Beginner A1 Course book language
Introduction
Not all sets of course books cover every level of the Cambridge, six sigma, scale exams’, with some of the General English,series only going up to Intermediate{ Because many learners choose to stop learning beyond that level} and many Business English Series having only the three highest levels.
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Pre-Intermediate Course books are required to require Classes in exam scale for acknowledgment .
* Pre-Intermediate Course books are needed to take Classes in exam scale for recognition or acceptance
At Pre Intermediate level there is a lot of revision of grammar points from Elementary level course books, and the grammar points that are expected to be more are often closely related to points that were introduced earlier.
An example of most Elementary level course books introduced the use of ” be going to ” for talking about future intention.
Then at pre – intermediate they introduced ‘ will ‘ for various future uses and Present Continuous for future plans and arrangements { some course books introduce ‘ will’ in Elementary rather than ‘ be going to’ , but either way all three structures are usually compared and contrasted at Pre – Intermediate
focuses on varying orders .
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Introduction
There are two other key regions that learners got to know about – the composed shape and the talking frame. That’s , what the word looks like , what it sounds like, and in both cases, how it fits in with other words amid ordinary communications .The other two other key areas that learners need to know about – the written form and the speaking form., and in all cases, how it fits in with other words during normal communications .
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Lexis
It is also vital to teach the grammar around a word, including
what part of speech{ “ kind of word” it is, and any pattern that might
occur around it.
Importance of part of speech. “ What a happy child!” and not “What
a happiness child!” , because “happy” is an adjective.
Importance of patterns: “ I want to go home now” and not “I want
going home” because any verb which follows want” takes the infinitive
form.
When teaching a new word it is extremely helpful for students if we
make it clear what part of speech it is – is it a countable or uncountable
noun, is it a transitive or intransitive verb, is it an adjective, or an adverb,
or a preposition, etc. An easy way to highlight this through two simple
steps:
When planning the lesson, look up the part of speech in a dictionary.
After teaching the meaning and pronunciation, write the word
on the white board and include the part of speech.
For example:
Collection {n}{C}{u} { these symbols mean: noun, countable or uncountable}
Typically {adv} {adverb}
Describe {v}{T} { verb which is transitive}
Common {adj} { Adjective}
Pair {n}[C] { noun which is countable}
Together {adv} {adverb}
Then it helps to add:
For Nouns: It is usually preceded by a,an or the, or is it usually in plural form, or none of these?
Compare: the world, a pencil,jeans,water
For verbs: Does it usually have one or two objects?
Compare: He hit me. {hit+somebody} He gave me the pen. {give + somebody+ something}
For Verbs: It it usually followed by a preposition? If so, which one?
Compare: apply for a job: escape from prison; adhere to the rules, dig it up a bone.
For adjectives: Is it usually followed by a preposition? If so, which one?
Compare: scared of mine; excited about the party; happy with the
promotion.
This kind of information can be clarified in a similar way on the board
{ Note: sb = somebody; sth= something; do =any verb}
the world {n}{C}
Jeans {n}[C]{pl}
Hit sb
Give sb sth
Want { to do sth }
Apply { for sth}
Alternatively, it can be highlighted within an example sentence,
for example:
He has travelled all over the world.
I wear jeans at the weekend.
The courier gave me a letter.
Have you applied for a raise yet?
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University Press 