Each File is For teachers Teacher's Book Detailed lesson plans for all the .. gir English File third edition Pre-intermediate provides contexts for. The English File Third Edition Teacher's Book offers a comprehensive walk- through guide to every lesson, in every unit of the English File Third Edition Student's. MB·36, Downloads. New ENGLISH FILE Pre-intermediate Teacher's Book ib7//iF English File Pre-intermediate, third edition CEFR Mapping - Oxford.
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English File third edition Pre-intermediate Teacher's Book - ISBN: English File third edition Pre-intermediate Test and Assessment CD- ROM. English grammar worksheets for everyone. These worksheets are a favorite with students young and not. Larisa School of Language created over New English File Pre-Intermediate - Teacher's Book.
Radio programme - PosrtiVe thinking A pessimist plays a pessimist word stress: Grammar Vocabulary A How to Language tests! Radio programme - What's the problem? Too macho to talk? Henry Why are the British so bad at teaming languages? Would you know what to do? Take this pill. Memories of school diphthongs Are you indecisive? Is too much choice making us unhappy? Dolphins save swimmers from a shark attack - j sports Sport - you love it or you hate it Bad losers?
News round the world double consonants An anecdote Rosemary and Iris Here's a secret: Introduction www. Don't forget: Pronunciation app, and the Student's website provide multimedia review, support, and practice for students outside the classroom.
We very much hope you enjoy using English File. What do Pre-intermediate students need? Pre-intermediate students are at a crucial stage in their learning. Students at this level need material that maintains their enthusiasm and confidence. They need to know how much they are learning and what they can now achieve. At the same time they need the encouragement to push themselves to use the new language that they are learning.
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. The Grammar Banks give students a single, easy-to-access grammar reference section, with clear rules, example sentences with audio, and common errors. There are at least two practice exercises for each grammar point. Many lessons are linked to the Vocabulary Banks which help present and practise the vocabulary in class, give an audio model ofeach word, and provide a clear reference so students can revise and test themselves in their own time.
Every lesson in English File Pre-intermediate has a speaking activity which activates grammar, vocabulary, and pronunciation. The tasks are designed to help students to feel a sense of progress and to show that the number of sitnations in which theycan communicate effectively is growing. They also need a variety oflistening tasks which practise listening for gist and for specific details.
We have chosen material we hope students will want to listen to. The growth of the Internet and email means that people worldwide are writing in English more than ever before both for business and personal communication. There are guided writing tasks in each File. To make these everyday situations come alive there is astory line involving two main characters, Jenny from New York and Rob from London. The story line carries on from where it left offin English File Elementary, but it is self-standing, so can be used equally with students who didnot use this level.
Time to go. Using the video will provide achange of focus and give the lessons a clear visual context. The video will make the lessons more enjoyable and will also help students to roleplay the situations. Students can watch and listen to the Practical English video on their iTutor. Many students need to readin English for their work or studies, and reading is also important in helping to build vocabulary and to consolidate grammar.
The key to encouraging students to read is to give them motivating blit accessible material and tasks they can do. In English File Pre-intermediate reading texts havebeen adapted from avariety ofreal sources the press, magazines, news websites and have been chosen for their intrinsic interest.
Students will usually only assimilate and remember new language ifthey have the chance to see it and use it several times. Grammar, Vocabulary, and Pronunciation are recycled throughout the course. The left-handpage revises the grammar, vocabulary, and pronunciation ofeach File. The right-hand pageprovides a series ofskills-based challenges, including video interviews, and helps students to measure their progress in terms of competence.
These pages are designed to be used flexiblyaccording to the needs ofyour students- There is also a separate short film on video for students to watch and enjoy. Each File is organized like this: A, B, and C lessons Each file contains three two-page lessons which present andpractise Grammar, Vocabulary, and Pronunciation with abalance ofreading and listening activities, and lots ofopportunities for speaking.
The lessons haveastory line andlinkwith the EnglishFile Pre-intermediate Video. All lesson plans include keys and complete audio scripts. Lesson plan This first lesson.
The first exercise provides the context for revising an important grammar point: The vocabulary focus is on common verb phrases. Sts use these to complete the questions, which they then ask each other.
They then focus on the word order and practise it in the Grammar Bank. The alphabetis revised, and the listening activity gives you the chance to quickly revise spelling and numbers. Sts then bring a!! You could use one of the songs from the book, e. Divide the class into two groups, A andB.
Ask both groups to make a circle, A inside B. When you play the music, tell them to walk round in their circle, one clockwise and the other anticlockwise. Each time you stop the music, tell them to introduce themselves to the person standing opposite them. Nice to meetyou, and to try to remember other Sts' names. Books open. Focus on the pictures and the questions.
Elicit the verbs for the first three questions under 1 Home and Family are, were, live. Put Sts in pairs and tell them to complete the other questions with the correctverbs. Point out that in the Job j Studies section there are two possible conversations depending on whether the person has a job oris a student.
If so, point out that if in section 2 somebody answers the question What doyou do? Check answers, making sure that Sts understand the whole question, not just the missing verb. Tell Sts to listen to the rhythm in the seven questions in Free Time. Play the audio once for Sts just to listen. Do you play a musical instrument? What TV programmes do you watch? Do you do any sport or exercise? What kind of books or magazines do you read?
How often do you go to the cinema? What did you do last weekend? Now play it again, stopping after each question for Sts to repeat. Then repeat the activity eliciting responses from individual Sts. Focus on the instructions and the example. Demonstrate the activity by getting Sts to ask you questions first. Use full answers, giving extra information. A Doyou have any brothers and sisters? B I have one brother, A How old is he? Put Sts in pairs.
Give them at least five minutes to ask and answer all the questions. Monitor their conversations, to give you an idea oftheir oral level. Get feedback from severalpairs to see what they have in common.
At this pointyon could teach them the word both and its position before all verbs except be and modals verbs like can , e. We both live in the city centre.
We can both speak German. Do the first one together. Give Sts a minute to do the other three and check answers. Explain that all the grammar rules and exercises are in this part of the book. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Typical mistakes: Ytnrkvewithyour parents? Where they arefrom? If a verb is followed by a question e. What did you talk about?
Focus on the exercises for IA on p. Sts do the exercises individually or in pairs. Check answers, getting Sts to read the full sentences. Tell Sts to go back to the main lesson 1A. Focus on the instructions, the example, and the questions. Demonstrate the activity by asking the first question Doyou drink a lot of tea or coffee? Then ask the follow-up question How many cupsdoyou drink? Give Sts a few minutes to work out how to form the questions and how to answer them. Check the questions with the class before asking Sts to stand up and mingle.
Ask Sts to stand up and move around the class asking each other the questions. Get some feedback from the class. Point out that it is very useful to be able to recognize and write down letters correctly when people spell words to you. Explain that the pictures will give Sts a clear example ofthe target sound and that they will help them remember the pronunciation ofthe phonetic symbol.
This is very important if they want to check the pronunciation ofa word in the dictionary. Give Sts a few minutes, in pairs, to write the words. Play the audio for Sts to listen and check answers. Model and drill the example words for the vowels and elicit f explain their meaning. Tell Sts, in pairs, to write the letters in the right circle according to their sound.
Then play it again for them to listen and repeat. Highlight the differencebetween pairs and groups of letters which are often confused, e. Elicit from the class how to say the questions, and the meaning of toget in touch withsomebody.
Get Sts to ask you the questions. Then in pairs, Sts ask and answer the questions. Get some feedback from various pairs. Tell Sts they are going to listen to sixpeople spelling their names and they must write them down.
Play the audio for Sts to listen andwrite the names. Play again if necessary. Check answers by getting Sts to spell the names and write them on the board. How do you spell it? Go through the instructions with them, and focus on the example questions in the speech bubbles.
Tell Sts to ask these questions for each oftheir six people using first name or surname depending on what the gap is and write the answers in the spaces. Now go through the Asking for repetition box.
Sit A and B face-to-face. A asks his j her questions to B and writes the first name or surname. When they have finished, get them to compare books to check their answers.
Some Sts might be more familiar with the teimfamily name. Check answers by eliciting the numbers from different Sts. Remind them also: Write random numbers between 20 and 1, on the board for Sts to say. You could warn them that one ofthem is a phone number. Play the audio, pausing after each number to give Sts time to write it down. Get Sts to compare with a partner, and then check answers. B I'm not sure.
Let's google it. It says here miles. I'm at the station. Do you have Nicola's mobile number? A Yes. Just a moment. A It'S B B ? A That's right.
B 1live in a village near Dublin. A How big is it? B It's quite small. The population is only about 2, people. B Two Cokes? A Yes, and a mineral water. How much is that? A Sorry? Focus on the instructions and the form. Put Sts in pairs and get them to interview each other. If Sts do not want to give their real address and phone number, tell them to invent one.
Remind Sts that when we say phone numbers in English we say the individual digits, and that 0 can be oh or zero. You might also want to check that Sts know how to say an email address, e. When they have finished, get Sts to show each other their forms to check the information. Get some feedback. G present simple V describing people: A family member and a friend both try to choose a suitable partner for Charlotte, a single woman, The lesson begins with vocabulary.
Basic language for physical description is revised and in the Vocabulary Bank new language is presented, and adjectives of personality are introduced.
Sts then read the article about Charlotte, and focus on the grammar of the present simple. They then listen to Charlotte describing her two dates. This is followed by a pronunciation focus on the 3rd person -s ending, and the lesson ends with Sts describing amember of their family in detail, and writing a short description.
Give them a minute to add more words to each category. Get feedback and write the words on the board. Focus on the instructions and the three pictures.
Tell Sts they are going to listen to Luke, who is describing his girlfriend. Play the audio for Sts to listen and choose the best picture. Check answers, eliciting the words and phrases which helped Sts to identify the girl, e. What does she look like? L She's quite tall and she has short dark hair. And she has brown eyes and a beautiful smile. L She's really nice - very friendly and extrovert.
She's got lots of friends. The two questions are: What does she look ike? What's she like? What is she likeFbox with the class. Focus on 1 Appearance and get Sts to do a individually or in pairs. Play the audio for Sts to check answers.
Make sure Sts understand the individual words in the descriptions, and give further practice of any words your Sts find difficult to pronounce, e.
Now go through the information box with the class about thin or slim? You might also want to elicit from Sts different typical colours for hair, i. Focus on 2 Personality and get Sts to do a individually or in pairs.
Check the answers to a before moving on to b. Play again pausing for Sts to repeat the words. Give further practice of anywords your Sts find difficult to pronounce. Focus on the nice,funny orfun?
Finally, for d, put Sts in pairs and get them to ask and answer questions about amember oftheir family and a good friend. Tell Sts to go back to the main lesson IB. Tell themwhat you think too. Ask Sts What does Charlotte look like? Give Sts a minute to read the introduction and first paragraph and answer questions in pairs.
Check answers. Then Charlotte goes on a date with each man. Remind Srs of the importance of guessing words from context when they are reading. Tell Sts to readwhat she says, and as they read try to guess the meaning of the highlighted words and phrases- Set a time limit. Then get Sts to compare their guesses with a partner. Alternatively, Sts could check in their dictionaries.
Deal with any other new vocabulary. Get them to cover the text and answer the four questions. Check answers, eliciting as much information as possible. She likes men who are taller than her and have a nice smile. She likes men who are into literature, art, and classical music. Katie might choose a man who is physically right for her, but Charlotte's mother has known her for longer. Give Sts a few minutes to complete the gaps. Sometimes I get up late on Saturday.
IB Focus on the exercises for IB onp. Put them in pairs. Check answers and then let Sts look back at the text. Elicit some adjectives to describe them. Put Sts in pairs, A and B, and get them to sit face-to- face if possible. Tell them to go to Communication Alexander and Oliver, A onp.
Go through the instructions carefully with them and make sure they know what they have to do.
Tell them what you think too. Focus on the two questions. You could write the two questions on the board and get Sts to close their books. Play the audio once the whole way through. Get Sts to compare with a partner and play the audio again if necessary. Yes, as a friend, to go to a concert or the theatre. Iyl4 script in Student's Book on p. In fact he was 32, but I thought he was older. But when we started talking I really liked him. He was extrovert and funny and he had a very good sense of humour.
He works for a TV company and he told me a lot of good stories about his work. He was also interested in the same things as me - art and music and we talked a lot about that. He was tall and dark and quite good-looking and he had a nic: Icould imagine going to a concert or theatre with him, but as a friend. Sorry Mum, but no. Focus on the two questions in a. She thought he was attractive more than Alexander , friendly, and generous. No, because he smokes. He was quite tall with short, blond hair and he had lovely blue eyes, a bit like the actor Jude Law.
He was a bit shy and quiet at first, but when we started chatting he relaxed and we found we had a lot of things in common - we both like books, and the cinema, He was generous too - he wanted to pay for everything. I really enjoyed the evening. When it was time to go he asked for my phone number and said he wanted to meet again.
IB We walked out of the restaurant and went to look for a taxi. And then something happened, and Iknew that it was impossible for me to go out with him.
He said 'At last! I could never have a boyfriend who was a smoker. Get Sts to compare with apartner, and then check answers. Translate j explain any new words or phrases. TeJl them whatyou think too. You may like to tell Sts that the text and listening were based on a real magazine experiment. Unvoiced consonant sounds are made in the mouth without vibration in the vocal chords, e.
For voiced sounds they should feel a vibration in their throat, but not for unvoiced sounds.
Focus on the sound pictures. Elicit and drill the words and sounds: Elicit the third person pronunciation of the first verb in the list chooses and ask Sts which group it belongs to group 3. Write it on the board under the correct heading. Get Sts to continue with the other verbs. Then tell them to do the same thing with the plural form of the nouns. Play the audio once the whole way through for Sts to listen and check their answers. Isl h i hz! Now playthe audio, pausing after eachword and sound for Sts to repeat.
Monitor and help with vocabulary. Remind Sts of the meaning ofcom patible and tell them to think of people who are possibilities for each other, e. A describes his j her person and B listens and asks for more information. Are the two people compatible? In this section Sts will find model texts, with exercises, and language notes, and then a writing task. We suggest that you go through the model and do the exercise s in class, but set the actual writing the last activity for homework.
Tell Sts to go to W riting Describing a person onp. Check answers, 1 He's from Barcelona. Now focus on the chart in c and get Sts to write their own emails on a piece of paper. In d Sts check their work for mistakes before giving it in. Tell Sts to go back to the main lesson IB, 7 i. Sugababes in For copyright reasons this is a cover version. Ifyou want ro do this song in class, use the pbotocopiable activity on p. G present continuous V clothes: P hi and IsiJ I Q Mr and Mrs Clark and Percy Lesson plan In this lesson Sts learn vocabulary for clothes and revise prepositions ofplace and the present continuous in the context of a famous painting by David Hockney, which has an interesting story behind it.
Focussing on the painting then leads them to the Grammar Bank, where they look at using the present continuous for things that are happening now, around now, and for describing what is happening in a picture. The present continuous is also contrasted with the present simple for habitual or permanent actions. Sts then have a listening activity where they hear about the story behind the painting.
They then revise prepositions ofplace, and all the language of the lesson is pulled together in a final speaking activity, where Sts describe paintings to each other. Explain that there is no singular form, and that if they want to talk about an item of clothing, they should refer to it by name, e.
Now draw a line before Cl o t h e s on the board, e. They should be able to produce wear, download, try on, and possibly put on and take off. Focus on the pictures ofthe models and ask Sts to match the items of clothing and the words. Focus on the four sections clothes, footwear, accessories, and jewellery and make sure Sts know what they mean and how to pronounce them.
Now get Sts to do a individually or in pairs. Play it again, pausing after each word for Sts to repeat. Give further practice ofwords your Sts find difficult to pronounce. NOT atrousers.
If Sts want to use an indefinite article, they should use some, e. Focus on c. Give Sts a minute to cover the words and te st th em selv es o r each o th er. Finally, go through the wear, carry, or dress? Tell Sts to go back to the main lesson 1C. It is a short sound, and always occurs in an unstressed syllable, e. Finally, repeat the activity eliciting responses from individual Sts.
Give them a few minutes to underline the stress in the words in the list and then to decide if the highlighted sounds belong to 1 or 2 in a. Give Sts a few minutes to answer the questions in pairs, either orally or in writing.
Get feedback, accepting all reasonable suggestions. The man has long dark hair and is slim. The man is wearing a shirt, a blue jumper, and trousers. He isn't wearing shoes. Popular Features. New Releases. English File third edition: Other books in this series. Student's Book with iTutor Clive Oxenden. Add to basket. Workbook with key and iChecker Clive Oxenden. Workbook with key Jane Hudson. Workbook with Key Clive Oxenden.
Workbook with iChecker with key Clive Oxenden. Intermediate Plus: Workbook with iChecker without key Clive Oxenden. Workbook with iChecker without key Christina Latham-Koenig. Workbook without key Clive Oxenden. He has spent the last fifteen years teaching at the British Council, Valencia.
She got a distinction in the RSA Diploma in , and then became a local supervisor for this course in Spain. She has worked as a teacher trainer for both native and non-native teachers of English. She now lives in Valencia, and she started collaborating as co-author of the English File series in Paul Seligson has been teaching EFL since