Each File is For teachers Teacher's Book Detailed lesson plans for all the a I an (indefinite article) • Articles English file elementary 3rd edition. 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. Download for free OXFORD Third Edition English File all levels Student's book Workbook Key Teachers book audio class CD Test Booklet MultiRom. Скачать.
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New English File: Elementary: Teacher's Book with Test and. 21 Pages··97 English File Elementary, third edition CEFR Mapping. 46 Pages·· English File Third Edition Elementary Workbook answer key 2 child 4 people a /ɪ/ six, in /iː/ meet, three /æ/ man, thanks c Where's your teacher from? 7 email 8 internet 9 computer 10 hotel 2 INSTRUCTIONS IN YOUR BOOK c 1 thanks 2. download English File third edition: Elementary: Teacher's Book with Test and Assessment CD-ROM 3 by Clive Oxenden, Christina Latham-Koenig (ISBN.
English File third edition is true to the English File formula: clearly presented language input in every File; interesting texts and topics that motivate students; activities and exercises that practise language in a context that is relevant to a busy adult's everyday life. With new, easy-to-manage structure, fresh, contemporary topics, more listening and a brand new video filmed on location London, New York English File third edition supports teaching and learning better than ever.
To give teachers and students a 21st century learning experience English File third edition comes with brand new digital components: iTools for teachers: a digital teaching tool that brings the classroom to life with interactive course materials — on interactive whiteboard, projectors or screen. All your digital teaching needs on one disc: complete Student's Book with audio, video answer keys and interactive activities; complete Workbook with audio and answer keys; Teacher's Book photocopiables with answer keys; Grammar PowerPoints, Vocabulary flashcards, interactive Sounds Chart; plus highlight, zoom, spotlight and other built-in tools to make teaching even easier.
With all Student's Book audio, video, grammar and vocabulary exercises in one place, catch-up, revision and home-study have never been easier. Also includes mobile content, downloadable to compatible phones to provide access to practice materials on the go. Please see iTutor tab for further details, features and benefits. Includes all Workbook audio, self-assessment tests, instant answers and Study Link references to the relevant Grammar Bank pages of the Student's Book.
English File Pronunciation App for smartphones gives students access to pronunciation practice anytime, anywhere. Using the much-loved English File Sounds pictures for teaching pronunciation in an easy-to-remember way, this app comes packed with interactive features such as 'touch and listen' 'record and compare' and the pronunciation game. No, I'm not. Tell Sts they will hear ten questions and each time they must respond with a short answer. Give them some more examples, and then set a time limit for Sts, in pairs, to write three questions.
Monitor and check what they are writing. Get feedback from a few pairs. They also need to be aware that within a sentence, some words are stressed more strongly than others. Unstressed words are usually shorter words such as pronouns, articles, prepositions, and auxiliary verbs. Focus on the Sentence stress box and tell Sts that the words in big print and bold are important words and are stressed. Highlight thatfrom is an important word in the question and is stressed as are all prepositions at the end of questions , but in the answer China is the only important word andfrom is unstressed here.
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. Encourage them to stress the more important words more strongly and say the other words more quickly and lightly. Tell Sts they have to ask these questions for each of their three people and write the answers in the chart. When they have finished, get them to compare charts and then get feedback from some pairs.
Get Sts to ask you the question. The answer to Where areyoufrom? Get Sts to stand up and to ask five other Sts the question. Finally, ask a few Sts where they are from. Then elicit the numbers from Sts.
Focus on part 3 Numbers 2 1 -1 0 0 and get Sts to do exercise a individually or in pairs. Check answers by writing the numbers on the board. You may want to play it now or at any other moment when you want to revise numbers. When they come to a number which contains 3 e. Put Sts in pairs and get them to dictate their numbers to their partner, who writes them down. When they have swapped roles, they can compare pieces of paper to check for mistakes. Remind Sts that 13,14, etc. This means that the pairs of 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.
Play the audio, pausing after each number for Sts to repeat. Point out that 30,40, etc. Tell Sts to go back to the main lesson 1B. 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. A Excuse me! How far is it to Dublin? A Thanks a lot.
Will all passengers on flight BA to New York please go to gate 60 immediately. A How much is that? That's 17 Euros. What number? Can you be quiet, please? Open your books on page Draw this bingo card on the board for Sts to copy. In pairs, Sts complete their bingo card with six numbers from a. They must only choose one from each pair, e.
Call out random numbers choosing from the pairs of numbers in a. Keep a note of the numbers you call out. If Sts have one of the numbers you call out on their card, they should cross it off. Once there is a winner, you can play Bingo again if there is time. For copyright reasons this is a cover version. If you want to do this song in class, use the photocopiable activity on p. Chorus All over the world, Everybody got the word; Everybody everywhere is gonna feel it tonight. New York, Detroit, L.
Chorus Everybody all around the world Gotta tell you what Ijust heard; Everybody walkin' down the street Iknow 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 IB 21 G possessive adjectives: Sts then learn the pronunciation of the alphabet and practise it with common abbreviations.
After this Sts listen to an interview with a student in a London language school and learn how to give personal information, and practise spelling. This leads into the grammar focus of possessive adjectives. Write the words on the board, and model and drill pronunciation. Focus on the illustration and get Sts to match the words and pictures.
Then play it again to drill the pronunciation of the words. The teacher says section helps Sts recognize and respond to common instructions used in the classroom. Get Sts to do a individually or in pairs.
Make sure the meaning of each phrase is clear by miming or getting Sts to mime. In You say Sts learn phrases they themselves may need to use in class. In a they match the phrases and pictures.
Make sure Sts know what all the phrases mean. Play the audio again, pausing for Sts to repeat the phrases, encouraging them to use the right rhythm. Get Sts to cover the sentences with a piece of paper leaving the pictures visible. Finally, focus on the information box about the and go through it with the class. Articles are very easy for some nationalities and more difficult for others, depending on their LI.
If articles are a problem for your Sts, give more examples to highlight the meaning of the. Tell Sts to go back to the main lesson 1C. Sit down. Open your books. Go to page Look at exercise lb. Close your books. Now focus on the example words in the row next to each sound picture, e. Then play the audio again, pausing after each sound picture word and its corresponding sound, and the other words for Sts to repeat them.
Explain that in English we usually say abbreviations by saying the individual letters. Give Sts a few moments in pairs to practise saying them. Play the audio for Sts to listen and check. Play it again, pausing for Sts to repeat. Then ask Sts if they know what any of them mean. Focus on the chart. Explain that the letters are in columns according to the pronunciation of each letter. Elicit the seven picture words and sounds Sts have seen them all before.
Then show Sts how the letters in each column have the same vowel sound, e. Put Sts in pairs. Get them to go through the alphabet, stopping at the letters that are missing from the chart, and writing them in the right column. Do the first one with them B. Write it on the board and ask Sts how to say it and which column it goes in tree. Give Sts a time limit, e. Play the audio once for Sts to listen and check answers you may want to copy the complete chart onto the board.
Then play the audio again, pausing after each sound for Sts to repeat the group of letters. Play the audio twice and tell Sts to circle the letter they hear. Tell Sts they will hear the letter twice.
Focus on the phrases and tell Sts that they are all things that we normally refer to just using abbreviations the bold letters. Put Sts in pairs and get them to practise saying the abbreviations. Make sure they understand all the phrases. Think of a word Sts know, preferably of at least eight letters, e.
Write a dash on the board for each letter of the word: Sts call out letters one at a time. If the letter is in the word e. A , fill it in each time it occurs, e. Only accept correctly pronounced letters. If the letter is not in the word, draw the first line of this picture on the board: The student who correctly guesses the word comes to the board and chooses a new word.
Now focus on the language school enrolment form. Tell Sts that they are going to listen to her being interviewed by the school receptionist, and must complete the form with her information. Go through the different headings on the form and make sure Sts understand them. Explain the difference betweenfirst name and surname using the names of famous people who you think Sts will know, e. Tom Cruise, showing that Tom is his first name and Cruise his surname or family name.
They may also not know age andpostcode. Then play it again, pausing to give Sts time to complete the gaps. Reassure them by telling them just to relax and listen the first time, without trying to complete the form, but just trying to follow the conversation. Then tell them to try to complete some of the form, and play the audio as many times as you think they need, pausing where necessary, e.
Give Sts time to compare with a partner, and then check answers. Are you a new student? D Yes, Iam. R Sit down, please. R Right. D Darly. R How do you spell that? D Bezerra. R Bezerra. Where are you from? R Where in Brazil? D From Rio. R And how old are you? D In Rio? R Yes. D Yes. D Sorry? R The postcode, you know, a number?
D Ah yes. R - D My mobile number or my home number in Rio? R Both - home and mobile. R 55 And my mobile number is It's an English mobile. R Thank you. Your first class is on Monday. Play it again, pausing if necessary. Check answers and elicit the meaning of How old areyou? The question How old areyou? Play the audio, pausing after each question for Sts to underline the stressed words see underlined words in script 1. Then play the audio again for Sts to repeat, encouraging them to copy the rhythm of the questions.
Put Sts in pairs, A and B, and get them to sit so that they are facing each other. A is going to interview B. Then tell A to start the interview: Remind Sts to write down the answers. Tell Sts they can invent their ages, addresses, and phone numbers if they prefer. Sts swap roles. Get some quick feedback by asking a few Sts about their partners, e.
Focus on the exercises for 1C on p. Go through the instructions with them carefully. You might want to tell Sts that nowadays the word actor is often used for both men and women. At the end of the activity get Sts to compare charts to check they have spelt the real names correctly. 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 Com pleting afo rm on p. Tell them to highlight any rules which are different from their LI e. Go through the different sections with Sts. Highlight and check the meaning and pronunciation of: Give Sts a few minutes to complete the form. Remind them to check that they use capital letters correctly. Go round checking Sts are completing it correctly. Then elicit answers from individual Sts for each section. Check answers by eliciting from Sts the words which need capital letters and writing the text on the board.
My teacher is American. My English classes are on Mondays and Wednesdays. Get them to write their own texts on a piece of paper, check for capital letters, and then swap the text with another student. Vocabulary hotel words: Yes, please. There is a storyline based on two characters, Rob Walker, a British journalist who works for a magazine called London 24seven, and Jenny Zielinski, who works in the NY office of the same magazine and who is on a work trip to London.
Sts meet them for the first time in this lesson, where Jenny arrives in the UK and checks into a hotel. The main focus of this lesson is on hotel vocabulary and checking into a hotel. You might want to point out to Sts that in the You Say section of the lessons, they will be listening and then repeating what the people say.
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. Sts can find all the video content and activities on the iTutor. Focus on the symbols. Give Sts, in pairs, a few minutes to match the words and symbols. Check that Sts understand groundfloor, and drill the pronunciation offirst, second, and third. You may also want to teach that for other ordinals you normally add th, e.
Now play the audio again, pausing after each word for Sts to repeat. Tell them that the man is Rob and the woman is Jenny, and that they are the main characters in these lessons. Then play the audio once the whole way through for Sts just to listen.
Then play it again for them to mark the sentences T true or F false. Get Sts to compare with a partner, and then check answers. Iwork for a magazine called London 24seven. Iwrite about life in London. The people, the theatre, the restaurants Ilove London.
Jenny Hi. The number one city in the world. I'm the new assistant editor. This is my first time in the UK. Get Sts to compare with a partner, and then check 3 The name of his magazine is London 24seven. Now either tell Sts to close their books and write questions 1 and 2 on the board, or get Sts to focus on the two questions.
Play the audio once the whole way through and then check answers.
Sts will be surprised to hear Jenny say zee, not zed. Explain that this is American English, and is the only letter of the alphabet that is different from British English. J Hello. Ihave a reservation. Just a second Here you are. Can you sign here, please? The lift is over there. The lift? Oh, the elevator. Enjoy your stay, Ms Zielinski. Ask Sts Who says the You Hear sentences? Then ask Who says the You Say sentences? These phrases will be useful for Sts if they need to check into 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. Now focus on the information box about British and Am erican English and G reetings and go through it with the class. Ask Sts which greeting they would use now if they met someone.
They should repeat the You Say phrases when they hear the beep. 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 H ear part with the new information. Remind Bs that they should use their own name and surname.
Sts now roleplay the dialogue. A starts. Monitor and help. When they have finished, they should swap roles. You could get a few pairs to perform in front of the class. Can I have Highlight that Can I have Now play the audio for Sts to listen and repeat the Can phrases.
Focus on the four things and make sure Sts know what they mean. Elicit the phrases from the class or individual Sts. Get Sts to practise in pairs asking each other for the four things with Can I have Focus the instructions and on sentences Go through them with Sts and make sure they understand them. Now play the audio once the whole way through, and get Sts to mark the sentences T true or F false. J Yes, thank you W Yes, very relaxing!
Are you on holiday?
W Where are you from? What about you?
J Really? Oh, sorry. W No problem. J Hello? R Is that Jennifer? J Yes R This is Rob. Rob Walker From London 24seven? J Oh Rob, yes, of course. R Ican meet you at the hotel tomorrow morning. Is nine OK for you? R Great. OK, see you tomorrow at nine.
J Thanks. See you then. W Would you like another tea? J No, thanks. W Good night, and enjoy your stay. J Good night. Highlight that in English it is not polite to respond to an offer with simply Yes or No. We always use Yes, please or No, thanks. Now tell Sts they must listen and repeat the Wouldyou like?
Play the audio, pausing to give Sts time to repeat. Get Sts to practise offering and responding to each other. In pairs, get Sts to decide who says them. Jenny No problem. The waitress Isthat Jennifer? Rob This is Rob, Rob Walker.
If not, get Sts to have a look at the phrases again in context in the script on p. Highlight that Is that Jennifer? Now play the audio again, pausing after each phrase for Sts to listen and repeat. 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.
Sts begin by looking at a photo of this room full of objects and then learn more words for everyday things. They then learn the grammar of the indefinite article a I an, and singular and plural nouns, and focus on the pronunciation of the final -5 or -es.
This language is then practised through listening and speaking. There is then a second grammar focus where Sts learn how to use this, that, these and those, and the lesson ends with a pronunciation focus on the two pronunciations of th, and more oral grammar practice. Focus on the photo and find out if Sts know Roald Dahl Elicit the names of any of his books Sts have read. A collection of short stories called Tales o f the Unexpected is possibly his best-known adult fiction - these were made into a TV series.