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Try out the new interactive workbooks!   
Dear friends,
I īve made an important improvement in liveworksheets.com
 Now it is possible to make interactive workbooks for our students:
First, you have to register your students and give them a username and password.
Second, you have to register your workbooks. For example "English Grade 3" or "Maths Grade 4".
Then you can choose interactive worksheets from our collection and add them to your students ī interactive workbooks.
The interactive workbooks will save all your students ī answers, and you can  add notes, comments or even change their marks.
I hope you find it useful.

15 Feb 2017

...There are 13 previous answers...


Thanks Victor !!!!

19 Feb 2017

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Let īs talk 1 - Teacher īs audio   
I īm using Let īs talk 1 in my classes but I don īt have the teacher īs audio that comes with the teachers ī manual .Do you know where  can I download it?
Thanks in advance

19 Feb 2017

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ask for workbook of OXFORD PHONICS WORLD 3+4   
Dear all there,
I need e book for 2 workbooks of OXFORD PHONICS WORLD 3 and 4. If you are having, please send me via my email hthom.dtdhl@gmail.com asap.
thanks in advance n have a nice dream!

19 Feb 2017

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Russian Federation

A question to my colleagues!    
Dear colleagues!
A bit of help would make a great difference to my next Teacher Training. At the last training one of my colleagues came up with the question which made me a bit confused. I promised to give it a thought and come back to her with my ideas which at the moment I really run out of. 
The question: 
How can we (English Teachers) avoid saying such phrases as  "look at the exercise ......", "open the book to the page.....", "exercise.......", "task..." and all the similar phrases which are often repeated during the lesson? Demonstration would help to avoid them, but what else? I have never thought of it as a  big problem to say those phrases, but my colleagues mentioned this point as a problematic one. 
Would you be so kind to share your ideas on the question? I īll really appreciate it. 
Thank you! 
Empire of English 

19 Feb 2017

...There are 3 previous answers...


Does your colleague mean the discovery approach rather than the textbook approach? Or implicit v explicit?
For example, I choose not to use a textbook at present and I ask students to to talk in their table groups (of 4-6) about what they already know about ______ (greetings for example) Then, I ask for suggestions of ______ (greeting another person, for example) and write the suggestions on the board, as they say them (mistakes and all).  Then, we analyse the grammar and correct the mistakes.  There are usually a few students who know the correct grammar, so it is actually the peers mostly correcting them, and not the teacher. Them they practice each of the options listed and choose 2 or 3 that they really like, feel comfortable with. What īs great about this is that it is student centred, itīs highly participative, and they usually come up with more examples than what is given in a textbook.  

This approach can be used to substitute some parts of the text book maybe, making it more meaningful to the students, tailoring it their own situation. The relevant section in the text book can then be used for revision, homework or for the students that were absent for that lesson.

19 Feb 2017

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need an idea for teaching objective pronouns   
Dear friends,
I need an idea for teaching objective pronouns to a group of teenagers. In fact, i need an idea for engaging them, then go through study and finally activating what they learned.
I would be happy if you share your ideas,
Thanks in advance 

18 Feb 2017

...There is 1 previous answer...

Czech Republic

I always do a chain activity. I start with a sentence,e.g. :" I love him." The next pupil goes on. He/she uses the object in my sentence as a subject in his sentence. So he/she says: "He loves us." The next one: "We love them.", etc. If your teenagers don īt like the verb love, you can use hate. 

19 Feb 2017

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Caption Contest 14th February 2017 winner   
Hello everyone!
I was quite pleased with the captions you sent and it was hard to decide which one I liked best but I īve finally made up my mind and here is the winner:
spinney and his "Can īt stop now. I īm off to a hen party."
You really made me laugh and that was what I was expecting from a caption.
So spinney, it is up to you now!

18 Feb 2017

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Parts of the House / Rooms of the House   

18 Feb 2017

...There is 1 previous answer...


great, thank you


19 Feb 2017

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Pink Pony

penfriends wanted   
We have 16 nine-year-olds who are eager to write to students from other countries.  Please let me know if you have fourth-graders that would like to exchange letters or postcards.

18 Feb 2017

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Refusing an invitation   
Dear colleagues,
I need your help:
when you want to refuse an invitation can you say
 "I īd like to, but I can īt"
instead of the more common sentence  "I īd love to, but I can īt" ? 

17 Feb 2017

...There are 2 previous answers...


From a female perspective, Iīd love to but I can īt is different to Iīd like to but I canīt, and the appropriate form is chosen depending on the context.
I use the former mainly with my mum and close female friends and for events that I am really, really keen to go to but canīt, such as concerts. I īd love to go and see Bruce Springsteen with you, but I canīt

19 Feb 2017

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Help with grammar   
Can anybody help me please with these sentences and tenses?
Put each verb in brackets into suitable tense and form:
If you __________(not watch) the television, would you turn it off?
I can īt believe you _________(be) so unreasonable! What īs wrong?
By nine that evening, most of the guests ______________(already/leave) the party.
When she ________(get) there, Paul ______________(already/wait) for her.
Swedish police ____________(just announce) that five paintings by Picasso ______________(steal) from Stockholm īs modern Museum. The paintings ____________(value) by experts at about 30 milion dollars. Police believe that they _________(take) early on Saturday evening, but for some reason the museum īs burglar alarm _____________(not go off) and the theft ________________(not discover) unti Monday morning. No cules ____________(find) so far at the scene of the crime.
Thank you for your help! 

17 Feb 2017

...There are 14 previous answers...


Totally agree that no context is provided, and therefore both answers would be grammatically correct. However, the hypothetical is not at all natural, in my humble opinion, whereas the given example is natural.

19 Feb 2017

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