Face2face pre-intermediate teachers book second edition pdf free download

Face2face is a general English course for adults and young adults who want to communicate quickly and effectively in today's world. This Workbook Answers section is available separately from the pack, which is a saleable item.

The presentation and practice of vocabulary and grammar are of equal importance and there is a strong focus on listening and speaking with an emphasis on 'real world' language for social situations. The listening and reading material provides fresh new angles on universal topics, and students are given numerous opportunities to practise new language through a wide variety of communicative activities, many of which are personalized.

Each self-contained double-page lesson is easily teachable off the page with minimal preparation. The Teachers Books contain optional photocopiable resources and tests, ensuring that the course can be tailored to the needs of different classes.

Each level provides approximately 80 hours of core teaching material, which can be extended to hours with the inclusion of the photocopiable resource material and extra ideas in the Teacher's Book. The Upper Intermediate Workbook with Key offers additional consolidation activities as well as a Reading and Writing Portfolio for extra skills practice.

A Workbook with Key is also available. Face2face is the flexible, easy-to-teach General English course that helps adults and young adults to speak and listen with confidence.

The course improves students' listening skills by drawing their attention to the elements of spoken English that are difficult to understand.

The free DVD-ROM in the Student's Book includes consolidation activities and electronic portfolio for learners to track their progress with customisable tests and grammar and vocabulary reference sections. The DVD-ROM in the Student's Book includes consolidation activities and electronic portfolio for learners to track their progress with customisable tests and grammar and vocabulary reference sections.

Get Books. Face2face Pre-intermediate is an easy-to-teach General English course that helps adults and young adults to speak and listen with confidence. The face2face Second edition Intermediate Teacher's Book with DVD offers detailed teaching notes for every lesson, keys to exercises, and extra. Face2face Pre Intermediate 2nd ed. In December and January we only have one or two hours of light.

Greenlanders love drinking coffee, but the kaffemik is really about talking to each other, sharing news and making small talk. Everybody has problems because of the weather. For Greenlanders, the weather and the environment are really important: they are close to it, they eat it, and they live it. Read the interview again. Answer these questions. Imagine you live in Uummannaq. What would you like about it?

What would you miss from your life now? The menu lists the language taught in each lesson. Help with Listening sections focus on the areas that make spoken English so difficult to understand and teach students how to listen more effectively. There are practice activities immediately after the presentation of vocabulary to help consolidate the new language. Help with Grammar sections encourage students to work out the rules of form and use for themselves before checking their answers in the interactive Language Summary for the unit.

Controlled practice exercises check students have understood the meaning and form of new language. The integrated pronunciation syllabus includes drills for all new grammar structures. Get ready Get it right! The Get ready Help with Vocabulary sections encourage students to work out the rules of form and use of new vocabulary themselves, before checking in the interactive Language Summary for the unit.

Key vocabulary in listening and reading texts is pre-taught before students listen or read. Real World sections help students to analyse the functional and situational language for themselves before checking in the interactive Language Summary for the unit. The continue2learn sections show students where they can continue practising and extending their knowledge of the language taught in the unit. The integrated pronunciation syllabus includes drills for all new Real World language.

Help with Pronunciation sections help students with specific areas of pronunciation that they often fi nd problematic.

Students can also monitor their progress by completing the Progress Portfolio, which is based on the requirements of the Common European Framework of Reference for Languages. Insert the DVD and follow the instructions on the main menu. Choose a video. Choose to have the subtitles on or off. Choose a PDF to open and view or to print.

Follow the installation instructions on your screen. Double-click on the CambridgeApplicationInstaller file. Choose a unit. Practise the new language from each lesson. Listen and practise new language. You can also record your own pronunciation. Watch the Review Video and do the activities.

Go to the home screen. Look at the Phonemic Symbols chart and practise the pronunciation of vowel and consonant sounds. Check My Progress to see your scores for completed activities. Activities Read the instructions. Click play audio. Send these recordings to the My Work section of the e-Portfolio. See p Explore the e-Portfolio. Go to Cambridge Dictionaries Online. Check your answers. Sometimes activities then give you extra help or the Audio Script.

Submit your answers when you have finished the activity. Your score is recorded in My Progress. After submitting your answers, see the correct answers. Start the activity again. Build a portfolio of your work as you progress through the course. Grammar Reference Click to return to the e-Portfolio menu. Add a note to a grammar point and to see click the note the next time you start the program. Then choose a topic to see the main vocabulary sets in each lesson.

Click to return to the e-Portfolio menu. Listen to the word in British or American English. Add a note to a word or phrase and. Choose to have the Word Cards in alphabetical order or shuffl ed. Click to move all the cards back to the middle pile and start again. Click to turn the card over and check the defi nition. My Work Click to return to the e-Portfolio menu.

Add a new piece of work that you have saved on your computer. Open the folders to see the list of work that you have saved in the My Work section of the e-Portfolio. Click twice to edit or open a file. Note: Recordings you have saved from exercises using are saved in the My Work. My Tests Give your test a name.

Choose the Vocabulary and Grammar that you want in your test. Choose the number of questions you want to do. Click test. Click to add a timer to your test. Since the early s, a series of Council of Europe initiatives has developed a description of the language knowledge and skills that people need to live, work and survive in any European country. Waystage , Threshold and Vantage3 detail the knowledge and skills required at different levels of ability. Students are encouraged to assess their ability to use the language they have learned so far and to review any aspects they are unsure of by using the Self-study DVD-ROM.

I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. Reading I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. Spoken interaction I can deal with most situations likely to arise whilst travelling in an area where the language is spoken.

I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life e. Spoken production I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans.

I can narrate a story or relate the plot of a book or film and describe my reactions. Writing I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. Details of the language knowledge required for B1 are listed in Threshold The Listening, Reading, Speaking and Writing tables on p16—p19 show where the required competences for level B1 are covered in face2face Second edition Pre-intermediate.

For more information about how face2face covers the areas specified by the Common European Framework of Reference for Languages, see the face2face website: www. The English Vocabulary Profile is part of English Profile, a ground-breaking and innovative programme which is shaping the future of English language learning, teaching and assessment worldwide.

The CEFR is already widely used around the world to assess language ability. English Profile makes the CEFR even more relevant to English language teachers by showing the specific vocabulary, grammar and functional language that students can be expected to master at each level in English.

Rather than providing a syllabus of the vocabulary that learners should know, the English Vocabulary Profile verifies what they do know at each level.

CEFR levels are assigned not just to the words themselves, but to each individual meaning of these words. The capitalised guidewords help the user to navigate longer entries, and phrases are listed separately within an entry. To find out more about the English Vocabulary Profile and the English Profile project or to get involved, visit www. The innovative Help with Listening sections take students a step further by focusing on the underlying reasons why listening to English can be so problematic.

For Teaching Tips on Listening, see p Many of these activities focus on accuracy, while the fluency activities help students to gain confidence and try out what they have learned. For Teaching Tips on Speaking, see p Reading sub-skills, such as skimming and scanning, are extensively practised and there are also controlled writing activities to consolidate the language input of the lesson.

For classes that require more reading and writing, there is a page Reading and Writing Portfolio in the Preintermediate Workbook. This section contains 12 doublepage stand-alone lessons which are designed for students to do at home or in class. The topics and content of these lessons are based closely on the CEFR reading and writing competences for level B1. There are also 12 Extra Reading photocopiable worksheets p—p , which can be used in class or given for homework. Vocabulary face2face recognises the importance of vocabulary in successful communication.

For Teaching Tips on Vocabulary, see p Grammar Grammar is a central strand in the face2face Second edition Pre-intermediate syllabus and new grammar structures are always introduced in context in a listening or a reading text. We believe students are more likely to understand and remember new language if they have actively tried to work out the rules for themselves, rather than just being given them.

Therefore in the Help with Grammar sections students are asked to work out the meaning and form of the structure for themselves, before checking their answers in the Language Summaries. All new grammar forms are practised in regular recorded pronunciation drills and communicative speaking activities, and consolidated through written practice. For Teaching Tips on Grammar, see p Functional and Situational Language face2face places great emphasis on the functional and situational language that students need to use immediately in their daily lives.

Each unit contains a double-page Real World lesson that introduces and practises this language in a variety of situations. Pronunciation Pronunciation is integrated throughout face2face Second edition Pre-intermediate. These drills focus on sentence stress, weak forms, intonation, etc. Students also practise specific phonological features and problem sounds in the Help with Pronunciation sections at the end of each unit. For Teaching Tips on Pronunciation, see p For Teaching Tips on Reviewing and Recycling, see p Deal with any problems or new language in these questions before playing a recording.

If it is difficult for students to swap places in class, you can ask them to work with students in front of or behind them as well as on either side of them. For example, before asking students to talk about their family in pairs, you can talk about your family with the whole class.

At this stage you can provide extra language or ideas and correct any language or pronunciation which is impeding communication. This is particularly effective if the mistake relates to the language you have been working on in the lesson. At the end of the activity write the mistakes on the board. Students can then work in pairs and correct the mistakes.

Alternatively, you can discuss the mistakes with the whole class. Effective communication is often just as important as accuracy. Vocabulary Give students time to work through the exercises in the Help with Vocabulary sections on their own or in pairs. You can then check students have understood the main points with the whole class. These show the main stress only in each new word or phrase. Give students time to copy new vocabulary into their notebooks. They can be used for self-study in class or as homework, or as the basis of a classroom lesson.

This helps students become more independent and allows them to use grammar reference books more effectively. This helps students see the patterns in grammar structures. This raises their awareness of potential problems if they try to translate. It is also useful to highlight grammatical similarities to show students when a structure in English is the same as in their own language. This helps students to see the language in a realistic context. These give extra practice of problematic sounds and aspects of connected speech.

Note that only the main stress in each new word or phrase is shown. For example, in the phrase get engaged, the main stress on engaged is shown, but the secondary stress on get is not. We feel this is the most effective way of encouraging students to stress words and phrases correctly.

Note that in the examples of sentences in Grammar or Real World drills, all stresses in the sentences are shown. Alternatively, you can pause the recording and ask each student to repeat individually before continuing. This allows students to look up the pronunciation of the words and record difficult pronunciation themselves in their notebooks. This will help them to learn the symbols and allow them to practise the sounds they find difficult. For example, a falling intonation on the word please can sound very impolite to a native English speaker.

It is sometimes easier for students to hear the stress or intonation pattern when there are no words. Start with the strongest students and drill around the class in random order. Ask students to say the phrase or sentence to themselves initially, then increase the volume each time until they are speaking at a normal volume. Shy students often appreciate the chance to say things quietly until they feel more confident about their pronunciation.

They are easy to set up and should take no more than five to ten minutes. They are a good way of getting the class to speak immediately as well as reviewing what students learned in previous lessons.

They can be done in class when students have finished the unit, or set for homework. Alternatively, individual exercises can be used as quick fillers at the beginning or end of a lesson, as the exercises and activities are organised in lesson order. These quick What have we just learned? You or the students write each new vocabulary item on a separate card and put the cards in the box. Also encourage students to review new language by reading the Language Summary for the lesson.

If this is the case in your class, try some of the following suggestions. Try not to let the fastest or slowest students dictate the pace. This helps avoid the stronger students dominating the class. Mix stronger students with weaker ones when they can give help, for example, in a vocabulary matching activity. On other occasions, for example, in freer speaking activities, it is often a good idea to place stronger students in the same group.

Lower-level students may feel more confident speaking with other students at their own level. Fast finishers can check answers together while they are waiting.

It is usually best to stop an activity when the majority of the class have finished. Remember to praise successful communication as well as correct language. Board Race This activity is useful for revising vocabulary. You need a classroom where students can stand in two lines in the centre of the room, facing the board. Each team stands in a line facing the board.

Divide the board into two columns with the headings Team A and Team B. Students can help other members of their team. Check answers with the whole class. Alternatively, students can move around the room and talk to various students. Encourage other groups to give definitions to help them, or give the meanings and examples yourself. Find a magazine picture of each person in the conversation or draw two people on the board. Elicit the target sentence, for example, Hello. Could I speak to Jill?.

Model and drill the target language with the whole class and then individually. Elicit the target sentence and continue as above, establishing one line each time until the conversation is complete. They then change roles and practise the conversation again. Give students time to copy the conversation into their notebooks. Running Dictation This activity involves all four skills reading, writing, speaking and listening and is a good way to inject some energy into a class.

This text can be used to introduce a topic in a lesson, provide a context for new language, review a language area already covered or simply provide extra reading practice.

Secretaries sit near the back of the class with pen and paper. With larger classes, put other copies on the wall at the front of the class. Continue the activity until most or all of the students have finished. Students then check their version of the text against the original.

Pelmanism Pyramid Discussion This is a student-centred activity which can be used to review vocabulary or grammar. Students take turns to turn over two cards until all the pairs are matched. The student with the most pairs of cards wins. This activity encourages students to exchange ideas and opinions in a fun, student-centred way.

Students should also think of a reason for choosing each one. Together they must agree on only five items from both their lists. If you have a big class, you can then put students into groups of eight, and so on.

Grammar Auction This is a fun grammar revision activity which involves the whole class. Some of the sentences should be correct English and some should contain mistakes. Give one worksheet to each student. Students discuss in their groups which sentences are correct and which are incorrect.

Act as the auctioneer and sell the sentences one at a time. They can also use tactics to persuade other teams to buy the incorrect ones, for example, bidding for incorrect sentences to put doubt into the minds of the other students.

Students must stop bidding when they have no more money. The team with the most correct sentences wins. In the case of a tie, the team with the most money left wins. Check answers with the class. Consequences This activity gives students freer practice of collaborative writing. It allows them to be creative while practising language taught in the lesson for example, Past Simple and Past Continuous or connecting words. Check that students are writing full sentences.

This student opens it and reads it. Ask students to read out any funny or interesting examples to the class. Students decide which one is the best and why. They are short activities which review previously taught language and are designed to last about five or ten minutes. For more information on Reviewing and Recycling, see p This activity gives students the opportunity to meet other students in the class.

Students move around the room and talk to four other students, or talk to four students sitting near them. At the end of the activity ask students to share information about two people they spoke to with the class. Vocabulary and Speaking Common phrases 1 Focus students on the title of the lesson and tell them that these phrases will help them to talk about their daily lives.

Students work in pairs and divide the phrases into the four categories. Note that all these phrases were introduced in face2face Elementary. Model and drill the phrases. Write these on the board, check meaning with the class and give students time to copy the phrases into their notebooks. Point out that we can say I have three children.

Students work in groups and tell each other about themselves, using phrases from 1. Encourage students to ask each other follow-up questions. Ask students to share interesting information with the class. Students work on their own and write three more names and why the people are famous. They then choose the most famous person from all of their lists. Ask students to share their answers with the class.

Check students remember how to use comparatives I think … is more famous than … because …. Pre-teach celebrity profile an article which gives information about a famous person. Note that the aim is to highlight which words you need to pre-teach in order to help students understand the profile and exercises that follow.

Model and drill the words. Students do the activity on their own. Students work on their own and answer the questions, then check answers in pairs. Elicit the question word How and underline it. Students then do the exercise on their own or in pairs. Check answers with the class and give students time to read the TIPS. Highlight the difference between Which …? Also check students remember the question word Whose …? Students listen and check their answers. Students listen and repeat the questions.

Monitor and correct pronunciation as necessary. Ask students to share interesting answers with the class. Vocabulary 1. The Get ready … stage helps students to collect their ideas and prepare the language they need to complete the task. The Get it right! These two-stage activities help students to become more fluent without losing the accuracy they have built up during the controlled practice stages of the lesson. For more on the face2face approach to Speaking, see p Review of verb forms and questions Help with Grammar sections help students to examine examples of language and discover the rules of meaning, form and use for themselves.

You can then check the main points with the whole class as necessary. For more information on the face2face approach to Grammar, see p Students do exercises 6a—c on their own, then check in GraMMar 1.

While students are working, draw the table from 6b on the board so that you are ready to check their answers. Elicit which words in questions 2—4 from 5a go in each column and complete the table see the table in GraMMar 1. Ask students which auxiliaries we use for the Present Simple do or does and the Past Simple did and the Present Continuous am, is or are. Students then do the exercise on their own, referring back to the table in 6b if necessary. If necessary, elicit a question for each of the prompts before they start.

While students are working, check their questions for accuracy and help with any problems. While they are working, monitor and help with any problems. Students tell their new partner about the person they talked to in 9a. Students work on their own and use the notes they made in 9a to write a profile of their partner. Remind students to use paragraphs. You can set a time limit of ten or fifteen minutes.

While they are working, check their writing for accuracy and help with any problems. With a low-level class, provide a template for their profile before students start writing, for example, Alyssa is … old. She has … brothers and sisters. In her free time she …. Last holiday, she went to ….

When they have finished, students swap papers with the person they interviewed and check the information about themselves is correct.

Elicit a few possible questions from the class. Put students in different pairs from the last lesson. Students take turns to ask and answer questions to find four things they have in common about family, work, free time or study. Display all the profiles, with the photos attached, under a heading Our class. If you are teaching a multilingual class, you can put the profiles near a world map with a string connecting each profile to the relevant country or city.

Focus students on the diagram and point out in, for and with. Highlight the examples with the class. Students check their answers in Vocabulary 1. Check answers with the class by eliciting the words and writing them in the correct places on the board. Check students understand the new words in the dictionary box a factory, a fashion company, an airline, a multinational, an advertising agency, disabled, volunteers.

Use the completed diagram to highlight the following patterns with work: we use in with places; we use for with companies; and we use with with people. Distribute the cards among the students. They often focus on phonological aspects of spoken English which make listening problematic for students.

For more information on the face2face approach to Listening and the rationale behind the Help with Listening syllabus, see p This Help with Listening section introduces students to the concept of word stress. Ask students how many syllables each word has two, five and three and where the main stress is on each word college, university, cinema.

CD1 3 Play the recording. Students listen and notice the word stress. Point out the stress on the individual words fashion and company, then point out the main stress when the words are combined into the phrase fashion company. Highlight that we only show the main stress in phrases in face2face.

Reading 6 The TV series is about commuting long distances to work. A commuter is someone who travels from home to work every day, often quite long distances. Encourage students to say the words aloud in order to hear where the word stress is. Students listen and repeat the phrases in 1, focusing on the word stress.

Students do the exercise on their own. Encourage students to ask follow-up questions. Students then decide who has the most interesting job and say why. Point out that the phrases in brackets are optional and that native English speakers often miss out these phrases. Highlight that How far …? Also establish that get in questions 1 and 3 means travel. Model and drill the questions and answers in 5a and 5b. Pre-teach unbelievable, traffic jam and commute and check students remember TV series.

Ask if anyone knows where York is in the north of England, about kilometres from London. Students read the article and answer the questions. Set a time limit of two minutes to encourage students to read for gist. You can also ask students what they think about the article and people who commute such long distances. While students are working, write questions 1—4 in 7a on the board ready for checking. These are called subject questions.

Also highlight the use of the auxiliaries did and does in these questions. Point out that we can also make subject questions with What, Whose and Which: What happened? Whose journey takes two hours? Which journey costs the most? Remind students where York is.

If you used a map in the Extra idea in 6 to show where the places were, point out the location of York again.

Students write questions on their own. Early finishers can check their answers in pairs. Students listen and write one reason why each of these people lives so far from work. Play the recording again if necessary. Note that students only need to give one reason for each person.

Gary: He and his wife were born in York. Most of their family and friends live there. He likes the quality of life in York. Sarah: She fell in love with Paris when she moved there four years ago. Flats in London are really expensive. Students do the exercise on their own, then check in pairs.

Student As turn to SB p and student Bs turn to p Check they are all looking at the correct exercise. Students work on their own and make subject questions with Who …? Students work with their partner.

They take turns to ask and answer their questions and fill in column C. Finally, ask students to share any interesting answers with the class. At the end of the activity, write these on the board. Students work in pairs and try to correct the mistakes. Give students time to copy down the correct answers and the examples of good language.

Confident students could write two paragraphs about themselves and their partner. Students work in groups and take turns to ask one another questions What time do you get up?