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Christina Latham Koenig Clive Oxenden Paul Seligson with Anna Lowy Gill Hamilton Lara Storton Kate Mellersh ENGLISH FILE Elementary Teacher’s Book Paul Seligson and Clive Oxenden are the original co a[.]
Christina Latham-Koenig Clive Oxenden Paul Seligson with Anna Lowy Gill Hamilton Lara Storton Kate Mellersh ENGLISH FILE Elementary Teacher’s Book Paul Seligson and Clive Oxenden are the original co-authors of English File and English File OXFORD U N I V E R S I T Y PR ESS Contents Syllabus checklist Introduction • What Elementary students need? • Study Link • Course components Student’s Book Files 1-12 Back o f the Student’s Book • For students iTutor Workbook Online workbook iChecker Online skills Pronunciation App Student’s website • For teachers Teacher’s Book iTools Test and Assessment CD-ROMs Video Class audio CDs Teacher’s website 12 Lesson plans 158 Photocopiable activities Contents Grammar activity answers Grammar activity masters Communicative activity instructions Communicative activity masters Vocabulary activity instructions Vocabulary activity masters Song activity instructions Song activity masters us checklist A My name’s Hannah, not Anna Grammar Vocabulary verb beS, subject pronouns: 1, you, etc days o f the week, numbers 0-20, greetings В A ll over the world verb be И and El the world, numbers 21-100 С Open your books, please possessive adjectives: my, your, etc classroom language 10 PRACTICAL ENGLISH Episode Arriving in London 12 A 14 a/an, plurals; th is /th a t/th e s e /th o s e things В Stars and Stripes adjectives colours, adjectives, modifiers: q u ite / v e ry / really 16 С A fte r 300 metres, tu rn rig h t imperatives, le t’s feelings 18 REVISE AND CHECK 1&2 20 A present simple and □ verb phrases 22 В Work and play present simple Ш jobs 24 С Love online word order in questions question words 26 PRACTICAL ENGLISH Episode Coffee to take away 28 A Is she his w ife or his sister? 30 В What a life! A w rite r’s room Things I love about Britain Whose ?, possessive's family prepositions of time (at, in, on) and place everyday activities (at, in, to) 32 С Short life, long life? 34 REVISE AND CHECK 3&4 position of adverbs and expressions of frequency adverbs and expressions of frequency c a n / can’t verb phrases: buy a newspaper, etc 36 A 38 В Love your neighbours present continuous verb phrases 40 С Sun and th e City present simple or present continuous? the weather and seasons 42 PRACTICAL ENGLISH Episode In a clothes shop 44 A Reading in English object pronouns: me, you, him, etc phone language 46 В Times we love like + (verb + -ing) the date; ordinal numbers 48 С Music is changing th e ir lives revision: be or do? music 50 REVISE AND CHECK 5&6 Do you have th e X Factor? I Pronunciation — vowel sounds, word stress saying hello, saying goodbye saying hello, saying goodbye Mick and Hannah; Numbers hi, /tJ7, /J7, /d3/; sentence stress Where are you from? Where is it from? Where are they from? Where are you from? Where is it from? Where are they from?, Numbers, Song: All Over the World /эи/, /и:/, Ы \ the alphabet classroom language, an interview, real names Classroom language; A t reception final -s and -es; th things on your desk What’s on your table long and short vowel sounds Guess the famous person understanding connected speech What's the matter? feelings Hollywood stars Who are they? family holiday - the Carter family, Song: Please Don’t Go family holiday British and American English the same, but different Starbuck’s, summer, and other things 1love about Britain third person -s Starbuck’s, summer, and other things 1love about Britain; cities Ы in the week, at the weekend his job, her job sentence stress personal information; likes and dislikes Love online - Kevin and Samantha /л/, the le tte r о family relationships linking and sentence stress typical weekday Father & daughter - whose day is more stressful? - Amelia’s day Father & daughter - whose day is more stressful? - Nico’s day the le tte r h The secrets o f a long life Song: Who Wants to Live Forever? The secrets o f a long life Uniforms - for or against? photographs Is this the typical British man? "™ L a X factor winners - Where are they now? Do you w ant to be famous? Song: Famous noisy neighbours, Spot the difference Switzerland The sound o f silence places in London the weather and seasons; What to in London the weather and seasons What to in London lail, III and li'J Reading in English A Story: Sally’s phone Sally's phone consonant clusters; saying the date Favourite time Favourite times Favourite times /j / Music questionnaire Song: Lemon tree Music is changing their lives sentence stress Dublin - the friendly city Grammar Vocabulary A A t the National P ortrait Gallery past simple of be: w as/ were word formation: paint > painter В Chelsea girls past simple: regular verbs past time expressions С A night to remember past simple: irregular verbs go, have, get PRACTICAL ENGLISH Episode Getting lost I 66 74 A A murder story past simple: regular and irregular irregular verbs В A house w ith a history there is / there are, som e/any + plural nouns the house С A night in a haunted hotel there w as/ there were prepositions: place and movement A What 1ate yesterday countable/uncountable nouns; a/a n , som e/ any food В White gold quantifiers: how m uch/ how many, a lot of, etc food containers С Quiz night comparative adjectives high numbers REVISE AND CHECK 7&8 _ PRACTICAL ENGLISH Episode A t a restaurant A The m ost dangerous road superlative adjectives places and buildings В CouchSurf round the world! be going to (plans), future time expressions holidays С What’s going to happen? be going to (predictions) verb phrases i REVISE AND CHECK 9&10 Ш 11 И A First impressions adverbs (manner and modifiers) common adverbs 86 В What you w ant to do? verbs + to + infinitive verbs th a t take the infinitive 88 С Men, women, and the internet articles the internet 90 PRACTICAL ENGLISH Episode Going home I A Books and film s present perfect irregular past participles В I’ve never been there! present perfect or past simple? more irregular past participles С The English File questionnaire revision: question formation 1 revision: word groups REVISE AND CHECK 11&12 116 Communication 124 Grammar Bank 165 Irregular verbs Writing 148 Vocabulary Bank 166 Sound Bank Listening / — L I Pronunciation sentence stress Where were you?, Famous people Two famous people National Portrait Gallery -ed endings When was the last time you ? The taxi journey The taxi journey sentence stress A memorable night A memorable night Song: Summer Nights Why we remember some nights in our lives? past simple verbs Police interview Murder in a country house Murder in a country house /еэ/ and /ю/, sentence stress Describing your home A house with a history Song: House o f the Rising Sun silent letters The Ghost Room Stephen's night Would you like to stay in a haunted hotel? The man who wrote Sherlock Holmes the letters ea Food diary for yesterday, Get ready! Cook! Get ready! cook! TV cooking competition What I ate yesterday /J7 and /s/ How much salt and sugar you have a day? Song: Sugar, Sugar White Gold - Fascinating facts about sugar and salt /э/, sentence stress Quiz night Quiz night Quiz shows consonant groups Tourist information about your town sentence stress Making suggestions Couch surfing Philip’s blog the letters oo Fortune telling It’s w ritten in the cards Song: Fortune Teller It’s w ritten in the cards Cycling on the most dangerous road in the world The British diet - still unhealthy word stress Talking about a city Living abroad Travel blogs sentence stress What you want to with your life? Song: Don’t Tell Me That It’s Over What you want to with your life? word stress What people on the internet Men, women, and the internet sentence stress Film experiences Film experiences Song: Flashdance irregular past participles What I’ve done recently / in my life A TV series revision: sounds Question formation An interview w ith Sir Ian McKellen w w w oup com /elt/teacher/en glish file Our aim with English File third edition has been to make every lesson better and more student- and teacher-friendly As well as the main А, В, С Student’s Book lessons, there is a range o f material that you can use according to your students’ needs and the time and resources you have available Don’t forget: • Practical English video and exercises (also available on class audio) • Revise and Check pages, with video (also available on class audio) • Photocopiable Grammar, Vocabulary, Communicative, and Song activities s t u d y HE2I3 iTutor, Workbook (print or online), iChecker, Online skills, Pronunciation app, and the Student’s website provide multimedia review, support, and practice for students outside the class The Teacher’s Book also suggests different ways o f exploiting many o f the Student’s Book activities depending on the level o f your class We very much hope you enjoy using English File third edition We have tried to provide contexts for new language that will engage students, using real-life stories and situations, humour, and suspense The G ram m ar B a n k s give students a single, easy-to-access grammar reference section, with example sentences with audio, clear rules, and common errors There are at least two practice exercises for each grammar point Vocabulary E lem en tary stu dents need • to expand their knowledge o f high-frequency words and phrases rapidly • to use new vocabulary in personalized contexts • accessible reference material I Classroom language 5» t P 1Э % /\ We believe that in out o f 10 cases when a student signs up for English classes their goal is to speak Speaking a foreign language is very hard, so students need a great deal o f motivation to encourage them to speak in English If we want students to speak English with confidence, we need to give them the tools they need - Grammar, Vocabulary, and Pronunciation (G, V, P) We believe that ‘G + V + P = confident speaking’, and in English File Elementary all three elements are given equal importance Each lesson has clearly stated grammar, vocabulary, and pronunciation aims This keeps lessons focused and gives students concrete learning objectives and a sense of progress ® т ъаш 'УМ fiGS&Z ir-Wi Ш What Elementary students need? Grammar, Vocabulary, and Pronunciation ш_ m rh*teacherздч ш У 'ж щ Every lesson focuses on high frequency vocabulary and common lexical areas, but keeps the load realistic All new vocabulary is given with the phonemic script alongside, to help students with the pronunciation o f new words Many lessons are linked to the V ocab u lary B a n k s which help present and practise the vocabulary in class, give an audio model o f each word, and provide a clear reference so students can revise and test themselves in their own time Pronunciation Grammar E le m e n tary stu dents need E le m e n ta ry stu d ents need • clear and memorable presentations o f new structures • plenty of regular and varied practice in useful and natural contexts • student-friendly reference material • a solid foundation in the sounds o f English • targeted pronunciation development • to see where there are rules and patterns GRAMMAR BANK tram a* ay name make rain paint play day break steak great eight they grey Elementary learners want to speak clearly but are often frustrated by English pronunciation, particularly the sound-spelling relationships, silent letters, and weak forms There is an emphasis on improving pronunciation, by focusing on the sounds most useful for communication, on word stress, and on sentence rhythm English File Elementary has a pronunciation focus in every lesson, which integrates clear pronunciation into grammar and vocabulary practice СГПЭЕИ ■ЯШ1Г Speaking E lem en tary stu dents need • topics that will inspire their interest • achievable tasks to motivate them • regular opportunities to use new language English File motivates students to speak by providing them with varied and motivating tasks, and the language (grammar, vocabulary, and pronunciation) that they need in order to communicate with confidence In addition to the Speaking stage, studei are encouraged to speak all through each lesson, responding to texts and listenings, and practising grammar and vocabulary orally File Elementary reading texts have been adapted from a variety o f real sources (the British press, magazines, news websites) and have been chosen for their intrinsic interest Writing E lem en tary stu dents need • clear models • the ‘nuts and bolts’ of writing on a word and sentence level The growth o f the Internet and email means that people worldwide are writing in English more than ever before both for business and personal communication English File Elementary provides guided writing tasks covering a range o f writing types from a formal email to a social networking post AMAGAZINEARTICLE : r ;-v-; My favourite day Listening E le m e n ta ry stu dents need • to build confidence • to understand the gist o f what is being said • to make sense o f connected speech • a reason to listen The listenings in English File are based on a variety of entertaining and realistic situations There is a wide range o f voices and accents from the U K and the rest o f the English-speaking world, but all the speakers are clear and comprehensible to students at this level The performances and the sound effects bring the listenings alive, and make the recordings easier for students to follow and more fun to listen to The tasks focus on helping students to get the gist on the first listen and then being able to understand more on the second time Reading E lem en ta ry stu d ents need • engaging topics and stimulating texts • manageable tasks that help students to read Practical English E le m e n tary stu dents need • to understand high-frequency phrases that they will hear • to know what to say in typical situations The six Practical English lessons give students practice in key language for situations such as checking into a hotel or ordering a meal in a restaurant To make these everyday situations come alive there is a story line involving two main characters, Jenny (from New York) and Rob (from London) The You h ear /You say feature makes a clear distinction between what students will hear and need to understand, for example Are you ready to order?, and what they need to say, for example I ’d like a salad please The lessons also highlight other key ‘Social English’ phrases such as G o ahead OK, No problem The Practical English video is on the E nglish F ile E lem en ta ry D VD , and iT ools Teachers can also use the Practical English Student’s Book exercises with the class audio CD Students can watch and listen to the Practical English video on their iTutor Revision E lem en tary stu dents need • regular review • motivating reference and practice material • a sense of progress Many students need to read in English for their work or studies, and reading is also important in helping to buildvocabulary and to consolidate grammar The key to encouraging students to read is to give them motivating but accessible material and tasks they can In English However clearly structures or vocabulary are presented, students will usually only assimilate and remember new language if they have the chance to see it and use it several times Grammar, Vocabulary, and Pronunciation are recycled throughout the course After every two Files there is a two-page Revise & Check section The left-hand page revises the grammar, vocabulary, and pronunciation o f each File The right-hand page provides a series o f skills-based challenges, including video interviews, and helps students to measure their progress in terms o f competence These pages are designed to be used flexibly according to the needs of your students There is also a separate short film on video for students to watch and enjoy Щ Student’s Book Files 1-12 The Student’s Book has twelve Files Each File is organized like this: A, B, and С lessons Each file contains three two-page lessons which present and practise G ram m ar, Vocabulary, and P ronunciation with a balance of reading and listening activities, and lots of opportunities for speaking These lessons have clear references > to the Grammar Bank, Vocabulary Bank, and Sound Bank at the back o f the book Practical English Every two Files (starting from File 1), there is a two-page lesson which teaches functional ‘survival English’ (for example langauge for checking into a hotel or ordering а тёа1) and also social English (useful phrases like Nice to meet you, L et’s go.) The lessons have a story line and link with the English File Elementary Video m В1 Л Ж « ■)) Books open Focus on the four pictures Then tell Sts to listen to the four dialogues and to number each picture accordingly 1C meet, My Mum Get Sts, in pairs, to complete the gaps with words from the list Check answers and highlight that the words /phrases on the right are more informal than those on the left LISTENING & SPEAKING a OK Hi Hello Finally, go through each line o f the dialogues eliciting / explaining the meaning o f any words /phrases that Sts don’t understand You could tell Sts that the expression OK can also be written Okay E xtra photocopiable m aterial • Grammar verb b e E , subject pronouns p.162 • Vocabulary Days o f the week / Numbers 0-20 p.247 (instructions p.244) • Communicative The memory game p.208 (instructions p.198) • w w w oup.com /elt/teacher/englishfile Play the audio again This time Sts complete the gaps Play the audio again if necessary Check answers name Sorry number STUDYHHI3 • Workbook 1A • iTutor • w w w oup.com /elt/englishfile Hi, Mum This is Hannah Hello Nice to meet you Nice to meet you, Anna My name’s Hannah Sorry, Hannah Hi, Mum You’re early! Hello, Mrs Archer How are you? I’m very well, thank you, Anna And you? Fine, thanks It’s Hannah, Mum В E x tra su pport f|2 ))) A Hi, I’m Mike What's your name? В Hannah A Sorry? В Hannah! A What’s your phone number? В It’s 7894 132 456 A OK See you on Saturday Bye В Goodbye 12 • Write the phrases on the board first e ))) Put Sts in groups o f three, and tell them to take roles (Mike, Hannah, and Mike’s mother) Tell them to focus on the pictures Explain that they are going to act out the dialogues with the sound effects Play all the sound effects for dialogues -4 for Sts to understand what they have to Then play the audio for dialogue and demonstrate the activity with a good student ЕГ IP f JT IT IT (Г (Г IT IT JT IT IT 1Г JT f JT IT IT IT [Г J JT 1A Now play the sound effects for dialogue again, getting the two Sts who have the roles o f Mike and Hannah to practise it Repeat with the other three dialogues If there’s time, get Sts to change roles 1*4») E x tr a challenge с Focus on the example sentences in the speech bubbles Tell Sts to imagine that they’re at a party where they don’t know anyone G et them to stand up They’re I'm You’re We’re She’s It’s is 10 am verb be El, subject pronouns Focus on the instructions and on the first sentence, I ’m M ike Explain that I ’m is the contraction o f two words, and elicit that the missing word in the first line is am • If you have a monolingual class, don’t be afraid of using your Sts’ LI to talk about the grammar rules At this level it is unrealistic to expect Sts to fully understand grammar rules in English 6 I, I’m You, you’re He, he’s She, she’s It, it’s We, we’re They, they’re ») d %7))) Focus on the instructions and the example, and tell Sts they’re going to hear a full form o f the verb and that they must say the contracted form Play the audio, pausing after each phrase, and elicit a response from the whole class Then repeat the activity with individual Sts )) (script in Student's Book on p.116) A A cheese and tomato sandwich, please В That’s euros and 20 cents A So Anna, your classes are on Tuesday and Thursday mornings В Que? Sorry? British Airways flight to Madrid is now boarding at gate number A Where to, madam? В Manchester Road, please Number 16 A Here’s your key sir Room 12 В Thank you A Here we are В Oh no It’s closed A Look, it says 'Closed on Mondays'! b Focus on the instructions and the words Elicit / explain the meaning o f Gate, etc Now tell Sts to listen again, but this time to focus on the numbers and days they hear in each conversation Play the audio once or twice as necessary, pausing between each conversation to give Sts time to write the numbers or days in the gaps Get Sts to compare with a partner, and then check answers by playing the audio a final time and eliciting the numbers and days for each one sandwich bar school airport taxi hotel museum euros 20 cents Classes on Tuesday and Thursday Gate number 16 Manchester Road Room 12 Closed on Mondays E x tr a support • If there’s time, you could get Sts to listen again with the script on p 116, so they can see exactly what they understood /didn’t understand Translate /explain any new words or phrases с 1Д4))) Focus on the instructions and example, and tell Sts they’re going to hear a sentence and they must respond to it Play the audio, pausing after each sentence, and elicit a response from the whole class Then repeat the activity eliciting responses from individual Sts Nice to meet you It’s ( ) My name’s ( ) / I’m ( ) It’s ( ) Bye / Goodbye / See you You too Nice to meet you, Anna Fine, thanks / Fine, thank you % 14») Hello Nice to meet you (pause) What day is it today? (pause) Hi What’s your name? (pause) What’s your phone number? (pause) Bye See you on Monday, (pause) Have a nice weekend, (pause) Hi This is Anna, (pause) Hello How are you? (pause) I IB G verb b e H a n d B V the world, numbers 21-100 P Ы, /tf/, Л7, /dj/; sentence stress All over the world Lesson plan Ф 15») In this lesson Sts complete their study o f the verb be and learn how to say where they and other people are from They learn vocabulary for countries and nationalities, and this language is then practised in a world quiz Pronunciation covers the schwa Ы, a sound which occurs in many English words, and three consonant sounds which are difficult for many nationalities The grammar section, be in questions and negative sentences, is then presented through three street interviews Sts then focus on sentence stress before practising asking where people are from There is then a second vocabulary section where Sts learn numbers - 0 , and these are then practised through listening and playing Bingo STUDY Н Ш • Workbook IB • iTutor • w w w oup.com /elt/englishfile Extra photocopiable m aterial Grammar verb be Eland Шр.163 Vocabulary The world p.247 (instructions p.244) Communicative Nationalities bingo p.209 (instructions p.198) Song All Over the World p.269 (instructions p.265) w w w oup.com /elt/teacher/englishfile O p tio n a l lead -in (b o o k s closed ) • Write the word c o n t i n e n t on the board and elicit / teach its meaning Ask Sts how many continents there are (six) and if they can name them (from largest to smallest: Asia, Africa, North America, South America, Europe, Australia) Answers to this question might differ as some people say there are five continents (counting North and South America as one); some also include Antarctica VOCABULARY a the world Books open In pairs, Sts tell each other three countries in English if possible Get some feedback and write their answers on the board b Tell Sts to go to V ocabu lary B a n k T h e w o rld on p 149 Focus on C o n tin en ts and get Sts to exercise a individually or in pairs 1^15))) Now b Play the audio for Sts to check answers Play the audio again, pausing for Sts to repeat Give further practice of any words your Sts find difficult to pronounce Africa [pause) African Asia [pause) Asian Australia [pause) Australian Europe [pause) European North America [pause) North American South America (pause) South American Focus on the instructions for c Get Sts to cover the words with a piece o f paper leaving the map visible Sts look at the map and try to remember both the continents and adjectives Finally, focus on the compass points and model and drill the pronunciation: north /пэ:0 /, east /iist/, south /sau9/, west /west/ Focus on C o u n trie s and n a tio n a lities and get Sts to a individually or in pairs 16))) Play audio for Sts to check answers Play the audio again, pausing for Sts to repeat the countries and nationalities If your Sts’ country is not in the list, get them to add it, with the nationality adjective, and elicit which group the adjective belongs to £16») 14 17 11 England [pause) English Ireland [pause) Irish Poland [pause) Polish Scotland [pause) Scottish Spain [pause) Spanish Turkey [pause) Turkish Germany [pause) German Mexico [pause) Mexican The United States / the USA [pause) American Argentina [pause) Argentinian Brazil [pause) Brazilian 16 Egypt [pause) Egyptian 15 Hungary (pause) Hungarian 12 Italy [pause) Italian 18 Russia [pause) Russian 19 China [pause) Chinese 20 Japan (pause) Japanese 13 the Czech Republic (pause) Czech France (pause) French 10 Switzerland (pause) Swiss Tell Sts that the nationality word is normally the same as the word for the language of the country, e.g in Spain the language is Spanish, in Hungary the language is Hungarian, etc Now focus on the instructions for b Get Sts to cover the words with a piece o f paper leaving the maps visible Sts look at the maps and try to remember both the countries and nationalities Finally, focus on the C ap ital le tte rs box and go through it with the class Tell Sts to go back to the main lesson 1В E x tra support • If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point с #19))) *17))) Here Sts recycle the country and nationality words that they have just learned in the Vocabulary Bank Focus on the instructions and the example Tell Sts they will hear the name o f a country and they must say the nationality a 7love you' in Irish / Gaelic b ‘I love you’ in Chinese • The /э/ sound occurs before or after stressed syllables and is the most common sound in English Final unstressed -er is always pronounced Ы • /t|7 the letters ch and tch are usually pronounced /tJ7, e.g children, watch #17») • /J7 the letters sh are always pronounced ///, e.g she, shop The letters and double ss are very rarely pronounced /[/, e.g only in sure, sugar, Russian, passion, and a few other words Scotland (pause) Scottish Turkey (pause) Turkish China (pause) Chinese Germany (pause) German Hungary (pause) Hungarian Brazil (pause) Brazilian France (pause) French Poland (pause) Polish Argentina (pause) Argentinian Japan (pause) Japanese d Before Sts start, draw their attention to the U sefu l p h rases box Focus on the expressions I think and I ’m not sure Teach /elicit their meaning and drill the pronunciation • М3 / j is always pronounced /d^/, e.g Japanese, g is usually pronounced /d3 /, before e or t (e.g German, giraffe), but is pronounced /д/before all other consonants, e.g gate, goodbye, and sometimes before e and i, e.g get, give, etc a Then go through the Languages box with the class Put Sts in pairs or groups and set them a time limit to questions -4 in the quiz Play it again and get Sts to repeat the sound word (computer, the sound /э/) and the other words in the list 1.18))) Focus on question and play the audio Sts write the nationalities o f the countries that they think the national anthem is from 1Д 9))) Focus on question and remind Sts that the word for the language is the same as the nationality Play the audio Sts letter the languages a-d in the order in which they think they hear them # a b с d e the USA China Russia the UK, Egypt Japan a b с d Spain Hungary Italy Mexico a b с d Japanese Argentinian Swiss Brazilian a b с d German British American French a b с d Irish (Gaelic) Chinese Turkish Russian #18>)) a b с d beginning o f German national anthem beginning o f British national anthem beginning o f American national anthem beginning o f French national anthem 20 >)) See words in Student’s Book on p.6 b ' ,2 ))) Focus on the three sound pictures (chess, shower, jazz) Remind Sts that the phonetic symbol in the picture represents the sound Play the audio once for Sts just to listen Check answers as a class The pair /group with the most correct answers are the winners Australia the Czech Republic Poland Turkey Scotland ^ ))) Focus on the box about T h e Ы sound, and go through it with the class Model and drill the sound Before you play the audio, you may want to point out that some words, e.g computer, can have more than one Ы sound in them (it has two) Play the audio once for Sts just to listen Monitor and check that most Sts have finished before playing the audio for and a b с d e PRONUNCIATION Ы, /tj/, ///, d3/ P ro n u n ciatio n n otes Play the audio, pausing after each country, and elicit the nationality from the class Then repeat the activity eliciting responses from individual Sts Give further practice o f any words your Sts find difficult to pronounce 10 с 7love you' in Turkish d ‘I love you’ in Russian Then play the audio again, pausing after each sound and sentence for Sts to repeat Play again if necessary # 21 ))) See sentences in Student’s Book on p.6 с Tell Sts to go to the Sou n d B a n k onp.166 Focus on /э/, /tJ7, /J7, and /d$/, and highlight the different spellings STUD\ ШТЯ Sts can practise these sounds on the iTutor and on the English File Elementary website Tell Sts to go back to the main lesson IB G R AM M AR verb be B a n d s a ^./2 ))) Focus on the instructions and make sure Sts cover the dialogues Play the audio, pausing after each dialogue for Sts to write the country Check answers Scotland, Australia, and the USA 9 IB Play the audio, pausing after each question, and elicit a response from the whole class Then repeat the activity eliciting responses from individual Sts #22))) A В A В A В A В A В A В A С Are you English? No, I'm not English I’m Scottish Where are you from in Scotland? I’m from Glasgow Where are you from? I'm from Australia, from Darwin Where’s Darwin? Is it near Sydney? No, it isn’t It’s in the north Is it nice? Yes, it is It’s beautiful Where are you from? We’re from Columbus, Ohio, in the USA Are you on holiday? No, we aren’t We're students 0 >)) Is Sydney the capital of Australia? (pause) No, it isn’t Are you English? (pause) No, I'm not Is Asterix French? (pause) Yes, he is Are the Simpsons English? (pause) No, they aren’t Is sushi Chinese? (pause) No, it isn’t Are the Pyrenees in Italy? (pause) No, they aren’t Is Glasgow in Scotland? (pause) Yes, it is Are Honda and Suzuki Japanese? (pause) Yes, they are Is Harry Potter American? (pause) No, he isn't 10 Is New York the capital of America? (pause) No, it isn’t b Focus on the instructions and the dialogues Give Sts E x tra challenge two minutes to try and complete the missing words с • Play the audio again and ask Sts for the right answers where appropriate, e.g ‘Is Sydney the capital o f Australia?’ ‘No, it isn’t’, ‘W hat’s the capital o f Australia?’ ‘Canberra.’ Play the audio again for Sts to check Get them to compare with a partner, and then check answers See words in bold in script 1.22 f d ^ ))) Tell Sts to go to G m m a r B a n k I B on p 124 Focus on the example sentences and play the audio for Sts to listen and repeat Then go through the rules with the class Monitor and check what they are writing Then put two pairs together and get them to answer each other’s questions A d d itional gram m ar n otes • Remind Sts that in conversation it is more common to use contractions in negatives than the full form • In the negative the verb be can be contracted in two ways, e.g You aren’t Italian (contracting not) or You’re not Italian (contracting are) Get feedback from a few pairs PRONUNCIATION & SPEAKING P ro n u n ciatio n n otes • Sts have already seen how within a word one syllable is stressed more strongly than the others They also need to be aware that within a sentence, some words are stressed more strongly than others Stressed words are usually ‘information’ words, i.e nouns, adjectives, verbs Unstressed words are usually shorter words such as pronouns, articles, prepositions, and auxiliary verbs Focus on the exercises for I B on p 125 Sts the exercises individually or in pairs Check answers, getting Sts to read the full sentences a I’m not British They aren’t Brazilian It isn’t in South America You aren’t French • This mixture of stressed and unstressed words is what gives English its rhythm b Am I in room 10? Yes, you are Focus on the S e n ten ce stress box and tell Sts that the words in big print and bold are important words and are stressed Highlight thatfro m is an important word in the question and is stressed (as are all prepositions at the end o f questions), but in the answer China is the only important word andfro m is unstressed here Is it Italian? No, it isn’t Are they students? No, they aren’t Is he from the USA? Yes, he is Are you sure? No, I'm not с ’s Are 'm Are 'm Is isn’t 's Are ’m Tell Sts to go back to the main lesson I B a E x tr a support • If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point e sentence stress • With short answers, explain to Sts that although native speakers often use Yes, I am instead o f just Yes, both ways o f answering are perfectly correct Flowever, answering just Yes or N o can sound abrupt =а Focus on the instructions, and tell Sts to write similar questions to those they heard in e, beginning with Is ? or A re ? Give them some more examples, and then set a time limit for Sts, in pairs, to write three questions fy24)j) Focus on the instructions and the example Tell Sts they will hear ten questions and each time they must respond with a short answer % 25)j) Focus on the instructions Play the audio for Sts just to listen Then play it again, pausing after each sentence for Sts to repeat and try to copy the rhythm ^#25») See dialogues in Student’s Book on p.7 b Get Sts, in pairs, to practise the dialogues in G ram m ar Encourage them to stress the more important words more strongly and say the other words more quickly and lightly ■ 19 IB с Put Sts in pairs, A and B , and tell them to go to C o m m u n icatio n W h e r e a r e th ey fro m ? , A on p 100, В on p 106 E x tra idea • A numbers game which Sts always enjoy is Buzz You may want to play it now or at any other moment when you want to revise numbers - Get Sts to sit or stand in a circle and count out loud When they come to a number which contains (e.g 13) or a multiple o f (e.g , , 9, etc.) they have to say ‘Buzz’ instead of the number Go through the instructions with them carefully, and focus on the two example questions (W here’s X from ? and W here in X?) Tell Sts they have to ask these questions for each o f their three people and write the answers in the chart - I f a student makes a mistake, either saying the number instead o f ‘Buzz’, or simply saying the wrong number, he /she is ‘out’, and the next player begins again from Sit A and В face-to-face A asks his /her first question about person to В and writes the information in the chart В now asks A about person 4, and they then take turns to ask and answer - Carry on until there is only one student left, who is the winner, or until the group have got to 30 without making a mistake W hen they have finished, get them to compare charts and then get feedback from some pairs - You can also play Buzz with as the ‘wild’ number and go up to 50 Tell Sts to go back to the main lesson I B d Focus on the question and model and drill the question Get Sts to ask you the question с Check answers ! The answer to Where are y ou from ? is usually I ’m fro m (town) when you’re in your own country, and I ’m fro m (country) or I ’m (nationality) followed by the town when you’re abroad Get Sts to stand up and to ask five other Sts the question In a monolingual class where Sts are all from the same town, encourage Sts to say their nationality and then the area o f the town or the village that they’re from, to make this more communicative # ))) 25 a When they have swapped roles, they can compare pieces of paper to check for mistakes a Check answers by writing the numbers on the board 59 60 67 70 72 80 88 90 94 100 f y 26))) Now b Play the audio, pausing after each number for Sts to repeat Play again if necessary fi*26>)) twenty-one thirty thirty-five forty forty-three fifty fifty-nine sixty sixty-seven seventy seventy-two eighty eighty-eight ninety ninety-four a hundred Focus on the P ro n u n cia tio n box and go through it with Sts Point out that ,4 , etc are stressed on the first syllable and 13,14, etc are stressed on the second syllable Tell Sts to go back to the main lesson 1B ^ ))) Play the audio and get Sts to repeat the numbers Ask W hat’s the difference between a and b? Remind Sts that 13,14, etc are stressed on the second syllable and ,4 , etc are stressed on the first syllable This means that the pairs o f numbers can be easily confused and this can be a problem, even for native speakers, particularly for example in a noisy environment like a pub or cafe Focus on part N um bers - 0 and get Sts to exercise a individually or in pairs 43 50 99 Put Sts in pairs and get them to dictate their numbers to their partner, who writes them down b Tell Sts to go to V ocab u lary B a n k D ay s a n d num bers onp.148 35 40 50 66 78 81 LISTENING numbers 21-100 Focus on the signs and elicit that they are all English towns Then elicit the numbers from Sts 21 30 33 49 d Sts choose ten numbers, which they write on a piece of paper Finally, ask a few Sts where they are from VOCABULARY ^ ))) Play the audio and get Sts to write the numbers ф28>)) 13,30 b 14,40 15,50 16,60 17,70 18,80 19,90 ^ >)) Focus on the instructions This time Sts will hear seven dialogues In each dialogue they will hear just one number from each pair Play the audio twice and Sts circle a or b Check answers la b 3a 4b 5a 6b 7b IB =3 ’» (script in Student’s Book on p.116) The train waiting at platform 13 is the Eurostar to Paris A Excuse me! How far is it to Dublin? В It’s about 40 kilometres A Thanks a lot 15 love Will all passengers on flight BA234 to New York please go to gate 60 immediately A How much is that? В A pizza and two Cokes That's 17 Euros A What’s your address? В It’s 80 Park Road A Sorry? What number? В 80, oh A OK Can you be quiet, please? Open your books on page 90 В What page? С Page 90 = = щ Chorus All over the world London, Hamburg, Paris, Rome; Rio, Hong Kong, Tokyo; L.A., New York, Amsterdam; Monte Carlo, Shard End and Chorus Everybody all around the world Gotta tell you what I just heard; Everybody walkin' down the street I know a place where we all can meet Everybody gonna have a good time; everybody will shine till the daylight Chorus All over the world, Everybody got the word (x3) E x tr a support •If there’s time, you could get Sts to listen again with the script on p 116, so they can see exactly what they understood /didn’t understand Translate /explain any new words or phrases Draw this bingo card on the board for Sts to copy =3 In pairs, Sts complete their bingo card with six numbers from a They must only choose one from each pair, e.g either 13 or 30, but not both Call out random numbers choosing from the pairs of numbers in a Keep a note o f the numbers you call out I f Sts have one o f the numbers you call out on their card, they should cross it off Keep calling until one pair has crossed off all the numbers, at which point they should call out ‘Bingo!’ Check the winning pair’s card If it’s correct, they have won If it isn’t, continue the game Once there is a winner, you can play Bingo again if there is time =э фзо>)) SONG All Over the World J? This song was originally made famous by the English rock group Electric Light Orchestra (ELO) in 1980 For copyright reasons this is a cover version If you want to this song in class, use the photocopiable activity on p 269 fy30») All Over the World Everybody all around the world; Gotta tell you what I just heard: There’s gonna be a party all over the world got a message on the radio But where it came from I don’t really know, And I heard these voices calling all over the world Chorus All over the world, Everybody got the word; Everybody everywhere is gonna feel it tonight Everybody walkin’ down the street, Everybody movin’ to the beat, They’re gonna get hot down in the U.S.A (New York, Detroit, L.A.) We’re gonna take a trip across the sea, Everybody come along with me; We’re gonna hit the night down in gay Paree 21 ... Introduction • What Elementary students need? • Study Link • Course components Student’s Book Files 1-12 Back o f the Student’s Book • For students iTutor Workbook Online workbook iChecker Online... students to watch and enjoy Щ Student’s Book Files 1-12 The Student’s Book has twelve Files Each File is organized like this: A, B, and С lessons Each file contains three two-page lessons which... and Sound Bank at the back o f the book Practical English Every two Files (starting from File 1), there is a two-page lesson which teaches functional ‘survival English? ?? (for example langauge for