New-Inspiration-Teachers-Book-Levelunitpdf - Free download as PDF File ( .pdf), Text File .txt) or read online for free. BR/> Takes all the best elements of the original course and adds some exciting new characteristics perfect for moti. New Inspiration takes all the best elements of the original course and adds some exciting new characteristics perfect for motivating and.
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Download a complete sample unit from each level of New Inspiration below. Student's Book 3 Unit portal7.info; Workbook 3 Unit portal7.info; Teacher's Book 3 Unit portal7.info . The Teacher s Book features a practical approach to methodology with step-by- step lesson notes. New Inspiration 3. Teacher s book. Файлы. Академическая и . The New Inspiration Teacher's Book provides step-by-step notes for all the lessons in the . language skills in each unit, both in the first three lessons and in the.
WARMER 1 Students look back at Units 34 in their books and talk in pairs about the activities or reading texts that they enjoyed or didnt like. Encourage them to give reasons for their feelings. Students rearrange the letters to make the correct spellings. This could also be done as a race with the first pair to finish with all the correct spellings being the winner. If it rains at the weekend , If I have time this evening Students work in pairs and finish the sentences. Ask different students to read out their complete sentences to the whole class.
To this end, the team developed a way to incorporate stronger and stiffer fibers and threads into a pliable mesh, by printing stainless steel fibers over regions of an elastic mesh where stiffer properties would be needed, then printing a third elastic layer over the steel to sandwich the stiffer thread into the mesh. The combination of stiff and elastic materials can give a mesh the ability to stretch easily up to a point, after which it starts to stiffen, providing stronger support to prevent, for instance, a muscle from overstraining.
The team also developed two other techniques to give the printed mesh an almost fabric-like quality, enabling it to conform easily to the body, even while in motion. When heated polymer is extruded it bonds with the layer underneath it. Pattinson found that, once he printed a first layer, if he raised the print nozzle slightly, the material coming out of the nozzle would take a bit longer to land on the layer below, giving the material time to cool.
As a result, it would be less sticky. By printing a mesh pattern in this way, Pattinson was able to create a layers that, rather than being fully bonded, were free to move relative to each other, and he demonstrated this in a multilayer mesh that draped over and conformed to the shape of a golf ball.
Finally, the team designed meshes that incorporated auxetic structures — patterns that become wider when you pull on them. For instance, they were able to print meshes, the middle of which consisted of structures that, when stretched, became wider rather than contracting as a normal mesh would. Thanks a lot stupid friend that didn't participate in the competition!
Enjoy the game and thank you so much friend NOT!!!!!!!!!!!!!!!! I liked pic collage and so will u. Pic collage is a big help. You can edit your photos, you can put photos on top of photos and you can even add stickers.
I use this app at school and at home. For school he teachers ask fo posters and this app is amazing at that. At home I use it to change my wallpaper because of the high quality stickers they have. Perhaps I should try! Good idea! Right, have you been camping with friends yet? Yes, loads of times. Theres a whole group of us who go camping together.
Sounds great! Now have you organised a birthday party? Yes, my brother was 15 in the summer and I helped organise a barbecue for him.
And what about skiing? Have you been skiing yet?
Yes, I went to Switzerland with my parents last winter. It was brilliant even though I fell over a lot. Sure, that always happens the first time.
And have you learnt to drive? Not yet but Im having my first driving lesson next week. And last question: Not yet, but my sister has just got married, so Im sure I will quite soon. Five yess and five nos, Steve youve already done half of the things! Students continue in pairs. Monitor, making sure students are using yet and already. Students may also remember that she has just had her 16th birthday.
Has she performed in a play yet? Yes, shes already done that. Has she ridden a horse yet? Has she written a poem yet? Has she been camping with friends yet? No, she hasnt done that yet. Has she organised a birthday party yet?
Yes, shes just had her 16th birthday party. Has she been skiing yet? Has she learnt to drive yet? Has she held a baby yet? Has Steve been to a gig yet? Yes, hes already done that. Has he performed in a play yet? No, he hasnt done that yet.
Has he ridden a horse yet? Has he written a poem yet? Has he been camping with friends yet? Has he organised a birthday party yet? Has he been skiing yet?
Has he learnt to drive yet? Has he held a baby yet? Tell students to write the numbers down the side of a page. In pairs, students ask each other about the 10 things and note the answers next to the number.
Encourage confident students to provide more information, e. When did they do these things? Are they going to do these things in the future? Optional activity 2. What happened when she rode a horse? How old is she? Why hasnt Steve ridden a horse yet? How old is his brother? Where did Steve go skiing? Play the recording again and ask students to note down the answers. Check the answers by asking individual students to read out their answers.
Two, She fell off, 16, Hes a bit scared of horses, 15, Switzerland. Use this information to demonstrate forming a longer sentence which uses just, already or yet and links the ideas with and or but as in the example. Have students write sentences about the person they interviewed. Set a time limit of 10 minutes. Monitor and note examples of good language and errors for feedback later. Students hand in the writing.
Read some of them to the class without saying who it is describing. Students listen and guess who it is about. Extension Students write a list of things to do before you are sixteen. To help less confident students, write a list of general categories on the board, e. In pairs students ask and answer questions about their lists, using Have you? Ask students to look at the box with the route of the journey.
Ask Where are they now? Kazakhstan and When did they arrive in Kazakhstan? Theyve been to six countries so far: Students look at a world map and find the countries McGregor and Boorman travelled through.
Ask students to look at the example sentences and ask them to use the information in the route of the journey to make three more sentences about the journey. Suggested answers. Your response.
Students work individually and note their answers in their notebooks. Ask them to give reasons for their choice of transport.
Ask them other questions, e. How long would you go for? How would you pay for it? Which charity would you raise money for? Ask them to compare their answers in pairs. Ask each pair to report back to the whole class.
Students complete the word maps with the appropriate words and phrases. Students compare answers before answers are checked as a whole class. Fast finishers think of other things you can learn, go or ride and add them to the word map.
Highlight the use of been instead of gone. My sister has just gone to the shops means she is there now. Students use the prompts to write complete questions. They use the route of the journey to answer the questions. Check students know that it is now 1 May.
Elicit the first answer, given as an example. Yes, theyve already been to Germany. No, they havent reached Alaska yet. Yes, theyve just been to Russia. No, they havent crossed Mongolia yet. Yes, theyve already travelled through Ukraine. No, they havent arrived in Canada yet. Ask students if they remember this sound Unit 4, Lesson 1. Elicit some words which have this sound, e. Write way on the board. Compare how the two sounds are formed: Ask students to look at the words in the chart.
Play the first part of the recording, pausing after each word for students to repeat. Students listen and write the words they hear. Ask students to compare answers. If necessary, play the recording again. Have different students say and spell the answers. Ask for some suggestions, e. Encourage students to write realistic achievements rather than improbable ones. Students give their list to their partner who writes sentences saying which ones they have already done and which they have not done yet.
Monitor and help as necessary. Students work with a different partner and write five sentences about themselves, three true and two false, e. I havent been to France. Ive run a marathon. Students exchange papers and guess which of the sentences are true and which are false. Confident students can complete first and then check, while others can look back at exercise 5 and then complete. Students turn to page of the Language File to check their answers.
Answers just already yet yet just already yet Highlight that: Highlight the effect of using already and yet. Write the following sentences on the board: I have done that. I have already done that. Ask Which has a stronger meaning? I havent done that yet. Ask Which one suggests that you will do it in the future? With a less confident class, review irregular past participles: The teacher has just explained the grammar, but we havent done the exercise in the Language File yet.
Do the first one together as an example. Check the answers by asking different students to say the completed sentences. Organise students into teams. Say an action, e. Each team must write a sentence using just, yet, already which is true, e. We have just had lunch. The first team to run to the front and show you a correct sentence wins a point.
Continue with other actions, e. Game Are we ready? Write a list of six things on the board, e. Students copy the list into their notebooks. They then each choose three things they have done and tick them, and three things they have not done and put a cross next to these.
Students then stand up and move round the class asking different students Have you yet? The aim of the game is to find a student who has done the three things that you have not and therefore you are ready to go away together. They can use the reading in exercise 5 as a model but change some of the information. Ask team A to spell a word. Choose words that your students have had difficulty with.
Possible words include: They can choose to spell it or pass it to another team. If they spell it correctly themselves, they win a point. If they get it incorrect, they get no points.
If they pass it to team B and they get it correct, then team B get the point. If they pass it and team B get it incorrect, then team A get the point. Continue until all the words have been spelled and there is a winner. They answer as many questions as possible from memory before reading the text again to check and complete their answers. Encourage students to work out the meaning of new words from context and ignore words which are not necessary to complete the exercise.
Check the answers by choosing different pairs to ask and answer the questions. Mime the sport Organise students into teams. One student from each team comes to the front. Show them a card with a sport written on it.
Students mime this sport for their team. The first team to shout the correct word wins. Ask students to cover the magazine extracts and look at the photos. Ask What are they doing? Students do not need to name the sport at this stage.
They only need to say what is happening. Ask Are these normal sports? Write some of the words from the reading on the board, e. Students check the meaning in an English-English dictionary, and predict which sport each word will be used to describe. Set a short time limit for students to quickly read and match the definitions to the pictures. Students then listen and check their answers. Ask students Which sport do you think is the most dangerous?
Which one do you think is the most exciting? Which sports would you most and least like to try?
Check students understand the words using pictures or by giving descriptions, e. Its an attraction at a theme park you sit in a small car and it goes up and down and round in circles. Ask students why these words are called compound nouns because they are formed using two nouns together.
Ask which one of the two nouns, the first or the second, is used as an adjective the first one it describes the type, e. Students copy the words into their notebooks.
Play the recording one word at a time. Students listen and repeat the word and mark the stress over one of the syllables. Check answers by asking students to read the words and exaggerate the part of the word which is stressed. Ask What do you notice about the pronunciation of compound nouns? The first noun is always stressed. In pairs, students read the words aloud to each other to practise pronunciation.
Define other examples of compound nouns, e. Students listen and call out the correct compound noun. You could run this as a team competition. Make sure they pronounce the correct syllable in each compound noun, e. Students then compare their answers and work in pairs or small groups to add their own ideas to the map. You could set a target for the total number of words to add to the map, e. If you want to pre-teach the language students will be using in the following activities, you may like to go to the Language Workout box now.
With a less confident class, dictate all the sports in a random order. Students listen and write the name in the correct place on the map.
Organise the students into three groups A, B, C. Each group works on one category within the word map, eg A works on Air. Students then regroup into groups of three one A, one B, one C. Students write  next to sports they have tried and like,  next to ones they have tried and didnt like,  next to ones they would like to try and  next to ones they would not like to try. Nominate two students to read the example conversation aloud.
With a less confident class, check students understand What was it like? Tell students that the aim is to find one person who answers Yes for each question. They only need one name for each activity. They must note the name and extra information when a student answers yes. Encourage confident students to ask more follow-up questions, e.
Where was it? Who were you with? How did you feel? Ask students to stand up and move around, asking different students the questions.
Make a note of examples of good language and errors. When one student has completed the chart, stop the activity. In groups, students compare their charts. Ask a few students to tell you something interesting they learnt. Write on the board some examples of good language and some errors. Praise the former and ask students to correct the latter. Extension Students add five more activities to the chart.
In groups of four they ask and answer questions to complete the chart. Set a minute time limit to write a paragraph.
Students exchange their paragraphs in pairs and read and correct each others work. They look back through the lesson and add all the sports they. Nominate two students to read the example aloud. Tell students they are going prepare some more questions starting Have you ever wanted to?
Give students two minutes to think of ways to finish the last three questions. In pairs, students ask and answer the questions. Brainstorm possible topics, e.
Set a minute time limit for students to write about five things they havent done and why they have never done them.
You should go the gym on Saturday morning they have judo lessons there then. Confident students can complete first and then check, while others can look back at exercise 2 and then complete.
Answers ever ever never never ever; never present perfect past simple Highlight that: If we think it is related to now we use the present perfect.
If we think it is something finished and in the past we use the past simple, even if the time is not mentioned. Compare Ive had skiing lessons but Ive never been on a skiing holiday I might have more skiing lessons in the future , My mother had skiing lessons but she didnt enjoy them.
She probably wont have any more lessons. Drill the examples in chorus and individually for pronunciation. Ask students to look at Practice exercise 18 of the Language File on page and complete the sentences with the correct form of the verb present perfect or past simple.
Ask students to compare their answers in pairs. Write the following activities on the board: Students ask each other Have you ever? Their partner then asks follow-up questions to guess to whether they are telling the truth or lying. Game Guess who Organise students into groups of four. Write the following on the board: All of us have Three of us have never Two of us have never One of us has never Students copy the sentence heads and finish the sentences so they are true for their group.
To do this they will need to think of activities they have done and find out how many other students in their group have done it. Groups read their completed sentences to the class who can guess the student s in each case.
The article should start Have you ever wondered what is like? Have you ever wanted to? Have you ever wanted to dance like a professional dancer? Tell them to use the texts in exercise 2 as models. Write the following time expressions on the board: This week Last week Yesterday Today Dictate true endings for the four sentences, e.
Ive drunk four cups of coffee, I ate too much. Students match endings and beginnings, then they make their own sentences and work with a partner. Students note all words in the text connected with sports events, e. Tell the students that you have a puzzle for them. Its an event. People from all over the world take part in it.
It happens every four years. You can win a gold, silver or bronze medal. Elicit the answer Olympic Games. Students work individually and answer the three questions, making notes. Ask them to work in pairs and compare their answers and then share their ideas with the class.
Students look at the photos.