Teacher's Book and in the Index, page This will introduce new information and change the situation in some way. Meanwhile they may also have received a letter from one of the other groups and they will have to take this, together with the new information, into account when they write their second letter. When they have finished writing it, they again deliver it to the appropriate group before moving on to their third and final card.

Note that the students can move on to their next role card as soon as they have delivered their letters. They donot have to wait for a reply, since each group's cards function independently. You will also need, however, to move round the class, making sure that the students understand what they have to do and giving help where necessary. As mentioned above, try, where possible, to give hints or clues rather than direct answers in order to encourage the students to think about what and how to write also see Correcting written work, page 9.

If the students have problems in writing their letters, there are a number of ways you can help them: —go through the letter plan on the role card with them and get them to suggest what they could write; —refer them back to the appropriate sub-section of Section A where the General Guidance 7 language they are having difficulty with is presented.

The Index of key words in the Student's Book will help you or the students find the right subsection.

Messages 3 Teacher's Resource Pack

This may take place in a separate lesson from the activity itself. Once the students have finished, ask them, in their groups, to look through the letters they received from the other students and to mark on the letters any problems they had in understanding, any mistakes that they notice in spelling, grammar, vocabulary, layout or expressions, or any comments they might have on the tone of the letter e.

While they are doing this, move round the class looking at the letters with the students. This should take ten minutes or so. Next tell the students to pass each letter back to the group that wrote it. The students should then check through their own letters and try to identify any further mistakes or problems and correct them. Also tell them to look back at the role cards and compare their letters with the instructions they were given.

In the same way as above, move round the class, helping and commenting. Finally, if you wish, you can collect the letters in for correction. If you feel that it is necessary, you can ask the students to rewrite some of the letters as a homework task. In common with many Arab students, their oral abilities were much better than their written abilities.

This was the first activity that the students had tried. All of them said that they had found the activity very useful because it was " real" in the sense that they could imagine themselves doing this kind of task when they were at work. They cover a range of fun and motivating activity types, for example, board games, quizzes, information gap activities, descriptions, etc.

The grammar exercises cover specific areas of the key grammar from each unit. They are intended for fast finishers or students who need extra practice. Mixed-ability classes: if you have a mixed-ability class and your students need further remedial practice, please log onto our website www. There are four of these exercises for every unit in the book. The contents are organised by these main areas, with each of the sections marked by a grey side label for easy reference.

Entry test The entry test is for use at the beginning of the course and has been designed with two purposes. It can be used purely as a diagnostic entry test there are straightforward language exercises to check how much students have retained from their previous learning or it can be used to provide extra remedial practice.

Module tests Please see page 5 for a full marking scheme. This section contains six module tests.

Each of the tests covers one module two units in the Students Book. Each test consists of six parts: Grammar 20 marks : this is divided into two sections a and b , with ten marks each. Activity types vary, but include: Pattern drills The pattern drills are designed to give students clearly staged practice of formulating newly learnt structures orally, thereby helping them to gain confidence before attempting to use the structures in a freer context.

There is a drill for every key area of language taught in the course and some steps contain two drills. You may therefore wish to use them before the Use what you know activities in the corresponding steps. The Teachers Book notes indicate where we would suggest using them in each case. Alternatively, you may wish to use them at a later stage as revision.

The example sentence is recorded twice so that students can hear it with the response and then formulate it themselves. In all the pattern drills, there is a brief pause between the prompt and the response for you to pause the CD and allow students to say the sentence before they hear it. Completing discrete, gapped sentences by selecting one word from three choices provided or by choosing from words in a box.

With a population of over 20 million, it is one of the biggest cities in the world.

Veracruz is a busy port on the Gulf of Mexico, km east of Mexico City. They can do this individually, in pairs, or with the whole class working together. Students listen and check their answers. Check that students understand the meaning of Pleased to meet you.

Explain that Do you fancy …? Pause after the questions and ask students to repeat them. I come from Mexico. I live in Veracruz. I like it, but I sometimes feel a bit homesick. Pleased to meet you, Ana.

Er … do you fancy an ice cream? Check comprehension by asking students to suggest answers for each question. If necessary, prompt them with questions, for example, Is the girl British?

Preteach homesick. The boy is probably British. The girl is unhappy. Emphasise the connection between the question and the short answer: Is Ana …?

Yes, she is. Does she …? Note that the difference between the present simple and the present continuous is revised in Step 2. Answers 2 Where are they? When they give the answers, you could ask them for further information, for example: Yes, it is. Is it raining? Does he know her? Are they friends? Establish that the first picture shows a formal conversation between two school teachers and a parent.

Students listen and check their answers, then practise the conversations in pairs. This is Mrs Jones, the head teacher. How do you do, Mrs Jones? How do you do? Hi, Jenny. How are you today? This is my friend Tom. Nice to meet you, Tom. However, students will get more useful practice if you can persuade them to put the book aside and produce their own version of the conversation, working partly from memory and partly by improvisation.

(PDF) Messages 3 Teacher s Resource Pack | Igor Kajla -

To help them, you could write some cues on the board, for example: All right? Studying English. Staying with English family. OPTION In Britain it is normal, but not necessary, for adults to shake hands when they are introduced or when they meet in formal situations. Adults commonly address and introduce one another using first names. The titles Mr, Mrs, Ms and Miss are very formal, used especially in business or professional relationships.

The more formal greeting How do you do? Elicit sentences to demonstrate the difference between Poland and Polish. For example, I come from Poland. Some words will be new, but students should be able to guess the answers by observing patterns in the formation of nationalities that they know.

Draw attention to the exceptions in the list: French and Greek. Students listen and repeat. They can work individually, in pairs or in small groups. Answers could include: Add any others that have a special relevance for the students. Remind students of the third person -s ending for verbs in the present simple I come — he comes. Point out that we use the expression How do you do? Make sure that students recognise the difference between How do you do?

Start with choral repetition and then ask individuals to repeat. Check the falling intonation that is usual at the end of Wh- questions. Invite students to suggest how the conversation could continue, for example: Do you live in London?

I live in Manchester. They can choose other names and they should continue the conversation as in the example above. Karen Johnson is Tony Brown and Diana Thomas work together in a bank. Discuss with the class what language the people should use and how they should address each other.

Ask pairs to make conversations for these situations and to practise them together.

Present continuous and present simple Vocabulary: Countries and nationalities Communicative tasks: The family that Ana is staying with in London. Encourage students to use the present continuous in some of their questions: Elicit answers.

Ask the question, then play the recording. With books closed, students listen for the answer to the question. Mr and Mrs Grant. Ask students who the boy in the background might be. Then play the recording again while students listen and read.

In reference to the sentence The Grants are talking about the weather again, you may want to explain that the weather is a common topic of conversation in England, probably because the English weather is so unpredictable. Then choose different students to ask and answer across the class. Encourage them to answer in full sentences. Sad, homesick. Ask students to explain the difference, in their own language if necessary.

Make sure they recognise that in 1 and 4 the questions are asking about things that happen normally or all the time, while in 2 and 3 they are asking about this particular morning. Answers 1 She usually has chilaquiles and a hot chocolate. These adverbs go after the verb be, but before all other verbs. Then invite different students to say their sentences to the class.

The tortillas are cut up and cooked with layers of cheese, spicy sauce and a range of other ingredients. Chilaquiles may be eaten at any time, not only for breakfast. Tell them to look carefully at the time expressions to help them choose the right tense. Elicit one or two more examples for each tense. Students write as many sentences as they can. Ask them to use both tenses. There are six days. The only missing day is Friday.

Play the song. The first time through, let students simply listen and get a sense of the rhythm and melody of the song. Students listen for the word jeans. Tell them to keep score using their fingers or by making a note each time they hear the word. Students write down the picture numbers as they hear the words in the song.

You could also explain that Put a tiger in your tank was the advertising slogan for a brand of petrol. Explain that I got is common in casual speech, particularly in American English. Answers 1, 3, 4, 5, 7, 8, 9 b a b a 6 Speaking Who is it? Choose a member of the class and make a brief description using both present tenses.

Invite the class to guess the person: Is it …?

In this case, the number of questions should be reduced from 20 to five. Does he support Juventus? The game can be played either by the whole class or in groups of four or five. They should make a note of where each example occurred. This information can feed into the discussion in Exercise 1 and may provide ideas for questions in Exercise 4. Understanding the main idea Word work: Numbers Communicative task: Use this discussion to introduce or revise key words in the reading text for example: Then they work individually to match the written numbers with the figures.

Point out the way we break the number up into sections when we say and write it. Remind students of the use of and after hundreds.