Environment English File Third Edition Intermediate Teachers Book


Thursday, October 10, 2019

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. Each File is For teachers Teacher's Book Detailed lesson plans for all the .. gir English File third edition Pre-intermediate provides contexts for. English File third edition Pre-intermediate Teacher's Book - ISBN: English File third edition Pre-intermediate Test and Assessment CD- ROM.

English File Third Edition Intermediate Teachers Book

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English File third edition Intermediate Teacher's Book with Test and Assessment CD-ROM book. Read reviews from world's largest community for readers. A b. by Christina Latham-Koenig; Clive Oxenden; Anna Lowy; Beatriz Martín García; Oxford University Press. Print book. English. Third edition, 10 [print]. English File third edition: Intermediate: Teacher's Book with Test and Assessment CD-ROM [NA] on *FREE* shipping on qualifying offers.

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. Rating details.

Book ratings by Goodreads. Goodreads is the world's largest site for readers with over 50 million reviews. Teachers can also use our online Learning Management System to easily manage and measure student progress. 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. 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.

Documents Similar To New English File Upper-intermediate Teacher's Book.pdf

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?

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

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.

Teacher's Book with Test and Assessment CD-ROM (Pre-Intermediate)

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.

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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.

New English File Upper-intermediate Teacher's Book.pdf

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.Leave it on the board, so when Sts do exercise c, they can see if Jenny mentions any of the points on the board. Check answers, eliciting the words and phrases which helped Sts to identify the girl, e.

Explain that all the grammar rules and exercises are in this part of the book. Full Name Comment goes here. Ana Montero rated it really liked it Oct 22, The vocabulary focus is on common verb phrases.

It says here miles.