Keynote pre intermediate pdf download

We need to work with governments in regional levels. We're working with local communities. We're talking to them about appreciating vultures, about the need from within to appreciate these wonderful creatures and the services that they provide.

How can you help? You can become active, make noise. You can write a fetter to your government and tell therm that we need to focus on these vary misunderstood creatures. Volunteer your time to spread the word. Spread the word. When you walk out of this room, you will be informed about vultures, but speak to your families, to your children, to your neighbours about vultures.

They are very graceful. Charles Darwin said he changed his mind because he watched them fly effortlessly without energy in the skies. Kenya, this world, wil be much poorer without these wonderful species.

Thank you very much. Transcript and subtitles 1 When you see a vulture lke this, the frst thing that comes. If you change your mind, you start 0 2 have a different opinion b make someone else think aifferently 5 We're talking to them about appreciating vultures, about the need from within to appreciate these wonderful creatures and the services that they provide. Check the meaning of 2pprectats hare: to show how thankful you ae for somthing oF someone. Then, ask them to read the question and elicit that Vrari uses tis question to let the audience know what s coming in the next par of his presentation.

Using questions inthis way also helps to get the aucience's attention. Then, play the clip and ask students to notice and vite in the missing words. Then, play the clips and ask students to listen out for the questions and answers and check that they've matched them correctly. Encourage them to think about pandas in a Conservation context, e. What is their conservation status? What threats are there to ther survival? What can people do to protect them?

Give them some time to prepare to give the presentation about pandas which they prepared In Exercise 9. Weaker students can make notes on what they want to say in their presentations and use them when they're speaking. Stronger students could just write a few key words for each point on a prompt card as a memory aid rather than writing full sentences. Students take it in turns to tive their presentations and then give each other feedback.

EEA Which to save? They then match the names of the animals with their photos. Direct students to thelr file and have them read and make notes on the information given about one of the animals from Exercise 1. Direct students to the Presenting arguments box and ask them to use a phrase from.

As a result, its important to oop this mind when stucients are doing activities. In this tak, AA. Then, ask them to use the words inthe box to complete the sentences. Ask them to think of some. They then take itn tums to describe their connection to them. Direct students to the model conversation and tell them to use the same structure for their conversations.

Then, put them into pairs. Students may need, some assistance with additional vocabulary, e. They can then compare their answers in pairs before you check answers in class. In the s though, my grandfather was working in England.

In the s, my arandifather was offered a job in Canade, and so the family moved back there, My grandfather on my father's side was from Transylvania, which is now part of Romania. They moved back to Transylvania, which is where my father was born. Shorty after though, they moved to neighbouring Hungary. My father grew up In Hungary, but in , there was revolution and my father, who was nineteen at that time, was forced to leave, He eventually settled in Canada, which is where he met my mother.

My father passed away in , but our family Is doing great. They then compare their answers in pairs before you check answers in class. Elicit or explain that the speaker pauses after each itern on the list and this is because it makes these items easier to understand. Have them take it in turns to practise saying the sentences with pauses between the items onthe list.

Did some of them come from a long way away? What did you and your family do together? Did you enjoy the experience? Tell them to ignore the word choices on the right for the moment as they will focus on those in Exercise 7.

Ask students to compare their answers in pairs before checking answers in class, Elicit cor explain that a sibling is a brother or sister. Then have them workin pairs to practise the conversation together. Make sure they alternate between Aand B roles. Check the meaning of immediate family parents, spouses, children and siblings. Ba Sot Workbook pages 12 and 13 for homework. Go to page for further practice of extended family vocabulary.

Put students into pairs. Ask them to decide which record they find the most amazing and why and then tell thei partner. Transeri A: Are you doing anything interesting this weekend? B: Yes. A: Your second cousin? B: Yeah, I'm researching my family tree. Chris Is my grandfather's sister's grandchild. A: That's cool. How ald you get in touch? B: Through my grandfather.

He seems really interested, A: Where are you meeting them? B: At my place. They can meet the rest of the family, too. A: That's great. Check the meaning of intand to do something to want and plan to do something. Otherwise, you could continue on to Exercise 4 inthe unit and set the Grammar summary exercises for homework. I'm going to travel around South America with my bestfriend, Maki.

We don't have very much money so we're mainly going to stay in hostels. Otherwise, you could continue on to Exercise 7 in the unit and set the Grammar summary exercises for homework. Tell students to refer back to the examples of questions Inthe Language focus box to help them if they need to.

Answers 1 Are you seeing your grandparents this weekend. When we shorten weak forms, this results in them having a different sound, e.

Then, play the recording and ask them to focus on the pronunciation ofthe words are and fo. Monitor students to make eure they're saying the weak forms correctly.

Give students a time limit for this activity, e. Stop the activity once the time limit you set has been reached and find out which students got the most yes answers. Extra activity Future plans with family Put students into pairs. Remind them to use the appropriate future forms as they do so. It they or someone they know has searched for information on their family history, ask ther to bringin their own experionces and say why they or the people they know did this.

Conduct whole-clas feacback. Put students into pairs to share their questions. Students then discuss what they think the best way to find answers to each of the questions would be, 2.

Elicit or explain that when someone writes text, they usually have a specific reason in mind for writing it. Ask students to read the two options and check that they understand the difference between them.

Then, have them read the article all the way through and focus on what the person who wrote it wanted to communicate to the reader.

Then, have them to go through the article again with the objective of identifying the main. They can compare ther ideas wit he options given and choose the core option for each Paragraph. If students are unsure about which words and definitions go together, they may find it helpful to look back at the text, where these words are highiighted in bold, and see how the words are used in context. Model and il the pronunciation of wealth Mm, ancestor Fzansesto y and curiosity [xvartosatl.

Draw their attention to the use of would in the questions, which shows they're asking about a hypothetical situation that could become a realty in the future. If students are uneure about which words to match with Which items, encourage them to use deduction or simply have aguess. Ask them to read the sentences and.

Transcript Six months ago, go! Partly, this is because of DNA and genetic testing, but party, t's because of the Internet. There are sites that now take the Wikipedia approach to farnly trees, collaboration and crowdsourcing, and what you do Is, you oad your family tree on, and then these sites search to see if the A. Through life-changing stories, respected thinkers and authentic presentations, Keynote promotes a deeper understanding of the world and gives students the courage and means to express themselves in English.

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Featuring remarkable people communicating passionately and persuasively, TED Talks provide the ELT classroom with inspiring ideas and an unparalleled source of authentic language input. Engaging and authentic TED Talks drive an integrated-skills syllabus alongside 21st century outcomes like communication, collaboration, creativity, and critical thinking. Real-world content presented through readings, infographics, and interviews motivates learners to engage with language meaningfully.

Unique presentation skill sections based on best practices demonstrated by TED speakers teach transferable strategies that develop fluency, confidence and compelling delivery. Through life-changing stories, respected thinkers and authentic presentations, Keynote promotes a deeper understanding of the world and gives students the courage and means to express themselves in English.

Communication, collaboration and creative thinking drive students towards real 21st century outcomes and encourage them to respond to ideas and find their own voice. Both students and teachers will emerge with new confidence, new ideas and a new determination to communicate in this increasingly information-rich world of Global English. Featuring remarkable people communicating passionately and persuasively, TED Talks provide the ELT classroom with inspiring ideas and an unparalleled source of authentic language input.

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