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. khadictasmimou.ga: 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 khadictasmimou.ga *FREE* shipping on qualifying offers. Let's Go 4E 4 Skills WB with CD.
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Lets Go: 2: Skills Book [NA] on khadictasmimou.ga *FREE* shipping on qualifying offers. Let's Go 4E 2 Skills WB with CD. Lets Go: 5: Skills Book [NA] on khadictasmimou.ga *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.
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. 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. Be the first to review this item site Best Sellers Rank: Tell the Publisher! I'd like to read this book on Kindle Don't have a Kindle?
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Back to top. Get to Know Us. site Payment Products. English Choose a language for shopping. 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. Once children are able to remember their lessons, they will have more confidence and will be motivated to learn and remember more.
Output is important! To help our students remember better, our lessons should concentrate on a lot of output from the students. Not only speaking naturally with speed, rhythm, good intonation and pronunciation, but also reading and writing. Listening is also important, as it is an active skill that requires concentration and understanding. With a variety of techniques, we can cover the different learning styles of the students as well.
Instead, it is more interesting to pre-teach the lesson before looking at the text. This way, the students will pay attention to the teacher, and the cards and other materials that are used. Visual aids will help slower learners by allowing them to see as well as hear the words.