I hocalepin «form ou. Loigs Be & Z American English File | Teacher’s Book 3 Clive Oxenden | Christina Latham-Koenig with Brian Brennan OXFORD | Paul Selgin and Clive Oxenden ae the ‘original co-authors of Enlsh File 1 (pub. 1996) and English Fle 2 (pub. 1997).G present tenses: simple and continuous; action and non-action verbs V food and restaurants P /a/ and ul, understanding phonetics Food: fuel or pleasure? File 1 overview ‘This first File (1A-16) focuses on the present, the past, and the future. The ist lesson, 1A, reviews the simple present and present continuous, and introduces the concept of action and non-action verbs. The second lesson, 1B, brings together the three past (narrative) tenses, which were {auight separately in the previous level of America English File. Finally, the third lesson, 1C, contrasts the tee future forms: gong to, will and the present continuous (for future) Lesson plan In this first lesson SS review the simple present and continuous. SS also lean to distinguish between action and non-action verbs (sometimes called static and dynamic verbs). Tis distinction will help them use other continuous forms correcly later. The topic ofthe lesson is food, first looking at different attitudes toward food around the world, and then ata Britsh chef's experience of opening a restaurant in Chile. Pronunciation focuses on the difference between the J and /u/ sounds, and emphasizes the usefulness of knowing phonetics by showing SS hove they can use their dictionary to find or check the pronunciation of “irregular” words. 1 you woul like to begin the frst lesson without the book, there isa photocopiable “getting to know you" activity on pages 169 and 170 (instructions on page 162), and two photocopiable review grammar activities on pages 138 and 139 (key on page 136) Optional lead-in (books closed) ‘Write FOREIGN RESTAURANTS on the board. Then clcit from SS the different kinds of foreign restaurants in theic town, eg, Haan, French, ete. Wete them on the board (liciting the spelling from SS ifyou want to review the alphabet), and ask SS which they think are the ‘most popula and w ‘© Then ak them if they think ood from thei country is popular abroad, and ifyes, which dishes in particular 1 READING & SPEAKING ‘4 © Books open. Focus on the question and give SS a few minutes in pairs to think of some food and dishes. Make sure SS are clear about the difference between {food (meat, fish, pasta, etc.) and dishes (beef stew, sushi, pizza, curry, et.)- «© Get responses from different pairs and write their ideas on the board. Accept al appropriate suggestions. You could also include drinks. oe He Roquefori), pite Tay Japan: sushi seaverd Meco: jit, chil con care 2 © Focus on the ttle ofthe lesson and elicit or explain the ‘meaning of fuel inthis context (= something that gives ‘you energy) and pleasure = something that makes you hhappy). Explain that they are going to read part of an article where women from different countries were interviewed about their attitudes toward food and diet. ‘© Now focus on the photos and ask SS to tll you what food they can see. ¢ Focus on questions 1-6, and make sure SS understand them, especially questions § and 6, Point out that cut down = eat less of something, and that diet in this context = the food people eat regularly. SS may already know the other meaning of diet= to eat less food in order to lose weight. ‘© Tell SS to read all Alice's answers once before trying to ‘match them to questions 1-6 (by writing the numbers. in the boxes). Then they do the same for Jacqueline. Remind $S of the importance of guessing the meaning cof unknown words from context, Have SS compare their answers with partners and then checkansver. [ieee AS ST DEES Fi SAP ee | Jacqueline Fabre A3 ‘Da Ei F2 | « Focuson the task, Have S ead the article gun and answer questions 1-9 with the coret initial, Check travers, You could encourage SS to justify thee answers by refering othe article Thoth A Jecoctine ighlighted words and phrases, and the definitions 1-10. Give SS afew minutes to match them, individually or in pairs, and check answers. Model and dil pronunciation Extra support You could go through the whole article withthe class (with the parageaphs inorder) clarifying the meaning of other new words and expressions Extra challenge Put SS in pars, Aand B. Write questions 1-6 on the board and have SS close books. A then tll B from memory how Alice answered the questions, and B does the same fr Jacqueline, Tel $$ vo answer in the third person, Monitor to make sure that 8 remember to add to simple preset verbs and to se doe for negatives, 26 «€ © Now ask the whole class whose diet they think is healthier and why. Accept all opinions but ask $S to justify them. £ © Focus on the speech bubbles. 8S now use questions 1-6 from 1b to interview each other in pairs. Encourage them to ask for and give more information, gn ifthey don't cook, they should say why they don't, ate Extra idea You could have SS interview you first. Show them by your answers hove much detail you want them to give. ‘¢ Get responses from the whole class to see if they ageee about question 6. In a multilingual class, compare ‘what is happening in their countries. 2 GRAMMAR present tenses: simple and continuous; action and non-action verbs ‘8 © GF Focus on the photo of sushi and elicit from $$ ‘what iti (a Japanese dish of small cakes of cold rice often wrapped in seaweed and sometimes with raw fish), Ask them ifthey have ever edi et. Explain that SS wil hear Rumiko, a Japanese woman, answering questions 2-6 from the article 4 Tell 5 that when they listen the ist time the should not write anything but just try to geta general understanding of what Rumiko says and to decide if food is fuel or pleasure” fore. + Play the recording once When the recordings finshed, ak the whole class Do you think fod for her is Judo plese Sk 35 jus ei pins b © Now focus on the questions, Play the recording again, pausing between questions to give SS time to take notes of the answers (orto answer them orally with a partner), Play the recording one more time if necessary and then check answers. a D1 Track 2 (audioscript in Student Book on page 122) T= interviewer, R= Rumiko 1 Rumiko, what do you eat on a typical day? R I don't usually have breakfast because I can't get up carly enough to eat I normally just buy coffee and drinkivin the office. usually hve lunch in a restaurant near the office with people from work When Twas younger, Lused to go to fast-food restaurants and have pizza, or fried chicken and French fies. Now I prefer eating, something healthier, so Igo to sushi restaurants or restaurants that serve organic food. And for dinner I eat out lot, too. Do you ever cook? Well like to cook, but I work very late every day sua my htno smal My borin better cook, anyw 1 Do you ever eat unhealthy food? Wall don't eat alot of sweet things but I drink alot of coffee everyday. I think I'm addicted to caffeine. 1 Areyou trying to cut down on anything right now? R No I eat healthily and I exercise regularly, s0 I don't think I need to cut down on food. 1 Are people’ diets in your country getting beter or Oh, probably worse. I think the diet in Fapan today is ‘much more westerized than before and that's why some people ae getting fatter But personally, like the fact that there are more different kinds of food and restaurants now. Ienjoythe variety, it makes tating out much more fun Extra support If there's time, you could have $5 listen again with the audioscript on page 122 so they can see exactly what they understood / didn't understand, Translate / explain any new words or phrases. € Focus. the instructions, Give SS minute, in pairs, to choose the corect form. Check answers, having them explain why (in thei L1 if necessary). For 2 and 5, they may simply “eel” that preferand lik are right ‘without being able to explain why. This would bea 00d moment to explain about action and non-action verb (Gee Grammar notes on page 8) © Tell Sto go to Grammar Bank 1A on page 130. If yur $$ have not used the American English File series, ‘explain that all the grammar rules and exercises are in this part ofthe book, ‘© Go through the examples and read the rules with the clas.@ Grammar notes ‘Simple present «© At this evel $8 should be clear about the form and use ‘of the simple present. « Remind SS of the difference in pronunciation of the third person -s, Le, /s/ (verbs ending in an unvoiced consonant, eg, cooks, eats), /2! (verbs ending in a vowel sound or voiced consonant, e., plays, has), and ‘ta! (verbs where you add -es, eg, watches, finishes) ‘© Remind them too ofthe irregular pronunciation of (he/she / it) says /se2/ and does fdxz!. The simple present is also occasionally used to refer to the future, eg., The next train leaves at 7:30. This use is not deal with here Present continuous ‘© SS who don't have a continuous form in their language may need reminding that this isthe form, they must use when they ae talking about actions in ogress now. «© Remind $S of the other use of the present continuous for future arrangements, This will be reviewed fully together with the other future forms in 1C. ‘Action /Non-aetion verbs ‘© We have called them action / non-action verbs as we think this helps to make the difference clearer for SS. ‘There are several verbs, apart from have, which can be think (action ‘mental activity; non-action = have an opinion) and also see, ook, fel. At this eve it may be best to use hhaveas one clear example, Focus on the exercises for 1A on page 131. SS do the ‘exercises individually or in pairs. Check answers either after each exercise or after they have done both. Where relevant, have SS tll you why the wrong sentences are ‘# Tell SS to go back to the main lesson on page 5. € © Focus on the question prompts. Flicit the questions from the class to make sure they use the right form and drill pronunciation, having SS copy the rhythm by stressing the “information” words “ i Line et Pei Battie heb Extra support You could writ the full questions on the board and ‘undetline the stressed words to help SS get the rhythm right. '# Monitor as $S work in pairs, making sure they are using the simple present and present continuous correctly. The focus here should be on accurate practice ofthe grammar rather than on fluency. 3 VOCABULARY food and restaurants ‘a © Focus on the quiz. Quickly go through the questions, and then set atime limit of about five minutes for SS toanswer in pairs. Extra idea You could divide the lass into teams and make this 2 competition. ‘© Check answers and write them on the board, getting ‘SS tospell some of the words. be TellsS to goto Vocabulary Bank Food and restaurants on page 144, ‘* Focus on section 1a Food, and have SS do it in pairs. Check answers and model and drill pronunciation, Draw $S' attention tothe fact that the phonetic transcription is given for words where the spelling pronunciation relationship is unusual. fruit column headings on the board, and elicit words from 8, Dri pronunciation, soni Ey r ryExtra idea ‘When you check answers to la, copy the chart on the board. Then elicit $5" extra words (b) and write them on. the board in the chart for other SS to copy any new words. ‘# Now get SS to do section 2 Food adjectives. Correct ‘¢ You may want to teach some opposites of sweet (sour, salty, bitte) ‘¢ Finally, have $8 do section 3 Restaurants and ‘cooking, and check answers. ‘© SS may ask what the roast, as both mean cooked in the oven. Roast always ‘means cooked with fat, and is used especialy for meat and potatoes, Baked is used for bread, cakes and most sweet things, and also fruit or vegetables, ‘¢ Finally, focus on the instruction “Can you remember the words on this page? Test yourself or a partner” ‘Testing yourself ‘* For Food SS can cover the columns and try to remember the words in each category. For Food ves they can try to remember the adjectives by covering the Adjective column and reading the sentences. They can uncover, one by one, to check. For Restaurants and cooking they can cover the words and look at the pictures and try to remember the words. “esting partner Alternatively, can take turns testing eachother B dios the book and A defines or expline a word for B to try and remember, e.g., A What do you call food that youbuyararestaurans and take home fea? B Take ou fod. ter few minute 58 can change eke + Ina monolingual das SS could also test each other by saying the word in thee Lt forte partner tosay intnglsh. LTTE ss can nd more practice ofthese words and phraseson tne MultiROM and onthe American Erglsh Fit 3 Website Tel SS to go back tothe main lesson on page 6 «# Hec the words and phrases rom the Vocabulary Bank ae put into practice 1 PutSSint pis preferably fice ofc, Focus onthe {questions 58 ake tums asking and ansering the (C1 Track bull Ju’ boot fw’ cok food cookies fruit good juice Sugar mousse soup spoon d © Now tell $$ to goto the Sound Bank on page 157. Explain that here they can find all the sounds and their symbols and also the typical spellings for these sounds plus some more irregular ones. ‘¢ Focus on bull and boot, and the different words and spellings. Point out again that SS have to be careful with words with double o, as some are pronounced / and others are pronounced /u/. $8 can find more practice of English sounds on the MultiROM and also on the Americ English File 3 Website. ‘Tell $5 to go back tothe main lesson on page 6. 15 @ |& {© © Now focus on the information box and read it with $8. Emphasize that understanding phonetic symbols ‘means that they can check the pronunciation of new ‘words in a dictionary, a wells their meaning. £ « 13 Focuson the task Tell $$ to look at the ‘phonetics, individually or in pais, and to try and figure out the exact pronunciation ofeach word. They can look at the Sound Bank on page 157 to check the pronunciation of individual symbols. ‘Before you pay the recordin, elicit from the clas how they think each word is pronounced, Play the recording word by word, and have SS listen and repeat alter the recording. ap 1 Tracks Tkoife fruit salmon 2 sausage lettuce sugar 3 yogurt menu diet Extra idea Have 8S cover the words and jst look atthe phonetics ted practice sping the words © G10 GiveSSa momento read the sx sentences ‘Then pay the recording onc al the way through for Sto hear them. Then play it agin, pausing after each sentence for $5 to epet. Final have SS practice Sng the sentences themselves (ity before asking individual $5 to sy them, an (CDI Track 5 1 The first course on the menu islettuce soup. 2 What vegetables would you lke with your steak? 3 Do you want yogurt or chocolate maulse for desert? 4 Ttake two spoonfuls of sugar in my coffee. 5 Sausage isnt very good for you. 6 Would you like sore fruit juice? 5 LISTENING 4@ © Do this as an open clas question and see what SS think. Give your opinion too! © G13) Focus on the instructions and the photos. Tell ‘SS that when they listen the first time, they should just try to geta general understanding of what Kevin says and to try to number the photos in the order that they, are mentioned. When they listen the second time SS willbe questioned more on detail. Extra support Before you play the recording, you could pe-teach afew key words or phrases you think your $8 might not knov. the recording once for SS to number the photos 1-5, Check answers having 88 tell you what each photo shows 16 € # Focus on the questions and quickly go through them. Play the recording again. You could pause after each question is answered and give SS time to answer each question. When the recording is finished, have SS ‘compare with a partner. You may need to play the recording (or part of it) again before checking Extra support ‘After checking answers, you could have SS listen again ‘with the audioscript on page 122 so they can see exactly ‘what they understood / didn't understand. Translate / ‘explain any new words or phrases. Or Tracks: 1 devin ty dlyou det open arena in Cie? Pd always wanted to have my own restaurant. visited Chile as tourist and loved it and I thought it pretty ‘open to new things, new ideas. So l opened Frederick’ 1. Why did you cal the restaurant Fredericks? K Because Fredericks my father’s name, Its my middle ‘name too. 1: Wht ed of ied dopo met shes like pasta, steak and French is risotto ~ but we als serve several English dishes as well 1 Were Chilean people surprised when they heard that aan English chef was going to open a restaurant here? K Yes, they were very I think people don't usually ‘expect the English to be good cooks. 1 Is your chef English No, hes Chilean ~ but I've taught him to make some English dishes, 1. What kind of English dishes do you have on your menu? K Well, we're open in the morning, so we serve traditional English breakfasts, eggs, sausage, toast, and so on, and then we have alot of English desserts at lunchtime, for example, trile~ thats a popular English dessert made with fuit and cake and cream, 1 Are the English dishes popular? K Yes, especialy the desserts and cakes, I think people herein Chile have a very sweet tooth. 1 Thear that you've met alot of famous people in your career asa chet. Yes, I used to cater forthe tennis tournament at ‘Wimbledon, and I've also worked forthe royal family. ve eta lot of famous people who are very interesting, from every point of view. 6st ae bt Gram prese Comn Aime Honvm 1 Yo ei ht your ch asa an Do yon a Ivy women wong ou ihe? sh x Non but teen ies nk ; thay allo the wonder ie ore inn an vomen near Kees 1 My dopo a Kitna of eso. The mst impotant tcuon pba he ane bus et soe Sawa ajab obec you ook aii Tenth smog Wen dont iting hod ont tong in serra tchone Keto ony etme ht toil ink yomes doit hat bee 1 Boyou hi ysl ayn le | X Yale Che and it peopl nde perfect. The language isthe most difcul thing ‘me, but the Chileans are very understanding, d ¢ Have $S answer the questions witha partner and then get their responses or simply ask the whole clas. You could also tell them about the restaurants that you like. in 6 SPEAKING ‘¢ Tell SS that they are going to give their opinion about ‘various topics related to food. Focus on the phrases in Useful language. Elicit / explain what they mean and drill the pronunciation. ‘© Focus on the instructions, and divide $$ into groups of three if possible. Give them enough time to think of reasons and examples, b © Monitor while $S are debating, and encourage them to use the phrases for agreeing and disagreeing. Don't overcorrect, but make a note of any errors that you ‘may want to focus on when they finish speaking, Extra support Start by saying what you think about sentence 1, giving examples if you can, and then get $5 to agree or disagree with you and say why. : Extra photocopiable activities Grammar Dresent tenses: simple and continuous page 140 Communicative ‘time for everything page 171 (instructions page 162) HOMEWORK EXD wontnor neseG past tenses: simple, continuous, perfect V sports P foci and far/ TACT La CORLL Cr Li Lesson plan Im this lesson $5 review past tenses. In American English File 2 they learned the past continuous and the past perfect in separate lessons, so this isthe first time they are brought together. The topic is sports, and the two angles are cheating in sports and what happens to athletes when they retire. The vocabulary focus is on words and phrases connected with sports, and the pronunciation focuses on two more sounds which SS often have problems with, /ar/ and /atl Optional lead-in (books closed) Ask 85 what fo cheat means, and elicit a translation / explanation (= to act ina dishonest way to get an advantage for yourself). Then elicit typical ways in which people cheat, eg,,on an exam orina card game. 1 GRAMMAR past tenses: simple, continuous, perfect 4 © Books open. Ifyou didnt do the lead-in, make sure S$ tunderstand the meaning of cheating. Then do this as an open class question and elicit sports and different ways of cheating eg taking drugs b © Focus on the photos and ask SS what they can see. Elicit / teach the word sword /srd/ (in picture 3). «# Focus on the tsk have SS read the article, and then askthe clas 1o say how the three people cheated Diego Maradona used his and to score the winning goal, Fred Lorz traveled in somiebody’s car for part of the ‘marathon, orls Onischenko changed part of his swords it turned | ‘on the “it light without his hitting his opponent. Elicit or explain / translate any vocabulary that is ‘causing problems, and tll SS that they will be doing sports vocabulary later in the lesson, € © Focus on the highlighted verbs inthe first text. Elicit that was playing is past continuous, protested i simple past, and had scores past perfect. Then have SS underline an example of each tense in the other two texts, Check answers. 2 simple past: won, finished, was, took started, didn't win «past continuous: was waiting, were cheeting, was shouting bogie ya past perfect: had chabged, hada’t hit 18 4 © Give SS time in pairs to match the tenses tothe rules. Check answers. exile ett coo oe aes € © TelLSS to goto Grammar Bank 1B on page 130. Go through the examples and read the rules with the class. Grammar notes Simple past ¢ Should be clear bout the we ofthe simple past for complied pst actions. However the will pobay need to ee theireglr verb, which ae on pode Tse: Encourage Sto highlight the one they nd Gift to remember and tes themselver period. Remind SS ofthe differen pronunciations of the -ed toding (gular es) 10ers ending an Saved consonant eg ote, finshed) (verbs todingina vowel sound or oced consonant eg, Played phoned) and il (es ending in or + ralege rots stared ened Pasteontineous ¢ Remind 8 that this the past equtalent of the preert continuous Is wed or aclonin progres Inthe past that ar often “ineraped bya shor complied action” (imple pat)seg. saw an tect when Tas ving heres mom Sony we mere watching movie when ou ealed and wedi hear the phone astprfect his tense ys previewed in Amerion English Fle 2but maybe new fo some of your So, you wl needa Ima the form and use dear We us the past perfect hea er king inthe pat and we Went eet nacho that happened ease ex, Wher Fgot home! saw ta somebody had broken the window (the Arindow vas broke before came home), Refer SS 0 The regu past parpes on page 1560s th tense requires th parle form Iris important to point out 0S that in some cases the sinpl past o pat pret are both powible Using past tenses together Tal 5 that these hee ensesareofen used together | ° when we latory or anecdote inthe past. Mest | Sees tend tobe inthe simple pst Flere The Tie) butwe often use these pst in conjunction | Siinetheror both he pst comttuous and past | pevect ees got home late nd my mie had already | Finished er dimer and was matching the news on ‘# Focus on the exercises in 1B on page 131. $$ do the ‘exercises individually or in pairs. Check answers either after each exercise or after they have dane both.land = 2but zadto feet fer to ‘tome he 3St0 nse ae, os adfinshed, bad gone tyes taking emai, + TEllsS to go back tothe main Iesson on page 9 £ # Focus on the instructions I necessary, let SS quickly read the texts again, 1 PutSSin pars and make ure they cover the texts. Give then afew minutes to remember and retell the stories between them using the three narrative tenses Then have three different pars tll their story. ES Gis cahipaing ou RARE PROReRRN™ 4 ‘abbined tlecovete med chal as 2 SPEAKING 18 © Focus on the instructions and make sure SS understand they ate going to tell a true story about something that happened to them. ‘© Give $5 time to choose which story they are going to tell, and to plan it. Encourage them to think about the vocabulary they ate going to need, especially verbs. ‘¢ Monitor and help SS with their planning and with any specific vocabulary. Extra idea Model the activity rst by telling them a story of your ‘own, Pause from time to time and encourage SS to ask you questions. 1b © PutsS in paits (or groups of three). Monitor while they are telling ther stories but don't correct too ‘much asthe aim here is to encourage fluency, and SS are unlikely to use all the tenses perfectly. «© If $8 are enjoying the activity (and you have time), ‘you could have them change partners and tell their Story again, or tell one of the other stories. 3 LISTENING 8 Either do this in pairs or as an open class question, eliciting disadvantages on the board. You could also ask $5 if they can think of any advantages. @ #18) Focus onthe photo and the instructions. Give S$ few minstes to read the questions fist, Then play the recording once. Have SS compare witha partner Then check answers. Ab eiipas ‘¢ Play the recording again. Pause after each of the referee's answers, and tll SS in pairs to try to remember the question and as much detail as they can of his answer. Give them time to discuss this. Then elicit the interviewer's question and the refere’s answer in as much detail as possible. ‘¢ Askthe whole class the last question. Encourage SS to give reasons to justify what they say. Extra support Ifthere’s time, you could have SS listen tothe recording with the audioscript on page 122 so they can see exactly ‘what they understood / didn’t understand, Translate / explain any new words or phrases, <> Dr teck7 (augioscrptin Student Book on page 122) 1 interviewer JA= Juan Antonio 1. What was the most exciting game you refereed? 1 Oh its ficult to choose ore game asthe most extng. {remember some ofthe Real Madrid-Barcelona szames, for example, the fist one lever refereed. The stmospherein the stadium was great But ell it's impossible to pick just one — there have been so many 1 Who was the best player you ever saw? 18 During my earcer I've met many great players. ts very dificult to say who was the best, but there's one player ‘who stands out for me, not just for being a great soccer player but also for being @ great human Being, and that ‘was the Beaiian international player Mauro Siva, who used to pay herein Spain, 1 What wasthe worst experince you ever had asa referee? JA Tie worst? Wel that was something that happened ‘very carly in my career. Iwas only 16 and Twas refereeing game and the home team lost. After the ‘game, was attacked and injure bythe players ofthe ‘home team and by the spectators. Afterall these years ean sill member a mother who had atl baby in her arms and was trying hit me. She was so angry ‘wih me that she nearly dropped her baby. That was zny worst moment, and it nearly made me stop being referee 1 Do you think that there’ more cheating in soccer than in the pas? 1 Yes, think so 1 Why JA Tthink ts because there's so much money in soccer today that it has become much more important to twin. Also, the game is much faster than i used tobe, 50 its more dificult for referes to detect cheating. 1 How do soccer players cheat Ja Oby there are many ways, but for me the worst ‘what we call “simulation” Players pretend there has been afoul when there has been no foul at all For «example, sometimes a player falls down and says someone pushed him or hit him whe. in fact, nobody has touched him. In my opinion, when @ player does this, he's cheating not only the referee and the players of the ther tear, but also the 19e 4 spectators. The spectators pay money to seea fair contest, not to watch people cheat! 1 What's the most dificult thing about being a referee? 1A Ab, the most dffcul thing isto make the right decisions during a game. Is difficult because you have to make decisions when everything's happening S50 quickly soccer today is very fast. Also, important decisions often depend on the referee's interpretation ofthe rules. Things aren black and white. And of course, making decisions would be much easier if players didnt chest. 1. So, in your opinion, far play doesnt exist anymore JANo, I dida't mean that. I think fir play does exist ~ the players who cheat are sil the exceptions. VOCABULARY sports «© Focus on the quiz, and have $S doit in pairs or small groups. Seta time limit, eg, two minutes. Check answers, making ure S$ can say the numbers correty 1 50 minutes (F added time fr stoppage). 2 Two. i es 3 Six, 4 Brery four years. ~ 5 42.195 kilometers or 26 miles 385 yards, 5 tos Komen oi rent 7a 7 400 meters, ‘# Tall SS to go to Vocabulary Bank Sportson page 145. Have SS do section 1 People and places individually or in pairs. Check answers, and model and drill the pronunciation, 1 players 2 fans 3 referee 4 spectators 5 coach 6 team 7 captain 8 stadium 9 sports arena bcourt 2 field 3 pool 4 track 5 course 6 slope «© In 1apoint out that the coachs the non-playing person in charge ofa sports team. He/She sin charge of traning, tactics, and team selection. In th point ou that you usually use both words to describe the place where you playa sport, eg. tennis court, soccer il ee + Then do the same for section 2 Verbs. A Point out that in b and ¢, $S should write the verbs in ‘the Verb column not in the shaded spaces in the sentence. By doing this they can later use the sentences to test their memory. a beat beat, beaten lose, lost, lst win, won, won ti, tied, ted BI beat 2 lost 3 tied 4 won 1 warmup 2 train 3 getinjured 4 getin shape 5 score 6 go 7 play 8 do «Finally focus on the instruction “Can you remember the ‘words on this page? Test yourself ra partner” Testing yourself For People and placesa SS can cover the words and then Took atthe photos to try to remember the words, nb they can corer the words on te listed ook at the Sports to remember the places in Verb they ean cover the past tense / past purteipe forms andthe Verb Columns and tf remember the ers. Testing partner See Testing a partner on page 15. ELEN can fin more practice of these words nthe MIRROM and on the American Engh Fle 3 Website + TAILSS to go backto the main lesson on page 10 € + Inthisactiviy, words fom the Vocabulary Bankare Put into practice Focus on the instructions Give SS TErminates to aaswer te questions in pir Got response fom as many ats s posible. Encourage SSto give you Uni information in sentences, eg, The team is Fameng. Theyre asocer team in the is division. They pay ina stadium cle. 5 PRONUNCIATION /o1/ and /ar/ Pronunciation notes ‘The focus is on two sounds that are often mispronounced because of the sometimes irregular relationship between sound and spelling. The biggest problem is -or, which is sometimes /or/ and sometimes /a 4 © Focus on the sound pictures and elicit the words and sounds: horse /hors/ and bird bard ‘© Give $S a few minutes to put the words in the right column, Warn them to be careful with the -or words, which may go in one column or the other. b © (17 Play the recording once for $$ to check their answers, (See audioscript below.) wp 1 Tracks horse /or/ bird lar! shorts were four serve score world sport girl warm up hurt court shirt € © TASS to goto the Sound Bank on page 157.Go through the diferent spelings. Emphasie tat oris sully pronounced ot, but that there area few very common words wher itis pronounced fv, 6 worl, wor, word and worse! wor can find more practice of English sounds onthe MuluROM andalbo on the American Engl ile> Website ‘Tell $5 to go back to the main lesson on page 10,nd then lab cords le3 kare veSSa et rage go The ounced ichis sand he rds, hie rack every sounds 1 File3 4 # «8 Focus on the sentences and give SS time to practice saying them individually or with their partner. «Then ec the fist sentence from astdent or SS and then play the sme sentence onthe recording to se if they said it correctly. Do the same forthe rest ofthe Sentences Then ifnecesary, use the recording for SS tolisten and repeat. > 1 Tracks 1 Tgot hurt when I caught the ball, 2 Her serves worse than the other git’. 3 Iwasa te. The score was 4-4, 4 Ie’ the worst sport in the world, 3 We warmed up on the cour. 6 They wore red shirts and white shorts. 6 SPEAKING ‘© This topic-based speaking activity takes into account ‘that not all SS are interested in sports! Focus on the instructions and the chart, and point out the two alternative “choices” Extra support Have SS interview you with the first few questions from Whichever group you belong to. Elicit extra questions to show possible follow-up questions. ‘© Monitor while S interview each other. Cortect any pronunciation errors with the vocabulary they just Tearned, and help them with any new vocabulary they need. Make a note of any common mistakes, and if necessary, have a correction spot atthe end ofthe activity. ‘¢ Get some responses from a few individual S. 7 READING ‘a © Focus on the photos and captions and elicit that they were al tp athletes who have now retired. ‘* Focus on the questions, and explain reach their “peak” (be at their best). Have SS ask and answer in pairs. ‘© Get responses and give SS information about what these people do now. "Attime of going to pres, Michael Jordan isin adverts and owns eel busines ncn his : fragrance. = ‘Muhammad Ali has Parkinsons disease, which doctors believe was caused by punches he reeived to the head, He sill makes celebrity appearances. 31> at present working on the committee that organizes the World Cup." 2! | John McEnroe won seven “Grand Slam” titles Since retiring from professional tennis in 1992, he has combined TY commentating with playing in. “veteran” tournaments In 2006 he made a comeback 1b © Focus om the article and the instructions, Make sure Extra photocopiable acti ‘8S understand the word retire (stop doing a job / sport because you are 65 J too old to play the sport). # Give SS afew minutes to read the article once all the way through (without worrying about the meaning of individual words), and elicit that most professional athletes find it difficult to retire. # Go through sentences A-F to make sure SS understand them. Explain that carer in tis context, isthe time a person spends doing his/her job or fla of work ‘© Now explain that these are the ist sentences from paragraphs 1-6. They tl you what each paragraph is aout, and are known as “opie sentences Tell 8 that inorder to match the “topic sentences” to their paragraphs, they must read each paragraph careflly tounderstand what tis about «# Seta time limit for SS to read the text again and match the topic sentences tothe right paragraphs. ‘© Have SS compare witha partner and then check 1F 2E-3C 4B 5A 6D ‘© Finally, go through each paragraph with the class and elicit / translate / explain the meaning of any new vocabulary. ‘¢ Focus on the instructions, Tell $S to try to remember, or to guess, all the nouns, and then tel them to check their answers inthe article. Elicit the answers, write them on the board, and have SS undeclin the stressed syllable in the multisylable words, Then model and drill the pronunciation, 2 gamour 5 failure 3 loss 6 retizement 4 recognition © Finally, quickly test 85 by having them cover the new ‘words and then asking them, eg., What’ the nourt from depressed? «If your cass knows a lot about sports, have them do this in pairs. Ifnot, doit as an open class question Grammar past tenses page 141 Communicative What a cheater! page 172 instructions page 162) HOMEWORK EDD workbook pages 7-9 aV family, personality P prefixes and suffixes (omy Weare family Lesson plan Tnthis lesson, the three most common future forms are contrasted, $$ will have studied them all separately but ‘may not have had to discriminate between them. The lesson emphasizes that the future form you use normally depends on what the speaker wants to say. eg, whether he/she wants to express a plan or pre-arranged event, or make an “instant” decision at that moment. The intial lesson context is the changing, “shape” of the family and SS review and extend family vocabulary From there they move to adjectives of personality, and the lesson ends with a listening exercise where a psychologist talks about how ‘our personality is defined by our position in the family. Optional lead-in (books closed) «+ Review family words by doing this quiz with the clas either orally ron the Board What do you call. 1 your mother's brother? (my uncle) 2 your father’s sister? (my aunt) 3 your aunt and uncle's children? (my cousins) 4 your sister's son? (my nephew) 5 your brother's daughter? (my niece) 6 your wife's brother? (my brother-in-law) your husband's mother? (my mother-in-law) 8 the person who was your wife? (my" ‘© Make sure $$ can pronounce and spell the words correctly esi) 1 VOCABULARY & SPEAKING family {© Books open. Focus on the pictures and the question, Elicit answers and reasons from the whole class, but don't tell them if they are right yet. Then give them a ‘minute to read the frst paragraph of the article to check. be snow read the whole article and focus on the ‘meaning of the highlighted words. When SS have ‘matched the words and definitions, have them compare with a partner. Then check answers, and ‘model and drill the pronunciation. pea eee Sais ini Fanonly shld pda ge PS indaws 07 2 G future forms: going to, present continuous, wll ‘Ao may so want teach stepbrater!epsiser he chen of our stepmother steps, bat iho donthave te sane mother father asyouand eno bod relates) € # PutS in pairs or groups of three. Now go through the seven predictions again, making sure S ae clear exactly what they mean. Then focus on questions 1-3, and explain that SS have to discuss each prediction using these questions. 4 Before 85 start, focus on the phrases in Useful Janguage and drill pronunciation, having SS underline the stressed words and sylabes, eI think so /T dont think so and maybe / probably. ‘Discuss the first prediction with the whole clas, and find outfits true now with younger SS, and ifthe class thinks it will be true in the future. «# Now give SS time to discuss the other six predictions in pairs or small groups. Monitor and help where necessary and encourage SS to give reasons for their oe # Get responses from some pairs / groups. A some of these predictions may refer to issues that are ‘culturally sensitive for your SS, eg. single-parent families or divorce 2 GRAMMAR future forms 4 © (19° Focus on the instructions. Play the recording, once and get responses from the class. You could pause after each conversation “T grandson / grandmother they are alling about “what he's going to do next yea.) 2 father / daughter; they are talking about what time She’ going to come bs a 3 mother / son; he is ssking her fhe ean borrow her b © Go through the sentences and check $S understand ‘rash (= when a vehicle hits something, ¢., another vehicle), Make it clear that $$ don't have to number sentences in order, but simply have to match two to cach conversation. Extra challenge Have SS, in pairs decide before they listen again which sentences are from which conversation. Play the recording again. Check answers PAT BS CT D2 EST F2 PBid line a (audioscript in Student Book on page 122) TA So, what are you going to do next year, dear? Are you going to goto college? B No, Gran, I've already told you three times. 'm ‘ot going to college. 'm going to look fora job. I ‘want to earn some money. 4A Allright, dear, you don't need to shout, I'm not ‘deaf What ime is it now? 1 Ten after five. ll make you acup of tea ‘A. Oh yes, dear, that'd be very nice, 2 A See you tomorrow then, 3B Hold on a minute. Where are you going? ‘A Out. Its Friday night, remember? 'B What time are you coming back? ‘A Tim not coming back. I'm staying at Moms tonight. ' Think you need a at. I’ going to be cold tonight ‘A Daal Nobody wears hats anymore! Bye! 3A Can I use your car tonight? B No. A Why not? B You'll crash it again. ‘A L wont. be really careful. drive slowly. 1 promise. 1B OK. Here you are. But be careful AA Thanks, See you later (CDI Track 10 ‘© Focus on the instructions, Make sure $$ understand the words, especially arrangement (= something that will happen in the future where all the details, eg, place / time, have been agreed), Check answers, 4 From this elicit from 85 that generally speaking we use going fo for plans and predictions, will) won't for predictions, offers and promises, and the present ‘continuous for arrangements. 4 TRILSS to go to Grammar Bank IC on page 130. Go through the examples and read the rules with the clas. Grammar notes going to {SS should be familiar with the form and meaning of this. The important thing to emphasize is that we use _going to for things we have already decided to do, ie, itis our plan or intention. ‘© Going to can also be used to express a prediction, eg, Tekin it’ going to rain. Present continuous ‘¢ Emphasize that: = whenever we use the present continuous (for future arrangements, especially when atime / place has been agreed), going 10s also possible. However, with the verbs go, come, leave, meet, have (dinner, etc), wwe tend to use the present continuous. wit Point out these of wil wo for instant dcions tthe moment of speaking ofr and promises Atypical mistake bees toe the spe preset foros, cee =the use of il wort for predictions eg, hint wlan She wo come «Remind that in spoken English wilis almost always contested tol ‘Aitor predictions emphasize that wil! wort and going roca bothbe wed However en you can stat somethings shout to happen, Is more omen 0 teeing oe He’ going to rash lan seem poingtoweed Sree) ‘© Focus on the exercises for 1 on page 131. $$ do the ‘exercises individually or in pairs. Check answers either fer each exercise or after they have done both. Extra idea Have $S read the conversations in b aloud to practice the shychm, ‘# Tell $8 to go back tothe main lesson on page 13 € « Focus on the instructions and go through the sentences. Flcit from S§ the questions they need to ask (the frst four are present continuous and the last four are going 1), eg. Are you seeing a relative this ‘weekend? | Are you having dinner with your family + tonight? Are you going to leave home in the near future? Are you going to go on vacation with your ‘Family this year? ec. Make sure 8S realize that they ask an affirmative ‘question nota negative one forthe second and last sentences. ‘# Now tell SS to stand up and move around the classroom asking their questions until they find someone who answers yes for each one, in which case they must ask for more details, ‘© Stop the activity and ask $5 to sit down when one student has a name forall the questions, or when you think SS have had enough. Get responses. Extra support Drill the questions for SS to peactce the ehythi. Elicit few “extra information” questions for each one, et, (for the first one) Who are you sesing? Where? Wi, ee 23@ 3 READING © Ask the whole class the question and elicit opinions. HOW WORDS WORK... ‘¢ This regular feature focuses on small grammar or vocabulary points that come out ofa reading or ' Pocus onthe photos and the arte and tre that Iistening. Go through the examples and then the rues. ‘Wendy is the younger sister and Carnie isthe older sister (you could write this on the board to remind $5). ‘# Now focus on the instructions. Then do the first one with the whole class. Ask them which of the two sisters they think had a more unusual haiestyle the older (Carnie) or the younger (Wendy). If$S don't have any ideas, ask them which child they think is normally ‘more of a rebel, the older or the younger one. ‘* $8 continue predicting in pairs Elicit answers from @ few pais, but don't tell them if they're right or wrong, Extra support If find it hard to predictor don’t have many ideas, do this asa whole class activity before they read, ‘¢ Now seta time limit for $S to read the article carefully to check and correc their answers. Tell them to ‘underline the part ofthe text that gave them the Pee eer 10 be: Sn jee. a ei ee "gC pnen ited in dying! “7 W "Wendy used to tll riy parents” > 2 Pose oaianteteauche, 9G was yer eau of Wendy” 10 W'She shay donde me «Now sk Stee predictions were gh Ask what things they thnk se pian thee elatonhp es, ‘Wl uy loloned Cau an ends bur Cre Seater eas) eal ts Ola ter Googe srr surprising es Wendy anys defended Cane) «# Focus on the instructions. Tell $S that they must try and guess the correct meaning by looking at the context. Do number 1 with the whole class. By reading the whole paragraph “I desperately wanted tobe with her aed her friends. itis clear that cool must be a Positive adjective. ‘© Give $$ afew minutes in pairs to choose the meaning ‘of each word or phrase and then compare with their partner. Encourage them to give reasons for their choice. ‘© Check answers, and point out the pronunciation of criticize "kritasatz/ and the adjective lose klous/. Extra support ‘You could go through the whole text with the class eliciting / explaining / translating any other new vocabulary. € © Focus on the question. Then give $$ few minutes to discuss t in pairs, or you could discuss it withthe whole class, «© Emphasize that reflexive pronouns are made by adding self (or selvsin the plural) tothe possessive adjective (my, your, etc.). The exceptions are himself and themselves, where sefand selvesare added to the ‘object pronouns. A You may wantto teach $5 the expression by + reflexive ‘pronoun = alone, eg. Teooked it by myself + Now focus on the exercise and give SS a minute or two to do it individually o in pairs. Check answers. 4. VOCABULARY personality © Focus on the instructions. If $S can't remember the adjectives, tell them to find them in the article about ‘Wendy and Carnie, Check answers and the pronunciation of the adjectives. «# You could ask $5 ifthey can remember which sister the adjectives go with (Wendy was quiet and shy, (Carne was jealous and talkative) ‘Rll to go to Vocabulary Bank Personality on page 146, Focus on section 1 What are they lke? and elicit / teach thatthe question Whar’ he/ she lke? = What kind of pecsonality does he/she have? + Now give SS, in pairs enough time to complete the sentences with the adjectives Extra support Let $S use thie dictionaries to help them with this section. Cesk answers and model and dil pronunciation, A oint out the diference between sensible and sensitive (these can cause difficulty in some languages) ‘© Now go through the adjectives again with the class. Foreach one ask SS if they think ita positive, negative, or neutral characteristic (You may not albways agre, eg, some people see ambitious as negative and some as positive.) ‘* Now focus on sections 2 Opposite adjectives and 3 Negative prefixes. Explain that with some adjectives of personality the opposite isa completely different ‘word, but for others you simply add a negative prefix. Then give SS time to do the exercises, Either correct answers after each section or after both. pveoseme esomes 5Pvenules self othe eflexive 1 the about ister ‘page delicit/ Mat the section. nd 3 sctves ferent prefix erect ea # i ey AP dishonest, daorganized =) <= impatient, irresponsible insensitive os) Bhi tha un isby far the most common negative prefix. Explain also that ins sed before adjectives Beginning with por m, eg. imposible, immature and ir efore adjectives beginning with reg regular. «+ Finally focus on the instruction “Can you remember the words on this page? Test yourself or a partner” Testing yourself For Whatare they lie $ can cove the ist of adjectives gan read the definitions and ty to remember the werd They uncover one by one to check For Opposite adjectives Ss can cover the words in he ist fnrdremeniberthe opposite adjectives an for Negative prefs they can cover the chat and lok at the Egjectvesin he st to remember the prefixes “esting partner See Testing partner on page 15 (EDIE can snd ore practice ofthese words onthe MUIUROM and onthe American Pgh File Webs «Tal ogo back tothe main lesson on page 1. € # TellSS to close their eyes and try to remember adjectives of personality they have just learned. Then tell them to open their eyes and write down the frst three that come to mind ‘© Now tell SS that in fact cis isa personality test! This is ‘what the adjectives they have chosen mean: the fist adjective they wrote is how they see themselves, the second is how other people see them, and the third is ‘what they are rally like. (This activity is based on a real personality test.) 5 PRONUNCIATION prefixes and suffixes 8 ¢ Focuson the adjectives, and elicit / explain that 1-4 are grouped according to their endings, and that 5 is adjectives with negative prefixes, Have SS, individually or in pair, practice saying the adjectives and underline the stressed slab. Do not check answers yet. be 110 >Play the recording once for $5 to check and. check answers. Drill the pronunciation. @ ain cor eck 1 jealous ambitious generous 2 bocible reliable 3 respomible senile ‘4 Competitive talkative aggressive sensive Sonftndly” insecure, inpatient «© Now play the recording again, pausing after each group for SS to repeat. Elicit that neither the endings (or suffixes) -ous, abl, ete nor the prefixes (ur in etc.) are stresed. You could point out the chwa sound inthe endings -ous = lol, sable and -ible = /abl. € © Now give SS time to practice saying the adjectives correctly, 6 LISTENING & SPEAKING @ @ Focus on the question, and get a show of hands for each position inthe family to create class statisties to see how many oldest children, etc. there are. > Focus on the instructions and the chart, Point ‘out that they should listen for four more adjectives for cach column, and that they will hear the recording at Teast twice. ‘¢ Play the recording once all the way through, pausing between sections if necessary. € © Have SS compare with partner Then play the recording ‘gan, pausing afte each kind of child for SS to add to/ ‘heck their answers and to listen for more details. # Check answers, and ask SS for extra examples information. uy (OI Tack 12 (audioscript in Student Book on page 122) ‘A= announcer, P= presenter, N= Norah ‘A. Itseight o'clock and time for Breakfast Time P Good morning, everyone. Our guest this morning is the writer Norah Levy: Nora's here this week. promoting her new book We ae family, whichis ll bout how our postion in the family affects ou personality. Welcome, Norah, ‘Thank you. Now is this really true, Norah? That our postion in the family affects our personality? IN Sure. OK, other factors can influence your personality too, but your position in the family is {efintely one ofthe strongest. P So tell usa litle about the oldest child in a family ~ the firstborn. N-Well the oldest children get maximum attention from their parents and the result is that they're usually prety self-confident people, They make good leaders. Did you know that fifty-two percent ofthe US presidents were firstborn children? | Firsthom children are often ambitious and | they're more likely to go to college than their 25brothers or sisters. They often get the top jobs, to. ‘Oldest children are often responsible people, because they often have to take cae of their younger brothers ‘or sisters. The downside ofthis is that sometimes this means that when they're older they worry a Jot about things. They can also be ite bossy, oF ‘even aggressive, especialy when they don't gt what they want, P What about the midale child? 1 Well, middle children ae usually independent and competitive. Competitive? 1 Yes, because they have to fight with their brothers and sisters for their parents’ attention. And they're usually sociable. They like being with people, probably because they've always had other children. to play with. However on the negative side, middle chlldren are often jealous oftheir brothers and sisters, and they can be moody. P And the youngest children? 1 Ifyoute the youngest ina family, you'll probably be very charming, very afectionate, anda pretty relaxed person. Ths i because parents ate usually more relaxed when they have their last child. On the other hand, youngest children are often alte lazy. This because they always have their older brothers and sisters to help them, And they can be pretty ‘manipulative, They use thir charm to ge what they ‘want P OK, that’ all very interesting. Now, 'm an only child, People often have the idea that only children lke me ar spoiled. Is that true? 1N Willits truein many cases! Only children are the ‘only ones. They don’t have to share with anyone, 60 they’te often spoiled by their parents and their ‘grandparents, Asa result, they can be somewhat solsh. They think of themselves more than of other people, P OK. Wel that sounds like a good description of me! Is there any good nevs? N Oh, yes, there is. On the positive side, only children ace usually very organized and responsible, and they ‘canbe very imaginative, too. Wel thank you, Norah, and good luck with the book. And now it's time forthe news headlines. Extra support IF there's time, you could have SS listen again withthe audioscript on page 122so they can see exactly what they understood / didnt understand. Translate / explain any neve words or phrases. ‘© Focus onthe instructions. Demonstrate the activity by telling SS about yourself and someone in your family, and saying ifthe information is true for you or not. ‘© Then put $S in pairs and have them do the same. Monitor and help with vocabulary if necessary. Don't overcorrect but encourage $S to communicate. 1 Geta few pairs to report back to the class, asking if they agree with what the psychologist said 2 2) SONG We are family ‘This song was originally made famous in 1979 by the {group Sister Sledge. If you want to do this song in class, use the photocopiable activity on page 205, an (D1 Track 15 Weare family Everyone can see we're together ‘As we walk on by ‘And we flock just lke birds ofa feather won't tell no lie Allof the people around us they say Can they be that close?” Just let me state for the record We're giving love ina family dose Weare family Get up everybody, sing Living lif is fun and we've just begun ‘To get our share ofthis world’s delights High hopes we have forthe future And ou goal'sin sight Nowe don't get depressed Here's what we call our golden rule Have fit in you and the things you do You won't go wrong, oh no This is our family jewel ‘We are farily.. ee ETENTELD 8 can find a dictation and a Grammar quiz onall the grammar from File 1 on the MultiROM and more grammar activities on the American English File 3 Website, Extra photocopiable activities Grammar Future questions page 173 (instructions page 163) Vocabulary Describing game page 195 (instructions page 193) song Weare family page 2 203 (instructions pag HOMEWORK EXTILILD workbook pages 10-12 story your fora Inth quicl betwr work bel theo Vide this] sect: File addit Opt Intro first Ame) and ¢ 1 aack :oM lsh PRactICcAL ENGLISH Lee suc Function Introducing people, mecting people again Language Let me introduce you to... It's great to see you ‘again, ete Lesson plan ‘This is the first ina series of seven Practical English lessons here $§ learn and practice functional language. There isa story ine, which is a continuation ofthe story in the Practical English lessons in American File land 2. However, the story can stand alone, s0 it is nota problem if ‘your SS have not used these books previously. These lessons feature two main characters, Mark Ryder, an American, and Allie Gray, who is English. They both work for a music company, MTC. In the first part of the lesson S$ meet Allie, who gives a {quick summary of how she met Mark and what happened betoscen them. She explains that they are now going to be working together in the Pars office of MTC, where she will bbe Mark's boss. Mark is about to arrive for his first day in the office EMENTEID these lessons are on the American File 3 ‘Video, which can be used instead ofthe Class Audio CD for this lesson (see Introduction page 9). The main functional section of each episode (normally the first section, but in File 1 the second section) i also on the MultiROM with. additional activities. Optional lead-in (books closed) Introduce the lesson by giving SS the information in the first paragraph above. Ifall or some of your SS used Americas File 2, ask them if they remember Mark and Allie and elicit as much information about them as you can. THE STORY SO FAR ay 4 SSlisten to Allie introducing herself and talking about how she and Mark met and what happened previously. Focus on the photos of Allie and Mark, and then on sentences I ‘© Play the recording once all the way through, and tell ‘8S not to write anything, just to listen. Then play it again, pausing if necessary for SS to mark the sentences T of F. Have them compare answers with a partner before you check answers, and elicit why the F sentences ae false. 3 F (They ork or MTC), aes. | Lith See ee es eta Woes ilar ae Seen a or Track 14 (eudioscript in Stadent Book on page 123) ALLE ‘My name's Allie Gray and I'm from Cambridge in England. I met Mark about a year ago. He's from San Francisco. We both work for MTC, a music company. L ‘was working in the London office and he came there on bosiness. We got on really well and we realy liked each || other. | “Anyway, at the end of hs trip, he invited me to go toa conference in San Francisco. We had a great time again. ‘And then something amazing happened. When I was in San Francisco, was offered ab in our new office in | Paris. | When I told Mark, he told me that he was going to work | inthe Pais ofc ot There's just one lite thing. His job is marketing director, but mine is managing director, so I'm going to be his boss. 've been in Pars for three weeks nove, and I love it. Mark arrived from San Francisco yesterday. He's coming into the office this morning. Extra support Let SS listen again wit the audioscript on page 123 0 they can see exactly what they understood / didn't understand, Elicit/ explain / translate any new words oF phrases. MEETING PEOPLE © 148) Tall SS to cover the conversation with their hand ‘ra piece of paper. Focus on the photos and tell them that the people all work in the Pais office, The SS are ‘going to listen to them being introduced to Mark and ‘they have to listen to find out what thei jobs are. Extra support Before you play the recording, you could elicit / give possible jobs ina (music) company and write them on the board, making sure you include the jobs mentioned: managing director, sales director / head of sales, PR (public relations) director, marketing manager, Personnel manager, secretary, designer, receptionist Personal assistant (PA), etc «Play the recording once all the way through. Then play itagain, pausing after each person is introduced to give SS time to write their jabs in, Check answers. ‘© Blicit also that Jacques and Nicole are French, and Ben is English ‘# Now have SS uncover and look atthe conversation. In pairs, they should read it and see if they can remember ‘or guess the missing words, Stress that they shoulda’t ‘write the words inthe conversation Ideally, they should write in pencil in the margin. 2€ © Play the recording again for them to check. Then go through the conversation line by ine and check answers. Find outt how many SS had guessed the words correctly. Where they had not guessed correctly, sce if their alternative also fits. aid (1 Track 15 M=Mark, N= Nicole, Jacques, B= Ben M Hi. Tm Mark Ryder, NN Ah, you'e the new marketing director. M That right N T'm Nicole Delacroix I'm Alles personal assistant Welcome to Paris! M Thank you, NN Tjust tll Allie you're here. Allie? Mark Ryder's here. (OK. You're from San Francisco, aren't yout A M Alli! I's good to see you again. How are you? [A Very well, Did you have a gaod journey? M Yes, fine, no problems. A Let me introduce you tothe team. You've met Nicole, my personal assistant? M Yes, we've said helo, ‘A This is Jacques Lemaltre, our PR director 1 How do you dot 1M Mark Ryde. How do you do? {A And this is Ben Wats, our designer. B Hi, Mark 1M Great to meet you, Ben, B We've heard alot about you. M Really? All good, I hope. A OK. Shall we go to my offcet 4. "Now focus on the key phrases (highlighted inthe conversation) andthe task. Elicit / explain that How do you dois the most formal way to greet someone wien you shake hands with them ata first meeting Its not 4 real question (it realy means nice to meet you), and the normal response i to “ech” the question How do you do? (= nice to meet you too) or use another ‘expression like Pleased to meet you. How do you do? novadays most usd informal (eg, business) contexts. Pleased / Nice / Good/ Grea 0 meet youre very common ways of greeting people you have just tet in a more informal context © © G18) Play the recording, pausing after each highlighted phrase for students to repeat. Encourage ‘them to copy the rhythm and intonation, 1 Track 16 icole, A= Allie, B= Ben 1M Hi I'm Mark Ryder, 1N Welcome to Paris! IN Youre from San Francisco, aren't you? 1M It's good to see you again. A Did you have a good journey? ‘A Let me introduce you to the team ‘A You've met Nicole, my personal stant ‘A. This is Jacques Lemaltre, our PR director. M How do you do? M Great to meet you, Ben B Weve heard alot bout you. cy Extra support You could have SS read the conversation in pairs to practice rhythm and intonation. ‘¢ Have 8S stand up in pairs. Tell them they are going to ‘move around introducing each other to other ‘When they introduce their partner, they should say ‘what his/her name is, what he / she does, and where hae / she is from (make sure they know al this information about each other). Atypical exchange (where Student A is Ana and Student B is Marco) ‘would be: Student A Hello. This is Mare, / Let me introduce ‘Marco. He's from Lima and he's in college. lis major is biology. ‘Students Cand D Nice to meet you ‘Student B And this i Ana. Extra support You could elicit this exchange and write it on the board s0 8S remember what they have to say. ‘© Encourage $S to use different phrases, e.g, Great to ‘meet you! We've hear a lot about you, etc. and let the activity go on until each student has introduced his / her partner at least twice. SOCIAL ENGLISH It's a secret ‘¢ 118» Focus on the photo and ask Where do you think ‘they aré (Walking in Pais, by the Seine.) Then focus ‘on the question and elicit ideas, Play the recording conceal the way through and check the answer. Ask SS why they think Allie and Mark want to do this. Thy wa while ‘* Focus on the instructions. Go through the questions and then play the recording again. Have SS compare “answers, and then play it one more time if necessary. Check answers, and elicit / explain the meaning of any words or expressions SS didn't understand, eg. werd (= strange). TA 233M 4B 5 M=Mark, A= Allie ‘A What a lovely view! The river’ beautiful, inti? M Patisisso romantic, I can't believe we're here together a ast. A Ye it’s weird, M Weird? Its wonderful, really missed you. A Metoo. M Why don't we sit down? ‘8 Soy did you like the office? 1M Ye it’ great. How do you get on with everyone? ‘8 OK. But well see. Pve only been here three weeks. What did you think of them? M Tthought Jacques was very nice, and Nicole. [A What about Nicole? 1M She was very friendly. [A Youknow we have to keep things a secret. M What things? ol (D1 Tack 7 (audioscript in Student Book on page 123) | | |vingto say where age °) jor board atto letthe his / ou think focus ling Ask SS pare ‘gofany " weind 2eks ‘A You know, us. Our relationship, I don’t want the peoplein the office to know we're together. 1M No, of course not. Butt isnt going to he easy. A No, itisnt. How’s the hotel? M It OK, I gues, but it's not like having my own place, Thave to find an apartment. A Don't worry. Itwon't take you long, What are you thinking? M Do you rally want to know? I was wondering what kind of a boss youl be A Well, you'll find out tomorrow. Extra support LetS5 listen one more time with the audioscript on page 123 so that they can see exactly what they understood / dido’t understand, Help them with any new vocabulary or expresions| © © GLI) Now focus on the USEFUL PHRASES. Give SS a moment to try to complete them, and then play the recording to check. aun oI Tack 8 M=Mark, A= Allie M Why don't we sit down? M Thaveto find an apartment. ‘A Don't wore. It won't take you long. 1M Las wondering what kind ofa bos you'll be | A. Well, youl find out tomorrow. Extra idea Ask $ ifthey can remember who said each phrase (and in what context), eg. Allie says Don't worry. It won't take ‘you long (about finding an apartment). 4 ¢ Pla the recording again, pausing for SS to repeat. Ina ‘monolingual clas, elicit the equivalent expressions in SSL HOMEWORK END workbook page 13 LTS DEL) Lesson plan ‘This isthe first of seven Writing lessons; there is one at the nd of each File In today’s world of e-mail communication, being able to write in English is an important skill for many SS. We suggest that you go through the exercises in class, but assign the actual writing (the last activity) for homework, although S$ may also ‘want todo the planning in class, In this lesson 85 consolidate the language they have learned in File 1 by writing an informal e-mail describing a friend. ‘4 © Focus on the two e-mails and the instructions. Seta time limit for SS to read them and answer the questions. Check answers Pa BERGE ich OF Claudia! Amanda, wants tay | “in her house in New Jersey. Stephanie wants to know | ‘little more about Amanda, and if Claudia thinks "she would get along with Stephanie’ family. 2 Yes, Claudia recommendsAmanda, 'b © Now focus on the five underlined spelling mistakes and have SS correct them in pairs. Check answers by. having SS spell the words correctly, Write them on the board. Ba NE Soa eae S| ‘© © Focus on the instructions. Give $8 afew minutes to reread Claudia’s e-mail and answer the questions. SS ‘can do this orally or in writing. Check answers, 1 extroverted, sociable, hardworking, responsible, independent. 2 going out, seeing movies, listening to music 3 She'sa lite messy, her English isn't very good Extra idea You could ask $S.a few more comprehension question about Amanda, eg., How old is she? What does she do? What do you know about her family? ec © Focus on the chart and the highlighted expressions. Have 85 fill tin, while you copy it on the board. Then ‘check answers and write them in the right place. ‘tremely very [really 1). messy. pretty litle «© Finally, focus on the Useful language box and go through the expressions. 29WRITE an e-mail Go through the instructions. Then either have 8S plan and ‘write the e-mail in class (set atime limit of 20 minutes) or Ihave them just plan in clas, or assign both the planning ‘and writing for homework. Before SS hand in their e-mails, have them exchange them ‘with another student to read and check for mistakes. Extra idea Ifyou decide to have SS do their planning in class, you could also get them to tell a partner about the friend they are going to write about, using the paragraph ideas I~4 to help them, Review & CHECK ‘The Fle finishes with two pages of review. The first page, ‘What do you remember?, reviews the grammar, vocabulary, and pronunciation. These exercises can be done individually ‘ori pairs, in class or at home, depending on the needs of ‘your $S and the class time available. IFS do them in class, check which $8 ae still having problems or any azeas that need further review. The second page, What can you do?, presents SS with a series of skils-based challenges. First, there is a reading text (which is ofa slightly higher level than those inthe File) and two listening exercises. Finally, there is a speaking activity that measures SS’ ability to use the language of the File orally. We suggest that you use some or all ofthese activities according tothe needs of your class GRAMMAR did you get 58 had changed = = 1 Bhought, 7 im meeting) 'm going to meet 3 Doyoillike 8 Gnish cia Gh) shit 9 "lipickyouup 5 was driving "10love re going tolove VOCABULARY TEES: SS 2 fried (nota kind of meat) 43 roast (a way of cooking ~the others are cutlery) "| 4 feld (not a person but a place) | 5 beat (verb, not a place) 3 6 atonal (the athe ate adetvs wits negate meaning) * : moody (the others ace adjectives with a positive | meaning) ; 8 family (its a “grou ore paar gene S acphiee 6 elise 7 og is as 1 for out 2 for, 3 up 4 Aa PRONUNCIATION aT course (kor) 2 food (Its fw.) 3 Worse jain arb idiot 44 moody (Its fu) : ‘ | 5 frozen ('frouzn/) bb menu, refere, impatient sociable, irresponsible CF‘CAN YOU UNDERSTAND THIS TEXT? Filhave some orange juice. ‘What about Sally and Tim? Get them some orange juice, to. They said they were thirsty. ‘Are you sure? I thought Sally wanted tea? No, she wanted something cold OK, fine. Let stop and have something to eat. some water and I need to use the restroom, ‘Arent you hungry? It’s lunch No, really don't want anything. You're not on a det, are you? No, but 'm not feling 100 percent, It must be something Tate lastnight, 3 vas much better than the players we have now. Yeah, he was amazing. ‘What happened to him, do you know? He retired. [think he opened a restaurant, [No, that was Gallagher. He opened a restaurant in Buta, ‘working as a coach in Tampa. With the junior team, the 16-year-olds (Oh realy? Well, Where are you going? Just for arun. I won't belong, Wel, don't be late for lunch. Remember my mothers coming, (Oh right. Anyone else or just your mother? Your sister's coming. Doa't you remember? (Oh yeah, tha’ right. 'm glad Ann's coming. 1 he'd be a good coach. bebe wpe you need any help with lunch? Tong. B OKT be about 20 minutes. orTed 19 1m gong to have some coffee. What do you want? T don't want anything to eat, but let’ stop. 1 ike 1e~ I'm starving. I’sa shame Robertson isnt stil playing for us. He ‘Oh yeah, tha’ right. I remember now: Robertson's think shel get along well with your mother, Do ‘A Fm OK for now, but Iwill later So don't be too > us) or Track 20 [A We have to get Olivia a present. Its her birthday next week, Why don't we just give her somé money? ‘A Oh come on! that’s so impersonal. t's her 21st birthday and she's our only granddaughter. 'B Wall, you choose something for her then. ‘A That’ so typical. Then Ihave all the work of going and finding something 'B Well, then give her money, like Isai before. We're not her generation. We den't know what kind of things she likes, 4 Spal for yours hk YU get er sweater Hartford Sports Center. Good afternoon. Hello, Pe like to reserve a tennis court for Sunday, please. Are youa member? Yes, the name's Reid — R-E-L-D. Mark Reid. What's your membership number, please? Ws040155, OK, thanks, Here we ae. A court for Sunday. Let's see. What time did you want it fort From eight to nine in the evening, Himm...'m afraid they're all full then, We have one fiom five to sx o sx to seven, Sixto seven; then. (OK, Mr Reid, thats court number 5 reserved from, six to seven. 3