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New English File Pre-Intermediate - Teacher's Book. along the stinky stream, past the giant billboard for Dr Humayun's Hair Transplant . O Malalai of Maiwand,.. crammed t New English File: Pre-intermediate. What do Pre-intermediate students need? Pre-intermediate students are at a crucial stage in their learning. The novelty of being a beginner may have worn off, .

New English File Pre Intermediate Teachers Book

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Each File is For teachers Teacher's Book Detailed lesson plans for .. gir English File third edition Pre-intermediate provides contexts for new. With this book, you have a complete support package for the pre-intermediate classroom. For every lesson, you get full teaching notes, photocopiable material. 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.

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, buy, 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. The man is sitting on a chair, and a white cat is sitting on his knee. They are looking at the painter. Typical mistake: The man in the picture wears a hat. We live withfriends at the moment because builders work on our house. Focus on the exercises for 1C on p. Why are you wearing a coat?

You're standing on my foot! On the left there's a man. He's wearing a suit, and he's carrying a case. In front of him there's a woman. She's walking, etc. Focus on the title, and ask them who they think Percy is the cat. Play the audio once the whole waythrough.

Ask Sts to tell you anything they can remember about the painting. Ozzie Clark and Celia were fashion designers and they had a very successful clothes shop in London. In the s they dressed a lot of the famous pop stars of the time including The Rolling Stones and Eric Clapton. Hockney painted Ozzie and Cecilia a few months after they got married in their flat at Netting Hill in London. He painted them in their bedroom, because he liked the light there, and on the wall on the left of the window you can see one of his own paintings.

Mr and Mrs Clark and Percy is a very big painting, approximately three metres wide and two metres high. The couple are wearing typical ciothes of the late s. Celia is wearing a long dress, and in fact she was expecting a baby at that time. Her husband isn't wearing any shoes, and he is putting his feet into the carpet. This was because Hockney had a lot of problems painting his feet.

Traditionally when a painter paints a married couple, the woman is sitting down and the man is standing up. In this painting the man is sitting and woman Is standing. Usually in a painting the married couple are close together, but in this painting they are separated by a big open window, which symbolizes the distance between them. The white cat, sitting on Mr Clark, is a symbol of infidelity. It seems that Hockney didn't think that their marriage was going to be very happy and in fact the couple got divorced four years Eater Celia often posed as a model for Hockney, but she says that this painting, his most famous picture of her, is not her favourite.

He was murdered by his lover in his Kensington flat. Play the audio once the whole way through for Sts to mark the sentences T true or F false. Then play it again, pausing if necessary, for Sts to make notes. Get Sts to compare with a partner, and then check answers, making sure where relevant Sts say why an answer is true or false. Finally, tell Sts that in this painting was voted one of the top ten greatest paintings in Britain, the only one in the top ten by a living artist.

Focus on the prepositions and phrases in the list and give Sts afew minutes to complete the gaps. Get Sts to compare with a partner. It's on a shelfbehind the table, etc. See prepositions in bold in script 1. Now put Sts in pairs. Get them to cover the sentences in a and to describe the painting, saying where the things andpeople are. Put Sts in pairs, A and B, and get them to sit face-to-face if possible. Then tell them to go to Communication Describe and draw, A onp.

JOO, B on p. Go through the instructions with them carefully and make sure Sts are clear what they have to do. Give Sts a few minutes to look at their paintings and think about how they are going to describe them. Remind them to use the present continuous to say what the people are doing.

You could first answer the questions yourself to give Sts more listening practice and to model how they might answer. Get feedback from a few groups. Function describing problems; asking for hetp Language There's a problem with It isn't working, I'm sorry to bother you, etc.

There is a storyline based on two characters, Jenny Zielinski, an American journalist who works in the NY office ofa magazine called NewYork24seven and Rob Walker, a British journalist who works in London for the same magazine, but who is now in New York for a month.

If your Sts did English File Elementary, theywill already be familiar with the characters. If the speaker is Jenny, they will be listening to an American accent, but they do not need to copy the accent when they repeat her phrases. The main focus ofthis lesson is on describing problems and asking for help. Sts can find all the video content and activities on the iTutor.

Leave it on the board, so when Sts do exercise c, they can see if Jenny mentions any of the points on the board. Get Sts to describe, them, using language that they learned in IB , e. Jenny is blonde. She has long straight hair, etc. Make sure Sts understand the meaning of mention. Give Sts a few minutes to think about which order to put them in.

Now play the audio once the whole way through for Sts just to listen. Then play it again and get Sts to number them 1—6 in the order in which Jenny mentions rhem. I live and work in New York.

I'm the assistant editor of a magazine called New York24seven. A few months ago, Ivisited our office in London to learn more about the company. I met the manager, Daniel O'Connor.

I had lots of meetings with him, Df course. And a working dinner on my birthday But Ispent more time with Rob Walker. He's one of the writers on the London magazine. We had coffees together. We went sightseeing. Ieven helped Rob buy a shirt! He was fun to be with. Iliked him a lot. I think he liked me too. We invited him to work for the New York magazine for a month So now Rob's coming to New York. I know he's really excited about it. It's going to be great to see him again. Play the audio again, so Sts can listen a second time and answer the questions.

English File third edition: Pre-intermediate: Teacher's Book with Test and Assessment CD-ROM

Make sure Sts understand the meaning ofpunctual. He was fun. In his hotel room What is he doing? Making aphone call. Now either tell Sts to close their books and write the questions on the board, or get Sts to focus on the two questions and coverthe dialogue. PEI Play the audio once the whole way through and then check answers. Rob calls reception because he has some problems in his room. R Hello, This is room 6X3. I'll send somebody up to look at it right now.

R Thank you.

R Hello. I'm sorry to bother you again. This is room R Ihave a problem with the Wi-fi. Ask Sts Who says the You Hear sentences?

American Then ask Who says the You Say sentences? These phrases will be useful for Sts if they have a problem in a hotel. Give Sts a minute to read through the dialogue and think what the missing words might be.

Then play the audio again, and get Sts to complete the gaps. Plav again if necessary. See words in bold in script 1. They should repeat the You Say phrases when they hear the beep, Encourage them to copy the rhythm and intonation. Play the audio, pausing if necessary for Sts to repeat the phrases. Put Sts in pairs, A and B. A is the receptionist. Get Sts to read the dialogue aloud, and then swap roles.

Tell Sts to read their instructions, and help them to understand exactly what they have to do. He I she reads the You Hear part with the new information. Fie j she should quickly read the You Say phrases again before starting. Sts now roleplay the dialogue. A starts. Monitor and help. Then elicit some problems they might have with these things in the room, e.

Focus on the instructions and on sentences 1—7. Go through them with Sts and make sure they understand them. Now plav the audio once the whole way through, and get Sts to mark the sentences T true or F false. Make it clear that they don't need to correct the false sentencesyet. R Yeah, it's great to be here. R It's fine. My room is really J Do you have a good view from your room?

R I can see lots of other buildings. J Tomorrow I'm going to show you around the office and introduce you to the team. You remember, Barbara, my boss? J And then you can start thinking about your blog and the column. Have you got any ideas yet, Rob? R What? Sorry, Jenny. J You must be really tired.

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R Yes, Iam a bit. What time is it now? J It's nine o'clock. R Nine o'clock? That's two o'clock in the morning for me.

You need to go to bed. J is that OK? Thanks, Jenny. J Don't be late. In pairs, get Sts to think about what the missing words could be. Rob It's great to be here. Jenny Do you have a good view? Jenny Barbara's looking forward to meeting you. Jenny You must be really tired. Rob By the way Jenny It's great to see you too.

If not, get Sts to have alook at the phrases againin context in the script on p. Finally, focus on the Can you?

If they feel that they need more practice, tell them to watch the episode again and practise the language on their iTutor. G past simple: Sts begin by learning new holiday vocabulary, which is recycled through a short questionnaire. They then do a split reading, and tell each other about the holiday in their article. This is followed by a listening which gives the other side ofthe two stories. Sts then thoroughly revise the past simple ofboth regidar and irregular verbs.

Elicit questions in the past simple, e. Where didyou go? Focus on the instructions and the examples. Highlight that the verbs are in the -iug form because they are things you like doing. Give Sts a minute to write five things, then get them to compare their list with a partner.

New English File. Pre-Intermediate. Teacher's Book

Elicit some of the verb phrases Sts have used and write them on the board, e. Focus on 1 Phrases with go and get Sts to do a individually or in pairs. Some ofthese phrases should already be familiar to them. Playthe audio for Sts to check answers. Play it again, pausing after each phrase for Sts to repeat.

Give further practice ofwords and phrases your Sts find difficult to pronounce. They can test themselves or their partner. Focus on 2 Other holiday activities and get Sts to do a individually or in pairs.

Give further practice ofany phrases your Sts find difficult to pronounce.

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Now focus on c. Get Sts to test themselves by covering the verbs and remembering the phrases. Focus on 3 Adjectives. Elicit the meaning of the What was the Then give Sts a minute to match the questions and answers.

Give further practice ofanywords or phrases your Sts find difficult to pronounce. It was warm. It was sunny. It was very windy. It was foggy. It was cloudy. It was luxurious. It was basic. It was dirty. It was uncomfortable.

It was beautiful. It was lovely. It was noisy. It was crowded 4 What were the people like? They were friendly. They were helpful.

They were unfriendly. They were unhelpful, 28 It was delicious. For items not readily available, we'll provide ongoing estimated ship and delivery time frames. Once your order has been dispatched from our Sydney warehouse you will receive an Order Shipped status email.

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Please be aware that the delivery time frame may vary according to the area of delivery - the approximate delivery time is usually between business days.Get feedback from a few groups. Play the audio, pausing after each number to give Sts time to write it down. Write random numbers between 20 and 1, on the board for Sts to say. SlideShare Explore Search You. Tell them what you think too. Show More.

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