The Let's Go Skills Book with Listening Practice CD supports the Student Book and Workbook. It gives students extra practice in reading, writing and listening. terney.info: Let's Go 1: Let's Go 1 Skills Book with Audio CD Pack ( ): R. Nakata, K. Frazier, B. Hoskins: Books. Lets Go: 4: Skills Book [NA] on terney.info *FREE* shipping on qualifying offers. Let's Go 4E 4 Skills WB with CD.

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Lets Go Skills Book

Lets Go: 2: Skills Book [NA] on terney.info *FREE* shipping on qualifying offers. Let's Go 4E 2 Skills WB with CD. Lets Go: 5: Skills Book [NA] on terney.info *FREE* shipping on qualifying offers. Let's Go 4E 5 Skills WB with CD. The Let's Go Skills Book with Listening Practice CD supports the Student Book and Workbook. It gives students extra practice in reading, writing.

Features of the Let's Go Series 4th Edition Pairwork exercises, with a focus on question and answer form Reading skills development Lively songs and chants by Carolyn Graham Regular review units and listening tests A Starter level that introduces the alphabet, basic phonics, and simple language structures, is ideal for younger students. The Teacher's Books, with mid-term and final tests, have been completely rewritten with almost twice as much material. They now include special tips for teachers and reproducible activities for the classroom. It can be used with the new and original edition of the series. The Starter level of Let's Go introduces pre-kindergarten and kindergarten children to the alphabet, basic phonics, and simple language structures through colorful pictures and cheerful songs and chants. There are two stories in each book. Comprehension exercises after each story help students develop reading and critical thinking skills. The materials follow the syllabus of the series, and can also be used independently.

They had forgotten almost everything! They could repeat well after me, but could not say a single word on their own.

DOG ON A LOG Books will be a great asset

I was beginning to think my students were just not good at learning English. I was teaching them to become parrots, repeating all the time and speaking like robots. The children were satisfied just to repeat rather than trying to remember what to say, because I did not teach them how to retain what they learned and actually use the language themselves. So what are some other reasons children forget what they have learned?

Perhaps they were not paying attention during the lesson or were bored.

They may not have been given enough of a chance to internalize the language. Or they might have not practiced it enough to react spontaneously to it. So what is remembering and being able to retain new language?

It is NOT memorization. How many times have we memorized things, only to forget them fast? Since English is a communication tool, we want our students to use the language they learn in class. If children use the language, they will remember it because they are the ones talking, not the teacher. Children need a little time to process the new items we teach them. They need more time to practice saying them aloud in order to become independent speakers.

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As teachers, we need to make time for practice in our lesson plans. How can we help them remember? One way to get students to remember their lessons is to make the lessons active and student centered, where the students do the work together.

They will want to learn more, and will be more active in class, concentrate better and enjoy your lesson.

Let's Go Series (4th Edition)

We should give children lots of practice time in class. If your students do not have exposure to English outside of class, this is the only time they will be able to practice. In Japan our once-a-week lessons are only 35 to 45 hours a year. Therefore we have to make every lesson an intensive one so that they can remember each one six days later when we meet again. An intensive lesson does not mean study, study, study!

An intensive lesson can be a lot of fun and even more interesting than a slow-paced lesson. Children concentrate better when there is rhythm to the lesson.

They speak out more when they get a chance to do quick, short drills instead of one long one.

They are more active when they can talk to each other and not only to the teacher. They are motivated, concentrate more and enjoy their lessons.

Emotions affect learning and, if they are having fun, learning and concentrating, they will remember the lesson! Motivation and a sense of progress play a big part in student attitudes. Some of the activities assume that there is one set of student cards between four students at least.

Each section begins with the target vocabulary or structures introduced on the pages and perhaps some extra items.

Occasionally problems are highlighted. Each paragraph represents a teaching idea that can be incorporated into a lesson plan. Ideas that are explained earlier in the book are given just their name with a link back. Most of the activities are for practice after the students have been "taught" the vocabulary or conversations.

The aim is to make a good book better. Meanwhile, please enjoy teaching from Let's Go 1! Copyright c Reggie Thomson, - Last updated on 11 November Extra: Hello. I'm Andy. Scissors, paper, stone SPS Hello. Stage 1 Greet students with "Hello.

Then all the students greet five other students in the same way, and sit down when finished.

Stage 2 This time the students shake hands and say "hello" to five different partners. Stage 3 Put your right hand under your right leg and shake hands. This is fun! Problem: 12 year old children seem to find this too childish. Stage 1 - presentation Show the action and say the words. Students should do the actions as you say, and gradually say the words, too.

Stage 2 - listening All the students stand up and everyone does SPS together, including the teacher. Anyone who is beaten by the teacher has to sit down. Those with the same as the teacher, or who win, stay standing.

Eventually there is just one winner in the room. If desired, the winner can start the next round so that the teacher can prompt all students to be saying the words. Stage 3 - practice Students practice SPS with one partner.

Stage 4 SPS Three wins to finish. Students choose a partner and do SPS. The winner gets one "point. When a student has three wins, they can sit down. Stop the activity when there are three or four students left. Also teach "winner," "loser" and "change" to the "listen and do" level. Problem: some students are good at SPS. Many weak students go for paper first.

Good students do scissors, and so win. Excellent SPS students determine if their opponent is weak or good, and play accordingly. SPS three wins to finish. Students form pairs and do SPS. The winner asks the question: "Hello. What's your name? A student is finished and may sit down if they have won SPS three times.

Also, do this with the Let's Go student names. NB stop the activity when there are two or three remaining students to avoid embarrassing them. Often such students are weak at SPS. Timed conversation chain. Students are in a line. On the command, "Are you ready?

For the second round, try varying the order of the students. Raced conversation chain. With teams of equal numbers, students can race to see who can say the conversation first. Let's Go student names. Stage 1 - presentation. Ask a student, "What's your name? Stage 2 - drill. Challenge the students to see who can say all the names first. Choose students by picking out their name-cards at random. Give passport points to the student who is first.

Stage 3 - speaking Say all six with dice. Copy page 7 of the student's book, cut out the song and number the students 1 Kate to 6 John.

Put a box beside each number. Also for stage 5 draw six lines where the song was and number them 1 to 6. Put students in groups of up to 6, and give each group a die. Students throw the dice one each, in turn. They read the number, say the name and tick the box "Four. Lisa" or "Four. She's Lisa. When one student has said all six names, the whole class stops. That student gets 6 game points , and all the others get points according to the number of ticked boxes. Stage 4 - conversation SPS Three wins to finish.

Give the students a Let's Go student name-card photocopied picture or just the written name or download from here pdf format. Stage 5 - writing SPS Talk to all. Students in pairs do SPS.

The winner asks the loser, "Hello. When one student has spoken to all six LG students, everyone stops. That student gets 6 game points , and all the others get points according to the number of LG students they have spoken to.

ISBN 13: 9780194626545

Alternatively, continue until most students have finished. SPS Find your partner. Students each have one of the Let's Go student's pictures. They have to find another person with the same name. Find the person. Give each student a Let's Go name-card. One student then comes to the front returns their card, and chooses another name-card for example, Kate from the six.

This student has to find Kate by asking the other students, "What's your name? Find the person race. For larger classes, students from two teams can race to see who finds their name-card first. The winning team gets a point. Extra: What's this in English? What's this in Japanese?

Three card shuffle. Students in pairs have three cards. Student A puts the cards face up on the table. Student B tries to remember the order. Then the cards are turned face down, and student A can make three changes to their positions by changing two cards at a time, slowly.

Student A then asks, "What's this? Student B tries to remember: "It's a pen. Each student starts with three cards. Students pair up and do SPS. The loser has to select one of their cards. Then they show it to the winner and ask, "What's this?

Then they change to work with other partners. The aim is to get the most cards and not lose any. When several students have lost all their cards, stop the game. What's missing? Students in pairs have all eight cards. Student A takes one of the cards and gives the other seven to Student B.