Pre-Intermediate Book 1 - Expedition Brazil - AUDIO Book 3 - The Wizard of Oz Curso Completo de Gramática Estude Inglês com o Teacher Ivan Crespo. Si te interesa aprender portugués, aquí te mostramos una colección de libros y cursos en PDF de portugués que te van a ayudar a mejorar tus conocimientos. Listado con 20 libros en inglés para mejorar nuestro nivel B1, además con definitely be different this time and totally alcohol, calorie, and perverted- misogynist free. . an exciting quest down the Yellow Brick Road in search of the elusive Wizard. .. de casualidad conoces un par de libros tipo guía para aprender inglés?.
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WISE_UP_CURSO_COMPLETO - Download as PDF File .pdf), Text File .txt) or read online. Como posso dizer “advogado”em ingles? May/can i got to the A – BEFORE CONSOANT SOUND A – SOM ANTES DA CONSOANTE .. Curso CCAA Regular 6 Parte 2. Uploaded English Grammar Book - Wizard Course77 . Absolutely FREE portal7.info DISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA Subsecretaria de Fundamentos Educativos María Brown Pérez Directora Nacional de A strange man (b) me a wizard's wand. . Then play the audio for the students to check their answers. serem incorporadas como optativas no histórico escolar de alunos do Ensino Médio; cursos O curso de Inglês básico se destaca pela formação inicial e continuada .. Depois de verbos como: feel, look, seem, sound, taste. Ex: I feel tired.
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All you have to do is a lot of repetitions. Trust me, it is just a matter of repetition. You can do it! What payment options do you offer? PayPal is one of the largest online payment processors in the world and the service is free of charge for the customers.
With a PayPal account you can download products online all over the world. What kind of files file format will be provided? The audio will be in mp3 and the text in pdf format. There are a lot of files in my packages so I had to compress them to zip files otherwise you had to download hundreds of individual files. After the download process you can copy the mp3 and pdf files out of the zip files and put them on your iPod, tablets or mobile phone. Do I need to learn grammar rules to speak German fluently?
If you want to speak German fluently, there is no time to think about grammar rules. You need to feel what is right and what is wrong! Being able to think in German and being able to feel the correct grammar are the keys. My German audio stories and lessons will help you to develop this feeling.
How long will it take until I can speak German fluently with your lessons? This depends on many factors for example your current level and how much time you want to invest every day. Students who practice with my lessons and stories at least 30 minutes every day need about 6 to 8 months until they speak German fluently.
My currency is not Euro - what can I do? If your national currency is not Euro, the payment processor will change the currency automatically. Physical Version vs. The price is expected to be more than EUR for all packages. It is a great investment into your future. It also has the advantage that you can copy them easily on your iPod or mobile phone and listen to my lessons and stories everywhere — this saves a lot of time.
Of course you can also burn them on audio CDs yourself and listen to them this way but the mp3 format is much more flexible. Can I download and download your materials from anywhere in the world? Yes, you can download my lessons and stories from anywhere in the world.
Written Expression Can produce simple, connected texts on topics which are familiar or of personal interest. Writes a wiki entry about an inspirational person and includes important details. Complete the sentences about the different teen types. Use the adjectives above. Trend-setters are very. They have a lot of talent and imagination.
Jane knows what she likes. She will probably be d. Go-getters feel most of the time. They think life is an adventure.
Read and complete each list. Find more adjectives and identify the suffixes. Key Expressions For one thing: Read and practice. Replace the personality type. What are nature lovers like? Or a nature lover interested in protecting the environment? Find your causes here!
How about trend-setters? You like to express yourself in artistic ways. Find a way here! Well, you like to take risks and compete to go after your dreams. Register now!
Join now! Lesson 1 TeensofToday! Planning Learning Goals Indicators KeyVocabulary and Structures Strategies This lesson will enable learners to talk about preferences and lifestyles of teenagers today. Describes interests, preferences and lifestyles. Identifies common adjective suffixes -ous, -ive, -ful, -y and noun suffixes -er, -or, -ist. Vocabulary Teen lifestyles: Ask a couple of questions and encourage opinions without rejecting any. Have volunteers write important words on the board.
Use a semantic map to group words: Have them race to the board to write their ideas. Activities teenagers do: Places teenagers like to go to: Invite students to explore the text visually before doing the exercise. Ask these questions: What kind of text is this? Then have them complete each list. Ask them to justify their answers.
Ask students to read the Vocabulary Strategy and discuss what they understand. At some point, go over the pronunciation of the words. Ask students to read the sentences before completing. Encourage them to create new sentences using the vocabulary. Trend-setters love fashion. Tech-heads are crazy about computers. Invite students to read the model and replace the words in colors. Call their attention to the Key Expressions box. Tell students that an abbreviated version of the expression For one thing is For one.
For example: There are many reasons to believe in her. This someone has for something. Have students realize the importance of practicing. Tell them to expand their conversation by using the newly learned language together with what they already know. That way they will be able to integrate and consolidate knowledge.
What type of future occupation suits you best according to your personality? Take this test. Then complete the grammar chart below. Have them preview the test and go over students have chosen their answers, have them compare result they might get. Have them share the answers they. Make sure students identify the principal verbs that mark each combination enjoy, like, to be interested in combinations, have them complete the chart.
Explain that some verbs like love, like and prefer can be people use the -ing forms when expressing preference in general: I love listening to music, the preference depends on the situation: I love to listen. In American English If you have time and want to have students listen to the text, Finally, call on a volunteer to check the answers and elicit more examples from students.
Complete the words in blue with the correct suffix. Have students brainstorm occupations that can be suitable for each style. Write the occupations they mention on the board doctor, biologist, psychologist, dancer, singer, communicator, etc. Call on a volunteer to underline model: Tech-heads can be excellent computer programmers. Then play the audio for the students to check their answers.
Finally, elicit some reactions to the test results. Complete the questions and answers. Have half the class think of questions to ask to the other half of the class. After students have come up with some examples, have them students create similar conversations using images.
Challenge them to create a song using the expressions seen in class.
Then have them identify a characteristic that makes each person important and explore more characteristics, e. Have students think about an inspirational person in their lives. Tell students to investigate as much information as possible about the chosen inspirational person for next class and write some sentences about that person.
Then, encourage students to say something about this person My inspirational person interested in books and computers. Sometimes he likes to play. I to download new cell or computer gadgets. I having friends that are online when I need them.
When you have free time, do you enjoy… 1. When you have money to spend, do you like You likehaving friends that are… 1. When you think about the future, are you interested in… 1 getting to know about tech-advancements?
Grammar Strategy Pay attention to the principal verb to identify the combinations. What does she enjoy a in her free time? She is interested in b to all kinds of music. Does she like c , too? Of course, she loves samba! Take this test and discover what occupation suits you best. Vocabulary Strategy -or and -er to transform verbs into nouns, and -ist to change nouns or adjectives into nouns.
Project Stage 1 E. Our fathers love to watch sports onTV. Listen, read and correct the false statements. Fill in the blanks with the correct verb form. Use the verb in parentheses. Lesson 2 GreatPeopleInspiringTeens! That was an excellent match! Thanks, our team needed to win. By the way, do you plan to become a pro soccer player when you studying? Yes, I want to play for the best teams in the world. You know, just like Messi. And what would you like to be?
Well, I want to take drama classes next semester. But you just began taking martial arts! Yeah, I know. Taekwondo actress? Well, then go for it! Anne enjoyed watching the game. Bill inspires Messi to be a great soccer player. Bill will probably be a pro soccer player.
Anne is going to take taekwondo classes. Key Expressions Go for it: He began a. At the age of 12, he obtained his black belt. Noah kept b. The following year he won theTexas StateTaekwondo Championship. He became an actor because of his great resemblance to the character of the television series Avatar, and, of course, for his excellent taekwondo skills.
For the future he would like d. Good luck, Noah! Use after these verbs. He keeps practicing sports. He enjoyed taking sports classes. Anne is going to take drama classes. Planning Learning Goals Indicators KeyVocabulary and Structures Strategies This lesson will enable learners to talk about inspirational people and describe important events in their lives.
Talks about goals, experiences and lifestyles. Describes important events in the life of people. Vocabulary Verbs related to processes: Identifying different verb combinations in different tenses Looking at pictures and identifying topics to activate background knowledge WARM UP books closed Have students talk about the future occupations of people competition for students to say the correct occupation.
Have them add any interesting information about their lives. Monitor the use of the past tense as this is important when mentioning achievements, obstacles, etc. Invite students to look at the picture and establish the topic of the conversation. Who are the people? Is it a formal conversation? Where are they? Have them listen to the conversation with books closed. What classes is the girl taking?
Play the audio again and have them listen and read. Have them pay attention to the verb combinations in the conversation.
Then have students identify which sentences are true or false, and correct the false ones. Have them tell you a situation in which they could use this expression.
Model an example: Have students practice repeating the conversation with a partner. Encourage students to imitate correct intonation and linking, and to support the verbal discourse with the correct body language. Encourage peer correction by calling on some pairs to give feedback.
You can also ask them to create a new dialog based on the exercise for them to use the Key Expressions. Have them identify the do you express necessity, desire and decision? Ask students to look for the verbs in the conversation or write them on the board: Call on volunteers to complete the sentences from the box. What combination do these verbs use? Continue with the gerund group. Have students identify the principal verb combinations.
Encouragethemtousethemethodto Have them organize the verbs in the diagram. Fill in the blanks with the correct patterns. Invite students to test their knowledge of verb combinations by completing this exercise. Ask some questions to introduce the topic: Answer the questions and compare with a partner. Then have them notice the Listening Strategy and describe the pictures.
Challenge students to say anything they know about Lionel Messi. Then have them answer the questions and compare with a partner. Challenge students to support their answers.
Ask some further questions: What about your favorite athletes or celebrities? If you want to, you can play the audio for students to listen to the questionnaire. Invite them to Elicit examples. Have a volunteer tell you what auxiliaries are used inthetriviaquestions.
If the answer is not the subject and refers to a complement, they must use the auxiliary. Illustrate this information with these examples: Who inspired him? Invite them to read the trivia questions and answer quickly. Call a volunteer from each group to call out the answers. The for winning. Then listen, check the questions and tick the correct answers. Call their attention to the Listening Strategy: Invite students to put the words in the correct sequence. Then invite students to listen to check their questions.
Finally, ask students to compare answers with a partner. Pronunciation theirpartnerwithinterestingquestionsaboutachievements, obstacles, goals, desires and needs. Help the students by writing some model questions they can use: What are your high school studies? Where do you plan to study? Where did Finally, play the audio for students to practice reduction and contractions. At this stage, students should concentrate on choosing an inspirational person.
All people in the group presenttheirpersonandthentheyhavetoagreeonselecting only one of them and the aspects they consider important to elaborate on. Write questions about this person and assign students to investigate the answers to those questions.
Write some examples on the board. Childhood momentsinthosedays? Assign using reliable sources of information. Project Stage 2 E. Who inspired Justin Bieber to…? You think you know a lot about your favorite soccer star? Answer these questions.
Leonardo Messi b. Lionel Andres Messi c. Lionel Nicolas Messi 2. Where was he born? Buenos Aires b. Mendoza c. Rosario 3. How old was Messi when he began to play professionally? Reflect on Grammar How old Messi when he began to play professionally? Who inspired you? My father 2. My mother 3. My grandmother b. Become a soccer coach.
My family was very poor. I was not fast enough at the beginning. Obtaining a gold medal at the Beijing Olympics. The Under 20 SoccerWorld Cup. Pronunciation Some sounds are shortened with reductions: Some other sounds are shortened with contractions: Listening Strategy Before listening, get familiar with the topic and type of activity. Listening Strategy was Who inspired you to become a soccer player? Grammar and Vocabulary 1. What is an important obstacle you had to face? What is your most important achievement?
Lesson 3 1. Read the text quickly to answer the following questions. What type of text is this? The Facebook community b. Social networks c. The creator of Facebook TheCreatorandHisCreation Reading Strategy To get familiar with the topic of a text, take a quick look at the vocabulary it contains.
Look at the text below and look for the words in bold type corresponding to these definitions. Read the text below and identify the heading for each section of the contents. Contents Achievements Future goals Origins Obstacles and controversy Mission Achievements 1 In , Mark Zuckerberg surprised the world when he and other colleagues co-built one of the most recognized and used social networks of today.
He even designed computer games for his friends. When Mark was at Harvard, he developed a university social network based the university. At the beginning, Harvard University accused him of violating individual privacy and hacking their internal system. Mark sees his company as the platform to empower people to share openly and communicate online in rich and varied ways. Reading Strategy Read quickly looking for words each paragraph.
Skims through a text to determine its topic. Scans for specific details in a reading. Writes aWiki entry. Associating words and expressions with a particular context Skimming and scanning WARM UP books closed Invite students to associate the word Facebook with as many reward the winning pair.
Pre-Reading 1. Invite students to preview the text by looking at the layout, remind them of the advantages of activating previous knowledge and getting prepared to read. Make sure they understand that knowing the topic of a text is a very important way of getting prepared to read.
Have students answer and justify. Ask these questions about Facebook: Invite students to tell you about famous wikis they use as references. Clarify the characteristics of wikis. Make sure students understand that wikis are texts supported by clear references and evidence that anybody can write on the Net.
A wiki is also understood as a website whose pages can be edited by multiple volunteers: Then go to the question regarding the topic of the text. Make sure they understand option A is not correct as it refers more to the community that makes up Facebook than to its creator, and that option So, by eliminating incorrect options, we arrive at the right one, option C, which coincides with the repetition of and constant reference to Mark Zuckerberg.
Look at the text below and match the words in bold type corresponding to these definitions. Have them look over it quickly to locate the words in red. Challenge students to identify the kind of words they are. Explain that looking at vocabulary is another way of getting familiar with the topic of a text readers do not necessarily read for detailed ideas right away.
While-Reading 3. Invite students to give the text a second reading but this time they should try to understand the gist that is, the general idea of each paragraph or section so that they can label each section with the correct heading. Have students associate the heading with some of the most important words in each paragraph. Challenge students to do the exercise quickly without asking for further meanings other than those they already worked on or checking dictionaries.
Read again more carefully and answer the questions. Tell them that in order to apply this strategy, they Help them become aware of how the previous stages in reading help them get prepared for the following ones, in which they will have to deal with meaning know what to focus their attention on and invite students to read silently and thoroughly all the text to answer the questions.
Post-Reading 5. Read again and decide where to put these sentences 1, 2, 3, 4, 5. Explain that context clues are words or expressions that are found before or antonyms, and association restatements paraphrasing. The sentence that should go in this section of the wiki should give another example of an achievement, that is: After students the context clues that helped them guess meaning.
You can ask: What are the context clues that helped you determine the correct position? Pre-Writing 6. Read and choose the correct expression. These expressions not only show the sequence but also help make connections. Have a volunteer read the examples and clarify the use of the expressions if necessary.
Invite students to choose the correct expression in each sentence. What MySpace? While-Writing 7. Write a paragraph about a website or social network you use. Explain past, present and future interests, motivations, obstacles and joys using it. As a pre-writing strategy, invite students to do some free writing. Tell them they should write whatever comes to their minds as a way to produce ideas.
Then have them organize those ideas and evaluate their sequence and relevance. Then main aspects to deal with motivations, interests, obstacles, joys and elicit some ideas they can be related to.
After planning, have them write in pairs so that each student helps another. Finally, have students exchange their paragraphs for peer correction. Then invite them to display their work on a bulletin board so that other students can read the texts. Organize chronologically the information about the person you chose.
Have students get in groups, organize, summarize and write the information in their own words. Encourage students to use the expressions in the Writing Strategy so that they organize the information chronologically. Create a visual presentation for this information. Have students create a collage to use as a visual aid. Tell students to use only visual aids and to keep the text to a minimum so that they get help from the pictures and avoid reading everything.
Encourage students to prepare the presentation. Explain past, present and future interests, motivations, obstacles or joys using it.
Project Stage 3 E. At an early age, Justin Bieber began to play the piano. In the year… 4. He and his team of collaborators are interested in improving the social experience of users by giving them more and better options to interact over the net.
Reading Strategy Use context clues to discover what comes after or before these sentences. Read again and decide in which paragraph to put these sentences. This means that in the years to come the way people search for Quickly, it worked so well that Mark decided to drop out of the university to dedicate himself completely to the development of his company. Recently, in the famousTime magazine chose Mark as Person of the Year. More recently Mark had to face hard critics on privacy issues and the policies of his company.
I enjoy facebooking. What did Mark do at an early age? What happened in the year ? What did Mark do when he was at Harvard?
What will happen to Facebook in the future? Writing Strategy Use these expressions to attach ideas smoothly and to signpost the chronological sequence of events.
At an early age, Mark showed great talent for computers. In the year , Facebook became the leading social network. He created Synapse Media Player. Reading and Writing 5 15 future goals Facebook was chosen the website of the decade. Zuckerberg created Facebook.
He developed a university social network. It will be improved. Lesson 4 IHavetheKnack! I choose the people I admire. I respect my friends the way they are. Gap Activity Student A goes to page Complete with the expressions below by listening to the dialogs. Match these idioms with their meanings. Complete with information about you. Share with a partner. Conversation 1 Bonny: Look at this picture I took!
I mean, a. Come on! Just c. Everybody is going to enjoy it.
All right! Conversation 2 Ted: What do you mean? Come on, give him a chance. What do you like to do for kicks? Planning Learning Goals Indicators KeyVocabulary and Structures Strategies This lesson will enable learners to communicate using idioms, to exchange information in gap activities and to give a formal presentation. Uses idiomatic expressions to describe people. Vocabulary to do something for kicks.
Then challenge them to explain those expressions or mention concrete situations in which they would use those idioms. Ask students to explore the pictures in order to understand some predicting or guessing just for fun. Then play the audio andhavestudentschecktheiranswers.
Atthispointstudents should not be given any translations. They should be encouraged to interpret the meaning of the expressions.
I mean. You might like to model the strategy so students see how to deal with situations in which they have to explain.
Encourage students to personalize the idiomatic expressions by using real and meaningful contexts. I am going to be a pro soccer player one day. I have the knack. The knack? I mean, I have a talent for soccer. Oh, I get it! Yes, you do. They should not only read but also explain their answers. Challenge them to report interesting information at the end of the exercise. Have students role-play short dialogs, like those of the conversations containing the idioms focused on in the lesson.
Invite students to explore the idea of role models, respect and personal decisions. Have them name people who could them check the grids and invite volunteers to explain their answers. Gap Activity Tell students to get in pairs and assign roles for each student. Explain to students that each person has a part of the information. They share it by being asked the corresponding questions. Clarify ideas by telling students to talk about the positive things of people at school. Then compare their answers with the options in the book: According to your experience, identify and rank Have them practice some debating skills by asking: Invite everyone to read Invite students to read the paragraph out loud and practice some diction and speed.
Ask them to answer the questions labeling vs. Walk around the room look all people in the eyes and stand up straight. Have them rehearse how they will use their visual prompts correctly.
Share Your Project Evaluate your process. These descriptors are used for example to target a product a book or piece of world. Unfortunately, sometimes people label others to place them in boxes and limit their growth.
For instance, when a characteristic of an individual is over-generalized and projected into a group, e. Real Communication 2. One day, Gina discovered her passion was music! She loves listening to music and going to concerts. Comic BecomingYourDream! In class Gina daydreams too much. I need to look trendy! When she arrived at the club, the audition was already over. They found someone else. She still needs another opportunity.
Gina starts to practice and practice… 8. You need to achieve your dreams by working hard. I want to become a great singer! TheTrendy Rockers are looking for a guitar player. This is my opportunity! Listen and read. Listen and Read.
Write it on the board and invite them to make some predictions. While-Reading Have students open their books and read the comic silently Have them look at the pictures carefully so that they can understandbetter. Encouragestudentstoreadthecomplete story without stopping to look up new words. Post-reading Have students answer these comprehension questions: What does she enjoy doing? What happens at school?
Why is she trying on clothes? What a rocker? Have them role-play the story and add more information. To make it into a play, have them create a complete script by doing the following dynamics: Drawthisdiagramontheboardandselectacoupleofstronger students to be the narrators of the story. Divide the class into groups and assign each group a in charge of creating questions that help clarify the ideas the narrators have. Ask narrators to add more ideas to the story.
Who group: Who became famous? Who helped her? What group: What did she do exactly? What happened after that? Where group: Where did she go?
How group: Why group: Why did she become famous? Invite all students to make notes and at the end put together the story by inviting everyone to re-tell it using the notes they made. Tellers Quiz Time Before the test strategies they know of to complete a test like this one. Encourage them to do it on their own. Challenge stronger students to get extra information from the conversations. This exercise helps you assess vocabulary and the uses of choosing one.
This exercise helps you assess verb patterns with the gerund 4. Match them with the questions. This exercise helps you assess the use of auxiliaries in the present, past and future. Tell students to read the questions and the answers fully so they get a better idea of the kind of auxiliaries they need. Should students use their preferred approach for this exercise. First, they can either complete the questions or match them with the answers. Have students read the Self-Evaluation chart.
Tell them to complete it and share the answers with their classmates. Invite students to illustrate each of the descriptors with examples.
To help weak students and challenge the stronger ones, you might like to have the stronger ones explain the topics to their classmates. Glossary skills. Invite students to go over the words identifying the over the pronunciation and add some interesting examples or elicit examples from students. Divide the class into two groups, say a word out loud from where it was used. Then invite the students from the same group to say the kind of word it is or the corresponding synonym.
Have them close their books, and challenge them to to think of the corresponding word. The other students have to say the missing word. Play Dictionary to guess. Have them use the glossary of the book as a model.
Invite students to do the At an early age, Natalie showed her energetic personality. They love to compete and win. Glossary A — E achieve: Visit the website for more information on new apps for cell phones. A trainer. Most soccer players become coaches.
Colloquial Expressions For one thing: Go for it: To be a live wire: To be worlds apart: To do it for kicks: To facebook: To have the knack: F — N forward: Keep writing. O —T obstacle: He quit out of the university. U — Z wiki: Activities on page 93 Unit 1 GlossaryActivities 1. Read the definitions in the box to find the corresponding words in the puzzle.
Classify the words above into nouns, adjectives and verbs. Leonel Messi plays as f d. The c h gave the players clear instructions to win the match.